The Economic Theory Of Adam Smith - 2094 Words

In this paper, I will examine the economic theory of Adam Smith, a historic and highly renowned economist and philosopher during the 17th century. Smith is often referred to as the father of economics, and is considered the first theorist of what we commonly refer to as capitalism. I will discuss his economic theory in relation to, and as illustrated by one of his original works. The Wealth of Nations was published in 1776, and is considered to be one of the backbones or modern economics. In this book, Smith explores the nature and causes of wealth in a given society. He emphasizes key economic concepts capable of sparking economic growth and progression. I plan to shed some light upon the encompassing elements of Smith’s theory, such as a division of labor, market exchange methods and the overall coordination of market activities. It is important to keep in mind the emphasis Smith places on the respect for individual liberty within a respective society when examining the elem ents of his theory. Once this has been accomplished, I will then elaborate as to why I believe Smith’s economic theory is philosophically superior to other economic theories that also aim to create the most economically functional type of society. To start, I believe that is necessary to discuss the economic concept of a gross domestic product (GDP). In today’s day and age, modern economics defines a GDP as a nations total output over a given period of time. However according to Smith, a nation’s GDPShow MoreRelatedAdam Smith Influence on Economic Theory Essay1655 Words   |  7 PagesWhy is the work of Adam Smith considered so crucial in the development of economic thought? Adam Smith is widely regarded as the father of economics as a social science, and is perhaps best known for his work The Wealth of Nations. Throughout this work Smith states and informs towards his belief that society is not at its most productive when ruled over by rules and limitations with regards to trade, and that in order for markets to maximise prosperity, a free trade environment should be madeRead MoreA Comparison of the Economic Theories of Adam Smith and Karl Marx2203 Words   |  9 Pages There is perhaps not a more famous ongoing dialectic argument in the field of political economy than the one between Adam Smith and Karl Marx in regards to capitalism. The two thinkers, although coming to radically different conclusions about the outcomes of the capitalist system for all parties involved, agree on a surprising number of ideas such as labor being the source of commodities’ value, as well as the fact that the division of labor increases productivity. However, their different conceptionsRead MoreClassical and Neoclassical Economists: Adam Smith and John Maynard Keynes1289 Words   |  6 PagesIn order to understand how economics really work in today’s age we must think about how those economic ideas, revolutionary theories of many economists, that helped to shape the economic structure as we know it now, through many individuals and school of economic though that has existed through the ages. These schools are â€Å"the mercantilists, the physiocrats, the classical economists, Marxian economics, the neoclassical economists and the monetarist economics. For this essay I will only refer toRead MoreAdam Smith706 Words   |  3 PagesAdam Smith was a Scottish political economist and moral philosopher, who studied moral philosophy at Oxford University and University of Glasgow. Smith is considered by many to be the founding father of economics and the first free-market capitalist. In fact, in many ways his philosophies and theories have helped shape our country and our economy into what it is today. Smith introduced us to the invisible hand theory which referred to the free markets. The invisible hand theory stated that ultimatelyRead MoreEssay on Adam Smith: Views on Economics Mercantilist852 Words   |  4 PagesAdam Smith Adam Smith looked at economics differently than the mercantilist. The old view of economics, mercantilism, believed that wealth was measured in terms of the amount of gold and silver the nation stocked, importing goods from other countries would negatively impact the wealth of a country, trade only benefited the seller and not the buyer, and nations could only become richer by making other countries poorer. Adam Smith believed the opposite by thinking that the wealth of a nation is basedRead MoreEssay about : Adam Smith and Karl Mark: Contrasting Views of Capitalism902 Words   |  4 PagesThe theory of capitalism describes the essential features of capitalism and how it functions. Adam Smith focused his theories on the role of enlightened self-interest led by an invisible hand or incorrectly the invisible guiding hand, and the role of specialisation in promoting the efficiency of capital accumulation. Some proponents of capitalism emphasize the role of free markets, which, they cla im, promote freedom and democracy. For many, capitalism hinges on the extension into a global dimensionRead MoreThe Invisible Hand By Adam Smith923 Words   |  4 Pagesperson. Obvious that is Adam Smith. Even though, after ten years or thousand years the economists will recall Adam Smith. Moreover, if you visit United Kingdom you can recognize Adam Smith face in the 50 and 20 pounds. ‘Man is an animal that makes bargains†- Adam Smith (Brainy Quote, (n.d)). That is underling the people’s instinct when they make a deal. â€Å"A person, who received his education through hard work, is like an expensive Car’- Adam Smith (Brainy Quote, (n.d)). Adam Smith encouraged people toRead MoreMoral Sentiments, By Adam Smith997 Words   |  4 Pagess well as abroad (Mastin, 2008). In Theory of Moral Sentiments, Adam Smith developed the foundation for a general system of morals. It showed that the moral ideas and action are the basic elements since human is social creat ures. It identified that moral is the basic need as social using it to interact and express their feelings. It also stated that the society need the prudence and justice to survive, and explains the additional, beneficent, and actions that enable it to flourish. It was a veryRead MoreEconomics Essay1090 Words   |  5 PagesEconomics is an ever-changing field of study. Within that area of interest, there are many people who have influenced the world with their individual economic point of view. Some of those people have made a fundamental impact upon not only the United States of America, but also upon the world. Adam Smith, David Ricardo, John Maynard Keynes, Friedrich Von Hayek, Milton Friedman, and Fengbo Zhang are six men who have accomplished just that. Their opinions, actions, and words have forever changed theRead MoreAdam Smith : An Era Of Classical Political Economy1430 Words   |  6 Pagesof â€Å"classical political economy†, Adam Smith (1723-1790) has challenge d many previous political-economic assumptions, notably the Mercantilist points of view, to prosper and strengthen a state. In his most influential work Wealth of Nations (1779) and various other works of his, he has put forward his arguments, given a critique of their ideas, and formulated theories of how the market and trade should instead be. This essay will show in which ways Adam Smith, as a free economy capitalist, has

Organizational Culture Business Practices - 1011 Words

Does Organisational Culture Shape Ethical Business Practices? U5009333 Sarah Zuiderduin 14/10/2014 Introduction Organisation culture can be described as the beliefs, customs, value systems and behavioural norms and ways of doing business that are unique to each corporation. The impact of organisational culture on the ethical standards and moral practices of people in organisations has become increasingly common (Fisse Braithwaite, 1983). Managers within organisations are now turning to organisational culture to not only to explain what happens in organisations, but also to attempt to shape what happens in the organisation (Sinclair, 1993). Body Definition of organisational culture, ethical business†¦show more content†¦Management can and should actively manage and engage in organisational culture. This process requires clear identification and articulation of a corporate strategy, philosophy or mission. These strategies are not confined to economic goals, but there does need to be a cohesive statement about what kind of organisation the company will be; including its character, espoused values, and relationships to customers, employees, communities, and shareholders (Murphy, 1989). Commonly known as a ‘credo’ (Murphy, 1989), this strategy can be translated into a corporate code of ethics. The credo can be a general statement about the organisational values, the code of ethics should be specific, pertinent, publicized, communicated and enforced, as well as revised (Laczniak Murphy, 1991). Apple Inc. utilises it’s employees levels of innovation, creativity, and provides further training and development programs to ensure a positive, supporting, engaging and empowering organisational culture and attributes this environment to its success. Leadership and its positive influences, linked to above statements about Apple Inc. Identify and describe positive outcomes of organisational culture and its positive influence on ethical business practices. Identify the extent of the influence? The strong cultural approach adopts a more instrumental

Military Courtesy and Salute Free Essays

Courtesy among members of the Armed Forces is vital to maintain discipline. Military courtesy means good manners and politeness in dealing with other people. Courteous behavior provides a basis for developing good human relations. We will write a custom essay sample on Military Courtesy and Salute or any similar topic only for you Order Now Military courtesy is not a one-way street. Enlisted personnel are expected to be courteous to officers and likewise officers are expected to return the courtesy. Mutual respect is a vital part of military courtesy.In the final analysis, military courtesy is the respect shown to each other by members of the same profession. Some of the Army’s more common courtesies include rendering the hand salute, standing at attention or parade rest, or even addressing others by their rank. The salute is not simply an honor exchanged. It is a privileged gesture of respect and trust among soldiers. Remember the salute is not only prescribed by regulation but is also recognition of each other’s commitment, abilities, and professionalism.The salute is widely misunderstood outside the military. Some consider it to be a gesture of servility since the junior extends a salute to the senior, but we know that it is quite the opposite. The salute is an expression that recognizes each other as a member of the profession of arms; that they have made a personal commitment of self-sacrifice to preserve our way of life. The fact that the junior extends the greeting first is merely a point of etiquette, a salute extended or returned makes the same statement. In saluting, turn your head and eyes toward the person or flag you are saluting. Bring your hand up to the correct position in one, smart motion without any preparatory movement. When dropping the salute, bring your hand directly down to its natural position at your side, without slapping your leg or moving your hand out to the side. Any flourish in the salute is improper. The proper way to salute when wearing the beret or without headgear is to raise your right hand until†¦ How to cite Military Courtesy and Salute, Papers

Business Research for Journal of Development-myassignmenthelp

Question: Discuss about theBusiness Research for Journal of Economic Development. Answer: What are the dependent, independent, moderating, mediating (intervening) or control variables in this study? How are these variables defined? Smith, Oczkowski and Selby-Smith (2011) use their journal to examine factors that determine retention of long-term skills as well as turnover among employees working in more than 300 Australian organisations. The authors collected primary data on two different dependent variables. The two variables were employee turnover and employee confidence. Smith, et al defined employee turnover as the percentage annual average over a period of three years. More specifically, they measured the variable along four skill categories elementary skills, intermediate skills, skilled trade workers, and professional skills. While the confidence to retail skills was defined by the degree at which an organisation was likely to continue accessing the skills to assist achieve long term goals. While on the other hand, the study focused on three independent variables including learning orientation (LO), total quality management (TQM), and lean production (LP). Smith, defined LO as organisation-wide activitie s that managers use to create and knowledge to strengthen competitive advantage. They measured the variable along three-sub-constructs (shared vision, open-mindedness, and commitment to learning). They defined TQM as a philosophy that managers use when they want to achieve continuous improvement across all products and services as well as processes (Xiaojun, et al., 2013). While LP was defined as a combination of TQM and teamwork that managers used to operate through minimum resources. What is the motivation for including these variables into the conceptual framework for the study? The motivation to include the two dependent variables; employee turnover and employee confidence was because of the need to extend the previous organisational literature along three dimensions. First, they sought to differentiate between conventional measures of turnover and incorporate a new measure that helps employees retain more skills. Most importantly, the authors understood that retaining skills among employees is critical for achieving long-term goals. Furthermore, they were motivated to include a variable that considers an organisations long term strategic perspective as well as identifying a number of drivers of retention. The second motivation was based on the fact that previous literature that focused on high performance work systems analyzed one set of measures around monitoring systems, training, and practices. In contrast, they sought to examine the significance of various management philosophies that underpin high performance systems and practices of human resource ma nagers. The third motivation was to broaden the previous findings by incorporating four other employee categories of skills in order to identify the presence of unique drivers likely to contribute towards increased retention of skills and turnover to achieve long-term goals. How are these variables measured? Goertzen (2017) explains that any researcher much present a clear definition as well as steps used to measure variables. Variable includes anything that is likely to take a different value. Such values can be unique in terms of objects, person, or similar (Boeren, 2018; Sekaran and Bougie, 2016). For instance, in order to measure employee turnover, the study measured employee turnover on four categories. The professional category of skills were measured based on nominal scale concerning the level of a manager such as in the senior position, middle position, engineering technician, or as an ICT profession. The skilled trade workers category was measured depending on the profession of an employee. Some of the areas of measurement included skills such as plumber, electrician, messenger, or carpenter. The intermediate skills were measured based on nominal scales as whether an employee worked as a service worker, in sales department, or clerical department. While on the other hand, the el ementary skills involved focusing on machine operators, labourers. In overall, the authors measured employee turnover with the help of four measures; human resource management practices, organisational/market characteristics, training practices, and high performance systems. Besides, Smith, et al measured the independent variables based on management philosophies mostly related to high-performance work systems. For example, they used multi-item scale items to measure learning orientation. While on the other hand, they measured TQM and LP by looking at the extent of autonomy that employee had in working with teams such as teamwork autonomy and teamwork employed. Are there other important variables that should be included in this study? Depending on the nature of a study, Trusty (2011) explains that researchers can opt to include all four types of variables (dependent, independent, moderating, and mediating) to help ascertain the cause and effect relationship among variables. However, Venable (2011) points out that the choice to include either a moderating or mediating variables dependents on the need to strengthen the relationship or effect of independent variable towards the dependent variable. That implies incorporating a third variable to serve the role of moderation or modify the original relationship. The analysis of journal article of Smith, et al., (2011) indicates failure to incorporate a third variable to help moderate two dependent variables (turnover and skill retention) and three dependent variables (LO, LP and TQM). The study could include the role of HR practises a moderating variable. The inclusion would help mediate (Hkansson and Waluszewski, 2016) the relationship between learning at the workplace and TQM that predict turnover. References Boeren, E. (2018). The Methodological Underdog: A Review of Quantitative Research in the Key Adult Education Journals. Adult Education Quarterly, 68(1), 63-79. Goertzen, M. J. (2017). Introduction to Quantitative Research and Data. Library Technology Reports, 53(4), 12-18. Hkansson, H., Waluszewski, A. (2016). Methodomania? On the methodological and theoretical challenges of IMP business research. IMP Journal, 10(3), 443-463. Sekaran, U., and Bougie, R. (2016). Research methods for business: A skill-building approach (7th ed). Wiley Smith, A., Oczkowski, E. and Selby-Smith, C. (2011). To have and to hold: modelling the drivers of employee turnover and skill retention in Australian organisations. International Journal of Human Resource Management, 22(2), 395-416. Trusty, J. (2011). Quantitative Articles: Developing Studies for Publication in Counseling Journals. Journal Of Counseling Development, 89(3), 261-267. Venable, J. (2011). Incorporating Design Science Research and Critical Research Into an Introductory Business Research Methods Course. Electronic Journal Of Business Research Methods, 9(2), 119-129. Xiaojun, Y., Plaisent, M., Bernard Jr., P., Kuofie, M. (2013). Research on Business Model Innovation and Control of China's Education Training Industry: New Oriental Education Technology Group as an Example. Journal Of Economic Development, Management, IT, Finance Marketing, 5(1), 1-13.

The Crucible Ture Devils In Selam Essays - Salem Witch Trials

The Crucible: Ture Devils In Selam The Crucible: True Devils in Salem In The Crucible by Arthur Miller, the madness of the Salem Witch Trials is explored in great detail. There are many theories as to why the witch trials came about, the most popular of which the girls' suppressed childhood. However, there were other factors as well, such as Abigail Williams' affair with John Proctor, the secret grudges that neighbors held against each other, and the physical and economic differences between the citizens of Salem Village. From a historical viewpoint, it is known that young girls in colonial Massachusetts were given little or no freedom to act like children. They were expected to walk straight, arms by their sides, eyes slightly downcast, and their mouths were to be shut unless otherwise asked to speak. It is not surprising that the girls would find this type of lifestyle very constricting. To rebel against it, they played pranks, such as dancing in the woods, listening to slaves' magic stories and pretending that other villagers were bewitching them. The Crucible starts after the girls in the village have been caught dancing in the woods. As one of them falls sick, rumors start to fly that there is witchcraft going on in the woods, and that the sick girl is bewitched. Once the girls talk to each other, they become more and more frightened of being accused as witch, so Abigail starts accusing others of practicing witchcraft. The other girls all join in so that the blame will not be placed on them. In T he Crucible, Abigail starts the accusations by saying, I go back to Jesus; I kiss his hand. I saw Sarah Good with the Devil! I saw Goody Osburn with the Devil! I saw Bridget Bishop with the Devil! Another girl, Betty, continues the cry with, I saw George Jacobs with the Devil! I saw Goody Howe with the Devil! From here on, the accusations grow and grow until the jails overflow with accused witches. It must have given them an incredible sense of power when the whole town of Salem listened to their words and believed each and every accusation. After all, children were to be seen and not heard in Puritan society, and the newfound attention was probably overwhelming. In Act Three of The Crucible, the girls were called before the judges to defend themselves against the claims that they were only acting. To prove their innocence, Abigail led the other girls in a chilling scene. Abby acted as if Mary Warren sent her spirit up to the rafters and began to talk to the spirit. Oh Mary, this is a black art to change your shape. No, I cannot, I cannot stop my mouth; it's God's work I do. The other girls all stared at the rafters in horror and began to repeat everything they heard. Finally, the girls' hysterics caused Mary Warren to accuse John Proctor of witchcraft. Once the scam started, it was too late to stop, and the snowballing effect of wild accusations soon resulted in the hanging of many innocents. After the wave of accusations began, grudges began to surface in the community. Small slights were made out to be witchcraft, and bad business deals were blamed on witchery. Two characters in The Crucible, Giles Corey and Thomas Putnam, argue early on a bout a plot of land. Corey claims that he bought it from Goody Nurse but Putnam says he owns it, and Goody Nurse had no right to sell it. Later, when Putnam's daughter accuses George Jacobs of witchery, Corey claims that Putnam only wants Jacobs' land. Giles says, If Jacobs hangs for a witch he forfeit up his property - that's law! And there is none but Putnam with the coin to buy so great a piece. This man is killing his neighbors for their land! Others also had hidden motives for accusing their neighbors. Once the accusations began, everyone had a reason to accuse someone else as bewitched; therefore it is why the hangings got so out of hand. The wave of accusations can be likened to mass hysteria, in which the people involved are so caught up that they start having delusions of

Should I Take the SAT Essay How to Decide

Should I Take the SAT Essay How to Decide SAT / ACT Prep Online Guides and Tips The SAT underwent some major revisions in 2016, and one of the biggest changes is that its previously required essay is now optional.This can be confusing for some students and parents. Should you take the essay? Will colleges require the essay or not? Will taking the essay make your application stronger? Read on for answers to all these questions.This guide will explain what the SAT essay is, what the pros and cons of taking it are, and how you can make the best choicefor you. What Is the SAT Essay? The SAT essay is one of the sectionsof the SAT. After being required since its inception, the College Board has now decided to make the essay optional. This is similar to the ACT, whose essay has always been optional. During this section, students will be given 50 minutes to write an essay.The essay for the new SAT is very different than it was for the previous version of the SAT. You can read all about the changes to the SAT here, but, as a brief overview, the essay will give you a passage by an author who is taking a stance on an issue. Your job will be to analyze how the author built that argument. If you choose to take the essay, it will be its own section of the SAT, and the score you get on the essay will be separate from your score on the rest of the exam. Your main SAT score will be out of 1600 while your essay will be graded across three different categories: Reading, Analysis, and Writing. For each area, your essay will be given a score from 2-8. Below isa sample prompt from one of the official practice tests released by the College Board. Here youcan read the entire prompt, including the passages you would need to analyze. Do Colleges Require the SAT Essay Now That It's Optional? So, the College Board has now made the essay an optional part of the SAT, but does that change how colleges view the essay (or if they even view it at all)?Kind of. Some schools that used the essays before no longer require them now that both the ACT and SAT have made the essays optional, but other schools continue to require the SAT essay. Each school makes this decision individually, so there are no patterns to follow to try and guess who will require the essay and who won’t. Even top schools like the Ivy League are divided on whether to require the essay or not. This can make things confusing if you’re applying to college soon and don’t know if you should take the SAT essay or not.The following sections of this guide will explain the benefits and drawbacks of taking the essay and walk you through different scenarios so you can make an informed decision. The #1 Consideration: Do Any of the Schools You're Interested in Require the Essay? The absolute most important factor, the factor that matters more than anything else in the rest of this guide, is if any of the schools you’re applying to or thinking of applying to require the SAT essay. The best way to get this information is to Googleâ€Å"[school name] SAT essay requirement,† look directly on each school’s admission webpage, orcheck out our list of the schools that require the SAT essay. Find this information for every school you plan on applying to, even schools you’re not sure you want toapply to, but are considering.If even one school you’re interested in requires the SAT essay, then you should take it, regardless of any other factors.There is no way to take just the SAT essay by itself, so if you take the SAT without the essay and then, later on, realize you need anessay score for a school you’re applying to, you will have to retake the entire test. So, if a school you’re interested in requires the SAT essay, your choice is clear: take the essay when you take the SAT. However, what if the schools you’re interested in don’t require the essay? If that’s the case, you have some other factors to consider. Read on! Benefits of Taking the SAT Essay If none of the schools you’re thinking of applying to require the SAT essay, why would you want to take it? The two main reasons are explained below. #1: You're Covered for All Schools Taking the SAT essay means that, no matter which schools you end up applying to, you will absolutely have all their SAT requirements met. If you decide to apply to a new school that requires the SAT essay, that won’t be a problem because you’ll already have taken it. If you already are absolutely certain about which schools you’re applying to and none of them require the essay, then this may not be a big deal to you. However, if you have a tentative list of schools, and you’ve been adding a school or removing a school from that list occasionally, you may want to be better safe than sorry and take the SAT essay, just in case. Taking the SAT essay means you have all your bases covered, no matter which schools you end up applying to. #2: A Good Score May Boost Your Application Slightly While it’s highly unlikely that your SAT essay will be the deciding factor of your college application, there are some cases where it can give you a small leg up on the competition. This is the case if a school recommends, but doesn’t require the essay, and that school is particularly competitive. Having a strong SAT essay score to submit may strengthen your application a bit, especially if you are trying to show strong English/writing skills. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Drawbacks to Taking the SAT Essay There are also costs to taking the SAT essay;here are three of the most common: #1: It's Another Section to Study For If you choose to take the essay, that means you have an entire extra SAT section to study and prepare for. If you already feel like you have a ton of SAT prep to do or have doubts about staying motivated, adding on more work can make you feel stressed and end up hurting your scores in the other SAT sections. #2: It Makes the Exam Longer Taking the essay will, obviously, increase the total time you spend taking the SAT. You’re given 50 minutes to write the essay, and, including time needed for students not taking the essay to leave and things to get settled, that will add about an hour to thetest, increasing your total SAT test time from about three hours to four hours. If you struggle with keeping focused or staying on your A game during long exams (and, let’s be honest, it’s not hard to lose concentration after several hours of answering SAT questions), adding an additional hour of test time can reduce your test-taking enduranceand make you feel tired and distracted during the essay, likely making it hard for you to get your best score. #3: The Essay Costs Extra Taking theSAT with the essay will also cost you a bit more money. Taking the SAT without the essay costs $46, but if you choose to take the essay, it costs $14 extra, raising the total cost of the SAT to $60. However, if you're eligible for an SAT fee waiver, the waiver also applies to this section of the exam, so you still won't have to pay anything if you choose to take the essay. Taking the essay likely means the cost of taking the SAT will be slightly higher for you. Should You Take the SAT Essay? Five Scenarios to Help You Decide Now you know what the SAT essay is and the pros and cons of taking it. So, what should you decide? Five scenarios are listed below; find the one that applies to your situation and follow the advice in order to make the best decision for you. Scenario 1: You're planning on applying to at least one school that requires the essay As mentioned above, if even one school you’re thinking about applying to requires the SAT essay, you should take it in order to avoid retaking the entire SAT again at a later date because you need an essay score. Scenario 2: None of the schools you're applying to look at essay scores If none of the schools you’re thinking about applying to even look at SAT essay scores, then you shouldn’t take it. Even if you get a perfect score, if the schools don’t consider essay scores, then taking it will have no benefits for you. Scenario 3: The schools you're applying to don't require the SAT essay and aren't highly competitive In this case, you don’t need to take the SAT essay, unless you’re trying to make up for weak writing skills in other parts of your application. Scenario 4: The schools you're applying to recommend the SAT essay and are more competitive For this scenario, you should take the SAT essay in order to give your application an extra boost, unless you really think you’d perform poorly or preparing for and taking the essay would cause your scores in other sections to decline. Scenario 5: You aren't sure where you're going to apply yet If you’re not sure which schools you want to apply to, then you should take the SAT essay, just to be safe. This way you’re covered no matter where you end up applying to college. If the thought of figuring out which colleges to apply to has you as confused as this blue panda, your safest option is to take the SAT essay. Conclusion Because of the College Board’s recent decision to make the SAT essay optional, students are now faced with the decision of whether they should take it or not.The best way to decide is to learn the essay policy for each of the collegesyou're interested in applying to.Some schools will still require the essay, some won’t even look at an applicant’s essay scores, and other schools don’t require the essay but will look at your score if you do take it. Use these school policies to help decide whether you should take the essay.Remember, if you end up needing to submit an essay score, you will have to retake the entire SAT, so make sure you have accurate and up-to-date information for each school you are thinking of applying to. What's Next? Have you decided to take the essay and want to know how to start studying? We have a step-by-step guide that explains how to write a great SAT essay. Want more examples of sample prompts? Here are all of thereal SAT essay prompts that have been released by the College Board. Are you aiming fora perfect SAT essay score?Check out our guide on how to get a perfect 8/8/8 on the SAT essay. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Summary of a research paper Essay Example | Topics and Well Written Essays - 750 words

Summary of a research paper - Essay Example It would be therefore be interesting to review findings of such study which presents contradicting results and concludes from the perspective of investors that there are substantial variances in annualized stock returns in the long run. The journal article refers to previous studies including Siegel (2008) and Campbell and Viceira (2002, 2005) that have concluded that both unconditional and conditional variances in stock returns are greater in the shorter time frame as compared to the longer investment horizon. The study by Pastor & Stambaugh is carried out from investors’ perspective and suggests that stock returns have greater volatility in the long run mainly due to two conditions which investors face. These include inability of investors to know the drivers of conditional expected return from stocks and also investors are of the view that even observable factors influencing stock returns forecasts do not sufficiently predict changes in conditional expected return. ... The study adopted vector autoregression (VAR) model with assumptions that predictors are imperfect, which is a different approach as compared to previous studies by Stambaugh (1999), Barberis (2000), Hoevenaars et al. (2007). The study reflects that on the basis of imperfect predictors there are significant direct and indirect values in the long run. The study considered five components of variances observed in the long run including the uncertainty pertaining to independent and identical distribution of returns over the term of analysis i.e. true variance, mean reversion, uncertainty of future and current expected stock return, and estimation risk. The study reveals that there is a positive relationship between long term variances and these components of variances except mean reversion. This implies that higher values of these components result in higher volatility of stock returns Mean reversion, which is an assumption that current negative shocks in the stock return are offset by positive return shocks in the future, has a negative impact on variances. This does apply in the long run but its relevance is offset by other four components of long term variance. It is suggested in the research article that investors are not able to observe the variances and instead they rely on historical data of returns to predict future returns. Therefore, in the presence of imperfect predictors of returns there is a high degree of predictability which leads to greater volatility in the long term stock returns. The analysis of data in the report is divided into nine sections. Expressions for five components of long term variations are developed using VAR and then using a predictive system conditional expected returns

2 contract law assignments Essay Example | Topics and Well Written Essays - 3750 words

2 contract law assignments - Essay Example However, that right would have arisen by virtue of common law principles rather than statutory law as contained in the Contracts (Rights of Third Parties) Act 1999. Owen Fox explains that ‘for many years, the doctrine of privity of contract was a fundamental feature of English law, meaning that it was only the parties to a contract who could rely upon or enforce the terms of that contract. The consequence of this was that if a third party suffered a loss because the contracting parties failed to fulfil their obligations to each other, then the third party had no recourse under the contract.’2 This is the background against which Sarah Jones Development’s claim for damages against Archibald must be examined. There were and are exceptions to the privity of contract rule. One exception is to be found in circumstances where a collateral contract exists. For example when there is a contract between two parties one of the parties thereto may have a collateral contract with a third party in respect of the same matters contained in the primary contract. Shanklin Pier v Detal Products [1951] 854 provides a good example. In this case the plaintiff hired a contractor for the purpose of painting a pier. The painting contractor was instructed to purchase the paint from the defendants. The defendants informed the plaintiffs that the paint would last for seven years when in fact it only lasted for three months. As a result the plaintiff took the defendants to court despite the absence of a contract between them and defendants. 3 The court ruled that the plaintiffs could sue the defendants for damages on the basis of a collateral contract. The plaintiff had provided consideration in exchange for the defendants’ assurance of the quality of the paint by indorsing a contract with the painting contractor which specifically required that they purchase the defendants’ paint.4 The general tone of judicial findings was that there must be an intention to form a

Work ,Retirement and Economic status Essay Example | Topics and Well Written Essays - 250 words

Work ,Retirement and Economic status - Essay Example They are thus forced to seek employment to support the little pension or social security schemes they are eligible to. The employment trends in the US reveal that more elderly population are choosing to retain their employment or get back to some sort of employment some years after their retirement. Various reasons are attributed to these and include desire to keep fit, as a means of killing boredom, or to supplement their incomes. The narrator notes that growing old do not mean that the productivity of this demography is totally at its knees. Instead, most of them choose to find some part time jobs to support their diminishing incomes. To illustrate this it can be seen that those economies with generous social security schemes tend to have reduced number of adult under employment. On the other hand, those with limited benefits have more aged people under employment. In US, for instance, the number of old Hispanics and Blacks still under employment is high since most of them do not enjoy the social security benefits either due to ignorance or lacks of jobs in their productive years. In general, the video sounds warning bell that people need to prepare early emotionally, economically socially so as to avoid economic catastrophe among the elderly in the near

Arab Marriage and Family Formation

Arab Marriage and Family Formation Introduction Arab societies are undergoing major changes as new patterns of marriage and family formation emerge across the region. For long decades, early marriage was the common pattern in the Arab world. However, it is no longer the only pattern. The average age of marriage is rising and more Arab women are staying single for a long time and sometimes they dont get married at all. These new marriage trends in the Arab World are part of a world global phenomenon. The changes of marriage trends in the Arab world reflect the social and economic changes taking place in the region. Arab economies moved away from agrarian based systems which supported both early marriage and extended family numbers [Hoda R.and Magued O., 2005]. The majority of the Arab populations live in cities working in industrial or service sectors. Today, Arab women are more educated and more likely to work outside their homes for personal and financial independence. These changes create a new image of woman and change her past traditional role as a mother and household member. The objective of this research is the studying of marriage issue in the Arab world because marriage is one of the key important factors that determine the social and economic present and future in the Arab countries. Both problems of early marriage and increase of average age of marriage of marriage are explained. Finally, a recommended solutions and actions are proposed in order to naturalize the two problems for decreasing the negative impacts and creation of better Arab societies. Importance of Marriage in Arab Society Family is the main concern in Arab societies. Family is considered the main social security system for young and elder people in Arab countries. In Arab culture, parents are responsible for children well into those childrens adult lives, and children reciprocate by taking responsibility for the care of their aging parents—responsibilities that Arabs generally take on with great pride. Marriage for Arabs is thus both an individual and a family matter. In Arab societies, marriage is considered the turning point that defines prestige, recognition, and societal approval on both partners, particularly the bride. Marriage in Arab societies is considered the social and economic contract between two families. Marriage is also considered the right form of socially, culturally, and legally acceptable sexual relationship [1]. Early marriage in Arab World Early marriage is any form of marriage that takes place at age of 18 years. Early marriages are often associated with enforcement. Forced marriage is the marriage conducted without full consent of both parties and sometimes with a threat [2].From human rights point of view, early marriage is considered a violation of human rights conventions. In Arab societies- especially developing countries- early marriage, is considered a means of securing young girls future and protecting them. Wars and social problems may leads also to early marriage as in Palestine, where the intifada has led to earlier marriage. Many countries in the world have declared 18 as the minimum legal age of marriage. However, more than millions of young girls are expected to marry in the next decade according to the international statistics. [2]. Early marriage has decreased in many world countries in the last decades. However, it is still common in rural areas and among poor people. Poor parents believe that early marriage will protect their daughters and save their future. Young girls are forced into marriage by their families while they are still children because they think that marriage benefits them and secure their financial and social future. Early marriage violates children rights because it decreases their human development, leaving them socially isolated with little education, skills and opportunities for employment and self-realization. These conditions ultimately make married girls vulnerable to poverty .Early marriage is a health and human rights violation because it takes place within the context of poverty and gender inequality with social, cultural and economic dimensions [3]. Reasons of early marriage in Arab World There different reasons of early marriage in Arab countries, some of these reasons are referred to cultural reasons, others are referred to economic reasons. Some of these reasons are: High poverty rates, birth rates and death rates, greater incidence of conflict and civil wars, lower levels of overall development, including schooling, employment, health care and believes that early marriage is a means of securing young girls future and protecting them [4]. Traditional values surrounding girls virginity and family honour play a major role in Arab families decisions to marry off their daughters at young ages [1]. Effects of early marriage Although the trend of early marriage is decreasing in the Arab world, the number of young girls in Arab countries teenagers who are married is still high. Early marriage is generally associated with early childbearing and high fertility, both of which pose health risks for women and their children [5]. Young mothers are at greater risk than older mothers of dying from causes related to pregnancy and childbirth. And the younger a bride is, the more significant the age gap with her husband tends to be—which exacerbates her disadvantage in negotiating with her husband on matters such as her own health care needs [6]. Young wives are required to do a many hard domestic duties, including new roles and responsibilities as wives and mothers. The young brides status in the family is dependent on her demonstrating her fertility within the first year of marriage when she is not physiologically and emotionally prepared [7]. Young wives are forced to be responsible for the care and welfare of their families and future generations while they are still children themselves. They have no decision making powers, restricted mobility and limited economic resources. Early marriage is a direct cause of woman poverty and wide age gaps between younger married girls and their spouses create unequal power relations between the young bride and her older and more experienced husband, resulting in husbands having total control over sexual relations and decision-making [5]. Young wives are often unable to make wise plans for their families and may be forced to select between one of two hard choices: either to tolerate husbands violence or to make crimes (killing them). AIDS epidemic increases in young women due to the combination socioeconomic, cultural and political factors that put young women at greater risk of HIV infection due to the lack of sexual knowledge and limited access to information and resources. Younger women may face unsuccessful marriages and divorce could happen as a result of lack of maturity, incomplete independence, limited time to get prepared for marriage and having kids, dealing with education/career building and family formation at the same time. Relative Marriage in Arab World Marriage between relatives is a significant feature in Arab societies. High rate of marriage between relatives is known as  consanguinity. Marriage between relatives is clear in Arab countries such as Libya and Sudan. Sometimes, consanguineous marriage is arranged marriages that reflects the wishes of the marrying relatives. But marriage between close relatives can jeopardize the health of their offspring, as can marriage among families with a history of genetic diseases [1]. New trends in Marriage in Arab world In the last decade, early marriage has declined in many Arab countries such as Kuwait and Emirates. For example , in Emirates, the pace of decline is very significant where the percentage of women ages 15 to 19 who were married dropped from 57 percent in 1975 to 8 percent by 1995 [1]. The general feature of marriage pattern in the for the region as a whole, women are marrying later in late of 20th  or 30th  and some women are not marrying at all. As shown in table (1), In Tunisia, Algeria, and Lebanon, only 1 percent to 4 percent of women ages 15 to 19 are married, and the percentage of women ages 35 to 39 who have never married in these countries now ranges from 15 percent to 21 percent. The percentage of women ages 35 to 39 who have never married is a good indicator for measuring changes in the universality of marriage, because the likelihood of a single woman marrying after age 40 is quite low [8] Source: Pan-Arab Project for Child Development: Arab Mother and Child Health; Council of Health Ministers of GCC States, Gulf Family Health Surveys; and Palestinian Central Bureau of Statistics special tabulations of the 2004 Palestinian Demographic and Health Survey . Palestinians have different marriage pattern where early is the most type that takes place. The main reason is the war and occupation where families wishes to increase the generation for freeing their countries and help them to face hard life in the region. As shown in figure (), most of Palatines marry in the age of 14 to 24 year old [1]. SOURCES: Palestinian Central Bureau of Statistics, special tabulation, 2004 Palestinian Demographic and Health Survey. The marriage-age gap is particularly pronounced in Arab societies. One-quarter of recent marriages in Egypt and Lebanon had women at least 10 years younger than their husbands [9]. Marriage problem in Egypt The main problem of marriage in Egypt is its high costs especially because of dowry, Shabka, Housing, Furniture and appliances and gihaz. Regardless of the economic situations of marrying couples and their families, the gihaz and other goods purchased to set up the newlyweds home have to be new, not used. The rising cost of marriage is in part attributed to the rising expectations and consumerism that have accompanied the opening of the Egyptian economy, which began in the 1970s. The countrys high cost of housing and furnishings have had a number of unintended consequences for marriage patterns, such as youth entering into  urfi  (common-law marriages that are unregistered and generally secretive) as well as men marrying women who are older and financially secured [10]. Nonconventional Forms of Marriage The high costs of Arab marriage as well as high unemployment and economic difficulties are blamed for the spread of so-called â€Å"urfi† (or common law) marriages among young urban adults in some countries in the region. Generally hidden from the participants families, urfi marriages are undertaken to avoid the difficulties of a standard marriage and give a sexual relationship some degree of legitimacy. The secrecy surrounding urfi marriages puts young women at a particular disadvantage because these women are not able to negotiate the terms of their marriage a role usually played by families in conventional marriages. There are thousands of urfi marriages cases in Egypt among university students [11]. Traditionally,  urfi  marriages have been religiously condoned as proper if the couples parents approve of the marriage and there is a public announcement of the ban. Some families in rural villages opt for  urfi  marriages when the bride is too young to be legally married, deferring the official registration of the marriages to a future date. But the public, the religious establishment, and the legal system have generally perceived urban  urfi  marriages as a pretext and cover for premarital sex. Another form of unconventional marriage in the Arab World is the  mutaa  and  messyar.  Mutaa is a  temporary marriage, which is practiced by the Shiites in southern Lebanon and other areas, couples specify in their marriage contract the date upon which the marriage ends. On ther hand,  Messyar  marriage is common in the Gulf region. In this type of marriage, there is an arrangement that man marries without any of the housing and financial responsibility that a standard Arab marriage generally requires of him. In general, Messyar and Mutaa are practiced mostly by men who are marrying a second wife where they tend to give legitimacy to sexual relationships and reduce the number of never married women in society, they introduce other social complications, such as the upbringing of children from such marriages [1]. Womens rights regarding marriage According to the international human rights conventions, woman has the rights when entering, during and at the end of the marriage. When entering marriage, woman has the same right as a man to enter marriage only with full consent. A woman married under minimum age shouldnt be considered legally married. Marriage must be registered in an official registry. If a woman marries someone with another nationality, she will not have her nationality automatically changed to that of her husband unless she chooses that [12]. During marriage, woman has the same rights and responsibilities as man. She has the right to equal access to health services, the right of protection from violence within the family. She also has the same rights as a man to decide freely about the number and spacing of children and to have access to information, education and means to exercise these rights [12]. Woman has the same rights and responsibilities as her husband towards children regardless of her marital status and family benefits. Change in womans husband nationality during marriage doesnt imply that her nationality must be change. If woman is employed she must not be discriminated against on the grounds of marriage and maternity. At the end of marriage, woman has the same rights as man when a marriage ends. Neither woman nationality nor that of her children shall automatically be affected by the ending of a marriage. Woman has the same rights and responsibilities as a man towards her children regardless of her marital status [12]. How to solve the problem? There is an urgent need to for a better understanding of the social and economic environment surrounding Arab marriage. Policies and governmental programs should meet the youth need to marry and make families. Understanding of marriage patterns changes and their social and economic implications need to be addressed. Successful implementation including right decisions and accurate schedules are needed to address and meet the requirements and needs of young people who want to marry or remain single [1]. The recommended solutions for improving marriage situation in Arab World are: Using International pressure specially regarding woman rights stated in human rights conventions on Arab countries to follow the Womens Conventions. Following poverty reduction strategies Making the required reforms of marriage and family laws to meet the human rights standards and monitoring the impacts of these laws on Arab societies. Providing safety employment opportunities for youth specially girls and women affected or at risk of early marriage. Ensuring the right to education and information for girls, including married girls. Providing incentives to encourage families to educate their children. Encouraging activities that change the attitudes and behaviour of community and religious leaders – especially regarding early marriage, girls education and employment. Developing rules that redefine acceptable ages of marriage and offer social and economic supports that allow parents and girls to delay marriage until suitable age. Raising consciousness about child marriage consequences and impacts of increase of average age of marriage as well. Promoting legal, and chosen forms of marriage Supporting married young girls Work cited Hoda R. and Magued, O,, Marriage in the Arab World , Population Reference Bureau, September 2005. Stephen H. , Early Marriage – Child Spouses , Innocenti Digest no. 7, UNICEF , March 2007. UNIFEM, Forced and Early Marriage, URL:http://www.stopvaw.org/Forced_and_Early_Marriage.htmlMinnesota, Advocates for Human Rights, August 2007. Forum on Marriage and the Rights of Women and Girls, Early Marriage and Poverty Exploring links for policy and program development ,2003. UNFPA, The Promise of Inequality: Gender Inequality and Reproductive Health, URL:http://www.unfpa.org/swp/2003/english/ch2/index.htm, 2005. World Health Organization, â€Å"WHO/UNFPA/Population Council Technical Consultation on Married Adolescents† ,Geneva: WHO, 2003. United Kingdom Foreign and Commonwealth Office, A Choice by Right: Working Group on Forced Marriages Child Marriage Fact Sheet, 2000. League of Arab States, Pan-Arab Project for Child Development: Arab Mother and Child Health Surveys , Pan-Arab Project for Family Health; Council of Health Ministers of GCC States, Gulf Family Health Surveys; ORC Macro, Demographic and Health Surveys; and Palestinian Central Bureau of Statistics special tabulations of 2004 Palestinian Demographic and Health Survey. Social Research Center at the American University in Cairo using the Egypt Demographic and Health Survey (2003) and the Lebanon Maternal and Child Health Survey (1996). Diane S. and Barbara I., â€Å"The Cost of Marriage in Egypt: A Hidden Variable in the New Arab Demography,† in the New Arab Family, Cairo Papers in Social Science 24 (2001): 80-116; and World Bank, â€Å"Building Institutions for Markets,† World Bank Report 2002 (Washington DC: World Bank, 2002): table 1. Gihan S., â€Å"The Double Bind,† Al Ahram Weekly On-line 397 (Oct. 1-7, 1998). The International Womens Tribune Centre Rights of Women, A Guide to the Most Important United Nations Treaties on Womens Human Rights, New York 1998.

Impact Of Prematurity On Development Essay -- essays research papers

Impact of Premature Birth on Development   Ã‚  Ã‚  Ã‚  Ã‚  Years ago, premature birth almost always meant death for the baby. Today, however, we have the technology to nurture these infants’ development, and many of them survive to lead normal, healthy lives. Although, very premature infants (that is, those born before about the fifth month) are still not likely to survive, many born at five months and older will thrive. Some preterm babies, however, do have many obstacles to overcome. There are a variety of medical problems that affect some of them, they may have impaired mental or physical conditions, and they may be looked upon by others in their environment as slow, or they might be treated differently because they were premature. All of these factors, plus a few more that will be discussed, affect the development of preterm infants into their adolescent years, and sometimes beyond.   Ã‚  Ã‚  Ã‚  Ã‚  Many preterm babies are born with medical problems because they simply were not ready to come into the world yet. They will not have very developed primitive reflexes, and they may look a little strange, with translucent skin, misshapen ears, and fine hair covering their entire bodies. One of the biggest problems for premature infants is a condition called Respiratory Distress Syndrome (RDS), in which the lungs do not produce enough surfactant, which is the substance that keeps the airsacs in the lungs from collapsing. If not treated in time, the infant’s brain will become oxygen deprived, which would lead to death. It can cause some brain damage. Another condition that often affects premature babies is Patent Ductus Arteriosus (PDA). This happens when the ductus arteriosus, which connects the pulmonary artery to the aorta, doesn’t close, leading to the infant’s blood not being properly oxgenated. This can also lead to brain damage if not caug ht in time. Premature infants also may just stop breathing, which is called apnea. This is why they must be closely monitored, for without close supervision, they could die.   Ã‚  Ã‚  Ã‚  Ã‚  Another medical condition common to premature infants which affects the brain is Intraventricular Hermorrage, where the blood vessels in the brain bleed. This affects most premature babies, but it is not very severe in most cases, and is easily treated. In more severe cases, it can be associat... ...nd child had a better relationship, the child showed fewer behavioral disturbances than when the mother/child relationship was bad (Journal of Clinical Child Psychology, v.23 p 328-9). Typically, the more negative the environment, the less well-adjusted the premature child was. Another factor in their emotional development is the income of the family. In higher SES environments, the children were typically more well-adjusted. Birth weight is also a factor in this. The smaller the birth weight, the less emotionally adjusted and more behaviorally disturbed the child will be. Levy-Shift and Gili Einat concluded that the reason why premature babies have these problems is that they are generally less intelligent than full terms. They had more trouble learning, which could lead to negative emotional reactions. They say that premature children sometimes have impaired neurological processes that underlie cognitive dysfunction which is detrimental to behavioral and emotional functioning (Journal of Clinical Child Psychology, v.23 p 329). Premature children are less responsive, less alert, and less active when they are babies, which can lead to a bad start to the mother-child relationship.

Competence in the Work Environment Essay

2.1Compare the strengths and weaknesses of assessment methods. Assessment can take place in a variety of settings, such as classrooms, lecture rooms, workplaces (or in a simulation of workplace conditions), community and training establishments or examination halls. No matter where it takes place or what form it takes, assessment always involves observation, evaluation, or questioning or a combination of some or all of the three. There are many different methods of assessment, a few regularly used are:-observation, evaluation or questioning. Whether they are used formatively or summatively, the most important issue is whether the assessment is appropriate for the intended outcome. Each learner is initially given a learning styles questionnaire to complete. From this questionnaire the assessor can establish which from assessment may suit the learner best. Observation The assessor observes the learners as they carry out tasks defined in the standards for the qualification. This observation often takes place in the workplace, or the conditions of the workplace, but it can also be carried out in any other place where the learner is undertaking practical activities which is a positive. Assessors should ideally plan observations to take advantage of any skills or activities that occur naturally in the learning environment, and to make the best use of the available resources. There are times however when an assessor may spontaneously observe a learner carry out a task which can be written up as an observation. One of the weaknesses of observations is that some learners amy beome self –concious or shy/embarresed and feel they are ‘being watched and graded’. The residents or clients may also act differently if they are aware that an observation is taking place and can lead to a distorted picture of the true nature of the learners role . Evaluation In some areas, as learners work towards achieving their qualifications they will generate evidence in the form of products of their work. This is the case in qualifications in Health and Social care for instance which is primarily a work-based or practical qualification. Learners may produce CVs, diet plans, weight charts, reflective accounts which can all be used to assess their knowledge in a chosen subject area. These can be incredibly posistive and allow the learner to reflect and be proud of his/her practices and positives. The weakness with evalution is that it has to be done correctly, with enough time to explore areas that may need extra work and encourage the learner in a positive way. Questioning and discussions with the learner Questioning can be used whenever an assessor wants to assess knowledge and understanding and the various different applications of knowledge such as reasoning, planning, analysing and evaluating. Questioning can be used to: * confirm knowledge and understanding where it is not apparent from performance * Address gaps in knowledge and understanding in performance based units * Authenticate evidence by asking learners to explain part of the evidence and/or describe the process of producing it * Assess contingencies where it would not be practical or safe to wait until the skill or activity can be observed * You can use oral or written questions, depending on the requirements of the outcomes of units being assessed and the circumstances of the assessment. Your choice of method should reflect any special assessment requirements your learners may have. For example, some learners do not respond well to written questions — in any case, you should always ensure that the appropriate reading level is used Discussions give the assessor the opportunity to gauge the learner’s knowledge and highlight areas lacking which can be taught at a later date. A weakness in discussions and questioning is that the assessor has to be careful not to lead or prompt or give the answer to the learner as it may not be valid. Outcome 3Understand how to plan assessment 3.1Key factors when planning assessment When planning an assessment there are a number of factors to be considered. Who are you assessing? What do you want them to achieve? Where will the assessment take place? How long do you have? Once you have answered these you then need to look at applying a holistic approach. Using a holistic approach means that many areas of work and outcomes can be covered at the same time. The assessment process isn’t just about watching a learner complete a task it is about, discussion, planning, implementing and reflection. Areas of risk that may be involved when I assess a learner in the care setting are minimal but may still arise. An example of this would be assessing a learner carrying out a manual handling task. Has the learner had the appropriate training to carry out the task? Is there a piece of equipment involved and has it been tested for use. Is the learner competent and confident to carry out the task? Do I feel that I have assessed any risk involved and am I happy for my learner to proceed? If I am not happy at anytime then the assessment will be stopped and a further risk assessment carried out. During the initial meeting the learner will have completed a Learning Styles Questionnaire, this should have highlighted any areas such as advanced learning needs or dyslexia and the planning of an assessment should take this into consideration. 3.2 Benefits of using holistic assessment Using a holistic assessment enables the assessor to cover a large range of outcomes in a number of diploma units with one piece of evidence. Holistic assessment may for example cover infection control and manual handling. By referencing outcomes well the learner will see that good progress is being made and opportunities area taken. It saves time from both the learners and the assessor’s point of view. 3.3 How to apply holistic assessment when planning assessment As the assessor meets with the learner and plans each technical certificate or unit of work they should be thinking about how best a holistic assessment would fit into the plan and how it can be cross referenced. The learner must then be in agreement and sign the plan. 3.4Summarise the types of risk that may be involved in assessment When talking about ‘risk’ there are a number of different kinds. There is physical/environmental risk to learner, client and assessor and there is emotional/psychological risk. Environmental issues in care setting such as fire, health and safety, trip hazards, the clients themselves. Emotionally learners could feel they are being pushed if too much work is given at once or they may not feel they are being challenged enough. This creates unrealistic and unnecessary risk stress on the learner and is far from beneficial and conducive to good work being produced. 3.5.1 How to minimise risks through the planning process. Plan number one that is produced with the learner will have ensured that the learner is working in safe conditions and if needed any risk assessments have been done, i.e. if the learner is under 18 years old. The plan will also check that the employer’s insurance liability is up to date. The assessor will discuss with the learner how best to handle their work load to cause minimum stress. Some learners prefer large assignments whilst others prefer small chunks at a time. By knowing your learner you will know whether their work is authentic and justifiable, it is important that they are told about not copying and pasting articles as their own work and explain to them what plagiarism is. Outcome 4Understand how to involve learners and others in assessment 4.1 Explain the importance of involving the learner and others in the assessment process There are a large number of reasons why it’s so important to involve the learner in assessment. The diploma is for the candidate, it’s their work, and there goals and they need to feel as if they own it. By clear involvement the learner will know what is expected from them and clearly understand the standards and criteria. By involving others in the planning such as senior colleagues and managers then witness statements can be provided, time allocated for learning and support. 4.2 Types of information available to learners. In order for a learner to complete their diploma they should be given any necessary teaching and resources. This may include handouts, oral teaching sessions and websites to look at. Other types of information are items such as standards and the criteria they need to meet. The learner will be told how the evidence is gathered an in what format such as written accounts, reflective accounts, observations. 4.3 How can peer and self-assessment be used to promote learner involvement and responsibility? 4.4How can assessment arrangements be adapted to meet the needs of the individual learner? Each candidate’s assessment needs must be considered in relation to the assessment being undertaken. Most candidates will require more than one assessment arrangement. For example, candidates who have a visual impairment, hearing imparient or advanced learning needs . Outcome 5Understand how to make assessment decisions 5.1 When judging evidence we use the following terms:- Valid, authentic, current and sufficient. When assessing a learner’s evidence as an assessor I have to be satisfied that the work submitted is the learners own work and not plagiarised from a book or the internet. It is often easy to tell when this happens as the terms used and flow of the writing changes. Within the realms of health and social care the standards, policies and procedures are continually updated to ensure national standards are met, with this in mind it is important that the learners work is current and up to date with knowledge that his relevant and not historical. I also have to consider whether the work submitted is sufficient, has it covered the entire outcome required and does it show an understanding of the subject. 5.2 In order for assessment decisions to be reliable and fair between learners there are a set of learning outcomes and criteria that have to be achieved. Each learner is made aware of these outcomes and criteria and their work should demonstrate this. Each learner is assessed against the criteria and outcomes. Outcome 6Understand how your assessments contribute to the quality assurance of assessment 6.1 6.2 6.3 There is great importance of quality assurance in the assessment process as it shows whether the performance targets are being met against national standards that are in place. Within my workplace all work is quality assured by an Internal Verifier (IV). The IV is qualified and occupationally competent in the subject that they verify. The role of the IV is to provide support, advice and guidance to the assessing team. The IV holds regular standardisation meetings with the assessors and also gives one-to-one support and feedback on learner’s portfolios. When the portfolios of learners have been assessed and internally verified, and all the assessment criteria have been met, the IV should arrange for the centre to apply for certification for those learners. This will prompt a visit from the External Verifier to confirm the assessment and verification decisions made at the centre. The IV is responsible for ensuring that the details of the learners applying for certification, the assessor(s) involved, and the IV activity in relation to those assessors. The EV will visit the centre to verify the assessment and internal verification decisions made by centre staff. Where there are large numbers of learners this is normally done on a sampling basis. The sample is selected by the EV, to allow them to verify the work of all assessors across a range of evidence types and performance criteria and is based on the IV’s sampling plan. It may be necessary for the EV to sample more portfolios than was originally planned, or all the portfolio s in the group, so all portfolios should be available on the day of the EV’s visit. If a learner feels †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Outcome 7Understand how to manage information relating to assessment of occupational competence 7.1 7.2 It is important to follow procedures for the management of information relating to assessment for a number of reasons. The assessor should regularly update learning records to provide accurate information on the learner’s achievement. At my place of work we use a computer system called ‘Zylab’ which tracks each learner’s progress through a colour chart system. The up to date information contributes to evidence of quality assurance and standardisation, pointing out learners that need extra help or who are falling behind. I use the Zylab forms to show my learners how they are progressing, to see a visual representation of progress and can be extremely rewarding and increases willingness to learn and achieve. The use of feedback and questioning during the assessment process allows me as an assessor to clarify and judge the learners understanding and knowledge in certain areas. Giving critical feedback to someone is a delicate process. It is very important to assure that you approach the task with sensitivity to the person’s feelings to avoid the common problem of a very defensive reaction. An example of giving positive, negative and positive feedback is:- You really did an excellent job with that ‘Communication’ essay – everybody has been very impressed! In the future, it would be better to avoid naming people that haven’t accepted all the methods you outline. It’s great that you put so much thought into this and a lot of people are going to benefit from it!† This is often referred to as a feedback sandwich. Outcome 8Understand the legal and good practice requirements in relation to assessment 8.1 The organisation that I work for has legal requirements, polices and procedures in relation to assessment. Each visit to see a learner I ask whether there have been any incidents that have occurred, either emotionally or from a health and safety perspective. If there has been then I check an incident form has been completed (if appropriate), what measures have been put in place to ensure it doesn’t happen again and I take time to listen to the learner express themselves. All work undertaken is dealt with in a confidential manner. No names of places, clients, service users or staff are used in portfolio evidence and the learner knows that they can talk to me in a confidential manner. Clear records of learning are kept for all learners as mentioned before we use Zylab sheets which must be updated every Friday. The organisation has a responsibility to ensure that all learners are given equal opportunity to develop and learn and the organisation recognises the diversity in each on e. 8.2 The use of technology can make in the assessment process is invaluable. I have a learner with advanced learning needs who really struggles with writing and spelling. To overcome this we use a Dictaphone and use the recording as oral evidence. The organisation now offers on line training which for many learners is ideal as the use of computers within day to day lives and workplaces becomes far more common. It has to be remembered though that there are older learners that we assess that don’t have the computer skills and would rather use a paper portfolio. Each learner needs to be assessed as an individual. 8.3 There are legal and best practice requirements that have to be met in relation to assessment with regards to gender, disability, race/culture/religion and language. Each learner that enrols on a course is initially assessed as to any factors which could lead to advanced learning needs. These needs may be due to language barriers, religion or culture. For every learning need identified the organisation has a duty to ensure each one is recognised and the appropriate support is given.

A two page double-spaced research report on Agility Logistics Research Paper

A two page double-spaced research report on Agility Logistics Research Paper A two page double AGILITY LOGISTICS 19 March AGILITY LOGISTICS Agility logistic group is one of the ‘well-established’ freight forwarders in the logistics industry. The company has been a significant competitor and contributor in the market. Its services have for instance been recognized as â€Å"efficiency, unmatched personalized services and integrated logistics† within its geographical scope of operation (Agilitylogistics, p. 1). Its competitiveness has been a result of the company’s outstanding services to its customers. As a result, it has managed a competitive advantage over its rivals to be recognized in the market, its logistics efficiency award in Brazil is an example. The company has also established itself as a reliable provider of logistics services. This has been achieved by ensuring timely delivery of commodities to customers as well as ensuring safety of the customers’ commodities. This also implies that the company has sufficient personnel to ensure un disrupted transportation and storage of commodities as well as strong management and security teams. Efficiency has also been an integral characteristic of the company to ensure quality services to its customers (Agilitylogistics, p. 1).Another feature of Agility logistics group is price competitiveness that still allows it a competitive advantage. Though this may have been aimed at countering competition, price competitiveness is advantageous to the industry’s consumers by ensuring affordable and cost effective services. The company therefore plays a significant role in ensuring that the industry’s consumers are not overcharged for service delivery. This is because the company drives other service providers to consider competitiveness of their prices due to competition (Agilitylogistics, p. 1). The company also offers services in different modes of transport that provides a wider range of service delivery that considers urgency of the commodities to be transported, vo lume of the goods, and even value. Availability of a variety of modes of transport also gives consumers the freedom to choose the mode that best fits their needs. The company’s strong management base and human resource also provides ground for its effective contribution to the industry through offering effective and efficient services (Agilitylogistics, p. 1). Agility company has also over the past period, developed a strong global network that facilitates its services. Its move to deliver personalized services to consumer at competitive prices has for example identified agility logistics as an outstanding service provider. It has with this respect ensured cost effectiveness and time efficiency to its customers who are saved the trouble of making ‘follow-ups’ over their products for delivery. The company has also portrayed itself as dynamic member of the industry that currently requires a transport system that meets customers’ needs at competitive prices ( Agilitylogistics, p. 1).Branch argues that an effective global supply chain must exhibit a number of principles. Cost effectiveness in â€Å"outsourcing, warehousing, and transportation† as well as efficiency with respect to time taken to deliver goods and â€Å"delivery cycles† are examples (Branch, p. 93). These together with other features such as corporation with other stakeholders define an effective and efficient freight forward in a supply chain (Branch, p. 93).Agility logistics offers a variety of services at cost effective prices. This makes the industry more competitive in services and prices. The company is therefore adding value to the industry and facilitating cost effectiveness in global supply chain.Works citedAgilitylogistics. ‘Brazilian Airport Authority recognizes Agility with â€Å"logistics efficiency award†Ã¢â‚¬â„¢. Agility. (2011). agilitylogistics.com/PressReleases/Pages/BrazilianAirportAuthorityRecognizesAgilitywith%E2%80%9CLogistic sEfficiencyAward%E2%80%9D.aspx. [Accessed on 19 March 2012] Branch, Alan. Global Supply Chain Management and International Logistics. New York, NY: Taylor & Francis, 2008. Print

Childhood Psycological Disorders

Childhood Psycological Disorders Free Online Research Papers Childhood psychological disorders can often be overlooked because a lot of people see childhood as a simple and carefree time without stress. Childhood disorders may even go undiagnosed because the parents or guardians will just label the child as being a brat, bad seed, baby, or whiner. They may even accuse the child of making things up or being a faker. When people DO admit that the child has a disorder, they often assume that the disorder is simply a miniature version of the adult disorder, and that its not as serious. The truth is that the disorders can be as debilitating, or even more debilitating to a child. One disorder that primarily affects children is Separation Anxiety Disorder. This disorder is characterized by excessive anxiety when separated from their home or caregiver. It can be so severe that the child refuses to leave home or let an adult out of their sight. In order to stay home, the child may experience or complain of physical symptoms, such as stomachaches or headaches. This disorder may develop if the childs parents have a divorce, after moving to a new place, after a prolonged illness in the child or a family member, or after a death in the family. Another disorder that is very serious in children is Childhood Depression. Childhood Depression can be characterized by sadness, hopelessness, guilt fatigue, low self-esteem, sleep disturbances, bad concentration, excessive crying, outbursts, antisocial behavior, and unexplainable aches. Children from all social classes can suffer from Depression. In severe cases, Childhood Depression can lead to suicide, which is the third leading cause of death for children between the ages of eight and thirteen. Family environment, as well as genetics, can cause this disorder. An extremely serious, and often undiagnosed, disorder is Conduct Disorder. This disorder can be characterized by repeat aggressive behavior, fire starting, bullying, vandalizing, breaking and entering, theft, running away, and skipping school. It affects between eight and ten percent of males, and two to five percent of females, and can go undiagnosed because a lot of people see the kids as bad kids. When people stop believing that the children can be good, the children will stop believing it too, and the disorder will progress even further. A disorder that is similar to, but less severe than, Conduct Disorder is Oppositional Defiance Disorder. This is characterized by blaming others when mistakes are made, unwillingness to compromise, defiance of adult authority, and stubbornness. The onset of this disorder is gradual, and starts with very mild symptoms, but if left undiagnosed it can escalate to the severity of conduct disorder. This may lead to behavior later in life that can lead to arrest, injury, or death. On the other side of the diagnostic spectrum is Attention Deficit (Hyperactive) Disorder. This is a very well known condition that is one the most overdiagnosed disorders ever. Signs of this disorder may be; inattention, problems in school, forgetfulness, disorganization, impulse behavior, and compulsive speaking. Its estimated that about three to five percent of school aged children are affected, and that most of that number are boys. It could be caused by a combination of heredity and environmental problems. Eating disorders are also found in children, but they tend to differ from the eating disorders found in teenagers and adults. One such disorder is Pica, which causes the child to eat non-foods, like paper, coins, and dirt, for more than one month. Rumination is another eating disorder that causes the child to regurgitate and rechew their food. These eating disorders can be caused by abuse, depression, or use of drugs. Phobias can affect anyone, but in children they can be particularly bad for two reasons. One is that the child can not express their fear through words in the same way that an adult can because they may not have the correct vocabulary to do so. Another reason is that people tend to confuse a childs phobias with common, normal, childhood fears. The difference between phobias and fears, is that fears can usually be outgrown with little, or more commonly, no type of treatment, whereas phobias cannot just disappear or be outgrown. Phobias may be characterized by a fear that is so severe that it interrupts daily life. For example, a child may be so scared of something that they refuse to leave their room or home in the fear that they may come in contact with what they are afraid of. There are also disorders that affect children, but are usually not diagnosed until the teen or adult years. Manic depression is one such disorder, and it can cause very extreme mood swings. Another disorder is Schizophrenia, which can cause delusions, hallucinations, social withdrawal, and disordered thinking. Tourettes syndrome is another, and it can cause repeated involuntary movement and uncontrollable vocal tics. Finally, there are some disorders that affect children that dont fit the critera for any named disorder. This is what doctors call Child Disorder NOS. The symptoms can be anything from signs of phobia to conduct disorder, but theres either not enough symptoms to diagnose a certain disorder, or theres a behavioral anomaly that would not be present in the disorder. Childhood is not always a simple, carefree time without stress. There are children that live with disorders that can be so stressful that it leads them to violence or suicide. These disorders cause them emotional and mental stress that may affect them all the way through their lives. Research Papers on Childhood Psycological DisordersEffects of Television Violence on ChildrenPersonal Experience with Teen PregnancyThe Effects of Illegal ImmigrationInfluences of Socio-Economic Status of Married MalesHip-Hop is ArtThe Relationship Between Delinquency and Drug UseStandardized TestingComparison: Letter from Birmingham and CritoArguments for Physician-Assisted Suicide (PAS)Genetic Engineering

Relection Paper of Book Called Tuesday with Morrie Essay

Relection Paper of Book Called Tuesday with Morrie - Essay Example It thus took me a long time to finally read this book and what a book it was! Powerful is the right word to describe it. Anyone who has ever thought about life and wisdom would thank the author for going through the pains of actually writing this book. I read it at a time when my life was undergoing some serious changes and I wanted to make sense of my life. This book worked for me because there were some lines and passages that spoke to me directly. The one passage where Morrie talks about tension of opposites was of special significance to me. I had noticed that in my life, even though I was grateful for most things, there had been times when I had taken a person or thing for granted. I failed to understand why we do that. But Morrie's observation put me at ease as I realized that we all seem to make the same mistakes, that while we must not take things for granted, we might sometimes do that and it was okay to forgive ourselves. Explaining the tension of opposites, Morrie says: "Life is a series of pulls back and forth. You want to do one thing, but you are bound to do something else. Something hurts you, yet you know it shouldn't. You take certain things for granted, even when you know you should never take anything for grante d." (p. 40) Another important observation was about death and it changed my perspective on death. I had always believed that when people are aging and they are near death, they must want to be young again and many old people around me confirmed my belief. But I realized that this happens only when a person has lived a meaningless life. Anyone who has lived a meaningful life, doesn't want to revisit his past, he wants to keep moving forward as Morrie said: ''Aging is not just decay. It's growth. If you've found meaning in your life, you won't want to go back.'' (p. 118) Very few of us actually think deeply about life and those who do are always on the lookout for more wisdom. Morrie was one of those and through his experiences, many readers would benefit as well. There is a very beautiful observation made by him about children. You may or may not agree with it, but if you think deeply you will realize that indeed it's very true. "If you want the experience of having complete responsibility for another human being, and to learn how to love and bond in the deepest way, then you should have children" (p. 93) Everyday we hear about celebrities being careless about their children and many children being sent to foster care because their parents couldn't provide adequate love and care. That should be a wake up call for all of us. Why do we have children when we can't look after them We should understand that bringing a child into this world means taking complete responsibility for his growth and for the love that he requires. Morrie's lessons would not only benefit Mitch Albom but everyone who wants to experience life in its fullness and who is looking for meaning. We are usually so caught up in the everyday routine of our lives that we seldom take a break to understand what's really happening. Do we really want this Where are we headed Is there meaning in our lives Meaning doesn't have to be very big or all encompassing. It can be anything that gives you complete fulfillment. If in taking care of your children and bringing them up properly, you think you life has meaning and purpose, then that's all you really need. You don't have to go out there and wage

Discussion forum in english 2 Essay Example | Topics and Well Written Essays - 500 words

Discussion forum in english 2 - Essay Example The line of white hills in a way foresees â€Å"the birth of her baby – something unique like the uncommon white elephant. The color white symbolizes the innocence and purity of her unborn child† (Hills Like White Elephants - Literary Analysis). The word white elephant is repeated three times at different junctures of the building of the conflict and each time the reader can feel the inner pang of Jig. The other prominent symbols used are the fields of grain and trees which represent fertility and fruitfulness (the pregnant state of the girl in the story), the Ebro River that represents life and the shadow of cloud that represents the abortion of the fetus and destruction of life (Hills Like White Elephants - Literary Analysis). At the end of the story the reader is left confused as the conflict (that of abortion) is not fully resolved by the writer and is left for the reader to guess about it. Literary devices such as the style, the tone and the use of ironies provides extra charm to the narration and very often the use of effective ironies results in unexpected twists and turns to the development and climax of the story. Kate Chopin’s story "The Story of an Hour" is full of situational ironies. The very title of the story is ironic as it foretells some sort of tragedy that lie ahead the central characters within a time span of one hour. The fake news that her husband is killed makes â€Å"weep at once, with sudden, wild abandonment† and she becomes motionless and quite for a long time (Schakel & Ridl 196). The fact that Mrs. Mallard is â€Å"afflicted with heart trouble† enhances the gravity of the situation and at the end one feels the irony of the opening sentence. However, it is quite ironic that after brooding over the unexpected turning of events she is overwhelmed by a ‘monstrous joy’ and expressions such as â€Å"free, free, free †, â€Å"free Body and