The Negative Effects of Alcholism Essay Example | Topics and Well Written Essays - 1250 words

The Negative Effects of Alcholism - Essay Example This study is hereby written with the objective of presenting relevant issues confounding alcoholism, specifically, the negative effects of this illness. It further aims to determine various solutions to address this preventable dilemma. The U.S. Department of Health and Human Services define alcoholism, also known as â€Å"alcohol dependence,† as â€Å"a disease that includes four symptoms: craving: a strong need, or compulsion, to drink; loss of control: The inability to limit one’s drinking on any given occasion; physical dependence: Withdrawal symptoms, such as nausea, sweating, shakiness, and anxiety, occur when alcohol use is stopped after a period of heavy drinking; and tolerance: The need to drink greater amounts of alcohol in order to â€Å"get high.† (2001, par. 1) â€Å"The American Medical Association and the World Health Organization have both recognized addiction (including alcoholism) as an illness, not a lack of willpower†. (Dossey, Keegan, & Guzzetta, 2000, 514). Definitely, this is a fact that pervades people from all walks of life depending on diverse factors. According to Dossey, et.al. (2000), â€Å"although there are many types of addictions to various substances, alcohol addiction is the most prevalent in the United States, afflicting at least 11 million people†. There are a multitude of scholarly researches written on alcoholism and diverse concerns related to it. This paper aims to delve into the negative effects of alcoholism to individuals. Through secondary sources from books, journals and electronic references, appropriate materials would enable one to proffer a comprehensive and objective view of the topic. Starting with a background of alcoholism, a general view of the illness is presented. The findings would initially proffer the rationale for drinking. It would determine how one is considered to be addicted to alcohol. Then, the negative effects of alcoholism would be presented. Finally, key facts and

J.J Reddick Essay Example for Free

J.J Reddick Essay Rounding a number means approximating it. A rounded number is often easier to use, understand, and remember than the precise number. In MyFinanceLab most of our answers are rounded decimal numbers. A decimal number has three parts: The whole number part, the decimal point and the decimal part. For example: [pic] So, in order to round a decimal number we basically round the decimal part of it. These are the two basic steps for rounding decimals to a place value to the right of the decimal point Step 1: Locate the digit to the right of the given place value. Step 2: If this digit is 5 or greater, add 1 to the digit in the given place value and delete all digits to its right. If this digit is less than 5, delete all digits to the right of the given place value. For example: Round 736. 2359 to the nearest hundredth. Solution: Step 1: We locate the digit to the right of the hundredths place Step 2: Since the digit to the right is 5, we add 1 to the digit in the hundredths place and delete all digits to the right of the hundredths place. Thus, 736. 2359 rounded to the nearest hundredth is 736. 24 Rounding in MyFinanceLab In MyFinanceLab we use input instructions to indicate the place value to which you must round your final answer(s). For example: Let’s say your final answer is 736. 2359. †¢ You must enter 736. 2 if the input instruction is: Round to the nearest tenth. †¢ You must enter 736. 24 if the input instruction is: Round to the nearest hundredth. Note: Other typical input instruction in MyFinanceLab is Round to the nearest cent if the final answer is in currency units. †¢ You should enter 736. 236 if the input instruction is: Round to three decimal places. Now, let’s use a simple Time Value of Money (TVM) question you may encounter in MyFinanceLab. | | |Problem Example: Comparing Interest for Various Compounding Periods. If $1,000 is invested at 8% compounded | |annually, | |monthly, | |what is the amount after 5 year? (Round to the nearest cent. ) | To solve this problem without using a financial calculator or a spreadsheet, we need to use the compound interest, future value, formula: [pic] where, i |= |r/m | |FV |= |future value at the end of n periods | |PV |= |present value | |r |= |annual rate | |m |= |number of compounding periods per year | |i |= |rate per compounding period | |n |= |Total number of compounding periods | Solution: a. Compounding annually means that there is one interest payment period per year. So, n = 5 and i = r = 0. 08. [pic] [pic] [pic] Therefore, rounded to the nearest cent, the final answer is $1,469. 33 b. Compounding monthly means that there are twelve interest payments per year. So, n = 12(5) = 60 and i = 0. 08/12 = [pic] [pic] [pic] Therefore, rounded to the nearest cent, the final answer is $1,489. 85 | |This TVM example helps us to understand a basic rounding princ iple in MyFinanceLab: â€Å"Do not round until the final answer. † As you | |can see in part a. after solving the expression [pic]we leave it unrounded and use as many digits as possible in its decimal part. | |The same happens in part b with the other exponential expression. | | | |Take another look at part b. because rounding i to a small number of decimal places, such as 0. 007 or 0. 0067, would have resulted | |in round-off errors. So, to avoid this, use as many decimal places as your calculator is capable of displaying. | Tips: If you want to calculate TVM problems, mathematical calculations are relatively straightforward. However, as you will see, TVM calculations are easier using a financial calculator or spreadsheet. But, no matter what method you use – equation, financial calculators, or spreadsheets, you get the same answer because they all use the same formula and concept. These are some tips for solving TVM questions. Calculator Tips: †¢ Set your calculator to display at least five decimal places or to floating decimal place (nine decimal places). †¢ Set your calculator to one payment per year. Adjust this setting if necessary. †¢ Set your calculator to the â€Å"end† mode. Adjust this setting if necessary. Excel Tips: †¢ Take advantage of the formula help that Excel offers. †¢ If you are lost, click on â€Å"Help†. †¢ Be careful about rounding variables. For example, suppose you’re dealing with the interest rate 6. 99% compounded monthly. This means you will need to enter the interest rate per month, which is = 6. 99%/12, and since you are performing division in the cell, you need to put an â€Å"=† sign before the division is performed. Don’t round the result of 0. 0699/12 to 0. 58 and enter 0. 58 as i. Instead, enter =6. 99%/12 or as a decimal =0. 0699/12 for i.

Capital Punishment: A Probel Beyond Repair Essay examples -- Capital Pu

Strapped on to a large chair, electrical conductors positioned all around my head and wrists, I am seconds away from the end of my life. I am petrified, roar of the jury surrounding me as they witness me fall to my doom. It is unfair for me to die like this, even as a criminal. This is a cruel and inhumane system of punishment, and I am defenceless to prevent my wretched faith. As the man pulls down the switch, waves of electrical currents enter my body, my body squirming endlessly with treacherous pain. The waves suddenly stop as the switch is pulled back. My head falls forward, my chin tilting towards my chest. As I plunge to my death at the hands of the government as the words of Desmond Tutu echo through my head, "To take a life when a life has been lost is revenge, not justice." The government that must represent the people has just taken the existence of one of its own and all it has left of me is a corpse, cold and lifeless. The death penalty, commonly known as capital punishm ent affects more than just my life. Capital punishment is a cruel and merciless method of punishment that government is not allowing me to recover through rehabilitation and give back to society. The judicial system is not solving any problem by killing me as it has had made the same impact on society that I had. The expenditures necessary for the death penalty only hurts the fragile economy that we are in after the recovery of the recession. With a great number of problems with this form of punishment, I beseech to everyone to rid of capital punishment worldwide and instead punish criminals like me through a method that is considered humane. While I lay dead, some may ponder into the future in which, if I had a chance to rehabilitate, I would have re... ... a better life without crime. The government would be leading by example as they will not take on the same actions as I, the criminal. There are great savings to be had that could be spent on beneficial activities for society and not spent on a criminal like me. We as people have come so far but there are parts of the past that are left to erase.† Capital Punishment is considered inhuman and â€Å"it’s been somewhat embarrassing, quite frankly, that nations just as so-called civilized as ours think we're barbaric because we still have capital punishment." (deathpenalty.org 27 February 2011). Reginald Wilkinson was a prison director in Ohio and speaks the truth in saying that is an embarrassment to a nation to continue with capital punishment. Thus, in final consideration, capital punishment must be abolished and we must move on as it has become a problem beyond repair.

Title Analysis of Everything that Rises Must Converge By Flannery OConnor :: essays research papers

Literally converge means "to tend toward or approach an intersecting point." But I believe that word's meaning especially in literature changes, or even contains two different meanings. So in the story "Everything that Rises Must Converge" by Flannery O 'Connor converge affects the title but has different meaning. The title means that the past is nothing and the present is more important. Not only that, but everything will return as God made as the time goes by. First of all, the story was written during the time when slaves were emancipated and all of the blacks fought for their own rights and freedom. So the social flow and especially the rights of both races turned out to be "Normal"and "Equal" now. However the author shows that the reaction of discrimination still exists inside the white people and through the actions of Julian's mother. Julian's mother keeps talking about Julian's grandfather who had a lot of slaves and a humongous fortune. However, this was a very dangerous thought at that time of the story, because the black had achieved equality an they were all thinking about equality. The thought led Julian's mother to get hit by a black woman who had the same hat as that of Julain's mother. Her actions of superiority and her action of trying to give the black woman's son a penny provoked the black woman to slap Julian's mother is the face, since in olden days many whites used to give all the young blacks a penny, and reminded the black woman of discrimination. The author, in contrast, also tries to show the equality of two races through Julian himself and his thoughts. When Julian sees his mother wearing the same hat as one of the black woman, he says that the black woman looks better in the hat. Not only that, he tries to engage in conversation with a black man to show the black's wise. In this way, Julian tries to teach his mother that now it is not time for difference but equality, and her thoughts about those blacks should be changed to fit in with the society. Not only that, but the author also shows equality with the backgrounds of the story. Julian graduated from university and his mother is an heir of rich family, yet he is still to-be-a writer, he is poor and has no job at the moment and is desperately in need of money because of his mother's illness. Title Analysis of Everything that Rises Must Converge By Flannery O'Connor :: essays research papers Literally converge means "to tend toward or approach an intersecting point." But I believe that word's meaning especially in literature changes, or even contains two different meanings. So in the story "Everything that Rises Must Converge" by Flannery O 'Connor converge affects the title but has different meaning. The title means that the past is nothing and the present is more important. Not only that, but everything will return as God made as the time goes by. First of all, the story was written during the time when slaves were emancipated and all of the blacks fought for their own rights and freedom. So the social flow and especially the rights of both races turned out to be "Normal"and "Equal" now. However the author shows that the reaction of discrimination still exists inside the white people and through the actions of Julian's mother. Julian's mother keeps talking about Julian's grandfather who had a lot of slaves and a humongous fortune. However, this was a very dangerous thought at that time of the story, because the black had achieved equality an they were all thinking about equality. The thought led Julian's mother to get hit by a black woman who had the same hat as that of Julain's mother. Her actions of superiority and her action of trying to give the black woman's son a penny provoked the black woman to slap Julian's mother is the face, since in olden days many whites used to give all the young blacks a penny, and reminded the black woman of discrimination. The author, in contrast, also tries to show the equality of two races through Julian himself and his thoughts. When Julian sees his mother wearing the same hat as one of the black woman, he says that the black woman looks better in the hat. Not only that, he tries to engage in conversation with a black man to show the black's wise. In this way, Julian tries to teach his mother that now it is not time for difference but equality, and her thoughts about those blacks should be changed to fit in with the society. Not only that, but the author also shows equality with the backgrounds of the story. Julian graduated from university and his mother is an heir of rich family, yet he is still to-be-a writer, he is poor and has no job at the moment and is desperately in need of money because of his mother's illness.

Assessment learning Essay

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

Education Philosophy Outline Essays

Education Philosophy Outline Essays Education Philosophy Outline Essay Education Philosophy Outline Essay Philosophy of Education Outline I. Introduction a. Ever since I was in elementary school, I wanted to become a teacher. I have had some outstanding teachers in my lifetime and I would love to carry on the legacy. I want to inspire the future generation to make the world a better place. b. Every teacher has their own personal views on teaching, learning, goals, and professional development. c. Teaching is not just a job. Teachers mold their students’ futures every day. I believe it is highly important that each teacher strives to make a difference in each student’s life. II. Teaching d. Tools are a necessary part of learning. I plan to use a variety of tools, including SmartBoard technology, books, videos, props, etc. I believe students learn the best by participating in hands-on activities as opposed to only lectures. e. I believe that a teacher should play many roles, not just one. This includes being the motivator, facilitator, challenger, and supporter. f. The School of Thought I agree with is Democratic. This stresses the process of learning, not just the product. It also promotes outside-the-box thinking. g. My preferred educational philosophy is progressivism. I favor an open classroom where students often work together and learn to deal with social problems as well as material from the curriculum. III. Learning h. Learning is something we do every minute of every day. When someone learns, they are broadening their horizons and gaining new experiences. i. Learning is an adventure and a voyage. j. In my classroom, I plan to incorporate a variety of strategies. This includes discussion, but will also include hands-on activities, group work, and presentations. IV. Teaching Goals k. To incorporate out-of-the-box thinking and new ideas. l. To make sure every student understands the subject matter. m. To be open to change and spontaneity. V. Personal or Professional Development n. To make each student truly feel that they are a vital part of the classroom, and that they have the power to make a difference. o. To be just as passionate about my work and the subjects studied as I expect my students to be. VI. Conclusion p. When I become a teacher, I hope to change the lives of each and every student. q. Making a difference is inspiring our future generation to change the world.

The Idea of Mcdonaldization essays

The Idea of Mcdonaldization essays George Ritzer discussed two beginnings of his own ideas of Mcdonaldization and hyperrationality that came from the theories of Max Weber. I will first discuss Mcdonaldization and later follow it with Hyperrationality. Ritzer came to grips with the idea when he first saw Mcdonalds as a college freshmen. He also discussed how the two golden arches had an overwhelmingly big effect on him and how when he first ate there he wasnt too impressed with the dish. Ritzer had a good idea of Mcdonaldization because he we born before one was even built, and saw the changes of it throughout his life. Ritzer came with the term of Mcdonaldization and its sweeping affect on how it has changed society as a whole through the years. Mcdonalds foods took over home-cooked meals and the ethnic restaurants abroad. Mcdonaldization not only took America by storm, but also many other countries such as, Russia, China, and even Paris. Mcdonaldization has expanded greatly and can even be seen, on airplanes, in high school and college campuses, as well as on military bases. USA Today even has a section of its paper titled, Mcpaper. Ritzer said that Mcdonaldization was influenced by and broke it mainly down by efficiency, calculability, and predictability. He also discussed the control of the substitution of nonhuman for human technology as well as the irrationality of rationality. Efficiency was his optimum means to an end. He talked about how efficiency was illustrated through drive the windows and the ways that a customer turned to an unpaid laborer. Ritzer gave example of how nowadays you make your own drinks, put your own condiments, and do much of the work yourself. Through efficiency we have also come to use of voice mail operators. He discussed calculability as things that were calculated and quantified. Ritzer said how quantity was key in determining the weigh...

The Corporals Combat Boots Essays - Corporal, Combat Boot

The Corporals Combat Boots Essays - Corporal, Combat Boot The Corporals Combat Boots You must know the world before you know yourself. Most would say Corporal Swim was mimicking a broken record player when it came to saying this phrase. Every day, he would dress in the noble U.S. Army uniform, providing guidance with his words to the young soldiers who had left home to protect a nation in a world they knew so little about. Like clockwork, at the same time every day, he would retire back to his cookie cutter house locked securely behind the gates protected by the worlds most elite force, and just moments after entering, he would watch the little girl run wildly around their crowded living room wearing his oversized combat boots stating matter-of-factly, I know I want to be exactly like you someday, Daddy, and right on cue, his philosophical phrase would once again be spoken. I never quite understood what my father meant as I traipsed around and looked up at him in admiration when he spoke those words. Little did I know there would come a day that I would understand th at the true meaning of the phrase was being taught to me from the day I first stepped into the Corporals combat boots. From a very young age, my father taught me the importance of higher education. The mystery behind why my father was so insistent became crystal clear to me at an age that most have nothing to worry about except which action figure or Barbie doll they wanted to play with. The name embroidered into the honorable uniform he wore held a shadowed past that was the direct opposite of the values he stood for every day. The cycle that members of his family so often fell prey to was a looming shadow waiting to clench its next victim tightly in its grasp and never let go. He was one of the unlucky ones. The cycle of poverty and alcoholism took him as its prisoner like it did to so many generations before him. Little did I know that the man I looked up to was handcuffed into the life he was living because he never finished school. The military was the silver lining my father sought out in desperation. Unfortunately for him, he would be forever branded and influenced by the cycle of poverty. Though I was free to seek out my own dreams, the Corporal made me promise him one thing: I was not to make the same mistake he did. The most important lesson I would come to learn from him was that submission to poverty is not disgraceful to any man, but to make no effort to escape the reins of poverty is the most dishonorable action any man can take. I was to be the first member of my family to break the chains of the cycle. How was a young girl with no experience in the world to do such a monumental task? Like a sweet dream in the nighttime that a dreamer never wants to end, I spent my days forming my unspoken dream that always lingered in the background: being in the military. As I started to grow older in childhood, this dream only became more prominent. I would graduate high school and continue my fathers legacy as an enlisted soldier. And just like that, I would hear the phrase again. At that moment, I realized what he was trying to tell me. Until then, the military lifestyle was all I had ever known. The world was so full of opportunity, and to think that I did not even know a tenth of that information both discouraged and pushed me to learn all that I could. Information that most would deem useless, I consider to be absolutely fascinating. I have always been collecting and processing information in an attempt to decode this thing we call the world, and as it turns out, no amount of knowledge possessed by anyone could allow them to truly understand this world. What does matter is that since I first stepped into my fathers combat boots that day as a child, I have possessed an unearthly amount of information because I chose to, not because anyone

Government treatment of citizens after an attack of the country Essay

Government treatment of citizens after an attack of the country - Essay Example Alan Schlosser, legal director of the ACLU said discriminating against non-citizen airport screeners would not make us safer or more secure. Infact, it will certainly decrease air travel security by eliminating much of the experienced and trained workforce. This issue was to discriminate immigrants but it was debated out. American human rights law uses much the same terminology to recognize these and a few additional rights of noncitizens. A bill of rights for inspirational and guidance was passed on with the notion that all persons, whatever there legal status, have basic rights and should be treated equally. Eleven days after the terrorist attack, the congress passed the air transportation safety and stabilization Act to protect air carriers from tort lawsuits against the airlines at their pre-existing liability insurance limits. The act established the September 11th compensation fund of 2001 in which victims of the attacks could opt to waive all federal and state tort claims and receive administrative relief through a predetermined formula, under the discretion of the fund administrator. (James, 1970) In centrally, Fifty five years ago in august, the U.S dropped a

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

Communication - Essay Example Cultivating on silence is the first step when one is practicing the art of listening. Listening to the silence is helpful because it assist one to listen beyond words and grasp on the feelings of the speaker. Therefore, getting comfortable with silence is a practice that will assist a person to learn the art of listening. The next step is slowing down to reflect. This involves listening to oneself being acquainted to the voice of your soul. Once we get to know and trust the voice of the soul, we find ourselves able to identify when we need to speak and when we need to listen. The art of â€Å"becoming present† is the last step when practicing the art of listening (Machado & Meyer-Botnarescue, 2009). The technique involves deep listening that is listening at the heart level. The technique is present when one feel connected to an individual or to a group of people. Through this method, we are able to communicate with people from diverse backgrounds and customs. Sensing, evaluating and responding are the three components of reflective listening. Sensing involves the skill of receiving signals from the speaker and paying attention to them. the signals may include â€Å"spoken words, nature of the sounds(tone or voice) and nonverbal cues†. Sensing can be enhanced by avoiding interruptions and maintaining interest (Machado & Meyer-Botnarescue, 2009). Diverse cultures have different forms of communicating nonverbally therefore, it is important for teachers to be conversant with these differences. For example in a class of diverse backgrounds, there are children who will not make direct eye contact when speaking to a teacher. This is so because according to their culture it shows lack of respect. Some students may also not smile to a teacher because according to their culture it is wrong to smile. For instance in Korean culture smiling signals shallowness and thoughtlessness.

Advertisment Essay Example | Topics and Well Written Essays - 250 words - 1

Advertisment - Essay Example But one finds this appropriate because the picture really says it all. The paragraph below is just additional information to emphasize the message the advertisement wants to convey. The advertiser wants to persuade those who will see the advertisement that cigarette smoking does not have to be manly. As written in the paragraph below, it is an expression for one’s love for pretty things (Lindstrom). Additional information is given in the paragraph stating that the cigarette is also available in menthol (Lindstrom). The messages in the print advertisement are arranged in such a way that the most important message that the advertiser wants to convey is presented first. The use of big letters in the statement, â€Å"Farewell to ugly cigarette. Smoke pretty.eve.† is very fitting (Lindstrom). The prominent picture of the pack of cigarettes also contributes to the message that the advertiser wants to put across his audience. On the whole, one thinks that the print advertisement is very effective in capturing the attention of its market. Even without the paragraph below the picture, the readers have already understood and absorbed the message. The advertiser has achieved his goal. Eve Filter Cigarettes. Advertisement. Lindstrom, Andrew. "50 inspiring vintage advertisements." 30 September 2008. wellmedicated.com. Web. 12 March 2013

Is Royal Mail justified in offering and promoting its direct mail Research Proposal

Is Royal Mail justified in offering and promoting its direct mail services - Research Proposal Example Under the Postal Services Act 2000, the UK government decided to introduce Postcomm as the regulator of a universal framework designed to protect the customers from unreasonable price increase of post stamps and poor quality postal services such as delayed, damaged or lost letters and parcels. (Postcomm, 2008; BBC News, 2004) As part of increasing the efficiency of post mail services throughout UK, the local government decided to open the post mailing business to other private operators. (BBC News, 2004) In line with the growing competition in the post mail industry, the researcher will answer the research question ‘Is Royal Mail justified in offering and promoting its direct mail services?’ by examining both the positive and negative impact of ‘junk mail’ under the British Royal Mail services. In the process of justifying the pros and cons of ‘junk mail’ services, the researcher will discuss the size of volume increase in direct mail; the commercial and social effects of increasing the ‘junk mail’ volume as well as the ecological effects of ‘junk mail’ services. There are pros and cons with regards to the delivery of ‘junk mail’ also known as the unsolicited or unaddressed commercial mails to households. To evaluate the benefits and consequences of junk mail, the researcher will discuss the following: According to the Local Government Association (LGA), roughly 78,000 tonnes of junk mail reaches the landfill sites each year. (Oliver, 2006) In 2005, as much as 4,002 million personal mails and 1,132 million commercial mails were distributed all over UK. (DMIS, 2006: 2) This figure reflects a 62% increase in Direct Mail in the last 10 years. (See Table I – Direct Mail Volume 1990 – 2005 on page ) The main social and commercial problem attached with the increasing volume of junk mail is the fact that not all households that constantly receive junk mail are reading the mails. As a major social consequence of increasing

Brown v. board of education Research Paper Example | Topics and Well Written Essays - 250 words

Brown v. board of education - Research Paper Example The law does also not recognize the lack of equality in segregating the two races and actually turns a blind eye to the fact that one race is being treated superior while the other remains inferior in their segregated premises. The fact that they had equal facilities does not mean that the facilities were of the same quality only quantity. Having equal number of teachers for example but who are not very much qualified (as they are also of similar race and hence not very much educated) does not shout the name equality at all. The same applies to the state of the other facilities such as the transportation and the building compared with what the whites were receiving. If the same quality of facilities cannot be accorded to the different races and the same treatment being offered to the white cascaded down to the blacks, then there can never be any form of equality even though the law rules that there is according to the fourteenth amendment as equality cannot exist just in one form or term and the rest of the issues ignored or

Is Royal Mail justified in offering and promoting its direct mail Research Proposal

Is Royal Mail justified in offering and promoting its direct mail services - Research Proposal Example Under the Postal Services Act 2000, the UK government decided to introduce Postcomm as the regulator of a universal framework designed to protect the customers from unreasonable price increase of post stamps and poor quality postal services such as delayed, damaged or lost letters and parcels. (Postcomm, 2008; BBC News, 2004) As part of increasing the efficiency of post mail services throughout UK, the local government decided to open the post mailing business to other private operators. (BBC News, 2004) In line with the growing competition in the post mail industry, the researcher will answer the research question ‘Is Royal Mail justified in offering and promoting its direct mail services?’ by examining both the positive and negative impact of ‘junk mail’ under the British Royal Mail services. In the process of justifying the pros and cons of ‘junk mail’ services, the researcher will discuss the size of volume increase in direct mail; the commercial and social effects of increasing the ‘junk mail’ volume as well as the ecological effects of ‘junk mail’ services. There are pros and cons with regards to the delivery of ‘junk mail’ also known as the unsolicited or unaddressed commercial mails to households. To evaluate the benefits and consequences of junk mail, the researcher will discuss the following: According to the Local Government Association (LGA), roughly 78,000 tonnes of junk mail reaches the landfill sites each year. (Oliver, 2006) In 2005, as much as 4,002 million personal mails and 1,132 million commercial mails were distributed all over UK. (DMIS, 2006: 2) This figure reflects a 62% increase in Direct Mail in the last 10 years. (See Table I – Direct Mail Volume 1990 – 2005 on page ) The main social and commercial problem attached with the increasing volume of junk mail is the fact that not all households that constantly receive junk mail are reading the mails. As a major social consequence of increasing

Time Capsule Essay Example | Topics and Well Written Essays - 1000 words

Time Capsule - Essay Example The following six tracks selected are as follows. The Baroque era constitutes a significant shift in music style. One of the most notable composers of this era is Johann Sebastian Bach. While there were a great variety of Bach’s works the selection committee considered, Bach’s composition ‘Sonata no 1’ a characteristic example of his work. This track combines violin and harpsichord in a level of instrumental complexity and poignancy that at the time had not yet been experienced in the history of music. While ostensibly non-secular this music seemingly transcends such categorizations as it exhibits pure musical poignancy. In these regards, there is a sort of mysterious quality to the track that places it at a level of great interest and intrigue to listeners. In addition to these sonic qualities the committee considered that Bach has significant historical importance both for his power compositions as well as the tremendous influence he had on future musicians. His influential nature and iconic historical importance factored greatly into the committee’s selection of this composition for the time capsule. Furthermore, Bach’s harpsichord concertos are recognized by scholars as among the first concertos for the keyboard instrument ever written (Bukofzer 2008). Another notable Baroque era composer selected for the time capsule was Jean Baptiste Lully, with his ‘Symphonie’ the selected work. While Bach’s work was slightly subtle, this composition is highly bombastic with patriotic or nationalistic overtones in its upbeat melody; in these regards, it could fit perfectly in a state or crown sponsored event (Bukofzer 2008). There were a number of factors that led to the committee’s decision. In addition to Lully’s seminal historical importance to the Baroque era, this composition has withstood the test of time and its sonorous, yet patriotic qualities are

The movie “Jose Rizal” Essay Example for Free

The movie â€Å"Jose Rizal† Essay The movie â€Å"Jose Rizal† is all about our National Hero Dr. Jose Rizal – Hislife and works, his struggles in order to free his countrymen from abuse, until his death under the hands of the Spaniards who occupied our country for a very longtime. Most of the scenes of the film took place during Rizal’s imprisonment at Dapitan wherein he meets Taviel, a Spanish officer, who will eventually defend him on his trial in court. During their meeting, Taviel asks Rizal everything about him and his works through various questions. Every answer that Rizal brought out from his mouth made Taviel realize that Rizal was indeed an innocent man. On the course of their conversation, Rizal talks about the making of his Two Novels â€Å"Noli Me Tangere† and its sequel â€Å"El Filibusterismo† which are both anti-Spanish Novels that depicts how the Spaniards rule the Philippines and how the rights of the Filipinos were abolished. Rizal portrayed himself on the said Novels – as Crisostomo Ibarra on â€Å"Noli Me Tangere† and as Simeon on â€Å"El Filibusterismo. †Going through with the movie, while Rizal is telling his story to Taviel, the scene on the movie switches from his life story then to his portrayal on his Novels. Sometimes the scene gets very difficult to follow because of the sudden switches during the scenes on the movie most especially during the time that his first novel was on the process of writing. Rizal, a brave and a man of his word, was never afraid whatever theconsequences he may suffer because of his writings that are against the friars and also to Spaniards. His goal was to free the Philippines from the unjust government of Spanish colony. In summary, the movie talks mostly of Rizal’s life until his death and the creation of his great novels. The actors and actresses who acted on the movie did a great job presenting how it was during Rizal’s time even though the said events in Rizal’s life were just written in books.

Non Medical Independent Supplementary Prescribers Nursing Essay

Non Medical Independent Supplementary Prescribers Nursing Essay The purpose of this essay is to explore some of the processes involved in prescribing, from consideration of the patients pathophysiology, through consultation and decision-making to the provision of treatment. The authors rationale for choosing anticoagulation as the topic for discussion, is that although the authors field of practice is mainly with patients who have ischaemic heart disease, upon reviewing the practice log it became apparent that developments within the authors role were leading the author to participate more in the care of patients with atrial fibrillation. To highlight discussion and link theory to practice the author will use four case studies of patients admitted to a district general hospital, who subsequently were diagnosed with atrial fibrillation and due to the nature of the condition, were offered anticoagulation for the prevention of future thromboembolic events. The above processes will be discussed under the headings of the learning outcomes below. Evaluate effective history taking, assessment and consultation skills with patients/ clients, parents and carers to inform working/differential diagnoses. Integrate a shared approach to decision making taking account of patients/carers wishes, values, Religion or culture. Traditionally patient consultations have been performed with the doctors taking the more dominant role (Lloyd Bor 2009). These consultations have been doctor-centred, establishing a diagnosis and treatment plan without involving the patient in the decision making process. At this time this was accepted by the patient because the doctor knows best and the patient handed over responsibility for his well-being to the clinician. However this has now changed and patients are more interested in their illnesses, wanting to know more and be involved in their treatment plans. Increasing evidence suggests that a more patient-centred style of consultation results in happier patients who are more likely to adhere to their treatment plans (Stewart et al 2003). The author was able to observe her designated medical practitioner (DMP) in a variety of patient interactions but mainly during the process of consultation, for the purpose of establishing diagnosis and treatment plans, (see appendix for case studies). Consultations are made up of a number of elements such as establishing a rapport, gathering and interpreting information and physical examination, however the cornerstone of all patient interactions is effective communication. Prior to each consultation, the DMP prepared by reading through the medical records to obtain information regarding the patients past and present history, medications and allergies. At this stage consideration was given to potential treatment plans or required tests. The patients in case studies 1-4 were all admitted to hospital due to either new onset of symptoms or deteriorating clinical condition, thus each consultation was held at the bedside. Hastings (2006) highlighted the importance of recognising the different settings within which a consultation can occur and how these settings can affect the patient and practitioner. This is a view shared by White (2002) who felt that the environment can greatly influence the consultation process. Upon reviewing the literature the author has found that there are many different approaches that can be adopted and various consultation models that can be utilised, in order to produce the most effective consultation. The author felt that the DMPs methods of consultation spanned several models. It incorporated elements of the biomedical model described by Byrne Long (1976), in which they describe six phases which formed a logical structure, but take a very doctor-centred approach (see appendix). Charlton (2007) argues however, that whilst this model is simplistic and logical it has difficulty accommodating the feelings, beliefs and psychosocial issues which colour the meaning of health and illness. The consultations also incorporated elements of the more patient-centred models as described by Pendleton et al (2003) and Calgary-Cambridge (1996), see appendix **. These models aim to achieve a collaborative understanding of the patients problems. The authors DMP combined traditional m ethods of history taking with systematic physical enquiry and examination, to elicit information about the patients medical, social and family histories, together with drug and allergy information, and the patients perspective regarding their history and presentation of symptoms. Once the history was obtained the physical examination was performed to supplement the diagnostic process. In each case the examination was cardiovascular, paying particular attention to the auscultation of heart sounds, because in atrial fibrillation the exclusion of a valvular element is necessary prior to commencing anticoagulation. In accordance with the models used, diagnosis was established and discussed with the patient. The DMP used simple terminology to ensure understanding. The use of non-verbal communication was evident throughout each consultation, from the outset where introductions and shaking hands took place, to the use of empathy and touch when the patient showed fear and anxiety. The history taking process may have involved a doctor-centred approach but the discussion surrounding treatment choices was certainly patient-centred. In each consultation the plan between the patient and the DMP was negotiated, with the DMP explaining the risks associated with atrial fibrillation, and being honest with the patient about the risks versus benefits of anticoagulation. Charlton (2007) believes that it is important to elicit a patients concerns and expectations in order to ensure that both the patient and the doctors agendas are the same. This is supported by Neighbour (2005) who stated that, Patients differ widely in their factual knowledge, in their beliefs, their attitudes, their habits, their opinions, their values, their self-images, their myths, taboos and traditions. Some of these are relatively labile and easy to change on a day to day basis, others are more firmly held and difficult to alter. Each patient we encounter will have come from a different background and some from different cultural systems whereby their values, beliefs and behaviours may not be the same as the practitioners (Lloyd Bor 2009). Each patient within the sphere of their culture or religion will have a different view about what treatments or care is acceptable (Helman 2000). This was the case in respect of patient * who was a Jehovahs Witness. Patients who share this religion do not accept blood transfusions or blood related products based upon their interpretation of Acts, a book in the New Testament Bible (Wikipedia 2012). Although the authors DMP and the patient were from different cultural and religious backgrounds, effective communication was still maintained. The DMP took time with the patient to explore the implications that the patients beliefs would have upon the form of treatment that was indicated. In this case it was not taking the drug that posed the problem but the increased risk of bleeding that could occur, which potentially may require a blood transfusion if the bleeding were to be severe. In the case of patient * they initially were not keen to start warfarin. When it was first mentioned the patient grimaced and said oh, isnt that rat poison. Indeed the patient was correct, Warfarin has previously been used to kill rodents but its safety and efficacy as a medication has also been proven. Patients often have misconceptions about medication which can influence their decision making. Their decisions regarding treatments are based upon their understandings and these can often by influenced by external factors such as the media. However, with regard to the consultations observed by the author, it seems that the intrinsic factors were more influencial. Patient * and * were both concerned about potential lifestyle changes. How often would i need to come for tests? What about going on holiday? Will I bruise easily? What happens if I cut myself? Will it affect my other medicines. For patient * the answers were acceptable and warfarin was prescribed. However patient * felt that the change would be too much and declined. Respecting a patients right to refuse treatment is part of the consultation and prescribing process. In its guidance on consent, the GMC (2008) discusses the importance of accepting that a competent patient has the right to make decisions about their healthcare and that doctors must respect these decisions, even if they do not agree with them. This view is supported by NICE (2009) who state that patients if they chose to, should be involved in the decision m aking process, and as long as they have mental capacity, as defined in the Mental Capacity Act (2005), to be able to make informed choices, as professionals we must understand that patients have different views to us about risks and benefits and we must accept their right to refuse. For patients ***and *, the recommended treatment was anticoagulation. Patient * and * once their initials concerns were addressed, were happy to proceed with the treatment. Patients * and * were not. The author noted that this did not change the DMPs treatment of the patient, who respected their decision and agreed an alternative plan. Although each consultation was different in the patient specifics, there were still common elements. Each interaction was structured and was systematic in establishing the required elements. A good rapport was established with each patient, resulting in effective communication. Communication problems between the doctor and patient can lead to dissatisfaction (Simpson et al 1991), causing misunderstandings and lack of agreement or concordance with treatment plans (Barry et al 2000). This was not the case however in patient * and *. Each patient was given a full explanation of the treatment options and each made an informed choice regarding their treatment, choosing to pursue a path not recommended by the authors DMP. A review by Cox (2004) summarised that patients and health care professionals need to have a two way discussion in order to share their views and concerns regarding treatment. 6. Integrate and apply knowledge of drug actions in relation to pathophysiology of the condition being treated. With the advent of independent and supplementary prescribing, and the ever changing role of the nurse, it is considered imperative that nurses have a greater knowledge and understanding of drug pharmacology (Thomas Young 2008). Pharmacokinetics studies how our bodies process drugs and Pharmacodynamics studies how these drugs exert their effect (Greenstein Gould 2009). When the heart beats normally, a regular electrical impulse causes the muscular heart walls to contract and force blood out and around the body. This impulse originates in the top chambers of the heart (atria) and is conducted to the bottom chambers (ventricles). In atrial fibrillation this impulse is initiated and conducted in a random uncoordinated manner causing the heart to function less efficiently. The risk of a pooling or stasis of blood remaining in the heart, increases the risk for a thromboembolic event. Atrial fibrillation is the most commonly sustained cardiac arrhythmia affecting 10% of men over 75 years (NHS Choices 2013) and if left untreated is a significant risk factor for stroke (NICE 2006). The patients identified in the case studies were all given a diagnosis of non-valvular atrial fibrillation. Their individual risk for thromboembolic event was assessed using the CHAD scoring systems and the outcome was that each patient required treatment with anticoagulation. Anticoagulants were discovered in the 1920s by a Canadian vet who found that cattle eating mouldy silage made from sweet clover were dying of haemorrhagic disease, and it wasnt until the 1950s that anticoagulants were found to be effective for preventing thrombosis and emboli by reducing clot formation, and were finally licenced for use as medicines. (Wikipedia 2012). Warfarin is the anticoagulant most commonly used in the treatment of atrial fibrillation. To understand the pharmacodynamics of warfarin, one must first understand the basic clotting cascade. Blood contains clotting factors (inactive proteins) which activate sequentially following vascular damage. These factors form two pathways (Intrinsic and Extrinsic) which lead to the formation of a fibrin clot. The extrinsic pathway is triggered by tissue damage from outside of the blood vessel. It acts to clot blood that has escaped from the vessel into the tissues. Damage to the tissues activates tissue thromboplastin which is an enzyme that activates Factor X. The intrinsic pathway is triggered by elements that lie within the blood itself. Damage to the vessel wall stimulates the cascade of individual clotting factors which also activate Factor X. Once activated Factor X converts Prothrombin to Thrombin which in turn converts Fibrinogen to Fibrin. Fibrin fibres then form a meshwork which traps red blood cells and platelets and so stems the flow of blood (Doohan 1999). Vitamin K is essential for the maturation of clotting factors such as Factor X and prothrombin and it is on Vitami n K that anticoagulants such as Warfarin take effect. Warfarin reduces coagulation by inhibiting the processing of Vitamin K. This reduces the amount of matured clotting factors available for the clotting cascade, causing clotting time to be prolonged (Melnikova 2009). This time frame can be measured by testing a patients INR (International Normalised Ratio), which is simply a recording of the amount of time it takes for a blood sample to clot. Using Warfarin in the treatment of Atrial Fibrillation, reduces the risk of clot formation and the risk of potential clots being ejected from the heart into the general circulation. This process however is dependent upon how the body initially processes the drug (pharmacokinetics). Warfarin is readily absorbed from the GI tract, however this can be affected by age related changes such as reduced gastric emptying and slowed motility affecting intestinal transit time. This phase determines a drugs bioavailability. The extent of drug distribution depends on the amount of plasma proteins and whether a drug is bound or unbound. Warfarin is 99% bound to plasma proteins and therefore takes longer to reach the site of action, thus the distribution phase lasts approximately 6-12 hours (Holford 1986). The patient in case * was noted to be on aspirin. Patients on drugs which bind at the same site can cause problems when administered together, as one displaces the other causing elevated levels o f the drug to be circulating, leading to toxicity (Sunalim 2011). Whilst the benefits of warfarin are apparent the side effects and precautions for use are numbered. Warfarin has a narrow therapeutic window making control difficult and increases the risk of bleeding and haemorrhage. It interacts with other prescribed, over the counter and herbal medicines and is contraindicated in pregnancy. Despite its use in clinical practice for over 50 years, the MHRA still receive a substantial number of adverse reaction case reports through the Yellow Card system. The majority of these reports were as a result of over anticoagulation with the majority of fatal cases being attributed to haemorrhage. It was concluded that in some cases interaction with other medications was the cause (MHRA 2009). It is therefore essential that a full drug history including allergies is taken prior to commencing any new medication. Critically appraise sources of information/advice and decision support systems in prescribing practice and apply the principles of evidence based practice to decision making. 9. Demonstrate an expert understanding of prescribing decisions made within an ethical framework with due consideration for equality and diversity. The decision to prescribe an anticoagulant such as warfarin is not a decision taken lightly. Due to the potential side effects, mainly the increased risk of bleeding, the risks versus benefits discussion must be explored. The benefit of warfarin is the reduction in risk of thromboembolic events such as a stroke or pulmonary embolism, the risks areà ¢Ã¢â€š ¬Ã‚ ¦however before this discussion can take place, it must first be established whether anticoagulation with warfarin is needed or whether an alternative treatment is possible. In 1994 the Atrial Fibrillation Investigators (AFL), conducted randomised clinical trials whose participants had untreated atrial fibrillation. Data from these trials showed that patients with previous stroke, hypertension or diabetes were at increased risk of stroke. This data was confirmed by the Stroke Prevention Atrial Fibrillation Investigators (SPAF 1995) who looked at thromboembolic risk for AF patients on aspirin. The amalgamation of these two bodies in 2001 led to the development of the CHAD2 scheme (see appendix), which is a clinical prediction tool used for estimating the risk of stroke in patients with AF and to determine whether or not treatment is required with anticoagulant or antiplatelet therapy. Risk stratification schemes that accurately and reliably stratify stroke risk could influence the management of those who have AF and spare those low-risk patients the risks, inconvenience and costs associated with anticoagulation therapy (Gage et al 2004). The use of the C HAD2 and CHAD2VASc score is advocated in the European Society of Cardiology (ESC) guidelines (2010), which recommends that if the patient has a CHAD score of 2 or above anticoagulation therapy such as warfarin or one of the newer drugs, such as dabigatran, should be prescribed. This view is supported by NICE guidance (2006) which analysed respective trials and concluded that warfarin significantly reduced the incidence of stroke and other vascular events in people with AF. NICE also discusses stroke risk stratification models, of which the CHAD2 score is one. It does not however make recommendations as to the best choice of tool. Patient * was the only one out of the case studies that had their stroke risk calculated using the CHAD scoring system and had it recorded in the notes. The reasons for this are unknown however the author hypothesises that perhaps as the other patients had greater apparent risk due to their existing co-morbidities, it was deemed unnecessary to actually perf orm the calculation as anticoagulation would ultimately be indicated. The author could argue here that if this was the case this generalisation goes against the concept of diversity. Warfarin has been widely accepted as the drug of choice for oral anticoagulant therapy, however newer drugs on the market such as dabigatran and rivaroxban have also been recommended as alternatives to warfarin , yet it is the authors experience that these are very rarely discussed with patients as alternative treatment and only seem to be prescribed when warfarin is not an option. The author believes the reason for this may be partly due to economic and geographical inequalities in health, a view shared by Abraham Marcy (2012) Wartak Bartholomew (2011). They concluded that compared to warfarin dabigatran was disadvantaged by the lack of knowledge about its use, its poor gastrointestinal tolerability and ultimately the cost which resulted in its limited use. Treatment decisions made for these patients were in keeping with National and European guidelines promoting access to treatment for all. Local guidelines however are under current review and were not available for scrutiny. As prescribers we must use all available information to ensure that we make the best evidence based prescribing decisions with our patients. Guidelines facilitate best practice but resources such as the British National Formulary (BNF) and the Electronic Medicines Compendium (EMC) are invaluable reference tools in facilitating best prescribing practice. In everyday practice healthcare professionals are expected to make judgements about what is best for their patients. The NMC (nnn) advocate that to practice in an ethically sound manner it is necessary to balance ethical considerations with professional values and relevant legislation. The ethical theory of principlism described by Beauchamp Childress (2008) considers the principles of beneficence, non-maleficence, autonomy and justice as the elements of ethical theory that are the most compatible in supporting decision-making within the healthcare system. Making ethical prescribing decisions is not a solitary activity, especially when the decision will impact upon another person. The ethos of quality patient care relies upon a team approach that supports the decision making of the patient, in partnership with the professionals, ensuring that the values and beliefs of the patient have been respected and acknowledged. 5. Demonstrate critical awareness of the roles and relationships of others involved in prescribing, supplying and administering medicines. Earlier discussion highlighted the importance of communication in developing the doctor-patient relationship and how consultations are either doctor or patient-centred. This is also true with regard to other professional relationships the patient may have with members of the multidisciplinary team, who are also involved in prescribing, supplying and administering their medications. A review of the supply, prescribing and administration of medicines by the DOH (1999), recommended that there should be two types of prescriber; independent and supplementary. An independent prescriber is responsible and accountable for the assessment of patients with undiagnosed or diagnosed conditions and for decisions about the clinical management requiredà ¢Ã¢â€š ¬Ã‚ ¦.supplementary prescribing is a voluntary partnership between a doctor or dentist and a supplementary prescriber to prescribe within an agreed patient specific clinical management plan, with the patients agreement NPC (2012). As a potential non-medical prescriber the author recognises the importance in understanding and applying the principles of good prescribing practice, in order to become an independent/supplementary prescriber. Doctors undertake training in prescribing as part of their undergraduate programme and are required to demonstrate this activity in order to obtain their registration. Their practice is guided and governed by the General Medical Council (GMC). Likewise nurses and midwives who are independent/supplementary prescribers, are governed by the Nursing and Midwifery Council (NMC), whose regulatory standards and legislation require practitioners to be experienced before they undertake such training and in safeguarding the best interests of the patient, ensure that nurses and midwives remain up to date with the knowledge and skills that enable them to prescribe and administer drugs safely and effectively (NMC 2004, NPC 2012). Pharmacists whose governing body, the General Pharmaceutical Council (GPC 2010), allow that a pharmacist independent prescriber may, after successful completion of an accredited course, prescribe autonomously for any condition within their clinical competence. Current legislation however only allows other multidisciplinary members such as radiographers and physiotherapists to be supplementary prescribers. During a patients stay in hospital, it is most likely they will enter into a medication consultation with at least one or two of the multidisciplinary members mentioned above. All the patients in the case studies had contact with a doctor, nurse and pharmacist. The doctors performed the initial consult at the patients admission and it is here that the initial drug history was taken. The nurse then administered the medication prescribed on the drug chart, giving the patients information about the drugs they were taking and potential side effects. This information was limited to their individual knowledge base. If the drug was unavailable then it was requested from the pharmacy department. The author observed the practice that occurred when an unavailable drug was requested. The initial process was simple, the doctor prescribed it and the ward nurse sent the drug chart and request slip to pharmacy. Once in pharmacy the process became more complex requiring the request to pass through s everal stations before being dispensed. Prior to this course the author had very little understanding as to how important the role of the pharmacist was. Pharmacists play an important role in improving a patients medication management during admission and through transitions of care from hospital to home. Weiss (2013) agreed that patients are often discharged from hospital with changes from their previous medication regimes, causing discrepancies and lack of understanding, which lead to non-adherence and adverse drug effects. The pharmacists spoken with by the author agreed that providing medication counselling in preparation for discharge is a large part of their role. Patient * and * who were commenced on warfarin, received counselling prior to discharge. The author was able to observe this practice. The session took place at the bedside which, upon reflection, was not conducive to this information exchange. Noise and interruptions from a confused patient in the next bed meant that the passage of information was often disrupted and had to be repeated. The pharmacist provided the patient with an information pack and discussed the drug, side effects, anticoagulant monitoring and lifestyle changes such as travel, diet, recreational activities and dental visits. NICE medicines adherence guidance (2009) advocate the importance of providing patients with both written and verbal information in order to make an informed choice. For patient * and *, verbal information was given prior to prescription, but the written information was only provided after the patient had agreed to treatment. Providing all the information beforehand could increase patient conse nt to treatment (Elwyn et al 2006). Considering the role of others within the prescribing team has led the author to examine and reflect upon her own role. The author entered this course with knowledge and competence in diagnosing a patient with an acute coronary syndrome and questioned why such a broad prescribing knowledge was necessary. It is the view of Lymn et al (2010) that non-medical prescribers within a narrow specialist field often ask this question. Taylor Field (2007) believe the answer to be because advancements in medicine have meant that patients are often able to live with chronic disease and multiple co-morbidities. Becoming a prescribing student has given the author insight into what she did not know and what she never realised she needed to know. Conclusion. At the beginning the author posed the question, Anticoagulate or not to anticoagulate? In order to answer this, the author explored some of the processes involved in prescribing and through the use of case histories, linked theory to practice with analytical discussion. The answer to the question is clear, there is no one true answer. It is the authors conclusion that each case for anticoagulation must be viewed separately. Each patient is different, their understanding, their views and their pathophysiology all are unique. As practitioners it is our duty to provide our patients with the information and support they need in order to make informed choices. As prescribing practitioners these responsibilities are increased. Using the process of accountable practice as described by Lymn et al (2010), it is essential that we analyse our responsibilities as accountable prescribers and in doing so consider each prescribing situation on its own merits.

Blessed Luke :: Saint Luke Stiris Essays

Blessed Luke Background of Saint Luke ? Saint Luke was born in 896 A.D. most likely in Delphi or in nearby Kastri in Central Greece.[1]? He is known today as Blessed Luke, Luke the Younger, St. Luke of Stiris, and Luke the Wonderworker (Thaumaturgus in Greek).? ?His parents were farmers in Thessaly.?[2]? Originally from Egina, St. Luke?s parents fled the island when the Saracens attacked it. Saracens was the name that Medieval Europeans used to describe the Arabs and all Muslims in general.? As a youth, St. Luke was prone to give to charity, even though his parents were not very wealthy or happy about their son?s giving.[3]? St. Luke was also noted for his healing/special powers from an early age.? ?One of his legendary wonders was to make his parents? crops yield more than anyone else?s? despite only planting half of the seeds he was supposed to.[4] Life of Saint Luke ?As a teenager, St. Luke ran away from home after his father died.[5] However, another source said that he ran away from home because his parents were mad at him for wanting to enter into a monastery.[6] Unfortunately, soldiers mistook St. Luke for a runaway slave and put him in prison.? After he was freed, his mother finally gave her permission to allow Luke to enter a monastery outside of Athens.[7] He did not stay there long.? At the age of eighteen, St. Luke built a place on Mount Joannitsa near Corinth in Greece.[8] There he became a hermit.? St. Luke was credited with predicting the liberation of Crete, which happened within ten years after he died.[9]? Thus, he could predict the future as well as perform miracles.? It was also said that he settled in the village of Stiri.[10] According to different sources, he died either in the year 946 A.D. or 953 A.D.? His Saint?s Day is on February seventh of the Christian calendar.? The Orthodox Church declared Luke a Hossios and his reli cs were kept in the original church until the crypt was built in the Katholikon. Ossios Loukas ?The name means Blessed Luke and the site contains two monastic churches: Holy Luke and Our Lady.? Alternate spellings of its name include Osios Loukas and Hosios Loukas.? The first church built on the site between 941 to 944 A.D. was built for St. Barbara originally.[11]? Holy Luke is called the Katholikon in Greek and was built over the crypt dedicated to St.