Testing, Or Summative Assessment - 1473 Words

â€Å"Assessment as a practice is expansive and dynamic, reflecting learning in action. Testing, in contrast, is more about measuring a body of knowledge that has been taught.† (Meadmore, 2004, p.3) Testing, or summative assessment, is a process of measuring attainment of knowledge and understanding by assigning an â€Å"empirical indicant† (Carmines Zeller, 1979, p.45) which purports to represent the degree to which students’ learning reflects the course objectives. Testing creates a quantifiable consequence from a qualitative construct, and this result becomes part of a student’s identity. While the assessment instrument described for this unit is a summative assessment in that the marks will be recorded and contribute to the students’†¦show more content†¦Interpretations and implications of test scores must be considered in this important context. When giving weight to test scores, it is also important that the assessment instrument reflects students achieving targets not comparisons within the cohort (Hart, 2000, p. 100), which is to say that the assessment is criterion based, not norm based. The assessment in this unit consists of two tasks which together provide a valid, reliable and authentic summative assessment of students leaning. The exam is scheduled 4 weeks into the unit and reinforces and tests understanding of basic knowledge and mathematical fluency. Some questions extend into application with simple modeling problems that are interpreted before being solved mathematically. This modeling aspect brings authenticity to the unit and to the assessment instrument. The assignment will be issued along with the feedback on their exams in the 5th week. It is a modeling problem in two parts, and both are highly practical and authentic. The knowledge they need in order to solve the assignment questions is a direct and clear extension of the exam content which was explicitly taught in the first 4 weeks of the course and practiced with examples and applications in the subsequent 2 weeks. Reliability refers to the characteristic that the assessment precisely and consistently measures the targeted learning (Black, 2013). The unit was planned through backward

Chesapeake Colonies vs. New England Colonies - 933 Words

During the late 16th century and into the 17th century, two colonies emerged from England in the New World. The two colonies were called the Chesapeake and New England colonies. Even though the two areas were formed and governed by the English, the colonies had similarities as well as differences. Differences in geography, religion, politics, economic, and nationalities, were responsible for molding the colonies. These differences came from one major factor: the very reason the English settlers came to the New World. †¨The Chesapeake colonies were primarily created by companies interested in profiting from the natural resources of the New World such as gold or silver to bring back to England. The New England colonies were primarily created†¦show more content†¦Both colonies were an experiment as a â€Å"new society† for colonization. In New England, the population was almost entirely English and white. Religious families, including Puritans, Quakers, and Catholic s made up a large percentage of the population due to the reputation the New England colonies had as a place of religious freedom. In the Chesapeake colonies, the population was a majority white indentured servants and later had more black-slaves. With the boom in the tobacco industry, plantation owners relied on the cheap labor slaves or indentured servants provided. Both colonies take lead in driving off the natives and seizing their own land. Most of the population in both colonies were English/White. The political difference between the New England and Chesapeake region was that New England government associate more with religious matter than the Chesapeake government. The type of government was a theocratic environment. Each town, which was filled with educated people, had a local authority and held monthly town meetings in the meeting hall. The Chesapeake Colonies was a legislative owned by aristocrats. The county governments were more spread out; therefore the backcountry far mers were underrepresented. Both colonies had their set way of organizing their government. The New England and the Chesapeake colonies differed in numerous ways. These differences included geography, religion, economics, nationalities, and politics, whichShow MoreRelatedEssay Chesapeake Vs. New England Colonies763 Words   |  4 Pagesdiversity being sown in the early days of colonization when the Chesapeake and New England colonies grew into distinctive societies. Even though both regions were primarily English, they had similarities as well as striking differences. The differentiating characteristics among the Chesapeake and New England colonies developed due to geography, religion, and motives for colonial expansion. nbsp;nbsp;nbsp;nbsp;nbsp;Virginia, the Chesapeake Bay area, was not interested in long-term colonization inRead MoreEvaluate the Differences Between the New England Colonies and the Chesapeake Colonies.730 Words   |  3 PagesPeriod 6 September, 2010 DBQ #1 Although both the New England Colonies (Rhode Island, Massachusetts, Connecticut, and New Hampshire), and the Chesapeake Colonies (Virginia and Maryland) were both settled by people of English origin, by 1700 they were both very distinct for a multitude of reasons; Three of which being, their economics, African Slave population, and their life expectancies. The New England colonies vs. the Chesapeake colonies had many differences in there economical make-up, asRead MoreEssay about New Englanders vs Cheasapeakers1195 Words   |  5 PagesSeptember 2013 New Englanders vs. Chesapeakers (there is no such thing a a Chesapeaker) The people of the New England region were focused more on families and God. Most of the settlers had left England to be free from religious control of The Church of England. Many of the religious people left because they sought God in a different way and were being repressed by the Christians (how?) because of it. The New Englanders were also more of a neighboring settlement than the Chesapeake region. On boardRead MoreEssay on New England Vs. Chesapeake DBQ1306 Words   |  6 PagesNew England vs. Chesapeake While both the people of the New England region and of the Chesapeake region descended from the same English origin, by 1700 both regions had traveled in two diverse directions. Since both of these groups were beset with issues that were unique to their regions and due to their exposure to different circumstances, each was forced to rethink and reconstruct their societies. As a result, the differences in the motivation, geography, and government in the New England andRead More1993 Dbq New England vs. Chesapeake1314 Words   |  6 PagesNew England vs. Chesapeake While both the people of the New England region and of the Chesapeake region descended from the same English origin, by 1700 both regions had traveled in two diverse directions. Since both of these groups were beset with issues that were unique to their regions and due to their exposure to different circumstances, each was forced to rethink and reconstruct their societies. As a result, the differences in the motivation, geography, and government in the New England andRead MoreThe Colonization Of The New World1068 Words   |  5 PagesFrom 1689 to 1763, almost 200 years after Columbus’ discovery of the New World, several European nations fought to acquire their share of America’s wealth. The Spanish, leaders in the exploration of the New World, were the first to colonize the Americas. In 1494, two years after Columbus’ expeditions, the Treaty of Tordesillas was ratified by the Pope. This treaty split the New World between Portugal and Spain. By the mid 1500s, Spa in had gained control of much of western South America, Central AmericaRead MoreSlavery Vs. Indentured Servitude1038 Words   |  5 Pages Slavery vs. Indentured Servitude Sandra McIntire HIS110 April 27, 2015 Jelena Popov Slavery vs. Indentured Servitude Slavery. According to Encyclopedia Britannica, it is the condition in which one human being was owned by another. A slave was considered by law as property, and was deprived of the rights held by free people. Slavery was viewed as a way that undeveloped people, such as Black African men and women, could receive the physical and moral discipline and training necessary to attainRead MoreApush American Pageant Chapter 1 -24887 Words   |  20 Pagesdiscovery of the New World, Africa became the laborers, Europe - Markets, and Americas - Resources. The New world plants - Tobacco, maize, beans tomatoes, POTATO!!! revolutionized European diet. When Columbus came back he brought horses, which natives adopted. Columbus also brought Sugar cane, and with them came dieseases. Indians also gave Europeans Syphilis. 8. Treaty of Tordesillas - (1494) between Portugal and Spain that split up lands of the New World. Spain received New World land, whereRead MoreEssay on Thomas Jeff. Outline947 Words   |  4 Pagesnbsp;nbsp;nbsp;nbsp;nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp; Government for colonies and advocated that colonies refuse to pay any duty nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp; leveled by Parliament. nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;4. Virginia Convention in Richmond Virginia, 1775: Virginia, the largest colony nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp; decided towards liberty for America. nbsp;Read MoreApush Ch. 4 Notes2475 Words   |  10 PagesChapter 4 Growth and Crisis in Colonial Society 1720-1765 Freehold Society in New England Puritans created a yeomen society of independent farm families who owned their land as freeholders- without feudal dues or leases by 1750, rapidly increasing population outstripped the supply of easily farmed land, challenging the freehold ideal. A. Farm Families: Womens Place Men were head of the household no time for anything. They did many labors by 1750, family sizes decreased due

Debut Albums and Magical World free essay sample

My Magical Pet I am twelve years old and dont have any siblings. Both my parents have a long n tiring work schedule. I have a pet dog his name is Gucci. Its a charming dog. He is always waiting for me to come from school. When my parents are too busy and dont have time to play with me, they send me to my room to play with my toys and Gucci would always follow me. In the beginning I was upset and frustrated of being alone. However I soon got used to it. I could stay in my room for hours n talk toGucci, play new ticks with him and share my feelings and experiences. One evening g something unusual occurred. Gucci started talking to me. He asked me to follow him. My curiosity rose to a notch and decided to investigate further. We walked through my bedroom mirror into a magical world of animals. We will write a custom essay sample on Debut Albums and Magical World or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There was a flying horse, a giant rabbit, a cat that could walk like humans. They all greeted me and set a table for the tea party. Gucci insisted me to Join his friends.They told me stories of their magical oral, the wicked witch, ruthless king and many more. The flying horse took me for a ride on its back. I was overjoyed and it was an unforgotten experience. Finally, Gucci told me it was time to go home. I was unhappy to leave but Gucci promised to get me back. Once back to my bedroom everything was ordinary. I was lying on my bed and Gucci was next to me. I could not believe it was Just a dream. It was an incredible experience. I wish someday It would turn true. Till then, I cuddle my pet n went off to bed!!

Observation of Coke Essay Example

Observation of Coke Essay This science fair project was performed to find out if the acidity in Coca Cola can dissolve meat. Immersing the Steak, Chicken, and Hamburger Meat in Coca Cola over an extended period will or will not dissolve the meat. Coca Cola is a very acidic drink. Coca Cola is a popular carbonated beverage that is sold in more than 20 countries. The pH is a number showing the amount of hydrogen ions in a solution. pH stands for Potential Hydrogen. The scale ranges from 0-14. Something with a pH level of 7 is totally neutral, neither acidic or basic. A pH level lower than 3 can give brain damage to people. The pH is expressed as moles of hydrogen ions per liter. A chemist Soren Sorenson made the pH system in 1909. Phosphoric acid is one of the acids in soda. This acid is very soluble in water and alcohol. It is made from phosphate and sulfuric acid. It also melts at 42. 4 Celsius. This acid is also helpful as a water softener. Citric acid is another acid in soda. It is a very weak acid, if it wasn’t it could take a couple teeth out. Citric acid is in many fruits that are commonly known as citrus fruits like oranges. We will write a custom essay sample on Observation of Coke specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Observation of Coke specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Observation of Coke specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The Citric acid in fruit is what gives fruit sourness. It is also found that molds can produce this acid. This acid melts at 153 celseuis. Citric acid shares the same properties as carboxylic acid. Citric acid is used for flavoring such as in soda. On average people drink about 56 gallons a year of Soft drink. Joseph priestly made the first carbonated drink. In 1772 a british scientist found a way to force carbon dioxide into water. This led to the soft drink industry. In the1820s saoda was first put in refillable bottles. In 1905 the crown cap was first used for bottles. Coca cola is called the worlds greatest soft drink. John Pemberton made the original formula for coca cola. He sold 25 gallons for $50. Their slogan was â€Å"Delicious and Refreshing. † Soon he sold the business to a man named Asa Candler for $2,300 because of health. Candler made coke very popular in the United States. His slogan was â€Å"Nerve and Brain tonic. † He advertised coke on calendars and many other things. Mr. Candler didn’t like bottling but let a fountain owner do it so he could sell to people out of the city. Many tried to copy the drink. In 1915 Asa hired a man to make a curved glass like a bell. In 1919 Candler sold Coca-Cola to a group of investors for $25 million. They elected Robert W. Woodruff as president of the company. In 1920 Woodruff had cola put in vending machines so people could get one for themselves. In conclusion, soft drinks are consumed a lot during a year. Coke is a very well known soft drink. Phosphoric acid and citric acid are two of the acids in soda. pH levels vary from 0 to 14. As you can see there are different things people should know about soda and acid in general.

Free Essays on The Rise Of The Third Reich

The â€Å"happy time†, many Germans called it. With Adolf Hitler they were partners in one of histories greatest success stories. From humiliating defeat in World War 1 they had risen to become masters of Europe. They considered themselves to be the super race. Later many would say that the people were tricked or compelled by terror; others would insist that Hitler answered the deepest German desires. How did it happen that an ancient and cultured people, steeped in Christianity, cultivating the arts and sciences, and preeminent in modern technology collapsed into savage barbarism in the mid twentieth century? To seek the answers we must look back to the turbulent years between 1920 and 1934. At the end of WWI the Allies proposed the treaty of Versailles to Germany. The treaty was the complex product of such Allied considerations as human and material losses; mutual war debts; minority and nationalist lobbying; and public opinion in Allied countries, and legitimate national security concerns of the â€Å"once bitten, twice shy† variety. Skillfully the German generals forced the leaders of Germanys new Weimar republic to carry the brunt of defeat. Helpless symbols of national dishonor it is they who will be accused of betraying Germany to her enemies. For one man, 29, unknown and without prospects defeat would bring opportunity. This man was Adolf Hitler. The myth of German betrayal would be a major weapon in the struggle for power that he would call Mein Kampf. Already impoverished by war, Germany would then pay the cost of losing it. Her army reduced to a token force, Germany became a nation of scavengers while former enemies stripped her of territory, merchant fleet, raw materials and food. The infant republic was at the mercy of other enemies. Germany became an armed camp swept by clashing extremists, by conspiracy and political murder. In Bavaria, Berlin, and the Ruhr rightists and leftist attempted to seize control by revolt... Free Essays on The Rise Of The Third Reich Free Essays on The Rise Of The Third Reich The â€Å"happy time†, many Germans called it. With Adolf Hitler they were partners in one of histories greatest success stories. From humiliating defeat in World War 1 they had risen to become masters of Europe. They considered themselves to be the super race. Later many would say that the people were tricked or compelled by terror; others would insist that Hitler answered the deepest German desires. How did it happen that an ancient and cultured people, steeped in Christianity, cultivating the arts and sciences, and preeminent in modern technology collapsed into savage barbarism in the mid twentieth century? To seek the answers we must look back to the turbulent years between 1920 and 1934. At the end of WWI the Allies proposed the treaty of Versailles to Germany. The treaty was the complex product of such Allied considerations as human and material losses; mutual war debts; minority and nationalist lobbying; and public opinion in Allied countries, and legitimate national security concerns of the â€Å"once bitten, twice shy† variety. Skillfully the German generals forced the leaders of Germanys new Weimar republic to carry the brunt of defeat. Helpless symbols of national dishonor it is they who will be accused of betraying Germany to her enemies. For one man, 29, unknown and without prospects defeat would bring opportunity. This man was Adolf Hitler. The myth of German betrayal would be a major weapon in the struggle for power that he would call Mein Kampf. Already impoverished by war, Germany would then pay the cost of losing it. Her army reduced to a token force, Germany became a nation of scavengers while former enemies stripped her of territory, merchant fleet, raw materials and food. The infant republic was at the mercy of other enemies. Germany became an armed camp swept by clashing extremists, by conspiracy and political murder. In Bavaria, Berlin, and the Ruhr rightists and leftist attempted to seize control by revolt...

Every IB Biology Past Paper Available Free and Official

Every IB Biology Past Paper Available Free and Official SAT / ACT Prep Online Guides and Tips When you take the IB Biology SL or HL exam, you'll probably be stressed out no matter what. But having seen a past paper beforehand will be a huge advantage: you'll know the format of the test cold and be used to the length and style of the test. In this article, I will at least try to get you familiar with the exam format by exposing you to IB Biology past papers, both free and paid. I'll also share strategies on how best to use these IB Biology tests for your own exam prep. Where to Find Free Past Papers In the last few years, IBO has gotten tough on illegal uploads of past papers, with the result that many sources are no longer available. Unfortunately, IBO has yet to provide any free sample Biology papers (SL or HL) on its website (although we'll be sure to update this article if and when that does happen). Because of this, while you might find some results if you search around online for past IB Biology papers, it's difficult to know if they're real past papers (illegally uploaded) or unofficial (ones created from scratch by students for practice). You should be very wary of any unofficial IB Biology papers you find. I DO NOT recommend using them, as they may be very different from the actual IB Biology exam. Where to Find Paid Tests The Follet IB store sells digital versions of the IB Biology SL past papers and IB Biology HL past papers from November 2015 to November 2018. This is the only safe place to get IB Biology past papers to download. Each paper and each mark scheme cost $3, so one full exam (including paper 1, paper 2, paper 3, and the mark scheme) will cost you about $18. Buying all of the past papers and mark schemes from 2015 to 2018 is costly, so we recommend just purchasing the two most recent complete past papers (May and November 2017). These tests will be the most similar to what you'll be tested on, particularly since there was an IB Biology syllabus change as recently as 2016. Plus, for most students, two tests will be plenty of practice. 3 Tips to Use IB Biology Past Papers Effectively Each IB Biology practice test will take 3 hours for SL or 4.5 hours for HL, so it's crucial that you get the most out of each test (since you will probably not have time for very many of them). Here are critical strategies to keep in mind when you're taking the tests: #1: Take Papers 1 and 2 In One Sitting, if Possible IB Biology SL and IB Biology HL papers 1 and 2 are given back to back, forcing you to write for 2 hours for SL and 3 hours and 15 minutes for HL. You need to build up endurance, so you don't make careless mistakes when you are exhausted at the end of paper 2. By taking the IB Biology practice exam in one sitting, you build up important endurance for the real papers. If you don't have time in your schedule for a 2-hour or 3-hour 15-minute session, then splitting the papers up over a few days is fine. Just make sure you follow the next rule: #2: Keep Strict Timing on Each Paper With a Timer It is vital that you get used to the timing pressures on the IB Biology papers. Here is the time allotted for each paper: IB Biology SL IB Biology SL Paper 1- 45 minutes IB Biology SL Paper 2- 1 hour 15 minutes IB Biology SL Paper 3- 1 hour IB Biology HL IB Biology HL Paper 1- 1 hour IB Biology HL Paper 2- 2 hours 15 minutes IB Biology HL Paper 3- 1 hour 15 minutes In this time frame, you need to finish: IB Biology SL SL Paper 1: 30 multiple-choice questions SL Paper 2: 4 short responses and 1 essay question (you choose between 3 options) SL Paper 3: 6 short response questions that each can have between 2-5 parts IB Biology HL HL Paper 1: 40 multiple-choice questions HL Paper 2: 4 short response questions that each can have between 3-10 parts and 2 essay questions (you choose between 4 options) HL Paper 3: 7 or more short response and essay questions (varies based on the options that you covered in your class). Do not give yourself even two extra minutes during your practice- this can allow you to answer more questions and improve your IB exam score substantially. You want to use these practice tests as reliable indicators of your real IB Biology score, not as a way to falsely boost your sense of progress. #3: Review Your Answers From Your Practice Test At the end of every practice exam, make sure you review every mistake you made, and every question you were unsure of. If you skip this step in the process, you're not going to learn from your mistakes, and you'll continue making them on the next tests. You should spend at least 1.5 hours reviewing every full practice exam. This may feel like a lot of time, but emphasize quality of learning over quantity of learning. I'd rather see you take two exams with detailed review than five exams with no review. What’s Next? Learn more about IB Biology: The Complete IB Biology Syllabus: SL and HL The Best IB Biology Study Guide and Notes for SL and HL The Best IB Biology Books, Reviewed Learn more about the IB Program through our other articles: The Complete List of IB Course and Classes Which IB Courses Can I Take Online? Can I get an IB Diploma Online? Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

FILM Essay Example | Topics and Well Written Essays - 250 words

FILM - Essay Example During this time, independents and large film companies had bitter and sometimes violent clashes. The main themes of this program are universal appeals of silent films across the world and the success of moviemaking in Hollywood, because of its fitting climate and environment. This program shows the negative effects of successful films on actors. Roscoe Fatty Arbuckle is one of the most despised comedian actors, who later on became charged and acquitted of manslaughter. The need to regulate the movie industry’s unsuitable scenes emerged and filmmakers practiced self-censorship through following Hollywoods Production Code. Hollywood produced numerous successful movies about the war, which expanded the motion industry further. These films showed imagination and realism in depicting the causes and effects of war. They included wonderful scenes and breathtaking actions. This program focuses on the lives of several well-known stuntmen. They were the people behind exciting action and gag scenes. The themes are underpaid and underappreciated stuntmen and the rise of dangerous stunts. This program profiles Gloria Swanson and Rudolph Valentino. It shows the difference between appearance and reality. These actors are successful in real life and had charming personalities, but their film characters clashed from their true personalities. This program focuses on two of Hollywoods best directors, Cecil B. DeMille and Erich Von Stroheim. They had similar perfectionist attitudes, but DeMille worked within the system while Von Stroheim fought against it. It showed the role of bureaucracy in Hollywood. This program illustrates the comedy geniuses of Harry Langdon, Harold Lloyd, Buster Keaton, and Charlie Chaplin. The main themes are comedy as a serious business and comedians as intelligent and creative actors. This program shows the difficulties of filming

Discuss Nathanael Greene's Southern campaign. Why do some historians Essay

Discuss Nathanael Greene's Southern campaign. Why do some historians view Greene as being second only to Washington in importance in winning the war - Essay Example Greene was handed the responsibility of leading the then weak Revolutionary southern army that had already been led by three commanders who failed in their duties (Golway, 2005). He was given the duty of commanding the war against the British occupation of the south. With a small and poorly trained army, he was up against a more established and experienced British army. With the awareness that his troops were not able to win large and decisive wars, he planned brief and sudden attacks against the prominent British army. He took a bold step to divide his army into smaller groups, forcing the British troops to do the same (Tucker, 2009). He then ordered the Continental army to retreat, and the British, without realizing the tactic used against them, followed the Continental army. This drove the British army further away from their supply base, making them weaker and eventually losing the battle (Tucker, 2009). Some historians view Greene as second to Washington in the importance of winning the war because he was appointed by Washington and took orders from him (Carbone, 2008). He also succeeded where three other commanders had failed. In the same way like Washington, he was gifted with the ability to use small means to a significant advantage (Carbone,

Comparison of A Good Man is Hard Essay Example for Free

Comparison of A Good Man is Hard Essay SETTING The setting of A Good Man is Hard to Find is in a place in Georgia, but the reader is not exposed to the description of the original setting. The story begins in a city that is not named where the family lives and takes the reader to many places where the family travels. There is Plenty of local color there are the old plantations that get passed, and Red Sammys roadside barbeque joint. For Love in L.A the story takes place on the Freeway of Los Angeles, where Jake, protagonist, lazy, self-absorbed and irresponsible, is driving along the freeway (Dagoberto, 2004). The similarity in the setting of the two stories is the fact that story happens as an experience of persons travelling. However the two stories are different because in A Good Man is Hard to Find it involves a family and the relationship to one another. This is not the dame case in Love in L.A where the story involves Jake who is driving along a freeway. CHARACTERS In Love in L.A Jake is presented as an irresponsible, self absorbed and lazy protagonist. This is seen when he hits Marianas car due to his carelessness. Jake is also dishonest when he gives Mariana wrong information regarding his address, phone number, and insurance information (Dagoberto, 2004). The main reason as to why he does this is for him to walk free from the consequences he is likely to face for hitting Marianas car. Mariana is the storys antagonist. She believes the information given to him by Jake and she gives her correct information to Jake, with hopes of becoming good friends. Despite the fact that he hits her car does not make to feel anger against him, but instead accepts his proposal. In A Good Man is Hard to Find the grandmother is seen as a manipulator. She does not want to go to Florida because she has relatives in Tennessee she  wants to see. She tries to change the mind of Bailey through a subtle style (Flannery, 1992). The Misfit despite being violent and a wanton killer, he has a different opinion to that of the grandmother. As much he knows that he is not morally upright, he also has the view that there are some people who are worse than him. He is consistent in these views, something that lacks in the grandmother. Bailey can be seen as submissive since he submits to his mothers request to visit the old plantation house. He is also ineffective when he fails to quiet his mother but in vain. Red Sammy Butts is honest as is seen by the trust that the grandmother has in him. He is gullible to fault. The two escaped criminals are cowards because they escape from the consequences that they are likely to face, having killed several people. The two children are adventurous as seen by their push to visit the old house their grandmother having said that it contained a secret panel. SYMBOLISM The freeway in Love in L.A is symbolic in that it makes Jake feel all the freedom provided by the open road, something that leads him into day dreaming. The car is also symbolic because it represents how well or bad he uses his freedom, basing on the fact that he is involved in an accident due to carelessness. In A Good Man is Hard to Find the grandmothers hat which she puts to show that she is a lady is symbolic in a way that it represents her moral code, which is misguided (Flannery, 1992). This is illustrated when she dresses in that specific manner, so that in case there is an accident, everyone would easily identify her as a lady. The Toomsboro town is mentioned in a manner that it sounds like a Tomb meaning that the family is headed for doom. Through the description of Misfits car, the writer brings out the picture of the ultimatum of the family. He uses a big black battered hearse-like automobile, instead of brand names like Cadillac, Lincoln and many others. THEMES In A Good Man is Hard to Find the main theme is good versus evil where  there is a confrontation with a superficial logic of goodness and a person who is embodies aspects of evil. She treats goodness just to appear decent, with the right manners and to paint of a picture of coming from a family of right people, which is a contrast as is seen when she meets the Misfit who acknowledges and accepts his true nature. In this piece, the writer brings out the nature of people to paint a picture which is in contrast of their true natures just to gain a social status among the people they interact with. In Love in L.A the main theme is love for self. This is seen as Jake is consumed with himself and the obsession he has with his car. He wants more for himself and for the main reason of getting more women. The author illustrates the nature of people in the society to always want more in life (Dagoberto, 2004). TONE In Love in L.A, The tone of the author brings out the fact that he might see himself in the main character, Jake. The author could be a good person who at one time struggled in the place of a bad guy. In A good Man is Hard to Find, the overall tone used plays a fundamental role in developing the plot of the story, which is retro respect, based upon the unforgiving terrain especially during the writing of the story. IRONY The title of the story,A Good man is hard to find is ironic because the grandmother refers the Misfit as a good man when she says, I know youre a good man I know you must come from nice people, (Flannery, 1992). which is not the case since the Misfit has escaped from prison and has killed his father. Irony is also evident in Love in L.A because of the continual longing for love which does not occur. Through Jake, love is developed in different fashions which do not suggest anything positive. He is seen as one with a love for image, daydreaming and self conceit, which does not represent the true meaning of the word love. MORAL CODES In Love in L.A, Jake has no moral codes. Despite the fact that he knocks Mirandas car, he does not make any efforts to honor the responsibility but instead tries hard to evade the situation by telling Miranda lies and giving him false information. He does not also mind about the conditions of other people but instead thinks about himself and does everything to get what he wants. In A Good Man is Hard to Find I think the grandmother does not have the qualities to be looked at as a good man since the image that she tries to paint is not what she truly is, she lives in deceit and does everything to get recognized (Flannery, 1992). This is the same scenario in the case of Misfit, who despite the fact that he sees himself as perfect, and that there are others even more dangerous than him, does not mean that he is morally upright. This is because he does not make any efforts in changing what evil he has done in the past. FINAL THOUGHTS I have learnt that there are many ways in which perceive love. Having read the two short stories, I discovered that people are of different opinions. This is illustrated by Jake as being in love with his car and self image, the same thing is seen with the grandmother, where he only loves the image that can be represented by her and not about the affairs of the other people. This is a moral lesson that we should learn and try as hard to always consider the affairs and statuses of other people before putting ours ahead. REFERENCES Flannery, O. (1992) A Good Man Is Hard to Find and Other Stories Chicago: Houghton Mifflin Harcourt Dagoberto. G, (2004) Love in L.A. Chicago: Cengage Learning

Virginia Woolfs Short Story, A Haunted House :: Virginia Woolf A Haunted House

Virginia Woolf's Short Story, A Haunted House The short story "A Haunted House" is story with meaning, by portraying to us the treasure of life. When two ghosts are searching through their old house, looking for their "Treasure", the treasure or meaning is revealed to us. The joy and love shared between two people is the treasure, the treasure of life. By using irony and stream of consciousness Virginia Woolf is able to reveal the meaning of the story. Virginia Woolf uses a style called the "Stream of Consciousness", revealing the lives of her characters by revealing their thoughts and associations. We learn about the ghosts past by seeing what they thoughts and associated with there pasts. For example when they were discussing death she put " "Here we slept," she said. And he adds, "Kisses without number." "Waking in the morning_" "Silver between the trees." "Upstairs-" "In the garden-" "When summer came-" "In the winter snowtime-" "( A Haunted House Pg. 321). This quote shows us what places and actions the ghosts associate with there joy and love. Using stream of consciousness gives us a better feeling of what the characters are going through, which in turn gives us a better understanding of the meaning. We also see the use of irony, using a word or phrase to mean the exact opposite of its literal or normal meaning. The irony is that the story is titled "A Haunted House" which made us think that the house was an evil place. The house ends up being where every thing good happens. The ghosts did not haunt the people , instead they make them realize the treasure they have. By seeing how much the ghosts valued finding their treasure it makes the people take a harder look at what their treasure is, the love and joy they share. It is very evident when she says " Now they found it, one would be certain, stopping the pencil on the margin. And then, tired of reading, one might rise

Morality and Moral Values

Ralslng a family In a society that Is fast-paced and ever changing can make It confusing to know just which values to teach your children. As a general rule, it's up to you to teach your children what to believe, and how they should live their lives. But when it comes to teaching and instilling moral values, I'd love to pass on a few values to teach your children from a young age. These are simple and common everyday values that are quickly fading from our younger generation. Read on to discover what they are: 1. RESPECTOne of the most important values to teach your children is respect. Having worked in several daycare facilities, I've seen children who have no respect for authority at all. It's exasperating to the teacher, and to the parent when they arrive to pick up their kids. By teaching your kids respect, you are doing the world, yourself, and your child a favor! Life will go much easier for them with a little respect under their hat. If you have got to give a speech on moral v alues you have to stress the significance of moral values in life and should never ignore them.Here are some things you may use so that you can present this essential subject to your audience. You can say moral values are necessary because the Bible instructs us to be moral. Actually, during history moral values have been the foundation of our education. First of all mom and dad, then school, and finally unlversltles and colleges were instructing us to be kind, honest, sincere, warmhearted, and so on. Religion used to be one of the most effective instruments to instill moral values into people. Religion has been getting rid of its Impact In many states around the globe.These days It Is still vital to many, but only for a segment of lots of societies. Moral values are still widely used as a debate topic, but regrettably they are often no that significant for a lot of people. The importance of moral values in life is one thing nobody can seriously argue with, despite the fact that tod ay It Is a popular practice. Many well known film and popular music superstars, political figures, and other successful people speak about liberal values – freedom of expression, religious beliefs, a hedonistic lifestyle, etc.Their oint is that Individual freedom is the most significant value to fight forl No person can make you do what you do not want to do, so you are free to be bad or kind, sincere, or not – it is your individual decision, and everyone have to appreciate it. That Is why It's acceptable to abuse alcohol, take drugs, and be Impolite, rude or even cruel – if you prefer to act like that, it is your right. Freedom is the only value! Needless to say, liberal values are not that awful. The problem is they in some way destroy the moral foundation of the modern society.When the Bible Is no longer the primary instructor of moral behavior, at least, for Christians, there's a risk people will stop thinking about moral values as important. This is current ly happening in most liberal democratic nations In comparison to traditional Eastern ones, where the religious impact of Islam is still big. We may discuss the political regimes of those states, and the exercise of individual freedom and human rights there, but there's a tnlng most people wlll agree witn – tney stress tne Importance 0T moral values In IITe; t's the key component of their tradition.Speech on Moral Values and the Importance of Moral Values in Life: Are They truly Important? In your speech on moral values you have to find out the actual importance of moral values in life. In the modern world of income oriented individuals it's hard to stay a moral person; nevertheless it's not extremely hard. Many do. Every single day we hear that a lot of people are murdered by criminals; in a number of states they brazenly shoot and kill rival gangs members on the streets all simply because of money. Cash is the value. Not kindness or principles.Not morals. Greed for money is the only driving force of these people! Every single day we see how people tell a lie, do everything possible to have the Job they need, even it demands that they do something awful, against the law, or immoral. Young men try to have a girl they wish without any idea about moral values. This ought to help you with materials for your speech on moral values. We realize the significance of moral values in life, don't we? And right now, after having a short speech on moral values, we're ready to write a oral values essay.Moral Values Essay: Writing Tips When writing your moral values essay do not forget to stick to the structure. Your essay should contain an introduction, a body paragraph and a conclusion. Moreover, your moral values essay should present your own point of view on the topic. In fact, you may use the ideas listed above and support them with your additional thoughts. When summarizing your essay, give your readers a clear conclusion on the importance of moral values in our life. Speech on Moral Values and Moral Values Essay: HelpIf you continue to think your speech on moral values or your moral values essay can not be done without qualified help, or you simply lack the spare time to do it on your own – professional writing company is ready to assist you! We have authors skilled in different disciplines. Furthermore, all of them have a Masters degree or a PhD; so composing an essay or a speech for university won't be a problem for them. It'll be created from scratch in accordance to your recommendations and within your deadline. Besides, you'll also get:Absolutely free on-line 2417 help. Free of charge proofreading and editing. Free of charge preview of the primary page of your order. The possibility to pick the best writer for your task. You manage the progress of your order, and can easily make corrections. A warranty tne work wlll De plaglarlsm Tree. All this is offered at an inexpensive price as we understand students are on restricted budge ts. Do not think twice to post your order now and get the finest grades for your written task! We always do our best to please our customers.

Comic Strip Lesson Plan Essay

In this lesson the students will discuss memories in front of the class that they enjoy remembering; along with their speech they will present their interpretation of the memory through art. It will also help with their public speaking skills. Objectives: * I want the students to learn how to give a short presentation in front of the classroom. Materials and Technologies (Teacher and student): Teacher notes for lessons. Students will need comic strip sheets, color pencils, crayons, and markers. Preparation of the room: I will put the needed comic strip paper on each students desk. If the students have any of their own crayon, color pencils, or markers they will have them on their desk. All of the classroom crayon, color pencils, or markers on a small table in front center of the classroom, along with extra comic strip paper. Artist (s): – Roy Lichtenstein; comic strip type art – Maya Lin; demonstration of longstanding memories in art work. Artmaking medium: color pencils, crayons, and markers. (Not all must be used on project if not desired by student.) Instruction (Activities and Procedures): Be very specific!!! Opening: â€Å" Today we will be discussing memories that are special to each of us. We will also be presenting our memories to the class through a short speech, and a comic strip drawing.† Attention Grabber (Anticipatory set): For an attention grabber I as the teacher would present my own comic strip, and present a fond memory of my own. This memory would be one that is possibly embarrassing or funny so I could loosen the class up about presenting their own memories. Tap into prior knowledge: I can ask if any of them have ever had to speak in front of a crowd. How did they feel? Did they enjoy? Or if they didn’t, why? Introduction of artist: For Roy Lichtenstein I will tell about his part in Pop Art. I will show them â€Å"Masterpiece† It shows how the comic strips were drawn, and they should resemble there own. I will also show Maya Lin, and her Vietnam Memorial. This shows how the memory of someone or an event is not forgotten if there is art to remember it with. Art making activity: The student will have a 4-6 panels strips of paper. On the strip they will draw there recollection of a particular memory. They will do this with color pencils, crayons, and markers. If less or more panels are needed the adductions will be made. Closure: We will end the lesson with each student presenting their comic with a short presentation. Interdisciplinary connections: This lesson will connect with writing/spelling, because the student will have to have some dialogue/description on the comic. It will also connect with reading, because they will have to read the comic in front of the class as part of their presentation. Accommodating individual differences: To meet the needs of all students, I will make sure that all needed materials are readily available and easily assessable. Feedback: How and what manner will you provide feedback to students. I will give feedback on a comment sheet. On this sheet I will give marks for the students spelling on comic strip, the presentation, and on the drawing themselves.

Windows 7 Essay Example

Windows 7 Essay Example Windows 7 Essay Windows 7 Essay Primarily there is no end for human craving for new technology and so here comes the Microsoft’s latest release of innovative Windows 7. Expected to be released in 2010, Windows 7 is faster, more reliable, has more compatibility for programs and devices than vista. Built on the same platform as Windows Vista and windows server 2008, Windows 7 is expected to improve things like memory management, networking, process management, security.   One of its unique features is the â€Å"Windows Touch† which allows the users to use their   fingers as input device instead of the mouse. The new operating system does remove some of the flubs of Vista, like the UAC and the removal of the sidebar. In place of the sidebar users can simply add gadgets to the desktop. Other features include Pinning applications to the task bar. Notably task bar is improved with new and improved task pan , with the option to view even a full screen preview before switching to the window.Connecting and sharing media and printers are made easier in windows 7. Plug your device to your computer and see the task you want is another great trait. System restore which is available in xp and Vista is extended to Windows 7.LIMITATIONS:As with every Technogy, Windows 7 has its own limitations which can be rectified in the near future.Windows 7 is incompatible with windows live Onecare. Although Microsoft has announced that it would introduce a free security offering called MORRO backups created with windows live OneCare cannot be used with windows 7. The only option is to restore the data using windows Live Onecare and then backup or copy that data to another location using windows backup.Another limitation is that with the Starter edition. Windows 7 starter edition allows only three concurrent applications. On the other hand, home premium edition is expensive which allows more than 15 concurrent applications. In addition, Windows 7   starter users will not have the additional applicatio ns like Media centre or DVD maker.CONCLUSION:Thus Windows 7 offers services that improve performance, reliability, security and compatibility, compared to previous operating systems.In terms of comparison with windows vista we can conclude that Windows 7 is similar to windows visa in terms of its visual interface but with a different technology. Microsoft is working hard to smooth some of vista’s rough edges. One of its unique features DeviceStage, (a window for controlling devices) is a great added value.Many of the improvements to features like BitLocker, backups, and Enterprise needs will make Windows 7 a viable new OS for those holding off on the Vista upgrade. The true result will also depend upon the business running enterprise systems. On the whole windows 7 totally simplifies the way you work with the windows on your desktop.REFERENCES:1.  Ã‚  Ã‚  Ã‚  Ã‚   Windows vista in a nutshell, Preston Gralla, 2006, O’reilly.2.  Ã‚  Ã‚  Ã‚  Ã‚   www.microsoft.com/win dows/windows-7/3.  Ã‚  Ã‚  Ã‚  Ã‚   www.windows7news.com4.  Ã‚  Ã‚  Ã‚  Ã‚   http://computerworld.com/good_bye_xp_hello_windows_75.  Ã‚  Ã‚  Ã‚  Ã‚   www.windows7.cc

Difference Between Atomic Mass and Mass Number

Difference Between Atomic Mass and Mass Number There is a difference between the meanings of the chemistry terms  atomic mass and mass number. One is the average weight of an element and the other is the total number of nucleons in the atoms nucleus. Atomic mass is also known as atomic weight. Atomic mass is the weighted average mass of an atom of an element based on the relative natural abundance of that elements isotopes.The mass number is a count of the total number of protons and neutrons in an atoms nucleus. Key Takeaways: Atomic Mass Versus Mass Number The mass number is the sum of the number of protons and neutrons in an atom. It is a whole number.The atomic mass is the average number of protons and neutrons for all natural isotopes of an element. It is a decimal number.Atomic mass value sometimes change over time in publications as scientists revise the natural isotope abundance of elements. Atomic Mass and Mass Number Example Hydrogen has three natural isotopes: 1H, 2H, and 3H. Each isotope has a different mass number. 1H has 1 proton. Its mass number is 1. 2H has 1 proton and 1 neutron. Its mass number is 2. 3H has 1 proton and 2 neutrons. Its mass number is 3. 99.98% of all hydrogen is 1H 0.018% of all hydrogen is 2H 0.002% of all hydrogen is 3H Together, they give a value of atomic mass of hydrogen equal to 1.0079 g/mol. Atomic Number and Mass Number Be careful you dont confuse atomic number and mass number. While the mass number is the sum of the protons and neutrons in an atom, the atomic number is only the number of protons. The atomic number is the value found associated with an element on the periodic table because it is the key to the elements identity. The only time the atomic number and mass number are the same is when you are dealing with the protium isotope of hydrogen, which consists of a single proton. When considering elements in general, remember the atomic number never changes, but because there may be multiple isotopes, the mass number may change.

Leadership Methods and Skills Research Proposal

Leadership Methods and Skills - Research Proposal Example The appropriate leadership style applied to a specific situation and issue may help in understanding the participative decision-making and the motivations that induce such participation. Functional participation (Yukl, 1981)2 is present; when a leader has the authority to make a decision, the decision is made without stringent time limitation, subordinates have the relevant knowledge to discuss and implement the decision, subordinates' characteristics (values, attitudes, needs) are congruent with the decision to participate, and the leader is skilled in the use of participative techniques. Vroom & Yetton (1973) developed a normative model of leadership decision-making based on Maier's (1963) classification3. The Vroom-Yetton model is one of a number of contingency models designed to provide guidance for managers concerning when and how much subordinate participation should be used. The model focuses attention on the nature of decisions and attempts to designate conditions under which participation will be most successful. The Vroom-Yetton model might appropriately be classified as hierarchical control models that derive their principal assumption from the rational design view of organizations.

RFID in retail industry - Implications on efficiency and security Dissertation

RFID in retail industry - Implications on efficiency and security - Dissertation Example The third objective of the study was to examine how the security concerns have been addressed by the retailers that have implemented the RFID technology. The study finds that retailers have not been addressing this concern with as much priority as they give to achieving efficiency in the business process. The customers’ privacy is encroached upon leading to security concerns. In addition to the security of the shoppers, the security of the retailers is also at stake if the shoppers walk in with transmitters or readers that can block the radio waves of the retailers. Secondary sources could not highlight how retailers have been addressing these issues. Overall, the study surmises that efficiencies have been achieved by the retailers to a great extent but it is difficult to quantify the benefits and cost savings. While RFID is here to stay and benefits have been achieved, the security concerns have not been adequately addressed by the retailers or their channel partners. Many ha ve tried to exploit the technology and use it to their benefit. Table of Contents Chapter I Introduction 1.1 Background 4 1.2 Rationale for research 6 1.3 Research aims and objectives 7 1.4 Organization of the study 7 Chapter II Literature review 2.1 Introduction 9 2.2 RFID technology 9 2.3 Benefits of RFID 11 2.4 Application of RFID 12 2.5 RFID in supply chain 13 2.6 RFID with a consumer-focused approach 15 2.7 RFID in the retail sector 17 2.8 Limitations of the RFID - Efficiency and Privacy 19 2.9 Summary of literature review 20 2.10 Theoretical framework - Theory of Diffusion of Innovation 21 Chapter III Methodology 3.1 Chapter Overview 23 3.2... The paper tells that the retail industry represents one of the largest industries worldwide. In the US it is the second largest industry in terms of the number of establishments and the number of employees. The food and beverages industry, a part of the retail sector, in the European Union, is the world’s largest with about 3 million employees as of 2005. However, in the last two decades the retail industry has undergone phenomenal changes and a variety of grocery store alternatives can now be found. These include different formats such as supermarkets, hypermarkets and discount stores. This sector too has been impacted by the forces of globalization and liberalization thereby facing aggressive competition and increasing cost pressures, along with ongoing changes in customer and industry demand. Sudden deterioration in consumer demand and the willingness to purchase have impacted and exerted downward pressure on the retailers to maintain efficiencies. Following the recession t he economic growth has been slow which reflects the weak consumer sector. Other challenges of the industry include the short shelf-life of grocery and other allied products, the need for temperature control and traceability of these goods. The number of stock keeping units (SKUs) has been growing necessitating that retailers keep track of them. Sales have exploded and it has become imperative to capture real-time sales information which enables planning for distribution and stocking of goods in an appropriate manner.

Oligarchy in the US Essay Example | Topics and Well Written Essays - 250 words

Oligarchy in the US - Essay Example The audience of the article is the average American populace. Aristotle, credited for the term oligarchy, defines oligarchy as the exercise of power by wealthy citizens, which causes intense political disparities that essentially accompany excessive material inequalities. While the average American populace constitutes a large percentage of Americans as compared to the wealthy, they still have no voice in decision making concerning economic and political issues in America. As a result, economic disparities continue to persist within Americans, and the average American populace must understand their role in public policy making. Jeffrey Winters and Benjamin Page present evidence that the United States is both democratic and oligarchic. The fact that oligarchs can operate separately without knowing each other is evidence that oligarchy can go unnoticed in several instances (Winters and Page 739). In addition, the extent of economic disparity in the United States proves the authors points about oligarchy. Even so, the authors affirm that there is significant substantiation from academic research that public policy in the United States is not set by oligarchs, but rather reacts strongly to the inclination of normal citizens. The coexistence of oligarchy and democracy is evident because, at times the decision of people counts, while in other cases, the viewpoint of the wealthy sways public

Are Juries the Most Appropriate Way of Deciding Guilt?

Are Juries the Most Appropriate Way of Deciding Guilt? Abigail Louise Lines   From a Psychological Perspective, Are Juries the Most Appropriate Way of Deciding a Persons Guilt? The judicial system within the United Kingdom has a perverse history, with its origins in the church influencing modern systems and the human rights we have within the court today (Brooks, 2004). Before criminal trial juries were an established concept in the United Kingdom, there were three ways in which the degree of a persons innocence was established: a Wager of Law, Trial by Battle and The Ordeals (Brooks, 2004). These tests primarily consisted of physical challenges in which God was believed to be the primary authority to pass judgement and decide a persons guilt; these trials disregarded human rights, often involved physical anguish and frequently resulted in the death of the accused (Brooks, 2004). It was not until 1219 that individuals accused of a crime were allowed to appeal to a jury, however, individuals who refused to appeal through a jury were subjected to Prison Forte et Dure, where the accused were physically and emotionally tried until they consented to this appeal procedure (Berger, 2011). Due to the influence of the church and the belief that God was involved in the decision of guilt, it was rare that jury members in the appeal procedure would have to justify their decisions and have their verdicts questioned (Berger, 2011). During the early 1300s jurors verdicts began to be doubted and those who served on a jury could be challenged as unfit, incompetent or corrupt; this later led to reforms as to who would be allowed to serve on a jury and an emphasis on mandatory guidelines to follow (Smith Wales, 2000). Modern criminal trials consist of 12-16 individuals selected at random from the electoral register to represent their peers; they discuss the factors influencing the case at hand to ultimately determine the level of guilt of the involved and to deliver an appropriate verdict (Smith Wales, 1999). Juror capabilities have been questioned in recent years due to a rising number of [G1]criticisms of competency, variances between the judges and jurys verdict, and the role of inadmissible evidence which is believed to influence jurors decisions (Smith Wales, 1999; Hans, 2008). To understand and assess whether juries are appropriate for deciding an individuals guilt, the current essay will explore psychological evidence and criticisms of the jury. It will critically evaluate factors involved in juror decision making and competency, recognising the role of current systems in place and how these systems may influence the reliability of jurors. Furthermore, it will investigate alternatives to juries, systems used in countries outside of the UK and improvements to be made to the modern jury.[G2][G3][G4][G5][G6] Juror decision making models have been a point of interest for those critiquing the jury system; several empirical studies have created and reviewed models of juror decision making to evaluate the strengths and weaknesses of having a jury (Pennington Hastie, 1981). Cognitive models of juror decision making are the more commonly accepted approaches, specifically that of the Story Model (Pennington Hastie, 1992). The Story Model assumes that jurors construct stories when deciding on a verdict; they will piece together known elements of the case, learn the appropriate verdicts for the individual and then make a decision based on the goodness of fit principle (Pennington Hastie, 1992). Although this structure recognises that individuals will use schemas to interpret the case at hand, it relies on this aspect heavily when individuals create the stories (Pennington Hastie, 1992). Due to the level of variance in individuals schemas, this may be a critique of using jurors in civil and cr iminal trials due to the differences in how they interpret events within the case; it makes it increasingly difficult to come to a unanimous decision, especially in complex cases wherein there are multiple aggravating and mitigating factors involved (Devine, Clayton, Dunford, Seying Pryce, 2001). The Story Model also takes into account the jurors previous knowledge of the legal system when applying their story to the verdict; this again uses real world knowledge court cases which may not derive from reliable sources, such as movies and television shows, which in turn may cause them to arrive at a disagreeable or incorrect verdict (Devine, Clayton, Dunford, Seying Pryce, 2001). Few meta-analyses have reviewed models of juror decision making, however, all have arrived at similar conclusions for improvements (Saks Marti, 1997; Devine, Clayton, Dunford, Seying Pryce, 2001). Variables such as knowledge of legal terms, clarification of verdict options, jury personality types, defendant criminal history and the strength of the evidence presented all affect jury decision outcomes[G7] in studies; without systematically controlling for these factors in studies, it is difficult to firmly accept the level at which jurors are a reliable means of assessing an individuals guilt (Devine, Clayton, Dunford, Seying Pryce, 2001). It is, however, possible to understand improvements to be made to the current jury system from the meta-analyses on decision making models; Saks and Marti (1997) explained that jurors express difficulty in understanding and applying instructions given by the judge. This thought to be due to the specific language used in legal settings, which indiv iduals without training may find difficult to understand; it has been suggested that instructions given by judges should be mediated for language which may confuse jurors and be re-written to allow for clarification (Saks Marti 1997; Hans, 2008). [G8][G9] Juror competency is currently monitored within the United Kingdom, through a comparison of verdicts, analysis of verdict patterns, a series of interviews or questionnaires and also through the use of mock jury studies (Hans, 2008). As previously mentioned, there are concerns that jurors may find it difficult within a court setting to understand the specific legal terminology used by judges, however, there is also evidence that jurors may express difficulty in understanding statistical and economic evidence; this is of particular concern during complex cases with industry specific language, wherein the jury may not be able to discuss the specific factors regarding the case as they are unable to fully comprehend it (ForsterLee, Horowitz, Bourgeois, 1993). There have been studies which disagree with this critique, as findings have shown that Judges and Jurors generally match in their verdicts in cases involving complex language (Eisenberg, Hannaford-Agor, Hans, Mott, Schwab Wells, 200 5). Further studies exploring individual versus group competence wield reassuring results for those in favour of the judicial system; one study exploring theorems of group confidence found that regardless of the overall individual competence, jury members in a larger group are less likely to make mistakes due to being able to deliberate on ideas (Grofman, Owen Feld, 1983). Along with larger group sizes increasing juror competence, several studies have found that note taking and engagement is the ideal way in which juror competence is enhanced; jurors that weigh in, take notes and assume an active role in deliberating the final verdict have been shown to have a higher level of engagement with the case, which leads to a higher level of competence (Heuer Penrod, 1994; Forsterlee Horowitz, 1997). Until 1967, the British court required juries to reach a unanimous verdict; modern UK courts judges will now accept a majority vote, however, in some states in the USA the unanimity rule is still applied (Sunstein, 2014). It is believed that forcing juries to reach unanimous verdicts decreases the chance that an innocent individual is convicted, and the guilty being acquitted, yet research argues that these errors may actually increase if individuals are forced to reach unanimity (Feddersen Pesendorfer, 1998). This is believed to be due to jurors attempting to apply strategic behaviour to their decision making while disregarding their intuition (Feddersen Pesendorfer, 1998). [G10] Further criticisms of the unanimity rule consider that forcing unanimous verdicts increases the time and costs of court trials, and also increases the chance of a retrial taking place (Neilson Winter, 2005; McCormick, 2012). While this supports the use of juries for deciding a persons guilt, there is conflicting research which suggests that allowing for a majority verdict may cause uncertainty in the final outcome; several studies have found that those forced to make unanimous decisions found greater satisfaction and confidence in their decisions, as they felt as though they had discussed evidence more thoroughly and delayed their voting (Diamond, Rose Murphy, 2012; Sunstein, 2014). Furthermore, OConnor (2003) argued that not having unanimity decreases confidence and reliability within the group if one juror disagrees; it is therefore contended that forcing a unanimous decision increases the principle that there is proof beyond reasonable doubt that the individual is guilty. [G11] The role of inadmissible evidence is also a concern within court cases within the United Kingdom due to the increased exposure of online materials which may sway jurors verdicts; inadmissible evidence not only includes pre-trial exposure, but also statements and information revealed in court (Lieberman Arndt, 2000). Certain safeguards are currently in place to ensure that inadmissible evidence does not affect jurors or their verdicts, such as continuance, a reliance on voir dire to remove biased jurors, deliberations, and admonitions (Lieberman Arndt, 2000). It is believed, however, that these precautions have little effect on juror prejudice and in some cases may backfire ([G12]Lieberman Sales, 1997; Lieberman Arndt, 2000; Steblay, Hosch, Culhane McWethy, 2006). This reluctance to ignore inadmissible evidence may be explained by several psychological theories such as Belief Perseverance, Hindsight Bias and Reactance Theory (Lieberman Arndt, 2000). Reactance Theory is the more commonly accepted theory behind this effect as it explains why there is a reluctance with certain forms of evidence; it occurs when individuals feel that their freedom is limited and therefore attempt to re-establish this autonomy and gain control (Torrance Brehm, 1968; Lieberman Arndt, 2000). Empirical research has been found to highlight the negative consequences of inadmissible evidence on jurors; jurors have been found to issue more guilty verdicts when strong inadmissible evidence is given, and the strength of this evidence also has the ability to influence the overall confidence in their verdict (Sue, Smith, Caldwell, 1973). Furthermore, one study conducted by Thompson, Fong and Rosenhan (1981) found that when given pro-acquittal inadmissible evidence, jurors are less likely to convict the defendant; this study also revealed that jurors were able to recognise that their decisions have been influenced by inadmissible evidence. This may be detrimental to the belief that juries are the most appropriate method of deciding an individuals guilt as it demonstrates the reluctance to follow instructions from members of authority; it further establishes that although jurors recognise that they are being influenced by inadmissible evidence, they will do little in terms of reco nsidering their final verdicts. In light of this research, several psychologists have recommended ways to lessen the impact of inadmissible evidence. One meta-analysis covering 48 studies and 8,474 participants has found that while judicial instructions do not lessen the influence of inadmissible evidence, if a rationale is given for disregarding the evidence, such as it having a negative effect on family members of those implicated, the overall influence of it is reduced (Steblay, Hosch, Culhane McWethy, 2006). Further recommendations include jurors repeatedly sworn in before deliberation begins; this allows for an emphasis on the importance of disregarding inadmissible evidence and motivation to follow the law (Lieberman Sales, 1997; Lieberman Arndt, 2000). Research regarding juror decision making has been applied to many stages in legal processes, with courts obtaining information frequently from social scientists to assist in legal battles; psychologists are commonly requested in court as expert witnesses, in cases such as eyewitness testimonies, to educate the jurors and ensure they competent when deliberating on the trial (Kassin, Ellsworth Smith, 1989; Pennington Hastie, 1990). Although the role of [G13]an expert witness calls for those of sound scientific and technical understanding to assist the jury, there are critics who argue that those who testify as an expert may hold biases; claims that researchers appearing in particularly violent or morally ambiguous cases, such as those involving rape or child molestation, may still hold personal values when issuing a statement, therefore when these personal values appear they may sway the jury in a certain direction (Loftus Monahan, 1980). In this case it is not the jurys responsibil ity to counteract this measure, however, the defence, [G14]prosecution, [G15]and judge must ensure that counterclaims are issued should bias remarks enter the court (Loftus Monahan, 1980). Nevertheless, this remains a criticism of the practicality of using juries when deciding an individuals guilt. [G16][G17] With these criticisms of the modern jury in mind, some researchers have explored alternatives to juries which include specially qualified jurors and the concept of a non-jury tribunal (Norris, 1993). There are currently few specifications when an individual is called to jury service, with exceptions including a history of mental health conditions, reduced English speaking or writing aptitude or those who have served a prison sentence in the last five years; due to the limited criteria, researchers have expressed concern that those presiding over important decisions may not possess the acumen to understand the ramifications of sentencing, therefore, minimal educational qualifications should be imposed (Norris, 1993). Norris (1993) has explained that it would be desirable that those serving on a jury hold specialist qualifications especially in complex cases, for example, a bachelors degree. [G18]Norris (1993) continues by explaining that if minimal educational qualifications are not e nough to ensure the competence of jurors, then expert non-jury tribunals may be of use in complex, industry-specific cases.   [G19][G20][G21][G22] Although juror incompetence is a concern, both of these suggestions appeal for educated jurors to be called more frequently into jury service, especially for more convoluted cases; criticisms of these improvements include the criterion in which we define a complex case, that jurors may no longer be considered peers but superiors, and that some industries are already limited in their personnel, therefore, frequently calling them to jury service may negatively affect their area of work (Hersch, 2003). Henkel (1976) explains that alternatives and improvements should be made, however, until these concerns are resolved smaller changes should be made to ensure the competence of jurors. There are several alternatives to juries which are currently used within other countries, such as the use of religious law which utilises divine doctrines to pass judgement, or a mixed system of civil and religious law which recognises cultural and lawful judgements, and full tribunals without the use of juries (Frase, 1990). Due to the mix of cultures in the United Kingdom, the reintroduction of religious law would not be advisable to improve the current judicial system. France officially abolished trial by jury in 1941 and now uses six lay judges, and three professional judges to preside over cases; in this system there are separate tribunals for how serious the offence is and the type of offence involved (Frase, 1990). While we may look to this structure to improve our own judicial system, one concern would be that they would not represent those from the community on trial, as they are more likely to come from a primarily middle class and legal background (Frase, 1990). To conclude, the criticisms offered in the current essay explain that the current judicial system is not without flaw. The structure currently used within the United Kingdom could make several improvements to increase the degree to which jurors make an appropriate decision, such as specialists which assist jurors in understanding the language used within the court system, the encouragement of note taking and taking an active role in deliberation, further precautions taken to lessen the impact of inadmissible evidence, and safeguards in place to ensure that prejudices from expert witnesses do not influence jurors in their verdicts. It is advised that policy makers take these issues into account when discussing the current regulations in place. Before we are able to implement improvements and look to other systems for advice, we must appreciate that the current judicial structure has been in the United Kingdom, and influenced other countries systems such as the United States, for a num ber of years. Although the current essay establishes that juries may not be the more appropriate method for deciding a persons guilt, until realistic alternatives are established and tested, juries will remain to be the only viable option within the United Kingdom.[G23] References Berger, B. (2011). Judges, Juries, and the History of Criminal Appeals. Law And History Review, 29(01), 297-302. doi: 10.1017/s073824801000129x. Devine, D., Clayton, L., Dunford, B., Seying, R., Pryce, J. (2001). Jury decision making: 45 years of empirical research on deliberating groups. Psychology, Public Policy, And Law, 7(3), 622-727. doi: 10.1037//1076-8971.7.3.622. Diamond, S., Murphy, B., Rose, M. (2012). The Kettleful of Law in Real Jury Deliberations: Successes and Failures. SSRN Electronic Journal, 106(4), 1537. doi: 10.2139/ssrn.1641552. Eisenberg, T., Hannaford-Agor, P., Hans, V., Waters, N., Munsterman, G., Schwab, S., Wells, M. (2005). Judge-Jury Agreement in Criminal Cases: A Partial Replication of Kalven and Zeisels The American Jury. Journal Of Empirical Legal Studies, 2(1), 171-207. doi: 10.1111/j.1740-1461.2005.00035.x. Feddersen, T. Pesendorfer, W. (1998). Convicting the Innocent: The Inferiority of Unanimous Jury Verdicts under Strategic Voting. American Political Science Review, 92(01), 23-35. doi: 10.2307/2585926. Forsterlee, L. Horowitz, I. (1997). Enhancing Juror Competence in a Complex Trial. Applied Cognitive Psychology, 11(4), 305-319. doi: 10.1002/(sici)1099-0720(199708)11:43.0.co;2-j. ForsterLee, L., Horowitz, I., Bourgeois, M. (1993). Juror Competence In Civil Trials: Effects Of Pre-instruction And Evidence Technicality. Journal Of Applied Psychology, 78(1), 14-21. doi: 10.1037//0021-9010.78.1.14. Frase, R. (1990). Comparative Criminal Justice as a Guide to American Law Reform: How Do the French Do It, How Can We Find out, and Why Should We Care? California Law Review, 78(3), 539. doi: 10.2307/3480841. Grofman, B., Owen, G., Feld, S. (1983). Thirteen Theorems In Search Of The Truth. Theory And Decision, 15(3), 261-278. Doi: 10.1007/bf00125672. Hans, V. (2008). Jury Systems Around the World. Annual Review Of Law And Social Science, 4(1), 275-297. doi: 10.1146/annurev.lawsocsci.4.110707.172319. Henkel, J. (1976). The Civil Jury-Modification Or Abolition. American Business Law Journal, 14(1), 97-109. doi: 10.1111/j.1744-1714.1976.tb00442.x. Hersch, J. (2003). Jury Demands and Trials. SSRN Electronic Journal, 447. doi: 10.2139/ssrn.487781. Heuer, L. Penrod, S. (1994). Juror Notetaking And Question Asking During Trials: A National Field Experiment. Law And Human Behavior, 18(2), 121-150. doi: 10.1007/bf01499012. Kassin, S., Ellsworth, P., Smith, V. (1989). The General Acceptance Of Psychological Research On Eyewitness Testimony: A Survey Of The Experts. American Psychologist, 44(8), 1089-1098. doi: 10.1037//0003-066x.44.8.1089. Lieberman, J. Arndt, J. (2000). Understanding The Limits Of Limiting Instructions: Social Psychological Explanations For The Failures Of Instructions To Disregard Pretrial Publicity And Other Inadmissible Evidence. Psychology, Public Policy, And Law, 6(3), 677-711. doi: 10.1037//1076-8971.6.3.677. Lieberman, J. Sales, B. (1997). What Social Science Teaches Us About The Jury Instruction Process? Psychology, Public Policy, And Law, 3(4), 589-644. doi: 10.1037//1076-8971.3.4.589. Loftus, E. Monahan, J. (1980). Trial By Data: Psychological Research As Legal Evidence. American Psychologist, 35(3), 270-283. doi: 10.1037//0003-066x.35.3.270. McCormick, R. (2012). The Unanimous State. The Journal Of The Rutgers University Libraries, 23(1). doi: 10.14713/jrul.v23i1.1384. Neilson, W. Winter, H. (2005). The Elimination of Hung Juries: Retrials and Nonunanimous Verdicts. International Review Of Law And Economics, 25(1), 1-19. doi: 10.1016/j.irle.2005.05.004. Norris, W. (1993). Relevant Conduct: Sentencing Hearings as a Substitute for Jury Trials. Federal Sentencing Reporter, 5(4), 193-194. doi: 10.2307/20639552. OConnor, S. (2003). William Howard Taft and the Importance of Unanimity. Journal Of Supreme Court History, 28(2), 157-164. doi: 10.1111/1540-5818.00061. Pennington, N. Hastie, R. (1981). Juror Decision-Making Models: The Generalization Gap. Psychological Bulletin, 89(2), 246-287. doi: 10.1037//0033-2909.89.2.246. Pennington, N. Hastie, R. (1990). Practical Implications of Psychological Research on Juror and Jury Decision Making. Personality And Social Psychology Bulletin, 16(1), 90-105. doi: 10.1177/0146167290161007. Pennington, N. Hastie, R. (1992). Explaining the evidence: Tests of the Story Model for juror decision making. Journal Of Personality And Social Psychology, 62(2), 189-206. doi: 10.1037/0022-3514.62.2.189. Saks, M. Marti, M. (1997). A Meta-Analysis Of The Effects Of Jury Size. Law And Human Behavior, 21(5), 451-467. doi: 10.1023/a:1024819605652. Salerno, J. Diamond, S. (2010). The Promise Of A Cognitive Perspective On Jury Deliberation. Psychonomic Bulletin Review, 17(2), 174-179. doi: 10.3758/pbr.17.2.174. Smith, G. Wales, C. (1999). The Theory and Practice of Citizens Juries. Policy Politics, 27(3), 295-308. doi: 10.1332/030557399782453118. Smith, G. Wales, C. (2000). Citizens Juries and Deliberative Democracy. Political Studies, 48(1), 51-65. doi: 10.1111/1467-9248.00250. Steblay, N., Hosch, H., Culhane, S., McWethy, A. (2006). The Impact on Juror Verdicts of Judicial Instruction to Disregard Inadmissible Evidence: A Meta-Analysis. Law And Human Behavior, 30(4), 469-492. doi: 10.1007/s10979-006-9039-7. Sue, S., Smith, R., Caldwell, C. (1973). Effects of Inadmissible Evidence on the Decisions of Simulated Jurors: A Moral Dilemma. Journal Of Applied Social Psychology, 3(4), 345-353. doi: /10.1111/j.1559-1816.1973.tb02401.x. Sunstein, C. (2014). Unanimity and Disagreement on the Supreme Court. SSRN Electronic Journal, 100, 769. doi: 10.2139/ssrn.2466057. Thompson, W., Fong, G., Rosenhan, D. (1981). Inadmissible Evidence And Juror Verdicts. Journal Of Personality And Social Psychology, 40(3), 453-463. doi: 10.1037//0022-3514.40.3.453. Torrance, E. Brehm, J. (1968). A Theory of Psychological Reactance. The American Journal Of Psychology, 81(1), 133. doi: 10.2307/1420824. 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Plasic Surgery Essay -- essays research papers

Nature of Plastic Surgery A nip here, a tuck there and now science is making it easier to change the appearance of one’s self. It’s called plastic surgery and now more than ever people are taking part in these risky surgical producers. Not only are there obvious risks taken on one’s self when the decision is made but risks are also taken when it comes to the impact on family, friends, and the doctors performing these dangerous acts. The risks associated with plastic surgery makes this procedure a bad decision. When a patient decides to go through with the procedure him/her is notified of the shocking and even deadly risks associated with the surgery. Plastic surgery complications can range from scarring to fatalities and the effects of surgery can sometimes be traumatizing to patients both physically and psychologically. The recovery alone from any sort of surgery can be several weeks if not months. The pain and aftermath of the whole experience can be traumatizing and can leave patients in a state of doubt and regret, not to mention with a whole in their wallet. Plastic surgery can range anywhere from $1600 to $7800. The money spent on the cosmetic procedure alone, without mentioning the lose of money from work due to recovery period, are just the beginning of extreme measures that people are willing to go through and involve themselves in the horrific experience of plastic surgery. One of the reasons that many choose to go through with plastic surgery is because they want...

Equality and Diversity Essay

This essay examines the key factors that influence inclusive learning and teaching in the lifelong learning sector. Teaching methods will vary according to what you want to get out of the session, what the learners are able to achieve within the time frame, what materials and resources are available, what you are teaching, the needs of the learners and your personal style. This could be formal, informal or a mixture of both. Formal teaching methods include lecturers, demonstrations and presentations. Informal teaching includes discussions, group work and practical activities. As I will be teaching within the Beauty Therapy my lessons would be a mixture of both these delivery methods. Each activity within the classroom will consist of teaching and learning activities which are balanced to meet the different needs of my learners. Blended learning incorporates both traditional and computer based methods. This is commonly referred to as Information learning technology (ICT) this use of computer based technology to enhance teaching methods and resources or develop learner autonomy is widely promoted. The other main teaching methods other than ICT I am opting to use are lecturers and demonstrations. These demonstrations are very important as it would show the students the beauty routine that we would expect them to follow within their practical sessions. This ensures that students will be working to the same standard and will also adhere to the requirements of the awarding body. Practical sessions also help to explain difficult parts of the task when verbal exposition in not enough. I would also use group work activities, these particularly suit kinaesthetic learners but also when you have a group consisting of various abilities it allows both weak and strong learners to work collectively. Question and Answer sessions will be most commonly used in my tutorials. If I was teaching for example ‘the bones and muscles of the body) I would ask students to identify where muscles are on the body to help promote learning. At the start of the course the approach I will use to facilitate inclusive learning will be to carry out an initial assessment. This will help me identify what type of learners they are, I would then plan my teaching sessions to meet these individual needs by using a mix of visual, auditory, kinaesthetic teaching and learning strategies. For example I had just completed a practical demonstration to my group on ‘a facial routine’, I wanted to make sure my learners could confidently work in pairs and practice this routine on each other. A task like this would suit the kinaesthetic because he/she is provided with an opportunity to do and learn, and for the visual learner I would produce a step by step illustrated hand-out to support the routine. The Equality Act 2010 outlines protective characteristics which promote equality within schools and colleges and prevent discrimination. This includes sexuality, sex, disability, marital status and religion. In order to promote equality in my classroom I will need to respond positively to the diverse needs of all learners. Effective communication with learners is essential and it is the teacher’s responsibility to ensure that learners understand appropriate vocabulary and terminology and that comments are not discriminatory or offensive. As a teacher I would keep language simple so that if I have a learner from different backgrounds they may not have the same level of English as British learners. Resources used such as hand-outs, assignments and work sheets will also aim to promote equality and diversity. For example I would produce worksheets in a gender free language and also aim to promote multiculturalism by producing scenario based worksheets that use names from various ethnic backgrounds. I would also pace my sessions so students have plenty of time to take notes and ask any questions. Although inclusion is about supporting learners’ needs. It is not always possible for teachers to do this without support themselves. All teachers should be aware of the limits of their own responsibility and know when and where to access support for learners. you will not be able to get students to solve all their own difficulties. Get to know and use your institutions student services or pastoral support system: it exists to support your students, and you, so do refer where it is appropriate† Petty 2004 There are many places of referral within education; these can be both internal within the education establishment or an external organisation. The internal places of referral may inc lude student support services, learner study support centre, and counselling and careers advice. If I had a student for example who needed help with writing their essay I would arrange for them to go to the learner study support centre who would be able to assist Learners with learning difficulties or disabilities may need additional support and may need a designated support worker to support them within the classroom. A learner with dyslexia may find it hard to read text or numbers or have difficulty with writing and spelling, therefore I would produce written hand-outs and allow learners with dyslexia to present their ideas verbally or tape notes if necessary. Political correctness is a commonly used term at the moment and is used to ensure that expressions do not cause offence to any particular group of people. There are also many external agencies where learners can be referred, and which agency they are referred to would depend on the individual’s needs of the learner. This may include health related issues, family difficulties, poor attendance, or repeated challenging behaviour. The purpose of referring a learner to an external support agency is to support an individual student and to help them overcome their difficulties which are impacting on their education. For example if I had a student who was constantly disruptive in class and had a record of aggressive behaviour I would refer them to the Pupil Referral Unit. They would help and encourage the learner to be involved in the learning process, but in a smaller environment where they be in a much smaller group (3-4 learners) and also receive one-to-one support. Functional skills such as literacy, numeracy and ICT can be easily integrated into my lessons. These activities will meet both literacy and numeracy standards but are more easily understood by the learner. An example of this would be an assignment covering salon duties. I would ask the students to produce a sales ledger for stock to be re-ordered from our supplier. This would include maths as the student would have to calculate the cost of goods and also the total value of the order, it would include English as the student needs to produce the document and ICT as the student would have to present it in a typed format. The best way to establish ground rules with my learners is to negotiate them. The rules should be appropriate and fair and agreed as a whole class. As a teacher, I would establish ground rules during the first session, and plan a short activity around this. The class could discuss what is expected of them and write the rules in small groups. I would also list a few ground rules and then negotiate them as a class. This gives all learners the opportunity to be included and involved and as they have decided on the rules they are also more likely to respect them. When establishing ground rules it is important to ensure they are clear and brief and start positively rather than with ‘do not’. Once the rules have been established I would ask the learners to write them on some flipchart paper and hang them up in the class so that they are visible to all. It is also important to reinforce the rules consistently and to phrase learners when rules have been adhered to. I feel this method would motivate learners and also model good behaviour. Some rules may not be able to be negotiated. For example when the students come into class they must be wearing their salon uniforms and hair must be tied back. As a teacher even though I have designed my lessons to meet everyone’s needs I still need to ensure that my learners are motivated and want to learn. Maslow (1970) argues that basic needs such a food, safety, love and belonging and self-esteem need to be met in order for them to achieve their goals and aspirations. Everyone is motivated through either Intrinsic (because they want to learn) or extrinsic motivators (because they have to i. e. better job prospects). â€Å"A good teacher will play to the strengths of the learner when trying to raise enthusiasm in learning† Wilson 2004 – page 188 Other theories of motivation that can be used to motivate learners include the goal orientated theory, based on desire to be rewarded for achievement. A learner is given a clear direction or task and when it is reached there is a reward. For example I would set a group task for my learners to complete within the lesson. If they finish before the end of the lesson they are allowed an early break. If they don’t complete the task at the by the end of the session they will have to complete as homework. Albert Bandura (1994) suggested that an individual’s belief in themselves and their ability is related to what they can achieve. An example of how this can be applied into the classroom is to encourage my learner to try, and re-explain the topic if they are unsure. Through coaching and reassurance I will enable that learner to achieve. Giving effective feedback will help to improve the confidence of learners and develop their potential. Feedback should be delivered promptly and be a two way process. I would ask the learner how they think they did and get an idea if their understanding of the topic. Even if I had negative feedback to give to my learner I would end with a positive statement to incite the learner to take my comments on board and leave them feeling more positive about their performance. To conclude I suggest that inclusive teaching can only take place if both equality and diversity are positively promoted. Inclusive teaching relies on a range of differentiation strategies which may include adapted resources or additional classroom support. Depending on individual learner needs, learners may need to be referred to internal or external places of referral for extra support. .

Recruitment and selection with Job description and job specifications Essay

I m sending you a mail about your job and what your role is in the office. On the Monday morning you will be starting your job as soon as you come in. so I thought of giving you the required information so you would feel more comfortable. At first I would like u to know about the Recruitment and Selection is when you start advertising for the job. The advertisement is important to the firm because they must be carefully formatted so they attract the applicant in the first sight. The information should be clearly stated or the time will be wasted on selecting the right applicant. When we are selecting the staff we ask their CV and compare it job specification. Next we have the Training we should teach the staff the right rules and the firm objectives and its working products and the rules and regulations. They should be friendly and should be shown all around the working area Remuneration this is the method we pay our staffs. We pay them in hourly bases most of them work less than nine hours a day we pay you on the start on of every month. Appraisal is for motivating the staffs so they get more interested and work more hard. Dismissal is when you fire some one from the job either when they are not working properly or when we don’t have the job any more. The kinetic needs an engineer in the production department. For the best out come we should give the correct details for the advertisement about the job description and job specification. So we don’t spend a lot of time on selecting the applicant. The share holders will not have any problems but the directors of the company will have problems because they need to spend more money than they expected for advertising for the new staff, have to replace some one in that place and will have to face more consequences. The other staffs will have problems too because they will have to do over time, some may have to take care of both their jobs mainly the customers will have the problem in buying because they will not be satisfied because of the quality of the product the company might face a lose for a period of time until they get a new engineer. Hear are the descriptions of job description and the job specification. The job specification and the job description will help the candidates to know what they need and what type of work they need to do. Further information is in the next page. JOB DESCRIPTION The purpose of the job description is to inform the candidate about the type of job they will be doing and it will include 1 Job title. 2 Location. 3 Hours of work. 4 Wages. 5 Duties. 6 Other responsibilities. 7 Your position. 8 Tenure. JOB SPECIFICATION The purpose of job specification is to inform the candidate about the qualities needed in a successful candidate it will include 1 Qualifications 2 Previous work experience 3 Skills 4 Special interests 5 Member ship of professional body 6 Personality 7 Temperament This is the job specification and the job description of the current job advert JOB DESCRIPTION * Job title – Engineer Production department * Location – Surrey * Hours of work – 5 to 6 hours per day * Wages – 24,000 to 26,000 * Duties – To choose the correct product for the production, to check the capability and the capacity of the machineries, should be able to activate and deactivate the machineries and should also know to maintain them and to function with out any problem in the production * Other responsibilities – Must be more responsible at your work * Your position – * Tenure – Permanent only JOB SPECIFICATION * Qualifications – Post graduate in Mechanical Engineering, have a driving licenses * Previous work experience – experience with or within the mechanical power transmission industry * Skills – CAD, comprehensive pc literacy * Special interests – * Personality – must be focused in solving problem, desire to Temperament – These are the information about the methods of recruitment, which tells the advantages and the disadvantages of the types of recruiting methods.

How Crime Scene Insects Reveal the Time of Death

How Crime Scene Insects Reveal the Time of Death When a suspicious death occurs, a forensic entomologist may be called to assist in processing the crime scene. Insects found on or near the body may reveal important clues about the crime, including the victims time of death. Insects colonize cadavers in a predictable sequence, also known as insect succession. The first to arrive are the necrophagous species, drawn by the strong scent of decomposition. Blow flies can invade a corpse within minutes of death, and flesh flies follow close behind. Soon after coming, the dermestid beetles, the same beetles used by taxidermists to clean skulls of their flesh. More flies gather, including house flies. Predatory and parasitic insects arrive to feed on the maggots and beetle larvae. Eventually, as the corpse dries, hide beetles and clothes moths find the remains. Forensic entomologists collect samples of crime scene insects, making sure to take representatives of every species at their latest stage of development. Because arthropod development is linked directly to temperature, she also gathers daily temperature data from the nearest available weather station. In the lab, the scientist identifies each insect to species and determines their exact developmental stage. Since the identification of maggots can be difficult, the entomologist usually raises some of the maggots to adulthood to confirm their species. Blow flies and flesh flies are the most useful crime scene insects for determining the postmortem interval or time of death. Through laboratory studies, scientists have established the developmental rates of necrophagous species, based on constant temperatures in a laboratory environment. These databases relate a species life stage to its age when developing at a constant temperature, and provide the entomologist with a measurement called accumulated degree days, or ADD. ADD represents physiological time. Using the known ADD, she can then calculate the likely age of a specimen from the corpse, adjusting for the temperatures and other environmental conditions at the crime scene. Working backward through physiological time, the forensic entomologist can provide investigators with a specific time period when the body was first colonized by necrophagous insects. Since these insects almost always find the corpse within minutes or hours of the persons death, this calculation reveals the postmortem interval with good accuracy.