Childhood Obesity in School Essay

Childhood obesity is a problem in the United States. It affects a child’s life tremendously. Childhood obesity in school is an important subject for one to learn about. People who have children or plan on having children need to know the risks that are involved in this disorder. Childhood obesity is a serious problem for children but it can be worse in schools. School life is hard enough for a child to adjust; it is even harder for a child to deal with school and obesity at the same time. There are many aspects to how childhood obesity affects children in schools: it affects their learning abilities, it affects their social skills and their psychological well-being, and it also affects their health. Childhood obesity is when a child has an excessive amount of body fat in relationship to lean body mass. Childhood obesity is sometimes a genetic disorder and sometimes an environmental situation issue. By genetics it means it can be given to the child by anyone in their family lineage. By environmental situation issues it means it is based on the foods a child eats, whether they exercise regularly, or by the habits they learn. Mass media also is a consideration in child obesity as advertisements can affect how a child wants to eat. Fast food companies attract many children just in their advertisements alone. The internet also affects children and they get to use the internet at school. They see advertisements online or play games online that make them not want to be active in everyday life. There are so many aspects to a child’s life that can lead to obesity and most of it starts at home but then overflows into the academic life of a child. Children who are obese tend to have more health issues and the health concerns can affect their everyday school life. The regularity of childhood obesity is a public health concern. Childhood obesity is connected to a variety of detrimental health conditions including diabetes, metabolic  syndrome, and heart disease (Freedman, Diets, Srinivasan, and Berenson, 1999). The more health issues a child has the more it affects school life. Children with health concerns from obesity end up missing a number of days for being sick and that puts them behind in their school work. The time away from school leads to missed assignments and also less socialization time with peers. Children who are obese tend to be sleepy and not be able to pay attention during classroom lectures. Overweight children also can have serious health issues now and as well in adult years; such as high cholesterol and blood pressure, bone and joint issues, and even sleep disorders which can affect every day routine (John, H., 2011). The problem of obesity is not contained than it will â€Å"surpass tobacco as the leading cause of death† (Bhattacharya 2004, p.1). Childhood obesity affects children with their learning abilities in the classroom. Occasionally how a child is affected educationally by childhood obesity is not as obvious as the health concerns that arise from the obesity. Children who are obese tend to have low self-esteem and do not participate as well in class discussions. As new clinical practice guidelines are being developed to address childhood obesity, the reduction of depression, anxiety, and low self-esteem associated with being overweight should also be considered in developing the guidelines (Cornette, 2008). It has not really been studied accurately or in excess but one would wonder if obesity would affect the brain because of lack of blood flow or just lack of healthiness. If the brain is hindered in any way then learning is definitely impacted. Obese children have a hard time with the affects obesity has on their social skills and their psychological well-being. Being bullied is something that is a common occurrence with obese children. Obese children have a hard time socializing due to being picked on. They also get labeled with titles that sometimes do not fit them just because of their appearance: lazy, slouch, unattractive, and mean. Sometimes they actually get labeled as the bully because of their size when actually they are not. Obesity in children is also associated with an elevated risk of various psychosocial problems. Children who suffer from obesity are more likely to have behavioral problems  and emotional disturbances (Stradmeijer, Bosch, Koops, and Seidell, 2000). Obesity limits students’ ability to excel in social and psychological problems, such as being bullied and low self-esteem. Obese children that are bullied can be very emotional or very quiet and hold everything in and that can lead to other problems as well. Results from a small-scale study of 106 obese children, between the ages of 5 and 18, revealed that obese students were often subject to teasing and ostracism, and that they reported having trouble keeping up with their peers, both physically and academically the emotional and social stress from being obese can be very hard on a child (Browman, Darcia Harris, 2003). Both as a parent or a student, all should understand the emotional and physical impacts that can cause great danger to an overweight child. Children with an inactive lifestyle, large at birth, with high-risk family health behaviors, and from a family with low income or low education attainment, were more likely to be obese. Findings suggest that interventions targeting family and supporting people to implement lifestyle changes are promising to prevent childhood obesity (Brophy, Cooksey, Gravenor, Mistry, Thomas, Lyons & Williams, 2009). In addition, efforts appear to be focused on reducing weight, a small amount attention is directed to the psycho-socio-emotional effect that being overweight have on children. Studies are important because they show that childhood obesity is not only associated with health risk but also with problems in social interactions and relationships (Janssen, Craig, Boyce & Pickett, 2003). Children that are obese also have a hard time doing some of the activities in school. When interviewing two teachers at Tennessee Ridge Elementary School and asking them about the effects of childhood obesity in their classrooms both had somewhat of the same answer. â€Å"Obese children have a harder time playing most of the physical activities I have planned that involve them getting up and down a lot† (Moore, 2012). As well as Mrs. Tomlinson (2012) stated that â€Å"children who are overweight seem to have a hard time getting up and down during our rug times and seem to have difficulty sitting in the crisscross position for more than a few minutes†. These students end up feeling like they are left out or feeling different than other children. They are also less likely to be able to keep up with  the other children on the playground. This is where one runs into the situation of being picked last on the playground or just simply being left out. This leads to a lot of the other complications obese children face in schools. There are many ways that the school system tries to help children stay fit and not have to battle obesity. One of the ways the schools try to help is by serving healthy lunches and snacks. They have also taken vending machines out of schools as much as possible. Also the schools try to ensure every child gets plenty of physical activity time and recess time. Teachers add activities that involve moving and being active in their curriculums; such as allowing children to sit on exercise balls while doing desk work and doing learning drills with physical activities. Exercising actually makes children less stressed and makes them focused on learning. â€Å"Young children who exercise at school perform better in concentration tests, researchers have said after a study on pupils in Aberdeen† (Williams, 2010). Being active and watching what a child eats can significantly help children it also teaches them good habits that will benefit them later on in life as well. Another way children learn is by example and teachers can set an example for children as well as their parents can. For example, teachers are not allowed to carry soda cans around they have to put it in different containers if they are drinking soda at school. Even with the schools being involved it is important for parents to do the same at home. Most schools and communities offer health programs and exercise classes for parents and children. Children are at school as much as they are at home and so in order to help children with obesity it needs to be a joint effort. Obesity is a serious situation and in children it is more serious. Obesity can affect a child a lot more than an adult because of all the social and emotional situations that arise that obese children are not ready to handle. Sometimes children cannot handle situations as well as adults can. The effects of childhood obesity can be very overwhelming to a child especially in the school environment. It is important for people to be aware of the effects of obesity in children and in the school system. Having obesity affect so much of a child’s school life can also interfere with their  future. Obesity harmfully impacting academics should make parents, educators, and policy makers alike have an even greater incentive to curb the threat of obesity in this country. References Bhattacharya, S. (2004). Obesity to Surpass Tobacco as Top U.S. Killer. Retrieved fromwww.newscientist.com/article.ns?id=dn4763. Boyce, W., PhD, Craig, W., PhD, Janssen, I., PhD, & Pickett, W., PhD (2003). Associations between overweight and obesity with bullying behaviors in school-aged children. PEDIATRICS , 113(1187), Retrieved from: pediatrics.aappublications.org/content/113/5/1187.full.html Brophy, S., Cooksey, R., Gravenor, M., Mistry, R., Thomas, N., Lyons, R., & Williams, R.(2009). Risk factors for childhood obesity at age 5: Analysis of the millennium Cohortstudy. BMC Public Health, 9(467), doi: 10.1 186/1471-2458-9-467 Browman, Darcia Harris, 2003. Child Obesity Hurts Emotional Health, Study Says. Education Week: Vol 22, Issue 32, p. 9. Cornette, R. (2008). The emotional impact of obesity on children. Worldviews on EvidenceBased Nursing, 5(3), 136-141. doi: 1545-102Ãâ€"1/08 Freedman, D. S., Dietz, W. H., Srinivasan, S. R., & Berenson, G. S. (1999). The relation ofobese to cardiovascular risk factors among children and adolescents: The BogalusaHeart Study. Pediatrics, 103, 1175-1182. John, H. (2011, 3 12). Retrieved from http://www.nsba.org/Board-Leadership/SchoolHealth/obesity-and-schools Moore, S. (2012, Decemeber, 01). Interview by B.A. Self [Personal Interview]. What effects do you see childhood obesity having in your classroom? Stradmeijer, M., Bosch, J., Koops, W., & Seidell, J. (2000). Family functioning and psychosocial adjustment in obese youngsters. International Journal of Eating Disorders,27, 110-114. Tomlinson, J. (2012, November, 29). Interview by B.A. Self [Personal Interview]. What effects do you see childhood obesity having in your classroom? Williams, J. (2010, April 19). Bbc world news. Retrieved from http://news.bbc.co.uk/2/hi/uk_news/scotland/north_east/8629867.stm

Alternative Power Sources

Mexico is one of the countries that utilize alternative or renewable energies aside from its major power generating plants such as thermal and coal fired power plants. Renewable energy represents the production of electrical energy with the resources being provided by nature on a sustainable basis. Utilization of this renewable energy gives an alternative solution to the prevailing demand for energy. It also lessens or eliminates the emission of harmful threats to the environment cause by the usage of the typical sources of energy such fossil fuels in the form of carbon, oil, or gas.The environmental effects are long term in nature and irreversible in process such as the increasing hole in the ozone, global warming and contamination of the atmosphere, the greenhouse effect, and nuclear waste. Alternative or renewable energies may be in the form of a hydropower plant that uses the kinetic energy of water to be able to generate power; a solar panel utilizing photovoltaic cell to harnes s the energy rays coming from the sun; a windmill that uses wind power to produce energy; and geothermal energy that utilizes steam coming from the earth’s core.Adapting to the usage of renewable energy not only has a positive effect on Mexico’s environment but also in its economy. An evaluation of renewable power sources will provide significant help in producing additional power in Mexico. Mexico utilizes alternative sources of energy in the form of hydropower which comprise 22% of the total rated capacity, 2% to geothermal plants, 3% to nuclear plants, only a small fraction of percent goes to wind power and large percentage accounts to thermal plants of CFE and others from independent power producers.CFE refers to the â€Å"Comision Federal de Electricidad† or the Federal Electricity Commission, and it represents the sole state owned electric company. CFE is responsible for the construction of generating plants to meet the demands for domestic lighting, irrig ation, dragging and milling; increasing the rated capacity of power needed; unified economical and technical criteria by standardizing the operating voltage and frequency with the purpose of standardizing equipment thereby reducing manufacturing time as well as cost, inventory and storage.At present there are two governing bodies in Mexico’s electrical public system, the Central Light and Power Company and the Federal Electricity Commission or CFE. The two bodies govern agreements on transmission and interconnection services being granted to renewable power sources. Regulatory schemes are being implemented to balance the competitive condition of power production thus enabling competition under similar conditions.The Energy Regulatory Commission or the CRE has the sole responsibility regarding the economic and technical regulation of the electricity sector. The objective is to protect consumer’s interest either short or in long terms. Factors to consider in economic reg ulations include costs, prices, quality of service and investment. CRE is also responsible in concessions and permits, settling disputes, and promoting competitions among participants.Mexico’s energy sector played a key role regarding the economic growth of the country such as the relative increase in the Gross domestic product or GDP, certain percentages coming from the energy exports, total public revenues, and investments in the energy sector greatly contributed to the economic growth of the country. The figure below shows the structure of the Mexican Energy Sector.

An Exploration of the Representation of Teenagers in Two British Films, Films Are History Boys and Kidulthood

The representation of teenagers can be very contrasting at times teenagers can be represented as a problem within society however they can be represented as the hope for society in terms of education. The representation of teenagers has changed throughout the 20th century, since the films of Elvis Presley and the Beatles in the 50’s and 60’s (15). The two films I chose are set in the 1980’s (History Boys) and modern day London (Kidulthood). History Boys is a based around Sheffield grammar school and Kidulthood is based in London, both released in 2006. Kidulthood is an example of rights of passage in teenagers, because its tagline is â€Å"Before Adulthood Comes Kidulthood†, meaning that there is some form of right of passage before you are a adult. One of the first representations of teenagers that is apparent within either films is the use of language within Kidulthood uses language such as â€Å"bruv†, â€Å"blud†, â€Å"mandem† â€Å"chatting†, â€Å"pussyhole†. When there is a dialogue with older characters such as Jay and Trife’s Mum an air of politeness towards the adult is emphasised and when it is between teenage character they speak in use of language. Whereas History boys the teenagers are very polite. They are represented in a negative manner within the film due to their language and speech towards others. In my film I want to show characters in a polite manner, because of History Boys’s aspects. The representation in both films of teenagers within a context of a school is quite contrasting. In History Boys the main emphasis for the teenagers in this setting is based upon and you are judged on the university you go too evident through their struggle to get places at Oxbridge. They strive for perfection with results. In terms of the playground setting everyone is equal, the younger years walk side by side with the higher years, and the higher years are very friendly with the teachers, therefore showing that teenagers are responsible and are shown in a positive attitude. Whereas, Kidulthood is a complete binary opposition to History Boy’s in terms of a school setting, the playground is dominated by elder years, and the only way you see younger years is that they run through the mise-en-scene because bullies such as Sam and others own the playground and others are continuously victimised within this setting. A key scene is when the bell rings and a teacher is instructing the students. Trife just squares up to him, therefore showing school has a lack of hierarchy and respect. This influences my campaign material, because I could use school as a negative experience with a character turning it positively with what they achieve. When you first watch the film there is suggestions that in â€Å"Kidulthoods Britain, our teenagers are reckless hedonists, living for their moment under a whirl of as much sex, coke, blowjobs, weed and booze as they can cram into their Oh my days! lives. Theyre having a laugh. However, look behind the blurred sheen of peer-pressure narcotics and I-fell-asleep-during-sex-ed relationships and youll find guns, baseball bats, muggings, booze and teen pregnancy. For these adolescents, you need to have a tragic experience to learn about the very notion of consequence. This therefore suggests that Kidulthood is a sweeping generalisation of life in London, I want to refle ct the positivity within London and turn all these issues into a positive manner for my character, that it is your thinking not the consequences. 3) A representations that most teenagers face in modern day Britain portrayed within Kidulthood, was that Jay, Trife and Moony went into a shop and they looked at hats and they were immediately judged on their appearance, shown by the secretary guard of the shop subtly watching them. They leave the shop, and the secretary guard chases them, because he thinks that Trife’s hat is stolen, but it eventually becomes the realisation due to a shop assistant sticking up for them, that he was already wearing it when entering the shop. This is a hugely key representation of teenagers, because sometimes teenagers are stereotyped and put into a group that is an unfair reflection on them as individuals, because of what the majority of adults understand from the media stereotypes and news stories. This would be included in my marketing campaign as a teenager’s right of passage who shrugs off negative stereotypes, and therefore earning a right of passage, because of the school they go to, they are immediately put into the crowd and they have to turn ideas about teens around. Comparatively, the representation of teenagers in History Boys consists of the idea that exams are the main priority in life, and going to a good university is the done thing due to having a class full of Oxbridge candidates and getting straights A’s in A levels and if you don’t you have failed, because the pupil who earned 1 A and 2 B’s was extremely disappointed with this. This representation of teenagers is that they are very one dimensional in terms of education and all they want is to enter the Uk’s conveyer belt to university and eventually employment. This would link in with my campaign material because this is my characters priority and contending with distractions from the society they are based and they are able to take oppurtunities given to them. (4) One of the hugely key representations of teenagers within Kidulthood, is that gun and knife crime are a normal way of life, and that sex is just a way of getting what you want, or as a tool as to what you want, such as the example of Becky’s sexual pursuits for drugs which is includes dragging Alicia along. She is also represented as being very vain, because when Alicia sticks up to the school bully all she is really worried about is the fact that her face might scarred, and she seems to be very selfish and doesn’t think of others at all. Therefore one of the many representations of teenagers is that sometimes they can be very vain, moody and selfish. My campaign material will show that teenagers can be selfless and not selfish. 2) Equally the lyrics of the songs incorporated within Kidulthood reflect the problems faced by, and in various stages within the film, such as the character Katie listening to lyrics that are reflecting her problems and issues from her perspective. The same goes for Trife, Moony and all the other characters in the film. The representation of teenagers is therefore that, they listen to lyrics which reflect and their life and therefore can feel empathy with. According to a article I found â€Å"Music is the voice of the youth and adds to the theme of the film (teenagers). The music helps to bring home the message of the youth. Music plays almost throughout the film, intensifying and giving. †(2) This is a suggestion the music can create meaning within a film. The music as part of my campaign material will reflect the style of the film. One of the main differences between the two films in terms of the representation of teenagers within both these films is that the usual representation from each director, because Menhaj Huda (Kidulthood) has directed films depicting teenage life, because he directed a drama called West 10 LDN, which is a drama depicting a teenager going through my trials and tribulations within their daily lives. He also revolutionised the industry for new directors in the late 90’s. Equally the distribution company of Kidulthood being revolver entertainment, this also depicts violence and sex as being part of every day lives. The films they distribute show that the emphasis of their films, because they are called â€Å"Young people Fucking†- about couples in romantic relationships and â€Å"Wassup Rockers†- which is about Guatemalan and El Salvadorian street gangs in Los Angeles, this shows the daily dog eat dog lives they lead. Noel Clarke also co wrote Kidulthood and he directed the sequel to it, so therefore these individuals understand the problems faced by teenagers today. Whereas the director and distribution company of History Boys has a completely different aspects life, because Nicholas Hynter two films that have been showing teenagers as hardworking and in a positive light. This is most explicit with examples such as Center Stage, which is about dancers enrolling in a professional ballet academy, and how they deal with these. Along with History Boys Hynter portrays teenagers to be much more than violent, sex obsessed youths. Even with the distribution company of Fox search light productions who’s repertoire includes distributing such film successes with it being used for indie films and British films such as Slumdog Millionaire, Bend it like Beckham and Juno. Some films such as thirteen and Napoleon Dynamite which portray teenagers in less positive aspects of teenage life. Therefore one of the main ways in which representation of teenagers are different is because of what sort of audience they would appeal to. I feel a positive representation should be applied, because the media today represents teenagers with such negativity. (6, 7, 8, 9,10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20) A review on Kidulthood states that â€Å"In Kidulthoods Britain, our teenagers are reckless hedonists, living for their moment under a whirl of as much sex, coke, blowjobs, weed and booze as they can cram into their Oh my days! lives. Theyre having a laugh. However, look behind the blurred sheen of peer-pressure narcotics and I-fell-asleep-during-sex-ed relationships and youll find guns, baseball bats, muggings, booze and teen pregnancy. For these adolescents, you need to have a tragic experience to learn about the very notion of consequence. †- This part of the review suggests that teenagers that live in London are shown to be quite pressured by peers, and has differed from previous films such as History boys. In my campaign material I want to challenge these stereotypes, through the ideas I bring across. (3) For any teenager, puberty makes a teenager’s mind quite confused in terms of sexuality and other issues. In History Boys, the idea of sexual confusion and homosexuality is represented as being quite prominent. This is shown by one of the Oxbridge applicants asking for advice from the new teacher called Irwin, and that homosexuality is becoming a confusing issue within teenage life in the 80’s. Dakin one of the students is extremely confident with his sexuality and life in general, because of his status within the group, because he is the object of the confusion. Therefore a representation of teenagers within History boys is about the many issues to do with sexuality such as homosexuality and other sexual issues within the context of puberty. I want to portray this as a problem for my character to deal with along with exams. (21) Conclusively, the representation of teenagers within the two British films Kidulthood and History Boys differ completely in terms of different representations of teenagers being depicted by their class, and therefore depending on their class how their life is lead and what issues arise as seen in these two films. I shall therefore challenge this problem. Bibliography 1. Kidulthood film and History boys film- Focus Films 2. www. academicdb. com/Mass_Communications_and_Documentation/ kidadulthoo d_review___How_are_teenagers_L137186. html – To understand what other students were discussing in terms of representation 3. http://www. totalfilm. com/reviews/cinema/kidulthood – understand what a prestigious film magazine thought about the film. 4. http://www. bbc. co. uk/films/2006/10/04/the_history_boys_2006_review. shtmlunderstand the context of the exams within the film. 5. http://www. c hannel4. com/film/reviews/film. jsp? id=156095 – To understand what a rival would say about the film but it was just for my own help rather than the essay. All the below were all to get a context for the film in terms of director and distribution companies in terms of representation of teenagers for both sides. 6. http://www. britfilms. com/britishfilms/directors/? id=C3BC981002c2a25B4CrRt2DF 93DE 7. http://en. wikipedia. org/wiki/Menhaj_Huda 8. http://en. wikipedia. org/wiki/Nicholas_Hytner 9. http://www. imdb. com/name/nm0405336/ 10. http://www. guardian. co. uk/stage/2003/mar/30/theatre. artsfeatures 11. http://en. wikipedia. org/wiki/West_10_LDN 12. http://www. imdb. com/name/nm0399630/ 13. http://www. myspace. com/13608234 14. http://en. ikipedia. org/wiki/Noel_Clarke 15. http://www. antiessays. com/free-essays/15181. html comparison of era of teen films. * 16. http://www. imdb. com/name/nm0164929/ 17. http://en. wikipedia. org/wiki/The_History_Boys_(film) 18. http://en . wikipedia. org/wiki/Fox_Searchlight_Pictures 19. http://en. wikipedia. org/wiki/Kidulthood 20. http://en. wikipedia. org/wiki/Revolver_Entertainment 21. http://www. oppapers. com/essays/History-Boys-Consider-Significance- Characterisation-Either/179335 To understand the representation of sexuality for the teenagers within the film. 1,858 words

Staffing Organizations Essay Example | Topics and Well Written Essays - 1500 words - 1

Staffing Organizations - Essay Example Initial Phase Promotion It is concerned with the shifting of one employee to a higher rank, status, facilities and income (Bennett, 2002). Second Phase Recruitment Process (External) Stage /Phase Advertisement The usual method of the management is to advertise about the job vacancy models for a higher and junior level post. The advertisement is usually published in the newspapers, magazines, periodicals, journals etc (Kot & Leat, 2008). Initial Phase Internet Recruitment One of the most innovative methods of recruitment would be when the company posts their job vacancies in their official websites or through online recruitment agencies. These online agencies match their requirements with the potential of the candidate. Second Phase Educational Institutions Campus recruitment is one of the newest methods of recruitment where the management recruits through the veracious reputed educational institutions. Third Phase 1. Communication Message for Applicants The coffee shop would be hirin g candidates for the position of the financial accountant, point of sale system and servers. The suitable communication message for the recruitment procedure of the coffee shop would be as follows: Job Description Engaged in analysis of the financial accounts. Responsible for collection cash at the point of sale systems Desired Profile Should have proper numerical knowledge and communication skills. Should have excellent communication and interpersonal skills. Experience 0-2 Years Role Accounts Education Graduate in any discipline Compensation $17500 Per Annum Location Maryland, Chicago and Texas Functional Area Accounts, Retail and Business Development Job Description Servers Desired Profile Candidate with excellent communication skills in English and good interpersonal skills Experience 1-2 Years Role Human resource Management Education Graduate Skills Compensation $ 200000 Per Annum Location Chicago, Texas , California, New York Functional Area Human Resource Management 2. Commun ication Medium for Recruitment Procedure Although, there are various types of communication methods for recruitment procedure the fundamental communication medium required in this context would be the combination of physical and mechanical media. Physical media like department and excusive meetings would be helpful in case of internal recruitment in the coffee shop. Departmental meetings among all the branches would be held which would focus on communicating about the various vacancies in the company. This is one of the most important communication medium which helps in the dissemination of recruitment message clearly. Physical media would be used only in the case of internal recruitment procedure. Mechanical media encompasses email, weekly letters, personal letters and other social media websites. These communication medium would be used for communicating about the vacancies in the organization and also facilitate the recruitment procedure smoothly (Langenegger, Mahler & Staffelbac h, 2010). These medium would be used for both internal and external recruitment methods. Each of these communication medium have different impact, like email and social media webs

Market for Ready-Made Kids' Meals in America Case Study

Market for Ready-Made Kids' Meals in America - Case Study Example National product development involves new brands and innovative technologies aimed to deliver the best possible quality to the end consumer. American consumers are often ridiculed, chided, and scorned for their taste (Healthy, Ready Made Meals 2008). Consumers seem to be well aware of the necessity of improving tastes and satisfying aesthetic and psychological needs. First the functional, physiological, and safety aspects of products must be satisfied. Once these functional standards and values are identified and incorporated into products, the symbolic, aesthetic, and cultural dimensions, which are more related to product visibility and symbolism, become important. They are reflected in consumer purchases of good books, records, paintings, flowers, the application of better color sense, good style and design in the home, and a general upgrading of quality (Lyons 87). These seem to indicate a "better life" and appreciation for aesthetics. From social-cultural perceptive, ready-Made" Kids' Meals become very popular among all social groups. During the last five years, more and more African-Americans and Mexican consumers join the market. also, low price and easy cooking attracts low social classes and working families. During the last five years, consumers become generally more concerned with the intrinsic value or functionality of products.

CRITICAL MANAGEMENT PERSPECTIVES Essay Example | Topics and Well Written Essays - 3000 words

CRITICAL MANAGEMENT PERSPECTIVES - Essay Example Most contemporary literature in business and psychology strongly indicate that in order to gain high performance from employees, they must perceive a sense of belonging within the organisation. Very centralised organisations, which are being phased out by more inclusive decision-making models, simply cannot satisfy the complex needs of workers and produce negative psychological responses to management presence. Therefore, the role of line management within organisations is evolving with the necessity for managers to adopt more principles and ideologies that are aligned with contemporary human resources theory. Old school management models consider the role of management as being one of planning, organising, leading and controlling, however this is insignificant in the modern business environment if the organisation is to be adaptable to changing market conditions. Today, managers must take a softer approach to leading, a human resources philosophy that attempts to gain trust from emp loyees and where workers are considered highly valuable assets and management works directly to better develop their skills and competencies whilst serving as a role model to gain commitment and loyalty (Armstrong 2007). There is, therefore, an absolutely necessity for line managers to find congruence between traditional management practice and human resources to build a positive organisational culture that is cohesive and dedicated to achieving strategic goals. To develop this culture, which leads to competitive advantage through human capital development, managers must be visionary, communicate regularly with employees, and inspire to prevent resistance to change (Fairholm 2009). In an environment where change and adaptability is absolutely vital to revenue production and sustaining competitive advantage, line managers can no longer negate the absolute necessity to adopt human resource principles into their management models. This essay describes why such congruence in role respon sibility is vital to organisational performance and supersedes old-fashioned hard management models. What drives congruence inevitability Buchanan and Huczynski (2010) describe contingency theory which states that as external market conditions change, the organisation structure must be adaptable in order to remain competitively relevant. Pressures from the external environment mandate that the organisation makes changes to structure which often requires decentralisation in order to maintain flexibility and competitive advantages. In the traditional organisation with high levels of control and bureaucracy, organisational politics are part of the culture and there are significant levels of power distance between managers and employees. In this type of structure, senior-level managers attempt to coordinate power resources at the highest levels of the hierarchy which is defined as resources that one maintains whilst others lack. Such power resources can range from financial assets and b udget to knowledge. This type of organisational po

Group Assignment - Project Goals and Purpose Essay

Group Assignment - Project Goals and Purpose - Essay Example The project will demonstrate that when employees are given the freedom to air and follow their values and add to the culture of the work place, they get the ownership of the job and hence develop the need to continually foster its growth through performance increase despite the challenges they might encounter (Rosenthal and Masarech, 2003, pg. 4). Values as explained by Sisk, (2003) are about doing the right thing by an individual. Culture involves the behaviour and practices in an organization which the employees, management and customers surround themselves with. Culture is fostered and maintained by the values of the employees and with a good corporate culture, both employees and customers will be satisfied and this means that their performance and business will increase tremendously and the ultimate results being high performance and gaining competitive advantage in the market place. Culture grows with the addition of new employees (Smith, 2014) and in order to maintain the high performance and fulfil the objectives of a company, growth in culture must be allowed and even encouraged. Smith, F. (September 11th, 2014). â€Å"Atlassian, Australia’s Best Place to Work, to ‘gamify’ recruitment.† Financial Review. Retrieved from:

Argument Related to Family and Identity Essay Example | Topics and Well Written Essays - 1250 words

Argument Related to Family and Identity - Essay Example of the immediate function which start with the family we are in, that is passed to the extended family as one has to borrow much from them as we interact. The school is another institution that plays a key role in defining the identity of a person. It is at the school that one makes important decisions in life that determine his life and therefore heads one to a given social class. The interaction with other students also plays a key role in unleashing ones potential and bringing out the new identity one has to adopt. This essay will therefore look at the building of my identity and why I am the person I am today. The person I am today is the product formed after interacting with many people. I have therefore inherited or gained many aspects from various people and I cannot attribute all my characters to a single person. Starting with the biological self, I must inherit some characteristics from my parents which is also inherited from my ancestors. This defines many of my characters and perceptions on top of various biological aspects such as height, complexion, race etc. Biological identity links me to my family. This places me in a family and so I get my first identity which includes a name that links me to my family. Every child is introduced in a family set up which is his or her first source of identity. That is the reason most kids adopt the habits that they see being practiced in the place where they are. This is also important introducing a child to a certain social class. If the parents are well financially, the child will live a good life and therefore he will not have an idea of ho w people live in financial constraints. Upon being born I was therefore linked to my nuclear family and later to the extended family. This simple society has the codes they follow and the norms the do. This are the ideologies I held to first and of which some I still retain. However, as one grows up, he starts to question some of the ideologies the ancestors or the elder

Theories of White Collar Crime Essay Example | Topics and Well Written Essays - 500 words

Theories of White Collar Crime - Essay Example Objectives of white-collar crime are considered as financial gain and organizational success. White-collar crime is committed by persons in high social positions who do so as part of their jobs. They do not involve violence and mostly are money related, and this may include embezzlement, business fraud, and bribery. The theory of conflict theory looks at the types of crime committed by two classes’ in the society. Members of the elite are more likely to commit such crimes as compared to the working class who are more likely o commit crimes like robbery, assault, and murder (Clinard, 2010). White-collar crimes are usually had to prosecute and catch and sometimes hard to identify. White-collar criminals use their power to avoid prosecution. People in power make rules and laws to benefit themselves. The conflict theory in relation to deviance when such people are accused of such crime they usually have the means and power to hire accountants ,lawyers, and people to help them avoid prosecution and may be referred to as deviant. The society itself believes that all laws are fair and are applied fairly, and, therefore, the society does not dwell on the fact that such laws can be unfairly applied, or it might be just. The differential association is a theory that deals with a white-collar crime that explains that behaviors are based on association and interaction with others. Edwin Sutherland proposed this theory (Friedrichs, 2009). This means that through interaction with other people learn values, motives and techniques that form criminal is behavior. It predicts that individuals can choose a criminal path when law abiding is lesser than law-breaking when it comes to rules. However, this theory fails to note that even with association and interaction people can be independent, individually motivated, and rational and, therefore, can avoid criminal behavior. The rational choice theory explains on both

How the European Economy Works and How This Integration Can Be Affecte Coursework - 1

How the European Economy Works and How This Integration Can Be Affected by the Recession - Coursework Example The European Union is undoubtedly one of the most flourishing business regions in the world with rich countries such as France, Germany, Italy, and Great Britain. The efforts to build the integration in 25 years have paid off with a formidable team such as the European Union.   However, due to increasing global linkages, such as through bilateral and multilateral agreements, it became inevitable that the region is dragged by the recession in other countries such as what happened in the USA. The financial crisis that happened in the United States has affected a lot of its close partners such as Mexico. The European Union is one of those regions with a partnership with the US. Aside from this, the region’s economy has also some of its weaknesses. This, together with the global financial crisis that started from the US has become a threat to the region.In this paper, there is an attempt to analyze the effect of the global recession on the European Union and its member countries . First, we conduct a short study on what the integration has achieved so far in 25 years, then we look at the current figures to see the effect of the recession and lastly we analyze what this means for the future of the European Union, with a particular focus on the European business environment.Efforts to foster unity and integration between and among the European countries began in 1949, after the Second World War, when West Europe created the Council in Europe, although at this time the continent is still split between East and West   (European Commission).  Ã‚   The integration began with six European nations: Germany, France, Italy, the Netherlands, Belgium, and Luxembourg when the Coal and Steel Treaty was signed, then expanding to nine in 1973 with the addition of Denmark, United Kingdom and Ireland   (European Commission). It took around 20 years before the expansion took place. Prior to the expansion, plans of having a single currency among the EU states was already coined,   but was only formally introduced in 2002, distributing them in 12 member countries   (European Commission). Currently, the member states of the EU number to up to around 27, with the addition of some countries like Spain, Finland and Greece.

Deontological ethics Essay Example for Free

Deontological ethics Essay Deontological ethics is too rigid in its emphasis on duties, utilitarian ethics too keen to override basic human rights. Deontology and utilitarianism are both types of ethics referring to how one reacts in a certain situation. Deontology is based on following a set of duties and sticking to these duties no matter what the consequences whereas utilitarianism is based on choosing the best outcome over a short term and long term even if it means depriving people of basic human rights for example. However does this mean that deontological ethics is too rigid in its emphasis on duties and that utilitarian ethics is too keen to override basic human rights? According to a deontologist ones actions must be determined by a set of duties regardless of whether the long term consequences are good or bad. A deontologist believes in human morals and that every human has certain rights and these morals and rights should not be betrayed no matter what the cost for example sacrificing one life to save one hundred lives would be unacceptable to the deontologist despite the fact the consequences would be better overall. The biggest problem with deontology is knowing which set of duties to follow, there could be a great variation in systems between people from different backgrounds, different social classes, different religions and people from different cultures. For example a Protestant English Lord would have different morals and a different set of duties than a lower class Indian Hindu. It is very difficult to tell which set of duties, if any, is the right one. Deontologists suffer many problems when their duties seem to conflict with themselves or with other duties. One has a duty to save lives but what if in order to do this one must betray another duty for example a husbands sick wife needs life saving medicine but the husband cannot afford to buy it, should he steal the medicine in order to save his wives life or should he not betray his morals and allow his wife to die. This raises the question as to how do we tell which duty is the most important and which is the least? If the consequences o f each are to be considered then this would make it a consequentialist view and not a deontological one. Single duty conflicts cause just as many problems such as two people imminently need a heart transplant but only one organ is available, a deontologist has a duty to save lives but on this occasion only one out of the two can be saved. This is known as the doctrine of double effect and is said that since it is impossible to save both lives, ones duty to save lives has not been broken. Deontology does encounter many problems but also has a number of merits. Since deontologists refuse to betray human rights, every human is guaranteed these rights will not be broken. Deontology would also normally let justice prevail and this is a good quality indeed. According to Utilitarianism On Liberty by John Stuart Mill, mankind is under the governance of two sovereign masters one being pleasure and the other being pain and this in itself determines what we should do and what we actually do. By the principle of utility is meant that principle which approves or disapproves of every action whatsoev er, according to the tendency which it appears to have to augment or diminish the happiness of the party whose interest is in question. (J.S. Mills). According to utilitarian ethics the community at large is considered to be the party in question and so the interest of the community is the sum of the interests of the individual or the sum total of the communities pleasures against the sum total of its pains. A man may be said to be a utilitarian when his actions are determined by the consequences which will increase the total amount of pleasure throughout the parties involved or to reduce the total amount of pain throughout the same parties. J.S. Mills also claims that actions are right in proportion as they tend to promote happiness, wrong as they tend to promote the reverse of happiness The major problem with utilitarianism is the conflict it creates with ordinary morality for example sacrificing innocent lives in order to save a greater number of people. The problem with morality in this case is obvious as no one has the right to take another human life, however the long term consequences will be better as more lives are save d. Another serious problem is the difficulty in determining the consequences of a certain action. It is impossible to predict the future with this sort of accuracy and so how do we know if one action will bring better consequences than another action. This is why determining the long term consequences is a lot more difficult than the short term consequences and is another serious problem with Jeremy Benthams utilitarian theory. Utilitarianism is based on the total amount of happiness of everyone concerned, but whose happiness counts? Every human or only those with sound body and mind? It is this problem that creates extreme difficulty in determining the total amount of happiness for those concerned. J.S. Mill claims that both mental and physical pleasure counts with intellectual activities giving the most pleasure despite his godfather, Jeremy Benthams, theory claiming the opposite. However this gives rise to another problem as it is impossible to quantify happiness and so there is no way to guarantee that one action will bring a greater amount of happiness than another action. However utilitarianism is not all bad and Benthams beliefs did have some good qualities. Since utilitarianism represents the community as a whole and not just individuals it is a very selfless way of thought as a utilitarian would consider causing himself a small amount of pain in order to give everyone a large amount of happiness as worth it. Deontological and utilitarian ethics both have a lot of problems as I have shown. Deontological duties often mean that the action with the best outcome is not selected and these duties themselves often conflict with each other causing even more problems with which action should be taken. On the other hand Utilitarianism often betrays human rights and morals in order to achieve the best consequence to such an extent that betraying these rights may not even be worth it. Also consequences are very difficult to predict and often unforeseen things can happen changing the long term outcome for the worst. So I would have to agree that Deontological ethics is too rigid in its emphasis on duties and Utilitarian ethics too keen to override basic human rights.

Police Officer Job Description Essay Example for Free

Police Officer Job Description Essay All police officers take on a basic range of tasks that are either preventive or proactive. Preventive tasks include the provision of protection to the person and property of individuals, preservation of peace and order through their presence and accessibility, and prevention of crime by patrolling the streets. Proactive tasks are searching and arresting criminal offenders and enforcing laws such as traffic and road safety regulations. (Criminal Justice USA, 2008; Los Angeles Police Department, 2008) These tasks require a number of qualifying criteria for police officers. One is physical fitness since the completion of police work becomes more efficient with physically fit police officers. This is the reason why police officers undergo physical training such as the physical agility test and medical examination before qualifying to work the job. Another is psychological fitness since police officers need to develop the values and attitude needed for them to use their authority within the bounds of the law as law enforcers such as social skills. Last is mental and other skills and experience, including driving skills for street patrol, keen eyesight and observation skills, and basic knowledge of the law and legal processes. (Police Oracle, 2008) At a minimum, a high school diploma or equivalent qualification is required for police officers (Criminal Justice USA, 2008). In addition, continued academic and field learning improves the ability of police officers to meet their job. As such, police officers need to develop commitment and dedication to their job since this not only enables them to perform their work effectively but also enhances continued efficiency. In the performance of this range of tasks, police officers take on line and staff jobs. Line jobs pertain to the direct accomplishment of the tasks of police officers especially field work while staff jobs pertain to support for line work such as administrative and other support tasks (Police Oracle, 2008). Police officers need to master not only line jobs but also staff jobs to support and maintain the sound organizational or functional structure of the law enforcement agency inn providing public service.

The Different Methods Of Flood Prevention

The Different Methods Of Flood Prevention In the sixth week of the first semester of the current academic year I was informed that I would have to write a technical report on a topic of my choice as well give a presentation on the same topic. After reading around for interesting and relevant topics as well as correspondence with my personal tutor I chose the topic of Methods of Flood Prevention for the report. Starting my research I made use of the library and internet to increase my knowledge of the subject as well as find research and discussions by experts in the subject. On the tenth week I gave short presentation on the subject that I presented to my peers this was successful. Furthermore the purpose of this report is to investigate and outline methods of both preventing and dealing with floods, primarily by restricting the places where the water is allowed to flow. This report will span though the causes of flooding, the dangers finally looking at different methods mankind have used to limit the effects of flooding wo rldwide though a range of solutions, some starting simple and overtime becoming more complex. An initial examination of flooding Cause Flooding is caused by large surges of water over a short period of time this causes existing draining systems, wither natural or manmade to become overwhelmed. This occurs because the ground becomes saturated and is no longer able to absorb more water, in addition other drainage such as rivers, drain pipes and reservoirs may be filled faster than they are able to drain, this causes the excess water to accumulate. The rapid surge of water can come from a variety of different sources as well as a combination of sources. According to J.A.A. Jones heavy rainfall is usually a prime initiator of flooding worldwide. The key characteristics may include any combination of rainfall intensity, duration, area and location relative to the drainage network. {{J.A.A Jones 2000}} Other sources include tidal surges, hurricanes, tsunamis, rapid melting of ice or snow. Blockages of drainage systems such as rivers streams and sewers can also cause flooding if water isnt able to be drained away normally. Risks Flooding causes a variety of problems ranging from the short term and more immediately evident risks to long term risks. Immediate risks are often the greatest danger in terms of risk to human life. Immediate risks pose great danger to human life. According to the world health organization {{World Health Organisation 2010}} floods greatly increase the risk of the spread of communicable diseases. Water-borne diseases, such as typhoid fever, and cholera are likely to spread during flooding due to possible contamination of water supplies especially if the floodwater becomes contaminated by sewerage. Vector -borne diseases are those spread by carriers, floods can lead to a large increase in the habitat of for example mosquitoes which are spreaders of malaria. The sheer mass of water causes risks to anyone trapped in the affected, area, bursting gas pipes, collapsing structures, and drowning. Long term risks, flooding causes millions of pounds of damage to buildings. After a major flood economic instability is likely to follow, Loss of business, damage to stock and even loss of tourism income. Some countries that have been devastated by floods may suffer the consequences long after the water has subsided, food supplies being destroyed and other economic losses may lead of widespread poverty and famine. Hence the limitation of floods is essential to the well being of any community. Flood Defences Over the last few centuries many countries have developed and put in place different measures to control the position of water a limit the effects of heavy freak or seasonal rain, tides as well as tropical storm weather. There are two main branches both closely connected to one another. One is concerned with protecting from floods by preventing or limiting their effects from occurring, the other is concerned with predicting when, how often and how severely floods will strike. Reservoirs According to Collins a reservoir can be described as A natural or artificial lake for storing water for community use {{ Collins Language 2009}} Reservoirs can be considered a useful form of flood control especially in areas of irregular rain patterns, such as high rainfall in some seasons followed by periods of drought. This way water can be stored during periods of rainfall and then released or used in the community over a longer period of time. Dams Dams are often part of a reservoir system; the advantage of dams is they are able to act as more than just a flood defence, they are good sources to be used for hydroelectric power stations. Dams however pose a flood risk caused by dam failure, if improperly built. Dams are also sometimes spanned across rivers or lakes, one example of such damn being the Wilson Damn is dam spanning the Tennessee River. The gates are used to slow or increase the rate of flow through the damn, for the purpose of controlling the water as well as generating large amounts of electricity. Sea Barriers Sea barriers are a very effective form of flood protection protecting from sea water. They are useful in places where a costal which are at great risk of flooding from high tides. These can be permanent walls or erecting barriers, examples of such would be the Thames Barrier in London and the Maeslantkering in The Nederlands. The Maeslantkering with its extremely impressive dimensions consists of two 210 meter wide gates that are 22meters high and is hence one of the biggest moving structures on the planet. The purpose of these gates to protect The Nederlands from storm surges. The construction of this barrier took over 6 years to build and was completed in 1997. This is advantageous versus other types of barriers as the fact that it is able to move to allow ships access into The Nederlands. It operates automatically using weather data and closes when there are surges higher than 3 meters over normal are predicted. The automatic computer systems of the Maeslantkering automatically alerts all traffic in advance to halt their course until further notice if the barrier is intended to close. The Nederlands having large portions of its land below sea level such that two-thirds of its population lives there, is at high risk of increasing sea levels and have over the last few hundred years taken many steps to re claim more and more land from the sea have some of the best flood defences in the Europe. It is hence important that barriers such as the Maeslantkering exist especially in this day and age with the uncertainty concerning rise levels and the continued treat of global climate change. The barrier and other flood defences in The Nederlands are designed to protect the country from floods of estimated frequency of 1 in 10,000 years. The Thames Barrier in London was completed in 1984 and is designed to protect the city of London from being flooded by large surges of water from the Atlantic Ocean. I consist of 4 main gates as well as several smaller gates; the barriers themselves fill with water and lay submerged when they are not in use, the water in these gates drain out when the barriers are raised. The raising of the barrier is controlled and decided upon using several checks, including predictions not only from its own forecasting systems but also those from the Met Office. Like the Maeslantkering the computer system at the Thames Barrier automatically alerts all traffic coming towards and inside London to cease course and stand by up to 9 hours before it needs to close. Levees Levees are slopes of land or walls that are to control water levels next to rivers or the coast. According to {{R. A. Guisepi 2008}} they where first built in the Indus Valley Civilisation over 4.6 thousand years ago. Around the world they are quite popular and very effective as a form of large scale flood control present in rivers both across Europe and in the United States, for example the Mississippi River as while as the Rhine which stretches across seven European counties. Although so widely used and trusted levees are not in fact that reliable when improperly secured especially when it comes to the most extreme weather, most notably during Hurricane Katrina there was wide scale failure in New Orleans. They work by controlling the size and shape of the river, as a result may even change the speed at which the river flows. Storm drains Storm drains are systems that are designed to drain rainwater from roofs, paved areas and roads. They generally consist of a series of underground pipes that lead into a reservoir. The areas to be drained are usually tilted at a small angle so that any water that fell on these areas would not remain stagnant, instead would run off into these drainage systems. This process is essential as rainwater is not able to easily penetrate paved areas, this would otherwise cause regular flooding of urbanised areas. The water that runs the tilted pavement runs along little valleys into storm drain entrances. These are usually grids to prevent too objects from falling down, although quite large holes to prevent them becoming blocked. These drains are fitted with traps much like those in a house-hold sink, in this case called a gulley-pot, like traps in sinks they are prevent rising foul gasses to be escape the sewers. As a result of accumulating sediment in these traps require regular maintenance especially during the autumn season where leaves and loose soil are likely to be washed into them, this is easily done using specially designed trucks with their own pumps to simply suck out any blockage, I minor inconvenience to road users however, necessary none the less. Storm drains date back over 4000 years ago according to {{C Michael Hogan 2007}} where evidence of them has been found in Crete. There are several building regulations connected to the storm drains. Flood plains Are pieces of land that are usually nearby rivers and are usually very prone to being flooded, this land may because of the proximity to fresh water be very fertile and good for transportation, but control and awareness of developments and usage of these pieces of land are essential for the safety of those living on these areas. Steps such as flood insurance, and evacuation procedures must be put into place to prevent great loss of life or possession. Temporary structures Temporary flood barriers are available from a large range of sources online. There are businesses which specialise in fast erecting cheap but incredibly effective flood barriers which can provide protection on a small scale for specific buildings. These types of barriers can consist of a number of things, for example inflatable barriers or strong polymer barriers that lock into alleyways or doors. Packing bags of sand may also be done as a way of protecting areas that are sensitive to flood waters such as power stations. An example of one such company which I discussed in my talk was Revetment Limited claiming to be able to erect barriers 20 meters can be erected in less than 15 minutes {{Revetment Limited 2003}} Environment Agency In the United Kingdom the Environment Agency issues flood maps which consists of area based risks assessments for the whole of England and Whales; anyone can request copies of theses maps or simply view them online. They outline which parts of the country are at risk of flooding, to what degree, and from what source. If for example I was to look at a flood map and zoom onto the area that is Loughborough I could see that there is very low risk of flooding and only river flooding, at the canals especially near the leisure centre. In addition whenever any landscaping or building work is to be done there is a requirement that a risk assessment of the area is to be carried out; not only on the area being developed but on the affect that this development would have on the surrounding area and wither it would increase the flood risk of this area. The development would have to not interfere with the drainage of the area surrounding, all this is outlines within Planning Policy Statement 25: D evelopment and Flood Risk {{The Environment Agency 2009}} Meteorological There are scientists out there who devote their entire careers to understanding and predicting the way that the weather will sway. They make use of measurements of air pressure, air temperature, weather balloons and in more recent years weather satellites. These organisations are essential and one of the frontier lines as far as flood defence goes. They provide data for the engineers to build upon, they also provide the data for certain emergency system to run for example, evacuation of high risk areas the raising for flood barriers such as the Thames and the Maeslantkering. One of the most essential qualities of such an organisation, for example the UK Met Office is making predictions clear and ahead of time then communicating with the necessary authorities and making sure the what needs to be done is carrier out. Frequency Based Risk Assessment Frequency analysis can be based either on annual maximum (AM) data or peak-over-threshold (POT) data. The AM series comprises the largest rainfall observed in each year whereas POT data consists of the time and magnitude of rainfalls exceeding a threshold. {{Duncan. F 1999}} Frequency based risk assessment is process used by meteorologists to provide estimations for governments, engineers, and insurance companies alike. Currently frequency based estimations are being used in the Netherlands to set the heights of the river dikes. Hoekstra explains so in an article for the journal Natural Hazards In the Netherlands the current dike design policy is to design flood defence structures corresponding to an agreed flooding probability with an extra safety board of at least 0.5 m. {{Hoekstra, Arjen Y. 2008}} He later goes on to explain that A problem with this strategy is that it builds on assumptions with regard to the intrinsically uncertain probably distributions for the peak discharges. {{Hoekstra, Arjen Y. 2008}}. As explained by the above quote these analyses and risk assessments are rather vital as it provides engineers and designers for a template to design other flood defences to. Without this data we would simply be building walls and would have no idea how high they would need to be and how likely it would be to be a sufficient or effective flood defence. It also sometimes hints on patterns of likely hood on when a flood is likely to occur. In years to come however these estimations become more and more unreliable as sea levels increase and climate patterns that have been observed for hundreds of years slowly change. Conclusions Floods are an unavoidable natural process caused by large surges of water in short periods of time, leaving the drainage system that is in place, wither man made or natural unable to cope regardless if it simply controls where the water is kept or even controls how to dissipate the water. Therefore we have to do everything in our powers to limit the damage caused by these floods as to ensure the livelihood of the people of the community. Wither we believe that the oncoming climate change is due to human negligence or if it simply part of longer cycle of changes we must consider the steps to prepare for the worse. Even if we do build defences and there turns out to be no massive rise in sea levels it may still be useful to prepare because when the proof arrives it may already be too late. Furthermore such a large building project could be beneficial to many communities providing not only security but employment and economic stability. In this report outlined the different measures tha t can be taken both as emergencies and on the long term, including but not limited the storing of water in reservoirs, the use of sea barriers, levees, storm drains, temporary emergency structures, and proper planning and predictions. In the light this, I would suggest that other countries follow the example of the Nederlands and attempt to provide its most sensitive areas with flood defence that is capable of protecting from one in 10,000 year storms, as it is a lifetime investment that will provide long term piece of mind regardless of wither it will be used against freak floods or used to protect people on the advent of global sea levels continuing to rise.

Thomas Edison Essay -- Biography History Thomas Edison Essays

Thomas Edison was a man who influenced America more than anyone else. Some of the inventions he pioneered are still used to this day. He was a man who spent almost his entire life working as a scientist, and receiving more than 1,200 patents in his lifetime. (Anderson pg.7) Thomas Edison’s life was probably twice as productive as a modern day chemist, he was a firm believer of an eight hour work day, eight hours in the morning, and eight in the afternoon. Aside from his amazing history as an adult Edison lived an equally exciting childhood. Thomas Edison was born in Milan Ohio on February 11, 1847. At the time, his father was owner of a successful shingle and lumber company. However with new railroads being built through Milan his father lost customers to the bigger companies which began to open. The Edison’s were forced to move to Port Huron, where he first began his education. When he was only seven years old his teacher, the Reverend G.B. Engle considered Thomas to b e a dull student, and was terrible in math. After three months of school his teacher called him "addled," which means confused or mixed up. Thomas stormed home.(minot, pg1) The next day, Nancy Edison brought Thomas back to school to talk to Reverend Engle. He told her that Thomas couldn’t learn. His mother became so angry at the strict Reverend that she decided to home-school him.(minot 1) After a while his mother, a former teacher herself, recognized his un usual abilities to reason. She quickly got him interested in History and Classic books. Thomas however was strangely attracted to the subject of science. By the age of ten Thomas Edison had already been experimenting and by now owned a sizable quantity of chemicals. Unfortunately his experiments were often quite expensive and he found it his duty to pay for them. Because he didn’t go to school he had plenty of time to earn money by himself. When he was only twelve, he began selling newspapers on the Grand Trunk Railway, he even printed the newspapers himself (Szhlmen, 1). He spent everything he earned on books and chemicals after about one year his mother became so sick of the noises of exploding beakers and the smell of burning flooded the house with smoke that he was no longer allowed to work in the house (Minot). Luckily h e was given permission to move to his lab into the train baggage car. He would be able to experiment during t... ...f a projector but failed. Edison had trouble making a new and improved projector so he settled for helping other inventors further develop theirs. Edison strongly backed the invention of the vitascope. The vitascope was a more efficient version of Edison’s kinetoscope. This new projector was very popular in New York, however, cinematography quickly took its place in the eyes of the public. On the topic of cinematography, the feelings of the public can best be summed up by this quotation, "Moving pictures somehow seemed more important and exciting than seeing actors and actresses strutting around on a mere stage" (Allen 175). Bibliography Thomas Alva Edison was a man who influenced America more than anyone else. Some of the inventions he pioneered are still used to this day. He was a man who spent almost his entire life working as a scientist, and receiving more than 1,200 patents in his lifetime. (Anderson pg.7) Thomas Edison’s life was probably twice as productive as a modern day chemist, he was a firm believer of an eight hour work day, eight hours in the morning, and eight in the afternoon. Aside from his amazing history as an adult Edison lived an equally exciting childhood.

Thomas Hobbes Prudential Oughts :: Politics Philosophy Sociology

â€Å"Whensoever a man transferreth his right, or renounceth it; it is either in consideration of some right reciprocally transferred to himselfe; or for some other good he hopeth for thereby. For it is a voluntary act: and of the voluntary acts of every man, the object is some good to himselfe.† (192)   Ã‚  Ã‚  Ã‚  Ã‚  Proposed with the question of whether Thomas Hobbes’s manifesto was written of â€Å"oughts† constructed upon; prudential, moral or ethical foundations it is the former that prevails through his writing. Hobbes spoke of man universally when describing a human’s primitive state, being one in a â€Å"state of nature†. Without the presences of a common power, a sovereign, preventing man from entering their imminent condition of war, man would ultimately live a life that was â€Å"†¦nasty, brutish, and short.† (186) For in the state of nature it is â€Å"every man, against every man.† (185) This being true, in absence of common power to create and enforce laws there would be no injustice. (188) Therefore the accepted rules of conduct to follow, principles of ethics and our interpretation of morality would not exist. The principals of Good & Evil would be subjective, left to the interpretation of each person. According to Hobbes the catalyst for the process of an absolute power would not be because it is right & just to keep war at bay, but because man has an intrinsic desire to live. Man fueled by his own self interests and capable of reason will see an absolute power, (as every man is naturally equal), as the only way to preserve himself.   Ã‚  Ã‚  Ã‚  Ã‚  For it is the â€Å"general rule of reason, that every man ought to endeavour peace† (190) It is in man’s self-interest to follow the laws of nature and to willingly give up all of his rights in order to secure his or her safety & preserve his or hers way of life, as long as all other’s do the same. It is in all reasonable men’s self interest to agree upon these laws but, if other men will not do the same it would be â€Å"to expose himself to prey†¦rather than to dispose himself to peace.† (190) This would directly contradict man’s general rule of reason.   Ã‚  Ã‚  Ã‚  Ã‚  This is the primary prudential â€Å"ought† for which his writing is justified. Hobbes’s concept of what is ethical & moral are solely dependant upon the laws set forth by the sovereign.

The Future is here :: essays papers

The Future is here The idea of being able to choose the gender of a child has not always been around. This controversy did not come about until recently because now we have the technology to perform this act of sex determination. Some say that we should be able to choose the gender of our children. However, other people think that we shouldn’t be able to because they say that it is experimenting with nature. Also, that it is unnatural. I used to think the way of the second viewpoint, but not anymore. There is absolutely nothing wrong with couples being able to choose whether they want to have a baby girl or a boy. According to an article in Newsweek called The Brave New World of Sex Selection by Thomas Hayden, this is possible. The article states how it is done. To do this, scientists measure DNA in sperm cells and pass the millions of them through a tiny tube in a single file. They then separate the â€Å"girl sperm† from the â€Å"boy sperm†. They can tell the difference because â€Å"girl sperm† has more DNA. The separated sperm cells are then used, one or the other, to impregnate a woman to have a girl or a boy. In a study, fifteen out of seventeen women with the â€Å"girl sperm† had girls. Getting the Girl by Lisa Bellkin, an article in the New York Times Magazine, states a 93% success rate. Some mothers might only want a girl when others might want a boy. If a couple has a strong opinion that one sex is easier to raise over the other, such as a boy, they might not want the hardship of trying to raise a girl. A family could also want a boy to carry on the family name. In my opinion, I would go through this process to have a girl. I think that since obviously I am a girl, I could do a better job of raising a girl than a boy. A parent could think that they know more about one sex than the other and choose to raise that sex. Another reason that I think people should be able to choose the gender of their child is because if you already have three boys in your house, it could be time for a change.

Current ideas about assessment in mathematics teaching

There are many methods of reflecting upon one ‘s ain work, but carried out critically and positively, all should take to an ability to better the quality of that work. The cardinal word here is â€Å" should † . Improvement will merely take topographic point if, following the contemplation, some stairss are identified and implemented to convey about betterment. It is the intent of this paper to help that contemplation and contemplation procedure. The rubric of the essay requires rating of my instruction. The word â€Å" evaluate † is taken to intend â€Å" to judge or find the significance, worth, or quality of † , as defined by Dictionary.com. The paper will measure, in a chronological order, the instruction I carried out over a two hebdomad period. In peculiar it will analyze the appraisal techniques that I employed at each phase, and will reexamine the effectivity of the appraisal. Where appropriate the paper will propose where things could hold been done better. As the rubric dictates, this paper is a contemplation upon learning that I carried out during my first arrangement, as portion of my PGCE class. As such, it refers in the most portion to personal experience and contemplations upon that experience. The paper will hence be written chiefly in the first individual, with mentions from other parties in the 3rd individual. Having considered the appraisal employed throughout the instruction, I will so see a figure of general findings, and how assessment may impact those findings.What Is Assessment and Why Is It ImportantAssessment is a portion of all of our lives from the minute we are born, as the accoucheuse places a babe on the graduated tables. It follows us through early childhood ( as female parents and wellness visitants assess what a babe can make at each phase in their development ) , into school and beyond into employment. The facet of appraisal with which this paper is concerned is the appraisal carried out within the mathematics schoolroom. The word â€Å" appraisal † is used to denote any witting activity intended to supply information about a student ‘s accomplishment or attainment. There are four chief types of appraisal, ( as defined by Weeden, Winter and Broadfoot, 2002, p19 ) Diagnostic – to place students ‘ current public presentation Formative – to help acquisition ( including equal and self appraisal ) Summational – for reappraisal, transportation and enfranchisement Appraising – to see how well instructors or establishments are executing. Of these, formative and summational appraisal will have the most focus, with consideration being given to the effects these types of appraisal have on students ‘ acquisition. Appraising appraisal is non considered within the range of this essay. Whether appraisal is good to a student ‘s acquisition or non depends on the usage to which the information gained is put. For illustration, wellness visitants may place a nutritionary demand of a immature kid which can be corrected with the appropriate input, and likewise instructors may place an educational demand of a student which they can take stairss to turn to. William ( in Weeden, Winter, Broadfoot, 2002, p29 ) suggests â€Å" all four maps of appraisal require that grounds of public presentation or attainment is elicited, is so interpreted, and as a consequence of that reading, some action is taken † . Weeden, Winter, Broadfoot ( 2002 ) besides conclude that appraisal becomes formative when the information gained is used by the instructor and student within the learning procedure. I would besides add that it requires the consequences of the appraisal to be acted upon within a short clip frame, while feedback is still relevant. Furthermore, â€Å" inventions that include beef uping the pattern of formative appraisal green goods important, and frequently significant, larning additions † . ( Black et al. 2003, p9 ) . The purpose, hence, is to guarantee that appraisal, of all types, is used formatively wherever possible.The Class That Was TaughtThe category that I taught was a Year 9 category of 20 students. Although they were classified as a lower-attaining category ( Set 3 out of 4 ) , the scope of abilities within the category and the particular demands of a few persons warrant some brief description. One male child had arrived late from Somalia and had a limited appreciation of English, but no other particular demands. Several of the students had low reading ages, typically in the age 8 – 9 scope, and were hence challenged by some word jobs. Additionally, one of these students had moved into mainstream categories at the start of twelvemonth 9, after two old ages supported by the school ‘s â€Å" nucleus programme † , and hence sometimes needed extra support as respects concentration. Four of the students in the category were on the school ‘s SEN registry as BESD, i.e. they had behavioral, emotional or societal troubles which without careful handling could take to disruption in lessons. One-half of the category entered twelvemonth 7 with a National Curriculum assessment degree of 3b or 3a, with the balance at low degree 4. By the terminal of twelvemonth 8 all were accessed at degree 4 or 5c. Several of the students moved up by merely one or two degree points during their first two old ages at Secondary school, bespeaking some cause for concern. The category was routinely supported by a Teaching Assistant, whose function was chiefly to back up the student with EAL, but besides to supply general support as required to other students.The Topic TaughtThe subject taught was Ratio and Proportion. The Scheme of Work indicated five hours of instruction, the equivalent of six 50 minute lessons, and I set about bring forthing a subject program consequently. The really first Standard which a trainee instructor must accomplish is to â€Å" hold high outlooks of kids and immature people † ( Training and Development Agency for Schools ( TDA ) , 2010 ) . With the benefit of hindsight, I can see that the word â€Å" high † in this criterion is a word that requires considerable understanding and single application to each student. At the clip, nevertheless, I took this to intend that I should anticipate all my pupils to be able to hold on the rudimentss of a given subject within a period of learning clip, determined by me, their instructor. â€Å" Low outlooks by instructors are regarded as a much bigger job than high outlooks. † ( Weeden, Winter and Broadfoot, 2002, p64 ) . Determined that my learning would non be portion of this â€Å" bigger job † , I set about my planning with high outlooks for all my students. This position was proven to be instead excessively simplistic during the instruction, but this will be elaborated upon subsequently. The subject of ratio and proportion, harmonizing to the strategy of work, is pre-dominantly a degree 5 – 6 subject, so would by necessity be disputing for most of the students. With a comparatively unfamiliar category I felt it was of import to get down by measuring how good the category would get by with some of the cardinal mathematical constructs which would be necessary for the subject. The first activity in the instruction, hence, was to re-cap fractions understanding. In peculiar, could the pupils cut down fractions to their simplest signifier, and could they happen fractions of measures? This was mostly a diagnostic appraisal, to set up a starting point for my instruction. Having established that all students had a sound appreciation of simplifying fractions, I introduced the construct of ratios and simplifying of ratios. This was followed by sharing a stated measure by a given ratio, and happening a missing measure given one measure and a ratio. The concluding instruction activity was to present the thought of proportion and to specify the difference between proportion and ratio. The subject was completed with a summational appraisal, and by self- and peer-assessment in the signifier of production of a posting. For the intents of this paper, I will concentrate chiefly on the start of the subject and the decision of the subject, and the appraisal strategies employed at these points. Some reference will be made of the interim instruction, peculiarly with mention to the effectivity or otherwise of appraisal carried out at this phase.The TeachingRe-cap FractionsMy determination to get down this subject with a re-cap of fractions was based on the similarities that I perceive between fractions and ratio. It hence seemed logical, before get downing on a new and potentially ambitious subject, to set up how much the category already knew about fractions. As claimed by Ausubel, ( in Clarke, 2005, p12 ) , â€Å" The most of import individual factor act uponing acquisition is what the scholar already knows. Determine this and learn him consequently. † Therefore, the intent of this lesson was diagnostic appraisal to be used to inform the instruction for the balance of the subject. Although diagnostic appraisal has been found to be uneffective if it is simply used for â€Å" puting † intents, it has had benefits if used to place the single acquisition demands of a student. ( Black et al. , 2003 ) . A starter activity ( of fiting braces of tantamount fractions ) indicated that the bulk of the category had an first-class appreciation of this construct. I established this by leting students to work in braces to fit the fractions, and so inquiring persons, or their spouses, for replies. I attempted to use a â€Å" no hands up † attack, as recommended by Lee ( 2006 ) , sometimes utilizing lollipop sticks to choose students to reply. â€Å" No hands up † was a new attack for the category, and many found it hard to defy seting custodies up or shouting out ( or both ) . I would hold with Lee ‘s averment that seting hands up can take to a competitory environment for some students. I would besides propose that it can take to disinterest from other students who see no demand to acquire involved. Having established that the students possessed an ability to simplify fractions, the following relevant facet of fractions was the ability to happen a fraction of a measure, e.g. A? of 36. Using mini white boards, I was able to set up that all students could work out simple measures. It was so of import to cognize the methods they had employed and to understand their idea procedures, and I used oppugning and synergistic treatment to set up students ‘ methods. As Morgan, Watson and Tikly ( 2004, p133 ) put it, â€Å" cognizing that they can bring forth the right solution is a instead dead-end piece of cognition for the instructor. It would be more helpful to happen out the restrictions of the manner they presently see the undertaking. Knowing how they see the procedure and what they say to themselves while making it, provides you with a get downing topographic point to learn them to work out more complicated jobs. † The popular method of happening A? was halving and halving once more, which led me to revise the inquiring by inquiring how to happen 1/5th of 30. This in bend led to treatment of division and generation, and through the discourse it became evident that many had troubles with times tabular arraies. As it was non my aim in this lesson to revise times tabular arraies, generation grids were made available to students who asked for them. More students asked for the grids than I had expected, which I believe was declarative of a general deficiency of assurance with mental maths. As a signifier of distinction this was effectual for those who needed the grids, but may besides hold led to others seeking an â€Å" easy option † . In the hereafter I would seek to administer such AIDSs to merely those I believed truly needed them. However, with the usage of the generation grids it was a straight-forward following measure to travel to non-unit fractions, and all students showed sensible ability to happen fractions of measures. I stated in the debut that the intent of this lesson was mostly to execute a diagnostic appraisal. As a consequence of the lesson I had gained a assurance in my students ‘ ability to manage fractions sufficiently good to come on to the following phase. I had non, nevertheless, asked my students to self-assess whether they felt the same. As a consequence, when, towards the terminal of the whole subject, I asked the students to self-assess how they felt about the assorted parts of the subject, I was surprised to detect that about all felt that they were unable to â€Å" make fractions † . It would look evident that although I believed my students had achieved the acquisition result, by the terminal of the subject they did non portion that belief. If I had instigated self-assessment during this lesson, the consequence may hold been different, but I will ne'er cognize for certain. I agree, with the suggestion of Weeden, Winter and Broadfoot ( 2002, p73 ) , that using effectu al signifiers of ego appraisal will do students â€Å" more responsible for and involved in their ain acquisition † . This is an country that I will necessitate to look to better as I move frontward into my following stage of instruction, as â€Å" it is far more valuable for pupils themselves to take part in the appraisal procedure than for instructors to be the exclusive proctors of advancement. † ( Morgan, Watson and Tikly, 2004, p134 ) . Even though the declared intent of the lesson was diagnostic appraisal, I made some effectual usage of formative appraisal during the lesson. For illustration, I used oppugning to place the students ‘ methods, and so adjusted my oppugning in response to their replies. While this was effectual, there was range for improved usage of oppugning, to examine deeper into their degree of apprehension.Ratio and ProportionThe chief instruction of ratio and proportion was spread over three lessons. Over that period we progressed from basic apprehension of the algorithms to application of the algorithms to â€Å" existent life † type jobs. As the work was spread over three lessons I was afforded the chance to reexamine the work in students ‘ books. Mindful of the research findings ( Black et al. ; Butler ; Clarke ; Thorndike ; in Stobart, 2006 ) , I restricted my marker to placing errors and doing remarks. The research of Thorndike, carried out about a hundred old ages ago, highlighted the comparative consequence of delegating classs to work, i.e. the assignment of classs taking to pupils comparing themselves against one another. This is supported by more recent research summarised by Clarke, ( 2005 ) , to boot doing a nexus to the importance of measuring attainment against the larning aims instead than against other students. My purpose in placing students ‘ errors was to be able to turn to mistakes and misconceptions in subsequent lessons. I was able to make this to some extent, but I do non hold the grounds of a follow-up appraisal to be able to corroborate whether this was wholly successful. The comment-only marker should hold been followed up by leting the pupils clip to reexamine the remarks, and re-work their replies in line with the remarks, as stressed by Black and William ( in Clarke, 2005 ) . I did non let sufficient clip for this to be done. It may besides hold been good at this phase if I had asked the students to notice for themselves on their work, as recommended by Clarke ( 2005 ) . She suggests this as a signifier of self appraisal, whereby the student, holding identified an country for betterment, would discourse the suggestion with the instructor. The in agreement betterment would so be made either in lesson clip or as a prep activity. In general, the planning of clip to let students to utilize the feedback they have received, and the subsequent appraisal of the effects, is an country of failing that I will necessitate to better if my feedback is to be genuinely formative. Another country of appraisal which I was trying to utilize during this instruction was effectual inquiring. I found a figure of troubles with effectual oppugning in this category, which may good be common across most categories. The first challenge was trying to guarantee all students were involved, without seting undue force per unit area on students who are non comfy replying inquiries in forepart of the whole category. The usage of mated activities helped in some instances, as students were able to give â€Å" squad † replies and support each other if required. Team- or pair-working is a method which I should look to widen in the hereafter, for usage with higher-order inquiries, and to promote the usage of more mathematical linguistic communication. The usage of â€Å" Study Buddies † has been shown to promote non merely mathematical talk and look, but besides peer-assessment and self-reflection ( Lee, 2006 ) . My efforts to guarantee all students were involved in replying inquiries led to some really awkward silences as I allowed the recommended ( Black et al. , 2003 ) wait-time. With one peculiarly quiet student whom I ne'er persuaded to reply a inquiry, the issue turned out to be merely one of being â€Å" afraid to acquire it incorrect † – this was a truly unfortunate state of affairs as it transpired from the terminal of topic trial that she had an first-class appreciation of the work. Not merely was her reserve making her a ill service, but the remainder of the category would besides hold benefited greatly from her part. In add-on, even if she had â€Å" got it incorrect † , this excessively would hold been of benefit. As Lee ( 2006, p26 – 27 ) states â€Å" a incorrect reply, possibly more than the â€Å" right † one, helps the instructor buttocks what further larning students need. †End of TopicAt the terminal of the subject I decided to tra nsport out two pieces of assessment – a summational trial and a brooding self-assessment. The summational trial besides included some points from the old subject I had taught this group. Its intent was to set up how good the students had remembered subjects they had been taught throughout the old six hebdomads. I was fortunate that this trial took topographic point at the start of â€Å" Christmas hebdomad † , when it was normal pattern in the school for lessons to be more relaxed. This allowed me clip to speak separately with each student, to discourse what they had done good and where they may hold had misinterpretations. I was concerned that the students were more interested in the grade they had achieved than in the feedback I was able to give them about their acquisition. Harmonizing to Weeden, Winter and Broadfoot, ( 2002, p115 ) this is non uncommon, as â€Å" the accent is ever on grade or class and seldom do students truly care about what they really achieved. † Although this was designed as a summational appraisal, I was besides able to utilize it formatively by placing a common job with algebra, and turn toing this in the last lesson of term, thereby utilizing â€Å" the wake of trials as an chance for formative work. † ( Black et al, 2003, p55 ) They besides conclude that â€Å" summational trials should beaˆÂ ¦ a positive portion of the acquisition procedure. † ( 2003, p56 ) The self-assessment took the signifier of the production of postings summarizing all they had learnt about Ratio and Proportion. The appraisal showed a assorted degree of apprehension, and ability to pass on that apprehension, within the category. One group showed an first-class apprehension and had clearly referred back to their books to guarantee that they included all the stuff right. The EAL pupil had trouble with this activity, so I encouraged him to be really ocular with his posting. Others had taken hapless notes during the instruction and struggled to remember the information – this, in itself, was a utile acquisition point for them, as they consider the quality and utility of what they write in their books. ( Two ( contrasting ) postings are included in Attachment A ) . Overall, this was an effectual drawing together of the subject, and enabled the students to self-assess their ain acquisition, as the production of postings â€Å" aˆÂ ¦ requires pupils to reflec t upon and organize their cognition in order to pass on it † ( Morgan, Watson and Tikly, 2004, p151 ) Although this self-assessment enabled students to reflect upon their acquisition, as it took topographic point at the terminal of the subject I was unable to supply an chance for students to set their contemplations into pattern. The appraisal can non hence be described as genuinely formative. An excess lesson would hold enabled the students to move upon their contemplations, thereby doing the assessment formative.General FindingsExcessively Much MaterialA repeating job with many of my lessons was trying to suit excessively much stuff into each lesson. This resulted in me travel rapidlying to â€Å" acquire through † the lesson. I therefore allowed deficient clip for examining and higher-order inquiries. This was to the hurt of my instruction and my students ‘ acquisition as â€Å" instruction is more than make fulling a kid with facts. It starts with presenting hard inquiries † ( Spendlove, 2009, p32 ) . I was losing chances, non merely to dispute and excite some of the students, but besides to measure the deepness of their apprehension and place misconceptions at an early phase.Communication and QuestioningMuch formative appraisal can be achieved by effectual communicating and oppugning. Black et al. , found effectual oppugning â€Å" aˆÂ ¦ led to richer discourse, in which the instructors evoked a wealth of information from which to judge the current apprehension of their pupils. † ( 2003, p41 ) However, many secondary school students appear to be fresh to constructive treatment in a lesson environment, and there are considerable challenges involved in altering this state of affairs, particularly if outlooks of communicating are non consistent across a school. Add to this the excess linguistic communication dimension of the â€Å" mathematics registry † as Lee ( 2006 ) calls it, and it goes some manner to explicating the trouble I had in promoting students to speak about their mathematics. While it may be disputing, the benefits of effectual communicating to pupils ‘ larning justify attempt being spent to better the quality of communicating in lessons, as â€Å" larning can non take topographic point in a vacuity and it is at its best when there is a rich bipartisan duologue between instructor and scholar and scholar and scholar. † ( Spendlove, 2004, p44 ) The countries of communicating in which students are encouraged to go involved include replying inquiries, and explicating their thoughts and methods. This can show farther troubles with the usage linguistic communication, peculiarly for students with EAL, who may happen themselves wholly excluded from the discourse. Another group of students who may hold a similar job are those for whom such communicating is unfamiliar outside school. â€Å" Children aˆÂ ¦aˆÂ ¦ . from families where English is non the first linguistic communication may be disadvantaged by trust on unwritten interaction. † ( Morgan, Watson and Tikly, 2004, p150 ) The fact that all students are larning a new mathematical linguistic communication together could be seen as a leveler for the EAL pupils, as all pupils â€Å" aˆÂ ¦need to larn how to utilize mathematical linguistic communication to make, control and show their ain mathematical significances. † ( Pimm, in Lee, 2006, p18 ) . Much of the linguistic communication will necessitate to be learnt by both EAL and non-EAL students. As a instructor purpose on promoting the usage of mathematical discourse as portion of formative appraisal in my instruction, I will necessitate to run into these challenges creatively.ExpectationsAs mentioned earlier, I set unvarying â€Å" high outlooks † for all my students, but I had given deficient consideration to the comparative nature of the word â€Å" high † . Whilst I believe that I am right to anticipate all of my students to accomplish an apprehension of what they are being taught, how fast and to what degree are things that need to be separately agreed. This so leads to the ability of students to measure their ain advancement against agreed marks and aims. I found that one student in the category ne'er did any work in the lesson until his outlook for that lesson had been separately negotiated with him. He would so bring forth some first-class work, by and large transcending my outlooks. Ollerton, ( 2003 ) relates the importance of students disputing themselves against their ain marks, instead than viing against one another, and that in such a civilization, outlook can be high but accomplishable, holding been negotiated and agreed between student and instructor.Assessment Against LevelsA trouble which has permeated my first instruction pattern has been the definition of â€Å" degrees † at which students are working. There has been an accent placed upon students being cognizant of the degree at which they are working, and being able to measure for themselves how they are come oning against those degrees. There is a danger, nevertheless, that this can take to â€Å" clicking boxes † for each point required within the degree , without needfully developing the apprehension behind the capable stuff. This is similar to the issues raised by Skemp ( 1976 ) , sing the importance of Relational Understanding as opposed to Instrumental Understanding. It is certainly possible for a student to be assessed, both by themselves and their instructors, to be working at degree 5, for illustration, while missing the relational apprehension to use their accomplishments in other countries. I tested this concern with a Year 6 student, with current maths degree ( instructor and trial ) assessed as degree 4a/5c. Without any learning about the topic of ratios ( other than a definition of the word ratio ) , this student was able to use bing mathematical cognition and apprehension to right work out ratio and proportion inquiries graded at degree 6. My twelvemonth 9 students on the other manus, while theoretically working at the same degree, and after several lessons on the topic, were unable or unwilling to utilize their accomplishments to undertake jobs which differed from 1s they had seen antecedently. ( I say unwilling, as I suspect some of their reserve was due to a deficiency of assurance in their ability to undertake more ambitious inquiries. ) So, while both the twelvemonth 6 student and the twelvemonth 9 students are assessed as working at the same degree, my belief is that the twelvemonth 6 student shows a far greater relational apprehension, while the twelvemonth 9 students show about merely instrumental apprehension. This is supported by findings which indicate â€Å" learning how to go through trials means that pupils may be able to go through even when they do non hold the accomplishments and understanding which the trial is intended to mensurate † ( Gordon and Reese in Harlen, 2006, p79 ) . The two groups come from different backgrounds and different acquisition experiences, so it is non possible to pull any decisions, other than to state that the assignment of degrees would look to give small information sing mathematical apprehension and attainment. It is possible that the twelvemonth 6 student has been encouraged to transport out more self find of mathematical constructs, an activity in which the twelvemonth 9 group were loath to prosecute. It concerns me that students are encouraged to mensurate their accomplishment by being able to click boxes instead than understand and use their mathematics. This leads to the consideration of students ‘ motive – what they want to acquire from their instruction.Motivation to LearnA uninterrupted challenge in all lessons has been promoting students to desire to larn. Pupils frequently ask the inquiry, â€Å" Why do I need to cognize this? â€Å" , and I confess to sometimes happening this a hard inquiry to reply. One of the primary countries I would seek to better in my instruction is my ability to actuate my students to larn, but first I must understand motive. There are two chief types of motive which encourage students to be in lessons ( as defined by Harlen, 2006 ) – extrinsic, where they are motivated by an external end such as deriving a making, and intrinsic, where they are motivated by the end of larning itself. â€Å" Intrinsic motive is seen as the ideal, since it is more likely to take to a desire to go on larning, than larning motivated extrinsically. † ( Harlen, 2006, p62 ) , and â€Å" intrinsic motive is associated with degrees of battle in larning that lead to conceptual apprehension and higher degree believing accomplishments † ( Kellaghan et al. , in Harlen, 2006, p63 ) . So, possibly I could hold used appraisal more efficaciously to increase the intrinsic motive of my students. The work of Harlen, ( 2006 ) identifies possible negative effects of appraisal on student motive, which mostly relate to summative appraisal and judgmental feedback. She besides goes on to depict patterns that maintain motive degrees, including affecting students in self-assessment ( Schunk ) , and the usage of feedback from regular classwork. None of this, nevertheless, leads to a decision that appraisal can assist increase intrinsic motive. Further factors need to be considered in finding whether this is the instance. There is surely grounds that formative appraisal can raise achievement degrees, as identified by Black et Al ( 2003 ) , but I do non believe that is needfully the same as raising intrinsic motive. Increased intrinsic motive is most likely to originate from bring forthing a echt involvement in what is being learnt, and hence lead to a desire to go on that larning throughout life. As Clarke ( 2005 ) claims, affecting pupils in their ain acquisition procedure has had the proved consequence of making life-long, independent scholars. Harlen ( 2006 ) describes two types of involvement – single involvement and situational involvement. Students with single involvement in mathematics will persist more and are likely to accomplish good. Sadly, nevertheless, non all students will hold single involvement. Either signifier of involvement will promote students to be involved in acquisition, so the instructor must try to make situational involvement, for illustration, through games. Having encouraged the students ‘ engagement through situational involvement, non merely will they get down to larn, but they may besides develop single involvement. One of the keys to making situational involvement is guaranting the students know what they are larning and why, and so supplying formative feedback to the student. Hence the importance of formative feedback in making involvement, taking to intrinsic motive. â€Å" no curricular inspection and repair, no instructional invention, no alteration in school administration, no toughening of criterions, no rethinking of instructor preparation or compensation will win if pupils do non come to school interested in, and committed to, larning. † ( Steinberg, in Weeden, Winter, Broadfoot, 2002, p9 ) It appears, hence, to be of critical importance that instructors use formative techniques to increase the intrinsic motive of their students to larn. At the same clip, they should avoid actions which will cut down their intrinsic motive.DecisionsThere have been several surveies over the old ages sing the impact of appraisal on students ‘ acquisition, notably the work of Black and William, at the abetment of the Assessment Reform Group. These surveies have concluded that for appraisal to raise the criterions of students ‘ attainment it must be used formatively. ( Black et al. , 2003 ) Reflecting upon my ain instruction and my students ‘ acquisition, I must admit that there are many ways in which my pattern can be improved. These include usage of higher-order inquiries, leting for self-discovery of mathematical constructs and leting clip for students to move upon feedback. It is still a duty of the instructor to fix students for external scrutinies, and to describe advancement to interested parties. As such it is necessary to strike a balance between the usage of formative appraisal to back up acquisition, and summational appraisal for coverage intents, but besides to fix students for taking external scrutinies. However, â€Å" There is ample grounds that the alterations involved ( in bettering formative appraisal ) will raise the tonss of their pupils on normal, conventional trials. † ( Black et al. , 2003, p2 ) The expression goes, â€Å" the hog does n't acquire fatter merely by being weighed † . Harmonizing to Weeden, Winter, Broadfoot, 2002, p36, Formative Assessment could be an exclusion to this regulation. In this peculiar instance, repeated and ongoing appraisal could really assist to better the quality of acquisition, if the information gleaned from the appraisal is used to do it go on.