Social Smoking

One potentially important factor is social influence (Van den Putte, Yzer, & Brunsting, 2005), as this has been shown to be a significant predictor of the uptake of smoking (Kobus, 2003; Mayhem, Flay, & Mott, 2000). An important model which explicitly takes into account social influence and the role of the social environment is the theory of planned behaviour (TPB; Ajzen, 1991). This theory proposes that people’s intentions to behave in particular ways are informed by three main factors: their personal attitude towards the behaviour; their perceptions of social pressure from significant others to perform the behaviour, or subjective norms; and the amount of control they believe they have over performing the behaviour, or perceived behavioural control. In the smoking domain, TPB variables have been shown to predict both quitting intentions (Abrams & Biener, 1992; Droomers, Schrijvers, & Mackenbach, 2004; Godin, Valois, Lepage, & Desharnais, 1992; Norman, Conner, & Bell, 1999) and actual quitting (Godin et al. , 1992; Norman et al. , 1999), as well as the uptake of smoking among adolescents (Wilkinson & Abraham, 2004). Of primary interest to the present study is the role of subjective norms. Out of the three main TPB variables, norms have generally been shown to have the weakest effect on intentions (Armitage & Conner, 2001; Godin & Kok, 1996). However, it has been argued that this is due to the poor measurement and inconsistent conceptualisation of norms (Armitage & Conner, 2001) or the lack of variation of norms within a culture at any point in time. Research by Wiium, Torsheim, and Wold (2006) demonstrated that different kinds of norms differentially influence intentions and behaviour, and argued that the assessment of different kinds of norms in the TPB model can both extend the concept of ‘norm’ and improve its predictive power. In the present study we distinguish between norms from significant others (i. e. erceptions of what significant others believe about smoking) and societal norms (i. e. perceptions of what society in general believes about smoking). In this respect, we depart from previous smoking research that has treated these kinds of norms as two components of a higher order social norm (e. g. Hammond, Fong, Zanna, Thrasher, & Borland, 2006). We argue that it is important to distinguish between these two sources of normative influence, as individuals’ perceptions of the broader social desirability of smoking may differ from their perceptions of what their significant others believe. This distinction is particularly important when examining cultures that have quite different normative environments regarding smoking. In some countries, such as Australia and the USA, smoking has become a socially undesirable behaviour. This has occurred, at least partially, through decades of communication about the harms of smoking and a range of tobacco control policies, including the reduced capacity of tobacco companies to promote their products, health warnings on cigarette packs, and restrictions on where smoking is permitted. However, the social undesirability of smoking is not a global phenomenon. Some countries, such as Malaysia, have had a comparatively tobacco-friendly environment, with a relative lack of strongly enforced tobacco control policies and a higher prevalence of smoking than in many Western countries, at least among men. Nevertheless, individual Malaysian smokers’ families and close social networks may still disapprove of smoking. Thus, it is of interest to examine the relative influence of these two potentially opposing smoking norms on quitting intentions in different countries.

HRM policies in support of organizational objectives Essay

Employee role for achieving organizational objectives is based on several factors. Each factor is either interrelated to other or may have direct impact on employee performance considering strategic HRM policies. Rewards play a very important role in influencing employee behavior towards meeting organizational goals and increasing their motivational level that positively supports organizational commitment. Different jobs have diversifying demands for the offering of benefits to employees depending on the constituencies of each benefit system. However, employees focus on goals achievement behavior and thus adopt a comprehensive policy for providing benefits to employees. These benefits include on-service perks and bonuses off-service compensation packages in the form of different pension plans. Benefits and rewards system affect a set of individual factors that in combine enable the organization to implement their strategic HRM policies as for supporting organizational objectives. It must be ensured that these benefits and compensation system complies the equity principle thus increasing the harmony and address the recognition, employee rights, motivation, behavioral control, and employee performance management issues. These benefits are directly dependant on the type of the job and employee demands. Younger employees are seem to be more oriented towards higher pay earnings whereas old employees show long term return concern in terms of pension and retirement packages. Implementation of strategic HRM policies in organization becomes great challenge due to resistance by employees as such policies also concern change management in uncertain market conditions. Companies offer numerous benefits such as annual bonuses, perks, overtime allowances, plussage, premia, and other incentives either based on individual performance or group performance. Such bonuses are essential if companies aim at getting benefit from the skills and services of employees for longer term, due to unique skills and potential capability to grow in organization in future. Overtime allowances and premia are essential to motivate the employees for working in odd working timings or more than the usual working hours. In order to support short run operations of firm such allowances enable policy makers to achieve objectives through effective utilization of HRM policies. In order to classify the performance of employee in manufacturing concern firms performance based bay deem appropriate facilitating rewarding the employees based on the results and goals achieved. Concerning the goal based approach, performance based pay is productive to regulate and motivate employees towards achieving higher productive outcomes measured in terms of quantifiable objectives. In contrast to that, skill based pay supports the strategic HRM policy implementation when organizations are unable to classify the objectives in real terms; objectives are set based on the viability of employees to achieve through utilizing their skills qualitative in nature. It must be ensured that skills based rewards require assessing the monetary rewards considering the impact of business growth expansion. Positively valuing the competency of employee increases the motivation level and subsequently results in greater organization commitment. However, this pay system is not suitable to achieve organization objectives in rapidly changing working environment as specific skills become obsolete due to inadequacy to conform latest business requirement. Strategic HRM policies aimed at assessing the potential opportunities for firm in long term by involvement of employees in decision making thus setting the common goal set as corporate objective. Pension plans offer more convenience to firms when they need to retain employees for longer duration; thus in order to profound the policies on regulating employees, pension plans convey the focus towards increasing employee performance aligning to organizational objectives. Occupational pension schemes in addition to state pension scheme offers employee recognition based on their service duration; proper conveying the return outcome to employees especially who are more oriented towards organization goals achievement and shows higher level organizational commitment. Group personal schemes in addition to state pension scheme increases the capability of organization for delivery of HRM policies to sustain in market for longer duration; employees involvement in such programs shows the willingness of employees to understand the organization objectives and potential capability associating to aligning behavior and driving the employees in a particular directional objectives of organization. In addition to pension benefits to permanent employees of organization, adjoining compensation packages and rewards giving the allowances such as sick pay, overtime allowances, and fringe benefits in the form of premia, special compensation for higher research studies, and providing utility facilities such as company maintained cars, employee health insurance, medical allowance, providing company maintained house for specific number of employees. These rewards affect the intrinsic motivational factors of employees due to trust of company being shown in employees by offering various forms of rewards and benefits; classifies the ability to deliver strategic HRM policies based on the situation need and ability of employees of conform. Flexible benefits given to employees are more suitable due to its convenience in practical implication in driving employees’ behavior pertaining to the objectives setting and long term goals achievement. HRM policies must deliver the clear information to employees for the related expectation and demands that address the organization goal setting and strategies adopted to achieve such goals.

I can not help but wonder why they would do this to me. I have been at peace with these humans for many years

For 300 years I have guarded my treasure. My family and I had taken it from a human's town that we once fumed upon. I took my share and placed it on the upland heath concealed in a barrow. No man should have seen it or even caught a reflection of these jewels sparkling in the light of the sun. I was isolated from this world because of what I am, the fire-drake, they call me. When Hygelac was king I did not bother his people often, even when the new ruler came to power for 50 years I did not bother his kingdom. A dirty human then snatched one of my treasure pieces right out of the barrow. The day I came back to my lair I knew something was missing. The precious cup made of gold and jewels had disappeared. Angry and full of rage I set forth to seek out the wretched thief, while returning to my barrow numerous of time to see if my eyes had deceived me. The gold treasure-cup was still no where to be found. I will burn them all to ashes. The fury that I possessed was uncontrollable. I could feel the anger slowly making its why through my body, and until I found the thief I was going to contain it. There were so many of these creatures how was I to know which one had my treasure-cup. They are all alike it does not matter who stole my gold treasure-cup. † Do not think to start anything with these humans Draco,† I turned around to see that it was my father and the leader of my kind, Drace. † You do not understand. I will not let these so called humans take advantage of me.† † It was just one golden treasure-cup that is all!† Why is Drace not agreeing with me? † It is that it was my treasure-cup and they came and bothered me first!† I roared back. † You are on your own then. For if one gold treasure-cup is worth starting a war over then so be it! But let this be known that I will not help you in any way. This is your battle. But let me also warn you of a man called, Beowulf, for he is unlike the rest of their kind.† With that, Drace left, and I was alone once again. The fact that my family was not on my side did not help the fact that I wanted to conceal my anger until the right time. I went out and nearly burned everything to the ground. That was my big mistake for now my barrow was now visible to any eye. I knew that they would soon come after me. I knew that some of these humans were not cowards. I began to prepare myself for the upcoming battle. I did not have much to fear, for my breath could do more harm than all of their swords combined. It still would have felt good to know that I had my family behind me. Shhh.. What was that? I know that they could not be coming for me so soon. Sweat begins to pour from his pores. I must remember that they are only humans. As the barbarians moved up the mound towards me I could see their leader very clearly. For he walked with his head high and look the strongest of all. This must be the man, Beowulf, that my father was talking of. But something about him caught my eye, why he did not look his age, but in his eyes I could tell that he had gone through many winters. Gaining back my confidence I proceeded upon them. Ha! Look at that old fool. Does he really believe that he can defeat me. The leader prepared himself for battle by putting up his shield. Ha! That shield will not protect you old fool. The man Beowulf swung his sword and I roared as it made contact with my body. The strength of this blow was something that I had never felt before. I was sure I had been wounded, but as I look not even a scratch was on me. I'm invincible! The look of shock replaced the courageous expression Beowulf once had. I enveloped him with a huge flame of fire I produced at that exact moment. The other humans with him ran off like cowards towards safety. The leader was left there fighting off the flames. I stopped in rejoiced in my glory, but the second I was going to end his life, the only noble warrior of his pushed him out of my grasp. This man was trying to save his leaders life. He was whispering something to him in a language I could not make out. Roar! I rushed at them and through the flame I could see the man protecting his leader. The leader shaking stood up and swung his great sword-blade and hit my head. Staggering, I saw the sword break. Running towards them I sunk my fangs into the throat of the man, Beowulf. As I turn I felt the blade of another sword. This time there was pain. The other man had drawn his sword upon my body and I was wounded. My vision began to fail and in pain I try to gather my strength back. Beowulf removed an object from his corselet and sharp sensations overwhelmed me.

Natural Environment Essay

IB Environmental Science and Society. In this class, we focused on the ways that society affects our environment and vice versa. It opened my eyes to the fact that we can be environmentally conscious while utilizing our natural resources. I became determined to become involved with the oil and gas industry that provides so much support for Alaska’s economy, while considering the unique environment around us. I have been accepted to and intend to attend the University of Alaska Fairbanks to study Petroleum Engineering, with a minor in Environmental Politics. This particular program focuses on Alaska’s unique petroleum resources and environment. My Environmental Politics education will be a beneficial supplement and balance to my study of petroleum engineering, as I will learn the necessary precautions that must be taken when handling natural resources, and also because I will be exposed to the political issues surrounding natural resource extraction on a local and global scale. I have been accepted into the UAF Honor’s College, which I intend to become a part of, in an effort to get the most out of my education and surround myself with other students that are as focused as I am. UAF also appeals to me given the opportunities for summer internships with oil companies that operate in Alaska, many of which lead to long-term jobs after graduation. I wholeheartedly intend to stay in Alaska, but I am also interested in the international programs offered by several large oil companies as a chance to see the way other parts of the world extract and utilize their natural resources. Though it still seems far off, I am also strongly considering going for a Master’s degree at UAF in Engineering Management to be competitive and more prepared to become a leader in my field. In my career, I am most interested in increasing the efficiency of oil extraction and transportation through technology, in order to maximize the productivity and environmental safety while minimizing cost and time. Outside of my employment, I also look forward to encouraging young people, especially girls, to pursue math and science related fields, as my mother and aunt have done for me, and it has made all the difference in my decision to pursue a challenging, male-dominated field with confidence. I am confident that I will be a strong addition to the team working in Alaska to utilize our resources and improve our economy, while protecting our environment.

Physical education Essay

Introduction Recent educational changes have spurred the need for assessment within the Physical Education field. Although it has always been part of the instructional process – Plan, Teach, Evaluate -it has not received the attention of many physical educators until recently. In the past it was not necessary to use assessment techniques for several reasons. Educators were not required to provide information on student performance to anyone. Both practicality of useful instruments and time needed to complete such assessments appeared to take away from the more relevant parts of teaching. In addition, professionals in the physical education field were not required to have defined learning outcomes for their students. Today, with the increased emphasis on accountability, physical education teachers in New Hampshire must rethink the place of assessment within their programs. The newly revised NH STANDARDS for Public School Approval (Ed 306 – effective 7/1/2005) addresses assessment in physical education as part of section 306. 41. It states: In the area of physical education, the local school board shall require that each school physical education provides: Sound assessment practices in physical education that: 1. Match goals and objectives; 2. Require evaluation and synthesis of knowledge and skills; 3. Emphasize higher-order thinking skills; 4. Clearly indicate what the student is asked to do; 5. Are at an appropriate skill level according to: a. State standard; and b. The needs of the individual; 6. Have criteria that are clear to students and teachers; 7. Are engaging and relevant to students; 8. Link to ongoing instruction; 9. Provide feedback to students; 10. Provide cost-effective benefits to students; 11. Reflect real-world situations; and 12. Emphasize use of available knowledge and skills in relevant problem contexts. In addition, assessment plays a key role in Follow the Child, a recently established New Hampshire Department of Education initiative, under the leadership of Commissioner Lyonel B. Tracy. This initiative, offered to New Hampshire schools and districts, helps schools foster student aspirations to promote student success through an emphasis on personalized learning and assessment and focuses on measuring student growth through all areas of each child’s life. To become a Follow the Child designated district, the school administrative unit (SAU) must show a commitment to several beliefs including the use of continuous assessment strategies. Therefore, it is imperative that physical education teachers are knowledgeable about assessment and utilize sound practices. 6 What is Assessment? Assessment refers to the process of testing and evaluating students to determine progress towards program goals. It is an important part of any sound physical education program because it helps teachers to measure students’ current levels of ability, progress, and their own teaching  effectiveness. A quality assessment model in physical education involves: 1. formally stating the instructional objectives (cognitive, psychomotor, affective) 2. pre-assessing the students 3. measuring the achievement of objectives using valid and reliable tests during and after the delivery of appropriate instructional activities 4. evaluating student progress towards meeting the objectives 7 What are the Principles that Guide Assessment? A quality assessment model is based on three principles: 1. Establish appropriate instructional objectives using national, state, and local standards or guidelines. 2. Select/use appropriate measures to determine student progress towards meeting instructional objectives. Assessment can take many forms. Both formal and informal tools can be used. (See â€Å"What are the Approaches to Assessment? †) 3. Develop an evaluation scheme that reflects the attainment of instructional objectives. While grading is part of the evaluation scheme, it should not be the only outcome. (See â€Å"What is the Relationship between Assessment and Grading? †) 8 What Do the Components of an Effective Assessment Measure? For an assessment measure to be effective, it needs to include: 1.validity – Does it measure what it claims to measure? There needs to be agreement between what the assessment measures and the performance, skill, or behavior the assessment is designed to measure. For example, if a test is designed to measure cardiovascular endurance, one must be confident it does so. It is important to remember that validity is specific to a particular use and group. An assessment might be valid for one age group, but not valid for a different age group. 2. reliability – Does it measure consistently? A reliable assessment should obtain approximately the same results regardless of the number  of times it is given. For example, an assessment given to a group of students on one day should yield approximately the same results if it is given to the same group on another day. 3. objectivity – Does the measurement yield highly similar results when administered by others? For example, an assessment has high objectivity when two or more people can administer the same assessment to the same group and obtain approximately the same results. 4. feasibility – Is the measure straightforward and easy to set up and administer? The following administrative considerations may help one determine the feasibility of an  assessment. a) Cost: does the assessment require expensive equipment that one does not have or cannot afford to purchase? b) Time: does the assessment take too much instructional time? c) Ease of administration: Does one need assistance to administer the assessment? If so, how will these people be trained? Are the instructions easy to follow? Is the assessment reasonable in the demands that are placed on those being assessed? d) Scoring: If another person is needed to help administer the assessment, will it affect the objectivity of the scoring? (For example: A person is needed to pitch the ball to  the hitter in a softball hitting assessment. ) 5. usefulness – Can the results be used for valid educational purposes such as self-appraisal, program planning, or reporting progress? For example: A worksheet is given to a student so one can demonstrate knowledge of skills/games. The results could provide to the student an idea of how much is known about skills/games (self-appraisal), to determine where in the lesson this information should be covered (program planning), and/or as part of calculating students grades (reporting progress). 9 What Are the Purposes of Assessment? 1. Student Learning: Assessment is a way for educators to measure progress, strengths, and areas of growth. Many teachers assess their students using a pre-test, mid-term, and post- test to gauge student learning. This may take place throughout a unit or the entire school year. 2. Improvement of Teaching: Teachers use assessment to determine what is effective in their teaching practices; what is working and what needs improvement. A variety of assessment tools may be used in order to determine what types of instruction are most beneficial in meeting the needs of students. 3. Communication: Assessment should serve as a means of communication between educators, students, administrators, and parents. Parents and students often look at assessment to see WHAT is being learned, HOW progress is being measured, and the TYPE of instruction being received. Educators and administrators use assessment to evaluate teaching practices and to determine if there are gaps in the curriculum. 4. Program Evaluation: Assessment can prove a good measure of one’s program, revealing evidence of the effectiveness of that program, throughout the year, assessment can offer  direction to the program and modifications can be made to increase both student and instructional success. 5. Program Support: Consistent assessment can be used to validate one’s program. Data gained is objective and can show evidence of goals and objectives being met by both student and teacher. With clear data presented, a strong measure of program support may follow. 6. Motivation: Assessment shows progress. When improvement is shown, students feel Positive about their learning environment. Documented assessment can offer proof of growth, thus enhancing students’ motivation to perform to the best of their ability. 10 What Should be Assessed? The Three Domains of Learning Throughout a child’s development there are three domains of learning that exist in order to educate the whole child. Psychomotor, cognitive, and the affective domains give meaning to learning. These are essential in allowing a child to explore the learning environment and obtain as much information about the world as possible. The three Domains are: 1. Psychomotor- The performance component; exploring one’s environment and gaining skills throughout the process. 2. Cognitive-The knowledge component; thinking, associating experiences with learning. 3. Affective-Personal and social development. Providing children with opportunities to interact with others in order to gain a sense of themselves and those around them. Incorporation of the 3 Domains in Physical Education According to David Gallahue, in physical education the three domains are interwoven to give meaning to movement. When children understand WHY their body functions the way it does (cognitive), they can begin to attain skill competency (psychomotor) and associate positive feelings with physical activity (affective). a. Psychomotor domain -the heart of physical education is developing competent motor skill abilities. b. Cognitive domain- an understanding of movement concepts and principles that allow children to become more efficient movers and learners through movement. c. Affective domain – development of acceptable social and personal behaviors in physical activity settings that allow for a productive learning environment with students working responsibly both individually and as members of a group. Assessment of the Three Domains in Physical Education When assessing the psychomotor domain, one is measuring the development of motor skills and health related fitness. For example, at the primary level, students demonstrate skipping by  performing the skill using the step, hop pattern or at the intermediate level, students participate in the FitnessGram assessment program. When assessing the cognitive domain, one is measuring student knowledge of movement concepts, principles, strategies and tactics. For example, at the middle school level students articulate the skill pattern of the underhand throw (â€Å"ready, swing back, step, follow through†) or describe a strategy used to defend territory during an activity. 11 When assessing the affective domain, one is measuring the development of acceptable social and personal behaviors in physical activity settings. For example, at the high school level, students fill out a self reflection about their performance, complete a peer evaluation or identify, follow and, when appropriate, create safety guidelines for participation in physical activity settings. 12 What Are the Approaches to Assessments? What is Formal and Informal Assessment? Teachers can collect information using either formal or informal evaluation. Formal assessment is usually standardized. This standardization allows the teacher to interpret student performance and provides an objective way to assess learning. Informal assessment, sometimes termed alternative/authentic assessment, often relies on observation techniques. What is Traditional Assessment? The term traditional assessment is used to describe the means of gathering information on student learning through techniques such as multiple-choice, fill-in-the-blank, and matching questions, as well as essays. These approaches are particularly useful in assessing students’ knowledge of information, concepts, and rules. They are also appropriate for assessing students’ knowledge of the terms and processes involved in a career. Because factual knowledge of information is one important aspect of applied technology, carefully  designed multiple-choice and matching questions can enable the teacher to quickly assess student mastery of content knowledge. However, an effective assessment evaluates knowledge of facts as well as the connection to a broader body of knowledge. Proficiency in applied technology depends on the ability to know and integrate facts about all aspects of industry into useful constructs. What is Alternative Assessment? Teachers from all academic fields are now being held accountable for the performance of their students. This level of accountability requires teachers to document student learning. In addition to  traditional assessment, more physical education teachers are incorporating â€Å"real-life† learning in their classes. These alternative or authentic assessments focus on the use of what is learned in real- life settings. â€Å"Alternative assessment techniques can be applicable to using assessment as a â€Å"learning experience† that is part of the instructional process rather than something that is â€Å"done to† students (Rink, 2006). Alternative assessment takes time. The teacher must balance the need for reliable and valid information against the practical issues involved in limited program time and too many students. Yet these assessments are gaining in popularity because they tend to focus on more meaningful â€Å"real-life† learning. Authentic assessment focuses on the use of what is learned in real-life settings. Alternative assessments techniques can be used for all of the learning domains and are most applicable to using assessment as a â€Å"learning experience† that is part of the instructional process. Most alternative assessment relies heavily on the assessor making a judgment about some performance. This performance could be about a physical skill or ability, an affective or cognitive behavior. 13 What are the Different Types of Assessment that are Used in Physical Education? Many types of assessments can be used by educators to collect information and provide students with a variety of learning experiences. The following are a few types of assessments used in physical education. After each type, the approach (formal or informal) is noted in italics. . Observation is one of the most common forms of assessment used in physical education. Observational data is a useful form of assessment for the teacher to assess student performance. It is also one of the most useful self and peer assessment activities. When the students are provided a set of criteria to assess their performance or the performance of others, they are learning what is important in what you are trying to teach them and learn to focus their efforts on improvement. (Rink, 2006). An example of each assessment noted below has been placed in Appendix I. †¢ Checklist: associate with observation data; used to identify a particular behavior or characteristic of performance with established criteria. Informal †¢ Performance task: are meaningful â€Å"culminating† experiences that can be accomplished within a single instructional period. Examples would include a dance routine, warm-up routine, locomotor skill sequences, skit, role playing, and oral report. Informal †¢ Rating scale: associated with observation data; determines degree Informal †¢ Record of performance: ‘Snapshot’ of performance from daily tasks (i. e. win/loss, fitness scores, skill assessments) Formal †¢ Rubric: used to assess complex behavior; a multidimensional rating scale. Formal †¢ Student interview, survey and questionnaire: used to gather information on student thinking and feeling. Informal †¢ Student journal: are often used as a â€Å"notebook† where students are asked to reflect on their  performance/ express their feelings, perceptions and attitudes about their experiences in physical education. Informal †¢ Student log: Establish a record of participation or some other behavior or characteristic over time. Formal †¢ Student project: designed as a learning and assessment experience. Students are asked to investigate, design/construct, and present their work in some form. Formal †¢ Written test/worksheet: Is the most common form of assessment in all content areas. It is considered the best way for teachers to determine student knowledge. Formal A portfolio has not been listed above as a type of student assessment. Although it may mean many things to some, within this document a portfolio is considered a representative collection of learning over time. It should demonstrate progress and learning. Students today are part of a highly technological world. Therefore, assessments might include audio-visuals (posters, white boards, easels) and computer-assisted techniques (i. e. mind mapping, imovies, powerpoint, movement skill videos). These knowledge or performance assessments can be compiled in an electronic portfolio that would demonstrate learning over time. 14 Types of Student Assessment Used in Physical Education. There are many types of assessments that can be used by teachers to collect information. The type of assessment chosen needs to match the student learning goals. The chart on the following page is an attempt to provide several examples of both traditional and alternative assessments. The format was modified from the following resource: Hopple, C. J. (1995). Teaching for outcomes in elementary physical education. Champaign, IL: Human Kinetic 15 TYPES of STUDENT ASSESSMENT Traditional Approaches Alternative Approaches Teacher Generated Student Products Written Tests/Worksheets Selected Response. Formats Limited Open-ended Formats Audio/visual Written Performance Tasks Responses selected from given alternatives Brief, written response constructed Generated for exhibition/display Written response generated Physical or cognitive behaviors Multiple-choice Open response Banner Essay, story, poem Skit / role playing True & false Short answer Photo exhibit Research paper Officiate a game Matching /association Label diagram Artwork – black & white Anecdotal Fitness assessment Corrective true & false Fill-in-the- blank Videotape Student journal Debate Concept maps Personal fitness plan Oral report. Poster Student log Instruct a lesson Powerpoint Advertisement Interview imovie Brochure Showcase Audiotape Checklist Movement sequence – dance, gymnastics, locomotor, etc. Rating Scale Warm-up routine Rubric – teacher, peer, self Game play Model of athlete (clay, styrofoam) Record of performance Newspaper Magazine construction Reflection Student project Pre-assessment inventory Student survey, interview, questionnaire Editorial 16 Who Should Assess and Who Can Assess? There are a number of potential ways to assess within physical education. In order for assessment to be successful, it must be practical. The following will identify some ideas and suggestions that can make assessment feasible, useful, and meaningful for both the learner and teacher. Assessment can be completed by the teacher, student, or peer. The more traditional model where the teacher is assessing is often not feasible from a practical perspective. However, if one of the teacher’s objectives is to plan and provide opportunities that result in student responsibility, then it appears logical to involve students in the assessment process whenever appropriate. Self Assessment: Self assessment can be used throughout the instructional process. This provides  both a quick and practical way for the teacher to collect information. Student progress can be recorded using one or more of the following tools – student journal, notebook, index cards – that are completed and submitted to the teacher. Teacher Assessment: Simple checklists, rating scales, and/or rubrics can be used by teacher to assess student performance. In addition, the use of technology in the classroom or gymnasium can be used to assess student performance and student behavior. The videotape, CD and DVD can be viewed at a later time. Peer Assessment: With clear directions from the teacher, peers can collect information that can  indicate student progress. Again, checklists, rating scales, or rubrics can provide criteria for making judgments. Peer assessment requires students to focus on the criteria, allowing them to develop observation skills. For peer assessment to be effective, the teacher needs to teach the observational process. 17 When Should Assessment Occur? ssessment should occur on a continuous basis throughout the year. Assessment used prior to instruction (pre-assessment) could provide information about the students and help establish learning objectives. Assessment used during instruction can provide feedback to both the teacher  and students. Finally, assessment at the end of instruction (post assessment) can determine if learning objectives were met and/or if changes or more work in a particular area is warranted. 1. Formative versus Summative: a. Formative Assessment is done continuously throughout the learning and instruction period. This type of assessment provides feedback that can be used to alter, fine-tune, or modify what has been done. Both teacher and student can use the information gained to improve either teaching practices or learning methods. Traditionally, this is not graded but used as a diagnostic tool. b. Summative Assessment occurs at the end of the learning unit. â€Å"The purpose of summative assessment is to measure how well students have learned key content and skills as defined by the unit’s learning goals and objectives† (http://www. state. ct. us/sde/dtl/ta/seminarseries/online_seminars/phys_ed/4. htm) 2. Pre-Assessment versus Post Assessment: a. Pre-assessment tools are used at the beginning of instruction. Results from pre- assessment are used as a basis for setting reasonable and attainable goals. This allows teachers and students to identify and work on areas that need improvement. b Post assessment tools are used at the end of the learning unit to evaluate student progress and achievement. The post assessment results can be compared to the pre assessment results to measure how well individual students have mastered content and skills and to evaluate the effectiveness of instruction. c. Some of the assessment tools may be used for both pre-assessment and post assessment. For example, the Fitnessgram can be administered in the fall (as a pre-assessment) to help establish health-related fitness goals. Then it could be given again in the spring (as a post assessment) to measure process toward established goals. 18 Where Should One Begin? Using performance tasks for assessment: A performance task is a type of performance assessment in which students physically perform the skill or desired product to be assessed. If one chooses to use performance tasks for assessment the following suggestions should be kept in mind: 1. Choose a task that fits the level and is realistic for both teacher and students. 2. To begin, only assess 1-2 specific classes until becoming familiar with the process. 3. Find performance tasks that can be used to assess outcomes from more than one unit. 4. Use performance tasks for formal and informal assessment. 5. Use assessment stations, when possible. That way one can focus attention on fewer students at a time. 6. Record the names of students who do not perform the task (usually there are fewer). 7. When planning units, specifically plan for assessment time. Do not wait until the last minute to think about assessment. Using portfolio tasks for assessment: Portfolios provide teachers with an authentic form of assessment. They can be used by teachers and students to see progress over time. Physical education teachers need to adapt the use of portfolio tasks to their unique classroom setting. Useful strategies to do this include: 1. Portfolios need to last over time. Therefore, they need to be sturdy enough to handle a variety of papers. Students can personalize them, if desired. Make sure their names (last name, first name) are written in a common, visible place on the portfolio. 2. Decide what should go into the portfolio. This could be a combination of in- class and out-f-class work. Examples might include fitness scores, skill checklists, journal logs, fitness logs, reflections, and worksheets. 3. Store the portfolios by class in a crate or box with handles. Store them in an accessible place. 4. Develop a protocol for students to use when submitting work. 5. Make sure to plan time to review the work in the portfolios. 6. Begin using portfolios with 1-2 classes. In the beginning portfolio tasks may not be necessary for every unit. 19 How Do I Manage This Thing Called Assessment? Management is crucial in implementing any assessment strategy. Establishing assessment protocols will save teachers time and effort. The first step in effective management of assessment is to develop, teach, support students in practicing assessment protocols. Scheimer (1999) stated that assessment protocols provide students with an organized method for obtaining the assessment materials (i. e., paper, pencil, or portfolio), selecting a private area in the gym to complete the assessment, and collecting the materials at the end of the assessment episode. Examples of assessment protocols include: 1. distributing assessment materials 2. collecting assessments 3. ensuring names and dates on papers 4. arranging assessment materials (when teaching back to back classes) 5. dealing with insufficient assessment materials 6. accommodating nonreaders and/or non-English speaking students 7. accommodating students with special needs The following are suggestions for assessment protocols that have been used by effective teachers,  both within the context of physical education and regular classroom teachers. Each protocol can have its drawbacks – experimentation may lead to perfection. Each protocol may need to be modified depending upon the number of students, age/grade of students and use of student aides. Distributing Assessment Materials The key to this assessment protocol is getting the students involved. A class can be divided into smaller groups (no more than 8 students per group). Each group then has a specific equipment area where the necessary assessment materials (as well as the equipment needed for that lesson) are located. Before class begins, the teacher places the necessary assessment materials (and/or equipment) in each equipment area. When it is time to work with the assessment materials (and/or equipment), students go to their group’s equipment area, select the materials (and/or equipment) needed, and return to their designated work space. Collecting Assessments The teacher uses a moveable filing cabinet containing folders with identified markings as tabs. These 25† x 15† systems hold approximately 300 folders, depending on the amount of information collected. It is the students’ responsibility to submit or remove papers from the class or personal  student folder as requested by the teacher. Within each personal folder, files can be categorized by color paper inserts. 20 Ensuring Names and Dates on Papers To keep accurate track of submitted papers, have students write their name or school code, date, and class on each paper. The teacher can fill in the information for students who are absent as this will help keep track of students who have not completed assessments. Arranging Assessment Materials When Teaching Back to Back Classes One of the easiest ways to organize materials is to color code them. Use different colored folders for each class/grade level. Place the assessment worksheets and/or record keeping sheets to be used for that class/grade in each folder. Teachers can help students learn to find the correct folder for their class and take the materials from it. Dealing with Insufficient Assessment Materials Due to the tightness of school budgets, money is often focused on equipment and curriculum rather than materials needed for assessment. However, there are ways to deal with this situation if a teacher is inventive and frugal. Paper: Use recycled paper (one side) and cutting the paper in half or quarters (elementary). Provide a notebook or white lined paper specifically for physical education (secondary). Use chalk boards/ dry erase boards with the teacher making notations on a separate sheet. Writing utensils: Often times at the end of the year, teachers give away crayons that are no longer part of a complete set. Check with the custodians who frequently have collected a bucketful of pencils and pens as they clean the buildings after school. Upper level students may be asked to provide their own pencils or if stations are used, students can share writing implements. In addition, do not be afraid to ask business or community groups for help. Getting two or three boxes of pencils and a ream of paper may be sufficient to use for assessment annually. Accommodating Nonreader and/or Non-English Speaking Students The ideal would be to have a tutor and/or translator in the gymnasium, however, not all schools budget for this. However, since visual models are a key component in helping these students, the following could be used: A. large pictures posted on the walls B. large words with phonetic break downs C. the English alphabet posted on the walls D. flash cards E. teacher/student mirroring F. peer mirroring 21 Accommodating Students with Special Needs. Each student’s Individualized Education Plan (IEP) should be reviewed for necessary accommodations. When a paraprofessional is available, he/she should guide students using a variety of specific modifications as specified in the IEP to access the curriculum and assist in assessment. Consultation with the physical education teacher is critical in this process. When a paraprofessional is not available, the physical educator should utilize the identified modifications as outlined in each student’s IEP for both program development and student assessment. These may include the use of adaptive equipment and/or peer partners for guidance to  assist the student. 22 What is Grading? Grading reports a student’s level of performance and usually includes many assessment measures. Grades are useful for evaluating individual student performance. Grading can be used to motivate students and help them understand that learning is important. Grades provide students and parents with feedback regarding progress and achievement. In addition, grades may provide insight for teachers about instructional planning and for administrative purposes. Grades are needed for student rank, credits, and promotion. 23 What is the Relationship between Assessment and Grading? Assessment is information gathered that examines what has been taught, practiced and learned. Many different assessment techniques may be used to evaluate students’ progress. Grading is a report on students’ level of performance. Goals and objectives should be set prior to assessment used for grading. The students’ grade should reflect a level of achievement compared to the objectives. Assessment reflects performance; grading attaches value to performance. 24 New Hampshire Curriculum Guidelines/Objectives Alignment with Assessment Examples . Curriculum Guideline 1: Engages in a physically active lifestyle Since Guideline 1.

Obstructions to culturally competent medical care Research Paper

Obstructions to culturally competent medical care - Research Paper Example According to the study conducted the discrepancy in the existing health system and admittance to medical care facilities that subsist amid the minority sections of the population of United States has been accepted as a familiar problem by the government since the early 1970s. Due to its effect, there has been a lot of research done on this issue and it has been documented in reports that the American minority section is suffering from poorer health due to lack of cultural competency in medical care. For a majority of the ethnic groups, the debate on the cultural equation of health care cannot take place without giving ample consideration to the variety of ways in which traditions crisscross with matters of poverty and impartiality, access to health care, individual and community discrimination, and a deficit of cultural proficiency on the part of health care providers. Even though some system-wide obstructions to a proper health care system are well thought-out elsewhere, they also r equire extraordinary thoughtfulness with the majority of the ethnic minority sections because the concerns are elevated by the cultural dynamics. The urgent requirement to reflect on the cultural and traditional factors that impediment the medical care of the minorities has been identified by many countries around the globe. Yet most of these governments are not at all close to solving the problem of cultural incompetency of medical providers. , (Shortell, Hull, 1996) The main reason is that most of the time, a patient’s tradition is habitually perceived as a setback, which ultimately creates a barricade to providing effective medical care. Marginalization of traditions and culture of the minority groups of the ethnic patients diminishes the accountability of the medical care providers. The medical care could be more efficient in dealing with this; the problem should be seen in a different light and screening the obstructions as ensuing not from the cultures of the minority g roups but from the values that exist in the medical community, inadequate proficient training, and other barriers. Some experts of the field also argue that the medical community has been highly unsuccessful in this case, and has not been able to identify their own responsibilities of effectively attending to providing competent service to their ethic and other minority clients and patients, (Gordon, 1995). 2. OBSTRUCTIONS TO CULTURALLY COMPETENT MEDICAL CARE This section of the paper identifies some known barriers amid the patients and the medical care providers that have made a high influence on the quality of the service provided and at the same time supplement to added racial and ethnic disparities in the medical health care system. 1. Lack of Diversity amongst the Medical Care Providers and Workforce Experts on the issue concerning lack of a culturally competent medical care have often stated their worries about the lack of a diverse leadership potential in the health care sect or. The minority population holds up an effectual 29% of the total population percentage of United States but fare poorer in the employment sector. Not more than 3 percent of the minority communities hold positions in medical school faculties; approximately only 12 percent hold positions in a community health school, and 18 percent in all metropolis and province health executives. Moreover, 98 percent of the senior executives in health care management belong to the white community. These figures exercise major concern because if there would have been a higher percentage of minority health care professional in the system, they would be able to identify, recognize and take into account the socio-cultural factors that adversely affect the medical acre treatment being given to the minorities and could have better organized health care delivery decisions to meet the requirements of minority populations, (Reese, Ahern, Nair, et al., 1999). 2. Poor and inefficient medical care systems for Ethnically Diverse Patients Many experts have pointed out on the lack of proper medical care syst

China internet censorship is against human rights Essay

China internet censorship is against human rights - Essay Example (Watts, 2005) However, with the emergence of the internet, there came a new way in which people in China could express themselves directly. In line with the latter mentioned Draconian thinking, the Chinese government opted to engage in censorship of these internet websites so as to maintain power struggles. Human rights activists argue that this is fact an inhibition of the freedom of belief and the issue of democracy as it is. (Zittrain, 2006) The Chinese government normally resorts to a multiple mix of censorship methods to ensure that only the information they approve reaches Chinese internet users. In certain instances, the government may resort to the use of cyber police who conduct surveillance actions. In other situations, the government may resort to internet filtering technologies that may or may not be done regularly. Usually, one gets a message indicating that there is a network error or a problem with their IP. In other words, the government does not explain that it is in fact that the one responsible for censoring that site thus making it hard for the respective users.

Human production Essay Example | Topics and Well Written Essays - 1000 words

Human production - Essay Example Detection of the child abnormalities such as the heart defect is often enhanced by the use of the prenatal anatomy ultrasounds. Taking a sample of amniotic fluid also aids significantly in the detection of abnormalities such as sickle cell disease. However, most of the birth defects are identified certainly at birth. Various factors are associated with conceiving problems. Some of the main reasons for the problem include ovulation problems, endometriosis as well as quality and quantity of a partner’s sperm. Solution to endometriosis is surgery that results in the removal of the endometrial tissue that grows outside the uterus. A solution to the ovulation problem which is as a result of variation in hormonal production is the intake of fertility drugs as well as IVF (Baggott 76). The quality and quantity of the sperm is often affected by the STDs, excessive use of hot baths, smoking, and drinking. This problem can be solved by treatment of the STDs as well as change of behavior and practices associated with the weakening of the sperm. Use of condoms, cervical cap, and contraceptive sponge are some of the birth control methods. Male condom prevents the passage of sperms to the woman vagina. It is the only method that protects a person from contracting. However, its usage is associated with the causation of irritation as well as allergic reaction. Cervical cap is 84% effective in barring the pregnancy. It is non-hormonal barrier method, effective and can be reversed without any delay. Cervical caps are inexpensive and can be used during breastfeeding. However, this method does not protect a person from contracting STIs. In addition to some women finding difficulties in inserting cervical caps, they cannot be used during menstruation. They can also come out during the sexual intercourse. Use of contraceptive sponge is also associated with the protection of a woman from getting

Business strategy Essay Example | Topics and Well Written Essays - 500 words - 3

Business strategy - Essay Example In the strategy review and evaluation phase, the company’s project managers determine whether the chosen strategy is meeting its objectives. In the process, the managers should give particular emphasis to the internal and external factors based on which the strategy was developed. The process of strategy evaluation generally consists of four steps including setting benchmark of performance, performance measurement, assessing variance, and taking corrective actions (‘Strategy Evaluation Process..’). In order to clearly review and evaluate the current performance of the chosen strategy, Cath Kidston Ltd should periodically measure and assess the outcomes identified. It would be a better strategy for the managers to compare the actual outcomes against industry benchmarks, and corporate, operational, and individual targets. A close assessment of outcomes in the light of industry benchmarks would assist the company to determine whether or not the strategy performs up to the industry standards (Aswathappa, 2010, p.346). If appropriate tools are available for measuring the performance and the standards were set in the right manner, then it is really easy for the company to evaluate the strategy implemented. However, sometimes it is a cumbersome task to measure managers’ contributions and divisional performance as there is no single defined tactic to do this. For measuring the outcomes and evaluating the performance of the strategy, it is advisable for the Cath Kidston Ltd to prepare financial statements such as balance sheet and profit and loss account for interim periods. While comparing with actual outcomes with industry benchmarks and other standards, the variance observed must be thoroughly evaluated. Managers must check whether the variance between actual and standard performance lies within the degree of tolerance limits set during the strategy formation. A positive deviation indicates that the strategy performs better than planned. At

Fantasy Genre Essay Example | Topics and Well Written Essays - 750 words

Fantasy Genre - Essay Example But in the process, Ulrich loses his life and the responsibility of freeing the village from clutches of the dragon falls on the shoulders of the inexperienced Galen. But the determined Galen, helped by a brave princess, Valerian, eventually succeeds in terminating existence of the dragon. But that is not before the story takes some twists and turns, before the evil force (dragon) is vanquished. The film, which went on to be just an average success, included some extremely violent sequences scaring the young viewers. (1) There is no hesitation whatsoever in emphatically stating that this movie belongs to the genre of fantasy, and there indeed are highly valid reasons for stating so. The most striking of all reasons is attributable to the fact that the entire story of the movie revolves around the rampaging dragon. And dragons are nothing but figments of human imagination and fantasy. Next, the movie also encompasses things such as sorcerers and the manner in which youngsters aspiring to become like them (sorcerers) undergo training. Obviously, all these elements are also included only in tales resulting from fantasy. In addition, aspects such as appeasing evil entities by means of human sacrifice, talismans offering protection, among others, are typical of movies pertaining to this genre. (1) At this point, it would be very much appropriate in briefly focusing on some quotes from this movie. For, the same would help not just in having a further understanding of the central characters, but also add weight to the fact that â€Å"Dragon Slayer† is an out-and-out fantasy film. At one point in the movie, Valerian asks Ulrich â€Å"Are you afraid of dragons?† In reply, he says â€Å"No. In fact, if it weren't for sorcerers, there wouldn't be any dragons. Once, the skies were dotted with them. Magnificent horned backs, leathern wings... soaring... and their hot-breathed wind. Oh, I know this creature of yours... Vermithrax Pejorative. Look at these scal es, these ridges. When a dragon gets this old, it knows nothing but pain, constant pain. It grows decrepit... crippled... pitiful. Spiteful!† This conversation between the two characters subtly stresses on a point: during the imaginary times to which some of the fantasy films refer to, sighting dragons was not uncommon and people were highly scared of these creatures. Here, it can again be understood that this movie has elements that resulted from just the imagination of people, a fantasy. (2) In the story, when Galen stops a princess from being offered in sacrifice to the dragon, the wizard, Tyrian, says â€Å"I knew I'd find you here. Well, I'm not as sentimental as his majesty. The kingdom, everyone of us, needs this sacrifice. If you intend to interfere, you'll have to kill me.† Galen responds to that with the words â€Å"I've plenty of reasons to kill you that have nothing to do with this sacrifice.† This particular exchange of words emphasizes on the extent to which superstitions such as human sacrifices were followed by some primitive cults. It is not just that. The reply of Galen is a reflection of his commitment to eliminating the evil forces and saving the good people. (2) As the movie is slowly drawing to an end, Valerian expresses her worry to Galen in this way: â€Å"It's a shield. I made it. Might keep the fire off of you, might not. You know, you're an idiot. You're going to die tonight. You'll be ripped, limb from limb. This is the last time I'll ever speak to you!†

Reflective report covering the whole of this module Essay

Reflective report covering the whole of this module - Essay Example Problems solving is crucial in every particular aspect of life where one is confronted with problems and challenges that comes in their way (Krantz, 1997). In the introduction phase of the subject area, I was introduced with some of the basic roles and opportunity that are associated with the role of a consultancy. The module included the teaching duo of Mrs Susan Linkman and Mr Steve Linkman. From the introduction phase I was able to learn that the job role of a consultant mainly includes people management, project management and their problem solving behaviour among others. It would be crucial to depict that a consultant is a person who gives expert advice to others in any particular domain. Hence, he/she must develop their competency in numerous areas. I have also learnt about the types of consultant along with their respective job role. My learning in the initial stages of the module also included the steps which a consultant needs to follow with regard to successful execution of the responsibility of their job. I was also told about the courses that are associated with the profession of consultant in a comprehensive manner. I believe this learning will be quite helpful for me in the future context as it enables me to comprehend the basic knowledge regarding a consultant and their working approach. In the subsequent days of my association with the module, my learning was augmented in the area of creative problem solving relative to the domain of consultancy. I learnt that creative problem solving approach include analysing the problems comprehensively and creating diverse or innovative strategies to deal with the same (Meador, 1997). From this part of the module I was able to comprehend that the creative methods of problem solving includes proper identifying of the problems in concern along with generating comprehensive understanding regarding the same. I understand that this aspect needs to be followed by decision making along

The Shaper of Medieval Civilization Essay Example | Topics and Well Written Essays - 500 words

The Shaper of Medieval Civilization - Essay Example The Church, and specifically its monasteries, helped in this regard by making "translations and compilations" of Classical works and by the "books collected and copied by monks and nuns," all of which "kept intellectual life from dying out completely in the Early Middle Ages (Perry 212). After Romes fall, the Church "assumed many political functions formerly performed by the Roman state" (Perry 212). Even during invasions by Germanic tribes which ruined a lot of things, the Churchs monks continued to teach "a higher morality," which both "tamed the warrrior habits of the Germanic people" and preserved "some of the high culture of Greece and Rome" (Perry 212). This was most highly seen by the Churchs influence on the Frankish Empire, which at one point occupied the majority of Europe. Since Clovis converted to Roman Christianity, "the Franks became a potential ally of the papacy" (Perry 215). With the rise of Charlemagne, this potential became reality, as the conqueror was "crowned ... Emperor of the Romans" in 800 AD by the pope at the time, Leo III (Perry 217). As the primary source for Chapter 9 shows, Charlemagne was not exactly an ignorant warrior and nothing else. Einhard describes the emperor as deriving "much pleasure from the works of St. Augustine, especially from his book called The City of God" (Einhard). The fact that he could read St. Augustine also shows that he spoke and read Latin, something Einhard confirms when he says the emperor "took pains to learn foreign languages, acquiring such knowledge of Latin that he could make an address in that language as well as in his own," and in fact could even understand Greek (Einhard). Clearly, then, Charlemagne was extraordinarily influenced by the Church and its messengers towards learning. Presumably because of his own reading and learning, the emperor was also supportive of education in general. He

Propose and Justify a Research Method and Design Essay

Propose and Justify a Research Method and Design - Essay Example If the research questions are not put in mind, in the process of selecting research methods, researchers would fail to meet the purpose of their study. Practical considerations were also highly important in the selection of a research methodology of the proposed study. Researchers must consider whether they have access to specific resources, such as financing, which would allow them execute the study successfully (Myers, 2011). Therefore the resources available to a researcher may limit the type of research methods that are used in the study. The sources of information and their availability were also put into consideration in the process of selecting the specific type of research methods, which are considered to be more suitable for the proposed study. For example, both secondary and primary sources of data or information must be evaluated in order to determine their availability or accessibility (Kraleva, 2011). The availability of resources, such as skills and abilities of the people who undertake the study would also influence the type of research methods that are used in scientific inquiry. A researcher must consider whether the research assistants are competent enough to apply specific research methods. More importantly, the subject under study must be put in mind when determining the kind of research methods that are suitable for a specific study. This is due to the fact that different fields of study appropriately employ specific research designs or methods (Kothari, 2005). In research, facts refer to the things or events whose existence or occurrence has been proved. Normally, facts are drawn from the experiences of study participants. However, the observation of the researcher can also lead to the gathering of specific facts about the topic under inquiry. Facts are advantageous in research because they represent credible information or data, which is effectively used to make accurate inferences about the topic (Kraleva, 2011). Factual information

Economics case assignment module 01 Essay Example | Topics and Well Written Essays - 500 words

Economics case assignment module 01 - Essay Example In the contrary, trifling manufactures which provides small amount of needs of a small number of people also employ small number of workmen. Division of labour is much observed since all of them are working in one workhouse. To take an example, B dressmaking that was operated by Mr. Joe employed 3 dressmakers. His business location was in the heart of a small town. Long before, his 3 dressmakers were used to finish a maximum of 5 or a minimum of 3 dresses a day. However, there produce was insufficient enough, so he came up to the idea of dividing the whole work into branches instead of hiring additional dressmakers. His dressmakers were task to do a particular part of the dress instead of sewing it alone. The work was divided to around 6 so each of the workers was assigned to do 2. The first one shaped and cut the cloth; the second one made the collar, the third sewed the sleeve and so on until all the parts were sewed together and the dress was made. After couple of weeks, the diffe rence was quiet obvious, from the minimum of 9 dresses to around 30 dresses daily. And the work showed much excellent! Hence the division of labour increases the productivity of the workmen because employing a simpler and particular task enhances their skill. Repeating one or two tasks is not as difficult as doing the whole work. Perhaps, a particular dressmaker who was used to sew dresses may not feel difficulty in doing his job but became lazy in using different machines in completing a dress. The several stages undergone may become complicated for him; he may put less concentration on them; whereas, if he only focused shaping and cutting the cloth, its repetitions would result to a greater part of his dexterity. Secondly, Smith’s idea about invisible hand is linked to his concept of self-interest. Every individual struggles to get what he wants. He works hard to fulfill his dreams.

HISTORY OF THE CLAY BRICK Essay Example | Topics and Well Written Essays - 500 words

HISTORY OF THE CLAY BRICK - Essay Example Clay bricks have been in use as building material even before the Roman periods. However  its use  increased in the first four centuries during the Roman rule. This is a one of the outstanding structures of a beehive made out of bricks. Characteristics of bricks Bricks as a building material boast of being versatile due to its very good climatic uniqueness. For most people, it remains the material that is most preferred for constructing most residential houses. In addition, bricks have an excellent fire rating as well as being able weatherproof against extreme weather changes. It also has good auditory properties since it can hold sound within a desired area. Moreover, besides all that it is cheap because it’s worth amounts to about 10 percent of the total charges of a classic residential structure. This low cost and durability of brick buildings make it to be more valued (Kanti, 2008). Brick making in the old days As Harrison (1998) observes, bricks are usually modeled fr om sticky soil known as clay which is  derived from weathered and composed silicates. In early times, brick making was undertaken by small groups of people particularly men who prepared brick by combining water and soil. After casting out bricks from the brick moulds, it was then allowed to loose moisture. Bricks were thereafter placed in a fire furnace that would burn out water content at very high temperatures of between 400 to 1770 degrees Celsius.

In What Ways Can Film Be Seen as a Specific Art Form Essay

In What Ways Can Film Be Seen as a Specific Art Form - Essay Example The world is transformed first through the eyes of the director since he is the one visualizing, creating and re-creating a world for the public. Art centers on two ideas: beauty and life. Likewise, cinematic art focuses on aesthetics (the depiction of a portrait to appeal to the senses) and incorporates life images and themes. Through cinema, the author of the film production has the liberty to be unconventional and he can still adhere to the real by embracing a realist approach. improvisation, individual interpretation, reality, illusion, and entertainment of the senses. According to (Gazetas, 2008, 18), â€Å"the  art  of the  cinema  is the  art  of the mind insofar as movies are capable of transforming reality into an object of imagination that completely isolates the viewer from the real world.† Cinema has the ability to transform real objects into imaginative ones and to manipulate lighting, space, and color to explore different themes in-depth. Artists are bestowed with enviable liberties which renders them and their work very flexible. In other words, although the artist aims to give a true-to-life translation of an art piece (an episode in a character’s life), he is free to twist, distort and imagine facts in the real to simulate his own world and orchestrate the course of events. Chris Columbus, through J.K Rowling’s Harry Potter and the Philosopher’s Stone, represents a transformed world which evokes a wonderland of childhood bliss and even  utopia. Set in a child’s paradise Hogwarts School of Witchcraft and Wizardry, one sees through the lens of fantasy, an idealized childhood, illusion, and nostalgia. The possibilities are unlimited, unrestricted from the boundaries of reality. On this stage, the artist makes modifications to the real. Fantasy is the art of infusing the supernatural within the mundane. Columbus as film director fully exploits the power of fantasy in the film, recreating a world in w hich the wizards and witches have constant encounters with the spiritual world. As a result, one sees the intermingling of both imagination and reality in film and in the real world. They do not inhabit separate spheres anymore.

ASSIGNMENT 2 Statistics Project Example | Topics and Well Written Essays - 1000 words - 1

ASSIGNMENT 2 - Statistics Project Example ii) To the simple regression model in part (i), add the variables , rooms, baths, and age, where intst is distance from the home to the interstate, area is square footage of the house, land is the lot size in square feet, rooms is total number of rooms, baths is number of bathrooms, and age is age of the house in years. Now, what do you conclude about the effects of the incinerator? Explain why (i) and (ii) give conflicting results. The coefficient for the incinerator is 0.05539 showing a decrease from the previous value of 0.36488; addition of more relevant variables to the model results to a decrease in the coefficient value of the initial variable. Yes the square of  is significant when you add it to the model from part (iii); this is because we observe an increase in the value of adjusted R-squared from 0.7475 in part (ii) to 0.7642 in part (iii) a) Most households use air conditioning powered by electricity to cool down the house but use other forms of energy (gas, oil, etc.) to warm up the house. Given this piece of information, what would you predict for the sign and significance of the coefficients if electricity usage were regressed on a households heating requirements and cooling requirements? Run a regression of electricity usage (kwh) on heating degree-days (hd16) and cooling degree-days (cd16). Are your results consistent with your predictions? Test whether the coefficients are statistically different than each other at 1%. We would expect the electricity usage to go up during cooling as such the sign for the cooling would be positive. On the contrary, we would expect the electricity usage to come down during the heating and as such the sign for the heating is expected to be negative. The p-value for the test is 0.000 (a value less than 1% significance level), we therefore reject the null hypothesis and conclude that

Identify the role of risk management in a business operation Assignment

Identify the role of risk management in a business operation - Assignment Example Roles and responsibilities that may be mandated during federally declared disasters may not apply in an event like the shooting at Sandy Hook† (par. 1). If a disaster plan was in place, it would have significantly averted or prevented the fatal shooting. In the first place, the entry point should have been made more secure. As noted from news report and cited by Governor Malloy: â€Å"the gunman used "an assault weapon" to ‘literally (shoot) an entrance into the building’† (Sandy Hook shooting: What happened?, 2012, p. 1). From here on, no emergency plans were evidently applied since the perpetuator was able to enter freely and had inflicted fatal shots successively, prior to taking his own life. Although reporting to the authorities have also been revealed, it was apparent that despite the immediate and urgent response, the casualties had already be made. In just a matter of less than five minutes, a lot of lives have been lost. A plan could have made the children and adults more protected and secured; and would have enabled the exercise of appropriate response that prevented the entry, and prevented the loss of lives of these unsuspectingly young and helpless

Executive Summary Essay Example for Free

Executive Summary Essay Posted by Petra at 1:43 PM No comments: Wednesday, January 9, 2008 9. Pricing Price is the amount of money a buyer has to sacrifice in order to get what he/she wants. Pampers tends to make their products available to wide range of customers, so their price must also be affordable, reasonable and relatively low. Ive already mentioned that Pampers makes constant improvements of the products, but also of the production process with new technology. That makes possible lowering of the price with no back step in the products quality. PG generally uses the strategy of price reductions on recognized brands, cost control throught the organization, and introduction of economy-priced products worldvide. Pampers often uses price promotion mix by giving coupons and temporary discounts to generate higher sales. Price promotion mix is generally used to reinforce the basic price mix which includes fixed prices and terms of payment, whereas price promotion mix represents additional reductions in order to tempt customer to buy. For example, Pampers coupons are given in some stores on the register when a customer buys competitors products This is a way in encouraging potential customers to join the crew and discouraging them in buying competitors products! Pampers also uses non monetary promotions in order to avoid contractions in customers quality perception and to enhance brand loyalty. Pampers must be careful with its pricing decisions because the demand for diapers is relatively elastic nowadays. That means that sudden change of prices can decrease the demand in the extent that higher profits wouldnt be able of covering that. The biggest cause of this sensitive situation is the presence of competition with similar, slightly differentiated products.

Models of Addiction Essay Example for Free

Models of Addiction Essay The three models of addiction examined in this week’s readings include the medical model, the psychosocial model, and the disease of the human spirit model. The medical model â€Å"rests on the assumption that disease states are the result of a biological dysfunction, possibly one on the cellular or even molecular level† (Doweiko, 2012, p. 333). Many consider this model and â€Å"maintain that much of human behavior is based on the interaction between the individual’s biological predisposition and the environment† (Doweiko, 2012, p. 333). Individuals under this model view free will â€Å"as an illusion† (Doweiko, 2012, p. 33). There is controversy regarding this model as â€Å"to the degree to which the individual’s genetic heritage actually serves to predispose the individual to a substance use disorder, and how much of this is the result of psychosocial factors† (Doweiko, 2012, p. 344). The disease model does appear to govern the way in which substance abuse disorders are considered and treated in the United States. The psychosocial models of substance use proponents suggest that it is interlinked with the medical model in that both â€Å"admit that there is a major psychosocial component to the addictions† (Doweiko, 2012, p. 345). Psychosocial proponents state that â€Å"addictions are learned behavior(s), poor psychosocial functioning, or the result of maladaptive thinking† (Doweiko, 2012, p. 345). It is suggested that the pharmaceutical industry may be responsible for ‘disease mongering’ to help promote the sales of drugs said to cure proposed diseases, therefore promoting the disease model. Some believe we are obscuring unacceptable behavior and calling them diseases suggesting that we have â€Å"become a nation of blamers, whiners, and victims, all too happy, when we get a chance, to pass the buck to somebody else for our troubles† (Doweiko, 2012, p. 46). Multiple theoretical models were offered: moral model, temperance model, spiritual model, dispositional disease model, educational model, characterological model, general systems model, and the medical model. In considering all the models that propose to offer insight in the factors to consider with addiction, â€Å"each perspective fails to completely explain all of the facets of the SUDs adequately† (Doweiko, 2012, p. 352). The third model of substance use disorders presented is the disease of the human spirit. This model suggests that as we enter the burdens and trials of life and become ungrounded with pain or voids in our lives we allow ourselves to feel pity and open ourselves up to our inwardly sinful nature. â€Å"It is at this point that some recoil in horror and become spiritual narcissists: self-centered, unwilling to see any reason to deny the â€Å"self† any desire or pleasure† (Doweiko, 2012, p. 357). This model believes that all individuals â€Å"all start out with hope, faith and fortitude† but when exposed to the ills of the world some â€Å"turn to chemicals to fill the perceived void within or to ease their pain† (Doweiko, 2012, p. 61). When considering spiritual bankruptcy and void in the life of an addict, despair comes to mind. When an individual feels despair they are unable to consider anything else but what is happening in the present and often appear desperate. Literature supports that â€Å"people are also spiritual beings who are either actively or passively involved in a relationship with a Higher Being† (Doweiko, 2012, p. 353). When a person is spiritually bankrupt they have lost moral direction and often begin to make poor, self-pleasing choices and have chosen a passive relationship with their Higher Being. Addicts are searching for something to fill them with the joy and wholeness they have replaced with the unconditional love of Christ. The prevalence of addiction based on my readings suggests that illicit drugs, marijuana, and narcotics are readily available on the streets. â€Å" In the United States it has been estimated that 2000 people use cocaine for the first time each day† and that â€Å"nationally 5-10% of the population, or about 30 million people, have abused cocaine at least once† (Doweiko, 2012, p. 110). It is disturbing that the literature is able to quote statistics on children using these substances at such a young age. Literature supports that the use of hallucinogens seems to be declining in the United States, however, â€Å"it was estimated that 943,000 persons over the age of 12 abused a hallucinogenic compound for the first time in the year 2007† (Doweiko, 2012, p. 166). Also mentioned was â€Å"the average age at which individuals begin to smoke marijuana in the United States is around 18-19 year of age† (Doweiko, 2012, p. 124). Another disturbing fact regarding substances on the streets is the consideration that many of the substances vary in amount of substance such that individuals may not realize the quantity or quality of the substance they are ingesting.

The Definition of a Trademark and Goodwill

The Definition of a Trademark and Goodwill INTRODUCTION Definition of trademark Any company has the right to take legal action if enough evidence is provided to the court. The company that feels infringed can take legal action supported by the principles of intellectual property rights. Company X has the rights to take legal action against company Y on the basis of fundamental principles under intellectual property rights. Company X is a manufacturer of cool soft for men under the trade mark as cool soft as the first company to register under such a distinctive name. Company Y also starts to manufacture real soft for men under the trade mark real soft after company X is already trading. Trade mark by Yu,(2007), is defined as any word, name, symbol or device or any combination thereof used by a person to identify and distinguish his or her goods from these manufactured or sold by others and to indicate the source of the goods. In the case of laximikant Patel vs Chetan bhat shah, it was held that the trade the definition of trade mark is very wide and means a mark capable of being represented graphically and which is capable of distinguish the goods and services of one person from those of others. In this case company X has come up with a distinctive name as it trademark as the source to all consumers or as a source of such a product. Company X coming up with a name trade mark that is totally different from any other company. Furthermore, what is necessary is the connection between the mark used in relation to the goods and the person claiming a right to use the same. Recently in the case of Jaleel Associates vs Hotel sugar, it was held that if a name used in relation to goods or services for the purpose of indicating a course of trade between goods and services and some person having the right to use such name whether with or without any indication of the identity of that person such name is a trademark. In this case, company X under the trademark cool soft is able to portray a certain that of trade and under such a trade, people are able to identify the trade or goods or services that are being provided and this becomes a trademark. On the other hand company Y does not come up with something different but follow in the same trade as company X which has already have the trade mark because of being able to make easy identification to customers on goods or services being provided in that particular market. In addition, company X has also registered the trade mark cool soft. Under the Trade Mark Act section 14(1) provides that a mark will only be registered as a trade mark if it contains or consists of a word or words having no direct reference to the character or quality of the goods and not geographical name or surname. In this case company Y’s trade mark real soft has a direct reference to the trade mark of company X which is prohibited under the Trade Mark Act. Goodwill The goodwill of company X is portrayed were the cool soft has been marketed over a period of time, whilst company Y has just started manufacturing. Goodwill is ability to attract customers and potential customers to do business with the owner. Company X has developed goodwill for a long period of time. Customers have been buying their products, and this has made the company to amass for revenue, maintaining a bigger market share and brand loyalty. Unlike company Y who are just new to the business and has not been tested in the industry for a longer period. In the case of Hotel Capriani vs Cipriani (Grosvenor street) 2010, it was held that the claimant succeeded in both action sued which were trademark infringement and passing off. Company X has the right to take such legal actions. The aspect of marketing the product for a long period of time has made company X to be an established company, trusted by many people and therefore the sufficient enough to take legal action. In the case of Jules Rimet vs the football Association, it was held that after considering the claimant’s evidence which included references to the mascot in the press from time to time concluded that there was sufficient residual goodwill for action of passing of. Apart from this, in the case of Reckitt and Coleman products Ltd vs Borden Inc, it was held that the existence of the claimant’s extensive and exclusive goodwill built over the years, a misrepresentation as to the goods or services offered by the defendant and damage to the claimant’s goodwill as a result of the defendant’s misrepresentation amounted to passing off. Company X has built a reputation over the years and company Y by producing a product similar has somehow destabilize the sales, customers and market share of company X which in the case above amounts to passing off. Passing off is an attempt by one trader taking advantage of the goodwill developed by another to the detriment of the trader. Company X has marketed over a period of time and company Y has just started manufacturing similar products like the ones that company X is manufacturing. In a similar case Erven Warnink Bv vs J Townsend Sons Ltd (1979), it was held that not only damage due to lost sales but damage to reputation by being associated with inferior product amounted to passing off. Townsend was liable for passing off their goods as those of Warnink and the court applied the test for passing off which includes and any situation where misrepresentation is likely to injure the claimant’s goodwill. There was no trademark infringement but passing off. In order for one to claim passing off, there must be elements of the following aspects: There must be a goodwill or reputation attached to the goods or services of the claimant. In this case company X has marketed its product over a long period of time than company Y which has just started marketing same products. By marketing for a long period of time, company X has built a good relationship with customers. Sales have dropped due to company Y producing the same kind of product thus driving away customers to buy the other product and reducing the profitability of company X. This gives the right for company X to take legal action against company Y as this amounts to passing off. In the case of Buckley LJ H P Bulmer Limited vs Bollinger SA (1978), the court held that a man who engages in commercial activities may acquire a valuable reputation in respects of the goods in which he deals, or of the services which he performs or his business as an entity. The law regards such a reputation as an incorporeal piece of property, the integrity of which the owner is entitled to protect. So in this case, company X has built a reputation by marketing for a long period of time and by such the company’s image, property and reputation are entitled to be protected. For passing of to be established there must be an element of misrepresentation. This element of misrepresentation is shown by company Y when manufacturing the products with similar packaging in white, dark blue and green colors as the ones that company X has manufactured for a long period of time. Misrepresentation is a false description made consciously or unconsciously through the use of a mark, trade name or get-up (brand name, trade description, individual features of labelling or packaging) with which the goods of the claimant are associated and which is likely to mislead the sensible members of the public. 3.0 Misrepresentation In the case of Arsenal Football Club Plc vs Reed (2001), it was held that the disclaimer was sufficient enough to prevent misrepresentation which is a necessary ingredient for passing off. The customers had not been deceived into buying and there was no real likelihood of confusion. But in this case company Y has labelled its product similarly to the ones of company X thus creating confusion as customers would not be able to differentiate from the original product hence deceiving customers. The deception as a result of a misrepresentation is an essential ingredient for a claim in passing off. In the case of BP Amoco Plc vs John Kelly Ltd (2005), it was held that deception or its likelihood lies at the heart of the tort of passing off. If the customer can see sufficiently clearly when he gets close to the station that the product sold is not that of Bp, he does not buy the petrol under the mistaken impression that he is getting Bp petrol. But in this case it is hard for a customer to clearly see the difference as the packaging of company X is white, dark blue and green, similarly to the one that company Y has started manufacturing. The packaging looks the same and this causes deception as company Y would be selling its product to customers who might buy on the essence that the product they are buying is for company X which has been manufacturing the product for a long period of time. By doing so company Y is deceiving customers into buying a product which is not the actual known product in the market which is manufactured by company X. This still amounts to passing off as company X is entitled to take legal actions under such circumstances. In the case of Combee international v Scholl (1975), the plaintiff manufactured insoles called odox heaters which contained activated charcoal. The defendant who was a well-known manufacturer of footwear also produced odox heaters. These were packaged in the same way. It was held that an injunction was granted on the basis that there was misrepresentation as the origin of the defendant’s product which was inferior. So in the same way company X can take legal actions against company Y because company Y is packing in the same way as the product of company Y is sold. Furthermore in the case of Wilkinson Sword Ltd vs Cripps Lee, the court held that the plaintiff had indeed have a reasonable cause of action. Meaning company X has the right to take legal actions. Damage to good wil Damage to good will would be a loss of reputation or control over reputation, exposure to litigation or erosion of the mark. Company Y has just started making similar goods as the ones made by company X. This has resulted in some of the customers buying from company Y thus reducing the gross profit for company X because the two companies share customers. In the case of Annabel’s (Berkley Square Ltd vs G Shock (Annabel’s Escort Agency), 1972, it was held that there a was sufficient association between what the public would consider the field of activity in which both business conducted

Reflection on the Importance of Hand Hygiene

Reflection on the Importance of Hand Hygiene After collating evidence I established that, hand hygiene is regarded as the most effective way of preventing healthcare associated infections (Gould 2010). Healthcare associated infections are infections acquired in hospitals or as a result of healthcare interventions (DOH 2008). I felt that this is an important factor in contributing to the prevention and control of infection as Health care associated infections affects patients and their. I feel to provide the best possible care, it is important to within your role, assess and minimise the risks, acting to protect people in your care (NMC 2008). During my initial meeting with my mentor, we highlighted my learning needs and personal goals I wished to achieve during the placement. The NMC (2008) states that mentor are professionally accountable for students on placement and have a duty to help students develop nursing competencies. Therefore we explored ideas for the project and following completion of my action, I produced the evidence to my mentor. After discussing my rational for choice I was able to make the decision for the practice placement project. I explained that I didnt feel confident in speaking in groups and that I was anxious about the presentation. I felt a professional relationship had been built were I was in a position to discuss my thought and feeling and felt I was fully supported by my mentor. Learning opportunities were provided which included a spoke placement with the infection control nurse. Pellet (2006) states that the role of the mentor in clinical teaching is to facilitate learning experiences. During my spoke placement I had the opportunity to gain information on local and government policy in relation to infection control and was advised on how I could obtain the policies and infection control bacteraemia figures used in the original presentation which highlighted the increase. In the next action learning set I was able to share this information and create new actions to develop and increase my knowledge. I found out that the hospice devised a policy on infection control however it linked with the local trust and followed their policy and procedure in regards to infection control. Therefore, in order to collate the policies and bacteraemia figures I was advised to contact the infection control nurse at the local trust by telephone. The information I requested was then e-mailed to me. The policy provided me with relevant evidence to use within the presentation; therefore I had developed my evidence base to support my presentation. The evidence included government and local policy. The National Patient Safety Agency (NPSA) launched the campaign clean hands safe care in 2006 which highlighted the need the effective hand hygiene and identified area for improvement. The World Health Organisation (2010) defines clean hands lead to safer health care. I decided that in order to produce the project I needed to explore information on learning styles, learning environments and how to create a PowerPoint presentation. I noticed how the hospices presentation incorporated the importance of hand hygiene however it did not demonstrate the hand washing procedures. Therefore, my action was to research and identify my own learning style developing an understanding of how the audience will respond and learn from the presentation. Kolb (1984) developed a learning theory which identifies four learning styles. The model provides individuals to understand their learning styles from experience to reflection observation. Kolb (1985) states that it is important for individuals to understand their learning styles, this then allow them to improve their effectiveness as learners. Honey and Mumford (1986, 1992) developed a variation on Kolbs model and devised their learning styles questionnaire. The four learning styles included activist, reflector, theorist and pragmatist. The Honey and Mumford questionnaire was discussed in our action learning set and was set as a group action to complete the questionnaire. On completion of the questionnaire, I identified that was a reflection. Honey and Mumford (1992) describe a reflector as observers of experiences, who prefer to analyse them thoroughly before taking action. They are good listeners, cautious and tend to adopt a low profile. Following this description I can relate to this as my initial thoughts of the action learning sets were that I didnt feel confident talking within a group, therefore I tend to adopt a low profile. A demographic questionnaire and Honey and Mumfords (2000) learning styles questionnaire were administered to a sample of undergraduate nursing student. The results included a trend of reflector as a preferred learning style for undergraduate nurses. This information is also highlighted in previous studies (Alonso 1992, Cavanagh et al 1994 cited in Rasool et al 2007) Analysing the evidence provided me with a knowledge base which enabled me to understand the concept of learning styles, this contributed to my learning and development as I was able to utilise the information to focus on the how I would present the project to meet individuals different learning styles. After I had completed the proposed actions from the previous action learning set I was able to return and present my findings to the group. The action learning sets provided a point of contact with other and enabled us to share information we had gathered and provided an opportunity to ask questions and set actions to continue with the task. As I had previously identified, according to Honey and Mumford my preferred learning style was a reflector. This enabled me to reflect on my initial thoughts around action learning and emphasised that I do tend to adopt a low profile in situations however following observing and analysing the situation I tend to take action. Attending a study skills session on database searching within the university was a positive learning experience. I was able to learn new skills in order to development personally, which consequently provides professional development. I decided that utilising the resources within the clinical environment and the university I would continue to practise literature searching to increase and widen my knowledge of the topic and specifically the learning environment. Therefore, this contributed to my next action. Hand (2006) states that the learning is affected by the environment where it takes place. This article highlighted key factors in promoting effective teaching focusing on characteristics of a good learning environment, the role of the practice placement and demonstrated the awareness of the role of the teacher. This enabled me to incorporate evidence based practise into my project presentation. The NMC (2008) states you must use evidence based practise to provide the best care, it also states the need for taking part in appropriate learning to ensure you develop your competencies. This links with the rationale of choice for my project presentation as the NMC (2008) states the need to provide a high standard and care at all times, delivering care on the best available evidence. Therefore the NPSA clean your hands campaign provides clear evidence based practise between hand hygiene and infection control. Throughout the placement I had several opportunities to discuss with my mentor the project presentation. Gray and Smith (2000) state that the mentors qualities provide an important part of the learning environment and I was able to be supported by being set goals and facilitate my own learning. I had developed my practise placement project using a variety of different resources such as literature searching, clinical experiences, action learning sets. The information I located enabled me to link theory to practise to develop a PowerPoint presentation which incorporated audio and visual effects, as a result ensuring a variety of the audiences learning styles were able to be met. Utilising the evidence I had obtained I was able to provide an evidence based presentation to facilitate learning and development for myself and others in the clinical area. I have learned a lot from this experience from both personal development of preparing and presenting a presentation, enabling me to person ally reflect, to reviewing evidence based literature applying this and using it for educational purposes within the clinical environment. This fulfilled my aim and rationale to highlight the importance of hand hygiene and demonstrate the correct procedures. Therefore, having a direct impact on patient care. Although I had previously expressed anxiety due to not being confident in speaking in groups, the action learning sets along with my mentor had impacted on my development in confidence. Stuart (2007) describes how placements can be stressful and Moscaritolo (2009) states how increased anxiety can reduce learning. However, the delivery of the presentation was successful. Pellatt (2006) states the mentors and responsible for the assessment of the students learning in practice. Throughout the placement the mentor provided opportunities were provide constructive feedback, Bennett (2003) states that assessment ensures the student is aware of strengths and weaknesses in practise, this is important so that the student is able enhance their practise. To ensure I received feedback on my presentation I devised a short questionnaire about the presentation and was able to reflect on the feed back I received. As I have identified throughout this learning experience, I feel I still need to build my confidence. Westwood (2010) states that people are more likely to achieve their goals if they focus on the future instead of their present problem. In order to overcome this barrier I have formulated a SMART goal. A SMART goal is an acronym for Specific, Measurable, Attainable, Realistic and Time bound. My SMART goal is specific to myself as it will provide me with the opportunity to develop my personal and professional learning and development.