Assessment Essays

Assessment Essays Assessment Essay Assessment Essay Essay Topic: Thirteen Reasons Why The function of assessment in Learning and Development Assessment can take part at different stages in Learning and Development and can sometimes be overlooked. ?  In this article, weâ„ ¢ll take a look at why we should be assessing our candidates and students, what benefits there are to assessment and some of the key principles of assessment. Why assess If you have just delivered a training session and you donâ„ ¢t assess, how can you be sure that any learning has taken place ?  Or if you are trying to work out a personâ„ ¢s level of skill in a particular area, how would you know whether their skill level is poor, moderate or exceptional without assessment ?  There are loads of reasons to assess such as: Determining level of knowledge understanding Ensuring that learning is taking place Checking progress Adhering to course criteria Providing a summary to learning It also never hurts if candidates and students know they are being assessed; itâ„ ¢s likely to increase their attention span and encourage them to ask about topics theyâ„ ¢re not sure of if they know that they will have to prove they have understood. For the person doing the assessing, assessment means they can be confident that the student or candidate has the required level of knowledge on a particular topic or competency for a certain task. ?  For the student or candidate, assessment usually means reassurance of their own level of knowledge / competency and usually a certificate! ?   How do we assess The first part of the assessment process is to sit down with the candidate and create a plan for their assessment. ?  The assessor has the responsibility of inducting the candidate onto the course and explaining: How they will be assessed What is going to be assessed Where they will be assessed When they will be assessed Depending on the course the assessor may help the candidate choose particular units that they are to be assessed on. The next step is to start performing the assessments and reviewing the candidateâ„ ¢s performance and knowledge. ?  One of the vital roles for the assessor is to collect and record evidence of their assessments. ?  If the assessor ever gets questioned on a decision it will be essential for them to back it up with their evidence, otherwise, itâ„ ¢s just the assessorâ„ ¢s word against the candidateâ„ ¢s! ?  This evidence must be judged against a set of criteria or standards to ensure that the candidate has the required level of knowledge or competency for the course. When a decision about a particular assessment has been reached, the candidate needs to be told about it. ?  This could be done in a yes/noâ„ ¢ or â„ ¢that was good/badâ„ ¢ way but it provides an opportunity for the assessor to give feedback and it would be a shame to waste it. ?  The purpose of giving feedback is to enhance learning. ?  It should focus on what the learner should do to improve rather than being critical and telling them what theyâ„ ¢ve done wrong. ?  It should always be given in a positive, non-judgemental manner. Once assessment decisions have been made, the assessor will be required to contribute to the quality assurance process. The function of assessment in Learning and Development Assessment can take part at different stages in Learning and Development and can sometimes be overlooked. ?  In this article, weâ„ ¢ll take a look at why we should be assessing our candidates and students, what benefits there are to assessment and some of the key principles of assessment. ?   Why assess If you have just delivered a training session and you donâ„ ¢t assess, how can you be sure that any learning has taken place ?  Or if you are trying to work out a personâ„ ¢s level of skill in a particular area, how would you know whether their skill level is poor, moderate or exceptional without assessment ?  There are loads of reasons to assess such as: Determining level of knowledge understanding Ensuring that learning is taking place Checking progress Adhering to course criteria Providing a summary to learning It also never hurts if candidates and students know they are being assessed; itâ„ ¢s likely to increase their attention span and encourage them to ask about topics theyâ„ ¢re not sure of if they know that they will have to prove they have understood. For the person doing the assessing, assessment means they can be confident that the student or candidate has the required level of knowledge on a particular topic or competency for a certain task. ?  For the student or candidate, assessment usually means reassurance of their own level of knowledge / competency and usually a certificate! ?   How do we assess The first part of the assessment process is to sit down with the candidate and create a plan for their assessment. ?  The assessor has the responsibility of inducting the candidate onto the course and explaining: How they will be assessed What is going to be assessed Where they will be assessed When they will be assessed Depending on the course the assessor may help the candidate choose particular units that they are to be assessed on. The next step is to start performing the assessments and reviewing the candidateâ„ ¢s performance and knowledge. ?  One of the vital roles for the assessor is to collect and record evidence of their assessments. ?  If the assessor ever gets questioned on a decision it will be essential for them to back it up with their evidence, otherwise, itâ„ ¢s just the assessorâ„ ¢s word against the candidateâ„ ¢s! ?  This evidence must be judged against a set of criteria or standards to ensure that the candidate has the required level of knowledge or competency for the course. When a decision about a particular assessment has been reached, the candidate needs to be told about it. ?  This could be done in a yes/noâ„ ¢ or â„ ¢that was good/badâ„ ¢ way but it provides an opportunity for the assessor to give feedback and it would be a shame to waste it. ?  The purpose of giving feedback is to enhance learning. ?  It should focus on what the learner should do to improve rather than being critical and telling them what theyâ„ ¢ve done wrong. ?  It should always be given in a positive, non-judgemental manner. Once assessment decisions have been made, the assessor will be required to contribute to the quality assurance process. The strengths and limitations of assessment methods Categories of assessment Assessments can be roughly categorised into three types which may be used at different stages of someoneâ„ ¢s training: Initial assessment Formative assessment Summative assessment The initial assessment is done before any training or other assessments take place to gauge a studentâ„ ¢s base level of knowledge or a candidateâ„ ¢s basic competency level. ?  A formative assessment is one that occurs periodically at interim points throughout the learning process. ?  A summative assessment occurs at the end of someoneâ„ ¢s training as a final assessment. ?   Methods of assessment There are loads of choices when making a decision on how to assess each with their own strengths and limitations. ?  Some types of assessment include: Question Answer sessions (both written and oral) Professional discussions Reflective accounts Role play and simulation Accredited Prior Learning Assignments Product evidence Self assessment Peer assessment Witness testimony Observations Written questioning can take the form of essays, short answer questions or multiple choice questions. ?   ?  Short and multiple choice questioning are examples of objective testing as there is only one correct answer. ?  This form of assessment is quick and easy to mark which means feedback can be given quickly to candidates. ?  Multiple choice questions can be guessed if the candidate is unsure so they might not be the best way to get an accurate measure of whether the candidate has understood something. ?  If more depth on short answer questions is required, essays can be used to assess understanding, literacy and high level comprehension although they take time for the candidates to complete and for the assessor to mark. Oral questioning can form a secondary or backup assessment method to check for comprehension. ?  They can be used to support theory while the candidate is practicing their skills or at work and they can be adapted or changed quickly depending on the situation. ?  Assessors should be careful not to used closed questions unless testing agreement. ?  Open oral questions should be used to draw out the information from the candidate. ?  An alternative to oral questioning would be a professional discussion where a candidate is asked to talk about a situation or subject regarding their work. ?  It allows for a more descriptive, structured assessment to take place. ?  An assessor should ensure they donâ„ ¢t lead the candidate in the discussion and that the learner has time to prepare for the discussion otherwise it may not flow very well. Role plays or simulations can be used to recreate a situation that a candidate may find themselves in so the assessor can determine how they would react and handle the situation. ?  A lot of candidates may resist role-play as they donâ„ ¢t want to make an idiot of themselves but the majority find it a beneficial experience although it doesnâ„ ¢t match the real thing in terms of emotions. ?   A simulation is useful when a situation could be considered dangerous or risking expensive resources. If a candidate has attended a previous training session or achieved an award or certificate in the past this can be used to support their other assessments. ?  Accredited Prior Learning assessment makes a candidate feel that any work they may have done in the past in this area wasnâ„ ¢t a waste of time. ?  This may however be time consuming for the assessor as they will need to validate the APL and not all of it may be relevant to the current criteria they are assessing. A project or assignment can give a candidate a purpose of what theyâ„ ¢re trying to learn and allows their creativity to flourish. ?  The benefit of this for both the assessor and the candidate is that it can cover a wide range of skills such as literacy, ICT skills, research skills and comprehension of the subject. ?  The assessor should ensure that if they give an assignment to a candidate they should make the learning outcomes clear to focus the candidate on what they are trying to achieve. Product evidence can be a useful assessment to support other methods. ?  Anything created or generated within the work environment can be used to backup other assessments. ?  This will only apply to candidates who have the ability to produce such evidence and the assessor should endeavour to check if it is the candidateâ„ ¢s own work or not. If an assessor gets a bit bored with doing the assessments themselves, they can get one of the candidateâ„ ¢s colleagues workmates or peersâ„ ¢ to do it for them. ?  This might help the candidate to get some informal feedback on their competencies or knowledge and perhaps some new ideas. ?  Of course, the assessor would need to verify the peer assessment as the colleague may not have the same standards or be aware of the criteria that are being assessed. ?  Another method which will allow the assessor to put their feet up and have a cup of tea is self assessment. ?  This encourages the candidate to reflect and evaluate their own competency and the candidate records this for their future reference (e.g. reviewing their own learning progress). ?  Depending on the candidate, they may find it hard to be objective about their own skills or knowledge. As long as some reliable witnesses are available, using their testimonies can be a form of assessment. ?  This can be used to summarise or validate a candidateâ„ ¢s competency perhaps at the end of a unit or complete course. ?  A witness would need to be checked for reliability by the assessor as they may be biased one way or the other to a particular candidate. Observations are an assessorâ„ ¢s primary assessment method for practical skills. ?  Itâ„ ¢s an opportunity to see the candidate in their natural work environment and see if the theory they have learnt is being applied. ?  An assessor needs to work out a way of recording these observations as they are the most likely form of evidence to be questioned by a candidate. ?  This is when the other forms of assessment can be used to support these observations. Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole. According to the Academic Exchange Quarterly: Studies of a theoretical or empirical nature (including case studies, portfolio studies, exploratory, or experimental work) addressing the assessment of learner aptitude and preparation, motivation and learning styles, learning outcomes in achievement and satisfaction in different educational contexts are all welcome, as are studies addressing issues of measurable standards and benchmarks.[1] It is important to notice that the final purposes and assessment practices in education depends on the theoretical framework of the practitioners and researchers, their assumptions and beliefs about the nature of human mind, the origin of knowledge and the process of learning. Types The term assessment is generally used to refer to all activities teachers use to help students learn and to gauge student progress.[3] Though the notion of assessment is generally more complicated than the following categories suggest, assessment is often divided for the sake of convenience using the following distinctions: formative and summative objective and subjective referencing (criterion-referenced, norm-referenced, and ipsative) informal and formal. Formative and summative Assessment is often divided into formative and summative categories for the purpose of considering different objectives for assessment practices. Summative assessment Summative assessment is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade. Summative assessments are evaluative. Formative assessment Formative assessment is generally carried out throughout a course or project. Formative assessment, also referred to as educative assessment, is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a students work, and would not necessarily be used for grading purposes. Formative assessments are diagnostic. Educational researcher Robert Stake explains the difference between formative and summative assessment with the following analogy: When the cook tastes the soup, thats formative. When the guests taste the soup, thats summative.[4] Summative and formative assessment are often referred to in a learning context as assessment of learning and assessment for learning respectively. Assessment of learning is generally summative in nature and intended to measure learning outcomes and report those outcomes to students, parents, and administrators. Assessment of learning generally occurs at the conclusion of a class, course, semester, or academic year. Assessment for learning is generally formative in nature and is used by teachers to consider approaches to teaching and next steps for individual learners and the class.[5] A common form of formative assessment is diagnostic assessment. Diagnostic assessment measures a students current knowledge and skills for the purpose of identifying a suitable program of learning. Self-assessment is a form of diagnostic assessment which involves students assessing themselves. Forward-looking assessment asks those being assessed to consider themselves in hypothetical future situations.[6] Performance-based assessment is similar to summative assessment, as it focuses on achievement. It is often aligned with the standards-based education reform and outcomes-based education movement. Though ideally they are significantly different from a traditional multiple choice test, they are most commonly associated with standards-based assessment which use free-form responses to standard questions scored by human scorers on a standards-based scale, meeting, falling below, or exceeding a performance standard rather than being ranked on a curve. A well-defined task is identified and students are asked to create, produce, or do something, often in settings that involve real-world application of knowledge and skills. Proficiency is demonstrated by providing an extended response. Performance formats are further differentiated into products and performances. The performance may result in a product, such as a painting, portfolio, paper, or exhibition, or it may consist of a performance, s uch as a speech, athletic skill, musical recital, or reading. Objective and subjective Assessment (either summative or formative) is often categorized as either objective or subjective. Objective assessment is a form of questioning which has a single correct answer. Subjective assessment is a form of questioning which may have more than one correct answer (or more than one way of expressing the correct answer). There are various types of objective and subjective questions. Objective question types include true/false answers, multiple choice, multiple-response and matching questions. Subjective questions include extended-response questions and essays. Objective assessment is well suited to the increasingly popular computerized or online assessment format. Some have argued that the distinction between objective and subjective assessments is neither useful nor accurate because, in reality, there is no such thing as objective assessment. In fact, all assessments are created with inherent biases built into decisions about relevant subject matter and content, as well as cultural (class, ethnic, and gender) biases.[7] Basis of comparison Test results can be compared against an established criterion, or against the performance of other students, or against previous performance: Criterion-referenced assessment, typically using a criterion-referenced test, as the name implies, occurs when candidates are measured against defined (and objective) criteria. Criterion-referenced assessment is often, but not always, used to establish a persons competence (whether s/he can do something). The best known example of criterion-referenced assessment is the driving test, when learner drivers are measured against a range of explicit criteria (such as Not endangering other road users). Norm-referenced assessment (colloquially known as grading on the curve), typically using a norm-referenced test, is not measured against defined criteria. This type of assessment is relative to the student body undertaking the assessment. It is effectively a way of comparing students. The IQ test is the best known example of norm-referenced assessment. Many entrance tests (to prestigious schools or universities) are norm-referenced, permitting a fixed proportion of students to pass (passing in this context means being accepted into the school or university rather than an explicit level of ability). This means that standards may vary from year to year, depending on the quality of the cohort; criterion-referenced assessment does not vary from year to year (unless the criteria change).[8] Ipsative assessment is self comparison either in the same domain over time, or comparative to other domains within the same student. Informal and formal Assessment can be either formal or informal. Formal assessment usually implies a written document, such as a test, quiz, or paper. A formal assessment is given a numerical score or grade based on student performance, whereas an informal assessment does not contribute to a students final grade such as this copy and pasted discussion question. An informal assessment usually occurs in a more casual manner and may include observation, inventories, checklists, rating scales, rubrics, performance and portfolio assessments, participation, peer and self evaluation, and discussion.[9] Internal and external Internal assessment is set and marked by the school (i.e. teachers). Students get the mark and feedback regarding the assessment. External assessment is set by the governing body, and is marked by non-biased personnel. Some external assessments give much more limited feedback in their marking. However, in tests such as Australias NAPLAN, the criterion addressed by students is given detailed feedback in order for their teachers to address and compare the students learning achievements and also to plan for the future. Standards of quality In general, high-quality assessments are considered those with a high level of reliability and validity. Approaches to reliability and validity vary, however. Reliability Reliability relates to the consistency of an assessment. A reliable assessment is one which consistently achieves the same results with the same (or similar) cohort of students. Various factors affect reliability†including ambiguous questions, too many options within a question paper, vague marking instructions and poorly trained markers. Traditionally, the reliability of an assessment is based on the following: Temporal stability: Performance on a test is comparable on two or more separate occasions. Form equivalence: Performance among examinees is equivalent on different forms of a test based on the same content. Internal consistency: Responses on a test are consistent across questions. For example: In a survey that asks respondents to rate attitudes toward technology, consistency would be expected in responses to the following questions: I feel very negative about computers in general. I enjoy using computers.[10] Reliability can also be expressed in mathematical terms as: Rx = VT/Vx where Rx is the reliability in the observed (test) score, X; Vt and Vx are the variability in trueâ„ ¢ (i.e., candidateâ„ ¢s innate performance) and measured test scores respectively. The Rx can range from 0 (completely unreliable), to 1 (completely reliable). An Rx of 1 is rarely achieved, and an Rx of 0.8 is generally considered reliable. [11] Validity A valid assessment is one which measures what it is intended to measure. For example, it would not be valid to assess driving skills through a written test alone. A more valid way of assessing driving skills would be through a combination of tests that help determine what a driver knows, such as through a written test of driving knowledge, and what a driver is able to do, such as through a performance assessment of actual driving. Teachers frequently complain that some examinations do not properly assess the syllabus upon which the examination is based; they are, effectively, questioning the validity of the exam Validity of an assessment is generally gauged through examination of evidence in the following categories: Content â€Å" Does the content of the test measure stated objectives Criterion â€Å" Do scores correlate to an outside reference (ex: Do high scores on a 4th grade reading test accurately predict reading skill in future grades) Construct â€Å" Does the assessment correspond to other significant variables (ex: Do ESL students consistently perform differently on a writing exam than native English speakers)[12] Face â€Å" Does the item or theory make sense, and is it seemingly correct to the expert reader[13] A good assessment has both validity and reliability, plus the other quality attributes noted above for a specific context and purpose. In practice, an assessment is rarely totally valid or totally reliable. A ruler which is marked wrong will always give the same (wrong) measurements. It is very reliable, but not very valid. Asking random individuals to tell the time without looking at a clock or watch is sometimes used as an example of an assessment which is valid, but not reliable. The answers will vary between individuals, but the average answer is probably close to the actual time. In many fields, such as medical research, educational testing, and psychology, there will often be a trade-off between reliability and validity. A history test written for high validity will have many essay and fill-in-the-blank questions. It will be a good measure of mastery of the subject, but difficult to score completely accurately. A history test written for high reliability will be entirely multip le choice. It isnt as good at measuring knowledge of history, but can easily be scored with great precision. We may generalize from this. The more reliable our estimate is of what we purport to measure, the less certain we are that we are actually measuring that aspect of attainment. It is also important to note that there are at least thirteen sources of invalidity, which can be estimated for individual students in test situations. They never are. Perhaps this is because their social purpose demands the absence of any error, and validity errors are usually so high that they would destabilize the whole assessment industry. It is well to distinguish between subject-matter validity and predictive validity. The former, used widely in education, predicts the score a student would get on a similar test but with different questions. The latter, used widely in the workplace, predicts performance. Thus, a subject-matter-valid test of knowledge of driving rules is appropriate while a predictively-valid test would assess whether the potential driver could follow those rules. Testing standards In the field of psychometrics, the Standards for Educational and Psychological Testing[14] place standards about validity and reliability, along with errors of measurement and related considerations under the general topic of test construction, evaluation and documentation. The second major topic covers standards related to fairness in testing, including fairness in testing and test use, the rights and responsibilities of test takers, testing individuals of diverse linguistic backgrounds, and testing individuals with disabilities. The third and final major topic covers standards related to testing applications, including the responsibilities of test users, psychological testing and assessment, educational testing and assessment, testing in employment and credentialing, plus testing in program evaluation and public policy. Evaluation standards In the field of evaluation, and in particular educational evaluation, the Joint Committee on Standards for Educational Evaluation[15] has published three sets of standards for evaluations. The Personnel Evaluation Standards[16] was published in 1988, The Program Evaluation Standards (2nd edition)[17] was published in 1994, and The Student Evaluation Standards[18] was published in 2003. Each publication presents and elaborates a set of standards for use in a variety of educational settings. The standards provide guidelines for designing, implementing, assessing and improving the identified form of evaluation. Each of the standards has been placed in one of four fundamental categories to promote educational evaluations that are proper, useful, feasible, and accurate. In these sets of standards, validity and reliability considerations are covered under the accuracy topic. For example, the student accuracy standards help ensure that student evaluations will provide sound, accurate, and credible information about student learning and performance. In classrooms where assessment for learning is practiced, students know at the outset of a unit of study what they are expected to learn. At the beginning of the unit, the teacher will work with the student to understand what she or he already knows about the topic as well as to identify any gaps or misconceptions (initial/diagnostic assessment). As the unit progresses, the teacher and student work together to assess the studentâ„ ¢s knowledge, what she or he needs to learn to improve and extend this knowledge, and how the student can best get to that point (formative assessment). Assessment for learning occurs at all stages of the learning process. Researchers whose work has informed much of this assessment reform include Ken Oâ„ ¢Connor, Grant Wiggins[1], Jay McTighe[2], Richard Stiggins[3], Paul Black and Dylan Wiliam, Thomas Guskey, Damian Cooper[4] and Ronan Howe. Historical Perspective In past decades, teachers would design a unit of study that would typically include objectives, teaching strategies, and resources. An evaluation component†the test or examination†may or may not have been included as part of this design (Cooper, 2006). The studentâ„ ¢s mark on this test or exam was taken as the indicator of his or her understanding of the topic. Definitions There are a number of assessment terms that will appear in any discussion of assessment. Listed below are common interpretations of some of these terms: Assessment A working definition of Assessment for learning from a widely cited article contends: the term assessmentâ„ ¢ refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.[1] Since this seminal article, educators have differentiated assessment according to its purpose: Assessment for learning comprises two phases†initial or diagnostic assessment and formative assessment assessment can be based on a variety of information sources (e.g., portfolios, works in progress, teacher observation, conversation) verbal or written feedback to the student is primarily descriptive and emphasizes strengths, identifies challenges, and points to next steps as teachers check on understanding they adjust their instruction to keep students on track no grades or scores are given record-keeping is primarily anecdotal and descriptive occurs throughout the learning process, from the outset of the course of study to the time of summative assessment Assessment as learning begins as students become aware of the goals of instruction and the criteria for performance involves goal-setting, monitoring progress, and reflecting on results implies student ownership and responsibility for moving his or her thinking forward (metacognition) occurs throughout the learning process Assessment of learning assessment that is accompanied by a number or letter grade (summative) compares one studentâ„ ¢s achievement with standards results can be communicated to the student and parents occurs at the end of the learning unit Evaluation judgment made on the basis of a studentâ„ ¢s performance Diagnostic assessment (now referred to more often as pre-assessment) assessment made to determine what a student does and does not know about a topic assessment made to determine a students learning style or preferences used to determine how well a student can perform a certain set of skills related to a particular subject or group of subjects occurs at the beginning of a unit of study used to inform instruction:makes up the initial phase of assessment for learning Formative assessment assessment made to determine a studentâ„ ¢s knowledge and skills, including learning gaps as they progress through a unit of study used to inform instruction and guide learning occurs during the course of a unit of study makes up the subsequent phase of assessment for learning Summative assessment assessment that is made at the end of a unit of study to determine the level of understanding the student has achieved includes a mark or grade against an expected standard Principles of Assessment for Learning Among the most comprehensive listing of principles of assessment for learning are those written by the QCA (Qualifications and Curriculum Authority)[5]. The authority, which is sponsored by Englandâ„ ¢s Department for Children, Schools and Families, is responsible for national curriculum, assessment, and examinations. Their principal focus on crucial aspects of assessment for learning, including how such assessment should be seen as central to classroom practice, and that all teachers should regard assessment for learning as a key professional skill. The UK Assessment Reform Group (1999) identifies The big 5 principles of assessment for learning 1. The provision of effective feedback to students. 2. The active involvement of students in their own learning. 3. Adjusting teaching to take account of the results of assessment. 4. Recognition of the profound influence assessment has on the motivation and self esteem of pupils, both of which are critical influences on learning. 5. The need for students to be able to assess themselves and understand how to improve. Feedback The purpose of an Assessment for Learning (AFL) task is to provide feedback to both the teacher and learner regarding the learners progress towards achieving the learning objective(s). This feedback should be used by the teacher to revise and develop further instruction. An effective AFL method is to use a performance task coupled with a rubric. This type of assessment is fundamental in illustrating how and why such principles need to be adhered to.

The Colonies essays

The Colonies essays Several billion years ago earth came into being. Six thousand years ago the history of the western world began. Five hundred years ago Europeans discovered the American continent. Since that discovery five hundred years ago the United States has grown to be a giant in liberal ideas, revolutionary democratic experiments and boundless opportunities. Although is started off being a place where Europeans hoped to find gold and wealth during the renaissance it has grown to be much more. When Spain and England signed the treaty of 1604 the English were ready to plunge into the colonization of the new world, now that they had peace with Spain and when their population grew, there was worker's for colonization. When religion, unemployment and adventure were thrown into the mix there was motive for colonization and finally when the Joint Stick Company came their was finances for colonization. Flocks of immigrants and indentured servants came to find happiness, and a new life. They moved into the colonies with the same hopes and aspirations. When they got here they all found differences based on the area of the colonies they lived in. The New England Colonies, the Southern Colonies and the Middle Colonies had many similarities and differences within their economy, geographically, socially and even politically. The colonies had many differences and similarities geographically. The Southern Colonies was an area of rich soil, flat land and hot climate. It was perfect for growing crops and farming. They also had many large flowing rivers for ships to export goods and crops. The Middle Colonies, on the other hand, had soil that was good to plant crops in but was not rich enough soil to prosper greatly with plantations and many crops. The climate was also not good for growing crops for it had colder winters and not as hot summers. The land had more mountains and less flatlands than the south, too. The New England colonies were unlike the southern ...

Life as a Police Officer Research Paper Example | Topics and Well Written Essays - 2500 words

Life as a Police Officer - Research Paper Example This essay will discuss life as a police officer. Qualifications for Police officers Police officers tackle a vast array of issues on a daily basis hence the need for specialized units within the police department. Some of the specialized areas include homicide, traffic, rape, police air wing, special emergency response teams and dog squads, among others. However, police officers are expected to respond to a wide spectrum of situations; even those outside their specialized units, especially in low crime areas as fewer police officer are employed in such areas. In order to qualify as a police officer in the US, one must fulfill a number of requirements, which are based on civil service regulations (DeLattre, p. 27). According to the US Bureau of Labor Statistics, a potential police officer must be a US citizen, at least 21 years of age, have a clean record (no previous convictions), possess a valid driver’s license and have a minimum high school diploma or equal educational cre dential. However, independent police departments across the country may require more than these basic prerequisites before admitting one into their police force. For instance, some require applicants to have some college education, as well as a psychological profile. For instance, the Philadelphia police department requires applicants seeking officer 1 status to have at least a college education (Willis, p. 18). In addition, in order to qualify as a police officer, one must undergo a reading test where recruits are required to have the ability to read at least ninth grade level. This test is often administered through the Nelson-Denny Reading Test. Physical fitness is of paramount importance in police officers as it is the end factor as to whether or not criminals are caught when in the field. A physical fitness test is performed to confirm that police recruits are physically fit. Here, recruits are required to run for 300 miles, do bench press-ups and sit-ups (DeLattre, p. 33). Off icer Training and actions Once all these requirements are ascertained, recruits undergo psychological evaluation by licensed state psychologists before being admitted to a police training academy where recruits undergo 12 to 14 weeks of training on effective ways of performing police duties such as using firearms, self defense techniques, apprehension techniques, risk assessment and responding to emergencies. At the police academies, recruits also receive basic education on the law. Officer training advocates for among other things, police officer safety, whether a crime is in progress or a civilian becomes a victim; officers’ safety is paramount. Officers’ safety is essential as it enables them to make rational decisions and enhances the performance of their response functions (Levitt, p. 45). When out of the training academies, police officers come to the realization that the principles they learn in academies are quite different from real life experiences in their v arious allocated departments. Different departments have different sets of policies and customs. However, the universal principles of the police force trump those of individual departments. Police officers often encounter hardships after completing their training programs in

The Function of Ethical Leadership as an Essential Factor in Thesis

The Function of Ethical Leadership as an Essential Factor in Successful Organizations - Thesis Example This research is based on understanding the concept of ethical leadership in the context of organizational success. The study has extensively reviewed the earlier researches conducted and has focused on the features of ethical leaders that include their being honest, daring, forthright, strong and capable of influencing others. The positive contributions of the ethical leadership concept on organizations have also been found in several companies, some of which have been taken as examples for the study. The study has reflected how ethical leadership has and can positively influence companies towards achieving their organizational goals and thus act as an essential factor in achievement of organizational success. Leadership has been widely defined as â€Å"a process of social influence in which one person is able to enlist the aid and support of others in the accomplishment of a common task† (Chemers, 1997, p.1). Thus leadership can be understood as an activity performed by a gr oup where one may be leading the group. Organizations require leaders and leadership in the context of achieving organizational goals and objectives encountering all internal and external factors (Chemers, 1997, pp.1-3). Leadership that represents the power to direct others towards attainment of common goals within organizations has a major effect on the ethical issues of an organization particularly in decision making processes. Leaders have been associated with the motivation of employees and settlement of norms of an organization. They are capable of positively affecting the different policies through effective performances of the organizational members. Often the head of an organization like the chief executive officer and other managers are considered as the most important organizational leaders; however the roles of the board members are equally significant in the decision making of organizational objectives (Oluseyi & Hammed, 2009, p.8). The ethics and leadership are thus ass ociated significantly towards

The Role of Mentors in Leadership Assignment Example | Topics and Well Written Essays - 1750 words

The Role of Mentors in Leadership - Assignment Example However, mentoring is always successful when the leader and the mentor intentionally matches or pairs. This often happens in health care facilities whereby nurses change into another role. The new nurses pairs with more experienced nurses to learn new leadership skills and develop their experiences into a new role (Aston & Hallam, 2011). This paper will explore the fundamental roles of mentors in nursing profession. According to Institute of Medicine (IOM) report, it is not just mentors and leaders benefit from the mentoring relationship but also the entire nursing profession such as patients and their relatives Literature review With the general growth of nursing profession, the role of mentors in the nursing sector seems to be more effective. Much of earlier work emphasizes the importance of mentors in nursing profession. Benner (2004) states that, acquiring new skills and experiences needs progression in all levels and stages. Thus, she argued that these levels and stages are novi ce, competent, advanced beginner, expert, and proficient. Research has also shown how mentors not only benefit nurses but also patients and their families (see, for instance, Vance, 2011). Some studies, however have taken a different approach by showing how nurses should benefit from mentoring website programs, for instance, IOM report. Studies show that both mentors and leaders benefit from the mentoring process. Mentor-ship Mentoring process is more than preceptorship or orientation; it may last for several weeks or may take three-month probation duration. During this period, the leader is able to learn what he or she is unfamiliar with hence improving and developing his or her experience (Grossman, 2013). Mentor-ship duration is not limited; it is an ongoing relationship, which can last for a long period until both the mentor and leader find value and meaning in it. A mentoring process occurs at any level of ones career, whether you are a new graduate to the field, an experienced nursing working as a clinical specialist or as a manager, or an experienced clinical nurse assuming the leadership position as the shared governance council’s chairperson (Grossman, 2013). Some nurses however, become mentors in future whereby, they use their own knowledge, wisdom, and experience to train and offer meaningful experience to new leaders in the nursing field. Most authors define mentoring as a partnership between a mentor acting as a teacher and a leader acting as a learner. As an educator, a mentor acts as facilitators and guides of learning. As learners, leaders have the responsibility of maintaining their own behaviors and learning (Grossman, 2013). All people have various opportunities of becoming a new thing in their lives although this is not an easy thing. Each person has fear to the unknown, fear of committing mistakes, uncertain confidence, and always, uncomfortable sentiment. Everyone as experienced that and he or she will live to experience it repeate dly (Kilgallon & Thompson, 2012). Being a mentor, it is essential to remember your situation when you were a new leader, how it was like being new to a certain position, and how your mentors helped you to be whom you are today. This will really help one grow a helping altitude to assist others develop their skills and experiences. However, it helps a mentor to get in the leaders’ reference frame. Novice to expert continuum Benner in her book states that, acquiring new skills and experi

The Psychology Of The Fear Of Crime

The Psychology Of The Fear Of Crime Fear of crime is a very prevalent issue today. Many people in todays society express anxiety and fear about crime, and about being victimized. The level of fear that a person holds depends on many factors, including gender, age, any past experiences with crime that a person may have, where one lives, and ones ethnicity. All of these factors have an impact on fear levels. People react to fear in different ways. Some people try to avoid crime, others try to protect themselves, and still others try to prevent victimization by not possessing anything for which they can be victimized. The fear of crime is a critical issue in contemporary criminal justice policy because of its potential to create social misunderstanding. Although some awareness and concern about crime could be considered healthy or adaptive, taken to the extremes, the fear of crime can impede individuals behavior and affect the quality of life. The fear of crime is one of the most researched topics in crime (Farall 2000), with the risk of crime being seen as one of the most pressing concerns affecting peoples way of life. The fear of crime has social and psychological dimensions that require interdisciplinary analysis. (Helmut Kury, 2008) Not all behaviours indicative of fear, are prompted a by fearful experience. For example, taking insurance, locking the house, the car etc are everyday precautionary actions to minimize ones risk of crime, but is not necessarily provoked by a fear-inciting experience. These safety precautions are taken daily by a vast majority, without the attached emotional fear, just like the precautionary exercise, eating right so as to avoid the onset of ill health. DEFINITIONS The fear of crime refers to the fear of being a victim of crime as opposed to the actual probability of being a victim of crime. Fear, in this topic, is defined as an anticipation of victimization, rather than fear of an actual victimization. This type of fear relates to how vulnerable a person feels. Fear is also an emotional reaction characterized by a sense of danger and anxiety produced by the threat of physical harmelicited by perceived cues in the environment that relate to some aspect of crime (Church Council, 1995, p. 7). Crime can be defined as the breach of one or more rules or laws for which some governing authority or force may ultimately prescribe a punishment. OR. An act punishable by law. wordnetweb.princeton.edu/perl/webwn The core aspect of fear of crime is the range of emotions that is provoked in individuals by the possibility of victimization. There might be two dimensions of fear: those everyday moments of worry that transpire when one feels personally threatened; and some more diffuse or anxiety about risk. Fear of crime can be differentiated into public feelings, thoughts and behaviors about the personal risk of criminal victimization. These feelings, thoughts and behaviors have a number of damaging effects on individual and group life: They can erode public health and psychological well-being; Alter routine activities and habits; Contribute to some places turning into no-go areas via a withdrawal from community; Drain community cohesion, trust and neighbourhood stability. FACTORS AFFECTING THE LEVEL OF FEAR EXHIBITED BY INDIVIDUALS Gender Gender has been found to be the strongest predictor of fear. Women have a much greater fear of crime than men, but are victimized less than men. Womens fear comes mostly from their vulnerability to sexual aggression: women are ten times more likely to be sexually assaulted than are men (Crowell Burgess, 1996). This fear of sexual assault and rape transposes itself onto other types of crimes (Ferraro, 1996). Women do not simply become aware of this fear one day, nor are they born with it; women are socialized into thinking that they are vulnerable to attack if they, for example, go out alone at night. Parents, peers and media emphasize and re-enforce this fear, and women are expected to succumb to it. Age Age is also a powerful predictor of fear but, unlike gender, with age the fear varies from crime to crime. When it comes to age, it is customary to assume that the elderly are the most afraid, and for many crimes, this assumption holds true, such as in mugging cases and break and enters. When it comes to crimes like rape, sexual assault and stranger attacks, it has been found that younger people tend to be more fearful (Evans, 1995). Elderly people have a high fear level in relation to many crimes because they feel vulnerable. This vulnerability stems from the physical and social limitations that elderly people have which renders them unable to defend themselves or to seek support and help. Past Experiences with Crime Many studies have examined whether or not past experiences with crime and criminals have any effect on the level of fear that a person holds, but findings have not been unanimous. Some studies have found no real differences between victims and non-victims, but other studies have documented a difference. In studying the effects of crime on college students, Dull and Wint (1997) found that those students who had been victims of crime had less fear of personal crime, but more fear of property crime, than those not victimized. Certain crimes generate more fear for victims than others. Being a victim of a robbery, for example, generates a high level of fear because it contains elements that cause a greater amount of fear to be instilled in its victims. Robbery usually involves a stranger, weapons, physical assaults and the loss of a fair amount of money (Skogan Klecka, 1997). Burglary, because of its invasion of privacy and substantial amount of loss, generates a high level of fear. The victims who express the most fear of walking alone in their neighbourhood after dark are victims of sexual assault, followed by victims of robbery, break and enter, assault, vandalism, motor vehicle theft, household theft and personal theft. Geography Fear of crime also varies according to where one lives. People who live in cities tend to hold higher levels of fear because cities and other urban areas tend to have higher crime rates than rural areas. Ethnicity and Culture Studies have found that fear levels vary according to ethnic background. While whites tend to show the least amount of fear, the question of who has the most fear has not been unanimously agreed upon. A 1994 British Crime Survey found that in relation to crimes of harassment, burglary, rape and mugging, the Asian group expressed the most fear. The Black group showed the next highest fear level in relation to these crimes, while the White group showed the least amount of fear. This survey also found that for the crime of theft from car, the Black group showed a slightly higher level of fear than the Asian group, and the White group once again had the lowest level of fear. In relation to simply feeling unsafe, the Asian group was the highest, and the White group had only a slightly higher level of fear than the Black group (Hough, 1995). Other Variables There are several other variables which have been examined in order to see if they have an effect on fear of crime. These variables are not as prominent as the ones listed above, but their effects are still worth noting. Factors such as low income levels (Evans, 1995; Silverman Kennedy, 1983), and low educational levels (Evans, 1995) tend to increase levels of fear. Factors influencing the fear of crime include public perceptions of neighborhood stability and breakdown, and broader factors where anxieties about crime express anxieties about the pace and direction of social change. There may also be some wider cultural influences: some have argued that modern times have left people especially sensitive to issues of safety and insecurity. REACTIONS TO THE FEAR OF CRIME Due to their fear of crime, people try to reduce their risk of victimization in three ways: avoidance behaviours, protective behaviours, and insurance behaviours (Garofalo, 1981). Avoidance behaviours are restrictive, involving avoiding unsafe areas at night or certain locations altogether, or reducing social interaction and movements outside of the home. Protective behaviours include obtaining security systems and watch dogs, joining self-defence courses, and/or participating in community programs such as Neighbourhood Watch. Insurance behaviours aim at reducing ones risk through the minimization of victimization costs, leaving the person feeling that they do not have anything of value to be victimized for, and therefore will not be victimized. Neighbourhood Watch was started as a way to reduce crime and fear by involving citizens in crime prevention, urging them to come together to talk about what is going on in their neighbourhood, and to formulate plans and methods to alleviate crime such as neighbourhood surveillance and crime- reporting activities Since the government is accountable to and elected by the public, the government must respond when change is demanded. The government reaction to the publics concern about, and fear of, crime is often one of changing correctional legislation. People get their information about crime from a number of sources, but one major source for information is the media. The media are a powerful way of getting messages across to citizens. Many studies have looked at the way in which the media portray crime and how their portrayals affect levels of fear. It has been found that the media tend to disproportionately represent violent accounts of crime. Concern about crime can be differentiated from perceptions of the risk of personal victimization. Concern about crime includes public assessments of the size of the crime problem. An example of a question that could be asked is whether crime has increased, decreased or stayed the same in a certain period and/or in a certain area, for instance the individuals own neighborhood. BEHAVIORAL ASPECTS OF FEAR OF CRIME A way to measure fear of crime is to ask people whether they ever avoid certain areas, protect certain objects or take preventive measures. This way, measuring fear of crime can become a relatively straightforward thing, because the questions asked tap into actual behavior and objective facts, such as the amount of money spent on a burglar-alarm or extra locks. However, it is important to note that some degree of fear might be healthy for some people, creating a natural defense against crime. In short, when the risk of crime is real, a specific level of fear might actually be functional: worry about crime might stimulate precaution which then makes people feel safer and lowers their risk of crime. The fear of crime is a very important feature in criminology. COGNITIVE ASPECTS OF FEAR OF CRIME By contrast, the cognitive side of fear of crime includes public perceptions of the likelihood of falling victim, public senses of control over the possibility, and public estimations of the seriousness of the consequences of crime. People who feel especially vulnerable to victimization are likely to feel that they are especially likely to be targeted by criminals (i.e. victimization is likely), that they are unable to control the possibility (i.e. they have low self-efficacy), and that the consequences would be especially severe. Additionally, these three different components of risk perception may interact: the impact of perceived likelihood on subsequent emotional response (worry, fear, anxiety, etc.) is likely to be especially strong among those who feel that consequences are high and self-efficacy is low. Perhaps the biggest influence on fear of crime is public concern about neighbourhood disorder, social cohesion and collective efficacy. The proposition here is that the incidence and risk of crime has become coupled in the public mind with issues of social stability, moral consensus, and the collective informal control processes which underpin neighborhood order. Many people also use the language of fear and crime to express concerns about neighbourhood breakdown, the loss of moral authority, and the crumbling of civility and social capital. People can come to different conclusions about the same social and physical environment: two individuals who live next door to each other and share the same neighbourhood can view local disorder quite differently. Why might people have different levels of tolerance or sensitivity to these potentially ambiguous cues? UK research has suggested that broader social anxieties about the pace and direction of social change may shift levels of tolerance to ambiguous stimuli in the environment. Individuals who hold more authoritarian views about law and order, and who are especially concerned about a long-term deterioration of community, may be more likely to perceive disorder in their environment. They may also be more likely to link these physical cues to problems of social cohesion and consensus, of declining quality of social bonds and informal social control. People, who have the fear of crime, may change their behaviour, prefer to stay at home and avoid activities such as travelling in the public transport due to the potential danger they believe the outer world poses (Garafalo, 1981, Patterson 1985, Hale 1996). Also people may fear certain/specific crime, like some women are afraid of going out in the night alone or going to certain places, for fear of being sexually assaulted. Many studies have been conducted to examine the predictors of fear of crime among adults, but feelings of insecurity among children and adolescents have been practically ignored. The effect of parenting styles on the childs level of fear is enormous. The level of parental supervision, especially fathers, is associated with more fears being experienced by children. Active parental stimulation of participation in organized leisure activities results in lower levels of fear among female children. Parents who focus on independence and autonomy, in contrast, seem to raise children who have lower degrees of fear. Other findings that relate to fear of crime in adolescence, such as gender differences and socialization, media and leisure patterns, and victimization and personal adjustment, are also important. A new University College London study has shown that people with a strong fear of crime are almost twice as likely to show symptoms of depression. The research shows that fear of crime is associated with decreased physical functioning and lower quality of life. The studys lead author, Dr Mai Stafford, UCL Epidemiology Public Health, said: Very broadly, these results show that if your fear of crime levels are higher, your health is likely to be worse particularly your mental health. Of course, you might expect that people who are depressed or frail might be more afraid of crime and venturing out of doors, so we have taken account of previous mental health problems and physical frailty and adjusted for those accordingly. Even with a level playing field, the data still demonstrates this strong link between fear of crime and poorer mental health. CONCLUSION Fear of crime is real and it affects peoples quality of life. It is believed, however, that the series of legislative initiatives enacted in reaction to fear of crime have not proven to be beneficial. Fear has not been reduced and people do not feel safer. As long as fear persists, the public will continue to call for more of the same harsh measures. It is time we took a second look at the limited safety provided by the correctional changes we have implemented. It is time that politicians and leaders stop merely reacting to fear by proposing simplistic, short-term solutions to the complex problems of crime. Years of research have shown that the correctional practices we now have in place are not effective in creating safe communities and simply delay the problem, thereby not reducing fear in the long-term. The public looks to others for help in reducing the fear of crime, but the people the public looks to for guidance cannot always be of help. When the public sees that the police, the government and the law are unable to assist them with their concerns, individuals will often take charge of the situation for themselves. This type of mentality can lead to vigilantism. Suggestion that a number of broad strategies be put in place to address both crime and fear of crime, includes 1) Educate the public about crime, crime prevention and what works in corrections. There are steps that can be taken to protect oneself and to reduce personal fear, but people need to have a better understanding of their risk and what measures do increase public safety. 2) Involve communities in both crime prevention through social development and in community-based justice programs. Direct citizen involvement in justice leads to a better informed citizenry, who then are more understanding of what impacts crime and how to change it.

Liberty Bell Essays -- essays research papers

Among the more obscure events in American history involves the Liberty Bell's travels by rail car around the United States to be placed on exhibit at numerous World's Fairs. From 1885 to 1915, the Liberty Bell traveled by rail on seven separate trips to eight different World's Fair exhibitions visiting nearly 400 cities and towns on those trips coast to coast. At the time, the Liberty Bell's trips were widely publicized so that each town where the Liberty Bell train stopped was well prepared for their venerable guest. Each stop on the way to the host World's Fair exhibition lasted anywhere from a few minutes to a couple of hours. The Liberty Bell was nearly always met with military salutes, parades, patriotic music and throngs of cheering men, women and children. In 1873, Philadelphian Henry Seybert donated to the City of Philadelphia a new bell and a large clock for tower of Independence Hall. Seybert commissioned the Meneely and Kimberly Bell Foundry to cast the bell and have it installed in the steeple by July 4, 1876 in time to usher in the Centennial anniversary celebration. The bell was cast using a mixture of 80% copper and 20% tin with the addition of one hundred pounds each of four cannons - a British and American cannon from the battle of Saratoga and a Union and Confederate cannon from the battle of Gettysburg. The bell weighs 13,000 pounds representing 1,000 pounds for each of the 13 original states and bears the following inscriptions: Around the crown: "Glory to God in the highest and on earth peace, good will toward men - Luke, chapter II, verse 14." Around the lip: " Proclaim liberty throughout all the land unto all the inhabitants thereof - Leviticus, chapter XXV, verse 10." Upon one side of the of the bell is cast - "Presented to the city of Philadelphia, July 4, 1876, for the belfry of Independence Hall, by a citizen." On the opposite side is the date "1776" and the coat of arms of the United States set in a shield containing 13 stars. I... ...;. Unfortunately, the fair was not a tremendous success due to low attendance - only 10 million of the expected 50 million visitors attended. Attributing to low attendance was the rain that was present on more than half the days the fair was open. While the Liberty Bell remained in its home in Independence Hall not far from the fairgrounds its image was used repeatedly as a symbol of the Exposition. The Liberty Bell had long since come to represent liberty and freedom for the United States and using its image on Exposition souvenirs was ideal in light of the fair's theme - our nation's 150th birthday. In 1950, the United States Department of the Treasury assisted by several private companies selected a foundry in Annecy-le-Vieux, France to cast 55 full-sized replicas of the Liberty Bell. The bells were shipped as gifts to states and territories of the United States and the District of Columbia to be displayed and rung on patriotic occasions. This was part of a savings bond drive held from May 15 to July 4, 1950 with the slogan "Save for Your Independence."

How Greek Mythology Influenced Christianity Essay

After reading Malthus’ view, Darwin then noticed that if more organisms are produced than the ones that can survive, then they probably compete for resources. Darwin named this the struggle for existence. Darwin also knew that organisms had natural differences within their traits. He assumed that some of those are better suited to the environment. Adaptations: any inheritable characteristic that increases an organism’s ability to survive and reproduce in its environment. Ex: camouflage, tiger’s claws According to Darwin, different adaptations affect an organism’s fitness. Fitness: how well an organism can survive and reproduce in its environment. Organisms with adaptations that are well suited to their environment have high fitness. Darwin’s greatest contribution was to describe an important process in nature, a scientific method, which could work like artificial selection. Artificial Selection: when nature provides the variations, and humans select those they find useful. Then Darwin wrote On the Origin of Species, which included ideas from Malthus, Lamarck, and some of his own ideas. Malthus came up with the idea that if the human population grew unchecked, there wouldn’t be enough living space and food for everyone. Lamarck suggested that organisms are capable of change by choosing whether or not to use specific parts of their bodies. He also came up with that organisms could pass down certain traits to their offspring, allowing species to change over time. Darwin Presents His Ideas Integer egestas orci quis lorem feugiat adipiscing. Lorem Ipsum Dolor 3. Survival of the Fittest: Some adaptations that organisms have are more suited to their environment than others and those are the ones that survive while the other organisms with other adaptations don’t make it. 4. Natural Selection: Organisms with better suited adaptations become more common because: More organisms are born than can survive Organisms have adaptations that help them survive Some organisms have a higher fitness 1. The Struggle of Existence: Organisms produce more offspring than can survive. Only small amount of these offspring can live and reproduce. 2. Variation and Adaptation: There is variation in nature and that is what increases an organism’s possibility in surviving. Some organisms have adaptations that help them. Natural Selection in Four Steps Natural Selection Darwin named his mechanism for evolution natural selection. Natural Selection: the process by which organisms with variations most suited to their local environment survive and leave more offspring. Natural selection happens when more organisms are born than can survive, there is natural variation; and there is variable fitness among individuals.

Questions and Answers on Selection Bias Essay Example

Questions and Answers on Selection Bias Essay Example Questions and Answers on Selection Bias Essay Questions and Answers on Selection Bias Essay Most people think that advertising works In general, but that it doesnt not work on them In particular. It works on most people, but It doesnt work on me? What biases might be behind such a belief? This could be related to hindsight bias 2. Explain in your own words, what the continued influence effect is. Give an example, different from the ones used in the book The continued influence effect refers to the way false claims enter someones head and continue to influence their beliefs even after they have been corrected. My friend told me that my brothers girlfriend was cheating on him, so I was inclined to live that she was. Two days later, my friend told me she mistaken for someone elses girlfriend. Even though she told me It wasnt true, I still believed my brother was being cheated on. 3. Give an example of your own experience of where you were likely guilty of a confirmation bias. When I started my new job, a co-woke of mine told me that that one of physiotherapist was extremely rude and arrogant. The first two times that I met him, he spoke very rudely to the employees. A week later, I was alone with the physiotherapist and was really nice to me but I still think he is a hostile person. . cold reading Is when someone tries to convince an audience that they have some kind of psychic power by making a lot of vague ended predictions what role might biases play In leading audience members to believe that the psychic of special power Biases play a major role in leading audience members to believe that the psychic of special power. This is an example of confirmation bias most specifically self-fulfilling prophecy. This is happens when ones expectations about another person eventually lead the other person to behave in ways that confirm these expectations. So in the example, the psychic will predict the persons future with vague statement, the person will try to connect to certain things that the psychic says. Then, subconsciously the person will act in a certain way to make these predictions come true. 5. Why Is It a good Idea to see It as a red flag whenever we find ourselves talking surely this person would not be saying something demonstrably false in such a puddle manner This thought should raise a red flag because not necessarily everything that everyone says is going to be the truth. Just because nobody objects to it, doesnt mean that they are right. It could Just mean that the listener doesnt have the type of personality to do so. This is called policing, where someone says something, and the listener knows its wrong, but nobody says anything to correct the speaker. . In the children game broken telephone, a phrase is whispered from one child to another, until it passes through a whole group. Each child tries to repeat the exact phrase that was heard, but in the end, when the last child repeats what he or she just heard, the phrase tends to have changed completely. A story can likewise change significantly upon multiple retelling. What is the primary way in which story telling fifers from broken telephone. What roles leveling and sharpening play in changing the story on retelling? The primary difference between story telling and broken telephone is that in the game broken telephone everyone is trying to repeat the phrase they hear. On the contrary, story telling is a sequence of events that is being told from different point of views. Broken telephone is usually a short phrase, while story telling is much longer and complex. Leveling and sharpening end up changing the original story. Leveling is when the storyteller leaves out details and sharpening is when the reader put emphasis on something that is not important in the story. 7. Explain the purpose of the control group. If a medication is being tested, why is it important that the control group will be given a placebo? The placebo effect is crucial and powerful. People often believe that they are receiving a treatment and in the end think they are being treated without getting the medication. It is the psychological aspect of the medication. The purpose of having two different groups is to compare their reactions in a controlled setting. To add, experimenter bias can be expectations about the outcome are subtly communicated to the participants.

Animal Farm2 essays

Animal Farm2 essays Animal Farm is a symbolical political satire in which animals take the place of humans. These animals can talk and are just as intelligent as humans. They learn to read and each type of animal a different aspect of humanity. (Ex.: Pigs- Politicians; Horses- Laborers; Sheep- Gullible People; etc. ) This book shows how a government that is set up to serve the people turns against them, just like communism did to the Russian people. Animalism symbolizes communism and the characters symbolize Russian leaders and people of importance. This is a tale with no happy ending. Characters They symbolize politicians in a stereotypical sense. Some of them lie, cheat, and steal from the animals they are supposed to serve. They make promises that are never kept. Propaganda is spread to the animals they are supposed to He is a pig who is very old. He has seen the lifestyle the animals live and is dissatisfied with it. He creates a government ideology called animalism which represents communism. He is the Karl Marx of this world. He is a large, fierce looking Berkshire boar, who is not much of a talker. He uses animalism only to increase his power and the dogs to terrorize the other animals. Napoleon symbolizes the dictator Joseph Stalin in this world. He is a pig that fights with Napoleon over the power on the farm. He is a very energetic, eloquent speaking, brilliant leader who organizes the defense of the farm. Napoleons jealousness of him makes him try to kill Snowball. Snowball flees the area and every misfortune in Animal Farm after that is blamed on him. He represents Leon Trotsky in this story. He is a short, fat, twinkle eyed pig who is a brilliant talker. He justifies the horrible actions of Napoleon and most of the animals buy into it. He has a sly, ...

Euthanasia and the right to choose Essay Example | Topics and Well Written Essays - 1500 words

Euthanasia and the right to choose - Essay Example Conservative people, although they use individual rights as part of their principles, do not believe in the right to die, seeing life as too valuable. On the contrary, liberal people typically see the right to die as a matter of personal choice and a good option for those who do not desire to continue living. Of course, to talk about these applied ethical issues, one needs a grasp of underlying normative ethical theories (asking â€Å"what is good?† in general), instead of relying solely on an intuitive grasp of what is good in this particular situation. There are a number of perspectives to consider in the issue of assisted suicide; from each of these viewpoints, assisted suicide is a moral practice that ought to be upheld. The discussion of assisted suicide is divided between those in favor, those opposed, and those with some position in between. For the purposes of this essay, the only answers to the question of assisted suicide’s ethical foundation are â€Å"ethica l† and â€Å"unethical†. Those who believe assisted suicide is ethical tend to believe that the practice, if put into law, is not morally problematic and that it should be allowed to occur. Likewise, those who believe the opposite tend to believe that if any case of assisted suicide is allowed, dire circumstances will result. ... rk is the duty every human being has to not kill another human being; this means that no matter what the circumstances are, or the consequences, it is immoral to kill another person. Because this duty is universal and non-conditional, it is quite clear in its application to the issue of assisted suicide. A different moral theory, which is quite different from deontology, is utilitarianism. â€Å"Utilitarians take a rather different perspective†¦ their rules are based on some calculation of the consequences of decisions or actions† (Feinberg and Feinberg 185). In other words, it is only the consequences of the action that matter, not the duty one has to another person. Under this theory, if a suffering person requests assistance in their suicide, then the moral action is to help him kill himself, since that action would ease that person’s suffering and thus lead to the greatest good. If one accepts the utilitarian view of ethics as the truth, the argument for assist ed suicide is quite clear. Since assisted suicide is a very situational, or circumstantial, issue (that is, the conditions and diagnoses of doctors are often unclear), it does not make sense for a deontologist to cite a moral rule that applies in all situations, when that theories has no knowledge of the variety of different situations other people have to live with. Because the utilitarian can evaluate cases of assisted suicide on a case-by-case basis, without calling the practice immoral in itself, he or she has more freedom to address the issue fairly. The applied ethics debate over euthanasia is typically framed around the normative claim of its permissibility, which is then followed by objections and responses launched from those who find it to be a morally reprehensible act. Nevertheless, we are faced

Critical Skills of Senior Executive Assistants Case Study

Critical Skills of Senior Executive Assistants - Case Study Example Most employers were from colleges, universities and other academic institutions, with average earnings of $44680. Becoming an executive assistant one requires to have some educational credentials to succeed in the dynamic business market. Some common courses include typing, computer applications, business law, records and information management, office administration and business communication. Table of Contents 2 parts Advertisement done with log for the financial review in Sydney and a case study report 1 Executive summary 1 Table of Contents 2 Introduction 3 Critical Skills of Senior Executive Assistants 3 Writing Skills 3 Project Management Skills 4 Financial Skills 5 Benefits, salary, and salary packaging options 6 Salary Trends 6 Conclusion 7 Bibliography 9 Introduction An executive assistant plays a crucial role in an organisation. In the ever changing business environment, it is the executive assistant’s job to assist the key decision maker to stay focused, effective a nd a better leader. The key skills of this position are excellent communication, creativity and ability to work independently (Yukl, 1998; Zeng, 2011, pp 2 –93; Priem, 1994, pp 421–437). ... cruit an office manager, this position has three direct officers; the receptionist and two administrative staff (Scarborough, & Zimmerer,2006;Shimek & Wen,2008). Critical Skills of Senior Executive Assistants In the ever changing office environment, the critical skills required of an effective senior executive assistant is communication. How the incumbent interacts with peers and other decision makers is paramount on how ideas exchange across the organisation. Other vital skills are interpersonal effectiveness, project management skills, financial planning abilities, and effective writing skills (Torrington & Hall, 2004, pp. 205; Drew, 2007, pp359-369). Writing Skills Effective writing skills are particularly essential for an office manager to put the right words on paper quickly. Therefore, they must be able to communicate more clearly, concisely and persuasively. Words matter and an effective office assistant must learn, develop and enhance how to use them. The key areas that requi re effective principle of writing are: successful correspondence, message shaping, writing to the point, avoiding writing traps, diplomacy and politics, refining the writing and managing minutes in a meeting (Eije ,2006; Eisenhardt,1989, pp 57-7; Fan, Wong, & Zhang,2007, pp 330-357). Communication Skills An outstanding executive assistant should possess soft skills and abilities to maximise appropriate communication skills for personal and professional potential. The positive traits needed include; self awareness, personal openness, conflict handling, frustration and stress control, assertiveness and making commitments to development. Appropriate communication skills are key to developing a positive image, giving and receiving feedback, presenting ideas with confidence and clarity.