Trauma Causing Vertebrobasilar Stroke Research Paper

Trauma Causing Vertebrobasilar Stroke - Research Paper Example . . Background: Stroke is one of the major causes of death and disability worldwide. While the elderly are most affected since the risk factors of stroke are high blood pressure and age, yet the incidences of stroke are increasing in young. The most perilous of the stroke is vertebrobasilar stroke effecting the posterior circulation of brain. This review deals with the different aspects of vertebrobasilar stroke in general and trauma due to sports activity in particular, as the cause of vertebrobasilar stroke Objective: The review aims to study the pathophysiology, risk factors, aetiology, diagnosis, treatment available and prognosis of vertebrobasilar stroke along with a systematic study of the common sports activities leading to vertebrobasilar stroke and their relative significance in causing this stroke. Methods: The literature search is based on relevant data available on Medline, Pubmed, Krager, Elsevier, Cochrane system database, NIH database. Relevant articles from various journals Stroke, Neurology Lancet etc were also referred to. The search was performed between 21 September & 3 December, 2010. Relevant data from 1973 to 2010 was used for data analysis. Data Analysis: An analysis of data was done based on central value calculation of frequency of vertebrobasilar stroke due to trauma and testing significance of population mean using ANOVA and P-value calculation. Results: Football is the major cause of vertebrobasilar stroke followed by soccer, both contact games. From 4 samples data (Soccer, football, equestrian sports and yoga injury), it is obvious that the football injuries, with the highest central value (16.89) are the most significant cause of vertebrobasilar stroke Stroke, in general is a temporary or permanent loss of brain activity due to cessation or reduction of blood supply to brain due to an obstruction of blood flow in arteries, which are the channels of blood supply to

Kenneth Nierman Essay Example for Free

Kenneth Nierman Essay Kenneth A. Nierman (born 1954)(1)(2) is Founder and President of the Center for Bankruptcy Planning, and Principal of Adversity Financial Planners. His work to pioneer Financial Planning for Bankruptcy, is unparalleled. Mr. Nierman has been honored for his innovative work in advancing educational and entertaining economic concepts. One of his first economic papers was a discussion of a coming â€Å"Great Leveling† of the world economies. His first theorem on this discussion was available in 1987(doc). The Great Leveling was among the earliest neo-economic discussions about the effect s of improved technology in communication, creating a near-perfect, almost instantaneous, flow of information. It was a major factor in the breakup of the Soviet Union, and the early awareness of dictator oppression of their citizens. His theorem expressed that as information flow became instantaneous, that economies of third world countries would benefit tremendously at the permanent and unrecoverable loss of the economic world powers. This would not mean that third world economies would become equally as rich as the world leaders it would simply mean that the incremental increase in the existing standard of living would seem exponential and people in those countries would feel substantially wealthier. It would also mean that the great world economic powers would experience a loss of current standards of living. A decrease so much so that the people in those countries would experience economic and emotional pain beyond anything they had previously experienced. The Great Leveling would create a permanent shift in a majority of the world economies. World economic leaders would experience subtle or sharp, extended or immediate, decreases in citizen standards of living. The economic pain experienced would be permanent and would take years for the citizens to realize the new normal of a decreased lifestyle. Simple or drastic decreases in personal and household cash flow would have compounding effects throughout the economy of the country. His undocumented, yet historically discussed economic theorems include: The Great Leveling, The Baby-boom Retirement Myth, and Creative Destruction within the Entrepreneur World. Early life and education Nierman was born in Eastern Colorado in a small but innovative farming community of hard-working farmers and entrepreneurs (world renowned golf course footnote goes here). Family history. Parents were Alvin Kenneth Nierman and Teresa Marie (Natter) Nierman. Father died. Mother died. Sisters, Marilyn Irene Nierman (b.1949-), Alyce Dianne Nierman (b.1951-). Wife, Stacia(Stacy) Jo Nierman (Coven)(b.1956-). Married to Stacy, 19 January 1980 at King of Glory Lutheran Church, Arvada, Colorado. Formal Education. Colorado State University (CSU), Fort Collins, Colorado and Eastern New Mexico University (ENMU), Portales, New Mexico. History in Business. After graduating from CSU, married to Stacy, moved to Lakewood, Colorado. First job was as a stockbroker with OTC Net, Denver, Colorado. OTC Net specialized in underwriting venture capital developmental stage publicly held companies. After the closure of OTC Net in 1982, he went to work with E.F. Hutton in Fort Collins, Colorado. He worked with E.F. Hutton until 1984 and moved to Shearson Lehman Brothers in Denver, Colorado. In 1986, he moved to PAMCO Securities, a new firm offering financial services through local and regional savings and loans, and commercial banks.

Impact Of Agents Of Socialization On Pester Power Education Essay

Impact Of Agents Of Socialization On Pester Power Education Essay Introduction In this ever changing world, there is an increasing trend in the recognition of pester power of children by the marketers. Pester power is basically the influencing power of the children which they exercise in their routine life to get what they want and indirectly affect the buying decision of their parents. The basic reason behind the acknowledgement of pester power is that exposure of the children is growing over time as they are getting more social so dictating buying decisions of their parents. Thus pester power will be the main focus of my dissertation and the researcher will attempt to determine various factors of socialization that are gradually playing their role in strengthening this kid-influence on parents purchase of products. Background The term Pester Power first originated in US in late 1970s, described as the power children had, by repeated nagging, of influencing their parents to buy advertised or fashionable items. Nicholls and Cullen (2004) studied this parent-child relationship which results in pester power and developed a matrix for it which shows that while a family in making a buying decision parents and child both have to make a tradeoff between desire of control over decision and self realization of resulting purchase. Figure below is the matrix developed by Nicholls and Cullen (2004) it depicts that when children has high self realization and parents have high desire for control their interaction results in pester power of children. Source: Nicholls, A. J., Cullen, P. (2004). The child-parent purchase relationship: pester power, human rights and retail ethics. Journal of Retailing and Consumer Services Problem discussion Children has an increased access to pocket money and a bigger say in purchase decisions is a result of children getting more information from various sources, being more social and demanding as well. This increase in population of youngsters and their influencing power determines a large potential customer base for marketers. Objectives and research question Based upon above background of study and problem discussion, purpose or main objective of this study is to provide a better understanding of how the agents of socialization of children make them influence their parents purchase decision. In order to conduct this research, research questions are Primary Research question RQ: Do the agents of socialization have an impact on pester power of children? Subsidiary Research questions RQ2: Does parents/peer pressure has an impact on pester power? RQ3: Do advertisements and TV programs have an impact on pester power? Literature Review Kids represent an important market segment to marketers because kids have their own buying behavior. More importantly, kids could monitor the buying decisions of their adult parents because they are the adults of future. Today most of the advertisers spend more on TV advertisements having children content to attract more children which are going to change the behavior of their parents. There are different variables involved in pester power effectiveness. That is what McNeal and Yeh, (1997) has also stated that due to increase in awareness of children market potential had increased in three ways that the children were spending money they had, that is essentially their pocket money, to satisfy their own needs and wants. Secondly, they influenced their parents spending and finally they eventually would become a loyal customer base for the companies in the long run. Interaction with parents is the first thing that influences children buying behaviors. The parents teach their children the buying behavior. Same proposition was given by Ward et al (1977) that primary socialization agents for children were parents and children behavior in adulthood was dominated by their parental influence. If there is a direct and clear communication between the children and their parents then children could be easily influenced by their parents. Mostly the pester power works if there is more emotional engagement between the parents and their children. Children learn from their parents the way in which they live, buy and eat. Moore and Moschis (1981) and Mascarenhas and Higby (1993) stated that the most instrumental among social entities were parents from which children learnt consumer behavior. Another researcher Moschis (1985) has concluded that interaction of children with all other entities was majorly influenced by their parents, when they were in direct or in direct contact with each other. Along with this he also postulated that, because of the nature of parent-child relationship, effects of other agents of socialization like peer groups and mass media were modified to a large extent. Peer Pressure is the second component of the research question, which influences children buying behaviors. Children spent a lot of their time in certain peer groups such as at school, play places or street friends belonging to different families. A child learns a lot from other children. The extent to which these gatherings influence varies from situation to situation. For example, a child can even make a decision to buy his school bag by looking at other children. Same element of influence was studied by many researchers including Parsons et al., (1953), David and Roseboroug (1955), Moschis and Moore (1981) has described the impact of peer pressure in two ways, expressive consumption and effective consumption. By expressive consumption they mean the social motivations and the materialistic values that are associated with the purchases while on the other hand, purchase styles and modes of consumptions were categorized as effective consumption influence. This study comes in line with my study that social motivation and the purchase patterns of both the parents and peers influence children. This influence may or may not be productive as Bachmann, et al (1993) stated that consumption learning from peers affected child consumer socialization directly or indirectly. Another research, stated earlier, by Ward (1974) has explained the relationship of parental influence and peer pressure with age that as age increases parental influence is over shadowed by peer pressure Impact of advertisements content and TV programs on children has gained significant importance by researchers and marketers. Berns (2004) has given a reason for the fact that children are now being used as a marketing tool is their cognitive immaturity, he argued on this point by saying that children were more likely to believe that the images or characters they see on TV were real. Some of ways in which this agent of socialization influences the pester power of children are: Making children desire things which their parents do not want to purchase by showing attractive contents in advertisements. Encouraging children to influence or advocate the buying behavior of their parents Presenting children as heroes in a particular situation such as showing a scene in which other children are in danger and one child adopts the rule of savior etc. Making Children feel inferior by showing them that if they will not buy a particular product they are not good but bad. According to OGuinn and Shrum (1997),a advertising and programming content are the two channels of communication which inform children and young people about products and encourage them to purchase. Another point that O Guinn and Shrum (1997) has stated in their findings is that consumer behavior was learned by children more easily if they were targeted with persuasion shown in commercials and various TV programs. Expansion in media messages and continuous changes in media environment are two key contributors for increasing the level of advertisement subjected towards children. Store Visits and Retailing environments also influence children buying behavior as Shim, et al (1995) proposed that children became more conscious about the information regarding products such as price and brands the more often parent took their children for the shopping. Keeping this in view marketer induce sales by adding some incentives for children to influence their parents to buy a product. For example, a fast food restaurant usually adds play place along with the dining hall or some retailer give away toys, snacks, sweets as gift with the products purchased. Although products are for adults but retailers make children pester their parents to buy that product. The attractive display of product also works in inducing this power more efficiently; these kinds of purchases made by parents under the influence of children are usually impulse purchases. According to research conducted by Schulman and Clancy (1992) on the most admired after school activities among the children depicts that watching TV got the highest attractive scores while second on the list was shopping which shows that in either of the two cases our research questions are being supported that these agents of socializations are impacting children behavior to a large extent. Cartoon character and Celebrities endorsement also has some bearing on children buying behavior. A recent study conducted by Dotson and Hyatt (2005) states that association of brands with certain popular sports, music and stars had increase the level of influence on children. Almost all children watch cartoon programs and other children oriented TV programs such as Quiz shows, Sports Shows etc. By introducing heroic characters like super-man, spider-man and various celebrities in advertisement make children buy that product because of emotional attachment of children with these things. Product category and stage of decision making process are being varied by children as the amount of influence they exert and product they prefer. For some product categories they influence purchase made by the parents and for some other products they are active initiators, information seekers, and buyers. Children influence is different for different products, product sub division, nature of socialization of children and they prefer product what they are attracted towards. Beside of the goods which are for direct consumption, children shows their influence in buying of goods for their family as their parents are less involved in the goods are preferred by them and preference increases in case of less expensive and the products for their own use. (Belch, 2004) Today, most of the marketers are targeting kids because of the change in demographics and psychographics of children population. The first learning point for the children about Where to buy is from family. The family characteristics such as family environment and parental lifestyle enhances the impact of the role of children in the different stages of taking buying decisions, as stated by Belch (2004) as well. Most of the children, when they go out with their parents on shopping, learn where a particular product or service is available and how they can reach them. The second source of children learning about where to buy comes from peer or social group they usually spend their time. As Belch (2004) stated that cultural values influence consumption related behaviors of children. The third source of children learning about where to buy comes from different advertisements and TV programs. There is big problem for children and their parents as viewers because young children are easily at tracted towards the content of advertisements and promotions. Theoretical Framework The independent variable in this study is agents of socialization and the dependent variable is pester power of children. Agents of socialization Pester power Independent variable Dependent Variable Operationalization In order to quantify independent variable, agents of socialization, the researcher has identified two indicators based upon the findings of literature review which are operationalized as under: Parent/Peer pressure: How the parents buying behavior and patterns are learned by the children because they are in constant contact with them and to what extent the interaction of children with their peer transform their preferences for products? Advertisements / TV programs: How much attention children pay to what they see on television, the retail environment impact children in nagging for a particular product and to what extent children get inclined towards a cartoon character or even children in a commercial? In order to quantify the dependent variable, pester power the researcher has identified three indicators which are operationalized as follows: Product preferences: How much differences in preference of children make them influence their parents purchase decision? Where to buy: How do children know from where they can get their desired product? How to buy: Do they know the tactic of buying the product, by nagging? Hypothesis The hypotheses developed for conducting the research are: H1: There is a relationship between agents of socialization and pester power Null Hypothesis: There is no relationship between agents of socialization and pester power Alternative hypothesis: There is a positive relationship between agents of socialization and pester power. Objectives of the Research Study Several factors such as interaction with parents, interaction with peers, shopping experiences and advertisement (Normal + Celebrity endorsement) has increased the nagging behavior of children. The more increase in interactions of a child with all these factors; it gives rise to pester power or the power of nagging in the child. For measuring pester power, the researcher has prepared a questionnaire (See Appendix) for measuring the impact of these two variables (parent/peer pressure and advertising) on pester power in children. The objective of this study is to measure the nature of relationship that exists between parent/peer pressure, advertising and pester power. Another objective is to find out if only these variables are there to boost up the pester power or there is also something else which has not yet been discovered in the previous research conducted (literature review) on pester power. Due to limited time and money constraints, it is not possible to get accurate and pure results, but the researcher will try his best to get the better results from limited resources. The finding of this study will also be helpful in the professional career of researcher being a business student. There is dramatic increase in the population of youngsters. Being an entrepreneur or marketer, this study will help the researcher to devise an efficient marketing communication strategy in his professional career for example this part of population can be targeted in marketing campaigns because of their larger proportion in the total population and maximum net marketing contribution can be obtained out of it. Secondly, this study will also be beneficial to the parents. The reason is, due to increase in population of youngsters, the marketers are targeting them in their marketing communications. This trend has positive as well as negative effects. Some marketers are using unethical tactics to market their product which is socially unacceptable. This study will help the parents to efficiently control the exposure of children to advertising and parent/peer pressure to minimize pester power and its negative effects. Research Methodology Design This study will be a questionnaire study. In questionnaire study, the respondents will be given a questionnaire and they will have to select from only available options. It is not a laboratory experiment where the environment of respondents can be controlled. It is a social research and the respondents are humans. The environment or context of this research cannot be controlled. The researcher will conduct questionnaire surveys. Questionnaire surveys are appropriate because these surveys allow quantification of data and thus quantitative evidences will be used to justify the results from research study. Questionnaire Surveys will help to gain required responses which can be further converted in quantitative terms for research. Subjects To test above mentioned hypothesis, the researcher will need to find data about agents of socialization and level of pester power. This data will be collected from parents having kids entering a shopping mall. The researcher will be using non-probability sampling method. A sample size of 100 parents entering shopping malls will be taken. Large shopping malls will be targeted for carrying out this research study. Convenience sampling method will be used for this research study. Instruments Instrument for carrying out research is already discussed above which is questionnaire surveys (quantitative research) for getting deep insights of the research problem. The researcher chose questionnaire surveys to get desired responses because quantification of data was desired. Moreover, the subjects find it easy to select an answer from given responses and therefore the response rate of questionnaire surveys are high. An interviewer completed questionnaire of close-ended statements will be used. Each questionnaire is expected to be completed within 10 minutes. So, questionnaire surveys are more flexible than any other instruments for research. Therefore, the above instruments for research study are reliable. Similarly statistical tests like z-test and t-test will be used to measure the reliability of measures. Context The research will be applied to the retail industry of United Kingdom (UK) by visiting the retail chains, retail stores and shopping malls. The research will be conducted from parents visiting the retail stores, retail chains and shopping malls of UK retail industry. Only those parents will be interviewed who will have the children under the age of 10-20 years old. Results Results obtained from the research study will be tested and validated by statistical measures using Microsoft Excel and SPSS. A z-test and t-test will be used to test significance among variables. Moreover, ANOVA will also be used to test significance of variables. Similarly, results obtained from focus groups and in-depth interviews will be tested qualitatively by recording video of these events. Research Paradigm This study Impact of agents of socialization on pester power is a quantitative, deductive and correlation study. The study is quantitative because it involves collection and analysis of numerical data as questionnaires responses can be measured on different scales and could be coded. The study is deductive because hypotheses is tested as There is a positive relationship between agents of socialization and pester power. The researcher arrived at the above hypothesis from the literature review. Now, the researcher already has a statement in the form of hypothesis, and this statement would be tested by collection of data and analysis which is a deductive approach. Finally this study is correlation study because a relationship is being measured between two different kinds of independent variables and dependent variable. In this study, agents of socialization are independent variables and pester power is dependent variable. Ethical Concerns The participants of the research study will be involved in the research with their informed consent by explaining them the purpose of the research study. The participants of the research study will be at minimal risk with no physical harm. A briefing would be given to respondents about the purpose of study by explaining the true nature of our study in order to have their informed consent. The respondents will be given a free choice to opt for giving information and responding to the questionnaire. The element of confidentiality and privacy will be of major concern during this study. The researcher will ensure confidentiality by using dummy data. Limitations It is a single mans effort and therefore some limitations will also be associated with the project and these limitations would be constraints of time and cost. In case of questionnaires surveys, participant in hurry or thinking about something else may choose a wrong response. Moreover, fatigue, anger and hunger may alter the interpretations of surveys. There could be human errors in the analysis and presentation of results. Conclusion The prime users of the study conducted will be the marketers who have to develop their advertising campaign. This point is also very important for parents as well, they try to reduce this pester power in their children, because it bring about negative changes in them, this is the reason that many countries like Canada have banned such advertisements that enhances pester power in children.

Is It Proper to place someone in jail for a seatbelt violation Essay

  Ã‚  Ã‚  Ã‚  Ã‚  States across the nation have seat belt laws in place that make it a requirement for drivers and passengers in vehicles that are being operated on public streets to wear some sort of safety belt. In 1998, 41,471 people were killed in 6,334,000 reported motor vehicle accidents in the United States. Seat belts are estimated to save 9,500 lives each year, and statistics show a higher degree of seat-belt use in states that aggressively enforce seat belt laws. The laws, as well as the punishments available for violation of the laws vary by state. In most states, however, it is considered a misdemeanor and punishable by a small fine. The properness of an arrest for such violations is a good question and has been addressed by various courts including the Supreme Court.   Ã‚  Ã‚  Ã‚  Ã‚  In North Carolina, the â€Å"Click It or Ticket† program was put into place in 1993 by former Governor Jim Hunt to increase safety belt and child safety use rates through stepped up enforcement of the state’s safety belt law. According to North Carolina’s safety belt law all drivers and front seat passengers over the age of 16 are required to wear safety belts. Children less than age 16 are covered under the North Carolina Child Restraint Law. This law requires that children must be buckled up no matter where they are seated in the vehicle. Violators of the safety belt law are issued tickets and are subject to a fine of $25 plus $50 court costs. These violations have been defined as â€Å"infractions† and are not entered on driving records. In addition to this, effective January 1, 2005, any child less than 8 years old or 80 pounds in weight must ride in a booster seat. Violations of this law will result in a $25 fine plus court costs a s well as having 2 points placed against driver’s license. However, drivers cited for this violation of this law for a 5,6, or 7 year old will be able to have the charges dismissed if they present proof to the court that they have acquired an appropriate restraint for that child. Statistics have been gathered on safety belt use since this program began and has shown that seat belt use has increased from 65 percent to 84 percent. It has also shown that fatal and serious injuries in North Carolina have been cut by 14 percent. Resulting in a savings of at least $135 million in health care related costs. Other positive ef... ...rrests for all sorts of relatively minor offenses unaccompanied by violence, including, among others, night walking, unlawful game-playing, profane cursing, and negligent carriage-driving. The Supreme Court has acknowledged that the court has had little to say about warrantless misdemeanor arrest authority; however in what little they have said they have focused on the circumstance that an offense was committed in the officer’s presence, to the omission of any reference to a breach of the peace limitation.   Ã‚  Ã‚  Ã‚  Ã‚  It has been determined by the Supreme Court that it is proper to arrest someone for a violation of a seat belt law if it has been violated in the presence of an officer. All 50 states and the District of Columbia have statutes that permit warrantless misdemeanor arrests by at least some peace officers without requiring any breach of the peace. Because The â€Å"Click it or Ticket† program in North Carolina has served as a model for the nation and the Presidential Initiative for Increasing safety belt use Nationwide highly recommends that other communities adopt this program it appears as though safety belt laws will continue to exist for years to come. Is It Proper to place someone in jail for a seatbelt violation Essay   Ã‚  Ã‚  Ã‚  Ã‚  States across the nation have seat belt laws in place that make it a requirement for drivers and passengers in vehicles that are being operated on public streets to wear some sort of safety belt. In 1998, 41,471 people were killed in 6,334,000 reported motor vehicle accidents in the United States. Seat belts are estimated to save 9,500 lives each year, and statistics show a higher degree of seat-belt use in states that aggressively enforce seat belt laws. The laws, as well as the punishments available for violation of the laws vary by state. In most states, however, it is considered a misdemeanor and punishable by a small fine. The properness of an arrest for such violations is a good question and has been addressed by various courts including the Supreme Court.   Ã‚  Ã‚  Ã‚  Ã‚  In North Carolina, the â€Å"Click It or Ticket† program was put into place in 1993 by former Governor Jim Hunt to increase safety belt and child safety use rates through stepped up enforcement of the state’s safety belt law. According to North Carolina’s safety belt law all drivers and front seat passengers over the age of 16 are required to wear safety belts. Children less than age 16 are covered under the North Carolina Child Restraint Law. This law requires that children must be buckled up no matter where they are seated in the vehicle. Violators of the safety belt law are issued tickets and are subject to a fine of $25 plus $50 court costs. These violations have been defined as â€Å"infractions† and are not entered on driving records. In addition to this, effective January 1, 2005, any child less than 8 years old or 80 pounds in weight must ride in a booster seat. Violations of this law will result in a $25 fine plus court costs a s well as having 2 points placed against driver’s license. However, drivers cited for this violation of this law for a 5,6, or 7 year old will be able to have the charges dismissed if they present proof to the court that they have acquired an appropriate restraint for that child. Statistics have been gathered on safety belt use since this program began and has shown that seat belt use has increased from 65 percent to 84 percent. It has also shown that fatal and serious injuries in North Carolina have been cut by 14 percent. Resulting in a savings of at least $135 million in health care related costs. Other positive ef... ...rrests for all sorts of relatively minor offenses unaccompanied by violence, including, among others, night walking, unlawful game-playing, profane cursing, and negligent carriage-driving. The Supreme Court has acknowledged that the court has had little to say about warrantless misdemeanor arrest authority; however in what little they have said they have focused on the circumstance that an offense was committed in the officer’s presence, to the omission of any reference to a breach of the peace limitation.   Ã‚  Ã‚  Ã‚  Ã‚  It has been determined by the Supreme Court that it is proper to arrest someone for a violation of a seat belt law if it has been violated in the presence of an officer. All 50 states and the District of Columbia have statutes that permit warrantless misdemeanor arrests by at least some peace officers without requiring any breach of the peace. Because The â€Å"Click it or Ticket† program in North Carolina has served as a model for the nation and the Presidential Initiative for Increasing safety belt use Nationwide highly recommends that other communities adopt this program it appears as though safety belt laws will continue to exist for years to come.

Teaching Assistant

Describe How You Might Contribute To a Lesson Given To a Group Of Seven Year Old Children Learning To Play Percussion Instruments? As a Teaching Assistant supervising a group of seven year olds who are to learn to play musical instruments, I would first make sure these instruments are available, clean, safe and ready to be used for this lesson. Any music sheets related to playing must be prepared and available in the classroom in advance. During the lesson I would supervise the children using the instruments and check they are using them correctly and are not messing about with them, and causing any damage to themselves, anyone else or the equipment. Pupils who have difficulties playing or holding the instruments must be supported. It is important to be a good role model by showing children how to hold and play with these instruments. I should make sure all the children follow my instructions, repeat my instructions and focus on me while I am demonstrating the instrument. At the end of the lesson I would check that the instruments are still in good condition and encourage children to put equipment away tidy and safely. During the lesson I can monitor the class and then make an observations written report that can help track the activity, behaviour, difficulties, preferences, cognitive skills and progress of each child. 2. What might be your role in organizing, using and maintaining the learning resources, materials and equipment? My role as a Teaching Assistant in this lesson, regarding organization and material, is to ensure everything is ready for the lesson before starting it. All the material should be checked for safety, hygiene, cleanliness, good state and put in the right place as agreed by the teacher. It is important to maintain a complete and accurate inventory of resources. To be able to conduct these the teaching assistant should find out from the teacher what their role is and what responsibilities they have when it comes to the organisation of the learning environment. I would encourage pupils to return materials to the correct place after they have been used. I may have to dispose of any waste and redundant resources safely and always looking for opportunities to recycle materials and equipment. I should prepare and set out learning resources in line with the preparation requirements given by the teacher. When the lesson is finished, I must ensure that each material is back to original place, and it’s not broken or damaged. Any marks should be reported to the teacher.

Mary Englunds An Indian Remembers essays

Mary Englunds An Indian Remembers essays This paper is an attempt to discuss the biography of Mary Englunds An Indian Remembers based on her childhood experiences in a Christian European convent. Her story starts from the day she is taken away from her family to be civilized in a distant residential school. Englunds experience in the school could be described as European way of civilizing the young native people that includes compulsory assimilation, segregation, control and racism. The concept of civilization is perceived to be for the best interest of the Indian community, or at least this is what it seems to appear like. Thus, this paper will tackle the issues of methods used to civilize the Natives and its effects on Englunds personality and mentality as well as the real purpose behind civilization. Is it really for the best interest of the Indian people or is it a form of exploitation of the Natives to benefit the European colonialists? Assimilation is one form used to civilize the native children. This seems to put Englund to a lot of curiosity eventually to confusions. On her first day in Mission, Englund learns about the assimilation policy implemented by the convent which draws out her curiosity about its purpose. In her experience, she learns that boys and girls live in separate buildings and wonders why. She appears curious and thus questions a lot but she gets no decent answer to satisfy her curiosity. Englund also observes girls being divided in groups to certain tables during meals and girls are assigned to different jobs, some goes to the dormitory while others to kitchen or classrooms. Again, she does not seem to understand the purpose of these procedures. This explains her ignorance about the system of a Christian convent. Anyhow, she seems to let go of her curiosity and simply accept it as a form of instruction she ought to follow with no question asked. With all these curiosities, she has possibly d eveloped a sense of confusion on why...

Knickerbocker Story

Knickerbocker Story Knickerbocker Story Knickerbocker Story By Sharon The Oxford Dictionary of Etymology tells an interesting story of the origin of the word knickerbockers. In 1809 Washington Irving, who is famous for the short stories Rip Van Winkle and the Legend of Sleepy Hollow, published a book called History of New York. The book was published under the pen name Diedrich Knickerbocker. Pictures of the supposed author showed him wearing loose breeches, which then took his name. However, thats not the whole story of knickerbockers. Sometime in the 19th century the word was abbreviated to knickers, a word which will send young British children (and even those old enough to know better) into helpless laughter. The reason? Knickers are the common British term for womens underwear. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:What Does [sic] Mean?35 Genres and Other Varieties of FictionHow to Punctuate Introductory Phrases

Contemporary Political Action †Political Science Research Paper

Contemporary Political Action – Political Science Research Paper Free Online Research Papers Contemporary Political Action Political Science Research Paper This project presents the research proposal â€Å"Mediactivism and the carnivalization of protest in contemporary political action†. By this, I intend to draw a panorama of recent political activism in various parts of the world, highlighting some vertentes of this activist wave in which we can see the choice for dramatized, spectacular, carnivalized or â€Å"fun† political manifestations. Drawing from this panorama, we can start an analysis of the groups who practice this particular form of protest and what leads them to do that. Hypothetically, media comes as an important factor for these new types of protest manifestations. Contemporary activism seems to be strongly media-directed: groups prepare media manuals (inserir nota sobre media manuals que eu conheà §o), organize to record, edit and divulge manifestations videos, e assumem configuraà §Ãƒ µes which subvert marketing, propaganda and public relations techniques for their cause. As it is put by Luca Casarini, spokesman for the Italian group Tute Bianche, We know what we need to make people talk about us () We use the winning languages, the ones that reach people. Hollywood doesn’t win by chance. This is the communications society. We can’t ignore the codes. (PEDEMONTE, 2001: 12-13) (nota de rodapà ©: adapted from the portuguese version) Proceeding on the hypothesis, pranksterism comes as part of this media-centered activist culture. The laugh, the subversion, the debauchery, the prank – they all come, hypothetically, as adaptations of one of the fundamental logics of media: diversion. To draw the attention of viewers, media must constantly afastar-se do cotidiano, do corriqueiro, from the usual business of everyday life. This is not to say that the point of media is to entertain, but to create new, and more dramatized, ambiences to represent the world. The political prank is fundamentally a rupture with all convictions about political action. It goes against seriousness, it goes against violence (not only physical violence, but the violence contained as well in speeches, in acts of discourse), it goes against the preconceived notions about the â€Å"revolucionrio† who hides his face, carries guns and confronts the police with molotovs or rocks. Media may have a part in this too: as well as it serves as a watchdog of state repression, it would go against the violence in activist manifestations. (falar sobre atenà §o que o novo ativismo recebe) John Downing (2002), Michael Hardt e Antonio Negri (2001), John Holloway (2003), Harry Cleaver (1997, 1998), Slavoj Zizek (2003), Antonio Albino Canelas Rubim (1997, 2001, 2001b), Maria da Glà ³ria Gohn (2002, 2003) e Nicolau Sevcenko (2001, 2002), Naomi Klein Sem Logo (1999) e Cercas e Janelas (2003) George Monbiot (2004), Paul Kingsnorth (2003) e Josà © Chrispiniano (2002), Christophe Aguiton (2002), Kalle Lasn (2000), Josà © Bovà © (2001) Campanhas publicitrias Jogos (State of Emergency) Mà ºsica (Rage Against the Machine, System of a Down, Atari Teenage Riot) Ficà §o (Cosmà ³polis, The Dreamers) Documentrios (Michael Moore, The Corporation, The Take, The Weather Underground, The Fog of War) This making of a new world is a serious business. If we can’t laugh, the world we make will be square, and we won’t be able to turn it. (Subcomandante Marcos, quoted by KINGSNORTH: 2003: 28) como um radicalismo revigorado , â€Å"o maior movimento global da histà ³ria† (MONBIOT, 2004: 20), â€Å"novas, efetivas e urgentes condià §Ãƒ µes de luta pela democracia† (SEVCENKO, 2002: 12) e â€Å"a emergà ªncia de uma rebelio global sem precedentes† (NOTES FROM NOWHERE, 2003: 14). It’s not a revolution in the sense that the twentieth century has taught us to understand the word: not a massing of red flags this time, not a determination to seize the state, not a gathering of Peoples’ Parties with blueprints for a new Utopia. (KINGSNORTH, 2004: online) I know so many different techniques that make it look like the whole ad was reprinted with its new message, as opposed to somebody coming at it with a spray-paint can. (†¦) The technology allows us to use Madison Avenue aesthetics agains itself. That is the most important aspect of this new wave of people using the guerilla tactic, because that’s what the MTV generation has become accostumed to – everything’s flashy, everything’s bright and clean. If you spend time to make it cleaner it will not be dismissed.† (KLEIN, 1999: 285-286) It’s mostly nuts and bolts of media for activists: how to write a good press release; how to flack your story; how to identify and develop friendly media ties. But the most important thing we teach is how to distill very complex campaign themes into very simple messages, that can pass through the filter of corporate-controlled media and still make it out the other side into the homes of the American or global public, in a form that you would still consider effective – and can begin to create the political will we need to turn these things around. (SELLERS, 2001: 75) (Journalists love fun stories, just like everyone else. The more fun the story, the more likely it is to get covered.) (RTMARK poster) (colocar naquela apresentaà §o inicial menà §Ãƒ µes ao bloco medieval e ao trabalho com o cachimbo do cara da Dinamarca) This outline is only a pre-presentation of my research problem. It was prepaired only as a solicitation for making appointments with members of the research staff. I have no intention of applying to the course for this year, and possibly not for 2006 as well, as I am still finishing my MA in Communications Science. When I have real intention of applying to the course, I will surely prepare a much better and aprofundada research proposal. BIBLIOGRAPHY AGUITON, Christophe. O Mundo nos Pertence. So Paulo: Viramundo, 2002. European edition: Le monde nous appartient : Porto Alegre, Florence, Evian : les acteurs dune autre mondialisation. 1018, 2003. ANTOUN, Henrique. â€Å"Jornalismo e Ativismo na Hipermà ­dia†, in Revista da FAMECOS no. 16, pp. 135-147. Porto Alegre: EDIPUCRS, december 2001 (a). ANTOUN, Henrique. â€Å"A Multido e o Futuro da Democracia na Cibercultura†, in FRANÇA, Vera, WEBER, Maria Helena, PAIVA, Raquel e SOVIK, Liv (orgs.). Livro do XI COMPÓS. Porto Alegre: Sulina, 2001 (b). ANTOUN, Henrique. â€Å"O Poder da Comunicaà §o e o Jogo das Parcerias na Cibercultura†. Paper presented at the XII Compà ³s, GT Tecnologias Informacionais de Comunicaà §o e Sociedade, june 2004. ARQUILLA, John e RONFELDT, David. The Advent of Netwar. RAND: 1996. Available at rand.org/publications/MR/MR789/ (access at 20/7/2004). ARQUILLA, John e RONFELDT, David. In Athenas Camp: Preparing for Conflict in the Information Age. RAND: 1997. Available at rand.org/publications/MR/MR880/ (access at 20/7/2004). ARQUILLA, John, RONFELDT, David, FULLER, Graham e FULLER, Melissa. The Zapatista â€Å"Social Netwar† in Mexico. RAND: 1998. Available at rand.org/publications/MR/MR994/ (access at 20/7/2004). ARQUILLA, John e RONFELDT, David. The Emergence of Noopolitik. RAND: 1999. Available at rand.org/publications/MR/MR1033/ (access at 20/7/2004). ARQUILLA, John e RONFELDT, David. Swarming and the Future of Conflict. RAND: 2000. Available at rand.org/publications/DB/DB311/ (access at 20/7/2004). ARQUILLA, John e RONFELDT, David. Networks and Netwars: the future of terror, crime and militancy. RAND: 2001. Available at rand.org/publications/MR/MR1382/ (access at 20/7/2004). ARQUILLA, John e RONFELDT, David. â€Å"Networks, Netwars and the Fight for the Future†, 2001 (b). Available at firstmonday.dk/issues/issue6_10/ronfeldt/ (access at 14 de maio de 2004) ASSIS, Érico Gonà §alves de. Adbusters e o Movimento de Contestaà §o do Consumismo, in Ecos Revista v.6, n.2, p.117 138. Pelotas: EDUCAT, 2002. ASSIS, Érico Gonà §alves de. â€Å"O Novo Protesto: Tticas de Manifestaà §o Midiatizadas em Movimentos Sociais†. Paper presented at the IV Encontro de Nà ºcleo de Pesquisas da Intercom / Nà ºcleo de Comunicaà §o para Cidadania (2004). Available at pontomidia.com.br/erico/rodape/ericoassis taticas de manifestacao midiatizadas.pdf (access at 14/10/2004). BEY, Hakim. TAZ – Zona Autà ´noma Temporria. So Paulo: Conrad, 2001. UK edition: T.A.Z.: The Temporary Autonomous Zone. Autonomedia, 2004. BIOTIC BAKING BRIGADE. Pie any means necessary. Oakland: AK Press, 2004. BLISSETT, Luther. Guerrilha Psà ­quica. So Paulo: Conrad, 2001. BOVÉ, Josà ©. O Mundo no à © uma Mercadoria: Camponeses contra a Comida Ruim. So Paulo: UNESP, 2001. UK edition: The world is not for sale: farmers against junkfood. Verso, 2002. CASTELLS, Manuel. A Era da Informaà §o: o Poder da Identidade. So Paulo: Paz e Terra, 1997. UK edition: The Power of Identity: the information age – economy, society and culture: vol 2. Blackwell, 2003. CHRISPINIANO, Josà ©. A Guerrilha Surreal. So Paulo: Conrad, 2002. CLEAVER, Harry. â€Å"Cyberspace and the End of Foreign Policy†. 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ECO, Umberto. â€Å"Guerrilha Semiolà ³gica†, in Viagem na Irrealidade Cotidiana. Rio de Janeiro: Nova Fronteira, 1984. UK edition: Travels in Hyper Reality. Harcourt, 1990. GIDDENS, Anthony. Para alà ©m da esquerda a da direita: o futuro da polà ­tica radical. So Paulo: editora da UNESP, 1996. UK edition: Beyond Left and Right: the future of radica politics. Polity, 1994. HARVEST COMMUNICATIONS. FWD: This made me laugh. Available at brandchannel.com/images/papers/FWD.pdf (access em 03/4/2003). Published 2002. KINGSNORTH, Paul. One No, Many Yeses: a journey to the heart of the global resistance movement. London: Simon Schuster UK/Free Press, 2003. KINGSNORTH, Paul. â€Å"The new face of revolution†, in Adbusters 55, sept-oct/2004 (Available at adbusters.org/magazine/55/articles/faceofrevolution.html, access at 24/3/2005). KLEIN, Naomi. No Logo: Taking Aim at the Brand Bullies. New York: Picador, 1999. KLEIN, Naomi. Cercas e Janelas: na Linha de Frente do Debate sobre Globalizaà §o. So Paulo: Record, 2003. UK edition: Fences and Windows: dispatches from the frontlines of the globalization debate. Flamingo, 2002. LASN, Kalle. Culture Jam: how to reverse America ´s Suicidal Consumer Binge and why we must. New York: HarperCollins, 2000. MAFFESOLI, Michel. A Transfiguraà §o do Polà ­tico: A Tribalizaà §o do Mundo. Porto Alegre: Sulina, 1997. European edition: La transfiguration du politique: la tribalisation du monde moderne. La Table Ronde, 2002. MATTELART, Armand. Histà ³ria da Utopia Planetria. Porto Alegre: Sulina, 2002. European edition: L’histoire de l’utopie planetaire.. La Dà ©couverte, 2002. MATTELART, Armand. Histà ³ria da Sociedade da Informaà §o. So Paulo: Loyola, 2002 (b). UK edition: The Information Society: an introduction. Sage: 2003. McCARTHY, Helen, MILLER, Paul e SKIDMORE, Paul. Network Logic: who governs in an interconnected world? London: Demos, 2004. MONBIOT, George. A Era do Consenso. So Paulo: Record, 2004. UK edition: The Age of Consent. Flamingo: 2003. NOTES FROM NOWHERE (eds.). We are everywhere: the irresistible rise of global anticapitalism. London: Verso, 2003. ORTELLADO, Pablo e RYOKI, Andrà ©. Estamos Vencendo! Resistà ªncia global no Brasil. So Paulo: Conrad, 2004. RHEINGOLD, Howard. Smart Mobs: the Next Social Revolution. Final manuscript draft: april, 2002. RODRIGUES, Adriano Duarte. Estratà ©gias da Comunicaà §o. Lisboa: Presenà §a Editorial, 1997. SELLERS, John. â€Å"Raising a Ruckus†, in New Left Review no. 10, pp. 71-85. London: New Left Review, julho-agosto de 2001. SEVCENKO, Nicolau. A Corrida para o Sà ©culo XXI. So Paulo: Companhia das Letras, 2001. SEVCENKO, Nicolau. â€Å"A primavera que no quer acabar†, in CHRISPINIANO, Josà ©. A Guerrilha Surreal. So Paulo: Conrad, 2002. STARHAWK. â€Å"Como bloqueamos a OMC†, in Lugar Comum no. 11, pp. 9-14. Rio de Janeiro: Editora da UFRJ, 2000. THOREAU, Henry David. A Desobedià ªncia Civil. Porto Alegre: LPM, 2002. UK edition: Civil Disobedience. Dover: 1993. VANEIGEM, Raoul. A Arte de Viver para as Novas Geraà §Ãƒ µes. So Paulo: Conrad, 2002. UK edition: The Revolution of Everyday Life. Rebel Press: 1983. THE YES MEN. The Yes Men: the true story of the end of the world trade organization. New York: Disinformation, 2004. Research Papers on Contemporary Political Action - Political Science Research PaperRelationship between Media Coverage and Social andAnalysis Of A Cosmetics AdvertisementEffects of Television Violence on ChildrenQuebec and CanadaMarketing of Lifeboy Soap A Unilever ProductPETSTEL analysis of IndiaCanaanite Influence on the Early Israelite ReligionCapital PunishmentInfluences of Socio-Economic Status of Married MalesThree Concepts of Psychodynamic

Nothing Gold Can Stay by Robert Frost and Where the Sidewalk Ends by Assignment

Nothing Gold Can Stay by Robert Frost and Where the Sidewalk Ends by Shel Silverstein - Assignment Example According to the research findings, it can, therefore, be said that the second half of the poem Nothing Gold Can Stay by Robert Frost talks about the consequences of having a good thing in a society. The part is viewed as an observation of the natural world. The poem describes identical moments in a life cycle. They are the daily, mythic and yearly. The poem uses each cycle to describe how something deemed to be perfect turns out to be the opposite of what is expected. Spring, down and Eden is used to describing situations where people are at the peak of their lives like being a young child and progressing with time to be an old man. In sum, Nothing Gold Can Stay by Robert Frost has a meaning that things or individuals who are highly upheld or successful are the same ones that are easily corrupted by times. The description is given by the speaker or poet of Where the Sidewalk Ends by Shel Silverstein reveals that the poet is conversant with the place. However, the through his words à ¢â‚¬Å"rest from his flight† reveals that the speaker is not comfortable with the present situation in the mentioned place. In the second stanza, it is clear that the speaker yearns for freedom in a different place other than the one they currently are in. However, despite the place â€Å"Where the Sidewalk Ends† is the challenge, the speaker is positive to come out victorious and this might represent a life situation which is threatening, but one comes out of it victorious. The arrows, however, represent a slim chance of hope as they are drawn using chalk. Chalks are easily washable and this can only mean that the speaker’s hopes of finding a way out were slim. The problem in â€Å"Where the Sidewalk Ends† is however solved when the speaker states that the children who drew the arrows knew the directions and would draw them once again in the eventuality of the arrows being washed down by rain. This could only mean that there are no impossible situations an d to even those that seemed impossible, a solution was just lying within waiting to be discovered.

Distinguish between the public and private aspects of human sexuality Research Paper - 1

Distinguish between the public and private aspects of human sexuality - Research Paper Example essed by profound emotions or feelings, and that might be established in physical anxieties about the public aspects of sexual conduct (Harold & Hobby, 17) Human sexuality is a discipline of study and research which focuses on each and every aspect of humans as sexual beings. Mainly, human sexuality comprises much more than the human anatomy and sexual responses, but integrates how human beings engage in relationships and conducts that determine their desires and sexual individuality as well as their overall well-being, sexual health, and their expression and perceptions (Neil, 32). Understanding and studying the human sexuality stretches way beyond the private and public aspect of its sense. Its study includes having a complete thoughtful and enriching emotional prospects and also improving self-knowledge, one’s identity, and awareness of morals and ideals. Regardless of one’s background, tradition, faith, or culture human sexuality will always play a vital part in people’s lives from their early ages until old age (Harold & Hobby, 18). Understanding and undergoing sexual issues, behaviors, and in which ways they are involved in our environment and our daily lives determine how we respond to specific situations, other individuals, and most vital, human relationships. Human sexuality has got a lot to do with emotional rejoinders such as morals, self-worth, and responsibilities. There exists several delusions as well as actual truths that are involved in perception of human sexuality (Harold & Hobby, 17). Among the private human relationships that are sheltered by the freedom are human sexual relationships. Ways in which individuals express their sexuality is a basic part of private aspect of human sexuality (Neil, 32). The Human Rights Committee together with the European Courts have considered sexual life to be an integral part of individual’s privacy and in present years have ruled that any law that prohibits acts of homosexuality contain an

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Bullying Essay Example | Topics and Well Written Essays - 750 words - 8

Bullying - Essay Example McFadden is the name of the social worker I was interviewing. McFadden has been working in a local juvenile for twenty years. In the interview, the social worker explained how children who are bullies end becoming bullies. She also outlined some measures that can be taken to prevent recidivism. In the interview, she highlighted some recommendation that could stop the bullying behavior among children. I started the interview by asking the social worker what it meant to be a bully and whether the bullying characteristics are evident in offender. She responded by saying a bully who has aggressive behaviors towards others. She said that bullying has become a growing challenge in the world, but it is more prominent in America. According to McFadden, many people do not understand how serious bullying is. The number of suicides as a result of bullying has increased over the last few years (Sanders, 2004). McFadden said that a person is bullied if he or she is exposed to negative actions repeatedly from others. She highlighted that there were two types of bullying: direct bullying and indirect bullying. Direct bullying is attacking someone publically while indirect bullying is harassing a person by banishing them socially. What I erudite from the interview is that, bullying has a long term effect on the bully if their behavior is not corrected on time. McFadden argued that, bullies have a high probability to be convicted as criminal and more likely be offenders. Bullies display a serious conduct problem and other externalizing behaviors. They are seen to lack self-control and found reckless. The social worker also said that it is evident that children who bully their peers end up becoming offenders later in life. Bullying others at schools is a very high predictor of a child becoming a criminal offender in the future. During the interview, I asked the social worker on the measures

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Self-Disclosure - Essay Example Sadness is expressed when one is in such condition as discouraged, gloomy depressed or downhearted. It is a difficult moment of every human being. Empathy is regarded when people have the ability and will for sensing people’s emotions that are accompanied by the capability to imagine what they think or feel (Spence, Fox, Golding & Daiches, 2012). It is expressed when one feel stressed when we detected another person’s fear or anxiety. Sympathy goes beyond one’s empathy since it is acknowledging another person’s emotional hardships and providing comfort and assurance. Personally has been a victim of grapevine information. This is due to the fact that all human beings are front of informal person to person means of circulating information or gossip. Handling rapine information is a real challenge but when handled in a proper way cannot lead to fighting. The best way I can handle is through dialogue and understanding the root cause of the information, eventually the situation is contained leaving both parties satisfied (Spence, Fox, Golding & Daiches, 2012). Good moral values guide me to control expressing my emotions to any other person except in the circumstance when in depression. I have spent some time without expressing my emotions. It was last during a session when I was given an opportunity to represent my institutions in competition and was ranked the best; it was a moment of great joy for my life. I felt like it was like a turning point my

Gmf (Genetically Modified Food) Essay Example for Free

Gmf (Genetically Modified Food) Essay Genetically modified foods is the term most commonly used to refer to crop plants created for human or ani mal consumption, which have been modified in the laboratory to enhance desired traits or improved nutritional content. The enhancement of desired traits has traditionally been undertaken through breeding, but conventional plant breeding methods can be very time consuming and are often not very accurate. Genetic engineering, on the other hand, can create plants with the exact desired trait very rapidly and with great accuracy. Development. GM foods were first put on the market in the early 1990s. Typically, genetically modified foods are plant products: soybean, corn, canola, and cotton seed oil, but animal products have been proposed. The first commercially grown genetically modified whole food crop was the tomato puree (called FlavrSavr), which was made more resistant to rotting by Californian company Calgene. Currently, th ere are a number of foods of which a genetically modified version exists. What plants are involved? Some foods have been modified to make them resistant to insects and viruses and more able to tolerate herbicides. Crops that have been modified for these purposes, with approval from the relevant authorities, in a number of countries, include: maize, soybean, oilseed rape (canola), chicory, squash, potato. Some of the advantages of GM foods: There is a need to produce inexpensive, safe and nutritious foods to help feed the world’s growing population. Genetic modification may provide: ï‚ · Better quality food. ï‚ · Higher nutritional yields. ï‚ · Inexpensive and nutritious food, like carrots with more antioxidants. ï‚ · Foods with a greater shelf life, like tomatoes that taste better and last longer. ï‚ · Food with medicinal benefits, such as edible vaccines for example, bananas with bacterial or rotavirus antigens. ï‚ · Crops and produce that require less chemical application, such as herbicide resistant canola. Some of the disadvantages of GM foods: Food regulatory authorities require that GM foods receive individual pre-market safety assessments. Also, the principle of ‘substantial equivalence’ is used. This means that an existing food is compared with its genetically modified coun terpart to find any differences between the existing food and the new product. The assessment investigates: ï‚ · Toxicity (using similar methods to those used for conventional foods). ï‚ · Tendency to provoke any allergic reaction. ï‚ · Stability of the inserted gene. ï‚ · Whether there is any nutritional deficit or change in the GM food. ï‚ · Any other unintended effects of the gene insertion. Economic concerns: Bringing a GM food to market is a lengthy and costly process, and of course agri -biotech companies wish to ensure a profitable return on their investment. Many new plant genetic engineering technologies and GM plants have been patented, and patent infringement is a big concern of agribusiness. Yet consumer advocates are worried that patenting these new plant varieties will raise the price of seeds so high that small farmers and third world countries will not be able to afford seeds for GM crops, thus widening the gap between the wealthy and the poor. One way to combat possible patent infringement is to introduce a suici de gene into GM plants. These plants would be viable for only one growing season and would produce sterile seeds that do not germinate. Farmers would need to buy a fresh supply of seeds each year. However, this would be financially disastrous for farmers in third world countries who cannot afford to buy seed each year and traditionally set aside a portion of their harvest to plant in the next growing season. How are GM foods labeled? Labeling of GM foods and food products is also a contentious issue. On th e whole, agribusiness industries believe that labeling should be voluntary and influenced by the demands of the free market. If consumers show preference for labeled foods over non -labeled foods, then industry will have the incentive to regulate itself or risk alienating the customer. There are many questions that must be answered if labeling of GM foods becomes mandatory such as; are consumers willing to absorb the cost of such an initiative? If the food production industry is required to label GM foods, factories will need to construct two separate processing streams and monitor the production lines accordingly. Farmers must be able to keep GM crops and non -GM crops from mixing during planting, harvesting and shipping. It is almost assured that industry will pass along these additional costs to consumers in the form of higher prices. Food labels must be designed to clearly convey accurate information about the product in simple language that everyone can understand. Conclusion: Genetically-modified foods have the potential to solve many of the worlds hunger and malnutrition problems, and to help protect and preserve the environment by increasing yield and reducing reliance upon chemical pesticides and herbicides. However, we must proceed with caution to avoid causing unintended harm to human health and the environment as a result of our enthusiasm for this powerful technology.

Hearing Loss from Mobile Phone Use

Hearing Loss from Mobile Phone Use Discussion Mobile phones have become a part of modern life style. There has been rapid boom in the number of mobile phones in the recent decade. This rapid worldwide expansion of mobile telephones raises questions regarding possible effects of the emitted radiofrequencies on the health of the consumers. The electromagnetic waves can affect the human health ranging from increase the blood pressure, cause memory loss and induce migraines, hearing impairment to even cancer can also occur. Of all the anatomical structures, the ear is in the closest proximity to the mobile phones, hence most potential organ system to be damaged by the electromagnetic waves emitted from the mobile phones. Pure tone audiometry is a key hearing test for assessment of hearing threshold of the individual. It determines the degree of hearing loss and also type and configuration of hearing loss. Pure tone audiometry uses both air and bone conduction audiometry, the type of loss can be identified by the air-bone gap. In our study, while comparing the results of pure tone audiometry in controls (n=60) and total cases (n=60), it was found that in control group 51 individuals had normal hearing threshold, 08 had mild hearing loss and 01 had moderate hearing loss. Of the total cases, 39 had normal hearing threshold, 19 had mild hearing loss and 2 had moderate hearing loss. No individual in the cases or control group had severe or profound hearing loss. Chi square test with yates correction was applied for statistical analysis of the data, and difference was found to be significant (p value0.05). While comparing the results of distorted product otoacoustic emission (DPOAE) in controls (n=60) and cases Group A (n=30), it was found that in cases group A, 19 individuals passed the test and 11 individuals failed the DPOAE test. Chi square test was applied for statistical analysis of the data, and results were not found to be significant (p value>0.05). On comparing the results of distorted product otoacoustic emission (DPOAE) in controls (n=60) and cases Group B (n=30), it was found that in cases group B, 15 individuals passed the test and 15 individuals failed the DPOAE test. Chi square test was applied for statistical analysis of the data, and results were not found to be significant (p value>0.05). The European project EMFnEAR, was done to assess the harmful effects of short term electromagnetic waves emitted from UTMS mobile device over the outer hair cells. Functioning of outer hair cells was assessed by DPOAE. They concluded that short term exposure to EMFs of mobile phones does not cause measurable immediate effects on the human auditory system. Renzo R et al also conducted a similar study to assess the short term effects of mobile phone use on ear, assessed by transient evoked otoacoustic emissions and brainstem evoked audiometry response. The study parameters were similar to our study but they studied the short term effects of EMFs in contrast to our study where we tried to find the effects of long term exposure. They did not find any change in the auditory functions, before and after the short exposure to electromagnetic radiations. Ozturan et al assessed transient evoked OAE and distorted product OAE in adults exposed to 10 min telephone call using GSM mobile phones. The tests were done before and after the exposure. They concluded that otoacoustic emissions did not change after the electromagnetic waves exposure. Bamiou DE et al also reported that there was no change in the transient evoked otoacoustic emission, due to electromagnetic waves of mobile phones. S Bhagat et al, studied the effects of chronic exposure to EMF emitted from mobile phone on inner ear by using distorted product otoacoustic emissions. Individuals using mobile phones for more than 4 years were studied. It was concluded that long-term and frequent exposure to EMFs from mobile phone does not cause damage to outer hair cells of cochlea. P. Karthikeyan et al did a study on hundred students who were mobile phone users. They were divided into two groups of more than and less than two hours of mobile usage. DPAOE was done and compared to controls. Significant change in DPOAE was seen in cases, more so in group with more than two hours of cell phone usage. Alsanosi AA et al did a study to assess the immediate consequences of 60 minutes exposure to mobile phones on hearing function by determining changes in distortion product otoacoustic emission (DPOAE) and hearing threshold levels (HTLs). They concluded that sixty minutes of close exposure to electromagnetic fields emitted by a mobile phone had an immediate effect on HTL assessed by pure-tone audiogram and inner ear (assessed by DPOAE) in young human subjects. While in our study, on comparing DPOAE, we did not find any significant difference between the total cases and controls. On comparing the each sub group of cases to controls, no statistically significant difference was noted. This is in concurrence with most of the studies done in India and abroad. Though, P. Karthikeyan and Alsanosi have shown different results from those observed in our study. Though a lot of research publications are available in favour of and against the results observed in our study, but in all these studies studied the effects of electromagnetic frequencies of mobile phones on functioning of outer hair cells, but no criteria was taken as standard for comparison as different duration (in years) of exposure, different hours per day of use, and acute effect v/s chronic effects. The major limitation of epidemiological studies addressing the health effects of mobile phone use is related to exposure assessment. Also, other factors were not taken in account like exposure to noise, which is known to cause damage to outer hair cells much before any change in pure tone audiometry is seen (Anjali Desai et al, 1999) (RJ Salvi ea at, 2000). So, with all these factors nothing can be said with much certainty. Further research is needed to establish the effect of EMF on outer hair cells. The present scientific evidences are insufficient to support the belief that there will be no ill effects on human health and the present safety standards are enough to protect users from ill effects, if any. This present situation of scientific uncertainty calls for the requirement of both precautionary measures and further research. Ill effects of mobile phone use on health might be of the field of interest for future research. We conclude from our study that: mobile telephones should be used for short periods only, only for essential purposes, and unnecessary long conversation over mobile phones should be avoided.

Tone and Point of View in William Faulkner’s The Unvanquished :: Unvanquished Essays

Tone and Point of View in William Faulkner’s The Unvanquished Everyone at some point in his or her lives have looked back upon their past and recalled either a pleasant or unhappy memory that brings tears to their eyes. In the novel â€Å" Unvanquished William Faulkner creates a character named Bayard who recalls a time when he was boy during the period of the civil war. Although Faulkner gives readers little information about Bayard we learn several things about his life during that time and about the people who were present in his life. Faulkner throughout the story of the Unvanquished used several writing techniques in allowing readers to know that the main character is a grown man looking back upon his childhood. First by the tone he sets throughout the story and last writing the story in the first person. Setting the tone to a particular piece of writing can be a very difficult task one which Faulkner never has much trouble with. While reading the â€Å"Unvanquished† a reader never loses sight of the feelings and desires of the mai n character present in this short story at any given time. Due to the fact that this story is written in the first person point of view readers are not given much opportunity to truly know the thoughts and feelings of the other characters present in this story also. For example, in the chapter titled Ambuscade readers are introduced to Bayard father John Sartortis. Who appears to be a kind, hardworking man who fulfills all of his manly duties as a father, son and boss? But upon closer examination of the text the reader discover this characterization to be somewhat false because although Bayard see his father in this manner one of his slaves does not. When leaving the Sartortis property Loosh a slave ask Miss Rosa about the whereabouts of her son and why he wasn’t around to provide and take care of his family during a time when they needed him most?

Ethical Philosophies and the Hippocratic Physician :: Philosophy Medicine

Ethical Philosophies and the Hippocratic Physician Twenty four centuries ago, Hippocrates created the profession of medicine, for the first time in human history separating and refining the art of healing from primitive superstitions and religious rituals. His famous Oath forged medicine into what the Greeks called a technik, a craft requiring the entire person of the craftsman, an art that, according to Socrates in his dialogue Gorgias, involved virtue in the soul and spirit as well as the hands and brain. Yet Hippocrates made medicine more than a craft; he infused it with an intrinsic moral quality, creating a â€Å"union of medical skill and the integrity of the person [physician]† (Cameron, 2001). So, how do we who are aspire to be Hippocratic physicians achieve this goal? First we must look at the foundations for our personal ethical frameworks through meta-ethics. Meta-ethics refers to the systems by which we establish morals and ethical principles. Today there are many philosophies of meta-ethics, divided into two basic categories, moral absolutivism and moral relativism (Lawhead, 2000). The difference between these is in the nature of ethical principles, whether subjective or objective. Say something exists objectively, like a vase on a table. The subject’s perception of the vase must conform to the true vase. If, however, the subject is simply thinking about a vase, that vase exists subjectively, and its properties are contingent to the subject’s contemplations. So, how do these differing systems affect the physician in attaining the Hippocratic ideal? Let us first consider relativism. To the Moral Relativist, moral principles are created within cultures and communities, coming from cultural folkways and mores (Gerson Moreno-Riaà ±o, personal communication). These principles are normative only in the culture which created them. Already, the Hippocratic Oath loses its moral weight. For example, in the 1973 Roe v. Wade abortion, Justice Blackmun dismissed the centuries-long Hippocratic tradition as merely a â€Å"Pythagorean manifesto,† relegating it to minority status (Cameron, 2001). However, relativism does not end here. If moral principles are defined by cultures, how does one define a culture? If a social scientist were to dissect cultures into subcultures, and then divide those as well, he could logically continue making â€Å"cultural distinctions† until he comes to individuals as separate cultures. As a culture of one, each individual by relativism’s definition creates his own moral principles. This could be called ethical egoism (David Mills, personal communication). As logical conclusion extension of relativism, ethical egoism creates a world of moral lone rangers, with no one responsible to answer to any other.

Law and Society Essay

They had virtually no voice. Men were only expected to provide their wife with the necessities of life, and to protect her. This system or way of functioning was called â€Å"covert†. Women were expected to provide a welcoming home and a carefree environment for their husbands, when they returned from a â€Å"long hard day of laboring work. † Laws that were put into place in the early 1 9th century stated that married women were completely under the control of their husbands, much like a slave was under the control of his master.There was a hero that â€Å"If the man killed his wife, it is not really his fault, she must have done something wrong, but if a woman killed her husband, she is punished with an equal fate as it is a capital crime to â€Å"bite the hand that feeds you†. † Although some marriages were fine and worked out to the advantages if both partners, troublesome marriages were the issue. When a wife disagreed with her husband, she did not rea lly have any grounds on which to protect herself.Although assault was a crime under the law, the government barely enforced t when it came to domestic cases. Also, women were not allowed to really have any of their own money. The luxuries that they could enjoy were limited and under the complete control of what their husband would allow and pay for. If the two tried to divorce, she would be left with nothing and him with a fortune. Women's rights were stripped from her when she married. As Elizabeth Caddy Stanton said, â€Å"As a teacher of theology, medicine, or law, she is not known.He has denied her the facilities for obtaining a thorough education, all colleges being closed against her. † This quote represents how women were treated very similarly to inferior beings, much like slaves were, except with less cruelty. They were seen as not worthy of education. Quite frankly, as a feminist, I believe that men were afraid that women would overcome their abilities and surpass t hem in wealth and success. Women began to fight and stand up for themselves by educating themselves in the law and trying to find loopholes in it.One example of this was Harriet Douglas and Henry Kruger. Harriet loved Henry, but only agreed o marry him when she put him under the restrictions that the wife would usually be put under. Although their marriage did not work out, and Harriet still lost half of her property when they separated, she still set a standard and began a revolution for women's rights. Stanton pronounced her â€Å"Declaration of Sentiments† at the first women's rights convention in Seneca Falls, New York. She proposed twelve resolutions to a series of wrongs, and all twelve passed.Also, states began passing the Married Women's Property Act gave omen the ownership of the property they owned before their marriage. Following that act was the Earnings Act, which gave women the right to keep their income and wages from their job. Although women's rights saw many optimistic reforms in the late 1 9th century, there was still much to be done for equality. Women were still restricted in many ways, but they had taken an important step towards their goal. These reforms would take many, many years to come about, but their achievements thus far were phenomenal and had a big impact on the culture of America.

Assessment Of Learning Essay

Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often  contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. TEACHERS’ ROLES IN ASSESSMENT OF LEARNING Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide †¢ a rationale for undertaking a particular assessment of learning at a particular  point in time †¢ clear descriptions of the intended learning †¢ processes that make it possible for students to demonstrate their competence and skill †¢ a range of alternative mechanisms for assessing the same outcomes †¢ public and defensible reference points for making judgements Rethinking Classroom Assessment with Purpose in Mind †¢ 55. The purpose of assessment that typically comes at the end of a course or unit of instruction is to determine the extent to which the instructional goals have been achieved and for grading or certification of student achievement. (Linn and Gronlund, Measurement and Assessment in Teaching ) Reflection: Think about an example of assessment of learning in your own teaching and try to develop it further as you read this chapter. 56 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 †¢ transparent approaches to interpretation †¢ descriptions of the assessment process †¢ strategies for recourse in the event of disagreement about the decisions. With the help of their teachers, students can look forward to assessment of learning tasks as occasions to show their competence, as well as the depth and breadth of their learning. PLANNING ASSESSMENT OF LEARNING The purpose of assessment of learning is to measure, certify, and report the level  of students’ learning, so that reasonable decisions can be made about students. There are many potential users of the information:†¢ teachers (who can use the information to communicate with parents about their children’s proficiency and progress) †¢ parents and students (who can use the results for making educational and vocational decisions) †¢ potential employers and post-secondary institutions (who can use the information to make decisions about hiring or acceptance) †¢ principals, district or divisional administrators, and teachers (who can use the information to review and revise programming). Assessment of learning requires the collection and interpretation of information about students’ accomplishments in important curricular areas, in ways that represent the nature and complexity of the intended learning. Because genuine learning for understanding is much more than just recognition or recall of facts or algorithms, assessment of learning tasks need to enable students to show the complexity of their understanding. Students need to be able to apply key concepts, knowledge, skills, and attitudes in ways that are authentic and consistent with current thinking in the knowledge domain. What am I  assessing? Why am I assessing? Rethinking Classroom Assessment with Purpose in Mind †¢ 57 Assessment of Learning In assessment of learning, the methods chosen need to address the intended curriculum outcomes and the continuum of learning that is required to reach the outcomes. The methods must allow all students to show their understanding and produce sufficient information to support credible and defensible statements about the nature and quality of their learning, so that others can use the results in appropriate ways. Assessment of learning methods include not only tests and examinations, but  also a rich variety of products and demonstrations of learning—portfolios, exhibitions, performances, presentations, simulations, multimedia projects, and a variety of other written, oral, and visual methods (see Fig. 2. 2, Assessment Tool Kit, page 17). What assessment method should I use? Graduation Portfolios Graduation portfolios are a requirement for graduation from British Columbia and Yukon Senior Years schools. These portfolios comprise collections (electronic or printed) of evidence of students’ accomplishments at school, home, and in the community, including demonstrations of  their competence in skills that are not measured in examinations. Worth four credits toward graduation, the portfolios begin in Grade 10 and are completed by the end of Grade 12. The following are some goals of graduation portfolios: †¢ Students will adopt an active and reflective role in planning, managing, and assessing their learning. †¢ Students will demonstrate learning that complements intellectual development and course-based learning. †¢ Students will plan for successful transitions beyond Grade 12. Graduation portfolios are prepared at the school level and are based on specific Ministry criteria and standards. Students use the criteria and standards as guides for planning, collecting, and presenting their evidence, and for self-assessing. Teachers use the criteria and standards to assess student evidence and assign marks. There are three major components of a graduation portfolio: 1. Portfolio Core (30 percent of the mark). Students must complete requirements in the following six portfolio organizers: arts and design (respond to an art, performance, or design work); community involvement and responsibility (participate co-operatively and respectfully in a  service activity); education and career planning (complete a graduation transition plan); Employability skills (complete 30 hours of work or volunteer experience); information technology (use information technology skills); personal health (complete 80 hours of moderate to intense physical activity). 2. Portfolio Choice (50 percent of the mark). Students expand on the above areas, choosing additional evidence of their achievements. 3. Portfolio Presentation (20 percent of the mark). Students celebrate their learning and reflect at the end of the portfolio process. ( Portfolio Assessment and Focus Areas: A Program Guide) 58 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. Assessment of learning is designed to be summative, and to produce defensible and accurate descriptions of student competence in relation to defined outcomes and, occasionally, in relation to other students’ assessment results. Certification of students’ proficiency should be based on a rigorous, reliable, valid, and equitable process of assessment and evaluation. Reliability  Reliability in assessment of learning depends on how accurate, consistent, fair, and free from bias and distortion the assessment is. Teachers might ask themselves: †¢ Do I have enough information about the learning of this particular student to make a definitive statement? †¢ Was the information collected in a way that gives all students an equal chance to show their learning? †¢ Would another teacher arrive at the same conclusion? †¢ Would I make the same decision if I considered this information at another time or in another way? Reference Points Typically, the reference points for assessment of learning are the learning  outcomes as identified in the curriculum that make up the course of study. Assessment tasks include measures of these learning outcomes, and a student’s performance is interpreted and reported in relation to these learning outcomes. In some situations where selection decisions need to be made for limited positions (e. g. , university entrance, scholarships, employment opportunities), assessment of learning results are used to rank students. In such norm-referenced situations, what is being measured needs to be clear, and the way it is being measured needs to be transparent to anyone who might use the assessment  results. Validity Because assessment of learning results in statements about students’ proficiency in wide areas of study, assessment of learning tasks must reflect the key knowledge, concepts, skills, and dispositions set out in the curriculum, and the statements and inferences that emerge must be upheld by the evidence collected. How can I ensure quality in this assessment process? Rethinking Classroom Assessment with Purpose in Mind †¢ 59 Assessment of Learning Record-Keeping Whichever approaches teachers choose for assessment of learning, it is their records that provide details about the quality of the measurement. Detailed records of the various components of the assessment of learning are essential, with a description of what each component measures, with what accuracy and against what criteria and reference points, and should include supporting evidence related to the outcomes as justification. When teachers keep records that are detailed and descriptive, they are in an excellent position to provide meaningful reports to parents and others. Merely a symbolic representation of a student’s accomplishments (e. g. , a letter grade or percentage) is inadequate. Reports to parents and others should identify the  intended learning that the report covers, the assessment methods used to gather the supporting information, and the criteria used to make the judgement. Feedback to Students Because assessment of learning comes most often at the end of a unit or learning cycle, feedback to students has a less obvious effect on student learning than assessment for learning and assessment as learning. Nevertheless, students do Ho w can I use the information from this assessment? Guidelines for Grading 1. Use curriculum learning outcomes or some clustering of these (e. g. , strands) as the basis for grading. 2.  Make sure that the meaning of grades comes from clear descriptions of curriculum outcomes and standards. If students achieve the outcome, they get the grade. (NO bell curves! ) 3. Base grades only on individual achievement of the targeted learning outcomes. Report effort, participation, and attitude, for example, separately, unless they are a stated curriculum outcome. Any penalties (e. g. , for late work, absences), if used, should not distort achievement or motivation. 4. Sample student performance using a variety of methods. Do not include all assessments in grades. Provide ongoing feedback on formative  performance using words, rubrics, or checklists, not grades. 5. Keep records in pencil so they can be updated easily to take into consideration more recent achievement. Provide second-chance assessment opportunities (or more). Students should receive the highest, most consistent mark, not an average mark for multiple opportunities. 6. Crunch numbers carefully, if at all. Consider using the median, mode, or statistical measures other than the mean. Weight components within the final grade to ensure that the intended importance is given to each learning outcome. 7. Make sure that each assessment meets quality standards (e.g. , there should be clear targets, clear purpose, appropriate target-method match, appropriate sampling, and absence of bias and distortion) and is properly recorded and maintained (e. g. , in portfolios, at conferences, on tracking sheets). 8. Discuss and involve students in grading at the beginning and throughout the teaching and learning process. (Adapted from O’Connor, How to Grade for Learning ) Resource: Marzano, Transforming Classroom Grading 60 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 rely on their marks and on teachers’ comments as indicators of their level of  success, and to make decisions about their future learning endeavours. Differentiating Learning In assessment of learning, differentiation occurs in the assessment itself. It would make little sense to ask a near-sighted person to demonstrate driving proficiency without glasses. When the driver uses glasses, it is possible for the examiner to get an accurate picture of the driver’s ability, and to certify him or her as proficient. In much the same way, differentiation in assessment of learning requires that the necessary accommodations be in place that allow students to make the particular learning visible. Multiple forms of assessment offer multiple pathways for making student learning transparent to the teacher. A particular curriculum outcome requirement, such as an understanding of the social studies notion of conflict, for example, might be demonstrated through visual, oral, dramatic, or written representations. As long as writing were not an explicit component of the outcome, students who have difficulties with written language, for example, would then have the same opportunity to demonstrate their learning as other students. Although assessment of learning does not always lead teachers to differentiate  instruction or resources, it has a profound effect on the placement and promotion of students and, consequently, on the nature and differentiation of the future instruction and programming that students receive. Therefore, assessment results need to be accurate and detailed enough to allow for wise recommendations. Reporting There are many possible approaches to reporting student proficiency. Reporting assessment of learning needs to be appropriate for the audiences for whom it is intended, and should provide all of the information necessary for them to make reasoned decisions. Regardless of the form of the reporting,  however, it should be honest, fair, and provide sufficient detail and contextual information so that it can be clearly understood. Traditional reporting, which relies only on a student’s average score, provides little information about that student’s skill development or knowledge. One alternate mechanism, which recognizes many forms of success and provides a profile of a student’s level of performance on an emergent-proficient continuum, is the parent- student-teacher conference. This forum provides parents with a great deal of information, and reinforces students’ responsibility for their learning. The Communication System Continuum: From Symbols to Conversations (O’Connor, How to Grade for Learning ) Grades Report cards (grades and brief comments) Infrequent informal communications Parent-teacher interviews Report cards with expanded comments Frequent informal communication Student-involved conferencing Student-led conferencing Reflection: What forms do your reports of student proficiency take? How do these differ according to audience? Rethinking Classroom Assessment with Purpose in Mind †¢ 61 Assessment of Learning An Example of Assessment of Learning. Elijah was interested in assessing student mastery of both the modern and the traditional skills required for survival in the Nunavut environment where he teaches. The overarching theme of survival is taught in the early grades and culminates at the senior level in a course delivered in Inuktitut. Students learn how to take care of themselves and others, and how to adapt what they know to the situation at hand. Survival requires not only skills and knowledge, but also a concept the Inuit people call qumiutit, or the ability in an emergency situation to pull out of stored memory information that will enable a person to cope, not panic. Traditionally, this was learned in a holistic manner, grounded in Inuit traditional guiding principles that were nurtured and developed from birth, and taught and reinforced in daily living. Throughout the term, Elijah took his students to an outdoor area to practise on-the-land survival activities, using both traditional and modern methods. He always took with him a knowledgeable Elder who could give the students the information they needed to store away in case of emergency. The students watched demonstrations of a skill a number of times. Each student then practised on his or her own, as Elijah and the Elder observed and assisted. Elijah knew that students need to have a high level of expertise in the survival skills appropriate for the northern natural environment. Elijah assessed each student on each survival skill (e. g. , making fire the traditional way, tying the knots required for the qamutik cross-pieces on a sled). What am I assessing? I am assessing each student’s performance of traditional and modern survival skills. Why am I assessing? I want to know which survival skills each s tudent has mastered and their readiness to s urvive in the natural environment. 62 †¢ Rethinking Classroom Assessment with Purpose in Mind. Chapter 5 Elijah knew that the best way to determine if students have mastered the skills is to have them perform them. When students believed they were ready, Elijah created an opportunity for them to demonstrate the mastered skill to a group of Elders, who then (individually, then in consensus) determined if the performance was satisfactory. A student’s competence in a survival skill is often demonstrated by an end product. For example, competence in knot tying is demonstrated by a knot that serves its purpose, and competence in fire building is demonstrated by a fire that is robust. As the Elders judged each student’s performance of the skills, Elijah recorded the results. He shared the information with each student and his or her parents in a final report, as shown here. Ho w can I use the informatio n from this assessment? Now that I know which skills each of the students has mastered, I can report this information to the s tudents and their parents. I can use this information to identify a learning path for each s tudent. How can I ensure quality in this assessment process? Ensuring quality with this approach involves clear criteria: either the student performs the skill s uccessfully or does not. I need to provide adequate opportunities for the s tudent to demonstrate the skills under various conditions and at various times. What assessment method should I use? I need an approach in which students can demonstrate the traditional survival skills that they learned. The method I choose should also allow me to identify which skills they did not master. Rethinking Classroom Assessment with Purpose in Mind †¢ 63 Assessment of Learning Shelters: †¢ emergency shelters †¢ igloo building4 †¢ qamaq5 †¢ tents Transportation needs: †¢ making the knots required for the qamutik cross pieces on a sled †¢ building a kayak/umiak. †¢ fixing a snowmobile (spark plugs, repairing track, drive belt) †¢ keeping a boat seaworthy Navigational issues: †¢ reading the land †¢ reading the sky †¢ understanding seasonal variations †¢ reading inuksuit †¢ using GPS †¢ map reading Preparation for land travel: †¢ packing a qamutiq (sled) †¢ load, balance †¢ necessities: snow knife, rope, food, water, heat source †¢ letting others know where you are going †¢ necessary tools, supplies, snowmobile parts, fuel †¢ using communication devices Food sources: †¢ plants and their nutritional properties †¢ hunting, skinning, and cutting up seal, caribou, etc. †¢ kinds of food to take on the land,  and their nutritional properties ____________________ 4. Expertise in igloo building includes understanding of types of snow, the shape and fit of blocks, and the use of a snow- knife. 5. A qamaq is a rounded house, built of scrap wood or bones, and covered with skins, cardboard, or canvas. Report on Survival Skills Student: _______________________________________________ Date: _______________________ Traditional Survival Skills Modern Survival Skills Adaptability to the Seasons Attitude Success Next Steps 1) Skills Building a fire / means of keeping warm: †¢ fuel sources †¢ getting a spark †¢ propane heaters, stoves †¢ clothing. 2) Relationship to the Seasons Assessing conditions / recognizing danger signs: †¢ seasonal changes †¢ land changes †¢ water changes †¢ wind changes †¢ weather changes Climatic changes: †¢ weather changes and how this affects the land and water †¢ knowledge of animals and their characteristics and behaviours 3) Attitudinal Influences (Having the right attitude to learn) †¢ respect for the environment (cleaning up a campsite upon leaving, dealing with the remains of an animal, not over-hunting/fishing) †¢ respect for Elders and their knowledge †¢ ability to learn from Elders 64 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5. Elijah’s report identified which of the students had mastered the specified skills required to survive in the Nunavut environment. It outlined other areas (such as adaptability to the seasons and attitudinal influences) about which peers, parents, and family members would need to provide input before a comprehensive assessment could be made. The assessment also identified those students not yet ready to survive in the natural environment. But the Elders did not stop working with the students who did not reach mastery. Elders see learning as an individual path in which skills, knowledge, and attitudes are acquired along the way. If a particular skill was beyond the capability of a student, the Elders identified other areas where that person could contribute to the common good of the community, and was accepted for the gifts he or she brought to the group. In this way, the Elders helped Elijah differentiate the learning path for each of his students. SUMMARY OF PLANNING ASSESSMENT OF LEARNING Assessment for Learning Assessment as Learning Assessment of Learning Why Assess? To enable teachers to determine next steps in advancing student learning to guide and provide opportunities for each student to monitor and critically reflect on his or her learning, and  identify next steps Assess What? each student’s progress and learning needs in relation to the curricular outcomes each student’s thinking about his or her learning, what strategies he or she uses to support or challenge that learning, and the mechanisms he or she uses to adjust and advance his or her learning. What Methods? a range of methods in different modes that make students’ skills and understanding visible a range of methods in different modes that elicit students’ learning and metacognitive processes Ensuring Quality †¢ accuracy and consistency of observations and interpretations of student learning  Ã¢â‚¬ ¢ clear, detailed learning expectations †¢ accurate, detailed notes for descriptive feedback to each student †¢ accuracy and consistency of student’s self-reflection, self-monitoring, and self-adjustment. †¢ engagement of the student in considering and challenging his or her thinking †¢ students record their own learning Using the Information †¢ provide each student with accurate descriptive feedback to further his or her learning †¢ differentiate instruction by continually checking where each student is in relation to the curricular outcomes †¢ provide parents or guardians with descriptive feedback about student  learning and ideas for support. †¢ provide each student with accurate descriptive feedback that will help him or her develop independent learning habits †¢ have each student focus on the task and his or her learning (not on getting the right answer) †¢ provide each student with ideas for adjusting, rethinking, and articulating his or her learning †¢ provide the conditions for the teacher and student to discuss alternatives †¢ students report about their learning Rethinking Classroom Assessment with Purpose in Mind. †¢ 65 Assessment of Learning to certify or inform parents or others of student’s proficiency in  relation to curriculum learning outcomes the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes a range of methods in different modes that assess both product and process †¢ accuracy, consistency, and fairness of judgements based on high-quality information †¢ clear, detailed learning expectations †¢ fair and accurate summative reporting †¢ indicate each student’s level of learning †¢ provide the foundation for discussions on placement or promotion †¢ report fair, accurate, and detailed information that can be used to decide the next steps in a student’s learning.