Brave New World Theme Analysis Essay - 1572 Words

nbsp;nbsp;nbsp;nbsp;nbsp;quot;God isnt compatible with machinery and scientific medicine and universal happiness.quot; So says Mustapha Mond, the World Controller for Western Europe in Aldous Huxleys novel Brave New World. In doing so, he highlights a major theme in this story of a Utopian society. Although the people in this modernized world enjoy no disease, effects of old age, war, poverty, social unrest, or any other infirmities or discomforts, Huxley asks is the price they pay really worth the benefits? This novel shows that when you must give up religion, high art, true science, and other foundations of modern life in place of a sort of unending happiness, it is not worth the sacrifice.†¦show more content†¦quot;Othellos better than those feelies. Of course it is†¦But thats the price we have to pay for stability. Youve got to choose between happiness and what people used to call high art. Weve sacrificed the high art. We have the feelies and the scent organ instea d. But they dont mean anything,quot; (Huxley 226) This conversation shows one of the tradeoffs made. Stories like Othello are inspired by strong emotions, and Utopia has done away with them. Now, there is nothing to write about, and if something was written along the lines of Othello it might cause people to think, causing instability. The movies people see are idiotic and plotless, based solely on sensations. Religion as we know it has been done away with also, as Mustapha Mond showed by his comments quoted at the beginning of this paper. Religion usually involves self-denial, and that is contrary to everything the new society is based on. With instant gratification and life long youth full of youthful distractions for all, any sort of conventional religion would change all of the peoples actions. Following self-denial and morality, people would be unhappy, and the whole social structure would collapse. Although science is supposedly glorified,Show MoreRelatedBrave New World Theme Analysis Essay1594 Words   |  7 PagesGod isnt compatible with machinery and scientific medicine and universal happiness. So says Mustapha Mond, the World Controller for Western Europe in Aldous Huxleys novel Brave New World. In doing so, he highlights a major theme in this story of a Utopian society. Although the people in this modernized world enjoy no disease, effects of old age, war, poverty, social unrest, or any other infirmities or discomforts, Huxley asks is the price they pay really worth the benefits? This novelRead MoreThe Novel Brave New World 1346 Words   |  6 PagesTitle In the beginning of the novel, the title Brave New World was an optimistic phrase, first used by John the Savage to declare what a wondrous new world he had discovered in the World State. â€Å"‘O brave new world,’ he repeated. ‘O brave new world that has such people in it.’† (Huxley 130) As the novel progresses, the atmosphere accompanying that phrase gets heavier and heavier, when finally on page 190, the phrase is used mockingly; â€Å"‘O brave new world†¦Ã¢â‚¬â„¢ In his mind the singing words seemed to changeRead MoreManipulated Free Will Essay1372 Words   |  6 PagesIn both Brave New World and The Truman Show it shows the negative effects this type of society can cause. In both the novel and film it shows how drug or substance abuse must be enforced to pacify and conditioning are used a means to control the subject or subjects but only lead to physical or mental deterioration of the subjects.  Before I began to break down the points I will give you a brief overview of both the novel Brave New World and the film The Truman Show below. Brave New World ThisRead MoreA Brave New World by Aldous Huxley1756 Words   |  7 PagesAldous Huxley is best known for his novel Brave New World, which depicts a post-industrial revolution utopia. Huxley greatly feared the ramifications to an industrialized world run by consumer capitalism, which is displayed in Brave New World. The government within the novel focuses solely on the bettering of technology and not scientific exploration and experimentation. The society’s values lie in instant gratification and constant happiness. The utopia is maintained through the means of drugs,Read MoreEssay On The Woman Warrior1614 Words   |  7 Pageslives for others--soldiers, police officers, or firefighters--as warriors. Even expanded in this way, the warrior still has a connotation of physical bravery, masculine strength, and unhindered confidence. However, the word warrior can have an entirely new meaning when we use it in a literary context. It can be defined as a person who is simply fightin g for convictions and values that are morally and ethically right. As associated with women, some real, some legendary, some with evident power, some seemingRead MoreComparative Analysis Of Brave New World And Lord Of The Flies 888 Words   |  4 PagesBrave New World and Lord of the Flies: Comparative Analysis on Archetypes Sometimes, societies cannot avoid sacrifice in order to thrive. Unfortunately, the purest individuals often make the sacrifices, not the deserving. Jesus Christ, a common archetype among literary characters, sacrificed himself for His community and people around Him. William Golding and Aldous Huxley’s contemporary dystopian novels reflect a similar theme through their use of archetypes. For instance, both Brave New World andRead MoreComparing the Dystopian Society in Brave New World and Modern Society1443 Words   |  6 Pages The meaning of happiness is a vague concept. Mankind has always tried to achieve this state of well-being even though there isn’t a clear definition. Brave New World tells the story of a society where there is nothing but happiness, just like a utopia, but it is considered a dystopian setting by the modern society. In modern society, there is a simple road that most people follow to achieve happiness: earning enough money for educat ion, getting a university degree, a prestigious andRead MoreLinda Kerber s Women Of The Republic1269 Words   |  6 PagesKERBER: WOMEN OF THE REPUBLIC Name: (Class Information): Date:â€Æ' The ideals by the Republicans which came into the limelight after the Revolutionary War would set into motion a revolution not just in the United States but in many countries across the world. Linda Kerber’s ‘Women of the Republic’ is a demonstration of the paradigm shift in relation to the US social and political structures after the American Revolution. Kerber observes that not only did the war provide more opportunities to women butRead MoreWere All Australian Now Poem Analysis Essay702 Words   |  3 PagesWere all Australian now poem analysis Good morning/Good afternoon boys and girls aboriginal elders and Mrs. Brown Andrew Barton Banjo Paterson (17 February 1864 – 5 February 1941) was an Australian bush poet, journalist and author. He wrote many ballads and poems about Australian life, focusing particularly on the rural and outback areas, including the district around Bin-along, New South Wales, where he spent much of his childhood. Banjo Paterson’s, ‘We’re all Australians now’ was publishedRead MoreGeorge Orwell s Brave New World1601 Words   |  7 Pagesfocus on the past century they would see the works and predictions of Aldous Huxley and George Orwell. Both Huxley and Orwell, as one could infer, composed novels that describe future societies and their inner workings. Aldous Huxley, author of Brave New World, where members of society originate from a lab and who’s lives are pre-determined by the controllers. The controllers of Huxley’s futuristic society’s fundamental goal is to create an ideal community where every member achieves optim al happiness

The Twilight Saga 2 New Moon Chapter 5 CHEATER Free Essays

â€Å"BELLA, WHY DON’T YOU TAKE OFF,† MIKE SUGGESTED, his eyes focused off to the side, not really looking at me. I wondered how long that had been going on without me noticing. It was a slow afternoon at Newton’s. We will write a custom essay sample on The Twilight Saga 2: New Moon Chapter 5 CHEATER or any similar topic only for you Order Now At the moment there were only two patrons in the store, dedicated backpackers from the sound of their conversation. Mike had spent the last hour going through the pros and cons of two brands of lightweight packs with them. But they’d taken a break from serious pricing to indulge in trying to one-up each other with their latest tales from the trail. Their distraction had given Mike a chance to escape. â€Å"I don’t mind staying,† I said. I still hadn’t been able to sink back into my protective shell of numbness, and everything seemed oddly close and loud today, like I’d taken cotton out of my ears. I tried to tune out the laughing hikers without success. â€Å"I’m telling you,† said the thickset man with the orange beard that didn’t match his dark brown hair. â€Å"I’ve seen grizzlies pretty close up in Yellowstone, but they had nothing on this brute.† His hair was matted, and his clothes looked like they’d been on his back for more than a few days. Fresh from the mountains. â€Å"Not a chance. Black bears don’t get that big. The grizzlies you saw were probably cubs.† The second man was tall and lean, his face tanned and wind-whipped into an impressive leathery crust. â€Å"Seriously, Bella, as soon as these two give up, I’m closing the place down,† Mike murmured. â€Å"If you want me to go† I shrugged. â€Å"On all fours it was taller than you,† the bearded man insisted while I gathered my things together. â€Å"Big as a house and pitch-black. I’m going to report it to the ranger here. People ought to be warnedthis wasn’t up on the mountain, mind youthis was only a few miles from the trailhead.† Leather-face laughed and rolled his eyes. â€Å"Let me guessyou were on your way in? Hadn’t eaten real food or slept off the ground in a week, right?† â€Å"Hey, uh, Mike, right?† the bearded man called, looking toward us. â€Å"See you Monday,† I mumbled. â€Å"Yes, sir,† Mike replied, turning away. â€Å"Say, have there been any warnings around here recentlyabout black bears?† â€Å"No, sir. But it’s always good to keep your distance and store your food correctly. Have you seen the new bear-safe canisters? They only weigh two pounds† The doors slid open to let me out into the rain. I hunched over inside my jacket as I dashed for my truck. The rain hammering against my hood sounded unusually loud, too, but soon the roar of the engine drowned out everything else. I didn’t want to go back to Charlie’s empty house. Last night had been particularly brutal, and I had no desire to revisit the scene of the suffering. Even after the pain had subsided enough for me to sleep, it wasn’t over. Like I’d told Jessica after the movie, there was never any doubt that I would have nightmares. I always had nightmares now, every night. Not nightmares really, not in the plural, because it was always the same nightmare. You’d think I’d get bored after so many months, grow immune to it. But the dream never failed to horrify me, and only ended when I woke myself with screaming. Charlie didn’t come in to see what was wrong anymore, to make sure there was no intruder strangling me or something like thathe was used to it now. My nightmare probably wouldn’t even frighten someone else. Nothing jumped out and screamed, â€Å"Boo!† There were no zombies, no ghosts, no psychopaths. There was nothing, really. Only nothing. Just the endless maze of moss-covered trees, so quiet that the silence was an uncomfortable pressure against my eardrums. It was dark, like dusk on a cloudy day, with only enough light to see that there was nothing to see. I hurried through the gloom without a path, always searching, searching, searching, getting more frantic as the time stretched on, trying to move faster, though the speed made me clumsy Then there would come the point in my dreamand I could feel it coming now, but could never seem to wake myself up before it hitwhen I couldn’t remember what it was that I was searching for. When I realized that there was nothing to search for, and nothing to find. That there never had been anything more than just this empty, dreary wood, and there never would be anything more for me nothing but nothing That was usually about when the screaming started. I wasn’t paying attention to where I was drivingjust wandering through empty, wet side roads as I avoided the ways that would take me homebecause I didn’t have anywhere to go. I wished I could feel numb again, but I couldn’t remember how I’d managed it before. The nightmare was nagging at my mind and making me think about things that would cause me pain. I didn’t want to remember the forest. Even as I shuddered away from the images, I felt my eyes fill with tears and the aching begin around the edges of the hole in my chest. I took one hand from the steering wheel and wrapped it around my torso to hold it in one piece. It will be as if I’d never existed. The words ran through my head, lacking the perfect clarity of my hallucination last night. They were just words, soundless, like print on a page. Just words, but they ripped the hole wide open, and I stomped on the brake, knowing I should not drive while this incapacitated. I curled over, pressing my face against the steering wheel and trying to breathe without lungs. I wondered how long this could last. Maybe someday, years from nowif the pain would just decrease to the point where I could bear itI would be able to look back on those few short months that would always be the best of my life. And, if it were possible that the pain would ever soften enough to allow me to do that, I was sure that I would feel grateful for as much time as he’d given me. More than I’d asked for, more than I’d deserved. Maybe someday I’d be able to see it that way. But what if this hole never got any better? If the raw edges never healed? If the damage was permanent and irreversible? I held myself tightly together. As if he’d never existed, I thought in despair. What a stupid and impossible promise to make! He could steal my pictures and reclaim his gifts, but that didn’t put things back the way they’d been before I’d met him. The physical evidence was the most insignificant part of the equation. I was changed, my insides altered almost past the point of recognition. Even my outsides looked differentmy face sallow, white except for the purple circles the nightmares had left under my eyes. My eyes were dark enough against my pallid skin thatif I were beautiful, and seen from a distanceI might even pass for a vampire now. But I was not beautiful, and I probably looked closer to a zombie. As if he’d never existed? That was insanity. It was a promise that he could never keep, a promise that was broken as soon as he’d made it. I thumped my head against the steering wheel, trying to distract myself from the sharper pain. It made me feel silly for ever worrying about keeping my promise. Where was the logic in sticking to an agreement that had already been violated by the other party? Who cared if I was reckless and stupid? There was no reason to avoid recklessness, no reason why I shouldn’t get to be stupid. I laughed humorlessly to myself, still gasping for air. Reckless in Forksnow there was a hopeless proposition. The dark humor distracted me, and the distraction eased the pain. My breath came easier, and I was able to lean back against the seat. Though it was cold today, my forehead was damp with sweat. I concentrated on my hopeless proposition to keep from sliding back into the excruciating memories. To be reckless in Forks would take a lot of creativitymaybe more than I had. But I wished I could find some way I might feel better if I weren’t holding fast, all alone, to a broken pact. If I were an oath-breaker, too. But how could I cheat on my side of the deal, here in this harmless little town? Of course, Forks hadn’t always been so harmless, but now it was exactly what it had always appeared to be. It was dull, it was safe. I stared out the windshield for a long moment, my thoughts moving sluggishlyI couldn’t seem to make those thoughts go anywhere. I cut the engine, which was groaning in a pitiful way after idling for so long, and stepped out into the drizzle. The cold rain dripped through my hair and then trickled across my cheeks like freshwater tears. It helped to clear my head. I blinked the water from my eyes, staring blankly across the road. After a minute of staring, I recognized where I was. I’d parked in the middle of the north lane of Russell Avenue. I was standing in front of the Cheneys’ housemy truck was blocking their drivewayand across the road lived the Markses. I knew I needed to move my truck, and that I ought to go home. It was wrong to wander the way I had, distracted and impaired, a menace on the roads of Forks. Besides, someone would notice me soon enough, and report me to Charlie. As I took a deep breath in preparation to move, a sign in the Markses’ yard caught my eyeit was just a big piece of cardboard leaning against their mailbox post, with black letters scrawled in caps across it. Sometimes, kismet happens. Coincidence? Or was it meant to be? I didn’t know, but it seemed kind of silly to think that it was somehow fated, that the dilapidated motorcycles rusting in the Markses’ front yard beside the hand-printed FOR SALE, AS IS sign were serving some higher purpose by existing there, right where I needed them to be. So maybe it wasn’t kismet. Maybe there were just all kinds of ways to be reckless, and I only now had my eyes open to them. Reckless and stupid. Those were Charlie’s two very favorite words to apply to motorcycles. Charlie’s job didn’t get a lot of action compared to cops in bigger towns, but he did get called in on traffic accidents. With the long, wet stretches of freeway twisting and turning through the forest, blind corner after blind corner, there was no shortage of that kind of action. But even with all the huge log-haulers barreling around the turns, mostly people walked away. The exceptions to that rule were often on motorcycles, and Charlie had seen one too many victims, almost always kids, smeared on the highway. He’d made me promise before I was ten that I would never accept a ride on a motorcycle. Even at that age, I didn’t have to think twice before promising. Who would want to ride a motorcycle here? It would be like taking a sixty-mile-per-hour bath. So many promises I kept It clicked together for me then. I wanted to be stupid and reckless, and I wanted to break promises. Why stop at one? That’s as far as I thought it through. I sloshed through the rain to the Markses’ front door and rang the bell. One of the Marks boys opened the door, the younger one, the freshman. I couldn’t remember his name. His sandy hair only came up to my shoulder. He had no trouble remembering my name. â€Å"Bella Swan?† he asked in surprise. â€Å"How much do you want for the bike?† I panted, jerking my thumb over my shoulder toward the sales display. â€Å"Are you serious?† he demanded. â€Å"Of course I am.† â€Å"They don’t work.† I sighed impatientlythis was something I’d already inferred from the sign. â€Å"How much?† â€Å"If you really want one, just take it. My mom made my dad move them down to the road so they’d get picked up with the garbage.† I glanced at the bikes again and saw that they were resting on a pile of yard clippings and dead branches. â€Å"Are you positive about that?† â€Å"Sure, you want to ask her?† It was probably better not to involve adults who might mention this to Charlie. â€Å"No, I believe you.† â€Å"You want me to help you?† he offered. â€Å"They’re not light.† â€Å"Okay, thanks. I only need one, though.† â€Å"Might as well take both,† the boy said. â€Å"Maybe you could scavenge some parts.† He followed me out into the downpour and helped me load both of the heavy bikes into the back of my truck. He seemed eager to be rid of them, so I didn’t argue. â€Å"What are you going to do with them, anyway?† he asked. â€Å"They haven’t worked in years.† â€Å"I kind of guessed that,† I said, shrugging. My spur-of-the-moment whim hadn’t come with a plan intact. â€Å"Maybe I’ll take them to Dowling’s.† He snorted. â€Å"Dowling would charge more to fix them than they’d be worth running.† I couldn’t argue with that. John Dowling had earned a reputation for his pricing; no one went to him except in an emergency. Most people preferred to make the drive up to Port Angeles, if their car was able. I’d been very lucky on that frontI’d been worried, when Charlie first gifted me my ancient truck, that I wouldn’t be able to afford to keep it running. But I’d never had a single problem with it, other than the screaming-loud engine and the fifty-five-mile-per-hour maximum speed limit. Jacob Black had kept it in great shape when it had belonged to his father, Billy Inspiration hit like a bolt of lightningnot unreasonable, considering the storm. â€Å"You know what? That’s okay. I know someone who builds cars.† â€Å"Oh. That’s good.† He smiled in relief. He waved as I pulled away, still smiling. Friendly kid. I drove quickly and purposefully now, in a hurry to get home before there was the slightest chance of Charlie appearing, even in the highly unlikely event that he might knock off early. I dashed through the house to the phone, keys still in hand. â€Å"Chief Swan, please,† I said when the deputy answered. â€Å"It’s Bella.† â€Å"Oh, hey, Bella,† Deputy Steve said affably. â€Å"I’ll go get him.† I waited. â€Å"What’s wrong, Bella?† Charlie demanded as soon as he picked up the phone. â€Å"Can’t I call you at work without there being an emergency?† He was quiet for a minute. â€Å"You never have before. Is there an emergency?† â€Å"No. I just wanted directions to the Blacks’ placeI’m not sure I can remember the way. I want to visit Jacob. I haven’t seen him in months.† When Charlie spoke again, his voice was much happier. â€Å"That’s a great idea, Bells. Do you have a pen?† The directions he gave me were very simple. I assured him that I would be back for dinner, though he tried to tell me not to hurry. He wanted to join me in La Push, and I wasn’t having that. So it was with a deadline that I drove too quickly through the storm-darkened streets out of town. I hoped I could get Jacob alone. Billy would probably tell on me if he knew what I was up to. While I drove, I worried a little bit about Billy’s reaction to seeing me. He would be too pleased. In Billy’s mind, no doubt, this had all worked out better than he had dared to hope. His pleasure and relief would only remind me of the one I couldn’t bear to be reminded of. Not again today, I pleaded silently. I was spent. The Blacks’ house was vaguely familiar, a small wooden place with narrow windows, the dull red paint making it resemble a tiny barn. Jacob’s head peered out of the window before I could even get out of the truck. No doubt the familiar roar of the engine had tipped him off to my approach. Jacob had been very grateful when Charlie bought Billy’s truck for me, saving Jacob from having to drive it when he came of age. I liked my truck very much, but Jacob seemed to consider the speed restrictions a shortcoming. He met me halfway to the house. â€Å"Bella!† His excited grin stretched wide across his face, the bright teeth standing in vivid contrast to the deep russet color of his skin. I’d never seen his hair out of its usual ponytail before. It fell like black satin curtains on either side of his broad face. Jacob had grown into some of his potential in the last eight months. He’d passed that point where the soft muscles of childhood hardened into the solid, lanky build of a teenager; the tendons and veins had become prominent under the red-brown skin of his arms, his hands. His face was still sweet like I remembered it, though it had hardened, toothe planes of his cheekbones sharper, his jaw squared off, all childish roundness gone. â€Å"Hey, Jacob!† I felt an unfamiliar surge of enthusiasm at his smile. I realized that I was pleased to see him. This knowledge surprised me. I smiled back, and something clicked silently into place, like two corresponding puzzle pieces. I’d forgotten how much I really liked Jacob Black. He stopped a few feet away from me, and I stared up at him in surprise, leaning my head back though the rain pelted my face. â€Å"You grew again!† I accused in amazement. He laughed, his smile widening impossibly. â€Å"Six five,† he announced with self-satisfaction. His voice was deeper, but it had the husky tone I remembered. â€Å"Is it ever going to stop?† I shook my head in disbelief. â€Å"You’re huge.† â€Å"Still a beanpole, though.† He grimaced. â€Å"Come inside! You’re getting all wet.† He led the way, twisting his hair in his big hands as he walked. He pulled a rubber band from his hip pocket and wound it around the bundle. â€Å"Hey, Dad,† he called as he ducked to get through the front door. â€Å"Look who stopped by.† Billy was in the tiny square living room, a book in his hands. He set the book in his lap and wheeled himself forward when he saw me. â€Å"Well, what do you know! It’s good to see you, Bella.† We shook hands. Mine was lost in his wide grasp. â€Å"What brings you out here? Everything okay with Charlie?† â€Å"Yes, absolutely. I just wanted to see JacobI haven’t seen him in forever.† Jacob’s eyes brightened at my words. He was smiling so big it looked like it would hurt his cheeks. â€Å"Can you stay for dinner?† Billy was eager, too. â€Å"No, I’ve got to feed Charlie, you know.† â€Å"I’ll call him now,† Billy suggested. â€Å"He’s always invited.† I laughed to hide my discomfort. â€Å"It’s not like you’ll never see me again. I promise I’ll be back again soonso much you’ll get sick of me.† After all, if Jacob could fix the bike, someone had to teach me how to ride it. Billy chuckled in response. â€Å"Okay, maybe next time.† â€Å"So, Bella, what do you want to do?† Jacob asked. â€Å"Whatever. What were you doing before I interrupted?† I was strangely comfortable here. It was familiar, but only distantly. There were no painful reminders of the recent past. Jacob hesitated. â€Å"I was just heading out to work on my car, but we can do something else† â€Å"No, that’s perfect!† I interrupted. â€Å"I’d love to see your car.† â€Å"Okay,† he said, not convinced. â€Å"It’s out back, in the garage.† Even better, I thought to myself. I waved at Billy. â€Å"See you later.† A thick stand of trees and shrubbery concealed his garage from the house. The garage was no more than a couple of big preformed sheds that had been bolted together with their interior walls knocked out. Under this shelter, raised on cinder blocks, was what looked to me like a completed automobile. I recognized the symbol on the grille, at least. â€Å"What kind of Volkswagen is that?† I asked. â€Å"It’s an old Rabbit1986, a classic.† â€Å"How’s it going?† â€Å"Almost finished,† he said cheerfully. And then his voice dropped into a lower key. â€Å"My dad made good on his promise last spring.† â€Å"Ah,† I said. He seemed to understand my reluctance to open the subject. I tried not to remember last May at the prom. Jacob had been bribed by his father with money and car parts to deliver a message there. Billy wanted me to stay a safe distance from the most important person in my life. It turned out that his concern was, in the end, unnecessary. I was all too safe now. But I was going to see what I could do to change that. â€Å"Jacob, what do you know about motorcycles?† I asked. He shrugged. â€Å"Some. My friend Embry has a dirt bike. We work on it together sometimes. Why?† â€Å"Well† I pursed my lips as I considered. I wasn’t sure if he could keep his mouth shut, but I didn’t have many other options. â€Å"I recently acquired a couple of bikes, and they’re not in the greatest condition. I wonder if you could get them running?† â€Å"Cool.† He seemed truly pleased by the challenge. His face glowed. â€Å"I’ll give it a try.† I held up one finger in warning. â€Å"The thing is,† I explained, â€Å"Charlie doesn’t approve of motorcycles. Honestly, he’d probably bust a vein in his forehead if he knew about this. So you can’t tell Billy.† â€Å"Sure, sure.† Jacob smiled. â€Å"I understand.† â€Å"I’ll pay you,† I continued. This offended him. â€Å"No. I want to help. You can’t pay me.† â€Å"Well how about a trade, then?† I was making this up as I went, but it seemed reasonable enough. â€Å"I only need one bikeand I’ll need lessons, too. So how about this? I’ll give you the other bike, and then you can teach me.† â€Å"Swee-eet.† He made the word into two syllables. â€Å"Wait a secare you legal yet? When’s your birthday?† â€Å"You missed it,† he teased, narrowing his eyes in mock resentment. â€Å"I’m sixteen.† â€Å"Not that your age ever stopped you before,† I muttered. â€Å"Sorry about your birthday.† â€Å"Don’t worry about it. I missed yours. What are you, forty?† I sniffed. â€Å"Close.† â€Å"We’ll have a joint party to make up for it.† â€Å"Sounds like a date.† His eyes sparkled at the word. I needed to reign in the enthusiasm before I gave him the wrong ideait was just that it had been a long time since I’d felt so light and buoyant. The rarity of the feeling made it more difficult to manage. â€Å"Maybe when the bikes are finishedour present to ourselves,† I added. â€Å"Deal. When will you bring them down?† I bit my lip, embarrassed. â€Å"They’re in my truck now,† I admitted. â€Å"Great.† He seemed to mean it. â€Å"Will Billy see if we bring them around?† He winked at me. â€Å"We’ll be sneaky.† We eased around from the east, sticking to the trees when we were in view of the windows, affecting a casual-looking stroll, just in case. Jacob unloaded the bikes swiftly from the truck bed, wheeling them one by one into the shrubbery where I hid. It looked too easy for himI’d remembered the bikes being much, much heavier than that. â€Å"These aren’t half bad,† Jacob appraised as we pushed them through the cover of the trees. â€Å"This one here will actually be worth something when I’m doneit’s an old Harley Sprint.† â€Å"That one’s yours, then.† â€Å"Are you sure?† â€Å"Absolutely.† â€Å"These are going to take some cash, though,† he said, frowning down at the blackened metal. â€Å"We’ll have to save up for parts first.† â€Å"We nothing,† I disagreed. â€Å"If you’re doing this for free, I’ll pay for the parts.† â€Å"I don’t know† he muttered. â€Å"I’ve got some money saved. College fund, you know.† College, schmollege, I thought to myself. It wasn’t like I’d saved up enough to go anywhere specialand besides, I had no desire to leave Forks anyway. What difference would it make if I skimmed a little bit off the top? Jacob just nodded. This all made perfect sense to him. As we skulked back to the makeshift garage, I contemplated my luck. Only a teenage boy would agree to this: deceiving both our parents while repairing dangerous vehicles using money meant for my college education. He didn’t see anything wrong with that picture. Jacob was a gift from the gods. How to cite The Twilight Saga 2: New Moon Chapter 5 CHEATER, Essay examples

Ethical and Legal Implications of Mabel †MyAssignmenthelp.com

Question: Discuss about the Ethical and Legal Implications of Mabel. Answer: Introduction All kinds of services have to be conducted in complete accordance with the main ethical and legal considerations, in order to ensure that the provided services are just and fair. All sectors and industries have to work in accordance with the aforementioned, with the healthcare sector being no exception to this rule. The work of this sector is among the most crucial services to be provided within society since the very well-being and health of the people under care are in the hands of the service providers. The following study details the case of Mabel, a ninety-one-year old patient who has been diagnosed with the palliative stage of cancer. Her family, out of concern for her mental and physical state, has requested that she remain in the dark regarding her condition. They are of the opinion that she can live the rest of her days in comfort, without the fear of knowing about the condition which she is suffering from. She has demonstrated awareness in knowing what her medications are f or. Herein, this study is regarding the case study of Mabel and the main legal and ethical implications of the same. Ethical and Legal Implications of the Case Scenario The details of this case make it clear that the relevant people have made it a point to take the mental and psychological well-being of the patient in question while taking the decisions that they did. They have instructed all the caretakers and service providers close to the patient to not tell her anything regarding the condition that she is currently suffering from. While the main intent behind the decision is noble in their part, the fact of the matter is that this decision can violate some ethical and legal considerations. Indeed, among the first and foremost ethical implications that can be observed from this case is that a patient has every right to know about the condition that she is suffering from, so as to be able to come to terms with the potential consequences in the first place. Indeed, Mabel must preferably be aware of the condition she is in, as she has the ethical right to know and reflect on the existing state that she is in. Furthermore, her family is of the opinion that they are the ones who should be making the main decisions for her sake. This is in direct contrast to the legal rules and relevant legislations which have clearly stated that the main person responsible for making decisions regarding their own conditions is the patient under consideration themselves (Grace, 2017). The Australian Charter of Health Care Rights has clearly stated that the patient is the one who has the highest right to make decisions regarding their states and that their families and close relatives can only be considered to be the main decision makers in case they themselves are unable to (Cherry Jacob, 2016). While Mabel is certainly old and frail, the fact that she has displayed a keen sense of awareness is a quite detailed and crucial indicator of her ability to make rational decisions. Thus, the main ethical and legal implications of this case scenario are both in favour of telling the patient under review about her c ondition, and enabling her to be involved in the decision making processes along with her family. Important Acts and Regulations Several Acts and Regulations comprise of details which can prove to be immensely beneficial in this case scenario. The Consent to Medical Treatment and Palliative Care Act of the year 1995 clearly state that the people to be included in the main details of a condition suffered by someone are the attending doctors, caretakers, relevant family members and the patient themselves (Burkhardt Nathaniel, 2013). The patient in this case, while old and feeble has still demonstrated enough awareness of her surroundings. She still possesses the rational thinking ability and keen awareness which makes her eligible to be declared able enough in making her decisions. While leaving her on her own can be problematic (considering her age), leaving her completely out of the entire decision-making process is unjust and legally wrong (as is evident from the details of the aforementioned Act). The Australian Charter of Health Care Rights has also made it a point to include the rights of the patient to k now about their state as for matters of considerable importance (Australasian Legal Information Institute (AustLII), 2017). The caretakers and service providers also have to work in accordance with certain rights and regulations. The Right of Informed Consent 2002 (as well as its revised version of 2009) is one such act which they have to abide by while completing their relevant tasks. This Act details the importance and necessity of obtaining the informed consent of the patient themselves before providing them with any kind of health care services. A revised version of this Act has also been included within the main Commonwealth Legislation, under the Legislations Act 2003. The only way a party is allowed to violate this Act in any shape of form is when the patient in question has been declared to be medically unable to consent to their own treatment in any shape, form or condition (Gaudine Beaton, 2016). The details of the case scenario have clearly stated that the patient is not someone who is completely unable to make her own decisions in these conditions. The Nurse Practice Act 2010 and the Nursing and Midwife Code 2016 are some of the Codes and Acts which are in complete accordance with, and highlight the importance of the ten codes of nursing. These Acts highlight the importance of practicing in a safe and secure manner, working in accordance with proper guidelines and standards, following all the necessary laws, respecting the culture and dignity along with the ethnic values of different people and maintain the confidentiality of their patients personal data. Furthermore, the nurses have to provide accurate and impartial information whenever necessary, support the decision-making rights and well-being of their patients, maintain the trust of people under their care, preserve the knowledge entrusted to them, build the trust placed on them by the community and the society as a whole and practice all of their tasks in an ethical, legal and reflective manner (Arnold Boggs, 2015). Ethical Principles Several ethical principles are to be taken seriously while discussing this case. Assessing the decision-making ability of the reviewed patient, Mabel, is of fundamental importance and cannot be underestimated or ignored in any manner. The aspect of autonomy has to be respected and dealt with accordingly, in a manner which fulfils the main rights that a patient such as the aforementioned has (Bramley Matiti, 2014). The principle of autonomy has been recognized for its importance in several fields including healthcare. Indeed, this principle has been accorded immense importance in other fields such as law and ethics as well. Respecting the principle of autonomy in medical cases such as this one directly translates to providing appropriate respect to the capacity and right of a person in being capable enough in making decisions regarding the procedures of treatment to be provided to them (Greenfield Jensen, 2016). Mabel is being deprived of this very right in this case scenario, as sh e is being left in the dark regarding the disease which is plaguing her. The ethical thing to do in this regard is to ensure that she is made aware of the fact that she is suffering from a palliative stage of cancer. Completion of the aforementioned can help her in at least being able to make a relevant decision regarding her future and her bodily conditions, with proper help from her family members and relevant caretakers. In addition, an achievement of the same can also take care of the ethical requirement of taking informed consent from the patient under consideration in this case. The people with the highest amount of entitlement on what is to be done with their body are the patient themselves, as mentioned in the previous sections (Connelly, 2014). Not letting Mabel know about the condition and keeping her in the dark while administering her with the necessary medications is a violation of her basic right. Thus, the ethical principle of informed consent is extremely relevant in this case scenario, as the very validity of the legal and ethical status of the treatment depends on it. Maintaining proper ethical principles can help in providing proper levels of treatment while ensuring that all l egal matters are dealt with in an efficient and appropriate manner. Conflicts between Ethical Principles and Legal Requirements Since the person under review in this study has displayed the ability to make certain decisions (as she is mentally fit enough to be aware of being administered with specified medications), the best thing is to inform her about all details. However, the ethical rights of the patient have not been met, as the patient is kept in the dark. But the reason of the family members in going through with these actions is mainly the well-being of Mabel. Thus, their ethical principles are in direct contrast with the legal requirements, which clearly state that they have to inform Mabel of her condition immediately. The view point of the family has to be changed in order to initiate a desirable situation for all. Proper Course of Action After going through all intricate details of the case scenario and conducting an analysis regarding the legal and ethical rights of the patient in question, the main course of action is undoubtedly ensuring that Mabel knows all the main details regarding her condition. Making sure that this process is completed in an efficient and effective manner is desirable, so the process in question has to be planned accordingly (Johnstone, 2015). The first thing to do is to inform the family members of the importance of letting Mabel know about all the relevant details of her case. Letting them know about the potential legal complications of a failure of the same as well as the importance of the consent of the patient in conducting a legal treatment can help with the same. Once their consent is obtained, the news has to be broken to Mabel in a slow and detailed manner so as to not startle her, with the addition of providing her with an assurance of comfort and proper treatment. Once the patient has been safely informed, all relevant decision and plans for the future must include her honest opinion as well. The next stages of treatment (as well as all of the decisions to be made thereafter) have to be completed in accordance with the consent and honest desires of the patient. The patient has to be helped in this regard by the family members and caretaking service providers in order to ensure proper treatment and correct decision making. The main rationale for this course of action is to ensure that all the ethical and legal considerations are met while providing Mabel with treatment, which can prevent any potential legislative violations. In addition, an achievement of the same is ethically beneficial for all involved parties. Conclusion The importance of following ethical and legal considerations while completing a health care service can never be underestimated or ignored. All relevant rights and ethical requirements of a patient have to be respected, regardless of the age or gender of the patient in question. The patient under review in this study, Mabel has demonstrated a decent level of awareness and the ability to make proper decisions. In accordance with the legal and ethical considerations of several legislations, she has to be informed about her condition, with her consent being important for further treatment. The best way of going forward is by ensuring that the patient and her family members cooperate with her service providers in making proper decisions regarding her treatment in the future. Thus, it is concluded that a patient has the right to make decisions about their own state. References Arnold, E. C., Boggs, K. U. (2015).Interpersonal Relationships-E-Book: Professional Communication Skills for Nurses. Elsevier Health Sciences. Australasian Legal Information Institute (AustLII). (2017).Austlii.edu.au. https://www.austlii.edu.au/ Bramley, L., Matiti, M. (2014). How does it really feel to be in my shoes? Patients' experiences of compassion within nursing care and their perceptions of developing compassionate nurses.Journal of clinical nursing,23(19-20), 2790-2799. Burkhardt, M. A., Nathaniel, A. (2013).Ethics and issues in contemporary nursing. Cengage Learning. Cherry, B., Jacob, S. R. (2016).Contemporary nursing: Issues, trends, management. Elsevier Health Sciences. Connelly, L. M. (2014). Ethical considerations in research studies.Medsurg Nursing,23(1), 54. Gaudine, A. P., Beaton, M. R. (2016). Employed to go against one's values: nurse managers' accounts of ethical conflict with their organizations.Canadian Journal of Nursing Research Archive,34(2). Grace, P. J. (2017).Nursing ethics and professional responsibility in advanced practice. Jones Bartlett Learning. Greenfield, B. H., Jensen, G. M. (2016). Understanding the lived experiences of patients: Application of a phenomenological approach to ethics.Physical Therapy,90(8), 1185-1197. Johnstone, M. J. (2015).Bioethics: a nursing perspective. Elsevier Health Sciences.

International Entrepreneurship Group Project

Business Plan The need After conducting thorough research on the market concerning kitchen appliances, it is clear that there exists a market gap for dish washing machine. From the findings, currently in the market, there are only two business entities providing the dish washing service – one dish washing machine and the house help. The idea of setting up another washing machine manufacturing firm is, therefore, in line with the current market behavior.Advertising We will write a custom essay sample on International Entrepreneurship Group Project specifically for you for only $16.05 $11/page Learn More Setting up another company that makes the washing machines will, as a result, provide customers with alternative to choose from; it will also push the already existing company towards producing better quality products (Kolb, 2008). In addition, proper management would allow the firm to thrive by establishing itself as the best in manufacturing washi ng machines through initiating a healthy competition within the sector. Merits The firm’s produce is environmental-friendly since the product does not release harmful wastes to the environment. The product is also convenient; it easies people’s life and saves their time. The washing machine like any other machine would serve to make work easier by working at users’ convenience. The commodity also seeks to help consumers save time by doing the required duty within the limited time. The equipment should be designed in such a manner that it should be easy in use by the target group through initiation of simple commands. The user interface should be fit by well-placed buttons with lightings that are to be easily interpreted by the user. Low cost of maintenance is another advantage of the company. Its design is well-thought in order to avoid complexity by reducing the frequency of occurrence of moving parts within the machine One of the advantages of mechanization is its speed of operation because people can do the same operation slower as compared to the output of machines.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Target market In line with its production, the produced commodity targets, in particular, the working class with lots of office work to take care of, and as such they have little time to do their house duties. Equally, the firm is also targeting the hotel and catering industry in general. Big hotels serving a large number of customers require efficiency and fastness in order to attend to the needs of their customers within favorable time. It is clear that by mechanizing the industry, they will not only increase the speed of the hotel operations but also ensure that employees meet all the needs of their clients as thus they have time to do that (Landstrà ¶m, 2012). The commodity will also equip the catering companies, which deliver se rvices to a large number of persons. Expected unit volume sales Given the high number in the targeted region, with the USA boasting a larger population of up to over three hundred and thirteen million, and Germany having over eighty million heads, the company stipulates to serve the outlined population by delivering the below mentionedquantity to the market. The firm will, however, concentrate on supplying the local market before setting up its operations abroad. COUNTRY POLUTATION (In millions) QTY (in ‘000) USA About 313 500 Germany About 81 150 Table 1. Estimate sales volume against population count in the USA and Germany. 4P’S Product Considering the nature of the market, both local and foreign, as outlined in the market research report, both markets have mechanized and human labor. The washing machine that is to be produced by the firm will seek to bridge the gap between the services offered by the human labor and the already established washing machine m ethod. The machine, therefore, will be designed to provide the much needed speed, efficiency, convenience and the ability to handle large volumes of load. Verily, the machine will also be easy to use, with much attention given to raw materials used in manufacturing the machine to ensure that the final product does not wear out fast. The firm will also study the prevailing market behavior to ensure that it produces the required amount of goods for the available market. This will help reduce wastage as a result of poor planning. Price In order to enter into the market, which has already been traversed by the competitors and other service providing companies, the firm would set price at a reasonable value in between the cost of hiring a house help and the pricing of the already occurring alternatives. The set price will allow the firm to maximize its profit from sales in addition to luring more customers. While the price of the commodity is expected to remain fairly static, it will be subject to change depending on the changes in the factors of production. Commodity Manufactured washing machine Washing machine in the market House-help Price $100 $130 $200 per month Table 2. Prices of the commodities in the marketAdvertising We will write a custom essay sample on International Entrepreneurship Group Project specifically for you for only $16.05 $11/page Learn More Place The firm should be located in proximity both to the target market and the factors of production. This would help cut on the cost of transportation from the firm’s warehouse to the market and even in shipping the raw materials from their point of production to the factory (Lord, 2012). The presence of the international airport is also an added advantage since it allows for easier exportation and transportation of the machines The Company, therefore, may be located in New York. Promotion In line with the market structure, since the market already has other substitute commodities and service providing entities, the firm, therefore, will need to do more aggressive advertisements and sales promotion in order to penetrate the market (Hisrich, 2010). The firm, therefore, plans to invest in running advertisements of the existing new product in sensitizing the population at large through business magazines; participation in business shows, televisions and even radios. Additionally, the firm seeks to provide a fifteen percent discount on the first one thousand goods to be sold.The firm also intends to do door-to-door campaigns in areas where the competitors have strongly set their base. SWOT Analysis SWOT analysis allows for evaluation of the business strengths, weaknesses, opportunities and threats both internally and externally. From the SWOT analysis done on establishing the firm, the factors listed below have been established as the strengths, weaknesses, opportunities and threats to the manufacturing of a washing machine. Strengths Well- organized management team, this will ensure smooth flow of firm operations in terms of supervision and execution of duties (Dana Therese, 2010). The firm intends to employ particularly from the local labor market in order to minimize on movement of the employees for proper service delivery. The management would help in supervising the firm’s operation so as to ensure the firm’s growth within the established boundary. Weaknesses The possible weaknesses for the manufacturing exercise include: – low capital base that will limit the expansion of the whole production exercise;Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More – inability to recruit experienced expertise for the manufacturing of the washing machine, which may limit the number of well-trained employees that the firm can accommodate in terms of wages. Opportunities Some of the existing opportunities that the firm seeks to take advantage of include well-established position with a clearly spelt out channel for market reach. The firm is to be set up the country’s capital that boasts well-developed infrastructure in addition to its large number of inhabitants. This will present the firm with a greater chance of delivering its product to the readily available market within the intended time. Opportunities presented for the company also include readily available market for the washing machines. This will allow for mass production of the machines, hence high profit from large sales volume. Threats Already established firms dealing with manufacturing of washing machines will offer stiff competition to the newly established firm. Gene rally, house-helps are more appealing to people than machines; therefore, they may prove a hindrance to market penetration. Possibilities of emergence of other manufacturing firms will lead to production of commodities in excess of the market; as a result, there will be reduced volume of sales hence low returns. Marketing in Germany Although marketing the product both in the USA and Germany will be more expensive in comparison to marketing only in the USA, it comes with lots of benefit as compared to the latter. Marketing in both countries (the USA and Germany) would ensure that a greater geographical region is covered within the appropriate time. This will make the brand known to a greater number of people, drawing attention to a new commodity in the market, which will translate to large sales volume as a result of reaching (Harper et al, 2010). The firm will, therefore, conduct marketing in Germany due to its large population with a view of tapping its wide market. After considera tions on the availability and occurrence of factors of production, the USA stood out as the best choice of place for setting up the firm. The reasons in favor of the US as the best location: The USA enjoys a fairly stable economy; therefore, it provides a financial security the investment. The USA has a higher population than that of Germany (U.S. CB, 2013), and since the kitchen appliance is targeting households by default, the USA would, therefore, provide a wider market. The USA is open to the whole world. Countries around the world look up to the USA for delivering better and quality products. Having the firm set up in the USA would, therefore, allow for easy penetration into the market, especially the foreign one. Generally, English, which is the national language in the country, is widely used across the whole continent. Setting up the firm in the USA will, therefore, allow for labeling, user guides and even advertisements to be done in English. This will allow the company to reach larger target group over a short time (George Yvonne, 2007). The USA also enjoys a favorable political environment, which is essential for growth of the business. Favorable political environment enables proper formulation and implementation of business policies as outlined by the government of the day. This provides protection to business entities against unfavorable completion. Additionally, the USA has better trade relations with the rest of the world, Europe in specific, which happens to be a significant target market for the product. Having the firm established in the USA will enable the firm easily to ship the product to the foreign market. Self-manufacturing versus potential outsourcing decisions and reasoning While outsourcing for ideas as well as reasoning is a more cohesive approach, it comes with increased expenditure on hiring additional professionals for the already catered for areas. While it enables the firm management to make informed decisions on policies formu lation and implementation, outsourcing for ideas slows the rate of operation especially if it comes to decision making process and implementation of policies since all the ideas drawn from outside will also be put under consideration (Christopher et al, 2012). Self-manufacturing, on the other hand, would allow the recently set-up company to blend in original ideas into operation to ensure uniqueness of the produced product. Since the firm is still a young enterprise, self –manufacturing would allow it to be run in accordance to the set objectives, without interference from external input. It will also allow the firm to make faster decision in addition to ensuring that decisions made are in line with the business objectives (Gary, 2010). In line with this understanding, owing to the firm’s limited financial base, the company will be looking to establish itself as a self- manufacturing entity. Distribution methods Taking into consideration the firm’s proximity to the market and the nature of commodity that the firm would be dealing with, the company should consider setting up sales point in the major targeted areas for an easy access by the potential customers. Areas where low sales volume is anticipated will be served on customer orders by the door-to-door delivery method, by a van in order to create a good rapport with customers (Malcolm, 2012). Goods made for the external market will be airlifted to the firm’s warehouses, which have been set up in the foreign market. From the warehouses, the company will deliver the product to the customers upon purchase by a van. In some areas, however, the product will be stored in the warehouse long enough until demand arises. HR plan Being a business setup dealing in the manufacturing of electrical washing machine, the firm will obviously need to have a human resource plan dealing with the recruitment, evaluation and dismissal of its employees. In this line, the HR would be required to abide by the labor laws and regulations employed in the different countries (Coase, 2012). In the USA, for example, the firm is to abide by the following labor policies. The set minimum wage for every employee act outlines the minimum wage to be paid. The Fair Labor Standards Act established in 1938 dictates the minimum wage and payments for overtime hours that employers in the private sector need to pay their employees taking into consideration a number of exceptions in reference to the nature and capacity of the business operations. The USA also has in place the free movement and immigration act that allows employees to roam freely within the country borders, when discharging their duties. Employers, therefore, should ensure that employees that they seek to employ are available within the allocated time as spelt out in the contract signed between the two parties. The labor industry is also regulated by the pension policy, which seeks to protect employees from being denied their rightful r etirement gains, upon expiry of the contract or on official retirement as outlined in the policies. The Employee Retirement Income Security Act establishes the agreed standard and criteria for funding the retirement and care benefits that the employers offer to their employees upon retirement. The Employee Retirement Income Security Act also spells out the necessary actions to be taken against the employers that discriminate against employees preventing them from obtaining their deserved benefits as outlinedin the state laws that govern the labor industry. Health care and safety act outlines the standards for workplace safety. This act also enables workers to refuse to work under unhealthy and unsafe conditions (USA DOL, 2013). The act also provides that the employers, especially in the manufacturing industry, should give their employees protective guards to offer protection against injuries and harmful chemicals. Trade union act allows workers to participate in trade unions, activi ties dealing with union’s welfares and other businesses within the set state laws, in which the workers would like to involve (William, 2004). Right to organize, this state law allows the employees in the private sector to be represented by their trade unions in legal disputes between employers and employees. Equally, the dismissal protection policy protects the workers against unlawful dismissal form duty by their employers. Alike the USA, Germany also has state laws and provisions that aim at protecting both the employers and the employees. Some of these policies are listed below. Federal Data Protection Act protects the employees against infringement of their right to privacy as a result of improper handling of their personal data by the interested parties. It also outlines equivalent penalties for employers who do not comply with the set standards. Germany also has adopted the Termination Protection Act which protects the employees from untimely voluntary resignation of e mployees without prior notice or ascension of the employer. Germany also has the environmental protection policy that requires manufacturing firms in the country properly to dispose their waste products. This policy also providesfor the allowed amount of poisonous gaseous wastes that industries can release into the atmosphere. It also provides for the penalties that the industries may face should they violate the environmental control policies. From the foregoing, it is true that there are policies that cut across in both countries, the USA and Germany. These policies include the employee protection act which protects the employees from unlawful dismissal from their duties by their employers. Additionally, both countries have the environmental protection act that seeks to regulate the amount of wastes that manufacturing firms release into environment. The states also have different sets of policies regarding the labor industry. Unlike the USA, in Germany, the labor policy requires t he employees to provide their employers with prior notification of their resignation from duty in correspondence with German’s employment statutes. The employees are, however, exempted from providing such a notice in cases where they have been involved in criminal acts, and when the working conditions are deemed unhealthy for both parties involved. Additionally, in comparison with the USA which has put more restrictions on the employee’s background checks through state and local laws, in Germany, such restrictions have more obligations that outweigh the advantages attached to the whole exercise. Again, unlike in the USA, employers in Germany should take into consideration the German quota obligation that requires at least five percent of employees to be disabled in cases where the firm intends to employ more than twenty workers (Jens et al, 2010). References Christopher, R., Fraser, M., Mary, A. (2012). The Engagement Equation: Leadership Strategies for an Inspired Wo rkforce. New Jersey: Wiley publishers. Coase, R. (2012). The Firm, the Market, and the Law. Chicago: University of Chicago Press. Dana, M., Therese, H. (2010). Business Planning. New York City: Aspen Publishers. Gary, N. (2010).Managing a Diverse Workforce: Learning Activities. California: SAGE Publications, Inc. George, M., Yvonne, R. (2007). The Language of Environment: A New Rhetoric. London: Routledge. Harper, B., John, M., Orville, W. (2010).Marketing Strategy: A Decision Focused Approach. New York City: McGraw-Hill. Hisrich, R. D. (2010). International Entrepreneurship: Starting, Developing and Managing a Global Venture. Thousand Oaks: SAGE Publications Inc. Jens, K., Pascal, R., Michael M. (2010). Key Aspects of German Employment and Labor Law. New York City: Springer. Kolb, B. (2008). Marketing Research: A Practical Approach. Thousand Oaks: SAGE Publications. Landstrà ¶m, H. (2012). Handbook of Research on Venture Capital, Volume 2. Cheltenham: Edward Elgar Publishing. Lord , Y. (2012). A Guide to Starting and Developing a New Business. London: HM government. Malcolm, R. (2012). How to start a business: Take control of your own future. Chicago: Abby Logan. United States Census Bureau. (2013). U.S. and World Population Clock. Web. United States Department Of Labor. (2013). Summary of the Major Laws of the Department of Labor. Retrieved from https://www.dol.gov/general/aboutdol/majorlaws William, B. (2004). A Primer on American Labor. Cambridge: The MIT Press. This essay on International Entrepreneurship Group Project was written and submitted by user Jimmy E. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

20 Exploratory Essay Topics on Mayan Civilization

20 Exploratory Essay Topics on Mayan Civilization Mayan civilization is probably one of the most fascinating and intriguing cultures that ever existed on Earth. From its unclear origins to incredible scientific and artistic advances achieved by the Mayan culture at its peak to its sudden unexplainable demise – everything about it looks as if it was invented specifically to pique the curiosity of later generations. Mayan civilization is a mind-boggling combination of seemingly incompatible elements. It never evolved past the Stone Age. Like all other Mesoamerican cultures, ancient Mayans never knew metalworking, the wheel and many other advances that most civilizations make relatively early in their development. Nevertheless, they managed to create architecture that took into account advanced factors such as stress and strain, astronomical and mathematical systems that were by far superior to anything that existed at the time and were far beyond their own needs. They could do sums up into the millions, predict movements of the planets for thousands of years ahead and were probably the first to define the concept of the mathematical zero. At the same time, they practiced brutal human sacrifices, ritual torture, bloodletting and cannibalism. Any and all of these aspects of their civilization can be used as a basis for an excellent exploratory essay – here are 20 sample Mayan civilization e ssay topics for you to start from: Mass Exodus of the Maya: Possible Reasons The Mayan Religion and Human Sacrifice The Concept of Death in the Mayan Culture The Significance of Bloodletting Ceremony in the Mayan Culture Maya Calendar and the End of the World in 2012 Syncretic Religion of Modern Maya The Ritual Ballgame and Its Importance for the Mayan Culture The Idea of Cyclical Development in the Mayan Culture Discovery of the Mayan Civilization by John Lloyd Stephens and Frederick Catherwood Scientific and Cultural Achievements of the Mayan Civilization The Written Legacy of the Mayan Civilization The Economy of Ancient Mayan City-States The Mayan Language and Preservation of the Mayan Culture The Modern Maya: Keeping the Traditions of the Past Maya Mythology and Its Connections with Other Mesoamerican Beliefs Urban Design of Ancient Mayan Cities Peculiarities of the Maya Script Ancient Mayan Cuisine and Agriculture as a Reflection of the Culture Methods of Human Sacrifice used by the Mayan Civilization and their Ritual Significance Incredible Advances of Mayan Astronomy and Mathematics As you may see, there is a lot you can say about the Mayan civilization, and since its discovery in the 19th century a lot has been added to our knowledge about this ancient culture – which means that whatever topic you choose or create on your own, there is almost certain to be plenty of information you can use. Unhealthy fascination a lot of people had about the end of the world allegedly prophesized by the Mayan calendar to happen in 2012 did a lot to popularize Maya – which you can easily use to your own advantage.

Definition of the Pendleton Act - 19th Century History

Definition of the Pendleton Act - 19th Century History The Pendleton Act was a law passed by Congress, and signed by President Chester A. Arthur in January 1883, which reformed the federal government’s civil service system. A persistent problem, going back to the earliest days of the United States, had been the dispensing of federal jobs. Thomas Jefferson, in the earliest years of the 19th century, replaced some Federalists, who had attained their government jobs during the administrations of George Washington and John Adams, with people more closely aligned to his own  political views. Such replacements of government officials increasingly became standard practice under what became known as the Spoils System. In the era of Andrew Jackson, jobs in the federal government were routinely given to political supporters. And changes in administration could bring about widespread changes in federal personnel. This  system of political patronage became entrenched, and as the government grew, the practice eventually became a major problem. By the time of the Civil War, it was widely accepted that work for a political party entitled someone to a job on the public payroll. And there were often widespread reports of bribes being given to obtain jobs, and jobs being awarded to friends of politicians essentially as indirect bribes. President Abraham Lincoln routinely complained about office seekers who made demands on his time. A movement to reform the system of dispensing jobs began in the years following the Civil War, and some progress was made in the 1870s. However, the 1881 assassination of President James Garfield by a frustrated office seeker put the entire system into the spotlight and intensified calls for reform. Drafting of the Pendleton Act The Pendleton Civil Service Reform Act was named for its primary sponsor, Senator George Pendleton, a Democrat from Ohio. But it was primarily written by a noted attorney and crusader for civil service reform, Dorman Bridgman Eaton (1823-1899). During the administration of Ulysses S. Grant, Eaton had been the head of the first civil service commission, which was intended to curb abuses and regulate the civil service. But the commission was not very effective. And when Congress cut off its funds in 1875, after only a few years of operation, its purpose was thwarted. In the 1870s Eaton had visited Britain and studied its civil service system. He returned to America and published a book about the British system which argued that Americans adopt many of the same practices. Garfield’s Assassination and Its Influence on the Law Presidents for decades had been annoyed by office-seekers. For instance, so many people looking for government jobs visited the White House during the administration of Abraham Lincoln that he built a special hallway he could use to avoid encountering them. And there are many stories about Lincoln complaining that he had to spend so much of his time, even at the height of the Civil War, dealing with people who traveled to Washington specifically to lobby for jobs. The situation got far more serious in 1881, when newly inaugurated President James Garfield was stalked by Charles Guiteau, who had been rebuffed after aggressively seeking a government job. Guiteau had even been ejected from the White House at one point when his attempts to lobby Garfield for a job became too aggressive. Guiteau, who appeared to suffer from mental illness, eventually approached Garfield in a Washington train station. He pulled out a revolver and shot the president in the back. The shooting of Garfield, which would eventually prove fatal, shocked the nation, of course. It was the second time in 20 years that a president had been murdered. And what seemed particularly outrageous was the idea that Guiteau had been motivated, at least in part, by his frustration at not obtaining a coveted job through the patronage system. The idea that the federal government had to eliminate the nuisance, and potential danger, of political office-seekers became an urgent matter. The Civil Service Reformed Proposals such as those put forward by Dorman Eaton were suddenly taken much more seriously. Under Eaton’s proposals, the civil service would award jobs based on merit examinations, and a civil service commission would oversee the process. The new law, essentially as drafted by Eaton, passed the Congress and was signed by President Chester Alan Arthur on January 16, 1883. Arthur appointed Eaton as the first chairman of the three-man Civil Service Commission, and he served in that post until he resigned in 1886. One unexpected feature of the new law was President Arthurs involvement with it. Prior to running for vice president on the ticket with Garfield in 1880, Arthur had never run for public office. Yet he had held political jobs for decades, obtained through the patronage system in his native New York. So a product of the patronage system took a major role in seeking to end it. The role played by Dorman Eaton was highly unusual: he was an advocate for civil service reform, drafted the law pertaining to it, and was ultimately given the job of seeing to its enforcement. The new law originally affected about 10 percent of the federal workforce, and had no impact on state and local offices. But over time the Pendleton Act, as it became known, was expanded a number of times to cover more federal workers. And the success of the measure at the federal level also inspired reforms by state and city governments.

Enterprise Management Essay Example | Topics and Well Written Essays - 2000 words

Enterprise Management - Essay Example l 2009), Sky News, UK, [Online] Available: http://news.sky.com/skynews/Home/Business/British-Airways-Job-Losses-Profits-Down-During-February-Snow-As-Passenger-Numbers-Continue-To-Fall/Article/200904115255103 [April 28, 2009] 11 Brimelow P., March 2009, First a Rally, then Hyperinflation? Market Watch, New York, [Online] Available: http://www.marketwatch.com/news/story/first-rally-then-hyperinflation/story.aspx?guid={F8CFE313-144B-4CFD-9EE7-BC2F4A4B9A63}&dist=TNMostRead [April 28, 2009] 11 Krasny R., April 2009, What the Fed is considering at this weeks meeting, Reuters, [Online] Available: http://www.reuters.com/article/businessNews/idUSTRE53Q6KP20090427?feedType=RSS&feedName=businessNews [April 28, 2009] 11 The growth potential of the core companies with a country largely impacts the economy. At the same time the economic health of a country instantly affects the companies working within it. The enterprises within a nation and the nation’s economy are two inseparable entities; one affects the other. Any economic downfall thus results in the poor health of the enterprises. And if the affected economy is the largest and in the world, the ill effects of the economic downturn is dissipated throughout the countries of the world. History has witnessed on such severe economic downfall in 1929, named Great Depression. The present economic recession, termed as the Credit Crunch of 2009 is and perhaps will be more striking. Globalization has led to integration of companies all over the world. Organisations have taken a cue from the Global Commodity Chain model and went overseas, often to enjoy comparative advantages of cost. These moves have boomeranged now. Different divisions of the same company are facing problem for being based out in different countries (February Snowfall Cost British Airways  £20m, April 2009) There is a very low probability that the cash and cash equivalents of a company deposited with a bank gets dissolved. In fact banks always invest their

Professional Affiliations Essay Example | Topics and Well Written Essays - 500 words

Professional Affiliations - Essay Example They also promote the rights of nurses in the workplace, forecasting a positive and realistic view of nursing, and by lobbying.  For instance, making their voice heard through the Congress and regulatory agencies on health care issues affecting every nurse and the public. Through the AJCC, which has been a reputable journal, members are helped not only to be at par with the modern day nursing requirement and policies but also enhance career growths. Journal is unique for it offers the latest advances in the area of clinical research, with special features. This professional body was established in 1969.The professional body is the worlds largest specialty nursing group, and assists educate nurses working in newly created intensive care units. AACN represents the interests of more than 500,000 nurses charged with the responsibility of caring for critically ill patients. The professional body is essential as a professional body since caring for critically ill patients is a critical area in nursing (Daly, 2005).   AACN also happens to be the worlds largest specialty organization representing nurses, and that makes it reputable and showcasing commitment to a nursing profession. The profession is majorly served by AACN Bold Voices and launched in July 2009. AACN Bold Voices contains concise, reader-friendly stories, reputable articles that capture the depth and breadth of critical care and acute nursing. Bold Voices carries current clinical tips along with various articles about certification and chapters. Emergency Nurses Association was founded in 1970. Initially, it aimed at networking and teaching; the professional body has evolved into an authority, lobbyist, advocate and voice for emergency nursing. The professional body currently has more than 40,000 members around the globe and is the only professional nursing association entirely

Describe the possible signs Essay Example for Free

Describe the possible signs Essay Bullying is not defined as a form of abuse in Working Together but there is clear evidence that it is abusive and will include at least one, if not two, three or all four, of the defined categories of abuse. Recognising child abuse is not easy. It is not our responsibility to decide whether or not child abuse has taken place or if a child is at significant risk of harm from someone. We do however, have both a responsibility and duty, as set out in your organisation’s child protection procedures, to act in order that the appropriate agencies can investigate and take any necessary action to protect a child. Physical abuse Physical abuse is deliberately causing physical harm to a child. This might involve punching; kicking, biting, burning, scalding, shaking, throwing or beating with objects such as belts, whips, or sticks. It also includes poisoning, giving a child alcohol or illegal drugs, drowning or suffocation. Physical harm may also be caused when a parent or carer fabricates the symptoms of illness in a child. Signs of Physical Abuse There are certain signs that need to be acknowledged when suspicion arises that physical abuse is occurring: Any injuries not consistent with the explanation given to staff. Injuries which occur to any part of the body but usually in places which are not normally exposed to falls or rough games Injuries which have not received medical attention Reluctance to change in the heat, or to change/participate in activities such as, PE or swimming Bruises (usually in clusters), human bites, cigarette burns and fractures, for example, which do not have an accidental explanation multiple burns with a clearly demarcated edge Fear of parents being approached for an explanation Flinching when approached or touched Aggressive behaviour and/or sudden anger outbursts Depression Running away from home Possible effects of physical abuse Physical abuse can lead directly to neurological damage, physical injuries, disability and in extreme cases death. Physical abuse has been linked to aggressive behavior in children, emotional and behavioral problems and learning difficulties. Emotional Abuse Emotional abuse is where repeated verbal threats, criticism, shouting, lack of love and affection causes a severe adverse effect on a childs emotional development. It consists of communicating to children that they are worthless, unloved, and inadequate or valued. Emotional abuse may include not giving a child opportunities to express their views, deliberately silencing them or making fun of what they say. It may feature inappropriate expectations being imposed on a child, over protection and limitation of exploration and learning, or preventing the child from taking part in normal social interaction. Signs of possible emotional abuse †¢ Depression, aggression, extreme anxiety, changes or regression in mood or behavior, particularly where a child withdraws or becomes clingy †¢ Obsessions or phobias †¢ Sudden underachievement or lack of concentration †¢ Seeking adult attention and not mixing well with other children †¢ Sleep or speech disorders †¢ Low self-esteem †¢ Fear of parents/carer being approached regarding their behavior †¢ Fear of making mistakes Possible effects of emotional abuse This type of abuse can lead to adverse long-term effects on the child’s development. Emotional abuse has a significant impact on a developing childs mental health, behavior and self-esteem. This type of abuse is as important as the other three types, and can be detected as the signs are more visible and can be easily detected. Domestic violence, adult mental health problems and parental substance misuse may be features in families where children are exposed to such abuse. Sexual Abuse Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, whether or not the child is aware of what is happening. This may involve physical contact including penetrative sex, oral sex, masturbation, kissing, rubbing, or touching outside of clothing, or it may involve non-contact activities such as involving children in watching sexual activities, producing or looking at sexual images, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Abusers can be men, women or other children. Between 21% and 36% of sexually abused children will display few or no symptoms but it is usually a child’s behavior which becomes a cause for concern. Children who tell of sexual abuse do so because they want it to stop therefore is extremely important to listen to a child that discloses such an allegation. Signs of possible sexual abuse †¢ Any allegations made by a child concerning sexual abuse †¢ self-harming, sometimes leading to suicide attempts †¢ Sexual activity through words, play or drawing †¢ Repeated urinary infections, itching or bleeding around genital area and/or unexplained stomach pains †¢ The child is sexually provocative or seductive with adults †¢ Saying they have a secrets that they cannot share with anyone †¢ Severe sleep disturbances with fears, phobias, vivid dreams or nightmares which sometimes have overt or veiled sexual connotations or bedwetting †¢ Eating disorders such as anorexia or bulimia Possible effects of sexual abuse Behavior such as self-harm, inappropriate sexual behavior, sadness, depression and loss of self-esteem has all been linked to sexual abuse. The effects of sexual abuse can affect the individual into their adult life. The extent or the severity of each case is determined by the time span of abuse, the more serious the abuse, the younger the child is and the relationship of the child to the abuser. Once sexual abuse has been identified the support of an adult who believes the child helps, starts to help the child understand the abuse and can therefore offer help and protection to the abused child. Neglect Neglect has been described as the â€Å"most serious type of child maltreatment and the least understood† (Crittenden 1999: 67). It is the most common reason for a child to be placed on the child protection register in the UK. Neglect is the failure to meet a child’s basic physical and or psychological needs, which is likely to affect the child’s health or development. Neglect is when a parent or carer fails to provide adequate food, clothing, shelter (including exclusion from home or abandonment), medical care, or protection from physical and emotional harm or danger. Additionally failure to ensure access to education or to look after a child because the carer is under the influence of alcohol or drugs, is considered as Neglect. Signs of possible neglect †¢ Dirty skin, body smells, unwashed, uncombed hair and untreated lice †¢ Clothing that is dirty, too big or small, or inappropriate for weather conditions †¢ frequently left unsupervised or alone †¢ Frequent diarrhoea †¢ complaints of being tired all the time †¢ Untreated illnesses, infected cuts or physical complaints which the carer doesn’t respond to †¢ frequently hungry sometimes stealing other children’s food †¢ Being underweight Possible effects of neglect Neglect can seriously impair a childs health, physical and intellectual growth and development, and can cause long term difficulties with social functioning, relationships and educational progress. Extreme cases of neglect can cause death. Bullying Bullying is also recognized as a type of abuse. Bullying is always distressing for the victim and can have serious consequences. Bullying should always be taken seriously. Emotional bullying is the most commonly reported by children and young people and is often more difficult to spot. Bullying can take place both inside and outside of the school. Bullying happens when an individual or a group show hostility towards an individual and this can be: †¢ Emotional, such as name-calling, not talking to someone, taking or hiding personal items, humiliating, spreading rumors or teasing †¢ Physical, such as pushing, kicking, hitting, pinching or threatening to use physical force †¢ Racist, such as racial taunts or gestures †¢ Sexual, such as inappropriate physical contact, sexual comments and innuendo, or homophobic taunts. Signs of possible bullying Loss of personal possessions, dinner money or items of clothing Torn clothing, maybe even having cuts and bruises (if physically bullied) Shyness, withdrawn behavior, lack of self-esteem and depression Aggressive, bad tempered behavior and may become aggressive to younger siblings Threaten or attempt suicide Not achieving very well academically Not wanting to leave their home Possible effects of bullying Bullying will most definitely affect a child’s social and emotional development as they have very low self-esteem maybe depression and will probably try to isolate themselves from others which will have a profound effect on their social skills with their peers and pretty much everybody around them, they may become aggressive and bad tempered and may threaten or attempt suicide and in some extreme cases may actually commit suicide. Cyber-bullying In recent years, a new form of bullying known as ‘cyber-bullying’ has become increasingly common. Cyber-bullying may be emotional, racist or sexual forms of abuse. It happens through emails, text messages or telephone calls. Information about someone may also be shared by putting it on to social networking sites. This can include the sharing of private photographs. Children and young people who use this method of bullying often feel disassociated from their actions, but the consequences can be just as serious for the child. This type of bullying can be particularly distressing as children are unable to get away from it, it even invades their home.

Ethics Of The Hellenistic World Essay -- essays research papers fc

In comparing the ethical theories of the Epicureans, Aristotle, and the Stoics it’s found that they possess three separate ideas. These ideas are different in their individual beliefs; yet attempt to accomplish the same goals of creating an inner peace and sense of well being in their followers. Generally these three disciplines had distinctly separate ideas on how to set about accomplishing these goals; the Epicureans felt that the pursuit of pleasure was the correct path to enlightenment, while the Stoics had the idea that the conformation to strict laws regarding virtue was the proper path, and as for Aristotle, he held the middle ground in this debate of the minds, feeling that moderation was the key to complete happiness. Epicurus' ethics was a form of egoistic hedonism, meaning that the only thing essentially valuable is one's own pleasure. Anything else that has value is valuable merely as a means to securing pleasure for oneself. Epicurus associated this theory to a refined and individual view of the nature of pleasure, which lead him to recommend a virtuous, moderately frugal life as the best means to securing pleasure. His ethical theories find a foundation in the Aristotelian commonplace that the highest good is what is valued for its own sake, and not for the sake of anything else. Epicurus also agreed with Aristotle that happiness is the highest good. However, he disagreed with Aristotle by identifying happiness with pleasure. Epicurus gave two reasons for this. The main reason was that pleasure is the only thing that people do having value just for its own sake; that is, Epicurus' ethical hedonism is based upon his psychological hedonism. Everything we do, he claimed, we do for the sake of ul timately gaining pleasure for ourselves. This is supposedly confirmed by observing the obvious behavior of infants, who instinctively pursue pleasure and shun pain. The truth in this is also found in the behavior of adults, but in adults it is more difficult to see that this truth, since they have much more complicated beliefs about what will bring them pleasure. This hedonism was widely denounced in the ancient world as undermining traditional morality. "The trouble with Epicureanism is its assumption that the self is a bundle of natural appetites and passions, and that the end of life is their gratification. Experience shows that such a policy consi... ...le relates that the healthy exercise of virtuous function in a well-rounded life exploring personal interests and friendships is the cause of which happiness is the unavoidable and fitting effect. In other words, if you pursue the cause you will create the effect, but if you pursue only the effect circumventing the cause, you will miss both effect and cause entirely. â€Å"Aristotle rejects the Epicurean principle of pleasure; because, though a proof that isolated tendencies are satisfied, it is no adequate criterion of the satisfaction of the self as a whole. He rejects the Stoic principle of conformity to law; because it fails to recognize the supreme worth of individuality†(Hyde, 175). Even after this comparison it is difficult to contend which of these three theories would be a valid philosophy today. As they all have their seemingly strong points, there are still intrinsic weaknesses that would not hold up under the scrutiny of contemporary philosophers. Bibliography Hardie, W.F.R. Aristotle’s Ethical Theory. Great Britain: Oxford UP, 1968. Hyde, William. The Five Great Philosophies of Life. New York: Macmillan, 1945. Long, A.A. Hellenistic Philosophy. New York: Scribner’s, 1974.

Ctlls Unit 3 Principles and Practice of Assessment

Unit Three: Principles and practice of assessment Methodology Firstly we had input during classes from our tutor on the categories of concepts and principles of assessments, how to use different types of assessments and some of the strengths and weaknesses of these methods, the role of feedback and questioning in the assessment of learning and the different types of assessment records and their uses. Next we individually researched these topics, to do this firstly I used discussions with my mentor, observations of colleague’s sessions, discussions with my peers and evaluation and reflection of my own teaching sessions. My secondary research consisted of academic books, internet sources, as identified in the bibliography. I chose this approach because it gave me the widest range of resources, varying information and views on the subjects. I could then collate the primary and secondary research to write my precis and form my opinions on the research I had undertaken. The focus of my research was on concepts and principles of assessment, the different types of assessments and how to use these, the different assessment methods available along with their strengths and weaknesses especially peer and self assessment, what is feedback and how to make it effective and reviewing and recording learner progress and achievement. This precis will then enable me to better evaluate my own practice and help me to ensure I undertake the assessment process more effectively in the future. Precis ‘Assessment is about several things at once†¦ It is about reporting on students’ achievements and about teaching them better through expressing to them more clearly the goals or our curricula. It is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively. It concerns the quality of the teaching as well as the quality of the learning. Ramsden (2003). Assessment is a regular process that enables both tutors and learners to assess the progress of a learner and make judgements about the learning. These judgements then guide the tutor and learner towards the intended learning outcomes, goals that are to be achieved and any improvements required to obtain the desired qualification. Good practice is to reflect and evaluate after each assessment as this will give you the opportunity to improve in the future. The programme syllabus or qualification handbook is the starting point when planning assessments. These will ‘state how the subject should be assessed, and will give information and guidance in the form of an assessment strategy. ’ Petty (2009). If the subject you are teaching is with an official awarding body, they may also have some requirements with regards to assessments that a tutor should be familiar with. When planning assessments you should ensure they are valid, authentic, current, sufficient and reliable (VACSR). This can be done by asking yourself what, when, where, why, who and how questions; for example, does it assess what is in the syllabus? Remember that assessments should never discriminate or exclude any learners and should always allow equality of opportunity. There are two forms of assessment; Assessment of Learning – this is basically what the learner has learnt at the moment. It measures knowledge retention and uses grading and/or marks. This is summative assessment. Assessment for Learning (AFL) – this determines learner’s goals/targets to build a program or course. This type of assessment focus more on the gaps in learners knowledge rather than teaching the whole subject and about finding faults and fixing them (monitoring improvement). This is formative assessment. These two forms of assessment are both needed by individual learners and society but I think that AFL is a more valuable tool for the individual learner as it is much more centred on where a learner is in their learning, where they need to go, what is the best way to get there and allows time to achieve their full potential (learner focused). The Assessment reform group (1999), list AFL having and learning * AFL should focus on how students learn * AFL should be recognised as central to classroom practice * AFL should be regarded as a key professional skill for teachers * AFL should be sensitive and constructive because any assessment has an emotional impact * AFL should take account of the importance of learner motivation * AFL should promote commitment to learning goals and a shared understanding f the criteria by which they are assessed * Learners should receive constructive guidance about how to improve * AFL develops learners capacity for self-assessment so that they can become reflective and self-managing * AFL should recognise the full range of achievements of all learners. These principles mean providing effective feedback that enables learners to improve and plan the next steps; adjusting our teaching to take account of the results of assessments, including focusing on the whole person their feelings, skills and barriers; recognising the influences of assessment on motivation and self esteem of learners as well as learners taking responsibility for their own learning which in turn can help with knowledge retention and the need for learners to be able to assess themselves and understand fully how to improve through peer and self assessment and reflection. This helps with the next steps needed for further learning. AFL is a particular view of learning that believes all learners can improve and achieve their full potential, that ability is incremental not fixed. Within these forms of assessment there are different types of assessments that are used at different points throughout a learners learning journey and these different assessments may be formal or informal. Formal assessments are usually based on the results of standardised tests or other exams that are done under controlled conditions, the criteria is often set by the awarding body or organisation and the results can contribute to the final grade. Informal assessments are methods of measuring a learner’s performance by casually watching their behaviour or using other informal assessment methods, they check ongoing progress and the criteria are often decided by the tutor. The main types of assessments are; diagnostic/initial, formative and summative and ipsative. Within my experience at the training centre of the YMCA and within most HE organisations the first assessment that learners would come across is Diagnostic/Initial assessment. Initial assessment occurs prior or at the start of a course. It is used to find a starting point for learning, making the development of a learning plan possible. During initial assessment you can ‘start to build up a picture of an individual’s skills, achievements, interests, previous learning experiences and goals, and the learning needs associated with these goals. ’ Skills for life improvement programme (2008). Diagnostic assessment also occurs at the beginning of a course and then when needed throughout. It is used to assess more specific skills like a ‘skills check’ would and to identify learning strengths and needs. Diagnostic assessment also helps to ‘determine learning targets and appropriate teaching and learning strategies to achieve them. ’ Skills for life improvement programme (2008). These two assessments types are often done at the same time and are closely linked, together they help the tutor and learner build a clear picture of the individual to personalise the learning and develop an ILP. When under taking these two assessment types a range of methods should be used to ensure the learner is able to show their strengths and weaknesses adequately. Use assessment methods that are relevant to the individuals interests (vocational area or life interests), select a blend of methods to suit them and their circumstances and try to gather information from other areas, for example, observe the learner on a work placement if possible. There are many assessment methods that can be used during initial and diagnostic assessment, here are a few: enrolment forms – these can give you the basic information about an individual, however, they may not put all relevant information on this form such as any learning difficulties or cultural needs. APL – this can mean there would be no need for the learner to duplicate work done previously but the criteria may not be the same and you would need to check currency of the work. Interviews – these allow tutor and learner to get to know each other and discuss any issues in more depth whilst enabling the tutor to see how much a learner knows. The disadvantage with this method may be that the planning has not been done carefully or thoroughly to ensure the consistency of questions between learners and some learners may not react well in this circumstance. Observations – this gives a broader picture of the learner and how they perform in a range of contexts giving insights into their strengths, team work etc. Disadvantages with this method are time constraints and if a learner feels nervous of being observed you may not get a true picture of their abilities. Online assessments/tests – results are generated instantly, easily blended with other methods and can take place at a time to suit all parties. However, clear targets need to be set, may be technical problems and what is actually being assessed. Is the learner computer literate? At the YMCA I devised a short general computer knowledge diagnostic assessment worksheet for my learners. This worksheet consisted f naming different parts of a computer along with writing a brief description of what each listed software could be used for. I used this after an initial assessment informal discussion with individual learners to ascertain their level of computer knowledge as well as a basic writing assessment. The diagnostic worksheet then allowed me to assess their knowledge further so that I could devise ILP’s with each learner to cover any gaps in their knowledge, help them to achieve agreed goals and to offer further support to those learners that required help with writing skills. The next assessment type that may be used is Formative assessment. This type of assessment is ongoing during learning and is used to ‘tell the student how the learning is proceeding as well as telling the teacher about the success of the teaching. ’ Reece & Walker (2007). Formative assessments are used to enhance learning; therefore the goal of formative assessment is to improve. William and Black believe that what a learner is taught is reflected in what they are assessed. Formative assessment can be characterised as Assessment for learning. This type of assessment can produce; non-threatening results as they are scored but not always graded, direct and immediate feedback, structured information as tutors can see success and plan improvements and learners can see progress as well as experience success and they produce ways to improve by allowing the tutor to revisit areas that need further development and allowing learners to have additional support or time on areas they performed less well on. As this type of assessment is ongoing many methods are used. In my subject area of ICT within the YMCA the courses are not accredited so there is no awarding body’s criteria to adhere to. As ICT is a very ‘hands on’ subject I use observations often in formative assessments. Gravells (2009) suggests that the advantages to observations are ‘enables skills to be seen in action, learners can make a mistake†¦ enabling them to realise what they have done wrong, can assess several aspects of a qualification at the same time (holistic). According to Reece & Walker (2007) there are four types of direct observation assessments, global impression – look and describe what you see, this method has no structure and lacks reliability. Semi-structured – a number of open questions relevant to the tasks, answers to the questions are written either during, or after observation. Rating schedules – tutor rates a performance on say a five point scale, pe rsonal interpretation of scale can cause unreliability and finally Checklists – mark whether a specific feature of the task was or was not carried out. My observations are mainly informal and consist of watching what the learner is doing and asking questions about why they have done something a certain way etc. When I have done a formal observation I have used the checklist formative assessment as I agree with Reece & Walker that this type of observation is less open to personal interpretation, the criteria is clearly set out and if being used by the learners as peer or self assessment they have a clear understanding of what is required and what is to be achieved. Other methods I have used in both teaching at the YMCA and South Cheshire College have been questioning (both direct and indirect oral), multiple choice – as these can test a variety of levels in blooms taxonomy from knowledge, understanding and higher, discussions – these allow freedom of views and learning from peers, presentations – assess skills, knowledge and can help with confidence but if a group presentation some learners may do more work than others so it is important to assess individual contributions, assignments and projects – these help to ensure that the knowledge has been understood and retained, tutorials – used to discuss progress and address any issues, tests – assesses skills and knowledge, however, some learners do not perform well in test conditions and may need additional support to overcome this or if possible an alternative assessment method, traffic lights – used as a visual means to show understanding. During the courses at the YMCA in the next academic year I intend to introduce an informal mid-unit assessment. This will allow time to review, reflect and revisit any areas of weak understanding or areas that learners have struggled with. If assessments are left till the end of the course there is no way to revisit these unlearnt areas. I am aware of online assessments but as of yet have not used these, mainly because the courses at the college that I have been teaching on do not use them and at the YMCA there is not reliable facilities for online assessment/testing. I do intend to look further into this aspect of assessment once the new premises at the YMCA are finished and I think that the learners would benefit from online assessments as these can assess both cognitive and practical abilities. However this method of assessment needs to be monitored carefully to ensure who is actually taking the test/assessment, is the software or hardware up to date and that extensive objective testing is not done as this can result in learners guessing the answers. Summative assessment is on completion of learning. This may be at the end of a course or programme or may be at the end of a unit or topic. It is mainly used to see if the learner has learnt the material and is capable of going onto further learning. Brown (2001) suggests the purpose of summative assessment is ‘to give a license to proceed to the next stage of graduation (certification). ’ Reece & Walker suggest that summative assessment is ‘to satisfy the needs of society. ’ Both of these quotes imply that this type of assessment is about grades and is to show that the learner has the knowledge and at what level (pass, merit, distinction) to continue or not (failed). These grades do not always tell the learner why they achieved a certain level or why they failed. Summative assessment can be characterised as Assessment of learning. Many of the methods used for summative assessment are the same as formative assessment but often done in a formal setting rather than an informal setting. During my teaching at the YMCA I have used the following methods for summative assessments; Individual presentation – knowledge, skills, creativity, performance, design and communication, exam – demonstrating knowledge and understanding, performing procedures and demonstrating techniques, Portfolio – managing and developing self, oral exam and observations – for learners with reading and writing difficulties. Ipsative assessment can be used as a form of self assessment. It is assessing present performance against the prior performance of the person being assessed. They do not always relate to any external criteria or make comparisons to the performance of other learners. My teaching at the YMCA I have used this type of assessment mainly during feedback sessions, where learners and I will discuss previous work and present work, what has improved and what could still be improved upon. Another way to implement ipsative assessment is to encourage learners to assess their own work, to select the best pieces for their records of achievements folders and to identify areas for improvement. This can then be continued with self-evaluation of progress during sessions/lessons and on specific tasks. There are many more methods to use during assessments each with its own advantages and disadvantages, such as; Accreditation of prior learning (APL), buzz groups, case studies, discussions, e-assessments, homework, journals, professional discussion, projects, puzzles and quizzes, reports and dissertations, role play, tutorials, tests, etc. The main disadvantage to any assessment method is that many learners and tutors may not be use to them as some of them may be new and innovative or there may be a lack of technology available. By ensuring tutors are up to date with assessment methods and a variety of methods are used learners will benefit by being able to fairly show their strengths and weaknesses in a range of circumstances, therefore, it is best practice to use a blend of methods to get the best and most reliable results for your learners. Two other types of assessments I would like to investigate further in this paper are Self and peer assessment. These are often combined or considered together and have many potential advantages in common. Peer assessment can help self assessment. By judging the work of others, learners gain insight into their own performance. ‘Peer and self assessment help students develop the ability to make judgements, a necessary skill for study and professional life. ’ Brown, Rust & Gibbs (1994). Black & Wiliam’s research ‘Inside the black box’ concludes that self assessment is an essential component of formative assessment if it is to be used to improve student learning. I agree with the findings of this research in that self assessment is a skill that should be encouraged and developed as it can have a positive effect on learners performance and motivation. Peer and self assessments are used to enhance learning by increasing learner involvement in the learning process, increasing social interactions and trust in others, facilitation of individual feedback and to help focus learners on the process rather than the product. For both peer and self assessment to be successful Black states that ‘criteria must be understood by students†¦. students must be taught to collaborate in peer assessment for this helps develop objectivity for self-assessment†¦.. students should be taught to assess their progress as they proceed keeping the aims and criteria in mind†¦. This means that tutors should plan lessons that will teach learners to collaboration skills and make it visible as a part of the classroom, criteria could be provided by the tutor or devised by the learners and could also include a mark scheme, making these judgements about another person’s work can clarify a learners own understanding of the subject. During teaching at the YMCA I used self and peer assessments in group projects. I gave the project a final mark but used these assessment methods to give individuals within the group marks. To do this I got the learners to peer assess each other and based my individual marks upon these peer assessments. However, I was aware that there could be problems with this method such as some learners being too generous with marks or too low with marks. To overcome these problems I checked the marking to ensure consistency throughout the group and set out clear mark schemes. Another method of self assessment I use is ‘learning loops’ Petty (2009). This is where at the beginning of the next piece of work the learner will write a target from the last piece of work and then work towards that target, then I will mark this work with that target in mind and comment as to whether the target was met or if any improvement was shown. This method was useful with my learners in getting them to reflect upon their own work and take responsibility for their own learning as well as helping with their motivation. I have also used an adaptation of the feedback sandwich, called the Peer assessment Hamburger (included in my portfolio). This assessment activity was given to the learners to assess each other’s work; they first had to write about something positive about the piece of work then something to work on and how to work on it, then something positive again. This method was successful in my group of learners as getting them to receive any form of constructive feedback or advice is difficult, so by praising first they were more willing to listen and act upon the points for improvement. This method also helped the learners to gain skills in judging and evaluating work which in turn helped with self assessment/evaluation techniques. It is important to follow up on the improvement points at a later stage to ensure that an improvement has been made or to offer further assistance or teaching in that area if necessary. These areas for improvement were also noted in ILP’s during tutorial sessions as ‘Medals and Missions’, medals are what has been done well this may be the work itself (product) or may be the effort and planning (process). Missions are information about what needs improving along with how to do this, they are not criticism but advice and help to close the gap between where learners are and their goals. I believe that peer and self assessment are two very important and useful methods of assessment as ‘whatever a person discovers himself is what they really know. ’ Shapiro (2003). A learner needs to know where they are in their learning, where they are going and how to get there, these two methods help learners to understand this and achieve much more. Feedback simply put is ‘the passing of information to the student of their ability to perform a task’ Reece & Walker (2009). Although feedback is about giving the learner information on how they have performed it is much more than this, it is about progression, motivation, encouragement, self-esteem and confidence, promoting communication, improving standards etc and is a two way process. During all the research I undertook for this part of my paper I found one thing in common throughout, that feedback is a very important and powerful tool in relation to achievement when done constructively and properly. ‘The most powerful single moderator that enhances achievement is feedback’ Hattie (1999). Feedback can be formal or informal, it can be written, verbal or online, and it can be given after an assessment or during a lesson or tutorial. Whichever form feedback takes it should be constructive, descriptive not judgemental, specific, fully understood and timely. Feedback is used often during formative assessment and Sadler (1989) suggests ‘three elements of enhanced feedback are; recognition of the desired goal, evidence about present position and some understanding of a way to close the gap between the two. ’ This means the learner needs to have some understanding or concept of the goal being aimed for, learners need to be shown the comparison with current level of performance with that of the goal and learners should be shown ways in which the gap between the goal and current level can be closed. It is important to prepare learners for feedback to help them gauge how well they are doing, to actively involve them in the assessment process and to help them to understand the feedback. To do this you should agree the purpose of the feedback prior to the assessment, state the type of feedback to be used, show learners how their work. Written feedback is important for giving positive encouragement and correcting errors but is more effective if this feedback is accompanied with dialogue where possible. This dialogue or discussion can improve learner involvement and ownership of the feedback and create a deeper understanding of what was done well and what can be done to close any gaps. Also Gravells (2009) states that ‘you need to appreciate that how you write it may not be how they read it. It is easy to interpret words or phrases differently to what is intended. ’ Therefore when using written feedback you need to use a level of language suitable for your learners, make it clear how the required outcomes were met and what to do next. Using some form of feedback sandwich or hamburger is a good form for written feedback as this nestles the negative between two positives. This makes it more likely to be listened to and acted upon, whereas starting with a negative can stop the learner from listening/reading anything further. Another form of written feedback is comment only marking, this provides learners with a focus for progression instead of a reward or punishment for their ego as marks can. Comments can be made in books, in a learning diary or journal for example. Learning journals are useful for tutors and learners to track the progression of these comments and see improvements. During feedback sessions there should be time for questions as these will help to open up the assessment process and eliminate ambiguity. Using questions to ask learners how they feel they have done prior to giving them your feedback allows them to consider their own achievements, ‘gives them the opportunity to realise their own mistakes, or reflect on what they could do differently. ’ Gravells (2009). Also learners may need time to reflect upon the feedback they have been given and then have questions to it later, time to discuss these questions at the earliest opportunity should be made. Another important point in the feedback process is timing. Feedback should be given as soon as possible whilst the task and goal are still fresh in both the tutor and learners minds. Peer feedback is another useful form of feedback. This enhances learners active engagement in learning, can increase the amount of feedback they receive and they can receive it quicker than a tutor can give sometimes, it uses higher level thinking skills as it requires explanation and justification. The process of reviewing someone else’s work can help learners understand what is considered good work and increase their ability to achieve. Peer feedback should be monitored carefully as not all learners will be accustom to this and there may be some friction amongst your learners. To help overcome this allow practice sessions on peer assessment and feedback, set clear assessment criteria, stress that all will gain as much from reviewing the work of their peers as from any feedback they receive, use tutor-selected groups to peer assess and feedback work, have multiple peers review work, reviewers should feedback immediately, orally preferably, and tutors should explain clearly the best feedback method of Medal and Mission as suggested by Black & Wiliam. As well as giving feedback on assessments you should review learner’s progress at regular intervals on a one-to-one basis. This will allow you to motivate learners, plan for future learning and assessments, discuss any concerns, learners can ask questions, enhance learner involvement, update ILP, review your lessons and ‘differentiate effectively, ensuring that the needs of your learners are met, and that they are being challenged to develop to their full potential. ’ Gravells (2009). The review should be arranged at a suitable time for both the learner and tutor, be used to plan future assessments and targets with SMART objectives and you should ensure that all relevant records are available, etc. When doing any type of assessment, review or feedback there are records that need to be kept, this is important ‘otherwise how would you know what your learners have achieved? ’ Gravells (2009). Assessment records are used by tutors, your organisation, awarding body, regulatory authority, stakeholders and learners. Records can be electronic, paper or a mixture of both. The types of records I keep at the YMCA are; ILP’s, feedback sheets, tracking sheets, assessment forms, lesson plans, schemes of work, evaluations and review sheets. These records are kept in their original forms and used to help me plan future lessons and make any adaptations to existing courses if necessary, keep track of learners marks to be able to see any progression and if a learner loses work I have a record of when it was handed in, marked and what mark it got, what feedback they received to help learners know what they did well and what needs further improvement and how to do this improvement also feedback sheets can be used by an IV or EV to check your judgements and assessments are fair, and to keep a record of learners progress, areas that need attention, learning difficulties etc if any, agreed goals and targets. Whatever method or type of record is used there is legislation that must be adhered to with regards to these records and the information held within them. These legislations are; Data protection Act (1998) and Freedom of information act (2000). These acts cover how the information about living eople is used and stored, and g ive learners the right to see any information held about them, so tutors need to be aware that anything they write about a learner they can see at any time. Records should be kept organised, up to date, confidential, legible, accurate, secure and only kept for as long as necessary. Once these records are no longer needed they should be destroyed in a secure manner such as double shredding and bagging for paper based records, and hard drive cleaners to ensure computer based records are completely deleted. Assessment is a large part of the work teachers, tutors and trainers; it is an ongoing process throughout a learners educational journey and can be the most difficult part of the teaching process. There is recognition here that assessment is more than an isolated judgement of a specific performance; that is should be integrated into a system of reviewing, recording and reporting achievement which teacher and student are at the centre of. ’ Armitage et al (2007). Bibliography Books: Armitage et al (2007), Teaching and training in post-compulsory education, 3rd Ed, Berkshire, Open University Press Gravells. A. (2009), Principles and practice of assessment in the lifelong learning sector, Exeter, Learning matters Ltd Hattie, J. (1999), Influences on student learning, University of Auckland, New Zealand: Inaugural professional lecture paper Petty G (2009), Teaching today, 4th Ed, Cheltenham, Nelson Thornes Ltd Ramsden. P, (2003), Learning to teach in higher education, 2nd Ed, Routledge. Reece, I. & Walker, S. 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