Community Knowledge Building And Self Regulated Learning Education Essay

BackgroundIn Hong Kong, it has already been a long clip that schooling puts the chief focal point on persons ‘ abilities, temperaments and chances without profoundly researching the possibility of larning through community interaction. Normally merely formal cognition and incontrovertible accomplishments are taught in traditional schoolrooms. The bulk of this sort of cognition is inert that does non promote deep thought and enquiry. There is no mechanism for pupils to get expert-learning accomplishments. In add-on, informal or silent cognition is by and large ignored in school course of studies, though it is every bit of import as the formal cognition. The acquisition aims are besides crystalline to pupils. Students are occupied with undertakings and activities but they do non hold a clear thought about the grounds why they have to make those undertakings and activities. Problem 2: Pedagogical Paradigm Shift due to the Introduction of the NSS Curriculums Since 2009, the course of studies of most secondary schools have undergone a dramatic alteration due to the acceptance of the New Senior Secondary ( NSS ) course of studies. Two major alterations are the debut of broad surveies and project-based acquisition. The broad surveies subject enables pupils to do connexions among different subjects, examine issues from a assortment of positions, and construct personal cognition of immediate relevancy to themselves in the modern-day universe. On the other manus, project-based acquisition ( PBL ) aims to enable pupils to build cognition through developing their independent acquisition capablenesss, generic and collaborative accomplishments. It is obvious that the new course of studies emphasise on the cultivation of abilities of pupils to incorporate information gathered to build their ain cognition independently and collaboratively. However, most instructors and pupils are still non prepared for this polar alteration and experience perplexed about the new manner of instruction and acquisition. Problem 3: The Problems of the Commonly Used Learning Platforms Even though some Hong Kong schools understand the jobs of the traditional permissive instruction attack, good acquisition platforms that can carry through the demands of this new acquisition environment are rare in the market. Despite that many schools have installed computing machines with Internet entree in schoolrooms, there is no obvious difference in pupil larning quality between this sort of computer-supported schoolrooms and the traditional 1s. Intentional acquisition and expertness development.can barely be fostered in this sort of schoolroom scenes. In order to better larning quality and effectivity, some schools in Hong Kong have been following certain learning platforms for about ten old ages, yet they can merely let pupils to upload their work, download stuffs mandated by instructors, station messages to or read messages from electronic notice-boards, etc.. The platforms merely act like electronic information depositories that can non truly assist pupils to larn and build cognition on their ain or collaboratively, non to advert that the user interfaces are non easy-to-use in general. This sort of larning platforms contradicts the e-learning systems suggested by Angehrn, Nabeth and Roda ( 2001 ) . They claimed that e-learning should be extremely personalised, learner-centric, societal, active, synergistic, connected to scholars ‘ ends, supportive of uninterrupted acquisition and so on. Research of Existing Learning Platforms Supporting Collaborative Learning Sing the issues mentioned above, pupils in Hong Kong need a learning platform that can supply utile and effectual installations for them to pull off and build cognition, and larn collaboratively and continuously. The platform should besides assist them to do better usage of the bing on-line resources and manage and consolidate the information they have obtained for self-regulated acquisition. After researching preliminarily on bing acquisition platforms, there are three major computing machine supported collaborative work/learning ( CSCW/L ) systems available for instruction intents: FLE3, Synergeia and Knowledge Forum. FLE3 ( Leinonen et al. , 2002 ) , which is an unfastened beginning platform developed under the ITCOLE undertaking, entails a depository, a forum and a shared workspace called WebTop tool, Knowledge Building tool and Jamming tool severally. The last tool allows scholars to do usage of all sorts of multimedia digital artifacts. Synergeia ( Stahl, 2004 ) is besides designed within the ITCOLE undertaking that provides free licences for educational establishments. It portions paperss and informations through depositories ( the Basic Support for Cooperative Work system ) and forums ( Instant Messages ) severally in an asynchronous environment. The most singular tool is MapTool that enables a group of participants to make concept map collaboratively and synchronously. The confab tool is besides synchronal. Knowledge Forum was initiated by Marlene Scardamalia and Carl Bereiter. They have proposed that schools should be restructured as cognition edifice community based on the thought that larning, expertness cultivation in peculiar, requires enormous attempt and societal support that is non accessible in the first-order school environment. Students should get non-asymptotic acquisition accomplishments, i.e. , learn to continuously accommodate to alterations in the environment caused by others ‘ version. This procedure will invariably do parts to the corporate cognition of a school community, transforming the school into a second-order environment. Multimedia Learning A acquisition platform that can steer pupils efficaciously to build cognition from assorted sorts of information, particularly the multimedia one ( Shank, 2005 ) , is of paramount importance. Van Merrienboer ( 1999 ) proposed some guidelines of bringing of instructions in multimedia acquisition environments. He considered multimedia larning in web-based environments really important in the approaching hereafter as it facilitates distributed distance bringing and combines presentation and communicating installations. He believed that multimedia acquisition can be used to back up competency-based acquisition, and effectual, efficient and appealing collaborative acquisition. The multimedia capablenesss of all of the three platforms literally satisfy the guidelines. Concept Maps The MapTool of Synergeia allows participants to build corporate cognition through pulling construct maps: a graphical artifact that expresses cognition of scholars in a signifier that can be understood easy. The development of construct maps was initiated by Novak and Gowin ‘s ( 1984 ) research refering human acquisition and cognition building. In a construct map, besides called cognition map, a construct is normally placed inside a box or circle that is connected to one or more other constructs via directed discharge, stand foring the relationships between the constructs concerned. The relationships are described by verbs normally. The constructs are contrived hierarchically with the most general constructs at the top of the map. The construction of a construct map is dependent on its context. Concept maps holding similar constructs can change from one context to another and are extremely idiosyncratic. Concept maps can be used to mensurate the cognition of a individual about a subject in a specific context. Therefore, construct maps constructed by different people on the same subject must be different. In the same sense, there is no such a thing as the â€Å" right † construct map about a peculiar subject, as there can be many available right representations of the subject. Concept function has assisted people of different ages obtain cognition in assorted Fieldss. When constructs and associating words are carefully chosen, these maps are powerful tools for detecting niceties of significance. Each construct map allows its Godhead to do usage of a virtually limitless set of associating words to demo how significances can be developed. There are no limitations on what words can be used to organize constructs or associating phrases. Concepts are normally nouns and associating phrases verbs. It is recommended to utilize as few words as possible for constructs and associating verbs. Associating phrases can show any types of relationships and are non limited to a defined set. Knowledge Building Knowledge Forum is designed harmonizing to the 12 Knowledge Building Principles proposed by Marlene Scardamalia and Carl Bereiter. It is a collaborative acquisition platform operated in a networked environment. It can work on both wired and wireless webs and users can entree it via the Internet. The model of Knowledge Forum is cross-sector, cross-age and cross-cultural. It has been used in instruction, wellness attention and concern communities in the Americas, Asia, Australia, Europe, and New Zealand. This reflects that the sociocognitive and cultural procedures underlying cognition acquisition and cognition creative activity are basically the same that are applicable to knowledge builders of all sectors, ages, and civilizations. The 12 Knowledge Building Principles are as follows: Real Ideas, Authentic Problems Ideas are every bit existent as touchable things. Learners are much more interested in existent life jobs than textbook jobs and mystifiers. Knowledge Forum fosters a civilization for scholars to work with thoughts creatively. Improvable Ideas All thoughts are improvable. Learners can actively better their ain thoughts and those in the community if they are encouraged to take hazards without being afraid to attest ignorance and have ague and unconstructive unfavorable judgment. Knowledge Forum allows continual betterment, alteration and theory polish. Idea Diversity Idea diverseness is indispensable to the development of cognition promotion as it creates a rich environment for thoughts to germinate into new and more refined signifiers. Knowledge Forum facilitates associating thoughts in different notes and positions together to advance interaction and productive usage of thought diverseness. Rise Above New syntheses of cognition can be obtained by unrelentingly working with improvable and diversified thoughts. High-order thought can be cultivated. In Knowledge Forum, rise-above notes and positions enable participants to larn accommodating progressive alterations in the environment. Epistemic Agency Learners are responsible for their cognition promotion that can be stimulated by the thoughts of other community members. They learn how to pull off their acquisition by puting ends and programs, inquiring inquiries, and measuring accomplishment. Knowledge Forum offers characteristics like scaffolds that help scholars synthesise high-ranking cognition by utilizing a assortment of epistemic footings such as speculation, admiration, speculate, etc.. Community Knowledge, Collective Responsibility Community accomplishments are valued more than single accomplishments. Participants portion duty for the overall cognition promotion in the community. Knowledge Forum provides an unfastened and collaborative environment that allows community members contribute conceptual artifacts that can be linked together effectual for future mention. Democratizing Knowledge All participants, including the more and less talented, are empowered to prosecute in cognition invention in Knowledge Forum. Every member strive for cognition promotion in a joint venture mode. Symmetric Knowledge Advancement It can be achieved from cognition exchange between members of different sorts of intelligence in a community as to give cognition is to acquire cognition. Knowledge Forum supports practical trials and co-construction of positions across user groups, both within and between communities. Permeant Knowledge Building Knowledge edifice utilizing Knowledge Forum can be carried out in and out of school through the Internet. Constructive Uses of Authoritative Beginnings Authoritative beginnings such as intelligence and multimedia stuffs found on the Internet can be attached to Knowledge Forum that can be acted as the foundation for cognition builders to progress community cognition. Knowledge Building Discourse Knowledge Forum accommodates discourse of cognition edifice communities that refines and transforms knowledge through the dianoetic patterns of the community. Embedded and Transformative Assessment Knowledge Forum allows a community to explicate its ain internal appraisal, which is both more bespoke and flexible than external appraisal Research Focus After comparing the chief characteristics of the three collaborative CSCL/W tools, it is blunt that Knowledge Forum emphasizes deeply on the procedure of community cognition edifice based on rules like improvable thoughts and progressive job work outing. It should be a more executable declaration for instructors and pupils to manage the approaching pedagogical paradigm displacement than the other two. It is perceived that Fle3 is simply designed as a package of depository, forum and shared workspace without important emphasis on the procedure of collaborative cognition building. Refering Synergeia, it is empowered by the notable construct maps that are widely accepted as a really effectual manner for cognition building. Nevertheless, the rise-above and build-on characteristics of Knowledge Forum maximize the learning capacity of each scholar through community attempt that triumph the concept-organising belongings of construct maps. Largely significantly, there are already many instructors rehearsing cognition edifice teaching methods utilizing Knowledge Forum in many topographic points. Apart from Toronto, Hong Kong has the largest instructor community giving excessive attempt to learning pupils collaborative larning accomplishments. However, the instructors who have experience in utilizing Knowledge Forum reported some insufficiency of the acquisition platform. For case, when a instructor wants to read a certain sort of messages, such as inquiries, he/she has to shop through all the notes straight in the present design. It is one of the grounds why it is non really easy to measure pupils ‘ parts. Sometimes a subscriber may desire to hold a list of his/her ain parts so that he/she can size up the acquisition procedure ; however, this map is non available in the current version. Research Aims The aims of this research are as follows: To look into extensively how Knowledge Forum can assist pupils build community cognition. To understand the jobs faced by instructors and pupils in utilizing Knowledge Forum, particularly those refering assessing pupils ‘ acquisition advancement and public presentation. To research a set of appropriate web and database engineering, particularly knowledge and information visual image, that is utile to strengthen the functionality of Knowledge Forum, particularly assessment tools that can avail instructors to measure pupils ‘ parts. To develop a paradigm of back uping tools that can reenforce Knowledge Forum sing appraisal, information storage and retrieval. To measure the quality and public presentation of the paradigm.Relevant Literature and Guiding FrameworkKnowledge Building and Problem Solving through Knowledge Forum Scardamalia and Bereiter believe that a school should be a topographic point for knowing acquisition and expertness cultivation. However, traditional schooling merely tackle seeable parts of cognition, i.e. , formal cognition and incontrovertible accomplishments. These sorts of inert cognition rarely touch pupils ‘ idea and behavior and utile informal/tacit cognition is seldom embraced in traditional school course of studies. Furthermore, in a traditional school, many instructors project their focal point on undertakings and activities without underlying the associated acquisition aims, so pupils are by and large incognizant of cognition aims behind the undertakings and activities they are supposed to make. Scardamalia and Bereiter point out pupils can accomplish knowing larning merely if they actively try to achieve a cognitive aim. Therefore, the current schooling system merely benefits those with high persons ‘ abilities, temperaments and chances, merely those alleged â€Å" bright † pupils are able to prise into the â€Å" secrets † of those undertakings and activities. Expertness cultivation in schools is besides of paramount importance, i.e. , pupils should be able to larn to be an expert-like scholar who processes progressive job work outing accomplishments. It is believed that job work outing accomplishments can be achieved through meaningful acquisition that metacognitive cognition is obtained by agencies of self-acting procedures. Richard and Wittrock put frontward seven instructional methods that stimulate job resolution: load-reducing, structure-based, schema-activation, productive, guided find, mold and learning thought. The first six methods train pupils to be domain job convergent thinkers while the last one enhances their general job work outing capablenesss. There are four characteristics of successful learning believing accomplishments plans: focal point on the most chiseled accomplishments, contextualize the accomplishments within reliable undertakings, personalise the accomplishments through societal interaction and language-based tr eatment of job resolution procedures, and speed up the accomplishments that pupils can larn with lower-level accomplishments. Simply expressed, Richard and Wittrock suggest that general expertness or job work outing accomplishments can be transferred from instructors to pupils based on dogmas similar to those 12s knowledge edifice rules advocated by Scardamalia and Bereiter. However, traditional schooling offers no mechanisms for instructors to reassign their expertness to pupils, so most pupils can non come on into expert-like scholars through reinvestment of mental resources released from following progressive job work outing methods such as form acquisition and automaticity. Scardamalia and Bereiter impulse that, with the drift of engineering, schools should be transformed into cognition edifice communities. The discourse framed by this sort of sociocognitive procedure transcends the barriers of didactic instruction and child/activity-centred cognition development. The advancement of the acquisition accomplished through cognition edifice discourse should be able to be orchestrated and mediated alternatively of the unpredictable acquisition advancement in traditional schooling. In add-on, all members in a school community, including both instructors and pupils, should take up corporate cognitive duty which â€Å" refers to the status in which duty for the success of a group attempt is distributed across all the members instead than being concentrated in the leader † ( p. 68 ) . Every community member should understand the cognition required by the community and do certain others know what they are supposed to cognize. In a cognition edifice discourse, a pupil referee can hold their cognition advanced from groking the parts made by other pupils in the community, so it is one of the inducements for pupils to take part in the discourse. Once a pupil makes a choice part, he/she gets acknowledgment and regard from other community members. The desire of being recognized and respected, together with the craving for doing outstanding impact on the community, may be two of the other motives. A to the full well-designed equal reappraisal system is indispensably required and the discourse should be near to pupils ‘ personal lives: â€Å" pupils work together to do sense of the universe around them and work towards progressing their ain province of cognition and that of the category † . The features of a successful cognition edifice discourse are â€Å" concentrate on jobs and deepness of understanding † , â€Å" decentralized, unfastened cognition environments for corporate apprehension † and â€Å" productive interaction within loosely conceived knowledge-building communities † ( p.274 ) . Technology plays a critical function in carry throughing a successful cognition edifice discourse. Knowledge Forum and its former version, Computer-Supported Intentional Learning Environment ( CSILE ) , have a community database at the Centre of a schoolroom discourse. Students ‘ thoughts can be extended to a broader cognition edifice community if necessary. In the discourse environment, pupils act as both writers and referees who can lend their thoughts by making text or graphical notes, hunt bing notes, and form notes into more complex informational constructions. Auto-notification through electronic mails will be sent to writers when others comment on their notes. The note-writing environments are specially designed for participants to specify enquiries as jobs alternatively of subjects. Discourses are carried out through saying theories and information for progressing theories. The scaffold map provides participants with phrases refering cognitive procedures, such as â€Å" I need to understand † , â€Å" My theory † , â€Å" A better theory † , â€Å" This theory can non explicate † , â€Å" Put our cognition together † , to call a few, that help participants contour discourses. The frequent usage of these theory-building footings can assist scholars tackle expert-like acquisition accomplishments that can be employed in their day-to-day lives. Knowledge Forum and CSILE besides pinpoint intentionality as scholars deliberately submit jobs of what they require to understand and asseverate justifications for linked attached. The knowing scholars can larn how to do determinations and deploy diag nostic procedures. Knowledge Forum and CSILE render a decentralized and unfastened discourse environment that reverses â€Å" the instructor initiates, pupil responds, teacher evaluates form for unwritten and written discourse † . By using a distributed theoretical account, information fluxing between participants is non audited by a cardinal authorization. Since different pupils possess different sorts of cognition, the cognition exchanges can be really productive. Students of different ages and abilities can take portion in the same discourse. Students with better viva voce or written linguistic communication accomplishments can non rule the discourse as the other pupils can border their thought by pulling diagrams or edifice on information in others ‘ notes or external resources. Those who are non familiar with the subject can lend to the community by inquiring inquiries and composing contemplations. The inefficient turn-tasking job in normal schoolroom treatments is automatically elimi nated as discourses in Knowledge Forum are held asynchronously over a computing machine web or the Internet. Students can compose their statements at any coveted clip and have all the clip they want to explicate the statements, without force per unit area like that happened in an unwritten treatment. This encourages pupils to print independent idea and polish their ain thoughts and those in the community, ensuing in progressive self-acting acquisition and job work outing preparation. Information / Knowledge Visualisation Some users reported that the current design of Knowledge Forum is non really intuitive to utilize, particularly for complex undertakings and ill-structured capable affairs. The new coevals of knowledge/information visual image engineering seems to be an effectual solution. The purpose of information visual image is to supply knowledge-based entree to information resources and aid users in doing sense of the resources they are looking for during information retrieval. On the other manus, the end of cognition visual image is to help pupils in acquisition and job resolution by supplying tools to further externalised knowledge. There are many good practiced information visual image techniques available, such as landscape metaphors, cartograms, ticket clouds, etc.. Some pedagogues claim that these techniques can assist users understand the information better. In the context of cognition building, apprehension of information is non sufficient, pupils need to be exposed to the information in different ways and be able to lucubrate a personal experience from it. Some other similar tools using visual image techniques have besides been developed in recent old ages, like Topic Maps Strand Map, VisIT ( Visualization of Information Tool ) , Model-It, Microworlds, etc.. Some web hunt engines even implement explorative hunts with the aid of information visual image techniques to polish user hunt questions. Users can now transport out explorative hunts on the WWW through consecutive loops on the ocular interfaces of these tools. Examples are KartOO, UJIKO, Crokker, Simploos, Quintura, oSkope, News Map, etc.. It is evident that educational tools using cognition visual image engineering can help pupils in undertaking topics like broad surveies to a great extent as this sort of topics require pupils to larn from resources in assorted subjects and develop capacities to construction and organize their cognition and acquisition stuffs for effectual learning direction, non to advert that cognition from different topics and spheres is complex, interconnected and ill-structured in a complex mode.

Amoco Case Write Up Essay

As long-term valuation is assumed, risk free rate is set as 30-year treasury rate, 5.73%. Cost of debt is 6.72% reflecting Amoco’s credit level. Cost of equity is calculated as 10.63%, leading to final WACC at 8.85% (Chart 1). In DCF valuation (Chart 2), long-term growth rate is assumed to be 4%. Change in working capital is calculated as the average of 1997 and 1996 figure and is assumed to be constant for simplicity. Terminal value is valued at $69,398.1 million and NPV is $51,525 million. Stock price will be $37.07, indicating an exchange ratio at 0.46. This is a very conservative valuation as our DCF price is lower than Amoco’s current market price. Regarding of multiple valuation (Chart 3), P/E ratio from comparable firms are used, which leads us to an exchange ratio at 0.68. Thus, our estimation for Amoco’s stand-alone value is from $37.07 to $54.69 per share, i.e. 0.46 to 0.68-exchange ratio. As the acquirer, our basic negotiating strategy is to low the exchange ratio as much as possible. Based on our conservative evaluation of Amoco, our opening exchange ratio is 0.46. For Amoco sides, their opening exchange ratio is 1. The big difference between our opening prices indicates this negotiating process should be tough. First, we checked the discount rate. For us, BP company, we use 8.83%, however, Amoco they use a higher one around 9%. The main difference to calculate the discount rate is that we use the 30-year Treasury rate as risk free rate compared to Amoco used 20-year Treasury rate. Moreover, we use the debt to debt plus equity but they use debt to equity to calculate WACC. To compromise these differences, we agree to use the average discount rate that doesn’t make a large influence of the valuation price. After this, we discussed the most important factor –growth rate. Based on the assumption in the case, we use 4% as terminal growth rate, 2% annual oil demand growth rate plus 2% inflation rate. However, Amoco hold the view that the oil price would grow at 6% in long-term, and it’s hard for both of us to get a compromising rate. Therefore, we jumped to synergy and currency questions, and we agreed on the synergy that Amoco would bring BP the North America  market and BP would use US currency to acquire Amoco’s share. After discussed all these details, we came back to the final offer price. We offered a higher one as exchange rate 0.6. Amoco rejected. Finally, after they thoughtful discussion they offered 0.66 exchange rate or price 52.965 as their final offer, which for us is lower than our walk-away price 65.94. Therefore, we accepted this offer and we both reach our goals to reach the deal and build a good relationship with the other management team. The previous 959.6m Amoco shares will convert into 633.336m shares of BP ADS equivalent, with the previous 965.6m ADS shares, BP shareholders will take part 60% of the new company, still have majority control over the firm. In this deal, we paid for about 20% premium, which is quite standard and normal. Because synergies from revenue and chemical divisions’ combination are not estimated nor not expected to bring benefit, the main synergy from the merge is 2 billion dollars saving of pretax operating cost. The value we create for our shareholders is $14,840.06 million (Amoco stand-alone value $46,430 million+ synergy $2 billion – price paid for Amoco $33,538.94). But this number is quite sensitive to a lot of factors, such as future energy demand, oil and gas price, industry growth potentials, ultimately affecting Amoco’s stand-alone and synergy valuation. Please see the chart 4 of sensitive analysis of Amoco’s stand-alone value according to the change of terminal growth rate in the appendices. But even modest assumptions still can lead to positive value created in this deal.

George Orwell Essay

George Orwell’s â€Å"How the Poor Die†, is an anecdote that reflects his stay in a hospital in Paris, back in 1929. In deep detail, Orwell described the setting, people, and what he felt towards the negative atmosphere to convince readers about the horrifying Hopital X. In this essay, Orwell’s use of literary and historical reference, language use and imagery, and comparison will be discussed in terms of whether or not this essay is effective for modern readers.In his anecdote, Orwell used a lot of literary and historical references that are useful in explaining the current period that he was in. â€Å"How the Poor Die† is set in Paris, back in February 1929. At that point, Orwell wrote that hospitals already have a negative image even before he wrote his anecdote. In paragraph 5, Orwell referred to a variety of literatures from the 19th Century. Tennyson’s poem, The Children’s Hospital and the conversation between Bob Sawyer and Benjamin Al len remains unfamiliar for modern readers.Orwell also mentioned a few other characters from the 19th Century that also has the same impression of hospitals. This includes George III who shrieks when surgeons approach him, and â€Å"the names given to doctors in nineteenth-century English fiction, Slasher, Carver, Sawyer, Fillgrave and so on† (paragraph 5 line 13). A brief description of literatures from the 19th century like those mentioned before allows modern readers to understand the relation of the negativity of hospitals and these characters.Therefore, since Orwell gathered his historical references in one paragraph, modern readers still have the ability to determine that in this paragraph, Orwell is informing readers that a lot of people have always had a negative image of hospitals, even before his stay at Hopital X. To give readers a view about the horrific Hopital X, Orwell used a variation of imagery to describe mostly negative perspectives about his experience. Orw ell first described the setting. One of them was the ward that he stayed in.He described it as â€Å"a long, rather low, ill-lit room; full of murmuring voices and with three rows of beds surprisingly close together. There was a foul smell, faecal and yet sweetish† (paragraph 2 line 8). In there, not only did he give visual images, Orwell also described the sounds and also the atmosphere (smell) that he was in. Orwell’s detailed imagery isn’t limited to the setting only. He also explained to readers â€Å"’cupping’, a treatment which you can read about in old medical text-books but which till then I had vaguely thought of s one of those things they do to horses. â€Å" (Paragraph 2 lines 14-16). Elaborating the meaning of this treatment is effective for modern readers because even then, he also mentioned that readers should ‘read about (cupping) in old medical text-books’. With that explanation, modern or non-modern readers get to ha ve the idea of the unfamiliar treatment that the doctors gave him. Other than that, by telling that it is actually ‘one of those things they do to horses’, Orwell is telling readers that again, this is one of the oddness of Hopital X.It is a technique that Orwell used to convince readers that his experience at Hopital X is undoubtedly miserable. Orwell also manages to convince readers about his miserable experience by comparing Hopital X to hospitals in England. He compared Hopital X to hospitals in England because he happens to have an English blood. Therefore, the comparisons are mainly biased to English hospitals, and hence, more negativity of the French hospital is revealed. The main comparison that Orwell referred to would be the service given from the hospitals.The nurses at the Hopital X â€Å"still had a tinge of Mrs. Gamp† (paragraph 5 line 12), which is the complete opposite from English nurses. Mrs. Gamp is another historical reference that Orwell made . Based on the footnote, Mrs. Gamp is introduced as â€Å"an alcoholic who works as a monthly nurse† (paragraph 19 line 2). Therefore, we can assume that a majority of nurses from Hopital X are like her or in other words, fails to give a good service to their patients. The result of this bad service makes sense to another explanation that Orwell made.When death occurs in Hopital X, the situation is explained as; â€Å"business of people just dying like animals, for instance, with nobody standing by, nobody interested, the death not even noticed till the morning–this happened more than once. † (Paragraph 5 line 3). The main use of these comparisons is to assure past and current readers that French hospitals are surrounded by negativity. Again, this effect is useful in supporting Orwell’s negative point of view of Hopital X.After almost a century, Orwell’s anecdote still has the ability to convince readers about the misery of Hopital X. With the use of literary and historical reference, language use and imagery, and comparison between Hopital X and English hospitals, â€Å"How the Poor Die† definitely proved modern readers about the misery of Hopital X. Therefore, it is safe to say that even if a literature is written a decade or even a century ago, the writing would still be effective if the author successfully address it with deep details. George Orwell Essay George Orwell’s â€Å"How the Poor Die†, is an anecdote that reflects his stay in a hospital in Paris, back in 1929. In deep detail, Orwell described the setting, people, and what he felt towards the negative atmosphere to convince readers about the horrifying Hopital X. In this essay, Orwell’s use of literary and historical reference, language use and imagery, and comparison will be discussed in terms of whether or not this essay is effective for modern readers.In his anecdote, Orwell used a lot of literary and historical references that are useful in explaining the current period that he was in. â€Å"How the Poor Die† is set in Paris, back in February 1929. At that point, Orwell wrote that hospitals already have a negative image even before he wrote his anecdote. In paragraph 5, Orwell referred to a variety of literatures from the 19th Century. Tennyson’s poem, The Children’s Hospital and the conversation between Bob Sawyer and Benjamin Al len remains unfamiliar for modern readers.Orwell also mentioned a few other characters from the 19th Century that also has the same impression of hospitals. This includes George III who shrieks when surgeons approach him, and â€Å"the names given to doctors in nineteenth-century English fiction, Slasher, Carver, Sawyer, Fillgrave and so on† (paragraph 5 line 13). A brief description of literatures from the 19th century like those mentioned before allows modern readers to understand the relation of the negativity of hospitals and these characters.Therefore, since Orwell gathered his historical references in one paragraph, modern readers still have the ability to determine that in this paragraph, Orwell is informing readers that a lot of people have always had a negative image of hospitals, even before his stay at Hopital X. To give readers a view about the horrific Hopital X, Orwell used a variation of imagery to describe mostly negative perspectives about his experience. Orw ell first described the setting. One of them was the ward that he stayed in.He described it as â€Å"a long, rather low, ill-lit room; full of murmuring voices and with three rows of beds surprisingly close together. There was a foul smell, faecal and yet sweetish† (paragraph 2 line 8). In there, not only did he give visual images, Orwell also described the sounds and also the atmosphere (smell) that he was in. Orwell’s detailed imagery isn’t limited to the setting only. He also explained to readers â€Å"’cupping’, a treatment which you can read about in old medical text-books but which till then I had vaguely thought of s one of those things they do to horses. â€Å" (Paragraph 2 lines 14-16). Elaborating the meaning of this treatment is effective for modern readers because even then, he also mentioned that readers should ‘read about (cupping) in old medical text-books’. With that explanation, modern or non-modern readers get to ha ve the idea of the unfamiliar treatment that the doctors gave him. Other than that, by telling that it is actually ‘one of those things they do to horses’, Orwell is telling readers that again, this is one of the oddness of Hopital X.It is a technique that Orwell used to convince readers that his experience at Hopital X is undoubtedly miserable. Orwell also manages to convince readers about his miserable experience by comparing Hopital X to hospitals in England. He compared Hopital X to hospitals in England because he happens to have an English blood. Therefore, the comparisons are mainly biased to English hospitals, and hence, more negativity of the French hospital is revealed. The main comparison that Orwell referred to would be the service given from the hospitals.The nurses at the Hopital X â€Å"still had a tinge of Mrs. Gamp† (paragraph 5 line 12), which is the complete opposite from English nurses. Mrs. Gamp is another historical reference that Orwell made . Based on the footnote, Mrs. Gamp is introduced as â€Å"an alcoholic who works as a monthly nurse† (paragraph 19 line 2). Therefore, we can assume that a majority of nurses from Hopital X are like her or in other words, fails to give a good service to their patients. The result of this bad service makes sense to another explanation that Orwell made.When death occurs in Hopital X, the situation is explained as; â€Å"business of people just dying like animals, for instance, with nobody standing by, nobody interested, the death not even noticed till the morning–this happened more than once. † (Paragraph 5 line 3). The main use of these comparisons is to assure past and current readers that French hospitals are surrounded by negativity. Again, this effect is useful in supporting Orwell’s negative point of view of Hopital X.After almost a century, Orwell’s anecdote still has the ability to convince readers about the misery of Hopital X. With the use of literary and historical reference, language use and imagery, and comparison between Hopital X and English hospitals, â€Å"How the Poor Die† definitely proved modern readers about the misery of Hopital X. Therefore, it is safe to say that even if a literature is written a decade or even a century ago, the writing would still be effective if the author successfully address it with deep details.

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

Business - Essay Example But, still the location is important because within this virtual space we have â€Å"addresses† of the machines through which these data and information are transmitted. The domain name is assigned to a particular machine with a corresponding IP address within which the machine is physically located (e.g. in â€Å".us† domain extension). But, the machine may not be located in USA. It could be anywhere in the world. Hence, the legal part for a Web Hosting company is a bit different from other businesses and there are laws, which control them. There are Trademark Law, the Defamation Law, laws related to Fraud and Antitrust and Copyright Law. The Cyberspace is considered as a distinct place, where transactions do take place, and real people are involved to make this happen. Hence, following the protocol of this business comes under the legal parlance of the Cyberspace. Financially such Web hosting companies took a hit in the early 90’s when the internet bubble burst. But over a period of time situation has improved a lot, with effective laws and investor support. The results of web hosting companies like Hostopia are the proof of the good times. Revenues have increased to $5.6 million in the third quarter 2006, a jump of almost 25% as compared to last year. Till December 31, 2006, the company had approximately 248,000 end-users utilizing its services. Cash flows from operations have ended at $2.8 million for the nine months ended at December 31, 2006. It has invested $2.1 million in capital assets and intellectual property rights for this tenure. And it has substantial cash is hand from its IPO to invest and expand in the near

Module Islam and Modernity - assignment Documentary analysis

Module Islam and Modernity - Documentary analysis - Assignment Example Both the books have successfully drawn the attention of the readers towards the traditionally depraved condition of the Muslim women in Egypt and presented an appeal to the Egyptian intellectual class to initiate an improvement in their status and assign them equality with men in terms of political, social and economic rights. Historical and Political Context The author feels that it is his moral obligation as an author to communicate to the society his liberal views about the emancipation of women in the Egyptian society. Looking at the erstwhile scenario, he feels that the upliftment of the status of the women in society is not only desirable but also essential and integral to the positive growth and development of his future generations. So he considers it high time that his thoughts broke free from the shackles of passive reflection and found concrete expression in his literary works. However the author fears that this honest expression of his sincere views might be termed as â⠂¬Å"heresy† by the religious fanatics. ... t improved in the Western countries owing to the growing impact of technology and diminishing geographical boundaries resulting in a warmer approach towards new innovations and an openness to change. But despite all these formative changes on the global platform, unfortunately, the scenario in the Islamic countries remains the same. These countries seem somewhat immune to the new changes and events prevailing in their surrounding world. The author claims that this could be attributed to the fact that in addition to a hostility to change propagated by tradition, the people in these countries exhibit a kind of intellectual lethargy which inhibits the growth of their minds. This intellectual lethargy dissuades them from pondering over new ideas and persuades them to seek a convenient refuge under the dead and decaying customs and traditions, in order to circumvent the discomfort of speculation. The outcome is that any idea or opinion that seems to be going against the flow of tradition is labelled as â€Å"heresy† or defiance of religion. Going by this logic, the author’s views on woman empowerment can also be classified as heresy. But here the author clarifies that his work is presented as a revolt against not religion, but tradition. It is intended to defy not Islam, but the rigid and stifling traditions that need to be either mended or discarded. Detailed Analysis Having declared at the outset that he does not conform to the Islamic traditions, the author wonders why the Muslims are so keen on sticking to their traditions whichideally should be done away with. They fail to realise that in their attempt to conform to their traditions they are actually working against the laws of Nature- God’s laws of creation- the Law of Change. They seem to undermine the fact that

Women behave ambitiously and aggressive Essay Example | Topics and Well Written Essays - 250 words

Women behave ambitiously and aggressive - Essay Example On the same note, Sandberg’s personal experience shows that women are equally competitive as their male counterparts (5). In this respect, women should capitalize on their ambitions and aggressive workplace behavior in ensuring that they run the world alongside men. Women are not viewed positively in the workplace because they have given in to the stereotype threats where they believe that they cannot be on equal levels with the men balancing family and work responsibilities and hence end up giving up. This is further reinforced by the fact that women who are ambitious to be leaders are discouraged, shamed and even called unfriendly names. All this contribute to crashing their ambitious dreams and they resign to working at the lower levels in any workplace and letting he men take the lead. Even though ambitious women are not viewed positively in every work environment, it is important for women not to give up. Fight for affirmative action and promotion of women rights has been vibrant over the last several decades, an observation that occasions women to remain positive over their ambitions (Fels 120). In today’s society, there are many women CEOs than ever recorded in history. In addition, Shafer (72) contends that women have increasingly taken up political leadership positions around the world. This shows that being ambitious and aggressive is positive, and women should allow the world to transition to this contemporary reality. If women perceive their ambitions to be positive, the global population will follow the same

Analysis of Plato's Views of Justice and Poetry Essay

Analysis of Plato's Views of Justice and Poetry - Essay Example However, given Plato’s perception of justice, this appears to be an implausible argument within the point of view of The Republic. Certainly, Plato’s further analysis of the poets in Book Ten is appealing and commonly believed to be his ultimate conclusion on the issue; however, Socrates’s argument, which is found in Book Three, makes the argument of Plato quite unappealing to readers, which are placed in a shaky position that invites one to regard justice and poetry together, specifically, as being interdependent. Hence, this paper examines both these arguments. This paper attempts to demonstrate that the issues of justice and poetry, which are widely viewed to be independent themes in The Republic, are not merely interconnected essentially but vital to one another in the theoretical or philosophical mechanism of comprehending them. The connection between justice and poetry involves the following premises: as Plato rejects the legally oriented conceptualizations of justice, in which interactions and relations between citizens are characterized by definite approaches to acting, he likewise denounces an accurate, or legally oriented, knowledge of poetic symbols. However, this has a direct relationship as well: the legalistic fallacies of justice and poetry uncover their cure at the hermeneutical stage. ... In contrast, legalistic refers to the similarly improper, or truthful, understanding of the figurative and metaphorical components of poetry, specifically, what Socrates calls symbolic sense. Thus, if this feature of poetry is misinterpreted or overlooked, it must look like that poets tell lies and hence incorrectly depict reality. Hence, it is not quite appealing to use the prohibition of the poets as a contemplative affair that becomes vital to the examination of the nature of justice. Specifically, as Plato determines the way in which an individual should identify with poetry, this consequently indicates how the nature of justice is to be interpreted. In other words, this paper argues that the philosophical interpretation of justice entails a ‘poeticization’, which implies that the essence of justice is a fact which can be revealed only in the identification of the philosopher in accordance to the poetic feature of existence. Hence, this paper claims that in The Repub lic, the issue of the essence of poetry provides an interpretive means through which the philosopher can be harmonized with the essence of justice. This basic relationship reconstructs the very old conflict between philosophy and poetry, envisioning their bond as dynamic and fruitful, although argumentative, opposed. The argument of Aristotle seems to be an important revision of Plato’s thoughts on the connection between ‘phronesis’ as the statesman’s wisdom, and the capacity to put this wisdom in practice. Plato hence talks about the connection between ‘phronesis’ (wisdom) and ‘techne’ (art) in his conceptualization of justice. Conclusions The absence of frankness in The

Minerals Essay Example | Topics and Well Written Essays - 1000 words

Minerals - Essay Example This paper describes the classifications of minerals. Minerals can be classified according to various physical characteristics such as hardness, luster, and even their color. They can also be classified by their chemical and reaction properties. These properties can help identify unknown minerals, as well as identifying the minerals in the composition of an unknown rock. All of these characteristics are used in the helping of classifying and organizing the wide array of different and unique rocks and minerals that are found above, below, and hidden throughout the physical boundaries of planet Earth. To be truly classified as a mineral, the substance must be a â€Å"solid and have a crystal structure. It must also be an inorganic, naturally-occurring, homogeneous substance with a defined chemical composition†. A crystal structure is a specific arrangement of atoms inside the mineral. Crystal structures can be seen using X-rays if the mineral composition is too small. There are over 4,000 different types of minerals, of these 150 called "common," 50 are "occasional," and the rest are "rare" to "extremely rare". The first physical classification of minerals is the factor of crystal structure. A mineral may have a small or large crystal structure, and the size, shape, and grain type of the crystal all can help classify the mineral. The second physical classification is the hardness of the mineral. With a diamond being the hardest mineral, and talc being the softness, a scale is used to determine where a mineral’s hardness lies.

Reflective thoughts about Globalization and Selling Ideas Essay

Reflective thoughts about Globalization and Selling Ideas - Essay Example Paradigms have shifted dramatically that our former knowledge and interpretation of work and economy are already wrong. In a globalized economy where countries are interconnected, the world virtually became a one big market place as it is reduced to a global village. People too are now more interconnected with the advances in technology and can now freely more from one country to another where there is a better opportunity, better pay or better work. The advances in technology may even allow a person to move his or her work to another country or region without living his or her home which is made possible through telecommuting. In fact, technology became so advance that robots can already do many of our work. This false knowledge, and even resistance to the new knowledge because it debunks our interpretation of the world prevents us from growing and progressing. Or as the speaker would put it, â€Å"obstacle to discovering the shape of the earth† which requires us to adapt to this new reality in economic and world order for us to discover â€Å"the shape of the earth† and progress. This resistance to new knowledge and/or insistence of the validity of the old knowledge is particularly true with the older generation who still interprets the world as it used to be. I could understand them because this shift towards globalization threatens them. Competition are now stiffer in work because highly skilled people can already move to their country and may take their jobs away from them. These highly skilled people may not even have to leave their homes to do their jobs with the advent of virtual work afforded by globalization. Moreover, the advances in robotics also threatens to replace them with machines. Thus, they have to compete now with younger and more skilled competitors at work and also with machines making their work more precarious. It is just but natural for them to retreat to their comfort zone and old interpretation of the world where the

Developing Early Literacy Essay Example | Topics and Well Written Essays - 1750 words

Developing Early Literacy - Essay Example Language development entails learning four strands namely listening, speaking, reading and writing. Oracy skills fall under listening and speaking while literacy skills fall under reading and writing. This paper will explore the links between oracy and literacy and how skills development in communication, language and literacy skills of very young children (aged 3-5 years) can be supported with various learning strategies, mostly including books and shared stories. The government’s flagship programme for children and young people aptly named Every Child Matters, makes it their mission to achieve five outcomes for children. These outcomes, identified by the children themselves, are as follows: â€Å"to be healthy; to stay safe; to enjoy and achieve; to make a positive contribution; and to achieve economic well-being† (HM Government, 2007). Speech, language and communication underpin achievement of every one of these outcomes. Inability to communicate effectively puts children at risk of poor outcomes such as struggling to engage in and enjoy education since most aspects of education are based on language use. The Rose Review (2009) made a clear connection between strong speaking and listening skills and children’s ability to learn and read. That is why communication, language and literacy has been identified and targeted to be one of the specific learning areas in the Early Years Foundation Stage (EYFS, 2007). A great deal of a child’s acquisition of linguistic structure occurs during the first five years of life. This is the period when he is most active in discerning a set of underlying organizational principles of language from the expression that surrounds him. It is amazing how at a very young age, he is capable of abstracting meaning from direct experience with other language users depending on his own context. Beaty

Globalisation Essay Example | Topics and Well Written Essays - 1750 words - 1

Globalisation - Essay Example Globalization is the process of moving towards a single-world society which has led to an increase in the economic activity in the world. For the purpose of this paper globalization would mean economic globalization which has been defined as the integration of national economies into the international economy through trade, foreign direct investment (FDI), through the flow of workers and flows of technology Bhagwati, 2004). Debates ensue but the benefits of globalization are established; however while globalization has many benefits it also has many negative effects as reflected in the poor standard of living in some nations. Globalization has also been viewed as the dominance of western economic and cultural interests over the rest of the world, as the perpetuation of inequality between the rich and the poor countries and region (Brinkman and Brinkman, 2002). This is because corporate power by the MNCs has been utilized for maximizing profits without social responsibility. Frankel ( 2006) agrees that globalization has intensified competition thereby reducing costs and enhancing quality; it has led to liberalization, deregulation and privatization and opened up capital markets. Frankel emphasizes that at the same time, globalization has undermined the economic prospects for millions around the world. The gap between the poor and the rich has increased as the benefits and costs of globalization are unevenly distributed across the world. Bhagwati believes that charges of hypocrisy, unfair trade practices and double standards against the rich nations are baseless and instigated by NGOs such as OXFAM. Such charges instigate protectionism by the developing countries which can only hurt their own prosperity. Bhagwati fails to recognize that nations that have opened up their economy and have not been protectionists may have registered high growth rates but this does not necessarily translate into poverty reduction, as stated by Akoum(2008). Growth and poverty reduction are the ultimate goals of efforts geared towards development but policies that concentrate on growth may only be looking at a part of the development problem. For instance, Latin America can be cited as a model of trade openness but in terms of standards of living, the results are abysmal. This conforms to the standard economic model, as pointed out by Singer (2004, p92) which suggests that no one’s economic welfare can be improved without reducing the welfare of at least one another person. Unconstrained globalization can no doubt lead to economic efficiencies but the ruling elite have to ensure overall welfare. At the same time due to cost efficiencies, when world production shifts to countries that do the poorest jobs, efficiency is adversely affected. This occurred when the US shifted jobs to Mexico as a result of free trade; this resulted in increase in salaries in Mexico but adversely affected incomes in the United States (Singer, 2004, p78). The drivers of globalizati on include efforts to reduce transportation and communication costs by the private sector and efforts towards reduction of trade and policy barriers by the public sector (Frankel, 2006). Finding a strong connection between poverty and globalization, Singer (2004) asserts that technological upgradation has taken place in developing nations but

Health Care Financial Accounting Essay Example for Free

Health Care Financial Accounting Essay It is essential in any business, not just health care to understand how finances directly affect the growth, success and longevity of the business and all its parts. To truly understand how finance affects business it is important to gain knowledge and understanding of how the business generate revenue ,the cash flow of money that comes into the business, how bills are paid and money leaves the business and how investments are made in the business that can directly and indirectly impact the financial growth of the organization. In health care organizations there are different factors that come into play in the financial department but ultimately the process of generating revenue and paying debts are the same as any other business organization. The following items will be addressed in the review of Patton-Fuller financial statements: Annual report, including Patton-Fuller financial statements and relationship between revenue sources and expenses on Patton-Fuller’s financial performance. How did the audited and unaudited financial statements differ? In general the audited reports are more formal than the unaudited reports. The audited report includes the company’s history, a CFO report, a message from the CEO, and a report of independent auditors. The audited and unaudited financial statements differ slightly in data in some areas for Patton- Fuller Community Hospital. Under the assets section in the numbers for patients accounts receivable numbers differ slightly from 2009. In 2009 on the unaudited report it provides the data of 59,787 and on the audited it has 58,787. This also leaves the total current assets and the total assets to differ slightly for 2009. On the audited report total current assets for 2009 are 127,867 and on the unaudited report it has 128,867. On the unaudited report the total assets for 2009 are 588,767 and 587,767 on the audited. Under the total liabilities calculations the retained earnings for 2009 differ slightly. The data for 2009, on the unaudited report gives 126,564 while the audited report gives  125,564. What is the effect of revenue sources on financial reporting at the hospital? The effect of revenue sources on financial reporting at the hospital are that it is variable and could adjust as the reports get audited and could change year to year. Revenue comes from a few different sources and can be located on the financial statements and reports for the year. According to the information on the balance sheet, the sources of the â€Å"Other Revenue† are third party payers of patient bills. For the income statement, the revenue is used to calculate the operating income and ultimately the net income. The Net Income value is factored into our â€Å"Statement of Owners Equity† report to give us our end of the year value for retained earnings and stockholders equity. Net patient revenue is the first and foremost source of income for Patton-Fuller Hospital. Other sources of reve nue come from borrowing monies, equity from stock or capital, and company assets. In 2008, the net patient revenue was $418,509 in the audited report. The total other revenue for 2008 accounted for $2,805 in the audited report as well. These amounts did not change from the unaudited report. The net patient revenue for 2009 was $459,900, and other revenue was $3,082 for that year. For Patton-Fuller Hospital, the income statement shows the total revenues increased by $41,668 from 2008 ($421,314) to 2009 ($462,982 Upon further reading on the reports we find that the total expenses goes over the amount of revenue the hospital is bringing in. The total expenses for 2008 were $437,424 and for 2009 it was $463,293. ). However, since expenses continued to exceed the total revenues, our net income remained a net loss in 2009 ($373). So the overall effect of the sources on the hospital is that the hospital is going in debt because they cannot match revenue with expenses as part of the GAAP (Generally Accepted Accounting Principles). How are the hospital’s revenues and expenses grouped for planning and control? The Patton Fuller Community Hospital’s statement of revenue and expense is grouped for planning and control as it is itemized out by the different types of income and expenses. Patton-Fuller Hospital groups all revenues into two categories for planning and control, the first category is net patient revenue, and the second is other revenue. Other revenue can be broken up into sub categories like revenue from assets, capital, and stock but I believe the idea of bunching them together is so it is easier to stay organized. This gives managers a clear picture as to what type of services  are receiving the most income and causing the most expenses and designed to make it easier to calculate the total net revenue from the two main sources. Expenses are broken up a little further in the financial statements; expenses are broken up by salaries and benefits, supplies, physician and professional fees, utilities, other expenses, depreciation amortization (non-cash expenses), interest, and provision for doubtful accounts. Provision for doubtful accounts would also include any changed due to being audited. These are broken up further to show where the money goes each financial period for future planning and helping to predict future expenses; this information can assist a manager in planning future budgets and in making financial adjustments to increase revenue and decrease expenses. The total expenses for 2008 were $437,424, and for 2009 they were $463,293. In 2008 the difference between the revenue the hospital brought in versus what their expenses were was $16,110. The difference in 2009 was $311 from what there revenue was verses what their expenses were. The detailed way in which the expenses are laid out allows an individual to clearly see where finances are going and highlight any warning signs that a certain department or service is costing the hospital too much and needs to be re-evaluated. Conclusion After reviewing these statements it is a clear picture that Patton-Fuller Hospital had a undeniable difference in the 2008 versus the 2009 financial statements. The numbers and financial ratios show a decrease in revenue and no improvement for the overall growth of the hospital. A good practice for the hospital’s financial managers is to regularly review the financial reports and statements to help project and plan for the differences in the audited and unaudited reports for Patton-Fuller hospital. References Apollo Group. (2013). Patton-Fuller Community Hospital Virtual Organization [Multimedia]. Retrieved from Apollo Group, HCS405-Health Care Financial Accounting website.

Rheumatoid Arthritis (RA) and Guillain-Barre Syndrome (GBS)

Rheumatoid Arthritis (RA) and Guillain-Barre Syndrome (GBS) Inflammation is a protective reaction associated with vascular tissues in response to different stimuli such as irritants and pathogens. In addition, other causes of inflammation may include physical injuries and immune reactions on body cells and tissues. Therefore, inflammatory reactions serve to eliminate the stimuli and start the process of healing on damaged cells, tissues, and organs (Ferrero-Miliani et al., 2007, p. 227). Conversely, these inflammatory reactions can be chronic or acute. This essay presents the etiology, pathogenesis, diagnosis, clinical manifestations, prognosis, and the treatment of Rheumatoid Arthritis (RA) and Guillain-Barre Syndrome (GBS). Rheumatoid Arthritis (RA) Scenario: 45 years old woman started with severe pain in her hands and feet. She noticed that she could not shake her wrists whilst she was doing PE with her students in the gym. About 2 month later, when she was working in her yard, the pain became even more pronounced. She was digging the yard for make a path way. The garden working was difficult to do because every day her feet hurt and the strength in her hands was so reduced that even lifting a large boiling pot in the staff kitchen was difficult. At night times she put her hands under her pillow to try to reduce the pain so that she could sleep. Chronic immune inflammatory reactions can occur on synovial tissues in response to the synovitis, synovial cells, and the accumulated synovial fluid in the joints. This type of autoimmunity causes Rheumatoid arthritis (Majithia Geraci, 2007). The symptoms of RA are not only limited to the articular regions but they can also spread to other parts of the body. Therefore, RA affects the joints, skin, lungs, kidneys, blood vessels, heart, and other systemic tissues. In addition, the disorder leads to destruction of the ankylosis and cartilage lining the joints. It also causes nodular lesions on the skin and diverse inflammatory reactions on different systemic tissues (Majithia Geraci, 2007, p. 937). The clinical diagnosis of RA involves physical examination of symptoms, blood tests, x-ray radiographic imaging, and other differential diagnoses, which are aimed at distinguishing the symptoms of RA from other disorders. Moreover, the pathogenesis of RA entails proliferation and fibrosis of cells; the destruction of cartilage and bones; and pannus formation. These changes are caused by the activities of proteolytic enzymes, cytokines, and prostanoids in the synovial region (Majithia Geraci, 2007, p. 937). Here, inflammation is mediated by Tumor Necrosis Factor-alpha and Interleukin-1 (IL-1), which are the most notable pro-inflammatory cytokines in the disease process of RA. The two cytokines enhance the production of other inflammatory elements such as nitric oxide (NO) and prostaglandin E2 (PGE2). However, IL-1 has shown prominence in the pathogenesis of RA. Initial IL-1 release stimulates osteoblasts, synoviocytes, and chondrocytes. The cells take part in the inflammatory reactions, bone destruction, and pannus formation. Furthermore, the inflammatory reactions elevate the secretion of IL-1 relative to the progress of the disease. In addition, IL-1 stimulates the movement of neutrophils into the synovial region; the production and differentiation of lymphocytes; and finally the activation of macrophages. Additional IL-1 production leads to severe erosion of bone and cartilage, produces pain, and impairs tissue repair (Majithia Geraci, 2007). Lastly, Rheumatoid arthritis can be treated using medications such as analgesics, steroids, and disease-modifying antirheumatic drugs (DMARDs). In addition, non-pharmacological therapies such as physical therapy and nutritional therapy can halt the development of the disease. Conversely, the prognosis of RA shows varied symptoms in different patients such as disabilities, poor prognostic factors, and sometimes death (Majithia Geraci, 2007, p. 939). Guillain-Barre Syndrome (GBS) Scenario: A 33 years old man have a burning, sensitive, irritated sensation under his skin that spread throughout his arms and upper body over few months in the beginning of 2010. He noticed his sense of balance was lost. Then over a several weeks more symptoms presented themselves. His hands began to shake and tremor, his ears began buzzing, tickly in his left foot and the muscle spasms appeared, and muscle strength getting weak and pain grew in his thighs. His speech became jumbled and his left pupil dilated. Acute infections of the peripheral nervous system can cause an autoimmune reaction in response to the pathogens and the host tissues. These immune responses are targeted at pathogens such as bacteria and the influenza virus but instead they attack the gangliosides of the nerve tissues (Hughes et al., 1999). This is the basis of GBS, which leads to inflammatory demyelination of the nerves and multiple neuropathies. Consequently, GBS is characterized by impaired sense of position, paralysis, absence of fever, areflexia, and symmetrical weaknesses that begin with the legs and spread to the upper limbs and finally to the face. Conversely, analyses of the cerebrospinal fluid and electrodiagnostics provide important insights into the diagnosis of GBS. In addition, observable paralysis and areflexia can be used as the immediate indicators of GBS. However, additional differential diagnoses are important to distinguish the symptoms of GBS with other disorders such as the Motor Neuron Disease (Hughes et al., 1999, p. 74). The pathogenesis of GBS is associated with immune responses targeted at an acute infection. However, the pathogens involved in the infection contain epitopes resembling some components of the peripheral nervous system. Therefore, the immune reaction attacks the nerve components causing acute inflammation on the myelin sheath or the axon (Hughes et al., 1999). Furthermore, the inflammatory reactions cause severe demyelination in the nodes of Ranvier and nerve roots. These inflammatory reactions are mediated by both the cellular and humoral immune components such as activated T-lymphocytes, which invade the demyelinated regions and attract macrophages that destroy the nerve membranes. Additional demyelination is thus, mediated by the macrophages and components of the complement system. Lastly, the treatment of GBS entails providing supportive care for patients with paralyzed diaphragms and intravenous injections of immunoglobulin for stable patients. In addition, administration of plasmapheresis is recommended. Conversely, except for isolated cases of persistent areflexia, the prognosis of GBS shows that most patients begin recovering at the forth week after the onset and they can be completely healed after a few months or one year. Conclusion The essay presents a detailed discussion on two inflammatory conditions, which are caused by immune responses that target cells, tissues, and organs in the body. Therefore, the essay examines the etiology, clinical manifestations, diagnosis, pathogenesis, treatment, and the prognosis of Rheumatoid arthritis and Guillain-Barre Syndrome (GBS). From the discussions above, it can be deduced that inflammation is a serious complication, which occurs in the whole body or within a specific tissue and causes acute or chronic symptoms. However, most inflammatory conditions are treatable and preventable.

Pierre Bourdieu: Taste and Class

Pierre Bourdieu: Taste and Class ‘Taste, a class culture turned into nature, that is, embodied, helps to shape the class body. It follows that the body is the most indisputable materialization of class taste’ (Bourdieu, 1984: 190). Do you agree with Bourdieus statement about the importance of social class to embodiment? (2064/2000) Introduction Not only do I disagree with Bourdieu’s statement as presented above, it is my contention that this does not accurately represent the intention and focus of Bourdieu. For not only do I disagree that class is central to embodiment, rather believing that all forms of social differentiation – class, ethnicity, age and gender are embodied, but that Bourdieu himself believed that it is gender that provides the models for the other, therefore secondary, forms of social differentiation. To support my argument, I first provide a brief outline of Bourdieu’s theory of social practice, discussing the relationship between class and embodiment within it. Next I examine Chris Schillings’ interpretation of Bourdieu, demonstrating that, in common with other theorists, Schilling interpreted Bourdieu as being ultimately concerned with class as an axis of social differentiation, thereby ignoring the role of gender in his theory: that even as Schilling seeks to extend Bourdie u’s theory to include gender, ethnicity and age his interpretation is fundamentally flawed. In the final section I contest this class-focussed interpretation of Bourdieu by arguing that, following Beate Krais, by examining both his later work and his early ethnography it is evident that gender is a primary concern in his work: that Bourdieu believes that gender provides the model for all other forms of social differentiation. However, whereas Bourdieu seems pessimistic regarding the individual’s ability to resist their class or gender differentiation, the women interviewed by Beverley Skeggs (1997) actively resisted their class position, even as they were shaped by it. In the conclusion I summarise my argument that not only are other social differentiations of central importance to embodiment – namely gender, age, and ethnicity – gender was of central importance to Bourdieu, providing the model for other forms of differentiation, before concluding that work still needs to be done before age and ethnicity can be adequately incorporated into Bourdieu†™s schema. Embodiment and Social Class in the Work of Bourdieu In this section I first briefly outline Bourdieu’s theory of social practice, and then discuss the relationship between class and embodiment within it, before then examining Chris Schillings’ (1994) account of Bourdieu. I argue that Schilling focuses on Bourdieu’s class analysis, in common with many other theorists, and therefore misses the way in which Bourdieu is ultimately concerned with gender as a form of social differentiation. Pierre Bourdieu developed his theory of cultural capital and social practice with Jean-Claude Passeron[1] in France in the 1970s, as part of an effort to explain class-based differences in educational achievement. In his theory the forms of capital cultural, social and economic interact to mask the way in which social hierarchies are reproduced. Cultural capital is, for Bourdieu, divided into three subcategories; ‘embodied’, ‘objectified’ and ‘institutionalised’. Embodied capital is imbued dur ing the period of socialisation, is linked to the body, and represents ‘external wealth converted into an integral part of the person’ (Bourdieu, 1986: 244-5): whether an individuals’ accent, their taste for opera, or their preference for rugby over football this form of capital ‘cannot be accumulated beyond the appropriating capacity of an individual agent [and] remains marked by its earliest conditions of acquisition’ (Bourdieu, 1986: 245). Objectified capital refers to goods such as paintings, antiques and fine wines; objectified capital thus entails both the material wealth needed to own such items and the embodied capital needed to ‘consume’ them. Institutionalised capital is those academic qualifications which enable an individual to exchange between cultural and economic capital, while social capital are those friendships and networks which enable an individual to ‘produce and reproduce lasting, useful relationships that can secure material or symbolic profits’ (Bourdieu, 1986: 249. The three forms of capital combine to produce a persons habitus, or set of preferences and predispositions. Class is thus central to Bourdieu’s theory of embodiment; within his schema the financial, educational, social and cultural resources of an individual shape not only their ‘taste’ but also their life chances: Taste, a class culture turned into nature, that is, embodied, helps to shape the body. It is an incorporated principle of classification which governs all forms of incorporation, choosing and modifying everything that the body ingests and digests and assimilates, physiologically and psychologically’ (Bourdieu, 1999: 190, my emphasis added). Finally, embodiment is central to his theory; for it is via the process of socialization that the dynamics of power are written onto the very bodies of the individual (Bourdieu, 1999: 190). Schilling argues that Bourdieu does not engage with the body as simultaneously social and biological, but rather concentrates on its ‘unfinishedness’ at birth (Schilling, 1994: 128): that ‘acts of labour are required to turn bodies into social entities and that these acts influence how people develop and hold the physical shape of their bodies’ (Schilling, 1994: 128). Schilling stresses the way in which Bourdieu argues that social class imprints on the body of an individual by focussing on the way people’s taste for food both marks their class position and affects their bodies: Bodies develop through the interrelation between an individual’s social location [their class-based material circumstances], habitus and taste. These factors serve to naturalize and perpetuate the different relationships that social groups have towards their bodies (Schilling, 1994: 130). Similar readings have resulted in Bourdieu’s theory being criticized for being essentialist; John Frow argues that Bourdieu simply ‘reads off’ an individuals culture from their class position (Frow, 1995: 63). Or that his theory is therefore deterministic; in that it minimizes the ability of the individual to shape their own destiny. Finally, such a reading of Bourdieu leads one to conclude that he prioritized the role of class in society, thus minimizing the effects of other forms of differentiation, such as gender, ethnicity and age: the conflict between classes is of greatest importance to Bourdieu’s work, and attempts by the dominant classes to define lower class body implicating activities as ‘crude’, or attempts on the part of the working classes to define upper class practices as ‘pretentious’, occupy a prominent place in his book on French life, Distinction (1984) (Schilling, 1994: 141). Yet I would contend that Schilling has misinterpreted Bourdieu’s theory; that whilst it is true that in his middle years – of which Distinction forms a part he did focus on the dynamics of class in society and as it is written on the body of the individual, however in Bourdieu’s early ethnography his focus was instead on the primary differentiation of gender, and it was to this concern that he returned in his later years. Gender as the Primary Form of Social Differentiation for Bourdieu In this section I argue, in agreement with Beate Krais (2006), that gender is a primary concern in the work of Bourdieu: that he believes it is gender that provides the model for all other forms of social differentiation. However, whereas Bourdieu seems unduly pessimistic regarding the individual’s ability to resist their class social differentiation, the women interview by Skeggs (1997) actively resisted their class positioning even as they were shaped by it. However, she provides little evidence of these women’s attempts to resist their gender. Beate Krais argues that gender is ‘one of the most powerful classifications’ for Bourdieu (Krais, 2006: 120) and that he chooses his early ethnography in Algeria for inclusion in his 2001 Masculine Domination, as among the Kabylia at this time there existed ‘practically no other form of social differentiation’ (Krais, 2006: 120). She demonstrates that, for Bourdieu, it is the social construction of femininity and masculinity that first ‘shapes the body, defines how [it] is perceived [†¦] and thus determines an individuals identity’ (Krais, 2006: 121). This interpretation is borne out by my reading of Bourdieu when he discusses the Kabylia: ‘the opposition between male and female is realized in posture, in the gestures and movements of the body’ (Bourdieu, 1999a: 70). He continues: ‘classificatory schemes through which the body is practically apprehended are always grounded twofold, both in the social division of labour an d in the sexual division of labour’ (Bourdieu: 1999a: 72). Thus Bourdieu argues that social differentiation according to gender is both universal and historically constant: ‘the same system of classificatory schemes is found, in its essential features, through the centuries and across economic and social differences’ (Bourdieu, 2001: 82). However, Krais goes on to criticise him for presenting gender as ‘hermetic and indestructible’; that by using the example of such a traditional society, rather than that of a modern society such as that of France or Britain, he misses the role of gender as a site of ‘open and political struggle’ (Krais, 2006: 123). Yet Bourdieu’s pessimism seems borne out by the work of Beverley Skeggs (1997), in that the women she interviewed, whilst resisting their class position do not appear to resist their gender: ‘in the women’s claims for a caring/ respectable/ responsible personality class was rarely directly figured but was constantly present. It was the structuring absence’ (Skeggs, 1997: 74, my emphasis added); although she argues that ‘gender and class are inseparable. The women never see themselves as just women; it is always read through class’ (Skeggs, 1997: 91), she provides little evidence of the way in which these wom en resist their gender: each seems keen to position themselves as gendered individuals, as women, even as they deny their class. Conclusion In conclusion, not only do I disagree that class is central to embodiment, rather believing that all forms of social differentiation – class, ethnicity, age and gender are embodied, but that Bourdieu himself believed that gender provides the models for the other, therefore secondary, forms of social differentiation. Many have accused Bourdieu of economic determinism, taking his theory of the three forms of capital to prioritise the role of class in creating social inequality. However, for Bourdieu ‘capital’ is both metaphoric and materialistic and should be viewed as similar to power (Ashall, 2004: 24): although Bourdieu believes that all of the forms of capital can be converted into economic capital, for him none are reducible to it (Bourdieu, 1986: 243). Embodiment is central within his theory, for it is in this way that social differentiation becomes incorporated into – shapes and delineates the body, as made evident through his focus on food and sport in Distinction. Although much of his writing is concerned with the operation of class throughout society, by examining his early ethnography in Algeria, and his later use of this material in Masculine Domination, we can see that he believed gender to be the model for all other forms of social differentiation, and therefore central to his work. One next must ask how other forms of social differentiation, namely age and ethnicity, can be incorporated into his theory, for though Schilling argues that this can be done by taking his definition of class in its broadest sense (Schilling, 1994: 147) this would appear to damage the sociological understanding and definition of both class and gender. What is needed is a way to conceptualise how the differing forms of social differentiati on interact. Bibliography Ashall, Wendy (2004) ‘Masculine Domination: Investing in Gender?’ Studies in Social and Political Thought, Vol. 9, pp. 21-39, available URL at http://www.sussex.ac.uk/Units/SPT/journal/archive/pdf/issue9-2.pdf, date accessed 25/11/06. Bourdieu, Pierre (2001) Masculine Domination, Cambridge: Polity Press. Bourdieu, Pierre (1999) ‘The Habitus and the Space of Life-Styles’, Distinction: A Social Critique of the Judgment of Taste, London: Routledge, pp. 169-225. Bourdieu, Pierre (1999a) ‘Belief and the Body’, The Logic of Practice, Cambridge: Polity, pp. 66-79. Bourdieu, Pierre and Passeron, Jean-Claude (1998[1977]) Reproduction in Education, Society and Culture (2nd Edition), London: Sage. Bourdieu, Pierre (1986) ‘The forms of Capital’ in Handbook of Theory and Research for the Sociology of Education, London: Greenwood Press, pp. 241-258. Frow, John (1995) ‘Accounting for Tastes: Some Problems in Bourdieu’s Sociology of Culture’, Cultural Studies, Vol. 1(No. 1), pp. 59-73. Krais, Beate (2006) ‘Gender, Sociological Theory and Bourdieus Sociology of Practice’, Theory, Culture and Society, Vol. 23, (No. 6), pp. 119-134. Schilling, Chris (1994) ‘The Body and Physical Capital’, The Body and Social Theory, London: Sage, pp. 127-149. Skeggs, Beverley (1997) ‘(Dis)identifications of Class: On Not Being Working Class’, Formations of Gender: Becoming Respectable, London: Sage, pp. 74-97. 1 Footnotes [1] Bourdieu, Pierre and Passeron, Jean-Claude (1998[1977]) Reproduction in Education, Society and Culture (2nd Edition), London: Sage.

Echo Personality Disorder :: essays research papers

Echo Personality Disorder is a specific and highly differentiated form of dependency, marked by behaviours of compliance and a need to 'mirror' significant others -parents, spouse, friends, employer. It has been found that those with EPD are highly attracted to relationships with individuals who show marked narcissistic tendencies. This mirroring behaviour was the reason for choosing the name Echo personality disorder, which is based on the Greek myth of Narcissus and Echo. In this story Echo, a forest nymph, falls completely in love with the egocentric youth Narcissus, and when he shows clear signs of rejecting her, she persists in her attatchement to him and will not be moved from her aim. She finally satisfies him with the masochistic task of echoing back to him all that he says. This too is the central feature of EPD behaviour in relationships, where the individual will mirror, echo, and compliment another at the expense of their own self-worth and dignity. Self descriptions by EPD sufferers focus strongly on percieved fears of abandonment, rejection, and loss, and these agonizing feelings are the driving force behind the above-mentioned interpersonal coping style (mirroring others). These individuals protect themselves from abandonment/rejection by being so agreeable to others, via their mirroring capacity, that chances of re-experiencing abandonment agony is brought to a low minimum. Unfortunately this approach amounts to a false existence with little or no true self expression, and eventually leads to poor psychological health. Characteristic experiential history for EPD often involves individuals being parented by caretakers who are themselves self-absorbed or narcissistic. In this environment the child learns that asserting ones true self will be met with a form of (often serial) rejection, to which they respond by substituting compliant behaviour in place of true selfhood. This 'compliant' behaviour can then be witnessed as a stable feature throughout the childs growing-up years, with other school children, and within the family. Depression, smoking, alcoholism, addictive behaviour all occur with very high frequency in this disorder. On a positive note, EPD people are excellent contributors to society, and to family, as they are found to be very perceptive of the needs of others.

Contemporary Australian Cultural Issues in the works of Harper Lee Essa

Harper lee examines key cultural issues in her novel to kill a mockingbird, such as racism, socio-economic status and prejudice. These issues are still relevant to contemporary Australian society. She examines these issues throughout her book in many different ways, from many different points of view and from many different opinions from the characters in the book. The book is set in a small town called Maycomb in America and takes place during the depression years. The town of Maycomb is a town which is old and is not well looked after and is described as dirty in the book. The people who live in and around Maycomb on farms are poor people, as a result of the depression. The main characters of the book are the finches. The Finch family comprises of Atticus the father and his two kids Jem and scout who narrates the story. The story is about life in maycomb seen through the eyes of children. Life in Maycomb is full of issues such as racism, socio-economic status and prejudice. Racism and socio-econic status are easily the two most noticeable issues that the book revolves around. These issues are relevant to contempory Australian society in many different ways. Socio-economic status is the main theme at the start of the book. A good example of this issue is when Jem invites Walter Cunningham to have lunch with himself, Scout and Atticus, because he does not have any lunch money as his family is too poor to afford it. They sit down for lunch and Walter drenches his food with syrup and scout thinks this is ungrateful and rude so she remarks by asking him what the Sam hill he is doing. Walter was embarrassed and Atticus shakes his head at her and she protests â€Å"but he has gone and drowned his dinner with syrup,† â€Å"he’s poured it al... ...ou only have to look at the wars going on over in the Middle East. They are all fighting over different religion which is racism. Terrorist attacks are also based on racism because a group of fanatics from all over the world do not like westerners this is racism. On a more local level you see it even at school where racism is big because Griffith High School is such a Multicultural community, all the different groups of people are grouped together for example the Afghans and the Islanders, this starts fights and arguments between different races. Socio-economic status and racism are only two issues that Harper Lee examines, as there many more which include prejudice, maturity and growing up. Harper Lee’s issues that are discussed in her book to kill a mockingbird are still contemporary issues in Australia, because they affect us and have a significant impact on us.

Wilson Disease Essay example -- Health, Homeostatis

A patient presented with symptoms that suggested she might be schizophrenic. With many conditions mimicking schizophrenia, the doctor reviewed the notes from the family and noticed the patient had missed an eye doctor appointment. The physician, very aware an exam could confirm or refute a diagnosis, requested an eye examination be performed. Kayser-Fleischer rings were present in the cornea of her eyes. These rings are deposits of copper and sulfur granules and are greenish-gold in color. They are not always present; however, when they are, they are a classic identifier of Wilson disease. (Holtz, 2006, pp.108-109) Therefore, the eye exam confirmed a diagnosis of Wilson disease for this patient. While working in England during the early 1900’s, Alexander Kinnear Wilson, an American neurologist, described the disease. (Schilsky & Brewer, 2009) As with many things, because he was the one who originally described it, it is named after him. Wilson disease is also referred to as hepatolenticular degeneration. (Mayo Clinic, 2009). It is a genetic, chronic disease that stores up excess copper in the liver. Accumulation of excess copper begins at birth. (Children’s Hospital of Pittsburg, 2010) Copper is an essential trace metal vital to human health, requiring a small, regular intake to maintain homeostatis. According to Copperinfo (2011), â€Å"At least 20 enzymes contain copper and at least 10 of these require copper to function.† The brain, the skin, the heart and the immune system all need copper. Ingested copper is absorbed in the stomach and small intestine. From there, it enters the bloodstream, making its way to the liver. (Copperinfo, 2011) A healthy liver serves as a filter. Part of its functionality is metabolizing carbohydr... ...cinnati Children’s Hospital, 2009). A normal liver adequately filters and removes toxins from the body through the urine or bile. A lack of copper homeostatis in a diseased, damaged liver obstructs this process. This excess accumulation of copper in the liver is Wilson disease. Inherited mutated genes, one from each parent, cause the disease. If only one mutated gene is passed on, then the individual is just a carrier and will never be diagnosed with Wilson disease. It is prevalent worldwide, including several different ethnic groups. It most often affects children and teens from ages 10 to 20 years old. Occasionally there are exceptions and we see diagnoses of Wilson’s in children as young as three and adults over the age of 50. Treatment is available that, if continued for a lifetime, will maintain copper homeostatis and the patient will live a good life.

What You Have Learned About Why We Assess Young Children

Consider what you have learned about why we assess young children. Based on pages 31–33 of  Assessing and Guiding Young Children's Development and Learning  and the video segment â€Å"Overview of Assessment†,† briefly explain the importance of developmentally appropriate assessments. ANS: There are different importance of developmentally appropriate assessments that I learned from our text. As a teachers we can not assume every age are the same or makes an assumption about their development and learn style.It is very important to identify which area each child need special help and set a goal on how we can help them out. Assessment help teachers to set a goal for each child in their care. Assessment information can used as communication log in a meeting with other staffs or with parent in a conference. Policymakers, the early childhood profession, and other stakeholders in young children's lives have many shared responsibilities regarding effective assessment (NAEYC & NAEC/SDE, 2003, p. 4).Using the information presented on pages 3–6 of Assessing and Guiding Young Children's Development and Learning, explain the responsibilities of each of these groups in ensuring effective assessment. ANS: As a professional child care our responsibilities to ensure an effective assessment is to identify the make issue that we are trying to help each child on. Set a goal and programs that can help to improve their literacy and development. After the assessment teachers should use the appropriate assessment methods on each child.Share their results with the children, their parent and others staffs. Also as the text stated â€Å" developing valid pupil grading procedures which use pupil assessment. Parent,policy makers and the general public; with the accountability are expected to report their procedures and they are sensitive to children progress make sure children do well on their accountability tests. The test to this result are available to e veryone from teachers, parent to general public.Professionals must have detail information to present to other for children with special needs. Teachers must be sensitive to children from different culture because their ways are different from United States systems. Most children are going to have their first experience in speaking English in their classroom among their peers and their caregiver. Assessment must be done in the right way to achieve the right goal for each child in our care. Each child approaches, interacts, and processes their world in unique ways.Effective assessment takes this uniqueness into account through sensitivity to individual abilities and linguistic, social, and cultural differences. Review pages 18–23 of  Assessing and Guiding Young Children's Development and Learning, and explain, using examples, why sensitivity to each of these factors is such an important component of effective assessment. Then, summarize the role fair and impartial assessment plays in achieving this sensitivity. ANS: The reason why each of these factors on assess all children fairly is because children with disabilities are special in their own ways.Even though they may not fit in the category of their peers but they are still required to be challenges and have the right activities put in place for them. Other other hand many children here in United States are from diverse homes. And as a teacher we must be sensitive to children culture and their belief and value. Children that comes from different background from us may speak different from us and act in a different way, but we should judge them and understand everyone act and do things differently. Because culture influence the way children thinks, the way they interact with people around them.Example: in Nigeria we are taught to always response to people that are older than us as â€Å"yes, ma'am† to never ague with adult is a way to show respect. Assessment information help teachers to identi fy which areas children needs help and it can be used as communication tools among staffs or other professional child care. However right assessment method must be use on each child to achieve the right information that I needed for each child. Reference Assessing and Guiding Young Children's Development and Learning

Policies Introduced in the Past 25 Years Related to Education

Over the past 25 years, distinct policies grant been put in perpetrate to influence the educational activity arranging in diametric ways. Some sociologist would say that the primary(prenominal) aim of these policies were to leave behind in the marketization of the education body. Other sociologist would disagree they believe that severe to raise less inequality was the principal(prenominal) intention when It comes to the educational reform. When the New elbow grease came to power, it seemed that policies they were in favour of were to a greater extent(prenominal)(prenominal) aimed towards nerve-racking to induce less inequality of different instills.One policy The New Labour introduced was bleak places in nurseries, this would ensure nestlingren from all backgrounds started educational development early and started to gain skills demand to start school. This would also give operative clear up parents a prognosis to go protrude and work whilst their child is at nursery. They also introduced Educational Action Zones these areas of expiration were giving extra financial support in auberge to lessen the inequality mingled with these schools in worsenedned areas to the schools in amend areas.This is trying to give people of worse financial areas a break in chance to gain access to good schools, and not just be limited to worse performing schools just because they live in a poorer area. They also introduced The EMA award, this was to try and observe pupils to stay on in education past ages 16 (college, sixth form, apprenticeships and so on ) because if the pupils parent earned below a certain amount then the child would be entitled to ? 30 a week to help them with any cost that staying on in education may fool.Although this may be contradicted by the inequalities that have been put in place by the steep rises in fees for univer turn onies, this has meant that working class pupils are at a damage in comparison with the middle c lass. earlier to this the standpat(prenominal) government introduced refreshing cover policies which are viewed as trying to create a market place out of the education system. They introduced several policies in send to force different schools in to competing with apiece other(a) this would then result in schools doing better.They aimed to create a parentocracy, where parents had untold much choice when it came to schools for their children, they were able to choose which school they wanted their child to regard, rather than it cosmos dependant on catchment areas like it was previously. This would result in schools upping their standards to gain pupils and ensure that parents would displume their school, reinforcement was changed to be dependent on the amount of pupils a school had. By doing better than ther schools, more pupils would want to attend and result in more funding for the school, benefitting them and then helping them to improve further. Although, in order t o rank schools against each other, on that point would have to be a system in place, so league tables were introduced and schools had to sit SATs and GCSE exams, the results were ranked in the league tables and parents could typeface through different schools to see where they were lay and pick the best school for their child, much like a market place.OFSTED were also introduced to monitor and inspect schools, they would review the schools standards in several different categories giving a report to be viewed in order to judge the school as a whole and give parents a wider represent of data on the schools, giving them more understanding and a better bottom to choose which school they would like their child to attend. These policies meant that standards for schools rose as they competed against each other and parents had a greater understanding of schools and had more freedom when it came to choice.On the other hand, it did also create problems, because the better schools got mo re funding and pupils, the worse schools werent able to get the funding they needed to improve which meant the gap amongst schools achievement became wider as the better schools got better and the worse schools became worse off this created greater inequality. Schools also started to exclude students that would affect their results in the league tables, this also created inequality.These inequalities may have been the reason for the new labours aim to pass through out the inequality because there was so much created. Overall, The cautious party and New Labour some(prenominal) introduced new policies to the education system the conservative was more aimed towards creating a market in the education system, whilst new labour strived to wipe out inequality in the system and tackle the issue of poverty. Although this being said, the new labour may have created more competition in the system by introducing faith and specialist schools.