Assignment Psycholgical approaches

On a moral practical everyday life modeling is an excellent way of helping patient overcome with anxiety. For example a nurse found out that children in hospital suffer from reduce stress and they recover quickly from surgery if the treatment that they are about to have are modeled for example using films and video tapes. The psychotic Approach – understanding challenging behavior by a basic tenant of this perspective is that the most of the behavior is driven by unconscious forces.It is therefore very important to recognize the way we might not be able to understand behavior if we were using questions and answering techniques as the individual may not know what is troubling them and it is nesters to delve a deeper and try to interpret the behavior on the assumption that the behavior is in some way a symptom of what is going on in the unconscious mind. The Social Learning Theory – promotion of anti- discriminatory behavior and practices has been discussed earlier that t he way people can learn new behavior by observing others.First they note down the model that is influenced whether we like to imitate the behavior or not. For example of a model who is a very famous celebrity called the late princess Diana and when she came to the hospital to visit a patient who had HIVE and AIDS at the hospital in 1987 she shaded that patients hand who had AIDS and not only broke a tattoo on the subject but she also helped to remove a great deal of prejudice and misunderstanding about the illness. The use of positive role model in health and social care is education campaign and this explains the role model that can be played with powerful part of behavior.For example Jamie Oliver he has an image impact in terms of getting local authorities to introduce cooked school meals which were much less healthy. The Humanistic Approach – empathy is a very crucial feature of this approach to helping others to develop empathy. It is very common like sympathy where we fe el sorry for someone and we require to really listen to the emotions and respect them for who they are. This is not always very easy as we don't understand why someone feels so bad about an issue that we could easily dismiss.True empathy requires us to put aside the problem about another person and all we could do is put ourselves in their shoes. Rather like empathy understanding importance when applying this perspective to health and social care practice. Rogers often refers to more than just understanding an intellectual level. This is a major barrier to understanding and it will help the client or the patient instead we need to listen carefully to what is being said and ask questions to the problem.The Cognitive Approach – supporting individuals with learning difficulties who can experience enormous frustration in their daily lives as they feel to make sense to what we can experience. The cognitive approach can be used to help people who do not understand the situation. Th is could be by identifying irritation thoughts as an individual and can be guided to change them with consequent benefit for their emotion and behavior.Cognitive word of this type can be improved by self esteem and increase Outbursts which may be affected by a lack Of understanding Of the equipment of a given situation for example having to wait for a meal. Supporting individuals with emotional problems is widely used with individuals with a variety of emotional problems. This perspective begins by examining how the negative thought influenced feelings which then lead to changing in behavior. Supporting individuals with depression is a psychologist called Aaron Beck who has a formulated a helpful approach to understanding depression known as a cognitive behavior therapy.The pattern of the behavior is common to suffering from depression and is described as a cognitive triad. This then generates to a conviction that the world contains problems and difficulties that the individual is p owerless to overcome. The goal of the cognitive therapy is to challenge these negatives Houghton and to encourage the patient to develop alternative and more positive ways of seeing the world. Supporting individuals with post traumatic stress disorder -? This disorder consists of a group of symptoms as outlined below.This is commonly experienced by soldiers but are also experienced by others who have undergone a traumatic experience such as rape which is too much for them to bear. Traumatic events: Nightmares, flashbacks, recall of the event and fireworks. Avoidance events: The person tries to avoid thinking about the trauma and brings it back to the mind so the person may not be blew to remember anything. Increased arousal: difficulties falling or staying asleep, concentrating, hyperactive and exaggerated response.The Biological Approach -? Understanding developmental norms and they are developed by Arnold Sell for an assessment scale to enable judgment to be made about a child's b ehavior and understanding the matter Of their age and this is composed to the child's goal against their scores at an earlier age to determine the development. These are the three overlapping stages at which development can be measured. Between two and a half years of age Between four and six years old Between six and nine years old. Understanding the effects of shift work on individuals When we are working shifts especially at night we tend to find that there are certain times when we are feeling overwhelmed and urging to sleep while we should be working. Those unpleasant physical effects occur because of disruptions to circadian biological rhythms. Cardiac rhythms have given a cycle of physiological bodily process which laps force between 24 and 25 hours. For example our core body temperature which follows the level of alertness. For most people the lowest core temperature is 36. Degree Celsius and the very highest is 37. 2 degrees Celsius. The core body temperature falls over the course of the day. This is why we feel sleepy. Shift workers on an evening shift have to be awake and function at night with a high level when their body temperature is dropping the lowest telling us that they want to go to sleep. Therefore they need to sleep on time and return home on time when their body clock is telling them to be alert. The brain is also involved in leap and this is called the pineal gland and this is responsible for production of the hormone melatonin.As it gets darker the light levels increases between 8 and 10 these levels increase within 2 hours beginning to fall from 2. References Circadian rhythms www'. Guardian. Co. UK/science/2004/DCE/04/locators. Health Cognitive behavioral therapy www. Respects. AC. UK Sell assessment scale vim. Guiltlessness. Org MI Role model can be used within the new therapy and counseling centre in my locality is for example a nurse is expected to be on a high level standard of aroma and competent so where as we might aspect a su rgeon to be similarly level headed competent who would be expecting to a particular warmth.The people that would benefit from it is a group of individuals who have a particular culture or society who will get influenced by others and this will work by helping the therapy and counseling for leading us to adopt certain roles and try to live up to that role to the expectation that goes with the role. The humanistic approach can be used within the new therapy and counseling centre in my locality by for example by looking at human experiences from their viewpoint of my individuals of groups by focuses on their ideas of free will and believing that my group of individuals can make their own choices.This can work by their hierarchy of needs to progress through each level before making SSL_Jeer they meet all their individual needs. Advantages of my two perspectives are that one of my perspective is about influencing on people's role model by observing and changing behavior to the role model according to their jobs and expectations in the health and social; care setting and adopting it later it later in life and my other respective looks at my individuals needs like the importance in their diet and making sure they meet it and to understand why they need to meet their humanistic needs.

Problems of Democracy in Pakistan Essay

After years of military dictatorships followed by sham democracy, the situation in Pakistan has reached such a point that the masses are yearning for radical change. Their suffering is immense as the people at the top continue to enrich themselves at the expensive of the workers and peasants, collaborating with imperialism as it rides rough-shod over the people of Pakistan. Everything is moving to an inevitable revolutionary explosion. Pakistan’s Supreme Court in its verdict of 16 December, 2009 declared the notorious NRO null and void ab initio. The National Reconciliation Ordinance of October 2007 was promulgated by the then President of Pakistan General Parvaiz Musharraf. It was the outcome of a deal he had struck with Benazir Bhutto, life Chairperson of the Pakistan People’s Party in a covert meeting in Abu Dhabi. The deal was brokered by the United States and Britain. The aim was to create a new setup that could facilitate the imperialist war and other interests in this turbulent region. According to this ordinance all cases of politicians including corruption, murder, extortion, kidnappings and other heinous crimes would be withdrawn. Some of the major beneficiaries are now in power including Benazir’s widower Zardari, now the President of Pakistan and some of his most sinister ministers. The other main beneficiary is the Muteheda Qaumi Movement, MQM, whose leader, an absconder resident in London for several years, and its other leading figures were facing charges of murder and other crimes. The MQM is a mafia-type organisation with neo-fascist tendencies and its main ideological baggage is based on ethnic conflict. The present democratic dispensation is the product of such a nefarious design. After Benazir’s assassination in December 2007 Musharraf’s fate was sealed. The plan B came into action and Zardari having a long standing relationship with US officials was catapulted into the presidency with his firm assurance that he would be more subservient to the Americans than Musharraf or Benazir could ever have been. The Electoral College for this election are comprised of members of the National and provincial assemblies who were elected in the February 2008 elections, the results of which were tailor-made in Washington to serve the imperialist strategies. Ironically this unanimity, or â€Å"reconciliation†, between all the parties in Parliament was prompted by a collective fear on the part of these representatives of the ruling class in the wake of the beginnings of a mass movement that they witnessed on the arrival of Benazir from exile in Karachi on October 18, 2007 and later after the explosion of the wrath of the workers, peasants and youth at the news of her assassination on December 27, 2007. After a long period of suffering, the oppressed in Pakistan had risen up in the hope that the leader of their traditional party, the PPP under Benazir Bhutto, would be a beacon of change and free them from the unrelenting misery and distress. The Americans had already done their homework with the PPP leaders, who mainly come from the moneyed classes, to divert this outburst into a democratic election and facade of â€Å"democracy†. These leaders drowned the mass anger and revolt in sorrow and despair. They refused to call for a general strike for the elections to be held on the scheduled date of January 8, 2008 and blocked the movement. This gave an opportunity to the Pakistani state and its imperialist masters to regroup their forces and stave off the threat of a revolutionary upheaval. The Military in Pakistan has ruled directly for more than half of the country’s 62 years of chequered history. All the military regimes were supported and propped up by US imperialism. During the â€Å"democratic† intermissions the plight of the masses continued to deteriorate. After the first decade (1947-58) of democratic regimes, such was the crisis that when Martial Law was imposed by Field Martial Ayub Khan there was even a sense of relief amongst several sections of society. Ayub Khan had the impertinence to say in one of his initial statements â€Å"we must understand that democracy cannot work in a hot climate. To have democracy we must have a cold climate like Britain. † General Ayub told the first meeting of his cabinet, â€Å"As far as you are concerned there is only one embassy that matters in this country: the American Embassy. † The Ayub dictatorship embarked upon an ambitious economic, agrarian and industrial programme in the 1960s, mainly sponsored by â€Å"US Aid† and the World Bank. Although Pakistan achieved its highest growth rates under Ayub, Keynesian economic policies failed to improve the lot of the masses. The aggravated social contradictions exploded into the revolution of 1968-69 that was fundamentally of a socialist character. See Pakistan’s Other Story-The 1968-69 Revolution]. The failure of the existing left leadership to give a clear revolutionary programme and perspective to the movement resulted in the rise of the Populism of Zulfiqar Ali Bhutto. Due to the absence of a Bolshevik-Leninist revolutionary party the revolution was lost. But it did shake the whole of South Asia. The ruling classes initially tried to impose Martial Law again. However, its failure to curb the tide resulted in the first elections based on the adult franchise in 1970 where the PPP became the largest party in West Pakistan. Having failed to curtail the revolutionary wave that pierced through the ballot, ultimately the ruling classes resorted to a war with India, which led to the break-up of Pakistan and then Bhutto was given power who, forced by the pressure of the masses, initiated radical reforms from above, but only to exhaust the revolution brewing below. Bhutto’s elected left reformist government was subsequently overthrown by a military coup led by General Zia ul Haq in July 1977, who later hanged Bhutto at the behest of US imperialism. The eleven-year brutal dictatorship of Zia was perhaps the most traumatic period for the working masses in Pakistan. In connivance with the Americans, Zia propped up and unleashed the beast of Islamic fundamentalism to crush the left. The continuance of that grotesque monstrosity is what produced the present day fundamentalist terror that is ripping apart the social fabric of Pakistan and Afghanistan. The Zia Dictatorship began to crumble after another upheaval on the return from exile of Bhutto’s daughter Benazir in April 1986. The contradictions in the already weakened dictatorship were thus sharpened. General Zia’s plane was conveniently blown up in mid air in August 1988 – some have speculated that this may have been done at the request of the Americans, whom the megalomaniac and insane general had begun to â€Å"disobey† seeking his own personal agenda. From 1988 to 1999 there was another democratic interlude, where Benazir and Nawaz Sharif alternated in short stints of rulerships. This period was marred by an orgy of corruption, incompetence, spiralling economic decline and chaos. General Musharraf took power in a bloodless coup by overthrowing Sharif. Musharraf then introduced a â€Å"quasi-democracy† in 2002 but the 9/11 episode in the USA once again made another dictator another main American collaborator. This time the facade was not against communists but we had the so-called â€Å"war against terror†. Musharraf’s demise and the regime that ensued once again brought unprecedented agony and pain for the people of Pakistan. History has turned full circle. This vicious cycle of Pakistan’s political superstructure – dictatorship to democracy and back to dictatorship – has brought no respite to society. Only the suffering has intensified. In reality this is a reflection of the ongoing social and economic crisis built into the foundations of this tragic country. The Pakistani ruling class after its independence from direct British rule came onto the scene of history too late and with this came an inability to develop the economy. It was a weak class even at its inception. It could not produce enough surpluses for its profits and capital needed to tap the resources of the country and carry out its historical role of the national revolution that its pioneers had envisaged. It adjusted itself accordingly, and its survival depended on the one hand by being subservient to imperialism and on the other allying itself and compromising with the landed aristocracy created under the Raj. The founder of Pakistan, Muhammad Ali Jinnah, as early as November 1947, less than three months after the formation of Pakistan, had sent his emissary to Washington asking for a $2bn loan. The response he got was a mere $10million of loose change. The failure of Pakistan’s ruling elite is evident 62 years later. None of the national democratic tasks have been completed. Several agrarian reforms have failed to abolish feudalism. Pakistan came into existence not as a nation but as a state comprising different nationalities. National oppression continues and the national question has become a festering wound on the body politic of this country. The task of the formation of a modern nation state is far from being achieved and will in fact further deteriorate with the impending crisis. This state of incompleteness of the tasks has wrought havoc on the social and economic life of Pakistani society. The social and political infrastructure is in a state of collapse. â€Å"National sovereignty† is a farce and hardly anybody believes in the state’s independence. Imperialist intervention and domination is on a greater scale today than it was in 1947, the year of Pakistan’s creation. Except for a few years under Zulfiqar Ali Bhutto, all the finance ministers have been employees of the World Bank or other imperialist financial institutions. Now the US is even trying to control sections of Pakistan’s armed forces and intruding its military corporate contractors to take over â€Å"security† in several vital parts of the country. These include former Blackwater now XE securities, DynCorp and others. An embittered general described the strategic relationship as Americans using Pakistan as a â€Å"condom†. The conflicts within the army are also the result of this aggressive hegemony being thrust into the Military’s domain. This is already giving rise to bloody conflicts among different agencies and sections of the armed forces representing black money and other sections of finance capital. This conflict is being waged covertly at the present time. But if a desperate imperialism faces an impending defeat in Afghanistan and tries a partial US occupation of NWFP (Pushtoonkhwa), it could even trigger a severe crisis in the army already under strain from carrying out the CENTCOM instructions on the Pakistan-Afghanistan border. The fallout could have catastrophic consequences. Similarly the severe crisis of Pakistani capitalism has failed to develop a parliamentary democracy. The Pakistani ruling class, in the wake of its economic failures turned to plunder of the state at an early stage. They pay less than 10% of total taxation revenues. The real burden falls on the working class who are forced to pay more than 80% of the revenues through indirect taxation. The capitalist class steals electricity and gas, while billions of dollars of bank loans have been written off. According to the figures presented before the Supreme Court of Pakistan, a small section of these leeches’ annual corruption exceeds Rs. 500 billion (US$6. 2bn). Most of this money is stashed away in western banking havens. As this process started to become more and more evident, the army, the most powerful instrument of the state, started to become part of this evil nexus of plunderers and usurpers. The drug-funded and US/Saudi sponsored Afghan Jihad brought even greater loot to the coffers of the generals. Other institutions of the state and society including the judiciary, the bureaucracy and the media joined in this orgy of corruption. Hence, whenever there was a political crisis (conflict of the civilian plunderers) the military moved in to quell the rot. The dictatorships bred more corruption and as they began to lose their grip democracy was introduced – the main reason being the growing danger of a mass revolt that is provoked by these repressive regimes. Although even a bourgeois democracy is a progressive step forward as compared to military dictatorships, the exploitative system that the military rulers intervene to salvage remains intact. In Pakistan this crisis-ridden system again creates a political instability that reflects the burning economic turmoil. The army and state are not a class, but in the last analysis the economic and social conditions determine the nature of the regime that is needed by the ruling class to preserve the system of exploitation of labour. Comrade Ted Grant elaborated on this in 1949 â€Å"The state by its very nature is composed of a bureaucracy, officers, generals, heads of police etc. But those do not constitute a class; they are the instrument of a class even if they may be in antagonism to that class. They cannot themselves be a class. † (The unbroken thread, pp. 235). In Pakistan the irony is that time and again the masses have risen up against the dictatorship, fundamentally to overthrow the yoke of exploitation and misery inflicted upon them by this vicious system of class rule. When they were allowed even to make half a choice through the ballot-box they propelled the PPP to power. Yet their hopes have been dashed time and again by the PPP in government in the short span of less than 40 years. The toiling masses have been loyal to their tradition for generations. The ruling class only allowed the PPP into the corridors of power to dissipate the mass upsurge. Above all the ruling class, the state and the imperialists have used the capitulating leaders of the PPP to carry through cuts, privatisations and other drastic anti-working class measures. They could not have achieved so much with the right-wing governments of Sharif, etc. , but even under the dictatorships they combined caution with repression. However, at least in the 1970s the PPP government did carry through some reforms for the betterment of the impoverished masses. In the later PPP governments since 1988 such was the crisis of Pakistani capitalism that there was no room for even minimal reforms.

Succubus Heat CHAPTER 15

Mary's excited blathering rang through the house as I hurried down the hallway. I could see the bathroom at the end and three closed doors along the way. Great. Did they have to be shut? With my luck, they'd probably squeak. I could only hope that Mary would remain too loud and too distracted to notice. The first door opened-with no squeaking-into a bedroom. The bed was unmade, and clothes had been pushed into piles against the wall. An old dresser sat against one wall, and a nightstand with some papers stood near the other. There was also a mirror on the ceiling. Shuddering, I considered going in to investigate the nightstand papers but decided to hold out and see if I might find an office behind one of the other two doors. Shutting this one silently, I continued down the hallway. The second door did squeak, and I froze, waiting for Mary to come tearing down after me in an effort to bludgeon me with one of Seth's books. I wasn't entirely sure how far his star power would go to save me if caught snooping. She didn't look like the violent type, but one never knew. Fortunately, she kept talking without pause, and I stuck my head inside the new room. It was just another bedroom, a guest one by the looks of the dust and lack of personal items. I closed the door, grimacing at another squeak. One more room to go. Jackpot. The third wasn't an office, but it did appear to be a workspace. Wide tables lay along the walls, covered in chunks of crystal-clear quartz, smoky quartz, etc.-in various states. Some were raw and jagged; others were polished and carved. Tools like blades and picks lay nearby, along with a more sophisticated and modern-looking device I couldn't identify. Maybe some type of laser cutter. Best of all, there was a two-drawer filing cabinet against the wall. I hurried to it, still mindful of Mary's chatter, and opened the top drawer. Over a hundred file folders with names met me. I pulled one at random and saw that it did indeed have a job order. There was a description of the item, client information, job status, and a picture of the finished product. Unfortunately, having all this information meant little to me. I had no idea what name had been used for the seal-or if Mary was even the one who had made it. Frustrated, I opened the next drawer and found financial records, like bills and bank statements. I also located folders labeled â€Å"work logs† categorized by month. I eagerly pulled out this month's and discovered a simple list of dates, client names, and brief descriptions of products. All-except for the three most recent ones-had check marks beside them. Finished products, presumably. I scanned the dates before Jerome's disappearance, cross-checking against the descriptions. Green Tara statue . Bracelet . Athame . Three invoices in the last two weeks caught my attention: round pendant, talisman, medallion . I recognized none of the client names, but the culprit could no doubt have used an alias. Returning to the second drawer, I found each client's file. The pendant was the right size and shape, but it had a hole drilled in it for a chain or string. I couldn't say why, but something told me the seal's original form would be whole. The talisman turned out to be the wrong shape. It was thick and oblong, more like a stone someone would keep in their pocket for good luck. I was starting to panic now. This was taking too long, and I couldn't hear Mary anymore. God, espionage had been so much easier when I could turn invisible. With shaking hands, I pulled out the last file-the medallion. The client was Sam Markowitz, and he'd picked it up four days ago. The photo depicted a flat, quarter-sized disc made of smoky quartz with symbols I didn't recognize etched onto it. Was that it? It was the closest I had to a match of Carter's description. There could be other matches-items ordered months ago-but I didn't have time to go through any more files. I shoved the medallion photo into my purse, closed the drawer, and hurried back out to the hall, half expecting to find Mary blocking my path. I had no need to worry, though. She had never left Seth's side-literally. She now sat in my spot, pressing Seth between her and the couch's arm. Two stacks of books were on the coffee table, and an open one was on his lap. He finished signing it and glanced up at my entrance with a relieved look. â€Å"But you see,† Mary was saying, â€Å"until O'Neill is able to confront the darkness within himself, he'll never be able to open himself to Cady. He's had his moments of vulnerability, of course-like the cave scene in Dominant Eclipse -but he's still keeping his armor up-just like on the veranda in Memories of Man -and so it's no wonder-â€Å" â€Å"Hey,† I said cheerfully. â€Å"We should probably get going.† Seth shot up from his seat, looking rather like a trapped animal who had just gnawed its own leg off and was about to run free. â€Å"Yes. We don't want to detain Mary any further.† Mary stood up too. â€Å"No, no! It's okay. Really. And you have to finish signing my books.† With a grimace, Seth grabbed the last three books and hastily scrawled his signature in them. â€Å"Thanks for talking to us,† he said. â€Å"It's been great meeting you.† â€Å"Are you sure you have to go?† she pleaded. â€Å"I was going to make some dinner soon.† She shot me an accusing look. â€Å"And if it's Ginger who needs to leave, I can give you a ride home later in my van-â€Å" â€Å"No, really,† said Seth, backing up to stand by me. â€Å"I appreciate it, but I have to, you know, get back to writing.† Extricating ourselves was painful. Mary begged and kept offering everything from discount jewelry to thinly veiled sexual suggestions. â€Å"Step on the gas and do not look back,† Seth told me when we got in the car. I complied, peeling out of her driveway as fast as I could and kicking up dirt and gravel in the process. â€Å"That right there,† I mused, â€Å"is the kind of fan who keeps authors in their crawlspace.† Seth leaned his head back against the seat. â€Å"Do not ever do that to me again. Ever.† â€Å"I wasn't that far away. I would have heard you screaming.† â€Å"Not if she used ether first. God, Georgina. She had her hand on my leg.† â€Å"That's Ginger to you.† â€Å"Please tell me you got something useful out of that. I know you didn't go to the bathroom.† â€Å"Nope. I broke into her workroom and ransacked her files.† He groaned. â€Å"Breaking and entering.† â€Å"Hey, I'm a creature of Hell. And she technically let us in.† â€Å"What'd you find?† Eyes on the road, I reached into my purse and fumbled until I found the picture. I handed it to Seth. â€Å"This is it?† he asked. â€Å"I'm not certain. It's close to the description, but I don't know enough about this to really say.† â€Å"Hmm.† Seth studied it and then slipped it back into my purse. We rode for a few more minutes in silence until I finally asked, â€Å"I was never that bad of a fan, was I? That crazy?† â€Å"Oh, God, no,† he said. â€Å"Absolutely not. You were charming and cute and-† He abruptly cut himself off, but those words hung in the air between us. â€Å"You-you weren't like that. Nothing like that,† he managed at last. There was a husky tone to his voice, hinting of some emotion but refusing to reveal which one it was. I'd meant my comment to be light, just a way to keep the conversation going. However, like everything else lately, the words had ended up triggering far more meaning than I'd intended. I had a flashback to when Seth and I had first met, when I hadn't even known who he was. I'd rattled off my feelings for my favorite author, little knowing I was actually talking to him. Unlike Mary, I hadn't stalked him on the Internet and known what he looked like. Seth cleared his throat. â€Å"So†¦what will you do with the picture now?† I ran with his change in subject. â€Å"Get someone to identify it, I guess. Erik, maybe. Or Dante.† More silence fell, and I felt the tension ratchet up. Dante. Once again, harmless words had triggered big consequences between us. I expected Seth to try again to shift the subject, but instead, he actually addressed it. â€Å"It's weird†¦seeing you with Dante.† â€Å"Don't you mean it's weird seeing me with anyone?† â€Å"Well†¦Ã¢â‚¬  Even with my eyes on the road, I knew he had that thoughtful, slightly distracted look in his eyes that meant he was pondering how best to phrase his next words. I used to love that look. Now I was on high alert. â€Å"Yeah, to a certain extent, of course,† he finally admitted. â€Å"It'll always be weird. But every time I talk to him, I just think†¦Ã¢â‚¬  â€Å"If you say that I can do better, then I'm pulling this car over right now.† â€Å"Um, no. I was just going to say he doesn't seem like your type.† â€Å"That's nearly the same thing,† I pointed out. â€Å"You sound just like Hugh and the others. I'm getting so sick of this! Honestly, it doesn't matter who I date. You're never going to be happy.† â€Å"That's not true,† said Seth. â€Å"It's just†¦when you're around him, you're darker and more cynical. You're not like you used to be. This sounds stupid, considering what you are, but you're†¦well, you're a force for good in the world.† â€Å"Oh, come on ,† I said. â€Å"No, I mean it. Maybe you are a creature of Hell, but people feel better when they're around you. You have this way of talking and smiling that affects everyone. You're nice, you're good-hearted, you worry about others†¦Ã¢â‚¬  He sighed. â€Å"But when you're with Dante, it's like all that light that normally shines out from you gets sucked away.† â€Å"That light got sucked away a long time ago,† I said bitterly. â€Å"Long before he came along.† â€Å"No, it didn't. It's there, and if you're going to be involved with someone, you need someone who sees it, someone who loves you for it and wants to help bring it out.† I had someone like that , I thought. You . â€Å"Dante and I work well together, no matter what any of you think. He understands me.† â€Å"No,† said Seth flatly. His voice was low, but I could hear the anger in it. â€Å"He doesn't.† â€Å"What other options do I have? You're throwing me into an impossible situation. You know I can't date anyone who's good. I can't risk hurting them, but I don't want to be alone. This is my only option.† â€Å"No. It can't be. Before we were together, it wasn't like this. You weren't drinking all the time and having sex with anonymous guys in bathrooms!† And that's when I did it, just like a dad on a road trip. I pulled the car over to the side of the road. It was a long, country highway, and there wasn't much traffic. Seth stared incredulously. â€Å"What are you doing?† â€Å"Saving us from an accident,† I growled, turning so I could meet him straight in the eye. â€Å"And you'll be lucky if I don't make you get out and walk the rest of the way. Look, you want to know why I wasn't dating loser guys when we met? Because I wasn't dating anyone . I took my hits and went home alone. Why is it so wrong for me to want to be with someone now?† â€Å"It shouldn't matter if you're dating someone or not. You still shouldn't be acting like this!† â€Å"You're telling me what I should and shouldn't be doing? It's my business. You have no right!† I yelled back. â€Å"Friends have every right to tell friends when they're on a bad path,† he snapped back. â€Å"Bullshit! I've never seen you interfere with anyone else's life, no matter how badly they were screwing it up. I'm the only one you seem to want to mess with. Why do you care so much about what I do?† Seth and I had raised our voices only rarely while dating, and it had never even come close to this. It was a wonder we didn't shatter the windows. â€Å"Because I care about you! I told you that at the party. Breaking up doesn't mean you stop caring about someone.† â€Å"Yes, but it means you have to let them go.† I was so upset that I was on the verge of tears. â€Å"You can't have it both ways. You can't get rid of me and then try to pull me back†¦Ã¢â‚¬  â€Å"I never wanted to get rid of you.† I stared at him for several heavy moments and felt those traitorous tears brimming heavier and heavier in my eyes. â€Å"Then why did you do it?† After all that yelling, his voice sounded barely like a whisper. â€Å"Because†¦I wanted to save you.† â€Å"You can't,† I murmured, swallowing the tears back with great effort. â€Å"You can't keep saving me, can't keep trying to. It's too late.† â€Å"No,† he said. His heart was in his eyes, and it was ripping mine apart. â€Å"Not for you. Never.† I don't know how it happened exactly, but suddenly we were kissing. His lips were just as I remembered, soft and powerful and wonderful. It wasn't a chaste kiss, nor was it a ripping-off-each-other's-clothes kiss. It was hungry and desperate, like we'd been struggling through a desert and only just now found the water we needed to survive. Best of all, it was just kissing. Just me and Seth. There was no life energy or succubus schemes involved. There was no need to back off for fear of what might happen. We could drink from each other without pulling back. Except, well, we did. We jerked apart, and I knew the shock on his face mirrored my own. What had we just done? Had we†¦had we really done it? It was a kiss. A real kiss. The kind of kiss we'd always wanted. The kiss we weren't supposed to be having. I turned abruptly away, staring at the road ahead. I was frozen and numb†¦and yet, alive and filled with warmth. The world had been in that kiss. But I didn't know how to react to it, didn't know what I was supposed to do now. So, I did the most inane thing possible. I started the car. â€Å"We should get back,† I said. â€Å"Yeah,† he agreed, sounding as stunned as I felt. I dared a look out of my peripheral vision. His eyes were fixed straight ahead, his wonderful lips tightened in a line that somehow made them look strong and vulnerable at the same time. I wanted to lean over and kiss them again, to melt as I had moments ago and forget all about reason. I wanted that perfect feeling to last forever. Instead of dealing with what had just happened, however, I did the cowardly thing and stepped on the gas. We drove back to the city in miserable silence, neither of us mentioning the kiss but both of us thinking about it. I dropped him off at the bookstore and offered a polite thank-you for his help. He returned it equally politely-giving me one last pensive look-and then walked off toward his car. I watched him go, memorizing every line of his body and how he moved. Every emotion possible warred within me, and I had no idea which deserved to win. I was exhausted by the time I stepped into my apartment building. The day had been mentally and physically wearying, what with would-be rapists, larceny, and the kiss heard 'round the world. Later, I'd find someone to identify the photograph for me. For now, I just wanted to sprawl on the couch and watch TV, preferably TV that had nothing to do with the magical or paranormal-or any romantic tension. Unfortunately, the magical and paranormal was waiting for me. What's Nanette doing here? That was my last coherent thought before I was thrown against the far side of my living room. I hit hard, my head cracking against the wall. I fell to the ground, my legs just barely possessing the reflexes to keep me from falling as black spots sparkled across my vision. Nanette faced me, terrible and beautiful in all her golden glory. She hadn't laid a hand on me, but she didn't need to, not with the power she wielded. â€Å"How dare you,† she hissed, eyes narrowed. â€Å"How dare you spread those kinds of rumors.† â€Å"What are you-ah!† I was shoved back to the wall again. The distance wasn't nearly so far as before, but the force was so hard that the impact hurt just as much. More pain shot through my skull as I tried to make sense of all this. â€Å"I don't know what you're talking about!† I cried. Nanette stalked toward me, putting her face inches from mine. â€Å"Of course you do. You told Cedric that I was the one who'd summoned Jerome, that I was the one causing chaos in his territory.† â€Å"I didn't,† I whimpered. â€Å"Not exactly. I just told him you'd met with Jerome.† She snarled and grabbed me by the front of my shirt, jerking me forward. â€Å"That was nothing. Nothing! But now others are suspicious.† â€Å"I just thought he should know and-â€Å" â€Å"Do you know what you may have done?† she screamed. â€Å"I was a candidate for this city! You may have ruined everything.† She threw me again, this time toward the corner my TV was in. Its sharp angles bit into me when I hit, and I crumpled to the floor. I tried to pull myself up but never made it. Nanette was right there beside me. I had a full view of her black stiletto pumps just before she kicked me in the ribs. Pain blasted me, and my body instinctively tried to curl over and protect itself. But she was too fast and too powerful. Greg had had a lot of brute strength at his disposal, brute strength I'd been able to counteract a little. But against Nanette? Against a demon? Her strength was beyond that of a human, nearly beyond human comprehension. â€Å"Do. Not. Fuck. With. Me,† she said, punctuating each hit with a kick to my stomach or ribs. â€Å"Do you understand? You are nothing. Nothing .† â€Å"I'm sorry,† I said. My eyes burned, and every part of my body was screaming, begging for this to end. The kicking stopped, and I rolled to my side, only to have a wave of power slam down on me and roll me to my stomach, pinning me down on the floor like an invisible ton of bricks. I tried to move but couldn't even budge. â€Å"I don't care if you're Jerome's favorite or Cedric's new darling,† she said. Her voice was all ice and malice. Again, she didn't touch me with her hands, but the back of my shirt suddenly ripped open. â€Å"I could destroy you right now, blast you from the face of the earth, and no one would say anything. Instead-you're lucky I'm in a good mood today.† Her â€Å"good mood† felt like a thousand whips hitting my back. Tiny lashes of power, sharp as razors and burning like flames, slammed into me. I screamed as they slashed at my skin, ripping it open. Some part of me thought that if I screamed loud enough, maybe a neighbor would hear me. It was a useless sentiment, though. She would have soundproofed this room much as the demons had at the Cellar. Besides, what could any mortal do against this? Again and again those invisible whips tore into me. Obviously, I couldn't see what was happening, but in my mind's eye, I imagined my flesh torn to ribbons, my entire back a horrible, bloody mess. I don't know how many times those lashings repeated. They blurred together. I was fast approaching a point where the pain was so intense, so overwhelming that I almost couldn't feel it. My vision was going black, my brain barely able to hold consciousness. When the beating finally stopped, I wondered if I was dead. The room was still and silent. Then, the invisible force lifted off my back. I tried to roll over but couldn't. Nanette knelt down, her lips right against my ear. â€Å"Do not fuck with me,† she whispered. â€Å"You interfere again, and I will kill you.† She vanished. I was left alone, sobbing and bleeding. I tried to move again but still was unable to. What was I going to do? I couldn't even call for help. Of course, it probably didn't matter. The pain was so great that I was either going to die or pass out any minute now. Human devices might not kill me, but demonic ones could, regardless if I was in stasis. Suddenly, out of nowhere, I felt strong arms slide underneath me, gently lifting me in a way that kept my back up. I stifled a small cry. Even without my back being touched, the movement hit every other muscle and place on my body that Nanette had hurt. I opened my eyes, trying to see who was there, but my vision was swimming and rapidly darkening. â€Å"What†¦Ã¢â‚¬  was all I managed to get out. â€Å"Shh, love. It's going to be okay. You're going to be okay.† Those arms gently eased me onto my bed. I moaned again as fire shot through my ribs. Cool hands smoothed back my hair, but I still couldn't see anything. â€Å"I can't heal you,† the voice said. â€Å"But I'll get someone who can help. Just don't move. It's going to be okay.† There was something familiar about the voice, but I couldn't identify it through the haze and confusion in my head. I could barely breathe, let alone think. Silence fell after that, as though my mysterious benefactor had left. Yet a few moments later, I blearily saw hands set Aubrey on the bed beside me. She leaned forward, sniffing my face. One of the friendly hands petted her head and back, in that way that could so often coax cats into lying down. It worked, and after turning in a couple of circles, she settled down beside me. Then, the hand stroked my hair one last time. â€Å"Everything's going to be okay.† That was the last thing I remembered hearing. My savior might have stayed or left. I didn't know because a few moments later, that blackness finally won, and I sank into a dreamless sleep that was mercifully free of pain.

Truth and Represenation Essay Example | Topics and Well Written Essays - 1000 words - 1

Truth and Represenation - Essay Example The issue has drawn attention from all over the world due to massive and innocent abduction of students and teachers. The issue of Boko Haram rose over religious differences between the northeastern where majority of citizens are Islamic and the Christian south. Since 2012 over 100 students reported dead as the Boko Haram gunmen burst into dormitories and set their residents with fire while the students were asleep. In addition over 400 students especially girls are missing their main agenda is to introduce Islamic sharia law and culture in the entire nation of Nigeria2. The kidnappers are forcing the abducted girls to cook for them and collect water. According to the residents of Chibok village, when more than 300 girls abducted last month the kidnapping being facilitated by Boko Haram leader, Abubakar Shekau who claims to have been abducting the girls and selling them in Chad and Cameroon border as slaves, while other are given out as brides for $ 12 dollars each3. Collection of the People of Cultural traditions for Proselytism and Jihad is now a concern of the entire continent and the whole world’s is clear from the reports being revealed by the media that the military forces are being involved in the kidnapping and the abduction4. Therefore, the only approach to solving the inhuman situation is through engagement of international bodies and non-governmental charitable groups 3 According to Langton Marcia, 1951 the critique of political and anti-religious conflicts needs a critical theory in an attempt to find a truth image without interfering with the cultures of society 4. The problems on abduction of Nigerian students has spread over too many people through the social media where the public is aware of the situation and offer their own opinions on how to help rescue the disappeared girls as well as finding solutions to help curb the inhumane act of the Boko Haram and their followers. Mitchell Obama the

Bang and Olufsen Case Study Example | Topics and Well Written Essays - 750 words

Bang and Olufsen - Case Study Example The main elements in this understanding were an acknowledgment that simply producing televisions, radios, and other such traditional electronic devices would not suffice in the contemporary cultural and design climate. In this new world companies would increasingly have to adhere to virtual spaces in determining both design and product innovation. Even as Bang and Olufsen has developed a reputation as a modern day innovator in terms of cutting-edge design practices, they also have a long history of production excellence. The company began in 1925 building radios for family friends. The company resisted aiding the Nazi’s in the Second World War and experienced tremendous strife for this decision. They then became regarded as ‘The Danish Quality Brand’. With the upsurge in Asian manufacturing competition, the company recognized that securing a firm market share required significant innovation. It was during this period that they moved towards a design first strategy, bringing on first-rate architects and designers. This business approach persisted until the 1980s when increased Asian competition demanded further innovation. During this period the company overhauled their distribution methods. ... In classifying the type of innovative that Bang and Olufsen had undergone, one must consider their design process in relation to the companies overarching strategic perspective and approach. Bang and Olufsen established themselves early on as committed to quality and sound product development. This trend continued until the later part of the 20th century, as the firm progressively moved towards innovative design processes to establish market differentiation. As noted earlier, with Apple’s innovative product development and the explosion of Internet technology, for Bang and Olufsen to retain s significant market share it was required of them to not only maintain significant design standards, but to increasingly consider the means of innovating software. One telling quote in these regards was made by the company’s CEO Torben Ballegaard who stated, â€Å"It’s like insulin in the human body; too little and you die, too much and you die† (pg. 2). In these regar ds, Ballegaard was referring to the notion that in overcapitulating to the technological development trends established by Apple and to some degree Microsoft, the company could lose the foundation that brought them to market prominence to begin with; of course, the converse of this, is that in neglecting these technological currents the company could be deemed irrelevant and experience ever dwindling profits. The company’s response to these product challenges was through hybrid strategic, design and product innovation. In many regards, the company believed that its process format was conducive to innovation and product development it was just that this process needed to be shifted to reflect the current cultural climate. In these regards, the case analysis notes, â€Å"Sorensen

Hazardous waste management #2 Essay Example | Topics and Well Written Essays - 500 words

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Natural Gas in Israel Assignment Example | Topics and Well Written Essays - 2000 words

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Comparing and contrasting Adult Fans Essay Example | Topics and Well Written Essays - 1000 words

Comparing and contrasting Adult Fans - Essay Example That is why I call it an obsession with an activity/ even in ones life. Different people have different hobbies depending on a wide array of factors. While some love playing video games on their computers, others like listening to music, others still find reading romantic novels their most preferred activity and so on. Ask anyone what they do regularly in their lives and you will be fascinated at the varied answers you will receive, these are their hobbies. Several factors influence the liking of such hobbies in different people. Such include, social class, level of education, peer types, environment, age, sex, occupation, etc. Hobbies are mostly done during leisure hours, some people however find it necessary to allocate some time at least in between their core duties to fit in some time for their hobbies. To this extent therefore, we can argue that different people have different levels of fanaticism for different hobbies. In this paper, I will look at the various factors which inf luence the choice of hobbies in adult population of LEGO and bronies. Hobbies tend to change considerably from childhood to adulthood. Children seem to like playing while in the ages of between 2- 5 years. Playing different soft games which do not involve a lot of brain work such as computer games, biking, etc. depending on their social classes dominates their lives and forms their hobbies. These hobbies tend to be common to both boys and girls in the same cultural setting. Such hobbies however changes as the children grow into adulthood. At about 10 and 15 years the teenage boys and girls get interested in totally different activities in all cultural diversities of the world. Moreover, more changes occur above this age as the teenagers graduate to young adults. Several factors play jointly to facilitate these changes. Such factors are varied and include the changes in lifestyles and places of residents with new friends and environments which come about with totally different

Art of Modern China Article Example | Topics and Well Written Essays - 1500 words

Art of Modern China - Article Example t in china is a reflection of the western cultural tendencies that depict the political and social developments in a post-industrial revolution world (Andrews & Shen 30). Contemporary Chinese art reflect a westernized artistic style that has Chinese roots. Xu Beihong falls among the first Chinese artist who articulated on the need for Chinese artistic expressions to reflect modern china. Biehong believed in the connection of art and life and the need for artist to focus on the truth through realism than just focusing on the aesthetic value of a painting. From his realistic perspective, Biehong believed that painters could engage further with their environment surrounding and the viewer get to understand better bout life’s true meaning. An analysis of Beihong’s painting ‘Tian Heng and his 500 retainers’ can provide a deeper understanding of modern art in China. Xu Beihong gets regarded as the pioneer of modern art in China. His artistic works bear a significant western influence. He was born in Yixing, Jiangsu in 1895. He was primarily revered for his art paintings of horses and birds. Xu’s career began at a young age under the tutorship of his father who was an artist. He studied oil painting and drawing in Paris under a scholarship from the Chinese government. His travel to Western Europe enabled him to understand and incorporate western art techniques (Ward). His artistic style encompasses both of the east and west. His exposure to western painting traditions provided background for his advocacy for a realist approach in Chinese art and thus his vital role in the transformation of modern Chinese art. He came up with the notion of applying western scientific methods and integrating a western approach such as shading and perspective in his works (Biehong & Xu 109). His realistic approach to art enabled his paintings to evoke human feelings and universal themes. He believed that his artistic expressions of birds and horses symbolized the will of the

Business statistic Article Example | Topics and Well Written Essays - 250 words

Business statistic - Article Example The political unrest in the Middle East, the earthquake in Japan, and the weak housing market are some of the factors that contributed to the decline in economic growth during the first quarter. Coming from a 3.1% growth in fourth quarter of 2010, the first quarter growth rate of gross domestic product declined at 2.7%. Economists, however, maintain a positive outlook on economic recovery. The unemployment rate which currently stands at 8.8% is predicted to fall to 8.3% on December 2011. This decline in unemployment is attributed to the 200,000 jobs which economists believe will be offered by the government next year. More jobs extend purchasing power that’s why consumer prices are also expected to rise at the end of 2011. Economists predict the inflation rate to register at 2.8% by year-end. The price per barrel of oil, in addition, is estimated to fall under 100 dollars. Interest rate, meanwhile, is forecasted to increase by the end of 2011. Economists point to decreasing unemployment rate and increasing inflation rate as factors that would likely cause the Federal Reserve to increase interest

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Mecdonalds - Term Paper Example Over and above the aforementioned mission, McDonalds’ vision states that the company aims at becoming the best fast-food restaurant in terms of service and experience (http://www.aboutmcdonalds.com/mcd/our_company.html). To achieve this vision, the company focuses on service provision, restaurant cleanliness, and value for the customer. McDonalds believes that the outlined factors play a major role in enhancing its global business. Finally yet importantly, McDonalds strives to achieve a number of goals and objectives as far as its business is concerned. The company believes that social and environmental improvements are good for the society. In this respect, McDonalds works towards the realization of a sustainable future. This goal essentially involves many stakeholders, among them customers, employees, suppliers, and franchisees. McDonalds’ objective is to become more than just a fast-food restaurant (http://www.aboutmcdonalds.com/mcd/our_company.html). In a bid to improve performance and future success, McDonalds works towards creating jobs, collaborating with communities, and fulfilling its brand promise. In essence, McDonalds strives to uphold the best practices in product offering, service delivery, customer experience, and social

Assessment Of Learning Essay Example for Free

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

Case Study On Firstgroup Plc Information Technology Essay

Case Study On Firstgroup Plc Information Technology Essay This paper outlines the benefits of environment influence on business. The paper specifically discusses about the FirstGroup Plc and environment influence of PESTEL analysis. what is the impact on the business of the stakeholder such as, Governments, customers and communities. The paper concludes the FirstGroup Plc strategy to overcome the demand of the customers risen above the pack because of its extremely ethical and highly exposed business practices, both in regard to its sourcing and its treatment of its employee. Here I have use the case study of FirstGroup and some web site to have clear idea about the company. The operation of FirstGroup Plc is make good strategy to control the external influence factors. PESTLE Analysis is an analyzing of the external influence factor of the business environment. It show the big picture of the company in which area they are working. These are ingredients which are over and over again outside the control or influence of a company, and that is why it is very significant to be aware of them to compact with in the approach of the business. First Group is the leading face of the transportation service in the UK. So here we are reviewing external factors which have influence on internal environment of the business for understanding market growth or decline, in comparable to the situation, possible to lead to good direction for transportation business. The number of employee working with FirstGroup is more than 137,000 in the UK and the USA. Total numbers of people using the rail service are 275 million a year. There are leading transportation service providers in UK. They also provide school transportation service in USA to more than 4 million students a day. What is PESTEL? Now ear days the business is a not only influence by the internal factor but the external factor also play a more importance role while running a business. PESTEL is mainly use to examine the external environment that has an impact on the business. The main point of the PESTEL is to recognize the major environmental tools by considering external factors that business has to face. The PESTLE covers all the external influences factors affecting a business. PESTLE analysis one of the useful tool which help the business to have very close look of large image of the environment in which we are functioning the business, and what are the new probabilities and what harm a business has to face. By knowing more about the environment surrounding the business in which we have to function, it is an external influence to the business or sector. One can also take benefit of the new technology and reduce the harm.  Ã‚  PESTEL stand for Political, Economic, Social, technological, Environment, Legal analysing tools has more major impact on the business. So the business is trying to identify the external influence that has an effect on the operation of the business. Here in this case of the First Group is one the good example of PESTEL analysis. PESTEL is one type of a business tool where all the letters of the word itself describes what impact it would have on the business environment.  PESTLE analysing tool is use for knowing the risk which is linked with market ups and downs , and also with the situation, prospective and path of a business or industry. The PESTLE Analysis is generally use as point of reference tool, see to the area where the company stand or what is demand of product in the situation, which carries more impotence outside the business and what effect will it have on the oppression, what is going inside an business. It is describe in web site that A PESTLE analysis is a business measurement tool, looking at factors external to the organization. It is often u sed within a strategic SWOT analysis Strengths, Weaknesses, Opportunities and Threats analysis (Morrison, 2010). Links and factors affecting business Political There is a good example of influences factor use in the case study of First Group. The Political elements mainly is that, the people should use the public transport more than their personal cars and vehicle to reducing CO2 emissions from the environment which one of the major issue faced by the UK government. So for that FirstGroup need to provide safe and dependable services that will give more confidence to the people for using their bus and trains. If more people decide to make use of the public transportation service then their cars and personal vehicle it would automatically helps the environment. Legal The Legal factor which also has an effect on the FirstGroup is mostly link with the political factor. Most of the time Legal ingredients are separated from the political ingredients mostly because of the growing legal influences external in the national political system, such as European and regional legislation (Strategy Survival Guide) All the legal needs of the UK government is easily full by FirstGroup, they also try to give more than their best and more than the demand of law. For example, they are trying to take steps which are related to take action to reduce CO2 emissions from their vehicle, to mach Europe-wide standards in advance from the governments 2010 targets. Transport companies should also buy carbon credits to reduce their CO2emissions. In advance they have built a budget for this. Environmental Social Even environmental and social link in this case study of PESTLE Analysis factors. For the example of CO2 emissions, is an Environmental ingredient which has Political Legal influence, it has an Social impact in the UK culture where the customer is more Green consumers they like to use the goods and services which are more eco-friendly which also have less impact on the environment study case added. Political, Social Technological Another example is that FirstGroup has invested huge amount to meet up the government objectives for the condition of low down floor so it easy to get in bus for wheelchair users and pushchair responsive in buses which is the most appropriate technology for aged handicapped persons, so we can see the new technology use for them by the FirstGroup it also demands by Political influence to satisfy Social needs. An Economics A Socials Economic factors include changes in demand, like the demand for safer school transport has led to research into the introduction of Yellow Buses, based on the US experience. Another economic factor is high fuel taxation. This encourages people to use public transport more. These are customers demands a Social factor influence the Economic one. (Managing external influences) Benefit of working with government The benefit to work very closely with government is that they will encourage people to use the transportation service provide by FirstGroup to reduce CO2 emission in the environment which is one of the step to make environment eco-friendly. It is said that we are responsible to protect an environment. Working with government is not only the reason to make a profit but it also provides a good service to people. The strategy use by FirstGroup is to improve the fuel efficiency in their vehicles, buy new vehicles which are fuel efficient green vehicles, use of other fuel resource like biodiesel, also by giving training to the divers and use of new technology to keep an eye on performance of the divers. Their main aim is to reduce the CO2 emission form their bus up to 25% and from rails up to 20 % by end of 2020. They also make easy for the people how wish to change from the car to public transport by give them schemes in Parking Ride schemes. It is very difficult to find a parking space in a big city like London. That data itself show the importance of transportation services in the case study. That there is 8% rise in usage of the services to 1.2 billion people have use transportation last year. The FirstGroup has increased their reputation with government and they also has vision like this transform travel, they also enlarged their network with the government circles by the buses were used during the Olympic Committees visit in February 2005 as well as the knowledge to win expectations of new bus contracts to set free hydrogen fuel transport to the public. Their driver does therefore make good business sense. First Response toward the Changes in demand First Group plc is the largest, convenient and safer transportation service in the UK. They are becoming popular because the change that has been made in response to customer and government in the First group. When we analyzed the change made by the First then that gives 100% satisfaction to us. Here I am going to represent some of the change made by the First bus services. The FirstGroup has the potential and resources that allow them to connect their actions to create economic importance and possibly to be ready for action and its reward. The strengths of their business is that they have an ability to create a unique products and services according to demand of the consumers, they believe that customer services should be of high levels. Their strengths as a good business unit are their culture, its employment and teaching method, or the quality of its managers. The change in transportation service in UK is due to the political change and new change in the policy of the government i n transportation business. FirstGroup has invested heavily in new technologies and providing buses that lower the floor for easy entry for the older and handicap people Political Change First is operating throughout UK. The state show that UK has more than 62,113,205 by 2010, and it has been increasing dramatically. In the beginning, the government was worried about the population and usages of private cars by the people that are reasoning Co2 emission was increased and made climate change. However, in 1980, when they made transport service private than First has made a good Climate change Strategy for providing more efficient, novel and sustainable bus service to the people so they like to use more bus service than own cars. FirstGroup main goal is to decrease Co2 emission by 25% till 2020 that is reasoning they implemented different strategy like improving the fuel efficiency, using biodiesel, new technology for driver performance. Economic Change In order to exits in the market, everyone has to the response to change, which needs to meet customers demands. In order to meet customer response, FirstGroup works very closely with the Neath Port Talbat Council for improving the service. Second most striking features of a first group were that they have started the yellow school transportation services. They have designed special pilot service to the students where students can feel safe and friendly in the bus. Additionally, first has an increased Vehicle safety issue like pad seating, included seat belts, additional escape window and CCTV camera. Another economical response done by First was that in major cities like London, FirstGroup made public transportation so easily by providing park and ride schemes to avoid parking problems and high taxation on fuel paid by using own car. Social and technological change In the UK, people are believed that old people are assets of the cultures, so they need to have special care and attention all the time so First has lunched citizen pass where elderly people do not need to pay any money for their transportation. Mostly the old people like to use FirstGroup bus service because they provide easy and safe service. Technological The First are very responsive to new technology. The new technological use by FirstGroup is to low down the floor for the old and handicap people so that they can easy enter in the bus. E.g. as see this daily while using the treanslink service that bus derive low down the floor so that handicap people can come in bus. They provide good convenience service for handicap and old people. Moreover, FirstGroup provide good transportation environment such as new road layout and bus shelters. Environmental and Legal Factors change High CO2 emission is the biggest problems in the UK that is reasoning climate has been changed drastically so first has developed Climate Change Strategy. Furthermore, many of the legal laws have been changed for transportation because of certain issues. The first has prepared all buses that meet all required by new laws. Even they have been preparing a budget to this. Overall, First group has been responding all time to meet customer and government demand. They have made a lot of change during its whole journey, so they can survive in this competitive market and give 100% satisfaction to all their stakeholders. Evaluation of Effectiveness FirstGroup provide dependable, secure, novel and sustainable transport service. When we go through change that has done by First group then we will come to know that they are always targeting customers demand and satisfaction, and they respond quickly to change that is the reason that is successful. When we observe the changes made by First group then we will realize that every time they come up with new strategy and innovation to any type of issues like. Climate Change Strategy Increasing in the CO2 emission, they adopted Climate Change strategy in which they encourage the people to use more bus or rail service by giving more convenient, reliable and safe service. Yellow School Transportation and Pilot Service By providing the yellow school transportation service, they make up student mind to use more school bus service where they can feel the good, reliable and safe way to reach to school and home every day. Also they are focusing more on the safety issue, so they implemented new things like padded seating, seat belts and CCTV. Green Consumers People are more aware about global warming and environmental issues so Green consumers are preferring to use bus and rail services than air or big cars so First has designed their service in the such ways that they can reach to each corner and give more convenient services to all people. Over all, first has made lot of changes to improve their services in order to meet customer and government demands. First group not only takes care about transportation issues, but they do care about social and environmental issues they are reasoning they are a leader in the transportation services. Conclusion SWOT analysis is use to analysis a business sector and whereas a PESTLE analysis the current market demand and situation, mainly demonstrating the growth or the fail back and by this means they try to find out way for demand in market, business possible, and also find out way of market possible. FirstGroup analyses the threats identify the risks take an excellent choose to flop them to an opportunities. Planning scenarios for the future take no chance make FirstGroup a Blue-chip firm in London stokes market. Many factors where Firsts control. Change can from this factor- Political, Economic, Social, Technological, Legal and Environmental .The challenge now turned threats into opportunities by looking at feedback of the consumers and to the external influences of the business in order give the consumers best service to their value. FirstGroup make good strategy for the demand of changing environment.