Corrective Feedback Methods Used

Corrective Feedback Use of a Native English Speaker Teacher and a Non-Native Teacher INTRODUCTION The importance and benefits of corrective feedback have been debated in many aspects in SLA field. Most of the teachers take correcting errors as their responsibility. There is no doubt that the first aim of corrective feedback is to make students aware of their mistakes so that they can correct.The way teachers carry out this progress may differ from eachother hence I dedicated this paper to find out differences or similarities in correcting feedback patterns of a native English teacher and a non-native English teacher lecturing at University of Kocaeli ELT Department. After observation , I asked them their opinions about students’ mistakes and corrective feedback so as to understand dynamics that effect the type and rate of Corrective feedback they give. LITERATURE REVIEW Corrective feedback is called any reaction from teachers to students’ â€Å"non-nativelike use of th e target language† indications. Kim, 2004)The approaches towards corrective feedback differ. Rezaei, Mozaffari&Hatef, 2011 summarize these approaches; some schools of thought like Behaviorism considered errors as taboos in their discourse and believed that theyshould be immediately corrected by the  teacher (Brown, 2007; Larsen-Freeman, 2000; Richards &Rodgers, 2001)while others claimed that error correction was not only unnecessary, but also harmful to language learning(Krashen, 1981a;1981b). With the emergence of communicative approaches, error correction underwent aradical shift (Nicholas, Lightbown, &Spada, 2001; Russell, 2009).CLT advocates created a balance betweenwhat Audiolinguists and Cognitistvists do and suggested that an error must be viewed as evidence of learners'linguistic development, not as a sin to be avoided. CLT advocates recognized the need for fluency and thisallows teachers to leave  some errors uncorrected. Nevertheless, currently SLA researchers st rongly believe in error correction and corrective feedback (Ellis,2006). While carrying out corrective feedback, different methods are implemented during the classroom period. Researchers have begun to focus on these different methods so as to find out which ones are more or less ffective. When it comes to practice in the class the methods may differ according to the students’ language level and type of error, teachers’ attitudes towards errors and also time for feedback. Types of Corrective Feedback:(Lyster, 1997; Lyster;Ranta, 1997). 1. Explicit correction: Clearly indicating that the student's utterance was incorrect, theteacher provides the correct form. â€Å"S:   Some diamonds  used to  decoration. T:Please say, ‘Diamonds  are used for  decoration’. ‘Don’t say,used to’. You must use a passive form of the present simple tense here. â€Å" 2.Recast: Without directly indicating that the student's utterance was incorrect, the teacher implicitly reformulates the student's error, or provides the correction. â€Å"S:   Some diamonds  used to  decoration. T: Some diamonds are used for decoration† 3. Clarification request: By using phrases like â€Å"Excuse me? † or â€Å"I don't understand,†the teacher indicates that the message has not been understood or that thestudent's utterance contained some kind of mistake and that a repetition or a reformulation is required. â€Å"S:   Some diamonds  used to  decoration. T: Excuse me? â€Å" 4. Metalinguistic clues.Withoutproviding the correct form, the teacher poses questions or provides comments or information related to the formation of the student's utterance . â€Å"S:   Some diamonds  used to  decoration. T: Do diamonds use something to decorate ? 5. Elicitation:The teacher directly elicits the correct form from the student by asking questions (1), by pausing to allow the student to complete the teacher's utterance (2) or by asking students to reformulate the utterance(3). Elicitation questions differ from questions that are defined as metalinguistic clues in that they require more than a yes/no response. â€Å"S:   Some diamonds  used to  decoration. – T: People used some diamonds, so †¦? 2- T: Some diamonds†¦? 3- T: Say that again. â€Å" 6. Repetition. The teacher repeats the student's error and adjusts intonation to draw student's attention to it. â€Å"S:   Some diamonds  used to  decoration. T: Some diamonds used to decoration â€Å" METHODOLOGY This research is conducted in Kocaeli University, English Language Department. I observed and voice recorded preparation class Listening course in which native English speaker teacher Ms. Costa lecturing and 1st year class Listening & Pronunciation course in which non-native teacher Mr. Kurtaran lecturing .I removed material listening parts of recordings from both and student to student discussions from Ms. Costaà ¢â‚¬â„¢s class. In that way I had 25minutes lasting data of student-teacher interactions. After transcribing and clarifying their corrective feedbacks, I interviewed with these teachers so as to understand the dynamics lying under the way and frequency they give corrective feedback. FINDINGS Corrective Feedback use by teachers are in the tables below: CORRECTIVE FEEDBACK TABLE OF NATIVE ENGLISH SPEAKER TEACHER| Recast| T: What did you do yesterday? S: I watched TV and I sleep, sleep, sleep. T: I slept, I slept, I slept. Okey. |Explicit Correction| T: What are the three things that you ate yesterday? S: I ate rice, meatballs and coke. T: Lets repeat, I ate rice, meatballs and coke. (Class repeats after the teacher for studying intonation) S: I guess you didn’t eat the coke, probably drink. Don’t eat your coke. | Recast with stress| T: What would you buy if you were rich? S: I want to buy.. T: I would buy S: I would buy a car and†¦. | Explicit Correction| T: Enver, where yould you go? S: I would go Dubai, Hon Khong, Paris. T: Okey, Dubai, Honkong and Paris. Umm, guys make sure you are using â€Å"to† go to, go to, everybody go to†¦( Class repeats after the teacher)|Recast & Explicit Correction| T: What would you buy if you were rich? S: Build a tall and big house T: You’d build a big and tall house, word order is like that. | Recast & Clarification Request| T: If you were rich, would you work? S: I think being rich and having a job is different things. Having a job you asked to a statu /statu/ in our life, it is important. T: Status /st? t? s/, is that what you mean? S: Yes, it is important. | CORRECTIVE FEEDBACK TABLE of NON-NATIVE TEACHER| Recast with stress| S: Is one road /r d/ to success / ’sakses/ better than another? T: Is one road / r d/ to success / s? k? es/ better than another ? | Recast| T: Of course here, the word â€Å"road† is used symbolicly, road is a methaphore, what does it actually suggest? S: Method, way.. T: Methodology, way, okey. | (1)Clarification Request & (2)Metalinguistic Clue| S: To be successful means that you can do whatever your aims are. T: What does it mean ‘to do an aim’? (1)Do we do an aim? Do we do an aim? Are the aims things to be done? What do we do the aims? (2) Ss: We achieve. | Repetation| T:What is your interpertation of success? S:Being able to reach the necessary knowledge. T: Reaching necessary knowledge? S: Requiring the necessary knowledge. (1)Repetation (2)Clarification request (3)Explicit Correction| S: My friend shatters†¦ brochures. T: Shatters? (1) What do you mean with shutters? (2) She shatters? You mean hands out, distrubutes? Shatter oyle dag? tmak degil. Darmadag? n etmek, an earthquacke shutters an area. (3)| Recast with stress| T: What is one skill or talent you wish you had? S: The leadership T: So you don’t think you have leadership skills. S: Uhmm, I have but not enough T: You wish you had more or bet ter leadership skills, okey. | Explicit Correction| T: I mean how do you think you could improve your communication skills?S: Going.. En.. T: Could ! Could! (clicks his fingers) I could do this, I could do that.. S: I could go to England†¦. | (1)Repetation (2)Metalinguistic Clue| T: Other suggestions please. S: Creator, idea creator in an commercial company. T: Idea creator,(1) that is not what they call it. Yarat? c?.. What do we call it in Turkish? (2) Ss: No idea. T: Advertising, lets call it advertising. | Explicit Correction| T: In what ways has the typical career part changed in the last few decades? S: In the past they climb the ladder but now they†¦ T: Nobody climbs no ladders. Is that what you are suggesting?S: No, they go to better job easily. One step to third step†¦Something like that. T: Something like that is not a sort. You mean; in the past, there was only one ladder to climb, the ladder you would climb, staying with one company but now, there are many opportinuties; many different jobs, companies, okey? That is it. | Corrective Feedback types and percentages given by two teachers’ are shown on the graphics below : It is seen that NT gives less CF during student talking time which is 2,24 times more than in NNT’s class. As it is seen in the graphic, NT uses Recast as a half of CF she gives.NNT teacher uses Recast, Explicit Correction and Repetation at the same level which are the mostly used first thee. Out of 8 CF; 4 Recast, 3 Explicit correction and 1 Clarification Request is used by NT. NNT uses more different types of CF. Out of 13 CF NNT uses; 3 of Recast, Explicit Correction and Repetation in addition to 2 of Metalinguistic clue and Clarification Request. Both teachers give more than one CF at a time. Native Teacher considers the students as language learners, Non-Native Teacher considers them as future teachers. Regarded to their consideration, their approaches to student’s mistakes differ.NNT thinks m aking mistakes is a part of progress but some mistakes of ELT students at that level are not acceptable. NT gives more importance to fluency and complexity hence she does not want to stop students speech so as not to make them feel uncomfortable. She thinks that she gives CF at a low rate than she should do as she focuses on meaning. NNT gives more importance to accuracy and thinks that they don’t have much time left as the students are about to become teachers, he tries any kind of Corrective Feedback so as to make sure that the students realise their mistakes and correct them.He thinks that he gives CF at a high rate than he should do as these classes are the last chances of the students to learn from their mistakes before they start teaching. According to the interview it could be concluded that being Native or Non-Native effect theachers’ expectations from students and these expectations effect the frequency and type of CF they give. References Kim, J. (2004). Issu es of corrective feedback in second language acquisition,Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics  4(2), 1. â€Å"Gass, S. (1997). Input, interaction, and the second language learner.Mahwah, NJ: Erlbaum. Schachter, J. (1991). Corrective feedback in historical perspective. Second Language Research, 7† Lyster, R. &Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition,19, 37-66. Rezaei, S. , Mozaffari, F. , &Hatef, A. (2011). Corrective feedback in sla: Classroom practice and future directions,International Journal of English Linguistics,1(1), 1. Corrective Feedback Use of a Native English Speaker Teacher and a Non-Native Teacher Betul Okcan Kocaeli University Reseach Skills A. P. Dogan Yuksel 2012

Support Individuals to Maintain Personal Hygiene

Elements of competence |HSC420. 1 |Raise awareness of the value of leisure opportunities and activities for individuals | |HSC420. 2 |Negotiate and agree leisure opportunities and activities for individuals | About this Unit For this Unit you will need to promote opportunities for individuals to participate in leisure activities. Scope The scope is here to give you guidance on possible areas to be covered in this Unit. The terms in this section give you a list of options linked with items in the performance criteria.You need to provide evidence for any option related to your work area. Awareness raising audiences: sports and recreation associations; employers’ associations; local government planners; community self-help groups; governors; trustees; shareholders; the general public. Communicate using: the individual’s preferred spoken language; the use of signs; symbols; pictures; writing; objects of reference; communication passports; other non verbal forms of communica tions; human and technological aids to communication. Leisure activities related to: hobbies; interests; sports (as a spectator or participant); entertainment (e. g. ccess to the theatre or visiting theatre groups), socialising (e. g. eating out, talking to others about the old days). They may take place within or outside the care environment. People and organisations who are suitable and able to provide leisure opportunities and activities include: those who organise or provide recreation and leisure activities in the care setting (e. g. care workers, entertainers); those who provide leisure activities for the general public (e. g. theatres, swimming pools, sports centres); those who provide leisure activities for specific groups within the community (e. g. Women’s Institute, youth workers).Your knowledge and understanding for this Unit will relate to legal requirements and codes of practice applicable to the scope of your work and that of others with whom you work; your rol e, the level of responsibility you have within your organisation to manage activities to achieve an optimum service; the depth and breadth of understanding that will enable you carry out your job role and support others to perform competently; the need to be able to solve problems and resolve conflicts; the need to be able to evaluate, assess situations and act appropriately; systems and processes within your own and across other organisations and the need for you to be able to work in collaboration with individuals[1] Values underpinning the whole of the Unit The values underpinning this Unit have been derived from the key purpose statement[2], the statement of expectations from carers and people receiving services, relevant service standards and codes of practice for health and social care in the four UK countries. If you are working with children and young people they can be found in the principles of Care Unit HSC44.If you are working with adults they can be found in HSC45. To a chieve this Unit you must demonstrate that you have applied the principles of care outlined in either Unit HSC44 or HSC45 in your practice and through your knowledge. Evidence Requirements for the Unit It is essential that you adhere to the Evidence Requirements for this Unit – please see details overleaf. |SPECIFIC Evidence Requirements for this unit | |Simulation: | |Simulation is NOT permitted for any part of this unit. | |The following forms of evidence ARE mandatory: | Direct Observation: Your assessor or an expert witness must observe you in real work activities which provide a | |significant amount of the performance criteria for most of the elements in this unit. For example how you were able to make | |and develop relationships with individual people for whom you are providing care, which enabled you to advise on and promote| |leisure opportunities and activities. | |Reflective Account/professional discussion: You should describe your actions in a particular situati on and explain why you | |did things. For example you could write about the ways you create opportunities to advise and inform individuals and groups | |of the benefits an active lifestyle holds, explaining what research and reading you used and how you selected appropriate | |information to share with others. |Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following: | |Questioning/professional discussion: May be used to provide evidence of knowledge, legislation, policies and procedures | |which cannot be fully evidenced through direct observation or reflective accounts. In addition the assessor/expert witness | |may also ask questions to clarify aspects of your practice. | |Expert Witness: A designated expert witness may provide direct observation of practice, questioning, professional discussion| |and feedback on reflective accounts. | |Witness Testimony: Can be a confirmation or authentication of the activities described in your evidence which your assessor | |has not seen. This could be provided by a work colleague, individuals or other key people. |Products: These can be any record that you would normally use within your normal role e. g. communication records, reports | |and records; minutes of meetings, policies and procedures, etc. | |You need not put confidential records in your portfolio, they can remain where they are normally stored and be checked by | |your assessor and internal verifier. If you do include them in your portfolio all names and identifying information must be| |removed to ensure confidentiality. | |These may also be assignments/projects: For example from HNC, O. U. courses. You could also use evidence of previous | |in-house training courses/programmes you have completed showing professional development. |GENERAL GUIDANCE | |Prior to commencing this unit you should agree and complete an assessment plan with your assessor which details the | |assessment methods you will be us ing, and the tasks you will be undertaking to demonstrate your competence. | |Evidence must be provided for ALL of the performance criteria ALL of the knowledge and the parts of the scope that are | |relevant to your job role. | |The evidence must reflect the policies and procedures of your workplace and be linked to current legislation, values and the| |principles of best practice within the Care Sector.This will include the National Service Standards for your areas of work| |and the individuals you care for. | |All evidence must relate to your own work practice. | Knowledge specification for this unit Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit. When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role. You need to provide evidence for ALL knowledge points listed below.There are a variety of ways this can be achieved so it is essential that you read the ‘knowledge evidence’ section of the Assessment Guidance. |You need to show that you know, understand and can apply in practice: |Enter Evidence Numbers | |Values | | |1 The ways in which stereotyping, discrimination and stigmatisation might affect risk assessment and| | |how to guard against this. | | |2 How to apply the principles of equality, diversity and anti-discriminatory practice to your work. | |Legislation and organisational policy and procedures | | |3 The specific legislation, guidelines of good practice, charters and service standards which relate| | |to the work being undertaken, and the impact of this on the work. | | |4 The effect which Health and Safety legislation may have on the leisure opportunities and | | |activities promoted. | | |5 The boundaries and limits of your role in terms of pro moting leisure opportunities and activities,| | |particularly in respect of the level of risk involved. | | |6 The role of the agency and its services and how they relate to other agencies and services in the | | |sector. | |7 The agency’s policy and procedures regarding confidentiality of information and the disclosure of | | |information to third parties, and the specific circumstances under which disclosure may be made. | | |8 Any particular factors relating to the agency’s policies and practices which affect the work | | |undertaken. | | |9 Your own role and responsibilities and from whom assistance and advice should be sought if you are| | |unsure. | | |Theory and practice | | |10 The role which recreation and leisure plays in the health and well-being of individuals. | |11 The effects of the therapeutic value or stimulation provided by leisure activities. | | |12 Evidence based practice in promoting leisure opportunities and activities to meet individual | | |nee ds and how to apply this evidence to your own work. | | |13 Methods of presenting information and encouraging interest in and about the role of leisure, in | | |meeting individual’s needs and promoting well-being. | | |14 The particular difficulties that individuals may face in seeking leisure opportunities and | | |activities. | | You need to show that you know, understand and can apply in practice: |Enter Evidence Numbers | |15 National and local schemes and agencies (statutory, private and voluntary) which are involved in | | |providing, promoting or creating leisure opportunities and activities, for whom they are designed | | |and how to access them. | | |16 The range of local leisure opportunities and activities, the forms these take, who they are aimed| | |at and how to access them. | | |17 The potential concerns which people and organisations may have about providing leisure | | |opportunities and activities for individuals, why it is important to acknowledge their con cerns and | | |how to offer information to help them make informed decisions. | |18 How to gauge the level of interest and ability of people and organisations who may offer leisure | | |opportunities and activities to individuals. | | |19 How to alter communication when working with different individuals and representatives of | | |different agencies. | | |20 The options for promoting leisure opportunities and activities and which are the most appropriate| | |options for the people and organisations concerned. | | |21 Methods for assessing and managing risk. | |22 Methods of evaluating your own competence, determining when further support and expertise are | | |needed, and the measures to take to improve your own competence in this area of work. | | HSC420. 1Raise awareness of the value of leisure opportunities and activities for individuals |Performance criteria | | |DO |RA |EW |Q |P |WT | |1 You identify, contact, meet and communicate appropriately with | | | | | | | |people and o rganisations to establish their interest in the value | | | | | | | |of leisure activities for individuals. | | | | | | |2 You present clear, accurate and relevant information to awareness| | | | | | | |raising audiences about: | | | | | | | |(a) the relationship between and benefits that appropriate leisure | | | | | | | |activities can bring to individuals | | | | | | | |(b) the impact of discrimination, oppression and social exclusion | | | | | | | |on individuals | | | | | | | |(c) ways of offering leisure opportunities and activities to | | | | | | | |individuals | | | | | | |3 You give people the opportunity to ask questions and confirm | | | | | | | |their understanding of the information provided. | | | | | | | |4 You seek further support and advice in areas that are outside | | | | | | | |your expertise to deal with. | | | | | | | |5 You refer people and organisations who need information and | | | | | | | |advice that is outside your expertise to provide, to other | | | | | | | |appropriate sources. | | | | | | |6 You challenge constructively attitudes and behaviour which are | | | | | | | |ill informed, misguided, abusive or discriminatory. | | | | | | | |7 You identify and encourage people and organisations to become | | | | | | | |champions in the provision of leisure opportunities and activities | | | | | | | |for individuals and support them to raise the awareness of other | | | | | | | |people and organisations. | | | | | | | HSC420. Negotiate and agree leisure opportunities and activities for individuals |Performance criteria | | |DO |RA |EW |Q |P |WT | |1 You encourage people and organisations to consider their capacity| | | | | | | |and any reasonable adjustments that they could make, to enable them| | | | | | | |to offer individuals leisure opportunities and activities. | | | | | | | DO = Direct ObservationRA = Reflective AccountQ = Questions EW = Expert Witness P = Product (Work)WT = Witness Testimony HSC420. Negotiate and agree leisure opportunities and activities for individuals (cont) |Performance criteria | | |DO |RA |EW |Q |P |WT | |2 You evaluate the willingness and ability of people and | | | | | | | |organisations to provide leisure opportunities and activities for | | | | | | | |individuals. | | | | | | | |3 You identify people and organisations who are suitable and able | | | | | | | |to provide leisure opportunities and activities. | | | | | | |4 You examine with people and organisations who are suitable and | | | | | | | |able to provide leisure opportunities and activities: | | | | | | | |(a) the potential challenges and rewards | | | | | | | |(b) any resources which will be required | | | | | | | |5 You clearly explain your role and responsibilities to people and | | | | | | | |organisations who can provide leisure opportunities and activities. | | | | | | |6 You discuss and agree with people and organisations that have | | | | | | | |agreed to offer leisure opportunities and activities: | | | | | | | |(a) the number of individuals they are able to cater for | | | | | | | |(b) the type of leisure opportunities and activities they are able | | | | | | | |to offer | | | | | | | |(c) any reasonable restrictions on those o whom the opportunities | | | | | | | |would be made available | | | | | | | |(d) any reasonable adjustments (beyond those that are legally | | | | | | | |required), they will need to make and who will resource and make | | | | | | | |the adjustments | | | | | | | |7 You confirm agreements in writing and take appropriate actions to| | | | | | | |enable the leisure opportunities and activities to be accessed. | | | | | | | |8 You record and report processes and outcomes within | | | | | | | |confidentiality agreements and according to legal and | | | | | | | |organisational requirements. | | | | | | | DO = Direct ObservationRA = Reflective AccountQ = Questions EW = Expert Witness P = Product (Work)WT = Witness Testimony To be completed by the Candidate | |I SUBMIT THIS AS A COMPLETE UNIT | | | |Candidate’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Candidate’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | |To be completed by the Assessor | |It is a shared esponsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the | |assessor to ensure the accuracy/validity of each evidence claim and make the final decision. | | | |I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT. | | | | | |Assessor’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. | | | |Assessor’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | |Assessor/Internal Verifier Feedback | | | | | | | | | | | | | | | To be completed by the Internal Verifier if applicable | |This section only needs to be completed if the Unit is sampled by the Internal Verifier | | | |Internal Verifier’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Internal Verifier’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. â € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | ———————– [1] If you are working with children and young people the term â€Å"individuals† covers children and young people and â€Å"key people† covers parents, families, carers, friends and others with whom the child/young person has a supportive relationship [2] The key purpose identified for those working in health and social care settings is â€Å"to provide an integrated, ethical and inclusive service, which meets agreed needs and outcomes of people requiring health and/or social care†

INTERMEDIATE MACROECONOMICS Essay Example | Topics and Well Written Essays - 500 words

INTERMEDIATE MACROECONOMICS - Essay Example Even though, restrictive policies are tools used to prevent or reverse inflation, they also reduce the aggregate demand. Tax-based policies employ tax incentives to encourage compliance with specified wage and price policies. The author then talks business cycles which allow the simultaneous pursuit of the steady price level and high employment policy objectives. Furthermore, the author indicates that the interest rate policies are determined by the macroeconomic coordination process in which a leniency in monetary policy can set off an MCP and lower interest rates, while expansionary fiscal policy can set off an MCP and raise interest rates. The chapter then discusses the data problems and policy delays which include the recognition lag, implementation lag and the impact lag associated with the implementation of different policies (Ashby, 2009). Chapter 11 Chapter 11 deals with international issues related to the macroeconomic environment through balance of payments, pegged rates an d domestic policy and flexible rate and domestic policy. The ratio domestic and foreign currency, in this case, dollar ($) and euro (â‚ ¬) is the exchange rate, that is, the international value of the dollar, stated as the euro cost of a dollar.

Health Promotion Program Assignment Example | Topics and Well Written Essays - 250 words

Health Promotion Program - Assignment Example Health promotion programs in the workplace are focused on reducing, preventing and also eliminating any health hazard that can lead to poor health of the employees and also enhances the work capabilities of the employees. Not only physical but also mental, social health also has to be maintained to produce maximum results at the work place. According to the article, the studies showed that health promotion programs at workplaces were offered by most of the organizations and emphasized on health risk screening, healthy diet programs, and exercise counselling and improving relations with co-workers. According to evidence, wellness health programs can positively affect presenteeism and also highlight the risk factors for the workers (Cancelliere, Cassidy, Ammendolia, & Cote, 2011). The increased numbers of health related problems in our society are a warning sign to improve our health associated habits and ask for a more health conscious state of mind. Helath promotion programs are a very effective way of improving the public health habits by spreading awareness of risk factors, teaching how to prevent them and at the same time making plans for the members so that they can imporve their daily life habits. Workplace diseases are also soaring which not only affect the employees but also lower the economy, productivity of the company and its financial growth. According to studies, an approximate of $3.27 decline in medical costs is observed with the induction of wellness programs and the fall in the health related leaves by the employees leads to increased savings (Baicker, Cutler, & Song, 2010). This supports the evidence in the main article that wellness programs are an effective way of increasing financial growth, increased savings and enhanced productivity. Cancelliere, C., Cassidy, J. D., Ammendolia, C., & Cote, P. (2011). Are workplace health promotion programs

The purpose of this paper is to analyze a significant incident from Essay

The purpose of this paper is to analyze a significant incident from your own experience in which help was needed by another pers - Essay Example Although, adapting to the environment and compromising is sometimes the only way to survive in these times, stronger and more successful are those men who stick to their principles and never deviate no matter what. It is to such people that our world still has a little bit of dignity and humanity left. Many like instances have occurred in my life, forcing me to choose and make important decisions that firmed the path of my life forward and laid foundation of my relationships with people involved. I will quote here one such instance and describe the event and its consequences in detail. I was thirteen years old at that time. Recently, reunited with an old friend who went to US for few years and returned that summer, I used to spend a lot of time playing and chatting with her. We had been together since we both were two years old; added to the fact that we were neighbors; nothing that we did not share and knew about each other. Be it clothes, toys, books, stationary or lunch, we never kept anything to ourselves. Same school, same classes, same locality, we were inseparables. Although her recent visit to US that took a little longer than expected, was a frustrating time for me since I was not a crowd-loving person, and had very few close friends, it did not prove successful in ruining our friendship. When she returned, we reunited with double energy, like the two ends of rubber bands, which doubles their momentum once they are suspended from their farthest ends. Revisiting old memories and catching up on new ones became our favorite pastime. Nevertheless, as they say, the only constant thing on this earth is change (Rupert, 1). Like all good things, this had to end too. Whilst catching up on each other’s recent past stories, I found out that she was dating a boy in our neighborhood ever since she went to US. Amazed and shocked by her recent updates, I decided to keep it to myself only since her reputation was dear to me. On hearing more, I found out that no one in her family knew about the boy, which troubled me a little. Now, it is important to understand why it was a big deal. Since our community is very conservative about inter-gender relationships, young teenagers seen dating or even talking together were scandalized and reprimanded. Therefore, my first reaction was that of fear and anxiety since I did not want her to get into any trouble. Nevertheless, the daring and spoiled kid she had always been, she did not pay attention to me. Now, I turn to the climax where the incident occurred. So one fine day, I was at home, alone since it was afternoon, and my mother had gone to shop for groceries. I hear a doorbell and I saw my friend in the peephole, surprised and delighted at the same time. When I opened it, she greeted me with over excitement and it was then when I sensed something weird. I asked her to come inside to which she declined. Then, she stated her purpose, which caught me by utter despair and shock. She announced that she was going to see her boyfriend at his place and wanted me, her best friend, to accompany her. Now this was a real tricky situation for a recently turned teenager who had a picture-perfect life with no such deviant experiences. I looked at her in complete disbelief to which she gave an incredibly surprising normal reaction. I tried to talk her out of it but she would not listen. She kept on arguing and convincing me to agree to her crazy

University education should be free Essay Example | Topics and Well Written Essays - 500 words

University education should be free - Essay Example University education should be free because it is; the fundamental right of every citizen, a motivator for seeking higher education, and morally justified. University education should be free because higher education is the fundamental right of every citizen. In a society where an individual’s future is jeopardized if he/she drops out of school earlier, university education becomes a necessity rather than an option. Despite the growing economy, there are hundreds of applicants for every job advertised. University education makes the applicants stand out whereas other resumes are dropped without even being considered. Providing free university education also maximizes the ability of the people to get employed in foreign countries easily and send money to their home-country in remittance. Remittance improves economy and is essential for the well-being of the society. Free university education motivates people to get educated to their maximum potential. Many people drop out of colleges because they cannot afford further education. Even some of the most intelligent, hardworking, and capable students are left with no choice but to abort further education because of their lack of ability to afford it. Many students even end up choosing the careers contrary to their natural aptitude because the field they want to get education in is simply too expensive for them to afford. They have to deal with the consequences of choosing the wrong career throughout their lives. If university education is made free, the financial factor will be eliminated from the equation and people will make informed decisions about their careers considering their capabilities and desires. Costly university education is not justified from an ethical point of view. Ideally, the very person enjoying a facility should be the one paying for it. But in the present times, parents have to bear the financial burden of their children’s schooling. Parents have been spending

International manegment Essay Example | Topics and Well Written Essays - 250 words

International manegment - Essay Example Silverlight Electronics in Korea has a different business operation approach from Cobalt. The two companies operate in different business and cultural environments. Therefore, negotiation has to address the conflict situation between the two companies. Secondly, the two companies have their potential power in business, which must be respected for a negotiation to be realized. Finally, the concept of options was addressed in the negotiation. Both companies have business options that may be utilized. Actually, I present new and better business options to Silverlight electronics by presenting my proposals to them. I have learned a lot from this negotiation. The most important learning is that all options in a negotiation have to be exhausted. By understanding the needs and expectations of the other company, I can present better business options to them and therefore, arrive at a negotiation more quickly. I will use this concept in my future negotiation with people and businesses

Maritime Transportation Security Act Essay Example | Topics and Well Written Essays - 1500 words

Maritime Transportation Security Act - Essay Example While the attacks focused attention on our aviation system's vulnerability, it became obvious that our maritime domain needed greater attention. Besides being gateways through which dangerous materials could enter, ports are attractive targets because they are often large and sprawling, accessible by water and land, close to crowded centers, and interwoven with highways, roads, factories, and businesses (Flynn, 2004). Security is made difficult by the number of stakeholders involved in port operations, which include local, state, and federal agencies; multiple law enforcement jurisdictions; transportation and trade companies; factories and other businesses. The MTSA imposed an ambitious schedule of requirements on federal agencies and called for a comprehensive framework that included planning, personnel security, and careful monitoring of vessels, facilities, and cargo. Table 1 contains the MTSA's key security-related activities. However, "Haste makes waste", and the urgent nature of the legislative and implementation efforts of the MTSA 2002 proved this to be true (Bouchard, 2005; Ervin, 2006; Haveman et al., 2007). The MTSA 2002, through the Department of Homeland Security (DHS), gave the U.S. Coast Guard (USCG) lead responsibility for most of its requirements. Timetables for implementing the provisions were tight, and adding difficulty was the need to implement MTSA after the most extensive federal reorganization after the Second World War. Most of the 22 agencies with MTSA responsibilities were reorganized into the DHS in March 2003, less than 5 months after enactment. Some departments such as the Transportation Security Agency (TSA) were new, while others such as the USCG, Customs Service, and the Immigration and Naturalization Service were transferred from various executive departments. This recombination of organizational cultures and the need to coordinate with other agencies such as the State, Transportation, and Justice Departments introduced complex chains of command and reporting responsibilities (MTSA,2002; DHS, 2005; USCG, 2007). The deadline for implementing MTSA of July 1, 2004 was tight. Unlike other areas of critical infrastructure security where the government was unwilling to set clear mandates for the private sector and push for meaningful change, the MTSA was a catalyst for action. Unfortunately, in the face of unrealistic deadlines and disjointed implementation milestones, good intentions were not necessarily translated into greater security at the pier. And to add insult to injury, the USCG not only proved incapable of managing the projects designed to improve its capability but became open to graft and corruption and overspending (Economist 2007, p. 36). The priorities

Financial and Mangement Accounting (Cable and Wireless Plc) Essay

Financial and Mangement Accounting (Cable and Wireless Plc) - Essay Example Cable & Wireless Plc is a company with operations scattered around the world. It has maintained a good profitability performance during 2008 despite the fact that revenue in 2008 declined as compared 2007. The emphasis was to economize the cost of sales. Liquidity is a definite problem with the company as is with other companies as well. Efficiency on inventory turnover has covered up lot of operational weaknesses of the company in 2008. The company is highly geared and the equity holders are presented with a stage to have benefits of trading in equity. Investors are ever willing to invest as it clear from it price earning ratio. The company is following strictly the provisions IAS 14 in maintaining its accounting policy of segment reporting. The information is exhaustive under primary segments that are business wise; and adequate in secondary segments that are created on the basis geographical areas covered by the company in its business operations.

BHP Billiton Case Study Example | Topics and Well Written Essays - 3500 words

BHP Billiton - Case Study Example Apart from some specific small scale mining especially in high value low volume minerals, extraction of mineral resources usually requires large scale, capital intensive investments, Most projects are technologically challenging and investments are characterized by high degree of uncertainty and long gestation periods. In most developing countries except China and India, extraction industry seems to be export focused with significant scope of revenue creation but limited scope of employment generation. Mineral extraction also involves considerable threat to an ecosystem, and could have adverse social implications. Finally, mineral resources are non-renewable and often of strategic, geo-political importance. As a result, governmental influence tends to be high, which can interfere with the business operations. Owing to the huge capital investments required for extraction, this market has seen emergence of state-owned enterprises, which can depend on the government for the huge capital investments that they incur. Not all developing and least developed countries can afford the high capital investment. Therefore, this market is also characterized by the presence of large multi national corporations (MNCs), which have the financial power to make huge financial commitments. Exploration activities for minerals can not only take up long gestation periods, but can als... Exploration activities for minerals can not only take up long gestation periods, but can also result in unsuccessful attempts. Even after successful exploration, the investor needs to face the technical risk (involved in extraction at sometimes difficult sites), and market risk (demand and supply risks), political risks (nationalization). Political risks can be higher if the host country has a weal constitutional framework. This is a risky business and the investor should have the expertise necessary to handle such risks. Once investment is committed, the cost of pullout is very high (United Nations Conference on Trade and Development, 2007). Section-III About BHP Billiton The largest extractive company, BHP Billiton was chosen as the subject of this case study. Its mission, marketing strategies are explored in the subsequent sections. The mission statement of BHP Billiton is "to create long-term value through the discovery, development and conversion of natural resources, and the provision of innovative customer and market-focused solutions". BHP Billiton is a global resources company in the extractive sector headquartered in Australia. It is a dual listed company and consists of BHP Billiton Limited Group in Australia, and BHP Billiton Plc group in the UK. IN addition, American Depository Receipts (ADRs) of both companies are listed Ney York Stock Exchange (NYSE). It was created in 2001 by the merger of Australia's Broken Hill Proprietary Company (BHP) and the UK's Billiton, which had a Dutch and South African background (Wikipedia, 2009). It is the world's largest diversified natural resources company, and has significant businesses in alumina and aluminum, copper, energy (thermal) coal, iron ore, nickel, manganese,

A management meeting Essay Example for Free

A management meeting Essay Locate and book room/s with suitability for the meeting (teleconference facilities, IT equipment etc). Ideally, 1 large room with 3 smaller meeting rooms for the group activities later in the day. Seating would need to be arranged as there will be people on teleconference, they will need to hear anything being said in the meeting. 2. Send out meeting invites to all attendees. This would list the venue, date and time, speaker, contact details. An agenda of the meeting would be the best way to send out these details as it lists all that information and lets attendees knows how the meeting will be run. 3. Any travel/accommodation for interstate attendees would need to be arranged. Also the same for the guest speaker (if needed). Transfers to and from the airport would be advisable. 4. They would need to ensure if there are any special requirements for the attendees (dietary, mobility, language etc.) and make special arrangements if anything is required – Vegetarian food, wheel chair access, interpreter etc. 5. Arrange IT equipment to be made available for presentation. This could be either through your company if they have the available resources. If not, they may be available already in the meeting rooms you have booked or you could us a 3rd party. 6. Lunch will need to be ordered. Again this may be able to be arranged with the meeting rooms you have booked or you can organize a local caterer. At the same time you could organize refreshments for afternoon tea (and morning tea if required). 7. Ensure all stationary available and if not it will need to be ordered. This could also be for group training later in the day. Butcher paper, whiteboards etc. could all be used if it’s a brainstorming session. 8. Name tags could be organized if managers do not know each other and also may help the presenter for the group meetings. 9. On the day of meeting, all IT equipment should be tested prior to the meeting taking place. Room should be set up according to needs and re-arranged if it’s not correct. 10. A chairperson would need to be selected to run the meeting. The CEO will be the chairperson for this meeting. As the chairperson, they would need to ensure the meeting runs on time, stays on topic and stick to the agenda. 11. The chairperson (the CEO in this case) would need to select a minute taker – this could be a PA or  someone else from the company. It would be helpful if they have taken minutes before or at least are capable of recording a high level of detail at a high pace. They could either take 12. minutes in short form at the meeting and expand on it after or type directly to a PC in the meeting and print out directly after the meeting to be review. 12. Prior to the meeting, the CEO and selected minute taker would need to sit down and discuss what will be spoken about in the meeting, the order of events and just a brief overview of all the key points that will need to be recorded. This way the minute taker knows what they should be focusing on when making notes. 13. Once the meeting is finalized the minutes of the meeting will need to be read through and expanded into a format that can be distributed to all attendees and anyone who may benefit from them. It would be best for the CEO and the minute taker to go through these soon after the meeting to ensure the notes are correct and no key points or discussion points are left off. Once they have had a chance to go through the notes – the minute taker can put into a format which the company uses and can then look at distributing via email, fax or mail. This is also best to be done as soon as they can so it is fresh in everyone’s mind. The minutes from this meeting (and others) should be stored electronically so they can be referenced to in future meetings if needed. 14. All the bookings/arrangements need to be checked off to ensure they are still booked/on time and that no problems are going to arise. This could be done by either the CEO’s PA or generally it would be organized and checked by the Marketing department for the company as they deal with these things on a day to day basis. They would need to call the caterers, travel agents, taxi companies, audio visual people and meeting facility to ensure everything is ok – this needs to be done around 2 days before. Any earlier and there could be problems between when you call and the actual function – any later and if any problems arise it could be too late to make alternative arrangements. 15. From the minutes of the meeting, reports may need to be created to be handed out to relevant employees of the firm. These may have the same details as what is in the minutes but in a more condensed format. It may also include graphs if figures/dates were mentioned and tables to make it easier to understand. They could also include any tasks that have  been assigned so people know who needs to be followed up.

Jails and Prisons Essay Example for Free

Jails and Prisons Essay The four types of prisons are women’s, maximum, medium, and low security. Women’s prisons in our country are very different in some aspects as the male’s prisons. Women have greater needs than men do. They have to adjust to their needs, whether it is pregnancy, or the emotional needs of the woman. Maximum Security prison is a massive building with large inmate population. They offer tight security, high fences, thick walls, and secure cells. They are very closely monitored concerning every moment they are incarcerated there. (Schmalleger, 2011)Medium security prisons are permitted more freedom generally than the maximum security prisoners. They receive more privileges such as they can go to the prison yard, exercise room, and the library. They still strict security but they have more freedom. (Schmalleger, 2011) Minimum security prisons offer a number of programs for the prisoners. They offer services to help rehabilitate the prisoners. The primary force behind the minimum security is the prisoners’ own restraint. They are there because of their behavior and they have the choice to stay there and do well or get transferred to another level based on their behavior. (Schmalleger, 2011) These types of prisons are also classified as federal, state, women, and private prison’s. Even though every one of these institutions is different they are all there for the same reason. Prisons are made to house the most violent to the first time offenders. The concept of the institutions is to provide safety to the communities from these offenders. To keep control and keep them housed in a facility to spend out their sentence. (Schmalleger, 2011) Jail plays a very important role in our criminal justice system. Before an inmate gets sentenced to prison, they are often watched in jail to see how they react with others. Based on how they act in jail usually decides what kind of prisoner they will become. Jail is also used in our system for those spending less than a year in jail, to keep down overcrowding of prisons. They house individuals pending arraignment, readmit probation or parole, temporarily houses juveniles, the mentally ill, and bail bond violators. They also hold individuals for the military, they transfer inmates to their designated facility, and they also operate community-based programs. In conclusion all of the prisons and jails in our country work together like a fine oiled machine. They work together to ensure that an inmate gets from one place to another. They also work together to ensure the inmate remains safe and that the public is safe from the offenders.

The Weak Animal Rights Position

The Weak Animal Rights Position Mary Anne Warren proposes an animal rights argument known as the weak animal rights position. First, I will be describing Warrens description of the positions and the arguments in support of it. Next, I will propose the objection to Warrens position that using sentience as the distinguishing characteristic promotes detrimental environmental policy. Then, I will argue that sentient animals act as an umbrella species that protect the environment. Finally, I will describe why my objection to Warrens argument is the stronger argument. In this paper, I will argue that Warrens weak animal rights position is incorrect and that bad environmental policy can result from her argument. In the paper Difficulties with the Strong Animal Rights Position, Mary Anne Warren argues for an animal rights position called the weak animal rights position. This animal rights position states that all sentient animals have rights; however, the rights of those nonhuman animals are not as strong as those of humans. First, I will describe what Warren means by sentient. Sentient animals means all animals who are capable of have experiences, including experiences of pleasure or satisfaction and pain, suffering, or frustration (Warren, p. 164). This can be simplified to all animals that feel pain. Warrens animal rights position includes a wide range of animals. The position also gives people a method to deal with differences between nonhuman animals rights strength. For example, should mice be given the same rights as an elephant? The weak animal rights position says that the rights of animals from different species can have levels of strength. To justify this claim Warren states that t he strength of animals right is based off of the animals mental sophistication. The more mentally sophisticated an animal is the greater their ability to suffer is, thus the stronger its rights are. It would still be wrong to kill mice without a justifiable reason, but it would not be a wrong as killing an elephant without a justifiable reason (Warren, p166). I will now explain what Warren means by nonhuman animal rights not being a strong as human rights. The weak animal rights position says that the rights given to sentient nonhuman animals can be violated at times when it would not be acceptable to violate human rights. Warren argues that the morally relevant feature that separates humans from nonhuman is that humans are capable of listening to reason. Through reasoned arguments humans chose between actions (Warren, p. 169). Therefore, the rights of animals can be overridden in situations where human rights could not be. The example that is used by Warren is killing rodent to protect our food or to prevent the spread of disease. If humans were spreading disease or stealing from our food supply society would not find it morally acceptable to kill the humans like they would with mice. The weak animal rights position says that killing the mice, in the most humane way possible, is a morally acceptable action if they are causing harm to hum ans (Warren, p. 167). Another example used by Warren is culling deer in over populated areas where there are no longer natural predators due to human interference. Through Warrens animal rights position it is morally acceptable to kill individuals in a way that causes the least amount of suffering if the environment needs protecting so that the animals can live a natural lives. With Warrens example reintroduction of natural predators is necessary, but hunting can be substituted in the beginning to decrease the population size. The weak animal rights position says that we have an obligation not only to the animals lives, but also to protect the environment so that the animals can live a natural life. Therefore, if predators are a natural part of an animals life, the individual rights of that animal can be overridden and predation can be reintroduced in areas where it has been removed from (Warren, p. 168). These strategies would not be acceptable with humans, but because nonhuman animals cannot reason, the ir rights can be overridden in each situation. My objection to Warrants argument is that by only give rights to sentient animals it does not produce good environmental policies. My objection to Warrens argument is that only including sentient animals, as having rights, does not guarantee good environmental policies. I argue that by only finding it morally wrong to harm animals that feel pain other important organism such as plants are downgraded and dismissed. By only giving rights to sentient animals a wide range of animals are left without rights. Imagine that there is an ecosystem where there are only non-sentient organisms like spiders, plants, and microorganisms. According to the weak animal rights position it would morally acceptable to build a hospital here that would completely abolish the entire ecosystem. There are no sentient animals in the ecosystem, so there would not be any suffering. However, eliminating an entire ecosystem is not a good environmental policy. Other organisms that do not feel pain according to Warrens view of sentient do not need to be taken into account. Non-sentient animals or organism still can have important value to the wo rld as a whole. The weak animal rights position does not guarantee good environmental policy. Another example would be if there was some toxin in an environment that only affected non-sentient organisms and animals but caused sentient animals in the area to stop reproducing. The sentient animals do not suffer because of the toxin but the species will eventually go extinct from not reproducing (Katie McShane, 11-15-10). The weak animal rights position does not find this morally unacceptable. Because the sentient animals are not suffering from the toxin their rights are not being violated. However, this is a terrible environmental policy. In my objection to Warrens argument I argue that the weak animal rights position does not guarantee good environment policy. However, by giving sentient animals rights and thus protection they are an umbrella species and the entire ecosystem is protected. The degradation of an ecosystem that contains sentient animals affects the lives, health, pleasure, and pain. If the effects are negative to sentient animals then it is likely that whatever the cause of the environmental degradation would be ratified. For example, if sentient animals will suffer greatly because of a building be built then it would not be morally justifiable to eliminate or degrade an entire ecosystem. The sentient animals act as a protector of the environment in which they are located. The likeliness that there is an environment that does not have sentient animals is unlikely, so ecosystems would be protected because of the sentient animals involved. The conclusion drawn from this paper is that Warrens argument is that using sentient as a distinguishing characteristic to determine what animals have rights creates bad environmental policy. Ecosystems should have value even if they do not include sentient animals as defined by Warren. Ecosystems as a whole should not be discarded. Although there are very few ecosystems that do not include sentient animals, a situation could arise where sentient animals rights are not a factor in an environmental situation. By only allowing sentient animals to have rights ecosystems can be harmed when sentient animals are not involved. As seen with the examples in my objection, entire ecosystems could be destroyed and it would be morally acceptable. Non-sentient organism can have value even though they do not feel pain. Animal rights arguments should not yield poor environmental policies. Animals and ecosystems need to be supported through animal rights, which are not accomplished by Warrens weak an imal rights position. Warren argues for an animal rights position that only sentient animals have rights and that nonhuman animal rights are not as strong a human rights. My objection to Warrens argument shows that only including sentient animals as having rights results in bad environmental policy. My reply to my objection claimed that sentient animals act an umbrella species that protects the environment. The strongest argument was found in my objection. Warrens sentient characteristic does not guarantee good environmental policy decisions.

Economics of Tobacco Sales :: Economics Essays

H1 States with Smoking Bans and Cigarette Sales Each year 440,000 people die, in the United States alone, from the effects of cigarette smoking (American Cancer Society, 2004). As discussed by Scheraga & Calfee (1996) as early as the 1950’s the U.S. government has utilized several methods to curb the incidence of smoking, from fear advertising to published health warnings. Kao & Tremblay (1988) and Tremblay & Tremblay (1995) agreed that these early interventions by the U.S. government were instrumental in the diminution of the national demand for cigarettes in the United States. In more recent years, state governments have joined in the battle against smoking by introducing antismoking regulations. In a research article by Gallet (2004), several aspects of the clean indoor-air laws were closely examined. Set apart from other literature on the same topic, Gallet (2004) proposed that the degree of enforcement of these laws was just as important as the laws themselves. States that maintained the most restrictive clean-air laws encouraged much more competition within the cigarette industry; hence prices were adjusted closer to marginal cost which caused the availability of supply to increase (Gallet, 2004). Conversely, Keeler, Barnett, Manning, & Sung (1996) concluded that the price adjustment closer to marginal demand could be explained as an attempt to compensate for the reduction of demand caused by the antismoking laws. Regardless of the opinions of the papers on this aspect of the clean indoor-air laws, both agreed that state regulations that prohibit or limit smoking in public places decreased the cigarette demand. Extraneous variables, excluding state smoking restrictions, may influence state cigarette sales. State cigarette sales may be influenced by â€Å"bootlegging,† identified as the crossing of state lines to purchase cigarettes in a state that sells cigarettes at a less expensive price (Gallet, 2004; Meier & Licari, 1997). Gallet (2004) identified â€Å"bootlegging† as Nprice, or the minimum neighbor state price ($). As stated previously, Gallet (2004) examined not only states with clean indoor-air laws, Clean1, but also the degree to which these laws were enforced within the individual states, Clean2. The consensus of the reviewed literature, those both including and excluding the extraneous variable, found that the institutions of state smoking bans affect cigarette sales. Discussion The results of this study are consistent with the overall literature’s findings (Gallet, 2004; Meirer & Licari, 1997) that states with smoking bans have a decrease in cigarette sales. However, caution is warranted in the true reliability of the data presented in this study, because of the nature of the data.

Katherine Anne Porter Essay -- Authors Writers Biography Essays

Katherine Anne Porter Katherine Anne Porter was born on May 15, 1890 in Indian Creek, Texas. Her mother died when she was two, and she was raised by her father and her paternal grandmother, who assumed the role of Katherine’s mother. Her formal education consisted of convent schools and ended after a year at the Thomas School in San Antonia when she was fifteen. A year later, only sixteen years old, Katherine ran away and married her first husband, John Henry Koontz. Lasting nine years, this was the longest of her three marriages. She left Texas and her husband in 1913 to become an actress in Chicago, and tow years later she contracted tuberculoses. It was upon her recovery that she decided to become a writer. She became a journalist for the Fort Worth Critic in 1917 and then, a year later, joined the staff of the Rocky Mountain New in Denver. It was her subsequent move to Greenwich Village, though, and the influence of its artistic environment, which led Porter to pursue serious fiction writing (w ww.lib.umb.edu/arcv/kapbio). What is commonly considered the first stage of Porter’s literary writing occurred from 1920-1931. During this time Katherine spent many years in Mexico and became involved in Mexican politics and culture. Although Katherine spent no more than a total of three years in Mexico, they provided important material for her writing, most significantly the three short stories â€Å"Maria Conception† (1922), â€Å"The Martyr† (1923), and â€Å"Virgin Violeta† (1924), all of which were published in Century magazine, and which comment on the Obregon Revolution and the theme of betrayal (Unrue, 22-23). These stories helped to further immerse Porter into literary and intellectual circles. In 1930 Flower... ...re self-motivated, without the author’s omnipresence. She has been called â€Å"a maker of darkish parables for her treatment of individuals who are impoverished by the modern environment and also for her use of the themes of guilt, isolation, and spiritual denial. Bibliography Brinkmeyer, Robert H. Katherine Anne Porter’s Artistic Development. Louisiana State University Press; Baton Rouge and London, 1993. Hendrick, George. Katherine Anner Porter. Twayne; New York, New York, 1965. Unrue, Darlene Harbour. Understanding Katherine Anne Porter. University of South Carolina Press; Columbia, South Carolina, 1988. www.kirjasto.sci.fi/kaporter.htm . 02/24/04 www.lib.umd.edu/arcv/kap/kapbio.html . 02/224/04 www.pbs.org/wnet/americanmasters/database/porter_k.html . 2/23/04 www.csustan.edu/enligh/reuben/pal/chap7/porter.html . 2/22/04

Emily Grierson Living in the Past in William Faulkners A Rose for Emil

Emily Grierson Living in the Past in William Faulkner's A Rose for Emily   Ã‚   In "A Rose for Emily," by William Faulkner, Emily Grierson seems to be living with her father in what people referred to as the old South.   However, most of the story takes place after the Civil War, but Miss Emily is clearly living in the past.   As critic Frederick Thum pointed out, "Many people are able to survive in the present, but give little or no thought to the future, and these people usually live in the past.   Such a mind is the mind of Miss Emily Grierson..."(1).   Miss Emily's comprehension of death, her relationship with the townspeople, and her reaction toward her taxes are clear examples that she is living in the past.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At the beginning of the story, the narrator tells the reader that "our whole town went to her funeral"(336).   The narrator goes on and informs the reader that,   "She was a 'fallen monument...[sig] a tradition, a duty and a care: a sort of hereditary obligation upon this town'"(Pierce 850).   "Miss Emily was referred to as a 'fallen monument' because she was a 'monument' of Southern gentility, and ideal of past values but fallen because she had shown herself susceptible to death (and decay" (Rodriguez 1).   By the time of Emily's death most of the people in her town were younger than she and had never been able to include her in their lives or community activities.   She has stood mainly as a example of an older ideal of Southern womanhood, even though she had grown fat and pale in her later years.   The older and younger generations of townspeople treated Miss Emily differently.   "'The older generation, under the mayoralty of Colonel Sartois, has relieved Miss Emily of her taxes and has sent its children to take... ...licts between them.   Her refusal or inability to move out of this world is reflected in her comprehension of death, her relationship with the townspeople, and her reaction toward her taxes. Works Cited and Consulted Faulkner, William.   "A Rose For Emily" Literature and the Writing Process   Eds. Elizabeth McMahan, Susan X Day, and Robert Funk. 4th Ed.  Upper Saddle River:   Prentince Hall, 1996. Pierce, Constance, "William Faulkner." Critical Survey of Short Fiction Ed. Frank N. MaGill. 7 vols.   Pasadena, California:   Salem Press, 1993: 848-857. Rodriquez,Celia. "An Analysis of 'A Rose for Emily.'" 9 Sept. 1996. 17 Mar. 1998 http://www.cwrl.utexas.edu/daniel/amlit/reader/South?radriquezerose.html Them, Frederick.   "A Rose for Emily:   Confusion of Past and Present." 2 Oct. 1995. 17 Mar.1998 http://sru.ocs.drexel.edu.undergrad/st93mey7/fred/rose.html

The Act of Valor

The Act of Valor Today’s society consists of a diverse human race that shares a common goal, to live life to its fullest potential. In the film, The Lord of the Rings: The Fellowship of the Rings, the main character, Frodo, is set out on a quest to destroy the ring that has long acquired the presence of evil. On his quest to destroy the ring, he encounters many challenges. His challenges consists of keeping the ring safe from the evil ones who want it back, making sure the ring gets to the destination, and keeping his life safe from harm.Along his journey, he is joined by a couple of his friends, all of which he must learn to trust, in order to destroy the rings that possesses evil. They are faced with the challenges to keep safe from Saruman and his orcs, the black riders, and Sauron’s soul. Throughout his journey, his qualities of a hero show. He owns the qualities of resilience, determination, courage, trust, and heroism. Without the qualities he possesses, it would have been an impossible task to complete. Frodo faces many challenges as he tries to destroy the ring.Those who seek to retrieve the ring are out to murder him. Without the help of his friends and those who care for him, he would not have stayed alive. Through his courage and determination, he shows that he can be trusted to be the one that destroys the ring. He is equipped with many qualities that help him complete the task. His optimism brought the strength he needed to succeed. As individuals in today’s society, we face many challenges in our lives. Yes, challenges can bring us down, but it also makes us stronger.Some of us are faced with challenges such as being able to survive, fighting cancer, being the first to go to college, being able to pay for bills, etc. Nevertheless, each of us encounters challenges that help shape and develop our lives. Challenges are not meant to kill anyone, but instead they are meant for people to reach their full potential in being able to f ind the answers and strength to be able to overcome the challenges we face. Each of us is born for a reason. It is impossible to tell what out fate is, but as time goes by, we start to find out just what our mission on Earth is.Frodo possesses the qualities of a Hero Archetype. Being a determined, resilient, trustworthy, and courageous individual, he is one that pleases everybody. Frodo never quit with being able to destroy the ring. Although he faced many challenges along the way, he managed to stay strong. He witnessed Gandalf’s death, he was nearly dead, and he had to leave his home to complete the task, but despite all that he encountered along the way, he managed to be determined. There were many negative effects on Frodo, but he maintained his composure and stayed optimistic until the end.Each of us has been knocked down multiple times by school, work, or simply the stress that we all face. Being knocked down is for us to realize what we need to do to get back up. Deter mination is the key to withstanding any negative effects on life. If we have a positive outlook on life and how our future will be, we can start to be heroes of our own lives. Frodo’s goal was to destroy the ring. Facing the challenges that follows as he is on his journey may impact him. By being determined, his goal to protecting the ring from the evil is reached.In our lives, we have many goals in life that we want to reach. We make mistakes here and there, but we learn from them and grow stronger. By being determined and positive, we can make sure our goals are reached. During Frodo’s journey, his friends and individuals who help protect him from those that want to retrieve the ring from him accompany him. They guide him in his journey to find his way safely. They are there to protect him from the evil that surrounds him. During our lives, we befriend many individuals who help us with our future.These friends of ours, are people we trust, turn to when they are in ne ed, or simply to have a sense of security. Just like Fordo being accompanied by his friends, we have friends we turn to when we need them. Frodo’s task is to protect the ring from the evil black riders that want it back. As he is on his journey, he makes many decisions that help him and his friends stay alive. The critical decision making that he makes throughout the film are vital in order to keep the ring in his possession, as well as stay alive.We are faced with making decisions that are crucial to our future. Without making the best decision, we cannot be successful in our lives. Frodo’s decision making made it possible for him to succeed. The Lord of the Rings: The Fellowship of the Rings, is not just a film, but it also shows its comparison to today’s society. Frodo faces many challenges while he is set out on his quest to destroy the ring. Each of us, face challenges in our life that make it difficult for us to succeed, but by working extra hard, we can m anage to overcome any challenge.Also, Frodo makes vital decisions that help with the safety and survival of Frodo and the group of followers. We face many points in our lives that consist of valuable decision-making. Those who want to protect him, as well as his friends accompany Frodo. During our lifetime, we befriend many people who become treasures to our hearts. Being able to have people we can turn to and trust is truly amazing. The film shows many relations between reality and how the movie is portrayed. As Frodo is on his journey to destroying the ring, he shows great heroism that is noticed by many.

Jean Kilbourne’s article “Jesus is a brand of jeans” Essay

The thesis of Jean Kilbournes member Jesus is a brand of jeans is that eitherthing in the world is just a embrace to be consumed or to be utilise to sell people something, and changes peoples outlook. Relationships, for example, are apply to sell people jewelries for their loved angiotensin converting enzymes. new(prenominal) advertisements take advantage of emotions to sell their products. Ads become a climate of cynicism. Ad later on ad portays our real lives as gradual and ordinary, commitment to human beings as something to be avoided. 2) Jean Kilbourne is addressing everyone who is also the audience of advertisementsthat is, every one of us.Kilbourne used particular advertisements to essay the thesis, and quotes from expert opinions. The method is effective in proving the point but it remains to the person reader whether to believe in much(prenominal) stuff or to just push aside it as mere paranoia. 3) Jean Kilbourne has a very sound argument. With the use of exam ples, one could not help but conjecture that advertisements propose a concept that strong things are more valuable than globethat peoples lives are dull and that their products are necessities to get up life worthwhile. Part III sensation passage that I found fire in the Jean Kilbournes name Cutting girls down to size The yield of the media on teenage body see to it is that nearly half of the participants in a study that was conducted to determine the effects of magazines on teenage girls reported a intrust to loose weight because of an image in a magazine, but only 29% were actually overweight. This gives a summary of what the article is all about and goes to show how stereotyping from advertisements could govern how one looks at things, even personally.