The Invisible Hand

The Invisible Hand Introduction Economics is a social science, which is concerned with the distribution of scarce resources amongst limited, competing and insatiable wants of consumers. The invisible hand principle was coined by Adam Smith; a classical economist, to elucidate how the market regulates itself in a capitalistic setting (McConnell and Brue 1).Advertising We will write a custom research paper sample on The Invisible Hand specifically for you for only $16.05 $11/page Learn More The aforementioned resources are usually employed in the production of goods, and provision of services to the myriad types of markets; where producers and consumers interact. Incidentally, due to competition in these markets; there is always friction between producers and consumers which is occasioned by the need of producers to exercise their desire of profit maximization, and the consumer’s need to attain maximum utility per commodity purchased. This is tantamount to the consumer, b eing on the highest possible indifference curve; as indicted by a rational consumer yearning to be on indifference curve I1 in the graph below. Graph One In the preference map above, a consumer operating on indifference curve I1 is a utility maximizing agent; choosing to be where there is optimum combination of commodity X and Y.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Producers on the flipside, gravitate towards maximizing their profits by minimizing their production costs. The invisible hand therefore, is natural equilibrating component of the market, which provides a middle ground between producers and consumers with regard to their welfare. The Circular Flow of Income Seemingly, the primary constituents of the economy in a macroeconomic perspective are the household and the firm. In a circular flow of income mechanism, there is always exchange of services, pr oducts and income between these two agents. The invisible hand principle assumes that; there is no government intervention in the market where these agents interact, to counter market imperfections. Diagram: Showing Economic Exchange between Households and Firms. The Price Mechanism Ordinarily, the basic microeconomic principle with regard to equilibrium between demand and supply, is the price mechanism; where demand and supply automatically self- correct to attain a price and quantity that is ideal to both producers and consumers. In situations where demand exceeds supply, there is shortage and where supply exceeds demand there is a surplus. The invisible hand is mandated with the task of equilibrating demand and supply in the market. Advertising We will write a custom research paper sample on The Invisible Hand specifically for you for only $16.05 $11/page Learn More Graph Two The Free Market, Command and Mixed Economies Much as we may acknowledge the ex istence of free market economies, in reality there is no way that an economy can function smoothly with the reliance on the invisible hand exclusively; without the government’s input (Suntum 10). In practice most economies that purport to be free market economies, are typically mixed economies where both the invisible hand and the state play dual roles; in ensuring that, consumers are cushioned from high prices set by producers. Additionally, producers are able to produce in a fair and conducive environment. Therefore, a mixed economy is an amalgamation of the command economy’s government intervention, and the free market economy’s invisible hand. Conclusion The invisible hand plays a very pivotal role in the free market economy, in the regulation of demand, supply and price in the market. Much as we would love the market to regulate itself, there always seems to be some market imperfections that are usually not anticipated. The invisible hand cannot address all the market imperfections; therefore, some intervention by the state in the economy, ensures that there is a level playing field for all producers, and that the consumer is cushioned from exorbitant prices, that might be charged by unscrupulous producers. McConnell, R., Campbell, and Brue, L., Stanley. Economics: Principles, Problems and Policies. New York: McGraw-Hill, 2007. Print.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Suntum, V., Ulrich. The Invisible Hand: Economic Thought Yesterday and Today. New York: Springer, 2005. Print.

Free Essays on A Nervous Splendor

Unit 5 Historical Interpretation Question 1 A Nervous Splendor by Fredric Morton A Nervous Splendor is a study of a single year - 1888-1889 - in the fairy tale city of Vienna. During this year Johann Strauss Jr. wrote his Emperor Waltz; Sigmund Freud, having quit his lucrative job as assistant physician to a Nerve Specialist for the Very Rich, used the term "subconscious" for the first time in print; there was a renaissance of Viennese music, art, literature, and architecture; and Vienna became the Suicide Capital of the world. It was the year Crown Prince Rudolph, handsome and popular heir to the Austro-Hungarian Empire, shot his 17 year-old mistress Mary Vetsera and then himself at his hunting lodge Mayerling. It was also the year Clara Hitler gave birth to Adolph. For many Austrians, it was the year the Western Dream died. In Vienna, the Totentanz, the 'Dance of Death', is necessarily a waltz. Frederic Morton, Viennese to the core and one of our better novelists, turned his hand a decade back to history, the history of Vienna before the wars. The results are s uperb. In A Nervous Splendor, Morton takes up the life and mood of an ancient and imperial city confronting the quickening of modernity: much of the modern world was borne in the Habsburg womb, incongruously enough. Herzl and Freud, Klimt and Mahler, street-sweepers and archdukes all play their parts, drawn in telling detail, richly nuanced. A Nervous Splendor details an ominous year in the failing life of the Austro-Hungarian Dyarchy: a year of suicides great and obscure, of intellectual rebellions and repressions, a year in which Bruckner and Brahms reconciled, Freud took the first steps into a new discipline, and Arthur Schnitzler faced the facts of the writing life. A year dark with portent, and centering most darkly upon the figure of the imperial heir apparent. A year in the gimcrack capital of a ramshackle empire, whose armies moved (usually in retreat) in three... Free Essays on A Nervous Splendor Free Essays on A Nervous Splendor Unit 5 Historical Interpretation Question 1 A Nervous Splendor by Fredric Morton A Nervous Splendor is a study of a single year - 1888-1889 - in the fairy tale city of Vienna. During this year Johann Strauss Jr. wrote his Emperor Waltz; Sigmund Freud, having quit his lucrative job as assistant physician to a Nerve Specialist for the Very Rich, used the term "subconscious" for the first time in print; there was a renaissance of Viennese music, art, literature, and architecture; and Vienna became the Suicide Capital of the world. It was the year Crown Prince Rudolph, handsome and popular heir to the Austro-Hungarian Empire, shot his 17 year-old mistress Mary Vetsera and then himself at his hunting lodge Mayerling. It was also the year Clara Hitler gave birth to Adolph. For many Austrians, it was the year the Western Dream died. In Vienna, the Totentanz, the 'Dance of Death', is necessarily a waltz. Frederic Morton, Viennese to the core and one of our better novelists, turned his hand a decade back to history, the history of Vienna before the wars. The results are s uperb. In A Nervous Splendor, Morton takes up the life and mood of an ancient and imperial city confronting the quickening of modernity: much of the modern world was borne in the Habsburg womb, incongruously enough. Herzl and Freud, Klimt and Mahler, street-sweepers and archdukes all play their parts, drawn in telling detail, richly nuanced. A Nervous Splendor details an ominous year in the failing life of the Austro-Hungarian Dyarchy: a year of suicides great and obscure, of intellectual rebellions and repressions, a year in which Bruckner and Brahms reconciled, Freud took the first steps into a new discipline, and Arthur Schnitzler faced the facts of the writing life. A year dark with portent, and centering most darkly upon the figure of the imperial heir apparent. A year in the gimcrack capital of a ramshackle empire, whose armies moved (usually in retreat) in three...

Research philosophies and principles Essay Example | Topics and Well Written Essays - 3000 words - 1

Research philosophies and principles - Essay Example For tourism research, this becomes important as it alters the data and conclusions which are drawn with the tourist research and the ideologies and philosophies which are approached from this. The result is a variety of different results that create diversity of thought in how tourism is approached. Genres of Heritage Authenticity The first article described is based on the evaluation of authenticity on heritage environments. The heritage environments are known to shift because of the exceptional, referential and influential components which are associated with this. The sociological relationship to the sites is what partly determines the authenticity of the site as opposed to it being a space which holds multiple meanings. The epistemological approach used with this particular study included a set of definitions and philosophies from past researchers. This included the defining of ethnicity, cultural attributes and the meaning behind the heritage sites and what this was inclusive of . This is combined with the artifacts that are in the region, including cultural activities and the different elements that define the authenticity of a specific site. The epistemological ideologies combine with ontological approaches which are based on the definitions of a heritage site and the categorization that the author creates from the research. The theories combine with the understanding of the current study, which examines the Greek area of Mount Athos to define the different theories of heritage and how this changes with the approaches taken. The methodological views expand on this to define the genres of authenticity into different categories, specifically which relate to the needs with tourism and the influences which are created. From observation of the different heritage sites, conclusions are drawn which relate back to the theory and which divide the heritage sites by levels of authenticity (Konstantinos, 2011). Forecasting Tourist Arrivals The second methodological a pproach is with the article on â€Å"Forecasting Tourist Arrivals.† This study looked into how to move toward the short – term implications of future tourism demand as well as how this led to macroeconomic shocks. The philosophy was one which defined that tourist demand had a large impact on the macroeconomy and which was based on the scope, duration and magnitude of the particular implication. The epistemological basis of this particular study was based on looking at the Growth Domestic Product (GDP) and looking at the literature which focused on how the demands and arrivals dramatically affected the macroeconomy. The concepts of price competitiveness, tourism demand and the knowledge of how to indicate future arrivals were all considered with this approach. The ontological approach combined with this by looking at how the short – term predictions for tourism was directly affected by how one responded to the macroeconomy and the shifts which were made. Models w ere combined with this, including ARIMA, MAE and RMSE, which defined the average number of changes and predictions as a part of the tourism. The methodology looked at the consumer price indexes and consumer confidence indicators with tourism in Greece while comparing this to the macroeconomy and unemployment trends. The impulse response function combined with this to create an understanding to the tourism arrivals which was able to predict the future trends for the

Race and Gender Essay Example | Topics and Well Written Essays - 2500 words

Race and Gender - Essay Example It starts by a guy (Han-Ki) spotting a young lady (Sun-Hwa) sited on a bench across the street and decides to sit beside her. His constant glare towards her makes her uncomfortable and she sees it as rude. She moves away from her and runs to greet her boyfriend. The man grabs her and forcefully kisses her, the witnessing soldiers intervene beats up this guy. She demands an apology, but the guy remains adamant. It leads to her spitting on him, introducing the hidden desire for obsession and vengeance in motion. It is revealed later that the impetuous, quiet gangster is a pimp. Later, the young girl in the street is implicated in a cash theft which lands her in a brothel. It would be unwise to assume that the theme of Bad Guy is about revenge; the plot revolves around the escapades between captor and captive and the director Kim seems not to be arriving at a particular theme. The beguilingly and controversial climax of the film leaves viewers with hard questions to ponder. Therefore, Bad Guy can be termed as an enigmatic piece of work displaying the common issues affecting the society inclusive of race and gender themes. Kim Ki-duk is known as one of the prolific directors in Korea. He is majorly recognized as a remarkable movie producer outside Korea with his movies receiving a number of international awards. For example, the film Samaritan Girl (2004) has gotten him a prestigious international award for best director in the Silver Bear awards. It is fascinating that despite Kim Ki-duk’s international identification as a leading movie director in Korea, back in South Korea his reputation is mixed with many controversies. He has many discontented detractors and a small flock of enthusiastic supporters. He is well reckoned for his unreserved and painterly images. However, many movie critics are displeased by his use of gruesome, shocking, voyeuristic, violent and bizarre images, inclusive of his

Assessing Learners in Lifelong Learning Essay Example for Free

Assessing Learners in Lifelong Learning Essay Critical reflection is an important aspect of teaching and learning effectively; as stated by Petty (2009:520) ‘as you reflect, your ‘theory in use’ improves, and so you become not only more effective, but also more adaptable and better able to solve problems.’ Through critically reflecting on your own practice, you become more able as a teacher and thereby improving your learner’s ability to achieve. This unit will be exploring assessment by way of critical analysis and evaluation. 1.a) How you select and apply assessment types and methods to meet the needs of learners, ensuring that the assessment evidence that is produced is valid, reliable, sufficient, authentic and current. Due to the vast array of assessment types and methods available, it is important that I research effectively which assessment methods and types meet the needs of my learners. Within AS and A Level Psychology that I teach, there are formal assessment methods used at the end of topics and the course that are marked in accordance with AQA guidelines. These tend to be similar methods of summative assessment, including mock exams and essays, as these are the most appropriate and effective methods of summative assessment in terms of what my learners need to know. However, upon exploring assessment in more details, it is clear that I could diversify in terms of the summative assessment methods I use. As stated within DTTLS Course Day Five Reflective Journal; ‘Whilst I am quite diverse with regards to formative assessment, I tend to use the same assessment methods with my learners for summative assessment. This is normally case studies and essays at the end of topics, and mock exams at the end of modules. Even though I understand that the reason I do this is to ensure that learners are prepared for their exam at the end of the year, I am not developing my learners as fully as I can.’ This has become an area of development for me for future planning and preparation; ‘As a result, I will be exploring ways to increase diversity within my summative assessment methods over the next few months.’ (DTTLS Course Day Five Reflective Journal). Through exploring summative assessment and researching this in more detail, I have been able to use different methods of summative  assessment to ensure that it meets the needs of learners and the course type; ‘The latter part of this session involved learners working together to present the three definitions of abnormality. In order to meet the needs of learners, I ensured that all learners were involved in presenting a different definition of abnormality than the one they completed the leaflet on. This is to ensure that learners get maximum exposure to the different definitions and are able analyse and evaluate at least two effectively.’ (Session 6 Self Evaluation Form, Individual Differences, 27/03/14). Through mixing up the assessment methods, so that learners were able display what they had learnt through written English, verbally and using ICT to produce a PowerPoint presentation ensured that this form of summative assessment at the end of the topic meet the needs of all learners within my learning environment. By giving learners the opportunity to present the definitions of abnormality in a variety of ways at the end of a topic enabled me as a teacher to identify whether learners had acquired the correct type and quantity of knowledge, and by not giving them a mark or grade ensured that they did not feel in competition with each other, or that they were being compared to other peers by way of national standards (Petty, 2009). By researching assessment and using a variety of formative assessment methods to assess learners during the courses and subjects that I run within my organisation, I am more able to identify those assessment methods that meet the needs of learners as well as the requirements of the course. This is supported by knowledge obtained on informal assessment. For example, ‘Such informal assessment includes question and answer to confirm understanding, which I use regularly throughout the session plans†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..This is largely due to ensuring that I getting immediate feedback on what learners know so I can check understanding to ensure that all learners have grasped the concept, to work individually with learners that have not, and enable those learners that have to move on. This is to ensure that I am meeting all learners’ needs, and engaging learners effectively.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). Ensuring that assessment types and methods are valid, current and reliable is an important factor and is an area I have identified for improvement within  my own self reflections; ‘In order to ensure that I am assessing effectively, I should be reviewing my assessment methods regularly to ensure that they are fair, valid, reliable and ethical (Gravells, a. 2012). This will be an area of development for me for future sessions and topics.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). Through completion of DTTLS Day Courses, I have become more confident in identifying assessment methods that are valid; ‘Working with the whole group on assessment methods we currently use was an activity that was useful in exploring how we all use assessment, as well as reinforcing how I use assessment. When I was discussing an assessment method I used to test learners knowledge of validity and reliability, I felt more confident when encouraged by my other membe rs of the group that it was a valid assessment method.’ (DTLLS Course, Day Five Reflective Journal). Having discussed in detail assessment on Day Five DTLLS Course has given me more confidence in identifying current, reliable and up to date assessment methods; ‘Another group activity that I found helped to encourage deeper understanding and acquisition of knowledge of assessment was exploring what things assessment criteria should be. Within the group, we came up with some key words that we felt were important, such as validity, reliability, up to date/current, reliable, specific and achievable. Anne then put up on the window other things that assessment criteria should be, and this enabled me to acquire more knowledge about assessment criteria. I hadn’t thought about transparency as part of assessment criteria before, and thinking through the variety of topics within assessment criteria, I was able to understand more clearly expectations of assessment. As a result of this, I am becoming more aware within my teaching practice of why assessment is used and what assessmen t criteria are about. I now feel more able to develop methods of assessment more effectively using this.’ (DTLLS Course, Day Five Reflective Journal). I feel that I am becoming more aware of how to use assessment within my teaching and learning so that it is effective, reliable, and current and meets the needs of learners. Trying out assessment methods and types is an area that I have been exploring, as supported by evidence within self reflections; ‘Trying out different assessment methods is supported by Petty, G (2009), whereby through trial and error of resources, teaching and learning methods and assessment, we are able to, as practitioners, develop  learners holistically and enable them to achieve their full potential.’ (Session 5 and 6 Self Evaluation Form, Positively Girls, 26/06/14). Through trial and error, I have been able to adapt session plans and schemes of work to ensure that a variety of assessment types and methods are used; ‘Within the session plans that I have created, I have given myself various opportunities to assess learners. Having explored the difference between formal and informal assessment has enabled me to become more confident in how I assess learners; I use a variety of informal assessments throughout my session plans’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14) 1.b) ways of using peer and self assessment to promote learner involvement and personal responsibility in the assessment for and of their learning Throughout my teaching and learning practice, I regularly use self and peer assessment to promote learner involvement; ‘I also observe learners when they are peer assessing, completing activities through role play or discussion so I can see informally how learners are getting to grips with knowledge and whether they are able to apply it effectively.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). Looking at prior self-evaluations and self-reflections has enabled me to focus on peer-assessment specifically within my teaching practice; ‘Through exploring previous self-evaluations, and identifying areas of development, I focused on identifying ways to encourage more peer assessment.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). When identifying ways to introduce peer and self-assessment, it is important to ensure that any disadvantages are considered and thought through; ‘Through researching both self and peer asse ssment, it has been indicated that learners are more likely to be harder on themselves than on others (Hillier, Y 2002. ‘Reflective Teaching in further and adult education)’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). The research that I have conducted into peer assessment gave me the knowledge to trial it as an assessment method within my teaching practice; ‘In order for learners to feel more confident, as well as give them new ways to reflect and assess on others work and equip them with more life skills, and a as result of the  research I have undertaken, I opted to explore the use of peer assessment more regularly first. Within my session plan, there were several ways that I enabled this to take place. For example, when learners were trying to meet learning objective ‘Demonstrate understanding of relationship breakdown through research and context’ learners had the opportunity to present findings back to the class, and other learners to give feedback.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). This activity enabled learners to assess each other’s learning within the session, and gave them the opportunity to critically consider other lea rner’s work. Within this session, I have also shown how peer assessment can be used to promote learner involvement; ‘This worked quite well, as learners were very positive about their peers, but due to having spent nearly a year with this class, most felt comfortable to give constructive feedback. I was surprised at the level of maturity that learners displayed, and everyone participated well.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Self-assessment also has many advantages as an assessment method within teaching and learning; When supporting learners to achieve objective ‘demonstrate understanding of learning objectives’ they were given key questions to answer, and then a model answer sheet for learners themselves to ascertain whether they had been correct. This enabled the learners within my classroom to clarify goals and make a judgement about their own work (Petty, 2009).’ (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/ 14). Through self- assessment, learners within this session developed skills that they may not have otherwise had the opportunity to; ‘learners discussed with their peers their answers, and this encouraged deeper thinking, and therefore, retention, about what they had learnt in this session.’ (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/14). It also gave learners personal responsibility for their learning; ‘It appeared that giving learner’s responsibility for their own learning through self-assessment motivated them to do well.’ (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/14). Throughout exploring self and peer-assessment with my learners, I have been able to promote learning, motivate learners and engage them for significant amounts of time; ‘Through self and peer assessment in these sessions, it is clear that learners are more engaged and making significant progress in understanding what emotional  and physical health is, as well as identifying when emotional or physical health is not at its optimum level.’ (Session 5 and 6 Self Evaluation Form, Positively Girls, 26/06/14) I have been able to identify many benefits to learners through the use of self and peer-assessment, and will be continuing to use and develop these as assessment methods within my session plans and schemes of work. 1.c) how questioning and feedback contributes to the assessment process Questioning and feedback contribute to the assessment process in a variety of ways. Within the learning environment itself, questioning techniques have been shown to have positive impact on learners progress in terms of assessment; ‘I used questioning techniques, such as prompting and re-directing when learners were not relating feedback specifically to the presentation, and this enabled learners to stay on track (Reece and Walker, 2007).’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). This enables learners to engage in the topic at hand and successfully complete the assessment activity. Questioning effectively also enables learners to identify areas that they need to acquire more knowledge on, and to identify how they are doing in terms of assessment Tummons, 2011). Through research and knowledge acquired on assessment and questioning, ‘I have been able to encourage learners to think more deeply by how I question them based on knowledge obtained from concepts on deep and surface learning (Reece, I. And Walker, S. 2007). (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14) This has contributed positively to the assessment process as learners are re-directed and re-focused to the topic at hand, and are given immediate feedback on their discussions via questioning. Feedback to learners is an important part of the assessment process, as it enables learners to develop and grow by providing them with constructive information about how they are doing and how they could do better, as well as providing guidance and support where needed (Tummons, 2011). It is important that feedback given is positive and constructive, and that learners do not feel demoralised or overwhelmed as a result of feedback; Learners that were presenting were pleased with their feedback, and also had areas for development for future presentations.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). I have researched the  importance of feedback to learners and have tried to ensure throughout my teaching and learning practice that I give effective feedback to learners; ‘I was able to provide constructive feedback to learners one on one as well as a group, supporting their discussion and providing appropriate feedback so that learners were able to identify if they were completing the activity correctly, and support and guidance given to them if they were not. I am realising the importance of feedback from and to learners and am exploring ways to increase formative assessment throughout the session so that I can pick up learner’s difficulties more quickly and get them back on track (Hillier, Y 2005. ‘Reflective Teaching in Further and Adult Education’).’ (Session 4 and 5 Self Evaluation Form, Individual Differences, 25/03/14). Feedback from the learners themselves is an important aspect of the assessment process, as without their input, it would b e very difficult as a practitioner to identify what your learners enjoyed, engaged in, found difficult etc†¦. Feedback should be clear and unambiguous, understood by learners, timely, and delivered appropriately (Tummons, 2011). I continually ask learners for feedback through the courses and subjects that I deliver to ensure that assessment is effective and meets requirements of feedback as stated above; ‘Following previous self-reflections completed within my teaching file on evaluation of topics, I asked all learners to complete an anonymous evaluation at the end of the last session in order for learners to let me know their views on how the session had been planned and delivered, the use of resources, assessment at the beginning, during and at the end of the topic, and how inclusive teaching and learning approaches were within the sessions.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). I have found that, by asking learners for feedback, it increases their self-esteem and confidence, as they feel that they have an input into how they are being taught and assessed, and this in turn, has a positive impact on their motivation, which is an important aspect of feedback that I have noted within self-reflections; I will be using comments made within their feedback for future sessions, as it is important for learners to feel that they are being listened to, and how they feel they work best (Armitage et al, 2012. ‘Teaching and Training in Lifelong Learning’). (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Lastly, questioning and feedback not only contributes to the assessment process, but to my own  professional development, and how I provide feedback to others; ‘It also gave me insight into critical evaluation of myself and others; this task enable me to explore giving feedback to others and being able to do so supportively, and positi vely’.(Day Four Reflective Journal) 2.a) the assessment requirements and related procedures of your learning programme The learning programme that I regularly teach within my organisation is AQA AS and A level Psychology. This learning programme is subject to assessment requirements as defined by AQA and I ensure that schemes of work and session plans are completed accurately to ensure that assessment can take place that is accurate and specific to the programme requirements; ‘The planning of this session was done in accordance with scheme of work that has been produced by myself in line with AQA specification requirements. As a result of this, I have specific aims to meet in a set period of time, which does not give me much room to be creative.’ (Session 1 Self Evaluation Form, Individual Differences, 20/03/14). As mentioned within this quote, it is important to ensure that I am knowledgeable about types and methods of assessment so that I am able to complete activities and tasks that are relevant and valid for learners as well as the programme. It is also important that I ensure that all requirements of each topic within AS and A Level Psychology are met; this means that it can be difficult to ensure that learners have a deeper understanding of a topic and to develop skills such as critical analysis and evaluation, but it is an area of development for me for future topics and Psychology courses; ‘The planning enabled me to meet AQA specification requirements, but it did not enable learners to discuss Psychopathology in detail and therefore gain a deeper understanding of it. As a result of this, I will be exploring more ways in which I can do this next year.’ (Session 1 Self Evaluation Form, Individual Differences, 20/03/14). 2.b) How you carry out and record assessments to meet internal and external processes and requirements There are a variety of ways in which I carry out and record assessments to meet internal and external processes and requirements. Within my organisation, our internal processes are in line with external process in terms of assessment, which provides a consistent approach and overview to how learners are assessed. For example, AQA has a mark scheme in accordance with how they mark specific elements of the Psychology Course. I have used this within activities used for assessment, such as through PSYA2 Individual Differences; Assessment for Learning Booklet (appendix one). This booklet enables me to assess how learners are doing throughout the topic of Individual Differences, and within the Scheme of Work for this topic; there are opportunities for learners to complete parts of this booklet. During Session 7 Monday 31st March, the assessment activity is ‘to complete pages 1-8 of PSYA2: Individual Differences Assessment for Learning Booklet.’ Each section is marked and I record learner’s marks in my teaching and learning assessment folder. These marks are also evident within learners Individual Learning Plans, which are introduced at the beginning of the year for each learner, and developed partly due to information acquired throughout the DTLLS course; ‘I have had one to one sessions with all learners since Day Two DTLLS to review their individual learning plans, and this has enabled me to see if all earners are on track, progressing, and if not, why not? As a result of this, further support for some learners has been identified and learners can see that I am keeping track of where they are and that, most importantly, I am interested in how they are doing.’ (DTLLS Course, Day Two Reflective Journal). However, it is clear from exploring self reflections from DTLLS Day courses and my teaching portfolio that I do not evidence how I carry out and record assessments in detail, and this is an area for devel opment for me for future self reflections. 2.c) How you communicate assessment information to other professionals with an interest in learner achievement It is important, when conducting assessment, that it is shared with colleagues appropriately within the organisation that I work in. Through training days that are held within my organisation, I have ensured that colleagues have appropriate information given to them in regards to assessment, particularly with regards to sharing good practice and exploring how we can effectively assess our learners;  Ã¢â‚¬ËœWithin discussions had on assessment on this training day, we explored sharing assessment information with colleagues. Having thought about this and looking at how this is currently done within my organisation enabled me to come up with a few ideas to ensure effective communication and support for assessment within the sixth form. I have discussed this in more detail within my review of teaching and consider it important enough for learner’s progress to identify i t as a development need for teaching practice’. (DTLLS Course, Day Five, Reflective Journal). Through communicating assessment information to others, I have become aware of the need to do this more regularly to ensure that all relevant colleagues and professionals have up to date information regarding assessment, as well as providing support and development within assessment for all; ‘I have become more aware of communicating assessment information to colleagues and other relevant people within my organisation. Whilst we have meetings and do discuss learner’s progress, I feel that it would be useful to have a professional development session once a term to share good practice on assessment and learners progress and ensure the session was interactive, and that staff could share resources and assessment methods with others.’ (DTLLS Course, Day Five Reflective Journal). Following this, sixth form meetings now take place once every half term in which assessment is the sole agenda item. This has enabled all colleagues to place importance on assessment, and enco urages colleagues to develop assessment types, methods and practice for the benefit of the learners, as well as the sixth form as a whole. 3.a) ways in which minimum core elements can be demonstrated and applied in assessing learners in own specialist area Throughout my teaching and learning practice, I identified early on my limited knowledge of Minimum Core. Since starting the DTLLS Course, I have had many opportunities to demonstrate and apply minimum core in assessing learners in my own specialist area of Psychology AS and A level. I regularly show my capabilities in terms of evidencing some areas of the Minimum Core, such as writing and language; ‘I felt that I demonstrated writing within the minimum core well, by presenting information on PowerPoint and through Abnormality booklet clearly, effectively, with a font size and type that was easy to read and legible, as well as using appropriate language that was in line  with learners ability.’ (Session 2 and 3 Self Evaluation Form, Individual Differences, 24/03/14). The Abnormality booklet was designed to be used as an assessment activity, for learners to work through during the course, and supports the use of Minimum Core and application to assessing learners. I have also been able to recognise areas of development within the Minimum Core and have worked on these to ensure that learners within my classroom are benefiting from valid and up to date assessment; ‘However, it is clear that there is a lack of numeracy within my session plans, and this is an area of development for future sessions.’ (Session 2 and 3 Self Evaluation Form, Individual Differences, 24/03/14). Following this, I researched numeracy within the Minimum Core and how I could apply it within my teaching and learning practice, in particular to assessment; ‘One of my areas for development in previous sessions (Session 2 and 3 self-evaluation form Individual Differences) was to research ways to increase numeracy as part of the minimum core†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. I explored ways in which I could do this†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. I ensured that I communicated processes within drug therapies and treatment of schizophrenia effectively, by use of video as well as practical demonstrations that I completed during this session. I also put drug treatment and treating schizophrenia into context and supporting learners to make sense of this and how it could be represented by exploring key studies, as well as analysing and evaluating drug treatment as a valid approach. This enabled learners to compile evidence, with support, and to think through processes logically to enable them to develop their learning skills.’ (Session 9 and 10 Self Evaluation Form, Individual Differences, 01/04/14). By using numeracy within the formative assessment activity as described above, enabled me to effectively demonstrate use of the Minimum Core within assessment. As a result of becoming more aware of numeracy within Minimum Core, I now feel more confident to demonstrate competency of this within the learning environment and within application of assessment activities for learners; ‘I did use diagrams during this session, and this supported numeracy within the Minimum Core, as I evaluated and assessed the diagram, mad e decisions concerning content knowledge and skills to ensure pupils were able to understand the concept of the diagram, and selected appropriate format and style to communicate this to pupils (through use of diagram).’ (Session 12 to 15 Self Evaluation Form, Individual Differences, 07/04/14 and  09/04/14). Due to extensive research on the Minimum Core and how to apply this within my own specialist area, I have become more competent in a variety of areas, including demonstrating competency within language and ICT; ‘As stated in previous self-evaluations, I have found it difficult to differentiate between minimum core and functional skills, and having researched this, as well as using the information gleaned from DTLLS Day 4, I am becoming more confident in doing this. For example, I can evidence personal ICT skills, personal language skills and explicit knowledge about active listening within minimum core for future sessions (Lifelong Learning UK, 2007 ‘Inclusive Learning Approaches for literacy, language, numeracy and ICT).’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). However, I also recognise that further development is needed within this area to ensure that I am skilled, capable and experienced with regards to Minimum Core and its application to assessment; ‘This will be an area of development for me for future sessions, as I am still not confident in evidencing this and will need to ensure an adequate time frame and approach to gain more knowledge and evidence this successfully.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). 4.a) the effectiveness of own assessment practice taking account of the views of learners It is important, when looking at assessment, to explore the effectiveness of my own assessment practice taking account of the views of learners. I regularly ask learners for feedback on the session that they have completed, and value their input with regards to teaching and learning; ‘I also asked the learners how they found this resource and what I could do differently next time. Learners were pleasantly surprised that I had asked them; they stated that they were not used to teachers asking them for feedback and stated it made them feel valued. I resolved to ensure that I do this more regularly, as I understand the importance of learner feedback to ensure that they reach their full potential and I am able to become more successful in my teaching and learning practice.’ (Session 6 Self Evaluation Form, Individual Differences, 27/03/14). Input from learners on the AS and A Level Psychology Course that I run has an impact on how I complete assessment, and  the effectiven ess of assessment methods used. It is clear through exploring self reflections that I use a variety of assessment types of methods, as supported by quotes from self reflections within this assignment. However, learner feedback on individual vs. group assessment methods showed that; ‘[learners] enjoyed group work as opposed to independent work on tasks or activities; learners stated that they preferred working with their friends, as they were more comfortable and it enabled them to discuss the task more confidently.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Whilst it is important that learners are listened to, I need to ensure that I balance this up with evidence and knowledge gained through research and support from colleagues and tutors;’ However, it is also important to note that moving learners out of their comfort zone enables them to use skills they might not know they had, and give them the opportunity to grow and become expert learners (The Excellence Gateway Treasury, [online] Available at: http://tlp.excellencegateway.org.uk/tlp/xcurricula/el/ ). ‘ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). I also ensure that I explore the effectiveness of my own assessment practice throughout self reflections completed as part of the DTLLS Course; ‘Due to regularly assessing learners work and activities that they participate in, it is clear that learners meet objectives and progress through the course, but I need to explore different ways to assess to enable pupils to become expert learners and challenge them more (Day Five DTLLS Course).’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). I am able to identify areas for development, as shown in the quote above, as well as areas in which I am effective with regards to assessment; ‘My observation report clearly shows that I use formative assessment during sessions, as well as informal summative assessment through the plenary from the first part of the session. This ensures that I know where my learners are at before starting the second session, so I am able to adapt or change any part of the session plan or resources if required to ensure all learners have grasped the concepts they are required to know before moving on.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). Whilst completing this DTLLS Course, it is clear that I understand the importance of assessment and its effectiveness, as well as demonstrating ways in which I can ensure that assessment is  effective within my teaching and learning practice; ‘I recognise more and more the importance of assessment, and am more aware of how I use assessment and the effectiveness of this within my session plans and on how learners learn. As stated by Gibbs (cited in Bryan, C and Klegg, K 2006. ‘Innovative Assessment in Higher Education’); ‘Assessment has more impact on learning than teaching’ and this is something that I consider more often when constructing session plans and putting them into practice. For example, written English ensures that I have evidence of concepts that learners have grasped and how effectively they have managed to do so, and this feeds into future session plans.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). 4.b) ways to improve own assessment practice Having had the opportunity to explore self reflections from DTLLS Day Courses and my teaching portfolio, I have been able to identify ways in which I can improve my own assessment practice. With regards to assessment types, I have identified initial assessment as an area of improvement within my professional practice; ‘I have since been exploring ways in which I can use initial assessment with my next cohort of learners who will start in September to identify skills of new learners, find out more about them and how I can support their needs.’ (DTTLS Course, Day Two Reflective Journal). It is also important to remember where and how initial assessment occurs, to ensure that learners come into an environment that is comfortable, engaging, well signposted and is inviting; ‘It helped me to think about how learners enter my learning environment- were reception friendly? Do they feel comfortable? Were people rude or welcoming to them? I did not put much thought into this before, I think I had focused too much on learners first impressions when they meet me and come into the learning environment. This has led to me thinking of the bigger picture and discussing with colleagues how we run sixth form induction days, open days etc†¦Ã¢â‚¬ ¦Ã¢â‚¬â„¢ (DTLLS Course, Day Three Reflective Journal) I could also improve my own assessment practice by diversifying with regards to types of assessment; ‘When looking at how I used assessment within this session, it is clear that I tend to use the same types of assessment; observation, written English, through completion of  tasks and question and answer to confirm understanding. Whilst these are all relevant assessment methods, it is important to ensure that I am creating diversity in my assessment method to ensure all learners can achieve.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). Ensuring that I have a clear understanding of assessment methods and researching the variety of methods will enable me to provide variety to learners with regards to assessment. Lastly, I have found that through completing self reflections, that I am able to critically consider how I use assessment within my teaching practice and am always striving to develop myself with regards to this; ‘Evaluating each session during this topic is enabling me to critically consider the teaching and learning approaches I use, as well as assessment and learner involvement. This benefits not only me but the learners within my sessions, and I will strive to complete self evaluations more often to improve my teaching practice.’ (Session 4 and 5 Self Evaluation Form, Individual Differences, 25/03/14). Conclusion There are many ways in which I explore assessment, and completing this critical reflection has enabled me to identify where I complete assessment well, such as meeting learner’s needs through assessment methods and types, and demonstrating competency within minimum core, as well as identifying areas for improvement, such as carrying out and recording assessment information. It is important that I continue to critically reflect on my own practice to ensure that I am applying theory gained to practice in teaching and learning, and developing myself as a practitioner;’ Reflecting on my teaching practice has enabled me to think more critically about how I meet the needs of learners, how I challenge learners but ensure that they are not overwhelmed, how I ensure I meet equality and diversity needs within the classroom, and how I assess.’ (Session 12 to 15 Self Evaluation Form, Individual Differences, 07/04/14 and 09/04/14). As stated by Tummons (2007:71) ‘if we use our reflective practice to explore critically the assumptions and preconceptions on which we base our training and teaching practice, we can build on our understanding of learning and  teaching and enhance our professional knowledge.’ References Gravells, A (2012) Preparing To Teach In The Lifelong Learning Sector. London: Routledge. Hiller, Y (2005) Reflective Teaching in Further and Adult Education. Continuum; London. Petty, G (2009) (4th Edn) Teaching Today. London: Cheltenham Nelson Thornes. Reece, I. Walker, S. (2007) (6th Edn) Teaching, training and learning: A Practical Guide. Tyne and Wear: Business Education Publishers Ltd. Tummons, J (2011) (3rd Edn) Assessing Learning in the Lifelong Learning Sector London: Learning Matters Tummons, J. (2007) Becoming a Professional Tutor in the Lifelong Learning Sector. London: Learning Matters Jones, P. (2014) Session One Individual Differences; Psychopathology. Introduction to Psychopathology (20/03/14) Jones, P. (2014) Session Two and Three Individual Differences; Psychopathology. Definitions of Abnormality (24/03/14) Jones, P. (2014) Session Four and Five Individual Differences; Psychopathology. Failure to Function and Definitions of Abnormality (25/03/14) Jones, P. (2014) Se ssion Six Individual Differences; Psychopathology. Presentations on Definitions of Abnormality (27/03/14) Jones, P. (2014) Session Nine and Ten Individual Differences; Psychopathology. Biological Approaches and Therapies (01/04/14) Jones, P. (2014) Session Twelve to Fifteen Individual Differences; Psychopathology. Evaluation and Analysis (07/04/14 and 09/04/14). Jones, P. (2014) Positively Girls Self Evaluation Session Three and Four; Stress, Worries and Relaxation (25/06/14) Jones, P. (2014) Positively Girls Self Evaluation Session Five and Six; Emotional and Physical Wellbeing (26/06/14) Jones, P. (2014) Positively Girls Self Evaluation Session Seven and Eight; Friendship and Communication (27/06/14) Jones, P. (2014) Session Three and Four A Level Psychology; Maintenance of Relationships Self Evaluation (24/06/14) Jones, P. (2014) Session Five and Six A Level Psychology; Breakdown of Relationships Self Evaluation (25/06/14) Jones, P. (2014) Reflective Journal Day Two (February 2014) Jones, P. (2014) Reflection Journal Day Five (May 2014) Appendix One; PSYA2 Individual Differences; Assessment for Learning Booklet

Media Does NOT Control Society Essay -- Sociology

Does media control us, or do we control media? "Sex, Lies and Advertising," was an essay written by the founder of Ms. Magazine, Gloria Steinem, explaining the difficulties in interesting advertisers for a women's magazine like hers. She talks about the advertising world seeing women's magazines as only "cash cows" and all the articles are surrounding hair, makeup, nails, or some other superficial thing that relates to Cover Girl, Revlon, Clairol, or Olay. According to Ms. Steinem, what we pick up from the newsstand or have delivered in our mail every month is all "fluff" because of such advertisers. "Oh, women's magazines... everyone knows they're just catalogs" (Steinam 275). In the movie, "How to Lose a Guy in Ten Days" a woman journalist, Andie Anderson, who worked for such an advertiser's dream magazine, and wanted to have the freedom to write about politics and current events and things that were intellectually stimulating and not about hair, nails and makeup. At t he end of the story, she quit because she could not have that freedom because her editor would not allow her to write about anything but their set topics, and now, I see why. In "How to Lose a Guy in Ten Days" we see how such companies are really controlled by the advertisers and the editors of those magazines make sure they stay that way to ensure the life of their magazine. The article "Censorship and Homosexuality in the Media" also deals with advertisers control of magazines, and to the censorship of television, movies, even plays. It comes from the opposite direction though, rather than it being the magazine, or the conservatives screaming for something that wont offend their delicate sensitivities or possible maim Junior for life, it's co... ... McGrath, Charles. "Giving Saturday Morning Some Slack." The Blair Reader. Eds. Laurie G. Kirszner and Stephen R. Mandell. Upper Saddle River, Prentice Hall. 266-271. National Vanguard Magazine. "Who Rules America?" Jul 2001. 13 Oct 2003. Http://www.stormfront.org/jewish/whorules.html Steinem, Gloria. "Sex, Lies, and Advertising" The Blair Reader. Eds. Laurie G. Kirszner and Stephen R. Mandell. Upper Saddle River, Prentice Hall. 274-290. Tuttle, Katie. "Television and African Americans." The Blair Reader. Eds. Laurie G. Kirszner and Stephen R. Mandell. Upper Saddle River, Prentice Hall. 297-303. Wynn, Marie. "Television, the Plug-in Drug." The Blair Reader. Eds. Laurie G. Kirszner and Stephen R. Mandell. Upper Saddle River, Prentice Hall. 257-266.

Modern day reader Essay

Arthur Conan Doyle’s Sherlock Holmes stories were written over a hundred years ago. They are antiquated and out dated and have nothing to offer a modern day reader. Discuss.  One hundred years ago the lifestyle in England was very different. Queen Victoria was in power, the quality of living was at a lower standard, and the technology was not as updated, compared to today’s modern world. Crime was rife in this period, with thieves and pickpockets everywhere. The police force weren’t much help either. They were considered corrupt and unsuccessful in their investigations. This gave them a bad reputation, and made them unpopular with the local public. This helped to make crime as high as it was, and it also made people feel unsafe. The citizens within the community wanted somebody who could solve the toughest crimes, and somebody who wasn’t riddles with corruption. Sherlock Holmes matched this criterion perfectly. That is why Arthur Conan Doyle’s creation of the Sherlock Holmes stories were tremendously admired back then. The book itself was designed for an audience of that time period, and because certain things have changed, for example literature, there will be definite difficulties presented to us in the text. For one, the sentence structure used in the stories was very peculiar, because in quite a few occasions there were uses of extremely long, descriptive sentences that went on for over 3 lines. This is very strange because modern day writes tend to lengthen their sentences up to, maximum, two lines. Also when you were reading it you were running out of breath because of the limited spaces to breathe whilst you were reading. Another problem that we encounter whilst reading this piece of text is the reference to things that existed in the old times, but not today. This may interrupt the reader in understanding what is going on. Vocabulary is one other major a factor which could present the modern reader difficulties. The choice of words used in the older time is not vastly different, but there are some differences, as the modern reader may struggle to interpret the definition of words.  Modern day writers use Doyle’s texts so that they can illustrate some of the techniques Doyle uses in their writing. They use Doyle’s Sherlock Holmes book because the techniques used in the book grasped the attention of many people with the description, and other various techniques. I believe that the books are still popular (not as much as when they were first introduced though) because the Sherlock Holmes series still appear today, most recently on television. The techniques used in the Sherlock Holmes stories are key to bringing the characters to life, and creating a tension-gripping atmosphere. The techniques used also gain and maintain the reader’s interest in a number of ways: through suspense and making the reader question his or her mind, through excitement of what is happening and the thrill of the investigation, or through some of the interesting, unusual characters that some of the stories present us with, for example Dr Roylott in â€Å"The Speckled Band†. One of the predominant reasons why I believe that Doyle can capture and maintain the reader’s interest, not only in the time period it was wrote, but now is because of the structure. Each story has a set structure, which the stories follow, although Doyle has tended to adapt some of them as he feels necessary. The structure is effective because the way that all of the stories are set out, they still leave us with many inquiries in out head, such as how Holmes worked out the case. For example, in â€Å"The Speckled Band†, Holmes discusses to Watson how he figured all of the traps out, how he figured out about the snake, and what he found out about certain features of the bedroom to make him come to certain conclusions. He says â€Å"I had come to these conclusions before ever I had entered the room. An inspection of his chair showed me†¦Ã¢â‚¬ . What this illustrates is that the questions that the audience had developed whilst reading the book are answered by Holmes in his description of the events that occurred and the discoveries he made. It also indicated to us some of the points that we may have missed out in the book, or some of he points that we didn’t seem to think were important. For example when Helen Stoner in â€Å"The Speckled Band† says that she has a ventilator in her room, we make nothing of it. We eventually find out though, that it is essential to the case.

The world’s industrial fisheries

The world’s industrial fisheries can be considered predatory, as they hunt fish and other marine life on the behalf of flesh-eating humans. Therefore, these fisheries can be considered as competitors of the natural predators that exist among marine wildlife, and the activities they perform adversely affect the population by reducing the number of fish available as prey. Industrial fisheries’ role as predator has been the cause of a major decline in the number of kittiwakes that exist in the North Sea (Frederiksen, 2004).Since the beginning of the 1990’s the population of these pelagic birds has declined by over 50%, and the black legged creatures (known scientifically as Rissa tridactyla) are thought to have succumbed as a result of a reduction in their food supply caused by an interruption of the food chain (2007). Another factor that has been instrumental in affecting the population of these black-legged kittiwakes in the North Sea has been the change in oceano graphic variables. Such factors as sea levels and temperature in the North Sea have been monitored, and their changes have been shown to correlate with the general changes in the kittiwake population (2004; Wanless, et al., 2007). Specific research done over a 15-year period from 1986 to 2002 has confirmed that not only has significant increase in industrial fishing of kittiwakes’ prey taken place, but also that significant oceanographic changes also occurred alongside these demographic changes.Kittiwakes and other pelagic birds demonstrate the existence of complex relationships between their feeding levels and their ability to produce offspring (Ollason et al., 1997). The most common form of prey for the black-legged kittiwakes is the sandeel, and it has been shown that during the most active period of sandeel (also known as sandlance) fishery (between 1991 and 1998) the survival of the adult population of kittiwakes showed a sharp and sustained decline (Frederiksen, 2004; W anless, 2007).The harvesting of sandeel has affected the population of kittiwakes in other ways, as the breeding of the species also declined for subsequent generations. Since the longitudinal monitoring of the black-legged kittiwake population has spanned several years before and after this sandeel-harvest period, research has been able to demonstrate that the kittiwake population was actually on the rise before industrial fishing of sandeel (Ammodytes marinus) began. The change registered a 19% fall in the growth rate of the population, from +8% to -11% in just eight years (2004).However, sandeel fishery has had more than just an immediate effect on the population of the kittiwakes. In recent years, this form of industrial fishing has experienced a decline that has proven favorable for the population of black-legged kittiwakes in the North Sea. Nevertheless, the current decline in industrial fishing of sandeel has failed to improve the situation for the kittiwake to a significant degree, as the population continues to fall.Even the newly elevated breeding rates have still proven insufficient to bring the population growth back up to what it was before it was adversely affected by industrial fishery (Frederiksen, 2004). In statistical models developed by researchers, the population decline promises to continue even if sandeel harvesting is low (2004). In order for the kittiwakes to flourish, such industrial fishing would need to cease altogether for an extended period of several years.More recently, it has been demonstrated through research that the sandeel that do survive have also been undergoing changes that may reduce their quality and nutritional usefulness to the kittiwake population (Wanless, 2007). This is particularly important, as kittiwakes tend to go through an extensive and technical, yet very critical feeding stage prior to breeding (Ollason et al., 1997). Analysis of the body composition of these sandeel has rendered low levels of lipids.The sa ndeel have also been appearing significantly later in the season than usual, and their body sizes have shown significant decline in the past three years (2007). While it is not clear to what extent these changes may be attributed to industrial fishing, it might be hypothesized that pollution may have a bearing on these variables. Oceanographic factors may also come into play in this area.The global warming changes to climate have affected oceanographic factors, and these effects have also resulted in a decline in the kittiwake population of the North Sea (Frederiksen, 2004; Wanless, 2007). The correlation between the survival of adult kittiwakes and the increased temperature of the winter seas has been negative. In fact, the success of kittiwake breeding has been recorded as showing a one-year delay (2004). The fact that the decline in industrial fishing of sandeel has been only minimally successful in causing the recovery of the kittiwake population indicates that the increased win ter sea temperatures have taken a heavy toll on these pelagic birds.The association of the decline in kittiwakes with warm winter sea temperatures and increased industrial fishery has led to some difficult choices for humans. Since it is unlikely that global warming can be reversed quickly or easily enough to decrease winter ocean temperatures and improve the condition of black-legged kittiwakes, changes to industrial fishery is the most feasible solution. These changes will have to be drastic in order to garner any improvement in the kittiwake populations, considering that the damage to the population and its breeding processes have proven to be extensive.Therefore, the complete closure (for now) of the section of the fishery industry that harvests sandeel has been considered the only measure that will lead to the recovery of the kittiwake population (Frederiksen, 2004; Wanless, 2007). It might also be considered that reduction in marine pollution is likely to lead to the improveme nt of the condition of the sandeel, which may in turn aid the growth of the kittiwake population by providing them greater nutrition. Therefore, decreasing its use of pollutants is another way in which the fishing industry may help the recovery of the black-legged kittiwake population in the North Sea.ReferencesFrederiksen, M. S. Wanless,  M. P. Harris,  P. Rothery,  L. J. Wilson. (2004). â€Å"The role of   Ã‚  Ã‚  Ã‚  Ã‚   industrial fisheries and oceanographic change in the decline of North Sea black-legged   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   black-legged kittiwakes.† Journal of Applied Ecology, 41(6): 1129-1139.Ollason, J. G., A. D. Bryant, P. M. Davis, B. E. Scott & M. L. Tasker. (1997). â€Å"Predicted seabird   Ã‚   distribution in the North Sea: the consequences of being hungry.† Journal of Marine   Ã‚  Ã‚   Science. 54(4): 507-517.Wanless, S., M. Frederiksen, F. Daunt, B. E. Scott & M. P. Harris. (2007). â€Å"Black-legged   Ã‚   kittiwakes as indicators of environmental change in the North Sea: evidence from longterm studies.† Progress in Oceanography, 71 (1). 30-38.

Beethoven 2nd Novel Example

Beethoven 2nd Novel Example Beethoven 2nd Novel – Book Report/Review Example Movie Review: Beethovens 2nd Your Full Beethovens 2nd The movie Beethovens 2nd was written by Len Blum and directed by Rod Daniel. The characters in the movie were George, Alice, Ryce, Ted and Emily - they are the Newtons family who owns Beethoven. Regina was the villain in the movie, and was helped by her boyfriend, Floyd. Brillo was Reginas future ex-husband, as they were on the process of getting divorced. Also in the characters was Missy, the lady St. Bernard that Beethoven falls in love with and her four puppies which were named Chubby, Doll, Tchaikovsky and Moe. The movie began in the house of the Newtons, where the family, together with Beethoven, has somehow adjusted to their life. The plot begins when Regina and Brillo were going to have a divorce. Regina wanted to get some money from Brillo, which led her to keep Missy under her custody. Missy escaped Reginas home with Beethoven, Ted and Emilys help but was later on taken back by her mean owner. The Newtons kids and Regina found out that Missy had puppies as well, and this made Regina want to get rid of them too. Ted and Emily brought the puppies secretly in their home and took care of them. They even woke up in the middle of the night to feed them. However, George found out what his kids were doing and was angry because he had to deal with growing dogs again. Due to financial difficulties, the Newtons had to relocate in a house near the mountains and Beethoven thought the puppies were already safe, but he later knew he was wrong. At the country fair that George and Beethoven participated in, Regina and Floyd saw them, and everything led to one chase after another. Regina took the puppies from the Newtons while Beethoven and Missy were able to escape to the forest. Regina and Floyd followed them, and the Newtons realizing that the puppies were taken, ran after Regina. As Floyd attempted to drop the puppies into the river, Beethoven made a heroic move which made Floyd and Regina fall down the river an d got washed away. In the end, the Newtons kept the puppies and took care of them, and Missy was reunited with Brillo, and everyone was happy. The theme of the movie is being helpful, just as how Beethoven helped Missy, Ryce and the puppies in the movie. Helping without waiting for any reward is the best form of love even dogs can give.

Mujahideen (Definition)

Mujahideen (Definition) Definition: A mujahid is one who strives or struggles on behalf of Islam; mujahideen is the plural of the same word. The word mujahid is an Arabic participle drawn from the same root as the Arabic word jihad, to strive or struggle. The term is most frequently used in reference to the self named Afghan mujahideen, the guerrilla fighters who battled the Soviet army from 1979 – 1989, when the Soviets withdrew in defeat. The Soviets invaded in December, 1979 in order to provide support a recently installed pro-Soviet prime minister, Babrak Karmal. The mujahideen were fighters from the mountainous areas of the largely rural country, and also maintained bases in Pakistan. They were entirely independent of the government. Mujahideen fought under the command of tribal leaders, who also headed Islamist political parties, which ranged from radical to moderate. The mujahideen received arms by way of Pakistan and Iran, both of which share a border. They made use of an arsenal of guerrilla tactics to thwart the Soviets, such as laying ambushes or blowing up gas pipelines between the two countries. They were estimated to be about 90,000 strong in the mid-1980s. The Afghan mujahideen were not seeking to wage an aggressive jihad beyond national boundaries, but were rather fighting a nationalist war against an occupier. The language of Islam helped unify a population that was- and still isotherwise very heterogonous: Afghans have many tribal, ethnic and linguistic differences. After the war ended in 1989, these different factions returned to their previous divisiveness and fought each other, until the Taliban established rule in 1991. These unorganized guerrilla warriors were viewed as outlaws by their Soviet enemy and as freedom fighters by the Reagan Administration in the U.S., which supported the enemy of its enemy, the Soviet Union. Alternate Spellings: mujahedeen, mujahedin

Labor Relations Essay Example | Topics and Well Written Essays - 1000 words - 1

Labor Relations - Essay Example Economists are of the opinion that increasing the minimum wage will increase business costs. They, however, insist that these increased costs will be quite modest and easily absorbed through slight increases in productivity and prices of business products. Republicans seem to be inconsistent in their opinions concerning the issue of minimum wage increase. This is because some of them are in support of increasing the minimum wage, just not as consistently as the Democrats. The Republicans are hypocritical because those in support of an increase in the minimum wage condemn increased economic regulation by the government, same the other Republicans who oppose the increase in the minimum wage. On the other hand, conservatives avail a convincing argument against increasing the minimum wage. In their opinion, raising the minimum wage results in unemployment since it increases business’ prices and labor costs, which will in turn force unskilled workers off the market.Public pensions refer to contracts for fixed sums of money to be issued regularly to persons following their retirement from service. Publicly funded pensions are an example of unsustainable programs that have to be disregarded in the years to come. One thing that is certain is that systems and programs that are unsustainable have to go away and be replaced by more sustainable arrangements whether we are willing to accept this reality or not. Unsustainable public pensions have to be disregarded.

Gustave Courbet Essay Example | Topics and Well Written Essays - 1250 words

Gustave Courbet - Essay Example The Artist’s Studio (also known as L’Atelier du Peintre) is also one of his famous paintings that he did in the early years of his realist experiments. After the completion of the painting in 1855, Courbet subtitled the painting as ‘A True Allegory Concerning Seven Years of My Artistic Life’. The painting is a portrayal of an artist’s studio wherein the working artist is surrounded by many people. In the painting, Courbet appears as the key figure in the center, sitting with his canvas and painting a landscape. The studio is filled with many other people metaphorically used by Courbet as the people; some who have had least interest in what he was doing whereas some who appreciated and commended his new style of painting. â€Å"The composition comprises roughly thirty figures, divided, to a casual glance, into three or more distinct groups: on the left, an assortment of figures, who until recently have been seen representing various general types rat her than specific individuals †¦Ã¢â‚¬ ¦ on the right, a number of people who for the most part are identifiable as friends and supporters of the artist, †¦. and, in the middle of the canvas, Courbet himself sitting painting a landscape under the attended gazes of a naked woman and a peasant boy.† A boy accompanied by a playful cat, stands very near to the canvas and overlooks innocently as the artist is occupied in painting. An unclad female, which is a celebrated subject in the romanticist painting, also stands by the backside of the painter and looks. while Courbet is involved in painting. Towards farther left, a group of men sit with little interest in what the artist is doing, they seem to be occupied in their own activities. Whereas on the farther right, a lady accompanied by other people, interestingly look at his work as if they are appreciating the skills and the ideas of the artist. In the painting, the artist has represented all the classes of people; the l ower, middle and the upper class. The figures represented in the painting metaphorically represent different people whom Courbet has encountered and who in one way or the other, have influenced the intellectual being of Courbet as an artist. The artist attempts to shows the intellectual and physical transition of his studio and in brief he describe how has he been treated by people in general during the seven years of experimentation with realist painting. Some have been indifferent