Accounting Firm Case Essay

Case 1: Sunrise bank recently appointed the accounting firm Smith, Godfroy, and Hannaford as the bank’s auditor. Sunrise quickly became one of Smith, Godfroy, and Hannaford’s largest clients. Subject to banking regulations, Sunrise must provide for any expected losses on notes receivable that Sunrise may not collect in full. During the course of the audit, Smith, Godfroy, and Hannaford determined that three large notes receivable of Sunrise seem questionable. Smith, Godfroy, and Hannaford discussed these loans with Susan Carter, controller of Sunrise. Carter assured the auditors that these notes were good and that issuers of these notes will be able to pay their notes after the economy improves. Smith, Godfroy and Hannaford stated that Sunrise must record a loss for a portion of these notes receivable to account for the likelihood that Sunrise may never collect their full amount. Carter objected and threatened to dismiss Smith, Godfroy, and Hannaford if the auditor demands that the bank record the loss. Smith, Godfroy, and Hannaford want to keep Sunrise as a client. In fact, Smith, Godfroy, and Hannaford were counting on the revenue from the Sunrise audit to finance an expansion of the auditing firm. See more: Defining research problem and setting objectives Essay Discussion questions: 1. What is the ethical issue in this situation? 2. What are the alternative decisions for Smith, Godfroy and Hannaford to consider? 3. Who are the stakeholders in this situation? what are the possible consequences to each stakeholder? Analyze from the following standpoints: (a) economic, (b) legal, and (c) ethical. 4. If you were the auditor, what would you do? How would you justify your decision? Case 2: St Genevieve Petroleum Company is an independent oil producer in Baton Parish, Louisiana. In February, company geologists discovered a pool of oil that tripled the company’s oil reserves. Prior to disclosing the new oil reserves to the public, St. Genevieve quietly bought most of its shares back from current shareholders. After the announcement of the discovery of new oil reserves, the company’s share price increased from $6 to $27. Discussion questions: 1. What is the ethical issue in this situation? 2. Who are the stakeholders? what are the possible consequences to each stakeholder? Analyze from the following standpoints: (a) economic, (b)Â  legal, and (c) ethical. 3. Place yourself in the role of decision maker. What decision would you have made? Case 3: Corporate Social Responsibility (CSR) is the most discussed and debated topic in today’s business environment. Various arguments have been made regarding the relationship between firms’ social responsibility and their financial performance. One view is that firms face a tradeoff between social responsibility and financial performance. The contrasting view is that CSR improves firms’ financial performance ensuing in win-win model. The Baltazar, a chemical company, is considering whether it should maintain several socially responsible actions such as establishing environmental protection procedures, making extensive charitable contributions, promoting community development plans, and maintaining plants in economically depressed locations. The CFO of Baltazar opposes such actions as he believes these actions deviate from the company’s economic goal and they will negatively affect the company’s financial performance. Discussion questions: 1. Explain your view of the social responsibility. 2. What are the potential costs (benefits) of having a low (high) level of social reasonability to a company? 3. Do you think the company should continue or dis-continue these socially responsible actions?

The Pianist

The Pianist 1. ‘The Pianist’ is about a Jewish pianist named Szpilman living in Poland and his time during World War II. He and his family are aware of the Nazis and Hitler’s designs on Poland but were convinced that the Nazis are a threat that will pass when England and France will come to aid Poland. In November 1940, all Jews were forced in the Warsaw Ghetto where living conditions were horrible. Soon after, the family was forced to go to concentration camps but Szpilman was saved by a friend. He becomes a slave but escapes and hides with the help of a non-Jewish friend.He was then discovered by another person who realizes that he is a Jew. His next hiding place was a room with a piano but was forced to be quiet. In 1944 he was forced to escape as a tank shells his hiding place. After, he became alone and desperately searches for food and water but was discovered by a German officer named Hosenfeld. After Szpilman tells him that he is a pianist, he was asked to play on the piano close by. His performance moves Hosenfeld and he hides Szpilman in an empty house and brings him food.In 1945, Hosenfeld meets Szpilman for the last time and he promises to listen to him on the radio also giving him his coat. Soon after, Polish soldiers tried to shoot him but stops when they realise that he is Polish. The next scene shows captured German soldiers, Hosenfeld being one of them. Later on, Szpilman is seen performing in an orchestra. 2. ‘The Pianist’ depicts the horrors of war through various film techniques. The lighting of the movie always seemed to be dark and gloomy showing how the war was a dark time for everyone.The realistic sounds of the gunshots create tension and anxiety to the audience. The scene where he was alone after his whole family was taken, is one that demonstrates the loneliness of war. The Jews, especially the main character are shown to have a miserable expression on their face throughout the movie. The music in the background seemed beautiful yet depressing showing how the beauty of life was destroyed by the vicious and destructiveness of war. As Szpilman hides in the destroyed hospital, he looked more gaunt and gloomy, his expression representing the horror and dreadfulness of war.Many of the camera shots portray Szpilman as a weak and small character while the Nazis are shown to be big and strong showing the difference between the Jews and the Nazis during World War II. 3. ‘The Pianist’ have taught me the horrors and dreadfulness of World War II through the perspective of a lone survivor. The film showed specific dates for certain events that were accurate – for example at the beginning it showed the date September 1939. It also showed the restrictions that the Jews had – when all of them had to wear the Yellow Star of David.It illustrates the horrible living conditions of the Warsaw Ghetto and how the Jews were treated there. The scene where an old man was thrown to death on a wheelchair and where a young child was beaten from the other side of the wall was some of them that showed how cruelly the Jews were treated. However, when Szpilman meets the German officer, it demonstrated that not all of the Nazis were bad. Most of the time, Szpilman is shown to be alone showing the loneliness that some people felt during the war. 4. ‘The Pianist’ was very historically accurate.The movie is based on a Holocaust survivor named Wladyslaw Szpilman and his time in Warsaw, Poland during World War II. Throughout the movie, there are specific dates for certain events, for example it showed on the 16th of August, 1942 the Jews were sent to concentration camps. The names were also accurate in this movie. The director of this film was also a survivor from the Holocaust which helps it become more accurate. 5. I would recommend this film to others as it is historically accurate and shows the horrors of war realistically.The film is through a perspec tive of an actual survivor from the Holocaust. It also received significant critical praise and won multiple awards and nominations. The sounds of war – gunshots were extremely realistic. The lighting and music suited with the mood of the film. The scenes were very detailed showing the horrors of war to a great extent. Therefore, ‘The Pianist’ is one of the most detailed and accurate films, with the atmosphere in Poland well captured and is one of the most realistic and touching Holocaust films. The Pianist Johnson 1 Kayla Johnson Prof. Hirchfelder, K-213 ENG2102, Sec. 06 26 March 2013 Scene Analysis Paper Musical Dependency The 2002 film, The Pianist directed by Roman Polanski focuses on the hardships of a well-known, local concert pianist, Wladyslaw Szpilman. Wladyslaw Szpilman is played by actor Adrien Brody, who does an excellent job portraying both the warmhearted side of Szpliman and the desperate struggling side we see later on in the film. The film is based on Szpilman’s book, The Pianist where he discusses true events he underwent during the German takeover of Warsaw.He was one of twenty survivors out of the 360,000 Jewish people killed from Warsaw, Poland. â€Å"Passion for Survival in Polanski’s The Pianist† by Diana Diamond reflects the direct and indirect use of music throughout the film. Diamond uses multiple scenes and circumstances to support her thoughts on Szpilman’s characterization as a pianist. Throughout The Pianist, Szpilman goes throug h a significant amount of trauma, whether it be done to him personally, his family or to strangers in his surroundings. Polanski uses many horrific scenes to prove just how brutal the German police are.Diamond identifies one in particular in her article, which stands out to me as well. â€Å"The Nazi’s disrupt a family at dinner, tossing an old man in a wheelchair out of the window for failing to rise when they enter and Johnson 2 shooting the rest of the family as they run down the street† (427). The German police clearly have no mercy on any of the Jewish citizens of Warsaw. This is only the beginning of the twisted and remorseless actions the German’s render upon the Jews. After about two hours into the film, Szpilman has reached his lowest point.He has been bombed out of just about every hiding place he can find, escaped control under Jewish police and is now struggling to survive in an abandoned house. The director, Polanski, throws certain elements into th e scene to depict him this way. He is unshaven, unbathed, and noticeably weak. His cloths are too big for him, signifying he has lost weight from eating so scantily. He is even limping because he was hurt just by jumping over a five foot fence. Szpilman has gone through every obstacle to be thrown at him until he breaks.Stumbling through this huge house he finds a single can of food and eagerly begins to search for something to open it. He finally comes across a fireplace poker. As he tries to stab his way into the can it falls to the ground and the camera enters an extreme close-up on it. By using a close-up we have nothing else to look at and nothing else to think about aside from this fallen can. Suddenly we see feet and the camera slowly tilts upward creating suspense until it reaches an extremely calm yet serious German officer.The officer speaks, â€Å"What are you doing here? † At first, Szpilman at a loss for words, in fear does not answer. â€Å"Who are you? â€℠¢ the officer asks, ‘Understand? † When Szpilman assures him he does the officer repeats, â€Å"What are you doing? † â€Å"I was†¦ trying to open this can. † Szpilman mumbles out. Johnson 3 Soon after the officer asks, â€Å"What do you do? † â€Å"I am†¦ I was, a pianist† Szpilman responds with every bit of dignity he has left. (2:01-2:03) The man standing in this scene looks entirely different from the spirited concert pianist we knew.It is almost hard for the audience to view Szpilman as the same man from the beginning of the film. However, with the proper use of dialogue Polanski reminds us he is still that man, he is a pianist. The scene directly following is used in Diana Diamond’s, â€Å"Passion for Survival in Polanski’s The Pianist† for music as a symbol throughout the film. Music is often used in films as a background component. It can create a sense of joy, distress, horror, even confidence can be cap tured with the use of a simple melody. Diamond finds music to be a source of uplift for Szpilman during the overall film.She exclaims, â€Å"We see him rescued from the edge of extinction, not only by the altruism of the German officer, but also by his own reconnection with his artistic power† (429). By playing the piano at this time Szpilman is proving to the officer he is who he says he is and therefore, unknowingly saving him in more ways than one. As Szpilman plays the piano after all this time he remembers who is he and that saves him more than anything. Diamond uses multiple examples to show how important music is to Szpilman. The importance of it is, in fact, shown as the first scene of the movie and sets the standard throughout the entire film. When the Nazi’s invade Warsaw and German bombs explode in the radio studio where Szpilman is performing, he persists in playing Chopin’s nocturne in C sharp minor, refusing to flee until shrapnel lacerates his fac e† (429). Even through a bomb attack Szpilman will not stop playing until he is given the signal from his partner that he has no other choice. Johnson 4 Many parts of the film also use music at times when words aren’t enough. The film is constantly relating music back to Szpilman’s father. Towards the beginning the family decides to hide their money in the father’s violin.Thus symbolizing the sense of security a father carries in the family. Later we see his violin being violently taken from him by a Nazi guard right before deportation, where he loses all control over his families’ security just like losing his violin. Diamond reflects the impact of this scene on Szpilman, â€Å"the instrapsychic trauma of the son witnessing the father’s impending destruction, the state of utter desolation and remorse over this, and the restoration of the father and paternal authority internally in the son’s will to live and survive† (430).Music acts as the symbol of Wladyslaw’s relationship with his father, it brings them together. After Szpilman must watch his father so helpless and defeated it fuels him to survive in honor of him. Roman Polanski’s film, The Pianist and Diana Diamond’s article, â€Å"Passion for Survival in Polanski’s The Pianist† bring together the symbolism of music during the film. We enjoy the beautiful sounds of Wladyslaw Szpilman playing the piano while also understanding how music exemplifies his strength in survival throughout the Nazi’s takeover of Warsaw.Szpilman used music to remember who he was when he was lost the most and also to remember who his father was. He survives and lives on as a musician in his memory. Works Cited Boggs, Joseph. Petrie, Dennis. The Art of Watching Films. 7th ed. New York: McGraw-Hill, 2008. Print. Diamond, Diana. â€Å"Passion for Survival in Polanski's The Pianist. † Psychoanalytic Inquiry 27. 4 (2007): 425-39. Prin t. The Pianist. Dir. Roman Polanski. Perf. Adrien Brody. 2002. DVD. The Pianist The Pianist 1. ‘The Pianist’ is about a Jewish pianist named Szpilman living in Poland and his time during World War II. He and his family are aware of the Nazis and Hitler’s designs on Poland but were convinced that the Nazis are a threat that will pass when England and France will come to aid Poland. In November 1940, all Jews were forced in the Warsaw Ghetto where living conditions were horrible. Soon after, the family was forced to go to concentration camps but Szpilman was saved by a friend. He becomes a slave but escapes and hides with the help of a non-Jewish friend.He was then discovered by another person who realizes that he is a Jew. His next hiding place was a room with a piano but was forced to be quiet. In 1944 he was forced to escape as a tank shells his hiding place. After, he became alone and desperately searches for food and water but was discovered by a German officer named Hosenfeld. After Szpilman tells him that he is a pianist, he was asked to play on the piano close by. His performance moves Hosenfeld and he hides Szpilman in an empty house and brings him food.In 1945, Hosenfeld meets Szpilman for the last time and he promises to listen to him on the radio also giving him his coat. Soon after, Polish soldiers tried to shoot him but stops when they realise that he is Polish. The next scene shows captured German soldiers, Hosenfeld being one of them. Later on, Szpilman is seen performing in an orchestra. 2. ‘The Pianist’ depicts the horrors of war through various film techniques. The lighting of the movie always seemed to be dark and gloomy showing how the war was a dark time for everyone.The realistic sounds of the gunshots create tension and anxiety to the audience. The scene where he was alone after his whole family was taken, is one that demonstrates the loneliness of war. The Jews, especially the main character are shown to have a miserable expression on their face throughout the movie. The music in the background seemed beautiful yet depressing showing how the beauty of life was destroyed by the vicious and destructiveness of war. As Szpilman hides in the destroyed hospital, he looked more gaunt and gloomy, his expression representing the horror and dreadfulness of war.Many of the camera shots portray Szpilman as a weak and small character while the Nazis are shown to be big and strong showing the difference between the Jews and the Nazis during World War II. 3. ‘The Pianist’ have taught me the horrors and dreadfulness of World War II through the perspective of a lone survivor. The film showed specific dates for certain events that were accurate – for example at the beginning it showed the date September 1939. It also showed the restrictions that the Jews had – when all of them had to wear the Yellow Star of David.It illustrates the horrible living conditions of the Warsaw Ghetto and how the Jews were treated there. The scene where an old man was thrown to death on a wheelchair and where a young child was beaten from the other side of the wall was some of them that showed how cruelly the Jews were treated. However, when Szpilman meets the German officer, it demonstrated that not all of the Nazis were bad. Most of the time, Szpilman is shown to be alone showing the loneliness that some people felt during the war. 4. ‘The Pianist’ was very historically accurate.The movie is based on a Holocaust survivor named Wladyslaw Szpilman and his time in Warsaw, Poland during World War II. Throughout the movie, there are specific dates for certain events, for example it showed on the 16th of August, 1942 the Jews were sent to concentration camps. The names were also accurate in this movie. The director of this film was also a survivor from the Holocaust which helps it become more accurate. 5. I would recommend this film to others as it is historically accurate and shows the horrors of war realistically.The film is through a perspec tive of an actual survivor from the Holocaust. It also received significant critical praise and won multiple awards and nominations. The sounds of war – gunshots were extremely realistic. The lighting and music suited with the mood of the film. The scenes were very detailed showing the horrors of war to a great extent. Therefore, ‘The Pianist’ is one of the most detailed and accurate films, with the atmosphere in Poland well captured and is one of the most realistic and touching Holocaust films.

School Based Assessment for Learning

School Based Assessment for Learning: A report: Assuring Fairness in the assessment component of school based assessment practice in Brunei Abstract This article describes a research project study in depth carried out with 3 self-selected ‘educators’ teaching English language subject in one of the secondary school in Brunei. All are supporting standardized task provided requires flexibility to cater the students’ need individually. The paper explores the educators' conceptions of and approaches to school based assessment in relation to their teaching.It sets the discussion in the context of ‘assessment for learning’ and the literature on students’ learning in general and raising students’ achievement in particular. Drawing out a number of key themes arising from the study, I compare and contrast these with the existing literature. Finally I examine some implications of this assessment for learners’ development, and ways in which w e could support learners in fostering their learning to achieve the aims of the education system of the 21st century.The researcher is seeing at different perspective of school based assessment for learning and if assessment is made for learners it should cater with different needs of each learner. Keywords: School-Based Assessment for Learners, Brunei Common Assessment Task, pedagogy, standardized 1. Introduction: School Based Assessment School Based Assessment for Learning (SBAfL) is an assessment for learning tool which focuses on obtaining feedback on individual student’s development and performance in the four important domains highlighted in SPN21.Brunei is moving towards the changes as learner is seen as a main player in education, hence to support the changes towards assessment for learning; Brunei Common Assessment Task (BCAT) is implemented. The idea of the introducing BCAT is to make a transition or pedagogical shift between the old system to a new format SBAfL â⠂¬ËœSchool-Based Assessment for Learners’ instead ‘of learners’. In order to ease the transition, the curriculum department introduced BCAT, standardized SBAfL test. This paper therefore examines / aims to highlight significant aspect of school based assessment or learning and the lapses in existing practices. â€Å"Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. † Assessment Reform Group (2002) 2. 1 Objectives or purposes of SBAfL The rationale behind school-based assessment We first can start by looking at the overseas. Internationally, particularly in the West, many countries and almost all the examination boards have introduced school-based assessment.In fact, some countries, SBA contributes to 100% of the total assessment of the students. Typically, however, in countries such as Austral ia and the UK, it contributes about 50%. So, you must ask that: why have these countries and increasingly, why are other countries now following this example and introducing SBA? First of all, the reason is to improve validity. It is to ensure that we can assess the full range of outcomes relevant to our subject. And this is to ensure that we are assessing those things that we are really value.But, there is another side of it; people often think that there is a bit of a trade-off between validity and reliability. Actually, what we know is that when school-based assessment is done properly, it can also contribute to reliability too. In other words, it can be ensure that the student has a more accurate assessment of their ability. Sometimes more accurate than can be obtained from a one-shot examination. So these are some of the reasons why we move to school-based assessment. 2. Review of Related LiteratureThe main research question is ‘to what extend school based assessment help students’ learning with the implementation of Brunei Common Assessment Task (standardized tasks)? Does standardized task could be used for all students? ’ The main theme identified from the previous introduction is the rationale of school based assessment. In literature part, I intended to review the significant of school-based assessment towards students’ learning. Prior to gathering the literature, I produced a list of necessary references and resources to cite from.These resources include library books, internet, journal articles, magazines and electronic books. The first step was a big step because it was not easy to locate the literature. In researching the literature, attention was drawn to the keywords: assessment task, assessment for learning, and standardised assessment. 3. 2 Assessment tasks Assessment and schooling go hand in hand. The assessment of learners and learning is a regular practice in education and are used to determine how far learners ha ve learnt or mastered an educational task or knowledge or how well an educational process has addressed its set objectives.Anikweze (2005: 2) precisely refers to Assessment as â€Å"the process of investigating the status or standard of learners’ attainment, with reference to expected outcomes that must have been specified as objectives† when it concerns learners’ output. Njabili, Abedi, Magesse and Kalole (2005:2) add that â€Å"The fundamental role of Assessment is to provide authentic and meaningful feedback for improving student learning, instructional practice and educational options† which means that Assessment is not and so should not be seen as an end it itself but a means to a justifiable end of learning†. the student’s point of view matters because of its effect on learning. From the student’s point of view, classroom assessment information is not merely information â€Å"about† himself or herself. Rather, it forms a m ajor part of his or her learning life, becoming part of the lessons he or she is expected to learn, the relationship he or she has with the teacher and the subject matter, and relationships with peers. (Brookhart, 2003, p. 6) 3. 3 Fairness in School Based Assessment Among recent trends around the globe, is the concern on fairness in matters concerning the various issues in education.In some contexts, Fairness and Equity are used synonymously. Fairness or equal opportunity in assessment relates to two issues: â€Å"†¦ fairness in . . . comparison: in essence, have the groups †¦ being tested had the same opportunity to learn? † (Uwakwe, 2005: p4). Teachers are professional and know their students best. So they can compare their students’ work done inside or outside the classroom. Then they can authenticate whether the students themselves have done the work. In this way the authenticity of SBA is guaranteed and students’ abilities can be accurately reflec ted.Assessment and grading procedures had the effect helping some students succeed now must serve to help all students succeed. The ‘Including all learners’ statement should be used by settings/schools to look at their existing arrangements and identify good practice. â€Å"Assessment ‘as Learning’ is a Professional Obligation in a previous system. Assessment for learning (AfL) should be Celebration of Learning – students should involve not abundant process† (Rick and Doug, 2008). 3. Research Design It will generally give the overview of the research design, methodology, method, selection of research participants, and data collection.The details of data account will be presented in the later part of this report. I had outlined a research focus and constructed the main research question aligned with the qualitative methodology. I had chosen semi-structured interviews for my data collection because it suited with the nature of my study. Three pa rticipants were recruited for the research. I developed understanding of the issues which emerged in the research from the coding frame after analysing the data collected using the grounded analysis procedures. Finally, I presented the extracts based on the participants’ transcripts. . 4 Main Research Question: The Brunei Common Assessment Tasks (BCATs) currently implemented in schools are formal, standardized and moderated assessment tasks that familiarise teachers and students with Assessment for Learning (AfL) best practises. Over time, teachers are expected to develop their own SBAfL tasks to better cater to the varied abilities and needs for their students. The main research question is ‘to what extend ‘SBAfL help students’ learning with the implementation of Brunei Common Assessment Task (standardized tasks)? 4. 5 Choice of MethodologyThe methodology that I selected and employed throughout the research is qualitative. I chose qualitative because it is fundamentally different from quantitative methods. This qualitative research methodology puts my research in a good position because I want to gain meaning and understanding of teachers’ experience stored, improved and implemented for future practices. This methodology I used requires special equipment to record and transcribe to gather and analyse the data in-depth. Therefore, the qualitative perspective emphasises on the ‘depth of the understanding’ of the study. 4. 6 SamplingThe sample involved 3 teachers who taught English language in one of the secondary schools in Bandar Seri Begawan. Considering their background of teaching experience, each teacher has taught English language at different length/duration in experience of teaching. Three teachers which I recognise as teacher A, teacher B who has taught 13 years in English language and teacher C which is a new experience teacher taught English subject. 4. 7 Limitation of Study There are shortcomings, condit ions or influences that cannot be controlled that place restrictions on the methodology and conclusions that I have chosen.Even though the report finished on time, it does not mean that I did not face any problem in doing this research. Initially, I intended to interview some students to see the overview, real-classroom situation. However, with school activities these students had to involved, it was difficult to gather these students to willingly involve in this study within the constraint time. Another difficulty I faced was, no permission was given in collecting students’ mark as the academic staff seen this as case sensitive. The idea was to view the overall and breakdown results of a chosen class as a reason to see students’ progress and development when onducting assessment. 4. The Account In line with the research question to investigate the students’ learning with the implementation of Brunei Common Assessment Task (standardized task) in supporting asses sment for learning, teachers were asked their views and experiences in conducting school-based assessment. Figure 1: This figure shows Coding Frame which indicates issues arise during the grounded analysis study. Two nodes were highly discussed; teacher’s view on school based assessment and impact of standardised Brunei Common Assessment Task (BCAT) for learners.The figure indicates number of times by which it is frequently mentioned by the participants, on both teachers’ view and the implication of the standardised task. When linkage as I observed it seems that the standardised BCAT is unconstructive for low achievers and all samples were agreed the assessment practice is quite summative. To make it easier to see account frequently mentioned by each participants, I breakdown the findings into Teacher A, Teacher B, and Teacher C. See graph: From the findings, all participants mentioned that assessment for learning (AfL) are beneficial for the learners.From the graph, i t says AfL are helpful for higher achievers, and could improve group of average students in their learning: â€Å"The feedback of the assessment helps them in improving. The weak students for some help them. For others it’s still struggle. † Teacher B On the other hand, another participant describes that standardized BCAT is unconstructive for low achievers: â€Å"My comments on this may not affect the whole scenario, because my year 7K, very special class that can’t read and can’t write so I’m struggling with them. So, standardized BCAT is not for them.It is wonderful test paper, the middle set and the top set is more relevant to them. If SBAfL, teacher are given freedom to do their own SBAfL, it will be much better, for me and for my students because I know their level and I know what to prepare for them. But the rules said it must be standardized, I couldn’t do anything†¦. So, BCAT wasn’t really helpful for them, for particul ar class. â€Å" Teacher A The participant seems to relate that standardized BCAT or assessment practice is quite summative and less helpful to cater students’ need: â€Å"In the test or during the test, I have to help them, as most of them will get zero.The student and the teacher couldn’t cope the extensive syllabus. The syllabus is so huge, even by selecting few pieces in the textbook didn’t help because by the end of the day I have to go to the basic spelling, writing, reading, and the teacher had to forget about the grammar, spelling first. We need to focus on the other skills. Teacher A 5. Discussion Following, the details of data account will be analysed, interpreted and discussed. There are two significant points that emerged from these findings.I integrate the key issue into one significant aspect which deal with the obstacles that the teachers face in conducting ‘assessment for learning’ in relation to standardised BCAT for learners as t o answer the main research question 5. 1 Discussion of assessment for learning in supporting lower achiever While the literature review gave a general picture on the roles of assessment, the finding have revealed that the challenging questions of how teacher conducting common assessment task.Since SBA is a new mode of assessment, education policy provides teachers with the assessment criteria and a series of examples to illustrate the standards. They also provide training for teachers. All these measures will ensure standardization among teachers. Teachers know their own students, but may not know the standards of students in other schools, there may be discrepancies in the assessment of a student’s performance by teachers from different school. The participants argued that there are reasons why assessment and grading procedures had the effect only helping some students succeed.Assessment for learning should not be seen as a professional obligation for the students if we want to achieve the aim of the education system. A view expressed by a participant shows that ‘including all learners’ statement should be used by settings/schools to look at their existing arrangements and identify good practice. Common assessment task shows very little indications what students could actually do in real world or situation; content-based assessment task less constructive in promoting critical thinking and skills needed by the nation.Hence, project-based does necessary happen and performance-based assessment. Conclusion If we are serious about raising student achievement, we have to change what happens in the classroom to enable all learners to access relevant skills, knowledge and understanding at an appropriate level. Schools may select content from or any key stage within the curriculum and use it flexibly, together with the skills framework given. In order to provide a meaningful relevant and motivating curriculum for their learners, meet the specific n eeds of their learners and further their all-round development.Recommendation: the need of flexibility It is recommended that flexible assessment activities is needed to cater the needs of different students and allow them to be assessed effectively. I would like to take this one step further and suggest that, there is a need of flexibility in assessing students’ task by considering level of the students, settings/schools must work to provide an inclusive curriculum which offers opportunities for all learners to achieve and contribute to today’s multi-ethnic. Arrangements for monitoring and evaluating the curriculum should be set out in school policy documents.The full range of professionals, learners and parents/carers can play a part to evaluate the effectiveness of the whole curriculum in the longer term. Standardization is helpful to cater some groups of students, however with the extensive syllabus; weaker students could not cope with too many common assessment ta sks. Therefore there is a need to reduce number of common assessment task to be beneficial for access relevant skills, knowledge and understanding In order to provide a meaningful relevant and motivating curriculum for all learners. Reference: * Black, P. and William, D. (2001). Inside the black box.Raising standards through classroom assessment. http://www. pdkintl. org/kappan/kbla9810. htm * Black, P ; Wiliam, D 1998, ‘Assessment and Classroom Learning’, Education: Principles, Policy and Practice, March, vol 5, no 1, pp 7-74. * Educational Leadership February 2000 Number: What Do We Mean by Results Using Rubrics to Promote Thinking and Learning Volume 57 Pages 13-18. Retrieved February 1, 2013, from http://www. pbs. org/teacherline/courses/rdla230/docs/session_2_andrade. pdf * Glasson, T. (2009). Improving Student Achievement. A practical guide to Assessment for Learning.Curriculum Corporation, Victoria, Australia. * Hong Kong Assessment and Examination Authority (HKE AA). Introduction to School-Based Assessment. Retrieved February 3, 2013, from http://www. hkeaa. edu. hk/en/SBA/ * Hong Kong Assessment and Examination Authority (HKEAA), http://www. hkeaa. edu. hk/en/SBA/ * Jim Tognolini (2007). Standards-based assessment: a tool and means to the development of human capital and capacity building in education. Australian Journal of Education, Vol. 51, No. 2, 2007, 129-145 * Phelps, Richard P. , Standardized Testing Primer. (New York, NY: Peter Lang, 2007)

Technological advance in law enforcement and the use of force Research Paper

Technological advance in law enforcement and the use of force continuum - Research Paper Example The government flooded the border patrol with many high-tech tools in order to overcome this challenge. Since then, the rate of illegal immigration reduced a big deal and this shows how effective this technology is in law enforcement. The use of this technology is revolutionizing the ability of law enforcement bodies to combat crime and aid in service of justice. The use of force continuum is the policy that stipulates how much force the law enforcement officials can use against a resisting subject. This policy is clear in such a way that both the law enforcement and the citizens understand how and why the officers use force. Although this is usually under use during training, the use of force continuum is also applicable by a review board when determining whether use of force by an officer is justifiable. As the technology rapidly advances, so does its use in law enforcement. There has been gradual improvement in technology but it has happened in stages. The first stage was between 1881 and 1945 and these were due to the work of August Vollmer. Under his jurisdiction in California, the department increased mobility through more vehicles for patrol. During this period, there was increase in precinct-patrol communication through radio and telephone. During this period, there was establishment of the first forensic laboratory that was applicable in evidence analysis. This laboratory was the precursor to use of polygraph, fingerprint and handwriting classification system therefore exponentially facilitating technology. This stage had significant effects on the improvement of the the police force. During this period, the force became more complex with several organizations arising, each with a specialized target. This is when the force started recruiting people to handle leach arm of the technology independently but in an integrated manner so the whole

Discuss the positive and negative effects of globalisation on today's Essay - 1

Discuss the positive and negative effects of globalisation on today's world. Use evidence to back up your arguments m offer solutions and evaluate them - Essay Example Robinson (2008, p.49) asserts, â€Å"Globalization is characterized by related, contingent, and unequal transformations†. Corporations and multinational organizations play a crucial role in shaping the economy of the world. Mittelman (2000, p.4) states, â€Å"Globalization is not a single, unified phenomenon, but a syndrome of processes and activities†. In today’s world, companies not only carry out their operations in their home countries, but also they have their branches in other countries of the world. It has resulted in sapping the foundations of national economies and also it has successfully unleashed the sub-politics on a quite navel scale. Beck (2000, p.2) asserts, â€Å"Globalization makes possible things which, though perhaps always there, remained hidden during the stage of the welfare-democratic taming of capitalism†. Some of the main advantages of globalization include reduction of poverty, awareness of latest technological advancements, stability in the world’s peace, and rise in living standards of people of poor countries. Whereas some points that go against globalization include doubts about effects of outsourcing, increased number of loafer, mixing up of cultures, and difficulty in industrial competition. Living standards of people has increased over the last 20 to 30 years. Technology has gain lot of advancements due to which people have brought in significant changes to their lives in order to make their lives easier. Without globalization it would have been impossible for a country to introduce technological advancements to other countries. If we take example of third-world countries, it is evident from the fact that 20 to 30 years ago, the living standard of people belonging to third-world countries was pretty ordinary and the number of jobs available for the people was very less. But when the multinational companies belonging to Europe and America started to operate in those countries, jobs were created that decreased the level

Interview with manager of Not-fo-Profit Organization Coursework

Interview with manager of Not-fo-Profit Organization - Coursework Example Under-performing branches of the Salvation Army unable to procure adequate financial donations or those unable to sustain their expenditures are shifted under the jurisdiction of the colonel Officer to create turnaround strategies. Black indicated that his role in management accounting consists of determining new and innovative food distribution networks and also establishing local partnerships with various vendors that supply in-house materials for homeless services. At the Salvation Army, it is not cost effective to maintain an in-house transportation fleet, therefore the majority of Black’s daily activities include supply chain contractual bargaining with vendors. Strategic leadership at the executive level provides the colonel with quarterly projections related to the budget whereby Black must determine how best to allocate resources in a variety of operational areas. These areas include, along with homeless services, administrative services costs, food and recreation, inter-office technologies coordination, and educational systems procurement. It is a highly diverse position offering opportunities for business travel and one that is highly visible in various governing boards at the organization. The most interesting research results achieved that were associated with the Salvation Army and its organizational mission was the depth to which psychology is utilized as part of regular communications between mid-management team members and lower-level support groups. Officers in the Salvation Army are trained in a variety of psychological theories, especially foundational ones such as Maslow’s Hierarchy of Needs and Social Learning Theory. The Salvation Army believes that individuals being helped by the variety of services available lack fundamental securities associated with physiological needs and self-esteem development. Therefore, communications processes between managers and serviced individuals are highly strategized. They are trained in

HCM387-0802A-01 Management Principles in Health Care - Phase 1 Essay - 1

HCM387-0802A-01 Management Principles in Health Care - Phase 1 Individual Project - Essay Example versity in an open and reflexive manner, recognizing and respecting difference and paying attention to possible cultural factors (ethnicity, age, sex, education, etc.) which may influence communication. Second, the management can conduct a group discussion to be able to hear both sides of the story and to resolve the conflict. Only the confronting strategy (as tabulated above) can be truly viewed as a resolution approach, since this method addresses the basic differences involved and eventually removes them through creative problem solving. The confronting approach has many behavioural benefits. Both parties will more likely see the recent conflict as productive, since both parties received gains. Also important is their perception that the process was mutually supportive one in which problem solving and collaboration helped integrate the positions of both parties. As a result, participants find the confronting approach most satisfying, as they maintain their self-respect and gain new respect for the other party. Many labor-management groups have been formed with the objective of seeking new ways to confront each other constructively in order to attain win-win relationships. A wide variety of other tools and ideas have been successfully used to resolve conflicts. Sometimes simple application of a relevant rule or policy can solve a dispute. Other times the parties can be separated by reassigning work spaces, removing one person from a committee, or placing workers in different shifts. Another alternative is to insert a third party into the interaction – a consultant, mediator, or other neutral person who can ignore personal issues and facilitate resolution. A constructive approach is to challenge the parties to work together toward a unifying goal, such as higher revenues or better customer satisfaction. Healthcare organizations want to promote the development of growth and diversity by strengthening our existing relationships and building new collaborative

Management of Organisational Behaviour Assignment

Management of Organisational Behaviour - Assignment Example The resultant effects of these problems are that output of the supplies department is less than optimal and the service it renders to its customer is poor. As most of you are aware, the institutions this department services provide essential needs and services to the populace of Glent County. The inability therefore of our department to adequately meet their supply needs can adversely affect their effectiveness in discharging essential services to the county. When symptoms of an illness are noted, they often point to an underlying cause. If this cause can be identified and remedied, the symptoms would vanish and health restored. A stitch in time, we are told saves nigh. There is no point in allowing the illness to fester on, when remedial action can be taken. In the same akin, the problems of Glent county supplies department cannot remain unattended to. It must be addressed in a comprehensive manner. An all -out organizational re-engineering and renewal is needed. In the few months that we have been at Glent county supplies department, these are some of our observations. There are too many rules that govern behavior at this department. The organizational chain of command is unduly long. Decision- making is over centralized. The outcome is that a simple task takes a long period of time to get done.

Environmental Ethics. Assignment 7 Essay Example | Topics and Well Written Essays - 1000 words

Environmental Ethics. Assignment 7 - Essay Example Although there are significant improvements in environmental protection, there still exist communities that continue to live in an unhealthy and unsafe environment. This is because of the discriminatory environmental policies enacted by the government, causing adverse impacts on the poor people and communities. It is evident that the current environment protection regulations have produced unfair outcomes, such as exposure to harmful substances, promotion of ‘risky’ technologies, economic and political exploitation of communities, as well as subsidized ecological destruction. Furthermore, the contemporary protection paradigm has enforced unequal environment controls by trading human health for economic profit. This tendency has placed a sense of responsibility on the part of the victims rather than the polluting industry. As stated by Bullard, procedural, geographic and social inequities has to be eliminated for ensuring just and fair outcomes from the environment protection policies. Firstly, governing rules, regulations and enforcement of environment policies has to be applied uniformly, without any discrimination. The environmental decision-making has to be reinforced with scientific and democratic opinions through effective communications. Secondly, geographic locations and its proximity to environment hazards have to be taken into account, while formulating the policies and regulations. Thirdly, sociological factors like race, ethnicity, class, culture, political power, etc., and their role in environment protection have to be assessed while making environmental decisions. Thus, the solution for this unequal environmental protection relies on enforcing nondiscriminatory way of environmental policies that includes â€Å"the right to protection, prevention of harm, shifting the burden of proof, obviating proof of intent to discriminate, and targeting resources to redress inequities.† (Bullard, 1994,

Journal 5 Essay Example | Topics and Well Written Essays - 500 words

Journal 5 - Essay Example I have seen this kind of seating patterns in conferences and interview panels and I thought that individuals are seated in such a manner so that they can be able to share opinions more effectively. Communication within a group is influenced by the distance between the group members. In the class tonight, we learnt about different distances that could be used by individuals in a group. We found out that the distance could be categorized into four groups that include intimate distance, personal distance, social distance, and public distance. In our group discussion, I was comfortable when seating at a personal or social distance with my group members. On the other hand, I was very uncomfortable when seating at an intimacy distance with my group members. Moreover, I was not comfortable when seating at a public distance with my fellow group members. I realized that by group members were also uncomfortable with very little distance and very large distance. Therefore, I learnt from them that the most appropriate distance for a group work discussion is actually the personal distance that ranges from 18 inches to 4 feet. From the life highlights, I learned that I have a personality that is different to that of other members of my group. This personality makes me to have an ability to play some group work roles better than others. I also learned that in a group, every member has a personality that is different from that of the others. This makes every member to have unique abilities as well as weakness. According to Orey and Prisk (138), the main objective of a Johari Window is identification of personal blind spot. From the Johari Window activity, I learned that I have a personality of trying to assist individuals even when they do not need assistance. Moreover, I learned that almost everybody in our group had a personal trait that he was not aware. This could have affected the effectiveness of the

What is European Security Essay Example | Topics and Well Written Essays - 5000 words

What is European Security - Essay Example One of the most important difficulties when trying to develop effective security schemes has been the identification of the conditions under which these schemes will operate; another issue in regard to the above initiative is the understanding of the needs that these schemes will serve. Current paper focuses on the examination of the various aspects of European Security; it has been proved that the concept of security can refer to a variety of issues aiming to address different needs. These needs are identified in the literature presented in the sections that follow. It is revealed that the identification of the characteristics and the role of the European Security is related with the environment – mostly political and social – in which this concept is developed. In this context, European Security has been found to be related with specific factors, like the following ones: a) the practices adopted by other similar Frameworks, for example the US Security Framework, and organizations, like the NATO, b) the rules of international authorities, especially those referring to the defense of a state’s rights and existence, c) the political systems in countries across the European Union; these political systems can strongly affect the form and the eleme nts of the European Security Framework at the level that the rules included in this framework may not be fully accepted by a specific member state and d) the cultural and other conflicts that are developed in European Union; usually, these conflicts are expected to be handled using the rules included in the European Security Framework; however, in many cases the above Framework has been ignored – referring especially to the cases that US or NATO military forces has entered a country in Europe aiming to define the terms under which the regional conflicts will be ended. The above fact, which is strongly emphasized in the literature, indicates the failure of the European Security

Mary Warren Essay Example for Free

Mary Warren Essay Arthur Miller Shows Mary Warren in different limelight’s of power. At the beginning of the play there is an aspect of her having no power but as you go through the play there seems to be shifts in her power. Miller uses Mary to demonstrate young, single women’s power and how when you have so much power it can just slip right out of your hands in one brief moment. Miller shows that power can be taken away pretty easily and quite absentmindedly from Mary Warren’s character. He demonstrates this by making her young and single and setting the scene to a subservient, naive girl. This makes her prepared to answer and obey others unquestioningly and serving as a means to an end. In Act 1, Mary has a conversation with Abigail about the dancing. ‘I never done any of it, Abby. I only looked. ’ This shows us that she lacks the confidence to get involved, making us see that Miller is trying to present a very timid, scared girl. Marys fear is also shown through this dialogue. A sense of her having no power is shown through Millers use of stage direction. ‘(Enter Proctor. On seeing him Mary jumps in fright)’. Miller is trying to illustrate the lack of confidence and courage she has to stand up to him. This is also a remark of the amount of importance he has upon her. This is also shown in dialogue. ‘I forbid you to leave the house’. In these quotes Miller shows that young, single women have very little to no power and importance in Salem at this time. By Act 2 Mary Warrens character develops, so much so that Elizabeth is starting to fear her, ‘She frightened all my strengths away. ’ This shows that Miller is making Mary stronger and more confidence that other characters have to talk about her behind her back. Even though Proctor still believes she is a ‘mouse’ and still sees her as that, Elizabeth says ‘It is a mouse no more. ’ Miller makes the other character see that there has been a spark switch on in Marys head. All this is shown through the dialogue of the other characters on the stage at this time. Miller uses other characters to illustrate how Mary’s character has changed over a little while. At the end of act two there is an immediate power shift between Proctor and Mary. This is when Mary tells Proctor ‘I saved her life today’. ‘Her’ meaning Elizabeth, when Mary shares this with Proctor, he lowers the whip. The power shift is symbolised with this exact moment, Miller shows this moment through a stage direction. Then Marys dialogue after the power shift shows a side of Mary that we have never seen before, this is where she finally decides to stand up for herself. Miller shows her frustration at her lack of power and her lack of freedom that she is missing out on in a stage direction and her dialogue. ‘(with a stamp of her foot): I’ll not be ordered to bed no more, Mr Proctor! I am eighteen and a woman, however single. ’ In this quote Miller presents a respectful lady, however angry, who knows her authorities around the Proctors but still thinks that she has some say in what she does in her life. Miller also shows a depth to Mary’s character through her dialogue. In Act 3, Mary has reverted to her timid self like we saw in Act 1, this is shown through her silence and through Proctor speaking for her. In this part Miller tries to make her the weakest character in this Act through stage directions such as ‘(Mary is keeping her eyes to the ground)’ At the end of Act 3, Proctor threatens Mary in to telling the judges that Elizabeth did and is not using witchcraft and accusing Abigail of using it instead. This is effective because Proctor use his tender side for most of this Act ‘(He lifts Mary’s chin. ) You cannot weep, Mary. Remember the angel, what he says to the boy. But at the last minute Proctor turns on his threatening side and turns on Mary to help him. This is just like at the end of Act 2 when he decides to turn on Mary, there is a strong correlation between Mary’s power and her importance. Abigail also starts to threaten Mary in to accusing Proctor of using witchcraft and not to listen to Proctor no more by pretending that Mary is using witchcraft. ‘(backing further, eyes still fixed above): Mary, please don’t hurt me! ’ Miller tries to show in this part that Mary is powerless by using Abigail’s dialogue to portray this.

Effects of Training Hours on Cardiovascular System

Effects of Training Hours on Cardiovascular System Imran Osman The effect of the average training hours per week on the cardiovascular fitness of sport participants: Studies such as that by Shannan E. Gormley et al. (2008) and Tabata et al. (1996) clearly show that exercise and regular training have a positive effect on the heart (circulatory system) and the respiratory system and therefore on the cardiovascular fitness of the individual. The aim of this study was to further endorse and determine the effect that training hours have on cardiovascular fitness of sport participants. Both the resting heart rates and VO2 max of sport performers were taken into account when measuring the cardiovascular fitness. Frequent training is of key importance for sport participants. Regular training should increase the aerobic fitness of the performer due to increasing their VO2 max and decreasing their resting heart rate. The hypothesis suggested that an increase in average training hours per week would results in an increase in VO2 max and decrease in heart rate. This is based on the fact that ‘VO2 max is the maximum amount of oxygen that the body can utilise per minute during intense exercise’ (Elizabeth Quinn, 2011) which is said to be an accurate measure of cardiovascular fitness. Resting heart rate is also a determinant of the fitness of sport participants. The resting heart rate of those who exercise and train more frequently should be lower because less effort is needed from the heart to pump blood.(Source?) Found this as a source; can’t find a author though.  http://www.nytimes.com/health/guides/specialtopic/physical-activity/exercises-effects-on-the-heart.html Try to f ind a journal that says it because they prefer you to use peer reviewed sources Fifty sport participants, 25 male and 25 female took part in the study. The experiments included measurements of each participant’s VO2 max, resting heart rate and average training hours per week in their specific sport. In addition to this, alcohol intake and whether or not the participants smoked were recorded, as all of these factors may affect the results. Ethical issues were considered before the tests on these subjects were carried out. For example participants had given informed consent, they understood their role in the experiment, as well as having the choice to withdraw at any time. The subjects had volunteered to take part and were not pressurised to participate. If the participants had an injury or disease they would not be chosen to take part as this may have adversely affect their health during the experiment and have a negative impact on results. VO2 max was measured using the ‘Astrand 6 minute cycle VO2 max test’ which was performed using a cycle ergometer. A heart rate monitor, weighing scales and a stopwatch were also required. Resting heart rate is the number of beats per minute when the performer is at complete rest (Elizabeth Quinn, 2011), and was measured using the heart rate monitor. Many experiments involving the measurement of VO2 max have used the Astrand cycle test such as that by R.E. Cink et al.(1981) and it was said to be successful, also a study by G. Keren et al.(1980) on the Comparison of Various Methods for the Determination of VO2 max came to the conclusion that the Astrand-Rhyming procedure can be a reliable measure for maximal oxygen consumption. Therefore this test was chosen for the investigation. Before each participant carried out the test, the seat height was adjusted appropriately where the knee was almost straight and the pedalling position made to be comfortable for the subject. In advance to the participant took part in a 3 minute warm-up. The initial cycle work rate was set to 125 kilogram-force meter/minute. This setting was chosen as it was appropriate when looking at the age of each participant also this setting should raise the participant’s heart rate to 130-160bpm after 2 minutes cycling at 50rpm before the test starts. The participants would start the test on command and the stopwatch was then started. The performer(s) pedalled at 50rpm for 6 minutes whilst maintaining their heart rate between 120-170 bpm. The heart rate was chosen to be maintained at this range as recommended by G. Keren (1980), who is one of many others who carried out studies using the Astrand technique. He said that the procedure can only be a reliable measure for maximal oxygen consu mption if done properly in the way that Astrand, (1985) carried it out so that heart rate should be kept between 120-170 beats/min. The participant’s heart rate was recorded each minute and after 2 minutes if the participant’s heart rate was not in the target range of 120-170bpm then the work rate wattage was adjusted accordingly. The heart rate rose to a level in the target range and then levelled off, staying relatively constant during the last few minutes of exercise. After 6 minutes the test stopped and the final work rate wattage was recorded. To estimate VO2 max using this protocol, the Astrand-Ryhming nomogram was used, similar to the study by Stephen. F.Siconolfi (1985), where the nomograph technique is carried out where the heart rate (left of nomograph) is plotted and then the workload (right of nomograph), which helps find the VO2 max (middle of nomograph). Once the estimated VO2 max value had been determined the calculation-based formula was used where the estimated VO2 max value was multiplied by the appropriate correction factor (based on age). A treadmill or a stationary bike could have been used to measure the VO2 max and it was important to stay with the same apparatus for each participant to maintain an accurate and fair test. The bicycle ergometer was chosen over the treadmill because it is less expensive, requires less space and is easily transported. It also makes it easier to take heart rate or attach an ECG and requires little training or practice. Furthermore, mechanical efficiency of individuals on stationary bikes varies less than the mechanical efficiency of during running protocols. It is also relatively easy to calculate the external work done on a bike, whereas the work done on a treadmill could be quite variable. Due to variation in mechanical efficiency of a treadmill, bike tests were seen to be better at identifying differences between subjects VO2 max. The mean resting heart rates and mean VO2 max of each participant (male and female) were calculated. As well as the standard deviations of resting heart rate and VO2 max, to see the number of variations that can exist from the average and to determine how numbers varied and how spread out they are. Results: The average resting heart and average VO2 max of each participant as well as the standard deviations: Note; (Do Quantitative comparison; here)-comparing males and females vo2 and resting HR?.. Table of general results: Subject number Gender Average Training Hours per week VO2 Max (ml/kg/min) Resting HR (bpm) 1 Female 20 48 54 2 Female 9 44 59 3 Female 22 32 74 4 Female 18 41 66 5 Female 6 35 69 6 Female 18 36 69 7 Female 16 42 65 8 Female 10 42 67 9 Female 12 47 66 10 Female 8 41 66 11 Female 24 50 61 12 Female 14 31 75 13 Female 20 60 48 14 Female 18 59 48 15 Female 18 41 66 16 Female 20 60 56 17 Female 12 48 64 18 Female 11 41 65 19 Female 10 43 63 20 Female 26 46 61 21 Female 22 67 40 22 Female 16 54 50 23 Female 16 36 69 24 Female 16 56 62 25 Female 12 50 57 26 Male 18 39 68 27 Male 8 43 68 28 Male 12 46 66 29 Male 9 47 62 30 Male 16 46 58 31 Male 16 38 72 32 Male 16 44 58 33 Male 12 40 60 34 Male 20 42 58 35 Male 22 41 68 36 Male 18 44 60 37 Male 16 55 56 38 Male 16 34 69 39 Male 18 44 65 40 Male 14 35 69 41 Male 18 62 43 42 Male 20 45 70 43 Male 9 34 75 44 Male 16 44 54 45 Male 8 38 67 46 Male 8 32 70 47 Male 9 43 63 48 Male 14 43 55 49 Male 18 60 53 50 Male 10 47 62 Imran I don’t think you need the info for every subject, just the averages. Otherwise there’s too much data to read. The results vaguely show that as the number of training hours increase, the cardiovascular fitness for both genders increases. Figure 1 vaguely shows that the VO2 max increases for both genders, and figure 2 vaguely shows that for both genders as the average number of training hours increases the resting heart rate decreases. Figures 1 and 2 show that there was a large variation in results and that the results are not all close to the line of best fit, the data has anomalies, although there is a weak correlation. The variation could be down to factors such as the participants smoking and/ or having high alcohol intake, therefore affecting the VO2 max and resting heart rate. The participants may also have carried out different types of training and training in a way that was specific to their individual sports. Their activities may have been aerobic or anaerobic training and this was not taken into account. The biggest limitation is the fact that the results are varied and not all are similar, there are many outliers, and as discussed this may be due to the differing types of training of the participants and so a future recommendation would be to carry out the experiment with a sample of participants who have preferred sports of which are only anaerobic or only aerobic. Shannan E. Gormley et al. (2008) undertook a similar study to determine the effects of regular aerobic training on VO2 max and resting heart rate, and whether various intensities of aerobic training differentially affected VO2 max as well as resting HR and resting blood pressure. Sixty one healthy young adults took part in the study, they were matched for sex and VO2max and were randomly assigned to a moderate, vigorous near-maximal-intensity, or a non- exercising control group. Intensity during exercise was controlled by having the subjects maintain target HR. Exercise volume was controlled across the three training groups by varying duration and frequency. Fifty-five subjects completed a 6-wk training protocol on a stationary bicycle ergometer and pre and post testing. The researchers concluded that VO2 max had significantly increased in all exercising groups ‘by 7.2, 4.8, and 3.4 ml/kg/min in the near-maximal, the vigorous, and the moderate-intensity groups, respectively’. Therefore showing that Vo2 max increases with intensity of exercise as well as frequency of exercise. Other studies show similar results. Carleton B. Chapman and Robert. S. Frazer (1954) implies that regular exercise training increases cardiovascular function of an individual by increasing their cardiac output and therefore lowering the resting heart rate of the individual. A trial performed by Tabata et al. (1996) showed that after two experiments involving individuals whom are also young sport participants that took part in training programmes, and that after this regular training VO2 max of these individuals increases significantly. In conclusion, the results do not follow the hypothesis in that the data does not clearly show correlations of the effect of average training hours on the resting heart rates and VO2 max of this group of people. This however is only for this specific group of people and may be down to other factors influencing these results such as their alcohol intake, if they smoke or not, and also more importantly, what is involved in their training. One participant may be mainly focusing on agility, whilst another on strength. Furthermore, their particular sporting activity may be aerobic or anaerobic which may have affected the results also. Moreover, this sample size was small also, which means that the results cannot be generalised. References: Elizabeth Quinn. (2011). What Is VO2 Max. [Online] [Accessed 20/02/2014] Available from: http://sportsmedicine.about.com/od/anatomyandphysiology/a/VO2_max.htm. Elizabeth Quinn. (July 26, 2011). Resting Heart Rate. [Online] [Accessed 20/02/2014] Available: http://sportsmedicine.about.com/od/anatomyandphysiology/qt/Resting-Heart-Rate.htm. Tabata et al. (1996). (Department of Physiology and Biomechanics, National Institute of Fitness and Sports, JAPAN) Effects of moderate-intensity endurance and high-intensity intermittent training on anaerobic capacity and  ·VO2max. [Online] [Accessed 20/02/2014] Available from : http://jeffosadec.files.wordpress.com/2011/01/effects-of-moderate-intensity-endurance-and-high-intensity-intermittent-training-on-anaerobic-capacity-and-e280a2vo2max.pdf. Carleton B. Chapman and Robert S. Frazer. (1954). Studies on the Effect of Exercise on Cardiovascular Function: Cardiac Output and Mean Circulation Time. [Online] Last accessed 19/02/2014.Available from: http://circ.ahajournals.org/content/9/1/57.full.pdf+html Shannan E. Gormley et al.(2008) Effect of Intensity of Aerobic Training on VO2max. [Online] [Accessed 20/02/2014] Available from: http://www.medscape.com/viewarticle/576846 REFERENCE THE ONES BELOW CORRECTLY.. -STEVEN F. SICONOLFI, CAROL EWING GARBER, THOMAS M. LASATER AND RICHARD A. CARLETON (1985) http://aje.oxfordjournals.org/content/121/3/382.full.pdf+html R.E. Cink, T.R. Thomas. (1981) http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1858756/pdf/brjsmed00255-0036.pdf EXERCISES EFFECTS ON THE HEART, New york times http://www.nytimes.com/health/guides/specialtopic/physical-activity/exercises-effects-on-the-heart.html -A comparison of various methods for the determination of VO2max. Keren G, Magazanik A, Epstein Y. (1980). VO2 max ;(use this to replace all throughout essay) Usefull links? http://www.sportsci.org/jour/0101/cf.htmhttp://www.ncbi.nlm.nih.gov/pubmed/2644030 http://www.sfu.ca/~leyland/Kin343%20Files/Bike%20Lab.pdf http://library.crossfit.com/free/pdf/52_06_VO2_Not_Gold_Standard.pdf Links to do with the method/ Amstrad test;†¦ http://highered.mcgraw-hill.com/sites/dl/free/0072844221/123981/laba3_3.pdf and http://web.sls.hw.ac.uk/teaching/level3/A33TT3/A33TT3/Practical%202%20Astrand%20Rhyming.prn.pdf http://www.brianmac.co.uk/cycle6min.htm https://www.youtube.com/watch?v=MQ2adzoaVdI (This link here will help find studies using the test; )=http://www.vo2konsulten.se/artiklar/dan_andersson_astrand_ryhming.pdf

Critical evaluation of leadership theories

Critical evaluation of leadership theories Leadership is process in which a leader givers the resolution to his followers and ask them to take actions beside him. Leaders have some capabilities to tackle with some issue and problems and he who take the initiative called a leader and when people follows him, then it come out as a leadership. Leader is person who has some born qualities and all of his followers like and appreciate him because of his leadership qualities. Leader is person who learns, who is enough energize and acts in such a way those people respects him and follows him, and he develop himself in such way that become empower with authorities and recognize achievements. Leaders have some born qualities and these qualities assured him to be a leader and lead a team. Some of his skills are born, but some of them he adopts from the day life and from past experiences. According to Mitchell (2008) Leadership has been seen as the focus of group processes, as the personality attribute, as art of inducing compliance, as an exercise of influence, as a particular kind of act, as a form of persuasion, as power relation, as an instrument in the attainment of the goals, as an effective of interaction, as a differentiated role and as the initiation of structure. According to Bernard M. Bass (2006) An interaction between two or more members of a group that often involves a structuring or restructuring of the situation and the perceptions and expectation of the members. Effective leadership always tries to achieve the goals of the organizations smartly, and completion of all jobs is guaranteed by effective leadership. Leadership has a classical history and now this is a modern way of directing the organizations and management of these organizations. Leader is person who motives these followers and become a famous person because of his leadership qualities, leader is figure of any organizations how meets with other people and directs them as a figure head. Leader is person who manages the managers; in fact leaders have some attributes of managers in his leadership so leaders are someone who directs the managers. In big organizations leaders move around international in multinational companies and on small level leaders are meant to be as figure head. Ingredients of leadership: Leaders must have the following ingredients within them (Kondalkar 2009). Ability to use power effectively A born leader inherit power and he knows how to use it, he also know the legitimate way of using this power, by this is become successful to achieve expert power, referent power, reward and coercive power . This ability makes him authoritative. Ability to comprehend People of civilization have different mood and behaviors and these mood and behaviors changes with time, to understand these natures is a tough task, but one successful leader must have this comprehended ingredient in him. This ability to comprehend his followers gives him more respect among his flowers and they start believing him more because leader is more into their personal lives to understand their expectations. Ability to inspire Followers always tries to perform according to their leader and they get inspire from him, he is does is always in the notice of his followers. People get inspire by the devotion, charismatic personality and his appeal in the favor of their willing. Leadership style In the leadership style firstly, leader must be devoted to his passion to lead his people and secondly he must create the sense of motivation among his followers. He must develop a way where he can influence his followers for the effective and efficient performance. He should indentify what leadership traits must be there in the personality of a leader and how to use these leadership abilities and skills. If we talk about the leadership style then it is most important to talk about the skills these leaders have. Mainly these skills are categories into three main parts that are useable in different levels and situations (Kondalkar 2009). Human skills One leader must be human to his followers, this skills is concerned with interpersonal relations with his subordinated and all the other persons who are in relation with leader. A leader influences, motivates and ask his followers to be obedient on all his rational sayings. Conceptual skills This skill revolves around the strategic and authoritative level; this kinds ability is useful in taking long term and in strategic planning. As all followers considers the leader an influential personal so they all thinks him reliable to believe on. Technical skills A leader must be sound good in technical skills, by this the subordinates have trust that their leaders knows all and can take out them from any technical fault happens in organization. Leadership styles and theories: Followings are different types of leadership styles which are actually implementation of classical and modern leadership theories. Great man To answer the question what is the difference between leadership and in an individual? Great man theory came up. This theory gives foundation to all theories. The foundation or the critical point of this theory was all leaders are great man and all of them come from a nobel and social background, all these great man are good planner, coordinators, achievers, organizers and controllers. After Great Man theory philosopher tried to joint some traits to leadership theories. So, as a result trait theory came up. Trait Theory Trait theory is basically come from the foundation of Great man theory. In great man theory it has been discussed that all the leaders have some born qualities and in trait theory philosophers tries to identify those qualities and skills (Stogdill, 1974). These skills are the main objective of this theory. It says that leader and some traits and skills with them. Every theory have some assumption with it, traits theory have following assumptions associated with it; it says that it is assumed that leaders are born with inherit traits, these traits are part of their own personalities and which distinguish them from others, the good leaders adopt some of traits and skills by the time they become leaders. Autocratic Leadership style: In these style leaders uses downwards communication style from leaders to subordinates. This style is applicable when there is quick decision is required and large number of un-skills employees are there. In this style suggestions from employees are not being entertained (Lewin 1939). Participative Leadership Style: This is democratize kind of style, here leaders involves their followers in to the decision making process and all the decision taken by the leaders are participative by their followers. A leader motivates his employees to take decisions and he entertains their suggestions. This style encourages employees to work with more efforts. Free rein style Leadership Style: In the style leader allows his teams to take decisions at their own and work freely. It gives the sense of responsibility and authority to the teams and they feel good to work at their own. Management Grid Management grid has two directions: Management have concern of people, and Management concern of production All together it contributes 81 different leadership styles. Following graph entails this model. picture_blake_mouton_managerial_grid.gif Five main leadership styles indentified by gird are: Improvised management Style: They put less effort but tries to get work done. This is sort of lazy approach. Country Club management Style: Here the management tries to help the employees to get their job done, management want that all the organizational objectives must meet so they care about the employees. Middle of the Road Style Organization-Man Management: There is balance in between the efforts and people at work. Here labors or the staffs dont put much effort to get the job done but still they can put more efforts. Produce or perish Style Authority-Obedience Management : In the style of management there is a strong focus on task, but not much concern about the people at work and firing (wherever possible) of people is also part of this style. Team Style Team Management: Here people are committed to work as teams (Blake Mouton, 1964) citied by Alan Bryman, A. (1986). Contingency approach to leadership: It says that no leadership style is appropriate in all kind of situations. They need to change their selves from time to time and situation tot situation. It depends upon the different variable to take the responsibilities and to change their behaviors. According to Martin, B. (2006) Any situation plays a large part in determining qualities and the leader in situation and the leadership qualities and the product of previous leadership situation that molded individual. Path-Goal theory: This theory accompanies contingency and situational leadership theory but in path-Goal theory has some different variables which are important in leadership. Path-Goal theory can be defined as this is all about leaders who motivate their followers to accomplish the goals and tasks asked them to complete (Rowe, W. Guerrero, L. 2010). Subordinates Obstacles In the path goal leadership, a leader makes it possible to motivate followers to accomplish the task and ask their followers to walk through these defined paths to achieve goals and objectives. Leader thinks to clarify the goals and task so that a followers easily get their defined goals. Path-Goal theory can be elaborated through flowering diagram. Goal / Productivity Path Path Path-Goal Leadership Defines Goals Clarify paths Removes obstacles Provide support Charismatic leadership: According to Walden, M. Thoms, P. (2007) Charismatic Leadership describes a style of leadership that is inspiring and stimulating. These leaders attract and influence their follower by their charm and personality. Some of assumptions are associated with charismatic leadership that is as follows: They have charm and grace in their personalities that influences followers. They are confidence and have belief on their selves. Charismatic leader makes their group of people and make them prominent and different from other group of people and they stick to these groups and become leaders of that group. Transactional Theory and Transformational Theory Bass (2006) says that transformational leaders always influence their followers and get respect and admiration. There are few assumptions of this theory: People must aware of the responsibilities and importance of the work. They must work in teams to enhance productivity. Ruth Chambers. R, (2007) Transactional leadership concerns maintenance and monitoring of a pre-existing service, having an operational rather than a strategic focus. There are few assumptions if transactional theories are: Teams must be motivated through rewards and punishments. One should have social relationships to have great command. Their sole purpose must be that they work what they have asked to do. Part Two: Determine leadership approaches relevant for the 21st century, drawing on theories and tools as practiced by leading international organizations. Leadership models and competency frameworks: In different organization different model of leadership are being operational and they have sat their own competency frame work. Some of renowned organizational and their competency frame works are as follows. To elaborate leadership models and competency frame work we can describe in through following examples. Minnesota Mining Manufacturing Co. (3M): MINNESOTA MINING AND MANUFACTURING CO (3M) has defined leadership and competency model in such a way. Fundamental Leadership Competencies Essential Leadership Competencies Visionary Leadership Competencies It shows that these competencies may be shown by the individual at the time of hiring and with time it developed by individuals progression. It must show commitment and integrity to the corporate values of the organization. It must be capable of handling technical situations and also communicate clearly and concisely. Must have sound knowledge to deal with the corporate challenges. It shows that now individual will develop essential skills as he becomes the part or department and the unit. It gives the value to customer and makes customer happy. Here they selects and retain the developed staff and work force and respects their contribution and individuality. Motivation and encouragements may be provided to upgrade their moral and their performances. Here 3M leaders possess to assume that the level of responsibility is high. They are now working globally and taking care of visionary aspects. This global leaders works globally in multicultural environments. These leaders make long term strategic plan to pursue a common goals and objectives. They also try to support the innovations and new experiments. New business alliances also build by 3M. They try to take advantage of maximum use of resources. FedEx Leadership Competencies FedEx has a system for rating aspiring leaders according to 9 attributes: Charisma Individual consideration Intellectual stimulation Courage Dependability Flexibility Integrity Judgment Respect for others Shell Global Leadership Competencies The Leadership Framework used by Shell includes nine key elements as indicated below: Builds Shared Vision Champions Customer Focus Maximizes Business Opportunities Demonstrates Professional Mastery Displays Personal Effectiveness Demonstrates Courage Motivates, Coaches Develops Values Differences Delivers Results These above key attributes are parts of leadership competency framework. Leadership Qualities required: A good leader should possess certain qualities: Intelligence: A leader should be intelligent that he foresee problems and gives solutions to these problems in a intellectual way. Communicative Skills: A leader should have effective communication skills; he should communicate clearly and precisely. He must look into what ways of communications are suitable at what time. Objectivity: A leader should be impartial and not to be bias on any situation of decision making. Knowledge of work: A leader must possess sound knowledge of work, he must know what is he going to do and must consider his leadership skills. Human Relations: A leader should be good in making relation inside and outside the organization. He must keep good public relations. Self Confidence and Will-Power: A good leader is people who have confidence on himself and will power of combating with every situation. Empathy: Good leader must have empathy to his followers and he must respect the view points of others. Sense of Responsibility: A good leader must keep the sense of responsibility; he should not lose temper in any situation and present himself as a good leader in front of others with sound authority and responsibility. Awareness: A good leader is always proves good leader when he keep looking his strengths and weakness, he must overcome on his weakness as soon as possible to present himself well aware leader. Sound health and Stamina: A leader must have sound health, both mental sanity and physical fitness to combat with the situations that are coming ahead. Conclusion: Leaders are born not made, seems to be true as leader come up with their own notions and skills, it can be seen from the history too, as some great leader were meant to be great and they had all leadership qualities but with the time these leaders polishes their skills. They learn from the experiences and from the past examples.

Myasthenia Gravis :: essays research papers

In 1890, German medical professor Wilhelm Erb and other physicians had been observing several cases of a neuromuscular disease that they believed was affecting how nerve impulses were transmitted to muscle at the neuromuscular junction. The patient’s experienced a "grave muscular weakness" and Wilhelm named it myasthenia gravis. Through further research, the physicians discovered whether it affected the eye muscles first, or created difficulty in talking, chewing and swallowing, or in using the arms and legs it was neither hereditary nor contagious. Their discoveries lead to more detailed research. In the early 1970s when Muscular Dystrophy Association, using snake venom, observed that patients with the disease had decreased numbers of acetylcholine receptors. Thus, discovering that the disease affected acetylcholine receptors of the skeletal muscles. The Muscular Dystrophy Association also found that, in rabbits, an immune attack against the acetylcholine receptors resulted in muscle membrane damage that is similar to that seen in human myasthenia gravis. This rabbit experiment was responsible for a large portion of what scientists now know about myasthenia gravis. Myasthenia gravis causes a progressive and abnormally rapid fatigue of the voluntary muscles. It is known as an autoimmune disease, in which the body generates an immune system attack against its own skeletal muscles. This arises when lymphocytes in the blood produce antibodies that destroy muscle-cell receptors for acetylcholine molecules, preventing muscle contractions. The antibodies have been shown to decrease the usefulness of acetylcholine receptors through accelerated endocytosis and blockade of the receptor. Endocytosis is when extracellular substances are being incorporated into the cell by vesicles forming inward through budding of the plasma membrane. Researchers have been able to demonstrate the effect of antibodies on acetylcholine receptor by using radioactively labeled alpha bungaroo toxin, a snake poison, to follow the rate of degradation. Antibodies from patients with myasthenia gravis cause an increase in the rate of degradation of acetylcholine receptors. Blockade of acetylcholine receptors is another form of autoimmune attack from myasthenia gravis. Antibodies from these patients have been shown to block the acetylcholine binding sites preventing acetylcholine from binding to its receptor and opening the ion channel. The antibodies may bind near the acetylcholine binding site rather than directly on it, because the acetylcholine binding site is so small. In this case, the antibodies would prevent acetylcholine from binding at the receptor by interfering with the acetylcholine molecule as it moves towards its receptor. Symptoms for some one with myasthenia gravis include a flattened smile and droopy eyes, with slow pupillary light responses.

The Doctrines of Kurt Vonnegut Essay -- Biography Biographies Essays

The Doctrines of Kurt Vonnegut The writing of Kurt Vonnegut exhibits perception without restriction and imagination without limitation. It surpasses mountains of ignorance and rivers of innocence to extend emotions for society to sympathize with reality. He incorporates his knowledge and view-points into a variety of literary genres for everyone to learn of his inquiries and philosophies. To draw readers into his sphere of influence, Kurt Vonnegut administers an inflection on the present to state other tenses (Schatt 148). From government to technology, he applies his ideas to all subject matters, allowing all readers to comprehend his beliefs (Nichol 602). The literature of Kurt Vonnegut coincides with his sentiments appertaining to human substantiality, altruistic love, and Post-existentialism. A primary interrogation Vonnegut predominately accentuates is the meaning of human existence; "What is the purpose of life?" (Holland 54) Man must feel that he is "serving some purpose," that his life has substance and significance (55). To find an answer to this question, Vonnegut unwinds into the pages of his works, man's search for substantiality, and his attempt at changing his destiny to obtain answers through power. Human nature possesses man to hunger for control, and without dominance, man feels purposeless. By making him "powerless to alter his destiny in any way," Vonnegut stresses an exploration for usefulness, and the question of life's poignancy is seen w... ...sp; all he could to make our marriage a happy one. EPICAC gave me anniversary poems for Pat- enough for the next 500 years (Vonnegut, Welcome to the Monkey House 284). EPICAC knew that fate did not allow him and Pat to be together. His happiness came from the happiness he gave to her and sacrificed for his best friend. Feelings and beliefs do not necessarily need to come from emotions, and in many of Vonnegut's work, it comes f

What is the importance of Moira in the Margaret Atwood’s novel The Handmaid’s Tale ?

Moira is a strong character whose determination and past life experiences influence her actions within the new Gilead regime. Moira is undoubtedly a role model for the handmaids in the novel as she is brave and is motivated by her beliefs from which she developed even before the regime was introduced. Moira is also Offred's friend with whom she can associate comfort and trust. However, her determination for her own survival shows her to be selfish and dangerous. One of the underlying purposes of Moira in the novel is as a link to Offred's past. There are many occasions in the novel when Offred refers to her friendship with Moira before the regime: ‘There was a time we didn't hug after she told me she was gay, but then she said I didn't turn her on' Throughout the novel Moira is displayed as a flamboyant character, here, she willingly jokes about her sexuality in order to comfort Offred. She appears to be a complete contrast to Offred as she is bold and out-going, her language is vulgar and brash. Furthermore, the fact that she is allowed to be gay in society shows how much more freedom there was in a pre-Gilead culture. Moira is a clear role model for the handmaids, especially Offred. She displays exceptional courage and determination throughout her time at the Red Centre: ‘You can't let her go slipping over the edge. That stuff is catching' When Janine shows weakness in the Red Centre, Moira takes it upon herself to help her and make sure the Aunts don't find her like it. The fact she tells Offred how to help Janine shows Moira plans to escape. The escape from the Red Centre for the Handmaid's is a fantasy, and when Moira successfully escapes, she too becomes their fantasy. Offred is particularly impressed by Moira's actions and at one point states ‘ if I were Moira, I'd know how to take it apart' This shows Offred's respect for Moira, and suggests her will to be like her. However, Offred makes no attempt to act like Moira, as her disbelief in herself is too strong. Although Moira is caring and a good friend to Offred, her plans to escape the regime are entirely selfish: ‘I've got to get out of here, I'm going bats. I feel panic' Not only does Moira not consider Offred's panic when she tells her she wants to leave but she also implies her escape will be on her own and for herself. Moira's resistance could be a direct danger to Offred, as she is associated as her friend and could therefore be considered either as a source of information for Moira's whereabouts or as a rebel herself. Although Offred's intentions for Moira to stay may also be selfish, as Moira is her only companion, and brings about an air of protectiveness and hope, because she never shows fear and always seems to believe she will escape. The fact Offred finds Moira in Jezebel's hints she has been unsuccessful, as she has escaped to a place, which goes against herself and her ideals: ‘That shit you're with? I've had him, he's the pits' This quote shows she has slept with men, something she would not have been inclined to do in a pre-Gilead society, this clearly shows Moira is not a free woman. Moira is also wearing something she would not haven chosen freely, her out-fit is intended to make her look sexually attractive to men. This is something that Moira would have campaigned against before the new regime was introduced. The fact that Moira was unsuccessful makes her less of a role model in Offred's mind and her mistake was to be too determined. Moira acted on impulse and needed to seek a more powerful resistance than her. Offred's comfort she takes from Jezebels is maybe that the resistance she has discovered is her escape route. Offred now knows she can be successful without being Moira. So, Moira is a strong-minded politically aware woman. Her beliefs in feminism motivate her to resist the sexist regime she has been forced to comply with. Moira is a constant reminder of past life, as she represents freedom for women in a pre-Gilead and Gilead regime, although the sexism she now fights against is magnified in Gilead. Moira's determination is a contrast to Offred's, and her bravery is something, which all the Handmaids wish they had. Moira's heroine status makes her seem she can help any of them and they perceive her to be successful. However, in reality Moira has become a prostitute in Jezebel's. Moira has become something that symbolises what she has fought against mentally and physically throughout her life. Moira is an example in the novel of failed determination. She shows that Offred's subtle attempts to resist the regime and find others like her are not useless.

Personal Ethics Statement Essay

After taking the Ethical Lens Inventory, I have discovered that my personal lens is the Results Lens. Upon further reading I discovered how that translated into my values, strengths, weaknesses, and my blind spot as well as how to see more clearly. The key phrase for those with the Results Lens is â€Å"I make choices that are good for everyone. † The values and strengths associated with the Results lens are the core values, the classical values, and the definition of ethical behavior, the tools for analyzing problems, and the gift. Core values are autonomy over equality, and protecting individual rights, and prioritizing value of sensibility over rationality. It is better to examine each situation in its own context rather than a one-size-fits-all solution. The classical value is prudence by demonstrating wisdom, foresight, optimism, imagination, and the gift of entrepreneurship. Creating the greatest good is my lens type’s definition of ethical behavior, by seeking win-win results. Experience provides the tool for analyzing problems, by considering multiple perspectives and focusing on what is really happening to consider solutions that make many people happy. Free will is the gift associated with the Results Lens. Because of the value of autonomy, we are self-reliant and accountable. We want this freedom for each person to seek their ideal goals in life. The Results Lens also has its weaknesses such as a blind spot, expedience, risk, greed, and also failure. The blind spot for this lens type is becoming satisfied with too little good. We fail to be accountable to those that are depending on us when we exercise our free will. As long as our needs are met we can become complacent. Our temptation is expedience by not paying attention we can be tempted to base our actions on what is politic or advantageous rather than what is right. Reducing decisions to a cost-benefit analysis is this lenses biggest risk. We need to ensure that all have free will or we run the risk of reducing decisions to narrow and purely financial cost-benefit analysis. The vice for the Results Lens is becoming greedy. If we fail to exercise free will responsibly our pursuit of good for all can devolve into an excuse for taking as much for ourselves as we can get away with. Failure is this lenses major crisis. If we fail to develop the practice of mindfulness and reflection we will face failure. No one can accomplish or acquire everything, and the more you do the less satisfying it can become. Our acquisitiveness could be driving people away from us. In conclusion, in order for people who fall under the Results Lens to see clearly, we must use our head, check to see if our gut and head agree. To find a proper balance we need to explore the gifts of the other lenses such as consistency and concern for the whole community. As we learn to consider other perspectives in our decision-making process, we will live out the best of our ideals with compassion and care for others.