Fashion positives

Echo fashion positives and negatives. Negative effects of fashion, this includes the use of highly toxic pesticides on the cotton for example it can harm the environment and also wastes large amounts of water, this can have a negative impact on the general health of the people around the area. (Collier at all, 2001) In the production of clothes we can see that non- recyclable materials are used and this also has a negative effect on the society and the health of the people in the area. Barclay, 2008) Things like cloth dust and chemicals have a negative effect on the people who actually work In the factory and an make them sick, this contributes towards people not being able to work and more people are dependent on the government and tax goes up. (Barclay, 2008) Positives of echo fashion: Echo fashion on the other hand promotes a more environmentally friendly way of producing clothes, where they used recycled materials to produce clothes which helps clean up the environment and also h elps take of the pressure In the Industrial areas and also for example the cotton fields (Understructures, 2008).This then can open the window for people who can use their hands to create fashion or echo fashion teems like handbags made of reads and plastics. This then contributes economically towards the local people so in short it helps local empowerment. When I was on the web pages of shops like Blossom and ETC you can see that the want to make people more aware and give them a better understanding of what echo fashion is and how it positively contributes to the environment.Echo fashion shops like Blossom, ETC, Hemorrhoid and Thinkers are all promoting the idea of echo fashion in Cape Town. Not clearly understood or known about, echo fashion has had little exposure because cost of the people I interviewed did not know what it is, but with time and the constant environment friendly campaigns going on it will get more exposure and people will definitely get the idea of how echo fas hion helps conserve the environment so in time they will buy more echo friendly clothes.

Med terms

By defining the word elements, one could define the medical words. Learning to combine and recombine the word elements into medical words is an integral component for those enrolling or practicing in the medical field. Word elements include prefixes, suffixes, and root or stem words. The stem or root word usually denotes the body part. Prefixes are placed before a root or stem word to modify the root or stem. Suffixes are placed at the end of a root or stem word to explain what is happening to the root or stem word. Below are examples of medical terms: Biology is the study of life and living things and bi/o means life; the o/logy means study of, when it is at the end of a word. Biolysis means the chemical decomposition of living tissue by the action of living organisms; lysis means decomposition, setting free, separation, destruction; thus, biolysis Cardiomegaly means enlargement of the heart; megaly means to enlarge; thus, cardiomegaly Neurotome means a fine knife used in the division of a nerve; -tom means to cut;-e means instrument (in this word) and/or noun marker; thus, neurotome. Pathoanatomy means the anatomical pathology; Path/o means disease, feeling, or suffering; thus, anatomy is the study of the structure of living organisms.[1] With the complexity of functions in the clinical area, it is imperative that a health care provider or those pertaining to the health team should know and understand these terms for easy accessibility and continuity of work. The use of medical terms has become the language in the clinical area, and so every health provider should understand in order to ensure that there is healthy communication between him and the client and within the health team. With the right knowledge and understanding of these medical terms, it is easier for the physician, or the nurse, or any health care giver to administer diagnoses and interventions and let the responsible subordinates carry out the task. The use of these terms is standardized which promotes integrity and clarity of information in the clinical area. Therefore, it is a must that there should be sufficient knowledge on these to promote optimum and faster delivery of care. [1] http://www.delmarlearning.com/companions/content/0766804917/script/sections1-18.pdf#search='medical%20word%20elements' Â  

Toyota Company Analysis

Toyota Motor Company has been a strong competitor in the global automobile market since its inception in 1937. Today Toyota has become a globally recognized brand and has won the coveted spot as the worlds top selling auto manufacturer, with 17% total market share. Despite many challenges Toyota has remained relatively financially stable consistent with the S&P 500 and continues to provide low cost high efficiency vehicles appealing to various demographics with the implementation of a high end luxury line (Lexus) as well as a line catering towards the younger market (Scion).Toyota Motor Company  prides itself on the successful implementation of a lean manufacturing system including a one of a kind just in time production system. The success of their inventory management and strong supply chain is apparent through their strong sales to inventory ratio and inventory turnover average between 10 to 15 days. Toyota has also exhibited consistently positive EVA rates which indicates high efficiency and value per capital. Although this practice has cut costs for the company, it has also affected sales in a negative light.In 2010 and 2011 when natural disasters hit the areas of their suppliers, Toyota did not have enough parts to complete necessary purchase orders and keep up with consumer demand. For this reason the sales figures from those years are lower than what they were anticipated to be. Despite  these challenges, investors should maintain confident in the efficiency of their invested capital in Toyota, represented by a continuously rising ROE in comparison to its competitors.Toyotas  dividend yield ratio is very attractive to investors as well with 1. 3% compared to the industry average of 1. 1% despite a significant drop in 2008. When looking at the auto industry, investors should take into consideration that Toyota remains competitive despite not receiving the government bailouts provided to the American manufacturers. Toyota features various threats sp ecifically their slow pace in innovation and structure reform.Another notable area of concern is the diminishing market share of their high end line Lexus. Despite these threats Toyotas earning expansion is at an all time high. A focal point of consideration of many analysts and investors is the volatility of the Yen. When looking at Toyotas 1 year growth of -2. 6% which is heavily understated due to the volatility of the Yen, which has effected consumer behavior as well as purchasing power.With the value of the Yen becoming less powerful, Toyota has the opportunity to leverage this to their advantage through relationships with suppliers and improved export profitability. The future success of Toyota will depend on whether or not they are able to keep up with the fuel economy and safety features of other manufacturers. If they are able to do this effectively while also reducing costs using advantages from the diminishing value of the Yen the outlook for this company looks very posit ive for potential investors.

Crew Resource Management. Report(2000 words)- Using the model designed Essay

Crew Resource Management. Report(2000 words)- Using the model designed by Professor James Reason, write a report on the - Essay Example and information about the dangers of Pump A had been misplaced, through the change of staffing which occurred overnight, thus the cause of the explosion when Pump A was turned on and gas began to leak out of the network of piping on the rig. Professor James Reason developed a model known as the Reason Error Prevention Model or the Swiss Cheese Model which suggests that gaps in process or management can lead to on-the-job hazards or accidents (in an environment such as Piper Alpha), with these gaps requiring closure in order to provide effective management and successful adherence to process guidelines. This report identifies certain managerial and process breakdowns which occurred in 1988 on Piper Alpha in order to highlight how better to manage organisational risks, especially in an environment prone to dangerous hazards. Reason’s model suggests that human error is a natural evolution in any business environment and should be considered when creating a leadership or management model. Lack of concentration, carelessness or forgetfulness are human failings and are going to be present in the organisational design, thus leading to undesirable business outcomes. Further, Reason claims that â€Å"adverse events are the product of latent conditions (pathogens) within the organisational system† (Reason, 2008, p.7; Jeffries, 2005). By this, Reason means that even the most detailed and sophisticated management models, maintaining a strong focus on safety and adherence to policy, can still be interrupted by humans or organisational pathogens and lead to workplace hazards. At Piper Alpha, the disaster cost the company $1.4 billion in USD (Peterson, 1991). The pathogen which existed during this time period was failure for safety workers and managers to perform follow-up with on-duty managers after changing shifts overnight. Even though the permit system had been established to ensure that machinery experiencing maintenance was isolated and closed off, shift leaders did

Alcohol Anonomyous (St James Club) Essay Example | Topics and Well Written Essays - 250 words

Alcohol Anonomyous (St James Club) - Essay Example In these regards, confidentiality was observed. When the meeting opened the group leader and members had about four different sayings in the group session. There was a facilitator that guided the group from beginning to end. At the beginning the facilitator opened the floor for anyone to answer questions and to elucidate the general rules. Some of the rules were related to confidentiality and the others centered on how the group should respect each other. The group leader then opened the discussion to the other members and asked if anyone was having problems staying sober. One of the group members named Charles appeared to be the dominant group member but he also helped start the session. Each person had a supporter and Charles was having a problem with his supporter. The group dynamic was slightly off, as there were twenty men and only three women. Still, I believe in terms of numbers the size of the group was optimal for discussion. The group also had a strong diversity of age, wit h individuals there from age 18 to age 72. In all I can say this was a spiritually based meeting that was beneficial to the group members. Sitting in on this meeting I felt accepted and socially at ease; I appreciate the experience and have no difficulty understanding how this could help individuals in their troubles with alcohol.

In tune with the infinate by Ralph Waldo trine Essay

In tune with the infinate by Ralph Waldo trine - Essay Example Some have done it subconsciously and achieved this state of being while some have achieved this through reading of scriptures written by people who have done it and have been able to achieve it through discipline (Waldo, 2007). This article tries to analyze the view of one author of a book that enumerates steps that a human being can follow to achieve this state of being while I investigate these views and offer my personal take on the steps that this author gives. In his book, â€Å"In Tune with the Infinite Self†, Ralf Waldo is trying to point out the steps on can take to be able to be a complete human being. He starts by offering that there is a golden thread in all human beings that when a human being discovers it, it will change the person`s life forever. However, this golden thread can only be realized by those who reach for it; those who are willing to trade their weakness and suffering for strength and health, their pain for peace and calmness, and their poverty for fu llness. Waldo looks at this state as the state of being in oneness and in tune with the inner self or the part of oneself that cannot be seen because according to him, everything starts from the unseen before it becomes seen and it is the unseen that controls the seen and thus getting to know the unseen is what every human should aspire to know. To achieve this the Waldo has highlighted the following aspects: Human beings should understand the: 1. Supreme facts of the Universe. 2. Supreme facts of Human life. 3. Fullness of life i.e health and vigor. 4. Secret, power, and effect of love 5. Wisdom of interior illumination 6. Realization of perfect peace. 7. Coming into fullness of power. 8. Laws of prosperity 9. Ways that men have followed to become prophets, seers, and saviors. 10. Basic principle of all religion In so doing, a person will be able to enter into full realization of lasting riches. Most of these things are visibly clear from a human point of view and it takes a step b y step self discovery to realize and understand the next level. The writer says that everything is right but what differentiates these things are the different points of views that we as human beings have, it is however worth noting that if all human beings achieve this state of being in touch with the inner self, the point of view will be one; what the writer calls â€Å"oneness† (Waldo, 2007). One example he gives is that of optimism and pessimism, according to Waldo, both a pessimist and an optimist are right in their own sense with the difference being that a pessimist`s point of view is dimmed by ignorance while an optimist view is illuminated by wisdom. To start understanding one self, Waldo advises that an individual should first understand the supreme fact of the Universe; that there is an infinite source of life and all things be it spirit, wisdom, hope, to mention but a few. According to him, there is only one source of all this and that source is God. Being certain that some would disagree with this opinion, Waldo says that to him God is a name that can take different forms like the â€Å"provider†, the â€Å"omnipresent† for the believers and thus even the non-believers would agree that there is someone in their own understanding that provides for them but they chose to have a different name for that someone (Waldo, 2007). On human beings understanding

Forensic Questioned Document Examinations Essay

Forensic Questioned Document Examinations - Essay Example Forensic question document examination is also used to analyze documents that are being disputed. For instance, if there is any question that a document is legitimate, then a question document examiner will analyze the document to determine its validity. This is especially necessary in cases where fraud may be present. In some instances, question document examiners are asked to be witnesses in cases (Koppenhaver, 2007; Southeastern Association of Forensic Document Examiners 2010). To have a clear analysis of forensic question document examination, it is fitting that we look at both the advantages and the disadvantages of this element of forensics. First, we will analyze the advantages of question document examination. One advantage to using question document examination is that this element of forensics can enable forensic personnel to extract a number of very elaborate and extremely valuable details that will aid in speedily solving crimes and determining whether or not a particular document is fraudulent or valid. . There are a number of different technologies that facilitate this. For instance, there are techniques to determine what types of inks are used to write documents, which not only works wonders in determining validity but can also point to a particular suspect. Techniques, such as â€Å"high performance liquid chromatography and infrared spectroscopy with principal components analysis and linear discriminate analysis† facilitate the forensic classification of inks from various ballpoint pins (Kher, 2006). . When one knows the type of ink that has been used to write documents, this will possibly narrow down suspects because efforts will then be focused on analyzing documents written in only that particular ink and looking with pens that contain that particular ink at the crime scene, which will bring forensic personnel one step closer to solving the case. Then, there are the numerous analysis techniques and various technologies that enable

How Dogmatism, Rationalism, and Relativism Affect Ethical Thinking Essay

How Dogmatism, Rationalism, and Relativism Affect Ethical Thinking - Essay Example According to the research findings, it can, therefore, be said that dogmatism, as it can easily be understood from the name, stands for an approach according to which ethical thinking of a person is heavily influenced by dogma which is a predetermined set of idea that one is not able to change in any way. In other words, dogmatism provides a person with answers to a wide range of question and does not require one to critically examine each case. It is quite obvious that under these conditions a person can hardly experience any freedom in the course of ethical analysis of a situation. Contrary to the above-mentioned approach, rationalism urges a person to actively participate in the critical examination of the issues and claims that reason is the only viable way to verify the acquired knowledge. In other words, people are encouraged to use their mind to find answers to the questions with the help of their own reasoning. Thus, the biggest difference between the two approaches that were discussed so far might be exemplified in the following comparison: a person guided by dogmatism is similar to a train who follows the rails (dogma), while one who is guided by rationalism resembles a car which can go in multiple directions as long as the steering wheel (reasoning) is being turned. Finally, there is another approach which is different from the above mentioned too. It is called relativism and, as one can guess for the term, suggests that ethical thinking should be engaged rigid categories of right and wrong, but argues that the same action might be viewed in the different light according to circumstances. Continuing the comparison made in the previous paragraph a person who is guided by relativism travels on foot which means that one is able to visit territories which are out of reach of a vehicle and is not limited in one’s movements in any way since there is not seen to follow any rules.

Advertising and Guerilla Advertising Effectiveness and Comparison Literature review

Advertising and Guerilla Advertising Effectiveness and Comparison - Literature review Example In the process, there are complicated underlying theoretical constructs which play a part in the persuasive process. The message is partially dependent upon graphic design, and psychoanalytic theory is also important. Psychoanalytic theory can help explain persuasion, because it explains how the human psyche decodes and deconstructs ads. Moreover, meaning is ascribed, according to the person’s experiences and identity. Critiques of commercial art verses fine art is also relevant in this analysis, because much of advertising can really be considered to be art. However, as this paper will argue, commercial art is more relevant to society than fine art, because commercial art is more easily interpreted and decoded by society at large.Further, John Hegarty’s ideas will be fleshed out, and applied to the concepts of guerrilla marketing. The basics of advertising persuasion Advertising persuasion happens in many different ways.The use of semiotics is one persuasive devise. Se miotics consists of two parts – one is the symbol, or the signifier; the other is the connotation for the sign. So, for the Nike â€Å"swoosh† symbol, the actual â€Å"swoosh† is the signifier. The connotation is the connection that one makes when seeing the symbol, that connotation being all that Nike represents to the individual person – athleticism, celebrity spokespeople, perhaps sweatshops. Semiotics is basically a "system of signs, and can be verbal, visual, or a combination of the two. The study of semiotics would indicate that the meaning of advertisements is not found within the ad, but its meaning depends on how it operates, how signs and its ideological effect are organized internally (within the text) and externally (in relation to its production, circulation and consumption and in relation to technological, economic, legal and social relations)." (Dyer, 1982, p. 115). The audience are active participants in the decoding of the signs, bring ex perience and social background to the act of semiotic decoding. Returning to the Nike â€Å"swoosh,† how an individual interprets the sign might depend upon the background of the individual. One individual, who has Nike shoes, and love them, will decode the sign differently from somebody who has Nike shoes, and hates them. Another individual, who remembers the sweatshop scandal from years ago, might see the swoosh as a symbol of oppression. Etc. Semiotics are crucial to advertising, because this is the way that one company may differentiate itself from another company. Semiotics has not always been the vehicle for persuasion, however, as, during the 19th Century, advertising relied more upon words than semiotics. Earnest Elmos Calkins, founder of Calkins & Holden advertising agency, in New York City, changed the emphasis from words to semiotics. Calkins used modern art techniques in advertising, such as cubism and futurism, while using graphics designers and magazine illustra tors to design his ads. He was the first to understand that advertisements demand dynamic new designs, and was the first to let the designs themselves do the persuading, without the use of copy (Heller, 2001). Thus, graphic designers produce the semiotics which are used persuasively in advertising. These semiotics allow the advertisement to communicate to the audience, without using a single word. Advertising is very important to society, because of its persuasiveness, which helps goods be distributed smoothly. It is also important because it can convey messages about social issues, while persuading society about the importance of these issues (Heller, 2001). The symbol itself is just one aspect of semiotics, as

Balanced Scorecard Essay Example | Topics and Well Written Essays - 2500 words

Balanced Scorecard - Essay Example Although organizations measured their performance even before emergence of the balanced scorecard, they did not know how to implement new strategies. The balanced scorecard has evolved in its functionality to embrace translation of company strategies into action. The balance scorecard seeks to operationalize organizational strategy towards achieve desired outcomes. In this case, the balance scorecard ensures that the organization realizes its vision and mission through mobilization of resources and utilizing them in line with corporate objectives and goals, both short term and long term. Through the balanced scorecard, an organization can assess the current performance situation, as well as any feedback available from previous performance, and updating corporate strategies in such a manner that it effectively eliminates any bottlenecks available. This paper will discuss the adoption of Balanced Scorecard by contemporary organizations, and more specifically, the role of Balanced Scorecard in translating strategies to action as well as its role as a strategic management accounting technique. Translating Strategy into Action The Balanced Scorecard helps translate an organizations strategy and vision into a comprehensive set of measures and metrics to performance. This functionality puts into practice four perspectives of the Balanced Scorecard that include customer knowledge, financial measures, learning and growth, and internal organizational processes. This functionality particularly offers a balance between the company’s desired outcomes and their performance drivers, long term and short-term objectives, alongside objective outcomes. In addition, the balance scorecard has been used by managers as a revolutionary tool that enables them to mobilize their resources and strongholds to achieve the mission of the organization. The Balanced Scorecard appears as a management system that is applicable in channeling abilities, energies, advanced knowledge among its employees towards company objectives and long-term goals. The balanced score card is basically applicable in translating strategies put in pl ace by companies into performance measures that are comprehensive to the targets and achievement needs of the organization as a whole with respects to the complex environments in which they operate (Kaplan &Norton, 1996, p.2). Use of Balanced Scorecard for Strategy translation application to action has been evident among senior executives in banking, insurance, retailing, and oil industries to streamline current performance and target their future performance needs. Strategy translation focuses on effective and efficient use of a company’s intangible assets to spearhead the long-term financial success and value creation of the company through financial and non-financial perspectives. Growth and learning regards individual employees and the entire organizational human resource alongside cross-departmental initiatives to identify efficient new processes that would enable the organizations to meet customer needs and objectives of shareholders (Holl & Bohm, 2005, p.15). The Balan ced Scorecard is applicable as a learning system that is robust for testing the current situation, accessing situational feedback and updating ideal strategies fit for shortcomings of previous organizations functionality. However, strategy translation to action using the Balanced Scorecard is not completely ignorant of the steps that organizational managers use to build a tailored balanced scorecard.

The primary purpose of satire Essay Example for Free

The primary purpose of satire Essay Discuss the accuracy of this statement for the two texts you have chosen. Within all satirical works, there is a deeper seriousness beneath the text. Two such texts are Ben Eltons Dead Famous and Christopher Guests Best in Show, which both take a satirical viewpoint on contextual issues within society and have an underlying seriousness. Dead Famous is an early 21st century mock genre that satirises the idea of reality television. Dead Famous is set within a reality television series entitled House Arrest in which 10 inmates are put within a house with thirty television cameras for sixty-three days and compete for the publics affection, all of which is constantly overseen by Peeping Tom who controls what goes on within the house. Underneath this satire, the composer raises serious issues about societies obsession with reality television, how real reality television is, and questions what entertainment really is. At the beginning of the 21st century, the worlds obsession with reality television was rising to a peak. Many countries around the world had had a first season of Big Brother (On which Dead Famous was based), and had screened many other reality television programs such as Shipwrecked, Survivor and Temptation Island. The text takes the reality television genre and subverts it. This subversion comes about within the text by the composer by taking a reality television program and ridiculing. The major technique used by the composer to ridicule reality television is hyperbole. Within the text, all regular aspects of reality television (in particular Big Brother) have been taken to extreme proportions. This includes the overuse of sexual references within the text and the melodramatic events that happen within the house. These sexual references have been scattered throughout the text, much like those on reality television. However, these sexual references are taken to extreme proportions with the inmates coming very close to engaging within the act of sex quite early within the show. This hyperbole has also been used through the event of a murder that occurs within the house, this melodramatic event is one which would never occur on a reality television program, however has been included within the text as it is a gross exaggeration of the events that would occur within a Big Brother house. Dead Famous also questions the reality of reality television. The composer takes the idea that what is shown to the public on House Arrest (and other reality television programs) is not truly what happens within the house. The composer does this by showing the responder several points of view. The first point of view is that of the inmates and what really happens within the house on most days, in the sequence that they occurred. This point of view also allows the responder to see the thoughts and feelings on activities and situations that the cameras cannot pick up, or choose not to broadcast. This includes footage of the Confession Box (a soundproof room in which contestants can privately speak to Peeping Tom) that the editors manipulate and play selectively to the national audience. Kellys first visit to the confession box was selectively played in an attempt to make her the designated hate figure of the House Arrest series. Another point of view is that of the producers and editors within the editing room. From this perspective, the responder is shown how the footage within the house is manipulated to show the public what the editors want them to see, and how the editors are paid to look at what was actually said and find what we [the producers] want to be said. Within this perspective the viewers are shown the devices used by the editors to create a house favourite for the public to love and a designated hate figure or bitch for them to hate, and vote out. Through this, the responder is shown that not everything that occurs within the house is what is shown to them. The third perspective is that of what the investigators are shown through the daily show which is viewed by the public as a day-by-day account of what occurs within the house. Through the daily show, the responder is shown the effects of the editing room. They are shown the way in which the people they have seen through complete footage are shown to the public. The disgusting Woggle is an example of how the responder is shown his filthy habits during the actual footage, yet within the daily show all that is shown is what the public likes to see, his ability to stir trouble and cause conflict amongst other inmates, therefore making him the favourite housemate. The example of woggle is one that demonstrates how at all different points within the programming (inmates, editors and viewers) one person can be seen in completely different ways.

African Corruption Essay Example for Free

African Corruption Essay This study intends to clearly show the extent to which Africa and Africans have been suffering from the ravages of corruption, fraud, and intentional mismanagement by their governments and their leaders, much to the disappointment and anger of the people. The impact of corruption on the lives of the people, the businesses, and the economy of any of the nations concerned has been studied by a number of authors, scholars, and worldwide institutions such as the World Bank, the IMF, and even donors (highly industrialized nations). Although Africa has a large share of the worlds raw material and mineral resources, African nations are by far the least developed and the poorest countries in the world. Robert Harris, in his book, Political Corruption In and Beyond the Nation State, (1990, p. 29,) introduced three themes. First, political corruption is an illegitimate extension of normal political activity. In trying to understand the central issue of corruption, one needs to understand the complex and intricate nature of corruption. If we ask, what is â€Å"corruption†? The American Heritage English Language Dictionary (Pickett, 2000) defines corruption as â€Å"the art or process of corruption, the state of being corrupt, decay, and rot.† As indicated above, corruption comes in many forms. In the least developed countries (LDC’s) such as Africa, all types of corruption are prevalent. The following brief case histories of these three companies will present the magnitude of the scandals, corruption, and deceit these companies perpetrated on the unsuspecting public and their business partners. Other countries of the world have similar problems of corruption, fraud, and mismanagement. From time to time, stories appear about the corruption trial of a government official, a banker, or corporate head in other parts of the world. Doing Business in Africa and Other Non-Industrialized Nations, the basic tenets of the guiding principles are that corruption, dishonesty, and unethical behavior among public officials represent serious threats to the basic principles and values of government, undermining public confidence in democracy and threatening to erode the rule of law. The aim of these guiding principles is to promote public trust in the integrity of officials within the public sector by preventing, detecting, and prosecuting or sanctioning official corruption and unlawful dishonest or unethical behavior. Monsanto Co.: Settled an SEC complaint in January alleging that the company funneled more than $700,000 in corrupt payments to Indonesian government officials between 1997 and 2002. ExonMobil, Chevron Texaco, Marathon Oil, Devon Energy, and Amerada Hess, as well as several other oil companies: These reportedly are involved in SEC investigations into bribes allegedly paid to government officials in Equatorial Guinea. Public perception of police corruption stems mainly from instances where the public has come face to face with the vice as they interact with police in their discharge of duty. My personal experience also left me with no doubt that police corruption in South Africa was daunting task for the new democratic government of South Africa. While police brutality in Kenya is much less compared to that of the apartheid South Africa, the police corruption in Kenya is much more widespread and open. Corruption in the police force takes various forms and in various degrees of sophistication. Corruption in Kenya and more particularly among the police has reached unprecedented levels. Thieves have been set free from police cells because of corruption. The ministry of public works: This is the second most corrupt institution in Kenya. Finding found that this is the Ministry that has the highest rent corruption in Kenya. A large population of the Kenyan people expressed disgust at the corruption in this ministry. The corruption at the ministry of public works is more sophisticated than meets the eye. It is also in charge of construction of government residential houses and offices. The ministry houses the largest number of government employed Engineers, professionals, and Architects. It is actually a key ministry in any government.   Millions of shillings are spent in purchasing goods and services for the government. There was no good will from the establishment to deal with cases of corruption. Where genuine outside companies have been awarded contracts, big bribes were paid to the committee before the award. In one case a contractor has given a job to put up some government circles. The author discovered that this was done just to get free money as penalties from the government. The poor jobs that we have seen on our roads are a result of corruption. This makes the land law in Kenya, one of the most complicated land systems in the world. The Crown Lands Ordinance (Cap. 280) passed in 1915 defined crown land as â€Å"All public land including all land occupied by the native tribes of the protectorate and all land reserved for the use of the members of any native tribe.† All the land rights of the natives were ignored. After all and without exception, African customs recognized land rights. African communities saw land as a gift of God to every individual. That has been the root cause of land problems in this country. Nowhere in Africa is land such expensive commodity as it is in Kenya. A Kenyan who has no land will always work hard to buy himself land. Land and Corruption in Africa The Ministry of Lands is one of the most corrupt institutions in this country. Land Cartels Land allocations, is the biggest single activity that goes on at the Lands office, Nairobi. Here, the people of Kenya will spend as much time and spend as much money, to ensure that they have been allocated land. Income tax department: African Revenue Authority is the main government agency for collecting all government revenue. No government can run on its own without taxes. Money collected from taxes is what the government uses to provide public services like Education, Health, Infrastructure, security and policing, a forestation, public service employment, defence and many others. (Transparency International Report, 2006) You cannot tax people so highly and yet fail to provide services. Over Kenya Shillings 250 billion taxes, (Transparency International Report, 2006), are collected annually by the Kenya Revenue Authority. The African revenue authority has some of the best professionals in the public service. Corruption at the African Revenue Authority is a matter of great concern. There is corruption in the organization both corporate and individual taxpayers. With the present economic situation most business people are stressed out and depressed. Research revealed that there is massive corruption in the import and export sector. Tax evasion is very high in this sector and the government loses millions of shillings through fraud and tax evasion. It was found that tax officers collude with importers and exporters to avoid tax and deny the government the badly needed revenue. This area has provided a good breeding ground for corruption in the income tax department. Officers in the Revenue Authority come across these businesses every day. The government is losing a lot of revenue by leaving these sectors out.

Big five personality inventory with academic success

Big five personality inventory with academic success Many validation studies have been performed to test the validity of the Big 5 personality inventory with academic success and performance as well as which personality is predictor of good grades. In particular studies have found that contentiousness and openness especially correlated with academic performance. This essay will examine and evaluate the usefulness of the big 5 personality inventory and will be discussing its validity and implications. Conscientiousness personality traits lead students to be organised, disciplined and motivated to succeed. This in turn has a positive effect on their ability to study and on their effort and commitment they put into their work (Maltby et al 2007 p.387) a trait referring to individuals level of dutifulness, achievement striving and organization. Bratko, Chamorro-Premuzic Saks (2006) also have documented and argued that the Importance of Conscientiousness in educational settings is self-explanatory: Being organized, disciplined and motivate d to succeed has no doubt beneficial effects on students study habits, affecting their level of effort and commitment with the course (Bratko, Chamorro-Premuzic Saks 2006). Research indicates that the Big Five Traits (Neuroticism, Extraversion, Openness, Conscientiousness and Agreeableness) reflect core aspects of humans personality and have strong influences on behaviour (Costa McCrae 1992 in Komarraju Karau 2005). Conscientiousness has consistently and positively predicted examination performance as well as grade point average and academic success. Openness is positively related to final grades with high scorers using learning strategies that emphasize critical thinking. Neuroticism is related to reduced- academic performance. Agreeableness is positively associated with grades. Entwistle and Entwistle (1970 in ibid) found that stable introverts using good study methods achieved higher performance than extroverts or emotionally unstable students, whereas Furnham and Medhurst (19 95 in ibid) showed a significant positive correlation between sociability and performance in a seminar class (Komarraju Karau 2005). Paunonen Nicol (2001 in Durham 2004) found the Big Five traits among the significant predictors of grade point average (GPA) in a population of college students. Similarly, Lounsbury, Loveland, Sundstorm Gibson (2003 in Durham 2004) found that Big Five traits significantly predicted cumulative GPA among adolescents in high school and middle school. Lounsbury et al (2003 in Durham 2004) found that the Big Five constructs of conscientiousness, openness and agreeableness were positively related to course grades and grade point average. Durham (2004) therefore argues that these results suggest that students who are more open to new learning, discovery and exploration, higher on self control. More orderly, higher of achievement striving and lower on anxiety, impulsivity, hostility, and vulnerability will have higher GPA. Durham (2004) furthers his argume nt by saying that students who sit in the front of the class (conscientiousness) prepare their assignments (conscientiousness), follow the directions given (agreeableness) and ask questions (openness) and usually better students; high levels of openness, conscientiousness and agreeableness and low levels of neuroticism are an ideal combination (Durham, 2004) Hypothesis The hypothesis of this literature review is that Big 5 personality traits of Openness, contentiousness, extraversion, agreeableness and neuroticism are significantly related to academic performance and predicting grades. There have been many studies documented which have investigated the relationship of the five personality traits namely, openness, contentiousness, extraversion, agreeableness and neuroticism with academic achievement. For example, in studying the relationship between the big five personality traits and academic performance, Komarraju Karau (2005) developed the following specific hypotheses. First, as Neuroticism is characterized by emotional distress and poor impulse control (Komarraju Karau 2005), Komarraju Karau (2005) expected students high in Neuroticism to have difficulty in coping with academic challenges and dealing with setbacks. There, Komarraju Karau (2005) predicted that Neuroticism would be positively related with the academic motivation factors of debilitating anxiety, withdrawing, disliking school, and discouraged about school. Extraverted individuals are warm, socially-oriented, and assertive (Komarraju Karau 2005). Agreeable individuals tend to be trusting and co operative, and may be receptive to collaborative learning (Komarraju Karau 2005). Therefore, Komarraju Karau (2005) predicted that Extraversion and Agreeableness would both be positively related with approval and affiliating motives. Komarraju Karau (2005) argue that because assertiveness is an element of Extraversion they predicted that Extraversion would be related with influencing motives. Individuals high in Openness seek novel experiences, are intellectually curious, and may be more receptive to novel educational experiences Komarraju Karau (2005). The researchers therefore predicted that Openness would be positively related with thinking and desire for self improvement. Finally, conscientious individuals are generally organized, disciplined, and hard working, and have been found to achieve greater academic success (Komarraju Karau 2005). Therefore, the researchers predicted that Conscientiousness would be positively related with persisting, achieving, and desire for self- improvement. Komarraju Karau (2005) found that avoidance was positively related with both Neuroticism and Extraversion, and was negatively related with both Conscientiousness and Openness, with Neuroticism explaining the most variance. Komarraju Karau (2005) argue that these results may suggest that neurotic students tend to avoid many aspects of academic life and view education as a means to an end rather than an intrinsically fulfilling enterprise. Similarly, Komarraju Karau (2005) argue that extraverts may be more concerned with social aspects of college life. In contrast, conscientious and open students are less likely to be avoidant in their motivation. Komarraju Karau (2005) found that students with higher levels of Openness and Extraversion were more engaged in learning, with Openness explaining the most variance. Komarraju Karau (2005) further their argument by saying this suggests that students who are sociable and enjoy exposure to new ideas are likely to be engaged i n the educational experience and may benefit from discussion and interactive learning. Finally, Komarraju Karau (2005) found that students who were more conscientious, neurotic, and open to experience scored higher on achievement with Conscientiousness explaining the most variance. Komarraju Karau (2005) argue that these results suggest that students who are responsible and intellectually curious may be more achievement oriented, hard-working, and competitive. Komarraju Karau (2005) noted that neuroticism was related with achievement, and this relation between Neuroticism and achievement may be because of compulsive preparation Komarraju Karau (2005). Correlation of subjective responses and objective assessment and confirmation of the validity of conscientiousness trait with relation to academic achievement Discussion section There may be narrower personality traits that could add to the incremental validity of the Big 5 inventory with relation to academic success and predicting grades for example. Lounsbury, Sundstorm, Loveland Gibson (2003) investigated and examined the narrow traits in addition to the Big Five in predicting academic success among adolescents. Lounsbury et al (2003) investigated individual grade point average (GPA) and scores from the Adolescent Personal Style Inventory among 220 seventh-graders and 290 tenth-graders, including agreeableness, conscientiousness, emotional stability, extraversion, and openness, plus four narrow traits, aggression, optimism, tough-mindedness, and work drive. Lounsbury et al (2003) found that all traits correlated significantly (P The validity and reliability of the NEO PIR in terms applicability: discussing the issue for the professional development of the teacher in schools and also for the positive feedback and educational development of the child, analysing the practicality of the learning style Personality tests that are to predict academic achievement and success are not only for the professional development of the teacher, lecturer but also for the personal and educational development of the student or pupil at school or university. These personality tests therefore they need to be such that the teacher and student can interact with them for the teacher to perhaps to alter his or her teaching style and approach and more so for the student to be aware of his or her subjective and predominate learning style and how these are contributing to many cognitive aspects such as information processing, retention of information, memory or indeed knowledge acquisition. Research has testified that from the NEO PIR the trait that is predominately applicable is conscientiousness as we have seen, although the other four have also contributory effects for academic achievement, however the practicality of using it may still be questionable because if the trait of conscientiousness is the p redictor of academic success then will it be easy for the student to develop these traits within him. How easy will it be for the teachers to aid and support the students in developing a conscientiousness personality is questionable. An easier way for both the student to understand for his or her own academic development and also for the teacher to support the student may be through the education of personal learning styles. Learning styles in particular is a model which pinpoints and highlights the cognitive abilities necessary for learning, which is a cognitive process. The tools of learning style can enable the student to completely understand which styles may aid him or her and according to that style of learning, the teacher will be able to help and support the student developing a interactional system between the teacher and the student in an academic environment and discussing cognitive variables in relation to learning styles rather than broad personality traits which maybe far difficult to generalize towards the students learning process. Therefore learning style approach and assessment may not only be a cognitive and academic achievement predictor most importantly on the basis of individual differences but this will enable both the teacher and student to interact with them for the professional development of the teacher and for the academic and cognitive development of learner. A well known and documented approach to learning is presented by Kolb (1984 in Maltby 2007) in which he discusses the learning processes such as concrete experience, reflective observation, abstract conceptualization and active experimentation. Other than the Big Five traits of conscientiousness, openness, agreeableness, extraversion and neuroticism, there are other traits or, motivation related traits as argued by Lounsbury (2003 in Durham 2004) which can add incremental and predictive validity to the NEO personality inventory in the domains of education success. For example, Lounsbury (2003) found that traits such as aggression, optimism tough mindedness and work drive can not only significantly correlate with grade point average but moreover add incremental validity to the existing NEO Five. (Durham, 2004) In line with Lounsbury (2003) Durham (2004) is also for the inclusion of the factors of aggression, optimism and tough mindedness. Durham (2004) argues that these traits of optimism, aggression and tough mindedness could be better predictors of academic performance and grade point average. Optimism, Durham (2004) argues is a tendency to maintain positive expectations about the future and Prola and Stern (1984 in Durham 2004) found positive correlations between optimism and grade point average. Optimism is an important assessment because it influences task-orientated behaviours (Durham 2004). With regards to conscientiousness there will a consensus that it is correlated with academic achievement and performance through Meta analysis and self and other assessed approaches, however with regards to openness, although it has been acknowledged that it refers to academic intelligence, agreeableness, neuroticism, extraversion there is far lesser consensus how it refers and relates to academic achievement. For example Bratko, Chamorro-Premuzic Saks (2006) have found that some argue that high neuroticism is detrimental for academic performance on school examinations but others suggests that higher levels of worry and perfectionism that characterize neurotic individuals may lead to better and higher performance. The trait of extraversion is also debated with academic achievement as some have argued of negative correlation and other have argued of positive correlation (Bratko et al 2006). Bratko et al (2006) also argue that alternative explanations indicate in the direction of deve lopmental changes in the ability-extraversion correlation, such that brighter individuals become more introverted over time. Some traits of the BIG 5 such as extraversion, conscientiousness and openness which all relate to motivation, striving and academic self fulfilment have been correlated with certain measures but have not been correlated with other measures such as the IQ tests. Psychologists have argues that the NEO Big 5 personality inventory predominately reflects a persons motivation and in particular motivation to self actualise in academic domains but does not take into consideration specific academic cognitive abilities which is predominately related and correlated with academic success and achievement. For example, Ones Schmidt Viswesvaran 1993 (in Gagner Pere 2001) have established no correlation between motivational factors and IQ ability for academic progress. The psychologists argue that the tests such as the NEO PIR which may measure or take into consideration the motivation factor of conscientiousness and disregard cognitive abilities may not be highly valid in predicting achievement in comparison to higher validity and reliability of cognitive and IQ measures of predicting achievement, and the results obtained from an IQ test maybe useful for the professional development of the teacher with relation developing cognitive constructs of the child such as numeracy but also important for the development of the learner to know which areas in academia need to be concentrated upon. Gagner Pere (2001) assessed the unique contribution of motivation to academic achievement. Over 200 high school students completed two IQ tests and three motivation and conscientiousness related measures twice during a semester. The results revealed that IQ and motivation were not correlated; cognitive abilities were by far the best predictor of school achievement. The psychologists argue that these results question the belief of most educators about the crucial role of motivation as a determinant of scholastic achievement these findings may in invite the educators to not only consider moti vation and conscientiousness as an important factor of achievement but to also concentrate on the cognitive abilities of the learner and ways to enhance them perhaps by working with the learning style of the learner considering the VAK (the visual, auditory or kinaesthetic individual differences) and modifying educational resources to support all types of learners and by working within the unique learning style of the individual with the belief that by working within the cognitive framework of the individual this will improve the cognitive performance and abilities of the learner such as problem solving, information processing, logical and rational thinking which will enhance the IQ and therefore academic achievement. Komarraju Karau (2005) also acknowledge that students who are taught in a way that matches their learning style and ability are likely to achieve at higher levels. In light of the findings that there are less or no correlations of motivational factors such as conscien tiousness with academic progress Bratko et al (2006) argue that empirically, evidence is mixed with some studies indicating personality has incremental validity over ability in the prediction of academic progress but others showing it doesnt (Bratko et al 2006). Bratko et al (2006) also argue that personality inventories such as the NEO PIR use self ratings of traits. Whilst Bratko et al (2006) acknowledge and argue that most investigators have used self report personality inventories and academic progress as they are convenient and because they believe that people have a unique perspective of their own experiences and history of behaviour, however Bratko et al (2006) also maintain that self ratings can be inaccurate because people may present themselves in an unrealistically positive light or their position of an actor can bias their perception of their own consistent personality attributes other-rating data can be less susceptible to distortions caused by defensiveness and self-pr esentational strategies (Bratko et al 2006). As studies have shown that peer-ratings consistently show a substantial correlation with self rating data and their validity widely demonstrated (Bratko et al 2006), Bratko et al (2006) suggest that adding to peer-rating to self-rating can enhance the incremental validity of personality tests such as the NEO PIR further. Although some studies did not find a link between motivation and academic achievement some other studies did. For example Komarraju Karau (2005) investigated the relationship between personality characteristics and academic motivation. Their research examined the link between the Big Five personality traits and individual differences in college students academic motivation. Students were asked to complete the NEO Five Factor Inventory and the Academic Motivations inventory and the facets of both the academic motivations inventory and NEO big Five were correlated together which supports their academic motivation hypothesi s and its importance with success (Komarraju Karau 2005). This study not only indicated the importance of administering tests to examine academic motivations with relation to individual differences but also confirms the validity and reliability of the NEO Big Five. Personality or intelligence tests: independence of personality tests from intelligence: understanding the correlations of ability intelligence tests and personality tests Although studies have testified to the theory that measure of intelligence is valid and reliable for prediction of academic achievement some other studies have discovered the importance of personality tests independently from intelligence which adds to the validity and reliability of personality testing in relation to academic performance and achievement. For example Bratko et al (2006) analysed the relationship of self and other-assessed personality with school grades in 255 pupils. Conscientiousness was the strongest personality correlate of school grades for both self and peer-ratings. That is, the scores of self-rating and peer-rating for conscientiousness significantly correlated. It was interesting to discover that grades were negatively correlated with self assessed extraversion and emotional stability (neuroticism) and positively correlated with peer-ratings of autonomy. When cognitive ability was partialled out correlations between personality and school grades showed little change indicating that the effects of personality on academic performance was independent of intelligence. The investigators not only argue of the independence of personality to academic performance and therefore stressing its validity in domains of education but also argue that self ratings had only marginal incremental validity (3%) over peer-ratings in predicting school grades while incremental validity of peer-over self -rating was larger (9%). Therefore this study supports the notion that testing personality in domains of education and academic performance is indeed valid. In this study the self-rated assessment or rating compared to the peer-rated (observer) assessment and rating is thought provoking because there was a difference in both ratings and their correlations significances. In the study of Bratko et al (2006) noted that the relationship between. In the study Bratko et al (2006) found that the predictive power of conscientiousness increased substantially when assesse d by peer ratings as opposed to self-rating and there Bratko et (2006) argue that this suggests that socially desirable responding may undermine that validity of self rated conscientiousness. Their results also indicated that combining measures of conscientiousness with intelligence are likely to be advantageous when it comes to predicting academic progress (Bratko et al 2006). Bratko et al also argue that students may also want to look conscientious and autonomous in the eyes of personality tests and therefore Bratko et al (2006) recommend that investigators include social desirability alongside both peer and self-ratings of personality to explore determinants of success and failure (Bratko et al 2006). Another way to avoid distortion and therefore validity in applied educational settings is for participants to respond anonymously possibly by mail as argued by Schinka (1997). Schinka (1997) suggests that these techniques of anonymity will minimize conscious motivation to distort pe rsonality profiles. Psychologists studied how the Big Five personality traits may relate to individual differences in academic motivation. Alongside the achievement and academic success, motivation is very important to reach academic success and this area also needs to be considered for students. Komarraju Karau (2005) also reflect upon an interesting meta-analysis in support of the personality tests such as the NEO PIR for academic performance and success as well as for convergent and predictive validity. For example, Komarraju Karau (2005) argue that Ackerman and Heggestad (1997 in Komarraju Karau 2005) found some modest relationships between personality and intellectual ability measures. In their study Openness was positively related to intellectual ability, whereas Neuroticism was negatively related to intellectual ability. Komarraju Karau (2005) argue that these investigators concluded that intellectual abilities, interests and personality are interrelated and that intellectual ability level an d personality traits determine success. The validity of personality tests and their application in academic prediction of ethnic and culturally different students Durham (2004) acknowledges that studies have established differences in the scores between African American Students and White students on personality measures, as well as in the educational domains including. Ethnic students bring their values and in particular ethnic values to the learning environment. Therefore, when assessing personality and correlating with grade point average it is important to consider and acknowledge different cultural and racial differences which may affect an individuals learning style and development (Durham 2004). Therefore, generalising the significances of the results on populations this issue also needs to be considered thoroughly. Durham (2004) argues if there are differences in the personality traits scores of black and white students the applicability of these assessments to ethnic populations in doubt. Using the MMPI may be appropriate for use with ethnic and racial students The validity and reliability of the NEO-PIR or Big Five inventory and its applicability across races and cultures Worrell Cross (2004) investigated the reliability and validity of Big Five Inventory scores in a sample of African American college students as performed on the Big Five Inventory. The investigators discovered that reliable measures could be developed from the Adjective Q -sort and that there are no perceived predictive validity differences between White and Black students using the NEO PIR (Worrell Cross 2004) The use of other measures especially the inclusion and applicability of the Assessment of Academic Self concept and motivation (AASM) Assessment of Academic Self concept and motivation was developed according to the motivational systems theory. The uniqueness of this assessment is that it postulates that motivation is the patterns of gaols, emotions and personal agency beliefs (self -concept) which is consistent with the socio-cognitive theory of personality development proposed by Albert Bandura. Durham (2004) argues that this model and assessment four aspects of self concept- ability, environmental responsiveness, control and value or importance it also assess four dimensions of the education environment: cognitive, social extracurricular and personal (Durham, 2004) validation studies have been performed by Rouse Cashin (2000 in Durham 2004) and have found support for this assessment as well. Durham (2004) argues of the advantages of this measure with ethnic clients because it measures internal locus of control and the motivation aspect can measure academic success. With regards to values and race and cultural d ifferences, John (1989 in Goldberg 1998) examined judges classifications of the 300 terms in the Adjective Check list into the Big Five Categories to examine its validity and argues that traditional values and individuation/ autonomy adjectives closely related to the persons self -concept and cultural determinants may lie outside the Big Five. Goldberg (1998) argues that other personality factors that are not included inside the Big Five are religiousness, sexuality, introspectiveness, maturity, gender roles thrift and suppression and repression (Goldberg 1998). As there lays other aspects beyond the Big Five it would be interesting to see these influences for academic achievement as well. Paunonen Jackson (2000) had also investigated into the NEO PIR and the Big Five traits and after a thorough investigation and analysis they found that a) Religious, devout, reverent b) sly, deceptive manipulative c) honest, ethical moral d) conservative, traditional, down-to-earth e) egotistical, conceited, snobbish and f) thrill seeking behaviours were independent from the Big Five Factors as they did not correlate. This finding is important to establish the internal consistency validity and what differences it would make if these traits are also examined along with cultural values as discussed to evaluate the impact it has on education success and achievement because these traits such as masculinity-femininity, religiosity, are also determinants of human behaviour and also academic motivation. These recommendations will improve the internal consistency of the NEO PIR personality assessment as argued by Paunonen Jackson (2000)

The Missile Defense System of the United States Essay -- Argumentative

The Missile Defense System of the United States Abstract   Ã‚  Ã‚  Ã‚  Ã‚  When Ronald Reagan was in the Presidency, he and his staff came up with the idea for a missile defense system that would defend the country in the event of a nuclear missile attack. This system was named "Star Wars" and the basic principal behind it was that it would be a shield that covered all fifty states. However, government officials soon realized that Reagan's defense system was impossible to build, so the program was dropped, but the idea to defend the country against a missile attack stuck around. Today, the U. S. Government is trying to build a new, more realistic missile defense system. However, not all the problems have been worked out, and the U. S. Government should not deploy their missile defense system without conducting further tests. Purpose of Missile Defense   Ã‚  Ã‚  Ã‚  Ã‚  Imagine that one morning there is breaking news that the U. S. Capitol has just been attacked by a missile strike. The information is plastered on every station, and there's pictures showing Washington D. C. Leveled to the ground. All of this just because in the past few years the U. S. Government tried to develop a defense system to quickly, and for that reason they didn't have adequate tests to determine whether or not the system would work. Furthermore, they wouldn't have been attacked had it not been for them trying to develop this system. Every day, this threat is becoming more of a possibility to the United States. Since this could happen, the U. S. Government shouldn't deploy their defense system unless they conduct further, more realistic tests.   Ã‚  Ã‚  Ã‚  Ã‚  The name of the missile program that is being developed to protect the United States is the National Missile Defense. This program... ...ork. MIT Enterprise Technology Review. Retrieved March 14, 2003, from http://www.technologyreview.com/articles/ postol0402.asp Q&A: son of star wars. (2002, December 17). BBC News. Retrieved March 11, 2003, from http://news.bbc.co.uk/2/hi/americas/696028.stm Reynolds, M. (2002, December 24). Missile plan faces obstacles; Pentagon value in Bush's proposal to deploy the system in three years, but critics say an essential phase of testing would be left out. Los Angeles Times. Main News; Part 1; Page 1. Warren, D. (2001, May 3). Shooting down the criticisms of Bush's shield: common arguments against the U.S. Missile defense plan, and why they'll never work. The Ottawa Citizen. News, p. A17. Wright, D. & Postol, T. (2000, May 11). Missile defense system won't work. Common Dreams News Center. Retrieved March 6, 2003, from http://www.commondreams.org/views/ 051100-101.htm   

Symbolism in the Loss of Light in Macbeth :: essays research papers

'Light' symbolizes truth, goodness, awareness, innocence and purity, everything linked to positive attributes. Light can represent anything Godly and saintly. ‘Darkness’ is the opposite of light. It symbolizes evil, unawareness, mischief, blindness and treachery. Firstly, both the murders of King Duncan and Banquo are committed at night, when the sun has set and darkness has fallen. Furthermore, when Lady Macbeth plots the murder of King Duncan she calls the â€Å"thick night† to â€Å"pall† â€Å"in the dunnest smoke of Hell† to hide her actions. She depends on the darkness to carry out the sinister deed. In addition, before and after the murder, there is much mention of nocturnal animals, for example, how the â€Å"owls shriek’d† and the â€Å"crickets cry†. Macbeth also tells the stars to â€Å"hide their fire†, which shows a reference to one of King Duncan’s lines when he mentions that â€Å"the signs of nobility are like stars†. Therefore Macbeth wants to hide the light when he does the deed. After the murder of King Duncan, Ross speaks to an old man about it, and of how the â€Å"dark Night strangles the traveling lamp†. He also mentions â€Å"Night’s predominance† over â€Å"the Day’s shame†. He probably thinks that the loss of Duncan equates to loss of everything ‘proper’, since he speaks of strange happenings, like horses eating their own kind. This displays a state of chaos and unawareness which is linked to darkness. Towards the end of Act 3 scene 2, Macbeth speaks of his plan to kill Banquo, and he then calls the â€Å"sealing Night (to) scarf up the tender eye of pitiful day†. He also mentions that the â€Å"Good things of day begin to droop and drowse / Whiles Night’s black agents to their preys do rouse†, which yet again makes a reference to nocturnal animals (preys). It also shows darkness taking over light, or in this case, Macbeth’s evil plot to get rid of the â€Å"worthy Banquo†.

Macbeth Essay -- essays research papers

Compare and Contrast: Macbeth and Lady Macbeth Ambition, the world’s driving force to achieve their goals. Ambition is a characteristic of human nature, which, if expressed in an evil manner, can turn the entire person evil. Macbeth and Lady Macbeth are great examples of these types of people. In William Shakespeare’s Macbeth, they are torn apart due to their excessive hunger for power.   Ã‚  Ã‚  Ã‚  Ã‚  Both Macbeth and Lady Macbeth have a driving ambition that turns each of them into a spiral of guilt and evil. They are both very stubborn and set in their ways this is proven when Macbeth does not want to change his mind about killing Duncan. Their thriving ruthlessness combined is almost unstoppable, and it is their fuel to commit the terrible deeds that they do. Though they are similar in many ways, they also have many differences, which include the changing of power throughout the play. The relationship between Macbeth and Lady Macbeth is a very close but a rather strange one. There are a lot of things that Macbeth does not understand about Lady Macbeth, that she knows about him, for example, she knows his weakness of character and his strengths. At the beginning of the play Lady Macbeth is the stronger of the two. Although it was the witches who told Macbeth he will be king, it was Lady Macbeth who uses her art of persuasion, and knowledge of Macbeths weaknesses, to make him kill the king. Lady Macbeth uses persuasion, another factor that helps her over p...

Entreprenurial Finance Essay

MINI CASE 2 ANSWER SHEET GROUP #2 R.K. Maroon is a seed-stage web-oriented entertainment company with important intellectual property. RKM’s founders, all technology experts in the relevant area, are anticipating a quick leap to dot-com fortune and believe that their unique intellectual property will allow them to achieve a subsequent (year 3) $100,000,000 venture value with a one-time initial $2,000,000 in venture financing. In contrast, similar dot-commers in their niche are currently seeking multistage financing amounting to $10,000,000 to achieve comparable results. The founders have organized with 1,000,000 shares and are willing to â€Å"grant† venture investors a 100% return on their business plan projections. A. What percent of ownership must be sold to â€Å"grant† the 100% three-year return? Value to Achieve in 3 years Initial Financing Time in years Rate Future value Percent Owned by Investors 100,000,000.00 2,000,000.00 3 100% 16,000,000.00 16.00% B. What is the resulting configuration of share ownership (starting from the 1,000,000 founders’ shares? Shares Of founders Percentage of the investors Percentage left Total of Shares 1,000,000.00 16.00% 84.00% 1190476.19 Shares to be Issued to Investors 190476.1905 C. Suppose the venture investors don’t buy the business plan predictions and want to price the deal assuming a second round in year 2 of $8,000,000 with a 40% return. What changes? Second Round Money Second Round E. Return Money + Retunr Second Round Second Round Investor Ownership Founder % of ownership Total Shares Out Second Round Shares First Round Shares Founders Shares 8,000,000.00 40% 11,200,000.00 11.20% 72.80% 1,373,626.37 153,846.15 219,780.22 1,000,000.00 D. Suppose the venture investors agree with the founders’ assessment, price the deal accordingly (as in Part B) and turn out to be wrong (an additional $8,000,000 at 40% must be injected for the final year). 1. What is the impact on the founders’ and round one investors’ final ownership assuming the second round is funded by outsiders? % Owned by first rond and Founder Total Shares At Exit Second Round Final Ownership First Round Final Shares Owned Founder Final Shares Owned 88.80% 1,340,626.34 11.20% 14.21% 74.59% 1. Compare these to your results for Part C. Compared to the results in part C, first round of investors will keep more percent of the company IN the results of C than in the part D 2. Who bears the dilution from an anticipated round? Founders bear the cost of all rounds anticipated by the first round of investors 3. Who bears the dilution from an unanticipated round? Fist round of investors fail to anticipate a second round. This might cause this first round investors will bear some of the dilution E. Suppose that the deal is priced assuming the second round (as in Part C) and it turns out to be unnecessary. Comment on the final ownership percentages at exit (year 3). What do you conclude about the impact of anticipated but unrealized subsequent financing rounds? At the beginning, the first round investors got a share allocations that protected them from second round dilution, while the founders beared the  hedging of the first round investors. In the other hand, if the second round never arrives, first round investors will benefit a lot because they didn`t bear the anticipated dilution. Meanwhile, founders and first round would not have an incentive to have a bonus arrangement unless this help them to avoid a second round.

Medieval Medicine

Shaan Sarode Ms. Davis English IV – Per. 3 20 October 2010 Impact of Medieval Medicine Imagine when a friend gets sick or catches a â€Å"bug†, they may have two different reactions to it. The first is the realistic approach, which re-visits their recent actions and pinpoints the cause of the symptoms. The other is the non-realistic, which tends to blame supernatural causes. People during the medieval times almost always blamed the supernatural as the cause of these diseases. There were also many limitations in the amount of scientific advancement because of the church.In modern days, we may take for granted the achievements that have been made over the centuries, but these break-troughs could not have been realized, without the foundation and work of scientists during the medieval time. Medieval medicine affected all parts of life in those times, from scientific to social, and in positive and negative ways. Medieval medicine had too many influences from the church whic h therefore hindered its progress. Most of the treatments and beliefs in folk medicine were mystical or magical, and had its basis in sources that were not agreed upon in the Christian faith.Remedies included spells and incantations, but later these had to be replaced with Christian prayers or devotions. The church taught that diseases or ailments were sent by God as a punishment for wrong doing, so many people resisted the explanations of illness. Therefore advancement in medicine was generally frowned upon. The main setback was that, â€Å"scholarship fell into the religious sphere, and clerics were more interested in curing the soul than the body. † (Terry 1)As sanitation and hygiene worsened with the increasing population in England and other parts of Europe, diseases were rampant. â€Å"Medieval Europe did not have an adequate health system. † (Odunsi 5) Edward the III complained to the Lord Mayor of London: â€Å"Cause the human faeces and other filth lying in t he streets and lanes in the city to be removed with all speed to places far distant, so that no greater cause of mortality may arise from such smells. † (Trueman 1) Some people blamed the stench of waste to cause illnesses.Astronomers blamed the planets and their un-alignment. Everyone had their own opinions on the matter as there wasn’t any hard evidence of the actual cause. Another dilemma to the people was the matter of how the diseases spread. As most of the population consisted of farmers in those times, they had little or no, formal education. So when someone acquired a disease, they went to their local physician, which was an all-around doctor. Physicians were scarce, but seen as skilled people because of their ‘knowledge. In reality, their work was based on a very poor knowledge of the human anatomy. (Trueman 3) The affect of medical studies, cures, and its problems left society vulnerable to, in fact more diseases. As people were unaware of the causes and cures, they relied on local physicians who weren’t exactly well versed. This may in turn result in a misdiagnosis and the patient ending up more ill or dead. This dilemma pushed people to seek their own remedies. The most interesting part of medicine in the medieval times was the remedy and curing.These varied throughout society depending on your background, wealth, and religiousness. Some, more religiously bound â€Å"doctors told patients that a pilgrimage to a holy shrine to show your love of God would cure them of illnesses especially if they had some holy water sold at the place of pilgrimage. † (Truman 1) As one can see, any treatment that you thought was right could have worked better than another, as cures were based on more of a philosophical look rather than with scientific back-up.Some weird cures were to hold a candle close to your teeth to burn of the worms on the teeth. Another was to cut a hole in someone’s skull to let out bad spirits, which was supposed to cure their mental disease. All in all, medieval medicine had impacts on society, but was mainly influenced by the thinking and ideas of the time. Works Cited Odunsi, Yolonda. â€Å"Health: What was it really like to live in the middle ages? † Washington, D. C. : Annenberg Media, 1997. Web.

History of Fast Food Essay

Fast food has been a growing phenomenon for since its introduction in 20th century. The changes in American culture pushed the fast food industry into a staggering growth arena and have changed the way consumers purchase and eat forever. â€Å"The fast-food industry that now extends throughout the world has its roots in the United States. Fast-food restaurants are often regarded as emblematic of a new global culture, but the industry has indisputably been shaped by its American origins. † (Leidner 8). Fast Food has developed from being a convenience to a necessity, widened the financial gap and became an international phenomenon. The first drive-in restaurant, Royce Hailey’s Pig Stand in Dallas, Texas, was opened in 1921, and offered pulled pork BBQ and introduced Texas Toast. As one southern fan of Royce Hailey’s pig stand put it: â€Å"Folks went hog wild when the first Pig Stand opened in Dallas in 1921. Agile â€Å"car hops† leaped onto running boards of Model-Ts to deliver â€Å"curb service† to a generation on the go. It was the age of the automobile, and Pig Stands multiplied across America faster than you can say â€Å"soooo-eeee. It took the Great Depression of the ’30s to slow â€Å"The Pig† down. †(Sowa). Drive-in services were not very popular at this time because automobiles were expensive and few and far between during the Great Depression. Then nearly three decades later the drive-in restaurant enjoyed a degree of success during the 1950’s. Drive-ins celebrated the cultural importance of the automobile and â€Å"Drive-in restaurants proved (to be the) most popular, places where carhops served customers directly in their parked automobiles† (Young, and Young 29). This convenience which enabled people to order their food and eat it in the open air without having to unbuckle their seatbelts changed American fast food forever (Woloson). â€Å"Car hops, as they were also called, became familiar congregation centers for teenagers as well† (Woloson). The rise of the fast food restaurant would not have been possible without constant changes in American culture. The 1950’s brought about American lifestyle changes. With the end of the war Americans had saved money and moved to the suburbs. For the first time in history middle class married women with women with children were entering the work force. â€Å"Married women comprised the majority of the growth in the female work force throughout the 1950s, and between 1940 and 1960 there was a 400 percent increase in the number of working mothers; by 1960, women with children under the age of eighteen accounted for nearly one-third of all women workers†(Coontz 161). The working women and the decrease of free time may be a direct contributor to the growth of the fast food industry. The development of an affordable automobile and the simultaneous governmental support of new road systems physically reinforced this cultural melding, enabling car owners, especially, to go to places they had never been before. There was a boom in the tourist industry in the 1950’s and 1960’s. The â€Å"key to the expansion of tourism demand was the rise in disposable incomes in the 1950s and 1960s. † (Beauregard 225). Travelers, who once went by rail, boat, or horse, were now moving faster by car. Consumers began to value things such as speed and convenience as part of their trips. Fast food restaurants began making their food faster and faster and â€Å"Americans love the convenience of letting someone else do the cooking,† especially when they are vacationing (Bijlefeld, and Zoumbaris 51). As travelers not only did they need affordable and reliable places to stay they needed quick, convenient, and inexpensive eateries. The need for fast, reliable, affordable, and convenient food, along with an increasing acceptance among Americans of more fast pace culture, led to the rise of the fast food industry. Fast food restaurants sprang up in both urban areas and along the nation’s highways in record numbers after the introduction of the fast food phenomenon known as McDonalds. â€Å"The first fast food restaurant (was) opened by the two McDonald brothers in 1937 in Pasadena, California. Their established restaurant had experienced high demand at specific times (for example, workers’ lunchtimes) and they responded with a circumscribed menu (burgers) and were able to serve large numbers at high speed and low price. The assembly line procedures, with food preparation and serving made into simple repetitive tasks, combined with a specialized division of labor for each stage, have been recognized as constituting the first ‘fast food factory’† (Beardsworth, and Keil 120). This enabled people to get their food faster and set the standards for the future of the fast food industry. As the McDonalds chain grew and other chains started to sprout up people began to accept the new culture of food service. The working-class food held largely in disrepute. The gaining widespread popularity of fast food made it a staple food in diets of many Americans diets. The most successful of these stands quickly multiplied, taking advantage of the growing popularity of this new â€Å"fast† food and applied industrial principles of standardization to its development. McDonald’s is considered the first fast food restaurant and recognized the potential of this relatively fast and simple food. The organization of McDonalds created standardized methods in its production. The history of White castle dates back to the 1920’s is seen as the first and most influential restaurant chain (â€Å"White Castle†). â€Å"White Castle is credited for beginning the franchise system that inspired many â€Å"(Woloson). White Castle set standards, began standardization of the cooking line, and created the first restaurant which duplicated the original. In retrospect it can be said that White Castle was the start and set high standards for all the other franchise restaurants in the United States. The hamburger fulfilled economic as well as cultural needs for inexpensive food. Although there was not a food shortage during the great depression food was expensive and affordable food options like the local hamburger stand was a blessing. By the end of 1930, White Castle had sold over 21 million hamburgers and then by the end of 1937, this number had increased to over 40 million (Woloson). Fast food began to make a steady incline towards the end of World War II. â€Å"Franchises were not unique to the 1950s; they had been around since the early decades of the twentieth century, patronized by a public increasingly used to and insistent upon the supposed reliability and trustworthiness of branded goods†(Woloson). White Castle, A & W Root beer, and Howard Johnson’s, were some of the first and most successful restaurant franchises. Although it took the ideals of postwar culture to wholly support the fast-food franchise it laid the foundations for the companies to make billions of dollars. In 1955 Ray A. Kroc, a Chicago Milkshake salesman, discovered the McDonald’s restaurant in California and saw a goldmine. He partnered with the McDonald’s brothers, opening 228 franchises by 1960. Kroc happily bought out the McDonalds’ shares of the company in 1961. Kroc, an incredible entrepreneur, wanted to make the customers to identify with the restaurant and make it seem homey. â€Å"By 1988, McDonald’s had opened its ten thousandth restaurant and today there are over 30,000 McDonald’s restaurants worldwide† (â€Å"History of Franchising†). â€Å"Kroc’s success lay in his approach not specifically to cooking individual food items, but in conceiving of his franchise operation in its entirety† (Woloson). The methods and success of McDonald’s Franchises have set a tone for the fast food industry. Although â€Å"White Castle was the first restaurant that encouraged carry-out for those customers on the go the restraint developed standard floor plans and architectural designs that could be easily duplicated† and set these standards for others in the industry (Woloson). McDonalds uniform restaurants, kitchens, dining rooms, and methods of standardized cooking techniques set this great restaurant apart and distinguish it from the other fast food restaurants. Ray Kroc had some competition with the introduction of popular fast food restaurants such as Taco Bell, Wendy’s, and Burger King. One may say ethnic food could be considered a genre for the fast food franchise system, Taco Bell originated in 1962 and was the first ethnic franchise restaurant, paving the way for many more. â€Å"Wendy’s, specializing in bigger, better, and more expensive hamburgers and introduced the first drive-thru windows at their restaurants, which were so popular that Burger King and McDonald’s had to follow suit†(Woloson). As an industry fast food will continue to grow, change, and adapt to the needs of the culture around it. Expanding to international markets the fast food industry offers cultural acceptable products. â€Å"Multinational fast-food chains have now become household names, and in terms of sales and units tend to dominate national markets. Indeed, the industry is becoming more internationalized with brands like Burger King being bought by the British multinational Diageo; and McDonald’s has recently bought a stake in Pret a Manger. However, some of the largest brands in this sector are still American-owned, such as McDonald’s, KFC, Pizza Hut, and Wimpy†(Royle and Towers 3). One great concept is international fast food chains often support the local economy, buying local products, but sticking to the same well known recipes to get desired results. The fast food franchise of the 20th century has set and defined a world-renowned concept of the way people order, eat, and enjoy the food that they purchase. The fast food industry is one of enormous power and economic strength. Fast food restaurants represent America’s cultures and, in many ways, how other cultures strive to be like America.

Standardized Tests Have Been Criticized Education Essay

In California, appraisal of ELLs regularly occurs in order to guarantee that ongoing educational patterns are run intoing the pupils ‘ demands. Both province and local testing are of import because they non merely supply answerability, but besides show student accomplishment. When assessment portfolios are included, schools can place and run into the demands of a diverse pupil population that includes ELLs ( O'Malley & A ; Pierce, 1996 ) . The intent of the portfolio plan must be good established prior to its execution because the portfolio ‘s intent will find what type of work should be included. For illustration, if portfolios are to be used merely for schoolroom appraisal, they may so concentrate in merely one country of linguistic communication development, such as vocabulary. If, nevertheless, the portfolios are meant to demo an ELL ‘s growing in both English and the capable affair countries, so the portfolio should include illustrations of how good an Ell can utilize English in these countries instead than the content itself. For illustration, stuff gathered should demo how good an ELL has learned the scientific discipline vocabulary and semantics needed to understand scientific discipline books, non how good the pupil can execute a specific experiment ( Gomez, 1999 ) . Both the instructor and the pupils should make up one's mind what types of stuff to include in the portfolio. Including the ELL pupil in the decision-making procedure will offer more of a â€Å" buy-in † by the pupil. Furthermore, this will do the whole procedure more student-centered, which will motivate the pupil to take more duty for his or her acquisition. Reading – the appraisal of reading includes a broad assortment of constituents. Both the instructor and the pupil will desire a assortment of pieces of pupil work included. The instructor may desire to include: 1. ) Runing records 2. ) Reading stock lists, and 3. ) Similar steps utilizing ELL text. Cloze exercisings may besides be included that focal point on vocabulary and grammar. Cloze exercisings are particularly of import because they can show how good a pupil can foretell the following word when reading analogues degrees of proficiency ( Gomez, 1999 ) . A pupil might desire to take reading logs, book studies, and reading responses. Both the instructor and the pupil may desire to include storytelling that includes testing. Students must to the full understand that the instructor will be looking for betterment and higher reading proficiency to happen, and this must be apparent in the portfolio from the beginning to the terminal of the appraisal. The usage of rubrics and checklists will help both the pupil and the instructor. The pupil will profit when he or she understands the standards needed to carry through a undertaking, while the instructor will be able to supply more consistent scaling within the schoolroom. Writing – Of all the linguistic communication conventions combined, composing is likely one of the easiest to document in a portfolio scene. All types of authorship, including those that demonstrate grade degree proficiency, can be included in an appraisal portfolio. Furthermore, criterions established through published province models can include non merely drawings and simple linguistic communication exercisings for the early primary classs but besides diaries, essays, and more advanced research documents at the junior and senior high school degrees. Portfolios can be used to demo pupils ‘ growing in composing as their vocabulary matures. In add-on, many civilizations use different methods and signifiers of logic while supplying information and depicting things or state of affairss. This is easy recognized in a pupil ‘s authorship. This is particularly true for ELLs who are literate in their L1. Portfolios can besides measure an ELL ‘s proficiency and apprehension of composing conventions when grammar exercisings, spelling trials, and self-made lexicons are included ( Gomez, 1999 ) . In order to show growing, instructors must include composing samples from the beginning, in-between, and terminal of the term or school twelvemonth. Again, rubrics and checklists should be included to help both the pupil and the instructor. As mentioned earlier, both rubrics and checklists will do outlooks clear for the pupil, while leting the instructor to measure and rate more systematically within the overall schoolroom environment. Talking – Speaking is seldom included in portfolios because many instructors find it hard to recite speech production qualities. In add-on, many might reason that merely qualitative informations, instead than quantitative informations can be gathered to measure address. However, it is still possible to acknowledge growing in talking accomplishments if the instructor has identified speaking/speech ends. The instructor can measure a pupil ‘s address during either a study or presentation given before the category while pupils are working in braces or in a concerted acquisition environment. Again, both rubrics and checklists should be used by the instructor in order to show speech production accomplishments and growing. Listening – For the same grounds as speech production, many instructors exclude listening as an assessable constituent within a portfolio. However, with more easiness than is required for speech production, a instructor can measure hearing accomplishments through more assorted agencies. For illustration, pupils can be called upon to react to an unwritten presentation or narrative. Here pupils would compose the response after holding carefully listened to either a narrative or presentation. In this scenario, a â€Å" whole linguistic communication † attack would be employed to depict the cardinal points heard and understood from a presentation or narrative. Transcripts of treatments between other pupils could besides be included in a pupil ‘s portfolio. The Content Areas – Aside from the inclusion of the linguistic communication humanistic disciplines, instructors can besides profit by including work from the content countries. Teachers can take two attacks for the appraisal and the inclusion of the content countries in a portfolio. First, instructors may be concerned that their ELL pupils are able to use their linguistic communication accomplishments in the content countries. If this were the instance, so instructors should include illustrations that show how good any ELL pupil can utilize English in these countries. Here, instructors would concentrate on how good English is applied across the course of study instead than the content country itself. While many instructors have played down the inclusion of listening accomplishments within a linguistic communication arts portfolio, they would, on the other manus, be concerned their ELL pupils are able to understand unwritten instructions and accounts of math in English. To further this attack, an ELL instructor should teach his or her ELL pupils to take notes during a math instructor ‘s unwritten presentation/explanation of a math job. These notes would be gathered in intervals over clip from the beginning to the terminal of the term or school twelvemonth. On the other manus, and particularly in the upper classs, instructors may desire to concentrate on how good their Ell pupils are able to get the hang constructs in scientific discipline, math, and societal surveies. Rating and appraisal of a portfolio can be much easier in the content countries because there is frequently merely one correct reply in the scientific disciplines and math. Although multiple-choice inquiries often appear on a societal surveies test, frequently a richer apprehension of the topic ‘s content will be required, and consequently, must be displayed in either a short reply or paragraph length response. In this scenario, an ELL pupil will be required to non merely map good in English, but besides get competence in the content countries. Again, this divide between linguistic communication proficiency and capable affair competence narrows as ELL pupils matriculate toward the upper classs. In a math portfolio, pupils can include day-to-day work and undertakings separated over clip. Ideally, day-to-day work should besides demo how word jobs have enhanced problem-solving accomplishments. It is of import that self-assessment be included in a math portfolio. In a scientific discipline portfolio, an ELL pupil should include illustrations of his or her experiments, studies, and undertakings. A image accompanied with a brief account can be substituted whenever a undertaking or experiment is either excessively cumbrous or two lengthy for inclusion in a portfolio. Self-assessment should be used to demo the pupil how they have experienced growing and gained cognition in scientific discipline. Daily work separated overtime should be gathered that demonstrates how cognition has been obtained through a scientific discipline text edition. In a societal surveies portfolio, ELL pupils could follow the same format as they would for both a math and scientific discipline portfolio. They would, nevertheless, supply more written responses to information gathered from text and related articles. Reports and undertakings could besides be included in a societal surveies portfolio. Keep in head, nevertheless, that it is of import that the work be separated into intervals spaced over clip, from the beginning to the terminal of the term or school twelvemonth. By making this, an ELL instructor could break measure his or her pupils ‘ advancement in both the content countries every bit good as in English. As can be seen in a linguistic communication arts portfolio, the usage of rubrics and checklists are every bit of import for usage with content country portfolios. Whether or non an ELL pupil is schooled in a home room ELL category or a â€Å" pull-out † environment, it is still the duty of the ELL instructor to â€Å" shepherd † his or her pupils in both the linguistic communication humanistic disciplines and the content countries. For this ground, it ‘s imperative that ELL instructors retain an unfastened duologue and co-ordinate frequently with the content country instructors.Guidelines for utilizing portfolios.1. ) Determine the goals- ELL instructors and other module members must make up one's mind what types of information demands appraisal. Consequently, the instructors must acknowledge how the information can be provided. 2. ) Design the portfolio – Ell instructors and other module must make up one's mind what types of merchandises to be included in the portfolio. 3. ) Establish marking and rating standards – Both rubrics and checklists must be developed that support the criterions of public presentation, every bit good as promote acquisition and growing. 4. ) Establish and identify undertakings that support criterions and course of study – The ELL instructor and other module must aline assessment undertakings to their province ‘s model for content criterions. 5. ) Establish explicit standards that is student-centered – All stuff within a portfolio must incorporate pupil work that allows for self-assessment and self-reflection. 6. ) Elevate the importance of the portfolio – Students must acknowledge that portfolios represent the incarnation of their surveies. Portfolios should be contained in an attractive, yet lasting folder/binder. Portfolios should be housed in one distinguishable country of the schoolroom, surrounded by attractive, yet formal trim. 7. ) The assemblage and inclusion of stuff – The ELL instructor must denominate certain plants for inclusion in the portfolio. One must maintain in head that stuff should be included in intervals get downing from the beginning to the terminal of the term or school twelvemonth. 8. ) Self-assessment – Students should be able to reflect upon their work in order to place what they have learned, every bit good as what needs redress. Self-assessment should happen upon the completion of a undertaking, every bit good as in intervals in order to uncover growing. 9. ) Parental engagement – Parents must be kept good informed of portfolio assignments. In add-on, parents need to hold full entree to the portfolios contents, every bit good as to the progress/growth that each portfolio shows. Leting the pupils to take their portfolios place could be hazardous due to possible loss and/or harm. For this ground, the instructor must denominate certain yearss within the term or school twelvemonth for parents to physically see their kid ‘s portfolio. An surrogate means for portfolio reappraisal must happen when a parent ‘s agenda conflicts with a category visit. 10. ) Portfolios benefits toward larning and growing – A. ) A tabular array of contents must be included for organisational intents. B. ) A description of pupil advancement as it relates to each assignment ‘s standards, rubrics, and checklists, and this should happen throughout the term or school twelvemonth, marked at regular intervals that reflect the pupils ‘ ongoing phases of learning/growth. ( O'Malley & A ; Pierce, 1996 ; Gomez, 1999 ) Classroom clip and infinite for portfolios Teachers must acknowledge that portfolios follow pupils work, non frailty versa. That is, one should non schedule portfolio work every hebdomad on of any peculiar twenty-four hours. This is obvious for a figure of grounds. First, portfolios are intended to demo growing of larning over a longer period of clip ( term to term, or get downing to stop of school twelvemonth ) . Second, by adding material hebdomadal, both the instructor and the pupil will happen it hard to foreground growing. Third, frequently, blocks of instructions can widen over clip. If a peculiar twenty-four hours has been designated for portfolio work, both the instructor and the pupils might happen themselves halfway through a undertaking, therefore doing it hard to include that undertaking or separate a breakage point. On the other manus, the portfolio would go meaningless if the stuff were gathered indiscriminately. If the portfolios are meant to expose work from merely one category, so both the instructor and the pupils can hold more leeway make up one's minding how to divide and include pupil work. In this type of scenario, adding stuff to the portfolio monthly or quarterly would let growing to be observed. Aside from ongoing trials, monthly and/or quarterly inclusions would show how a pupil is bettering his or her grammatics, vocabulary, and eloquence. A instructor will hold to set his or her instruction calendar in order to conform to external timelines if the school or territory has mandated portfolios ( Gomez, 1999 ) . As mentioned earlier, portfolios should be housed in a peculiar country of the schoolroom, surrounded by attractive, yet formal trim. Attention should be made to curtail entree to portfolios. Students will break appreciate and work more responsibly when importance has been added to the portfolios. The location and design of the portfolio ‘s place should include an facet of formality. Therefore, promoting the portfolio ‘s importance in the eyes of the pupil. Parental engagement with portfolios Parental support and engagement is equivalent to any pupil ‘s acquisition. In respects to parents, all excessively frequently they are left unaware of the portfolios purpose, contents, ends, and ways for supplying appraisal. For this ground, it is imperative that the parents be included in the portfolio procedure ( Hill & A ; Ruptic, 1994 ) . Schools or instructors should denominate peculiar darks within a seven-day timeframe for informal presentations. Merely one dark would be necessary to go to, yet schools could break suit the parents ‘ agenda when offering a presentation on assorted darks within the hebdomad. The presentation should focus on on the intent and ends of the portfolio. Teachers can besides include the advantages, projected results, format, and features of a portfolio. By making this, parents will be better informed of the portfolios intent and procedure. By including parents, pupils will be better able to show the positive effects of their schooling. Parents will besides develop a deeper apprehension of how linguistic communication proficiency and capable affair competency develop over clip through assorted agencies of direction and stuff. Furthermore, parents will appreciate how their kids have developed, and will be more willing to back up a instructor ‘s agencies for direction and appraisal ( Tierney, Carter, & A ; Desai, 1991 ) . Student appraisal of personal portfolios One of the chief advantages of assessment Portfolios is that it promotes student self-evaluation, critical thought, and contemplation. Students, whether general or ELL understand their capablenesss, every bit good as what challenges them. Sadly, all excessively frequently, they are left out in the development of processs and patterns for the appraisal of their acquisition. Often, the patterns and processs that are employed to rate their acquisition rely straight on prescribed information or blink of an eye callback. Seldom do they rate what pupils understand about themselves and their acquisition. Seldom are pupils able to reflect on their acquisition and growing, and rarely are pupils called upon to utilize what they know by showing that growing and apprehension ( AMLE, 1999 ) . Leting pupils to take an active portion in the planning, preparation, and appraisal of the portfolio changes all of the above. Through pupil appraisal, pupils will hold the chance to link and do sense of their work and their acquisition. Students must be able to utilize their accomplishments and cognition, while showing their apprehension of issues and thoughts ( AMLE, 1999 ) . In a pupil led portfolio conference, both the instructor and the parents should sit-back and let the pupil to explicate their acquisition and how the stuff that has been included demonstrates their growing. Both instructors and parents can inquire inquiries, and of class offer counsel to the portfolios organisation, they would, nevertheless, want the pupil to presume full duty and ownership for the portfolio and its contents. Checklists, which will be described subsequently, offer yet another manner for pupils to pull off non merely their acquisition but besides their inclusion of stuff into a portfolio.