Essay Example | Topics and Well Written Essays - 750 words - 102

Essay Example The geographical location of Johns Hopkins School of Medicine is Baltimore, Maryland, U.S. Johns Hopkins School of Medicine is an arm of Johns Hopkins University and is mainly popular for giving medical related educational programs and its involvement in medical researches. It is one of the highest rated medical graduate schools in the United States of America. Johns Hopkins School of Medicine was founded by famous medical professionals including William Henry Welch who was a pathologist, William Osler who was an internist, William Stewart Halsted who was a surgeon, and Howard Atwood Kelly who was a gynecologist (Grauer 165). Johns Hopkins School of Medicine is one of the highest rated medical higher learning institutions in terms of their performance in medical researches. Ithas been impressive in medical studies in the past four years. It has in a very long period been ranked amongst the best three research oriented medical higher learning institutes in the United States of America. This is something that can attract any nurse that is willing to further their education. One thing about medical related professions is that they highly rely on findings from researches and studies (Flynn and Longmore 211). As a nurse getting a chance to further your education at an institution whose prowess in medical researches has been proved is something that does not require any second thoughts. Another thing that is notable about the Johns Hopkins School of Medicine is that it has a team of highly capable teaching staff. In medical professions the skills and experience of instructors usually matters allot. This does not only matter in nursing, but also in other profession. At Johns Hopkins School of Medicine hiring of instructors and lecturers is always done on the virtue of the merits. Most of the lecturers who have been accorded contracts are people who have proved their ability in developing highly

Han and Greek Dbq Essay Example for Free

Han and Greek Dbq Essay The ancient societies of Greece and China each produced a civilization remarkable for its time. Although these civilizations emerged nearly one thousand years apart, their philosophies were completely different, had various forms of governance, and had unique economic classes. First, the thoughts of the numerous Greek philosophers were absolutely different from those of the Chinese philosophers. Chinese philosophers believed that the individual was not as important as the kingdom was as a whole, whereas Greek philosophers consider the individuals as a crucial part of society. As shown in Document 12, the human is miniscule to the landscape around him, showing that the human is only a tiny piece in the civilization. The Greek Discus Thrower portrayed in Document 11, is depicting the view that the individual is the main focus of the society in which one resides. These two documents display how Han China and Classical Greece are different in their philosophies. Classical Greece looks at an individual as a key component in their daily life. Han China however does not look at an individual like the Greeks, but instead as a small piece in the vast kingdom. Confucius believes that by being a good person you are taking part in the government because one does not have take part in the government to be part of society, one must simply do what is right (Document 10). Confucius believes this because he has his own ideals that are separate from the government and as long as people are doing the right thing they are a part of the government. There is no document that portrays the take of a Greek philosopher simply on where an individual stands in the Greek state. This would allow one to know exactly the thoughts of a Greek philosopher and not only a Chinese philosopher. Second, the form of governance displayed by the Chinese civilization varied from that of the Greek civilization. The Greek civilization had developed a new form of government; democracy that contrasted from the bureaucracy in Han China. As shown in Document 7, the Han dynasty stresses a strong central government with many appointed governors to each district its dynasty possesses. However, the Athenian government was based on the people, so they basically governed themselves (Document 5). Also displayed in Document 8, they way the government is set up, anyone who has his own business has business in the government. That way if that person does not have any affairs at all is not involved in the government. Although in Document 6, the way anyone is in government is chosen by the heavens. This directly relates to how these civilization’s forms of governance are completely different. Pericles believes that democracy is the best government system because he displays an array of ways in which the government is of the people, such as â€Å"in settling of private disputes, everyone is equal before law† (Document 4). The Ancient Greece map in Document 1 displays an inaccurate proportion of size to the Han empire map that makes it seem that the Athenians controlled as much territory as the Han, where in reality they only controlled about a twelfth of the land that the Han did. There is no document that portrays a Chinese philosopher that may have his life in danger for the ideas he has. This would allow the reader to know what a Chinese philosopher would think about his place in society if he was questioned in what he believes in (Document 9). Third, the Han and Greek civilizations displayed numerous and unique economic classes that were different from each other. The Chinese economic classes consisted of six divisions whereas the Athenian economic classes consisted of four divisions. As shown in Document 2, there were as many free male citizens as free male non-citizens and about as many free females as slaves. The population distribution of Han China portrayed in Document 3 shows that there were only a few appointed officials along with the emperor, around thirteen times more educated bureaucrats, ten times as many aristocracies as bureaucrats, around 58,500,000 farmers, only 50,000 merchants, and 5,000,000 mean people. This shows how opposite the social classes of Classical Greece and Han Chin are. Aristotle believes that the class and job that a person has must keep that and try to learn that of another because there will be no more distinction between the master and the slave. Aristotle believes this because he is a high class citizen and he does not want to change his class. There is no document that accurately portrays the feelings of a slave on class distinctions. This would allow one to know the desires that a slave would have and why it would be better if he were able to move up in society. In conclusion, the ancient civilizations of Han China and Greece each created a society influential to the time period it flourished in. Although these civilizations emerged nearly one thousand years apart, they had unique economic classes, had various forms of governance, and their philosophies were completely different.

Counseling Processes Essay -- essays research papers fc

In counseling, there are many processes used by a counselor in his sessions with a client. These may be done in a specific order or however which way the counselor sees them to be appropriate. Listed below are the different processes that may be undertaken during a counseling session. 1. Before meeting a counselee, the counselor tries to find out as much as he can about the former. This is done so that he may discern what will help the client most. Also, he has to fathom the counselee's past so that he will know beforehand how he can help him. 2. The counselor and the counselee take some time to get to know each other. This is a process that works both ways, as does the entire counseling process upon which they are about to embark. In the process, the counselee's needs are assessed and appropriate therapy may be chosen. 3. Questionnaires or tests may be given to the counselee to prove or disprove the counselor's initial findings. It may be too early to judge the counselee right away but this may help the counselor in the totality of the sessions. 4. The counselor needs to determine, with greater accuracy, the nature of the emotion and experience that is behind the counselee's current difficulties by further detailed examination of the latter's history. Some of the issues and patterns raised in the questionnaires or tests may be raised and any relationships that may be analogous to initial observations may be noted with the behaviors and feelings involved. 5. The counselor ...

Psychological Perspective on Assisted Suicide

One of the most hotly debated topics going on now is the one concerning the ethics of assisted suicide and euthanasia. Nowadays with all the progress that the medical profession has gained, people who are terminally ill have more options, and there have been continued efforts to give them the â€Å"right to die† when they choose this option. I was interested in researching this topic because I think the debate has a lot to do with psychology, which I am very interested in. This dilemna has been hotly debated and I was open to seeing how this movement was progressing. Basically, in the beginning I was a proponent on this issue, and believed people should not be denied their wishes when they wanted to end their pain. However, I was open to learning more about the opposite stance and what the reasons for opposition were. It always seemed unusual to me that suicide was not illegal, but yet it was illegal to assist in one even with a consenting party. I wondered how this could be, and how people could deny people this right in unending pain. There never seems to be a prosecution of doctors who participate in these acts, even though they frequently go to court. I wondered why this occured and what the laws really said regarding this. I also wondered how people distinguished between forgoing medical interventions and actually assisting in the suicide. As I approached the research, my main questions were regarding opposers. I really did not know all the problems that could occur. Research about this brought to light many things that are not discussed in the media, although this is a highly publicized subject. I found that it is very difficult to bring the debate to an end because all the arguments are really just matters of opinion. Opposers and protestors have good arguments. No one really knows what would happen, so they just use opinions to predict it. Because of all the media attention, I will try not to discuss the many things that are already known. I found myself intrigued at what I didn't know, and found my views profoundly affected. After reading current articles about what was going on legally and about cases, reviewing the history of this topic, and reading books showing the two opposing viewpoints, I have made my conclusions. I will show how people are currently handling this and how they are being viewed. I will discuss the main arguments on both sides. Finally, I will show what I concluded from this and how my views have been altered by information that I did not know before. I will begin by explaining how the terms are defined. Euthanasia is taken from Greek roots and means â€Å"good death. â€Å"3 Active euthanasia is a direct and deliberate intervention to kill the patient. It is â€Å"intended to end the life of the competent, terminally ill patient who makes a fully voluntary and persistent request for aid in dying. â€Å"8 Voluntary euthanasia is when the patient requests the action, and it is involuntary if the patient is not mentally competent enough to make the right choice. Passive euthanasia is witholding treatment from a patient. A physician assisted suicide is when the patient does the actual act, but the physician provides either enough information or the means to do it. 8 One source defines it as a â€Å"desperate measure, justified only in exceptional cases where every effort has first been made to care for a dying person by other means. â€Å"4 The terms euthanasia and physician-assisted suicide are usually used for the same thing and are not usually distinguished from one another. Usually the means of suicide is lethal doses of a poison such as pills, an injection, or gas. Motive causes euthanasia to be distinguished from murder, because its intent is merciful and is done out of kindness. The physician's intentions can make considerable difference in regard to how their act will be classified. The most common reason for a patient to want this aid is because of a terminal illness. Unbearable suffering has caused the person to become intolerant of the physical and/or emotional pain. The other reason is a physical handicap that is debilitating and the patient would rather die than live with it. Most people are able to cope with this, but in some cases it is impossible for the patient to do so. In ancient times, euthanasia was encountered often. However, suicide was condemned. During the sixteenth century, some people began to see it as more of a personal choice. It eventually became decriminalized, but assisted suicide and euthanasia are still crimes in most countries. 3 The introduction of powerful analgesics caused a rise in the interest in the â€Å"right to die† movement. It was advocated in the late 1800's, and has been a topic for debate since the early 1900's. Doctors have been helping patients die for centuries. Some cultures today have people that will stop eating and wait to die when they become seriously ill. 13 The â€Å"right to die movement† is encouraged by several factors. Modern technology has come along so as to extend human life. The fear of the dying process is of great concern to some people, especially when it accompanies physical and psychological suffering. Patients are becoming more in charge of their own fate and have more of a voice. Finally, there is concerns about the high health care costs. They cost more than 60 billion annually, and 1/3 of Medicaid payments go to patients in their last year of life. 13 Medicine's main goal has always been the preservation of life. Now, this is being challenged in an attempt to change it. The two sides of the issue are being debated. On one side are the people who think it is not a physicians place to kill a patient, because he/she should only help, not harm. The opposition thinks that suffering is the real harm. The debate comes at the point of the onset of the terminal illness, when it will be time to decide on the means. This is sometimes called the â€Å"Kevorkian moment. â€Å"2 Proponents give examples of people who could be helped, while opponents give counterexamples of people who may be harmed. There are many moral and legal considerations. The support for a physician's participation is increasing. According to opinion polls, about 60% of people in the U. S. are supporters. About 15% of physicians practice it when it is justified. 7 It is actually impossible to know for sure how much takes place because incidents are usually kept secret to avoid prosecution. Most people who have reported that they would consider it give reasons such as that they would not want to be a burden, would not want to live in pain, or would not want to depend on machines or others. The main argument for the support of euthanasia and physician-assisted suicide is that people should have the right to control their life and death, and should be able to end their lives when they wish if they are suffering needlessly. It is argued that it is a private choice and society has no right to be concerned. They usually portray it as a case of individual liberty. One source states that â€Å"euthanasia, if legalized, would be the ultimate civil liberty, since it would secure the freedom to determine and to control our own death. â€Å"8 Physicians must then decide if they are willing to take part in either directly killing the patient or by assisting the patient in suicide. The physician should follow the demands of the patient, even if it means killing them, because that would respect their wishes and the rights of the patient. Physicians treat patients with the purpose of restoring health. If the patient can't be restored to a reasonable level of living, it shouldn't be wrong to discontinue it. Euthanasia supporters often try to get sympathy by relating stories to make one feel like suicide is the only option in their case. The media has sparked a lot of interest, and continues to show stories like this. Simi Linton, psychologist, says, â€Å"I'm disturbed at how the media treats it, as: here are these poor folks; let's help them end their lives† (qtd. in 1). It makes it seem as if would be inhumane to deny anyone this option. Basically, it is the quality of life that is the main concern of the patient. They may feel that life is not worth living in their state. It would not be humane to insist that every means be taken to keep someone alive. A physician's main concern is to relieve suffering, so sometimes there is only one way to achieve that goal. At the time that efforts are no longer doing any good, the main concern is to make the patient comfortable and alleviate symptoms such as pain. 6 Drugs do not always get rid of all the pain, especially when it is excruciating. Sometimes a patient will be drugged into unconciousness with severe pain that cannot be controlled. 9 This does not seem like effective pain management to me. I don't believe people will be satisfied living in such a state as that. They would want to be put out of their misery. Legalization would cause many changes. It would give rights to the person who does it, rather than the person who dies. It is about the right to kill, rather than the right to die. 9 Physicians would need to be trained in more areas regarding this, such as information about medications and dosage, and about the mentality of the patient. They will need to gain expertise in understanding patients' motivations for requesting it, assessing their mental status, diagnosing and treating depression. The medical profession is developing greater expertise in managing terminal illness but would need to develop similar expertise in responding to requests for physician-assisted suicide. The debates over assisted suicide have forced clinicians to be more aware of what can be done to relieve suffering. Doctors are improving pallitive care and their own behavior. Patients are becoming more aware of their options. The problems associated with legalizing assisted suicide are usually not talked about when the proponents make their argument. The discussion of the potential for abuse, the ways it could be prevented or better helped are put on a backburner. The main argument against legaliziation is that human life is sacred, and it is not a human right to take it away. Some say that there is no need for suicide, because health care should resolve all problems and pain management has come a long way. Most people who commit suicide suffer from depression, so it is often debated whether this could be the reason for someone wanting assisted suicide. Often, when their depression is treated, the patient responds well, and would like to live. A regular physician cannot make the determination of whether a patient is suffering from depression. This is something that is difficult to diagnose in terminally ill patients. Just because a patient requests suicide, doesn't mean this will be an appropriate solution. Sometimes, a patient may even request suicide, but when the time draws near, they change their mind because it did not seem so imminent before. The will to request the suicide must be voluntary, but this decision is left up to the physician. How can a physician judge whether it is voluntary or not? It is also difficult to determine what terminal is. When people say that it should be reserved for people who are terminally ill, they cannot define it. It is used to mean someone whose death will occur in a relatively short time. Some people may say that if they will die in 6 months it is considered terminal, but it is difficult to determine exactly how long someone has to live. They may live much longer than that. A person could also be terminal who is in a vegitative state, but will live for years in that state with continued medicine. People cannot reach an agreement on what the definition of terminal would be, some even say old age is terminal. Marianne Smith, Program Development Director of the Death with Dying National Center defines it as â€Å"an illness in which there is no chance of recovery and that death is imminent. â€Å"15 Activists of euthanasia use the demonstration that suicide is the only means to control unbearable pain. Most pain is supposed to be able to be eliminated, or greatly reduced. Many people do not get enough pain control. 6 One reason is the underknowlege many physicians have about this, and that they are afraid the patient will become addicted. Also, too much pain medication can cause symptoms that may be worse than the disease was itself. One source says that â€Å"patients and physicians alike may be unaware of the options available in the medical system, including advances in pain control that could help patients but are not routinely provided. â€Å"3 There may be no solution to these problems, but some things can be done. Better health care education, more access to health care, and informing patients of their rights. 6 Everyone has the right to pain relief. Patients should get adequate health care, and not killed. Physicians argue that if good care of the dying is being provided, then a request for suicide would be rare. 4 Some patients may want to consider suicide, but are incapable of administering medicine. Some people may also lose their mental capabilities, and will be unable to request it. It is difficult to assess fairness in cases like these. Some people use a form of advance directive and make their request before deterioration occurs. It is hard to extend the same rights to all patients without causing abuse. If someone is unable to communicate their request, it would be frightening for someone to make that decision for them and to say that their life is not worth living, so we must kill them. There is great potential for abuse if it were to be legalized. Depressed people, elderly, and very frightened people would be greatly affected. People may feel pressured into giving up. Elderly are especially vulnerable to this. Now that there are more people living longer, this problem will increase. They may tend to feel they are a burden on their families, or are selfishly consuming resources. If a physician advocates it, they also may be swayed. People may also feel distrustful of the physician's advice. This may cause a hardship in getting appropriate care. 10 Legalization will only encourage more people to take part in it. It does not seem as if we would be ready for this to occur, because we are only just beginning to explore some realms of the medical world. It took a long time to figure out about adequate care for many patients and when is the right time to withdraw life support, so it would not seem that we would be ready for this step. The â€Å"slippery slope† argument is used by opponents, saying that legalization will lead to involuntary euthanasia. My own opinion is that if assisted suicide were legalized, we may not be as inclined to advance medical progress and knowlege. It would seem easier to just put the patient out of his/her misery. They may not use their experience to increase what we know about medicine and learn how to help the illness, or better cope with it. Proponents have said that euthanasia should be considered â€Å"medical treatment. † If this is so, there could be great potential for abuse. Then it may be more likely to be administered to people who cannot make the request. Some decisions that have gone to court say that assisted suicide is a constitutional right and that someone else can make the decision for the patient. If direct killing can be legalized by someone else, someone who is not competent could be euthanized without ever expressing that wish. It seems to be inevitable that patient are going to be killed without permission if legalization occurs, even with rules about consent. The main argument of how abuse of the practice could occur is called the â€Å"slippery slope argument. † It says that â€Å"even if particular acts of killing are sometimes morally justified with particularly pain-ridden patients, sanctioning practices of killing would run serious social risks of abuse, misuse and neglect. 3 The bad consequences of legalization would occur over time as this practice became more used. Another potential form of abuse lies in the fact that it would be cheaper to euthanize a patient than to continue medical treatment. It is thought that it could become a means of health care cost containment. Some of the main supporters of euthanasia are people concerned about lowering health care costs. 6 Religion has caused many people to debate it. Most churches are adamantly opposed to the idea of suicide. However, some Christians believe that God would not want them to suffer. 9 Although most religions and churches disagree with intentionally killing a patient, many people who hold this stand will allow the withdrawal of life support. It is believed that there is a difference between killing and letting die. Someone who is against euthanasia may agree with letting someone die who is being kept alive solely by life support that is not really helping them. 3 People feel that the intent in these cases is different. The more accepted approach does not involve killing. One interpretation of the difference shows that the intent is different because actively killing is aiming at death, and withdrawing support simply accepts that we are limited to help the dying and cannot reverse the process. 8 However, some peole believe that since death is the outcome no matter what, there is no moral difference between them. Another matter of intent distiction regards what is called the â€Å"double effect. † A physician will administer a pain medication to relieve pain, but knows that it may cause death. The patient would be in pain without it, but it may cause death if it is administered. It is usually believed to be moral if the doctor's intent is to relieve the suffering, and not to cause death. It is allowed if the death is foreseen but not intended, because it is the intent that makes it wrong. Although suicide is no longer a crime, giving assistance in it is, everywhere except for Switzerland, Germany, Norway, and Uraguay. In Australia, a law was passed that allows terminally ill patients to ask for assistance by injection or taking drugs themselves. 7 There is a debate about it because Parliament wants to overturn the statute, which is the world's only voluntary euthanasia statute. In the Netherlands, it is actually a crime, but it has been ruled that physicians may assist in death under certain conditions. Some of these are that the patient must be ruled competent, and two doctors must conclude that the patient has less than 6 months to live. 8 The United States has used them as an example to see what would happen if it were to occur here. They are having problems with it, mainly with abuse. The physicians there have reported that the main reasons people request it are â€Å"low quality of life, the relatives, inability to cope, and no prospect for improvement. Some sources show that people are requesting it for physical symptoms that it is almost ridiculou that they would go to such an extreme measure for. I think that the potential for abuse here may be great, because it is getting out of hand over there. People are becoming afraid to go to hospitals because euthanasia is becoming so commonplace. It now accounts for 15% of deaths. 1000 unconsenting deaths occur each year. 1. In 1994, the state of Oregon passed a ballot that gives limited physician-assisted suicide legality. This makes it the first in the nation to do so. A doctor must determine the patient has less than six months to live. A second doctor must decide that they are mentally competent and not suffering from depression. The patient must request it in writing with two witnesses, and then 48 hours before the doctor delivers the prescription the request must be repeated orally. 1 It must be a voluntary act. However, those jugements are left to the physician. So far, it has never been put into action. Other states are considering similar legislation, such as California which has proposed a law that is similar to the guidelines that the Dutch have adopted. Lawsuits in Washington State and New York were ruled by the 9th and 2nd U. S. Circuit Courts of Appeals that laws prohibiting physician-assisted suicide are unconstitutional. The legal fate will be determined by the Supreme Court. In 1990, the decision of Cruzan v. Missouri Department of Health resulted in people having the right to avoid unwanted medical treatment, including food and water. 5 It recognized the right to terminate unwanted medical treatment even when death would be the result. 14 People often use the Constitution as a basis for argument. The 14th amendment prohibits the state from depriving â€Å"any person of life, liberty, or property without due process of law. † So to deny a dying patient medical assistance when requested is to â€Å"threaten this patient's request for help is judged denial of constitutionally protected due process. â€Å"4 As the courts were in session to hear a case about whether terminally ill people have a constitutional right to physician assisted suicide, demonstrators sang and picketed outside a Supreme Court building. The emotions of the rights issue has been compared to that of abortion. Both of these issues dig into whether we have the right to choose such personal issues. People can feel very strongly about the issues of mercy killing, whether they oppose or support it. The lack of laws cause people to avoid prosecution for assisting in a suicide. Kevorkian has escaped prosecution because there is not a state law prohibiting it, according to a Michigan judge. 9 People are afraid that activities such as his would become widespread if assisted suicide were legalized. His actions have been opposed not because of the assistance, but because he had no real relationship with his patients and had not given them any kind of clinical evaluation. Many were also not terminally ill. 3 It seems to show what is lacking in the medical sysytem, or what could become of it. Every case of assisted suicide is not convicted or prosecuted, even in states that make it illegal. However, the fact that there are many landmark â€Å"right to die† cases, shows that the law is commited to the prohibition. However, the procedures are not described as killing. If this were the case, the act would have to be justified similar to killing someone out of self defense. 4 It is hard to define the conditions that there must be in order to make it legal, because there is so much that we do not know. For euthanasia to be ethical, there must be certain guidelines. The person must be a mature adult, and has been shown to be mentally competent and willing to make the decision. Some medical help will have already been given, and it should seem that the fight is hopeless. 9 Many organizations have beliefs on this and they try to educate the public on euthanasia and what their views are. I contacted Marianne Smith, the Program Development Director of the Death with Dignity National Center. 15 She explained to me in e-mail how the organization feels about euthanasia and what they do to educate the public about it. The organization is working toward better health care for paients. She feels that assisted suicide should be legal, but that â€Å"physician-assisted dying should be the response of last resort,† and â€Å"when all other options fail to relieve unbearable suffering, when the patient is acting on his or her own initiative, is not clinically depressed, and is capable of administering the medication personally. The people who could be elgible are â€Å"only terminally ill, competent adults with decisionmanking capacity. † I also asked whether euthanasia could be avoided with adequate pain medicine. Her response was that â€Å"Physicians, medical associations and hospices all have stated that not all pain can be controlled. † Their view, which is one I encountered a lot, is that the medical professionals have not been trained adequately in pain management. Regarding the issues of potential â€Å"slippery slope† abuse, she says that physician's aid in dying is more common than people realize, and legalization would just make it happen openly, instead of secretly. However, the state regulation should provide strict guidelines and penalties for violations. I think that it is hard to make sure that the decisions are correct, so it should be carefully thought out. We are dealing with a very serious issue, which is death. It should not be an easy decision to make or to carry out. Becaue death is the consequence, the decision to kill oneself, and carrying it out should be very difficult and carefully thought out. This would help ensure that people have thought about it enough and know that this is the best decision. I don't know how a solution can be thought of to deal with the debate, but things such as more health care education and informing patients of their rights should be a consideration. I hope that if legalization ever were to take place, that they would carefully restrict who qualified for euthanasia. After all my research, most of my questions have been answered. It is difficult to come to a conclusion because there is no right or wrong answer. I don't know how anyone can determine what should be done. Who can put a price on life and say who has the right to die? The basic choice is whether to let doctors help people die, and if so, how? I have found many great arguments either opposing or protesting this issue, which has led me to my final conclusions. When I began this paper, I dived into it thinking that I was going to condone the idea of assisted suicide. I knew I could convince someone that it should be the moral and legal thing to do. I could not imagine a life without the ultimate choice or having to endure great suffering. I was going to defend this side, but also show the opposing side. Once I got into the research, I found many facts that I had not known before about why it has not yet been legalized. Many questions and opinions showed me that there were many things I had not even bothered to think about before. What a surprise to me that I could begin a project as a supporter, and then turn around my views. I now see where the opposers are coming from. There are just too many problems and considerations to think about before this could ever happen, and there are alternate solutions. I cannot say that this has given me a complete turn in the opposite direction, but I am definitely leaning toward the opposing side except in extreme circumstances when nothing could ever help the patient.

Educational Psychology and Learning

TeacherThe role of the teacher is to examine and calibrate the progress of each pupil which they are responsible for. The teacher plans the lesson and schemes of work as well as directs the class. A Teacher carries out assessments and evaluations and follows the national curriculum. They are accountable and responsible for each and every pupil under their jurisdiction. It is their role to collect and summarise information to identify each pupil’s achievement. The teacher identifies the learning objective and reports to the class when it should be accomplished.A teacher will comply with end of term/year reports and be able to communicate with staff, other professionals and parents regarding each student’s progress and ability. A dedicated teacher would be acquainted with a pupil’s interests and their learning styles. Be enthusiastic and committed and the ability to work with a diversity of needs. A teacher has to be flexible, highly motivated have excellent organi sational skills and be a good motivator. Importantly a teacher should demonstrate being a good role model, maintain discipline and praise their pupils.Learning Support PractitionerThe role of the teacher assistant is to promote a pupil’s learning and development by supporting the pupils, teacher, school and national curriculum. The key role is to support and guide the pupil to help achieve the learning objective. Their job is to help the pupils under the direction and guidance of the teacher. A teaching assistant should have a good knowledge of the subject of which they are supporting in order to deliver it effectively. They should be able to deliver feedback to the teacher on pupil’s progress and monitor it, as well as liaise with the teacher on the previous learning objective and reflect on it.A teaching assistant have to observe and comply different formats of observations. Provide clerical support and monitor and maintain resources. A T.A. also has to be a good rol e model, maintain discipline, be flexible and respect pupil’s social and cultural background. Good organisational skills and the ability to praise pupils are essential.Ultimately the two roles desire the pupils to reach their full learning potential. Both should complement each other, work alongside each other as a team in order to achieve the best outcome for each student .JAYNE WEBB MAY 2012-05-041.2SUMMARISE THE DIFFERENCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT.Summative Assessment or Assessment of LearningSummative Assessment is conducted to identify the progress which pupils have made at the end of term, end of course or scheme of work. This is a summary of the overall learning of a pupil’s achievement which involves pupils undertaking standardised tests or external examinations. This form of summative learning is to judge the progress made at the end of a period of study. Summative Assessment is completed for:SAT’S results Class teacher assessments Rev iews of pupils with SEN Pupils’ annual school reports External examinations GSCE’s & AS & A LevelsFormative Assessment or Assessment for learningFormative Assessment is the ongoing monitoring and assessment of pupil’s work with accompanying feedback to help them improve their performance. Formative assessment makes judgements about the pupils’ progress that is currently being carried out with an intention of informing teachers and pupils about how their work may be modified, improved or changed. This form of assessment for learning engages not only the teacher but the pupil and can be used to check the learning in any lesson.Teacher using open ended questions that will encourage the pupil to think for themselves â€Å"How do you think that could have been done better?†Listen to pupils’ explanations and description of methods on how they study.A Teacher/Teaching Assistant asking questions to pupils to check their understanding.Observing pupil s is a most informative method of gaining knowledge on a pupil’s progress. There are different types of observation depending on the learners needs.A learning objective should always be identified at the start of the learning activity, so a pupil will understand what they are learning and at the end have they achieved the learning objective. This method teaching will engage a pupil in reviewing their own progress. JAYNE WEBB MAY 2012-05-051.3EXPLAIN THE CHARACTERISTICS OF ASSESSMENT FOR LEARNING.Assessment for learning is the key term of using assessment as part of teaching and learning in ways which will raise learners’ achievements.Assessment for learning is highly effective in improving the quality of learning, which is why it has been introduced and proved to be successful. The definition of assessment for learning – it is the process of seeking evidence, interpreting for use by learners and teachers to decide where the learners are up to in their learning a nd where they need to go and how best to get there.The key characteristic of assessment for learning is that it shares the learning objective and its aim with the pupil. In doing so it identifies to the learners exactly how they have to perform to achieve a higher grade, consequently recognise the standards they are aiming for. Questioning the learners about their work enables them to see more clearly what they need to  do next.This engages the learner and involves them in peer assessment and self assessment, so that they are ultimately able to reflect on and recognise their own achievements. This enables pupils to build up on their skills before moving on to the next step. This process involves providing meaningful feedback to the learner on their progress so they know specifically where they are going and how to get there. An important aspect of assessment for learning is that the teacher/teaching assistant continually motivates and promotes confidence with the learner. This who le process is ongoing throughout every learning objective, for both the teacher and the learner in reviewing and reflecting on assessment information.JAYNE WEBB MAY 2012-05-051.4EXPLAIN THE IMPORTANCE AND BENEFITS OF ASSESSMENT FOR LEARNING.Research proves that assessment for learning has a big impact on teaching as it improves the quality of learning for the learner. The learner is not detached from their learning but is actively involved. This empowers the learner to reflect on their progress and improve on their performance. The effect of the learner being more in control of their learning thus increases confidence self-esteem and motivation. The way one feels about them self can have a huge impact on their learning. Research has recognised that assessment for learning has a profound influence on engaging pupils and keeping them interested.Pupils with do not feel part of the learning process may develop low self-esteem, become disengaged and lose interest. By self-assessment pupi ls understand where to improve their studies and how. Effective feedback is important so both able and less able pupils are fully monitored and supported in order for them to reach their full potential. It enables a pupil learning to be adjusted to their own particular needs. Assessment for learning is a device that makes possible for a pupil to understand the aim of what they are doing, what they need to do to reach that aim and where they are in relation to it.JAYNE WEBB MAY 2012-05-05 1.5EXPLAIN HOW ASSESSMENT FOR LEARNING CAN CONTRIBUTE TO PLANNING FOR FUTURE LEARNING CARRIED OUT BY: A)THE TEACHER B)THE LEARNERS C)THE LEARNING SUPPORT PRACTITONERTeacherAssessment for learning greatly contributes to the future lesson planning of the teacher. It informs them of where the pupil is at with their learning and helps dictate the next step of the learning process. It takes place day to day in the classroom and keeps the teacher up to date with each pupil’s progress. This practice s helps the teacher make decisions regarding planning of future learning as well as share targets with the learner. Effective assessment for learners allows teachers to pass on the responsibility of managing their own learning to the pupil.LearnersThis process informs learners to know and recognise the standards for which they should aim. It identifies where they are in relation to this aim and how to achieve it. It helps immensely with an individual’s learning and the increased self awareness of how to learn will develop their confidence and motivation. By self assessment and looking at assessment criteria, pupils are able to ask for support in areas of which they are struggling and distinguish when to ask for it.Learning Support PractitionerThis process informs the actions of a learning support practitioner on what is the best step to take, as well as alter their actions. The whole process enables teachers and learners to review and reflect on personalised learning / thinki ng skills PLTS. This procedure will inform a learning practitioner on how to approach pupil questioning based on what they have discovered about how a pupil learns. Therefore, this increases confidence and promotes effect learning. They may have to alter the pace of the learning to suit every learner so all are given an opportunity to revisit parts of indecision.Reflective Log:At the Alt Valley Community College initially the students are set diagnostic skill tests which indicate their competencies and weaknesses consequently,  identify exactly where they need more help and practice. This informs the Tutor and T.A. to plan for future learning with this student as well as helps the student recognise aims for their own personalised learning programme. For example please see page 7 & 8. JAYNE WEBB MAY 2012-05-05 2.1OBTAIN THE INFORMATION REQUIRED TO SUPPORT ASSESSMENT FOR LEARNING.The learning objectives for the activities The personalised learning/ thinking skills PLTS goals for ind ividual learners The success criteria of the learning activity The assessment opportunities and strategiesAt the beginning of each learning activity the teacher should identify the learning objective, stating exactly what the learners should know at the end of the lesson. A good method of identifying the aim several teachers write W.A.L.T. (what are we learning today) on the board, or W.I.L.F. (what I’m looking for.) This way the learners can keep relating to the aim throughout the learning activity, and keep on task. The teacher must notify the learners about how they are going to be assessed, and how it will take place, in addition to how it will be measured.This procedure helps the learner to take more responsibility for their own learning, a proven effective technique. A pupil needs to think about their own personalised learning whilst working towards a learning objective. Personalised learning is the process of tailoring and matching teaching and learning around way diff erent learners learn in order to meet individual needs, interest and aptitudes to enable every pupil to reach their most advantageous potential.This helps to promote their own personal development through self-realisation, self-development and self-enhancement to become active, responsible, self-motivated learners. The Teacher/Teaching Assistant and learner always need to look at the success criteria of the learning activity. The standard and success criteria should be shared with the learner. For example:What pupil is learning – to write in paragraphs Success criteria – pupil able to write in paragraphsWhy they are learning it – learner is only able to achieve a grade D in  English if they are unable to write in paragraphs, to achieve a higher grade they must learn to write in paragraphs. How assessment will take place – teacher and teaching assistant will check pupil’s work to ensure they are consistently writing in paragraphs. A proven method is providing examples to the pupil which helps to meet the success criteria. As learners are supported assessment opportunities and strategies have to be used to motivate pupils to think about their work and progress. This is the process of utilising the best approach and techniques for the ongoing assessment during the learning activity.JAYNE WEBB MAY 2012-05-072.2 USE CLEAR LANGUAGE AND EXAMPLES TO DISCUSS AND CLARIFY PERSONALISED LEARNING GOALS AND CRITERIA FOR ASSESSING PROGRESS WITH LEARNERS.Usually secondary school pupils have personalised learning goals for each subject which are noted on their interim reports, which are updated as the term progresses. The personalised learning goals reflect the learning objective of activities and take account of the past achievements and current learning needs of individual learners. The subject teacher usually collates pupils with the same ability and personalised learning goal so they can work together and their needs tailored as a group. Individual or personalised learning plans are in place for pupils with additional needs and their personal targets documented. This will have been agreed and signed with the pupil, parents/carers and teachers.Reflective Log:At the Alt Valley Training Centre I did an assessment of learning on a pupil’s diagnostic skills numeracy examination. I noticed the pupil completely failed the percentages part of the paper. This pupil was due to undertake an apprenticeship in joinery. I spoke to the pupil and brought these findings to his attention and emphasised the importance of percentages in joinery, and the success criteria in achieving it, in order to complete his apprenticeship. I downloaded resources regarding this topic and I am at present in the process of working with him for the ongoing assessment of the learning activity.JAYNE WEBB MAY 2012-05-072.3 USE ASSESSMENT OPPORTUNITIES AND STRATEGIES TO GAIN INFORMATION AND MAKE JUDGEMENTS ABOUT HOW WELL LEARNERS ARE PARTICIPATING I N ACTIVITIES AND THE PROGRESS THEY ARE MAKING. Ensure pupils understand the learning objective or any individual learning targets so they can assess their own progress as they proceedExplain to pupils on how to reach the learning objectiveListen to pupils describe their work and their reasoningCheck pupils understanding through questioning and using open-ended questionsObserve pupils noticing the kinds of strategies they are using and what they are finding difficultEngage pupils in reviewing their own progress throughout the learning activityInform pupils on how they will be assessedIf possible provide examples of work produced by other learnersContinually provide support and oral feedback as pupils are working as well as assessment and praiseGive opportunities for self or peer assessmentIf possible allocate time for pupils to discuss work before handing it inProvide written feedback Reflective Log:I worked with the students whom failed the percentage paper. I demonstrated the metho d of percentages and then asked him a few questions to check whether he understood. He then attempted some himself and was struggling.I continued to sit and observe him and asked him why he was doing the sum via that method. I continued to encourage him and explain the necessity of this qualification. I repeated my strategy to him and we continued through the work booklet. On completion I praised him for his diligence and informed him I would mark it later. JAYNE WEBB MAY 2012-05-072.4 PROVIDE CONSTRUCTIVE FEEDBACK TO LEARNERS TO HELP THEM UNDERSTAND WHAT THEY HAVE DONE WELL AND WHAT THEY NEED TO DEVELOP.For assessment for learning to be effective every learners needs constructive feedback. This developmental pointer is crucial if progress is to be made. It can affirm the pupils’ strengths and identifies the weaknesses. Pupils need feedback during and following each learning activity. The information should be given which centres on their performance and be conveyed positivel y. Pupils should be notified that the feedback is based on facts and should not be taken personally. There are different types of feedback:Affirmative Feedback which if possible should be given during the learning activity to encourage and motivate Developmental feedback which gives suggestions on how to do better next time Both types of feedback can be given orally or written but really need to be given as soon as possible so the pupil can take it on board and action it.This also applies to teachers marking, if feedback is given too long after an activity children forget and find it harder to apply. Research has found that marking within the child’s presence is more helpful to each individual. A technique teachers use for writing on a good learning exercise is â€Å"two stars and a wish† or for improvement guidance â€Å"E.B.I. (even better if)† and suggestions provided. Best practice checklist for providing feedback:Remain non-judgemental Focus on strengths Wo rk through one thing as a time Give constructive feedback where needed and guidance on how a child can improve Link feedback directly to what has been observed or written End the session positivelyReflective log:Regarding the percentage students I sat with him to mark his paper, we worked through it step by step and I praised him on his competent working out calculations, as we were then able to identify at which point his method went wrong. I got him to look at some questions logically and in every day terms so he could then maybe estimate the answer and recognise the difference in his answers. On completion he felt confident about the activity; whereas at the beginning he told me he would never to be able to do it. I conveyed to him how pleased I was with his progress.JAYNE WEBB MAY 2012-05-16 2.5 PROVIDE OPPORTUNITIES AMD ENCOURAGEMENT FOR LEARNERS TO IMPROVE UPON THEIR WORK.Each pupil is an individual and this fact must be recognised and considered when doing assessment for lear ning. Their own personal standards of achievements must be measured against their previous record and not compared to other learners. The next stage of learning must be based on their previous understanding and so on. It is unachievable to continue with the learning plan when a pupil has not understood the previous stage. Learning needs to be built up in a step by step formula, whereas one stage of procedure supports the other to gain an overall concept of the task in hand.Pupils should always be encouraged to discuss any difficulties they entail throughout the learning activity and previous learning experiences. This effective method helps to consolidate their knowledge and reinforce their understanding before moving on with the next topic. This helps motivate them and to promote confidence and self-esteem. These three factors have a huge impact on learners and every effort should be made to uphold and support them. Pupils with low self-esteem should be allocated more time and pati ence and learning objectives clarified regularly. On occasion support staff has to modify or adapt the learning objective in order for them to achieve it.To encourage each pupil to take responsibility for their own learning it has to be discussed with them and the onus placed upon them in relation to: How they think they can improve on their previous practiceWhat do they think went wrong? Did they rush the learning activity?Opportunities provided so they can improve: Do they want to redo the learning activity? Do they wish to stay in at break time? Would they prefer to take it home and do it as homework? Or have they got any other suggestions. JAYNE WEBB MAY 2012-05-123.1 USE INFORMATION GAINED FROM MONITORING LEARNERS PARTICIPATION AND PROGRESS TO HELP LEARNERS TO REVIEW THEIR LEARNING STRATEGIES, ACHIEVEMENTS AND FUTURE LEARNING NEEDS.Assessment for learning is ongoing throughout the learning activity. The review of pupils’ work if possible should be processed during the le arning session. This is not always achievable during certain teaching presentations but if feasible time should be allocated for review. This enables students consider their work at each stage. This encourages the pupil to take responsibility for their own learning and for the teaching assistant to support and translate the teaching.Techniques to help learners review their learning strategies: Using open-ended questions- Where are you up to in your learning? Where do you need to go? And how best to get there. This helps them measure their progress against previous learning activities. Class discussion/in groups/ with a partner/ by yourself. Helps them to think about how they acted the learning activity and think how they could do it differently in the future. Provide sheet with learning objective for learners to refer to and explain objectives Provide oral feedbackUse examples of work in class discussions to highlight the ways that work can be improved Provide positive and construct ive feedbackMatch learning objective to needs in order to provide challenges and set appropriate targets Praise success throughout the learning activity Reflective Log:As part of the Joinery Apprenticeship Diploma the students have to complete and pass a Construction Skills Certificate Scheme CSCS. In order to be  allowed on site. They each individually complete this test online, which is out of 40 questions and the pass mark is 36. The summary identifies the right and wrong answers. I speak to the students during the activity and ask what the reasoning behind them choosing a particular answer was. At times they are placed in pairs so they can work together and accumulate each other knowledge to increase their mark. They are continually told of their last mark and their target each time is just to increase it by 1 mark. We celebrate success and the students gain satisfaction on their own progress and increase confidence that they â€Å"can do† it. JAYNE WEBB MAY 2012-05-123 .2 LISTEN CAREFULLY TO LEARNERS AND POSITIVELY ENCOURAGE THEM TO COMMUNICATE THEIR NEEDS AND IDEAS FOR FUTURE LEARNING.All teaching staff has to listen to all learners in order to identify their own particular strengths and weaknesses in each learning objective. They have to be given the opportunity to converse so that they know and recognise the standard for which they should aim. Via feedback from the learner informs teachers on how to be pro-active to their needs. Consequently, learners discover what they should do next in order to improve. Their own particular learning style has to be considered, for example intrapersonal learners do not thrive doing collaborative group work. By communicating their own personal preferences and ideas helps individuals to own and drive their own attainment. Learners should be encouraged to adopt their own personalised learning approach, which involves taking a highly structured and responsive approach to each learner, in order that they everybody is able to progress achieve and participate.This allows them to explore their own particular interests and reflect on their individual aspirations and learning habits. Research has shown that young people will produce better quality work when dealing with content they have an interest in. Positive encouragement can greatly enhance a learner; it promotes confidence and can give them the boost they needs when they are struggling with a particular task. A constructive comment can help achieve the objective and gain success criteria. This helps the learner to remain engaged and on task in addition to them gaining satisfaction regarding their own progress.Schools have strategies to check on pupils’ learning: Traffic light system- Pupils like to fit in with the class and do not like to be seen asking for help or lack  confidence in requesting it, a pupil has a picture at the top of the page and can colour 1 of 3 lights which indicates on how their coping with the learning activit y, red=help, amber just about on task, green no problems, therefore teachers can identify if help is required. Foggy bits- pupils are given the opportunity to write down or articulate the parts of the session or activity that have not been clear, Write a sentence- pupils are able to put in a sentence the key points of the learning at the end of a unit of work or learning activity.Talk partner review- pupils are given the opportunity to talk to their partner about what they found difficult and what they enjoyed in the learning activity. This can also be done at the beginning of a session to see what the already know. Post it notes/white boards- pupils can easily write down what they have learnt, found easy or hard. JAYNE WEBB MAY 2012-05-153.3 SUPPORT LEARNERS IN USING PEER ASSESSMENT AND SELF-ASESSMENT TO EVALUATE THEIR LEARNING ACHIEVEMENTS.When pupils are involved in assessing their own performance, they can often provide teachers and teaching assistants with insights into their o wn learning. Research has indicated that pupil involvement is likely to encourage pupils to become more focused upon the teacher’s intended learning outcomes, helps them to become more aware of personal areas in which they have strengths and weaknesses and in some instances assist in the management of behaviour.Assessment information is only of value when it is used to improve teaching or learning. Pupils need to know how they are progressing and appreciate being involved in discussions about their own learning. Even on a informal basis teaching staff should find opportunities to engage pupils in discussions about how they feel they are getting on with their work. Supporting pupils with self-assessment techniques:Clarify the purpose of the task – This is so pupils understand why they are doing it Keep assessment criteria simple – Be very clear on what pupils are being assessed against. If there are more than two criteria make them very specific. Encourage pupils to periodically check learning against the criteria – This will keep them focused on what they have to do. Ask pupils to tell you what they think they are doing and why – This enables the teacher to check that children have understood the task and how their learning will be measured. An ideal technique for pupils to build up their assessment skills is through working with adults and their peers.This method enables them to look more objectively at their own achievements. Collaboration in peer assessment allows each pupil to look at one another’s work and notice how it relates to the assessment criteria. They are then able to discuss what they have been asked to do and how their work reflects this, as well as bring to their attention to what teachers are looking for when measuring achievement. Peer assessment should not be used to compare pupils’ grades and achievements. That is why it is important to make it clear to pupils on what they will be assessed a gainst. Peer assessment can also assist in peer learning whereas one pupil can obtain hints and tips from another.JAYNE WEBB MAY 2012-05-153.4 SUPPORT LEARNERS TO: A) REFLECT ON THEIR LEARNING B) IDENTIFY THE PROGRESS THEY HAVE MADE C) IDENTIFY THEIR EMERGING LEARNING NEEDS D) IDENTIFY THE STRENGTHS AND WEAKNESSES OF THEIR LEARNING STRATEGIES AND PLAN HOW TO IMPROVE THEM. A) Reflect on their learning:Pupils need to be encouraged to reflect on their learning during the process, and not just when it is completed. This is in order to reveal what is the best approach as well as if they are taking the best way towards achieving success criteria.This helps them to understand their own personalised learning and develop thinking skills for improvement. Techniques are to question the pupil to check he understands the purpose of the task, ask what they are doing and why, notify them on what they are being assessed on and be very specific and encourage them to check periodically against the le arning criteria, to ensure they are keeping focused. B) Identify the progress they have made:Teachers need to check that pupils are able to assess their own progress that they have made when working. This can be done through self or peer assessment. Throughout the learning session teachers/teaching assistant should maintain continuous dialogue about the progress they have made. This can be identified by asking questions for example, tell me what you have learnt during this session, and if a question is asked see if another pupil can answer it, or by asking pupils to write down what areas of the topic they found difficult. C) Identify their emerging needs:As a pupil looks at their learning they will begin to know what they need to improve on. They should be told which level they have presently attainted and what they need to do to achieve the next level. For a pupil who is performing beneath their capability a discussion may provide formative points which indicate how they could impr ove. D) Identify the strengths and weaknesses of their learning strategies and plan how to improve on them: The strengths and weaknesses of pupils learning has to be brought to their attention.Assessment materials/resources can be useful and re-assuring to identify to pupils their weaknesses. Or recognize their misconception and use it as a basis to work upon, as this can lead to a more positive to learning from their mistakes. Notify the pupil the area they need more practice on and encourage them to be resilient in their studies. For the pupil who is doing well, a discussion of an assessed piece of work may help them to improve even further by developing those strengths which have been identified to them. Another way of supporting learners is to allow them to keep a journal, in which they can keep a note of their learning and own personalised targets. Self-esteem should always be promoted.4.1 PROVIDE FEEDBACK TO THE TEACHER ON: A) LEARNERS PARTICIPATION AND PROGRESS IN THE LEARNIN G ACTIVITIES B) LEARNERS ENGAGEMENT IN AND RESPONSE TO ASSESSMENT FOR LEARNING C) LEARNERS PROGRESS IN TAKING RESPONSIBILITY FOR THEIR OWN LEARNING.A) Learners participation and progress in the learning activities: When doing assessment for learning techniques the teacher assistant must work closely with the teacher to plan how they are going to fit it into the learning activity. Discussion before the lesson will enable the best opportunities to be sort that then can be included into the activity. The teaching assistant must then provide feedback to the teacher on how the learner contributed to the lesson and how much improvement they have made.This is  in order to find the best strategies to use in the future. Different techniques need to be considered depending on the learner, as some students find some more thought provoking than others. B) Learners engagement in and response to assessment for learning: A Teaching Assistant must consider the different aspect s of assessment for learning when giving feedback to the teacher. The teaching assistant must attempt to connect the learners with their own learning and provide feedback to the teacher on how successful it was. This can be done by completing an observation sheet or orally. Another good method is jotting down comments from the learners during the activity.The teacher may find it useful to know whether the pupil was more responsive and eager to participate if they were told that they doing assessment for learning. Alternatively feedback can be given through group feedback, in which the learners discuss the results of peer assessment with adults. In this way the teacher can find about their learning and feed back is given direct at the same time. C) Learners progress in taking responsibility for their own learning: Learners have to be encouraged to take responsibility for their own learning. Teaching assistant must notify the teacher on how the learner is managing to deal with it. During assessment for learning learners should be asked â€Å"where they are up to in their learning, where they are going and how to get there.† By this method pupils will come to understand that they are the drive behind the force as well as the teaching staff. Usually a successful learning activity identifies that the students have taken responsibility for their own learning. Attempts should be made to empower the learner, for example tell children when working out maths problems include your working out which also creates marks.JAYNE WEBB 2012-05-16 4.2 USE THE OUTCOME OF ASSESSMENT FOR LEARNING TO REFLECT ON AND IMPROVE OWN CONTRIBUTION TO SUPPORT LEARNING.Following learning activities the teacher and teacher assistant need to discuss and reflect on its outcome. This identifies whether or not the learning activity has been successful. A Teaching Assistant must look at their own approach to the learning activity and judge whether their own  approach could be improved when supporting pupils l earning. It should be considered whether different strategies could have worked better with pupils. What can be done to challenge the pupils more and did I question them correctly. There is always room for improvement and reflection on activities gives the opportunity for it to be corrected. Regarding reflection one should think about:How they questioned and encouraged the pupils to look closely at the assessment criteria. How they gave feedback to pupils. How they supported both peer and self assessment. Did they remain non judgemental. Did they focus on strengths? Work through one thing as a time. Give constructive advice where needed and guidance on how a child could improve. Link feedback directly to what has been observed or written. Did the session end positively?Reflective log:I assisted a student working through a maths booklet. I found the students was not co-operating in the activity and was distracted with other happenings in the classroom. I continued with the activity, asking questions, explaining methods etc. Till completed. On reflection it appeared to me that I had done too much of the practicalities and not supported the learner. I should have abandoned the learning activity as it was not vital to the days learning and include the student with the rest of the classes learning activity. That approach would have worked better as the student would have been more engaged.JAYNE WEBB MAY 2012-05-16 3.2 LISTEN CAREFULLY TO LEARNERS AND POSITIVELY ENCOURAGE THEM TO COMMUNICATE THEIR NEEDS AND IDEAS FOR FUTURE LEARNINGReflective Log: Whilst checking the students’ diploma booklet I noticed two students were struggling with spelling, punctuation and grammar and the aims of each question. I spoke to them each separately and explained would they like me  to help them as that was my purpose being here. They both divulged that they were finding the theory difficult. I worked with each student looking through their booklet and asked them to identify their problems in order for me to help them.I discovered that the key words on each question, for example, compare, contrast, analyse, justify etc the students did not comprehend. Afterwards I diligently assessed the booklet making a note of key words and wrote a summary of them together with a dictionary definition, which I stapled to the work booklet. This I showed to the learners assuring them they would find it helpful. I reiterated to them any further problems would they please speak to me and confirmed I would observe them closely in the classroom.3.3 SUPPORT LEARNERS IN USING PEER ASSESSMENT AND SELF-ASSESSMENT TO EVALUATE THEIR LEARNING ACHIEVEMENTS Reflective Log:Regarding the above students I spoke to the tutor and identified their needs and suggested if he and the students agreed could I coach them with their English whenever possible. Presently, we sit together and work through communication and spelling books and I reveal little tips for example, necessary â€Å"rememb er a shirt has 1 collar and 2 sleeves† etc. The students do not cope well with self-assessment; they have not got a long concentration span and poor resilience.But I do continually positively encourage it. I have found that peer assessment has worked well as there is a competitive spirit involved with both of the learners. They have commented on their surprise at their own progress. I confirm to them the importance of English not only to achieve their joinery diploma but an essential life skill.JAYNE WEBB MAY 2012-05-263.4 SUPPORT LEARNERS TO A) REFLECT ON THEIR LEARNING B) IDENTIFY THE PROGRESS THEY HAVE MADE C) IDENTIFY THE LEARNERS EMERGING NEEDS D) IDENTIFY THE STRENGTHS AND WEAKNESS OF THEIR LEARNING STRATEGIES AND PLAN HOW TO IMPROVE THEM. Reflective Log:I was assisting students in a functional skills maths class, the learning objective was to teach the students area, volume and perimeter. The students were not very motivated and I explained the importance of these topic s to achieve their hairdressing diploma as well as in everyday life. I observed each student and commented on their correct formula and suggested they look at parts again.Peer assessment worked quite well in the session as they liaised with each other and gained tips to further their learning. At the end of the session we asked what they found difficult and identified topics to revisit. I liaised with the Tutor and we decided to redo the learning activity at a later date but decided the best approach was to visit each topic- area, formula and perimeter on a separate day as we felt that the students were overloaded with all the different formulas.4.1 PROVIDE FEEDBACK TO THE TEACHER ON: A) LEARNERS PARTICIPATION AND PROGRESS IN THE LEARNING ACTIVITY B) LEARNERS ENGAGEMENT IN AND RESPONSE TO ASSESSMENT FOR LEARNING C) LEARNERS PROGRESS IN TAKING RESPONSIBILITY FOR THEIR OWN LEARNING. Reflective Log:I was asked by the Tutor to observe a student who was completing a ratio booklet and rep ort to her verbally on her progress. This particular student is deemed as lazy and sluggish and has no work ethic. She was reluctant to participate and wanted too much help, in the hope that I would do it for her. As I was keyed up to her approach I engaged her as much as I dared, by explaining then asking questions to check if she understood. I made clear the importance of ratio in hairdressing and her aim to achieve it. She had to begin taking responsibility for her own learning.Surprisingly, she was quite competent with the learning objective. I praised her success and reiterated she had to start working with the tutors and commented, â€Å"Where are you up to in your vocation at the moment? Not interested in maths, you know where you going- hairdressing, How are you going to get there- by working with the tutors and taking notice in the maths class. I spoke to the Tutor and she agreed that was the best approach and we would continue to use these tactics.

10 Astonishing Facts About House Flies

10 Astonishing Facts About House Flies The house fly, Musca domestica, may be the most common insect we  encounter. But how much do you actually know about the house fly? Here are 10 fascinating facts about house flies: 1. House Flies Live Almost Everywhere There Are People Though believed to be native to Asia, house flies now inhabit nearly every corner of the globe. With the exception of Antarctica and perhaps a few islands, house flies live everywhere people do. House flies are synanthropic organisms, meaning they benefit ecologically from their association with humans and our domesticated animals. As humans throughout history traveled to new lands by ship, plane, train, or horse-drawn wagon, house flies were their travel companions. Conversely, house flies are rarely found in the wilderness or in places where humans are absent. Should humankind cease to exist, house flies might share our fate. 2. House Flies Are Relatively Young Insects in the World As an order, true flies are ancient creatures that appeared on Earth during the Permian period, over 250 million years ago. But house flies seem to be relatively young, compared to their Dipteran cousins. The earliest known Musca fossils are only 70 million years old. This evidence suggests the closest ancestors of house flies appeared during the Cretaceous period, just before the infamous meteorite fell from the sky and, some say, triggered the extinction of the dinosaurs. 3. House Flies Multiply Quickly Were it not for environmental conditions and predation, wed be overrun by house flies. Musca domestica has a short life cycle – just 6 days if conditions are right – and a female house fly lays an average of 120 eggs at a time. Scientists once calculated what would happen if a single pair of flies were able to reproduce without limits or mortality to their offspring. The result? Those two flies, in just 5 months time, would produce 191,010,000,000,000,000,000 house flies, enough to cover the planet several meters deep. 4. House Flies Don't Travel Far and Aren't Fast Hear that buzzing sound? Thats the rapid movement of a house flys wings, which can beat up to 1,000 times per minute. Thats no typo. It may surprise you to learn, then, that theyre generally slow fliers, maintaining a speed of about 4.5 miles per hour. House flies move when environmental conditions compel them to do so. In urban areas, where people live in close proximity and there is plenty of garbage and other filth to be found, house flies have small territories and may only fly 1,000 meters or so. But rural house flies will roam far and wide in search of manure, covering up to 7 miles over time. The longest flight distance recorded for a house fly is 20 miles. 5. House Flies Make Their Living in Filth House flies feed and breed in the things we revile: garbage, animal dung, sewage, human excrement, and other nasty substances. Musca domestica is probably the best known and most common of the insects we collectively refer to as filth flies. In suburban or rural areas, house flies are also plentiful in fields where fish meal or manure is used as fertilizer, and in compost heaps where grass clippings and rotting vegetables accumulate. 6. House Flies Are on an All-Liquid Diet House flies have sponge-like mouthparts, which are good for soaking up liquefied substances but not for eating solid foods. So, the house fly either seeks out food that is already in puddle form, or it finds a way to turn the food source into something it can manage. This is where things get kind of gross. When a house fly locates something tasty but solid, it regurgitates onto the food (which may be your food, if its buzzing around your barbecue). The fly vomit contains digestive enzymes that go to work on the desired snack, quickly predigesting and liquefying it so the fly can lap it up. 7. House Flies Taste With Their Feet How do flies decide something is appetizing? They step on it! Like butterflies, house flies have their taste buds on their toes, so to speak. Taste receptors, called chemosensilla, are located at the far ends of the flys tibia and tarsa (in simpler terms, the lower leg and foot). The moment they land on something of interest – your garbage, a pile of horse manure, or perhaps your lunch – they start sampling its flavor by walking around. 8. House Flies Transmit a Lot of Diseases Because house flies thrive in places that are teeming with pathogens, they have a bad habit of carrying disease-causing agents with them from place to place. A house fly will land on a pile of dog poop, inspect it thoroughly with its feet, and then fly over to your picnic table and walk around on your hamburger bun for a bit. Their food and breeding sites are already overflowing with bacteria, and then they vomit and defecate on them to add to the mess. House flies are known to transmit at least 65 diseases and infections, including cholera, dysentery, giardiasis, typhoid, leprosy, conjunctivitis, salmonella, and many more. 9. House Flies Can Walk Upside Down You probably knew that already, but do you know how they perform this gravity-defying feat? Slow motion video shows that a house fly will approach a ceiling by executing a half roll maneuver, and then will extend its legs to make contact with the substrate. Each of the house flys legs bears a tarsal claw with a sticky pad of sorts, so the fly is able to grip almost any surface, from smooth window glass to a ceiling. 10. House Flies Poop a Lot Theres a saying, Never poop where you eat. Sage advice, most would say. Because house flies live on a liquid diet (see #6), things move rather quickly through their digestive tracts. Nearly every time a house fly lands, it defecates. So in addition to vomiting on anything it thinks might make a tasty meal, the house fly almost always does poop where it eats. Keep that in mind next time one touches down on your potato salad. Sources: The Encyclopedia of Entomology, 2nd edition, edited by John L. Capinera.Encyclopedia of Insects, 2nd edition, edited by Vincent H. Resh and Ring T. Carde.Vector Control: Methods for Use by Individuals and Communities, by Jan A. Rozendaal, World Health Organization.Physicians Guide to Arthropods of Medical Importance, 6th edition, by Jerome Goddard.Elements of Entomology, by Dr. Rajendra Singh.Time Flies, a New Molecular Time-Scale for Brachyceran Fly Evolution Without a Clock, in Systematic Biology, 2003.

English Rulers essays

English Rulers essays The English rulers from the time of James I till William and Marys reign, encountered many problems economically, with parliament and with the people. Many of the mistakes they made have occurred many of times throughout history and could easily have been avoided. By looking at problems endured by the English rulers of this time, one can easily find problems that through simple measures would have been prevented. James I inherited a rich English thrown, and although many of his problems were caused by little accord of his own, his personality caused many problems; he fiercely believed in the divine right of kingship and his own importance, but found great difficulty in gaining acceptance from an English society that found his rough-hewn manners quite unbecoming. James saw little use for Parliament. His extravagant spending habits and nonchalant ignoring of the nobility's grievances kept king and Parliament constantly at odds. He came to the thrown at the zenith of monarchical power, but never truly grasped the depth and scope of that power. If James had merely allowed Parliament some power, to appease the English people, acceptance for him would have been much easier. Charles I inherited his fathers beliefs in the divine right of kings, and found little use of Parliament, this ultimately led to his downfall in a showdown with Parliament. Charles required money for armies, which English people did not support, and by dismissing Parliament numerous times angered the people. England disrupted into civil war, in which Charles still would not bow down to Parliaments demands. Both Charles and James I would have been much more successful had they been lenient with Parliament and have saved more money for matters that evolved the English people. After the Civil War in which Cromwell came to power, he still disagreed with the laws Parliament wished to pass and with the English army forced matters his own way. Cromwell was...

How to Quit Your Job Professionally

How to Quit Your Job Professionally You’ve made plenty of mistakes; we all have. If you think about your entire career, the list can get pretty long. But there’s always the threat of making bigger mistakes, especially the kind you make by playing it just a little bit too safe. Are you feeling stuck in your job? Unsatisfied? Like the career you’ve always dreamed of keeps slipping further and further away? Convincing yourself to stay because it’s the path of least resistance can be the final nail in the coffin of your fulfillment.If you’re brave enough to take the leap and have decided to quit your job, remember these three things:Stretch OutIf you’re ready to make big, scary changes, you’re ready to be more flexible. In fact, you might have to be. Open yourself up to new positions and industries outside your comfort zone. Take a chance on yourself in the interests of your future.Pay it ForwardIf there’s something you don’t know how to do, something that†™s holding you back, take steps. Invest in yourself and in new skills that can take your career to the next level. A little passion and personal development now can pay off in the long run.Keep ConnectedYour current and past coworkers are the bottom of the pyramid. Maintain your relationships, build lasting connections, and never miss an opportunity to grow your network. You’ll never know when you will need it. The better you engage with your colleagues now, the better you’ll be equipped to engage with the people you meet in your next position.The bottom line is this: start behaving as though you already have your dream career, and it’ll be that much easier to step into it when you do find it.

Section 179 Essay Example | Topics and Well Written Essays - 250 words

Section 179 - Essay Example This is if the purchased equipment is depreciable over a certain period. It is an incentive sometimes used for some of the small enterprises to expand their businesses (Daily 45). This is with the purchasing of new equipment in the business. Limitations of Section 179 There is a higher tax bill that is acquired if the equipment purchased under section 179 is converted into personal use. If equipment is purchased under the method of section 179, it is highly likely that, during its depreciable life, it can be converted to personal use (Daily 48). However, it may prove costly to do so to the party that intends to do this conversion. Section 179 also dictates that a taxpayer’s deduction in a year cannot exceed or surpass their income from that active financial year. This means that they are not capable of, or cannot use more than what they may earn in their active conduct of business (Daily 51). All this is within the duration of a year. Moreover, under section 179, if one buys an asset, it is impossible for them to claim a deduction of more than what one paid for initially. This implies that purchasing an item using cash, the deduction on that item or asset is based only on the exact amount paid for the asset. In conclusion, section 179 is only suitable for the growth of businesses (Daily 58). It is not suitable, or advisable for purchasing equipment for personal use. Businesses can save a lot of money while using this method and can manage to grow and expand.

Christians in the Empire Essay Example | Topics and Well Written Essays - 1000 words

Christians in the Empire - Essay Example Hence it is easy to imagine what a multitude of people can be reformed if an opportunity for repentance is afforded." The Roman Empire has also forbidden any secret meetings, and considered them to be political associations against the emperor as Pliny clearly states: "in accordance with your instructions, I had forbidden political associations." Christians were treated like treators, like conspirators, to the state and the established pagan religion. Pagans considered Christians to be a threat to their own gods, and they considered that misfortunes or natural disasters came from the Christians' God. Pliny didn't know how to prosecute the Christians. For him they were superstitious people, just ignorant people. So Pliny states the following as he didn't know what to do: "I have never participated in trials of Christians. I therefore do not know what offenses it is the practice to punish or investigate, and to what event. . ." Trajan tells him that he has treated the matter in the right way when he said: "You observed proper procedure, my dear Pliny, in sifting the cases of those who had been denounced to you as Christians." There is some uncertainty in Trajan's mind when he said: "For it is not possible to lay down any general rule to serve as a kind of fixed standard." But Trajan is positive about not persecuting the Christians. So he said: "They are not to be sought out". This policy makes it easier for Christians to live in the Empire as they were not going to be chased openly. It is also clear in Trajan's words that the anonymous accusations are not going to be taken into account. He said: "But anonymously posted accusations ought to have no place in any prosecution. For this is both a dangerous kind of precedent and out of keeping with [the spirit of] our age." This policy by the emperor eased matters for Christians as they were not going to be persecuted openly, but it was not a perfect solution as they were not considered to be normal citizens in the empire. They were still forbidden. 3. How does Tertullian justify the Christians refusal to worship the emperor Tertullian gives powerful reason for not worshipping the Emperor based on the nature of the Christians conviction about the true God. He said very convincingly: "For we invoke the eternal God, the true God, the living God for the safety of the emperors. . . ." Tertullian states also that Christians do pray in favor of all the emperors with the following words: "Looking up to heaven, the Christians - with hands outspread, because innocent, with head bare because we do not blush, yes! And without a prompter because we pray from the heart - are ever praying for all the emperors. We pray for a fortunate life for them, a secure rule, a safe house, brave armies, a faithful senate, a virtuous

Optional Technologies Adopted in the Construction of Building Elements Essay

Optional Technologies Adopted in the Construction of Building Elements - Essay Example Design professionals significant role in the quality of the built environment cannot be denied. Buildings in the contemporary world are a complex undertaking that require many different skills and materials. In this regard, the capabilities of the engineers and architects on the integrated design team are critical for the overall success of the design. In order to carry out the design and propose various alternatives, some background data is often required. This is usually with reference to the location of the proposed project and its various jurisdictions. The design process is then guided onwards by the knowledge of such project information. It is based on this that the relevant safety factors can be applied in the design so that the proposed methods and constructional technologies are safe and appropriate (EMMITT, BARRY & GORSE, 2010, p. 14). With the layout plan given for a proposed four-storey commercial building, with its components and the boundary conditions, different optional building technologies can be used to come up with the most appropriate designs. The building elements considered are as follows: Basements in commercial buildings are in most cases constructed to serve as foundations for the superstructure of the building, and in others to increase its utility to provide space that can be used by occupants of the building (FLEMING, 2005, p. 33). When adequately and properly constructed, they can be used for the following purposes: The intended use of the basement must be determined first before any design decisions are made. This will also have an impact on the quality of the basement. The level of performance of the basement areas is to be determined from the onset of construction to help in cost estimations and the material choice for the basement and its surrounding features.

GENDER- WAGE GAP IN AUSTRALIA Essay Example | Topics and Well Written Essays - 1000 words

GENDER- WAGE GAP IN AUSTRALIA - Essay Example Legislative changes have been effected like the 1986’s Federal Discrimination Act and the 1961’s Matrimonial Causes Act. The analysis presented from the Bureau of Statistics of Australia data shows that this nation of Australia has had a persistent gender wage gap. (Cassells, Rebecca, et al, 2009) The data obtained from the Survey of Average Weekly Earnings the years from 1990 to 2009, there was a narrow range of gender wage gap of between 15-17%. Over the period from early year 2005 to early year 2009 the range has been from 15.1-17.0%. (Wright, Tim, 2006) Causes of the predicament of gender wage gap in Australia, even though complex, are inter-linked and are most likely to change over time. These factors can be classified into two major factors; those that can be explained (labour market and human capital factors) and unexplained factors. (fahcsia.gov.au, 2009) Numerous studies have been carried out, and most of these have concentrated on the query whether discriminat ion is the main catalyst of the existing gaps in the wages between male as well as female workers or whether the fundamental catalyst of the gap in wages is the male’s and female’s attainment of human capital. These variances are, however, not easy to separate especially due to the fact that forms by which discrimination maybe interlinked with other factor’s attainment. ... Human capital is defined by the book as the skills in entirety as well as the experience that an individual puts into an employment which are relevant to that employment. It encompasses all the qualifications as well as training given by employers and also the experience gained from previous experience from the market. (Miller, Riel, 1996, p22) In those studies that have been carried out of gender wage gap, the measurement of human capital is mostly measured via formal education attained as well as the number of years of work experience. Some of these studies also make an inclusion of other variables to like the utilisation of the training provided by the employer. The component of education is usually captured in virtually entire studies of gender wage gap, mostly through the usage of several dummy variables that take the highest education level that has been completed. For instance, high school completion, bachelor degree or post school training. (Cassells, Rebecca, et al, 2009) Al so included, is the study field as one of the variables with the gender wage gap model being applied. This is due to the fact that wages vary with the study field. There is also a significant segregation in gender in the fields of study in post-secondary education. Most of the conclusions that have been drawn from the studies carried out in the nation of Australia of labour market rigidities and discrimination are that returns gained from education by females are from a generic point of view below those of their male counterparts. This is in spite of the ladies having a bit of higher education attainment. Additional schooling according to the journal creates openings to better job

Valuation and Discounted Cash Flows Case Study Example | Topics and Well Written Essays - 750 words - 1

Valuation and Discounted Cash Flows - Case Study Example The second alternative suggests that five-year zero-interest loan and the new loan was to be repaying in 5 equal annual payments. And this alternative would save them well more than $2,000 in interest. So the alternative A is better than the alternative B to pay the mortgage. 3) A) If an investor invests $2 million in stock market to purchase shares the return is based on the market. Some time he will get high return on his investment some time he will get loss his investment. The return is based on the economic condition. But the investment in bond will generate constant return to the investor, the investor would get specific percentage of interest at particular period of time also he will get principle amount at the end of specific period of time. Bid is the obtainable price at which the investor can sell his share. $1.5 million is the price that the buyer is willing to pay. Minimum bid price $1.3million has already placed, even there is $1.5 million bid I would not sell at $1.5 million I will hold the investment because the Wall Street financial analyst predicted that the successful bid is $ 2.1 million. The investment is also depending the tax imposed by the government authorities. B) In my point in July 1 1992 the capital market provides fair market value to the investment. The investor gained better yield for their investment and the approximate market fair value of the ticket will be $1.5 million because there has been minimum bid for $1.3 million so the fair value would be $1.5 million for the ticket. C) If tax rate is increased for the bond investment it will decrease the return from this bond investment. Then I would prefer the investment in other investment options like shares, mutual fund etc. If tax rate is increases, for the investment in corporate bond that I would make valuation on the bond based on face value. If tax rate is increased then I would choose

Self Introduction Personal Statement Example | Topics and Well Written Essays - 750 words

Self Introduction - Personal Statement Example I strongly understand that every human being deserves a right to be happy and I consider it my personal initiative to guarantee this to every person. I am a strong believer of social justice and I know for certain that every human being should be considered equal. I do not hesitate to do all that I can to ensure that justice prevails in the society particularly for the weak. The desperate and the destitute members of the society are held close to my heart of hearts and I believe they also have reasons to live. Since I was a child, I have always felt pain when I see others suffer. I have realized that I cannot be happy when others are sad and I have believed that the only way to be happy is making other happy. Humility is the driving force towards my good relationship with people, my teachers, friends and family members. However, I am also very assertive especially when my conscience propels me to doing what I fundamentally believe is right. I have no reservation for the course of jus tice and truth. And am always willing to go an extra mile in ensuring that what my conscience considers right is done. I have no apologies at all for doing the right thing. This has sometimes seen a few friends break up with me. However, I lack ability to hold grudges; there is no hate in my heart. Even as they run away from me, I continue treating them with humility and love. With time, they come to realize that after all, I meant no harm. This has made many close friends cling to me amid many challenges. In the field of business, I am very entrepreneurial, inventive and innovative. I have contributed significantly to the growth of my mother’s small shop in town. With the ideas that I constantly give her, she has been able to expand the shop and today it is her main source of livelihood. I particularly imparted into her the idea of taking risks, however I warned her not to take very huge risks are the consequences might sometimes be too great to contemplate. Modesty and humi lity are some of the key attributes that mother has learnt from me. She uses these virtues to relate well to her customers who are mostly low and medium income earners. She constantly tells me that she did not believe she could learn from her son. After all she was supposed to be my role model and I was to learn from her. I have a wide experience in writing. I write articles and poems. Sometimes when I have nothing else to do, I find myself with a pen and a piece of paper. At one point I wrote what went down as a masterpiece article on justice and truth. Then, I was still very young and everybody wondered where I got the ability and the knowledge to write such an impeccable piece. It also goes without saying that I love reading a lot. I read biographies, novels, articles on the social world, psychology, philosophy, religion – comparative religion, Hindu, Islam, Christianity. I have an insatiable thirst for knowledge. I always want to know more. My contributions to the social well being of the society are very immense. Through the articles I have been able to write, people have been enlightened on the importance of justice and truth. I have particularly played a very fundamental role in ensuring that I inform my readers on the value of truth and justice. I have had reservations for dirty, racial and ethnic politics. I believe the most fundamental thing in politics is to judge individuals not on the basis of the depth of their

Valuation and Discounted Cash Flows Case Study Example | Topics and Well Written Essays - 750 words - 1

Valuation and Discounted Cash Flows - Case Study Example The second alternative suggests that five-year zero-interest loan and the new loan was to be repaying in 5 equal annual payments. And this alternative would save them well more than $2,000 in interest. So the alternative A is better than the alternative B to pay the mortgage. 3) A) If an investor invests $2 million in stock market to purchase shares the return is based on the market. Some time he will get high return on his investment some time he will get loss his investment. The return is based on the economic condition. But the investment in bond will generate constant return to the investor, the investor would get specific percentage of interest at particular period of time also he will get principle amount at the end of specific period of time. Bid is the obtainable price at which the investor can sell his share. $1.5 million is the price that the buyer is willing to pay. Minimum bid price $1.3million has already placed, even there is $1.5 million bid I would not sell at $1.5 million I will hold the investment because the Wall Street financial analyst predicted that the successful bid is $ 2.1 million. The investment is also depending the tax imposed by the government authorities. B) In my point in July 1 1992 the capital market provides fair market value to the investment. The investor gained better yield for their investment and the approximate market fair value of the ticket will be $1.5 million because there has been minimum bid for $1.3 million so the fair value would be $1.5 million for the ticket. C) If tax rate is increased for the bond investment it will decrease the return from this bond investment. Then I would prefer the investment in other investment options like shares, mutual fund etc. If tax rate is increases, for the investment in corporate bond that I would make valuation on the bond based on face value. If tax rate is increased then I would choose