Useful Mobile Apps for MBA Students

Useful Mobile Apps for MBA Students This list of useful mobile apps for MBA students will help you create schedules, collaborate, network, improve productivity, and make the most of the MBA experience. iStudiez Pro iStudiez Pro is an award-winning multiplatform student planner that can be used to track class schedules, homework assignments, tasks, grades, and more. The app will notify you about important tasks and events so that you can get organized and stay on top of important deadlines and meetings. The iStudiez Pro app also offers two-way integration with Google Calendar and other calendar apps so that you can share schedules with classmates, members of your study group, or people in your social circle. Free cloud sync is available as well, making it easy to wirelessly sync app data across multiple devices. The iStudiez Pro app is available for: iOSmacOSAndroidWindows *Note: If you would like to try this app before you purchase it, a free version of the app, known as iStudiez LITE, is available through the App Store for iOS devices. Trello Millions of people - from small start-up businesses to Fortune 500 companies - use the Trello app to collaborate on team projects. This app works well for MBA cohorts and study groups who are collaborating on a project for a class or competition. Trello is like a real-time, virtual whiteboard that everyone on the team has access to. It can be used to create checklists, share files, and have discussions about project details. Trello can be synced across all devices and works with all major browsers so that you can access the app data wherever you are. The free version would work for most student groups and teams, but there is also a paid version for users who want special features, such as extra storage space or the ability to integrate data with an unlimited number of apps.   The Trello app is available for: iOSmacOSAndroidWindows Shapr Shapr is a professional networking app that is designed to make the entire process of networking less painful and time consuming. Unlike most networking apps, Shapr uses an algorithm that considers your tagged interests and location to connect you with like-minded professionals who are in your area and looking to network. As with the Tinder or Grindr dating apps, Shapr allows you to swipe right anonymously. The app will notify you when the interest is mutual so that you don’t have to deal with random, unsolicited requests to talk or meet up. Another plus is that Shapr presents you with 10 to 15 different profiles each day; if you don’t feel like you can connect with the people it shows you one day, there will be a fresh crop of options the following day. The Shapr app is available for: iOSAndroid Forest The Forest app is a useful mobile app for people who are easily distracted by their phone when they should be studying, working, or doing something else. When you want to focus on something, you open the app and plant a virtual tree. If you close the app and use your phone for something else, the tree will die. If you stay off your phone for the designated amount of time, the tree will live and become part of a virtual forest. But it isnt just a virtual tree at stake. When you stay off your phone, you also earn credits. These credits can then be spent on real trees that are planted by a real tree planting organization that has teamed up with the makers of the Forest app. The Forest app is available for: iOSAndroid Mindfulness The Mindfulness app is a useful mobile app for MBA students who are feeling overwhelmed or stressed out over school obligations. This app is designed to help people manage their mental health and well being through meditation. With the Mindfulness app, you can create timed meditation sessions that are as short as three minutes long or as lengthy as 30 minutes long. The app also includes nature sounds and a  dashboard that displays your meditation statistics. You can get the free version of Mindfulness or you can pay for a subscription to get additional features like  themed meditations (calm, focus, inner strength, etc.)  and access to meditation courses.   The Mindfulness app is available for: iOSAndroid

The Experience of the Black and Minority ethnic group (BME) community in accessing mental health services The WritePass Journal

The Experience of the Black and Minority ethnic group (BME) community in accessing mental health services Literature Review The Experience of the Black and Minority ethnic group (BME) community in accessing mental health services from:   www.audit-commission.gov.uk/reports/NATIONAL-REPORT.asp?CategoryID=ProdID=EA59CF1B-0157-4cdb-BCA5-D9579C4DBFE5 Belliapa, J. (1991). Illness or Distress? Alternative Models of Mental Health, London: Confederation of Indian Organisations. Black and Minority Ethnic (BME) Positive Practice Guide (2009), Improving Access to Psychological Therapies, January (2009). Bowes, A., Dar, N., and Srivastava, A. (2000). Family Support and Community Care: A Study of South Asian Older People. Scottish Executive: Central Research Unit, Edinburgh. Bowl, R. (2007). Responding to ethnic diversity: black service users’ views of mental health services in the UK. Diversity in Health and Social Care, 4(3), 201-210. Bradby, H. (2010). Institutional Racism in Mental Health Services: The consequences of compromised conceptualization. Sociological Research Online, 15, 8. Burke, A. W. (1984).  Racism and psychological disturbance among west Indians in Britain.  International Journal of Social Psychiatry,  30,  50  -68. Caught between Stigma (2005). Black and minority ethnic communities and mental well-being in Kensington Chelsea and Westminster. Recommendations for improved service delivery and partnership with local communities. A report by the BME Health Forum and the Migrant Refugee Communities’ Forum, January 2005. Chakraborty, A., McKenzie, K. and King, M. (2002). Discrimination, ethnicity and psychosis – qualitative study. Culture, Medicine and Psychiatry. Chamba, R., Ahmad, W. Jones, L. (1998). Improving Services for Asian Deaf Children, Bristol: Policy Press. Chandler-Oatts, J., and Nelstrop, L. (2008). Listening to the voices of African-Caribbean mental health service users to develop guideline recommendations on managing violent behaviour. Diversity in Health and asocial Care, 5(1), 31-41. Commission for Healthcare Audit and Inspection, 2005, Count me in, Results of a national census of inpatients in mental health hospitals and facilities in England and Wales, November 05. Corrigan, P. (2004). How stigma interferes with mental health care. Am Psychol, 59, 614-625. Department of Health (2005). Delivering Race Equality in Mental Health Care: An Action Plan for Reform Inside and Outside Services and The Government’s Response to the Independent Inquiry in to the Death of David Bennett. London: DH. Desai, S. (2006). Accounting for difference: analysis of nine murder inquiry reports involving black people with mental health problems, Diversity in Health and Social Care, 3(3), 203-210. Edge, D. (2011). ‘It’s leaflet, leaflet, leaflet then, ‘see you later’: black Caribbean women’s perceptions of perinatal mental health care’. British Journal of General Practice, 61(585), 256-262. Fearon et al. (2006) Incidence of Schizophrenia and other Psychoses in Ethnic Minority Groups: Results from the MRC AESOP Study. Psychological Medicine, 36(11), 1541-1550. Fernando, S. (1984). Racism as a cause of depression. International Journal of Social Psychiatry,  30,  41  -49. Harrison, G. (2002). ‘Ethnic minorities and the Mental Health Act’, British Journal of Psychiatry, 180, 198-199. Hastings, R., Sjà ¶strà ¶m, K. Stevenage, S. (1998). Swedish and English adolescents’ attitudes toward the community presence of people with LD. Journal of Intellectual Disability Research, 42, 314. Hatton, C., Azmi, S., Emerson E. And Caine, A. (1997). Researching the needs of South Asian people with learning difficulties and their families, Mental Health Care, 1, 91-94. Jervis, M. (1987). Across the cultural divide. Mental Handicap Bulletin 65, 10. Kirkbride, J. B., et al. (2008). Psychoses, ethnicity and socio-economic status. British Journal of Psychiatry, 19(1), 18-24. Link, B. G., Phelan, J.C. Bresnahan, M. (1999). Public conceptions of mental illness: labels, causes, dangerousness, and social distance. American Journal of Public Health, 89, 1328-1333. MacPherson, W. (1999) The Stephen Lawrence Inquiry: report of an inquiry by Sir William Macpherson of Cluny. London. Home Office, 4262-I. Obtained 26 July 2012 from: archive.official-documents.co.uk/document/cm42/4262/4262.htm McKenzie, K. and Bhui, K. (2007). Institutional Racism in Psychiatry. Psychiatric Bulletin, 31, 397. McLeod, M., Owen, and Khamis, C. (2001). Black and minority ethnic voluntary and community organizations: their role and future development in England and Wales, Policy Studies Institute, London. McGrother, C. W., Bhaumik, S., Thorp., C. F., Watson, J. M. Taub, N. A. (2002). Prevalence, morbidity and service need among South Asian and White adults with intellectual disability in Leicestershire, UK. Journal of Intellectual Disability Research, 46, 299-309. Mhemooda, M. (2011) Enjoy, achieve and be healthy : the mental health of black and minority ethnic children and young people. Africa Trust, London. Modood, T., Berthoud, R., Lakey, J., et al (1997). Ethnic Minorities in Britain: Diversity and Disadvantage. London: Policy Studies Institute. Nazroo, J. (1997)  Ethnicity and Mental Health. London: Policy Studies Institute. Netto, G. (2006). Creating a suitable space: a qualitative study of the cultural sensitivity of counselling provision in the voluntary sector in the UK. Journal of Mental Health, 15(5), 593-604. Neeleman, J., Mak, V. Wessely, S. (1997)  Suicide by age, ethnic group, coroners verdict and country of birth. A three-year survey in inner London.  British Journal of Psychiatry,  171,  463  -467. Norfolk, Suffolk and Cambridgeshire Strategic Health Authority (2003). Independent Inquiry into the death of David Bennett. Cambridge: Norfolk, Suffolk and Cambridgeshire SHA. O’Hara, J. (2003). Learning disabilities and ethnicity: achieving cultural competence. Advances in Psychiatric Treatment, 9, 166-176. Oommen, G, et al. (2009). Ageing, ethnicity and psychiatric services. Psychiatric Bulletin, 33(1), 30-34. Patel, K., and Heginbotham, C. (2007). Institutional racism in mental health does not imply racism in individual psychiatrist. Psychiatric Bulletin, 31, 367-368. Real Voices (2003) Survey findings from a series of community consultation events involving Black and Minority Ethnic groups in England, Department of Health. Retrieved July 27, 2012 from: lincoln.ac.uk/ccawi/esc/esc_web/assets/pdfs/mod5-realVoices.pdf Rethink (2007) Our voice: the Pakistani community’s view of mental health and mental health services in Birmingham: report from the Aap Ki Awaaz project, Care Services Improvement Partnership. Rimmerman, A. (1998). Factors relating to attitudes of Israeli corporate executives toward the employability of persons with intellectual disability. Journal of Intellectual and Developmental, 23, 245-254. Sasidharan, S.P. (2003)  Inside Outside: Improving mental health services for black and minority ethnic communities in England.  London: Department of Health. Singh, S. P. (2007). Institutional racism in psychiatry: lessons from inquiries. Psychiatric Bulletin, 31. Soteri, A. (2002). Funding in London Women’s Organisations: A First Report. Centre for Institutional Studies, University of East London, Working Paper. Yee, L., and Mussenden, B. (2000). Best Value for Black Communities. Race on the Agenda, London.

Property law Case Study Example | Topics and Well Written Essays - 750 words - 1

Property law - Case Study Example This means that with Barney as the surviving owner, the actual owner of the piece of land was Barney and not Opie. In effect, Opie did not have the right to use the property as collateral, and the lender did not have legal possession in the property for foreclosure to take effect. Generally, foreclosure is applicable because foreclosure applies as a legal right given to a mortgage holder, who in this case was the lender to take total possession of the property or sell the property out so as to use the proceeds to pay an outstanding debt (Alfredo, 2012). The lender therefore had no covering for this as he had used a property that was not the legal ownership of the borrower. Hitherto, the only form of plea that can be available for Andy’s son is for him to seek repayment negotiations with the lender with more favorable terms of payment. As Barney’s lawyer also, a direct claim shall be made on the property forthwith. Abandoning of property for 20 years According to Article 1 to 40 of North Carolina Adverse Possession Law, The person in possession thereof, or defendant in the action, or those under whom he claims, has possessed the property under known and visible lines and boundaries adversely to all other person for 20 years. What this means that as the lawyer of Barnie, the best form of legal redress that can be sought to incriminate Ernest of his actions and thus get Barney back as the legal owner of the piece of land is by investigating into the time that Ernest had actually started any work on the land. This is especially important as construction of a cabin has already started taking place on the land. Even though Kubasek (2012) explains that adverse possession entitles a person to acquire ownership of property, with neither protest nor permission for the real owner, the North Carolina adverse possession law seems to supersede this in interpretation by giving a definite time frame when adverse possession can take effect. As investigations go on to claim the land back, law suits will also be made against the approach used by Ernest, which could be said to be a threat on the life of Barney. Eviction from residence due to eminent domain The eviction that Barney faces from his Carolina Beach residence is not just an ordinary eviction from a property but one that is explained in legal terms as eminent domain. In simple terms, this is a situation whereby the government is given the right to takeover a private property, once payment has been done for a purpose that benefits the general welfare (Kubasek, 2012). Since government has showed evidence that the property that was to be taken was going to be used for a resort, which will clearly generate jobs and income for the area, it is strongly posited that Barney would have no legal justification to litigate the claim of the property. As the lawyer however, what will be done is to ensure that the government through the town attorney is taken on its words to ensure that Barney gets the full compensation that is due him. In the bargain for compensation, it will not only be the market value of the property that will be looked at but also the personal interest that Barney will loss in having to relocate to a totally new

Advanced Financial Accounting Coursework Essay Example | Topics and Well Written Essays - 3000 words

Advanced Financial Accounting Coursework - Essay Example financial statements of 2007, prepared under historical costs convention, in comparison with financial statements of 2006 also prepared under historical cost convention. On the other hand Part B covers the analysis of financial statements of 2007, prepared under current costs convention, in comparison with financial statements for the year 2007 prepared under historical costs convention. Gross profit margin is defined as the difference between net sales and cost of goods sold. Gross profit margin ratio shows the margin left after meeting manufacturing and/ or trading costs. It measures the efficiency of production as well as pricing. The company has performed exceptionally well in 2007 as its gross profit has risen from 39.8% in 2006 to 71.6% in 2007. It is true that turnover of the company has also increased from $38250000 to $42500000 but the real contributory factor for such rise in gross profit margin ratio is huge decline in cost of sales. Cost of sales has come down from 60.9% in 2006 to mere 28.4% in 2007. Such a fall in cost of sales reflects that either there are changes in products being dealt in by the company in 2007 as compared to those dealt in by the company in 2006; or there may be effects of some technological changes in production of products resulting in such a huge decline in costs of sales. Net profit margin measures the overall efficiency of production, administration, selling, financing, pricing, and tax management. Net profits have increased from 16.59% in 2006 to 40% in 2007. This increase in net profits is the result of huge increase in gross profit margin resulting from decline in cost of sales. There is also a marginal contrition from decline in distribution and administrative costs from 10.64% in 2006 to 9.6% in 2007. Jointly considered, the gross and net profit margin ratios provide a valuable understanding of the cost and profit structure of Economica Plc and enable to identify the source of company’s business efficiency. As

Environmental History Essay Example for Free

Environmental History Essay During the last ice age, around 13,500 years ago, a number of people from other continents came to North America to find food. They have been able to walk across the Bering Land Bridge from Siberia and Alaska. This was likely possible because during that period the sea level were lower that it is today. The melting of the glaciers has cleared some passage for the Alaskan to spread and colonize areas throughout South America within the period of 1,000 years. In their conquest, these people had a major impact on the ecology and wildlife to which they have been destined. Studies on the archeological findings stated that prior to the coming of the early North Americans, the lands were covered with lush vegetation and large species of mammals and birds. The herbivores even included 3 species of elephants such as the woolly elephants, the giant mammoths and the mastodons. Such animals which are common were giant animals like bison, ground sloths, armadillos, beaver and tortoises. Giant predators also are preying on different herbivores. Such predators were the cheetahs, saber-toothed tigers, lions and giant wolves. Most of these large predators have migrated from the boreal forests of Canada to live in the forest of North America. Animal remains of these unimaginable sizes and power of these animals have been found but where and why these species have vanished is a questionable issue. Tim Flannery’s book The Eternal Frontier: An Ecological History of North America and Its Peoples concluded that during the coming of the early North Americans there was what he call the Pleistocene Overkill. He hypothesized that during the colonization of humans and reaching far across the continents, they almost wiped out large herbivores through hunting. Large animals were more noticeable thus making them prime targets. Their low reproductive rates cannot compensate for the losses because of frequent hunting. When these animals became extinct, their predators became extinct as well. The extinction of the predators made an impact in the extinction of large scavenger birds. Only animals which can prey on and frequent the oceans did not suffer high extinction rates during this time. (Moyle Orland, 2004). There are also evidences that the early North American people has manipulated their surroundings and that they have modified their environment as based on observation of settlers from Europe. The settlers have documented that Indians shaped their environment through the use of fire especially during the late summer to minimize the valley’s underbrush and reduce the number of trees. This is to facilitate hunting and do their gathering. While the American Indians are moving across seasonally while using fire for easy game hunting, the European settlers made themselves fences and farmhouses as well and bringing with them domesticated animals and crops. The Europeans however, have influenced some of the Indians to properly control or stop the use of fire and introduced to them the proper use of land use and establishing properties and boundaries for their domain (Northwest, 1998). Eyewitness accounts from the early European explorers, trappers, soldiers and missionaries affirmed that prior to their settlement the wilderness were not pristine but rather the product of remains of thousands of years of usage and management by Native Americans. The Native Americans’ management also has consequences on their ecosystems and one example is the extinction of most large mammal species in North America between 10,800 and 10,000 years ago. This is probably the result of hunting practices of Paleo-Indians as previously mentioned and with the effect of rapid environmental changes. Once again the setting of fires for hunting, land clearance, warfare and signaling as well as forest fires contributed to the degradation of forest and ecology in the pre-modern American era (Bonnicksen, 2000). Based from The Ecological Indian: Myth and History by Shepard Krech III, the Paleo-Indians had a great role in the extinction of animal species in North America. Krech believe that Paleo-Indians played great role in the Pleistocene extinctions about 11,000 years ago when many indigenous animal species in North America vanished. Severe climate changes however were also contributory to the extinctions of such animals. Krech uphold that there was actually human intervention in the exploitation and extinction of animals in that period because of two important evidence. Such were the findings of Paleo-Indian artifacts with the remains of extinct animals and the fact that there was already the extinction of animals before the arrival of European settlers in North America. Notably, the use of fire by the North American Indians was widespread as an important method for their subsistence. Fire is also used for communication, aggression and travel. Notably, vast tracts of forest lands were burned so that animals may move out and go to a place where they could be easily hunted. These aboriginals thus destroyed the habitats of elk, deer, buffaloes, wolves and beaver thus killing them for their meat and fur (Orton, 1999). At the time of the arrival of the Europeans, many Indians were already farmers. Farmers in the East and Southwest were raising corns, beans, pumpkins and squash which are necessary for their subsistence because five thousand years ago, agriculture was already a practice in America. By 1500, millions of acres of were already cleared and planted crops by the indigenous people. Furthermore, there was a constant set of fire to more hundreds of millions of acres to improve game habitat, clearance for travel, reduce insect pests and to enhance conditions to grow berries. Vast areas of forest landscape in the West and East and park-like open spaces are usually smoking with low-intensity fires. Even in New England, Indians burn their woods twice in a year. The frequent burning of forest has created wide open grasslands which were formerly forests. Such indication of human disturbances and alteration in the ecological system were the proliferation of game animals such as the wild turkeys, white-tailed deer, ruffled grouse and other species commonly live only on forest edges and openings. By the end of the early 1600s, bison were roaming the prairies in the south and reached as far as Far East (Maccleery, 1999). The migration of early European settlers to North America, however, has introduced the barter and trade practices with the Native Americans. One of the most earliest and important industries in that period was the fur trade. The fur trade industry has played a great factor in the development of America and Canada for more than three centuries. The trade began in the 1500’s as an exchange of goods between Indians and Europeans and other tools and weapons as well. The Beaver fur was the most valuable of all the furs being traded. The earliest traders of furs in North America were the French explorers and fishermen who came to a place which is now Eastern Canada. With the scarcity of fur-bearing animals particularly the beavers, North Americans and Eskimos set traps as far as Canada. British and French empires were set in America because of fur trade in the early 1600’s. The prospect of wealth with this venture has brought Europeans to the New World thus the establishment of many trading posts in the wilderness. As settlements grew, states were established and later became such major cities as Detroit, New Orleans, and St. Louis. While in Canada, Edmonton, Montreal, Quebec and Winnipeg were also established. Because of its promising wealth venture, the fur trade has created a conflict between France and Great Britain in the American land. There were rivalries over trading and alliances between Indian tribes and other traders. Hostilities however, were shown by other Indians toward white settlers because the settlers prevented the Indians from clearing the forest with burning thus preventing the production of fur-bearing animals. With such disproportionate conflict, border between the United States and Canada were formed. But in the 1700’s, the fur trade started to decline in the Eastern United States as a result from the clearing of large tracts of lands for settlement. As the clearings grew wider, fur-bearing animals increasingly became scarce as well which hurt the trade in the Western America and Western Canada. Silk was found to be an alternative for clothing and accessories when fur-trading was stopped by 1870’s (Stuart, 2007). In conclusion to this, as stated by Shephard Krech III on his Reflections on Conservation, Sustainability, and Environmentalism in Indigenous North America, he has his own debate if really the old North Americans are environmentalists, ecologists or conservationist. As he has mentioned other facts rather than being in assuring, enough evidence must be drawn to come up with more solid proof that indeed they were. However, there is more information and evidence that showed generally, they have not been properly treated their environment in the proper perspective because what they all need in that period was to survive in the midst of a dark and forested land. The American Indians of today, however, are one of the most visible groups in rallying for the preservation of their land, their domain and their culture as well.

STAR INVESTIGATION :: essays research papers

Format: Internet Journalism and the Starr Investigation The Starr Investigation was an important time in journalism, because it forced the traditional media to overhaul their ways of presenting news online in order to meet the needs and demands of Internet users. New technology was used in this case to break the news of the scandal, to voice new allegations, and to release in its entirety Starr’s final report of the investigation. This case provided the first detailed look at the differences in character between the Internet and traditional broadcast and print media. The ethical issues in Internet Journalism and the Starr Investigation: 1. Was this a legitimate news story? 2. Intense journalistic competition? â€Å"Journalists of all stripes were chasing the story.† 3. CREDIBILITY of the paper? Reporting Facts that in the end proved false. Editors doubtful of the story’s accuracy? The reliability of the information? 4. The Value of Verification to get the story right? 5. Anonymous Sourcing/ Unidentified Sources - â€Å"Journalists scrambled to confirm the allegations, but often ended up running them with only anonymous sourcing.† 6. Speed, sensation and conjecture over accuracy? CNN's Scott Woelfel says he sensed in the early going that, "there was an attitude of, 'I don't know if we could put this in the paper, but we could put it on the Web site'." 7.News Leakage? Certain sources in the independent counsel’s office were using the press, selectively leaking information to gain tactical advantage with reluctant witnesses like Lewinsky. McManus recalls. â€Å"So there was clearly a lot of leakage.† 8. The breaking of the story. Matt Drudge breaking the story through his online newsletter? - Wire services sent the story worldwide. Cable networks, radio shows, and local television newscasts led with the report. Larry King interrupted his program to read the story live. 9. The story was so explosive that Bill Clinton’s attorney called Nightline and DENIED the story on the air. 10. SHAKY SOURCING? Reports were based around shaky sourcing. - The Dallas Morning News and the Wall Street Journal reported that the president and the intern had been seen together in a compromising situation. - Starr’s staff member called the source to take back the claim because it was FALSE. - Langer told the employees that the News had unwittingly relied on only one source to publish its original story. 11. Timing and public interest 12. Violating the paper’s two-source standard. 13. Miscommunication - Senior editors mistakenly believed that a second source existed because of a â€Å"miscommunication† between Dallas and the Washington bureau.

CTLLS Understanding Assessment in Education and Training Essay

Assessment is the act of appraisal, assessing or evaluation of the achievement of a student on a course (Johnson, Mims-Cox, & Doyle-Nichols, 2006). Similarly, Gravells (2013) defined assessment as the act of judging something or the process of observing students behavior samples and drawing inferences about the abilities and knowledge of the students. Educational assessment, on the other hand, is the process of documenting beliefs, attitudes, skills and knowledge usually in measurable terms. The educational assessment can focus on the learning community, individual learner, the education system, and the institution. When the teachers are doing assessments, they look at the behavior of the student’s by using variety of types of assessment in order to get the most accurate of the overall progress of the students (SQA, 2014). The purposes of types of assessment used in education and training Individual assessment-this is conducted prior intervention or instruction to establish the basis from which the individual growth of the student can be measured. The purpose of this type of assessment is to know the skill level of the student about a project and in helping the teacher in explaining the material more efficiently (SQA, 2001). Formative assessment- this is carried out throughout the project or course in general. The purpose of formative assessment is to aid learning and provide the teacher with the feedback of the work of the students (SQA, 2014). Summative assessment- this is carried out at the end of the project or course generally and are evaluative in nature. The purpose of summative assessment is to assign a course grade to the students and to summarize everything the students have learnt and in finding out if they understood it well. Diagnostic assessment- the purpose of diagnostic assessment is to improve the experience of the learner and their achievement level (SQA, 2014). Informal assessment- these result from the day-to-day spontaneous observations of the teachers of how the students perform and behave in class. The purpose of informal assessment is for the teacher to learn important insights into the abilities, inabilities and misconceptions of the students that might not be accurately represented through other formal assessments (SQA, 2001). The effectiveness of assessment methods used in education and training in relation to meeting the individual needs of learners Observation- formative peer observation helps in the improvement of teaching (Johnson, Mims-Cox, & Doyle-Nichols, 2006). Summative peer observation, on the other hand, involves evaluation of the effectiveness of teaching used for tenure, promotion and merit of decisions. Peer classroom observations are effective because they offer insights regarding improvement of the individual needs of the learners and in improvement of teaching. Moreover, the teachers will gain new perspectives and ideas about teaching through observation from their colleagues. This will improve the ability of teaching (Johnson, Mims-Cox, & Doyle-Nichols, 2006) questioning- it is one of the assessment methods used by teaches naturally daily in classroom in testing whether the learners have, understood, learnt and progressed ultimately against the defined learning objectives at the start of the session (Gravells, 2013). Tests- these are undertaken while the learning of the students is taking place with the purpose of improving learning and teaching of the individual students. They are effective since it capture the progress of the student in a program or in the institution (SQA, 2001). Professional discussion- it provides a holistic approach when conducting knowledge assessment and understanding. The method is useful and effective in determining the performance of the candidate and also the candidates’ abilities in decision making and analysis. SQA (2001) asserted that professional discussion method is one of the best ways of testing reliability and validity of the candidates evidence Witness testimony- it is one of the most reliable evidence resources if the witness is authentic. It is effective and a useful tool in helping in authentication of the evidence that the claim of the candidates have produced (SQA, 2014). Assignment- this is a problem solving exercise having clear structure, guidelines and specified length. According to Johnson, Mims-Cox, & Doyle-Nichols (2006), assignment is specifically suited to the learning outcomes assessment concerned with application of the learning skills and the knowledge and understanding related to a situation involving management of tasks. Assignment is effective as an assessment method since its development is relatively straightforward. It can also access a wide range of both practical and cognitive competencies, furthermore, it provides the candidates with a good opportunity of demonstrating initiatives. Lastly, Gravells (2013) stated that it can be used in integrating assessment across units and outcomes. Case study- according to SQA (2014), it consists of an event description normally in a text, electronic recording or a picture that concerns real situation. The case study is then followed multiple instructions prompting the candidate to analyze the situation, identify core issues and make conclusions before making suggestions or decisions on the course of action. Case studies are effective because it provides good opportunities for the learners to exercise skills in decision making and problem solving. Moreover, it allows the learners to demonstrate skills in time management, information gathering and analysis. Projects- this is an essay substantially written, treating issue or subjects in depth in a formal and methodological manner. The project is always based on literature research for the subject or even original research. Project assessment methods are effective in testing the ability of the learners in applying knowledge critically, evaluating evidence from different sources and drawing valid conclusions from the evidence and finally presenting their ideas in a coherent and clear report (SQA, 2001). Moreover, projects are effective since they allow scope for self-expression, and tests skill of higher order. The internal and external assessment requirements and related procedures of learning programs Internal and awarding organization’s requirements The school setting or a learning institution accepts the drive of improving teaching by making sure that the assessment serve the teaching purpose, and that the teaching is not negatively affected by assessments put in place for accountability. According to Johnson, Mims-Cox, & Doyle-Nichols (2006), successful teaching is grounded on evidence and are produced by learners during the activities of learning and in assessments, that shows whether; a learner has understood and learned and is capable of applying in different situation despite many attempts of learning and teaching, a learner has not yet understood and showed achievement a learner is ready for learning teaching and learning have not yet been successful Record keeping According to Gravells (2013), the assessors need to keep their assessment records they have undertaken on the learners. It is necessary to keep records because it allows tracking of the learners’ progress. Moreover, the external and internal verifiers will use the records in helping them in selecting sample decision of assessments for review. Lastly, the records can also be usd when monitoring the quality assurance activities in the school center. Learner tracking Learners tracking as a related procedure of learning program is significant to the assessor in thinking about the leaner during the assessment. According to SQA (2014), in tracking the learner, the assessor need to reflect on the following questions on the way of involving and tracking the learner in the process of assessment. This encourages a sense of ownership to the process of learning: Does the process of assessment match the knowledge acquisition sequence, and skills development in the training/learning program? Have the assessor avoided excessive assessment by making a consideration on the learners’ workloads in across and within subjects? Have the assessor reduce over assessment by finding opportunities of combining the assessments? Can the assessor identify instances of evidence that are naturally occurring? Is the required time for assessment realistic? Have the assessor considered using the e-assessment? Monitoring progress In the educational system, it is very important to know the extent of the progress towards objectives, aims and levels, and therefore the assessment concentrate often on finding out how much have been learnt by the learners. This is either done formally or informally. According to SQA (2001), in worst cases, this assessment type intensifies focus on the accountability disregarding the teaching quality. Johnson, Mims-Cox, & Doyle-Nichols (2006) indicated that if there is a lot of pressure of achieving targets and to showing progress to the parents, it is likely that the teaching will imitate assessment. Gravells (2013) asserted that this is when the assessment negatively influences teaching. Quality systems They monitor progress of the learners and the assessment and are presented as a tool of improving teaching. This suggests that identifying reasons and remedies is practically the same as identifying gaps. At best, quality systems provide profile that use fine grained on common curriculum, and offer activities for remediation that are online (SQA, 2001). The ways in which minimum core elements can be demonstrated in assessing learners.Minimum core according to SQA (2014) is a way in which the tutor imbedding the functional skills to the learners such as English and mathematics. This can be achieved in different ways such as use of electronic white board activities that promotes ICT skills and English and allow students to a more present approach. Similarly, handouts can be used to ensure the learners have a direction and quantity in learning. The effectiveness of my own assessment practice The most significant factor in meeting the learners’ needs is understanding their individual learning requirements and needs. In my assessment practice, this has been my foundation for achievement especially the classroom environment. Currently in my practice, I have a group of 30 students, and therefore individual assessment of each and every student needs an understanding of each individual need and support for them to achieve the set objectives. My assessment has been effective since I have used multiple assessment methods such as observation and professional discussion hence allowing my students to achieve maximally and holistically. Moreover, my assessment practice has been effective because my rate of course completion is high, student satisfaction is excellent and the direct feedback I get from the industry has been positive. Moreover, I believe my assessment method is excellent because I do keep personal records of my resources and the instructional strategies I applied during my practice that were either useful or not useful. Lastly, I do participate in the informal and formal assessment and moderation in addition to undertaking professional development such as the PD program which I hope will help me in building continuous improvement in my practice. Areas for improvement in your own assessment practice Currently in my practice, there are also some areas that needs improvement. During my practice, I always ensure that I have enough resources in meeting the learners’ needs and for each of the units they learn. The first area that needs improvement is development of new resources and the learning processes since the resources available are limited. The organization where I practice need to put proper measures of ensuring that the resources are available for proper learning and assessment of the learners Secondly, I believe I need to improve on adopting the online and digital method of assessments like the e-assessments. This is because of their reliability compared to other methods. Moreover, e-assessment is easy to use where there are many learners. Moreover, it is easy to make comparison of the assessments results from different learners than using observation method in conducting the assessments. I also think that I should involve my students more in the assessment process than before, and monitor their skill development and progress. This is because the learners are involved in the training because they want to develop knowledge and skills that is needed to compare their training course, get the credentials and then apply their skills in their places of work. Conclusion In conclusion, the essay report discussed the research carried out on assessing learners in education and training. It discussed the purposes of different types of assessment, and analyzed the effectiveness of different assessment methods in relation to meeting the individual needs of the learners. Moreover, I identified the internal and external assessment requirements and related procedures of learning programs. The report also analyzed the ways in which minimum core elements in assessing learners can be demonstrated. Finally, the report reflected on what I have done and presented an evaluation that reviewed the effectiveness of my own assessment practice, taking account of the views of learners and others. Furthermore, it identified areas for improvement in my own assessment practice. References Gravells, A. (2013). The award in education and training. Los Angeles, California: SAGE. Johnson, R. S., Mims-Cox, J. S., & Doyle-Nichols, A. (2006). Developing portfolios in education: A guide to reflection, inquiry, and assessment. Thousand Oaks, Calif: Sage Publications. Scottish Qualifications Authority. (2001). Guide to internal moderation for SQA centres. Glasgow: Scottish Qualifications Authority. Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CCIQFjAA&url=http://www.sqa.org.uk/files_ccc/ProfessionalDiscussion.pdf&ei=VlqiVKuqGoOAzAOPs4CQCw&usg=AFQjCNEmQ0k81HwhkjtiYiU__r2ft3ZbZA&sig2=UQ4WNDtx642VM1OKCk6wUA&bvm=bv.82001339,d.ZGUScottish Qualifications Authority. (2014).Internal Assessment, External Assessment, and Assessment for Learning — a think piece for those involved in developing assessments. (2014, January 1). Retrieved December 30, 2014, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0CCkQFjAB&url=http://www.sqa.org.uk/files_ccc/25GuideToAssessment.pdf&ei=VlqiVKuqGoOAzAOPs4CQCw&usg=AFQjCNHimFgXezPk-X8HlGSKZW94HkSMiA&sig2=iFz8zIK5iTW2A_b17JdJqQ&bvm=bv.82001339,d.ZGU Source document

Of mice and men assignment Essay

Curley is physically aggressive towards Lennie, while his wife is sexually provocative. These two characters create trouble for Lennie from the start and combine to cause his death in the end. The main points that I will show how Curley’s physically aggression towards Lennie helps to causes his death in the end are: * When he first meets George and Lennie * When he is looking for a fight with someone * When his wife is killed he still want to get Lennie The main points that I will show how Curley’s wife sexually provocative towards Lennie helps to causes his death in the end are: * When she first meets George and Lennie * When Lennie is with Candy and Crooks in the bunk house * At the end when both of them are in the barn alone together * Even when she is dead as Lennie knows that George will be mad at him This essay will argue that Curley is physically aggressive towards Lennie while his wife is sexually provocative. Both characters combine to cause his death. The physical aggression towards Lennie starts when Curley first meets Lennie and George, â€Å"†¦Curley lashed his body around. â€Å"By Christ, he’s gotta talk when he’s spoken to. What the hell are you getting’ into it for?†¦Ã¢â‚¬  â€Å"†¦We jus’ come in,† said Lennie softly. Curley stared levelly at him. â€Å"Well, nex’ time you answer when you’re spoken to.† He turned towards the door and walked out, his elbows were still bent out a little. †¦Ã¢â‚¬  From the two passages you can see that Curley’s physical aggression towards Lennie starts early in the book and is caused by Lennie not talking. This is caused after he tries quizzing them again after the boss had just finished, his father. He takes an instant disliking towards Lennie. Curley tries to show the two who is the boss and that they should mess with him but, by flexing his muscles and taking a fighting crouch but Curley is taken by surprise when Lennie answers him in a soft voice, then Curley leaves the bunk house walking with his muscles still flexed. The swamper (Candy) says â€Å"†¦Curley’s like a lot of little guys. He hates big guys. He’s alla time picking scraps with big guys. Kind of like he’s mad at ’em because he ain’t a big guy. You seen little guys like that, ain’t you? Always scrapping?† â€Å"Sure,† said George. â€Å"I seen plenty tough little guys. But this Curley better not make no mistake about Lennie. Lennie ain’t handy, but this Curley punk is gonna get hurt if he messes around with Lennie.† â€Å"Well, Curley’s pretty handy,† the swamper said sceptically. †¦Ã¢â‚¬  From this you find out that Curley is meant to be handy and can fight, also that Lennie my not be able to fight but is strong. You also get the feeling that you know that both of them are going to cross paths one way or another. Also Steinbeck is warning of the power and strength of Lennie in the same way with the mouse that Lennie has at the start of the book. Curley’s wife sexually provocative towards Lennie also starts when she first meets the pair, Lennie and George. â€Å"†¦Both men glanced up, for the rectangle of sunshine in the doorway was cut off. A girl was standing there looking in. She had full, rouged lips and wide-spaced eyes, heavily made up. Her fingernails were red. Her hair hung in little rolled clusters, like sausages. She wore a cotton house dress and red mules, on the insteps of which were little bouquets of red ostrich feathers. â€Å"I’m lookin’ for Curley,† she said. Her voice had a nasal, brittle quality. George looked away from her and then back. â€Å"He was in here a minute ago, but he went.† â€Å"Oh!† She put her hands behind her back and leaned against the door frame so that her body was thrown forward. â€Å"You’re the new fellas that just come, ain’t ya?† â€Å"Yeah.† Lennie’s eyes moved down over her body, and thought she did not seem to be looking at Lennie she bridled a little. She looked at her fingernails, â€Å"sometimes Curley’s in here,† she explained. George said brusquely, â€Å"Well he ain’t now.† â€Å"If he ain’t a guess I better look some place else,† se said playfully. Lennie watched her, fascinated. George said, â€Å"If I see him, I’ll pass the word you was looking for him.† She smiled archly and twitched her body. â€Å"Nobody can’t blame a person for lookin’,† she said. †¦Ã¢â‚¬  â€Å"†¦ Lennie still stared at the doorway where she had been. â€Å"Gosh, she was purty.† He smiled admiringly. George looked quickly down at him and then he took him by an ear and shook him. â€Å"Listen to me, you crazy bastard,† he said fiercely. â€Å"Don’t you even take a look at that bitch. I don’t care what she says and what she does. I seen ’em poison before, but I never seen no piece of jail bait worse than her. You leave her be.† Lennie tried to disengage his ear. â€Å"I never done nothing, George.† â€Å"No, you never. But when she was standin’ in the doorway showin’ her leg, you wasn’t looking the other way, neither†¦.† The way in which Steinbeck describes Curley’s wife makes her come across as I tart. George thinks that she is a â€Å"tramp†, â€Å"jail bait† and a â€Å"rat trap†. George also gets concerned when Lennie say that she is â€Å"purty†. In this chapter Steinbeck makes the ranch sound scary, a sense of fear like he want you to know something bad is going to happen with out telling you. The next physical aggression towards Lennie is when Curley is looking for his wife and is accusing Slim. They walk in to the bunk house and Slim is fed-up with Curley asking him about his wife and lets him know but Curley dose not want to fight with Slim. He then looks around the room, Carlson also had a dig at Curley but Curley did not want to fight with him either. He knows that he will have a bit of trouble with both of these men. Then Candy says something and Curley just looks straight and him but then notices Lennie and think of fighting with him. â€Å"†¦ His eyes slipped on past and lighted on Lennie; and Lennie was still smiling with delight at the memory of the ranch. Curley stepped over to Lennie lie a terrier. â€Å"What the hell you laughin’ at?† Lennie looked blankly at him. â€Å"Huh?† Then Curley’s rage exploded. â€Å"Come on, ya big bastard. Get up on your feet. No big son-of-a-bitch is gonna laugh at me. I’ll show ya how’s yella.† Lennie looked hopelessly at George, and then he got up and tried to retreat. Curley was balanced and poised. He slashed at Lennie with left, and then smashed him down his nose with a right. Lennie gave a cry of terror. Blood welled from his nose. â€Å"George,† he cried. Make ‘um let me alone, George.† He backed until he was against the wall, and Curley followed, slugging him in the face. Lennie’s hands remained at his sides; he was too frightened to defend himself†¦.† â€Å"†¦Curley attacked his stomach and cut off his wind. Slim jumped up. â€Å"The dirty little rat,† he cried, â€Å"I’ll get ‘um myself.† George put out his hand and grabbed Slim. Wait a minute,† he shouted. He cupped his hands around his mouth and yelled, â€Å"Get him Lennie!† Lennie took his hands away from his face and looked about for George, and Curley slashed at his eyes. The big face was covered with blood. George yelled again, â€Å"I said get him.† Curley’s fist was swinging when Lennie reached for it. The next minute Curley was flopping like a fish on a line, and his closed fist was lost in Lennie’s big hand. George ran down the room. â€Å"Leggo of him, Lennie. Let go.† But Lennie watched in terror the flopping little man whom he held. Blood ran down Lennie’s face, one of his eyes was cut and closed. George slapped him in the face again and again, still Lennie held on to the closed fist. Curley was white and shrunken by now, and his struggling had become weak. He stood crying, his fist lost in Lennie’s paw. George shouted over and over, â€Å"Leggo his hand, Lennie. Leggo. Slim, come help me while the guy got any hand left.† Suddenly Lennie let go his hold. He crouched cowering against the wall. â€Å"You tol’ me to, George,† he said miserably. Curley sat down on the floor, looking in wonder at his crushed hand. Slim and Carlson bent over him. Then Slim straightened up and regarded Lennie with horror. â€Å"We got to get him to a doctor,† he said. â€Å"Looks to me like ever’ bone in his han’ is bust†¦.† The fight started after Carlson said to Curley, â€Å"†¦You’re as yella as a frog†¦Ã¢â‚¬  Then after Candy joins in saying to Curley in disgust, â€Å"†¦Glove fulla Vaseline†¦Ã¢â‚¬  This makes Curley feel angry that everyone is saying this to him. He notices that Lennie is smiling, he think that he is smiling at Curley so he orders him to his feet and begins fighting with Lennie. Lennie is too scared to fight back and just stands there. Steinbeck makes a comment of Lennie being animal like, â€Å"†¦He stood crying, his fist lost in Lennie’s paw†¦.† Steinbeck descries Lennie as being like a bear being very powerful; once Lennie had hold of something or someone he won’t let go. Just like the girl in Weed, the little mouse, Curley’s hand, the little brown and whit puppy and Curley’s wife in the end. The next time Curley’s wife is sexually provocative towards Lennie is when she goes in to Crooks room trying to find out where her husband has gone. â€Å"†¦She stood still in the doorway, smiling a little at them, rubbing the nails of one of her hand with the thumb and forefinger of the other. And her eyes travelled from one face to another. â€Å"They left all the week ones here,† she said finally. â€Å"Think I don’t know where they all went? Even Curley. I know where they all went.† Lennie watched he, fascinated; but Candy and Crooks were scowling down away from her eyes. Candy said, â€Å"Then if you know, why you want to ast us where Curley is at?†¦Ã¢â‚¬  You can tell that Curley’s wife is sexually provocative towards Lennie and she calls him a â€Å"dum-dum† then stands in the doorway flirting with the â€Å"weak ones†. Candy and Crooks were scowling down away from her eyes where as Lennie was fascinated by her, that shows his feeling towards her, being different from the other two men. The next time Curley’s wife is sexually provocative towards Lennie is when she goes in to the barn where Lennie is playing with his new puppy, while everyone is in a horseshoes competition. The two are alone in the barn together for the first time. â€Å"†¦ Curley’s wife moved away from him a little. â€Å"I think you’re nuts,† she said. â€Å"No I ain’t,† Lennie explained earnestly. â€Å"George says I ain’t. I like to pet nice things with my fingers, sof’ things.† She was a little bit reassured. â€Å"Well, how don’t?† She said. â€Å"Ever’ body likes that. I like to feel silk an’ velvet. Do you like to feel velvet?† Lennie chuckled with pleasure. â€Å"You bet, by God,† he cried happily. â€Å"An’ I had some, too. A lady gave me some, an’ that lady was – my own Aunt Clara. She gave it right to me-‘ about this big a piece. I wished I had that velvet right now.† A frown came over his face. â€Å"I lost it,† he said. â€Å"Ain’t seen it for a long time.† Curley’s wife laughed at him. â€Å"You’re nuts,† she said. â€Å"But you’re kinda nice fe lla. Jus’ like a big baby. But a person can see kinda what you mean. When I’m doin’ my hair sometimes I jus’ set an’ stroke it’ cause it’s soft†. To show how she did it, she ran her fingers over the top of her head. â€Å"Some people got kinda coarse hair,† she said complacently. â€Å"Take Curley. His hair is jus’ like wire. But mine is soft and fine. ‘Course I brush it a lot. That makes it fine. Here- feel right here.† She took Lennie’s hand and put it on her head. â€Å"Feel right aroun’ there an’ see how soft it is.† Lennie’s big fingers fell to stroking her hair. â€Å"Don’t you muss it up,† she said. Lennie said â€Å"Oh! That’s nice,† and he stroked harder. â€Å"Oh, that’s nice.† â€Å"Look out, now, you’ll muss it.† And then she cried angrily, â€Å"You stop it now, you’ll mess it all up.† She jerked her head sideways, and Lennie’s fingers closed on her hair and hung on. â€Å"Let go,† she cried. â€Å"You let go!† Lennie was in a panic. His face was contorted. She screamed then, and Lennie’s other hand closed over her mouth and nose. â€Å"Please don’t,† he begged. â€Å"Oh! Please don’t do that. George’ll be mad.† She struggled violently under his hands. Her feet battered on the hay and she writhed to be free; and from under Lennie’s hand came a muffled screaming. Lennie began to cry with fright. â€Å"Oh! Pleas don’t do non of that,† he begged. â€Å"George gonna say I done a bad thing. He ain’t gonna let me tend no rabbits.† He moved his hand a little and her hoarse cry came out. Then Lennie grew angry. â€Å"Now don’t,† he said. â€Å"I don’t want you to yell. You gonna get me in trouble jus’ like George says you will. Now don’t you do that.† And she continued to struggle, and her eyes were wild with terror. He shook her then, and he was angry with her. â€Å"Don’t you go yellin’,† he said and shook her; and her body flopped like a fish. And then she was still, for Lennie had broken her neck. He looked down at her, and carefully he removed his hands from over her mouth, and she lay still. â€Å"I don’t want ta hurt you,† he said. â€Å"But George’ll be mad if you yell.† When she didn’t answer nor move he bent closely over her. He lifted her arm and let it drop. For a moment he seemed bewildered. And then he whispered in fright, â€Å"I done a bad thing. I done a bad thing.† He pawed up the hay until it partly covered her†¦Ã¢â‚¬  All the trouble starts when she tries to be nice to Lennie by comforting him about the dead pup. When the two get talking they both go on about different thing, not really communicating just talking about their own problems. They both find that they have something in common which are soft things and even thou she know the strength of Lennie and that she thinks he’s nuts she still encourage him to play with her hair. When Curley wife starts to scream Lennie does what he’s done in the past, squeezed the life out of it just like the mice, woman in Weed, Little pup and Curley’s hand. Steinbeck describes the attack by Lennie on Curley and Curley’s wife in the same way, â€Å"Like I fish† which when you think of a limp fish it does nothing and is useless. Finally the next time Curley’s wife is contributes towards Lennie’s death is when she is dead as Lennie know that George will not be happy with him. â€Å"†¦ I done a real bad thing,† he said. â€Å"I shouldn’t of did that. George’ll be mad. An’†¦he said†¦an’ hide in the brush till he come. He’s gonna be mad. In the brush till he come. Tha’s what he said.† Lennie went back and looked at the dead girl. The puppy lay close to her. Lennie picked it up. â€Å"I’ll throw him away,† he said. â€Å"It’s bad enough like it is.† He put the pup under his coat, and he crept to the barn wall and peered out between the cracks, toward the horseshoe game. And then he crept around the end of the last manger and disappeared†¦.† After killing Curley’s wife Lennie knows that George will not be happy with what he has done, killing the pup and well as Curley’s wife. He remembers to go and hide and decided that he must hide the dog. Finally the next time Curley shows his physical aggression towards Lennie is when he finds out his wife had been killed. â€Å"†¦Curley came suddenly to life. â€Å"I know who done it,† he cried. â€Å"That big son-of-a-bitch done it. I know he done it. Why- ever’ body else was out there playin’ horseshoes.† He worked himself into a fury. â€Å"I’m gonna get him. I’m going for my shotgun. I’ll kill the big-son-of-a-bitch myself. I’ll shoot ‘im in the guts. Come on, you guys.† He ran furiously out of the barn†¦Ã¢â‚¬  â€Å"†¦Slim stood looking down at Curley’s wife. He said, â€Å"Curley- maybe you better stay here with your wife.† Curley’s face reddened. â€Å"I’m goin’,† he said. â€Å"I’m gonna shoot the guts outta that big bastard myself, even if I only got one hand. I’m gonna get ‘im†¦.† When Curley finds out his wife has been killed by Lennie he feel humiliated by this and the fact that it’s happened twice make him want revenge more. The fact that he dose not care about his wife, the fact that Slim touches his wife to find out what is up with her and to make sure she is dead. If he did care about her as well then he would have not cared about going out to kill Lennie he would have wanted to stay with his wife. Steinbeck makes Curley sound like a cold man who just wants Lennie dead. Although Lennie is shot by George in the end as Steinbeck make you fell that George ought to do it him self. As earlier in the book when Candy lets someone kill his dog he regrets it from the first moment and say that he should have killed it himself. From what I have found within of mice and men Curley is physically aggressive towards Lennie, while his wife is sexually provocative. These two characters create trouble for Lennie from the start and combine to cause his death in the end. Curley’s physically aggression towards Lennie that helps to causes his death in the end was: * The first meeting with George and Lennie * Looking for a fight with someone * After wife is killed he still want to get Lennie Curley’s wife sexually provocative towards Lennie which helps to causes his death in the end were: * The first meeting with George and Lennie * When Lennie is with Candy and Crooks in the bunk house * At the end when both of them are in the barn alone together * Even when she is dead as Lennie knows that George will be mad at him I feel that they both help to contribute towards Lennie’s death in the end both in different way.

Book Censorship and Banning of Childrens Books

Book Censorship and Banning of Childrens Books Many people think that book censorship, challenges and book banning are things that happened in the distant past. That is certainly not the case. You may also remember all of the controversy about the Harry Potter books in the early 2000s. Why Do People Want to Ban Books? When people challenge books it is generally out of a concern that the contents of the book will be harmful to the reader. According to the ALA, there are four motivating factors: Family ValuesReligionPolitical ViewsMinority Rights. The age level for which a book is intended does not guarantee that someone wont try to censor it. Though the emphasis seems to be on challenges to childrens and young adult (YA) books some years more than others, attempts are also continually mounted to restrict access to certain adult books, often books that are taught in high school. Most complaints are made by parents and are directed to public libraries and schools. The First Amendment to the U.S. Constitution The First Amendment to the U.S. Constitution states, Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. The Fight Against Book Censorship When the Harry Potter books came under attack, a number of organizations joined together to establish Muggles for Harry Potter, which became known as kidSPEAK and focused on being a voice for kids in fighting censorship in general. KidSPEAK stressed, Kids have First Amendment rights- and kidSPEAK helps kids fight for them! However, that organization no longer exists. For a good list of organizations that are dedicated to fighting book censorship, just take a look at the list of sponsoring organizations in my article about Banned Books Week. There are more than a dozen sponsors, including the American Library Association, National Council of Teachers of English, American Society of Journalists and Authors and the Association of American Publishers. Parents Against Bad Books in Schools PABBIS (Parents Against Bad Books in Schools), is just one of a number of parent groups around the country challenging childrens and young adult books in classroom teaching, and in school and public libraries. These parents go beyond wanting to restrict access to certain books for their own children; they seek to restrict access for other parents children as well in one of two ways: either by getting one or more books removed from the library shelves or having access to the books restricted in some way. What Do You Think? According to article Public Libraries and Intellectual Freedom on the American Library Association Web site, while it is important and appropriate for parents to oversee their childrens reading and media exposure, and the library has many resources, including booklists, to assist them, it is not appropriate for the library to serve in loco parentis, making judgement calls appropriate for parents in terms of what their children do and do not have access to rather than serving in their capacity as librarians. For More Information About Book Banning and Kids Books ThoughtCo addresses the issue in the article Censorship and Book Banning in America about the controversy surrounding the teaching of the Adventures of Huckleberry Finn in an 11th Grade American Literature class. Read What Is a Banned Book? and how to save a book from banning by ThoughCo  to learn how you can prevent book censorship.

Ringers Solution Recipe

Ringers Solution Recipe Ringers solution is a special salt solution made up to be isotonic to physiological pH. It is named for Sydney Ringer, who determined that the liquid around a frogs heart must contain a set proportion of salts if the heart is to remain to beat (1882 -1885). There are different recipes for Ringers solution, depending on its intended purpose and the organism. Ringers solution is an aqueous solution of sodium, potassium and calcium salts. Lactated Ringers solution (LR, LRS or RL) is a special Ringers solution that contains lactate and is isotonic to human blood. Here are some recipes for Ringers solution. Ringers Solution pH 7.3-7.4 7.2 g sodium chloride - NaCl0.37 g potassium chloride - KCl0.17 g calcium chloride - CaCl2 Dissolve the reagents into the reagent-grade water.Add water to bring the final volume to 1 L.Adjust the pH to 7.3-7.4.Filter the solution through a 0.22-ÃŽ ¼m filter.Autoclave Ringers solution prior to use. Emergency Veterinary Ringers Solution This solution is intended for rehydration of small mammals, to be administered orally or subcutaneously via a syringe. This particular recipe is one that can be prepared using common chemicals and household equipment. Reagent-grade chemicals and an autoclave would be preferable if you have access to those, but this gives you an idea of an alternate method of preparing a sterile solution: 9.0 g sodium chloride - NaCl (154.00 mM): non-iodized table salt0.4 g potassium chloride - KCl (5.64 mM): Morton or NOW salt substitute0.2 - 0.3 g calcium chloride - CaCl2 (2.16 mM): calcium chloride powder1.3 g dextrose (11.10 mM): granular dextrose0.2 g sodium bicarbonate - NaHCO3 (2.38 mM): baking soda  (*add last) Mix together the sodium chloride, potassium chloride, calcium chloride and dextrose solutions or salts.If salts were used, dissolve them in about 800 ml of distilled or reverse osmosis water (not tap water or spring water or water to which minerals have been added).Mix in the baking soda. The baking soda is added last so that the calcium chloride will dissolve/not precipitate out of solution.Dilute the solution to make 1 L of Ringers solution.Seal the solution in small canning jars and cook it at least 20 minutes in a pressurized steam canner.The sterile solution is good for 2-3 years unopened or up to 1 week refrigerated, once opened. Reference:   Biological Bulletin Compendia,  Cold Spring Harbor Protocols

Two summary pages of Recruitment and Retention Essay

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