Ernesto Che Guevara dela Serna Essay Example | Topics and Well Written Essays - 2000 words

Ernesto Che Guevara dela Serna - Essay Example At such an early age, he was said to have a dynamic and radical outlook. As a child, he already suffered crippling episodes of asthma that afflicted him throughout his life. Despite this sickness, Guevara was an accomplished athlete who excelled in rugby and became renowned for his aggressive playing style (Anderson). Apart from this, Guevara also stood out in chess and took part in local tournaments at the age of 12. Furthermore, he was a voracious reader with interest ranging from Jack London's and Jules Verne's adventure classics to Sigmund Freud's essays about sexuality and Bertrand Russell's treatises on social philosophy. In addition, Guevara was passionate about poetry and photography (James). During his college years, Guevara entered the University of Buenos Aires to pursue further studies in the medicine in 1948. It was during this time that he was enlightened regarding the poor economic and social conditions in Latin American nations. As a student, Guevara frequently traveled around the region with his friend Alberto Granado. Aboard a 1939 Norton motorcycle, dubbed as La Poderasa II, the two set off intending to spend a few weeks of volunteer work at San Pablo leper colony in Peru. This journey was chronicled in The Motorcycle Diaries, which was translated and adapted into a film. ("Wikipedia") In light of Guevara's analysis relative to the poverty and oppression of the masses, he arrived at a conclusion that the answer to the prevailing socio-economic inequities in Latin America was revolution. With this, he also asserted that his ideology required a continent-wide strategy such that the separate nations would be viewed as one entity. From this he derived the concept of Ibero-America, which means united and borderless Latin American region linked by a common mestizo culture (Anderson). This became a central concept in Guevara's revolutionary undertakings. To start off, in his homeland, Guevara participated in riots against the Argentine dictator Juan Peron ("The Columbia Electronic Encyclopedia"). Headstart in Guatemala - The Communist Youth After his graduation from medical school in 1953, Guevara traversed Latin American nations including Bolivia, Peru, Ecuador, Panama, Costa Rica, Nicaragua, Honduras and El Salvador. He ended up in Guatemala where he was enticed to join the leftist regime of Jacobo Arbenz Guzman ("The Columbia Electronic Encyclopedia"). President Arbenz ran a populist government that attempted to cause a social revolution through myriad reforms, specifically land reform ("Revolutionary Youth"). Guevara became involved in the Arbenz administration through Peruvian socialist Hilda Gadea, who introduced him to top ranked government officials (Anderson). It should be noted that it was around this time that Guevara acquired the nickname Che, a term he frequently used which is the Argentine equivalent of pal or mate. In 1954, the coup attempt led by Carlos Castillo Armas and funded by the Central Intelligence Agency (CIA) had commenced and continuously gained ground. On the other hand, the Arbenz government was supported by the Communist Czechoslovakia that shipped thousands of tons of weapons to Guatemala (Holland). As a supporter of Arbenz, Guevara joined an armed militia under the tutelage of the

Recruitment and Selection Strategies Recommendations Essay Example for Free

Recruitment and Selection Strategies Recommendations Essay Recruiting for Landslide Limousine Services requires multiple strategies. Confining the company on strategy will immensely decrease the chances of finding quality, skilled applicants with the appropriate attitude towards their position. Recruiting begins with locating potential applicants and enticing them to the company. Advertisements are good, especially for a new company. Another source of applicants is the CDL classes and other limousine companies previous employees. Once a suitable selection of applicants is established the interviewing process begins. The applications are carefully reviewed, along with a background check. This is important because the employees are dealing with high society at times, and it is a commercial driving business. Employees must not have been arrested at any point for certain offenses, especially vehicle or theft related. Once a more refined selection has been made from the written applications formal interviews are next. Formal, face-to-face interviews allow the hiring manager to evaluate ones attitude. The attitude can decide if an applicant would be a good fit for the company and help to raise their image, while a bad attitude would eliminate any customer contact. According to our readings, when conducting an interview certain steps should be followed to ensure the most is gained on both sides other desk. 1) Standard questions, with flexibility is delivery (can be asked in different ways) 2) Set a time and place 3) Pay attention to applicant’s answers and body language. The reason these steps are important is because they provide a uniform method for each applicant. They provide the ability to alter the interview to each individual applicant. Another issue is to make sure not to promise the position to an individual during the interview before reviewing each of the interviews and applications. Some of the areas to pay attention to are an  applicant’s appearance, character, communication styles and habits, intellect, education level, knowledge of the position or craft, special talents, and the potential of furthering their development. The final selection of candidates consists of creating an analysis containing the information gathered during the interview, including the background check, driving records, and their application. This will allow the manager to carefully evaluate and compare each candidate, choosing the most appropriate for the positions available. Workplace Diversity The changes in societies demographics are evident as globalization becomes more common, which creates a more diverse work environment. Managing a diverse workforce will present various advantages (new perspectives on process) as well as challenges (cultural or language barriers). Some of the advantages of hiring a diverse staff are the new outlooks and perspectives of each situation. It will also help Landslide Limousine to cater to clients coming from other countries; the staff member from that area could provide tips on how to better serve the client in a manner that will not be unintentionally disrespectful. Demographics The demographic makeup of Austin Texas, according to US Census Bureau, is mostly white Americans and Latino and Hispanic. The general population, estimated in 2012, is almost 843,000 individuals with an average income of $31,000 a year, and an average of over 80,000 businesses (US Dept. of Commerce, 2014). Keeping this in mind, diversity within Landslide Limousine will not be an issue. According to the average income, holidays and special events will be the most likely first regular busy seasons. Once the reputation grows among the businesses in the area so will the company. This means that Mr. Stonefield must obey the laws pertaining to the varying cultures in the area. Some of the laws important considered for Mr. Stonefield to consider are the Civil Rights Act of 1964, Age Discrimination in Employment Act of 1967, and the Americans with Disabilities Act of 1990. The Civil Rights Act of 1964, prohibits discrimination based on religion, color, sex or origin. This is law is particularly applicable to workplaces employing more than 15 people (EEOC, 2013). The Age Discrimination in Employment Act of 1967- protects employees from discrimination on the basis  of age. Both private and public employers need to adhere to the provisions of the law which calls for eliminating discrimination of employees above the age of forty (EEOC, 2013). The Americans Act with Disabilities Act of 1990 prohibits discrimination in hiring competent persons with disabilities, for public and private employers (EEOC, 2013). Organizational Branding Creating an organizational brand is crucial in creating awareness of the company and recognition associated with the logo and the quality of service. The point of a brand is to create an emotional connection tying consumers to a brand preference. What this means, is that as consumers, some people prefer a specific brand, or level of brand. Organizational branding creates that perception of the company that resonates with consumers who desire only the best; this directs them to or away from your brand. This branding is first achieved by word-of-mouth from employees, friends, and family. As business gains clientele, they will begin to spread their impression of the company. The goal is to ensure that both the employees and the clients are creating the same impression. Each company has their own design to represent their company. This not only provides an image that Landslide Limousine services wants to promote, but it is a reminder of that goal and source of pride for any company owner. Branding methods are as diverse as society and are limitless; but they also set the standard by which to company wishes to operate. Landslide Limousine Services is an interesting name which should make picking a brand less difficult. The more interesting, with a play on words or an image depicting a desired outcome would be really good choices. Interviewing After applicants have submitted his or her application and each application, is carefully reviewed a formal interview must follows. Conducting formal interviews are important because it will assist the hiring manager and the applicant the opportunity to evaluate the positions working conditions. According to, the text interviews are known as scheduled communication. When conducting the proper interview it is important to follow the following steps (Cascio, 2013). Have a comprehensive list of questions to ask applicant in a flexible method. Prepare for the interview and select a  designated time in a quiet location. Pay close attention to applicants and listen to his or he answers with an opened mind. It is important to avoid interruptions and answering the phone when conducting a formal interview. It is also important to avoid making promises to potential applicants including promising applicants that someone will contact them with the results. If promised it is proper to do so to avoid misrepresenting or misleading the applicant. In addition to conducting a proper interview it is necessary to evaluate the following, Appearance Character Communication Intellect Education Knowledge Talents Potential for furthering his or her development and determination References: Cascio, W. F. (2013). Managing Human Resources: Productivity, Quality of Work Life, Profits (9th ed.) Boston, MA: McGraw-Hill/Irwin EEOC, (2013). Discrimination by Type. Retrieved from http://www.eeoc.gov/laws/types/index.cfm US Department of Commerce, (7th January, 2014). State and country quick facts; Austin (city), Texas. US Department of Commerce – Census. Retrieved from http://quickfacts.census.gov/qfd/states/48/4805000.html

Cognitive Behavioral Theory

Cognitive Behavioral Theory The Cognitive-Behavioral theory is a form of short-term therapy used by counselors in the psychology and social work fields. Cognitive-Behavioral Therapy (CBT) encourages a blending of behavioral and cognitive therapy models. The theory is based in the belief that the clients behaviors and feelings are heavily influenced by their thoughts. A CBT therapist plays an active role in helping the client prioritize their problems, recognize the maladaptive thoughts that are behind their problems and feelings, and devise and implement goal-oriented changes in their thinking. Background Cognitive-Behavioral Therapy (CBT) places significant importance on how negative thinking impacts our emotions and behaviors. Dr. Aaron Beck observed that many of his clients had automatic thoughts emotion-filled thoughts that might pop up in the mind (Martin, 2007). Many of these thoughts are not consciously known to the client; however through practice the client can learn to identify the negative and irrational thought. Upon identification the client can then learn to overcome the thoughts. CBT is based on a model or theory that its not events themselves that upset us, but the meanings we give them (Martin, 2007). These automatic thoughts can cause us to become blind to new ideas and have the ability to overcome obstacles. A persons automatic thoughts are rooted in belief systems that were embedded in their subconscious from childhood. When an event happens a person uses these belief systems to help them cope with their difficulties. If there is negative thinking in the persons b elief system, they are more likely to misconstrue the event or issue as too difficult to handle. Cognitive Therapy Cognitive therapy focuses on peoples thoughts and how they affect their emotional, behavioral, and physiological reactions to stressful situations. People often have difficulty thinking rationally when feeling pressured by disturbing life experiences. Through cognitive therapy, clients are able to identify and challenge their thoughts about themselves, the people around them, and the world around them. Behavioral Therapy Behavioral therapy in its most basic state is the encouragement of clients to engage in adaptive behaviors and not to allow pathological internal experiences to dictate the ways in which they act (Association for Behavioral and Cognitive Therapies, 2012). Solutions under the behavioral theory closely follow Pavlovs classical and operant conditioning philosophies. A clients negative responses to normal stimuli are typically learned behaviors, because something negative happened the last time the stimulus was present. Through a process called extinction, therapists often try to change a clients negative responses by showing the client that the negative result does not always occur with the stimulus. Using operant conditioning a client will be more likely to engage in activities and behaviors in a positive manner, if they have previously received positive outcomes. If the consequences of their behavior have been negative, they are less like to repeat that behavior. Rational-Emotive Behavior Therapy (REBT) One form of behavioral therapy, founded in the 1950s by Albert Ellis, was Rational-Emotive Behavioral Therapy (REBT). REBT focuses on the clients current, irrational thoughtsà ¢Ã¢â€š ¬Ã‚ ¦ and actively targets them for change (Fraum, 2012). Through REBT the client confronts their irrational beliefs and expectations. After confrontation, the client and therapist are able to develop realistic thinking. Only after these two things are accomplished is the client able to change. Epictetus wrote in The Enchiridion, Men are disturbed not by things, but by the view which they take of them (National Association of Cognitive-Behavioral Therapists, 2008). Dialectical Behavior Therapy Another behavioral therapy that is a form of cognitive-behavioral therapy is Dialectical Behavior Therapy. Based heavily in philosophy, the main tenet of this therapy looks at two opposing views and works through the therapeutic relationship to blend them together to find a happy medium. The counselor does not make the client feel that their thoughts are invalid or incorrect, but guides them to understanding that their behavior needs to change. This therapy is most often used for clients who have been diagnosed with Borderline Personality Disorder. (National Institute of Mental Health, 2012) Commonalities of Cognitive Therapy and Behavioral Therapy Although there are a few differences between cognitive and behavioral approaches, there are some similarities that allow these two methods to be blended into the cognitive-behavioral approach. In CBT, the client and the therapist work together as a team to help the client overcome their troubles. Often CBT is a short-term counseling method that, typically, only lasts a few months, but it is also a rigorous therapy, in that the clients must utilize their new skills in between sessions through homework. CBT therapists seldom dig deeply into why a client is having the irrational thoughts, but rather stay focused in the present and future. (Association for Behavioral and Cognitive Therapies, 2012) Notable People There are many notable people who have influenced Cognitive-Behavioral Therapy. Dr. Aaron Beck is considered the father of cognitive therapy. Another notable person in the field of cognitive therapy is Dr. Martin Seligman, who is known mostly for his development of learned helplessness. Some key players in the development of behavioral therapy include Ivan Pavlov, John Watson, and B. F. Skinner. In 1955, Albert Ellis developed Rational Emotive Behavior Therapy. He is considered the founder of cognitive-behavioral theory. Dr. Samuel Yochelson and Stanton Samenow are known for their collaborative research and findings in the treatment programs of juvenile and adult criminal offenders. Aaron T. Beck, M.D. Dr. Aaron Beck started his career with as the Assistant Chief of Neuropsychiatry in Philadelphia, Pennsylvania (Department Of Psychiatry, Penn Behavioral Health, n.d.). In 1954, he joined the University of Pennsylvanias Psychiatry Department. While there, he explored psychoanalysis which led to his development of cognitive therapy. (Beck Institute for Cognitive Behavioral Therapy, n.d.) Through his research he realized that his clients had negative thoughts that popped into their heads automatic thoughts. These automatic thoughts centered on themselves, the world and the future. These distorted thoughts then begin to affect the clients lives leading to the disorders they are diagnosed with. Ultimately they stem from a persons core belief systems and are formed throughout the persons life. (Beck, 1997) Albert Ellis, Ph.D. REBT was developed by Dr. Ellis in the 1950s. After spending several years practicing psychoanalysis, he found the he disliked the in-efficient and in-directive nature (National Association of Cognitive-Behavioral Therapists, 2008). Dr. Ellis established the ABC model of emotions, which was later modified into A-B-C-D-E approach. Sessions Cognitive-behavioral therapy sessions have a structure. Structure is important, because it allows for the most effective use of time. CBT sessions are usually only about 50 minutes long, happen once a week or once every two weeks, and only continue for a few months to a year. In the beginning of therapy the client and counselor discuss what issues and trouble the client is having. Next, they work on prioritizing the issues. These activities fall under stage I of the Egan Model. Under stage II, the client discusses their ideal self or what they want. This allows the client, with the guidance of the helper, to set realistic goals for themselves. In the final stage, the client and counselor explore the options available and there are always options and find the option or options that best work for the client. The last step is to produce an action plan. Throughout the process the client often has homework. This homework is usually meant to help the client identify the triggers for their anxiety or problems and the feelings that surround those events. As the process moves forward the assignments will coincide with whatever step the client is currently working on. Techniques Due to the blending of theories and therapies, there are more than three dozen techniques available to cognitive-behavioral therapists. The selection includes cognitive, emotive, and behavioral techniques that make a well-rounded selection that can be tailored to the individual clients needs and wants. The ABC (also known as the ABCDE) Technique is most closely identified by its creator, Dr. Ellis, and under REBT. Other major techniques include cognitive reconstruction, exposure, reframing, and journal writing. Another widely used, yet somewhat controversial technique is self-disclosure. ABC/ABCDE Technique or Rational Self-Analysis Dr. Ellis created this technique to help people identify and understand why they are behaving the way they are to certain Activating Events. The Activating Event ((A)) is often seen as the reason for the clients initial emotions and behaviors (Consequences or (C)). In reality there is another step in between the clients Beliefs ((B)). While the (A) triggers the (C), the (B) is what actually causes the (C). Dr. Ellis went continued to develop this technique and it was later modified to include three additional steps Disputing ((D)), New Effect ((E)), and Further Action ((F)). Once the client has been able to identify the (A), (B), and (C), they are then able to move forward and challenge their Beliefs through Disputing. They, also, evaluate how they would prefer to feel or behave the New Effect. Finally, the client develops their Further Action plan to avoid a relapse. Cognitive Restructuring While Rational Self-Analysis is part of the process of Cognitive Restructuring, it is not the whole process. Cognitive Restructuring is a set of techniques that helps the client identify, challenge, and change their distorted thoughts. Common thought distortions often include words like: always, must, and never. They also stem from Dr. Elliss list of irrational beliefs (appendix A) and a list of cognitive distortions influenced by Dr. Beck (appendix B). There is a Cognitive Restructuring Worksheet (Appendix C) that counselors and clients may find useful in when utilizing this technique. Exposure Exposure Therapy is an emotionally intense, yet effective way for clients to confront their fears, especially those with anxiety disorders. Through a series of extremely carefully planned sessions, the client is introduced or exposed to the trigger (stimuli) that is causing the anxiety (classically conditioned response). Over time the client is able to see and comprehend that nothing bad will happen and the anxiety lessens. The therapist often uses Exposure Therapy in conjunction with relaxation skills and cognitive reconstruction techniques. In addition to anxiety disorders, an adaptation of Exposure Therapy is sometimes used for people with sexual disorders. Self-disclosure Self-disclosure is when the therapist briefly tells the client something personal about themselves that may be of value to the client and the therapeutic relationship. This technique can be difficult to manage effectively and is somewhat controversial. If the therapist is going to utilize this technique, they must use it carefully and sparingly. Where this technique can become problematic is when the focus shifts from the client to counselor. Too much divulging of information can lead to the client being uncomfortable or feeling like the relationship has changed. When used appropriately; however it can show the therapists empathy to the situation the client is facing. Case Study Synopsis Client is a 52-year-old female widower with two daughters. Her husband died seven years ago. Her relatives live 50 miles away. Client was accused of a work-related incident, after which she became anxious. Client is currently on medication with effects consistent with an antidepressant. Presenting problems included poor memory, lack of concentration, confusion and slowness. The client met the DSM-IV criteria for a major depressive episode. The client was given several clinical scales to rate herself on. These scales were completed prior to every session and discussed briefly during the session.as a means of verifying efficacy. The therapist used the five systems model to help the client analyze her thoughts and recognized negative automatic thoughts and behaviors. She was given daily activity monitoring sheets, although she was successful at many activities very few gave her any pleasure. Due, in part, to years of sexual abuse by her father, the client felt that something was wrong w ith her. She felt like she didnt fit into her family. By using a more detailed variation of the ABC Technique, the client and therapist were able to identify stressful situations; discuss the emotions, behavior and physical reactions to the situations; and recognized the underlying negative beliefs. The therapist utilized behavioral experiments to help the client challenge her core beliefs and recognize the differences in how she felt. Final Thoughts I chose this theory because I felt that it is the one I was most likely going to use, when I become a licensed psychologist. The multiple views and varied techniques available for the client make it seem like the one theory that can be tailor fit for each individual. What I found out through my research; however, is that the cognitive-behavioral approach does not dig deeply into the why someone has the beliefs they do. The why is what drew me to the field of psychology and human services in the first place, so I need to investigate other theories, career opportunities, and techniques to find my right fit. Ideally, I would like to investigate the criminal mind more closely and help the prison population overcome their psychopathological issues. I still feel that many of the cognitive-behavioral techniques can be useful in discovering the why, so I will likely use them in my ultimate career field.

Maximizing Profits as the Main Goal Essay -- Economics Business Manage

Maximizing Profits as the Main Goal The traditional theory (neoclassical) assumes that firm’s primary objective is to maximize profits. That is if the firm is owner controlled. This assumption is based on that firms makes the output and price decisions. Also, that firm takes all necessary actions to earn the greatest profit possible. The managerial theory assumes firms do not necessarily act in order to maximize profits. The basic tenet behind this is the separation of ownership from management, complexity of the organisation and the firm’s manager maximizes his own utility and growth rather than profits. The reason for this is that managers may be judged by the level of sales revenue. I will be providing supporting arguments for and against this assumption â€Å"that the firm’s main motivation is to maximise profits† and draw a conclusion by analysing the firms behaviour as well as further discussing the theories of firms. Profit maximising assumption is based on two premises, firstly that owner is in control of day-to-day management of the firm and secondly that the main desire of owners is to make a higher profit then the amount they invested in the firm. Since this assumption is based on two assumptions, therefore if these two premises don’t hold is it understandable to believe that firms goals is not to maximize profits. Well, this will depend on the motivation of individual firms. If a firm’s ownership and control are in the hands of a single person or small groups of people, then it’s reasonable to assume that the firm’s owners’ goal is to maximize profits. But most of today’s firms are owned by shareholders and other large cooperation, but day-to-day control of the firm is under management. Therefore, the objectives of managements may differ from the shareholders and conflicts may arise. â€Å"For example Baumal (1959) suggest that the manager-controlled firm is likely to have sales revenue maximization, as its main goal than profit maximization favoured by shareholders† (Applied Economics 7th ed. p54). Also, studies of 177 firms between 1985 and 1990 by Conyon and Gregg (1994) found that the pay of top executive of large firms in UK was mostly related to sales growth. Other studies have found that profit was the most important determinant of executive income. For example â€Å"A survey by Management Today in 1990 asse... ..., argued that regardless of how actual firms may behave and constraints on rationality they may be subject to, the surviving firms are those who attained high profits. Due to the strength of these arguments, we tend to accept profits maximization theories are justifiable. Bibliography Alchian, A (1950), â€Å"Uncertaintity. Evolution, and Economic Theory†, Journal Of Political Economy. 58(3), 211-221. Buzzel, R, & Gale, B. (1987). The PIMPS Priciples, Strategic Planning Insitute. Conyon, M & Gregg, P. (1994). Pay at the top: a study of the sensitivity of top director remuneration to company specific shocks, National Institute Economic Review, August. Friedman, Milton (1953), Essay in Positive Economics, Chicago: Chicago University Press. Griffith, Alan & Wall, Stuart (1997). Applied Economics: An Introductory Course. 7th Ed. Lipsey & Chrystal (1999). Priciples of Economics. 9th Ed. Marris, R. (1964) The Economic Theory of Managerial Italism, Macmillan. Sloman, J (2003).†Economics†. Prentice Hall. 5th ed William, K. â€Å"Objectives†. Can be found on: http://william-king.www.drexel.edu/top/prin/txt/MPch/firm2.html. Accessed 4th of February 2005.

A Village Cricket Match: A.G. Macdonell

Answer: A. G. Macdonell's â€Å"England, Their England† is an excellent work of satire. The novel follows the remarkable experience of Donald Cameron who was forced to go away from Scotland by the terms of his father's will and pursue a career (appropriate to literature) in London. His first undertaking was to discover what the English were all about, and he ventured on his act of enthusiastic searching. A Village Cricket Match† is an excerpt from â€Å"England, Their England†. The story is a study in humor and satire of the village cricket game. All kinds of strange and unconventional behavior and activities are exhibited in the match which enduringly appeals to the readers. Donald gives a high hearted commentary of the match containing some hilarious incidents: Elements of humor: Ambience in and around the field. Blue and green dragonflies playing hind and seek among the thistledown; a pair of swan was seen flying overhead; an old-fashioned person was seen working, leaning upon a scythe; a magpie was seen, lapping lazily across the field; doves were cooing; the sun was shining unsteadily and visibility was impeded with atmospheric moisture and dust( quite unfavorable for the game of cricket); silence (heating up the excitement) was prevailing all around. Village folks It appeared that some of them had been eagerly waiting to watch a match of this standard. Village folks are usually impatient, but here, they were showing some kind of patience Village people suffer from the unusual behavior of God who seems to have done great injustice by putting up a large financial and social difference between the rich and the poor. When these village people have endured such eccentricities of God, they will have no difficulty in bearing with the match that is going to be played by the people (Man) of eccentric characters. Actually, saying this, Macdonell brings out a faint hint of humor in advance. Changes brought about before the match started and its effect: Before the match began, two players of the English team were found absent; so, two Scottish players from the village team were asked to field for both the team and bat for neither of these two teams. This arrangement, however, irritated these two players and they withdrew themselves from the match. Two missing English players arrived at the spot in a car and they brought with them another person who claimed that Hodge, the captain of the English team had asked him to play and that was why he had come and he was determined to play the match. On the other hand, two Scottish players who had left the team were brought back into the team after negotiations. Finally, it was decided that two sides would play with twelve players, instead of usual eleven players. However, the English team won the toss and decided to bat. Batting performance by the English players: Opening batsmen: James Livingston, a club cricketer and Boone, a huge man dressed in Cambridge Blue. Boone got this â€Å"Cambridge Blue† honor for rowing, but Donald, the narrator took him to be great player and thought that his inclusion in the cricket team for playing a village match was not at all necessary. James faced four balls from a bowler who, by profession, was a blacksmith. The first ball went past like a bullet resulting in four byes. The second ball was a full-length and it went over James hitting directly the stomach of the wicket-keeper who was replaced by a substitute wicket-keeper. The third ball was skillfully hit for a six. The fourth ball was also a full pitch that took off his leg stamp. The score was then ten runs for one wicket. The professor came to bat and got hurt as the fifth ball hit his ears. He went back to the Three Horseshoes. Mr. Harcourt came to play and he unfortunately hit the wickets with his bat before the sixth ball from the blacksmith was bowled. The score stood at ten runs for two wickets with one person retired hurt. Boone who looked so stout was stumped on the very first ball of the new over started by the local rate-collector, a left-arm bowler. The score was ten runs for three wickets. The next player was a singular young man. He appeared quite d ecent and on enquiry it was found that he was Mr. Southcott, a famous novelist. He hit the very first ball he faced over the three Horseshoes. The second ball he faced was hit into the saloon bar of the Horseshoes, making Mr. Harcourt who was sitting there and drinking beer became so afraid that he had to take several pints to recover from the trauma. The third ball that he faced was hit and it landed in a stream of trout, upsetting the rate collector. Ignoring enthusiastic instruction from the captain, Hodge, Southcott just made one run, playing in his own style for the next fifteen minutes. While playing defensive, Southcott inadvertently allowed one ball to hit him out. The score was sixty-nine for six and Southcott’s individual score was fifty-two. Besides, the other interesting part of the game was the participation of an American journalist who did not know anything about the game of cricket. He hit a ball towards square leg and threw down his bat, and he himself ran towards the cover-point. Finally, he confessed that he thought he was playing baseball. Humor used to describe umpiring: Mr. Harcourt who was earlier dismissed was sent for umpiring much to the discontent of the local team. He, being tipsy, declared a ball as ‘No-ball’ before the bowler delivered the ball. Humor used to describe the bowling-action: Mr. Harcourt’s calling a ‘No-ball’ made the bowler so confused that he failed to retain control over his bowling-action and the ball, slipping from his grip, hit the fielder at the third-man position. The bowler himself fell on the center of the wicket. – See more at: http://aidtoed. blogspot. in/2012/11/isc-english-literature-2013-village. html#sthash. OaCbFG0f. dpuf

The Behavior Of Human Being Health And Social Care Essay

Methodology is a subject ; study the behaviour of human being in assorted societal scene. Harmonizing to Merton ( 1957 ) methodological analysis is the logic of scientific process. The research is a systematic method of detecting new facts for verifying old facts, their sequence, interrelatedness, insouciant account and natural Torahs that govern them. The scientific methodological analysis is a system of explicit regulations and processs upon which research is based and against which the claim for cognition are evaluated. This subdivision of the survey edifying the description of the survey country, definitions of stuff used methods to accomplish the aims and indispensable parts of the present survey.3.1 Data Collection:The information is collected by carry oning a study so that those factors can be considered which were non available in the infirmary record and were most of import as the hazard factors of hepatitis. The study was conducted in the liver Centre of the DHQ infirmary Faisalabad during the months of February and March 2009. A questionnaire was made for the intent of study and all possible hazard factors were added in it. During the two months the figure of patients that were interviewed was 262. The factors studied in this study are Age, Gender, Education, Marital Status, Area, Hepatitis Type, Profession, Jaundice History, History of Blood Transfusion, History of Surgery, Family History, Smoking, and Diabetes. Most of the factors in this information set are binary and some have more than two classs. Hepatitis type is response variable which has three classs.3.2 Restrictions of Datas:In the outline it was decided to take a complete study on the five types of hepatitis but during the study it was known that hepatitis A is non a unsafe disease and the patients of this disease are non admitted in the infirmary. In this disease patients can be all right after 1 or 2 cheque ups and largely patients do n't cognize that they have this disease and with the transition of clip their disease finished without any side consequence. On the other manus, hepatitis D and E are really rare and really unsafe diseases. HDV can hold growing in the presence of HBV. The patient, who has hepatitis B , can hold hepatitis D but non the other than that. These are really rare instances. During my two months study non a individual patient of hepatitis A, D and E was found. Largely people are enduring from the hepatitis B and C. So now the dependant variable has three classs. Therefore polynomial logistic arrested development theoretical account with a dependant variable holding three classs is made.3.3 Statistical Variables:The word variable is used in statistically oriented literature to bespeak a characteristic or a belongings that is possible to mensurate. When the research worker measures something, he makes a numerical theoretical account of the phenomenon being measured. Measurements of a variable addition their significance from the fact that there exists a alone correspondence between the assigned Numberss and the degrees of the belongings being measured. In the finding of the appropriate statistical analysis for a given set of informations, it is utile to sort variables by type. One method for sorting variables is by the grade of edification evident in the manner they are measured. For illustration, a research worker can mensurate tallness of people harmonizing to whether the top of their caput exceeds a grade on the wall: if yes, they are tall ; and if no, they are short. On the other manus, the research worker can besides mensurate tallness in centimetres or inches. The ulterior technique is a more sophisticated manner of mensurating tallness. As a scientific subject progresss, measurings of the variables with which it deals become more sophisticated. Assorted efforts have been made to formalise variable categorization. A normally recognized system is proposed by Stevens ( 1951 ) . In this system measurings are classified as nominal, ordinal, interval, or ratio graduated tables. In deducing his categorization, Stevens characterized each of the four types by a transmutation that would non alter a measurings categorization.Table 3.1 Steven ‘s Measurement SystemType of Measurement Basic empirical operation Examples Nominal Determination of equality of classs. Religion, Race, Eye colour, Gender, etc. Ordinal Determination of greater than or less than ( ranking ) . Rating of pupils, Ranking of the BP as low, medium, high etc. Time interval Determination of equality of differences between degrees. Temperature etc. Ratio Determination of equality of ratios of degrees. Height, Weight, etc. Variable of the survey are of categorical in nature and holding nominal and ordinal type of measuring.3.4 Variables of Analysis:Since the chief focal point of this survey is on the association of different hazard factors with the presence of HBV and HCV. Therefore, the person in the informations were loosely classified into three groups. This categorization is based on whether an person is a bearer of HBV, HCV or None of these. Following table explains this categorization.Table 3.2 Categorization of PersonsNo.SampleHepatitisPercentageI 100 No 38.2 Two 19 HBV 7.3 Three 143 HCV 54.6 Entire 262— –1003.4.1 Categorization of Predictor Variables:Nominal type variables and cryptography is: Sexual activity Male: 1 Female: 2 Area Urban: 1 Rural: 2 Marital Status Single: 1 Married: 2 Hepatitis Type No: 1 B: 2 C: 3 Profession: No:1 Farmer:2 Factory:3 Govt. :4 5: Shop Keeper Jaundice Yes: 1 No: 2 History Blood Transfusion Yes: 1 No: 2 History Surgery Yes: 1 No 2 Family History Yes: 1 No: 2 Smoking Yes: 1 No: 2 Diabetess Yes: 1 No: 2 Ordinal type variable and cryptography is: Age 11 to 20: 1 21 to 30: 2 31 to 40: 3 41 to 50: 4 51 to 60: 5 Education: Primary: 1 Middle: 2 Metric: 3 Fas: 4 BA: 5 University: 63.5 Statistical Analysis:The appropriate statistical analysis techniques to accomplish the aims of the survey include frequence distribution, per centums and eventuality tabular arraies among the of import variables. In multivariate analysis, comparing of Logistic Regression and Classification trees is made. The statistical bundle SPSS was used for the intent of analysis.3.6 Logistic Arrested development:Logistic arrested development is portion of statistical theoretical accounts called generalised additive theoretical accounts. This broad category of theoretical accounts includes ordinary arrested development and analysis of discrepancy, every bit good as multivariate statistics such as analysis of covariance and Loglinear arrested development. A enormous intervention of generalised additive theoretical accounts is presented in Agresti ( 1996 ) . Logistic arrested development analysis surveies the relationship between a categorical response variable and a set of independent ( explanatory ) variables. The name logistic arrested development is frequently used when the dependant variable has merely two values. The name multiple-group logistic arrested development ( MGLR ) is normally reserved for the instance when the response variable has more than two alone values. Multiple-group logistic arrested development is sometimes called polynomial logistic arrested development, polytomous logistic arrested development, polychotomous logistic arrested development, or nominal logistic arrested development. Although the information construction is different from that of multiple arrested developments, the practical usage of the process is similar. Logistic arrested development competes with discriminant analysis as a method for analysing distinct dependent variables. In fact, the current esthesis among many statisticians is that logistic arrested development is more adaptable and superior for most state of affairss than is discriminant analysis because logistic arrested development does non presume that the explanatory variables are usually distributed while discriminant analysis does. Discriminant analysis can be used merely in instance of uninterrupted explanatory variables. Therefore, in cases where the forecaster variables are categorical, or a mixture of uninterrupted and categorical variables, logistic arrested development is preferred. Provided logistic arrested development theoretical account does non affect determination trees and is more similar to nonlinear arrested development such as suiting a multinomial to a set of informations values.3.6.1 The Logit and Logistic Transformations:In multiple arrested development, a mathematical theoretical account of a set of explanatory variables is used to foretell the mean of the dependant variable. In logistic arrested development, a mathematical theoretical account of a set of explanatory variable is used to foretell a transmutation of the dependant variable. This is logit transmutation. Suppose the numerical values of 0 and 1 are assigned to the two classs of a binary variable. Often, 0 represents a negative response and a 1 represents a positive response. The mean of this variable will be the proportion of positive responses. Because of this, we might seek to pattern the relationship between the chance ( proportion ) of a positive response and explanatory variable. If P is the proportion of observations with a response of 1, so 1-p is the chance of a response of 0. The ratio p/ ( 1-p ) is called the odds and the logit is the logarithm of the odds, or merely log odds. Mathematically, the logit transmutation is written as The following tabular array shows the logit for assorted values of P.Table 3.3 Logit for Various Values of PPhosphorusLogit ( P )PhosphorusLogit ( P )0.001 -6.907 0.999 6.907 0.010 -4.595 0.990 4.595 0.05 -2.944 0.950 2.944 0.100 -2.197 0.900 2.197 0.200 -1.386 0.800 1.386 0.300 -0.847 0.700 0.847 0.400 -0.405 0.600 0.405 0.500 0.000— —— —Note that while P ranges between zero and one, the logit scopes between subtraction and plus eternity. Besides note that the nothing logit occurs when P is 0.50. The logistic transmutation is the opposite of the logit transmutation. It is written as3.6.2 The Log Odds Transformation:The difference between two log odds can be used to compare two proportions, such as that of males versus females. Mathematically, this difference is written This difference is frequently referred to as the log odds ratio. The odds ratio is frequently used to compare proportions across groups. Note that the logistic transmutation is closely related to the odds ratio. The contrary relationship is3.7 The Multinomial Logistic Regression and Logit Model:In multiple-group logistic arrested development, a distinct dependant variable Y holding G alone values is a regressed on a set of p independent variables. Y represents a manner of partitioning the population of involvement. For illustration, Y may be presence or absence of a disease, status after surgery, a matrimonial position. Since the names of these dividers are arbitrary, refer to them by back-to-back Numberss. Y will take on the values 1, 2, aˆÂ ¦ , G. Let The logistic arrested development theoretical account is given by the G equations Here, is the chance that an single with values is in group g. That is, Normally ( that is, an intercept is included ) , but this is non necessary. The quantities represent the anterior chances of group rank. If these anterior chances are assumed equal, so the term becomes zero and drops out. If the priors are non assumed equal, they change the values of the intercepts in the logistic arrested development equation. The arrested development coefficients for the mention group set to zero. The pick of the mention group is arbitrary. Normally, it is the largest group or a control group to which the other groups are to be compared. This leaves G-1 logistic arrested development equations in the polynomial logistic arrested development theoretical account. are population arrested development coefficients that are to be estimated from the informations. Their estimations are represented by B ‘s. The represents the unknown parametric quantities, while the B ‘s are their estimations. These equations are additive in the logits of p. However, in footings of the chances, they are nonlinear. The corresponding nonlinear equations are Since =1 because all of its arrested development coefficients are zero. Frequently, all of these theoretical accounts referred to as logistic arrested development theoretical accounts. However, when the independent variables are coded as ANOVA type theoretical accounts, they are sometimes called logit theoretical accounts. can be interpreted as that This shows that the concluding value is the merchandise of its single footings.3.7.1 Solving the Likelihood Equation:To better notation, allow The likeliness for a sample of N observations is so given by where is one if the observation is in group g and zero otherwise. Using the fact that =1, the likeliness, L, is given by Maximal likeliness estimations of are found by happening those values that maximize this log likeliness equation. This is accomplished by ciphering the partial derived functions and so equates them to zero. The ensuing likeliness equations are For g = 1, 2, aˆÂ ¦ , G and k = 1, 2, aˆÂ ¦ , p. Actually, since all coefficients are zero for g=1, the scope of g is from 2 to G. Because of the nonlinear nature of the parametric quantities, there is no closed-form solution to these equations and they must be solved iteratively. The Newton-Raphson method as described in Albert and Harris ( 1987 ) is used to work out these equations. This method makes usage of the information matrix, , which is formed from the 2nd partial derived function. The elements of the information matrix are given by The information matrix is used because the asymptotic covariance matrix is equal to the opposite of the information matrix, i.e. This covariance matrix is used in the computation of assurance intervals for the arrested development coefficients, odds ratios, and predicted chances.3.7.2 Interpretation of Regression Coefficients:The reading of the estimated arrested development coefficients is non easy as compared to that in multiple arrested development. In polynomial logistic arrested development, non merely is the relationship between X and Y nonlinear, but besides, if the dependant variable has more than two alone values, there are several arrested development equations. See the simple instance of a binary response variable, Y, and one explanatory variable, X. Assume that Y is coded so it takes on the values 0 and 1. In this instance, the logistic arrested development equation is Now consider impact of a unit addition in X. The logistic arrested development equation becomes We can insulate the incline by taking the difference between these two equations. We have That is, is the log of the odds at X+1 and X. Removing the logarithm by exponentiating both sides gives The arrested development coefficient is interpreted as the log of the odds ratio comparing the odds after a one unit addition in X to the original odds. Note that, unlike the multiple arrested developments, the reading of depends on the peculiar value of X since the chance values, the P ‘s, will change for different X.3.7.3 Binary Independent Variable:When Ten can take on merely two values, say 0 and 1, the above reading becomes even simpler. Since there are merely two possible values of X, there is a alone reading for given by the log of the odds ratio. In mathematical term, the significance of is so To wholly understand, we must take the logarithm of the odds ratio. It is hard to believe in footings of logarithms. However, we can retrieve that the log of one is zero. So a positive value of indicates that the odds of the numerator are big while a negative value indicates that the odds of the denominator are larger. It is probability easiest to believe in footings of instead than a, because is the odds ratio while is the log of the odds ratio.3.7.4 Multiple Independent Variables:When there are multiple independent variables, the reading of each arrested development coefficient more hard, particularly if interaction footings are included in the theoretical account. In general nevertheless, the arrested development coefficient is interpreted the same as above, except that the caution ‘holding all other independent variables changeless ‘ must be added. That is, can the values of this independent variable be increased by one without altering any of the other variables. If it can, so the reading is as earlier. If non, so some type of conditional statement must be added that histories for the values of the other variables.3.7.5 Polynomial Dependent Variable:When the dependant variable has more than two values, there will be more than one arrested development equation. Infect, the figure of arrested development equation is equal to one less than the figure of categories in dependent variables. This makes reading more hard because there is several arrested development coefficients associated with each independent variable. In this instance, attention must be taken to understand what each arrested development equation is anticipation. Once this is understood, reading of each of the k-1 arrested development coefficients for each variable can continue as above. For illustration, dependant variable has three classs A, B and C. Two arrested development equations will be generated matching to any two of these index variables. The value that is non used is called the mention class value. As in this instance C is taken as mention class, the arrested development equations would be The two coefficients for in these equations, , give the alteration in the log odds of A versus C and B versus C for a one unit alteration in, severally.3.7.6 Premises:On logistic arrested development the existent limitation is that the result should be distinct. One-dimensionality in the logit i.e. the logistic arrested development equation should be additive related with the logit signifier of the response variable. No outliers Independence of mistakes. No Multicollinearity.3.8 Categorization Trees:To foretell the rank of each category or object in instance of categorical response variable on the footing of one or more forecaster variables categorization trees are used. The flexibleness ofA categorization trees makes them a really dramatic analysis choice, but it can non be said that their usage is suggested to the skip of more traditional techniques. The traditional methods should be preferred, in fact, when the theoretical and distributional premises of these methods are fulfilled. But as an option, or as a technique of last option when traditional methods fail, A categorization treesA are, in the sentiment of many research workers, unsurpassed.The survey and usage ofA categorization treesA are non prevailing in the Fieldss of chance and statistical theoretical account sensing ( Ripley, 1996 ) , butA categorization treesA are by and large used in applied Fieldss as in medical specialty for diagnosing, computing machine scientific discipline to measure informations constructions, vegetation for categorization, and in psychological science for doing determination theory.A Classification trees thirstily provide themselves to being displayed diagrammatically, functioning to do them easy to construe. Several tree turning algorithms are available. In this survey three algorithms are used CART ( Classification and Regression Tree ) , CHAID ( Chi-Square Automatic Interaction Detection ) , and QUEST ( Quick Unbiased Efficient Statistical Tree ) .3.9 CHAID Algorithm:The CHAID ( Chi-Square Automatic Interaction Detection ) algorithm is originally proposed by Kass ( 1980 ) . CHAID algorithm allows multiple splits of a node. This algorithm merely accepts nominal or ordinal categorical forecasters. When forecasters are uninterrupted, they are transformed into ordinal forecasters before utilizing this algorithm It consists of three stairss: meeting, splitting and fillet. A tree is grown by repeatedly utilizing these three stairss on each node get downing organize the root node.3.9.1. Merging:For each explanatory variable Ten, unify non-significant classs. If X is used to divide the node, each concluding class of X will ensue in one kid node. Adjusted p-value is besides calculated in the confluent measure and this P value is to be used in the measure of splitting. If there is merely one class in X, so halt the process and set the adjusted p-value to be 1. If X has 2 classs, the adjusted p-value is computed for the merged classs by using Bonferroni accommodations. Otherwise, happen the sensible brace of classs of X ( a sensible brace of classs for ordinal forecaster is two next classs, and for nominal forecaster is any two classs ) that is least significantly different ( i.e. more similar ) . The most kindred brace is the brace whose trial statistic gives the highest p-value with regard to the response variable Y. For the brace holding the highest p-value, look into if its p-value is larger than significance-level. If it is larger than significance degree, this brace is merged into a individual compound class. Then a new set of classs of that explanatory variable is formed. If the freshly created compound class consists of three or more original classs, so happen the best binary split within the compound class for which p-value is the smallest. Make this binary split if its p-value is non greater than significance degree. The adjusted p-value is computed for the merged classs by using Bonferroni accommodation. Any class holding excessively few observations is merged with the most likewise other class as measured by the largest of the p-value. The adjusted p-value is computed for the merged classs by using Bonferroni accommodation.3.9.2. Splitting:The best split for each explanatory variable is found in the measure of unifying. The rending measure selects which predictor to be used to outdo split the node. Choice is accomplished by comparing the adjusted p-value associated with each forecaster. The adjusted p-value is obtained in the confluent measure. Choose the independent variable that has minimum adjusted p-value ( i.e. most important ) . If this adjusted p-value is less than or equal to a user-specified alpha-level, split the node utilizing this forecaster. Else, do non divide and the node is considered as a terminal node.3.9.3. Fillet:The stopping measure cheques if the tree turning procedure should be stopped harmonizing to the following fillet regulations. If a node becomes pure ; that is, all instances in a node have indistinguishable values of the dependant variable, the node will non be split. If all instances in a node have indistinguishable values for each forecaster, the node will non be split. If the current tree deepness reaches the user specified maximal tree deepness bound value, the tree turning procedure will halt. If the size of a node is less than the user-specified minimal node size value, the node will non be split. If the split of a node consequences in a kid node whose node size is less than the user-specified minimal kid node size value, child nodes that have excessively few instances ( as compared with this lower limit ) will unify with the most similar kid node as measured by the largest of the p-values. However, if the ensuing figure of child nodes is 1, the node will non be split.3.9.4 P-Value Calculation in CHAID:Calculations of ( unadjusted ) p-values in the above algorithms depend on the type of dependent variable. The confluent measure of CHAID sometimes needs the p-value for a brace of X classs, and sometimes needs the p-value for all the classs of X. When the p-value for a brace of X classs is needed, merely portion of informations in the current node is relevant. Let D denote the relevant information. Suppose in D, X has I classs and Y ( if Y is categorical ) has J classs. The p-value computation utilizing informations in D is given below. If the dependant variable Y is nominal categorical, the void hypothesis of independency of X and Y is tested. To execute the trial, a eventuality ( or count ) tabular array is formed utilizing categories of Y as columns and classs of the forecaster X as rows. The expected cell frequences under the void hypothesis are estimated. The ascertained and the expected cell frequences are used to cipher the Pearson chi-squared statistic or to cipher the likeliness ratio statistic. The p-value is computed based on either one of these two statistics. The Pearson ‘s Chi-square statistic and likeliness ratio statistic are, severally, Where is the ascertained cell frequence and is the estimated expected cell frequence, is the amount of ith row, is the amount of jth column and is the expansive sum. The corresponding p-value is given by for Pearson ‘s Chi-square trial or for likeliness ratio trial, where follows a chi-squared distribution with d.f. ( J-1 ) ( I-1 ) .3.9.5 Bonferroni Adjustments:The adjusted p-value is calculated as the p-value times a Bonferroni multiplier. The Bonferroni multiplier adjusts for multiple trials. Suppose that a forecaster variable originally has I classs, and it is reduced to r classs after the confluent stairss. The Bonferroni multiplier B is the figure of possible ways that I classs can be merged into R classs. For r=I, B=1. For use the undermentioned equation.3.10 QUEST Algorithm:QUEST is proposed by Loh and Shih ( 1997 ) as a Quick, Unbiased, Efficient, Statistical Tree. It is a tree-structured categorization algorithm that yields a binary determination tree. A comparing survey of QUEST and other algorithms was conducted by Lim et Al ( 2000 ) . The QUEST tree turning procedure consists of the choice of a split forecaster, choice of a split point for the selected forecaster, and halting. In QUEST algorithm, univariate splits are considered.3.10.1 Choice of a Split Forecaster:For each uninterrupted forecaster X, execute an ANOVA F trial that trials if all the different categories of the dependant variable Y have the same mean of X, and cipher the p-value harmonizing to the F statistics. For each categorical forecaster, execute a Pearson ‘s chi-square trial of Y and X ‘s independency, and cipher the p-value harmonizing to the chi-square statistics. Find the forecaster with the smallest p-value and denote it X* . If this smallest p-value is less than I ± / M, where I ± ( 0,1 ) is a degree of significance and M is the entire figure of forecaster variables, forecaster X* is selected as the split forecaster for the node. If non, travel to 4. For each uninterrupted forecaster X, compute a Levene ‘s F statistic based on the absolute divergence of Ten from its category mean to prove if the discrepancies of X for different categories of Y are the same, and cipher the p-value for the trial. Find the forecaster with the smallest p-value and denote it as X** . If this smallest p-value is less than I ±/ ( M + M1 ) , where M1 is the figure of uninterrupted forecasters, X** is selected as the split forecaster for the node. Otherwise, this node is non split.3.10.1.1 Pearson ‘s Chi-Square Trial:Suppose, for node T, there are Classs of dependent variable Yttrium. The Pearson ‘s Chi-Square statistic for a categorical forecaster Ten with classs is given by3.10.2 Choice of the Split Point:At a node, suppose that a forecaster variable Ten has been selected for dividing. The following measure is to make up one's mind the split point. If X is a uninterrupted forecaster variable, a split point vitamin D in the split Xa†°Ã‚ ¤d is to be determined. If X is a nominal categorical forecaster variable, a subset K of the set of all values taken by X in the split XK is to be determined. The algorithm is as follows. If the selected forecaster variable Ten is nominal and with more than two classs ( if X is binary, the split point is clear ) , QUEST foremost transforms it into a uninterrupted variable ( name it I? ) by delegating the largest discriminant co-ordinates to classs of the forecaster. QUEST so applies the split point choice algorithm for uninterrupted forecaster on I? to find the split point.3.10.2.1 Transformation of a Categorical Predictor into a Continuous Forecaster:Let X be a nominal categorical forecaster taking values in the set Transform X into a uninterrupted variable such that the ratio of between-class to within-class amount of squares of is maximized ( the categories here refer to the categories of dependent variable ) . The inside informations are as follows. Transform each value ten of X into an I dimensional silent person vector, where Calculate the overall and category J mean of V. where N is a specific instance in the whole sample, frequence weight associated with instance N, is the entire figure of instances and is the entire figure of instances in category J. Calculate the undermentioned IA-I matrices. Perform individual value decomposition on T to obtain where Q is an IA-I extraneous matrix, such that Let where if 0 otherwise. Perform individual value decomposition on to obtain its eigenvector which is associated with its largest characteristic root of a square matrix. The largest discriminant co-ordinate of V is the projection3.10.3 Fillet:The stopping measure cheques if the tree turning procedure should be stopped harmonizing to the following fillet regulations. If a node becomes pure ; that is, all instances belong to the same dependant variable category at the node, the node will non be split. If all instances in a node have indistinguishable values for each forecaster, the node will non be split. If the current tree deepness reaches the user-specified maximal tree deepness bound value, the tree turning procedure will halt. If the size of a node is less than the user-specified minimal node size value, the node will non be split. If the split of a node consequences in a kid node whose node size is less than the user-specified minimal kid node size value, the node will non be split.3.11 CART Algorithm:Categorization and Regression Tree ( C & A ; RT ) or ( CART ) is given by Breiman et Al ( 1984 ) . CART is a binary determination tree that is constructed by dividing a node into two kid nodes repeatedly, get downing with the root node that contains the whole acquisition sample. The procedure of ciphering categorization and arrested development trees can be involved four basic stairss: Specification of Criteria for Predictive Accuracy Split Selection Stoping Right Size of the Tree A3.11.1 Specification of Criteria for Predictive Accuracy:The categorization and arrested development trees ( C & A ; RT ) algorithms are normally aimed at accomplishing the greatest possible prognostic truth. The anticipation with the least cost is defined as most precise anticipation. The construct of costs was developed to generalise, to a wider scope of anticipation state of affairss, the idea that the best anticipation has the minimal misclassification rate. In the bulk of applications, the cost is measured in the signifier of proportion of misclassified instances, or discrepancy. In this context, it follows, hence, that a anticipation would be considered best if it has the lowest misclassification rate or the smallest discrepancy. The demand of minimising costs arises when some of the anticipations that fail are more catastrophic than others, or the failed anticipations occur more frequently than others.3.11.1.1 Priors:In the instance of a qualitative res ponse ( categorization job ) , costs are minimized in order to minimise the proportion of misclassification when priors are relative to the size of the category and when for every category costs of misclassification are taken to be equal. The anterior chances those are used in minimising the costs of misclassification can greatly act upon the categorization of objects. Therefore, attention has to be taken for utilizing the priors. Harmonizing to general construct, to set the weight of misclassification for each class the comparative size of the priors should be used. However, no priors are required when one is constructing a arrested development tree.3.11.1.2 Misclassification Costss:Sometimes more accurate categorization of the response is required for a few categories than others for grounds non related to the comparative category sizes. If the decisive factor for prognostic truth is Misclassification costs, so minimising costs would amount to minimising the proportion of misclassification at the clip priors are taken relative to the size of categories and costs of misclassification are taken to be the same for every category. A3.11.2 Split Choice:The following cardinal measure in categorization and arrested develop ment trees ( CART ) is the choice of splits on the footing of explanatory variables, used to foretell rank in instance of the categorical response variables, or for the anticipation uninterrupted response variable. In general footings, the plan will happen at each node the split that will bring forth the greatest betterment in prognostic truth. This is normally measured with some type of node dross step, which gives an indicant of the homogeneousness of instances in the terminal nodes. If every instance in each terminal node illustrate equal values, so node dross is smallest, homogeneousness is maximum, and anticipation is ideal ( at least for the instances those were used in the computations ; prognostic cogency for new instances is of class a different affair ) . In simple words it can be said that Necessitate a step of dross of a node to assist make up one's mind on how to divide a node, or which node to divide The step should be at a upper limit when a node is every bit divided amongst all categories The dross should be zero if the node is all one category3.11.2.1 Measures of Impurity:There are many steps of dross but following are the good known steps. Misclassification Rate Information, or Information Gini Index In pattern the misclassification rate is non used because state of affairss can happen where no split improves the misclassification rate and besides the misclassification rate can be equal when one option is clearly better for the following measure.3.11.2.2 Measure of Impurity of a Node:Achieves its upper limit at ( , ,aˆÂ ¦ , ) = ( , ,aˆÂ ¦ , ) Achieves its lower limit ( normally zero ) when one = 1, for some I, and the remainder are zero. ( pure node ) Symmetrical map of ( , ,aˆÂ ¦ , )Gini index:I ( T ) = = 1 –Information:3.11.2.3 To Make a Split at a Node:See each variable, ,aˆÂ ¦ , Find the split for that gives the greatest decrease in Gini index for dross i.e. maximise ( 1 – ) – make this for j=1,2, aˆÂ ¦ , P Use the variables that gives the best split, If cost of misclassification are unequal, CART chooses a split to obtain the biggest decrease in I ( T ) = C ( one | J ) = [ C ( one | J ) + C ( j | I ) ] priors can be incorporated into the costs )3.11.3 Fillet:In chief, splitting could go on until all instances are absolutely classified or predicted. However, this would n't do much sense since one would probably stop up with a tree construction that is as complex and â€Å" boring † as the original informations file ( with many nodes perchance incorporating individual observations ) , and that would most likely non be really utile or accurate for foretelling new observations. What is required is some sensible fillet regulation. Two methods can be used to maintain a cheque on the splitting procedure ; viz. Minimum N and Fraction of objects.3.11.3.1 Minimal N:To make up one's mind about the fillet of the splits, splitting is permitted to go on until all the terminal nodes are pure or they are more than a specified figure of objects in the terminal node.3.11.3.2 Fraction of Objects:Another manner to make up one's mind about the fillet of the spli ts, splitting is permitted to go on until all the terminal nodes are pure or there are a specified smallest fraction of the size of one ore more classs in the response variable. For categorization jobs, if the priors are tantamount and category sizes are same as good, so we will halt splitting when all terminal nodes those have more than one class, have no more instances than the defined fraction of the size of class for one or more classs. On the other manus, if the priors which are used in the analysis are non equal, one would halt splitting when all terminal nodes for which two or more categories have no more instances than defined fraction for one or more categories ( Loh and Vanichestakul, 1988 ) .3.11.4 Right Size of the Tree:The majority of a tree in the C & A ; RT ( categorization and arrested development trees ) analysis is an of import affair, since an unreasonably big tree makes the reading of consequences more complicated. Some generalisations can be presented about what constitutes the accurate size of the tree. It should be adequately complex to depict for the acknowledged facts, but it should be every bit easy as possible. It should use inform ation that increases prognostic truth and pay no attending to information that does non. It should demo the manner to the larger apprehension of the phenomena. One attack is to turn the tree up to the right size, where the size is specify by the user, based on the information from anterior research, analytical information from earlier analyses, or even perceptual experience. The other attack is to utilize a set of well-known, structured processs introduced by Breiman et Al. ( 1984 ) for the choice of right size of the tree. These processs are non perfect, as Breiman et Al. ( 1984 ) thirstily acknowledge, but at least they take subjective sentiment out of the procedure to choose the right-sized tree. A There are some methods to halt the splitting.3.11.4.1 Test Sample Cross-Validation:The most preferable sort of cross-validation is the trial sample cross-validation. In this kind of cross-validation, the tree is constructed from the larning sample, and trial sample is used to look into the prognostic truth of this tree. If test sample costs go beyond the costs for the acquisition sample, so this is an indicant of hapless cross-validation. In this instance, some other sized tree may cross-validate healthier. The trial samples and larning samples can be made by taking two independent informations sets, if a larger learning sample is gettable, by reserving a randomly chosen proportion ( say one 3rd or one half ) of the instances for utilizing as the trial sample. A Split the N units in the preparation sample into V- groups of â€Å" equal † size. ( V=10 ) Construct a big tree and prune for each set of V-1 groups. Suppose group V is held out and a big tree is built from the combined informations in the other V-1 groups. Find the â€Å" best † subtree for sorting the instances in group V. Run each instance in group V down the tree and calculate the figure that are misclassified. R ( T ) = R ( T ) + Number of nodes in tree T Complexity parametric quantity Number misclassified With tree T Find the â€Å" weakest † node and snip off all subdivisions formed by dividing at that node. ( examine each non terminal node ) I ) Check each brace of terminal nodes and prune if 13S 3 F Number misclassified at node T = 3 7 S 3 F 6 S 0 F=0 = 3 13S 3 F so do a terminal node. two ) Find the following â€Å" weakest † node. For the t-th node compute R ( T ) = R ( T ) + Number of nodes at or below node T Number misclassified If all subdivisions from node T are kept R ( T ) = = R ( T ) should snip if R ( T ) R ( T ) this occurs when at each non terminal node compute the smallest value of such that the node with the smallest such is the weakest node and all subdivisions below it should be pruned off. It so becomes a terminal node. Produce a sequence of trees this is done individually for V= 1,2, aˆÂ ¦ , V.3.11.4.2 V-fold Cross-Validation:The 2nd type of cross-validation is V-fold cross-validation. This type of cross-validation is valuable when trial sample is non available and the acquisition sample is really little that test sample can non be taken from it. The figure of random bomber samples are determined by the user specified value ( called ‘v ‘ value ) for V-fold cross proof. These sub samples are made from the acquisition samples and they should be about equal in size. A tree of the specified size is calculated ‘v ‘ A times, each clip go forthing out one of the bomber samples from the calculations, and utilizing that sub sample as a trial sample for cross-validation, with the purpose that each bomber sample is considered ( 5 – 1 ) times within the learning sample and merely one time as the trial sample. The cross proof costs, calculated for all ‘v ‘ trial samples, are averaged to show the v-fold estimation of the cross proof costs.

Brainstorming Essay Essays - Social Psychology, Collaboration

Brainstorming Essay Essays - Social Psychology, Collaboration Brainstorming Essay Traditional vs Modern societies Simranjit Kaur 214493498 The essay topic I have chosen to do is comparing and contrasting traditional and modern societies. I found this topic very interesting because I would be analyzing how society has changed over time. Society will forever be changing and its interesting to know how the first societies came to be. My argument would be that modern and traditional societies do have many differences but the most important differences are the social structure, mass consumption, and family structure. I am also more sympathetic towards modern society's, because traditional societies are very sexist and unfair by the way they treat children. Modern society lets individuals be themselves and grow as a person, where as in traditional society people were conformed and did not have much freedom. In traditional society, a person could not enjoy life instead they had duties they had to fulfill for their family's honour. Today, women have freedom and rights, they can get married to whoever, have an career, and be treated with respect. Traditional society did not value women, they were to have lots of sons and stay loyal, while their husbands could have affairs and abuse them. Another reason I prefer the modern society is because of the reason that marriages were arranged in rational society. Romantic love is common and accepted in modern society where as in traditional society it was forbidden. People did not have a choice on who they could marry, which I believe is not right. Even though these societies have their differences, there are similarities as well, for example they both have some sort of family. Traditional societies had extended family's, and today families are usually smaller but there are many households in modern society that still have extended families. In conclusion, modern society provides more opportunism for individuals.

Elephants of the Sea essays

Elephants of the Sea essays In the mid 1700s when the slaughter of whales began there were about 20,000 southern right whales migrating to Africas coast thats 7x as many as today. There are two eras in history when whales were hunted. One was called open-boat and the other was modern whaling. Open-boat was in the days of mody dick, these were big men in small boat with nothing but the wind to help them go after the whales. It was harder for them for not every whale that they killed they could retrieve the carcass, most of the time the carcass would sink. They would use the whales bones for such things as umbrellas. The whale oil was used in products as medicines, engine lubricants and oil lamps. Inside the whales intestines there was a smell of digested squid that was called Ambergris this smell was turned into perfume. By the 1880s ambergris was selling for $15 an ounce. In 1980 Modern whaling brought with it cannon firing, steam powered boats, and cables to hold on to the dead carcass making it easier and fas ter to kill. Once a whale was ambushed and harpoon their insides were exploded. By 1930 whalers have taken 31,000 humpbacks, 14,000 blue, 14,000 fins etc. this continue for 40 yrs. until there were barely any whales. Inshore whales were basically gone while nobody could tell how many offshore were left. Till this day counts of some species are unclear. The humpback, the most recognizable whale is increasing by 12%. They return every year to breeding grounds giving birth as often as once every 24 months. While the southern right whale is increasing at a 7% rate. The sperm whale are recovering too but the chances of seeing one still remains small. IWC (International whaling Commission) stopped whaling station worldwide in 1986. Whale watching brings in big bucks to help organization. Ships patrol the edges of South Africa where whales go to breed. ...

How would you define quality in healthcare If you had to explain the Essay

How would you define quality in healthcare If you had to explain the importance of safety and quality reports to someone outside of healthcare, how would you do this - Essay Example As a result of quality healthcare, the staff can get a good working environment. Such an environment can include good administration and management, right and standard equipments, and good working schedules (Altman, 1996). Safety and quality reports ensure that the information contained in them is accurate. It ensures that privacy is maintained at all cost. Security of the information ensures that no unauthorized persons can get access to it. It encourages transparency since the information will be recorded accordingly, and no alterations will be made (Ginzbery, 1991). There is also easy access to the information. To be able to explain to the public about how safety and quality of reports is important, I would organize forums and workshops with healthcare experts, and allow them to teach people, and let them share information to their patients and the public. Use of media such as talk shows, writing articles, or use of charts with diagrams and explanations can also be helpful (Altman, 1996). With this entire framework being put in place, the public will be able to appreciate the importance of quality services not only to the healthcare sector, but in other sectors, as well. It will lead to effectiveness, efficiency, good customer care, and professional staff in the nursing environment (Ginzbery,

Inflation Essay Example | Topics and Well Written Essays - 1500 words - 6

Inflation - Essay Example In case proportionately controlled incomes failed to bring about changes in demand, devaluation of money was used as a means of returning to efficiency. However, the failure of the Bretton Woods model led to a period of higher inflation caused by increases in additional demand. (Charles Bean, 2003, pp 1-4) The Bretton Woods model failed for three main reasons. Firstly, the gold standard exchange endangered the U.S. economy with a convertible crisis and the U.S. took stringent measures, which in effect made exchange even more difficult. Secondly, the adjustable peg system failed to work in the wake of capital mobility, which cause even small changes in parities to become large costs. Thirdly, the countries with a trade surplus were becoming progressively reluctant to adjust. The first world countries were uninterested in revaluating their currencies every time the U.S. had a trade imbalance. This resulted in the waning of the American economic power relative to European countries and Japan. The G10 lost its power and the stage was set for a more individualistic and decentralized system for stabilizing macroeconomic conditions. (Michael D. Bordo, 1993) In the 1980’s all monetary targets were unsuccessful because it was very difficult to predict if the policy goals would reap the intermediate or economic targets. So an inflation target was proposed- and the system converted in 1992. The target measure chosen was the Retail Price Index (RPI), which omitted mortgage payments. The target was set at 1-4% with the expectation that it would come to be so near the end of the parliaments term at office. The adoption of the system of inflation targeting was followed closely by utilitarian systems whereby the Chancellor of the Exchequer and the Governor of the Bank of England met together with their advisory teams and the minutes of the meeting were published in the Bank’s Inflation Report, which analyzed all inflationary trends with the

The Rwanda Genocide Thesis Example | Topics and Well Written Essays - 2250 words

The Rwanda Genocide - Thesis Example The belief that one ethnic group was superior to the other is among the reasons why these events took place and they have remained a traumatic event in the history of Rwanda (De Lame 2009: 188). There have been attempts in recent years to reconcile the individuals who were on different sides during this genocide and this has been done in a manner, which is meant to ensure that Rwanda develops into a single cohesive society without any ethnic conflicts between the people of this state. Thus, in order to develop an understanding of the reasons behind the efforts of reconciliation, a discussion has to be made concerning the definition of ethnicity and the remedies, which can be used to ensure that it does not come to dominate the daily lives of individuals from different ethnic groups. In addition, a study of a similar process in South Africa has to be carried out and using this information develop an understanding of how to deal with reconciliation in post-genocide Rwanda. Apartheid South Africa, like Rwanda, was characterised by high levels of brutality and state-sponsored violence favouring one ethnic group over the other. It was in an attempt to deal with the aftermath of these instances that the government worked towards the development of a Truth and Reconciliation Commission where the truth concerning all the atrocities committed could be revealed so that all of the parties involved could find closure. This was essentially a dialogue between the oppressor and the oppressed and it was a means through which peace could be brought between them in a manner that prevented any potential conflict from taking place in the country because of past grievances (Gibson 2004: 40). However, while the South African commission was essentially created for political reasons since its purpose was to help in the transition from an autocratic system to a democratic one, any of such mechanisms that are developed in Rwanda should avoid any political allegiances.  

Where does government spending go Essay Example | Topics and Well Written Essays - 1000 words

Where does government spending go - Essay Example It is also important to note that often the overall expenditure made by the government on its purchase of goods and services exceeds the revenue generated by the government through taxes. As such government tend to borrow either from the international or domestic market in order to fill short fall or deficit arising in its budget. US government spent its revenues on major goods and services which it renders including the defense services, infrastructure development, salaries of the government employees as well as other heads under which the overall revenue or budget of the country is spent. Almost 54% of the revenue earned by the government is spent on the military related activities whereas 46% of the revenue is spent on the non-military related expenditure. The recent surge in the military related expenditure has mostly been associated with the new military activities conducted by US government in Afghanistan and Iraq. The current budget proposed by the Obama administration show a complete breakdown of how the overall budget will be spent on different activities of the government. The government has also proposed different budget cuts in order to improve the situation of its finances. (Harris). The overall public debt in US still more than $14.2trillion dollars suggesting that the government may be borrowing heavily in order to finance its activities. This paper will trace as to where the government money is spent and why US faces such huge debt of $14.2 trillions. How government money is spent? The recent budget proposed by the Obama administration shows how the government money will be spent under different heads1. A critical analysis of the data would suggest following: National Defense 2011 proposed budget is $3.69 trillions out of which $738 billions will be spent on the national defense which is mostly related with the military related expenditure. The money spent on the national defense however, is further broke down into different sub-headings such as operations and maintenance, military personnel, procurement, research and development, military construction, energy as well as family housing and other benefits to the military personnel. This composition of the spending suggests that most of the spending on the national defense is made in terms of operations and maintenance. Social Security The second largest chunk on which government money is spent is social security services provided by the government. Under social security, most of the money is spent on the old age and survivors insurance whereas the rest of the money is spent on the disability insurance. Income Security Another important source where most of the money is spent by the government is providing income security to the citizens. Under this head, money is spent on the unemployment insurance, food stamps, child tax credit, supplemental security income, military retirement, unemployment insurance, rental income support, child nutrition and various other heads. Income security therefore serves as an income stabilizing factor for the citizens with the help of government. Health and Education Another important source on which the government spends money is health and education sector under which State offer both these basic services. Under the health and education, government offers grants to the States for health facilities as well as the health services are offered to the retired employees, funding to National Institute of Health, children health insurance program as well as other expenditure is made. Under the head of education, government offers assistance in terms of student scholarships, support for the disadvantaged, elementary and vocational training, training and employment services as well as other services which are offered by the governmen

MANAGEMENT DEFINITION AND FUNCTIONS Essay Example | Topics and Well Written Essays - 750 words

MANAGEMENT DEFINITION AND FUNCTIONS - Essay Example In the past few years; health care sector has undergone dramatic changes ranging from, changing client characteristics to contributions of technology among others. These inputs directly impact on provision as well as management of the healthcare sector. Changing demographic patterns is a factor which impacts on facilities and specialization of healthcare providers. Current increase in the population of old people calls for development of specialty and wellness programs, to promote healthy aging. In addition; though an ever-present condition, diseases and illnesses have taken a different dimension, as some recur after long periods of absence. However, the sector faces constraints from increasing autism and childhood obesity (Liebler and McConnell 3.) Despite facing constraints from increasing diseases in the current generation, healthcare services adhere to laws and regulations. Such policies are made by the federal government for the benefit of all citizens and imply to private as well as public institutions. Such laws mainly focus on the increasing cost of health services that make it inaccessible to majority poor. Healthcare service fees face increments due to advancements in technology as well as pharmaceuticals among others (Liebler and McConnell4). However; in the face of increasing number of new diseases and infections; inputs such as, technology and pharmaceuticals are important aspects in ensuring effective delivery of healthcare services. In addition, increasing costs of healthcare services force government and insurers to act upon the sectors money. As a result, this forces healthcare providers to operate on less money than they actually require (Liebler and McConnell 5). Income limitations on the healthcare sector thus; forces the providers to close, down size or form large systems which take advantage of economies of

Human Resource Management assignment 2 Essay Example | Topics and Well Written Essays - 1500 words

Human Resource Management assignment 2 - Essay Example While our objective remains to do the most we can for the stakeholders of the company, there are several constraints placed on us and an understanding of these constraints as well as the means by which we can work around them is essential for the management of the company. The first and primary concerns which we have with regard to the pay and remuneration package are legal concerns. Since the call centre is not expected to have directors or people at the board of the company working within it, the issues surrounding stock based bonuses and director’s salaries may be removed from the table but other issues such as performance based bonuses which cause our call centre employees to become more than motivated to pressure customers into signing up for one of our products or another may be ethically and legally questionable. Therefore we must be careful while linking the sales of our products with performance. There is also the question of broader legal issues such as age, race, gender, religious affiliations and other measures of equality on which discrimination must not take place with regard to the salaries given to employees at the same level in the company (Foot and Hook, 2005). As a worker’s rights issue, a lot has been done in the past to create equality with regard to these measures and legislation certainly exists to prevent discrimination between employees. However, it is also certain that such discriminatory practices exist in Europe as well as America despite the push from the law against it. We need to make sure that as a company we do not discriminate and this assurance can come from an external audit of our salary systems and remuneration packages. Further, if we are ever taken to court on the basis of discrimination with regard to salaries given to the employees, an external auditor can be of great use in showing that we do not engage in such practices. Understandably, ethical concerns go hand in hand with legal concerns

Where does government spending go Essay Example | Topics and Well Written Essays - 1000 words

Where does government spending go - Essay Example It is also important to note that often the overall expenditure made by the government on its purchase of goods and services exceeds the revenue generated by the government through taxes. As such government tend to borrow either from the international or domestic market in order to fill short fall or deficit arising in its budget. US government spent its revenues on major goods and services which it renders including the defense services, infrastructure development, salaries of the government employees as well as other heads under which the overall revenue or budget of the country is spent. Almost 54% of the revenue earned by the government is spent on the military related activities whereas 46% of the revenue is spent on the non-military related expenditure. The recent surge in the military related expenditure has mostly been associated with the new military activities conducted by US government in Afghanistan and Iraq. The current budget proposed by the Obama administration show a complete breakdown of how the overall budget will be spent on different activities of the government. The government has also proposed different budget cuts in order to improve the situation of its finances. (Harris). The overall public debt in US still more than $14.2trillion dollars suggesting that the government may be borrowing heavily in order to finance its activities. This paper will trace as to where the government money is spent and why US faces such huge debt of $14.2 trillions. How government money is spent? The recent budget proposed by the Obama administration shows how the government money will be spent under different heads1. A critical analysis of the data would suggest following: National Defense 2011 proposed budget is $3.69 trillions out of which $738 billions will be spent on the national defense which is mostly related with the military related expenditure. The money spent on the national defense however, is further broke down into different sub-headings such as operations and maintenance, military personnel, procurement, research and development, military construction, energy as well as family housing and other benefits to the military personnel. This composition of the spending suggests that most of the spending on the national defense is made in terms of operations and maintenance. Social Security The second largest chunk on which government money is spent is social security services provided by the government. Under social security, most of the money is spent on the old age and survivors insurance whereas the rest of the money is spent on the disability insurance. Income Security Another important source where most of the money is spent by the government is providing income security to the citizens. Under this head, money is spent on the unemployment insurance, food stamps, child tax credit, supplemental security income, military retirement, unemployment insurance, rental income support, child nutrition and various other heads. Income security therefore serves as an income stabilizing factor for the citizens with the help of government. Health and Education Another important source on which the government spends money is health and education sector under which State offer both these basic services. Under the health and education, government offers grants to the States for health facilities as well as the health services are offered to the retired employees, funding to National Institute of Health, children health insurance program as well as other expenditure is made. Under the head of education, government offers assistance in terms of student scholarships, support for the disadvantaged, elementary and vocational training, training and employment services as well as other services which are offered by the governmen

Human Resource Management assignment 2 Essay Example | Topics and Well Written Essays - 1500 words

Human Resource Management assignment 2 - Essay Example While our objective remains to do the most we can for the stakeholders of the company, there are several constraints placed on us and an understanding of these constraints as well as the means by which we can work around them is essential for the management of the company. The first and primary concerns which we have with regard to the pay and remuneration package are legal concerns. Since the call centre is not expected to have directors or people at the board of the company working within it, the issues surrounding stock based bonuses and director’s salaries may be removed from the table but other issues such as performance based bonuses which cause our call centre employees to become more than motivated to pressure customers into signing up for one of our products or another may be ethically and legally questionable. Therefore we must be careful while linking the sales of our products with performance. There is also the question of broader legal issues such as age, race, gender, religious affiliations and other measures of equality on which discrimination must not take place with regard to the salaries given to employees at the same level in the company (Foot and Hook, 2005). As a worker’s rights issue, a lot has been done in the past to create equality with regard to these measures and legislation certainly exists to prevent discrimination between employees. However, it is also certain that such discriminatory practices exist in Europe as well as America despite the push from the law against it. We need to make sure that as a company we do not discriminate and this assurance can come from an external audit of our salary systems and remuneration packages. Further, if we are ever taken to court on the basis of discrimination with regard to salaries given to the employees, an external auditor can be of great use in showing that we do not engage in such practices. Understandably, ethical concerns go hand in hand with legal concerns

Formative Assessment Essay Example for Free

Formative Assessment Essay These methods also enable me, as a teacher to measure success within the classroom. To evaluate whether learning is taking place, there are three assessment methods to use. Initial Assessment: To assess the learning capabilities of the learner an initial assessment will take place. This will enable me to determine whether there are any learning difficulties that may affect the learning and teaching process. Once any difficulties are found the relevant support can be given to the learner. Formative Assessment: This method is used to monitor the learning progress of the learners during the course. It will enable me to provide feedback on their progress and also give the learner the opportunity to give me feedback on my performance. This method can also highlight ant problems that may need o be addressed. Summative Assessment; Summative assessments takes place at the end of each course or learning session. It will assess to what extent learning has been achieved and to enable me to re-evaluate my own teaching methods. This will allow verifiers to assign course grades and certification. 1. 2 EXPLAIN THE USE OF METHODS OF ASSESSMENT IN LIFELONG LEARNING To explain how assessments show progress and achievement, it is essential to learn what an assessment is. Assessment for learning is a term used to describe how evidence of student learning is recorded by me the teacher and is used by both students and teachers to decide where a student is within their learning and what they need to do better or to keep to the level that they are working at. Assessment for learning is a very effective way to put on record that learning and good teaching are being achieved. Assessment for learning is a joint process between student and teacher where both are engaged in an on-going process of student progress and development. The assessment to use will depend on the subject in my case spanish and any requirements of the organisations involved. Although all teachers should use some initial assessment to identify needs of the learner and to see if they have any previous experience in the language work set to them which in my subject would be spanish. Assessment methods can be recorded for group or individualls to reflect on the ability of the students. The student or learning group and the activities you select and the learning outcomes might affect your choice of assessment methods in a lesson. Formative assessment takes place during learning with the purpose of improving learning and involves me as the teacher giving feed back into the learning process to help me as the teacher, to decide whether a student is ready to move on or needs to practice what is being learnt, or has still yet to learn. It is usually the teacher’s final decision as to whether a student is ready to move on to the next stage of the course. Formative assessment can take a variety of forms; peer and self assessment, verbal and written, questioning and marking. Summative assessment happens at the end of a course. To measure and talk to the student/groups about what they have learned so far in the lessons. Summative learning is less about informing and improving the learning process but more about measuring the end result; for example end of year exam. 1. 3 Compare the strengths and limitations of assessment methods to meet individual learner needs. Student questioning is an effective way for engaging students within the learning process, obtaining existing knowledge of the chosen course and demonstrating, thinking and understanding of the students enables me to informally yet formatively assess their knowledge and the understanding of the progress the student is making with their studying. For example; at the beginning of my micro teach session, which was a De-fragmentation learning exercise, I asked the group if any of them had any previous experiences. This aided me in what level to teach the group. A good ice-breaker can be used as a group activity, as in my micro teach i got the group to exchange questions and answers with the person next to them to get the group engaged. I then dealt with each learner individually by asking them how they were getting on and if they understood the subject. This simple but effective method engaged the group, then I could address the learners individually and provide individual needs for the said learner. David Miliband stated: ‘We need to do more than engage and empower pupils and parents in the selection of a school: their engagement has to be effective in the day-to-day processes of education, at the heart of the way schools create partnerships with professional teachers and support staff to deliver tailor-made services, In other words we need to embrace individual empowerment within as well as between schools. ’ References: Milliband,D (2004)’Personalised learning meeting individual learner needs’ Published by The Learning and kills Network. 2. Understand ways to involve learners in the assessment process. 2. 1. Explain ways to involve the learner in the assessment process. Carol Boston says ‘Black and William (1998b) define assessment broadly to include all activities that teachers and students undertake to get information that can be used diagnostically to alter teaching and learning. Under this definition, assessment encompasses teacher observation, classroom discussion, and analysis of student work, including homework and tests. Assessments become formative when the information is used to adapt teaching and learning to meet student need. Where and how do we include students in the formative assessment process? What is the role of technology in this feedback cycle? ’ Formative assessment, as I understand it, is an on-going process where both teachers and students evaluate assessment evidence in order to make adjustments to their teaching and learning. Robert Marzano has called it one of the more powerful weapons in a teachers arsenal. The formative assessment process can strengthen students abilities to assess their own progress, to set and evaluate their own learning goals, and to make adjustments accordingly. Formative assessment can also elicit valuable feedback from students about what teachers are doing effectively and what they could do better. Student Self-Assessment and Reflection Activities which promote meta-cognitive thinking and ask students to reflect on their learning processes are key to the formative assessment process. When students are asked to think about what they have learned and how they have learned it (the learning strategies theyve used), they are better able to understand their own learning processes and can set new goals for themselves. Students can reflect on their learning in many ways: answering a set of questions, drawing a picture or set of pictures to represent their learning process, talking with a partner, keeping a learning log or journal, etc. Goal Sheets Having students set their own goals and evaluate their progress toward achieving them is an effective part of the formative assessment process. Goal setting has a positive effect on student motivation and learning when the goals are specific and performance based, relatively short-term, and moderately difficult. Goal sheets are an effective way to help students set goals and track their progress. It is best to identify specific goals. For example, I will read in English for 20 minutes each night is more specific than I will read more. Also, goals need to be achievable in a short period of time and not impossibly difficult. The teacher can model how to set effective goals and also how to evaluate ones progress toward achieving them by asking students to periodically write or talk about what they have achieved, what they still would like to achieve, and how they will do it. 2. 2. Explain the role of peer and self-assessment in the assessment programme F. Dochy (2006) said ‘The growing demand for lifelong learners and reflective practitioners has stimulated a re-evaluation of the relationship between learning and its assessment, and has influenced to a large extent the development of new assessment forms such as self-, peer, and co-assessment. Three questions are discussed: (1) what are the main findings from research on new assessment forms such as self-, peer and co-assessment; (2) in what way can the results be brought together; and (3) what guidelines for educational practitioners can be derived from this body of knowledge? A review of literature, based on the analysis of 63 studies, suggests that the use of a combination of different new assessment forms encourages students to become more responsible and reflective. The article concludes with some guidelines for practitioners. ’ Principles for using self and peer assessment 1. The purpose for using self and peer assessment should be explicit for staff and students A major reason for using self and peer assessment is for its role in developing students skills in improving learning and in helping students to improve their performance on assessed work. Additionally, it has a place as a means of summative assessment. 2. There is no reason why peer and self assessment should not contribute to summative assessment In many such cases such assessment will not contribute a major proportion of the mark until it has been well tried and tested. However, in a well-regulated scheme, there is no reason to limit the proportion of the marks involved. It is particularly important that the principles below are noted. 3. Moderation For any situation in which the mark from peer or self assessment contributes towards the final mark of the module, the member of staff should maintain the right to moderate student-allocated marks. The initial step in alteration of a student-allocated mark may be negotiation with the student(s) concerned. 4. Instances of unfair or inappropriate marking need to be dealt with sensitively Any instances of collusive (friendship) marking need to be dealt with sensitively and firmly. 5. The quality of feedback on student work must be maintained In situations of self and peer assessment, students are usually in a position to learn more than from situations of tutor-marked work. They learn from their engagement in assessing and frequently from oral, in addition to written feedback. However, the tutor should monitor the feedback and, where appropriate, elaborate it to ensure that students receive fair and equal treatment. 6. Assessment procedures should always involve use of well-defined, publicly-available assessment criteria While this is true of all assessment, it is particularly true where relatively inexperienced assessors (students) are involved. The assessment criteria may be developed by the tutor, but greater value is gained from the procedure if students are involved in developing the criteria themselves. 7. Involvement of students in assessment needs careful planning Many students see assessment as a job for staff, but at a later stage they are likely to recognise the benefits to their academic learning and skill development. Initial efforts will take time and tutor support. For these reasons, it is preferable that the use of peer and self assessment is seen as a strategy to improve learning and assessment across a whole programme. The common situation is for these assessment procedures to appear in isolated modules, often not at level 1. 8. Self and peer assessment procedures should be subject to particularly careful monitoring and evaluation from the tutor and students point of view It can take time for such procedures to run smoothly and for this reason, the initial involvement of relatively few marks or solely formative assessment is wise. Student feedback to the tutor on the procedure will be important. 9. The use of peer and self assessment should be recognised as skill development in itself Such procedures are not just another means of assessment but represent the development of self-appraisal/evaluative, analytical, critical and reflective skills. These are important as employability skills and can be recognised in the learning outcomes of a module. References: Dochy,F (2006) Studies in Higher Education. Published by Web of Science(2006) 3. 1. Explain the need to keep records of assessment of learning. Record keeping is part of the role and responsibility of the tutor and some often these records are required by law or codes of practice in the institution or industry. But there are boundaries and legislation regarding what can be collected and kept and how it can be used. The Data Protection Act 1998 states that records must be kept securely, be relevant and not excessive, accurate and up to date and not kept for longer than necessary. Students can request a copy of all information held about them under The Freedom of Information Act 2000. All important things to bear in mind. The need for keeping records I like that you are forced to think about why there are these records, not just what they are or how they work. Why are these records being kept, to what end? †¢ Track progress †¢ Prove achievement. †¢ Identify issues such as low attendance / learning difficulties †¢ Ensure all sections of course have been completed It could be that a lot of these are required by your institution. But I’m not sure that’s the best answer: â€Å"because I have to†. Take it one step further back and think about why the organisation requires you to keep or submit them. Once you’ve thought about what records you need then it is on to how you collect and categorise that information. The types of records you would maintain A lot of this focuses more on the pastoral side, which I think is nice. Make sure you show a variety of types of records, to show you have thought about the full spectrum: †¢ Attendance and assessment †¢ Everything in between †¢ Tutorials, one to ones, learning reviews / goals / plans 3. 2. Summarize requirements for keeping records of assessment in an organisation. Recording and Keeping Assessment Results Most organisations have a process in place for recording the results of assessments, and so does your Registered Training Organisation. It is not uncommon as well for assessors to maintain their own records in case of any follow up or appeals. A generic approach would be: †¢ Assessor either records or passes on the results for recording †¢ Assessor checks that the result has been accurately recorded †¢ Result provided to learner There are several reasons why the results need to be kept: †¢ Feedback to learner †¢ Legislative requirements †¢ Record in case of appeal †¢ Company records for future training needs Recognition of Prior Learning Another reason to maintain a record is for the recognition of prior learning and credit transfer processes. If outcomes can be matched by different training organisations detailed records of exactly how competency is assessed simplify the process. It also means, the competency a learner has acquired in one environment may be considered in another, different environment. With records a learner can apply to have prior learning recognised often before commencing a new training program. While it is necessary to keep a record of the actual result, it can be useful to also keep details on how the assessment was made. Training Records and Confidentiality Generally speaking, the only way an external person is able to access another persons record is with the written permission of the person involved. |Access to records must be restricted for the sake of confidentiality. | | |Generally, managers and supervisors have limited access to personal files, but consider: | | |Who should have access to assessment records? | | |Why would they need the information? | | |What level of detail do they require? | | Each organisation will have a policy and procedures for access that should comply with ethical and legal obligations. It would be worthwhile checking your store policy and procedures in relation to this area.