Recycling Research Paper Example | Topics and Well Written Essays - 2000 words - 2

Recycling - Research Paper Example The current global warming issue has created awareness among people which leads to air, water pollution and decrease of one-use resources. The lessening of number of one-use resources empowered countries to combat the problem by use of more renewable resources that can be recycled. The ethical benefit of recycling outweighs its negativity. The cost of land filling, incineration and collection of waste are much higher than that of recycling processes. The environmental effects are the disposal of waste can cost billions of dollars for municipal. But the implementation of recycling can help to deal with the issue. This essay will discuss about the optimum use of recycling for a possibility to reduce the environmental issues ethically. The reduction of waste stream and demand of waste is the process of recycling. The emission of all waste streams and minimizing the utilization of resources are the purposes of recycling. According to the Environmental Protection Agency, the solid wastes that are been recycled in America are only 30%. The implication of recycling can create huge impact on environmental and economic issue of a country. Environmental Protection Agency sates that the recycling process on paper can benefit environment. The water pollution can drop to 35% and air pollution can drop to 74% due to the implementation of recycling. Due to the increase in population, it became a beneficiary factor for every organization take the responsibility of recycling. There are several organizations that have implemented recycling to reduce the environmental issue to maintain ethics in workplace. PEPSICO is one of the global multinational organizations that has benefited from recycling. PEPSICO is one of the largest bev erage and food multinational company in America. The importance of social responsibility cannot be ignored by any company. The main goal of PEPSICO is to reduce its impact on environment with many initiatives such as energy, water,

The Classic Murder Story Essay Example for Free

The Classic Murder Story Essay I believe a classic murder story are things that have a strange murder weapon like Marys leg of lamb, the story must also have lots of detective work but shouldnt stress on it, must have a cliff hanger of some sort or failing that must have a striking finale (I found The Speckled Bands ending was an anti climax). My main things for a murder story in a great detective and an airtight alibi my favorite alibi everything above is included, brilliant.   The story of Lamb to the Slaughter begins with Mary Maloney waiting for her husband to return from work; while she is waiting she is sewing and glancing without at the clock. Then Patrick Maloney (her husband) walked in. Mary poured them both drinks. Mary while sitting down admires her husband and ponders her love for this man. Marys attempts at conversation are quickly halted Patrick shows a distinct feeling of uneasiness and seems extremely nervous. Mary began to talk about dinner but as she tried to start, he sat her down and told her some rather shocking news. This bewildered her and her mind became blank and everything she did was based on instinct. She murmured, Ill get the tea. She went down to the freezer got a Leg of lamb, which was the first thing, her hand made contact with. As she trailed by Patrick again he uttered his last words For Gods sake dont make anything for me .Im going out. With this her fury anger took over and she swung the frozen piece of meat as hard as she could killing him within seconds. She realized that she would get the death sentence but only cared for her baby. She went upstairs and practiced saying her usual sentences and smile. She went to the grocers, to create an alibi. When she returned she phoned the police in a grieved state. Her alibi was checked and was airtight. The police, who knew her, tried to comfort her she used this to feed them the murder weapon. Crafty!!! The prà ¯Ã‚ ¿Ã‚ ½cis of The Speckled Band starts with Dr. Watson reviews his cases of the past years. Holmes wakes him up and takes him downstairs to meet a client. The client is Helen Stoner she tells him abut her familys history in India, about the bereavement of her sister, her violent stepfather and her current engagement. Holmes was worried and asked to investigate the Roylott Manor, she agreed, as her Stepfather would be in London for the day. The trip was arranged and Helen left. Soon Dr.Roylott entered threatening Holmes warning him to stay a way. Holmes left but first went to the Doctors Commons to where he found a motive for the Doctor as possible killer money. He then went to Stoke Moran and investigates in the 3 different rooms the main one being where Julia Stoner was killed. Holmes noticed: a ventilator going in the wrong wall, a fake bell ring, the bed was clamped down and the room was impenetrable. Roylotts room had the ventilator from Julias room the metal safe, a tied up dog leash like a noose and a saucer of milk. Holmes then told Mary to retire to bed early tonight light a candle when Dr. Roylott goes to bed and then withdraw to the to your original room. Watson Holmes then went to a nearby inn The Crown Inn; Holmes then shared his own workings with the good Dr. Watson. The Manor house went dark around 10:00pm and the candle was lit about an hour later. So they went to the house, coming along a baboon on their travels, and entered Julias room with Watson sitting further back than Holmes who had taken it upon himself to sit near the bed. Suddenly there was a bright light and Holmes struck at the bell pull with all his fury and might yelling at Watson You see it yet Watson Then there was a hellish scream and after going to Roylotts room Holmes Watson found Roylott dead with the Snake around his neck. Roald Dahl the author of Lamb To The Slaughter was most well known for his childrens novel such as The B.F.G, Matilda Danny Champion Of The World but this short but exciting story shows me that he was more than just a fringe live off fake words writer as this catapults him into the one of great writers of the 20th century.  The Speckled Band was written by Sir Arthur Conan Doyle made famous for his Sherlock Holmes Novels. He was an extraordinary writer by the mere fact Sherlock Holmes is one the most well known fictional characters in the world. He got knighthood to prove his worth the highest award Britain has to offer.

The Effects of Child Abuse and Neglect :: Violence Against Children

Imagine being a child and having your own father or mother hitting or burning your body, making sexual advances towards you, or just never being there for you when you need them. Becca, who decided to keep her last name anonymous, told about her experiences with being abused as a child in the Admit to Child Abuse web page. She told of her story by saying that she was "the victim of child sexual abuse and was abused for approximately 7 years by my father. Even at my age (22) now it is hard to put what happened to me into words" (Admit to Child Abuse). Well, more abuse like Becca's happens to children in today's society and they are victims of just those things. Many people may not realize this but child abuse has become prevalent in the United States throughout these past couple of years. Not only are children being physically abused but they are also being sexual abused, emotionally abused and neglected by people that are suppose to be the closest to them. There are many signs and ef fects of abuse, depending on the child that is being abused. Throughout this paper, each form of abuse will be addressed and those forms will be analyzed to find a proper treatment for these problems. Under law, a physically abused child means "a child less than 18 years of age whose parents responsible for the child care... inflicts physical injury by other than accidental means which causes substantial risk of death" (Safe Child Abuse). In other words, physical abuse is when a person physically touches a child and harms them in some way. This is something that is not being done by accident. It is also considered to be physical abuse when a caregiver, which does not have to be the parent, creates or allows certain situations to happen that would cause the child to be in danger. A physically abused child is easier to spot out then an emotionally or sexually abused child. This is because there are usually physical indicators, like bruises, cuts, and burns on the children's body that are being abused. Some more physical indicators would be bite marks, swelling on any parts of the body, and fractures in awkward places. Behavioral indicators from the child to look out for when determi ning if someone is being physically abused is if the child avoids physical contact with others, gives inconsistent versions about injuries that they have, does not seem to want to go home after school, seems frightened of parents and there are also many more.

Semiotics Essay

Serrena Wortham English 101/Johnson Semiotics Essay 1 10/18/12 Country Stars Within Society There are a lot of movies with a main character stereo-typed as a cowboy that might have dark skin from working in the sun, is muscular, has rough hands, and a southern drawl. He might ride a horse, work really hard in the barn or on a tractor, sing or play a classic country song, and is gentleman to all woman. This is an image that comes in the mind of many people who think of cowboys, and there could be some out there like this description. Based upon movies with characters like this, has the truth been twisted to make all these stereo-types?The media has created the idea of these male country stars being rugged and dangerous, giving a physical attraction or desire, and in addition being loyal and respectful to woman. These technically are not bad things, but they could be stereo-typical and judgmental. Male country stars are portrayed as masculine or rough in many magazine covers, ads, movi es and TV shows. For example in a Wranglers Retro Jeans ad, Jason Aldean smirks at the camera wearing his worn out blue jeans frayed at the bottom, ragged on t-shirt, and classic cowboy hat at one of his concerts. This laid back look of his is not very unheard of by country males.This ad shows Jason can have a full range of motion in the jeans, that they are durable enough to hold him all the way through his high energy concerts and other day activities. This implies that a male country star is hard on his jeans and needs them to be durable and reliable. Another example within this ad is the Wranglers logo. A rope spells out Wranglers on a leather patch with thick visible stitching. This shows that it will not move no matter what you put it through, such as the hard work of a cowboy. By looking at adds and pictures this is what you see but other examples can be hidden in lyrics of many country stars.For example Justin Moore’s song â€Å"I Could Kick Your Ass†. â€Å"Y ou got your million bucks, You got your flashy sports car, You got your trophy girls, Man you think you're a star, You got your teeth bleached, You like to play the rich game, Yeah you think you're a cowboy, The new Jesse James, I could kick your ass†¦Ã¢â‚¬  Justin Moore is claiming the person he is singing to is feminine and would loose in a fight against himself. He wants to show his rugged, harsh nature to his opponent to intimidate or fire him up to fight. This could be portrayed as â€Å"bad boy† behavior, which can be desirable.The â€Å"barbaric† attitude and look of these country stars can also be seen as sexy. â€Å"COUNTRY’S HOTTEST GUYS! † is one of first things seen on the April 2012 Country Special of People magazine cover, besides Blake Shelton’s enlarged perfected smirk. He is one of the nicer dressing country stars of today with his light colored button up shirt and vest, nicely controlled hair, but with the sexy unpolished lo ok of his unshaven face and intimate eyes. As if this look doesn’t catch your eyes enough the text fitted close to his face, â€Å"Blake Shelton- His funniest (AND BEST) interview ever! , will catch your eyes. Not only are they selling his looks but his personality also. It shows that there is more to see inside. Even if you weren’t attracted by his looks you could be drawn in by the fact that he is funny. Desiring an attractive, intimate, and funny guy is enough to buy a magazine for many woman, but there are a few more factors that are shown in other advertisements. In the poster for Faith Hill and Tim McGraw’s new fragrances, Tim shows his protection and loyalty to his wife by his body language, while Faith shows her contentment.His body is almost completely sheltering Faith from whatever could get her, his slight glare and straight mouth expression shows his seriousness and love towards the woman he is protecting. This look, the dark plainness of his shirt, and his classic cowboy hat shows his rough side while Faith’s smile and contentment with her husband shows how loved she feels by a man who is as loyal as he. They are both looking in the same direction off to the left, this symbolizes they share the same goals and feelings for each other. They are together and are sharing something mportant. All together this cowboy/country star is absolutely in love, loyal, and protective of his wife. After his recent marriage to Miranda Lambert, Blake Shelton in his song â€Å"Honey Bee† has lyrics that form yet another example. â€Å" You'll be my soft and sweet, I'll be your strong and steady, You'll be my glass of wine, I'll be your shot of whiskey, You'll be my sunny day, I'll be your shade tree,You'll be my honeysuckle, I'll be your honey bee†¦Ã¢â‚¬  In this song he demonstrates how perfectly things work together contrasting.Miranda being his soft and sweet, just like Faith letting her husband protect her and love her. Blake being the strong and steady protecting and respecting his wife, just like Tim. Miranda being the glass of wine demonstrates a soft relaxation while Blake being a shot of whiskey can also demonstrate a harsh, rugged personality. As I have explained, cowboys having a blunt ruggedness, seen as physically attractive and their respectful, loyal personalities make up the stereo-types of country stars today.Have people used this stereo-type of cowboys to make money or sell an idea? This is definitely how advertising operates. Creating a good idea in a movie or TV show, making it desirable and then making products and selling them based off of the stereo-type. For example when a little boy see’s a Star Wars movie and suddenly wants to be Luke Skywalker, he will beg his parents for a light-saber, and this is the goal to advertising, which had made country music as big as it is today.

Assessment of Learning Essay

Assessment for Learning and Pupils with Special Educational Needs The aim of this paper is to provide a summary of the key issues that emerged during the Agency project Assessment in Inclusive Settings in relation to the application of the concept of Assessment for Learning to pupils with special educational needs (SEN). A significant aspect of inclusive assessment in practice that emerged from the on-going discussions with Project Experts was the concept of Assessment for Learning. References to this concept can be found in the majority of project Country Reports on national assessment systems (www.european-agency. org /site/themes/assessment/index. shtml). Within these Country Reports, Assessment for Learning can be seen as a ‘qualitative’ type of assessment procedures. This type of assessment – also referred to as ‘formative’ or ‘on-going’ assessment – is usually carried out in classrooms by class teachers and professionals that work with the class teacher. It usually refers to assessment procedures that inform teachers about pupils’ learning and guides them in planning the next steps in teaching. As a central task within the second phase of the Agency project, a decision was taken to explore in more depth the concept of Assessment for Learning and how this can be applied to assessment in inclusive settings. Two activities were conducted: – A review of available literature considering the concept. This was a short review of English language materials (please see the reference list at the end of this document); – Discussions with all Project Experts. Information from the initial review of available literature was presented to Project Experts as a stimulus for their discussions. This led to the Experts being asked to reflect on the differences between Assessment for Learning (formative, ongoing assessment) and Assessment of Learning (summative assessment) using the following parameters: PARAMETERS PURPOSE GOALS ASSESSMENT FOR LEARNING ASSESSMENT OF LEARNING Supporting Learning Accountability (linked to predetermined standards) Informs teaching and learning Promotes further steps in learning Focuses on improving Develops pupils’ skills of reflection Collection of information about what has been achieved (a record of marks) Compares with  targets that have been pre-established. Focuses on achievement www. european-agency. org 1 PARAMETERS ACTORS WHEN TOOLS ASSESSMENT FOR LEARNING Teachers Pupils Parents Peers Other school professionals On-going ASSESSMENT OF LEARNING Teachers External practitioners At fixed and pre-determined times Discussions, observations, self- Tests, drilling, grading, marking, assessment, peer-assessment, questioning, observation teacher debate, comment-only, dialogue, questioning, feedback, no-grading, portfolio, individual education plan . Adapted from Harlen (2007a) The key difference between Assessment for Learning and Assessment of Learning can be identified as the purpose for which teachers and other professionals gather evidence of learning. Although some tools may be the same (e. g. questioning) the key issues emerging from the feedback provided by Project Experts indicated that it is necessary to keep in mind that: – Assessment for Learning aims at improving learning; Assessment of Learning aims at ensuring accountability (of schools and teachers). – Assessment for Learning explores the potential for learning and indicates the next step to be taken in order to promote learning and focuses upon the dynamics of teaching and learning); Assessment of Learning shows what has been already achieved, memorised and absorbed and provides a snapshot of the current situation. The actors involved in Assessment for Learning are able to provide insights into progress that a pupil has achieved and how the school contributed to this development; the actors involved in Assessment of Learning include professionals who are external to the school situation (e. g. inspectors) and may be required to provide a picture of a school at a particular point in time, but they may not always know the school context and life in the necessary detail to provide insights into pupil learning. Assessment for Learning and Pupils with SEN? The concept of providing feedback to pupils about their learning is the crucial element in understanding the potential difference between the use of the term Assessment for Learning generally by educators – as it is most often used for example within the project Country Reports – and the use of the term within a research context. Overall, Assessment for Learning is concerned with collecting evidence about learning that is used to adapt teaching and plan next steps in learning. Evidence 2 www. european-agency. org about learning is crucial as it indicates if there has been a shift (or not) in a pupil’s learning progress and possibly learning processes. On the basis of such evidence, teachers can formulate targets/goals and are able to provide pupils with feedback about their learning (see Hattie and Timperly, 2007) clearly indicating to a pupil not just what they have learned, but also giving them information on how they may have learned it and how best they can learn in the future. The feedback provided during Assessment for Learning contributes to a pupils’ reflection on their own learning. Within the research literature reviewed for this investigation, Assessment for Learning is often described as involving this form of self-reflection, or more specifically, as a means by which pupils reflect on their own learning as they are engaged in an interactive ‘feedback loop’ with their teachers. The essential aim of employing the ‘feedback loop’ within Assessment for Learning is to promote pupils’ meta-cognition; that is their own understanding of not just what they learn, but how they learn and can learn in the best way. This is clearly presented by the Assessment Reform Group (2002) who describe Assessment for Learning as: †¦ the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. (Assessment Reform Group, p. 2) Assessment for Learning within this research-based context involves issues of self-reflection and self-assessment that develops a pupils’ own understanding of how learning is taking place and how it can be developed. This is particularly relevant as Assessment for Learning emphasises assessment as a process of meta-cognition (see for example the notion of Assessment as Learning in Western and Northern Canadian Protocol for Collaboration in Education, 2006). These notions, however, are not always the main focus when the concept of Assessment for Learning is used more generally (that is as in the project Country Reports). Meijer (2003) suggests that what is good for pupils with special educational needs is also good for all pupils and this maxim is one that has been considered throughout the entire Agency Assessment project. However, when considering the researchgenerated concept of Assessment for Learning, it has to be recognised that the work has been conducted in relation to pupils without SEN. Within the research work on Assessment for Learning considered in the literature review (Lynn and et al. , 1997; Black and Wiliam, 1998), issues around Assessment for Learning and pupils with SEN are only very marginally dealt with. Consequently, a decision was taken to actively explore within the Agency Assessment project the relevance of the research-based concept of Assessment for Learning for the learning of pupils with SEN along with the possible implications for assessment procedures used by teachers, school managers, parents and even www. european-agency. org 3  pupils themselves. Within the Agency Assessment project discussions therefore, the central question emerged as being is what is good for most pupils also good for pupils with SEN? The discussions with project experts essentially explored if the research concept of Assessment for Learning was valid for pupils with SEN. Two main areas were debated by Project Experts: 1. Does Assessment for Learning mean the same thing for pupils with and without SEN? Are same principles applied? 2. Are there differences in the use of Assessment for Learning for pupils with and without SEN? If so what are these differences for pupils, teachers, school managers and educational practice? Assessment for Learning – a relevant concept The most main outcome emerging from the discussions of the Project Experts is the agreement that Assessment for Learning is a significant element in successful teaching and learning of teaching with all pupils, including those with SEN. In essence, the critical question to ask is not whether Assessment for Learning can be applied to pupils with special educational needs, but rather how it can be applied. However, one potential area of concern was highlighted by project experts in relation to using Assessment for Learning with pupils with the most severe needs. In particular, engaging pupils with profound and multiple learning difficulties in the ‘feedback loop’ was seen as being challenging. However, project experts’ reflections on this potential difficulty can be summed up as follows: †¦ students with profound difficulties do not need different assessment systems, but only different methods/tools of assessment. Assessment for Learning – methods and tools In relation to tools for Assessment for Learning, Project Experts’ feedback indicates that many Assessment for Learning approaches (such as individualised observation, portfolios and diaries) have been extensively used in special needs education settings for some considerable time. In relation to other potential methods and tools it is necessary to underline the fact that Assessment for Learning methods and tools can be used with pupils with SEN providing that they are modified and adjusted (accommodated) to meet the needs of the individual pupil. 4 www. european-agency. org Teacher observation was seen by Project Experts as a main method for gathering Assessment for Learning information. This approach is seen as particularly relevant for pupils with SEN as it may be the only method available to gather information about the learning of pupils who use non- or pre-verbal forms of communication. However, the Project Experts’ inputs suggested that teachers needed to be given more guidance by specialists in order to improve their skills in observation. Specifically, project experts indicated that more guidance should be given to develop more individualised methods of observation of pupils with SEN. Some suggestions included the use of videos as helpful tools to collect evidence of learning for students with profound learning difficulties and to provide teachers with the best opportunities to reflect upon assessment and discuss the evidence with their colleagues. Questioning is often a crucial part of the teacher pupil interaction that occurs in the Assessment for Learning ‘feedback loop’. Project Experts indicated that questioning pupils with SEN is also possible – and necessary – but only: †¦ if the questions are framed in a way that allows pupils to have enough time to answer (the ‘wait time’) and if different stimuli to support questions (e. g. visual versus verbal stimuli) and ways of responding (e. g. eye contact) are considered †¦ In addition, Project Experts also indicated that the portfolio – if complemented with other information, for example the pupil’s IEP or specialist therapeutic programmes – could be a tool for dialogue with other professionals and parents. Finally, Project Experts expressed their view that approaches that encourage selfassessment and particularly self-reflection are tools within Assessment for Learning provided that they are adequately adapted and modified to meet the needs of individual pupils. The reinforcement of self-assessment skills was seen as a crucial goal for pupils with severe learning difficulties whose personal learning targets may often include autonomy and independence. These competences are fundamental skills clearly supported by the development of self-reflection and meta-cognitive skills (Porter et al., 2000). Assessment for Learning – implications for school managers All Project Experts agreed on the important role played by school managers in creating the opportunities for teachers to discuss and reflect on assessment issues and for parents to participate in the process of assessment of their children. There is a need for: †¦ head and deputy school managers [to] monitor planning and assessment †¦ more home/school diaries, informal chats reviews, phone calls. www. european-agency. org 5. School managers are crucial actors for the development of an organisational ethos that recognises pupils’ involvement as fundamental (Porter, Robertson and Hayhoe, 2000). Without respect for pupils’ wishes and a general school philosophy that supports pupil participation, Assessment for Learning is less likely to develop. Overall, as far as school managers are concerned, Project Experts across different Agency countries indicated there is a real need for them to provide all teachers with more formal time to reflect on their use of assessment in order that they can successfully engage in Assessment for Learning processes with pupils. Conclusions All of the contributions from the project experts were unanimous: the concept of Assessment for Learning as currently understood by countries, but – most importantly for this debate – also as described in the research literature is valid for all pupils: including those with SEN. From the discussions held with Project Experts, this proposition can be developed further: Assessment for Learning concerns all pupils and from an inclusive perspective there should not be any need to differentiate between pupils with or without SEN, but rather to differentiate classroom practice to meet all pupils’ requirements. Building on this assertion, four main findings can be highlighted: 1. The same principles of Assessment for Learning apply to pupils with or without SEN. 2. The only difference in Assessment for Learning between pupils with and without special educational needs is essentially in the type of tools and the assessment/ communication methods used by teachers. 3. The only area of concern relating to Assessment for Learning being applied to pupils with SEN relates to the notion of Assessment for Learning as a tool for pupils’ reflection on their own learning (i. e. the interaction between the pupil and teacher during the ‘feedback loop’). For pupils who use alternative forms of communication this feedback process cannot operate in the ‘traditional’ language based way. In this case, a more individualised approach, new assessment tools and a variety of means for teacher/pupil interaction need to be explored and implemented; for example close observation in structured situations which allows teachers to assess pupils’ likes/dislikes and so forth. 4. Many methods and tools of Assessment for Learning have been developed within special needs education settings and could be transferred into mainstream  settings to improve educational provision for all pupils. In summary, Assessment for Learning can and should be applied to all pupils, including those with SEN, providing that the relevant and necessary changes and 6 www. european-agency. org modifications are made in order to ensure the individual pupil’s full participation in the assessment process. It is clear that the discussions relating to the concept of Assessment for Learning within the remit of the Agency Assessment project have only provided a starting point. More detailed examination – research and also the wider dissemination of examples of good practice in applying Assessment for Learning to meet the needs of pupils with SEN – is needed in the future. It is hoped however, that the reflections from project experts as well as their assertion of the usefulness of the concept in supporting the learning processes of all pupils will inform the work and decision making of educational policy makers and practitioners across Europe. For the full text of this paper – including direct quotations from Project Experts relating to the key findings – please go to: http://www. european-agency. org/site/themes/assessment/index. shtml www. european-agency. org 7 References Assessment Reform Group (1999) Assessment for Learning: Beyond the Black Box. Cambridge: University of Cambridge School of Education. Assessment Reform Group (2002) Assessment for Learning: 10 principles. Research-based principles to guide classroom practice. Nuffield Foundation: Electronic source available online at: http://www. qca.org. uk/libraryAssets/media/ 4031_afl_principles. pdf (Last accessed November 2008). Black, P. and William, D. (2002) Inside the Black Box: Raising Standards through Classroom Assessment London: King’s College. Harlen, W. (2007a) Assessment of Learning. London: Sage. Harlen, W. (2007b) The Quality of Learning: assessment alternatives for primary education. (Primary Review Research Survey 3/4). Cambridge: University of Cambridge. Hattie, J. & Timperly, H. (2007) The power of feedback. Review of Educational Research, Vol. 77, N. 1, pp. 81-112. Lynn, S. F. and et al. (1997) ‘Effects of task-focused goals on low-achieving students with and without learning disabilities’ American Educational Research Journal, 34, 513-543. Meijer, C. J. W. (ed. ) (2003) Inclusive Education and Classroom Practices. Middelfart: European Agency for Development in Special Needs Education. Porter, J. , Robertson, C. and Hayhoe, H. (eds. ) (2000) Classroom Assessment for Students with Learning Difficulties/Disabilities. Birmingham: Qualifications & Curriculum Authority. William, D. (2007) Assessment for learning: why, what and how. London: Institute of Education, University of London.William, D. and Leahy, S. (2007) ‘A theoretical foundation for formative assessment’. In J. McMillan, H. (ed. ) Formative Classroom Assessment: Theory into Practice (pp. 29-42). New York: Teachers College Press. Western and Northern Canadian Protocol for Collaboration in Education, (ed. ) (2006) Rethinking Classroom Assessment with Purpose in Mind. Crown Right of the Government of Alberta, British Columbia, Manitoba, Northwest Territories, Nunavut, Saskatchewan, Yukon Territory: Western and Northern Canadian Protocol for Collaboration in Education. 8 www. european-agency. org.

My Business Career Goals Essays

My Business Career Goals Essays My Business Career Goals Essay My Business Career Goals Essay My professional and personal activities are strongly influenced by ethics, logic, love, education and human capital. My mission is to become a dynamic leader, to give the best of myself by always acting with integrity. I want to become the best version of myself and at the same time I want to help others to bring out all their potential to help them fully develop personally and professionally. It is my desire to touch the lives of my family, friends, peers and all the persons that surround me on every stage of my life. I think that as human beings with the capability of being rational we have a big responsibility towards this planet. I truly believe that the only way we can have a better place to live and a brighter future is by developing and using human capital. I believe that anything can be accomplished through people. Despite of being young, I truly believe that I have a strong notion of what kind of person I am, and what kind of person I want to become. I want to build a reputa tion of being dedicated to every goal I choose to pursue while having successes in both my personal and professional life. I want to enjoy every moment along this journey finding laughter, love, and happiness with each day that passes. I have overcome many obstacles in my life to get where I am today. Eight years ago I moved about five miles away from where I was living. You may think I moved to a different city or different neighborhood, but it was not anything like that. It was a different country with a different language, different values, and a whole different lifestyle. Six years ago I came to the United States, literally speaking no English, and without an idea of how the education system worked. I was born in San Diego California, but I grew up in Tijuana Mexico. Since my whole life has been between these two countries, it is hard for me when people ask me â€Å"Where are you from?†because I have never had a sense of belonging to just one country,

The Effects of PTSD on Families of Veterans

The Effects of PTSD on Families of Veterans Introduction Posttraumatic stress disorder refers to an extreme anxiety disorder, which erupts from exposure to an event that leads to psychological trauma (Kato et al, 2006, p.23). This event may include death threats, physical threats or threats towards one’s sexual, emotional or psychological integrity, which may affect an individual’s ability to sustain pressure.Advertising We will write a custom essay sample on The Effects of PTSD on Families of Veterans specifically for you for only $16.05 $11/page Learn More Some of the key symptoms of PTSD include increased arousal that results in difficulties in getting sleep, flashbacks, nightmares, severe anxiety, uncontrollable thoughts on an occurrence and stimuli (Kato et al, 2006, p.28). Studies have revealed that symptoms of PTSD that are experienced by veterans may affect their families negatively. They also show that relationships may serve to either improve or make worse the symptoms that PTS D victims experience (Kato et al, 2006, p.29). PTSD has severe effects on the family of veterans because of its consequences that include depression, avoidance, anger and guilt, sympathy and drug abuse. Discussion PTSD related research has indicated that veterans experience marital problems, violence within the family set up, distressed partners and behavior problems among children (Little, 2011). This is because families will definitely respond to the reality of the person they love who has suffered a trauma. Symptoms related to trauma make it difficult for someone to get along with people and may result in withdrawal from families or may turn to violence. Lack of emotional connection or lack of sexual interest with spouses may lead to difficulties in relationships (Little, 2011). Some of these individuals develop limited interest to family activities they took pleasure in before. Families of veterans always sympathize with the suffering that that they undergo through because of PT SD. Family members sympathize with the loved one for what they are experiencing (Little, 2011). The loved one can be sure that there are people who will take care of him/her and feels sorry for what one has to go through. To some extent though, this kind of sympathy can lead to lowered expectations, which may leave the traumatized loved one feeling as if the family assumes that they are not strong enough to pull through the ordeal by themselves. It is advisable not to treat them as if they are totally disabled as this may push them to seclude themselves. However, with the right kind of care and support, they can eventually feel better.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Depression is another problem that results from effects of PTSD. It mostly appears in family members if the person afflicted by PTSD elicits feelings of either loss or pain, or other emotions that hurt. Depress ion in family members can be ascribed to the experience of a traumatic event. Knowledge of a loved one enduring such a difficult time, may lead to intense feelings of hopelessness, helplessness and impending doom (Little, 2011). Depression tends to vary from individual to individual, but there are common signs and symptoms, which could be part of the normal life lows. Avoidance is a common effect of PTSD that involves evading situations that bring back memories of a traumatic event or occurrence. Family members of the traumatized individual are often fearful of examining and analyzing the traumatic event, just as trauma survivors fear to address whatever happened to them, that was the result of their current situation (Little, 2011). Whatever the traumatized loved one may avoid, the family members may choose to avoid too, sparing the individual further pain or their reaction to the same. This kind of avoidance may lead to abandonment of regular family activities, thus leading to int ernal friction and frustrations. A potential solution to the problem is to get them engage in social activities, unless they are not willing to (Little, 2011). At times, they may e afraid of the safety of other family members. During such instances, family members should not engage in social activities and at that level, it is good to seek professional help immediately. Anger is an aftermath of PTSD because family members may feel guilty because of their inability to improve the situation of the suffering member by making them happy. The survivor’s family may harbor anger feelings towards the person or party they hold responsible for the experience of their loved one (Little, 2011). In some cases where the traumatized individual does not stop to dwell on the traumatic event or exhibits funny behavior, the family may also feel anger towards the traumatized individual. In addition, anger may result from the inability of the suffering individual to keep a job or engagement in de structive behaviors such as alcoholism (Little, 2011).Advertising We will write a custom essay sample on The Effects of PTSD on Families of Veterans specifically for you for only $16.05 $11/page Learn More The suffering member’s irritability may also result in anger and guilt in other family members. Family members should learn to overcome the guilt and anger because they are not the cause of the suffering and should focus on helping the suffering family member. Drug abuse may result from the inadequacies in the coping abilities of family members as they try to come into terms with the suffering of their fellow family member. They result to drug abuse because the suffering of the family member is too much for them to handle. The whole family, especially the trauma survivor, may exhibit this response. Drugs and substance abuse is common as a response to trauma related stress experienced by the family (National Center for PTSD, 2010). Amongst children, behavioral problems at school are a common thing. Post-traumatic stress disorder can strain mental and emotional wellbeing of the traumatized individual’s family, loved ones or care givers to significant levels (National Center for PTSD, 2010). To a family, the trauma survivor may look a different person before the trauma due to changes such as increased irritability, depression and withdrawal. Most family members also develop certain behavioral problems such as excessive intake of alcohol, smoking and lack of exercise (National Center for PTSD, 2010). These habits get worse as they try to cope with the great suffering of their loved one Conclusion In a family, if a loved one has PTSD, members may feel guilty of their inability to fix the loved one or even speed up the individual’s recovery process. In order for the family to take care of themselves and the traumatized loved one, it is critical for the whole family to prioritize their mental health through exercise, r est and eating right (National Center for PTSD, 2010).Early treatment is better, for the symptoms can at times get worse as well as change family life. PTSD symptoms often get in the path of family life in setups that have individuals experiencing trauma. The PTSD symptoms can worsen the physical health of a trauma survivor. Treatment administered to traumatized individuals, helps them in overcoming the ordeal. Treatment is also accredited with restitution of control senses and the memory holding power of the nightmare in the individual’s life. An important aspect in prevention and handling of PTSD is social support. Every family member should be responsible for personal welfare as well as the well being of the member suffering from PTSD. Family members should avoid being too concerned with the suffering member because they may end up neglecting themselves (National Center for PTSD, 2010).Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More References Kato, N., Kawata, M., and Pitman, R. (2006). PTSD: Brain Mechanisms and Clinical Complications. New York: Springer. Little, S. (2011). How PTSD Affects Families of Veterans. Retrieved from  http://lowvarates.com/va-loan-blog/how-ptsd-affects-families-of-veterans/ National Center for PTSD: Effects of PTSD on Family. (2010). Retrieved from  https://www.ptsd.va.gov/