Ethical Practice In Counselling Essay

What is ethical practice in counselling? How is this reflected in the skills, competencies and qualities of an effective counsellor? Part A The aim of this assignment is to show what ethical practice is in counselling and how carrying out ethical practices make a more effective and competent counsellor. The first part explains what is meant by ethical practice. The second part will examine boundaries implemented by counsellors to protect both parties. The second part focuses on the skill of listening along with other non – specific factors in order to be an effective counsellor. Next part defines a competent counsellor and the problems which occur when this is absent. The final part examines the ethical issue of advice and explains the implications of giving advice. Working in a counselling role whether it is voluntary or professional it is important you adhere to the ethics set out. There is a unified ethical code set out by the British Association for Counselling and Psychotherapy (BACP). The ethical framework in which counsellor’s ensure they carry out their roles appropriately along with the understandi ng that they be held accountable with regards to client wellbeing and safety. The BACP is not designed to hinder the counsellor but work alongside their values, morals and principles to protect clients in terms of expectation, rights and quality of care. General ethical commitments are expressed through their principles. These are fidelity; autonomy; beneficence; non-maleficence; justice and self-respect. Personal qualities of a counsellor are important and interlink with values and principles of the counsellor, these consist of empathy; sincerity; integrity; respect; resilience; competence; wisdom; humility and courage. The use of their skills, competencies and qualities combined with their principles should make an effective counsellor. (Langridge, 2008) (BACP, 2013) Boundaries could be defined as a framework in which the client and counsellor work together. It acts as a safety net to ensure that the client does not come to any harm. This works alongside the ethical practice of non-maleficence. The counsellor makes clear their expectations / limitations so it’s visible to the client and also helps avoid malpractice. These boundaries also help ensure the client / counsellor is kept safe. An example of these metaphorical boundaries would be a verbal agreement as it sets out the key  features and identifies what needs to be done to avoid misunderstandings. (Langridge,2008). Th e qualities needed from the counsellor to implement this would be sincerity and integrity. The sincerity to be consistent by doing what you said you were going to do. Integrity here can be seen as moral, straightforward and honest in stating your limitations and drawing up an agreement (BACP 2013). These boundaries are set out in a way to suit each counsellor some are fixed and some more flexible, some may argue that this can be damaging to the relationship if they are over or under boundaried (mcleod, p.229) An example of boundaries is shown in the DVD (OU, 2008, section 4) where Helen (counsellor) is talking to James she clearly sets out boundaries stating she was not qualified but could help in a listening capacity (a skill which is very important) and also that the conversation was confidential this ensured the clients well-being and also covered the counsellor from any ethical backlash i.e malpractice. Jamie understood this and continued the conversation. Counsellors use non-specific factors when engaging with clients. A vital skill involves actively listening, this requires the counsellor to absorb all information given to them by the client without pre judgement or imposing own ideas (this can be seen in emotional and mental safety). This demonstrates to client that you think they are very important and you care (Langridge, 2008). it is also important to pay attention to the non-verbal cues as well such as body language, eye contact (although can make client feel uncomfortable) and head movement. (Langridge, 2008). It can also be said it is very important in the therapeutic relationship to pay attention to what is not being said also. Rennie (1994b, citied by McLeod) found that if the client felt misunderstood they would conceal their feelings. Some may talk openly about the important thing whilst covering up what is really happening. Therefore the counsellor needs to gain as much access as possible into ‘hidden material’. The ethical way to do this would be to examine notes that look at inner experiences as well as what was said. Both experiences of the client and counsellor can be examined. This can be useful in training and well as looking at own techniques and re-examining them when fully qualified. P252. Also using open questions could draw out fuller responses from client and enable the  counsellor to access more information into the complex issue surrounding client. Interpersonal skills needed by the counsellor are listening, empathy, awareness, communication and responsiveness. This will enable a good therapeutic relationship to form which is key to ensuring goals are met on both parts. Bordin’s Therapeutic alliance model (1979, cited by McLeod) highlights the notion of these competencies along with the ability to use specific techniques in an appropriate manner. Empathy is an important quality identified as an ethical component and should be adhered to in order to become an effective counsellor. In the DVD (ou, section 1, 2008) there is clear evidence of the counsellor actively listening to client. She uses basic counselling skills such as clarification to check her understanding of the problem (awareness) and see the problem through the client’s world (empathy). She also uses open questions to identify the areas in which the client can reflect and understand her own problem (responsiveness & communication) and in turn she has empowered the client by not imposing judgement but by demonstrating that the most important skill a counsellor has is listening to the client. In contrast in DVD (OU, 2008, section 5 clip 1) we see the counsellor not listening to what the client said and made the client feel unimportant. In turn this heightened their anxiety and left them no further forward to finding a solution. This demonstrates lack of empathy and justice on the counsellor’s part which are highlighted by the BACP to ensure clients well-being. The ethical quality of competence works alongside what BACP determine Beneficence, to work within own competence using research and reflection to inform practice. This entails the willingness to pursue knowledge and understanding in order to develop skills further but also have a good set of skills to do the job already. To highlight what incompetence can do DVD (OU, 2008, section 5clip3) shows counsellor is out of her depth and could not give client a straight answer or any kind of guidance. Although ethically restrained to give advice the counsellor should have guided client through their feeling using basic counselling skills. However client left upset, confused and blaming herself for the issues she had. Personal qualities are lacking in order to make the counsellor effective. A counsellor is ethically bound not to give advice necessarily to the client but more to use the skills of encouragement and support to guide the client to find their own solutions to their problems  and for the client to become self-determining. Should the counsellor simply give advice on issues with the client they may simply be pressing upon the client their own views and beliefs rather than following the ethical framework that effective counsellors adhere to. (Landridge,2008). Sometimes the client expects the counsellor to tell them the answers to their problems and is disappointed when the counsellor is unable to do so. However the counsellor needs to use qualities such as resilience, competence and wisdom in order to work with the client in these situations. (McLeod, 2008 p.259). In contrast to the ethical principle of advice the DVD (OU, 2008, section 5 clip 2) where the counsellor is trying to solve practical problems of the client (the light bulb) instead of addressing emotional issues to do with her mother. She should not have been trying to give advice as this is unethical but instead allow her client to reach her own solution and explore her feelings toward her mother deeper. The support here was clearly not given. Instead the counsellor should have used her skills of listening, open questions and paraphrasing to guide client toward exploring her feelings. Competence and wisdom were clearly lacking making a very ineffective counsellor and potentially damaging the relationship. To surmise the ethical framework ensures the client and the counsellor are protected. Counselling skills are essentia l in order for any counselling relationship. Use of basic skills should enable the counsellor to be more effective in succeeding. However this assignment has highlighted what happens when basic skills are lacking. Possession of counselling qualities as mentioned at the start should enable client to strike up a good relationship with the counsellor. This is crucial in order for counselling to be successful. Therefore the skills, competencies and qualities combined should make counselling more successful for the client and the counsellor more effective. (Word count 1474)

Antwone Fisher Essay

Antwone Fisher is a young man with anger and temperament issues associated with childhood interpretation of physical and emotional abuse caused by the authoritarian figures of his family. Self-image and true self have been challenged, but the Navy as various events trigger tragic memories from the past. A psychiatrist played by Denzel Washington accepts the challenge to assist human development through various methods and intervention techniques. Furthermore, intervention helps to remove the layers of negative emotion and can be accomplished if the right counselor assists with proper intervention techniques. Carl Rogers theorized the importance of looking at â€Å"self†. He drew a distinction between the self perception and the perception of the â€Å"Ideal-self. There are organized patterns associated with the established one self or the many selves. The â€Å"phenomenal field of the individual includes both unconscious and conscious perceptions, including those of which an individual is aware and is not aware (Pervin p. 172). Focus is on providing avenues to consciousness, as the means to a healthy functional individual. Antwone’s self-image is buried in painful memories and unchecked past emotional events. Rogerian Theory seems to be based in self image. It provides a basis for understanding, evaluating, and providing the appropriate intervention. Gordon Allport’sTheory Rationale Functional Autonomy derives from the notion of healthy and well-organized aspects of human behavior. Traits are the basis of and most important aspect of personality, and they are seated in the nervous system. They represent generalized personality dispositions that account for regularities in the functioning of a person across situations and over time (Pervin p. 32). Antwone’s predictable pattern of behavior becomes traits controlled by his changing emotional state. When a memory challenges the nervous system, he makes irrational emotional unhealthy decisions. Allport’s theory application may reveal more options to understanding the root cause of aggressiveness and angry outbursts. Character Description Antwone Fisher was born in an Ohio prison (his mother was an inmate; his father was shot dead before his birth) and grew up in an abusive foster home in Cleveland. Beaten and often kept tied in the basement, Fisher ran away when he was seventeen and had to face life on the streets. Antwone joined the Navy only to find he was fighting to save himself from insult and to help preserve his pride. Antwone progressively becomes a healthy young man after a psychiatrist helps remove layers of anger and pain based memories. Character Analysis Structure- Antwone Fisher’s character is wrapped up in pressure associated with memories of a mother in prison, a father killed by his girlfriend, abandonment, and physical, emotional, and sexual maltreatment. He was placed in a foster home with his half-brothers. The pastor beat the light-skinned boy for having too much pride. Mrs. Tate tied Antwone’s hands behind his back and beat him unconscious and threatened to burn him with an open fire. She would create division between them while using skin color and the degrading terms. Antwone was the middle child. In the Navy, Antwone was a loner. He constantly went inside to find answers to his past. His treatment as a child stemmed from slave-based disciplinary practiced by Mrs. Tate. His character begins to be formed according to the daily exposure to verbal and mental lashings from her. His self-worth in her eyes amounts to nothing. His submissive behavior is degrading and subservient. He is chastised every step of his childhood into his teen years until he finally puts an end to the beating. There is no reward for good behavior. He even pokes fun at Dr. Davenport (Played by Denzel Washington) while making a mockery of his intervention suggestions. Denzel again reverts to memories from his past and the feelings associated with self-perception. Confusion after making an attempt to straighten-up drives him away from seeking more attention from the psychiatrist. He just wants to be a good shipman, but continues to find a problem with anger. Process He has to find himself before he can find his ideal-self. He realizes through the help of Dr. Davenport that he can change. He tries to find a trust based relationship to compare thoughts and feelings to his own. Establishing relationships may be difficult when internal issues have not been resolved; He wants to impress his woman friend but cannot find the words to begin a caring relationship. Denzel role plays away some of the perceived self-critical behavior to instill confidence. There is a growing consensus about the relationship between personality traits and emotional states, biological theorists of adult personality are exchanging ideas with theorists of childhood temperament, and long-term studies of personality development across the life span are delivering on the promises made many years ago William Revelle; Annual Review of Psychology, Vol. 46, 1995, p. 1). Antwone finds incongruence between his perceived self image and his true self image. Dealing with emotional baggage and the inexperience of having the ability to build and maintain a lasting relationship can distort feelings and create confusion. Growth and Development Growth continues during the date with Cheryl as she points out things about his appearance that she finds attractive. His character develops as he shares himself in a way never before experienced. His self-worth grows as he overcomes fear to be â€Å"himself† as he lowers defenses and builds a relationship. He also looks to his psychiatrist the same night for validation and confirmation as he shares his first kiss experience. This appears to be the first time that lowering defenses and trusting his feelings creates a self-worth like never before. Personality theories attempt to account for individual behavior. The scope of such theories is vast. (Revelle, p. 1). Antwone is trying to be nice, but finds it difficult when provoked to anger. Dr. Davenport employs empathy as a way to meet Antwone where before moving quickly ahead. Affective level understanding creates an environment of trust and deeper understanding. Any attempt to withhold judgment and establish rapport assists greatly in growth rate and early development. In sensing the private world of a client, the counselor or therapist attempts to convey an empathic understanding of the person’s experiencing. Through a sensitive attunement, an individual is able to empathically sense his or her own subjective internal state. In an immediate context, a person’s reactions assume the form of hunches and a flow of inner feelings. In this mode, experiencing includes such reactions as love, hate, enjoyment, boredom, sensing, and perceiving. As a basic way of knowing, experiencing subjective responses is fundamental to everyday life. Empathy: Implications of Three Ways of Knowing in Counseling Journal article by Arthur J. Clark; Journal of Humanistic Counseling, Education and Development, Vol. 43, 2004, p. 1). Carl Rogers (1964) described 3 ways of knowing with reference to empathic understanding: subjective, interpersonal, and objective. Dr. Davenport questions Antwone about his family life after he was thrown out of Mrs. Tate’s house. He talks about going back to the orphanage to develop his social skills. It’s what happens when empathy becomes a part of the process. Dr.  Davenport uses a line of questioning based in empathetic understanding. The centrality of understanding the private perceptual world of a person from an interpersonal perspective is a recurring theme in the writings of Rogers. Thus, the direction of an individual’s empathy is toward another person in an effort to grasp his or her phenomenological functioning. (p. 1). Institutionalized incarceration lacks sensitivity and empathy. The penal system and rehabilitation process formalize a different skill set and can impede growth and development. From reform school to a men’s shelter to living on the street creates a survival response and an identity vacuum and a need for understanding and belonging. Keep in mind the basis of the Roger’s approach is, to enact empathy, genuineness, and unconditional positive regard (An Analysis of How Carl Rogers Enacted Client-Centered Conversation with Gloria Journal article by Scott A. Wickman, Cynthia Campbell; Journal of Counseling and Development, Vol. 81, 2003, p. 1). Antwone begins to show a trend of behaviors with anticipated responses. His motives are driven by basic human needs for survival. His dysfunctional past needs to be replaced with more productive behavior. Antwone’s park bench experiences before joining the Navy have to be considered in the same way Gordon Allport suggests personality and trait development tied to the environment. Antwone is very conscious of his reaction and responses to people and events in the environment. Antwone, a nice person, may be misunderstood and misjudged because of the trait behaviors associated with anger and violence. Allport surveys of personality psychology included discussions of such concepts as defense mechanisms, self, and identification. Shoring up the SASB Bridge between Personality Theory and Clinical Psychology Journal article by Jerry S. Wiggins; Psychological Inquiry, Vol. 5, 1994. 3 pgs, p. 3). Antwone employs each concept on the road to becoming a balanced healthy, functioning young man. Allport’s theory suggests growth or development of personality is equally important. Regardless of whether one favors traits or motives, many of the questions driving personality psychology are developmental: How do people develop the trait of sociability (or the need for achievement)? At what developmental period does this trait (need) emerge? When are the critical periods during which the trait (need) is expressed? Is sociability (need for achievement) stable from one developmental period to the next, and, if not, what factors are responsible for those changes? How does being high in sociability (need for achievement) shape the individual’s life path (Traits and Types, Dynamics and Development: No Doors Should Be Closed in the Study of Personality, Journal article by Oliver P. John, Richard W. Robins; Psychological Inquiry, Vol. 5, 1994. 6 pgs, p. 140)? Psychopathology The development of psychological theory tends to oscillate between optimistic advances and self-critical analyses and retrenchment (William Revelle; Annual Review of Psychology, Vol. 46, 1995, p. 1). Antwone employs defense mechanisms to preserve his client/patient relationship with Dr. Davenport. His regression begins when he recalls the memory of his old friend tricks him into committing a crime. During the crime his best friend is killed. Self-maintenance becomes an issue as he recalls how many people in life have left him. He believes Dr. Davenport is determined to leave him after making him an extended member of the family. His high level of trust and sense of belonging gives way to loss and suffering. He’s willing to do almost anything to hold on to certainty in his life. Optimism crashes and retrenchment occurs as the feelings of loss become incongruent with the memory of his friends blood splatter across his face. His friend Jesse fed him when he was hungry and died during a botched robbery the next day. Believing the death relieved Jesse from fighting anymore, increases the feeling of abandonment, letdown and pain associated with accepting the last session with Dr.  Davenport. Internal and External Factors Internally something is missing. Self-concept and self-actualization cannot occur unless he is reunited with his past. As most counselors know very well, person-centered theory and therapy began with and evolved from the thinking, research, and practice of Carl Ransom Rogers (The Development and Evolution of Person-Centered Expressive Art Therapy: A Conversation with Natalie Rogers Journal article by John Sommers-Flanagan; Journal of Counseling and Development, Vol. 85, 2007, p. 1). Carl Rogers was raised by parents under one roof. The integration of person-centered principles and art is a natural combination of her parents’ most distinct qualities (p. 1). Antwone Fisher’s parents were non-existent. Internal and external support was missing therefore disrupting self-centered support. Much like Dr, Davenport, Roger’s interactions with clients were like small miracles of compassionate understanding and communication†. Carl Rogers believed that the relationship between therapist and client facilitates emotional and psychological healing. As counselors we often see ourselves in the same situations as our clients. For some reason, the need to remain ethical and subjective creates a gap in reality as our own defense mechanisms preserve internal wellness. The therapeutic atmosphere produces positive changes when unconditional positive regard supersedes poor judgment and inflexibility. When our practiced behavior becomes predictable, we become trait driven and predictable which often leads to in effective counseling alternatives. Pervin’s analysis and critique of personality-trait research rests on the assumption that the five-factor model (FFM), and trait models more generally, should fulfill all the goals of a complete theory of personality (Traits and Types, Dynamics and Development: No Doors Should Be Closed in the Study of personality Journal article by Oliver P. John, Richard W. Robins; Psychological Inquiry, Vol. 5, 1994. 6 pgs. , p137) In a summary statement about the nature of this relationship, the whole person remains fragmented until explanations associated with internal messages match externally. Antwone had to trace his family history for answers to self image, self-esteem, and the ideal self. Throughout the movie, he is polite, articulate, and very well-balanced in a trusting and loving environment. When the memories were released and support from his girlfriend prevailed, gradually the â€Å"real† Antwone Fisher began to take shape and grow. How can one become person centered and grow when completeness is rooted in deteriorating external information? Conclusion Communicating genuiness and unconditional positive self-regard is the key to breaking down the walls and destroying the defenses of a troubled and angry client. When a negative self image impeded growth and development, the counselor must build trust, establish rapport and utilize empathy effectively. Providing a safe environment and a loving and caring ethical and professional relationship with your client are the keys to successful intervention. Carefully choosing the process and defining reasonable goals assist in the healing process on the way to independence. Looking into a mirror and defining the meaning of self and the perceived ideal self may be incongruent occasionally. Self-talk can be detrimental and harmful when discouragement follows as a result of unanswered questions about the self and the past. When life becomes puzzling and negative behaviors overshadow self-perception, the counselor must provide a way to trace behaviors to the root cause. Rogers and Allport provide reasonable theories on personality development to help achieve successful and healthy lives. We must also consider the internal and external factors associated with changes in behavior as they impact behavioral changes. Antwone Fisher returned to the environment of his past abusive childhood and confronted the abusers before moving ahead. Three sessions may not be adequate for long-term care and permanent change. Being flexible with healthy boundaries throughout the intervention process, may reveal our own shortcomings as we attempt to stay the course. Antwone Fisher and Commander Davenport established an amazing, growing, and client-centered relationship. The outcome proves that independent and healthy living can be facilitated on both sides when unconditional positive regard prevails.

Assessment and Feedback Essay

Assessment drives the choices students make about their learning. It is widely recognised that assessment and feedback contain the strongest potential to change how, and what, students do to succeed in their learning (Ramsden, 2003). This Effective Teaching Guide on Assessment provides practical suggestions on assessment and feedback. Assessment of Learning and Assessment for Learning David Boud, a recognised researcher and scholar of assessment in higher education, suggests that assessment has many purposes, but particularly to help students to improve their learning and certify students’ learning. These two purposes lead to different ways of thinking about what, how, and when to assess students: |Assessment OF Learning |Assessment FOR Learning | |Focused on learning that has already happened; |Focused on learning for the future; | |Making a judgement about final performance; |Goal is to provide useful information to students about how to learn | |Designed to discriminate between students’ achievement and performance; |more effectively; | | Focused on grades, precision and measurement; |Helps students to identify what they do and don’t know – focus is on | |Concerned that tasks are reliable and valid; |improvement; and, | |Testing usually takes place under ‘standardised’ conditions; and, |Develops students’ judgements about the quality of their work – and how | |Grade contributes to final certification. |to improve. | According to Boud and Associate’s Seven Propositions for Assessment Reform in Higher Education (2010), assessment has most effect when: 1. Assessment is used to engage students in learning that is productive (including the need for assessment to be designed to focus students on learning); 2. Feedback is used to actively improve student learning; 3. Students and teachers become responsible partners in learning and assessment; 4. Students are inducted into the assessment practices and cultures of higher education; 5. Assessment for learning is placed at the centre of subject and project design; 6. Assessment for learning is a focus for staff and institutional development; and, 7. Assessment provides inclusive and trustworthy representation of student achievement. The power of feedback Feedback plays an important role in improving students’ learning. A useful summary is that provided by Gibbs and Simpson’s (2004). In their meta-study of the research about how assessment and feedback support student learning, 7 of their 10 identified conditions relate to feedback, and students’ understanding of feedback. These are:  Ã¢â‚¬ ¢ Sufficient feedback is provided, both often enough and in enough detail; †¢ Feedback focuses on students’ performance, on their learning and on actions under the students’ control, rather than on the students themselves and on their characteristics; †¢ Feedback is timely in that it is received by students while it still matters to them, and in time for them to pay attention to further learning or receive further assistance; †¢ Feedback is appropriate to the purpose of the assignment and to its criteria for success; †¢ Feedback is appropriate, in relation to students’ understanding of what they are supposed to be doing; †¢ Feedback is received and attended to; and, †¢ Feedback is acted on by the student. Hounsell (2004) also makes the following points about feedback: †¢ It can be extrinsic (assessment-focused) or intrinsic (activity and practice-based); †¢ It can be immediate and verbal (in order to address the potential lack of engagement when it arrives after an assessment); †¢ It can be provided to be a whole class; †¢ It can be many to many where students are involved in identifying the strengths and weaknesses (peer feedback); and, †¢ Feedback can be a loop – it can be offered on unfinished work. Another useful idea is feed-forward. Feed-forward encourages students to use something like a marking rubric (also captured by the idea of criteria and standards) to help plan their approach to an assessment. While a marking rubric is routinely used by university teachers to mark/grade students’ work (as an expression of what a student needs to demonstrate (and the level they need to achieve) to receive a particular grade), the idea of feed-forward is about encouraging students to use that same information in the rubric to plan their work, and perhaps even, to self-assess it before submitting it for formal feedback. In summary: Feedback example: Develop a marking rubric as a cover sheet. The rubric identifies the elements of the assignment, together with a breakdown of marks for each element or a description of the standard for an A, B, C, D, P etc. Feed-forward example: Provide the marking rubric to students before the assignment is due so that they clearly understand what’s expected, the levels of achievement, and can plan their approach accordingly. In marking student work, you’ll need a suite of feedback techniques. Remember, if you’re going to be spending a lot of time providing feedback, you want to make sure that students read, use and engage with your feedback to improve their next assignment. The best way to do that is to have a range of techniques that you can draw on, when you need to. The table below describes some feedback techniques. |Technique |Why use this technique? |How would I use this technique? | |Use a marking rubric that contains information |To encourage students to engage, wrestle |Set aside time to discuss the rubric with students| |about criteria and standards. Offer it to |with and develop an understanding of the |in class. Provide examples of what an A, B, C, D | |students so that they can use it to plan high |criteria and standards related to an |and P level answer /assignment looks like. Explain| |achieving work. |assessment task before embarking on their|the differences to students and engage them in a | | |work. |dialogue. Get them to mark assignments samples so | | | |that they have to engage with the criteria and | | | |standards before embarking on their own | | | |assignment. | |Provide verbal ‘global’ feedback to the whole |To emphasise the common achievements and |As you mark assignments, make a list of 3 things | |class. |errors made across all assignments within|done well, and 3 things in need of improvement | | |a student cohort. |across the whole cohort. Use the next available | | | |class to provide feedback to the whole cohort. Be | | | |specific and provide an example. Post a summary on| | | |Moodle. | |Provide written feedback only. The mark/grade |To focus students’ improvement efforts on| | |is released only after students demonstrate a |the written comment rather than the | | |plan for improvement. |number/grade. The technique assumes that | | | |the learning for students is located in | | | |the staff comments. | | |Invite students to tell you 2-3 specific |To develop students’ capacity to |Ask students to write these 2-3 elements somewhere| |elements of the assignment they would like you |self-assess the quality of their |on the assignment cover sheet before submitting | |to focus your feedback on. |submitted work. |it. Your feedback on these elements does not need | | | |to be extensive but they warrant comment. | |Ask students to indicate the grade (ie, A, B, |To encourage students to engage with the |Invite students to write a 100 word justification | |C, D) they think their assignment should |criteria and standards for the assignment|about the grade they’ve nominated. Your final | |receive. |as part of their planning. |feedback and grade does not need to align with the| | | |students but you may wish to note any differences | | | |in each of your perceptions about the quality of | | | |the work. | |Encourage students to demonstrate/write how |For students to demonstrate how they have|Make this aspect a ‘hurdle’ requirement – to be | |they’ve used your feedback as part of the next |used feedback to improve future learning. |submitted with the next immediate assignment. | |assignment. | | | One observation you might make about each of these techniques is that they are focused on: (i) engaging students with the criteria and standards, and (ii) with what the student does with the feedback they receive. If you’d like to read more about these two ideas (and others like them), two articles may be especially useful to you: Rust, Price & O’Donovan (2003) and Price, O’Donovan & Rust (2004). Consistency and fairness in marking and feedback Consistency in marking, or moderation, is aimed at ensuring fairness in marking, and requires finding or establishing agreement between markers. Making sure that assignments contain criteria and standards is a good start because the expectations involved are clear to the student and clear to the marker. Although this does not absolve the marker from interpreting students’ work, without criteria or standards, the job of marking ends up being much harder. The procedures for marking are set out in the University’s Assessment Procedures (an excerpt of the principles is below): Where there is more than one marker, selected pieces of work from each assessment task should be reviewed by the subject coordinator to verify the level and consistency of the marks allocated by the marker. This process, called moderation, increases the reliability of the assessment process and application of standards, promotes consistency, supports objectivity and establishes a shared understanding of standards and fairness in assessment. The university also has a grading schema with a range of Pass grades. |80-100% |A | |70-79% |B | |60-69% |C | |50-59% |D | |Ungraded |P (may also denote satisfactory completion of a Masters Prelim course of | | |postgraduate thesis) | Graduate capabilities Alongside the conventional grading schema, from 2012, all commencing first year students will receive a result on the achievement of the university’s six graduate capabilities at the end of the year: †¢ Writing †¢ Speaking †¢ Inquiry/Research †¢ Critical thinking †¢ Creative Problem-solving †¢ Teamwork There are some subjects which have been designated cornerstone, mid-point and capstone status. This means that their curriculum has been designed to teach, assess, provide feedback and report specifically on these graduate capabilities. For each graduate capability, students will receive one of three results: exceeded expectations, met expectations or did not meet expectations. Each faculty has carefully crafted a description of what these standards look like. It may be the case that you will be asked to provide feedback to students about their graduate capability achievement as well. Because faculties will have already done substantial work outlining those standards, it is likely you will be asked to offer students that feedback. Summary When considered together, assessment and feedback are incredibly powerful levers for influencing the direction of students’ efforts, and their learning. For many students, the assessment in the subject is the actual curriculum. It is largely students’ reading and perception of what the assessment demands of them which is a key determinant in how they spend their time in a subject. Therefore, the messages that students take away about assessment from the documents; the Subject Guide; from interaction with other students, are important considerations. In the second week, you will discover just how crucial feedback is to this process and how the adoption of standards and criteria will help you mark and grade more efficiently and effectively. References Gibbs, G. and Simpson, C. (2004). Conditions Under Which Assessment Supports Student Learning. Learning and Teaching, Issue 1, pp: 3-31. Hattie, J. & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. Hounsell, D. (2004). Reinventing Feedback in the Contemporary Scottish University. Scottish Quality Enhancement Workshop on Assessment, University of Glasgow [available online at: www. enhancementthemes. ac. uk/documents/events/20040604/Hounsellpaper. pdf]. O’Donovan, B. , Price, M. , & Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education, 9(3), 325-335. Orrell, J. (2006). Assessment beyond intuition. Central Queensland University [available online at: http://www. learning. cq. edu. au/FCWViewer/view. do? page=8896, accessed Feb 2011]. Price, M. , O’Donovan, B. , & Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education, 9(3), 325-335. Ramsden, P. (2003). Learning to teach in higher education. (2nd edition). Routledge, NY & London. Rust, C. , Price, M. , & O’Donovan, B. (2003). Improving Students’ Learning by Developing their Understanding of Assessment Criteria and Processes. Assessment & Evaluation in Higher Education, 28(2), 147-164. Taylor, J. (2008). Assessment in First Year University: A model to manage transition. Journal of University Teaching and Learning Practice, 5(1).

Relationship between Shapes, i.e. line towards Wellbeing Essay

Relationship between Shapes, i.e. line towards Wellbeing - Essay Example Minds have shape and so do emotions and these two unseen parts of human being are themselves shaped by knowledge and experience so that it makes sense to ponder that while shapes widely exist in several regions of the earth and universe, it would bear less to acknowledge them apart from the essence of relations. In the field of art, shape proves to be an essential component that constitutes any piece of creation with a defined boundary. Its non-static property allows it to establish dynamic and flexible connection with other visual elements such as lines, curves, texture, and color (Definition of Shape – Art History Glossary). If not, how is it possible to imagine random lines or figures spread in space toward shapeless construction? Whether something is identified as regular or irregular, there certainly is a sensible ground of opting to view and feel what proceeds as definite rather than to dwell at the sight and thought of absence in dimensions which is as good as non-existence. Dealing with shapes means evolving with them in several aspects of life for they embody both the origin and shadow of form in everything at all times. Mathematicians have been able to synthesize concepts through Euclidian geometry, discovery of conic sections, and other relevant areas which to this point are of huge advantage due to man’s fundamental learning of shapes. Likewise, it has sparked the interest of humanity to examine graphical theories in order to grasp the symmetry and orientations that extend their significance to musical dimension where the shape of rhythm is comparable to a curvilinear flow that sculpts and refines manner of appreciative listening. Thinkers and composers can be naturally observed to have become unified by virtue of artistry in the process of shaping symphonic orchestration, literary endeavor of writing

Operation anagement Essay Example | Topics and Well Written Essays - 500 words

Operation anagement - Essay Example 7-Eleven has retained its competitive edge by continually refining inventory to meet the changing needs to its customers. Today, stores sell everything from fresh deli sandwiches to prepaid telephone cards, and store managers closely monitor inventory to see how fast each product is moving off the shelves. Ultimately, the inventory in any given store is determined by customer demand at that specific location. 7-eleven manages its store inventory through a centralized item master that maintains price and product information for every item its stores sell. The information is being forwarded to 7-eleven's suppliers to enable buyers and vendors to more easily communicate electronically. The item master with a larger enterprise system, manage prices on each item, in every store, in real time, allowing the company to respond quickly to changing market conditions. 7-Eleven is also using a e-procurement for store equipment and other supplies. Previously when the company wanted to upgrade or replace equipment, it would contact a few known vendors, request a price, and choose the lowest offer. Today 7-eleven is implementing the use of the Procurement solution. It enables 7-eleven to reach literally dozens of global suppliers with a single detailed Request for Proposal form, and then hold an online auction that determines the absolute best available price. It'

Finance Analysis of Jones Limited(small, specialist marine engineering Coursework

Finance Analysis of Jones Limited(small, specialist marine engineering company based in Aberdeen) - Coursework Example Payback period for the investment of  £250,000 needed to generate the earnings of  £125,000 Thus, will be 250,000 à · 125,000 = 2 years In another approach, Net Present Values of Profit Streams to be received in next 3 years and 5 years can be calculated to see if they are positive. New investment needed is  £250,000. If the same debt/equity ratio for financing the project i.e 50% each is considered then debt burden will be  £125,000 and that will incur 8% interest charge. The interest charge comes to  £10,000. Since the dividend declared is 16%, weighted average cost of capital employed can be taken as arithmetic mean of debt and equity for both being equal in magnitude. Thus, the cost of capital to the company for this new project is 12% amounting to  £30,000 per year. The cost of capital needs to be deducted from the yearly earnings to arrive at the net cash flow to the company and that amounts to 125,000-30,000=  £95,000 However, the net profit of the operation after interest charge comes to 125,000-10,000=115,000 The depreciation of the plant and equipment is calculated on straight line method considering its useful life of 5 years. That is calculated as  £250,000/5=  £50,000. Thus, net profit to the company after charging interest, and depreciation is  £65,000. Development cost of  £25,000 can be apportioned as per the laws towards its useful life; however, in absence of the details, we right now assume it to apportion in 5 years. Thus, development cost for each year comes to ?5,000 and can be deducted from the net profit of ?65,000. Thus, actual net profit is ?60,000. However, depreciation is not creating any cash outflow though dividend on the equity is an out flow for the company. So net cash generated to the company is ?90,000 only. (Adding depreciation of ?50,000 back to the net profit and deducting dividend of ?20,000 at the rate of 16% on equity of ?125,000) Assuming Demand Will Last for 3 Years The forecast is that the demand will last for only 3 years due to the advancement in technology, which means net cash flow of ?90,000 will be available to company for three years only. It will be appropriate to know the present worth of the cash flow generated based on the discounting factor of 12% (equivalent to the weighted average cost o f capital), and the same can be given as 90,000/1.12+ 90,000 /1.122+ 90,000/1.123 =80,357+71,747+64,060 =?216,164 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦. (A) Assuming Demand Lasts For Full 5 Years of Equipment Life If the demand lasts for full 5 years to make a full utilization of equipment and machinery installed then the cash flow of ?90,000 will be generated for five years until the useful life of equipment and

Is the U.S. Seeking to Contain Russia Research Paper - 3

Is the U.S. Seeking to Contain Russia - Research Paper Example This will place Russia in a position of extreme power, which may enhance the country’s supremacy in the greater European region (Lynch 99). In addition, the US is seeking to exert its control on Russia in order to deter the latter country’s instigation of communism in the European region. Russia was a former superpower whose dominance in the region was deterred through the use of military force. Capitalist countries such as the US initiated conflict with Russia in order to deter Russia’s supremacy in the European region and ultimately the infiltration of communism in the rest of the world. Therefore, the US seeks to control Russia in order to deter Russia’s dominance in European or the rest of the world. This position would threaten US supremacy in the global political, economic and social front (Escobar 10). Â  The US is also concerned that Russian company Gazprom’s acquisition of DEPA would enhance Moscow’s position in the complicated geopolitical game, hence enhancing the opportunities of Russia’s South Stream pipeline turning into the primary source of imported oil in the entire Southern European region. This would detrimentally affect major oil alternatives that enjoy US favor, for instance, the Trans-Adriatic Pipeline and Nabucco pipeline (Barylski 12). Moreover, Greece is not the sole member of the European Union, which is presently subject to US lobbying regarding Russia’s assumed ambitions within the European continent. The same efforts have been adopted concerning the Czech Republic regarding its nuclear energy plans. The government of the Czech Republic is presently aiming at capitalizing on anti-nuclear energy sentiment within the neighboring countries, Austria and Germany, which was triggered by the 2011 Fukushima disaster.

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

Titanic - Essay Example According tot the paper the incident was one of the worst tragedies ever occurred. The screenplay and the taking were spectacular and realistic throughout the movie. The first half was mere introduction of the ship and about two lovers .The sets are designed to a phenomenal precision that the author and the art director brought the realistic view of the features of the ship. The costumes, jewellery designed were awesome. As the reporter says the true love can live forever. He describes the ship, the people, the main caracters. It was a huge and luxurious ship. The First-class section had an on-board swimming pool, a gymnasium, a squash court, Turkish bath, Electric bath and a Verandah cafà ©. First-class common rooms were decorated with wood; they also had expensive furniture in them. There were libraries and barber shops in both the first and second-class. The third class general room had pine panelling and sturdy teak furniture. As the paper says the ship sinking scenes are hearts touching. The moment when Rose opens her eyes after a tiring sleep finds nothing but the floating remains. Jack in saving her love sacrifices his physical presence. Rose is rescued by crew members who vacate one small boat and returns back to save passengers who were alive till that time in the extreme climate. In the report one's can find out the actors' staff. The back ground music fine tunes with the scenes and the awesome humming makes you Feel spellbound. Leonardo & Kate were at their best in acting.

Reality Based Education Case Study Example | Topics and Well Written Essays - 1000 words

Reality Based Education - Case Study Example They facilitate the operation ability of the labor element of production. Difference perceptions about human resource trends exist amongst the different personnel in the corporate world. This paper depicts a case study analysis of the case study â€Å"The Right Way with Employees?† In this case study issues concerning, human resource management in the real world will get analyzed. Social contract is a phenomenon that entitles and establishes elements that categorize the forms of relations between persons in an organization. It is common to identify situations and working environments through identifying the character traits of a person’s social contract demeanor (McCarthy, 2011). Most likely, the way a person relates with the others determines the art of the social contract assumed. For instance, the cases of Kirby and Cunningham impose differences in the level of social relations. Kirby’s assumption of the social contract is affirmative, especially considering the way he treats employees. The manager is oriented and concerned about the welfare of the employees hired by the company. In most instances, most managers create a division setup between them and the employees they hire. That is; they maintain official relations that put away the idea of relating on a personal basis. According to Kirby, the employee’s social and economic affairs were a concern to the company. That makes him part of the concern. For instance, he makes sure that he establishes a personal relationship with the employees. According to many, the leadership skills demonstrated by Kirby create an integrative environment between the employees and their seniors. He establishes the essentiality of collaboration in terms of skills and ability to cooperate amongst the workmates. Kirby understands and complies fully with the SOP (standard operating procedures). However, he also respects the need to

Business Policy and Strategic Management Essay Example | Topics and Well Written Essays - 250 words - 2

Business Policy and Strategic Management - Essay Example Starbucks will have to re-think the assumptions on which they based their pre-recession strategies: environmental and industry factors have changed. Strategic surveillance Starbucks follows a differentiation strategy where its basic aim is to produce a brand image within the eyes of its customer through the unique taste of coffee and the exclusivity of all its other products. Currently, Starbuck’s competitors are being favored by a global economy that is slowly recovering from a recession. How the effect of the recession will play out in the long run is difficult to project now, therefore Starbucks must increase its vigilance especially with regards to its day to day activities and their overall impact on its corporate strategy. Special alert control A special alert control is the thorough, and often rapid, reconsideration of the firm’s strategy because of a sudden, unexpected event (Pearce II and Robinson, â€Å"Chapter 13: Strategic Control† Slide 13-10). The economic and financial recession of 2008 greatly affected Starbuck’s key market segments in America and Europe. Surprisingly, the Asian markets were fairly more stable and have continued to grow.

LITERARY ESSAY Example | Topics and Well Written Essays - 500 words

LITERARY - Essay Example Through the worst natural scenario around her, the narrator implicitly communicates her own state of seemingly unbearable emotions which have kept her immobile. No particular reference to determinate feeling is incorporated, perhaps to allude that the woman who finds herself under circumstances of deep thought and heaviest of emotions would most probably cease from moving on as she perceives that nothing can remedy her hopeless case. Without having to state concrete information of her experience, the speaker is made to utilize the imagery in her environment for readers to understand that all internal affairs whether of the mind or of the heart are way beyond the horrible externals. Such is vivid with each stanza that contains sharp images of frightening wilderness or tragically climatic landscape. Bronte eventually delivers this impact by designating alliteration to relevant phrases in â€Å"wild winds† and â€Å"bare boughs†. She even renders personification in describing the ‘spell’ the woman is bound with via the third line stating â€Å"But a tyrant spell has bound me.† This then justifies the closing of the first stanza where the speaker concludes that she ‘cannot go’, implying how intense the binding spell is that there is apparently nothing about the ‘darkening night’ or the ‘cold wild winds’ that would make her divert to abolishing the spell from within or step out of it. With ABAB CBCB ABAB rhyme scheme, â€Å"Spellbound† is structured in a literary style that possesses a pattern of symmetry. In this manner, the audience can fluidly engage in the main theme becoming convinced to settle at the point of ascertaining the person’s weakness to break away from an invisible control of fate. To arrive at the most definite less startling decision which goes â€Å"I will not, cannot go† for the finale, Bronte exhausts to the imagination’s advantage much of the tangible

Bring Back Flogging Essay Example for Free

Bring Back Flogging Essay First off, I believe we should bring back flogging. We have a problem with prisons now days and I believe flogging can help. Prisons just don’t work. They’re overcrowded, violent, and cost way too much money. They are completely ineffective! I remember back in high school, if we got in trouble we would be suspended or either have ISS. For most people, ISS wasn’t anything but fun; just another regular day at school. That’s how I feel prisons have become. Some criminals will tell you straight up that prison is just a walk in the park, and it shouldn’t be that way! People should dread going to prison instead of not worrying about it. If we brought back flogging, I believe people would be quicker to change their ways rather than spending time in a prison cell. Flogging is humiliating and painful yet quick and cheap! We would see a decline in prisons offering up billions of dollars. Just think what we could do with those billions of dollars. If someone were to be flogged, I think it should be behind closed doors; because if not, that’s where the controversy would start. Although it would be very embarrassing to the criminal to be flogged in front of the public, he/she has rights too. Also, for those who think flogging is cruel, do you not know that prisoners get beat, raped, burned, and assaulted on a daily basis. I think a criminal would take a back ache over being beat, raped, burned, or assaulted any day. I also think flogging should be brought back for the simple idea that criminals can get on with their life and don’t have to completely start all over!

The Historical Perspective Of Mass Media Laws Media Essay

The Historical Perspective Of Mass Media Laws Media Essay Mass Media laws in subcontinent have a long history and are deeply rooted in the countrys colonial experience under British rule. The earliest regulatory measures can be traced back to 1799 when Lord Wellesley promulgated the Press Regulations, which had the effect of imposing pre-censorship on an infant newspaper publishing industry. The onset of 1835 saw the promulgation of the Press Act, which undid most of, the repressive features of earlier legislations on the subject.   Thereafter on 18th June 1857, the government passed the Gagging Act, which among various other things, introduced compulsory licensing for the owning or running of printing presses; empowered the government to prohibit the publication or circulation of any newspaper, book or other printed material and banned the publication or dissemination of statements or news stories which had a tendency to cause a furore against the government, thereby weakening its authority.   Then followed the Press and Registration of Books Act in 1867. Governor General Lord Lytton promulgated the Vernacular Press Act of 1878 allowing the government to clamp down on the publication of writings deemed seditious and to impose punitive sanctions on printers and publishers who failed to fall in line. In 1908, Lord Minto promulgated the Newspapers (Incitement to Offences) Act, 1908 which authorized local authorities to take action against the editor of any newspaper that published matter deemed to constitute an incitement to rebellion.   Thus, although the freedom of the press is guaranteed as a fundamental right, it is necessary for us to deal with the various laws governing the different areas of media so as to appreciate the vast expanse of media laws. Media laws in Pakistan through different regimes: Political  instability in Pakistan affected the Media tremendously. All branches of media were affected but print media suffered badly. Although, it was declared many times in constitution that freedom of speech and expression would be provided to the media. However, this rule was never truly implemented and many political leaders banned the press during their regime. In the constitution of 1956, an article specifically devoted to freedom of speech was included. The 1956 Constitution lasted less than three years and was abrogated by the imposition of martial law in October 1958. In 1962, with the removal of Martial law a new constitution was enforced which continued the recognition of an initial concept of freedom of expression. But in reality, a military ruler imposed the constitution, which was completely devoid of laws of freedom. However, the strong reaction of press and the public resulted in Constitutional Amendment No. 1 to the 1962 Constitution and in 1963; the Press and Pu blications Ordinance (PPO) came into being. PPO contained the harshest of laws curtailing freedom of expression and the progressive development of the media. But soon in March 1969, General Yahya Khan imposed martial law and relied heavily on one of the measures of this ordinance, the system of press advice given out by the Ministry of Information and Broadcasting in order to avoid publication of news and reports deemed unsuitable for public consumption. During this period, newspapers and magazines known for their independent and progressive views were taken over by the government. Eventually the National Press Trust, created in 1964, took over these journals and acted as a front to control a section of the press. Promulgation of the Western Pakistan Maintenance of Public Order Ordinance had the aim was to consolidate into one law different provisions for preventive detention of persons and control of persons and publications for reasons connected with the maintenance of public order and refine and reinforce the mechanism of repression. With amendments in 1963 and 1964, this law empowered the government to ban the printing of publications, to enter and search premises, and to prohibit import of newspapers, among other measures. These powers have been used by succeeding governments right up until the government of Musharraf. In 1961, the government also took over the principal news agency of the country, the APP, to get a strong grasp of media, arguing that administrative and economical breakdown justified such a move. Instead of giving permission to private enterprise to improve the quality of the news agency, the government saw this as an opportunity to suppress the news that were supplied to the print media, to radio, and to the outside world. In spite of such repressive times, the press took a bold stand by providing alternative sources of news through an independent press and in this way press started a rebellion against government. During the regime of Zulfikar Ali Bhutto, a President and Pakistans first civilian Chief, government reacted very strongly to criticism by various members of the press, and to suppress free voices imprisoned editors and publishers on the pretext of national security. The next five years represented the beginnings of democracy; however, they were spoiled by repressive actions toward the press. The new constitution, although formulated on the principles of democracy, human rights, and freedom of speech, failed to serve the purpose. The PPO remained, as did the National Press Trust. Moreover, through compulsion and manipulation, the government insured that the only other news agency in the country (besides the government-owned APP), the Pakistan Press International (PPI), was brought under its authority. In 1977, with the implementation of martial law abuse of journalists became public rather than covert. Journalists were flogged in public at governments notion and until August 1988 mass media gone through a stunning oppression. The only positive fact of this era was the restoration of the news agency PPI to its original shareholders. Since then PPI provides a valuable alternative news source to the government-controlled APP. In December 1985, the new democratic political figure came into power but that relied on the old media laws. A caretaker government provided transition to a full-fledged democracy, which included repealing the press law that had pressurized the media for so long. A new law, known as the Registration of Printing Presses and Publications Ordinance was installed in 1988. A key change in this law was enforced to stop government from intrusion in media. District Magistrate was supposed to issue a receipt to an applicant for the issuance of a declaration for the keeping of a printing press or the publication of a journal to provide the applicant with proof that would help avoid government interference. The most significant change or difference made by press law of 1988 was that governmental influence on media was reduced to a minimum limit and appeals were also now allowed. In addition, newspapers were given freedom and no longer obligated to publish in full the press notes issued by the government authorities. However, as representative bodies of the press wanted to revise the law of 1988 for a variety of reasons, so this press law continued to be re-promulgated as a decree through 1997, even though the Supreme Court ruled such re-promulgation illegal. The November 1988 elections brought with them a new phase of liberalism toward the mass media laws and regulations. During the rule of Prime Minister Benazir Bhutto, freedom of Expression and thought was uprising. But due to enormous political pressure and stress, media returned to the old, one-sided coverage after only four months. The free press grew stronger during this phase; and exhibited a new spirit in reporting the news and in analyzing the current affairs. Ministry of Information allowed a free and open system of importing newsprint at market prices. In 1990, with the dissolution of Benazir,s government, the new Prime Minister, Nawaz Sharif, took over and restored the issuance of permits system for news-print import for some unknown reasons. During this phase, government put sensational pressure on independent journalists, using both covert and overt means of revenge. To be honest, media was truly oppressed and tyrannized. In May 2000 Musharrafs regime was strengthened by a unanimous decision by the Supreme Court to validate the October 1999 coup as having been necessary; at the same time the Court announced that the Chief Executive should name a date not later than 90 days before the expiry of the three-year period from In 1999, Musharrafs administration seemed to follow a more open minded policy towards the press with fewer restrictions and much less exploitation. However, some sources reported continued harassment of and dangers to journalists. Mile stones: 1997: Nawaz Sharif overpowered Benazir Bhutto in the elections and activated a two-and-a half year reign of terror against the press. 1999: General Pervez Musharraf brought down Sharif, suspended the constitution, and declared martial law; Press harassment was reported and government agents raid the countrys most influential newspaper, Jang, because it was too critical of the government. 2001: Government introduced legislation to create a Press Council and new press laws. 2002: Journalists supported idea that the freedom of Information Ordinance Act allowed access to public records and details of decisions made by superior courts, armed forces, financial institutions, and intelligence agencies. 2010: Government could not check media outburst due to globalization. Many media officials and experts have now decided to suppress media terrorism by banning the display of bloodshed and massacre. Current situation: Presently, government has failed to check or ban media from spreading information because of intense technological advancements. Now nothing can remain hidden because of vast network of internet. Every person has free excess to the news around the globe. Requirement of media laws: As far as the question that is it necessary to call for media laws? is concerned we can easily say that laws absolutely necessary for the proper functioning of any organization as they help to maintain check and balance. Following arguments prove the significance of media laws: 1) Media sometimes crosses the limits and does more than enough, in order to stop this there should be a check/law. 2) We often hear much about fundamental human rights on media, but by exhibiting violation of these rights media itself violates human rights. That thing also needs to be suppressed. 3) Personal and communal privacy is highly affected by media. No secret remains secret because of media globalization. Some things happen to worth keeping private so to protect privacy law is essential. 4) The owner of the product is responsible that in case the product is provided to be used by somebody else, that this user is in compliance with the above rules and regulations and agrees to not mention, comment, state or otherwise discuss anything about the respective product. A corresponding law may need to govern import restrictions so that ANYTHING, product or service or even visitors to the respective country need to sign when entering the respective country to obey to this law. Media legislative bodies in Pakistan: The Authority or government is responsible for assisting and regulating the establishment and operation of all private broadcast media and distribution services in Pakistan established for the purpose of international, national, provincial, district, and local or special target audiences. Government has made special organizations to deal with media. New legislation has been planned for the formation of Press Council. Pakistan Electronic Media Regulatory Authority and Ministry of information are two famous lawmaking bodies in this country. CENSORSHIP: Censorship is considered very important in perspective of media. It holds same significance for media as a bridle for a horse. It keeps media in limits. A governmental organization censors anything that is considered morally corrupt. But as an old latin phrase states WHO WILL GUARD THE GUARDS, here comes a point that who will suggest that something is morally crooked? Code of ethics is one thing which will help here. All laws of censorship are meaningless without the code of ethics. Government of Pakistan has tried very hard to implement laws of censorship. But this is crystal clear that Pakistani censor board has awfully failed to do so. The reason definitely is the stark absence of code of ethics. Censorship saturates journalism history in Pakistan; certainly, the blackest censorship period came during General Zias 10-year military regime. Almost all journalists recall that as an era of thorough control. Government used most subtle means of censorship. It specified that whoever contravenes any provision of this regulation shall be punished with rigorous imprisonment which may extend to ten years, and shall be liable to fine or stripes not to exceed twenty-five. Sharif used additional means to ensure press observance. He used intelligence operatives to penetrate newsrooms and press unions and sent many spies doubling as reporters, and journalists moonlighting as government agents, trust became difficult for all. PRESS LAWS: Our freedom depends in large part, on the continuation of a free press, which is the strongest guarantee of a free society.    Richard M. Schmidt-   Constitutional Provisions Guarantees An article in constitution Pakistan provides freedom of speech and fundamental rights, this piece of writing refers especially to press and is given below: Article 19, Freedom of Speech: Every citizen shall have the right to freedom of speech and expression, and there shall be freedom of the press, subject to any reasonable restrictions imposed by law in the interest of the glory of Islam or the integrity, security or defense of Pakistan or any part thereof, friendly relations with foreign states, public order, decency or morality, or in relation to contempt of court, commission of or incitement to an offense. The Constitution ensures the freedom of expression and freedom of the press with reasonable restrictions that may be forced by law. Judiciary holds the responsibility to determine parameters of the permissible freedoms and the extent to which media should be restricted. The judiciary can serve its purpose only if it is independent and free of any political, social and communal pressure. It is a general observation that judiciary accommodates the freedom of expression and information, and wants to fortify the mass media. But government officials and big guns often have great influence on judiciary or to be more precise, we can say that the courts are directly controlled by them. The reason perhaps lies in the fact that the president controls the selection, transfer, and tenure of judges. Especially when any military dictator gets control of government, judiciary bears the burnt of disturbance. The incident that happened in January 2000, when Musharraf required all judges to take an oa th of loyalty to his regime the Supreme Court Justice and five colleagues refused, is the best example of government control on judiciary. The constitution also sketch outs the power of the president to promulgate decrees and to set aside fundamental rights during an emergency period when his own interest comes in question. Musharrafs military coup on October 12, 1999, led to such an annihilation of fundamental rights and violation of laws when he suspended constitution and assumed the additional title of Chief Executive, appointed an eight-member National Security Council to function as the supreme governing body of Pakistan and dissolved both the Senate and the National Assembly. On May 16, 2002, the Minister of Information, along with the Council of Pakistan Newspaper Editors and the All Pakistan Newspaper Society, released drafts for the legislation for comment and debate. Newspaper editors also urged that the Freedom of Information Act and the amended Registration of Printing Press and Publication Ordinance be promulgated by the government, along with the Press Council Ordinance. The International Press Institute (IPI) identified major concerns including the desire to create a quasi-judicial body without proper procedures in place to provide fairness and equity. The IPI also expressed reservations about the proposed composition, financing, and the terminology used in describing the ethical code, and made a number of recommendations for improving the draft ordinance. The PFUJ and the APNEC reacted in similar ways to the proposed legislation. In a joint statement issued on the eve of World Press Freedom Day, leaders of the two organizations said they regretted that the Press and Publication Ordinance against which the journalists community had striven for almost two decades had once again been revived and newspapers were being closed down under the same black law. The statement said fresh attempts in the shape of the Press Council were being framed by Musharrafs government to silence the voice of the print media in the country. They said the PFUJ and APNEC had already rejected the idea of setting up the council and that news people were still being subjected to different pressure tactics, including threats to their lives. They demanded that the government repeal more than 16 black laws, including the Press and Publication Ordinance, and to insure implementation of the labor laws by ending exploitation of the working journalists and newspaper worke rs. They also called for enforcing the Freedom of Information Act to ensure easy access to information. The only other press laws in effect while the current proposed press laws are under review are general ones prohibiting publication of obscene material, inciting religious, parochial, or ethnic provocations, and anti-defamation provisions. Foreign Ownership of Domestic Media: Due to continual foreign intervention previous press laws included provisions restricting foreign ownership in the press. The law specified that a non-inhabitant of Pakistan could hold shares in any newspaper only with the approval of the government and only if such chipping in ownership should not be more than 25 percent of the entire proprietary interest. Currently, there is no such information on foreign ownership provisions in the proposed new press laws. Summing up: Pakistans chaotic history, coupled with its ongoing political and economic crises, places the press in the position of informing the citizenry while also providing a check on the powers in office. Since its founding in 1947, Pakistan has suffered three periods of martial law and two military dictatorships, nevertheless the press goes on. The freedoms that insure the existence of the press are contained in Pakistans constitution, which remained suspended in 2002, and yet the press lasts and continues to safeguard those freedoms. Over the years members of the press have been arrested and jailed, have had their offices raided and ransacked, have been publicly flogged, and severely censored, tortured and pained. But the press still persists and has a stronger voice today than ever before. Members of the Pakistan press must work diligently to have their voices heard in the governments attempt to create a Press Council and new press laws. Problems facing the Pakistan press are not new, nor are there any quick fixes to them. Recent arrests of respected Pakistani journalists have spurred concern. Pakistan is dependent upon foreign aid, however, and is thus vulnerable to international pressures, which should help the plight of journalists being abused. In addition, a new generation of female editors who are sensitive to the abuses otherwise ignored by their male counterparts will undoubtedly help journalists and human rights victims. Conclusion:   In this age of media explosion, you cannot simply remain restrained to the boundaries of the traditional media. The media world has expanded its dimensions by encompassing within its orbit, the widening vistas of cyber media etc. The word law with media reminds us of a ferocious horse who has been forced to follow certain predetermined pathways, but as it seems nearly impossible to control the horse so the case of media is just like that. The more you try to organize the horse the more you get in trouble. But here are other ways to overcome the trouble; instead of dealing with the problem by force wed better put it in some sensible hands. It means, wed control media with code of ethics and morals rather than with laws or force.

Consequences of Altered Prenatal Environment

Consequences of Altered Prenatal Environment Discuss the evidence that an altered prenatal environment (e.g. due to maternal nutritional status, stress or exposure to chemicals) has long-term consequences for reproductive function of the offspring. The Developmental Origins of Health and Disease (DOHaD) hypothesis focuses on the idea that non-communicable diseases, such as coronary heart disease and diabetes, have origins in foetal development. The embryo or foetus can be exposed to certain challenges during its development that permanently alter the physiological development of that organism and this can show its effects postnatally later on in life (Moore 2017). A lot of focus has been directed towards metabolic dysfunction and problems with the cardiovascular system, but more recently it has become apparent that there are also lifelong effects of the prenatal environment on reproductive function of the offspring. Aspects of the prenatal environment include maternal malnutrition, maternal stress, maternal alcohol consumption, and maternal smoking, amongst others, which can all influence the development of the foetus and its health outcomes later on in life. However, there is a lack of evidence for humans, although offspring o f mothers affected by the Dutch Famine have been followed up throughout their life to see the effects of the acute maternal undernutrition (de Rooij et al. 2016) (Painter et al. 2006), therefore a lot of the experiments are performed on rodent, porcine and ovine models. While there are a number of differences between the mammalian models and humans, such as duration of gestation and sensitivity to the maternal environment, there are periods of exceptional vulnerability that are similar in both mammalian models and humans which allow us to map the effects of an altered prenatal environment from these animals to humans (Zambrano et al. 2014). The incidence of non-communicable diseases in adults significantly increases when maternal nutrition is compromised at vital periods of foetal development (Chavatte-Palmer et al. 2008). During the periconceptional period, it appears that the embryo has a degree of developmental plasticity and it takes advantage of this when being exposed to certain challenges in the maternal environment. This means that it changes the way it develops and adapts to the surrounding environment, which has consequences for later life. This is illustrated by the epidemiological study of female survivors of the Dutch Famine in World War II, which has shown altered reproductive function of their female offspring who were conceived during the famine. The offspring were found to have irregular menstrual cycles, increased risk of breast cancer and a younger age at which they underwent menopause (Sloboda et al. 2011). There was no significant change in the reproductive function in adults whose mothers were expo sed to the famine during late stages of pregnancy when compared to adults who were born before the famine (Painter et al. 2006), which suggests that the time around conception is very sensitive to the maternal environment. The study was conducted by authors who were fortunate to be able to collect the data that they did because, for obvious ethical reasons, a study like this could not be purposefully carried out on humans. As inhumane as the famine was, it has provided us with some useful data to ascertain what is happening in utero when maternal nutrition is compromised. Animal studies of maternal undernutrition have been conducted to add to the findings of the Dutch Famine epidemiology. In ewes, the female offspring had decreased rates of ovulation after experiencing prenatal undernutrition. Even earlier, it was found that the foetal ovary at day 47 already had altered concentrations of oogonia and meiotic arrest in the ovary was delayed even longer than usual on day 62 of foetal life (Sloboda et al. 2011). Growth restricted rats have shown staggered onset of signs of sexual maturation, for example first oestrus, mating and attainment of full fertility were separated in time rather than being simultaneous (Sloboda et al. 2011). Moreover, pregnant ewes on a calorie restricted diet produced offspring who grew up to have reduced ovarian and granulosa cell proliferation and increased apoptosis in their ovaries. This could be due to a change in the hypothalamic-pituitary-gonadal axis activity or hormonal environment in the ovary which is regulated by the mothers nutritional status (Sloboda et al. 2011). Furthermore, maternal protein restriction in rats delays seminiferous tubule lumen formation and increases apoptosis of germ cells during the neonatal period. Histological sections of the testes of male offspring show some tubules with no lumen at all at even when they have a control diet after birth (Zambrano et al. 2014). Also, apoptosis in the testes of male neonates at postnatal day 14 is increased in those who have experience maternal protein restriction either during pregnancy, during lactation, or during both (Zambrano et al. 2014). There have been many animal studies done using various mammalian models to produce data that we can apply to humans. So far, the data has been reproducible but it is still early days in this field of science so the longer these experiments are reproduced in different models, the better and more sure we can be when advising mothers of the risk their diet may have on the health and reproductive potential of their offspring. Although poverty and undernutrition remain global crises, it is clear that overfeeding and the obesity epidemic in the Western World come with severe implications on health of the population and future generations. Several studies in animal models have demonstrated that maternal overnutrition can affect the fertility of the offspring later on in life. For example, in pregnant sheep that are overfed, the offspring experience intrauterine growth restriction and are born small for their gestational age, but also the females are born with ovarian retardation (Chavatte-Palmer et al. 2008). Additional studies have been done and have other, similar conclusions for female offspring fertility. A mouse study shows that mothers fed high fat diets during pregnancy produced female offspring with a 4-fold reduction in the number of primordial follicles in their ovaries (Cheong et al. 2014). This could be due to them having an early onset of puberty, similar to the female offspring of mothers who h ad calorie restricted diets. Similarly, the female offspring in this cohort also had fewer (1.4-fold decrease in number) antral follicles developing into Graafian follicles in their ovaries (Cheong et al. 2014). However, the cohort sizes in this study were unfortunately quite small (10-15 mice per group) and it is unclear whether or not the groups were exposed to different nutritional challenges at the same time to ensure that the process was standardised. The results could be improved by repeating them with another cohort of mice and perhaps repeating the study in different species of mice to eliminate species-specific adaptations to maternal nutrition. If the same results are able to be replicated across other mouse species, then it is more plausible that these results might also be seen in humans. Some oestrogenic compounds have been observed to have effects on ovary development in later life of neonatal rodents that were exposed to the compounds prenatally. Two examples are activin and oestrogen derivatives (Woodruff and Walker 2008). Female rats exposed prenatally to oestradiol benzoate had delayed follicle and interstitial development by day 14 of age. By day 21, many of the larger follicles in the ovary were delayed in development at the preantral and small antral follicular stage. This suggests that oestrogens inhibit follicular development (Ikeda et al. 2001). As the rats mature, the inhibited development could delay the onset of sexual maturity in the females and puberty wouldnt occur until later. It is known that steroidogenic factor 1 (SF1-) controls development of the ovary (Hanley et al. 2000), so expression levels of genes that SF-1 regulates were studied in ovaries treated with oestradiol benzoate (Ikeda et al. 2001). It was found that ovarian tissue treated with oestradiol benzoate had downregulated SF-1 as well as genes including StAR and P450SCC, which have their expression controlled under SF-1 activity. This downregulation was present from postnatal day 6-21 and was relative to control ovary. Other genes were found to not change with oestradiol benzoate treatment and some had increased expression after treatment. This results indicate that oestrogen derivatives can influence different genes related to SF-1 to be upregulated or downregulated during development of the ovary (Ikeda et al. 2001). Maternal stress during pregnancy is another important factor affecting development and function of the offsprings reproductive system. Corticosteroids are an important class of steroid hormone involved in the stress response and over exposure to these hormones can elicit changes in the developing reproductive system of the foetus. Administration of dexamethasone during pregnancy in rats is associated with various outcomes, such as delayed onset of puberty in both offspring sexes, less follicles in the ovaries of female pups, and lower blood testosterone levels in male pups (Zambrano et al. 2014). Other corticosteroids, such as betamethasone, have shown impaired sperm quality and fertility in male pups (Zambrano et al. 2014). These findings indicate that maternal stress should be kept to a minimum during pregnancy in order to maximise the reproductive potential of her offspring. Although a certain degree of maternal stress is to be expected during pregnancy, chronic exposure to certai n stress hormones can be detrimental to the developing foetus. Having said this, it is unclear what concentrations of these corticosteroids were administered to the pregnant rats, therefore it is difficult to determine what levels of these in the mother could cause developmental restrictions in the foetus. These results arguably are difficult to translate into humans when thinking about impact of human maternal stress on our offspring. Furthermore, human stress is difficult to control, unlike diet or smoking, so it is unfair to attribute blame to the mother for the relative fertility of her offspring when she perhaps cannot control the changes in her uterine environment if shes become stressed during pregnancy. Evidence in the literature supporting this hypothesis is vast and thus not all evidence has been covered. Even though the evidence provided is mostly from animal models, the results can be translated to humans as well, since there are similarities in physiology and metabolism across all mammalian species. The animal models do have their limitations, such as being more or less sensitive to certain stimuli than humans and having different behavioural adaptations, but they also come baring less ethical issues with their exposure to laboratory experiments. That being said, it should also be considered that these animal models have been exposed to extremes of malnutrition and specific nutrient deficiencies, so when interpreting the results to advise pregnant women they should be presented to show that a balance of nutrition is fundamental to maintain a healthy pregnancy and ultimately healthy offspring with normal reproductive function. References CHAVATTE-PALMER, P. et al., 2008. Nutrition maternelle : incidence sur la fertilità © de la descendance et importance de la pà ©riode pà ©riconceptionelle pour le long terme. Gynà ©cologie Obstà ©trique Fertilità ©, 36(9), 920-929 CHEONG, Y. et al., 2014. Diet-induced maternal obesity alters ovarian morphology and gene expression in the adult mouse offspring. Fertility and Sterility, 102(3), 899-907 HANLEY, N.A. et al., 2000. Steroidogenic factor 1 (SF-1) is essential for ovarian development and function. Molecular and Cellular Endocrinology, 163(1-2), 27-32 IKEDA, Y. et al., 2001. Neonatal estrogen exposure inhibits steroidogenesis in the developing rat ovary. Developmental Dynamics, 221(4), 443-453 MOORE, S.E., 2017. Early-Life Nutritional Programming of Health and Disease in The Gambia. Annals of Nutrition Metabolism PAINTER, R.C. et al., 2006. Early onset of coronary artery disease after prenatal exposure to the Dutch famine. The American Journal of Clinical Nutrition, 84(2), 322-327 DE ROOIJ, S.R. et al., 2016. Prenatal Undernutrition and Autonomic Function in Adulthood. Psychosomatic Medicine, 78(9), 991-997 SLOBODA, D.M., M. HICKEY and R. HART, 2011. Reproduction in females: the role of the early life environment. Human Reproduction Update, 17(2), 210-227 WOODRUFF, T.K. and C.L. WALKER, 2008. Fetal and Early Postnatal Environmental Exposures and Reproductive Health Effects in the Female. Fertility and sterility, 89(2 Suppl), e47-e51 ZAMBRANO, E. et al., 2014. Fetal programming of sexual development and reproductive function. Molecular and Cellular Endocrinology, 382(1), 538-549

Robert Gordy Report :: essays research papers

Robert Gordy Report   Ã‚  Ã‚  Ã‚  Ã‚  Robert Gordy carefully placed the elements of his piece carefully on a two dimensional plane. First a description of the foreground, there are six women like forms laying as if they are sun bathing with their hair flowing in the wind or just lying in the sand beneath them represented by brown dots. The women are layered in five colors starting inner to outer, black, charcoal gray, light gray, white, and brown representing skin tone.Cropped arms and legs with only the belly and breast having only been represented distinctly. The heads of the women are circles with circular shapes within. the inner shapes of the head give the feeling of an eye although one is not truly represented, there is the feeling of someone looking out at you. The hair on the women is solid black with a with stripe along the top of the shape, this perhaps show a flowing motion in the work or small light source.   Ã‚  Ã‚  Ã‚  Ã‚  Moving into the mid ground of the piece, there are nine pyramids, three sided with each panel a different color starting right to left a white, gray, and black were used for coloration. The white and the gray panels on the pyramids have brown ink spattered along in a erratic pattern representing wind blown sand. Which causes a belief that the women and the pyramids are working against each other in that, they flow in different directions.   Ã‚  Ã‚  Ã‚  Ã‚  The background shows water flowing, but does not seem to be flowing in same direction as the sand on the pyramids, but it is flowing with woman's hair. The water is green with black and white lines showing motion. The Lines in the water capture the feeling of the women's hair as she sunbathes at the oceanside.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Gordy seems to have a great sense of balance, everything seems to be flowing evenly and forcefully throughout all of his works not just the one I chose. There is dominance present in the piece there are six women that are exactly the same in size, color content, space, and attitude. Nine pyramids that are exactly the same forming unity in the piece. An easy feeling of rhythm , there is not a much for action or excitement presented in this particular work. I feel this work is based on form and spacial continuity. Every form is evenly placed and calculated precisely. The work is evenly proportioned, every shape is measured to the exact of the next.

The Stanley Cup and Online Communities :: Internet Web Essays

The Stanley Cup and Online Communities What I Know, Assume, or Imagine I will start off by giving a bit of background as to why I chose this particular topic. I consider myself an amateur in online communities, and in particular chat rooms. I have always considered chat rooms places people with no friends can go. I have plenty of friends, so I never really saw the need to chat. The few times I have gone into chat rooms, they are usually sport related. The problem I have found is that the conversation is usually on everything except sports. I still feel this way. The first part of my hypothesis is that chat rooms don't always stick to the subject. I am a huge hockey fan, and consider myself somewhat of an expert in certain areas. This is why I chose the Stanley Cup as my topic for my I-search. I think that combining something I feel I have good knowledge of with the Internet will help me weed out the facts from fiction. Here are some things I know about hockey. The Stanley Cup is the oldest trophy in North American Sports. It gets passed from team to team, unlike some other trophies. In the NHL, the players play for the Cup, not for the championship ring, or the championship itself. The winning team gets it's names on the Cup for all time and each player gets to spend a couple of days with the Cup over the summer. The hall of fame provides a "Cup Keeper" whose job is to stay with the cup at all times. Most hockey players in the US and Canada have dreamt of hoisting the Cup since they first put on skates. (Simon) As you can see, I am very passionate about the Cup, and could write my whole paper on its rich history, which began in the late 1800's. I am sure there are other people like me on the Internet, so my goal is to find them. I will try to use message boards as well as chat rooms. I plan to ask them about stories they have heard about when the players had the Cup. I imagine I will get better results on message boards, so I will concentrate more on these than the chat rooms. Another assumption I have is that certain teams will be more receptive to answering questions from me.

Malaysia’s Seven Types of Schools

There are hundreds, if not thousand of schools in this world. In Malaysia, we have seven types of schools. They are Malay schools, Tamil schools, Chinese schools, international schools, private schools, and religious schools. There is only one type of Malay schools and they are the Malay government schools. Malay schools are the most common types of schools in Malaysia. You can find at least one Malay school in a town. Malay schools are divided into two. They are the Malay primary schools and the Malay secondary schools. Malaysians start their primary school education at the age of seven. They will then be in standard 1 and they will stay until they are in standard 6, which is until they are 12 years old. The following year they will go to form 1 in the secondary school and they will continue studying there until they finish form 5 so that they can go to either college or start work immediately or they can continue to form 6 so that they can go to university immediately thereafter. Every student has to sit for the UPSR examination when they are in standard 6, the PMR examination when they are in form 3, the SPM examination when they are in form 5, and the STPM examination when they are in form 6. All the lessons in the primary and secondary schools are, with the exception of the English lesson, are conducted in Malay. There is only one type of Tamil school in Malaysia and they are the government ones. Tamil schools are very much like the Malay schools with the exception that all lessons except English and Malay are in Tamil. Their syllabus is a lot like the syllabus of the Malay schools. The only difference is that they have to enter a Malay school when they go to form one. They normally spend a year in a special class after they finish the UPSR examination so that they can cope with the high standard of Malay in the Malay school they will be going to. Then they will they will continue studying at the school like any other student. Chinese schools are very much like Tamil schools. All their lessons except English and Malay are in Chinese. Their syllabus is a lot like the syllabus of the Malay schools. However, they can choose to continue their education in a Chinese secondary school after they finish their UPSR examination or they can choose to go to a special class after the examination and then continue their education in a Malay secondary school. There are two types of international schools, the private ones that follow the British syllabus, and the government ones that follow the Malaysian syllabus. The private international schools can be mainly found in Kuala Lumpur whereas the government ones can be found in almost every state capital. An example of a private international school is the Alice Smith International School in Kuala Lumpur and an example of government international schools is the Sri Utama International School. Private schools are run totally by the school board without any help from the government at all. If they have any problems, they have to overcome it themselves. They get no funding from the government so they have to get money by whatever means they can. That is why the school fees are very expensive. Their syllabus is basically like the normal syllabus of the government schools. Las,t but definitely not least, is the Islamic religious schools. Islamic students go there to learn about their religion and to learn how to speak and write Jawi. They normally study there for six years, but those who are really interested can go to a secondary school that teaches mainly Islam. There they will also learn all the other subjects that normal students do. We should be happy that we are lucky enough to have the opportunity to go to a school to have an education. There are hundreds if not thousands of children out there who do not have the opportunity to go to school. So my friends do not waste this opportunity. Use it while you can.

Benjamin Franklin’s Autobiography Virtues Essay

In his late 20’s, President Benjamin Franklin listed 13 virtues that he felt were an important guide for living. The following virtues can be divided in personal and social behavior: Temperance, Silence, Order, Resolution, Frugality, Industry, Sincerity, Justice, Moderation, Cleanliness, Tranquility, Chastity and Humility. Despite the fact that he tried to follow these guides in his life and went away, consider this being worthwhile in your own life. Temperance, eat not to dullness. Franklin states some associate temperance with eating and drinking, but wasn’t his intentions. My reasoning for why I feel this is one of the most important virtues is because one should always keep cool no matter what situation. Conquering your primal urges for food and drink, you’ll have the confidence to start making improvements in other areas of your life. As being taught in different ways in today’s time, order is another important virtue. Let all your things have their places. A man must fight against these natural laws if he wishes to do well in the world. I feel that it’s most important because being organized and properly creates a well rounded individual. Cleanliness, Sincerity, Fragility and Resolution is what influence the children’s childhood. Having the confidence to allow your actions speak for themselves, Franklin considered humility to be something worth acquiring and I agree with him. Men have pride in themselves showing the sign of strength and courage to mark a true person. They think of their abilities than they really are and honesty. The majority of the list of virtues is also valuable. Benjamin Franklins issues weren’t important but society has changed and that’s mainly are cause in the 20th century. Learning about Franklin’s experience, I find him as an intelligent man who has influenced the immature process of children before and today.