Coaching Process Exercise And Inventory Self Assessment...

Coaching is a short term process used to enhance the development of an employee. Coaching is valuable to the organization as a whole. A coachee need for development must be purposeful to realize development. Before beginning the coaching process, you must ensure that you understand what your role as coach is, that your coachee is aware of their responsibilities, and that the environment in which the coaching takes place is conducive to this activity (Coaching Skills for Managers, n.d.). Hay Group (2007, pg. 5), states that the coach should to do the following: †¢ Identify team members’ strength and aspirations. †¢ Establish development goals. †¢ Support their development plan. †¢ Seek opportunities for team members. †¢ Encourage improvement. †¢Ã¢â‚¬ ¦show more content†¦Managing the coaching process involves coaching preparation, coaching techniques, coaching qualities and feedback or conversation. In the preparation segment of the coaching process, Hay Group (2007), suggest the following questions †¢ What feedback is available about my coachee? †¢ Who can I talk with to gather different perspectives? †¢ What can I do to gather information to help me learn more about my coahee early on in the coaching process? The coach can get the coachee file from Human Resource Management. If the coachee is an existing employee, the coach can collect information on the coachee from coworkers as well as Human Resource Management. The coachee performance evaluation will reveal the strength and opportunity for improvement. Information from the coahee coworkers may reveals the coachee feedback profile. Whatever the coach learns about the coachee should not cloud the coach decision. The coach should not be judgmental but have an open mind. The coach must remind himself or herself the goal to improve and develop the coachee to their best potential. How often will the coach and coachee meet, the meeting environment should be positive, and a decision should be made of who will be at the coaching meeting. During this process include specific responsibilities for the coachee, make it clear that the coachee is accountable for the outcome of their task. Create a coaching friendly context, that promotes the coach ee to open, knowing that makingShow MoreRelatedBsbwor501B Assignment 1 - Fynntown City Personal Development Plan4906 Words   |  20 Pages Date: 29/10/13 Assessment Coding Assessment of this program of study is based on competency based principles. S = Satisfactory NS = Not Satisfactory Students who fail to perform satisfactorily for the assessment in the prescribed date may be assessed as ‘not satisfactory’. You are required to be assessed as ‘Satisfactory’ on completion of Assessments assigned by your assessor for this unit of competency. 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Questions On Specific Behaviors Related Behaviors Essay

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Significance of Public Health -Free-Samples-Myassignmenthelp

Question: Discuss about the Australian Public health Surveillance System. Answer: Notification and Surveillance Hemolytic uraemic syndrome (HUS) is a rare but serious disease, distinguished by acute renal damage in young children and grownups (1). Mostly, this clinical syndrome, being a systemic thrombotic microangiopathy can affect the life expectancy of the patients, due to the diverse etiologies (2). In Australia, HUS is a notifiable infectious disease, as per the Public Health Act 1997 (3), making it obligatory for the health professionals to comply with the prevailing enforceable Code of Practice 2006 (4). This essay is an attempt to investigate why the HUS is notifiable, and how this is achieved through the Australian surveillance system. An overview of the Australian Public health surveillance system The Australian public health surveillance is a continuous, systematic compilation and analysis, as well as interpretation and dissemination of crucial data, relating to a specific health oriented event for reducing its morbidity and mortality. It is presumed that the availability of such data will enhance the health of the Australians through public health initiatives and program planning, as well as their assessment. It can steer a sudden action for incidents that have public health importance, and measure the amount of disease burden and health concerns. The surveillance data could be used for monitoring disease status, program evaluation, public policy development, and many more, while perceiving systemic changes in implementing health practices. They will also become helpful in prioritizing the health resource allocation and the epidemiologic research-promotion (5). Process and methods of the surveillance system Australia is a federation of six states and two territories, namely, Queensland, New South Wales, Tasmania, South Australia, Victoria, Western Australia, the Australian Capital and the Northern province. The State and the territorial health departments collect notifications of communicable diseases, according to their corresponding public health legislations. The National Health Security Act 2007 provides them the authority for exchanging health information between them and the Government. It is under the purview of this Act that the National Notifiable Diseases List has been established, to look after the operational arrangements, such as the formation and development of the existing surveillance and reporting systems. In 2014, in lieu of this Agreement, the states and territories renewed notification data, relating to 65 communicable diseases for listing under the national communicable disease surveillance (3). In the Australian surveillance system, the legislators and the public health officials are entitled to implement the health surveillance activities throughout the country, for meeting the public needs. The surveillance systems adopted for these actions range from the collection of data belonging to a single case, to multiple data formats and surveys, through the electronic systems. These systems will have the likelihood of expansion, keeping the patient safety, confidentiality, and the system security at optimum level (5). The health surveillance is not limited to a biological monitoring, as it is a prolonged process, consisting of gathering information about an individuals occupational history, physical examination and testing for biological monitoring (6). Methods The National Notifiable Diseases Surveillance System (NNDSS) requires (i) unique record-reference number (ii) name of the notifying state or territory (iii) the disease-code (iv) status of confirmation, and (v) the date of notification by the concerned health department. Other types of data needed are: (i) personal details, like birth date, age, sex, indigenous status, and many more, including disease commencement date, specimen collection date, reference number of the outbreak, etc. The quality of the data and surveillance will be monitored and updated periodically by the Health Protection and the National Surveillance Committee (NSC). All information about the communicable disease surveillance is exchanged through different channels, like the tele-conferences of the Communicable Diseases Network Australia (CDNA). In addition, the journal of Communicable Diseases Intelligence (CDI) publishes current surveillance data, annual reports, and articles about the communicable diseases in A ustralia (3). Components and attributes of an effective Surveillance system The surveillance system components: The Australian system of public health surveillance focuses on the communicable diseases and other health conditions, such as injuries, environmental hazards, occupational health and safety, birth defects, drug addictions, severe diseases, mental health, and other health behaviors. The players in the system are public health agencies, voluntary health care organizations, and hospitals, and also the non-government organizations. All surveillance systems collect, review, and evaluate, as well as transform the data collected for public health accomplishment (15). The public health system attributes: A public health surveillance scheme monitors the acute health-related events, by identifying and reducing the risks due to them. It is constructive, if it helps in alleviating the problems associated with the health-related event, from its first insignificant condition to its ongoing significance. The surveillance system data supply several performance measures for the needs assessments and system accountability. Therefore, a representative surveillance system needs to be identified as uncomplicated, flexible, tolerable, and steady, for promoting a public health action. Such a surveillance system has the following attributes: Simplicity- provides the structure and ease of operation in meeting the objectives. Flexibility- displays adaptive nature to changing information requirements with minimal time, personnel, and funds. It is viable for new health events and any other system variation. Data quality- reflects the reliability and the fullness of the system data. Acceptability ensures the participation of persons and institutions in the surveillance through their consents Sensitivity- denotes the level of the reported health related event and the systems capability to detect the outbreaks. Predictive Value Positive- provides the reported proportion of the cases placed under surveillance. Representativeness- describes the rate of recurrence of a health related event and its distribution, according to population, place, and individual. Timeliness suggest the speed in fulfilling the procedural steps in the surveillance system. tability- assures the reliability and availability of the system for surveillance Australian surveillance system and HUS Australian cases of Haemolytic uraemic syndrome are characterized by severe renal impairment, associated with STEC infection. In 2014, there were 20 notified cases of HUS, whereas in 2013, the number of HUS cases reported was only 15. Out of this, about 55% of notifications belonged to the states of New South Wales and Victoria. It was found that in 2014, 45% of the 04 years age group has been the most frequently notified, while half of the cases were in males (3). Summary Protocol The HUS is a microangiopathic haemolytic anaemia, with fragmented red blood cells, leading to thrombocytopenia and severe renal impairment. Out of the two separate clinical sub-groups, the first group shows a prodrome of diarrhea in the summer, whereas the second group lacks diarrheal prodrome, without any seasonal variation. The patients of the latter group may have a family history of HUS, caused by infection, like Streptococcus pneumonia, which can become worse. The studies conducted by the Australian Paediatric Surveillance Unit (APSU) prove that O157:H7 is rare in Australia and that the common one is O111:H. There were no previous national HUS outbreak figures and the incidence of HUS (7). According to the APSU, there were a minimum of 0.58/100,000 incidences of children below 15 years and 1.27 incidences of children below 5 years (7). Considering the etiologic and pathogenic variations in the classifications of hemolytic uremic syndrome, clinical studies have established that the gene mutation that encodes the complement-regulatory proteins are responsible for all types of thrombotic microangiopathy (9). It is also found that the Shiga-toxin-producingEscherichia coli(STEC) O157:H7 is a newly emerged zoonotic pathogen, having severe morbidity (10). In this connection, Vally et al., 2012, reports that the Shiga toxin-producing Escherichia coli (STEC) are an important cause of gastroenteritis in Australia and worldwide and can also result in serious sequelae, such as haemolytic uraemic syndrome (HUS) (8). Majowicz et al., 2014 also hold the same view. They argue that the Shiga toxinproducingEscherichia coli(STEC) are the main reason for the foodborne diseases, resulting in the frequent incidences of HUS and end-stage renal disease (11). The surveillance statistics overview On examining the data available from the national and state notifications, serotypes, mortality, hospitalizations, and the outbreaks, the annual rate of notified STEC illness found in Australia was 0.4 cases per 100,000 each year for the period from 2000 to 2010 (8). During this period, out of the total 822 STEC infection cases notified in Australia, there was only a single notification in the Australian Capital Territory, while South Australia had 413 notifications, where the surveillance for STEC infection was intense. The notification rate in the whole Australia was 0.12 cases per 100,000 each year, for STEC O157 infections, in the 9 year period, with 11 outbreaks, due to STEC. The surveillance statistics show that the STEC infections and HUS cases displayed a seasonal distribution, with most cases occurred between December and February. When compared to other developed countries, the disease incidence and its burden, due to STEC and HUS, were low in Australia (8). Merits of the public health surveillance on HUS The above facts unequivocally confirm that the HUS surveillance is a way to monitor the trends in STEC O157 infections. The surveillance is necessary to assess the strains of STEC leading to severe illness, and is helpful in evaluating the medical care improvements to control the frequency of HUS in children, having STEC. With the introduction of a consistent marker of STEC incidence, the HUS surveillance could become effective in determining the disease prevention measures. However, the HUS surveillance lacks singular diagnostic test and therefore needs more data to validate every reported incidence of HUS. This improvement is essential to reduce the post-diarrheal HUS incidences among the children, belonging to the age group below 5 years. That was why the HUS was accorded a place in the Healthy People 2010 goal (10). Evaluation As per Elliott et al., 2001, the evaluation of the Australian Paediatric Surveillance Unit, which is a functional part part of the Public Health Surveillance System of Australia, has proved that the clinicians perceived surveillance methods as simple and useful. The case sensitivity assessment was acceptable and the predictive value of notification was above 70%. The professional support of the pediatric system and the streamlined reporting scheme, the clinician workload, and the clinical practice paved the way for a higher level of compliance. The educational impact was evolved through the dissemination of information, such as newsletters, periodical reports, presentations, publication, etc. The monitoring of the association between hemolytic uremic syndrome and Shiga toxin-producingEscherichia coli, were effectively conducted by the other units (12). Though the APSU is capable of monitoring the disease incidence trend management, there is considerable delay in case identification. By giving proper background information on haemolytic uraemic syndrome cases nationally, the surveillance system could investigate an outbreak in South Australia, immediately after the condition was listed on the monthly card. The HUS data have enhanced the disease control and prevention strategies, such as changing the code for the fermented meat production, forwarding haemolytic uraemic syndrome notifications to the state public health departments, and educating the public about food storage and preparation. Since a surveillance systems success is solely based on its capability to meet specific requirements, the CDC has changed its approach, by adopting stringent measures in evaluating the surveillance systems. Despite these changes, the appropriateness in evaluating the surveillance unit was not at all effective (13). The reason for the above situation was the presence of two fundamental problems in the system. The first one was the inconsistency in the reported rates of incidence of infections and the rate of actual incidents. The second issue was the inability to detect the trends in the non-O157 STEC infections, as they cannot be detected through routine plating stool specimens. It is because, the passive surveillance for HUS will not have the microbial diagnostic element, which is salient to an active surveillance system. Apart from these distinct problems, the authentic surveillance data are essential for preventing HSU infections, and therefore the national HUS surveillance system will need to gather and disseminate information for assessing the emerging new vehicles of STEC transmission (14). Significance of public health surveillance In order to put an epidemic under surveillance, it is essential to monitor the less frequent incidence of outbreaks that affect a very small portion of the population, when such events occur for a specific period and place. Sometimes, the diseases that are unimportant, due to the effective control measures, may require re-assessment because of their capability to emerge again. That means the public health importance of a health oriented incidence is determined by the method adopted for its prevention. Their components include: Indices of frequency and severity Health-related event disparities Expenditure for controlling the outbreak Methods of prevention Clinical action procedures Public apprehension The system could work only if there is a clear and authentic explanation for the health-related event that is placed under surveillance. Such details include symptoms, laboratory results, epidemiology, and other specific information. The evaluation must relate how the public health surveillance system is integrated with all other systems of surveillance and health information. It addresses comorbidity and risk factors, and possible outcomes from the health related event. The components of the surveillance system include all matters that relate to public health information, concerns, hardware, software, interface, and ethical standards (5). Reasons for notification of HUS Public Health Surveillance of communicable disease is a public health priority at the global level for preventing the spread of infectious diseases (18). The criteria for determining a disease as notifiable in Australia are: collection viability, priority, immediate intervention facility, outbreak potential, fatality rate, societal and international concerns, program evaluation, and importance to indigenous health. HUS is a notifiable condition regardless of cause and the infectious aetiology, due to Shiga toxin-producingEscherichia coli or other infectious agents can result in HUS (16), while Streptococcus pneumoniae can become more severe with a higher mortality and morbidity. Around 40to 60% of children, having HUS needed dialysis, and 3to 5% of them die eventually (17). Conclusion The public health surveillance in Australia collects, analyses, interprets, and disseminates data relating to several infectious diseases that are harmful to public health. The availability of such data enhances the health of the Australians and helps prevent and eradicate communicable diseases, like Hemolytic uraemic syndrome (HUS). The HUS is an acute disease, causing renal damage in children and grownups, and is a notifiable infectious disease, as per the Public Health Act 1997. The need for placing such diseases under surveillance is essential to monitor the incidence of outbreaks and their eradication. However, the surveillance of a contagious disease will become successful only if it meets the system requirements. Though the Australian public health surveillance system is efficient enough to control any disease outbreaks, it still has some weaknesses, despite the unvarying efforts of the Centers for Disease Control and Prevention (CDC). Reference List Parmar, MS. Hemolytic-Uremic Syndrome Medscape. Sep 19, 2016. Available from: https://emedicine.medscape.com/article/201181- overview?pa=FH%2BDw457mWR59DCVkbrWOkvwT3%2BxRKOC8pLhM jr1RYSy9Y4J%2FELVhZLVp2x1UlIDHYMZVYdiSjSzyKr67NszRyRhZLc6 xjdjmi9FlNdSZuc%3D [Accessed 27 August 2017]. Rivas, M, Chinen, I, Miliwebsky, E, Masana, M, et al. Chapter 18: Risk Factors for Shiga Toxin-Producing Escherichia coli-Associated Human Diseases. American Society of Microbiology. 2015. DOI:10.1128/9781555818791 Available from: https://www.asmscience.org/content/book/10.1128/9781555818791.chap18. [Accessed 27 August 2017]. Australias notifiable disease status, 2014. Annual report. NNDSS Annual Report Working Group. Department of Health. 2016, CDI Vol 40 No 1. Available from: https://www.health.gov.au/internet/main/publishing.nsf/content/cda-pubs- annlrpt-nndssar.htm [Accessed 27 August 2017]. ACT Health. Reporting of Notifiable Conditions Code of Practice 2006. Publication No 06/0560 (1500). 2015. Available from: https://www.health.act.gov.au/datapublications/codes-practice/reporting- notifiable-conditions-code-practice-2006-0 [Accessed 27 August 2017]. German et al. Updated guidelines for evaluating public health surveillance systems. MMWR Morb Mortal Wkly Rep. 2001, 50; 1-35. Available from: https://www.cdc.gov/mmwr/preview/mmwrhtml/rr5013a1.htm [Accessed 27 August 2017]. Guidelines for health surveillance. NOHSC:7039. Safe Work Australia, 1995. Available from: https://www.safeworkaustralia.gov.au/doc/guidelines-health- surveillance-nohsc-7039-1995 [Accessed 27 August 2017]. Protocol-Haemolytic uraemic syndrome. (n.d.). Australian Paediatric Surveillance Unit. Available from: www.apsu.org.au/assets/past- studies/husprotocol.pdf. [Accessed 27 August 2017]. Vally, H, Hall, G, Dyda, A, Raupach, J, Knope, K, Combs, B, Desmarchelier, P, et al.. Epidemiology of Shiga toxin producing Escherichia coli in Australia, 2000-2010. BMC public health (January 2012). DOI: 10.1186/1471-2458-12-63. Available from: https://www.researchgate.net/publication/221765579_Epidemiology_of_Shiga _toxin_producing_Escherichia_coli_in_Australia_2000-2010.[Accessed 27 August 2017]. Salvadori, M, Bertoni, E. Update on hemolytic uremic syndrome: Diagnostic and therapeutic recommendations.World Journal of Nephrology,2013; 2(3), 5676. https://doi.org/10.5527/wjn.v2.i3.56 Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3832913/[Accessed 27 August 2017]. Ong, K L, Apostal, M, Comstock, N, Hurd, S, Webb, T. H, Mickelson, S, Gould, LH, et al. Strategies for Surveillance of Pediatric Hemolytic Uremic Syndrome: Foodborne Diseases Active Surveillance Network (FoodNet), 20002007.Clinical Infectious Diseases: An Official Publication of the Infectious Diseases Society of America,2012; 54(Suppl 5), S424S431. https://doi.org/10.1093/cid/cis208 Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3348948/[Accessed 27 August 2017]. Shannon, ME, Elaine, S, Andria, JB, Jan, MS, Jackie, S, Frederick, AJ, Yeung Derrick H, Martyn, KD, et al. Foodborne Pathogens and Disease. June 2014; 11(6): 447-455. Available from: https://doi.org/10.1089/fpd.2013.1704 [Accessed 27 August 2017]. Elliott, EJ, Nicoll, A, Lynn, R, Marchessault, V, Hirasing, R, on behalf of the secretariat and members of the International Network of Paediatric Surveillance Units, et. al. G. Rare disease surveillance: An international perspective.Paediatrics Child Health,2001; 6(5), 251260. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2804555/ [Accessed 27 August 2017]. Gazarian, M, Williams, K, Elliott, E, Chant, K, Longbottom, H, Mellis, C, Nolan, T, Oates, RK, Ruben, A, et al. Evaluation of a national surveillance unit Arch Dis Child 1999;80:2127. Available from: https://www.researchgate.net/publication/12972448_Evaluation_of_a_national surveillance_unit [Accessed 27 August 2017]. Mahon, BE, Griffin, PM, Mead, PS, Tauxe, RV. Hemolytic Uremic Syndrome Surveillance to Monitor Trends in Infection with Escherichia coli O157:H7 and Other Shiga Toxin-Producing E. coli.Emerging Infectious Diseases,1997; 3(3), 409-412. https://dx.doi.org/10.3201/eid0303.970329. Available from: https://wwwnc.cdc.gov/eid/article/3/3/97-0329_article [Accessed 27 August 2017]. World Health Organization. (n.d.). The Elements of Effective Surveillance. Available from: https://cursos.campusvirtualsp.org/mod/tab/view.php?id=23163 [Accessed 27 August 2017]. NSW Government.. Haemolytic Uraemic Syndrome (HUS) fact sheet, July 1,2012. Available from: https://www.health.nsw.gov.au/Infectious/factsheets/Pages/haemolytic_uraemic syndrome.aspx [Accessed 27 August 2017]. Queensland Health Guidelines for Public Health Units. Haemolytic uraemic syndrome (HUS), 2014. Available from:https://www.health.qld.gov.au/cdcg/index/hus [Accessed 27 August 2017]. Janati, A, Hosseiny, M, Gouya, MM, Moradi, G, Ghaderi, E, et al. Communicable Disease Reporting Systems in the World: A Systematic Review Article.Iranian Journal of Public Health,2015; 44(11), 14531465. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4703224/ [Accessed 27 August 2017].

Tracking down the Origins of Sociology

The fact that sociology officially appeared only at the end of the XIX century sheds some light on the human nature. While paying close attention to society in general and the behavioral patterns of other people in particular, as well as the interactions between the members of society was practiced earlier, the idea of studying the society scientifically came comparatively late.Advertising We will write a custom essay sample on Tracking down the Origins of Sociology specifically for you for only $16.05 $11/page Learn More However, apart from the weird fact that people discovered the study of society much later than they could have, the origin of the idea to study society academically is also quite hard to nail down. Despite the fact that there are strong indications to the nature of sociology pertaining to the effect of the Age of Science spawned by the French Revolution, sociology has clearly emerged as the solution to the chaos that the world was at th e moment, which Heilbron’s work indicates in a very graphic way. The shift from theology and metaphysics to positivism can be seen as one of the most obvious reasons for the French Revolution and the following social changes, as well as the collapse of the society that was traditional for the XVIII century, to be the key factor in the emergence of sociology. As soon as the concept of the divine intent and the following idea of searching for the specific events to have particular reasons were switched by the suggestion to acquire knowledge based on the results of experiments and observations, the premises for studying the phenomenon of society by adopting the â€Å"anti-metaphysical conceptions of knowledge† (Heilbron, 1995, p. 198) appeared. One of the most frequently used arguments against Heilbron’s concept of sociology being created as the response to social disruptions is that chaos cannot possibly produce an orderly and well-structured theory. The given arg ument admittedly has a grain of truth in it; being completely disoriented and disorganized, people cannot possibly conjure an idea that will somehow help arrange the elements of the disintegrated society into an orderly structure.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, it is worth mentioning that Heilbron considers the creation of sociology, not the phenomenon of order as opposed to the social disorientation that penetrated every single sphere of people’s lives. In other words, Heilbron defines sociology as the method of studying various social mechanisms instead of viewing it as the saving grace for the post revolution France and the world that was facing an economical and a social crisis of massive proportions. Thus, it is quite logical that sociology as the set of methods for studying the society in order to structure it properly could appear within the realm of comp lete chaos and obsolete principles of building social relationships. As a set of theories that could help explain the changes that occurred to the society and help work on the possible solutions, sociology could not have developed in the society without crisis or negative economic, financial and cultural tendencies – there would have been no reason to work on the theory that could shed some light on the means to improve the situation. Therefore, in some way, it can be assumed that sociology could only emerge in the world that was literally torn apart by the social and economic inconsistencies. It is quite remarkable that sociology was born together with significant changes in the political structure of France, i.e., the creation of conservative and liberal political movements: â€Å"In addition to these conservative and liberal groups, contributions to the social sciences were also made by men from the natural sciences† (Heilbron, 1995, p. 196). Thus, it was clear that the social changes that the entire nation – or, more to the point, the entire world – was shaken by actually spurred the creation and evolution of social sciences in general and sociology in particular.Advertising We will write a custom essay sample on Tracking down the Origins of Sociology specifically for you for only $16.05 $11/page Learn More After the Revolution, the world was literally in ruins, and people were in a desperate need to set the elements of society in order. However, to make sure that every single element is put in its place and that there is actual way to restore the balance between social forces, it was necessary to study the ways in which social relationships are built, as well as understand the principles of the social hierarchy. Hence sociology was born. While it would be wrong to claim that sociology was considered to be the silver bullet for the entire humankind even at the time, it is still quite clear that soci ology was meant to help structure the society. Since the latter was completely disoriented after the French Revolution, sociology could clearly provide the answers to the questions that bothered people in the XVIII century, the key one being the definition of society and the principles of its clockwork. Although the world would figure out later that sociology is only a tool to study the specifics of society and not the solution to the emerging problems, there can be no denial that the given discipline appeared as a response to the chaos within the post revolution society, as Heilbron’s works explain. Reference List Heilbron, J. (1995). Reform, revolution and the Napoleonic Era. In J. Heilbron (Ed.), The rise of social theory (pp. 115–118, 195–204). New York, NY: John Wiley Sons. This essay on Tracking down the Origins of Sociology was written and submitted by user Mikaela Patrick to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Why To Live in Paris †Creative Writing Essay

Why To Live in Paris – Creative Writing Essay Free Online Research Papers Why To Live in Paris Creative Writing Essay Paris is, indeed, one of the most beautiful cities around the world. Firstly, the city is geographically located in the middle of Western Europe, very close to other important European cities. In fact, from Paris you can rapidly arrive to London, Zurich, Amsterdam or Rome, among many other places of interest.Secondly, the old Lutecia has became during the last centuries a centre of culture and the stage of relevant historical facts. Within the city’s limits, Paris can nowadays proudly exhibit the traces of two thousand years of civilization. From the Roman Empire to our days, the inhabitants of Paris have seen as relevant the architectural development and the growing of arts and they have made a lot of efforts to enrich their buildings, streets, squares and public facilities. Throughout the centuries, the capital city of France hosted the most representative artist of their respective times, in every expression of Fine Arts: Leonardo Da Vinci, Rodin, Mozart, Isadora Duncan; Marà ­a Callas or Cortzar, among hundreds of artists that have been born, or even lived or died in Paris. Personally, I always liked all the expressions of arts and wandering in Paris’ streets has been an unspeakable source of esthetic pleasure. I am convinced that it is not necessary to visit any of the marvellous museums in Paris to enjoy the works of those artist: round around the less expected corner you can find a Rodin scupture or an overwhelming cathedral or even a little orchestra playing Debussy in a square. You merely have to walk and look around to feel yourself touched by beauty. But Paris is not just a city of artists. It is the political and administrative heart of a powerful country too. Paris is an important business centre and thus the classical world shares its spaces with modern life without bothering to each other. Financial and industrial neighbourhoods -such as La Defense- give Paris a peculiar strenght that makes this city be a very active, cosmopolitan and confortable place to live. In Paris you will find excellent restaurants, nice cinemas and fabulous theaters. There are hundreds of shps where it can be found the best clothes, foods, books, furnitures or any other articles from France or from everywhere around the world. The city’s transports are also very efficient and, in general, the city is very correctly managed. The suburbs are quite nice too, if you do not or cannot live downtown. Most people think that Frenchs are not gentle or that they do not make feel strangers fine. I disagree because I did never experience any disgusting treatment in Paris different from the treatment I may receive in Buenos Aires or Miami. Perhaps those who have been born in Paris are colder than other latin persons but once you understand their way of thinking and acting you would probably find them generous and sympathetic. In addition, not only French people live in Paris but also a bunch of different ethnics groups (especially muslims or natives of former or actual French colonies in America, Africa and the Pacific). That is why I think I would like to live in Paris. If everything goes as I expect, I will probably spend most of my time there when I will get my retirement. Research Papers on Why To Live in Paris - Creative Writing EssayWhere Wild and West Meet19 Century Society: A Deeply Divided EraHip-Hop is ArtInfluences of Socio-Economic Status of Married MalesNever Been Kicked Out of a Place This NiceAssess the importance of Nationalism 1815-1850 EuropeCanaanite Influence on the Early Israelite ReligionThe Effects of Illegal ImmigrationQuebec and CanadaThe Masque of the Red Death Room meanings

PSAT Score Range Where Do You Rank

PSAT Score Range Where Do You Rank SAT / ACT Prep Online Guides and Tips Although the PSAT and SAT share many similarities, their score ranges are actually pretty different. Unlike the SAT score range, which has a maximum score of 1600, the PSAT score range only goes up to1520.But why? What are thescore ranges for each PSAT section? Also, canyou use the PSAT scoring scale to predict your SAT score? In this article, we’ll go over the current PSAT scores range and PSAT score distribution.We'll then compare PSAT score ranges with SAT score ranges before concluding with a list of estimated PSAT score cutoffs for the National Merit Scholarship Program. What Is the PSAT Score Range Overall? For Each Section? The total PSAT scoring scale is320-1520 in 10-point increments.Like the SAT, the PSAT has three major sections: Math, Reading, and Writing and Language (hereafter Writing). Each section is first scored on a scale of 8-38 in one-point increments;these areyourPSATtest scores.These test scores are then converted into section scores on scales of 160-760 in 10-point increments(which combine to give you a total PSAT score out of 1520). To get your Math section score, simply multiply your Math test score by20. To get your Evidence-Based Reading and Writing (EBRW) score, add your Reading and Writing test scorestogether and then multiply the sumby 10. There are also subscores and cross-test scores,which measure your mastery of specific skills and knowledge on each section. Subscores are scored on scales of 1-15 and encompassthe following seven areas: EBRW Command of Evidence Words in Context Expression of Ideas Standard English Conventions Math Heart of Algebra Problem Solving and Data Analysis Passport to Advanced Math Cross-test scores are a little different in that they apply to all PSAT sections and use scoring scales of8-38.The two cross-test scores are as follows: Analysis in History/Social Studies Analysis in Science Finally, you’ll geta Selection Indexwith a score range of 48-228.To calculate this score, multiply the sum of your three PSAT test scores by2. The Selection Index score isused solely to determine your eligibility for National Merit distinction (we’ll explain this in more detail later). Hereis a table showcasing thecurrent PSAT score rangeas well as the score ranges for each PSAT section, subscore, and cross-test score: PSAT Score Range PSAT Section Score Range Evidence-Based Reading and Writing (EBRW) 160-760 Reading 8-38 Writing and Language 8-38 Command of Evidence 1-15 Words in Context 1-15 Expression of Ideas 1-15 Standard English Conventions 1-15 Math 160-760 Math (Test Score) 8-38 Heart of Algebra 1-15 Problem Solving and Data Analysis 1-15 Passport to Advanced Math 1-15 TOTAL (EBRW + Math) 320-1520 Cross-Test Scores* - Analysis in History/Social Studies 8-38 Analysis in Science 8-38 Selection Index 48-228 Source: PSAT/NMSQT Understanding Scores 2018 *Cross-test scores are for all sections of the PSAT. Before October 2015 (and the introduction of the redesigned SAT in 2016), the PSAT looked quite differentthan it does now. Back then, the PSAT scores range was 60-240,the Critical Reading and Writing scores didnot combine for a total EBRW score, and test takers received neither subscores nor cross-test scores. To help you better visualize these differences, hereis an overview of the old (pre-2015) PSAT scores range: Old (Pre-2015) PSAT Score Range PSAT Section Score Range Critical Reading 20-80 Math 20-80 Writing 20-80 TOTAL (All Sections) 60-240 Source: PSAT/NMSQT Understanding Scores 2015 The old PSAT has made way for the new PSAT to shine. PSAT Score Distribution The PSAT scores scale makes it so that most test takers score around 920 (the halfway point between 320 and 1520). And the data backs this up: the average PSAT scores are934 for 10th graders and 1014 for 11th graders. This pattern in scoring creates a bell curve on which most PSAT takers score around the middle of the PSAT scoring scale and veryfew score at the lowest and highest ends of the scale: Now, let's look at thePSAT score distribution using percentiles. These percentiles will tell us what percentage of test takers you scored higher than on the PSAT. In general, a score in the 75th percentile or higher means you’re doing well, a score in the 50th percentile means you’re about average, and a score in the 25th percentile or lower means you have some room for improvement. Below is a condensedlistof the mostrecent PSAT percentiles for 11th graders.For more info onPSATpercentiles for 10th graders, read our article on good PSAT scores for sophomores. PSAT Percentile EBRW Math TOTAL 99 or 99+ 730-760 750-760 1460-1520 90 650-660* 640 1280 75 590* 570 1150 50 510* 490-500* 1000-1010* 25 430 430* 860-870* 10 370 380 760 1 or 1- 160-300 160-300 320-640 Source: PSAT/NMSQT Understanding Scores 2018 *Estimated score or score range (exact score for designated percentile unavailable). In 2018, approximately 1.6 million juniorstook the PSAT.The data above tells us thatthe top 1% of test takers- about 16,000 juniors- scored between 1460 and 1520.Contrary to what many believe, youdo notneed aperfect PSAT score to get into the99th percentile. In fact, you can miss up to 60 pointsand still getin the top 1%! Likewise, very few test takers scored at the lowest end of the PSAT spectrum:only 16,000 or so juniors scored 640 or lower.In other words, your chance of scoring below 640 is quite rare, as 99% of test takers score above this range. But what about the percentiles for individual sections?As you probably noticed, the score ranges for the 99th percentiles for EBRW and Math are not the same. For EBRW, ascore as low as 730 guarantees you aspot in the99th percentile. For Math, on the other hand, you must score at least 750- a near-perfect score! This discrepancy between thePSAT score ranges for the sections indicates thatMath is slightly more competitive than EBRW is,as more people receive high scores on Math than they do on EBRW. So if you want to get 99th percentile scores on Math and EBRW, you’ll have to work a little bit harder on Math than you will on EBRW. On the opposite end of the percentile scale, EBRW and Math maintain identicalscore ranges: any score below 300 falls in the 1st percentile for both EBRW and Math.Once again, though, very few students actually score in this range, so you’re more likely to get above 300 on both sections. Cupcake distribution: 99% for me, 1% for you. SAT vs PSAT Score Range: Is There a Correlation? We've covered the basics ofPSAT score distribution, so let's address another question: how does the PSAT score range compare with the SAT score range?Although the PSAT and SAT share several striking similarities, their score ranges are more like siblings than they are twins. Here is a side-by-side comparison of the current SAT and PSAT score ranges: Section PSAT Score Range SAT Score Range Evidence-Based Reading and Writing (EBRW) 160-760 200-800 Reading 8-38 10-40 Writing and Language 8-38 10-40 Command of Evidence 1-15 1-15 Words in Context 1-15 1-15 Expression of Ideas 1-15 1-15 Standard English Conventions 1-15 1-15 Math 160-760 200-800 Math (Test Score) 8-38 - Heart of Algebra 1-15 1-15 Problem Solving and Data Analysis 1-15 1-15 Passport to Advanced Math 1-15 1-15 TOTAL (EBRW + Math) 320-1520 400-1600 Essay* - 2-8 | 2-8 | 2-8 Reading - 2-8 Analysis - 2-8 Writing - 2-8 Cross-Test Scores - - Analysis in History/Social Studies 8-38 10-40 Analysis in Science 8-38 10-40 Selection Index 48-228 - Source: The College Board *There is no Essay section on the PSAT, but there is an optional Essay on the SAT. Note that the Essay score does not factor into your composite SAT score. At a glance, the two tests look as though they mirror each other, but in reality the PSAT and SAT differ in a fewkey ways. According to the table, the maximum PSAT score is 1520 and the maximum SAT score is 1600. But if the two tests are so similar in terms of form and content, why does the PSAT score scale only go up to 1520 and not 1600? Thisdifference in maximum scoresis due to thetwo tests' differences in difficulty.Because the PSAT is a preliminary to the SAT, it has fewer questions and is overall less challenging than the SAT. As a result, the PSAT score rangedoesn't reach as high as the SAT score range does. But wouldn't a 1520 on the PSAT simply correspond to a 1600 on the SAT? Nope! Even though both scores are the two tests' respective maximums, a 1520 on the PSAT is not the same as a 1600 on the SAT; rather, a 1520 on the PSAT is the same as a 1520 on the SAT. This pattern applies not justto the maximum scores but to all possible PSAT scores. For example, a1050 on the PSAT equals a 1050 on the SAT, a 1300 equals a 1300, a 1280 equals a 1280, and so on.In other words, scaled PSAT and SAT scores always signify the same level of ability. The reason for this is thatyour PSAT score ismeant to be a direct indicatorof your SAT score. If I scored 1170 on the PSAT, then- at that exact point in time and without any additional studying- I should also be scoringaround 1170 on the SAT. The PSAT essentially acts as acrystal ball, revealing the level ofyour current (and possibly future) SAT ability. Unfortunately, the PSAT doesn'temit bright, magical lights like a Magic 8 Ball does. (bark/Flickr) What Is the PSAT Score Range for National Merit Scholarships? As I mentioned briefly at the beginning of this article, high PSAT scorers (who are juniors) might qualify asSemifinalists for the National Merit Scholarship Program.This competitionis a big deal in the academic world. Not only does the program look great on college applications, but it also hands outa$2,500scholarship to every winner! Sowhat PSAT scores do you need to qualify? The National Merit Scholarship Corporation (NMSC) uses Selection Index scores to determine which students are eligible for scholarship consideration. Each year,the top 3-4% of test takers become Commended Students, and the top 1% proceed as Semifinalists.This works out to around16,000 Semifinalists, of whom 15,000 will move on and become Finalists. (And of that 15,000, about 8,000 will eventually win scholarship money.) But here's the caveat:the Selection Index score you need in order to qualify as a Semifinalist varies by state.Below are theestimated cutoff scoresneededto qualify as a Semifinalist in each state. Beside each Selection Index score is an estimated total PSAT score cutoff. I calculated these estimated PSAT score cutoffs by working backward. First, I divided each state's Selection Index by 2. Then, I divided the quotientby 3 to get (estimated) PSAT test scores for Math, Reading, and Writing. Next, I converted each test score into a section score. Finally, I combined the EBRW and Math section scores to get an approximate PSAT score for each Selection Index cutoff. State Selection Index Cutoff PSAT Score Cutoff Alabama 216 1440 Alaska 215 1440 Arizona 220 1470 Arkansas 214 1430 California 223 1490 Colorado 221 1480 Connecticut 222 1480 Delaware 222 1480 District of Columbia 223 1490 Florida 219 1460 Georgia 220 1470 Hawaii 220 1470 Idaho 214 1430 Illinois 221 1480 Indiana 219 1460 Iowa 216 1440 Kansas 218 1460 Kentucky 218 1460 Louisiana 217 1450 Maine 217 1450 Maryland 223 1490 Massachusetts 223 1490 Michigan 219 1460 Minnesota 220 1470 Mississippi 215 1440 Missouri 217 1450 Montana 214 1430 Nebraska 216 1440 Nevada 218 1460 New Hampshire 219 1460 New Jersey 223 1490 New Mexico 215 1440 New York 221 1480 North Carolina 220 1470 North Dakota 212 1410 Ohio 219 1460 Oklahoma 215 1440 Oregon 221 1480 Pennsylvania 220 1470 Rhode Island 220 1470 South Carolina 216 1440 South Dakota 215 1440 Tennessee 219 1460 Texas 221 1480 Utah 215 1440 Vermont 216 1440 Virginia 222 1480 Washington 222 1480 West Virginia 212 1410 Wisconsin 216 1440 Wyoming 212 1410 AVERAGE 218 1460 As you can see, the PSAT score required to be a Semifinalist can vary significantly bystate. In North Dakota, West Virginia, and Wyoming you can become a Semifinalist with a score of about1410. But in California, Maryland, New Jersey, and Washington, DC, you’ll need a far higher score of around 1490- that’s an 80-point difference! Luckily, in no state do you need a perfect PSAT score to qualify as a Semifinalist.In fact, in all states you can miss at least 30 points and still qualify for National Merit! But what scores should you aim for on each PSAT section? To calculate your individual section goal scores, divide your state’s Selection Index cutoff by 2 and then again by 3.This number will act as your approximate goal score for Reading, Writing, and Math. (Note that it will be a test score out of 38 and not a section score out of 760.) For example, if you lived in New Mexico, your Selection Index cutoff would be 215. Using thisscore, do the math as described above to get your goal (test) score for each section on the PSAT: 215 / 2 = 107.5 107.5 / 3 = 35.83 35.83= 36 (Always round up!) Of courseyou don’t need to aim for the exact same score on each section.If you’re stronger at Reading and Writing than you are at Math, you could instead aim for 38 on both the Reading and Writing sections and 32-33 on the Math section. This combination will still get you a Selection Index score of 215 (just do the math to check it!). Ultimately, if you plan to strivefor National Merit status, it's important to know the cutoff score for your state.Always aim, at a minimum, for your state's cutoff score,though I suggest aiming a little higher if possible. Doing this will give you a solid buffer should thecutoff score for your state go up a little the year you take the PSAT. If you don't meet the PSAT score cutoff, you can't ride the roller coaster to Free Money Land. Takeaways for the PSAT Score Range The PSAT score range is 320-1520 in 10-point increments.This composite range includes two score ranges of 160-760 for EBRW and Math. In terms of test scores, Reading, Writing, and Math are all scored separately on scales of 8-38.You'll also receivesubscores with ranges of 1-15 and cross-test scores with ranges of 8-38. In regard to PSAT score distribution, most test takers score at or around 920,the halfway point between the minimum and maximum scores. As recent percentiles show,Mathis slightly more competitive thanEBRWsince youneed a higher Math score to get into the 99th percentile than you do to get into the same percentile for EBRW. PSAT and SAT scores are analogous, meaning thata scaled score on the PSAT will always equal that same scaled score on the SAT.Therefore, you canuse your PSAT score to get a rough idea of how your SAT performance might look. ThePSAT also assigns each test takera Selection Index score on a scale of 48-228.This is the score used to determine your eligibility for National Merit consideration. Each state maintains a different Selection Index cutoff score,with the lowest being 212 and the highest being 223. To ensure you have thebest shot at winning a scholarship, try to aim for your state's cutoff score- ideally, even higher! What’s Next? Got more questions about the PSAT scoring system? Our guide to PSAT scoring explains how PSAT scores are calculated, and gives you tips onhow you can use thisinfo to your advantage on test day. Confused about what's tested on the PSAT?Get the rundown with our guides to what the PSAT is and what you should know about its structure and question types. Want to know exactly when you'll take the PSAT?Our guide to PSAT test dateswill give you info onwhen the next PSAT will be, where you'll take it, and what you can do to prepare for it. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Fluid mechanics Assignment Example | Topics and Well Written Essays - 1500 words - 1

Fluid mechanics - Assignment Example A body in fluid during transport may be expected to experience drag or resistance due primarily to its irregular form or geometry, from which originates a  form drag. If a submarine, for instance, is designed with unconventional outer surface, water pressure and velocity must likely be non-uniform at several points on the form as submarine’s movement proceeds through the flowing medium. In effect, the random pressure and motion of the water would enable itself to accelerate or decelerate, thereby creating frictional losses out of the fluid’s resistance to the object’s shape as the path of the water around the submerged vehicle is significantly altered in the process. Form drag mostly occurs with aircrafts or airfoils over which air flows and separates so that turbulence becomes the outcome of combined packets of pressure, both high and low, leaving a wake or drag behind the plane. Studies indicate that form drag may be resolved on streamlining a body in order t hat separation, leading to form drag, may be prevented.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another drag type is  skin friction drag  which is brought by a contact between fluid particles and the surface of the body about which it moves. The idea is the same with the typical friction discussed in physics, where the resisting force builds along the plane of contact of the skins or surfaces interacting with each other as solids. Skin friction drag, nevertheless, involves interaction between gas molecules and a solid surface in which the drag magnitude is measured on the basis of the properties that identify the solid and the gas. With reduced skin friction drag, unfavourable turbulences may be minimized to desired levels when aerodynamic bodies are rendered smooth or frictionless by polishing to normalize pressure gradients and speed distribution of air. To achieve this end, plane design to suit

Christology in the Black Perspective Essay Example | Topics and Well Written Essays - 1250 words

Christology in the Black Perspective - Essay Example According to Wilmore (93), Christology in the Black perspective borrows much from the Bible on the Israelites deliverance from Egypt by God. Advocates of Black theology effectively compare the US to Egypt. They predict that the blacks who are the oppressed people will be led to a promised land soon. They emphasize that God is concerned with the people who lack economic, social and political justice and also for those who are unwanted and poor in the society. They believe that the same God, who liberated the Israelites, is the same God who is a blessing and working for the blacks who are oppressed in the 20th century. They believe that God is helping the oppressed blacks and has, therefore, identified Himself with them. They speak of God as Black.Jesus Christ is seen from the aspect of liberation and oppression. Other texts that are borrowed from the Bible by Christology in the Black perspective include the Gospel of Luke. The book of Luke states that the lame will walk, the blind wil l see, the deaf will hear, the lepers will be cleaned, the dead will rise up and the poor will have the good news preached to them. Therefore it is evident that in Christ, God truly enters human affairs and notably takes sides and supports the oppressed (Wilmore 112).This means that the oppressed become His and the numerous challenges of the 20th century cannot be solved by looking at the past of what Christ did. The main reason for this is that the choices of the past are not similar to the current situation.

Abigails Party Essay Example for Free

Abigails Party Essay My group and I are working on a play called the Birthday Party By Harold Pinter. The work is set in 1960s. The scene we doing is about a man, names Petey returning home from some sort of morning to job to a boarding house where his wife, whos called Meg and is the owner, fusses around him. We start to see that this routine is very basic and a sense of this what they do every day. As the scene goes on Stanley comes in and plays quite a grumpy teenager. I play the part of Petey. At the time of this plays setting, men had more of a dominant role in society and the women didnt work much and did more of the housework. This could mean that the male characters in plays around this time were more dominate and women did more housework and just like Meg, fussed around their husband as he was the only source of income, this could influence Meg as being fussy and concerning over Petey. The war would have been less than two decades ago so that may influence the characters in plays. Meg maybe fussing around he husband because he was a war-hero influencing her to very proud and caring of husband, or maybe Petey only has a morning job because he is slightly injured, this could influence his physical expression. This is different from the text that we have studied called Abigails Party because was set in the 1970s where women had a more dominant role than in the 1950s. The women were more out-spoken and more free to work have more social activities. In Abigails Party there was a lot more conflict and more fiery action between characters unlike in the Birthday Party it was Meg said a comment, which Petey may of thought was stupid, Petey just answered simply in a slow pace and showed no motivation to want to speak. In Abigails Party when a comment was made that one of the partners didnt like to hear they either fought about it or gave a sarcastic comment to show their annoyance whereas in the Birthday Party I, Petey, just gave short simple unmotivated answers to a persistent and fussing Meg. The two plays showed different ways of coping with situations as throughout the scene we performed Petey showed boredom and Meg carried on being quirky, fussy and questionable, in comparison to that in Abigails Party they handled situations in a more sarcastic, and argumentative. The two plays are humorous on different levels. The Birthday Party is funny because of we can see Peteys clear boredom of having this conversation and routine, which we can tell is a daily thing he goes through. Megs stupid comments just to speak and engage with Petey and in cases, to know out side life, is funny to us because the questions are stupid like when hes just got the corn flakes and she asks if they are nice and he hasnt even tasted them. However, the two plays have similarities. Pinter and Leigh are both known for naturalism. The scene on Birthday Party I performed was very natural and realistic nothing out of the ordinary happened it was very simple and plain but it was easy to relate to which made it effective and the birthday party as too naturalistic and perhaps more modern and in the effect of couple arguing and women playing more dominate roles. However, the Birthday Party as it goes on turns out to be more absurd and super-natural. Both plays also have fussy and inquisitive women. Meg is very questionable to Petey and wanting to know things, Bev. Tries to keep the gathering shes got alive and wanting people to pay attention to her likewise to Meg wanting Peteys attention. The historical and social setting is fairly similar as the man in Birthday Party does seem to have the dominant role as Meg does everything for him cooking, washing etc. Contrastingly to when Angie says something against Tony, like he is argumentative or wont do something, he takes action by shouting or grabbing her hand. Angie stops and doesnt protest showing men still had some dominant role in the 70s. We are presenting our play as the audience in a semi-circle in one end of the studio and us performing in the other half of the circle. This allows the audience to be the third wall, which is very in the style of Pinter and Leigh. This can give the audience more of a role and part, its very soap like, which is naturalistic, just as the plays studied, are intended to be. We are using different techniques and styles of performing such as giving each character more or less just one characteristic and not changing the pace much. For example when I play Petey I kept the same tone and tired motivation to tell the audience that Ive been doing this for a very long time. For Meg she kept her fussing and questionable ways and when Stanley comes down he was more mellow and got the attitude of Ive got my wrapped round my little finger. We used symbolism in our play, for example my paper. When I played Petey, the paper was my only bit of something new for that day, everything else was the same predictable self but my paper, which Im though out the scene reading or holding, gives me salivation from Meg and the predictable ways. We are keeping the style very naturalistic. This is different from the other play as the characters pace changed very much through the play. At one time they would be talking and the next minute there would be an argument to change the pace and the mood in which all the characters felt. You never felt the characters would stay for long at one place whereas Petey stayed in the chair all the time and kept his pace the same except it did change sometimes. The other text (Abigails party) influenced our performance by making Meg a little more dominate and persistent for Peteys attention.

Essay --

.. Manny Pacquiao is one of the most famous and highest paid boxer of our generation. He is a modern day Rocky Balboa except he is actually the real deal. It is only fitting that he represents some of the today’s top companies in their ads. Even more so for what I would consider the biggest company of them all, Nike. It is only fitting as that is what all of this generation’s sports stars do if they are elite athletes. The top portion has a black background with a beam of light coming in from the top as if it’s all eyes on him where you see that the beam is hitting a boxer grasping the ropes as he is on his knees. The ropes were colored red, white, and blue with a red turnbuckle. The boxer acts almost as if he is praying with an invisible â€Å"audience† is surrounded around him. He was ripped with muscles from head to toe showing how strong and well off this elite boxer is. He wore red Nike shoes and white trunks with a golden eagle design and â€Å"pacman† written on the sash of his trunks. The bottom of the ad reveals â€Å"MP† with a crown or sun on top of the â€Å"M†, the Nike logo, a quote that says â€Å"Give Us This Day† and the date â€Å"12.06.08.† The boxer was the only thing that really catches your attention. Unless you are an avid boxing fan you would not recognize who the man is, but thanks to his nickname on his trunks and the â€Å"MP†, almost any person could get the idea. It looks as if he is in prayer, but that is because he always prays before and after he fights. How he is situated in the picture with his arms and legs spread like they appear as if he is creating a picture of himself Jesus was when he was crucified. This could imply Pacquiao as being a savior and that he is going to save the hopes of all the ... ...also a disadvantage due to him not actually fighting in the Philippines When the fight was announced many said that de la Hoya would win because he was a much more experience boxer. This ad shows Pacquiao’s hidden fears because knew he couldn’t underestimate de la Hoya, so to bring â€Å"his heat† he wears Nike shoes. The advertisement reveals, even when you face a big threat, with Nike you will be unstoppable. An advertisement can mean or stand for anything, whether it is simple or complicated. It can have famous people, animals, be various colors or be black and white. The reason why one picture becomes an ad is because it represents something exactly what the company wants. And that is for you to want to buy and wear Nike products. This Nike ad with Manny Pacquiao is a very enjoyable ad that is a great example of such a simple picture being effective.

Web Design Report

| Coursework 1 Website Report | Diarmuid Bogner / B00614798| | Dr Hui Wang Dr Hui Wang Contents Page Introduction____________________________________________________________ pages 3 -4 Analysis_______________________________________________________________ pages 5 – 6 System Design_________________________________________________________ pages 7 – 11 Implementation_______________________________________________________ pages 12 – 16 Conclusion___________________________________________________________ pages 17 – 21 Appendices______________________________________________________________ page 21Introduction Purpose The purpose of this website was for a web development based company showcase the web sites they have created, the services they offer, help and support for new and old clients and to display contact information. Another purpose for creating this website was to help increase the amount of clients that the web development company was getting. Creat ing this website also allowed me as a beginner web developer to further develop the skills that I have already acquired such as XHTML and CSS. Organisation and Function of the Website The website I created is organized into several pages.Each page was named with an appropriate name to correspond with the information that was viewed on that page. For example the contact page was named â€Å"contatct. html†. This easily allows me to identify which page I was currently working on and would help if I had to make any changes or updates in the future. The website is made up with 15 different pages. In my website directory there is also a CSS file called style. css. This file contains all the style information on my website for example the background colour or the text font, size and colour. Naming the . ss file â€Å"style† again would help me or anyone else having to edit the file knows what the purpose of the file is. The website layout follows the standard top to bottom o rganization. The website has a logo at the top, and then below is the navigation which is easy located by visitor so they can easily navigate around the website. The function of the navigation bar is to create links between different pages of the website. For example clicking on the â€Å"About† link will bring you to the about page. There are also links on the links page which bring the user to external pages on other websites.Outline of Information to Be Included In the Report This report will contain quite a large amount of information. Below I will briefly outline the information included in the report: Introduction – In the introduction section of the report I will explain the purpose of the website I created, the organisation and the function of the website which basically means how the website works. Analysis – In the analysis section of this report I explain what the target users are and what they require from my website.The report will also contain a da ta collection which is where I sourced all my information to create the website. System Design – The system design will contain an outline design of each page that will be created for the website and the rationale. Also this area will contain all the links of the pages and the type of information that has to be included on each of these pages. Implementation – In this section the report there will be screen dumps of each page and I will explain the main features of each page. Also I will have a description of how my main features where added to the website.Conclusion – the conclusion section of the report will contain a complete evaluation of the website, and if I feel that my finished website has meet all the user requirements and how I have met them. I will review what went well and what didn’t go as well as expected when designing and implementing my website. Also I will include some ideas that I think my make an improvement to my website. Appendices à ¢â‚¬â€œ The appendices section will contain any references that were used throughout the report, design and implementation of the website. Analysis Target Users and their RequirementsThe target users for my website can be anyone. But the main focus is for users that are interested in obtaining a website for their personal use or for a business. The website has requirements that I need to insure that I meet them all. Requirements * Clear layout website for easy browsing – The website must be made up with a simple, effective a clear layout and not seem confusing. * Easy functionality – Users on the website must be able to use the functions of the website with ease. * Appealing colour scheme/template – The colour scheme and the template/layout need to be appealing using bright colours and nice imagery. Corresponding information – The information on the website needs to be relevant to the website, for example information about football would not be relevant t o a web development organisation. * Follow the HCI guidelines – The website needs to strictly follow the Human Computer Interaction guidelines. For example I need to take into consideration that some visitors on my website maybe colour blind so using colours that users can see clearly wither colour blind or not. * Easy to update and maintain – The website needs to allow easy maintain and update when needed.To achieve this using proper indenting and comments on the code will help me to find areas of the code that need updated. * User friendly – I need to make sure that the website is user friendly and that the users browsing my website can easily navigate around the site and can read the information that my website displays. * Compatible – Making the website compatible with all browsers is a requirement. This is because if one user is viewing the page using Mozilla Firefox another user using internet explorer may see the website differently and this could affect the users overall experience of the website.Data Collection All of the information I used for my website was written by me, I did however use the internet for some information such as my images, icons and links. For my icons and images I used a website called http://www. iconfinder. com/ and I also used Google image search. For some of the definitions on my â€Å"Links† page I searched Google, and at the top of the search results page a definition appeared. Throughout writing my CSS code I used http://www. w3schools. com/ as a reference for certain CSS techniques such as creating my website background. Outline of Page DesignsI found that using text boxes in Microsoft Word was a great way for me to design the layout of each page on my website. You can see below how I achieved this. Logo created using Adobe Photoshop Logo created using Adobe Photoshop Homepage Navigation Bar Navigation Bar Future Designs Affordable Web Development Future Designs Affordable Web Developmen t Home | About | Services |Portfolio | Contact | Links | Faq’s Home | About | Services |Portfolio | Contact | Links | Faq’s Content Area (this area is used to display the main text and images for the users to read and view.Content Area (this area is used to display the main text and images for the users to read and view. Button used for users to request quote Button used for users to request quote Links to pages on website Links to pages on website â€Å"Get quote† â€Å"Get quote† Footer Navigation Bar Footer Navigation Bar Home | About | Services |Portfolio | Contact | Links | Faq’s Home | About | Services |Portfolio | Contact | Links | Faq’s Logo created using Adobe Photoshop Logo created using Adobe Photoshop About Navigation Bar Navigation Bar Future Designs Affordable Web Development Future Designs Affordable Web DevelopmentHome | About | Services |Portfolio | Contact | Links | Faq’s Home | About | Services |Portfolio | Contact | Links | Faq’s About Content Area (this area is used to display the main text and images for the users to read and view. About Content Area (this area is used to display the main text and images for the users to read and view. Relevant image for page. Relevant image for page. Links to pages on website Links to pages on website Footer Navigation Bar Footer Navigation Bar Home | About | Services |Portfolio | Contact | Links | Faq’s Home | About | Services |Portfolio | Contact | Links | Faq’sLogo created using Adobe Photoshop Logo created using Adobe Photoshop Services Navigation Bar Navigation Bar Future Designs Affordable Web Development Future Designs Affordable Web Development Home | About | Services |Portfolio | Contact | Links | Faq’s Home | About | Services |Portfolio | Contact | Links | Faq’s Services Services Icons to represent a service Icons to represent a service Icons to represent a service Icons to represent a service Icons to represent a service Icons to represent a service Links to pages on website Links to pages on website Icons to represent a service Icons to represent a serviceIcons to represent a service Icons to represent a service Icons to represent a service Icons to represent a service Footer Navigation Bar Footer Navigation Bar Home | About | Services |Portfolio | Contact | Links | Faq’s Home | About | Services |Portfolio | Contact | Links | Faq’s Logo created using Adobe Photoshop Logo created using Adobe Photoshop Portfolio Navigation Bar Navigation Bar Future Designs Affordable Web Development Future Designs Affordable Web Development Home | About | Services |Portfolio | Contact | Links | Faq’s Home | About | Services |Portfolio | Contact | Links | Faq’sPortfolio Portfolio Thumbnail image of previous designed website. Thumbnail image of previous designed website. Links to pages on website Links to pages on website Thumbnail image of previous designed website. Thumbnail ima ge of previous designed website. Thumbnail image of previous designed website. Thumbnail image of previous designed website. Footer Navigation Bar Footer Navigation Bar Home | About | Services |Portfolio | Contact | Links | Faq’s Home | About | Services |Portfolio | Contact | Links | Faq’s Logo created using Adobe Photoshop Logo created using Adobe Photoshop ContactNavigation Bar Navigation Bar Future Designs Affordable Web Development Future Designs Affordable Web Development Home | About | Services |Portfolio | Contact | Links | Faq’s Home | About | Services |Portfolio | Contact | Links | Faq’s Image of Office Image of Office Contact Contact Content Area Contact form, and information such as the address and telephone number will be shown. Content Area Contact form, and information such as the address and telephone number will be shown. Links to pages on website Links to pages on website Google Map of Office Google Map of Office Footer Navigation BarFoot er Navigation Bar Home | About | Services |Portfolio | Contact | Links | Faq’s Home | About | Services |Portfolio | Contact | Links | Faq’s Logo created using Adobe Photoshop Logo created using Adobe Photoshop Links Navigation Bar Navigation Bar Future Designs Affordable Web Development Future Designs Affordable Web Development Home | About | Services |Portfolio | Contact | Links | Faq’s Home | About | Services |Portfolio | Contact | Links | Faq’s Links Links Link description Link description Link Icon Link Icon Links to pages on website Links to pages on website Link descriptionLink description Link Icon Link Icon Link description Link description Link Icon Link Icon Footer Navigation Bar Footer Navigation Bar Home | About | Services |Portfolio | Contact | Links | Faq’s Home | About | Services |Portfolio | Contact | Links | Faq’s FAQ’s Logo created using Adobe Photoshop Logo created using Adobe Photoshop Navigation Bar Navigation Bar Future Designs Affordable Web Development Future Designs Affordable Web Development Home | About | Services |Portfolio | Contact | Links | Faq’s Home | About | Services |Portfolio | Contact | Links | Faq’s FAQ’s FAQ’s Content AreaFrequent questions and answers to them will be viewable on this area. Content Area Frequent questions and answers to them will be viewable on this area. Links to pages on website Links to pages on website Footer Navigation Bar Footer Navigation Bar Home | About | Services |Portfolio | Contact | Links | Faq’s Home | About | Services |Portfolio | Contact | Links | Faq’s Links of the Pages (Site Map) This is the logo I created using Adobe Photoshop and various techniques for the desired effect. This is the logo I created using Adobe Photoshop and various techniques for the desired effect. ImplementationNavigation links, when the mouse cursor is over the top of the link it changes to a lighter shade of grey. Navigation links, when the mouse cursor is over the top of the link it changes to a lighter shade of grey. Home Footer navigation, again with the use of rollover links. Footer navigation, again with the use of rollover links. Background image, which I found on Google images. Background image, which I found on Google images. Rollover â€Å"Get Quote† button which becomes a lighter shade of grey when mouse is over it. Rollover â€Å"Get Quote† button which becomes a lighter shade of grey when mouse is over it.Form created with HTML to allow user to send an email for a quotation. Form created with HTML to allow user to send an email for a quotation. Quote Reset Button resets the data that has been inputted into the form. Reset Button resets the data that has been inputted into the form. Submit button sends the form. Submit button sends the form. About The text on this page has been formatted into bullet points to make it more user friendly and easy to read. The text on this page ha s been formatted into bullet points to make it more user friendly and easy to read.Image added to page to make it more appealing. Image added to page to make it more appealing. Icons to represent services that the company offer. This makes this page look a lot more appealing. Icons to represent services that the company offer. This makes this page look a lot more appealing. Services Thumbnails of web designs to add a gallery effect to the portfolio page. Thumbnails of web designs to add a gallery effect to the portfolio page. PortfolioLarge Image shown so users can clearly view the previous work. Large Image shown so users can clearly view the previous work.Portfolio Image Example Back button to return the user to the previous page. Back button to return the user to the previous page. After clicking on any of the previous design images will load a larger scale of the image with the exact same layout and format as the screenshot above. After clicking on any of the previous design ima ges will load a larger scale of the image with the exact same layout and format as the screenshot above. Image of office added to page to give users an insight to what our offices is like. Image of office added to page to give users an insight to what our offices is like.Contact Contact information and a form added for users to complete and submit to website admin email. Contact information and a form added for users to complete and submit to website admin email. Google maps embedded to show users where the office is located on Google maps. Google maps embedded to show users where the office is located on Google maps. Links Information about each link. Information about each link. Icons added to represent the links, the icons are also clickable which brings you the new external link. E. g. clicking the YouTube icon brings user to youtube. om Icons added to represent the links, the icons are also clickable which brings you the new external link. E. g. clicking the YouTube icon brings user to youtube. com Questions and answers clearly formatted for easy reading, this is proof of following HCI guidelines. Questions and answers clearly formatted for easy reading, this is proof of following HCI guidelines. FAQ’s Button to bring user to continued support page. Button to bring user to continued support page. Help & Support Form to request future help & support.Again this form is emailed to the website administrator. Form to request future help & support. Again this form is emailed to the website administrator. Conclusion Evaluation of Website I feel that my website has met all the user’s requirements. You can see evidence of each of the users requirements from the screenshots above. Below are all the requirments and how I felt that I have met them. * Clear layout website for easy browsing – My website has been made using a simple layout which only contains a header, navigation, content area and a footer navigation.The website is also easy to brow se as I asked members of my family and friends to try and navigate around and they could do this with ease and no confusion. * Easy functionality – All of the functions that my website uses are all easy to use. For example the forms which the users complete to contact the website administrator are all very self-explanatory and users have no problem completing the form. * Appealing colour scheme/template – The colour scheme and the template that I have created is very appealing. Again I have got friends and family to try to use the website and they have all commented that it is very olourful. You can see evidence of this with the use of the background image and icons on different pages of the website. * Corresponding information – All of the information on the website corresponds to the type of the website that I created. * Follow the HCI guidelines – I have followed the HCI guidelines very strictly when creating this website. An example of this would be t hat the website does not use any colours that colour blind users may find difficulty viewing. * Easy to update and maintain – The layout created allows for easy updating and maintenance.For example if I wanted to add a new page to the website all that must be done is a copy of the page, delete the information that was copied, add new information to the page and add the page into the navigation bar. * User friendly – I find that my website is quite user friendly. The website is easy to use and the information is clear and users would have no problem reading and understanding the information. * Compatible – I have fully tested the website with a few of the most popular web browsers. You can see evidence of this below: Chrome Internet Explorer Mozilla FirefoxAs you can see from the above screenshots that the website displays correctly in all browsers so I have met the compatibility requirement. Review of Successes and Problems I found that my design was very succes sful. Creating the plan of the design was crucial in creating a fully functional website. I found that making a clear and an easy to follow plan allowed me to implement my website with very few issues and it gave me an insight to what the website would look like when completed and what look I was aiming for. Meeting the user requirements I thought would be a hard obstacle to overcome.I did a module in a computing course which solely focused on Human Computer Interaction This gave me the knowledge of HCI guidelines and ideas on how to follow them and how to stop barriers. Along with my knowledge and a full plan I was able to meet all the user requirements whilst overcoming HCI difficulties. The only thing that didn’t go to plan was the CSS code for my background. When attempting to add the background using CSS I could not get the desired look. The image kept stretching and as I added more content to the page the image repeated. After researching some more CSS online using W3sc hools. om I came up with the idea that the background should stay fixed and the rest of the page should scroll. This fix completely fixed this issue. The code I used is as follows: Ideas on Improvement & Further Development After reviewing my website I have came up with areas that I could improve on and areas of the website that could be further developed. I found in my portfolio gallery when clicking on the image instead of having a text button â€Å"[Back to previous page]† I could have used a rollover button which users would have a lot less difficulty trying to find and also it would make the page more interactive for the user.Instead of having a text button on this page I could have either added a button or better added a support link on the navigation bar. This improvement also gave me an idea where I could further develop my â€Å"Continued Support† area by using a PHP help desk script which allowed users to register and they could write issues on tickets that a re then viewed by administrators and support is given.Also adding a help chat room where clients can speak live with support staff. An example of this type of software that could be integrated is â€Å"oS Ticket† which is an open source software. http://osticket. com/ References: www. google. com/images www. w3schools. com http://www. iconfinder. com/ http://stackoverflow. com/questions/1150163/stretch-and-scale-a-css-image-in-the-background-with-css-only

Promote learning and development Essay

Understand the purpose and requirements of the areas of learning and development in the relevant early years framework 1.1. Explain each of the areas of learning and development and how these are interdependent. Personal, social and Emotional Development Children must be provided with experiences and support which will help them to develop a positive sense of themselves and of others; respect for others; social skills; and a positive disposition to learn. Providers must ensure support for children’s emotional well-being to help them to know themselves and what they can do. Communication, Language and Literacy Children’s learning and competence in communicating, speaking and listening, being read to and beginning to read and write must be supported and extended. They must be provided with opportunity and encouragement to use their skills in a range of situations and for a range of purposes, and be supported in developing the confidence and disposition to do so. Problem solving, Reasoning and Numeracy Children must be supported in developing their understanding of Problem Solving, Reasoning and Numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding. They must be provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their use. Knowledge and understanding of the world Children must be supported in developing the knowledge, skills and understanding that help them to make sense of the world. Their learning must be supported through offering opportunities for them to use a range of tools safely; encounter creatures, people, plants and objects in their natural environments and in real-life situations; undertake practical ‘experiments’; and work with a range of materials. Physical Development The physical development of babies and young children must be encouraged through the provision of opportunities for them to be active and interactive and to improve their skills of coordination, control, manipulation and  movement. They must be supported in using all of their senses to learn about the world around them and to make connections between new information and what they already know. They must be supported in developing an understanding of the importance of physical activity and making healthy choices in relation to food. Creative Development Children’s creativity must be extended by the provision of support for their curiosity, exploration and play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-play activities, mathematics, and design and technology. It is important to remember that these six areas of learning do not work in isolation but are in fact interlinked. Good quality activities will cover more than one area of development. For example, allowing children to access the outdoors will not only support their physical development, but encourage their communication and exploration of their environment. Where a child experiences a delay in one area, it is likely to limit their learning and development in the other five†¦a child with cerebral palsy who experiences hand-eye coordination difficulties is likely to find completing a puzzle difficult therefore hindering her problem solving, reasoning and numeracy. It is therefore vital that settings recognise each child’s individual needs and plan holistically in order to help children achieve their full potential across the six areas of learning. 1.2. Describe the documented outcomes for children that form part of the relevant early years framework. These are the goals and targets for children to meet throughout early years, for example communication language and literacy linking sounds. These are documented through observations that are carried out by their key person through day to day, which they then just to develop children’s development with carrying out different activities and adapting or changing them for an individual needs. 1.3. Explain how the documented outcomes are assessed and recorded. Planning for children’s development start’s with observations in order to find out the child’s previous knowledge, their interests and needs. There are many forms of observations that can be carried out to allow us to collate the evidence we need to plan appropriately for the individual child. Each method of observation has advantages and disadvantages of recording the child’s development, so it is important to use a variety of methods of observation for each child to gain holistic knowledge and understanding of the child’s development. In our workplace we do this when activities are taking place observations to see if the child is meeting their development with the six areas of learning and development and to see how they can help to maintain their learning and development. In our workplace we fill in forms regularly for each activity that meets the outcomes. We change activities regularly so children can progresss according to age. These forms are stored and accessed by keyworkers when doing a child’s progression plan. 2. Be able to plan work with children and support children’s participation in planning 2.1. Use different sources to plan work for an individual child or group of children. OBSERVATION 2.2. Engage effectively with children to encourage the child’s participation and involvement in planning their own learning and development activities. OBSERVATION 2.3. Support the planning cycle for children’s learning and development. OBSERVATION 3. Be able to promote children’s learning and development according to the requirements of the relevant early years framework. 3.1. Explain how practitioners promote children’s learning within the relevant early years framework. Practitioners promote children’s learning within the guidance of the EYFS by offering a balanced of child initiated and adult led play based activities, practitioners will use their own guidance on the age and stage of the child using their knowledge that they have on the children that they care for and decide on the correct balance, however we should realise the amount of time that is already taken up with adult led activities such as registration, lining up, snack time, circle time. We should ensure that the same balance should be applied outdoors as well as indoors. Child initiated means a child that engages on a self chosen activity and is allowed to play freely. The adult led activity is usually a group of children that participate w ith adult support, the activity is chosen by the adult. The  adult would have picked the time and the aspect of a particular topic. This could be sewing as a child originally needs help to achieve this and gradually the adult’s involvement will decrease in time. Organisation and management making sure that we provide opportunities to extend play for children, key worker system is in place for legal and responsibility of learning and development of each child, thinking about to the children use the space indoors/outdoors, observation and planning system which meets individual needs and interests. We have a very good balance of adult and child led play we try for a 50% we follow children’s interests by observations and asking the children what they would like in the planning and what activities they would like to do that day. Sensitive intervention is trying to intervene without disrupting or changing the focus on the play. Watching to see if the child wants you to participate or not, so enhancing play but not taking ownership of the play away from the child. Supporting and facilitating when you have a positive relationship with the children they will seek your help doing something like building dens they might need materials and resources or helping them reach their aim. Modelling when children watch an adult they might try to model that action by repeating actions, words or skills. Coaching children do and learn more when given encouragement and support of an adult by making a child feel confident they might try to do or develop something a little further this is linked to the Vygotsky theory (Core 3.1) of proximal development getting children to do something just outside their comfort range. 3.2. Prepare, set out and support activities and experiences that encourage learning and development in each area of the relevant early years framework. OBSERVATION 4. Be able to engage with children in activities and experiences that support their learning and development 4.1. Work alongside children, engaging with them in order to support their learning and development. OBSERVATION 4.2. Explain the importance of engaging with a child to support sustained shared thinking. Using a topic a child is really interested in can allow for sustained shared thinking it can be talking about something or doing something which encourages conversation like we have done planting with our  children this has really captured their imagination the children are talking about what they think seeds are going to grow into what happens as the plants grows, what might the plant produce. We are getting the children to reach conclusions, and explore concepts at a deeper level. The children are thinking about processes and are making connections to things they have already learnt and new information. Processing the information we have given them making them think. 4.3. Use language that is accurate and appropriate in order to support and extend children’s learning when undertaking activities OBSERVATION 5. Be able to review own practice in supporting the learning and development of children in their early years. 5.1. Reflect on own practice in supporting learning and development of children in their early years. OBSERVATION 5.2. Demonstrate how to use reflection to make changes in own practice. OBSERVATION Reflective account covering observations 2.1 2.3 5.1 and 5.2 While at work I organised an activity for all the children to do cooking. We were making fairy cakes. Before the activity the children chose what they wanted on their fairy cakes and went got this from the Tesco opposite our work. Some children got butter and icing and others got chocolate and smarties there was a variety if things that each children chose. To help the young people do the activity we printed a recipe sheet out and also a sheet with pictures for those young people who cannot read some children needed help with the activity more than others. The children did mixing with electric mixers and some used a whisk. We put the cakes in the oven for 20minutes we then waited for the Cakes to cool. We decorated them with the things we bought from Tesco the children had lots of fun. We have done this activity before  and after reflecting on this I think the children are getting better with mixing the cake mixture and decorating the cakes. If I was to do this again I would do everything the same but do it regularly so the children learn the step by step making of cakes.