Atrocities in Staffords Traveling Through the Dark Essay -- Traveling

Atrocities in Stafford's Traveling Through the Dark Is a drive just a drive, or is it a metaphor that imparts appreciation for life's fragility while simultaneously lamenting man's inability to appropriately confront, or understand, death? William Stafford's "Traveling Through the Dark" illustrates the mechanisms by which seemingly mundane events become probes into the mystery and ambiguity of the human condition. The poem's situation is simple, a lone traveler driving along a desolate canyon road spots a felled deer; the traveler, desiring neither to hit the deer, nor by swerving to avoid it, hurtle his car over the canyon precipice, stops his vehicle and proceeds to push the fallen animal over the canyon face, into the river below. As the driver struggles to displace the cold, stiff deer corpse he senses warmth emanating from its abdomen, it's an unborn fawn. Realizing that life remains in the body he had assumed dead, the traveler hesitates. Finally, he pushes the deer, one dead and the other not yet alive, off the road and into the chasm. While the poem's situation is simple, its theme is not. Stafford appears to be intimating that life is precious and fragile; however, nothing so clearly discloses these attributes of life as confrontation with death. Furthermore, the very confrontations that engender appreciation of life's delicacies force action-all to frequently callous action. Hence, the poem's tone contains elements of remorse as well as impassivity. The traveler's detached description of the mother, "...a doe, a recent killing; / she had stiffened already, almost cold" (6-7), and the wistful detail with which he depicts her unborn offspring, "...her fawn lay there waiting... ...iver. Because the deer's killer was a man behind the wheel of an automobile the traveler shares some relation with him. The traveler's anguish, his "bleeding", is the realization that he is implicated in the murder of the deer through his association to the actual killer. If expanded further, this metaphor can be applied to the entire human experience. All humanity is like a traveler driving through the dark. At varying junctions in our experiences we are, inevitably, both the discoverers and perpetrators of atrocities; the confusion surrounding our responses to theses junctions is the darkness we travel through. Stafford ends the poem after the traveler pushes the deer into the canyon's depths. We don't need to be told he returns to his car and drives on, we know it intrinsically, it's what each of us would have done, what each of us must do.

Research Proposal Outline Essay

Research Proposal Outline Literature Review a. What was the topic of your literature review? Media violence and its effects on children In 1 paragraph, review the overall findings in this field, based on your literature review.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Large numbers of studies have suggested the media violence has bad effect on child’s psychological development.   The media can be used as an effective tool in teaching & developing sound habits in children through parental guidance & proper planning of the medium’s people. Parents need to satisfy the child’s confusion regarding fantasies shown on TV so they can learn to critique what they view. â€Å"According to the Office of the Surgeon General, children are theoretically more susceptible to behavioral influences when they are active participants than when they are observers.†( cited in Education Encyclopedia, 2007) Children associate themselves easily to a character they see on TV. A discussion with 8-10 year olds about who they wanted to be like, perceived that they are most influenced by unrealistic characters who are portrayed as braver & stronger than real people. Unfortunately, this fact was augmented for negative characters than positive ones.    Anxieties resulting from excessive violence viewing can pilot physical ailments in children & adults alike. The September 11th events were highlighted by the media; preschoolers reacted to the situation by showing emotional distress over the blood & bodies showed on national TV, elementary school students created ideas of their own & feeling scared for their own family’s wellbeing by watching the attack. Teenagers were most concerned for the victims & realized the effects of the calamity. Research Design Issues a. What is your research question?   What are the effects of media violence on child’s psychological development? What are your hypotheses? Violence shown in media can have bad affect on child’s psychological development and can result in various psychological problems and social problems.   Ã‚   Advertising &entertainment industries are a booming business but it can be used to incorporate positive information to the masses. It represents the culture & spirit of the respective country to the rest of the world & must not be used casually. Parents & teachers should come up with strategies to create a sense of understanding in the children from an early age.   The parents should realize what effects the movies & content on TV are having on their children & try to minimize TV viewing at home level. Some ways that may be incorporated by parents to limit children’s revelation to violence are: Restricting & keeping a check on what their children view on TV Discussing the programs with older children or young adults to clear their minds of any confusion & help them in expressing their opinions. Start a family oriented time by going for picnics, organizing a special lunch or dinner. Allow the children to watch TV for a selected time period & only programs that are desirable for their viewing. Offer criticism on TV channels & sponsors for showing in appropriate programs or content so as to force them to use proper censorship. What kind of research design will you use? (Include the aspects of research design discussed in class). Aka longitudinal, cross-sectional, etc†¦ We would prefer a longitudinal research design. Participants a. What kind of participants will be in your study (ages, gender, ethnicity, SES, other important characteristics)? The study will be done on children of age between 5-12 of both sexes and parents of age between 30-50 years of any ethnicity. How would you characterize this sample (ex. Representative, oversampling, within-group)? The sample is within-group. How many participants (if there are 2 or more groups-how many in each group)? Two groups of children and one group of parents and one group of teachers will be formed. Group A and A1 will be of children and group B will be of parents, and group B1 will be of teachers. Children group will have 48 participants and parents group will have 44 participants. Group A will be the group of normal children, while Group A1 of those with violent attitude and behavior. How will you recruit your participants (if there are 2 or more groups, describe for each group)? We’ll contact schools and talk with the administration to allow us take surveys from children and teachers. Children will be asked several questions regarding their activities at home and school. Teachers will be asked about the performance and behavior of students at school. What will you control for if you have more than 1 group of participants? Control group will include those children who have normal attitude and behavior and do not suffer from any psychological or social problem. Measures a. List the variables you will measure.   (Be specific and use your hypotheses as a guide.) Variables Number/name of violent movies viewed Number/name of cartoons viewed per day Number/name of shows viewed per day How will you measure these variables? (Give specific names of measures, or if you are developing your own measure, briefly describe it). Statistics ANOVA will be used to measure variables. State which participants will complete which measures (ex. Parents will fill out the Child Behavior Checklist; children will be observed in the Strange Situation). Children will be asked about their activities at home and school and the number of movies, shows and cartoons they watch per day. Parents will be asked about child’s behavior at home and social meetings. Teachers will be asked about child’s behavior at school and performance in studies. Procedures a. Describe your interview procedures (when, where, and how).   If you are doing a longitudinal study, you need to describe this for each assessment period. Assessment period of 4 months Three different questionnaires will be prepared for each group, children, parents and teachers. Interviews will be conducted at school in the afternoon for children and evening for teachers after they are free from class teaching. Are you compensating your participants? If so, how much? If you are doing a longitudinal study, you need to describe this for each time period. Gifts will be distributed among children after they take survey and give true information. For each survey gifts will be presented. If you are doing a longitudinal study, you need to describe how you will track your participants between assessment periods. Each participants contact number will be taken on first consent of participating in the study. Each participant will be provided with one telephone and mobile number of the research for easy contact and communication.

Compare the Women’s Suffrage Movements of the United States and Great Britain for Their Effectiveness in Gaining Women the Right to Vote

It is the turn of the century and more and more women in the United States and Great Britain were beginning to express their desires for the right to voice their opinions and cast their votes for who should govern and be in charge of their government. Switzerland had granted suffrage to women in 1971, while France, Germany, and Italy enfranchised women decades earlier (Abrams and Settle 292), and now it was time for the American and British women to join the suffrage movement as well.Thousands of women petitioned, lobbied, protested, demonstrated, and engaged in civil disobedience in order to gain their right to vote. Although the right to vote was referred to with different names (â€Å"suffrage† and â€Å"enfranchisement†), the movement had the same aims. Women in these countries were not being paid the same as men although they were doing the same work, there were laws discriminating against the female race, and women wanted to be heard. All of these reasons led to t he notion of women to feel the need to have their voices heard in the government.The effectiveness of the movement and the success of the aims as a result of the women’s suffrage movement in America and Great Britain varied and will be discussed in this paper. The fight for the right to vote in America was referred to as the women’s suffrage movement, and it was led and organized by Elizabeth Cady Stanton, Lucretia Mott, and other â€Å"radical† female leaders. This movement was started in 1848 when the Convention of Seneca Falls was held in New York as the first women’s rights convention.At the Convention of Seneca Falls, Lucretia wrote a line in the Declaration of Sentiments calling for â€Å"the right [of women] to the elective franchise† (Winslow â€Å"Sisters†). The Civil War got in the way of the women’s suffrage movement for a couple years after it was initiated, but from 1976 to the turn of the century, women’s rights m ovements continued with campaigns, referendums, lobbying, etc. Because of this continuous, but delayed process, states such as Utah, Wyoming, and Colorado did grant women the right to vote, but it was a very gradual change.Also during this time, the National Women’s Suffrage Association (NWSA) pressed its claim for state and federal women’s suffrage amendments (Winslow â€Å"Sisters†). After 72 years of protest, lobbying, and fighting the women of the United States of America finally got the chance to vote by August 20 when 13 out of the 16 western states had already granted women full suffrage (McCammon and Campbell 55). Because the movement took so long to come into effect, some may argue that the movement was not as effective as the one in Great Britain, but it is true that it was definitely effective in the end.Of course it all worked out, because women finally got the chance to vote, and the 19th amendment only exists because of the women’s suffrage movement leaders and participants, but the aims of the movement were probably not achieved in the time frame desired. In Great Britain, the movement to gain women’s rights to vote was referred to as the enfranchisement movement. This movement began around 1866 when a group of leaders and reformers gathered around 1,500 women to sign a petition to send to Parliament asking for women’s rights to vote, it very similar to the Seneca Falls Convention (Winslow â€Å"Sisters†).There was a break in the movement from around 1807 to 1905, which is similar to the way the women’s suffrage movement in America had a break during the Civil War as well. During this time, nothing significant occured, and no one did anything extreme to gain the vote. The year of 1905 was when the enfranchisement movement started to actually make big gains. During this year, suffragettes made a break from sitting aside, and started using â€Å"militancy† and other violent techniques. The actions of British suffragettes involved blowing up mailboxes of government leaders, breaking windows, picketing, and harassment of anti-suffragist legislators. At first, the movement was not very effective because the suffragettes were seen as wild, uncontrollable women, and they were treated very roughly by the British patrol, but after the movement calmed down a little bit, and tactics used were less violent, public opinion was changed, and the government started to pay more attention to the suffragettes (â€Å"British†).The English women won limited suffrage in 1918, and in 1928, the majority of English women won the right to vote (Winslow â€Å"Sisters†). The women of the United States and of Great Britain used the many of the same tactics to gain the vote, but the women of Great Britain were much more radical. Even though the women of both countries had the same aim to gain suffrage and both countries had radical leaders of the movement that pushed the fight for the right to vote, their tactics varied in different ways. In both the U. S. nd in Great Britain suffragists used tactics such as boycotting, lobbying, protesting, and sending proposals and petitions to government leaders, but there are differences in the severity of each of the country’s groups’ tactics that led to a difference in the effectiveness of the movement. The women suffragists in America utilized civil disobedience, which was something not seen as much in Great Britain. Whereas the American suffragists were being civil and asking for suffrage in a somewhat polite manner, the suffragettes in Great Britain were utilizing mass militancy and violence.The actions of the women in Great Britain paralleled the tactics of those in America, but were extremely dangerous. The suffrage movement in America did take ten years longer than in Great Britain, so it can be said that the suffrage movement and tactics used in Great Britain were more effective than in the Unit ed States of America. Ultimately, both the suffrage movement in the United States and in Great Britain were successful, because without these movements, the women in the United States and Great Britain could possibly not have the right to vote to this day. The effectiveness of the suffrage movement in the U.S. and in Great Britain can be analyzed using their end result and the time it took for the aims to be succeeded. Although both movements were successful in achieving their aims, it took an extremely long time to do so. The United States had to withstand 72 years of protesting and campaigning in order to achieve their aims, while Great Britain had to go through around 62 years of even more extreme tactics. In conclusion, both movements were effective, but it can be said that these movements could have been even more so if they did not take so long to achieve their goals. Works Cited PrintAbrams, Burton, and Russell Settle. â€Å"Women's Suffrage and the Growth of the Welfare Sta te. † Public Choice 100. 3/4 (1999): 289-300. Print. McCammon, Holly, and Karen Campbell. â€Å"Winning the Vote in the West: The Political Successes of the Women's Suffrage Movements, 1866-1919. † Gender and Society 15. 1 (2001): 55-82. Print. Online Winslow, Barbara. â€Å"Sisters of Suffrage: British and American Women Fight for the Vote. † The Gilder Lehrman Institute of American History. N. p. , n. d. Web. 27 Sept. 2012. . â€Å"British Suffrage Movement. † Edenbridge Town Ethics. N. p. , n. d. Web. 27 Sept. 2012. .

Albert Bandura-social cognitive learning theories

Essay 4 Pieter van Rooyen 17333652 Albert bandura can be regarded as one of the most important representatives of social cognitive learning theories. He’s theory on observational learning (learning by observing behavior) is the single most important form of learning. He argues that people learn most of their behavior through observation and only a little through direct contact. The reason for this is the complexity of most behavior, and that this can’t be learned through verbal instructions.This essay will focus on the principles of observational learning, highlight the strength and weaknesses, and also how observational learning can promote positive intergroup relations on campus at the University of Stellenbosch. Observation is a common learning tool and many, if not most do it unconsciously. The term modeling is used to describe this. This is when an observer observes the behavior of a model and then repeats the behavior. There are a few factors that influence this o bservational learning.They are the nature of the modeled behavior, the characteristics of the model, the characteristics of the observer, the result of the models behavior and the self-efficacy perception of the observer. The nature of the modeled behavior refers to the actual behavior. The situation in which the behavior takes place and if it is new or old behavior. New behavior attracts more attention than old behavior. The characteristics of the model plays an important role in observation learning.This includes age, sex, race and status. A model with high status is more likely to be imitated. The observer’s characteristics also play a major role in learning new behavior. The motivation and interests of the observer as well as the values and self-confidence has a major impact on the selection of models to imitate. An important factor is the result of the models behavior to determine whom to imitate. The reward gained from a certain behavior is a major motivator to imitate behavior.The final factor, the self-efficacy perception of the observer means that the observer needs to believe in his own capabilities to reproduce behavior. One can’t try to imitate an Olympic gymnast if you don’t believe you can. The strength of Bandura’s observational learning theory is that it gives a clear and accurate picture of how behavior is learnt. We can clearly see that adults and children copy each other’s behavior in certain situations. Strength to his theory is that it can be applied to real world problems, like cultural gaps or discipline problems at school level.This could mean that proper behavior can result large scale changes among people if only more people model the right behavior. One of the clear weaknesses in the observational learning theory is that too much emphasis is placed on what happens to the observer after he imitates the model rather that what the observer actually does with the information gained from the model. Inter group relations at the University of Stellenbosch can really benefit from positive social behavior.When one social group sees another social group, regardless of race, gender, age or religion act in a positive and uplifting manner and reap rewarding results from this, this could lead to change in the former social group. Even more, if this is done properly, it can quickly spread and even more social groups can bring on change, first in their own group then by modeling it, change another group. This can defiantly lead to a positive change on Stellenbosch campus.

Improve own performance in a business environment Essay

1.1 Explain the purpose and benefits of continuously improving performance at work Everyone should strive to improve their performance. Organisations also strive to improve the performance of the whole of their workforce. As an individual, the purpose of continuously improving our performance at work is to make ourselves a more valuable employee who is more efficient and reliable. As a consequence of our improved performance, the organisation will also be more efficient and effective. We can achieve improvements in our performance by considering everything which we do to be a process of continuous development. Every time we carry out a new task we will be learning new skills and developing our flexible approach to work. As we work we will also be updating our existing skills, allowing us to progress and become more confident. Having and experienced member of staff review our work can be very useful as they will be able to tell us about any mistakes we are making and point us in the right direction in terms of making our job easier and more efficient. These reviews can look at our general work during an appraisal or ongoing work as and when the opportunity arises. Self-assessment does not mean that we have to be critical of ourselves. Neither does it mean that we should praise ourselves as to the efficiency or quality of our work. It means trying to step away from ourselves and look at what we are doing. Even if we only take time at the end of the working week to reflect on how our week has gone, this is a step in the right direction to making a self-assessment of how we have worked. 1.2 Explain the purpose and benefits of encouraging and accepting feedback from others Feedback is responses which we receive from other people in reaction to our work or our performance. Much feedback is informal. – It may simply be a thank you for the work which we have done. We should be prepared, however, to receive both positive and negative feedback, as  sometimes the work which we have done will not be of sufficient quality, or the person will not think that we can be relied on in the future. The key purpose of encouraging and accepting feedback from others is to provide us with opportunities to improve areas of our work. By encouraging feedback, more experienced employees can help us come up with solutions to many of the common supported by suggestions on how to improve. Many businesses have formal feedback, usually in the form of an appraisal system. Appraisals are reviews of progress and look at our abilities. Appraisals are opportunities for us and our supervisors to set targets and plans to improve our performance. These appraisals will allow us to talk about our job, what we plan to do in the future and whether we would benefit from additional training. Appraisals are confidential and aim to be positive. We should use these formal feedback sessions as they may be one of the few chances we have to talk about our work, uninterrupted, with our immediate superior. 1.3 Explain how learning and development can improve own work, benefit organisations, and identify career options Training is normally a part of the appraisal system, but there may be regular training opportunities which are advertised within the business. If we feel that these training programmes would be of value to us, our team and the business, there is no reason why we should not enquire as to whether we could get involved. The benefits of learning and development are not only for the individual but also for the organisation itself. One good example is that training and development, whether it is formal education or learning on the job, means individuals are ready to take over key job roles. Many businesses and organisation lose staff on a regular basis; they either move on to another business or organisation or they may retire. Each time a member of staff who has worked for the organisation for some time leaves,  key expertise is also lost. Encouraging learning and development for all staff enables a business to identify successors for key posts. It helps them to plan their career paths and make sure that the business continues to run in an efficient way, even if an expert member of staff has left. There are plenty of ways in which learning and development can go on as a regular part of the working week. In some cases businesses or organisation will encourage staff to attend external training courses, giving us time off in order to do this. They will also encourage staff to continue the education, perhaps in the evening. However, many businesses and organisations have developed comprehensive training programmes that are carried out in-house. It is not always possible to identify a clear set of career options when we first join a new business or organisation. Career options will depend on not only our abilities and willingness to learn and develop but also the way in which the organisation works. Some organisations retain their staff for a very long period of time, which restricts career options for those who have not been there as long. Other businesses and organisations are not growing fast enough, so opportunities are limited. This may mean that some employees will have to look for career options elsewhere, or perhaps switch the type of work that type are doing for something that offers a better opportunity. The main point of learning and developing is not only that the individual can improve their standards of work but also that the organisation benefits because it becomes more efficient and effective. 1.4 Describe possible career progression routes & 1.5 Describe possible development opportunities Administration itself has a clear career path, even though this may mean having to change employers in order to reach the next stage. The broad career progression is: -trainee administrative assistant or administrative assistant- providing basic administrative support, working under supervision and probably as a member of a team -trainee administrative officer or administrative officer- someone who provides administrative support and  generates and implements procedures -administrative team supervisor or office supervisor- someone who allocates tasks to team members and generally organises and monitors day-to-day administrative support -personal assistant- an individual who provides day-to-day administrative support for senior individuals in the business or organisation -administrative section manager- someone who develops and implements procedures to meet the business’s or organisation’s needs. They plan, control and evaluate day-to-day administrative support Company secretary or senior administrative manager- someone who ensure that the organisation or business complies with legal requirements. We can review our own performance or ask others to review our performance and appraise the way in which we can currently carry out work. We can also set ourselves targets so that we can gradually improve our overall skills: -professional -information handling -interpersonal -self-application Career development is all about recognising and seizing on opportunities that could increase our employability, general level of education, experience and skills. Opportunities arise at different times, both before we enter work and while we are in work. We should be looking for opportunities that will give us a chance to gain training, experience or qualifications whenever we can. Typical types of career development include: -induction-this is the initial period, just after we have started working for a business. The induction programme will tell us about the business, its procedures, policies and rules. It will explain to us how we are suppose to work and what the business expects of us. -training needs-a good employer will carry out what is known as training needs analysis, both on its new employees and on a yearly basis with its existing employees. The business will use our job specification, person specification and current abilities  to help identify gaps between what we can do and what we are expected to do. The process should reveal any training that we require in order to get us up to scratch or to improve the way in which we carry out our job. -development plans-in many ways these are similar to training needs analysis, but they usually take a slightly less formal approach. The idea is to identify our longer-term career plans and to match any training or qualifications that may be of assistanc e to us. These are normally carried out on an annual basis and have agreed targets. -performance targets- these are minimum levels of work or output that we will be required to complete by our employer. Performance targets are difficult to set for some individual workers, so a departmental or section target may be set. These will require us to complete work by specified deadlines and very much depend on the type of work involved. -certificated training- this is training that we may be offered, which leads to recognised qualifications, such as an NVQ. These types of training are extremely useful for personal development as they allow us to demonstrate our ability to work at a particular level -uncertified training-these are normally in-house training programmes, designs specifically for the business, perhaps to update on policies and procedures. They are usually relevant only to the business in which we are working and may have no practical value if we switch jobs and move to another organisat ion. -personal development-there are a number of ways in which we can proceed with our personal development. Some may be formal and include, as we have seen, training need analysis, various types of training and development plans. Personal development is our own ideal improvement plan, which would have to be agreed with our employer -flexible working-this can simply be working add hours, but more specifically it is our willingness to work in different areas of the business. This leads to what is known as multi-skilling, which is a measure of our ability to adapt to different types of work and our willingness to learn new skills so that we be of greater use and value to our employer. We should seize chances to work in different areas of the business so we can get a better picture of what the business is all about and how particular tasks, carried out by different parts of the business, fit together -progression opportunities-these are the opportunities that will present themselves for us to be promoted and to gain a higher paid and more valued post at work. By gradually taking on training  and opportunities to work in different areas of the business we will have developed ourselves to such an extent that our employer recognises we should be rewarded for our efforts. As our skills and experience improve, progression opportunities will present themselves. With each step we will gain access to higher-level work and begin the process of improvement once again so that we can seize the next opportunity for progression. [681.2] Be able to improve own work performance using feedback 2.1 Encourage and accept feedback from other people  Feedback is responses which we receive from other people in reaction to our work or our performance. Much feedback is informal. – It may simply be a thank you for the work which we have done. We should be prepared, however, to receive both positive and negative feedback, as sometimes the work which we have done will not be of sufficient quality, or the person will not think that we can be relied on in the future. The key purpose of encouraging and accepting feedback from others is to provide us with opportunities to improve areas of our work. By encouraging feedback, more experienced employees can help us come up with solutions to many of the common supported by suggestions on how to improve. 2.2 Use feedback to agree way ti improve own performance in the workplace Many businesses have formal feedback, usually in the form of an appraisal system. Appraisals are reviews of progress and look at our abilities. Appraisals are opportunities for us and our supervisors to set targets and plans to improve our performance. These appraisals will allow us to talk about our job, what we plan to do in the future and whether we would benefit from additional training. Appraisals are confidential and aim to be positive. We should use these formal feedback sessions as they may be one of the few chances we have to talk about our work, uninterrupted, with our immediate superior. 2.3 Complete work tasks, using feedback give, to improve performance One of the difficulties in receiving feedback is ensuring that a suitable individual witnesses us carrying out the work. One of the ways of getting  around this problem is to identify opportunities in the near future when we will be undertaking different work tasks and it is convenient for our selected individuals to observe us doing this. We should try to organise this before we carry out the first two parts of the learning outcome. [681.3]Be able to agree own development needs using a learning plan 3.1 Investigate and agree where a further learning and development may improve own work performance Most businesses and organisations have a human resources department. Within there will be individuals who are aware of formal and informal learning and development opportunities. There is a wide range of ways in which we could make use of their expertise and take their advice. We need to remember that not all learning and development needs to lead to a certificate. In fact, some of the best learning and development goes on in a very informal way within the workplace environment. We can easily learn and develop by simply watching or shadowing an experienced member of staff. We can use learn their techniques and their ways of dealing with situations. We can use their years of experience in having carried out a similar role to our own- they will know all the best ways to make sure that the task is carried out to a high standard and within deadlines. Many businesses and organisations will also use their human resources department to design specific training programmes. A key part of the human resources department’s job is to look at training needs. They will examine appraisals or performance reviews in order to identify areas where additional training is needed. They can then organise specific training to cover those areas or gaps in what we are expected to do compared with what we can do at present. 3.2 Confirm learning plan changes A learning plan is a simple document where we can set personal targets and record our achievements. Our plan needs to: -cover what we have already done or achieved-this records all important learning that we have already carried out -identify what we would like to learn, or achieve, in the future-this means identifying our goals -identify our targets-what we will have to do on the way to getting where we want to be -identify who can help-what support  and guidance do we need? -have a clear action plan-what do we need to learn? What is the purpose of learning it? How will we know when we have done it? The key part is also to keep our plan updated. We need to go through our plan on a regular basis and see whether we can add anything. 3.3 Follow a learning plan The first stages of following a learning plan should be relatively straightforward. However, we can use our learning plan in a number of ways from the outset: -we can use it to identify work that we can carry out which can then be observed to provide evidence -we can identify areas that we are going to struggle to find evidence for and work towards creating that evidence or the opportunity to produce that evidence -we should also use the learning plan as our next logical step -we need to make sure that as we complete each learning outcome, assessment criterion, unit, we update our learning plan and check it to see whether there is evidence already generated that can be used elsewhere. 3.4 Review progress against learning plan and agree further learning updates, if required. A learning plan is a live document. It is specific to us and it should incorporate our long-term goals. The learning plan is a written version of our career aspirations. It shows where we want to be in the future, where we are now and the steps that we have to take in order to get to our destination. We should review our progress on a regular basis. Some people in full- or part-time employment will discover that a learning plan is in fact part of a learning agreement with their employer because it: -identifies the learning outcomes or objectives that we wish to achieve -identifies the strategies to meet the objectives or outcomes -identifies the evidence we will need to produce to show that we have achieved. By reviewing our learning plan we will be able to make the best use of the learning we of. It will focus our learning where it is most needed. It will help us identify the opportunities for learning and it will also prepare us for appraisals and performance reviews.

The Ultimate Guide to Applying to Caltech

Known for its incredibly strong science and engineering programs, the California Institute of Technology is recognized worldwide as one of the top universities in the nation . Caltech boasts prestigious academic programs, renowned faculty, and a strong emphasis on research. Every year, these qualities, among others, draw thousands of applicants to the school. Caltech was originally founded as Throop University in 1891, and was renamed in 1920. Located in Pasadena, California, Caltech provides students with strong academic offerings and incredible research opportunities. Caltech prides itself on its emphasis on undergraduate teaching, has one of the lowest student-to-faculty ratios in the country. Approximately 300 faculty members teach 1,000 undergraduate and 1,250 graduate students. The Caltech faculty members are leaders in their fields, and among them are 34 Nobel Prize winners. Caltech is also home to numerous prestigious programs related to science and engineering. For instance, the Institute is in charge of NASA’s Jet Propulsion Laboratory, and operates â€Å"large-scale research facilities such as the Seismological Laboratory and a global network of astronomical observatories, including the Palomar and W. M. Keck Observatories†. Are you interested in applying to Caltech? In this post, we’ll walk you through the Caltech application and provide you with the tips, tricks, and insights you need to make your application to Caltech stand out. Caltech is a highly selective school when it comes to admissions. In the 2014-2015 admissions cycle, Caltech received over 6,500 applications. It accepted approximately 9% of those applications. 241 students ultimately enrolled in the Caltech Class of 2019. 54% of those students identified as male, and 46% identified as female. 15% were identified as being of underrepresented race or ethnicity, and 7% were international students. On the old SAT scale , the middle 50% range for Caltech was 2230-2340. The middle 50% for ACT scores was 34-35. The middle 50% range for the SAT Math Level 2 subject test was 790-800. 99% of the members of the Caltech Class of 2019 graduated in the top tenth of their class, and all graduated in the top quarter of their class. Caltech offers two programs under which you can apply: Early Action and Regular Decision. Caltech’s Early Action program is not binding, meaning that if you admitted under Early Action, you are permitted to apply to other and consider other schools. You also do not have to respond to Caltech’s offer until Decision Day, May 1st. The deadline to apply to Caltech under Early Action is November 1, 2016, and applicants will receive their decision in mid-December. The deadline to apply under Regular Decision is January 3, 2017, and applicants will receive their decision in mid-March. Caltech requires that applicants have taken the following courses, or be enrolled in them at the time of their applicants: four years of math, including calculus; one year of physics, one year of chemistry; three years of English, with four years recommended; one year of U.S. history/government, although this requirement is waived for international students. Caltech accepts both the Common Application and the Coalition Applicants. Applicants must also submit a $75 application fee or a fee waiver. In addition, applicants must submit either the SAT with writing or the ACT with writing, the SAT Subject Test in Math Level II, one SAT science subject test (biology [ecological], biology [molecular], chemistry, or physics), one evaluation from a math or science teacher, one evaluation from a humanities or social sciences teacher, the secondary school report, and academic transcripts. If you are international student, you must also submit your TOEFL scores and International Financial Aid Statement of Intent Form, which indicates whether or not you intend to apply for financial aid from Caltech. Note that Caltech is need sensitive when it comes to international students. Additionally, if you are an international student and plan to apply for aid, you are not permitted to apply under the Early Action program. Instead, you must submit your application for consideration under the Regular Decision program. Caltech neither requires nor reviews arts and music supplements . You may submit an additional recommendation from an individual, such as an extracurricular mentor or work supervisor, who can add another dimension to your application. Caltech asks that applicants submit no more than five total evaluations. If applicable, you may submit a scientific research paper you have published to Caltech. You will receive information on how to send such a paper to Caltech in your application confirmation email, once you have submitted your application.    Caltech does not offer merit scholarships, and financial aid is solely determined by the applicant’s need. Caltech meets the full demonstrated financial need of admitted students. Domestic students applying under the Early Action program must submit their CSS Profile and FAFSA by November 15, 2016. The Noncustodial Parent PROFILE, if applicable, and the IDOC are both due on January 6, 2017. California residents should ensure that their Cal Grant GPA Verification is submitted by March 2, 2017. The Caltech Scholarship Data Form is due by July 15, 2017. Domestic Early Action admittees will receive their financial aid offers in February. Domestic students applying under the Regular Decision program need to submit their CSS Profile February 1, 2016. Their FAFSA and Cal Grant GPA verification (if a California resident) must be submitted by March 2, 2017. The Noncustodial Parent PROFILE, if applicable, and the IDOC are due on March 2017 2017. The Caltech Scholarship Data Form is due by July 15, 2017. Domestic Regular Decision admittees will receive their financial aid offers in April. International students who are also applying for financial aid from Caltech must apply under the Regular Decision program. They are to submit the CSS Profile by February 1, 2017. If admitted, they must also submit the Caltech Scholarship Data Form by July 15, 2017. Admitted international students will receive their financial aid offers in April. The first section in the Caltech supplement to the Common App, titled â€Å"General†, asks a series of basic questions. You are asked which start term you plan to apply to (the only available answer is Fall 2017) and whether you plan to apply under the Early Action or the Regular Decision program. You are also asked if you intend to apply for financial aid from Caltech, and if you qualify for a Caltech specific fee waiver program. Caltech then asks if you are a U.S. citizen or a U.S. permanent resident. You also have the option of describing your sexual orientation and/or gender identity. The next series of questions focuses on academics. You are asked to indicate your proposed area of study at Caltech, and an alternate area of study. You can choose from any of Caltech’s majors. You should note that your response to this question is not binding, and is simply intended to give Caltech admissions officers a better idea of what you are interested in. The area of interest you indicate has no bearing on your application, and does not play any role in making your admissions decision. In this section, you also have the opportunity to list your scores in math exams like the AMC 12 or the AIME, if applicable. In the â€Å"Activities† section of the Caltech supplement, you are asked to list the extracurricular activities at Caltech that most interest you, in order of preference. You may choose from the following options: You are also asked to respond to the following short answer question in 200 words or less: What three experiences or activities have helped you explore your desire to study and possibly pursue a career in STEM? (200 words max) The next section, â€Å"Contacts†, contains only one question. Here, you are asked if you have previously applied to Caltech. If you respond affirmatively, you are then prompted to list the month and year in which you previously applied. In the â€Å"Family† section, you are first asked if you have any siblings applying to Caltech this year. If so, you are prompted to provide their information. You are also asked if any relatives have attended Caltech, and if any relatives have worked for Caltech. If you respond with â€Å"yes†, you are then asked if any of these relatives are a parent, grandparent, sibling, cousin, aunt, or uncle. If so, you are asked to then supply their information. The last section in the Caltech Supplement to the Common App asks a series of short answer and essay questions.

How Brian Imaging Could Help Predict Alzheimers Essay

How Brian Imaging Could Help Predict Alzheimers - Essay Example To date there is a lack of reliable drug that can be used to decelerate the progress of Alzheimer’s disease. Although many drugs have been tested scientists and drug manufacturers blame the timing when these drugs have been administered to patients of the disease. They claim that many of the drugs are administered at a time when the progress of the disease makes it difficult for any significant improvement to take place. The pharmaceutical company Eli Lilly developed gamma secretase inhibitor but this drug didn’t prove successful. Sangram Sisodia, director of the Center for Molecular Neurobiology at the University of Chicago explained that the drug was tested on the wrong group of patients. New studies, however, have shown that there is hope for Alzheimer’s patients. Recent presentations at the Society for Neuroscience conference recently held in San Diego showed that brain imaging may help in the prediction of the disease. Researchers believed that changes in the brain will help to qualify patients to undergo clinical tests of new drugs. They are also hopeful that brain imaging will help in the selection of persons for clinical testing before dementia is developed. Reliable drugs testing can become possible if persons found with mild cognitive impairment are used for clinical testing as indicated by recent researches. Not everyone who has this condition will develop Alzheimer’s as revealed by a graduate student of Rush University Medical Center in Chicago. The study highlighted the substantia innominata section of the brain. Of the 47 persons who had mild cognitive impairment, 22 developed Alzheimer’s over a six year period. They were found to have significant thinning in three connected areas of the cortex involved in memory, attention, and integration of sensor and motor integration. A second study revealed that the caudate nucleus section of the brain shrunk significantly in elderly persons diagnosed with