Planning Assessment Essay

When planning assessment you need to gauge a clear idea of what level the candidate is at to see if they are ready to complete your planned assessment. There are many ways of achieving this knowledge. One method is observation in performance or another by taking an initial assessment test which have seven levels with the basic entry level 1 being the first. Once this knowledge has been gained, further knowledge is needed to suit their needs. What is their preferred learning style, is it part of a group or on a one to one basis. You will need to find out their strengths and weaknesses to get the most out of their abilities but also to work around and improve on different area that need to be worked on. When this has all been achieved the learners will need to be given information about the planned assessment. First of all they will need to have an understanding of what they are about to study, explaining what they need to do to meet the criteria set by OFQUAL – the governing body of the qualifications. They will need to understand what is expected of them when attending the course by giving them the code of conduct for them to follow. It is important that the health and safety procedures are explained to ensure their safety throughout their assessment. After this has been completed, the learners will be given the folder to look through and their assessment plan to see how they will complete it. 3. 3 EXPLAIN HOW TO PLAN A HOLISTIC APPROACH TO ASSESSMENT By taking a holistic approach to assessment, it can provide the learner with a more in depth report on their progress by covering all the different methods – observations, session plans, witness testimonies, knowledge evidence and professional discussion across all the units in one go. This allows me to understand the different kind of approaches each individual learner feels comfortable with to achieve the highest possible grade. 3. 5 EXPLAIN HOW TO MINIMIZE RISKS THROUGH THE PLANNING PROCESS It is the responsibility of the assessor to minimise the risks by making sure all of the health and safety procedures are covered such as risk assessment of the facilities. The assessor needs to gather information that is personal from the learner in order to adapt and provide special needs that they might have. Also the assessor will need to treat all learners equally, ensuring that equality and diversity issue are met. Once this information has been gained, the assessor can then produce an action plan for the learner which is both realistic and achievable so they are comfortable to achieve the best possible results. 4. 1 EXPLAIN THE IMPORTANCE OF INVOLVING THE LEARNER AND OTHERS IN THE ASSESSMENT PROCESS Peer and Self Assessment is an effective way to get the learners involved and it gives a clear idea of what the learner is currently at and what action is needed to meet the standards and criteria. This can be done through feedback. Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria. If there is a disagreement with the assessments carried out then the learners can follow the organisational procedures that are set in place which include grievance procedures, systems for appeals and confidentiality procedures. 4. 2 SUMMARISE TYPES OF INFORMATION THAT SHOULD BE MADE AVAILABLE TO LEARNERS AND OTHERS INVOLVED IN THE ASSESSMENT PROCESS. The first thing that should be made available to the learners and those involved in the assessment process is what the reason is for assessment. The NVQ award is structured for a candidate to provide evidence through practical assignments and portfolio evidence that is gained throughout the qualification. They will also need to know how long they have to complete the course which is up to the assessor. By giving them information on deadlines then it will ensure tasks are not left until the last minute which could affect the standards of the work. One other type of information that they will need to know is what the criteria is for them to achieve the grade. Each qualification has a minimum requirement needed to be met and once they learner knows this, they can work towards meeting it and gaining the qualification. 4. 3 EXPLAIN HOW PEER AND SELF ASSESSMENT CAN BE USED EFFECTIVELY TO PROMOTE LEARNER INVOLVEMENT AND PERSONAL RESPONSIBILITY IN THE ASSESSMENT OF LEARNING Peer and Self-Assessment can be used effectively within the learners when one of the group has difficulty within a task. Learners can interact with each other and help each other out which would be a lot less intimidating and in some situations embarrassing for shy and insecure learners than an assessor telling them they are right or wrong in front of the rest of the group. 6. 3 SUMMARISE THE PROCEDURES TO FOLLOW WHEN THERE ARE DISPUTES CONCERNING ASSESSMENT IN OWN AREA OF PRACTICE If there are disputes concerning assessment in own area of practice then the procedures to follow are as follows: First of all the assessor has to be available to discuss the problem as it could be sorted out quickly and effectively through discussion. If the learner feels they want to take it further then they can take the steps to show their disagreement which will be listed in their ‘Student Handbook’ given to them at the beginning of the course. This includes a formal written complaint to the assessor’s superior which they will then deal with in an efficient and non-discriminatory way, treating the claim with upmost confidentiality where they will decided whether to uphold or overturn the assessor’s original decision. 7. 2 EXPLAIN HOW FEEDBACK AND QUESTIONING CONTRIBUTE TO THE ASSESSMENT PROCESS Feedback and Questioning can help learners improve on a specific task. Feedback provides correction and improvement on a piece of work. Not only can it correct or improve the work but it can be used as encouragement or motivation to a learner especially when they are doing well or think they are not doing well.

An Investigation of Vietnam’s Barriers of Economic Growth and Development Essay

Over the past few decades, Vietnam has made remarkable recovery from the damage of war and political reforms. Under Vietnam’s communist party, the country’s economy has transitioned from a centrally planned economy to a socialist-oriented market economy. Making it a multi-sectored commodity economy regulated by the people, whilst under state management and ownership. Numerous reforms, along with the modernization of the financial system, have led to rapid growth for Vietnam economically. In 2010, the Gross Domestic Product (PPP) of Vietnam was $275,639 million and ranked 40 out of 182 listed countries according to the International Monetary Fund. This is most likely due to rapid industrialization that has and is taking place. Industry and construction contributed approximately 40.9% of GDP in 2010 whereas the share of the agriculture sector has fallen to 21%. Although the rise in GDP has brought about a decline in poverty, larger school enrolment rates, bettered infrastructure, etc, this rapid growth rate has also brought with it negative factors that may hinder subsequent economic growth and development. For instance, Vietnam is facing large budget and trade deficits. In 2010, the current account balance (CAB) of Vietnam was -8.51 billion US dollars based on the International Monetary Fund, with the country’s trade deficits amounting to US$12.4 billion. CAB value, being a negative, shows that the amount spent on imports coming into Vietnam is higher than that earned from the country’s exports. The problem is that the imports are of a higher value than the exports and this is the consequence of relying on a narrow range of primary products (This point on low value exports will be elaborated on, under cultural factors). Similarly, the government is blowing its budget, causing the fiscal deficit to rise to 7.4% of GDP in 2010, which shows the extent at which the government’s total expenditure has exceeded the revenue that it generates. This overshot the government’s target of 6.2%. On one hand, the government expenditure on basic social and physical infrastructure is a necessity for any developing country. However, this continual over-spending can place the government in a state of debt, which may interfere with economic growth and development. Also, the corrupted state misspends and embezzles a good share of export earnings, foreign investment and revenue (To be covered later under political instability). In order to taper down trade deficits, the government has been forced to devalue the Vietnamese currency (dong) to the exchange rate of 17,961 dong : US$1. However, the dong is continually being devalued. According to Le Dang Doanh of the Economic College of Hanoi, â€Å"devaluation might temporarily help to reduce Vietnam’s imports, but it will also boost inflation because the imported fuel will rise.† Doanh’s views are very apt as devaluation of the exchange rate will make exports more competitive and appear cheaper to foreigners. This will increase demand for exports whilst making imports more expensive. Hence, reducing the demand for imports. However, this devaluation has caused a rise in the inflation rate in Vietnam. In January 2011, the consumer-price index rose to 12.17%. This is higher than the 11.8% increase in December 2010. Bring about higher prices for education services, food, housing and building materials within the country. These high prices are not easily met by the poorer of the country. It is no surprise, therefore, that Vietnam’s per capita GDP (PPP) of $3,123 (ranked 128) by the International Monetary Fund, meaning that the average income of a person living in Vietnam is approximately $8.70 per day. This is equivalent to earning US$3.20 a day according to nominal per capita GDP. One reason for this is that Vietnam’s rate of growth of population is higher than that of its GDP. Vietnam, with a growing population of over 89 million, is the 13th most densely populated country in the world. The Human Development Index (HDI) re-illustrates Vietnam’s lower development and welfare. It weighs real national income per year, the adult literacy rate, average years of schooling, and life expectancy in ranking a country in terms of development. The closer the HDI value is to 1, the more developed the country is said to be. The 2010 HDI value of Vietnam is 0.572, ranking the country 113 out of 169 countries with comparable data. Having a HDI value between 0.5 and 0.8, Vietnam is said to have â€Å"medium human development†. However, this value still remains below the average HDI value of East Asia and the Pacific (0.650) and that of the world (0.624). On a scale from 0 – 1, the index for health is 0.869, education is 0.480 and income is 0.448. Additionally from the 2010 report, 21.45% of the population is living below US$1.25 per day and 25,632 per million of the population is affected by natural disasters. It appears that the prime reason for the relatively low HDI value of Vietnam seems to be due to the decline in infrastructure and income amongst its citizens. This brings us to the next section of my investigation. Along with the problems arising in Vietnam, its current economic situation could have been and still remains a result of the various factors below: Income Poverty The Vietnam government has made effective attacks on poverty, reducing the countries share of income poverty from 58% to 21.45% in 1993-2010. Due to industrialization and reforms, more jobs and opportunities were created. The rise in income for people working in industrial zones resulted in more than a third of the population being pulled out of poverty. However, the increasing number of people moving into the city areas has caused property demands, and hence prices, to rise. Additionally, inflation is increasing the prices of staples remarkably, making it difficult for low-income urban and rural residents. In fact, a study in 2006 by the Vietnamese Academy of Social Sciences concluded that even higher growth rates will be required than in the past as poverty is still deep and widespread, and the remaining millions of people vulnerable to poverty fall far below the poverty line. This prevalent income gap in Vietnam, particularly the income disparity between the rural and urban areas not only lowers the basic standard of living in the country due to inequitable development, but also reduces consumption. This drop in consumption, coupled with the investment fever of the higher income-earners, might cause deflation. Although deflation may seem to help lower-income citizens to purchase more goods, price drops will hamper profits of firms and, hence, the overall economic growth of Vietnam. This will lead to even lower income distributed to workers, and even retrenchment, as companies would need to cut down costs. As a result, economic development is hindered, as the government will not have sufficient funds to spend on improving infrastructure in the country. Therefore, the basic standard of living subsequently drops. Vietnam’s capital, Hanoi, is already feeling the negative effects of this lack of infrastructure due to the poverty cycle as it is constantly plagued by power blackouts (See lack of infrastructure below). Political Structure/Corruption To date, the government continues to maintain control of the largest and most important firms in the country. The government recently issued new limitations for state-owned enterprises (SOEs) on the extent at which they can diversify away from their core business. Conversely, policy changes tend to take a long time to be put into effect and SOEs will take an equally long period of time to respond to such directives. One way to overcome this conservatism, the minimal or gradual change in society, is if the government gives up political control of the economy and diminishing the bureaucratic nature of commerce in Vietnam. However it is unlikely that the Communist leaders will allow this to happen. Additionally, Vietnam relies heavily on SOEs to generate wealth for the nation. Under each company, workers enjoy the same share of benefits from growth despite any disparity in productivity. Therefore, there is no incentive for workers to perform better at their job and the economy will not be able to reach high growth rates or attract foreign investors. Public officials and state employees, thus, resort to getting extra money any way they can. The current state structure creates loopholes for corrupt people to plunder state budget. Already, there have been cases where government officials have been arrested for squandering a significant share of investments that come into the country. The 2010 Corruption Perceptions Index placed Vietnam 116th out of 178 countries, with a transparency score of 2.7. Corruption and lack of political transparency causes citizens to lose confidence in their leaders and weakens national unity. Possible uprisings may occur and instability hinders national construction and defense (Continued in lack of infrastructure below). Lack of infrastructure Vietnam’s energy-generating capacity is not at a high enough level yet to support its production in industrial zones. However, at the moment the government budget is not enough to solve the electricity supply problem. First of all, if fewer goods are produced due to lack of electricity to operate machinery efficiently, economic growth will decrease. Furthermore, power surges disrupt the everyday lives of citizens, transportation, etc. Lowering the standard of living in Vietnam. As mentioned above, the bureaucracy of official procedures stops the country from building the roads, power stations and other public works due to the slow speed at which such changes take effect. These factors are needed to maintain efficient production of goods and services and, hence, growth rate. Particularly, the lack of road systems hinders economic development, as it is difficult for citizens to gain access to different areas of the country. Cultural Factors Initially an agriculture-based economy, Vietnam depends on seafood and rice as main exports for the country. Many of these low-value products are the livelihood of people living in rural areas. The school attendance is much lower in rural areas as compared to urban areas and this lack of education leads to the lack of skills necessary to carry out jobs in industrial zones. Therefore, their focus on agriculture has translated to the country over-depending on primary products as its main exports. This narrows the range of products, which can be purchased through international trade. This negatively impacts potential economic growth. On the other hand, an increasing number of people living in urban areas own cars and factories are producing goods constantly in order keep up with the ambitious growth targets of Vietnam’s Communist leaders. The emissions from choking traffic and constant construction are starting to take a toll on the environment. The pollution, therefore, impedes the economic development of the developing country. In conclusion, we can see that despite Vietnam’s improving economic growth, numerous debts accumulating in the country and the devaluation of currency can hinder further potential growth rates. These factors overlap with the Communist Party’s political control of the economy and the slow change of economic policies, lack of infrastructure to support capital production and exporting low-value products, which in turn hinder economic growth. Additionally, over-population, growing income gaps between rural and urban areas, inefficient building of infrastructure and environmental damage created by excessive and rapid industrialization, have impeded on economic development by lowering the basic standard of living of the country. In order for Vietnam to grow and develop economically in the future, the political structure needs to allow a more efficient change in both social and economical policies. More importantly, the country needs to stop prevalent corruption and give firms incentives to generate more economic growth and, thus, attract more foreign investments for the country. Sources -http://siteresources.worldbank.org/INTPOVERTY/Resources/WDR/English-Full-Text-Report/ch2.pdf -http://www.arcadia-asia.com/commentaries/201003-Arcadia%20Market%20Commentary.pdf -http://www.viet-studies.info/kinhte/vietnam_OxfordAnalytica.pdf -http://siteresources.worldbank.org/INTPRS1/Resources/383606-1106667815039/gov_spending_vietnam.pdf -http://www.economist.com/node/11041638?story_id=11041638 -http://www.icsead.or.jp/7publication/workingpp/wp2006/2006-18.pdf -http://www.economywatch.com/economic-statistics/country/Vietnam/

Experiential Knowledge versus Intellectual Knowledge Essay

The Adventures of Huckleberry Finn has for a long time stirred the issue on the tug between experiential knowledge (the sort of knowledge that is gained in the â€Å"streets† and practiced mostly by Huck) and intellectual knowledge (the kind of knowledge being taught in schools and by people like Widow Douglas and Miss Watson). The issue can most of the time be phrased as that between being logical and following the practical consequences of one’s logic as opposed to following the dictates of society. This is a theme that was developed early on in the book and extends up to the end. Huck, for example, defies society and chooses his own logic in Chapter 1 when he told Widow Douglas that he would prefer to go to hell since this would mean a change of scenery and being with Tom. It is known for a fact that â€Å"heaven† should be the de facto choice of destination for everyone. To choose to go to hell, with our without reasons for wanting to do so, plainly means going against what is conventional. Time and again, Huck has dealt with the part of his conscience that told him that keeping and cuddling Jim, a â€Å"property† of Miss Watson versus his natural sympathy for the man (Bennett 3). These and many other instances in Huckleberry Finn illustrate the clash between the obviously wrong societal teaching that racism and slavery is good and having sympathy and compassion for the slaves as bad versus the instinctive knowledge that sympathy and compassion towards a slave is worthwhile. In this paper, this clash between experiential knowledge, i. e. , knowledge gained by oneself through the exercise of personal logical induction and deduction gathered through experience, and intellectual knowledge, i. e. , knowledge gained through different societal instruments, shall be dealt with. More specifically, this paper shall address the issue of which of these two â€Å"knowledges† has more importance. Being an issue that is of no light matter, this paper would need to look beyond Huckleberry Finn for aid. As such, Philosophy, Ethics, and Education seem to be the most promising areas of knowledge that address the issue. Hence, this paper shall look in these directions to settle the issue. Specifically, this paper shall have the following parts: on wisdom and knowledge as personal or societal; morality as inauthentic or authentic; and educations as geared towards making the person â€Å"fully† come out versus education as socialization. The paper shall end with a conclusion. Wisdom as Personal or Societal Philosophy has dealt with the question on the source of wisdom a number of times and through different thinkers. Thomas Aquinas and Aristotle are known to deal extensively about this issue, and as such, their philosophies shall be utilized. Since Aquinas is known for extensively working on Aristotle’s works, merging the works of these two thinkers shall not pose any problems. Before anything, it would be best to first give a definition of wisdom. At least in the Aristotelian-Thomistic tradition, wisdom is a kind of knowledge that is â€Å"of paramount importance in directing human existence towards its purpose or end† (Artigas 17). It is that kind of knowledge that aids man to be a better human being, not only by providing particular knowledge, but most specially a universal knowledge that speaks of the human being’s nature, purpose and end. In the end, wisdom ought to lead to the human being’s happiness, happiness defined as a life that is flourishing. All these ideas seem to be abstract, so it would be best to concretize a bit. At least for Aristotle, living a life that is full of human flourishing means living a virtuous life in a community that allows for the continuous development of the individual. According to the Aristotelian philosopher Martha Nussbaum, this refers to a life wherein virtues, human relations, reason and other physical capabilities are allowed to flourish by the society (Nussbaum 76-78). More concretely, this means experiencing real friendship, practicing justice, exercising prudence and a host of many other virtues that Aristotle spoke of in the Nicomachean Ethics in a society that value and nurture these. It is allowing a person to have meaningful relations, to engage in activities that nourish one’s â€Å"senses, imagination, and thought,† to have bodily health, to engage in play, to have autonomous control over one’s environment and so on (Nussbaum 76-78). So far, it seems that wisdom ought to be acquired for the benefit of the individual that would most probably emanate into the good of society. That is well and good, nevertheless, we still have not answered the question as to how wisdom itself is acquired. In this respect, Aquinas has an answer. Thomas Aquinas is known for the Natural Law Theory. The theory states that â€Å"man is born with the natural facility to know the basic truths or principles or the moral order as ‘the good is to be done and promoted and the evil to be avoided’† (Panizo 56). In this respect wisdom, i. e. , knowledge about what is good and what is to be avoided that ought to lead to happiness and human flourishing, is not only something that man is capable of; in fact, man is born with this natural facility. Human beings are born with the disposition to want what is good and to avoid what is evil. Thinking about it, this medieval theory seems to make a lot of sense. Is it not true that no human being ever does something which for her/him is plainly without good or any sort of benefit? Even actions that may be considered as evil by many still have some sort of perverted â€Å"goodness† in it. Actions such as murder, drug trafficking, etcetera, still give â€Å"pleasure† to those who engage in them. But, does this mean that these actions are morally good? Aquinas would not agree. He would say that though nature has granted man the capacity to know what is good and evil and to want good over evil, still, error may happen. Error occurs once the basic principle, â€Å"good is to be done and sought after, evil is to be avoided† (Aquinas 197) is applied. In fact, there is a hierarchy of difficulty when it comes to the application of this basic principle, the most difficult application of it called â€Å"remote conclusions† are described as â€Å"not easily drawn by ordinary people, for they involve education in theology and philosophy, and deep reflection† (Panizo 59). These involve judgments on issues like euthanasia, divorce, abortion, etcetera. We have reached a point then when natural wisdom, i. e. , wisdom depending on reason alone, becomes insufficient. Life is so full of instances when â€Å"remote conclusions† are needed and called for. The sad thing is, this knowledge is hard to come by and a human being is left with no option but to listen to the dialogues of the people in the academe. For Aquinas and Aristotle, experiential knowledge is not enough. It could only get us so far. This then brings us to the discussion of the place of â€Å"intellectual knowledge† in Philosophy. According to Aristotle, human beings need a role model to live a flourishing life. An excellent person is considered the standard for most of us who are still aiming for human flourishing, for a life of virtue. An excellent person is defined as he/she whose wishes â€Å"will be what is wished in reality† (Aristotle 65), i. e. , the wishes of the excellent person is that which is truly good for the human being. An excellent person is the exact opposite of the base person to whom â€Å"pleasure would seem to cause deception since it appears good when it is not† (Aristotle 65). Thus, modeling is Aristotle’s system of knowing what is worth imitating and what is not. To add to this, it must be recalled that for Aristotle (as with the other Greek thinkers), education has an indispensable role in bringing an individual to perfection. This is the very reason why the Academy and the Lyceum were established. In these schools, individuals from different cities merge to further their knowledge, to share each other’s knowledge and in this sense socializing each other. Hence, at least in Aristotle and Aquinas’ philosophy, though natural wisdom or experiential knowledge may be the starting point, this is not enough. Intellectual knowledge is still necessary since remote conclusions are always called for to ultimately be happy and live a flourishing life. Authentic and Inauthentic Morality Beyond the epistemology of Aristotle and Aquinas is the perspective that morality or ethics may be inauthentic or authentic. This is the very idea of Michael Moga in the book, Toward Authentic Morality. According to Moga, one’s sense of right and wrong can either be wholly dependent on one’s culture (i. e. , inauthentic morality) or it could come from one’s personal choice (i. e. , authentic morality). This is the very same clash between the self and the society that we have been talking about. According to Moga, most people ascribe to inauthentic morality. This is the sort of morality that gives in to social pressure, that kind of pressure that forces us to act and think in a particular way without exactly knowing why such an action or thought should be considered moral. We would not have to go very far to understand inauthentic morality. Most adolescents and teenagers are susceptible to peer pressure when it comes to many facets of their lives. The very persistence of racism and discrimination speak of a poorly reasoned morality that rest on social acceptance. In fact, Moga sets out the characteristics of inauthentic morality. The following are the characteristics of this type of morality. Inauthentic morality is characterized by being based on certain rules and values affirmed by culture; it is universal in its application, i. e. , it is valid for everyone; they impact individuals as set of morality that is external, i. e. , the source of morality is something outside the self; these laws are anonymous; the individual is haunted by fear and shame; the moral obligation is something that comes from authority; and it is fluctuating in influence (Moga 35-39). This is the sort of morality experienced by the typical teenager who follows his/her group’s choices. Such an individual follows rules not her own, a set of rules she may find difficult to follow since it is something external, nevertheless the breaking of such group rules result to fear and shame. This teenager considers the lead of the group as the one vested with authority to enforce such rules. Though this morality is most stark among teenagers, adults may very well be living this sort of morality. We would only have to look around shopping malls to see how many adults go with the flow without thinking why. Supposedly at the other extreme is authentic morality. This morality results from one’s personal decision to accept a set of values and morals after necessary reflection. Again, this sort of morality has characteristics: it is personally chosen and accepted; it is based on a rational appreciation; it is not based on fear or shame; morality as an expression of one’s freedom; and it is based on what one personally cares for, i. e. the very principles that one values (Moga 39-41). This is the sort of morality of individuals who have taken enough time to think over his/her morals. This would be represented by an individual who does an action and could very likely explain and be personally involved in the very principle of one’s actions. This would be the individual whose sense of morality is not dependent on â€Å"what others will say† but rather on a clear set of personally chosen moral principles. Though individuals must all aim for authentic morality, Moga insists that both moralities are important. In the first place, all human beings undergo the inauthentic morality stage where parents become the sole authority from whom morality emanate. Nevertheless, we should not stay this way. After being exposed to different sets of moralities, it is the individual’s responsibility to think and chose which of these moralities shall be made personal. Thus, at least in the Ethical perspective, the social and the personal ought to go together, though in the end, the social should be for the personal. Conclusion We have seen that at least in Philosophy and Ethics, there really is no real clash between the personal and the social, between intellectual knowledge and experiential knowledge. Clashes happen in Philosophy when error exists in the mind and nothing is done to correct the error. This error may of course exist not only with individuals but also in groups such as those in the academe. Nevertheless, we have clearly stated above that intellectual knowledge is there not to ram down society on the throats of individuals but rather to further perfect experiential knowledge for the sake of human flourishing. The same may be said in the field of ethics. Both authentic and inauthentic moralities are there and both have uses in society. Nevertheless, in the end, inauthentic morality ought to be the material source of inputs for the eventual authentic morality of a person. Morality only becomes stagnant when there is no interaction between the inauthentic and authentic. To answer the question which of the two knowledges is more important, we could qualifiedly say that both are important as long as there is minimal error and that the ultimate purpose is human flourishing.

Book Review on Tipping Point by Malcomb Gladwell Essay

Book Review on Tipping Point by Malcomb Gladwell - Essay Example Prior to the book by Gladwell, the said process can be considered to occur on the basis uncontrolled factors. For that matter, the study of such events though can be considered of interest is merely accepted as inevitable and a common occurrence (Gladwell, 2000). The Tipping Point then can be considered as an important presentation of the idea explaining the phenomenon of having trends that cover a multidisciplinary area extending from public health to marketing. The term tipping point can be defined as the point wherein the different requirements to achieve exponential popularity can be achieved. The different factors that are related to the said process are the main concept captured in the book (Gladwell, 2000). Based on the book, there are different important concepts that are presented. Basically, the said factors are considered essential and fundamental in the achievement of the tipping point and success in terms for the introduction and popularity of a concept or a product. The said factors are referred to as the Law of the Few, the Stickiness Factor, and the Power of Context comprise the majority of the book. These factors are referred to as the Rules of Epidemics (Gladwell, 2000). The main points presented by the book revolve around the said concepts which can be considered to explain the trends and popularity achieved by certain products and concepts. In addition, important ways and methods to be able to achieve the said success are given. It is based on the presented slogan of the book that little things can make a big difference. This can means that the little actions undertaken by people can affect others exponentially (Gladwell, 2000). Based on the study undertaken on the book, it can be considered that the ideas that the author presented are simple yet considerably accurate. Specifically, the effects of the said paradigms can had been extensively explained by Gladwell

Parental Divorce and Childrens Adjustment Essay Example | Topics and Well Written Essays - 750 words - 1

Parental Divorce and Childrens Adjustment - Essay Example This represents the efforts by the parents to shield their children from the impending deficiencies in development in the occurrence of divorce. Therefore, this implies that the children who go through the process of parental divorce exhibit a variety of negative developmental outcomes (Lansford 5). These developmental problems could be summarized as the internalization of problems and externalization behaviors, problems in social relations and poor academic achievements. However, these developmental issues also rely on other issues such as age, race, and gender. Parental divorce has been known to have adverse effects on the development of family members, especially the children. As a result of the high prevalence of parental divorce, many children are forced to adjust to the situation in order to cope with life. Therefore, different sets of children react in different ways in the occurrence of divorce. For instance, infants may react to their parents’ mood swings through practices such as loss of appetite. However, in the cases of adolescents, they may react rather personally to such an occurrence. They may be emotionally affected, and this could even lead to poor academic results and poor relationships. This is owed to their maturity at the time of divorce. In some cases, adolescents may even blame themselves for the divorce. Consequently, they could even go an extra mile to try and help their parents in resolving their differences. Studies have revealed that the leading cause of parental divorce is extramarital sex. This is closely followed by domestic violence within the family. Other causes of parental divorce include midlife crisis, addictions, and religion. However, divorce has a negative impact on the development of family relations both in the short term and long term.

Documentation for Web Application Project Outline

Documentation for Web Application Project - Outline Example 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Server - This is where the application will be installed (basically where the application files will be stores). In other words, this is the machine where all the data processing will be done. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Client - The client  represents the computer being used by the website visitor to access the information stored in the server. The website visitor will use browser software to access the website. The design process involves structuring the application together with its functionalities before developing the application. This planning helps in time saving and ensuring that the overall goal of the application in put in picture before one begins the development work. The design process will majorly depend on the kind of application being developed. As for the case of Plant and Machinery website application, the below process has been used. This part of the design focuses on the outlook of the website so that its usability is favorable to the website visitors. Here the designer must make sure that the focus is on the visitor because they never concentrate on how complex the application is but on how easy it is to

VISUAL ANALYSIS PAPER Essay Example | Topics and Well Written Essays - 1250 words - 4

VISUAL ANALYSIS PAPER - Essay Example red that he yielded too much power and that he was a danger to their rule and most of the rulers chose to make him as an enemy rather than an asset to their rule as they believed that he was there to overtake. Furthermore, the scribes from the synagogues were also opposed to his teachings since he condemned most of the self-righteous selfish acts that they committed (Voragine). The painting was done by oil on a canvas and the image size is 600 by 398 centimeters. There is a man in the middle who is most likely Jesus Christ and he is wearing a robe with no headgear unlike the other men in the picture. The other men look as though they are condemning the man in the middle for one reason or another. The most likely cause for the ridicule seems to be the woman in the painting as Christ was supposed to be chaste at the time and he being with a woman went contrary to his teachings. The Jews spared no effort to make him look and feel guilty or find fault in him and every action that Christ did was met with criticism and harsh judgment. The painting was done by oil which makes it more colorful and more permanent including making the work look more real and it is so much easier to see the expressions of the faces of the people in the picture. It is also so much easier to see the kind of clothing that the people had worn and through the clothing, it is so much easier to tell the culture of the people and the things that they value over the others. Oil also makes the paint more permanent as it does not get washed away very easily. The variety of colors that paint offers is also magnificent as it is so much easier to differentiate people. The emotion in the picture is brought out and the people look as if they are about to lynch the man in the middle and the woman while the woman seems to be very afraid to be the only woman in the presence of men. Going by what was happening at the time, it could be said that maybe she was sent by some high power so that she could tempt