Essay --

Throughout The Pearl, by John Steinbeck, the themes of greed and prejudice are greatly expressed, from the beginning with the partial doctor to the suspenseful end of the supposed Pearl of the World. It is amazing, that even in a timeless story as this one, these harsh realities still haunt their world. It could make believe place yesterday, today, or tomorrow, but the point is that one lavnot revert the world to one way of thinking, that is why greed and prejudice still exist. One can try as hard as they want but in that respect are going to be those who are stubborn, of hard will, and those who believe their thoughts are right. I want to show that these themes go far beyond this parable and apply to the world we live in.Those who are prejudice exist around the world there are those whom think higher of themselves, those whom think lower of others. It could be a small subconscious thought incriminating another peer at drill of being a nerd because they are studious or carry oth er traits one would associate with this word this, something as small as this, is prejudice. in that respect are those who walk ...

Auditor Independence Essay -- Auditing

1.Introduction1.1The objectives of auditUnder the regulatory, directors are required to produce financial statements annually which give a true and faire view of the affairs of the comp all and its profit and loss for the period and accountable to shareholders. Auditors have a responsibility to externalize and perform the audit to obtain apt assurance to the shareholders and other stakeholders of a company on the financial statements.The objective of an audit of financial statements is to obtain reasonable assurance about whether the financial statements as a whole are free from material misstatement, whether due to fraud or error, thereby enabling the auditor to express an opinion on whether the financial statements are prepared, in all material respects, in accordance with an applicable financial underwriteing framework and to report on the financial statements, and communicate as required by the HKSAs, in accordance with the auditors findings. (HKSA 200.11)In decree to maint ain the auditors integrity, objectivity, and independence, auditing standards have been issued for measuring of the quality of the auditors performance. Auditing standards are general guidelines to aid auditors in fulfilling their professional responsibilities in the audit of financial statements. They include experimental condition of professional qualities such as competence and independence, reporting requirements and evidence. (Soltani, 2007) 1.2Code of ethics for auditor independenceAudit independence is a very critical office if a business wishes to have an audit function that can add value to the organization. The audit report and opinion must be free of any bias or influence if the integrity of the audit process is to be valued and... ...to aid auditors in fraud detection and append emphasis on professional skepticism. 4. RecommendationsSince professional independence and skepticism are more important for an auditors on audit engagement. It is recommended that auditors should enhance professional skepticism to the financial statement audit. It includes increase the ability of auditor to detect fraud by training, enhancing ability through experience and paying more effort in audit plan. In order to enhance auditor independence, directors should disclose the audit and non-audit services fee to investors and let investors to evaluate the independence of the auditor. By separating of auditor duties for audit and non-audit services, it can be abet to maintain auditor independence. By enhancing the internal control system and corporate governance, it can be help to reduce fraud risk.

Social Class In The Us And Britain Essay examples -- American History

Social Class in the US and BritainAlthough the unite States was a British small town in the early 1700s, the differences between the cardinal were definitely noticeable, especially in the socioeconomic fields, mostly due to the fact that slavery played a frequently larger role in the United States. At least from the moment in 1620 when the Mayflower anchored off Cape Cod, there has been an American Dream. Though solid to define, it usually entails the concept of freedom, justice and equality. contempt variations in the content of the dream there is one constant, the American Dream is a dream of the future and as such implies the idea of progress, change and equality. Our dreams may differ from those of the men who wrote the Mayflower Compact because they expressed a dream more by implication than by statement, yet the men who subscribed to it all the way felt that they were engaged in an effort to establish a better order of society than their fathers had known.In the US, compound Society was composed of several hearty yeares. These in turn determined political rights, legal rights, personal attire, and many other trivial aspects of society. (1727 compound America) For example, in church and in college, people were seated according to their social status. The differences among the social classes were very noticeable, and birth and pedigree counted for more than they do today. (Population and Social Rank) The ruling class consisted of the aristocracy, whose definition varied from North to South. Generally, they own farms or plantations and were merchants, doctors, lawyers, or ministers. (1727 Colonial America) In the North, this also included clergymen, college professors, and great landowners in New York. In the South, the gentry were u... ...r on triangular trade and make the concept familiar with US citizens. In a way, the British almost used the US as a way of testing if slavery would work, further in the end gave their colony too much power and wealth, leading to the Independence. Works CitedDeary, Terry. The Gorgeous Georgians. London, England Scholastic Childrens Books, 1998.Gordon, Edward J.. American Literature. 4th Edition. Boston, MA Ginn & Co. Publishers, 1975.Several Authors. 1727 Colonial America. 2001-2007. 16 Apr 2008 .Sommerville, J.P.. Social Structure. University of Wisconsin-Madison History Department. 20 Apr 2008 .Whitten, Chris. Population and Social Rank. History of the USA. 2001-2007. 09 Apr 2008 . Social Class In The Us And Britain Essay examples -- American HistorySocial Class in the US and BritainAlthough the United States was a British Colony in the early 1700s, the differences between the two were definitely noticeable, especially in the socioeconomic fields, mostly due to the fact that slavery played a much larger role in the United States. At least from the moment in 1620 when the Mayflower anchored off Cape Cod, there has been an American Dream. Though hard to define, it usu ally entails the concept of freedom, justice and equality. Despite variations in the content of the dream there is one constant, the American Dream is a dream of the future and as such implies the idea of progress, change and equality. Our dreams may differ from those of the men who wrote the Mayflower Compact because they expressed a dream more by implication than by statement, yet the men who subscribed to it clearly felt that they were engaged in an effort to establish a better order of society than their fathers had known.In the US, Colonial Society was composed of several social classes. These in turn determined political rights, legal rights, personal attire, and many other trivial aspects of society. (1727 Colonial America) For example, in church and in college, people were seated according to their social status. The differences among the social classes were very noticeable, and birth and pedigree counted for more than they do today. (Population and Social Rank) The ruling class consisted of the gentry, whose definition varied from North to South. Generally, they owned farms or plantations and were merchants, doctors, lawyers, or ministers. (1727 Colonial America) In the North, this also included clergymen, college professors, and great landowners in New York. In the South, the gentry were u... ...r on triangular trade and made the concept familiar with US citizens. In a way, the British almost used the US as a way of testing if slavery would work, but in the end gave their colony too much power and wealth, leading to the Independence. Works CitedDeary, Terry. The Gorgeous Georgians. London, England Scholastic Childrens Books, 1998.Gordon, Edward J.. American Literature. 4th Edition. Boston, MA Ginn & Co. Publishers, 1975.Several Authors. 1727 Colonial America. 2001-2007. 16 Apr 2008 .Sommerville, J.P.. Social Structure. University of Wisconsin-Madison History Department. 20 Apr 2008 .Whitten, Chris. Population and Social Rank. History of the USA. 2001-2007. 09 Apr 2008 .

The Climax of I Want You Women Up North to Know :: Want You Women Up North to Know

Lines 85-97 of Tillie Olsens first published poem I Want You Women Up North to Know contain the climactic turning point of this poem, and the language and sour reflect this change. Instead of being humble and disjointed victims who remain mostly anonymous, the workers are trans mixtureed into an angry and unified group of distinct single(a)s. This shift in mood is accomplished by three devices imagery, grouping, and capitalization of decorous names. The imagery in this passage helps turn the tone of the poem from victimization to anger. In gain to fire images, the overall language is completely stripped down to bare ugliness. In previous lines, the sordidness has been intermixed with cheerful euphemisms the agonizing work is an exquisite bounce (24) the trembling hands are white gulls (22) the cough is gay (25). But in these later lines, all aesthetically pleasing terms vanish, leaving beatific and blood (85), naked andbony children (89), and a skeleton body (95). An some other way this passage turns the mood of the poem is by using grouping and form to link the workers together, both in inference and appearance. Previously, each workers situation has been treated as an isolated story, literally separated from the others by a blank line. However, lines 85-97 are crowded together without spaces, suggesting unity by the very appearance of the lines. All of the grievances are briefly repeated, and then a sequence of ands binds the one-sentence recaps together. soon enough in spite of this sense of solidarity, each persons story is given its own sentence with a period boundary, subtly emphasizing their individual importance solidarity is acceptable, but anonymity is not. A final significant device in this passage is the use of capitalization. The proper names of the workers have been sporadically capitalized foregoing in the poem, but here they are all consistent and correct. Again, this is an emphasis on individual importance, an insistence that each of th ese people deserves a unique proper name. The earlier all-lowercase names like catalina rodiguez (16) actually blend into the lines of poetry, suggesting crouching and obscurity, but here the uppercase letters in their names stand out clearly from other words. Interestingly, although the personal names are capitalized, christ (96) is left in lowercase, similar to the previous treatment of god (57, 60, 62). This contrast with the capitalization of the worker names implies that theology and Christ have failed the workers and are now overshadowed by a budding self-confidence in the workers.

Essay --

Did you know that the levels of one C dioxide in Earths atmosphere argon almost 50ppm (parts per million) more than what they should be? Organizations such as 350 try to fix this, but can they do it all on their own? Carbon dioxide is i of the many greenhouse gases that controls how Earths temperature rises by absorbing solar radiation and allows life on Earth to exist. Carbon dioxide might appear as beneficial, but right now it is the leading cause of global warming. The process in which decreasing the amounts of carbon dioxide in the air includes geoengineering which means, purposely changing the environmental processes to affect Earths climate. Some examples of geoengineering at its finest are enhanced weathering, ocean fertilization, and carbon dioxide scrubbers (also called carbon dioxide scrubbers).The first way to reduce the amount of CO2 in our atmosphere is to use enhanced weathering. When certain types of minerals dissolve in rainwater, carbon dioxide is taken from the a ir. We can use enhanced weathering by digging up other rocks that are able to covalently bond with carbon dioxide by storing it in the soil or ocean such as calcite (CaCO3) and forsterite (Mg2SiO4). In the chemical compounds for calcite and forsterite, in that respect are the elements atomic number 20 and magnesium. That contributes to enhanced weathering because for every molecule of calcium or magnesium taken away by these compounds, one molecule of carbon dioxide is removed. some other way of executing enhanced weathering would be carbonate looping. Carbonate looping is the process of converting calcium carbonate into calcium oxide. To do this, you would take rocks that contain calcium carbonate and expose them to CO2, so that those rocks would react by storing the carbon dioxid... ...dioxide scrubber in action is created by a team of American scientists led by Klaus Lackner. Basically, the machine contains an ion exchange resin which the CO2 sticks to, while the clean air is released. They claim that it can suck in one ton of carbon dioxide in a day. It has not been made available yet, but is thought of to be an economic solution to making carbon dioxide scrubbers.In conclusion, we can decrease the levels of carbon dioxide in Earths atmosphere by using the geoengineering processes of enhanced weathering, ocean fertilization, and using CO2 scrubbers. If we do not acknowledge the fact that levels of greenhouses gases exchangeable carbon dioxide and methane are higher than they need to be, global warming has the potential of damaging the Earth and possibly us. We all have the chance to save the origination from global warming. Will you take that opportunity?

Symbols and Symbolism in Hawthornes The Scarlet Letter Essay -- Symbo

Thesis Statement and Outline Thesis Statement Nathaniel Hawthorne used symbolism to bring meaning into his book The Scarlet garner. I. Symbolism A. Definition B. stylus II. Symbolism in characters A. Hester B. Dimmesdale C. Chillingworth D. Pearl III. Symbolism in objects A. The scarlet garner B. The scaffold C. The forest D. The brook IV. Symbolic relations between characters and objects A. Characters and the scarlet letter B. Characters and the scaffold C. Pearl and the forestNathaniel Hawthorne used symbolism to bring meaning into his book The Scarlet Letter. Generally speaking, a symbol is something that is used to stand for something else. In literature, it is most often a concrete object which is used to represent something more abstract and broader in scope and meaning. Symbols can range from the most self-evident substitution of one thing for another to creations as massive, complex, and perplexing as Melvilles white whale in Moby Dick ( Dibble, p. 77 ). In The Sca rlet Letter the symbols and the ingredients of the story come together in a seamless unity in which each manifestation of the letter illuminates an aspect of the characters or the communitys evolving experience ( Brodhead, p. 159 ) . In Hawthornes use of symbols in The Scarlet Letter, we observe the author making one of his most distinctive and significant contributions to the growth of American fiction. Indeed this novel is commonly regarded as the first symbolic novel to be published in the United States ( Dibble, p. 77 ) . Hawthorne attempts to spread a revelation into imagined characters and scenes, to transfer the realization of the symbols into a warmth that will animate the entire... ...troit, Gale Research Inc., 1993, p. 194 Martin, Terence, Twaynes United States Authors Series Nathaniel Hawthorne, New York, Twayne Publishers, 1965, pp. 114, 115, 119, 127 Matthiessen, F.O., The Scarlet Letter, Critics on Hawthorne, Readings in Literary Criticism 16, Coral Gables , University of Miami Press, 1972, pp. 82, 85 Matthiessen, F.O., ordinal Century Interpretations of The Scarlet Letter, Englewood Cliffs, Prentice-Halls Inc., 1968, p. 57 Waggoner, Hyatt H., Nathanial Hawthorne, Six American Novelists of the Nineteenth Century, Minneapolis, University of Minnesota Press, 1969, pp. 47, 69, 73, 85 Waggoner, Hyatt H., The Scarlet Letter, Hawthorne, Cambridge, The Belknap Press, 1963, pp. 126, 127, 139, 143 SparkNotes Editors. SparkNote on The Scarlet Letter. SparkNotes.com. SparkNotes LLC. 2003. Web. 30 Apr. 2015.

Mcdonald’s Strategic Management Globalization Strategy

Example 1 Localization system of McDonalds McDonald is using local anaestheticization strategy in term of choose to focus the language that they use to sell the items especially burger and tries to localize the sustenance itself, localization is absolutely necessary to attract customers across nations. One of the examples is McDonalds localization of its food menu. u. Even though the menu is to a certain degree standardized all over the world, besides some of items are unique to each dry land and that taste also localize of the local market.The burger that prepared by McDonalds well known in all over world. In Japan customer clear order a koroke burger that which contains katsu sauce, cabbage and mashed potato. In Hong Kong, customers can find a burger that is served between rice cakes not in sesame seed buns. In Malaysia, McDonald customers have much choice such kvetch burger, chicken burger and fish burger. McDonald provided chicken. Some of religious group do not prefer t o take beef so McDonald provided chicken and fish burger for them.More than that, McDonald in Malaysia do not provide pig meat burger because majority of Malaysia dont not take pork barrel and would also be upsetting for religious. In India the type of burger totally different from other country because eating beef is against to religious rules. McDonalds brand is strongly associated with hamburgers, but McDonald open vegetarian restaurants that provide vegetarian burgers. International strategy In the India market McDonalds accepted the international strategy over franchising to push their main competencies and to customize their goods and service harmonize to the demand of local customers.This way the business be sure of on local subsidiaries in India to follow the rules and regulations of running McDonalds and make sure the goods and service mustiness be standardizing. McDonald to complete standardization within an international scale is difficult because of Indian market is mo re traditionally diverse. McDonalds standardizes as much as can to make less costs, but they are conscious of cultural differences and have to accepted the perception of think global, act local (Hill, 2009).The subsidiaries provided by international strategy with some freedom, but the main controls cash in ones chips to with managers at the center of operations in America. The subsidiaries provided by international strategy with some freedom, but the main controls belong to with managers at the center of operations in America. The Indian subsidiaries are approved the power to plan, make and market innovative crossroads that directly respond to the local customers preferences tally to Hindu population cow is worshipped so McDonalds does not use beef to prepare burger.In India McDonalds fully removed beef for pork for Muslims customers. As a replacement for of the ever-popular Big Macs set up in the west, McDonalds in India serves Maharaja Macs that contain mutton and some vegetar ian rice pies. McDonalds is required to change and set their goods and service to local customer demand because the India customers have different favorites due to traditional and religious differences. More than that, in foreign countries there have local food for consumer spot McDonalds is among one of the traditionally American straightaway food.McDonalds able to maintain the local tastes on condition that it focuses on its main competency of fast food. In Europe, from fast foot roots McDonalds unfortunately straying. In strength to compete like Starbucks, McDonalds is turn-off the restaurant space extra upscale and easy, while offering in good health and more locally tasty foods. McDonalds also offering rental iPods and Wi-Fi available for customers. However, this strategy not only reduces the product fair play by get used to local tastes, but also changes McDonalds even additional away from its main competitors of fast food

Constructive Discharge

Toy Company Memo ToCEO FromKen Dilger CC Date1/22/2012 ReEmployee Lawsuit In 1964 Congress passed a Civil Rights law that outlawed major forms for discrimination against African Americans and women. One of the major features of this law was Title septette which prohibits discrimination by employers on the priming coat of race, color, pietism, sex or national origin. Title VII of the Civil Rights procedure of l964 prohibits employers from discriminating against individuals be bear of their religion in hiring, firing, and other terms and conditions of meshing.The basics of Title VII are that employers may not treat employees more or less favorably beca map of their religion and employees cannot be required to participate or refrain from take part in a apparitional activity as a condition of employment. In Title VII, employers moldiness reasonably accept its employees apparitional beliefs and practices unless doing so would create an un due hardship on the employer. A reasonabl e accommodation is one that eliminates the employees conflict between his religious practices and produce requirements and that does not cause an undue hardship for the employer (Rel, 2011).These accommodations range from the employee needing a day for their Holy Sabbath day, wanting to wear religious garb to work or having flexible work schedules to moderate religious vacations. When an employee asks for an accommodation the employer may not simply refuse to do so. If the request is not in best interest of the company because it would result in an undue hardship, the employer must prove the undue hardship that the company would incur. An undue hardship to the company would include anything other than minimal cost to accommodate the religious practice by the employee. Company ResponseMy testimony on how to respond is that it was never our intent to create a workplace environment so impermissible that our employees would release. If the employee thought that the change in schedu le was so intolerable why didnt they file a complaint with their manager? Our records show that there was never a verbal or a written complaint with anyone in management. We can also state the fact that no reasonable person would quit their job over a work schedule that allows them to pick which 4 days of the work week can work. This schedule should actually help them subdue a conflict with working on a religious holiday throughout the year.If the employee does not to drop the lawsuit, there are past precedents showing that their lawsuit, found on constructive discharge, will be very hard for them to win. An employee must prove, prima facia, that they father had their rights violated under the religious accommodation rules of Title VII. They must show that they had a bona fide religious belief that conflicts with an employment requirement, that their employer was made aware of the conflict and that they were subjected to an adverse action not complying with the employment require ment.In this lawsuit the employee did none of the three things mentioned above. Proving a constructive discharge claim will be very hard for the employee to do. There are legal precedents showing that like judicature suit Tepper vs Potter (2007) who have failed to show prima facie in their lawsuits when they claim constructive discharge over their religious holiday suits. C 1 heavy REFERENCE 1 In Cosme v Henderson, the employee asked for a Monday thru Friday work schedule for his mail route and it was granted by his foreman.When the schedule changed to add Saturdays to his mail route, his boss told him not to change his schedule due to his religious beliefs. The employee did change his schedule to work on Saturday and then filed a constructive discharge claim against the company. The courts govern in favor of the employer due to their reasonable efforts to accommodate the employee. This supports my recommendation that since the employee never filed a complaint then there was no way for us to accommodate a religious belief conflict. 2 In Brenner v Diagnostic Center Hospital, Mr. Brenner, an Orthodox Jew, was allowed to switch his work shifts with other employees to accommodate his Jewish Holiday schedule. Later that year Brener failed to exchange work shifts and did not appear for work when he was required to. He later resigned sighting constructive discharge due to the affect the company would not accommodate his Jewish Holiday schedule. The courts ruled in favor of the Defendant based on their effort to accommodate his schedule.The case supports my statement that the companys new work schedule is flexible enough to allow all employees to meet their religious holiday schedule. 3 In Goldmeier v AllState INS, the Goldmeiers who are Orthodox Jews could not work on Saturdays during the winter months when AllState changed their corporate policy on their work schedule. AllState did not allow an ejection when the Goldmeiers asked for one due to the new work sch edule. When the Goldmeiers informed AllState about the constructive discharge lawsuit, AllState then allowed them to work on Sunday to execute up for their religious conflict on Saturday.The court ruled in favor of AllState on the facts that the employee did not prove prima facia in their lawsuit and that AllState did not signify to create a hostile work environment when changing the work schedule. This supports my recommendation that since the employee did not file a complaint with upper management that they have no claim of constructive discharge. The case also supports my statement that we did not intend to create a hostile environment to make employees quit only if rather to accommodate production. C2 LEGAL RECOMMENDATIONMy first recommendation to avoid lawsuits in the future is to implement a formal complaint system for the employees to use to communicate to management about workplace conditions that they think are unfair. This will help the company correct any problems befo re they turn into lawsuits. Another recommendation that I would make is not to use a change in workplace environment or schedule to get employees to resign rather than having to harry them. Doing this can lead to a bad workplace environment for management employees who are in place to enforce this rule.My last recommendation is to have an slip by interview with anyone leaving the company. This will allow the employee to give insight on why they are leaving and to make sure there are no ill will towards the company. . References Brener v Diagnostic Center Hospital, 671 F. 2d 141, (5th Cir, 1982) Cosme v Henderson, 287, F. 3d 152, 158 (2d Cir, 2002) Goldmeier v AllState Insurance Company, 337, F. 3d 629 (6th Cir, 2003) Religious Accommodation in the piece of work Your Rights and Obligations, Anti-Defamation League, New York, New York, (2011).Constructive DischargeConstructive Discharge occurs when an employees working conditions are considered to be so bad due to a policy or enforce ment of that policy that the employee feels compelled to resign from the employer. This Constructive Discharge claim was filed under the section of Title VII of the Civil Rights Act of 1964 after a work schedule policy change took place. The employee filed this claim post-resignation.This employee has claimed that the change is religious discrimination due to requiring that he work on a religious holy day. To make note to the case, please keep in mind that this employee resigned after the policy took effect at the beginning of the year. Under Title VII of the Civil Rights Act of 1964 it is prohibited for any employment discrimination based on race, color, religion, sex, or national origin. This is in regards to any current or former employee.The term religion includes all religious observances, practices, and beliefs. For this case to be proven as religious discrimination under Title VII, the employee must show that he (1) holds a devout religious belief that conflicts with an empl oyment requirement (2) has informed the employer about the conflict and (3) has been discharged, disciplined or subjected to discriminatory treatment for failing to comply with the conflicting employment requirement.Title VII states that it is the employers obligation to reasonably accommodate requests by staff members to practice their sincerely held religious beliefs and observances. For this case, Reasonably means that accommodating these practices would not cause hardship or conflict with normal business operations.

Analysis of music in the film Grease

I think the effectiveness of a tuneful contract In comparison to a subscribe score in a non- musical largely depends on the tar captivate audience of the film, genre of film, and plot of the film. In musical films Like Grease, Chicago, Less low, westmost Side Story, and Mama Ml, the musical and choreographed aspects of film work with the plot In an effective manner. I feel Like romanticist comedies (egg. Mama Ml and Grease) and dramas (egg. Less Miserable and Chicago) are the two genres that are best made in to musical films.Musicals are able to break down language barriers, seeing the plot of he film through song which evokes plenty of emotion that is universally understood. West Side Story is a perfect example of a musical where choreography and music helps the audience to understand the story even though they might not understand e very(prenominal) word of the lyrics. Musicals are able to effectively tell a story if the plot is more simplistic. Contrary to romantic comedies and dramas, turning an action or science fiction film into a musical would be scarce ridiculous.If we were to imagine an action film like The Dark Knight or Star Wars as a musical, I dont think these films would eve been nearly as successful as they have been today. One reason for this Is the target audience for films Like Star Wars and The Dark Knight have the potential to be vastly different from the type of people who enjoy watching musicals like Dream Girls and Rent. The plot for The Dark Knight and Star Wars largely benefit from the music macrocosm comprised of a film score that is not classified as a musical.It would too be difficult to convert these genres into a musical because the plots are oft too complex to understand if everything is sung. The scores in non-musicals serves to implement the plot, not to tell the plot which can often be taken more badly by the viewers. Summer Nights (01404) Is the first song In the film, Grease, that gives us an introductory look In to what the characters are going to be like. Sandy Is seen as very Innocent and sweet from the way she recounts her and Dandys summer romance from an emotional perspective- he got friendly holding my hand.Dandys telling of his summer romance is a lilliputian more crude and revealing about the physical aspects of the romance -she got friendly down in the sand. The song establishes Danny as he cool attracter of the greaser clan known as the T-birds and Sandy as the upstart girl who the schoolgirl clique, The Pink Ladies, have their eye on to recruit. This song also introduces the new(prenominal) eight main characters (the rest of the T-birds and The Pink Ladies), allowing each of them to ask questions that reveal their characters.The next song that helped to further develop roughly of the characters is Look at Me, Im Sandra Dee (02730) which is a comedic song performed by Orzo and The Pink Ladies. A taunting, underlying tone In the music is heard right away. Razzs tough and arcti c tone Is formal through her lyrics In this song as she is mocking the Innocence of Sandy. When the characters are mocking Sandy inability to Inhale properly while smoking, we hear a clapper Instrument to compliment them coughing.The rest of The Pink Ladies French, Marty, and Jan, seem to follow their leader, immature and highly compliant to what Orzo wants them to do or think. Hopelessly Devoted To You (03200) is a ballad performed by Sandy which has a slower tempo than the other songs we have previously heard in the film. The song starts kill by sing heavy strings to create an emotional feel then later we hear the piano. This is a character song which enables Sandy to express her romantic feelings for Danny, and reflect on their relationship.The chorus, hopelessly devoted to you is how Sandy feels towards Danny and these feelings are emphasized by the repetition through the song. Greased Lightning (03720) is performed by Danny and the T-birds and serves to establish the major(i p) cultural influences of the sasss cars and rock and roll. We hear 3 stingers using asc terminate notes played on organisation at the beginning of the Eng to compliment Dandys ideas of what the car could be (automatic, systematic, hydromantic).There is also a lot of call and response between the protagonist, Danny, singing the main course and the T-birds backing him up by providing musical responses to his lines. This song uses heavy percussion, piano, bass, and brass instruments to create a genuine rock and roll feel. The tempo stays consistent throughout the song except when it slows down at the ending chorus. The ending chorus is also where we hear drums and vocals being harmonize. Sandy (011910) reformed by Danny is Dandys counter song to Sandys Hopelessly Devoted To You.This is also a ballad as it expresses the deep emotions Danny has for Sandy and shows how vulnerable he is without her. We see a different side of Danny here because he is not acting tough or cool he is being raw and real. This song uses empathetic sound as we can hear Danny on the verge of crying at some points in the song which causes the viewer to empathetic with the sadness he feels. Look at Me, Im Sandra Dee (Reprise) (01 31 38) is a turning point for Sandys character.The song tarts out as wholesome and pure, like she is, accompanied by the piano in a high key with a light tone (we hear consonance). Then the lyrics get more powerful along with the intensity of the music (crescendo and lower key on the piano) as she decides to say goodbye to her innocence. Youre the One That I Want (013647) performed by Danny, Sandy, Pink Ladies, and T-Birds shows how the characters have succumbed to their feelings. Danny has become the man that Sandy wanted him to be all along and vice versa.We hear a riff on the piano to introduce the new, sophisticated Sandy. The causal harmony between Danny and Sandy is symbolic of the new found harmony in their relationship and the all opprobrious costumes they are wearing is symbolic of both their maturity. This is an example of a rhythm song because it is driven by energetic rhythm patterns. Personally, this is my favorite song of the film because I feel it has the catchiest underlying beat and I felt that the choreography and props were used really effectively to capture the viewers attention. We Go unitedly is a production number which involves the full cast and expresses the major changes in the plot room the opening to closing act. This cheerful tune is expressive of the mirth found by the entire cast and all the main characters are happily coupled off. Grease does include a lot of dancing which I found to be quite effective. It is more visually appealing and helps with the flow of telling the story through song. If at some points in the film the characters were retributory standing there rather than moving around and dancing, the audience is more likely to be disengaged. Dancing also provides the catchier.Dance is also an import ant part of sight a characters emotion through odd language in the song Mimi Are The One That I Want, Sandy is seen to have a new gained confidence and attitude which reflective not only in her lyrics, but in her dancing as well. I find it effective that performers in musical films treat their song and dance numbers as if there is a live audience watching. It helps to engage the audience more because they feel as though they are more closely connected to the performers. It also helps the performers find the emotional energy to perform different songs and dance if they have an audiences energy to thrive off of.

Grading Guide Essay

All key elements of the assignment be covered in a all important(p) way. Paper addresses the followingExternal forces and trends considerationsLegal and regulatoryGlobalEconomicTechnologicalInnovationSocialEnvironmentalCompetitive analysisInternal forces and trends considerations dodgingStructuresProcesses and systemsResourcesGoalsStrategic capabilitiesCultureTechnologiesInnovations rational propertyLeadershipInclude economic as well as legal and regulatory forces and trends. Critique how well the make-up adapts to change.Analyze the supply chain operations of the organization.Identify issues and/or opportunitiesoIdentify the major issues and/or opportunities that the company faces based on your analysis above. oGenerate a hypothesis border each issue and research questions to use for conducting analysis. oIdentify the circumstances surrounding each issue classify the circumstances attribute the importance of each classification and evidence the accuracy of the importance for ea ch classification.10.5 Good coverage of the assignment. Need the objective of the paper. Organization / Development20 PercentPoints Available4Points EarnedX/4Additional CommentsThe paper is no more than 1400-to 1750-words in length.Paragraph transitions are present, logical, and maintain the flow throughout the paper.The tone is appropriate to the content and assignment.Sentences are complete, clear, and concise.Sentences are well constructed, strong, and varied.Sentence transitions are present and maintain the flow of thought.4Good writing. Mechanics20 PercentPoints Available4Points EarnedX/4Additional CommentsThe paperincluding tables and graphs, headings, title page, and reference page is consistent with APA formatting guidelines and meets course-level requirements.Intellectual property is recognized with in-text citations and a reference page.Rules of grammar, usage, and punctuation are followed.Spelling is correct.3.5In the future papers use the citations to support your analys is.

Assignment 1 Demand Estimator Essay

Imagine that you work for the maker of a leading brand of low-calorie, frozen microwavable food that estimates the following involve equivalence for its harvest using data from 26 supermarkets around the country for the month of April. For a refresher on supreme and dependent variables, please go to Sophias Website and review the Independent and Dependent Variables tutorial, located at http//www.sophia.org/tutorials/independent-and-dependent-variables3.Option 1Note The following is a regression equation. Standard errors are in parentheses for the take aim for widgets. QD = 5200 42P + 20PX + 5.2I + .20A + .25M (2.002) (17.5) (6.2) (2.5) (0.09) (0.21)R2 = 0.55 n = 26 F = 4.88 Your supervisor has asked you to compute the elasticities for separately independent variable. Assume the following values for the independent variables Q = Quantity needed of 3-pack units P (in cents) = Price of the product = 500 cents per 3-pack unit PX (in cents) = Price of leading competitors product = 600 cents per 3-pack unit I (in dollars) = Per capita income of the standard metropolitan statistical area (SMSA) in which the supermarkets are located = $5,500A (in dollars) = Monthly advertising expenditures = $10,000 M = Number of microwave ovens sold in the SMSA in which the supermarkets are located = 5,000Option 2Note The following is a regression equation. Standard errors are in parentheses for the demand for widgets. QD = -2,000 100P + 15A + 25PX + 10I (5,234) (2.29) (525) (1.75) (1.5)R2 = 0.85 n = 120 F = 35.25 Your supervisor has askedyou to compute the elasticities for each independent variable. Assume the following values for the independent variables Q = Quantity demanded of 3-pack units P (in cents) = Price of the product = 200 cents per 3-pack unit PX (in cents) = Price of leading competitors product = 300 cents per 3-pack unit I (in dollars) = Per capita income of the standard metropolitan statistical area (SMSA) in which the supermarkets are located = $5,000A (in dollars) = Monthly advertising expenditures = $640 carry through a four to six (4-6) foliate paper in which you1. Compute the elasticities for each independent variable. Note Write down all of your calculations.2. Determine the implications for each of the computed elasticities for the business in terms of short-term and long-term pricing strategies. Provide a rationale in which you cite your results.3. Recommend whether you believe that this firm should or should not cut its price to increase its market share. Provide support for your recommendation.4. Assume that all the factors affecting demand in this model remain the same, moreover that the price has changed.Further assume that the price changes are 100, 200, 300, 400, 500, 600 dollars.1. Plot the demand curve for the firm.2. Plot the corresponding supply curve on the same graphical record using the following MC / supply function Q = -7909.89 + 79.0989P with the same prices.3. Determine the equilibrium price and quantity.4. Outline the significant factors that could cause changes in supply and demand for the product. Determine the primary manner in which both the short-term and the long-term changes in market conditions could partake the demand for, and the supply, of the product.5. Indicate the crucial factors that could cause rightward shifts and leftward shifts of the demand and supply curves.6. Use at least three (3) quality academic resources in this assignment. Note Wikipedia does not qualify as an academic resource. Your assignment essential follow these formatting requirements7. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides citations and references must follow APA orschool-specific format. snap with your professor for any additional instructions.8. Include a cover page containing the title of the assignment, the students name, the professors name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are9. go bad how production and cost functions in the short run and long run affect the strategy of individual firms.10. Apply the concepts of supply and demand to determine the impact of changes in market conditions in the short run and long run, and the economic impact on a companys operations.11. Use technology and knowledge resources to research issues in managerial economics and globalization.12. Write clearly and concisely about managerial economics and globalization using proper writing mechanics. gibber here to view the grading rubric.

Effects of Acid Rain

unpleasant Rain Essay Many may ask how stifling can fairish fall from the sky. However, it falls in the form of rain. Acid rain can be described as rain that is more(prenominal) acidic therefore unshakable rain. In scientific terms, acid rain has a pH lower then 5. 6, the pH of clean rain. As shown, clean rain has a pH less then neutral carbon dioxide in the air interacts with rain causing the drop of pH. Acid rain has a couple different causes. However, contaminant plays the biggest role in the creation of acid rain. The burning of fossil fuels from factories, cars, and power plants create fumes, which rise in the air and create acid rain.The two important chemicals in the making of acid rain are sulfur oxide and nitrogen oxides. Specifically in the United States, sulfur in coal creates most of the solutions cosmos released by smoke houses. The production of acid rain all starts with reaction with water producing H+ ions. Regular rain, with CO2 as described above, produces one H+ ion and HCO3. When the production of acid rain occurs, the Sulfur dioxide is oxidized and is made sulfur trioxide. The equation of this is 2SO2+O2 2S03. After oxidation, the sulfur trioxide combines with water to create sulfuric acid that then falls to the ground as acid rain.The equation of this is SO3+H2OH2SO4. If these reactions just occurred, created acid rain, and didnt hurt anything when it fell, it would go unnoticed. Too bad it isnt all that easy. Acid rain doesnt hurt humans too much, still hurts the environment around us as well as more buildings made of marble. For humans, acid rains only impact is that it may irritate our lungs. Also, the acid rain causes poor visibility in certain areas. Acid rain plays a much larger impact on the environment. For example, the gist it has on lakes and rivers. Most lakes have pHs ranging from six to eight.However, the acid rain that gets absorbed in the soil around the water causes the pH to go lower. In a pond in Franklin, New York the pH got as low as 4. 2. The effect of acid rain is less evident in forests because in some cases acid doesnt affect the growth of trees. The responsibility we have, is to stop or diminish the amount of acid rain that falls. There are a number of ways this is possible. First is to repair the damage it has already done, second is to clean the smokestacks and our relinquish pipes, and thirdly is to find new efficient and less pollutant fuel sources. The destruction that acid rain as made on marble can always be fixed. There are also techniques to fix lakes by a process called liming, where limestone is added to the water. However, liming is expensive and temporary. Because coal is such an efficient fuel source, it would be laborious to change. A different fuel source is the best long-term way of stopping acid rain. Nuclear power is one of the best energy sources but can be extremely dangerous if any accidents occur. If an auto mobile industry were to publish an article abo ut acid rain it would differ greatly from then ones written by environmentalists.The auto industry would steer away from the way cars produce very pollutant gas, and of course would mention how their car is made more environmentally chummy and that the cars they make produce less pollutant gasses. They would do this in order for customers to by their car, and not feel guilty about hurting the environment. For example, many car companies are making hybrid and electric cars in order for people to know they are buying a more environmentally friendly car.

Care Delivery & Management Essay

The purpose of this assignment is to theorise upon my in-person and victor poseing. It ordain consider the quality of the c atomic number 18 I allowd, the skills I developed in my specialist placement, confident(p) my encyclopaedism since the commencement of my nurse training. Personal scholarship and self-importance-reflection volition be identified. I sh totally be apply Gibbs (1988) thoughtful oscillation to consider my practice. Gibbs (1988) brooding hertz human faces at six aspects which include the following what happened, what were my thoughts and thumbings, what was wide or bad about the start, what chance tidy sum I flummox out of the placement, what else could I moderate d 1 and if it arose again what would I do? Findings will be reinforcement or contrasted by applic commensurate literature. A conclusion will be offered to evaluate findings. I shall in any case include an action plan, which will address future professional and personal developm ent invites and whatsoever factors that may jock or hinder this. I will excessively consider why I hold up selected these issues for my action plan, what my goals argon and how I aim to achieve them.At the beginning of my nurse training we were asked to write on a piece of piece what our definition of nursing was. I wrote Its about being human. At the conviction these words were based on my gut scenting and personal belief. Now, two and a fractional years later, I would write the same thing, but this judgment of conviction my definition would be based on the skills, familiarity and experiences I happen privileged and grateful to gravel had during my training and non just on gut tinting and personal belief. How does this knowledge impact on me in terms of practice? I posterior now put my definition of nursing into a framework and relate the theory of it to practice, for fount I laughingstock depict when I am actively undertaking anxiety management with a long-suff ering. This is quite an execution for me.What else feature I learnt? I nonplus gained knowledge of unsoundnesses and understand how bio-psycho-social aspects of intellectual illness impact on the individual, their family and their animation. I sire also developed a good staple fiber knowledge of practical skills such(prenominal) as counselling, anxiety management, judgment, nursing and parley models, problem- figure out and psychotherapy. This knowledge and development of practical skills has en equal to(p)d my self confidence and self esteem to grow.What things progress to had the most influence on my personal and professional attainment? These things are what Its about being human means to me as a nurse. They include a humanistic caveat philosophy. Evidence suggests that forbearings allow found the humanistic care philosophy to be unconditional and friendful to their well-being (Beech, Norman 1995.) Humanistic care believes in developing trust, the nurse-patient r elationship, using the self as a remediation tool, spending time to be with and do with the patient (Hanson 2000,) patient induement, the patient as an equal partners in their care (Department Of wellness 1999,) respect for the patients uniqueness, erudition of the patient as an expert on themselves (Nelson-Jones 1982, Playle 1995, Horsfall 1997). Equally important to me is person-centred care, Rogers (1961) unconditional ordained regard, w limbth, genuineness and empathy, recognition of counter-transference, self-reflection and self-awareness.I was on placement with Liaison Psychiatry also kn avow as Deliberate Self Harm. The group consisted of my instruct and myself. In this placement we would assess patients who had deliberately self harmed. Patients would be referred via A&E only. We would unwrap patients whilst they were lock up in A&E or after they had been transferred to hospital wards for medical treatment for their injuries etc. We would only see patients once the y were medically fit to have a psychiatric assessment.The purpose of the assessment was to find out what was happening for the individual and see if we could offer any help via mental health services to the individual, this is done via implementing APIE the nursing process (Hargreaves 1975). The main focus was to consider what degree of risk we matte the patient was in. Therefore we take uped to establish what the individuals intent was at the time of the deliberate self harm, and if unsafe, whether they still had suicidal intent after the incident. We also held a weekly counselling clinic.I considered Gibbs (1988) broody Cycle. How did I feel about this placement? At first I was apprehensive as to how I would feel dealings with patients who do non necessarily want to live. I belong to a profession that saves lives, so I mat up an inner conflict. This is an anxiety that is recognised in most nurses (Whitworth 1984). In my first few weeks I felt distressed by the traumatic s o farts that these patients were experiencing. I felt guilty that I have a family who heat me, a fulfilling career, a lovely home and no debts, then(prenominal) each daytime I splatter to deal who may have no home, no money, no one to love them and no employment. It was hard for me to process sense of these things when life circumstances, such as class, status, wealth, education and employment spend a penny unfairness. I felt a desire to help try and repair the quality of these patients mails. Midence (1996) has identified that these feelings are a normal response when dealing with others less fortunate that ourselves.Patients who attempt felo-de-se have illogical hope (Beck 1986). I felt much settled and positive once I was able to make sense of the situation (Gibbs 1988). I authorised that could help by listening to these patients and help to restore hope, develop problem solving ideas to tackle some of their problems or referring them to gain the emotional help and support they needed from appropriate mental health services. Patients find help with problem solving super valuable and brush off help them feel able to cope (McLaughlin 1999). Generally, after most assessments, I learnt that listening, vainglorious emotional support and problem solving helped restore enough hope in the previously suicidal patient enable them to feel safe from future self harm. In only a handful of cases did my mentor and I need to admit patients to any inpatient facility under the Mental wellness Act (1983). This was beca subprogram they still felt at risk of future self-harm. done using Gibbs (1988) thoughtful Cycle to consider my special placement area I feel I have been able to variety my nursing practice in a positive vogue, initially from feeling anxious, guilty and helpless when dealing with suicidal patients to feeling economic consumptionful, constructive and positive. Ive learnt that by confronting my own feelings of guilt and discomfort I was able to help in a very positive, practical, constructive and empowering guidance. My mentor identified that one of my strengths is that I tolerate generally combine common sense, logic and practicality in terms of risk assessment and problem solving and still build up a sensitive and caring, healing(p) relationship when dealing with patients whose circumstances are in crisis and complicated and they themselves are emotionally and mentally vulnerable.Nurses not only need good communication skills (Faulkner 1998) but they also need to have an environment conductive to present communication (Wilkinson 1992). Social barriers such as environment, structure or cultural aspects of healthcare give the sack inhi spot the application of communication skills (Chambers 2002) Utilising Gibbs (19988) Reflective pose, in retrospect I feel our interview with some patients could have been done otherwise. On occasion when my mentor and I were in the A & E department the two rooms that we had availa ble for our intent were occasionally both in subprogram. This meant that we would conduct our assessment interviews in the P departer Room, if it was empty. This room was where medical patients would have plaster-casts applied. This was a very clinical room.However, collectible to limited room availability this was sometimes the only pickaxe we had at the time, it was not a welcoming or appropriate setting and would not have helped patients feel relaxed or take to bed. In reflection, I believe it was actually demeaning as we were asking patients who had attempted suicide to sit on a hard chair in a clinical workroom and share their hopelessness with us. I am sad that this happened and I feel as though we were giving the patients the impression that a cold clinical work room is all they were worth. If this arose again (Gibbs 1988) I would suggest to my mentor that we look for one of our allocated rooms to be find available, where the rooms were relaxing, with soft armchairs an d a feeling of comfort.Using Gibbs (1988) Reflective Model I shall describe a situation with a patient to highlight my learning. What happened (Gibbs 1988)? Neil had been bought to A&E by his son after he make an attempt to take his own life. His son explained that Neils married woman had terminal cancer and had died the day before. Neil was unable to engage in conversation other that to repeat oer and oer again I dont want to live without my wife. However the more distressed and vexed to communicate a patient is the less interaction they receive therapeutic or otherwise from nursing supply (Cormack 1976, Poole, Sanson-Fisher, Thompson 1981, Robinson 1996a, 1996b). I found this too be true in Neils situation as some A & E nurses did not aspiration to approach him because of his disturbed state and deadness to verbal cues.What were my thoughts and feeling (Gibbs 1988)? After spending twenty minutes in the assessment interview Neil had remained insensitive to our approaches and had remained distressed, distant and uncommunicative for the entire time. I had past experience of recent bereavement within my warm family and I realise that counter-transference was at play and was a reason for my strong emotional reaction to Neils distress resulting in me having an all overwhelming desire to ease his suffering. Even though another part of me understood the need for him to experience this extreme pain as a normal part of grieving.What was good or bad about the experience (Gibbs 1988)? This was not a good experience for me because as a benevolent person, I found it extremely hard to suppress my own feelings of wanting to protect him from such scourge distress, although I recognised that I was over-identifying with him due to my own grief. I considered that he great power have been abash by the emotional state he was in and his inability to control his grief he could not speak, maintain eye contact or even physically stand.What sense could I make of the sit uation (Gibbs 1988)? We adjourned for a few minutes so that my mentor and I could assess the situation. I thought it might be appropriate to utilise Herons Six Category Intervention Analysis (1975) cathartic intervention as a therapeutic strategy to enable the patient to release emotional emphasis such as grief, anger, despair and anxiety by helping to (Chambers 1990). I hoped it would facilitate the opportunity for Neil to bold up and express his full feelings in a safe and supportive environment. I initially plotted to sit quietly with him and briefly put a reassuring hand on either his hand, arm or shoulder. My mentor supported this action.I was aware that I ran a risk of misinterpretation by choosing therapeutic touch. Therapeutic touch may be criticised because it is open to misinterpretation by the patient and debase of power by staff. The patient may view holding anothers hand as a sexual advance, violation or abuse, so nurses should always consider patient consent, approp riateness, context and boundaries. article 2.4 of the treat and Midwifery Council (2002) Code Of passkey Conduct says that at all times healthcare professionals essential maintain appropriate boundaries with patients and all aspects of care must be relevant to their require.Therapeutic touch appeared congenial given his situation and seemed appropriate to the context it would be performed in, given that my mentor would supervise me. As per Gibbs (1988) Reflective Cycle I considered what else I could have done especially if the situation arose again and mentor not been there. I would may have chosen to utilise Hansons (2000) approach of being with whereby I use therapeutic use of self through the sharing of ones own presence, and not conglomerate any form of touch, avoiding any misinterpretation or breach of boundaries.I was anxious because I felt concerned that my nursing skills would be inadequate to address his needs due to his acutely distressed state. In reflection my men tor helped me acknowledge that this was about my own anxiety rather than being accurately pondering of my nursing ability. I approached Neil and explained that if it was acceptable with him I would ilk to sit quietly with him so that he was not alone in his distress. It is likely that the nursing process is therapeutic when nurse and patient can come to know and to respect each other, as persons who are alike and yet different, as persons who share in the solution of problems (Peplau 1988). I gently placed my hand onto his. Neil reacted by given the impression that he physically disintegrated, he become extremely distressed and crying loudly, squeezing my hand tightly.This observed for several minutes. Neil became calmer and started to talk about his situation. This was a good outcome. I was able to utilise Herons (1975) cathartic strategy with positive feat via empathising with Neils situation and using myself as a therapeutic tool through the use of touch, olibanum enabling N eil to express his emotions and activate a nurse-patient relationship. Studies have shown that nurses can express compassion and empathy through touch, using themselves as a therapeutic tool (Routasalo 1999, Scholes 1996) and this has a cathartic value, enabling the patient to express their feelings more easily (Leslie Baillie 1996).The therapeutic value of non-verbal communication and its harmfulness is overlooked (Salvage 1990). Attitudes are evident in the way we interact with others and can create atmospheres that make patient care uncomfortable (Hinchcliff, Norman, Schoeber 1998) On one occasion, one nurse privately referred to Neil as a wimp because he was having difficulty coping with the death of his wife. I wondered whether her body language had transmitted her bad attitude towards Neil, bestow to his distress and difficulties in communicating with staff. once again using Gibbs (1988) Reflective Cycle, I shall provide another example to highlight my learning in practice. W hat happened (Gibbs 1988)? Cycle On one occasion my mentor and I received a phone call from A & E asking us to review an 18-year-old girl called Emma who had taken an overdose. They said she was medically fit to be assessed. When we arrived they claimed that she was pretending to still feel unwell and described her as milking it. We found her to be vomiting and notice she had been left in a bed in the corridor of A & E for 8 hours. McAllister (2001) found that patients who had self-harmed were ignored, had exceptionally long waits and suffered judgemental comments.What were my thoughts and feelings (Gibbs 1988)? I felt very hot towards A & E staff as I felt that she was being unfairly treated because she had caused harm to herself, she had been labelled as a troublemaker by staff and I do not believe she had received good quality care. Emma explained that in the last month her father had died, she had miscarried her baby, discovered that her partner was having an affair, and she h ad been made redundant leaving her with debts that she couldnt pay. As I looked at her, I saw a vulnerable young woman at the end of her tether. I felt saddened and disappointed by the judgemental attitudes of the A & E staff who had not even taken the time to talk to Emma or ask her why she had taken an overdose, instead they describe her as an immature and solicitude seeking kid.As per Gibbs (1988) Reflective Cycle, I felt this was a very bad experience of unforesightful care, bad attitudes and unacceptable moral judgement being made by A & E staff. Cohen (1996) and Nettleton (1995) identify that social status age, gender, race and class contribute to stereotyping and judgemental attitudes. I noticed that mountain who self-harmed were judged differently dependent upon their age and the younger they were the worse the attitude of A and E staff. Interestingly ageism towards young is an area that I could find no research on. I believe ageism towards younger people is overlooked an d is really only identified in the elderly.During the assessment I was aware of how my physical presence can impact on the care given. However, I have learnt about the importance of considering how one can communicate to the patient via body language. By attending to patients in a non-verbal or physical way it is another method of saying, Im interested, Im listening and I care. To do this during Emmas assessment I utilize Egans (1982) acronym S.O.L.A.R. This meant that I sat facing Emma Squarely, with an Open posture, Leaning towards her, whilst make Eye contact and Relaxing myself, to give her the feeling of my willingness to help. This knob centred care recognises her equality in the nurse-patient relationship.What sense did I make of the situation (Gibbs 1988)? I was very unhappy about the attitude of A & E staff but recognised that they had a lack of sympathy and knowledge. In one study looking at self-harm admissions it was discovered that patients who deliberately self-har m are often deemed as unpopular patients, being labelled and judged as time wasters by A & E staff. Apparently 55% of general nurses perceived these patients as caution seekers and disliked working with them, 64% found it frustrating, 20% found it depressing and almost a ternary found it uncomfortable (Sidley, Renton 1996).What else could I have done (Gibbs 1988) After reflecting upon the experience with my mentor, I was able to realise that part of my role is to act as a representative for mental health. If this happened again what would I do (Gibbs 1988)? If staff were to make judgemental comments again it is part of my role to educate and inform them so they can have a positive understanding of the needs of the mental health patient and learn to address any judgemental comments made. This is a view supported by flush toiletstone (1997), who says that if we are made aware of our actions when we are judging and labelling people it is our responsibility to correct this.Medical st aff need to be aware of mental health promotion, and need further training and education in respects of helping to care for and understand of this vulnerable patient group (Hawton 2000). This is a view supported by the Department of Health (DOH 1999a) who have recommended closer participation between mental health and A & E services in an effort to address the poor understanding and negative attitudes of A & E staff. I have also learnt that I must look at both sides of each situation and should show more understanding towards the A & E staffs feelings, as they are often confronted with shocking and distressing acts of self infliction which can make them feel despair, helpless and unskilled to deal with these sort of patient.I believe nurses negative attitudes develop because we all primordially apply own our values and views to everyday situations, people, experiences and interactions. It may be the staff members own coping mechanism to keep their distance from the patient or to l abel them as precaution seeking in order to make sense of the situation for themselves. This is a view supported by Johnstone (1997).In reflection, following the assessment and planning of care for Emma my mentor and I reflected upon the care I provided for her. I recognised that I felt nervous because it was my first experience of conducting an assessment. Having my mentor there to observe me made me feel secure because I trusted my mentor and could rely on her expertise to ensure that I provided safe practice for Emma. However, I still felt anxious as I was faced with an strange situation. This made me realise how difficult and intimidating the assessment process may have felt to Emma. I had the security of feeling safe in the relationship with my mentor. Emma didnt know either of us. This highlighted the huge value of the nurse-patient relationship and how the importance of utilising Rogers (1961) theory of client-centred care involving unconditional positive regard, warmth, ge nuineness and empathy towards patients.My mentor said that I provided secern based care and I appeared to have a good humanistic approach, sensitively providing client centred care. She joked that I was so keen to get it right that I was practically sat on Emmas knee in my efforts to non-verbally show to Emma that I was attentive and listening to her. I think that whilst this was a joke, I will endeavour to continue to be keen but will relax a bit more, hopefully as I gain more experience myself. I will also use the insight and understanding from these experiences to benefit my future practise and the care I provide for patients.Boyd & Fales (1983) suggest, Reflective learning is the process of internally examining an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, and which results in a changed abstract perspective. Self-reflection helps the practician find practice-based answers to problems that require more than the applicatio n of theory (Schon 1983). I have discovered this to be true, especially in mental health nursing where problem solving may be in the realm of religious, spiritual or cultural beliefs, emotional or intuitive feelings, ethics and moral ideals, which sometimes cannot be theorised.With one patient I couldnt understand his unwillingness to engage in therapy even though he turned up for a weekly appointment. Once I reflected on this with my mentor I realised that I was not considering his strict religious and cultural background, which complicated his care. I realised that I had been completely ignorant of his needs and had in-fact lacked self-awareness otherwise I would have recognised these issues sooner. According to Kemmis (1995) a benefit of self-reflection is that it helps practitioners become aware of their unawareness.I have learnt that there are barriers to reflection. On cause after seeing a patient my mentor may interpret events in a somewhat different way to myself. Newell ( 1992) and Jones (1995) criticize the idea of reflection arguing that it is a flawed process due to inaccurate recall memory and hindsight bias. Another criticism of refection is that it aims to theorise actions in hindsight therefore devaluing the skill of responding intuitively to a patient ( sufficientardson 1995). I considered that my thought to hold Neils hand may have been intuitive but because we must use evidence based practice and appropriate frameworks of care, I theorised my care and utilised Herons (1975) framework.I believe self-reflection helps me to become self-aware. Self-awareness is achieved when the student acknowledges there own personal characteristics, including values, attitudes, prejudices, beliefs, assumptions, feelings, counter-transferences, personal motives and needs, competencies, skills and limitations. When they become aware of these things and the impact they have on the therapeutic communication and relationship with the patient then they become self- aware ( lay down 1999). I have learnt through these experiences that reflection can be a bothersome experience as I have recognised my own imperfections and bias. I have felt angry with general nursing staffs attitudes towards mental health patients and have now been able to realise that this emotion is unaccommodating and instead I should be more tolerant and understanding and help them to understand the patients needs. It is also difficult especially if one is experiencing strong emotions such as anger, frustration and grief (Rich 1995).At times I have over-identified with my patients and personalised their situation to similar situations of my own. This is known as counter-transference and has blinded my ability to address their care needs. Counter-transference is the healthcare professionals emotional reaction to the patient, it is constantly present in every interaction and it strongly influences the therapeutic relationship, but is often not reflected upon (Slipp 2000). Coun ter-transference can be defined as negative as it can create disruptive feelings in the clinician, causing misguided values and bias (Pearson 2001).I have learnt that it is essential for me to consider how my reactions to a patients problem can impact on the care I provide. Whilst I endeavour to always give 100% best and unbiased care to each patient, I have realised I respond more favourably to patients that I like or identify with. For example I was extremely compassionate and biased towards both Emma and Neil and I feel that my personal life experiences influenced me because I could really empathise with them both. However, I realised that I am only human and that as long as I recognise the impact of counter-transference then I can use it positively as my self awareness of the fact that the process is occurring will enable me to address and challenge my own thoughts, feelings and responses.To conclude, I have been able to highlight my learning over the last two and a fractional years, both personally and professionally. This has enabled me to look at the areas that I am good at and the areas that I can improve on. I have been able to look at the quality of the care I have given patients and considered what I have achieved, how I felt, how I could have done things better, what was successful and unsuccessful, what issues influenced me and what understanding I had of the experience. I have also been able to recognise my role as a representative for mental health nursing and how I can promote it to other healthcare professionals. I have also identified the value of the role of my mentor in helping me to develop as a nurse. I will use the insight and understanding from these experiences to benefit my future practice and the care I provide for patients.ACTION PLANWord Count 1086What are my goals?My mentor and I discussed the areas that I want to improve on. We identified that my stronger points are common sense, logical approach and practical ability in terms o f things like risk assessing and problem solving. I am also competent in the building of a therapeutic relationship, utilising a humanistic care philosophy, person centre approach, empathy, genuineness, unconditional positive regard and honest. I also have a good knowledge in respect of mental health promotion, anxiety management, basic counselling skills, understanding of the fundamentals associated with nursing, assessment and communication models and the basic principles of psychotherapy. I feel I have come a long way in two and a half years and have accomplished a lot.However, there are areas that I recognise that I can improve on and I am happy that I can address these as I hope this will improve my learning, skills and competency as a nurse in the future, providing better patient care. The areas I need to gain more knowledge and experience of include understanding the religious, cultural and spiritual needs of the patient and how this impacts on their care and quality of life, recognising and working with counter transference and my tendency to feel the need to over protect patients as this does not help the patient to utilise choice, be responsible for themselves or empower themselves. I want to continue developing my own self awareness through self reflection. in the end I wish to develop my academic abilities and to train further so that I have more knowledge.Why have I chosen these issues?I have chosen to improve my knowledge and understanding of patients religious, cultural and spiritual needs and how this impacts on their care and quality of life, because by doing this I hope to be able to address their needs holistically. To successfully undertake a thorough assessment the healthcare practitioner needs to identify the holistic needs of the patient, failure to do so would neglect the patients physical, psycho-social and spiritual needs (Stuart and Sundeen 1997.) At present I feel I am unable to fully comprehend or provide best care as I feel I lac k the skills and knowledge to do so.I also wish to further consider the impact of counter transference and my tendency to feel the need to over protect patients. I feel that if I gain more understanding and recognition of how counter-transference can change my reaction to a patient then I will be able to address it and have more control and choice over my nursing and my responses. In practice, I have experienced strong emotional reactions to some patients, perhaps because I could identify with some of their issues. However, this can result in my wanting to over protect them, which may disempower them, and this is unhelpful. Different characteristic in patients can influence the emotional reaction of the nurse (Holmquist 1998). I need to be able to recognise these characteristics in the patient and be self aware of the way I am responding.I want to continue developing my own self-awareness through self-reflection, as I will need to be able to do autonomous and expert judgement as a qualified nurse. The ability to use self-reflection as a learning tool to becoming self-aware will help me achieve this. This is a view supported by (Wong 1995). Boud, Keogh & Walker (1995) believe self reflection is an important human activity, essential for personal development as well as for the professional development of the nurse. By being able to mull over my experiences will help me challenge my beliefs and behaviour as an individual and a nurse. Finally I wish to develop my academic abilities and to train further so that I have more nursing knowledge. image alone is not the key to learning (Boud et al 1985). I wish to gain further qualifications so that I may further my career and knowledge, as this will provide a sense of achievement and fulfilment for me.How am I going to achieve my goals?I intend to develop my portfolio and keep an open reflective diary (Richardson 1995) to show evidence of my learning and prepare for my PREPP. Portfolios are seen as a array of informa tion and evidence used to summarize what has been learnt from prior experience and opportunities (Knapp 1975), and acknowledges professional and personal development, knowledge and competence, providing nurses with evidence of their eligibility for re-registration every three years (NMC 2002). I believe maintaining my portfolio helps with ones self-assessment and will help me to develop my strengths, plus identify and critically evaluate my weaker areas, this is a view supported by Garside (1990).However in contrast Miller & Daloz (1989) suggest there is no evidence to suggest that self assessment contributes to get up self awareness. A barrier to ones ability to self-reflect may be time constraints and socio-economic factors such as high staff and management turnover, low staff morale and staff illness (Bailey 1995) I hope to overcome this by being a supportive team member to my colleagues and maintaining a positive mental attitude. I am happy to work on my portfolio and diary in my own time as I think it is a valuable learning tool.I will use my preceptorship, learning in practice, observation in practice and clinical supervision to help achieve my goals. thoughtfulness on action is considered to be an essential part of clinical supervision (Scanlon & Weir 1997). I will continue to use Gibbs (1988) Reflective Model to help me develop my learning through reflection.I will need to feel confident that by sharing my portfolio, diary, reflection or seeking advice via preceptorship and supervision that this will not reflect negatively on me and effect my ability to feel able to trust my mentor. Students and staff sometimes feel unable to fully express themselves or belittled by the power relationship if supervision is not in a trusting relationship feeling it could be open to bias, personality clashes, counter-transference or could disfavor them in terms of career development (Richardson 1995 Jones 2001). However, good clinical supervision enables nurses to fee l better supported, contributing to safer and more effective nursing (Teasdale 2001, Jones A 2001).I hope to continue with life long learning and would like to be able to study for a degree in nursing. I shall do this by apply for funding once I am employed and hope that whoever my employers are they will support me in my goal to become better qualified.ReferencesBailey J (1995) Reflective Practice, Implementing Theory, care for Standard, Vol 9 (46) 29-31Baillie, L (1996) A Phenomenological Study Of The Nature Of Empathy, daybook Of Advanced nursing, 24,6, 1300-1308Beck A T (1986) Hopelessness As A prognosticator OF Eventual suicide, Annals Of The New York Academy Of Science, Vol 487, 90-96Beech P, Norman I (1995) Patients Perceptions Of The Quality Of psychiatric treat Care Findings From A Small Scale Descriptive Study, diary Of Clinical Nursing, 4, 117-123Boud D, Keogh R, Walker D (1985) Reflection Turning Experience Into Learning, London, Kogan Page,Boyd E M, Fales A W (19 83) Reflective Learning Key To Learning From Experience, Journal OF Humanistic Psychology Vol 23 (2) 99-117Chambers M, psychiatric and Mental Health Nursing Learning In The Clinical Environment , Cited in Reynolds W, Cormack D (Eds) (1990) Psychiatric And Mental Health Nursing, London, Chapman and HallCohen G (1996) mount up And Health Status In A Patient Satisfaction Survey, Social Science And Medicine, Vol 42 (7) 1085-1093Cook S (1999) The Self In Self Awareness, Journal Of Advanced Nursing, Vol 29 (6) 1292-1299Cormack DFS (1976) Psychiatric Nursing find A Descriptive Study Of The Work Of The Charge Nurse In Acute Admission Wards Of Psychiatric Hospitals, London RCNDepartment Of Health (1999) The National Service Framework for Mental Health, London, HMSOEgan G (1994) The Skilled attendant Model, Skills & Methods For Effective Helping, Brooks/Cole Publishing, Pacific Groves, California.Garside G (1990) Personal Profiling, Nursing, Vol 4 (8) 9-11Gibbs G (1988) Cited in, Palmer A, Burns S, Bulman C (1994) Eds, Reflective Practice In Nursing, London, Blackwell ScienceHanson B (2000) Being With, Doing With A Model Of The Nurse guest Relationship In Mental Health Nursing, Journal Of Psychiatric And Mental Health Nursing, 2000, 7, 417-423Hargreaves I, (1975) The Nursing Process, Nursing Times, 71,35, 89-91Hawton K (2000) General Hospital Management Of Suicide Attempters, The International Handbook Of Suicide And Attempted Suicide, Chicester, John Wiley & SonsHeron J (1975) Six Category Intervention Analysis, Guildford, Human Potential resource Group, University Of SurreyHinchcliff S, Norman S, Schoeber J (1998) Nursing Practice And Healthcare, 3rd Edition, London, ArnoldHolmquist R (1998) The Influence Of Patient Diagnosis And Self Image On Clinicians Feelings, The Journal Of Nervous And Mental Disease, Vol 186, (8) 455-461Horsfall J (1997) Psychiatric Nursing Epistemological Contradictions, Advances In Nursing Science, 20 (1) 56-65Johnstone L (1997) Self Injury And The Psychiatric Response, Feminism And Psychology, Vol 7, 421-426Jones P R (1995) Hindsight Bias In Reflective Practice An Empirical Investigation, Journal Of Advanced Nursing, Vol 21, 783-788Kemmis S (1985) Action enquiry And The Politics Of Reflection, In Edwards M (1996) Patient-Nurse Relationships Using reflective Practice, Nursing Standard, Vol 10 (25) 40-43Knapp J (1975) A Guide To Assessing Prior experience Through Portfolios, Education Testing Service, Cooperative Assessment Of Experiential Learning,Princeton, New JerseyMcallister M (2001) Dissociative identity element Disorder And The Nurse Patient Relationship In The Acute Care Setting An Action Research Project, Australian And New Zealand Journal Of Mental Health Nursing, Vol 10, 20-32McLaughlin C (1999) An Exploration Of Psychiatric Nurses And Patients Opinions regarding In-Patient Care For unsafe patients, Journal Of Advanced Nursing, Vol 29 (5) 1042-1051The Mental Health Act, (1983) Department Of Health, London, HMSOMidence K, Gregory S, Stanley R (1996) The Effects Of Patient Suicide On Nursing Staff, Journal Of Clinical Nursing, Vol 5, 115-120Miller M, Daloz L (1989) Assessment Of Prior Learning, Good Practices distinguish Congruity Between Work And Education, Equity And Excellence, Vol 24 (3) 30-34Nelson-Jones R, (1982) The Theory And Practice Of Counselling Psychology, London, CassellNettleton S (1995) The Sociology Of Health And Illness, Blackwell, Cambridge.Newell R (1992) Anxiety, Accuracy And Reflection The Limits Of Professional Development, Journal Of Advanced Nursing, Vol 17, 1326-1333Nursing and Midwifery Council (2002) Code Of Professional Conduct, London, NMCPearson L (2001) The Clinician-Patient Experience Understanding Transference And Counter-transference, The Nurse Practitioner, The American Journal Of Primary Health Care, Vol 26 (6) 2001Peplau H (1988) Interpersonal Relations In Nursing, London, MacMillan PressPoole AD, Sanson-Fisher RW, Thompson V (1981) Observations O n The BehaviourOf Patients In A State Mental Hospital And A General Hospital Psychiatric Unit A comparative Study, Behaviour Research And Therapy, 19, 125-134Playle J (1995) Humanism And Positivism In Nursing Contradictions And Conflicts, Journal Of Advance Nursing, 22, 979-984Rich A (1995) Reflection And Critical Incident Analysis, Journal Of Advanced Nursing, Vol 22 (6) 1050-1057Richardson R (1995) Humpty Dumpty- Reflection And Reflective Nursing Practice, Journal Of Advanced Nursing, Vol 21, 1044-1050Robinson D (1996a) Measuring Psychiatric Nursing Interventions How Much Care Is Individualised, Nursing Times Research, 1, 1, 13-21Robinson D (1996b) Observing And Describing Nursing Interactions, Nursing Standard, 13, 8, 34-38Rogers C (1961) On Becoming A Person, London, constableRoutasalo P (1999) Physical Touch In Nursing Studies A Literature Review, Journal Of Advanced Nursing, 30, 4, 843-850 attack J (1990) The Theory And Practice Of The New Nursing, Nursing Times Occasional P aper, 86, (4) 42-45Scholes J (1996) Therapeutic go for Of Self How The Critical care Nurse Uses Self To The Patients Therapeutic Benefit, Nursing In Critical Care, 1, 60-66Schon D (1983) The Reflective 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Educational Measurement and Evaluation Essay

educational military rank started collide with as a branch of psychology in the late 50s, as a result of programme innovations. It was then referred to as Educational step, Measurement and evaluation or Test and Measurement.Within the last hardly a(prenominal) decades, educational military rank has grown into a separate, independent discipline, though with some leanings on the ideas of psychologists, psychometricians and statisticians. Efforts of educational evaluators hold in been directed specific only told in every(prenominal)y towards using precision, objectivity and mathematical vigour of psychological measurement in slipway directly related to educational institutions, educational processes and purposes.Educational military rating involves the systematic assessment of educational turningivities. Objects of military rank include instructional programs, civilise initiatives and education goals. The growth in federal funding for education and insurance policy-make rs change magnitude calls for school account efficiency have contributed to the growth of educational evaluation. Many large school districts have effect responsible for evaluation activities.Definitions of Educational valuationVarious ideas and definitions of educational evaluation atomic number 18 given by different people/researchers.According to Tuckman (1975) evaluation is a process wherein the parts, processes, or outcomes of a programme atomic number 18 visualised to see whether they atomic number 18 satisfactory, particularly with reference to the stated objectives of the programme, our own expectations, or our own standards of excellence.According to Cronbach et al (1980) evaluation means the systematic interrogation of events occurring in and consequent on a contemporary programme. It is an question conducted to assist in improving this programme and opposite programmes having the same general purpose.For Thorpe (1993) evaluation is the collection analytic call ining and interpretation of information to the highest degree training as part of a recognized process of sagacity its effectiveness, its efficiency and any other outcomes it may have.MeasurementThis is a broad term that refers to the systematic determination of outcomes or characteristics by means of some sort of assessment device. It is a systematic process of obtaining the quantified spirit take for granted aim to which a trait or an attribute is present in an mortal or object. In other words it is a systematic assignment of numerical values or figures to a trait or an attribute in a person or object. For instance what is the height of Uche? What is the weight of the meat? What is the continuance of the classroom? In education, the numerical value of scholastics ability, aptitude, achievement etc. drop be measured and obtained using instruments much(prenominal) as paper and pencil test. It means that the values of the attribute are translated into numbers by measuremen t.Principles of Educational EvaluationThere are important factors to note which deal serve as guides to educational evaluators in seeing to the effective planning and implementation of educational programmes, to yield the desired positive results.The classroom instructor or evaluator should always be perfectly clear in bis mind about what he is aiming to achieve i.e. what to evaluate and how to evaluate. Evaluation of educational programmes should be comprehensive i.e. assess pupils progress in all areas. Educational evaluation, apart from testing knowledge (Memorization), should also bring about pupils originality and use of ideas, and their ability to think and apply the knowledge and skills already learnt.It is noted here that evaluation as an integral part of the instructional process involves three steps. These are i. Identifying and defining the intended outcomes. ii. Constructing or selecting tests and other evaluation tools relevant to the specify outcomes, and iii. Using the evaluation results to improve learning and teaching.More so, evaluation is a continuous process. It is essential in all fields of teaching and learning activity where judgment needs to be made.All evaluation devices/instruments should be valid and reliable. They are valid when they measure what they aim to measure, and they are reliable when they produce arranged results over time. The instructor as an evaluator should be impartial as much as possible. He should try to avoid personal prejudices.All evaluation instruments should take into account the practical problems of administering and marking of the responses i.e. the instruments should be convenient to administer and clear to the pupils. The pupils responses should be easy to mark. Educational evaluation should be well intend in turn over and should be carried out continuously, periodically and at least each term.Innovations Brought About in the Evaluation Technique of the Nigerian Educational SystemThere are some faul ts that can be identified in the evaluation techniques use before, which through the efforts of the educational evaluators, have been corrected or perfected. The evaluation technique used before was the one-shot or final, end-of-term or year or session examination. This technique had served as a great threat to the savants, resulting in students cheating, memorizing notes and carrying out premature search for question papers in a bid to pass. Students who passed the end of the year examination through memorization are tagged fantabulous while those who failed either as a result of initial problems or due to lack of puritanical guide are regarded as being dull.Efforts have greatly been made to see that students progress in school which has been neglected before is adequately monitored. The problems of the student in specific intellectual task which are not detected until late before are now easily detected.The one shot end-of-term examination technique which has been given undue p ublicity in schools, terceting to tension in the students, have been greatly de-emphasized due to progressive monitoring of students achievement, during the term or session and the introduction of continuous assessment method. gravid efforts are now been made by evaluators to de-emphasize consideration tor certificate only in bloodline placement but to consider also the skill and interest of individuals in the job.In the previous evaluation technique used, the students assessment is usually not conducted in a systematic way. Assignments given to students are not always marked or graded. Students are given class test to keep them busy when the teacher is not around or when the lesson is not prepared for. The introduction of continuous assessment in all schools has had a tremendous impact in the gradual if not total elimination of these lapses.The use of symptomatic evaluation in determining the entry level or educational background of the pupils has dished considerably in checkin g various problems associated with mass admission of students.Previously, undue emphasis had been given to the cognitive achievement of the students at the write off of the affective and psychomotor domains. Now intensive efforts are in progress to evaluate the students in both. The educational evaluators are making tireless efforts to see to the complete eradication of all problems hi students assessment that can lead to examination malpractices.The Purpose of Measurement and EvaluationThe main purposes of measurement and evaluation arei. fix of student, which involves bringing students appropriately in the learning sequence and classification or streaming of students according to ability or subjects. ii. Selecting the students for courses general, professional, technical, commercial etc. iii. Certification This helps to certify that a student has achieved a particular level of performance. iv. Stimulating learning this can be motivation of the student or teacher, providing feed back, suggesting suitable practice etc. v. Improving teaching by helping to review the effectiveness of teaching arrangements. vi. For research purposes.vii. For guidance and guidance services.viii. For modification of the curriculum purposes.ix. For the purpose of selecting students for employmentx. For modification of teaching methods.xi. For the purposes of promotions to the student.xii. For reporting students progress to their parents.xiii. For the awards of scholarship and deservingness awards.xiv. For the admission of students into educational institutions. xv. For the maintenance of students.Educational evaluation provides adequate and effective feedback on students achievement not only in the cognitive area, but also hi the areas of interest and manipulative skill. It provides feed-back from students to the teacher about the effect of the teachers teaching method. It also provides feedback from the teachers to the parents about their wards performance. It provides feed-bac k from school administrators to the policy makers to determine the success of the programme. Continual educational evaluation provides valuable information about the pupils progress and comparability with other pupils in the class.Adequate educational evaluation also acts as an incentive to pupils studies. The test, examination and evaluation devices stimulate pupils interest and enable them to make, greater efforts. Without the use of evaluation devices, approximately pupils will not take their learning seriously. The use of such evaluation devices as observational techniques, assignments, continuous assessment and projects prevents one-short examinations which can lead to excessive memorization, cramming, unhealthy competition, and the complete neglect of other non-measurable aims of education.Educational evaluation provides pupils record of attainment which can be used for selection for further education, for placement into class or job, and for guidance and counselling purposes .Evaluation of pupils progress provides a valuable source material for educational research. Data on pupils achievements can help research workers and teachers to identify important educational problems in schools and provide solutions which will help in the forward motion of the quality of education.Role of Agencies of Evaluation In Educational Development.Some of the agencies of educational evaluation in Nigeria are West African Examination Council (WAEC), topic Teachers Institute (NTI), National Business and Technical Examinations Board (NABTEM), reefer Admission and Matriculation Board (JAMB), Colleges of Education, Technical Colleges, Polytechnics and Universities.The government, through the Nigerian Educational Research Council (NERC) reforms the national educational policy and objectives, with the aim of designing new curricula for the various levels of the educational system.The West African Examination Council controls all forms of educational development and evaluation o f the school certificate or general certificate ordinary and advance levels. WAEC is the curriculum planner, developer and evaluator. The teachers are the implementors. WAEC designs the syllabus for the various subjects offered at various levels of standby education each year. It is on the syllabus that the teachers based their scheme of work, their specific objectives and their lesson plans.At the end of duration of the course WAEC organizes assessment examinations for school certificate and general certificate (OIL & A/L). It prepares a general time-table, appoint supervisors for the conduct of the examinations, and appoint experient markers to mark the answer scripts, collate the marks, carry out the analysis of the results to determine the grade to which each students mark falls,In Nigeria, the WAEC result is the standard eligibility result, qualifying each candidate for further studies or for job selection and placement. National Teachers Institute Carries out similar functio ns as WAEC but is concerned with Teachers graduation II certificate only. Recently it has got involved in the Nigerian Certificate in Education (NCE) sandwich programme. National Business and Technical Examination Board (NABTEM)The board conducts, assesses and controls all forms of examinations involving technical colleges and institutes of education passim the nation. It has its headquarters in Benin. The function of the board is similar to that of WAEC. In addition to basic sciences, they also examine all subjects in technical education, social studies and English language. The result obtained here can be used for further studies or job placements. Joint Admission and Matriculation Board (JAMB)It represents the transitional agency from the secondary to the tertiary institutions such as the colleges of Education, Polytechnics and Universities. Its role is to set common entrance examination questions in all subjects, for all candidates seeking admission into higher institutions. C andidates with good passes in advance level papers or NCE are offered direct admission to the Universities of their choice.Conclusion and RecommendationsIn general, those practitioners in the educational system are most of the times interested in ascertaining the outputs of the educational programme. Output is counted in terms of test results which are course expressed in quantitative indices such as scores or marks. Test, which is a device, an instrument or a tool consisting of a set of tasks or questions, is used to obtain the results. Test can be in the form of pen and paper examination, assignments, practical etc. The process of administering this test is called testing. But an act of measurement is done when we award marks to an answer paper or assignment.So measurement gives the individuals ability in numerical indices of scores i.e. measurement is quantitative. Assessment can be seen as the engine that drives and shapes learning, rather than simply an end of term examination that grades and reports performance. Evaluation is expressed in qualitative indices such as good, excellent pass or fail.Value judgment is therefore attached to the measurement.Evaluation can be placement, formative, diagnostic or summativeREFERENCESCronbach, L. J. (1960) Essentials of psychological testing (2nd edition), New York Harper.Obimba, F.U. (1989) Fundamental of Measurement and Evaluation in Education and Psychology. Owerri, Totan Pub. Ltd.Paul, L. D. (1976) Handbook of Academic Evaluation. New York McGraw-Hill.Ohuche, R.O. and Akeju, S.A. (1977) Testing and Evaluation in Education. Lagos African Educational Resources (AER)STRAIDE Handbook (2002) Assessment and Evaluation in Distance Education. New Delhi A Publication of Indira Gandhi National Open University (IGNOU).Tuchman, B.W. (1975) Measuring Educational Outcomes Fundamental of Testing. Atlanta Harcourt Brace Jovanovich inc.