Journal Opinion Article Essay Example | Topics and Well Written Essays - 500 words

Journal Opinion Article - Essay Example Energy Information Agency 1). It was evident therefore that the forecasted decline was pinpointed to lesser consumption. The advisory even noted that there was an increase in the electric prices of as much as 2%; which, if the expected milder temperatures would turn out to be unrealized; then, consumers would actually expect a higher average electric rate. It is just interesting to note that only in a country like the U.S. could it be possible to expect a decline in electric bills during summer months. In other Asian countries, for instance, it has been evident that during summer months, consumers are already expecting greater financial stress due to increases in rates of electricity. It is traditionally asserted that â€Å"electric delivery rates do not change in the summer; however, your bill may rise in summer due to higher consumption† (Oncor par. 1). And the sources of potential increases in consumption include: (1) vacation from school puts children at home most of the time during summer and therefore, expect to use more television, personal computers, and other electric gadgets; (2) due to obviously higher temperature than cool months, air-conditioning or other ventilation units are turned on longer; (3) since more people are consuming more on electricity through the noted consumption patterns, the cost of fuel (dependin g on demand and supply) could likewise be affected. As such, although there could be some valid points in the report written by Morath, when the basis of comparison for electric bill rates were the three consecutive summers that were deemed hotter; one is convinced that overall, consumers could still expect some increases in their electric bill due to the reasons enumerated above that could affect consumption usage; in conjunction with the announced 2% increase in the average prices of electricity, as announced. Early announcement of an impending decline might even spur consumption levels to greater heights and consumers might

Coffee in the Philippines Essay Example for Free

Coffee in the Philippines Essay This Euromonitor market report provides market trend and market growth analysis of the Coffee industry in Philippines. With this market report, you’ll be able to explore in detail the changing shape and potential of the industry. You will now be able to plan and build strategy on real industry data and projections. The Coffee in Philippines market research report includes: Analysis of key supply-side and demand trends Detailed segmentation of international and local products Historic volumes and values, company and brand market shares Five year forecasts of market trends and market growth Robust and transparent market research methodology, conducted in-country Our market research reports answer questions such as: What is the market size of Coffee in Philippines? What are the major brands in Philippines? How significant is vending in coffee distribution? How does the increasing nuber of speciality coffee shops impact retail sales of coffee? What are the future prospects for instant 2-in-1 coffee, 3-in-1 coffee and 4-in-1 coffee? How are coffee pods performing in Philippines? Why buy this report? Gain competitive intelligence about market leaders Track key industry trends, opportunities and threats Inform your marketing, brand, strategy and market development, sales and supply functions This industry report originates from Passport, our Hot Drinks market research database. Each report is delivered with the following components: Report: PDF and Word Market statistics: Excel workbook SAMPLE ANALYSIS TRENDS Instant coffee mixes continued to gain popularity in both off-trade and on-trade channels in 2010. Rising demand for these products was due to the ease in preparation with minimal time involved, which is highly valued by.

Is Killing And Letting Die The Same Thing?

Is Killing And Letting Die The Same Thing? It should be clear, I think, that kill and let die are too blunt to be useful tools for the solving of this problem  [1]  . The problem he is referring to is we tend to think that killing and letting have completely different perceptions. Thomson tries to give more details and explanation that killing and letting die might be the same thing whether we wish to believe it or not. She tries of explains this using the trolley problem, which raises the issue of killing and letting die. The distinction between killing and letting die appears to be a specific case of the more general distinction between doing harm and allowing harm. But this is not quite right; most cases of killing involve doing harm, and most cases of letting die involve allowing harm. However, there are cases in which death is not harm, and therefore in which killing does not involve doing harm. There is case in which a continued life involves overwhelming suffering; death may be benefit to the sufferer. It follows that even if doing harm is morally worse, in itself, than allowing harm. And the question arises from the trolley problem whether you should kill one person or kill five persons. Most people would agree that killing one persons and letting five live is more rational. While others would think that they should not do anything, which is let the trolley go through and kill five workers. The most significant argument on this would be towards the deontological position which says that every person is an end in it self and not just a mean to an end. But it can be insulting to consider the one person on the track as a mean to an end, which in this case to save five lives. For argument sake let us agree that killing is worse than letting die; and also let us say that if you allow someone to die, you could have prevented it from happening, you are not responsible for the death of that one person. In this case, it wouldnt be considered insulting to allow five people to die; it can also assume that they were going to die anyway, and you are not the cause of their dea ths. But on the other hand, it would be disrespectful to kill that one person to save the lives of five individuals, because you are causing the death directly. Given the scenario, it is not clear whether killing is worst that letting die, it can even be seen as being the same thing, allowing harm and killing. Given the example about our feeling about killing and letting die changes, one is not worse than the other; they seem now like the same thing. Let us assume that in the case of killing and letting die, they are equivalent and they are in the same scenario as the one before. If you have the ability to prevent a death but refuse to do so, you are just as responsible for the death, as in the case if you had killed the person yourself. And in this scenario, you are responsible for the death of five people even if you didnt cause their directly, but because you could have prevented it from happening. It can be seen that, the trolley problem is somewhat confusing since no matter which option you choose, you would be responsible for the death of at least one person. So It can clearly been seen that, it does not matter what you do because either option you would be treating someone as a means rather than an end. It can also be argued that it is better to be respectful to a larger amount of rational beings than to fewer, therefore you can kill one rather than let five die, everything else is the same in bother instances. Considering our moral duty, whether in the case of letting die is considered the same as killing. In the scenario with the bystander Thompson states to come to a solution with solving the Trolley problem we should focus on the concept of rights, focusing on the relationship between the bystanders and the one he would harm in his efforts to save the five. Basically, she is recommending that despite the fact the bystander is going to be treated wrongfully the persons life she is about to be sacrificed. Whichever way the bystander chooses to intervenes to save the five lives by hitting a switch and diverting the trolley which is violating the rights of the other person. If the bystander decides to take part in the action, she is not considered a bystander according to Thomsons, more like becoming actively involved. While the bystander may become hero for saving the five workmen by hitting the switch, at the same time she might be an assailant in respect to the person being sacrificed. Therefore, why wouldnt it be morally allowable for the one person to protect himself against any da nger that is threatening his life? Thomson states if are in a position, if you do not kill someone, it they will bring about your death instead, it can justifiable in killing them first whether they are going to kill you knowingly, purposely, or cruelly. Thompson said, once we agree that he is about to violate your right and that you can prevent this only by killing him it seems right to conclude that he no longer has a right that you not kill him. In concluding, Thomson solution to the problem says the workman would be justified if he shot and killed the bystander at the switch if it became clear that she was going to divert the trolley. But if justified self-defense requires a potential impermissible rights and the workman is justified in defending himself from the decisions and actions of the bystander, then it follows that the bystanders decision to sacrifice the lone workman is impermissible after all. In the case of being the conductor of the trolley providing the elements of the scenario remains the same killing five is worse than killing one. In addition she also states that if a person is faced with a choice between doing something here and now to five, by the doing of which he will kill them, and doing something else here and now to one, by the doing of which he will kill only the one, then (other things being equal) he ought to choose the second alternation ration than the first.  [2]  

Research Paper - Class Size -- essays papers

Research Paper - Class Size Class size is a very popular topic that is greatly research through out educational settings. Class size deals with how many students are in the classroom at once. Class size can vary greatly. It can depended on the location of the school, where the more rural areas have only one high school while in a city environment there could be twenty-three high schools in one area. Location also depends on the amount of population in that area. Class size also can depend on the level of schooling. Such as in a major university there could be two hundred students in one class, while in a local elementary school there is only eighteen students in one class. Class size can depend on what kind of class is being taught. In physical education, classes could be fitted together to make enough equal time for all students to attended physical education that day. Many researches have been performed to see the effect of class size has on many different aspects of education. Some of the aspects of educatio n that researchers study the effect of class size on were academic achievement, discipline, teacher morale, student motivation, class involvement, and the way the information is presented to the students. The researchers try out different size classes and use one variable that stays the same such as discipline. The researchers then can see the positive and negative effects of each class size. Then the researchers can make a theory about what those have found. The researchers have done many studies on each of these aspects of education and many other aspects of education. The main aspect of education that the researchers like to perform studies on is relating class size and its effects on academic achievement. Academ... ...dent sand parents want the best they should attended a class size that is small, because research as shown that the smaller the class is, the better the student will do. Bibliography Biddle, B., & Berliner, D. (2002). Small Class Size and Its Effects. Educational Leadership, 59 (5), 12-20. Finn, J. (2002). Small Classes in American Schools: Research, Practice, and Politics. Mid-Western Educational Research, 15 (1), 19-25. Lesser, D., & Ferrand, J. (2000). Effect of Class Size, Grades Given, and Academic Field on Student Opinion of Instruction. Community College Journal of Research and Practice, 24 (4), 269- 277. Mueller, D., & Chase, C. (1988). Effects of Reduced Class Size in Primary Classes. Educational Leadership, 45 (5), 48-51. Vedder, R. (1988). School Productivity, Class Size, and Choice. Updating School Board Policies, 19 (11), 574-576.

Enabling Learning and Assessment Essay

1. The purposes of assessment Assessment is the process of evaluating an individual’s learning. It involves generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Tummons suggested that: ‘With assessment we can: * Find out if learning has taken place; * Diagnose learners needs; * Provide public acknowledgment and certification of learning * Allow processes of selection to be carried out; * Provide way to evaluate learning programmes; * Motivate and encourage learners.’ Tummons (2009:5) Written justification of assessment methods I have chosen to do Holding and aiming in the prone position, I would do this by getting the SUT in the tramline formation. This is where they will number off in pairs, so all the No.1’s on one side of the room whilst all the No.2’s are on the other side of the room. I will get the No.1’s to conduct the drill when I give the word of command. The No.1’s will be ensuring they adopt the prone position correctly, going through the 9 key point check list and taking aim on the target. Whilst this is happening the No.2’s will be observing throughout looking for any mistakes. Once the No.1’s have completed the drill I will go down the line asking the No.2’s if they observed any mistakes. By doing this I am getting the SUT to give out peer assessment on the progress of his/hers drill on the weapon system as this can develop and motivate student. The student will also have their own self assessment; this is where the students are assessing their own progress  throughout the lesson. These methods encourage the SUT to make decisions about what has been learnt so far, and to reflect on aspects for further development. Once the No.1’s have completed the drill, the same process will happen with the No.2’s and the No.1’s looking and observing for any mistakes. Whilst all this is going on I will be looking for any mistakes as I watch from one end of the tramline formation, this is called tutor assessment and can help give feedback to the student to guide them on their strength and areas of development. This is also known as formative assessment so it can provide for me a continuous source of information about the students’ progress, improvement and problems encountered in the learning process, so I together we can develop their confidence and competence on the weapon system. 2. Practical assessment a) Aim The aim of a practical assessment in a classroom environment is to ensure that when handling a weapon system that the necessary measures and safety precaution is carried out correctly and sufficiently. It is my aim to make sure that the SUT carry out the drills correctly, if however people are struggling to adapt to the new drills then it’s up to me the instructor to change my approach to the individual learning style. b) Reason for selecting practical learning assessment We use practical assessment in the army especially when teaching a particular subject like Skill at Arms to help us as a teacher to confirm that the SUT have understood the correct handling of the weapon. It’s not only a confirmation for the teacher but a confirmation for the individual that he/she has took on board the new skill and knowledge they have been taught in the lesson. During the lesson, when I have demonstrated a new drill, the SUT are required to imitate the drill whilst I explain and demonstrate it, taking it step by step. Once I am happy that the SUT have grasped the new drill, a confirmation is done to ensure that the SUT understands the new  weapon drill. This will be done when I give the word of command and the SUT carrying out the drill without any help or guidance as I watch and observes for any mistakes that the SUT may do. In order for the SUT to use blank or live ammunition on exercise or on the ranges, they are required to pass a Weapon Handling Test (WHT) which is a critical practical assessment as it is part of their summative test and needs to be done twice a year. I will give a number of instructions which the SUT must complete correctly and confidently in order to pass. There is no time limit and they are allowed one mistake on each stage of the test. This assessment is to show that he/she has the knowledge and skill to handle the weapon with blank or live ammunition with confidence. For assessment of practical activities, the potential barriers should be considered and reasonable adjustments developed that meet the needs of the individual learner. Many of the adjustments for a practical assessment are similar to those of a written assessment. We must however be aware of the learners/individual learning styles as this will vary across each lesson we teach. If we look at Fleming understanding of learning styles which he used the terminology of VARK, he stated that people can be grouped into four styles of learning: * Visual – Seeing. * Aural – Listening and talking. * Read/Write – Reading and writing. * Kinaesthetic – Doing. (Gravells 2012:40) The SUT will come under one or more of these learning styles and as I have seen it in the past whilst teaching, I have to adapt as a teacher to accommodate to their preferred learning style which means I have to plan and break down my lesson to ensure all SUT get the full benefit of what is being taught to them. Sue Crowley of the IFL stated: Often new teachers teach as they were taught, then perhaps as they would like  to have been taught, and finally they realise different ways and a wider spectrum of teaching and learning approaches are needed and available. (Gravells 2012:40) A statement in which I agree upon as my thought process was similar but when teaching SUT it’s taught me to adapt my teaching skills to benefit the individuals so they can get the best outcome during the lesson. c) Conduct of the practical assessment The SUT will be assessed throughout the lesson and this can be done in many ways as it is classroom based, this will be an informal assessment. As the SUT reacts to the word of command for example; ‘For inspection port arms’ they are to carry out the necessary drill in which I will observe for mistakes. Observation is a good way to assess the skills, knowledge and attitudes of the SUT. When observing, it enables me to see how well the SUT are doing, letting them make mistakes as long as it is safe, especially when dealing with a weapon so they can learn from their own mistakes. Once the drill is complete I can ask each individual if they made any mistakes and give them self assessment, otherwise I can give negative or positive feedback to the SUT. Observation is good within our training establishment as it assess the SUT competence, skills and attitudes when dealing with a weapon and the observation can follow on with a question to check the knowledge and understanding. SUT training can be assessed in two other ways and they are called peer assessment and self assessment. For the instructor to see this happen, the students will pair up and work as a team. Whilst one SUT does the drill on the weapon whilst the other partner watches for mistakes, this is called peer assessment, but at the same time SUT who is carrying out the drill can self assess as he/she goes along. If the student was to carry out the Load, Ready, Unload drill, their partner can look in for any mistakes and as the instructor asks the observer from each team if there were any mistakes, this can be useful to develop and motivate the SUT. Peer assessments can be affective as SUT feedback is given skilfully, but other students may think more about what their peers have said than about what the instructor have said. 3. Question assessment a) Aim The aim of a question assessment is for the instructor to see if the SUT can demonstrate knowledge and understanding of the subject being taught to them. It also helps when asking a question to the SUT that they have to think about their answer. b) Conduct of a Question assessment During each lesson throughout the army, as an instructor we will always ask the SUT questions of the particular topic that we have been learning about before moving on to the next topic or next stage of the lesson. This is formal or informal assessment and is used to assess cognitive ability which can be used whenever the instructor wants to assess the knowledge and understanding of SUT. When giving a lesson on Skill at Arms, ‘Different combat position.’ The instructor will always give an explanation of why we do it and when to incorporate the positions for example, on the ranges or when we are on operational tour, followed by a demonstration. As the instructor has given the explanation and demonstration, we will go through the demonstration again whilst the SUT imitate you as you take them through step by step. Whilst doing this process we normally ask the SUT questions on the next stage of the movement, pausing for a second and then state the name of the learner who can answer. This way, all SUT is thinking about the answer as soon as you have posed the question, and is ready to speak if their name is asked. This assessment not only help the instructor to confirm that the individual or group know the answer but helps their peers to understand it as well. We also do oral written assessment, as this is part  of the minimum core, for example before I start the lesson I would ask the SUT to take out their note books and pens. I will ask them a number of questions in which they will write their answers in their note books which will be marked before the lesson take place. If for some reason some of the SUT get a few questions wrong I will ensure that I make a plan in the evening to go through the questions or drill in which they got incorrect so that they are at the same stage as all the other SUT. Asking questions to the SUT and for them responding in giving the answers back to the instructor is self assessment and peers assessment so that the SUT know what areas they are good at and what areas they need to work on. However it’s good for the tutor assessment to understand how the SUT progress is going by conducting these assessments. C)  Advantages| Disadvantages| Problems can be solved| SUT don’t know the answer| Question being answered| SUT can be put on the spot| Understanding people’s views and opinions| | Gives people a voice| | 4. Reflecting on how feedback has informed your learners’ progress and achievement Feedback is a vital part of the learners’ training at the army foundation college as it informs the SUT on their progress and achievement. To make sure it is effective it is important that we develop rapport, mutual respect and trust between the instructor and the SUT. During a Skill at Arms lesson it is important to give effective feedback as this informs the SUT on how well they are doing or on what areas they might need to work on. I try to give out the best feedback as I can to the SUT or the individual as I know this will help reassure, boost confidence, encourage, motivate and develop their knowledge, skills. It can help the SUT to maximize their potential and professional development at different stages of training, raise their awareness of strengths and areas for improvement, and identify actions to be  taken to improve their performance. 5. Reflecting on how feedback from others has informed your own professional practice On the 1st November 2012, I conducted a lesson on pain relief (Morphine) which was observed by an assessor. I felt that the lesson was well structured, planned and I got the key learning points across to the SUT. Once the lesson ended I sat down with my assessor and was given feedback on my lesson. The written feedback said this: The session had a clear and important content to communicate. This was achieved and checked by the test. A stronger introduction would set the scene and provide guidance to learners of what they had to do during the lesson. Focus on the test/know the purpose of the test. The conclusion could tell learners what to do with the test papers and how this will be an aide memoire. Test was very well created, covering all key learning and checking recall, understanding and application. It could be improved with clear guidance i.e. working individually without referring to their notes. As this was ‘assessment for learning’ as well as ‘assessment of learning’ learners could work individually, with a partner and finally as a whole group to get the answers/self assessment and check learning. You could get feedback on results from the test by asking those who got 100% to stand up – an energiser, positive motivation and a simple measure for you. This feedback has opened my eyes a lot clearer as I was more channelled to delivering a simple but constructed lesson. Just by delivering a stronger introduction can make the learner motivated to learn, which I didn’t realise until someone made it aware to me. It was a good motivation and energiser to hear from the assessor that the test paper was well created which gave me that sense of pride. However when it came to handing out the test paper, giving the SUT a certain amount of time to do it in and once they had completed it they would mark their own paper as I went along with the answers. Just from what the assessor has written in the feedback it can give  the learner self assessment and check their learning, so in future I will take more time on how I construct the test and how to mark it as this will give me a feedback on the progress of the SUT. 6. Reference List: * http://www.open.ac.uk/inclusiveteaching/pages/inclusive-teaching/barriers-to-learning.php Date accessed 8.11.12 * Tummons J – (2009) Assessing learning in the lifelong learning sector. Exeter: Learning Matters * Gravells A (2012) Preparing to teach in the lifelong learning sector. London: Learning Matters * www.faculty.londondeanery.ac.uk

Learning Through Observation

She was talking about a customer she had to deal with in the office and the husband started talking about a official, yet interesting case he was working on. He was talking about running tests, so I'm guessing he works some sort of Job in a hospital like setting or maybe a lab. After they talked about their work for a minute she started to talk about the baby they were expecting and how excited they were. She seemed nervous and wanted everything to be planned out and in order for when the baby came.He reassured her that she had been doing a great Job and he did not want her to work too hard or stress out. He even offered to take on more responsibilities around the house because he did not want her on her feet too much. The woman had a smile on her face. The couple seemed to have a very healthy relationship. What the husband was saying to his wife was very helpful. He wanted to relieve any stress that she had and reassured her that she is not alone going through these amazing life cha nges and that he was there for her.This observation was a good example of our two basic needs, affiliation and achievement. They are affectionate towards one another and the wife even congratulated him on his milestones at work. This was also a good example of how each person demonstrated generality. The husband is doing great tit work and the woman is expecting a baby. If the couple was not so supportive the relationship dynamic could be completely different.There could be a lot more stress on both of them and less intimacy, therefore more Isolation according to Erosion's Intimacy verse Isolation and the human need for Intimacy. This couple also fit the standards of our society's social clock. The couple seemed financially stable, they were married, in their early thirties and expecting what is probably their first child. These are the appropriate endeavors one might expect from someone in their hearties in America. It was a Saturday evening around 7 o'clock July 20, 2013.I went to Kingfisher the restaurant with my boyfriend. We ended up sitting next to a couple who looked to be in their thirties. The couple looked to me to be a happy one. They were married; you stress out. He even offered to take on more responsibilities around the house stress on both of them and less intimacy, therefore more isolation according to Erosion's intimacy verse isolation and the human need for intimacy. This couple also fit the standards of our society social clock. The couple seemed financially stable,