201 Task a – Short Answer Questions

201 Task A – Short Answer Questions Ai: Three different sources of information would be found on the internet, through the management and the policy and procedure folder. Aii: a)Three aspects of employment covered by law are Health and Safety, Training and most important a contract, the employee must have a contact of employment. b)Three main features of the current employment legislation are holiday’s entitlement, pay and sick.Aiii: Employment laws exist to protect the best interests of the employees and employers without regulations there would be problems like workers being treated unjustly, unfairly and would cause minimum wages, safe working conditions and discrimination. Task B – Your work role Bi: The terms and conditions of my employment as in my contract are: Names of employee and employer Job title/description Date of employment Hours of work Place of work Remuneration Pensions Holidays Sickness/absences Uniform TrainingDisciplinary Rules Grievance Proc edures Confidentiality Notice Retirement Bii: The information that is needed on my payslip is: Employee number Employee name National insurance number Payment details – Hours, Rate, Tax and Net pay Tax code Date of pay Biii: Two changes of personal information which I would report to my employer would be: Change of name ie. If a marriage or divorce has taken place Change of bank details Biv: The procedure if I wanted to raise a grievance at work would be: The line managerWrite to the head of HR and the Administration at Shaw house An investigation of the facts of the case to obtain any evidence which may be relevant A formal hearing A written decision will be given from the Line Manager and Head of HR and Administration If necessary the right of appeal A note of recording would be placed on my personal file If needed an appeal in writing to a higher authority ie. President and 2 independent nominees and The Chief Executive Written decision to me after a complete investigation of the facts of the case Each stage would be placed on my personal fileBv: 1. Data protection – The major piece of legislation which covers confidential information is the Data Protection Act, the access to Health Records and the access to Personal Files Act. The Data held includes credit and financial information, membership of organisations, medical, health and social services records. 2. Grievance – Failure of procedures ie. See Biv 3. Conflict Management – 4. Anti-discriminatory practice – to prevent race, class, gender etc 5.Health and Safety – The home ensures that reasonable practicable Health and Safety and welfare of its employees and others will work in partnership to take steps to ensure that its statutory duties with regard to safety are met at all time. Training in First Aid, Fire, Moving and Positioning, maintaining the rules of the policies and procedures. 6. Confidentiality – During or after the termination of my employment am I to use or disclose to anyone (other than in the proper course of my employment with the initiation, any information on a confidential nature or protected by Data Protection Act.This relates to Beneficiaries, Supporters of the institution and institution itself. 7. Whistle blowing – In the past, people who have reported colleagues’ actions who they consider have been ill treated, neglected or abused residents have been regarded as troublemakers. Now it’s recognised that staff are likely to observe and report bad practice. A case could be a criminal offence, has been a legal obligate, a miscarriage of justice, an individual as failed the health and safety rules or that the environment has been damaged. Bvii: ) To deliver a high standard of resident care within the legislation and regulations. To maintain the dignity, Privacy and independence of residents. b)To not carry out the requirements of my role would be monitored by my employees, advised on training an d supported to meet the standards. If after an informal discussion and support is not provided a constitutes misconducts the disciplinary procedure will be evoked. Bviii: Codes of Practice – can help with standards of conduct that are expected to meet, to encouraged us to use the Code to examine our own practice and to look for areas in which you can improve.National Occupational Standards – can be used for recruitment and selection, jobs and evaluation, training, learning programmes and performance appraisals. Good employers invest in training the staff in order to remain competitive, provide individuals to improve skills and opportunities for career development. Legislation and Government initiatives – can to make sure those essential quality standards are being bet everywhere care is provided in the home and help to improve.They promote who uses the services and have a wide range of power to take action if services are unacceptably poor. Bix: Two Representati ve’s bodies: 1. Care Quality Commission – Their job is to make sure that care provided by hospitals, dentists, ambulances, care homes and services in people’s own homes and elsewhere meets national standards of quality and safety. 2. Macmillan Nurses: They specialise in cancer treatment and care, supporting people with cancer from the time they are diagnosed.They offer emotional support and practical advice to people with cancer and their families in the UK. They are highly trained in managing pain and other symptoms. Macmillan Nurses work with and advise the District Nurse or primary care team. Task C – Career Path I have been working in residential homes for 20 years. My children are 15 and 12 and are finding them independents, so I’m finding more time for me. At the moment I’m starting my NQV3 in Health and Social care which could lead me into becoming a senior in a few years time.Becoming a senior would mean more responsibly and training in nursing, this will build my confidence. I am keeping my options open for my future, my interests are counselling, caring in the community or work from the NHS as a paramedic technician/escort. Task D – Presentation or report Elderly people could be paying for care fees twice over There are concerns that some elderly people and their families could be paying for long term care twice over, as pre-funded policies bought in the 90s to cover care costs have been forgotten.In the early 90s, several insurers sold 44,000 policies to people mainly in their 60s, to meet the cost of care fees in old age. These policies could be paid for in either regular premiums or in a single lump sum. Most policies were bought by relatively young, healthy people for peace of mind, and in the hope that they would never need to claim. Thousands of families in Britain could be paying for care fees for family members in their 80s or older, unaware that their relative may have taken steps to cover par t of their care cost already.The problem occurs when no one other than the policyholder knows about the pre-funded policy. Some people will now be suffering from dementia so they cannot remember the policy. A policy bought with a single premium over twenty years ago might be forgotten. If the children or person with power of attorney never knew about the plan it might not occur to them to investigate further. So people in care now may pay twice, because no one knows they established a plan some time ago.It would be advisable if family members or attorneys to search for long forgotten pre-funded policies, often issued by companies that have long since been history. There are companies that families can go to, to have peace of mind to know that existing long term care insurance policies are not only uncovered, but claimed on that are determined to pioneer a solution. They hope other providers will appreciate the seriousness of this situation so that together, they can put a process in place so that every person applying for an Immediate Needs Annuity has the opportunity.

Agri Sba: Cabbage Production Essay

Cabbage grows best in cool weather, but certain cultivars are also adapted for the warmer months. In the cooler areas of the country, where frost usually occurs early or late in the season, Glory of Enkhuizen, Kiaps Spits, Green Coronet and Gloria can be planted from January to March, and Green Star and Bonanza, from August to January. In the warmer areas of the country, where little to no frost occurs, Glory of Enkhuizen, Kiaps Spits, Green Coronet and Gloria can be planted from March to May, and Green Star and Bonanza, from January to December. Cabbage grows best when plantlets are grown and then planted out. You can grow your own plants or buy them from a nursery. Remember that cabbage plantlets cannot be planted out before the age of five to six weeks. If you want to plant out at the beginning of February, for instance, you must already sow the seed in the middle of December. Cabbage will grow well on most well drained soil types. That means that water must not lay on the ground surface too long after the plants have been watered. Where this is the case, compost must be dug into the soil. Shallow soils on a hard rocky, clayey or lime layer, must be avoided. Cabbage takes up many plant nutrients from the soil. We put plant nutrients into the soil by digging compost and fertiliser into it. A great deal of organic plant food such as compost and manure is necessary for the plant. When the bed is dug over, 4 kg of compost or manure per square meter (m2) of ground can be dug into the soil. By the way, 1 m2 equals the size of a square meter, the sides of which consist of spades. Compost and manure do not, however, provide the cabbage plant with enough plant nutrients. It also requires nitrogen (N), phosphorus (P) and potassium (K). It is most important first to analyses the soil to determine its nutrient content. Remember: an excessive amount of nutrients will burn the plants and a too small amount will result in poor growth. If a soil analysis has not yet been done, the following quantities of fertiliser may be applied: At planting: 75 g of 2:3:2 (30) per m2. These plant nutrients are a mixture of nitrogen, phosphorus and potassium. This means that three plant nutrients are given to the plant simultaneously. These nutrients must be dug into the soil well, before planting. Four weeks after planting: 25 g of ammonium sulphate per m2, or 20 g of limestone ammonium nitrate (LAN) per m2. As soon as the plants begin to form heads, the following can be applied: 25 g of ammonium sulphate per m2, or 20 g of limestone ammonium nitrate (LAN) per m2. Take care not to let the plant nutrients touch the plants as this can burn the stems. Water the plants as soon as possible after having fertilized them, so that the nutrients can dissolve and be washed into the soil. Before the plantlets are planted, the soil must be dug over, clods, stones and weeds must be removed, and the soil must be leveled. The cabbage plantlets are planted in rows. In-row spacing must be approximately 40 cm and between-row spacing must be 60 cm. The soil in which the plants were grown must be moist when the plants are taken out to be replanted. They must be lifted carefully out of the ground so that the roots are not damaged. Choose short, sturdy, healthy plants to plant out. After they have been taken out, they must be covered with a moist cloth or hessian until they are planted. They must preferably be planted on cool, cloudy days or late in the afternoon. The plantlets must be planted in moist soil which is then firmly pressed down around the plant. After the plantlets have been planted, they must be watered as soon as possible. A mulch of grass clippings, dry leaves or straw between the plants prevents evaporation of soil moisture and also suppresses weed growth. If the soil is allowed to become too dry, and it is then watered, it may happen that the cabbage heads burst open. In cool weather, cabbage can be watered once a week; in very hot weather, two to three times a week. Cabbage can be harvested as soon as well-developed hard heads have formed. There are at least four kinds of insects that damage cabbages during the growing season. They are: * the American bollworm, * aphids, * the diamondback moth, and * The barged bug. The American bollworm and the diamondback moth eat holes in the cabbage leaves. Aphids suck out the sap of the plant and the leaves turn yellow and become misshapen. The barged bug also eats the leaves and causes great damage. Land preparation Prior to planting, the soil needs to be prepared, usually by some form of tillage or chemical â€Å"burn-down† to kill the weeds in the seedbed that would crowd out the crop or compete with it for water and nutrients. Tillage methods can be divided into three major categories, depending on the amount of crop residue they leave on the surface. Residue slows the flow of run off that can displace and carry away soil particles. * Conventional tillage – Until the last decade or so the standard tillage practice for corn was use of the moldboard plow for primary tillage followed by several secondary tillage’s and mechanical cultivation after the crop was up. * Reduced tillage is usually done with a chisel plow and leaves 15% to 30% residue coverage on the soil. * Conservation tillage leaves at least 30% residue coverage on the soil. Conservation tillage methods include no-till, where no tillage is done at all and seeds are placed directly into the previous seasonâ€℠¢s crop residue; strip-till, in which only the narrow strip of land needed for the crop row is tilled; ridge till; and mulch till. Soils — Cabbage grows well on a wide variety of soils, but a well-drained sandy loam with high organic matter content is preferred. Avoid soils that dry rapidly. Herbicides are used in all these methods to kill weeds. A common myth is that more herbicide is used with conservation tillage methods, but in fact farmers rely on herbicides for weed control under all tillage systems, and the amount used is more or less independent of tillage method. Impacts of soil erosion Soil erosion has both on-farm impacts (reduction in yield and farm income) and off-farm impacts (contaminated water due to the sediment and associated contamination from nutrients and pesticides carried on the soil particle). On-farm impacts due to the loss of soil and nutrients include: * lower fertility levels * development of rills and gullies in the field * poorer crop yields * less water infiltration into the soil When fertile topsoil is lost, nutrients and organic matter needed by crops often are removed along with it. Erosion tends to remove the less dense soil constituents such as organic matter, clays, and silts, which are often the most fertile part of the soil. Soil preparation All brassica crops grow best in partial shade, in firm, fertile, free-draining soil. * Start digging over your soil in autumn, removing any stones you find and working in plenty of well-rotted manure or compost. * Tread on the soil to remove any air pockets and make the surface very firm. * Brassicas will fail if the soil is too acidic so add lime to the soil if necessary, aiming for a pH of 6.5-7.5. Irrigation Due to their large leaf area, cabbage requires at least a 25 cm (1 inch) of water per week to sustain good growth. Excessive watering late in the season can cause head-splitting. Uneven soil moisture can cause fluctuations in the uptake of nutrients and lead to tip burn or head-splitting. Soil should be kept at 60 to 70 percent field capacity to ensure good yields and head quality. The fact that cabbage is a cool season crop indicates that it responds favorably to lower temperatures with adequate amounts of rainfall. Cabbage also requires well-drained soil. Soil that is not well-drained should either have drainage tiles installed or have some organic matter added to it to improve soil aeration. Seeding Direct-seeded cabbage is usually planted in early to mid-May. Direct-seeded cabbages are planted 5 to 8 cm (2 to 3 inches) apart (1.1 kg/ha or 1 lbs. /ac) and thinned later. The following are seeding rates for transplanted cabbage: Early: * in-row spacing – 25 to 46 cm apart (10 to 18 inches) apart * between-row spacing – 0.76 m (2.5 feet) apart Mid-season: * in-row spacing – 30 to 46 cm (12 to 18 inches) apart * between-row spacing – 0.7 to 0.9 m (2  ½ to 3 feet) apart Late-season: * in-row spacing – 46 to 61 cm (18 to 24 inches) apart * between-row spacing – 0.7 to 0.9 m (2  ½ to 3 feet) apart Row spacing will be dependent on your tillage, planting and harvesting equipment. Many cabbage growers in Saskatchewan use transplants to reduce seed costs, accelerate crop development, increase yields, overcome problems with cruciferous flea beetles destroying emerging seedlings, eliminate costs associated with thinning the direct-seeded crop and avoid soil crusting problems in clay soils. In warm, dry springs flea beetle populations are high enough that flea beetles are already present on the crop as it emerges. Damage at emergence injures the growing tip, causing bolting, misshapen heads or death. Growers who transplant have the option of planting and then following behind with an insecticide treatment to kill the flea beetles before any damage can occur. The same can and is done for direct-seeded cabbage, but the grower must be more vigilant and closely watch for seedling emergence. They can then make a pass with an insecticide. A seed row treatment, such as Di-Syston 15 G, can be applied during planting to control cruciferous flea beetles. Seed Treatment Seed costs for cabbage have increased over the last 10 years, primarily because of the shift to hybrid types. Due to the seed’s higher value, it is best to treat it with a fungicide, such as Thiram 75WP, to prevent seedling blight, damping off and seed decay. Hot water treatment of the seed is effective against alter aria, black rot and blackleg. This treatment can be specially done by your seed company, but must be done prior to seed coating. How to sow seeds Nearly all brassicas should be planted in a seedbed or in modules under glass and then transferred. Seeds should be sown thinly, as this reduces the amount of future thinning necessary and potential risk from pests. * Sow seeds 1.25cm (1/2in) deep and rows should be spaced 15cm (6in) apart. * Once the seeds have germinated, thin the seedlings to 7.5cm (3in) between each plant. * Cabbage and broccoli seedlings are ready for transplanting when they’re between 6 and 8cm high (2.5-3in). Brussels sprouts and kale should be 15cm (6in).Water the day before moving, and keep well watered until established. * Space the plants according to the instructions on the seed packet. It can vary from 30cm for small cabbages to 75cm for Brussels sprouts. Aftercare * Brassicas are affected by a wide range of pests and diseases, especially the fungal disease, club root. The roots become stubby and swollen and can develop wet rot, while leaves become yellow and wilt, causing severe stunting of growth. Remove any infected plants from the ground and destroy. * Make sure the soil is adequately limed and well drained, and do not plant cabbages in the same place the following year. * Rotate your crops annually to avoid disease. Don’t grow brassicas on the same plot more often than one year in three, as moving the crop helps avoid the buildup of soil pests and diseases. * Brassicas are a particular favorite of birds so use a deterrent to stop them picking off seedlings. CDs on string can be effective. They’re also susceptible to attack by the caterpillars of the cabbage white butterfly. Try covering crops with a crop protection mesh. It keeps the butterflies out, so they can’t lay their eggs on the plants. Pest Problems Diseases * Club root – (Plasmodiophora brassicae) is a soil borne disease that is more active in soils that are slightly acidic. Saskatchewan’s alkaline soils are a deterrent to this pest. Wart-like growths or knots form on the base of the plant, restricting water and nutrient uptake. Control measures include using clean transplants, maintaining soil pH above 7.3, disinfecting all tillage equipment, increasing years between cruciferous crops and keeping cruciferous weeds under control. The field can be fumigated; however this is costly. * Blackleg – (Phoma lingam) this fungal disease is active at low temperatures. Symptoms include seedling death, or bluish growth on the stems of older plants near the base. Upon germination, infected seedlings are covered by lesions that can be spread to adjacent plants by rainfall or irrigation. Blackleg can be controlled with the hot water treatment (see Black rot). Eradicate cruciferous weeds and have at least a three-year crop rotation with other cruciferous crops. * Downy Mildew – (Peronospora parasitica) is a fungus that over-winters in perennial plants and infected plant debris. Symptoms include a tan paper-like appearance that continues to develop into larger, sunken areas on the head. Control measures include a three-year crop rotation with non-cruciferous crops and preventative applications of Bravo 500, Clean Crop Copper 53W or Zinc b 80W. Insects * Cruciferous flea beetle – (Phyllotreta cruciferae) is the most serious insect pest facing Saskatchewan cabbage producers. These small black beetles attack cabbages throughout the growing season. They are especially dangerous in the spring when seedlings are emerging. The large acreage of canola in Saskatchewan ensures that there will always be a sizeable population of flea beetles in the province. Flea beetles feeding on emerging cabbage crops cause seedling death, uneven growth and maturity. Flea beetles have one generation per year, but the adults appear twice, once early in the spring and again later in the fall. * Control measures include crop rotations of more than three years with non-cruciferous crops, eliminating cruciferous weeds and not planting near fields that have cruciferous crops. Flea beetles can be controlled chemically by using foliar applied Ambush, Di-Syston, Endosulfan, Matador, Pounce, Ripcord, Sevin, Thiodan or Thionex. Cabbage maggot larva * Cabbage Maggot- (Delia radicum) is an underground pest that feeds on the roots of the host plants. The survival rate of the eggs is highest when the weather is cool and moist, much like spring conditions. Cabbage maggots can severely stunt growth or kill seedlings, and can lower quality and reduce yields of more mature plants. The maggot is the larval stage of the cabbage maggot fly, which looks much like a common housefly. The lifecycle has two generations per season. Control measures include a crop rotation of three or more years away from cruciferous crops and eradication of cruciferous weeds. The main chemical control for cabbage maggots is an insecticide drench placed near the seed at planting. Control products include foliar applied Lorsban, Pyrinex, or Sniper. Imported Cabbage worm larvae * Imported Cabbage Worm and Cabbage Looper – (Pieris rapae) and (Tricoplusia Ni) are also referred to as the cabbage butterfly. Imported cabbage worm larvae, which are light green in the larval stage, are incredibly destructive. They chew large holes in the leaves and head of cabbages. Their waste products also contaminate the head. Control measures include a crop rotation of three or more years away from cruciferous crops and eradication of cruciferous weeds. The main chemical control is repeated foliar applications of the one of the following products: Ambush, Cymbush, Decis, Diazinon, Dibrom, Dylox, Endosulfan, Guthion, Lannate, Malathion, Matador, Methoxychlor, Monitor, Orthene, Pounce, Ripcord, Sevin, Sniper, Thiodan, or Thionex. Dipel, (Bacillus thuringiensis ssp. Kurstaki) is a biological insecticide that also controls cabbage worms. * Diamondback Moth – (Plutella xylostella) does not over-winter in Canada but rather the adult moths fly or blow up each year from the United States. Larvae chew irregular patterns into the lower leaves. The larvae may also tunnel into the head of the cabbage, hurting its market potential. Control measures include monitoring the crop for arrival of adults and eradicating any cruciferous plants, including weeds and the refuse left over from early harvests of cruciferous crops. Chemical controls include the following products: Ambush, Cymbush, Decis, Diazinon, Dibrom, Dipel, Dylox, Endosulfan, Guthion, Lannate, Matador, Monitor, Orthene, Pounce, Ripcord, Sevin, Sniper, Thiodan, or Thionex Weeds Competition from weeds early in the season will slow both emergence and early growth. Weeds can be controlled with shallow tillage to destroy any weed seedlings. Weeds can be controlled chemically with Devrinol, Venture, Poast and Treflan. Check label recommendations for application rates, timing and weeds controlled. Tip burn on a Chinese cabbage head Other Problems * Head splitting – is caused by excessively rapid growth. This problem can be managed by ensuring there is adequate organic matter to hold soil moisture, providing consistent even watering, avoiding over-fertilizing with nitrogen, and spacing close and evenly to discourage excess and rapid root growth. Heads that are cracked should be culled, as they become an entry point for secondary infections such as soft rot. * Tipburn – is caused by inadequate amounts of calcium in the youngest region of the plant. Usually, this is due to rapid growth. Tipburn occurs when the translocation of calcium to the growing tip is slowed. There are no initial outer symptoms on the cabbage head, but the inner leaves turn brown. Tipburn can only be controlled by discouraging rapid growth (see head splitting). Adding calcium to the soil does not fix this problem. Tipburn is very cultivar specific. Weeding Weed control is the botanical component of pest control, using physical and chemical methods to stop weeds from reaching a mature stage of growth when they could be harmful to domesticated plants and livestock. In order to reduce weed growth, many â€Å"weed control† strategies have been developed in order to contain the growth and spread of weeds. The most basic is ploughing which cuts the roots of annual weeds. Today, chemical weed killers known as herbicides are widely used. Effects on other plants Weeds can compete with productive crops or pasture, or convert productive land into unusable scrub. Weeds are also often poisonous, distasteful, produce burrs, thorns or other damaging body parts or otherwise interfere with the use and management of desirable plants by contaminating harvests or excluding livestock. Weeds tend to thrive at the expense of the more refined edible or ornamental crops. They provide competition for space, nutrients, water and light, although how seriously they will affect a crop depends on a number of factors. Some crops have greater resistance than others- smaller, slower growing seedlings are more likely to be overwhelmed than those that are larger and more vigorous. Onions are one of the crops most susceptible to competition, for they are slow to germinate and produce slender, upright stems. Quick growing, broad leafed weeds therefore have a distinct advantage, and if not removed, the crop is likely to be lost. Broad beans however produce large seedlings, and will suffer far less profound effects of weed competition other than during periods of water shortage at the crucial time when the pods are filling out. Transplanted crops raised in sterile seed or potting compost will have a head start over germinating weed seeds. Methods: â€Å"Stale seed bed† technique, Use of herbicides, Organic methods, Thermal methods. DIGGING OF HOLES Transplanting Individual containers with more than one seedling must be thinned to one plant. Pinch out or cut off the extra seedlings while the first leaves are still small. Seedlings germinated in trays must be transplanted to individual containers while still small. Lift and separate seedlings and replant them into individual containers such as peat pots, plastic kalpaks (saved from previously purchased transplants; be sure to wash them), peat pellets, or other small containers. Use a commercial soilless potting mix or prepare your own. Be sure the plants harden off; that is, gradually get used to unsheltered life outdoors. During their last week indoors, withhold fertilizer and water less often. 7 to 10 days before transplanting, set the seedlings outdoors in dappled shade that is protected from winds for a few hours each day, gradually increasing their exposure to full sun and windy conditions. Keep the soil moist at all times during the hardening-off period. Dry air and spring breezes can result in rapid transpiration. If possible, transplant on overcast days or in the early morning. Set transplants into loose, well-aerated soil that will capture and retain moisture, drain well, and allow easy penetration by seedling roots. See when soil is ready for planting. Soak the soil around new seedlings immediately after transplanting. Spread mulch to reduce soil-moisture loss. To ensure that phosphorus—which promotes strong root development—is available in the root zone of new transplants, mix two tablespoons of a 15-30-15 starter fertilizer into a gallon of water (one tablespoon for vining crops such as melons and cucumbers), and give each seedling a cup of the solution after transplanting. Anything that raises soil temperature will help plants adjust to the shock of cold ground. Try raised planting beds and plastic mulch to boost soil temperature.

David Thomas- The Mind Of A Man Essay

During persuasive writing pieces authors try to make you see their point of view as valid. Often times during this process, their writing is compromised by the errors they make to prove their point. David Thomas makes many errors in his essay â€Å"The Mind of a Man.† In his thesis he tries to prove that women are not smarter than men as previously believed, but instead that they just excel at different tasks. However, throughout his whole essay, he describes that boys are discouraged by female teachers and does not stick to his thesis. He showed a biased point of view that he supported with only anecdotal evidence and studies that contained no numbers or statistics. Also, his use of emotion in his essay showed his anger towards others views that contradicted his. David Thomas takes a biased point of view in his essay. Throughout many parts of the essay he describes the stereotypes about boys, stating their difficulty to learn properly as a result of these stereotypes by often using anecdotal evidence. He describes the lower grades boys were getting than girls on the GCSE exams and makes the assumption, â€Å"The introduction of course work into the GCSE syllabus appears to favor girls, who tend to be diligent and less rebellious,† which has not been proven, or could not be backed up by any sort of statistical or factual information from studies. He makes this statement assuming that the reason must be that girls receive higher grades because the test favored them. He does not take into the consideration that maybe the boys just didn’t do as well for a number of other reasons that has nothing to do with the way the tests were designed. In the essay, he continues to show his biased point of view by quoting Tony Mooney, a secondary school headmaster, who reinforces his point saying boys are less advanced than girls because women teachers favor girls and do not reinforce boys because of their â€Å"aggressive† and â€Å"boisterous† behavior. Thomas adds this quote that has no factual evidence, it is the opinion of a school headmaster, who surely cannot be present everyday in every single class to know everything that’s going on. Thomas quotes Mooney’s son, who showed a difference in his marks when taught by a woman, â€Å"Because the men teachers never shout at me as much as the woman teachers† is another form of anecdotal evidence. This is the feeling of one little boy who cannot be compared to society as a whole (222). Thomas continues to try and prove his point by adding studies without any statistics in them and in turn makes many contradictions to things previously mentioned in his essay. He includes a study done at the University of California in which 72 boys and 60 girls at kindergarten level learned how to read with a machine. When tested, the girls scores were less than the boys scores. Then, when they went back to normal instruction by women teachers, they were tested again later and the boys scored less than the girls. As interesting as these results may be, they do not contain numbers to show how large the difference actually was. The difference could be minimal which could be due to a number of reasons. So, the fact that no statistical evidence was included with the study did not prove to be that convincing (223). Also, in the beginning of the essay, he states that women have been proven to be better at verbal tasks, which would explain the reason why they didn’t do as well with the machines as the teachers. So he contradicts himself entering this study by previously showing why a girl might have done better on these tests (221). Thomas uses a lot of emotion in his essay to prove his point, specifically when he talks about the quote he used from Christine Cosker who seemed to disprove one of his earlier quotes by Mooney. She said, â€Å"If girls achieve higher standards than boys, it is not the result of sympathetic female teachers: it is that boys fail to be motivated because of their attitude to women. Boy’s early experience is almost entirely one of a society which regards women’s traditional roles as trivial, dull and second-rate and dismisses their opinions. If girls have a positive role model in the female teacher, they will do better than boys. But if boys, unencumbered by society’s prejudices, valued their female teachers, then their progress would match that of girls†(223). Obviously Cosker felt strongly about her point and proved an alternative explanation to Mooneys as well as Thomas’ theory of female teachers being the cause of the boys lower grades. Thomas uses sarcasm as well to make his anger known. In reaction to her letter, he states â€Å"Heaven forbid that they [boys] should be given any consideration or compassion. Heaven forbid that the prejudices of the new age should be challenged. If you ever doubted that feminists have taken over from  apoplectic old colonels as the great reactionaries of society, just read this letter†(224). If you read between the lines of his sarcasm, you begin to see just what he is implying. He is implying that she didn’t give boys any compassion or consideration when she was simply stating that if the boys learned to appreciate their teachers more and see them as more of a role model it would work towards their advantage. He continues to attack her different point of view by stating them as a â€Å"feminists† point of view. In his efforts to try to make people take his side and believe his thoughts he just discredits himself because instead of embracing the possibility of other causes he simply knocks them down and states t hat they are just plain and simply wrong. Thomas’ body paragraphs and conclusion were not connected substantially to the main point of his essay. In his thesis, he used a quote from Dr. John Nicholson saying that the IQ scores from men and women were â€Å"indistinguishable† (221), and the only difference is that they were just better at different sort of tasks. Meanwhile, his whole entire essay attacked the fact that female teachers don’t support the boys and that caused their lower grades. So the information he provided did not support his thesis. Also he ends the conclusion with a strange statement that seem to signify a new thesis. His concluding sentence, â€Å"When Yoda sat on his rock in The Empire Strikes Back and told Luke Skywalker that he had to choose between the dark force and the light, he knew what he was talking about† (225), seemed to make little sense and had nothing to do with his essay. In writing his essay, he should’ve considered his audience and that some people who did not see the movie would not understand what he was implying, besides that statement seemed more like an opening line rather than a concluding one. In order for authors to make you see their point of view as valid, they sometimes compromise the strength of their information. David Thomas did many things to compromise his credibility in his essay â€Å"The Mind of a Man.† In Thomas’ essay he had a biased view that he supported with anecdotal evidence. He used studies with no real number or statistics to verify them. His use of emotion in his essay showed his anger towards others views that contradicted his. Also, his body paragraphs and conclusion didn’t seem to be  connected to the initial thesis he stated.

Sonny Blue Research Paper Example | Topics and Well Written Essays - 2000 words

Sonny Blue - Research Paper Example Because it is not limited by fact, proof or dimension, fiction can focus on fundamental truths to a much greater degree as only those elements that speak to that truth need be used. The reader is then guided through a targeted message, where numerous elements combine to suggest the underlying nature of human existence. This capacity to reveal human nature within fiction is especially helpful when attempting to depict various ways of life, or aspects of social culture. Quality fiction, regardless of when it was written or the length of the written text, can reveal significant aspects of human nature and thus reveal us to ourselves as we identify various elements of the story with our everyday lives. Literature such as James Baldwin’s short story â€Å"Sonny’s Blues† illuminates the way in which the unique sounds of the black neighborhood serves as a sort of life-raft to the multi-faceted melody of the soul, symbolizing how individuals are different and communicati ng the extreme importance and value of listening. James Baldwin spent most of his adult life living in France, but is widely recognized as an essentially American writer. Having been born and raised in New York’s Harlem district, he was intimately familiar with the sights and sounds that appeared in his stories even though he’d put an entire ocean between them. Born in 1924 to an unmarried woman placed a stigma on his head that would continue to haunt him and cause friction between himself and his adoptive father, David Baldwin (Leeming, 1994). Although seen to attempt following the straight and narrow course outlined for him by his father in becoming a Pentecostal preacher at age 14, by the time he was 17 Baldwin had moved to the artist’s neighborhood of Greenwich Village and was beginning his writing career (Leeming, 1994). Inequality and hatred for his race and sexuality drove Baldwin to seek a more forgiving community and he moved to France, a move that would

Diagnostic Imaging Essay Example | Topics and Well Written Essays - 1000 words

Diagnostic Imaging - Essay Example Briefly, multi-slice computed tomography means that the scanner can acquire more than one slice at a time. This is possible because the detector system is composed of more than a single row of detector elements (Attachment B). My aim is to explore the numerous advantages that a multi-slice computed tomography offers over other techniques like single slice spiral computed tomography, the current applications of multi-slice computed tomography and the future trends, as well as determining if there are any drawbacks to this procedure. I feel that this topic is very relevant to radiologic technologists because traditional computed tomography has rapidly evolved over the decades and continues to do so. It is therefore imperative to keep abreast of recent advances in computed tomography, as well as to know the further evolution of this imaging modality. There are many advantages of multi slice computed tomography (refer Table 1). When compared to single slice spiral computed tomography, multi-slice computed tomography seems to have a considerable edge. This is especially seen in case of lung examination with multi-slice computed tomography.1 Some of the observations are: reduced artifacts caused due to breathing and pulsation, the ability to get multiplanar sections through the lung parenchyma with a high resolution, and the possibility to simultaneously evaluate high resolution and standard imaging protocols from just a single data acquisition.2 Three-dimensional techniques like volume rendering and virtual bronchoscopy is also possible with multi-slice computed tomography.3 I, therefore, feel that these advantages gives multi-slice computed tomography a better diagnostic accuracy. However, some of the disadvantages with multi slice computed tomography that one must consider are: difficulty in reviewing and reporting the images, since the volume

Renewable Energy Project Financial Plan Coursework

Renewable Energy Project Financial Plan - Coursework Example Duke Energy alongside the plan will be depended on a current purchase by Duke Energy (DUK) within the solar energy. The goal is to debate on the project’s decision and cost evaluation process. This plan will entail project cost of capital, cash flows, cash flow statement, approximation of capital in every hazard classification, risk class of assets, exhaustive financial features of the enterprise, as well as the validation debate of whether the project must be undertaken. Black Mountain Solar Project Duke Energy currently bought an Arizona solar farm investment from Solon Corporation. The Black Mountain Solar Project is a 10-Megawatt (MW) 40,000 solar panel renewable energy farm located in Mohave County, Arizona. Project Cash Flow The ensuing spreadsheet indicates the cash flows, net present value (NPV), as well as the internal rate of return (IRR) for the Solar Farm Project that Duke Energy is interested in purchasing. Calculations for the Project Cash Flow Period Cash Flows NPV $35,366.48 Dec-08 453,000.00 Dec-09 556,000.00 Dec-10 128,000.00 Dec-11 440,000.00 Dec-12 550,000.00 Dec-13 740,000.00 NPV at 15% rate for a period of five years is $ 35,366.48 Cost of Project Capital The phrase cost of project capital is usually misunderstood. For instance, it is not the company’s past cost of finances like a coupon settlement of present stocks. The essential cost is a chance cost. This refers to the rate by which investors may offer funds for the capital budget project under concern now† Emery, Finnerty, & Stowe, 2007). Cost of capital: = %debt*After Tax Cost Of Debt + %equity*Required Return On Equity After Tax Cost Of Debt = (1-TaxRate)*Required Return On Debt Required Return On Equity = Risk Free Rate + Beta*(Return On Market – Risk Free Rate) = (313.38 + 0.16)/ 21.56 = 14.72 = 15%. Project Cost Flow Project cash flow PVIF@ 15% P.V Year 1 2 3 4 5 556000 128000 440000 550,000 740,000 0.8696 0.7561 0.6575 0.5485 0.4360 483497 96781 289300 364825 480395 Less initial capital 372000 +NPV 1342798 IRR using 15% Years Cash flow PVIF@ 15% P.V 1 2 3 4 5 556000 128000 440000 550000 740000 0.8696 0.7561 0.6575 0.5485 0.4360 483497 96781 289300 364825 480395 1714998 Using 10% Years Cash flow PVIF@ 15% P.V 1 2 3 4 5 556000 128000 440000 550000 740000 0.8696 0.7561 0.6575 0.5485 0.4360 505459.6 105779.2 330572 402657.9 512475.6 1856944.3 Therefore IRR = x[Z/-c = w – r/x – 7] + r = z = w – r + r x - c x -7 = z = 15% - 10% + 10% 569810.8 72232.8 72232.8 z = 2849054 z = 2849054 72232.8 = 39.44 + 10% IRR = 49.44 Cash Flow Statement Years Ended December (In millions) 2011 CASH FLOWS OPERATING ACTIVITIES Net Income $ 2,235 Changes to settle net income to net cash offered by functioning activities Depreciation and amortization (including amortization of nuclear fuel) 2,026 Equity component of AFUDC (260) Gains on sales of other assets (19) Impairment of goodwill and other long-lived assets 335 Deferred income taxes 602 Equity in earnings of unconsolidated affiliates (160) Contributions to qualified pension plans (200) Accrued pension and other post-retirement benefit costs 104 (Increase) decrease in Net realized and unrealized mark-to-market and hedging transactions (48) Receivables 2 Inventory (247) Other current assets 185 Increase (decrease) in Accounts payable 41 Taxes accrued 27 Other current liabilities (254) Other assets 12 Other liabilities (188) Net cash provided by operating

Coercive Power in the Middle East Essay Example | Topics and Well Written Essays - 1500 words

Coercive Power in the Middle East - Essay Example   The authoritarian government remains in power by opposing political discourse and fighting against reformists. The purpose of such government is to remain in power without necessarily meeting the demands of the nation. In countries such as Iran, the president has always developed mechanisms against any internal dissent. For instance, the president of Iran, Mahmoud Ahmadinejad, has used his political power to win the election against the will of the people. His re-election in 2009 was a political manipulation, in spite of the internal dissent raised by the public against his election. This shows the effects of coercive power that authoritarian government uses to suppress the will of the people.   Although Middle East countries have shown efforts to develop the country’s economy, it is clear that they have been inefficient due to misdirected priorities. Since the government gives priority to the welfare of the leaders and those close to leadership, they fail to focus on th e shaping of the nation. Economists have criticized heavy economic spending of most Middle East countries on issues such as security and developing international networks that support their leadership. In Egypt, the government has spent a lot of money on security leading to the bankruptcy of its economy. Egypt spends over $2 billion on security, of which the money is the foreign aid that the government gets for the United States. Iran spends over 30 billion that it earns from its government from oil sales to cover for its security framework.   

Organizational Behavior And The Criminal Justice System Term Paper

Organizational Behavior And The Criminal Justice System - Term Paper Example With the idea that the criminal justice system consists of diverse individuals, it is clear how the organization can be characterized by numerous personalities, attitudes, and perceptions that can define or influence the overall organizational culture and impact its objectives. Such diversity can lead to chaos, non-performance, and inefficiency. In order to convert this into an advantage, the study of organizational behavior can be undertaken. For example, there is the job-skill match principle. Here, human resource managers in the criminal justice system must take pains to ensure that people being employed matches or fits their job. Say, a police officer's qualifications, character, and attitude must be suitable to his position. A good fit or match, wrote Mills et al. (2006), is one in which the potential employee and organization are compatible. (p. 98)Another excellent example is the way prisoners are managed in correctional facilities. As prisons play the important function of pr otecting the community from criminals, its fundamental responsibility is to rehabilitate offenders so that they do not become recidivists when they finally return to society. Rehabilitation programs involve changing the prisoners’ criminal behavior and tendencies that is why the organizational behavior is crucial. The sheer number of prisoners – with their varying profiles and attitudes – must be considered in measures that would provide opportunities for personal change and skills acquisition. This example leads us to the need to regulate and direct the way individuals within the organization interact with each other. In prisons, offenders in their relations with each other could create conflict when unchecked. Directing organizational behavior can help establish effective rules as well as mechanisms of conflict resolution and negotiation. Organizational Processes There are many other instances wherein individual processes in the context of organizational behav ior can help organizations to function better and become more productive. Because of this the top organizational managers of the criminal justice system make it a point to define and direct the organizational behavior of their respective organizations. For instance, the Central Office Strategic Apex of the American Correctional organization, in its mission statement, aims to: ensure that organizational behavior is in accordance with organizational goals and values; and, correct significant deviations in the

Coroner system and medical system Research Paper

Coroner system and medical system - Research Paper Example Later on the coroner system established itself as an agency and in 1888 the system of election for coroners was abolished. It was then that the coroners had to be appointed by the designated authorities (Iyer et al 2006). Medical Examiner system also takes its root from the coroner system as it was introduced in America in early 1600s. It was in those times that the coroner and sheriff’s office was the same. It was in 1860 that collaboration of physicians with the coroners began to develop in the New World. It was in 1877 that a system was established in Massachusetts that a coroner has to be assisted by physicians who were known as the medical examiners. However in those times the physicians were only involved when the death occurred in violent conditions. Pathology soon became a branch of jurisprudence in the 19th century and it was in 1890 that the Board of Baltimore announced the integration of two physicians in examination of dead bodies. It was here that the medical exam iner system was established and these physicians had to perform autopsies on the order of the coroner or attorney. In 1915 the office of coroner was abolished and the medical examiner system took over the states (Iyer et al 2006; Institute of Medicine 2003). Education Requirements The requirement for the post of coroner is a degree in medical or legal field. In some cases it is seen that an attorney, advocate or even magistrate has been made a coroner. The medical examiners on the other hand should have a degree related to medicine or pathology. These examiners have a certificate in medical specialty and are termed as forensic pathologists (Iyer et al 2006). Duties The duties of coroners and medical examiners are almost the same with regard to the conditions in which the death has occurred. The medical examiners are entitled to find out the cause of death and whether it is natural or unnatural. They use their skills of forensic laboratory to find out that as to if the death has occu rred on that spot or not. Moreover they conduct autopsies and laboratory tests to find out the exact physiological mechanism of death. The coroners on the other hand are also involved to find out the time, cause and mechanism of death. The coroners do not necessarily have medical knowledge to interpret the physiological functions of the body hence they rely upon the evidence that is present on the site. In some cases the coroners also use their prior experience to find out the causes of the death which is not the case of a forensic pathologist (Iyer et al 2006). Appointment of Coroners and Medical Examiners Coroners are appointed by election by a group of people but they must have some qualification in relevance to the field of law or medicine. It is not necessary that they have expertise in the field of forensics whereas Medical Examiners are appointed through an executive council. The council looks forward to the qualifications of the medical examiners and they are then appointed on the basis of merit. Coroners on the other hand are appointed by a group of officials or a group from the general public. Both the offices of coroners and medical examiners have their own position in the society. There are some countries which follow the old system of coroners whereas some follow the new medical examiner system. The integrity of both the systems has been argued at many instances (Iyer et al 2006

Nonmaleficence & Healthcare cost Essay Example | Topics and Well Written Essays - 2500 words

Nonmaleficence & Healthcare cost - Essay Example The principle of beneficence is basically about acting for the benefit of the patient – that all actions are geared towards ensuring one’s actions would be for the good of the patient. This principle is very much related to that of nonmaleficence which basically mandates that no harm must not intentionally or non-intentionally be visited upon the patient by the health professional’s actions. Finally, the principle of justice is about giving a person his due and what he is entitled to. These principles form the foundation of all health care decisions. For health professionals making decisions about a patient’s care, these principles help guide the healthcare practice towards morally and ethically prudent decisions. In the current era of economic recession which is also causing multiple budget cuts, the imposed health budget cuts seem to be coming under scrutiny for their negative implications to the delivery of health services. The principle of nonmaleficen ce is being considered as a primary consideration in scrutinizing the imposition of health care budget cuts. In effect, the application of health budget cuts contradicts the principle of non-maleficence. This paper shall consider such thesis, discussing both sides of the statement in the hope of eventually establishing a scholarly and comprehensive understanding and resolution of the issue. Discussion Since the beginning of the economic recession period, government spending in almost all sectors of social service has taken on budget cut considerations. These budget cuts have reduced funding for some health care services, and in some areas of health service, have led to total elimination of monetary support. Forms of rationing and rationalization in health care spending have also been implemented. These forms of budget cuts and limitations however have resulted to sacrifices in health care spending – some of these sacrifices have impacted on the quality and quantity of care ma de available to the general population. In considering the principle of nonmaleficence and its application to the reduction of health care spending, two sides of this issue are apparent. In one side, nonmaleficence clearly portrays how budget cuts cause both direct and indirect harm to patients. On the other side, it may be argued that these budget cuts do not cause the patient much harm; instead they make the redistribution of limited resources possible. The discussion below shall review both sides of this issue. Budget cuts cause direct and indirect harm to patients Budget cuts cause both direct and indirect harm to patients. Health care leaders point out that health budget cuts potentially endanger patients (Grant, 2011). With higher health premiums, higher co-pays, as well as deductibles, more people seem to be doing away with preventive care. Patients entering hospitals seem to sicker and harder to care for because they often wait for the last possible moment to seek medical ca re. By the time they seek medical care, their illness has already progressed into less manageable stages of care (Grant, 2011). Imposing budget cuts in the health care practice have also come to mean less nurses hired to care for patients. In effect, fewer nurses are available to care for patients who are hardly reduced in number (Grant, 2011). In considering budgets, numbers are always involved. For those who control the budget, numbers often rule their mind and their decisions. In

Visitation to a Womans Health Facility Assignment

Visitation to a Womans Health Facility - Assignment Example It also offers sex education to these women. Planned Parenthood has an experience of more than 100 years in promoting the health and well being of women (Parenthood, 2014). Furthermore, it is guided by the principle that everybody has a right and duty to make an independent and informed decision about family planning, sex, and their health. Boro Hall Centre is part of the Planned Parenthood clinics. The vision of the health care organization is to help people make informed decisions about their sexuality, family planning, and health care. Most of its target customers are women. Because the health care organization operates in virtually all the states of America, serving a diverse community, the following are the mission of the health care organization (Johnson and Lambert, 2010), The main leaders of the organization are women. The Chairman of the entire organization is Alexis McGill Johnson. She has extensive experience in the fields of academia, social activism, and politics. She greatly understands the opportunities and challenges that Planned Parenthood faces, as a health care institution, and fundraising organization. She has an interest in improving the lives of young women. This is by making it possible for them to have an access to quality and affordable health care. Ms Cecile Richards is the head of the organization, and she is responsible for rolling out programs aimed at catering for the health care needs of women (Johnson and Lambert, 2010). Most of the visitors at the Boro Hall are women, and teenage girls. The Boro Hall facility gives advice to women on the better family planning services available to them. The organization further carries out pregnancy tests, and it has delivery units, where pregnant women are allowed to deliver. This center also provides educational services. This is with the aim of teaching teens and young women on relationships, sex, and sexuality (Johnson and

Benefits of Enlisting in the Armed Forces Essay Example for Free

Benefits of Enlisting in the Armed Forces Essay Introduction A scrutiny of the history of mankind, down the ages covering a period of 4000 years beginning from 3500BC till today indicates that in almost all the cases, the course of events have been dictated by the military prowess and the consequent superiority of one of the contenders. The fact continues to hold true even today, in this age of modernization when the emphasis is on economic power and political stability. The vital aspect of safeguarding these national interests is dependent upon one crucial factor: ‘Armed Forces’. A career in the Armed Forces may be considered to be one of the oldest professions in the history of mankind (the other being prostitution), and it may have an important role to play in safeguarding national interests, but it is also one of the most forgotten and maligned of career choices. For in times of peace and enduring prosperity, the general propensity of people is to look down upon this profession and all related aspects. It is considered to be the last refuge of scoundrels and the failed cases in society-definitely not a job to take if one has other options. But is this reputation really based on facts? Are conditions in the Armed Forces so bad today that it is anathema to even contemplate enlisting in the Armed Forces? Why do educational institutions and our society at large not promote the idea of their students/youngsters enlisting in the Armed Forces with a sense of pride and honor? Why does the present generation not consider enlisting in the Armed Forces as a worthwhile option? Critics (and there are many) point out that enlisting in the Armed Forces implies an unstated but real risk of life, separation from family for extended periods, frequent moves at short notices , poor work conditions and lower pay. This argument is taking a rather biased and short sighted view of the issue, and it does not do justice to either the interests of the country and the people whom the argument attempts to dissuade. Thesis Statement My endeavor during the course of this essay is to illustrate the benefits of enlisting in the Armed Forces. I am of the opinion that the benefits of enlisting outstrip the disadvantages by a wide margin and overall, it is just as good or better; an employment option as any that is available to the new generation. The scope of this thesis in terms of the people covered is holistic in nature: applicable to the entire scale of economic, racial, religious, gender and educational scale. Social Benefits During the ancient times, people enlisted for monetary and other purposes with the sole aim of garnering the spoils of war by way of loot, women, slaves and resources of the vanquished. At various stages in history, it has been repeatedly proved that other concerns like race, national pride and religion have also been a major motivating factor. The last known war entirely based on religious affinities terminated with the victory of the Crusaders over the Jihadis in 1453 A. D. at Constantinople (Turkey). Upward Social Mobility Enlisting in the Armed Forces opens up a whole new world of opportunities for a person irrespective of whether he joins as an officer or as a GI/soldier. This immediately catapults him from his humble origins to a society much more privileged, acknowledged and recognized as one. The change in social status leads to a subtle refinement in the person, his family and his circle of associates. Consequently, it brings about a change in the perception and quality of life for him as his options in everyday life are less weighed down by the mundane issues that he would have been otherwise negotiating. Culture Culturally, there is a huge leap due to the extensive interaction with people from diverse backgrounds and states. This introduces him to the positive and the negative aspects of life in other cultures both within and outside the country. Presuming that the individual has the sense of purpose and ability to discriminate between good and bad (with few exceptions, most posses this quality in abundance), this exposure introduces in him a better understanding of customs and awareness of other cultures. He can then subconsciously or by design incorporate the good aspects in to his way of life, thereby becoming a better citizen and an effective soldier. It must be appreciated that a person hailing from a remote, under-developed and relatively backward area has a proportionately less chance of making it big in the world. With time, he settles down to a job in the same place or at best moves within his state or county for a steady but not necessarily well paid job. It may not lead to much, but it provides him with basic economic security. Personality Development The tough training, regimental life and high emphasis on discipline permeates the very core and essence of the individual and transforms him from a happy go-lucky, take life as it comes type of youngster into a conscientious, well mannered and disciplined citizen of the future. He is now capable of looking after his own interests in life and takes the decisions best suited to his requirements and a secure future. The training imparts to his personality a combined sense of discipline, mental robustness, endurance and physical sturdiness which is generally lacking in other competitors his age and experience in life. The training and culture within the Armed Forces lays a great deal of emphasis on development of moral values and personal integrity. This development of acquired skills leads to a multi-faceted and versatile individual who would be an asset to any organization he joins. The refined mannerism, positive attitude and basic skills make him an automatic candidate of choice for prospective employers in the future. Pride, Prestige, Honor and Duty In the prevailing national environment, it has been the experience that the prospects of enlisting in the armed Forces are not considered to be a worthwhile option. Whatever be the reason, it must also be emphasized that in the rural countryside and deep interiors of the country, there still exist communities and villages which take great pride in sending their young ones to the Armed Forces. Then there exist certain demographic and regional specific patterns wherein the propensity towards enlisting in the Armed Forces is higher (Mavor 41-3) It is taken as a matter of pride and prestige by both: the family of the individual and the individual himself; as an act of repaying the nation for all it has bestowed them with and also as a matter of tradition. But the idea is a non starter and gradually starts loosing steam as we progress from the rural courtsides and deep interiors towards the cities and the power centers. Purely from a moral ground, it should be the duty of each citizen to do his time in the Armed Forces and contribute to the national effort. After all if democracy bestows certain unquestioned rights, then it also imposes certain unstated obligations. It must be kept in mind that, ‘there is no such thing as a free lunch’. Similarly, it is inappropriate to assume that one can proceed to enjoy the benefits of democracy for free without bothering to fulfill our own obligations to the nation. Every right has a corresponding duty and this is no exception; we cannot leave the nation’s requirement of manpower to just the people from the interiors, highlands and the so called lower classes alone. This burden has to be shared by all of us who swear by democracy and the nation. Economic Benefits When speaking about the Armed Forces, the general refrain is that it is not a well paying job, and that the connected hardships of separation from family for extended periods, the frequent moves on duty at short notice, and the attendant risks to life and health is not worth it. In the subsequent paragraphs, I will examine the merits and demerits of this presumption on a factual basis. Job Security What would be the prospects of a person in his native hometown of landing a job consistent to his qualification? What are the chances that he retains his job in the event of some constraining circumstances either to the person or to the employer? The answers to these questions are obvious. Whereas, in the case of the person employed in the Armed Forces, there is an assured degree of job security that is unmatched in any other form of employment. The individual has to do something really drastic or be highly incompetent to be considered unfit for retention. The chances of retrenchment are virtually non-existent. On The Job Training(OJT) Until the end of World War II, the aspect of enlisting was more or less considered as the beginning of the military career. However, with the modernization of weapons and delivery systems, the process of refining the enlisted personnel in to a trained and efficient operator has to be taken up in earnest and hence the need of putting the person through rigorous specialized training schedule(Buck 204-6). The Armed Forces provide training relevant to the aspect of specialization specific to the individual’s branch before formal induction in to the respective arm or service. There are approximately 360 specialist jobs in the US Army alone of which 20% have similar jobs in the civilian world in departments related to communication, IT, software and allied services (Goldberg 59-60). Upon reporting to the parent unit, the individual undergoes further training at the concerned facilities for a period depending upon the requirement of the job and the laid down parameters. This is to say that depending upon the arm which the individual opts for; the training on the specialist equipment, weapons and other systems are guaranteed. The stipend during this period is paid for by the government. It implies that the individual is undergoing training and at the same time also making up his experience profile simultaneously; and he is being paid for it.! How many other jobs can boast of this facility? Job related risks It is often stated that the attendant risk and hardships of a career in the Armed Forces is a negative factor influencing the new generation from enlisting. It can be argued that the so called hardships are not a way of life and depend entirely upon the number of conflicts and skirmishes the country is involved in. Again, how many other jobs do not involve frequent moves at short notices? The aspect of living out of suitcases is generally well described in all forms of literature and media, hence need not be repeated. Needless to say frequent moves and separation from family is a factor that is true for most other forms of employment. The only difference is in the period, which again is taken care of by the system of rotation of troops that is strictly adhered to by the Defence Forces. As regards physical injuries and risk of death, it is a professional hazard and needs to be taken on its merit and statistical figures. The ratio of casualty sustained in comparison to the number of personnel inducted into the combat zone is very low, especially in the case of the developed countries like the USA, UK, France and other European countries. This is so, due to overwhelming superiority of these countries over the adversary in terms of sophistication and capability levels of weapon systems, logistics, and ensuring of an adequate stand–off distance during delivery of tactical executions of strategic plans. Besides, the other major factor influencing Government decision making is level of intolerance by the media and the country to higher casualties of own nationals. This attitude is in stark contrast to the disdain that the average citizen professes on the issue of enlistment in peace time. What I am implying here is that the possibility of being injured or killed in the war zone is not as high as is being made out to be. It is just a professional hazard which hypothetically states the possibility, but does in no way categorically confirm the same. Fatal casualty/Grevious Injury Having deliberated on the aspect of the very low probability of grievous injury and death, let us presume the case wherein either of these possibility does indeed take place. In that case, the government looks after the individual depending upon the nature of his injury, makes efforts to ensure his rehabilitation and employment in another form of work. In the event of death in action, the full range of military honors and government provisions are laid out to the individual and his family. This is only to state that the individual is not a forgotten chapter in case he is rendered invalid for active service or in case of fatal casualty. Perks and Privileges Every nation bestows upon the personnel of its armed forces a wide range of facilities and privileges which would otherwise adversely impact the monetary status of the individual. The facilities and privileges are not sacrosanct and every nation follows a different yardstick to determine what it gives its personnel, e. g. free Medicare facilities given to the personnel and also extended to their families, accommodation at subsidized rates etc. Now if these perks and privileges extended by the government were to be quantified in terms of costs, it would work out to a high figure, when added to what the individual already earns, amounts to a fat salary bill (Ostrow 219). The idea I am trying to highlight is that the privileges which are not considered while describing the low pay also need to be included just to put things in their proper perspective. And I have deliberately avoided discussing the various allowances which every nation provides its armed forces personnel in recognition of the hardships and limitations endured by them during times of operational deployment and commitments. The allowances by themselves amount to a substantial part of the remunerations and are by and large a realistic reflection of the hardships endured. Pensioner Benefits The armed forces have a stipulated period of service for their personnel, and this duration varies from country to country and within the forces: from arm to arm and service to service (Roza 10-11). However, the bottom line is that the personnel are free to leave active service and proceed home with all pensioner benefits as laid down by the Government. If the individual is smart and has planned his moves well in advance, he can join a new employment which means he has effectively two incomes to go by. It lends him a strong base for procuring home loans and enterprise related loans from banks as his degree of financial security is considerably higher than that of the average citizen. The pensioner benefits also entitle him to medical and other related facilities which result in considerable savings to the overall financial planning and outlay of the individual. Educational Benefits A sound education is defined as the basic foundation upon which rests the edifice of a person’s career. Very often, and in most cases, the inclination, interest, and urge to undergo formal education from a standard university or college exists in individuals. However, there is a large gap in the ability of the existing education system to provide to the needs of each aspiring student due to various factors. Government education institutes in most democracies have an unstated but existing drawback on the quality of education they provide. Quality education in a democracy comes at a price, which not everyone can afford. This leaves a large number of potential aspirants without quality education. However, by enlisting in the Armed Forces, this drawback is also addressed. The Armed Forces offer specialist training in a wide range of professionally oriented courses and degrees with a view to produce qualified and expert specialist in their respective sphere of tasks. Apart from this, the government provides for the service personnel opportunities to enhance their education skills before, during and after enlistment. The Montgomery GI Bill and Tuition Assistance Programme are a case in point(Asch 57). Enlisting for the armed forces thus gives the individual the opportunity to complete a degree or an education that he could otherwise not have achieved (Paradis 106). Infact the consequent experience that the individual gains (mostly under pressures of time and combat) puts him in an advantageous position when looking for a job elsewhere upon termination of his contract with the Armed Forces. Counter Claims Critics of the proposal for enlisting into the Armed Forces cite the attendant risk to life, possible injuries, extended periods of separation and comparatively lower pay packages as the principle reasons to avoid the Armed Forces. This reasoning has been discussed by me during the course of the essay and I have proved that on the surface, these points are apparently valid. However, they do not measure up to an unbiased and impartial scrutiny based on facts and statistics. Conclusion To conclude, it is again reiterated that the proposal of enlisting in the armed forces is highly beneficial to a large section of the society and country. The stated disadvantages regarding enlisting; and the advantages I have highlighted need to be weighed against each other. It would be inappropriate to come to a conclusion that affects the lives and careers of a large number of people just because we think that a particular line of thought is correct. It is more important and relevant to analyze the issue based on facts and arrive at the correct conclusion, before propagating it as a statement of fact. Work Cited Asch Beth J. â€Å"Contextual Information on Recruiting† â€Å"Military Recruiting and Retention After the Fiscal Year : Military Pay Legislation† Ed. Asch Beth A, et al Rand Corporation(2002) 57 Buck Peter â€Å"Adjusting to military Life: The Social Sciences Go to War† â€Å"Military Enterprise and Technological Change: Perspectives on the American Experience† Ed. Smith Merritt Roe MIT Press (1985) 204-6. â€Å"Hearings on National Defense Authorization ACT for Fiscal Year 2003H. R. 4546 and Oversight of By United States Congress†. House Committee on Armed Services. Subcommittee on Military Personnel Summary The Supt. Of Docs. , U. S. G. P. O. (2003) 75-7 Goldberg Jan â€Å"Careers for Patriotic Types Others Who Want To Serve Their Country† McGraw-Hill Professional(1999) 59-60 Jerome Johnston, Jerald G. Bachman â€Å"Young Men and Military Service† Institute for Social Research, University of Michigan (1972) 195 Mavor Anne S. et al, â€Å"Attitudes, Aptitudes, and Aspirations of American Youth: Implications for Military Recruiting† National Academies Press (2003) 41-3 Ostrow Scott A. â€Å"Guide to Joining the Military â€Å"Thomson Petersons (2004) 219 Paradis Adrian A. ; â€Å"Opportunities in Military Careers† McGraw-Hill Professional (1999) 106. Rand Corporation â€Å"The Rand Paper Series† Rand Corp (1946) Roza Greg â€Å"Choosing a Career in the Military† The Rosen PublishingGroup Careers / Jobs (2001)10.

Moral And Ethical Role Of Government Philosophy Essay

Moral And Ethical Role Of Government Philosophy Essay Ethics and morality form a central position in the functioning of the government. Under normal circumstances, it is the role of the government to ensure a just society where order and harmony exist. As a result the government has to establish and enforce ethical and moral standards so as to ensure that the society functions well. Decision making is the governments chief role. Therefore it must make ethical and moral considerations in order to make decisions that are in line with the welfare of the society. Ethics and morality are used interchangeably. The two terms are related in several ways. Nonetheless, there is an inconsequential dissimilarity linking the two. Most commonly is the fact that morality goes deeper than ethics in defining human behavior and conduct. Ethics refer to the standards that make the society a better place of all while morality provide for more deeper considerations that amount to religion and spirituality. In order for the government to ensure that ethical standards are adhered to, ethics and aspects of morality are entrenched into the law. This makes it conveniently possible to enforce ethical standards and ensure that all people conform to the law. However, certain aspects of ethics and morality cannot be made legal. This will make the society more complicated since certain morality aspects and ethics are perceptive. This brings into perspective the facet of belief and religion which formulates different people to hold diverse views on the concept of ethics and morality. The upshot is that, the government plays a significant role in enforcing ethics and morality. As a result it is expected that the leaders ensure that the society is just and orderly for all. The aim of this paper is to critically examine the role of the government in morality an ethics. To succeed in this endeavor, the paper will discuss different aspects of morality and ethics. Role of Government One of the central purposes of the government is to enforce the law. The law represents the will of the people who have their own cultural and ethical perceptions of reality. As a result the government enforces the ethical and moral values of the people it governs. In other words it can be rightly said that the government serves to accomplish the peoples perceptions of reality as represented in their ethical and moral values. This makes the role of the government more complex not forgetting that not all values of ethical and moral consideration can be enforced by the government. However, the government remains the prime custodian of peoples values. Ethics and moral values have a great influence on the operation of the society. It is therefore true that the government exercises control over the society. This is true in light of the task of enforcing laws. In order to get a better understanding of the role of the government as far as ethics and morality is concerned; more focus should be on the law (Preston Bishop 2000). The law is the governments instrument of power. To perform its functions, the government relies majorly on the law. On the other hand the law is perceived as being representative of the ethical, cultural and moral values of the people. Therefore as much as the law might not be the perfect tool of enforcing ethical and moral values, it remains the governments chief weapon against unprincipled practices and immorality. The law describes what is right and acceptable in society and therefore provides a blue print towards an ethical and just society. In order to affirm their quest for a just society, citizens are expected to adhere to the provisions of the law. Therefore, the law binds the society together bringing harmony among different people. Failure to conform to the law is perceived as breaking ethical standards established and is thus punishable. Therefore, the law is perceived as the peoples will to be enforced by the government. There are a lot of challenges the government faces in its ethical and moral roles. First and foremost are the different perceptions of ethics and morality. This is coupled by the practical reality that the law does not fully represent ethical and moral standards. Perceptions are a great threat to the governments role. This is due to the fact that certain parameters which are legal are sometimes perceived as violating ethical and moral standards. A good example is the issue of abortion. As much as abortion might be legalized, it still remains a debatable ethical issue. This is due to the fact that it is seen by some members in society as unethical. Other issues include divorce and promiscuity. These conflicts underline the fact that the law is not a sufficient tool of enforcing ethical and moral values. It underscores the failure of the government to ensure a just society through enforcing the law. Ethical and Social Obligations Ethics and a society are inseparable, due to the fact that ethical standards are the adhesive of a healthy society. Therefore there can never be a society without standards that define behavior and conduct. A just society can only exist in line with a set of values that represent the ethical and moral values of the people. A society on the other hand is governed by a group of leaders through the institution of government (Kizza, 2010). Therefore, it is obvious that it is the role of the government to ensure that the society is just and orderly. This is what is referred to as social obligations of the government. In essence the government is a tool of the society. It is established by the society to govern it and enforce laws that are deemed to represent the wishes, values and convictions of the people. The governments social obligations are nothing but the functions of ensuring that ethical and moral standards are adhered to accordingly. This involves the task of ensuring that the laws set represent the ethical and moral values of the people. Conversely, the government needs to go beyond the institutional role of enforcing laws to more welfare operations. This is line with the fact that the law in itself is inefficient as far as ensuring the enforcement of ethical and moral obligations is concerned. Decision Making A critical look at the origin of government points at the true essence of the institution. Several theories outline the origin of politics or government. Nevertheless, the contract of social theory is much relevance to the governments decision making role. Under the social contract theory, members of the society came together and surrendered their freedoms in exchange for order. In order to achieve this objective, the people established a government which was to govern the state on their behalf. Among the principal roles given of this institution was that of making decisions on behalf of the people (Cremer 2009). Therefore the governments most significant role is that of decision making. The role of making a decision is supposed to be in line with the interests and values of the society. This underscores the big role played by the government in ensuring a just society for all. Therefore in making a decision the government plays an important part in enforcing ethical and moral standards. Apart from enforcing the law which is perceived as the will of the people, the government has the authority to make decision that affect the functioning of the society. Therefore in making these decisions the government ought to put ethical and moral obligations in prime focus. In this role the aspect of public trust emanates. The government has been given the public trust which must be reflected in every decision it makes. Therefore public officials must make decisions that not only promote ethics and morality but also represent the same. In making decisions the government needs to be guided by two principal aspects. First and foremost is respect of the law. The law is the supreme guarantor of morality, ethics and justice. Therefore due importance should be granted to the law in the process of making decisions. Decisions that are contrary to the provisions of the law should be discouraged. The law should be the common denominator of all government decisions. This will protect the people from leaders with evil intentions. Another critical aspect of consideration is that of ethical consideration beyond the law. This should be interpreted in a positive manner to mean that the law should be upheld in high esteem but should not be the end of ethics. Certain aspects of morality and ethics are not entrenched in the law but should be upheld in decision making. This regards appointments and other aspects of governance. This calls for integrity on the part of state officials in the discharge of their duties. Need For Appropriate Actions Leadership is a delicate affair which involves a lot of aspects. Since leadership involves the tasks of vision, direction and governance a lot of care must be made to ensure that ethical and moral; standards do not take a back seat. The government is bestowed with a daunting task of ensuring order and justice in the society. This is to be achieved through the enforcement of laws that represent the ethical and moral values of the society. This is also done through the making of legal and ethical decisions. The government therefore plays a primary role in the whole concept of ethics and morality. Through its actions, decisions and operations the government has a lot of impact on the functioning of the society. There is need for appropriate actions on the part of the government so as not to undermine ethics and morality (Kiel Lennick, 2007). Since the success of a society depends on the manner in which ethical standards are adhered to, the government officials ought to be careful in th eir actions so as to promote a just and orderly society. It is against this background that governments need to put several measures in place so as to ensure that the aspect of ethics and morality plays an important role in its functions. This will result in a justly moral and ethical society which is what will make life better for the people. As far as the governments role in achieving justice and order in society is concerned, a number of considerations are necessary. Caution must be exercised in the process discharging the functions of the government. State officers ought to conduct their activities in manner that does not undermine ethical and moral values. To start with, it will be necessary to vet people before appointment to such positions. This will ensure that all those who get these positions are people of integrity. This will go a long way in ensuring that the role of the government in guaranteeing ethics and justice is not undermined by the quality of personnel in its ranks. Suggestions The ethical and moral role of the government is instrumental in ensuring justice and order in the society. Therefore it is upon the officials in the government to ensure that their actions and activities go in line which fostering harmony among the people. This will be achieved if all the laws are enforced in line with the peoples ethical and moral values as envisaged in the law. On top of these, the decision making arm of the government must be fully used to enhance ethical and moral values in the society. It will be against the purpose of ethics should state officials make illegal and unethical decisions. Apart from that state officials must be men and women of integrity so as not to compromise the values of the society. In order to succeed in this endeavor it will be appropriate for the government to classify its moral obligations into two. These are institutional duties and the social responsibilities. The former refers to the use of laws and structures of governance to enforce total adherence to moral and ethical values. This will call for the enactment of laws that represent the ethical and moral values of the people (Fisher 2003). Through the law, the government will ensure that there is justice and order in the society. Those who break the law should be liable for punishment. These will dissuade offenders and make society orderly and harmonious. Social responsibilities refer to those roles that affirm ethical values in the cultural set up. Through this arm, the government will set up and fund several organizations and commissions to cultivate tolerance, orderliness and ethics among the society. This will call for equity and equality so that all sections of the society feels taken care of. On to p of this is the decision making role f the government. The government should use its authority to make decisions in promoting justice, order and ethics. Conclusion The government is the chief custodian of morality and ethical values in the society. It is the role of the government to ensure that moral and ethical standards are maintained in the society so as to assure order and justice. The political system gives government the sole responsibility of ensuring stability, harmony and conformity in the society. It is along this line that the government plays an immense role in guaranteeing ethical and moral values. This role can be performed in many ways. Most commonly the enforcement focuses on the enactment of laws that represent the cultural and ethical values of the people. These laws are enforced so as to ensure conformity. Those who break the law are liable to punishment in accordance to the law. Through exercising the provisions of the law, the government achieves its objective of creating a just and orderly society. However, since ethics and morality are relative terms, not all aspects of ethics and morality can be entrenched into the law. This poses a challenge to the governments role of fulfilling ethical obligations. Therefore, it vital for the government to come up with other means of achieving justice and orderliness through ethics. Through its social obligations the government enforces ethical and moral standards in the society. This can be through its decision making arm and also through the establishment and funding of agencies and organizations that cultivate a culture of ethical values. The government also guarantees ethical values by granting freedom to the people to exercise their spiritual and religious convictions. Moral and ethical as pects have spiritual and cultural connotations, therefore through equality and freedom the government ensures justice in the society. The government plays a central role in ensuring ethics and morality in the society.

Speaking Skills Issues And Solution English Language Essay

Speaking Skills Issues And Solution English Language Essay For the longest time, the idea of testing language have always revolved around testing the knowledge of the language itself but now, the idea of testing for communicative competence is getting more and more popular. In testing communicative competence, speaking and listening tasks are commonly used. Those require tasks such as the completion of an information gap and role play (Kitao Kitao, 1996). As teachers of ESL, it is imperative for us to enhance the students delivery skills, increase their confidence, and develop their methods of organization and critical thinking skills. In order to do this, a valid and reliable way of assessment to determine whether the set goals were met is required. The oral communication field needs a clear-cut method of evaluation as can be found in discrete language skill classes such as listening comprehension (Nakamura Valens, 2001). Language teachers and language testers need a method which takes subjective qualitative observations and then transforms them into objective quantitative measures. A critical issue in the assessment is the selection of criteria for evaluating performance. Stiggins (as cited in Butler Stevens, 1997) points out that the selection of these criteria should be one of the first steps in designing performance assessments. Students should understand ahead of time what is expected of them. This can actually help them determine on what basis their performance will be judged. When students are actively involved in establishing assessment criteria for tasks, they do not only have a better understanding of what is expected of them when they perform the tasks, but they will be able to more fully appreciate why the criteria are important (Butler Stevens, 1997). The Issue of Assessing Speaking Skills. Speaking is probably one of the most difficult skills to test. It combines skills that may have little or no correlation with each other, and which do not do well to objective testing. In ( Kitao Kitao, 1996), it was mentioned that there are not yet good answers to questions about the criteria for testing these skills and the weighing of these factors. It is possible to find people who can produce the different sounds of a foreign language appropriately; hence they lack the ability to communicate their ideas correctly. This is one of the difficulties that testers encounter when testing the oral production of learners. However, the opposite situation could occur as well; some people do have the ability of expressing their ideas clearly, but at the same time they cannot pronounce all the sounds correctly. Another difficulty is the actual implementation of speaking skills testing. That is because it is difficult to test a large number of learners in a relatively short time. Therefore, the examiner is put under great pressure (Heaton, 1988). The next difficulty is that speaking and listening skills are very much related to one another; it is impossible to keep them mutually exclusive. In most cases, there is an interchange between listening and speaking, and speaking appropriately depends on comprehending spoken input. Therefore, this has an impact on testing speaking because the testers will not know whether they are testing purely speaking or speaking and listening together. Finally, the assessment and scoring of speaking skills is one of its biggest problems. If possible, it is better to record the examinees performance and the scoring will be done upon listening to the tape. The aspects of speaking that are considered part of its assessment include grammar, pronunciation, fluency, content, organization, and vocabulary. (Kitao Kitao, 1996). Depending on the situation and the purpose of the test, testers need to choose the appropriate methods and techniques of testing. The Solution: Method of Assessing Speaking Skills. 3.1. Monologue, Dialogue and Multilogue Speaking Test. Nakamura Valens (2001) conducted a study on Japanese graduate students at Keio University. They used three different types of speaking tests as a form of assessment. The first type is the Monologue Speaking Test which is also called the presentation. Students were asked to perform some tasks such as; show and tell where they talk about anything they choose. This gives the students a chance to make a mini presentation. The second type is Dialogue Speaking Test which is also known as the interview. It is an open-ended test where the students lead a discussion with the teacher, and students in that kind of test are required to use conversation skills that they have learned before. The third type is Multilogue Speaking Test that is also called the discussion and debating. Here, the discussions are student-generated, and students are put into groups where as a group, they decide on a topic they feel would be of interest for the rest of the classroom. The evaluation criteria that was used in that study was as follows: Evaluation Items: Presentations: Content Language Eye contact Interviews: Comprehensibility Pronunciation Fluency Ability to explain an idea Discussing and debating: Able to be part of the conversation to help it flow naturally Uses fillers/ additional questions to include others in conversation Transfers skills used in dialogues to group discussions The rating scale ranged between poor and good with the symbols from 1 to 4. The finding of their study reveals that among the three test types, the discussion tests was the most difficult followed by interview test and the presentation test. In Malaysia, we saw a similar system being implemented but were poorly regulated and too restrictive. Dialogues are used in the school-based assessment and Monologues and Multilogues are common in both school-based assessment and the MUET speaking test. Although it follows this model, it failed to accurately gauge students speaking ability as the tests were poorly regulated (prevalent in school-based assessment) and too restrictive (MUET). 3.2. Testing speaking using visual material Without even comprehending spoken or written material, it is possible to test speaking using visuals such as pictures, diagrams, and maps. Through a careful selection of material, the testers can control the use of vocabulary and the grammatical structures as required. There are different types of visual materials that range in their difficulty to suit all the levels of learners. One common stimulus material could be a series of pictures showing a story, where the student should describe. It requires the student to put together a coherent narrative. Another way to do that is by putting the pictures in a random order of the story to a group of student. The students decide on the sequence of the pictures without showing them to each other, and then put them down in the order that they have decided on. They then have the opportunity to reorder the pictures if they feel it is necessary. In the Malaysian context, this system is already in use in the school-based oral assessment for primar y school. Another way of using visual stimulus is by giving two students similar pictures with slight differences between them, and without seeing each others pictures they describe their own pictures in order to figure out the differences. However, there is a problem in using visual stimulus in testing speaking, it lies in that the choice of the materials used must be something that all the students can interpret equally well, since if one student has a difficulty understanding the visual information, it will influence the way he/she is evaluated (Kitao Kitao, 1996). 3.3. The Taped Oral Proficiency Test In that approach, the students performances are recorded on tapes and then assessed later by the examiner. This method has some advantage and some disadvantages. According to Cartier (1980), one disadvantage of the taped test is that it is less personal; the examinee is talking to a machine and not to a person. Another disadvantage is that it has a low validity. Moreover, the taped test is inflexible; if something goes wrong during the recording, it is virtually impossible to adjust for it. On the other hand, there are some advantages of that type of test. It can be given to a group of students in a language lab, it is more standardized and more objective since each student receives identical stimuli, and scoring can be performed at the most convenient or economical time and location. I believe that the taped test method is very practical when it comes to testing large numbers of students where the teacher would not have enough time to assess each one of them individually. However, the problem lies in not having enough language labs in some schools which, in turn, creates a big difficulty for teachers. Conclusion Previous research on classroom testing of ESL speech skills provides several models of both task types and rubrics for rating, and suggestions regarding procedures for testing speaking with large numbers of learners. However, there is no clear, widely disseminated consensus in the profession on the appropriate paradigm to guide the testing and rating of learner performance in a new language, either from second language acquisition research or from the best practices of successful teachers. While there is similarity of descriptors from one rubric to another in professional publications, these statements are at best subjective. Thus, the rating of learners performance rests heavily on individual instructors interpretations of those descriptors (Pino, 1998). In spite of the difficulties inherent in testing speaking, a speaking test can be a source of beneficial backwash. If speaking is tested, unless it is tested at a very low level, such as reading aloud, this encourages the teaching of speaking in classes. In my opinion, testing speaking skills could be a very interesting experience, and it gives teachers an opportunity to creative in selecting the test items and materials. Moreover, it has a great impact on students by making them enjoy taking the test and feel comfortable doing so if the teacher chooses the materials that interest their students and that is suitable to their age and levels of knowledge. References Butler, F. A., Stevens, R. (1997) Oral languages assessment in the classroom. Theory Into Practice, 36 (4). 214-219. Cartier, F. A. (1980). Alternative methods of oral proficiency assessment. In J. R. Firth (Ed.), Measuring spoken language proficiency (7-14). GA: Georgetown University. Heaton, J. B. (1988). Writing English language tests. Longman. Kitao, S. K., Kitao, K. (1996). Testing speaking (Report No.TM025215). (ERIC Document Reproduction Service No. ED398261) Kitao, S. K., Kitao, K. (1996). Testing communicative competence (Report No. TM025214). (ERIC Document Reproduction Service No. ED398260) Nakamura, Y., Valens, M. (2001). Teaching and testing oral communication skills. Journal of Humanities and Natural Sciences,3, 43-53. Pino, B. G. (1998). Prochievement testing of speaking: matching instructor expectations, learner proficiency level, and task types. Texas Papers in Foreign Language Education, 3, (3), 119-133.