Analyzing One Art by Elizabeth Bishop is an Analytical Essay of One Art by Elizabeth Bishop. It looks at the authors meaning of losing in this polygamous poem.

Analyzing One Art by Elizabeth Bishop is an Analytical Essay of One Art by Elizabeth Bishop. It looks at the authors meaning of losing in this polygamous poem. Analyzing "One Art" by Elizabeth BishopIn "One Art", by Elizabeth Bishop there is a prevalent theme of Amateur vs. Skilled, Hoard vs. Reveal. Bishop appears to be the skilled individual in the poem. In the opening lines of the poem, she informs the reader that the "art of losing isn't hard to master". Losing can be an acquired skill that one can master. According to the American Heritage Dictionary of the English Language, a "master" is one who has control over something. One who is highly skilled. It also means to overcome. When looking at these meanings we see that this poem is polygamous. She is telling the reader that you can have control over losing. She says that losing is an acquirable skill. Furthermore, she says that losing is something one can overcome and defeat, thus informing the reader that losing can be defeated.She says, "so many things seem filled with the intent to be lost that their loss is no disaster".English: Illustration for the poem "The Village Bl...One can i nterpret this as things appear to have the purpose of being lost, that their loss is no disaster, thus giving the individual control over losing because it has not caused calamity. She then begins to inform the amateur reader that they should "lose something everyday", showing herself to be an expert. If you have a daily ritual of practicing losing something, you will be able to "accept the fluster", and "the hour of badly spent".The way to master losing is to accept it. By accepting it, you alleviate yourself from the frustration of agitation, getting upset and the confusion. The "hour" it takes you to find the object will no longer be seen as one "badly spent". She then reemphasizes the first line of the first stanza. By doing so, she...

An Overview of the Non-Violent Direct Action, Liberty or Harm Principle, and Civil Disobedience

An Overview of the Non-Violent Direct Action, Liberty or Harm Principle, and Civil Disobedience Non-Violent Direct Action (King) Non- violent direct action according to Martin Luther King is to create a tension using the four steps listed below in the community so people cannot ignore the injustice that is happening. King lists four steps to non-violent direct action: 1. Collect facts determine if injustice exists and to what extent does it exist, 2. Negotiation: give the people who are doing evil to solve the injustice without any violence, 3. Self purification: don’t stoop low enough and do things like they are doing by justifying your action as being needed for change, 4: Direct action. The importance of non- violent direct action is to break or fix the unjust law that is placed on the minority by the majority. Also another importance of this is to create a civil disobedience without violence. King believes that people should break the unjust law in public to protest the injustice, which is to break the law openly and break the law lovingly, and to accept the consequence willingly. He says that show them that you are out there to fix the unjust law and not just breaking laws, and are out there to prove that your ideas are better without the use of violence. Liberty/Harm Principle (Mill) Mills definition of Liberty or harm principle is that people should be able to do whatever they want as long as their action is not harming others. Mill’s harm principle states â€Å"The only purpose for which power can be rightfully exercised over any member of a civilized community, against his will, is to prevent harm to others† if the individual is not harming others then the government should not be able to stop him from doing what he wants (Dimock, P.376). The only time that a government or the majority has power an individual is if that individual is harming others, as long as that is not the case then the individuals knows what is good for him and should be able to do what he is beneficial to him. The importance of the harm principle or liberty is to limit the power of the government or majority over the individual. Mill believes that individuals should be autonomous and free of the governments opinion as long as their action is not harming others in the process. The purpose of the harm principle is to ensure that the government is not controlling the liberty of an individual by means of physical force by using legal penalties, or by moral coercion or the public’s opinion. Mill believes that people should be the one to decide what is good or bad for them even if the decision they are making is not the right one as long as it cause no harm to others. So the majority should not have a say on what is good for the individual because the individual knows what is best for him. Civil Disobedience (Rawls) According to Rawl civil disobedience is a public, nonviolent, conscientious yet political act contrary to law usually done with the aim of changing the law in a nearly just society. Civil disobedience is associated with conscientious refusal that is noncompliance with a more or less direct legal order. Rawl believes that civil disobedience is justified if the normal appeal to the majority have failed, and if it is believed to be that there has been made a serious violations of the first principle of justice of the second part of the second principle of justice and there can not be so many groups engaged in civil disobedience that society breaks down. Rawl address that civil disobedience is political act because it address the people who hold the power as well as by the principle of justice. The importance of civil obedience is that it is used to bring or strength just institutions and treat everyone equally and just. It is also important because it prevents just institutions from becoming unjust institutions as well as to let the majority know that the â€Å"condition of free cooperation are being violated. We are appealing to others to reconsider, to put themselves in our position, and recognize that they cannot expect us to acquiesce indefinitely in the terms they imposed upon us†. Just Punishment Punishment involves purposefully inflicting pain on a potential or actual offender for an offense like moral or legal wrongdoings. Punishment is morally and legally justified because of the pain that it inflicts on the perpetrator of a crime that is inflicted on his victim. Since punishment is justifiable, philosophers give different justification of punishment depending on what their philosophical belief is. Retributivists approach to punishment is justified by linking it to the moral wrongdoing, because retributivist believe that punishment is justified because it gives people who have committed an offense what they deserve. Retributivist’s focus on the moral duties on individual has. For a person to behave morally the individual must be following moral duties, and if not then the individual is behaving immorally. Utilitarian attempt to justify punishment by showing the good over evil that is produced. Utilitarian’s believe on the consequence of the action produced. S o if the action of doing something inflicts pain for the majority then punishment is justifiable. Both retributivist and utilitarian believe that punishment is evil so there must be a reasonable justification for it. These theories have different approach to justification. Utilitarian’s believe justification is punishment is acceptable if it maximizes the benefit for more people while decreasing pain inflicted. Retributivists believe justification of punishment is acceptable it is done out of duty and rule. Jeremy Bentham as the consequentialist utilitarian theorist believes that the moral appropriateness of an action depends on the consequence; on the other hand Kant as deontological theorist believes the moral appropriateness of an action depends on the obedience to the rule or duty no matter of the consequences. Utilitarianism is a consequentialist theory. An action is wrong because the consequence that is produced by that action harms others, â€Å"Utilitarian’s believe that the morally right thing to do is whatever will produce the best consequences for all those affected by your action† (Dimock, 529). Jeremy Bentham as a consequentialist utilitarian theorist believes an action to be just if it accomplishes to generate the most happiness and least pain for most people that are being affected by that action. Utilitarianism use consequences of an action to judge if the action is right or wrong and the pain and happiness it produces to the majority. An example of this is demonstrated on page 529 about lying and telling the truth. Utilitarian’s believe if lying is the right thing to do for the good of the others then the lying is justified, even though it is morally wrong to lie. Then utilitarian approach to punishment is based on the benefit it produces to the community. The main point of the theory of punishment is to deter people from committing a crime and produce maximum pleasure for the community. The aim of punishment for utilitarian is to stop crime from happening again, convince offenders to choose a less costly offense, convince offenders to do a little harm as possible, and prevent offenses as cheap as possible because these actions produce the most benefit to the public as a whole. In order to prevent crime from happening again the value of punishment must not be less than what is sufficient to outweigh the profit of the offense. Punishment outweighs the profit of the offense then people will be less likely to commit crimes. Unlike Bentham and his belief in utilitarianism, Kant believes that our actions are ruled only by duty and not by consequence since we are not able to control the consequence of an action. His theory is that an action is just or unjust regardless of the consequence and is only determined by the obligation to one’s duty. â€Å"Good will is good quite independently of any consequences it does or is expected to have† people do good will because that is their duty and as citizens we should do our duty (Dimock, 541). Since we are individuals with brains and we know what is right and wrong and if we violate the rule or fail to do our duty then we deserve the punishment that is given to us. While utilitarianism believe that punishment should be used to deter future crime and rehabilitate the individual, Retributions believe that punishment should be used because the offender deserves to be punished for his action. Retributions have the idea of an eye for an eye. They believe t hat the purpose of punishment is to ensure the equality of citizens, and to publicly disapprove an act. From the perspective of morality or justice Bentham’s system of utilitarianism would be acceptable in some situations while not others and the same goes for Kant’s theory as well. For example: There is a situation where two people are in a fight and one person is very angry and wants to harm the other individual and he asks you if you know where the person is. In this situations Kant’s theory would say that we should tell where the person is hiding regardless of the harm because lying is morally wrong. Bentham in the other hand would say we should not tell where the person is because we are lying for the greater good. Another example is a situation killing one person could save ten or more people. Bentham would say that we should kill that one person in order to save the majority that is the benefit of the majority is more important than of that one individual. Kant would say no we should not because morally we do not have that power. If looking at it from the pe rspective of justice then it would be for the killing of one individual even though it is morally wrong. Both Utilitarian and retributivist believe that punishment is evil and that there should be a justification for it. And each use different methods of justification for punishment. Utilitarian’s believe that punishment is justified because it prevents future crimes. Since utilitarian’s believe that the consequences of an action is important in determining or justifying punishment, then punishment should be used to produced maximum happiness to majority. Retributivist believes punishment should be justified based on the rightness or wrongness of the act.

Obama Housing Refinance Proposal and Program Essay

Obama Housing Refinance Proposal and Program - Essay Example According to the research findings it can therefore be said that President Obama announced a new plan to help struggling homeowners who are current on their mortgages, but underwater by refinancing. Mortgage rates are currently at historical lows and Obama would like to make refinancing into these historic rates available to more homeowners across the country. Obama anticipates providing relief to about 3.5 million people with underwater mortgages. Obama expect the average homeowner to save roughly $300-$500 a month by refinancing into these new low rates. He explained that refinancing would help free up additional money for consumers, therefore helping to stimulate the economy. Obama faces stiff opposition from Republicans in Congress on his refinancing plan, which must first pass congress. United States is known as the ‘land of opportunities’ and people from all over the world come to the country in hope of a better future. But this land of opportunities is facing some serious crisis lately. The financial crisis of 2008 has hit the country badly and has affected the majority of the population. Approximately 11 million people are suffering from serious financial watershed and they cannot even afford a proper shelter to live in. The reason for these problems in the United States and the attempts that American President Barack Obama made to ease the issues of the citizens will be discussed in this paper. The residents of the United States were mortgaged in large numbers and therefore the collapse of the housing market forced many people out on the streets. The homeowners were to pay off the amount of money that was worth more than their houses which was due to the decrease in property rates all over the country. This is where the decision maker Obama stepped in. He decided to revise the Housing Refinance Proposal that would bring out the homeowners from their misery. Previous Financing Policies The United States government is well known for their ex tra ordinary Housing Finance Policies. The housing policies of the country are considered as standards for the less developed countries. Let’s discuss briefly about the previous Financing Policies that were implemented by the United States government. The United States Housing Policy allowed residents to have tax deductable interest payments. This practice is unique because a certain amount of tax is always applied on the interest payments for loans in different parts of the world (Barth, et. al.178). The deduction of tax meant a great assistance for the house owners of the country. Furthermore, the United States government also set up an organization that would be responsible for providing securities to the loan borrowers. The organization was named as the Federal Housing Administration and the FHA was there to handle the security issues. Therefore no one was denied a loan because of absence of security or collateral. Unfortunately the policies that were devised by the US go vernment did not work even though they contained some points that were exemplary for the rest of the world. The Housing Policy of the US failed dramatically because every other person was given loans that they couldn’t afford. The assumption behind the policies was that property prices will continue to increase in future. The reason behind the failure was also the benefits provided to the borrowers. Giving loans without proper collaterals was a big mistake of US administration. Issues of the existing policies and poverty of people The policies that were set up by the US government were for the prosperity of the homeowners. US being a democratic nation, prevailing policies were not appreciated by all. Many banks austerely protested against the deduction of tax. According to their point of view, excluding the tax would not be fruitful for the banks in the long run. Also the numbers of the customers getting loans certainly increased as a result of these policies. This resulted i n more

International Relation Theory Case Study Example | Topics and Well Written Essays - 1250 words

International Relation Theory - Case Study Example This school of thought argues that this was not normal intervention since it raised questions regarding the legitimacy of humanitarian intervention, the nature of sovereignty statehood and the role of international community to rescue individual and nations at risk. Using the English approach in studying the conflict in Kosovo makes it possible to understand the need of international intervention in relation to rule of sovereignty and general prohibition against use of force. According to social constructivist approach, argues the causes of the riots by the Kosovo students were motivated by political reasons whereby the Kosovar Albanians demanded for republican status within Yugoslavia. In this regard, the actions by the kosovars demonstrated their collective identity in that these demonstrations led to reforms that strengthened Albanian identity. Throughout the 1980’s, there was growth of Yugoslav identification and its implication for the stability of the Yugoslav, but through socialization, people began to view themselves differently. This perception made Yugoslav vulnerable because of lack of state support and the emergence of entrepreneurs using nationalist ideas to pursue a variety of agenda. The rise of nationalist entrepreneurs began to portray Kosovo issue as victimization of Serbs in Kosovo and larger problem with Yugoslavia as a whole. In addition, constructivist theory can be applied in federalism did not serve to answer all of national questions in Yugoslavia. In Kosovo, the Yugoslav idea was not accepted by those of Albanian ethnicity who were majority of the population in the area. The federal structure that confined Albanian population to the status of national minority and Kosovo to sub federal unit has won wider acceptance among Kosovo Albanians. The kosovar Albanians took into uprisings to protest against their incorporation in Yugoslav political structure. This idea manifested in 1980 when the kosovars Albanians rejected the Yugoslav ideas eventually plunging them into deadly conflict. The conflict in Kosovo led to systematic rape, which is identified by international law as war crime. Therefore, liberal feminist seeks to whose law is it because rape is interpreted from gendered viewpoint as attack on woman’s honor. Liberal feminist on the other hand recruited women in the military force. Women helped in provision of services in legal institutions in that they acted as prosecutors and attorneys this was done with the aim of promoting gender equality and preserve public image. In addition, gendered expectation and assumption in conflict resolution is vital in that it gives women a chance to move from victim part, and reclaim their agency and participate actively in recovery process. Critical feminist perspective seek s to understand how the contemporary world order developed and to identify who is hurt or benefit by current array of power relation. In addition, the war led to massive women trafficking and exclusion of women from decision-making based on gendered and ethnicized interpretation of woman’s place in Kosovo society. The question that many historians pose is that what led the United States of America to engage herself in the operation-allied forces in 1999? Unites states had little extrinsic or economic interest in the Balkans after the Soviet Union had collapsed. The republic of Yugoslavia was weak and poor situated on the periphery of Europe. The conflicts in Kosovo caused a security threat to US secondary interest in Europe given that the country was closer to NATO

Glaucoma in the United States Over the Last Ten Years :: Pathology Health Medical Eye Diseases Essays

Glaucoma in the United States Over the Last Ten Years This research paper examines glaucoma over the age of 40 in the United States, in the last 10 years. Knowing the fact that glaucoma is the second leading cause of blindness in the United States leads us to choose this subject for research. Glaucoma is a group of eye diseases that gradually steals sight without warning and often without symptoms. Vision loss is caused by damage to the optic nerve. This nerve acts like an electric cable with over a million wires and is responsible for carrying the images we see to the brain. The two main types of glaucoma are open angle glaucoma, or primary open angle glaucoma (POAG), and angle closure glaucoma. Currently, there is no cure for glaucoma. Glaucoma is a chronic disease that must be treated for life. However, much is happening in research that makes us hopeful a cure may be realized in our lifetime. There is exciting work being conducted by scientists all over the world in the areas of genetics, neuroprotection and neuroregeneration. These areas of study deal with the origins and pathology of glaucoma as opposed to managing symptoms. A cure is on the way. Glaucoma over the Age of Forty in the United States The term "glaucoma" encompasses a group of eye diseases, not a single entity. Glaucoma is described broadly in terms of aqueous fluid drainage through the trabecular meshwork, the major outflow pathway. There are two main types: angle closure glaucoma and open angle glaucoma. Open angle glaucoma is far more common in the United States. The American Academy of Ophthalmology defines primary angle closure glaucoma as "An appositional or synechial closure of the anterior chamber angle caused by relative pupillary block in the absence of other causes of angle closure". The American Academy of Ophthalmology defines primary open angle glaucoma as a "Multifactorial optic neuropathy in which there is a characteristic acquired loss of optic nerve fibers". Classifying glaucoma broadly into angle closure glaucoma or open angle glaucoma is helpful from both a diagnostic and pathophysiological perspective. Problem Statement In the United States, approximately 2.2 million people age 40 and older have glaucoma, and of these, as many as 120,000 are blind due to the disease. The number of Americans with glaucoma is estimated to increase to 3.3 million by the year 2020. Each year, there are more than 300,000 new cases of glaucoma and approximately 5,400 people suffer complete blindness.

Enabling Learning and Assessment Essay

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

Learning Financial Planning From Online Colleges and Its Contribution to Your Net Worth 2019

For those seeking to becoming financial planners a degree in financial planning is mandatory. Online colleges help prepare students to do professional work in Investment companies, Bank, insurance companies, etc without the constraints of all campus attendance, commuting, and deadline pressures. These programs are designed on the guidelines from the coursework designed by the Board of Certified Financial Planner (CFP). CFP is the parent body which sets the standards of all courses in the field of financial planning. Financial planners are highly demanded by companies and firms where these planners make decisions about restructuring debts, investing money, estate planning, and saving for retirement. Therefore a Certified Financial Planner (CFP) certificate enhances the prospects of a financial consultant and is also a state requirement in most parts of the country. Following is the list of a few programs: Boston University (BU)s online certificate course is one of the longest running courses in the distance learning category. .u18f4794c1b93914b3e94a7792751e9bf { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u18f4794c1b93914b3e94a7792751e9bf:active, .u18f4794c1b93914b3e94a7792751e9bf:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u18f4794c1b93914b3e94a7792751e9bf { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u18f4794c1b93914b3e94a7792751e9bf .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u18f4794c1b93914b3e94a7792751e9bf .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u18f4794c1b93914b3e94a7792751e9bf:hover .postTitle { text-decoration: underline!important; } READ Online Criminal Justice Program Practice Law Enforcement for the Courts as a BailiffThe new Boston University Online Program is a multimedia, interactive educational experience with inputs from industry experts. This web-based program is designed to encompass the practical aspect of the job while imparting theory. The program focus is the six areas of financial expertise as recommended by the CFA board and at the completion of the six pre-requisite courses the student received his certification The Great Plains Distance Education Alliance Great Plains IDEA) is a consortium of seven universities offering fully online graduate programs, with each university bringing its unique academic programs. This Institute offers both masters degree and graduate certificate in financial planning. The cost per credit course is affordable at $395. Iowa State University The Masters of Family Consumer Sciences Specialization in Family Financial Planning is a structured 42-credit degree offered over the web while the Family Financial Planning (FFP) Graduate Certificate is an 18-credit subset. .uc4990a82f41331f8e44a33fb02c327ad { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .uc4990a82f41331f8e44a33fb02c327ad:active, .uc4990a82f41331f8e44a33fb02c327ad:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .uc4990a82f41331f8e44a33fb02c327ad { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .uc4990a82f41331f8e44a33fb02c327ad .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .uc4990a82f41331f8e44a33fb02c327ad .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .uc4990a82f41331f8e44a33fb02c327ad:hover .postTitle { text-decoration: underline!important; } READ Making Sure Your Internet is Safe From HackersKansas State University This course is of 14 months duration at the completion of which a certificate family financial planning is awarded. The university offers undergraduate and graduate programs in family studies and human services with a specialization in family financial planning. The other institutions which are a part of the conglomerate and offer a degree in family financial planning are the Montana State University North Dakota State University South Dakota State University Oklahoma State University of Nebraska University of California offers a certificate of personal financial planning through distance learning. The certificates are awarded at the end of 8-10 courses with both UCI and UCLA providing this program. Several private Institutions also offer distance learning certificate programs as well as degree programs in financial planning. While the fee for the CFP certificate program is approximately $250 the Masters program costs $810 per course. There are a few privately held institutes which have the recommendation of the CFP Board of Standards and include: .ubd1996b97548936c8b84b4ac9e140a24 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .ubd1996b97548936c8b84b4ac9e140a24:active, .ubd1996b97548936c8b84b4ac9e140a24:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .ubd1996b97548936c8b84b4ac9e140a24 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .ubd1996b97548936c8b84b4ac9e140a24 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .ubd1996b97548936c8b84b4ac9e140a24 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .ubd1996b97548936c8b84b4ac9e140a24:hover .postTitle { text-decoration: underline!important; } READ Information Technology in EducationGolden Gate University Undergraduate and graduate certificates in financial planning entails the completion of six classes. The fee for Undergraduates course is$1350 per 3-unit course while that of the Graduate course is $1860 per 3-unit course. Kaplan University offers certificate courses in Financial Planning. Thus these online colleges help increase your career prospects by certifying you as a Financial planner. Related ArticlesPersonal Financial Planning CoursesFinancial Planning a Worthwhile CareerOnline Finance Degree and a Secure Financial FuturePersuing an Elementary Education Online DegreeFind Science and Engineering Degree ProgramsYour Financial Future with a Finance degree