Assessment of Learning Essay

Assessment for Learning and Pupils with Special Educational Needs The aim of this paper is to provide a summary of the key issues that emerged during the Agency project Assessment in Inclusive Settings in relation to the application of the concept of Assessment for Learning to pupils with special educational needs (SEN). A significant aspect of inclusive assessment in practice that emerged from the on-going discussions with Project Experts was the concept of Assessment for Learning. References to this concept can be found in the majority of project Country Reports on national assessment systems (www.european-agency. org /site/themes/assessment/index. shtml). Within these Country Reports, Assessment for Learning can be seen as a ‘qualitative’ type of assessment procedures. This type of assessment – also referred to as ‘formative’ or ‘on-going’ assessment – is usually carried out in classrooms by class teachers and professionals that work with the class teacher. It usually refers to assessment procedures that inform teachers about pupils’ learning and guides them in planning the next steps in teaching. As a central task within the second phase of the Agency project, a decision was taken to explore in more depth the concept of Assessment for Learning and how this can be applied to assessment in inclusive settings. Two activities were conducted: – A review of available literature considering the concept. This was a short review of English language materials (please see the reference list at the end of this document); – Discussions with all Project Experts. Information from the initial review of available literature was presented to Project Experts as a stimulus for their discussions. This led to the Experts being asked to reflect on the differences between Assessment for Learning (formative, ongoing assessment) and Assessment of Learning (summative assessment) using the following parameters: PARAMETERS PURPOSE GOALS ASSESSMENT FOR LEARNING ASSESSMENT OF LEARNING Supporting Learning Accountability (linked to predetermined standards) Informs teaching and learning Promotes further steps in learning Focuses on improving Develops pupils’ skills of reflection Collection of information about what has been achieved (a record of marks) Compares with  targets that have been pre-established. Focuses on achievement www. european-agency. org 1 PARAMETERS ACTORS WHEN TOOLS ASSESSMENT FOR LEARNING Teachers Pupils Parents Peers Other school professionals On-going ASSESSMENT OF LEARNING Teachers External practitioners At fixed and pre-determined times Discussions, observations, self- Tests, drilling, grading, marking, assessment, peer-assessment, questioning, observation teacher debate, comment-only, dialogue, questioning, feedback, no-grading, portfolio, individual education plan . Adapted from Harlen (2007a) The key difference between Assessment for Learning and Assessment of Learning can be identified as the purpose for which teachers and other professionals gather evidence of learning. Although some tools may be the same (e. g. questioning) the key issues emerging from the feedback provided by Project Experts indicated that it is necessary to keep in mind that: – Assessment for Learning aims at improving learning; Assessment of Learning aims at ensuring accountability (of schools and teachers). – Assessment for Learning explores the potential for learning and indicates the next step to be taken in order to promote learning and focuses upon the dynamics of teaching and learning); Assessment of Learning shows what has been already achieved, memorised and absorbed and provides a snapshot of the current situation. The actors involved in Assessment for Learning are able to provide insights into progress that a pupil has achieved and how the school contributed to this development; the actors involved in Assessment of Learning include professionals who are external to the school situation (e. g. inspectors) and may be required to provide a picture of a school at a particular point in time, but they may not always know the school context and life in the necessary detail to provide insights into pupil learning. Assessment for Learning and Pupils with SEN? The concept of providing feedback to pupils about their learning is the crucial element in understanding the potential difference between the use of the term Assessment for Learning generally by educators – as it is most often used for example within the project Country Reports – and the use of the term within a research context. Overall, Assessment for Learning is concerned with collecting evidence about learning that is used to adapt teaching and plan next steps in learning. Evidence 2 www. european-agency. org about learning is crucial as it indicates if there has been a shift (or not) in a pupil’s learning progress and possibly learning processes. On the basis of such evidence, teachers can formulate targets/goals and are able to provide pupils with feedback about their learning (see Hattie and Timperly, 2007) clearly indicating to a pupil not just what they have learned, but also giving them information on how they may have learned it and how best they can learn in the future. The feedback provided during Assessment for Learning contributes to a pupils’ reflection on their own learning. Within the research literature reviewed for this investigation, Assessment for Learning is often described as involving this form of self-reflection, or more specifically, as a means by which pupils reflect on their own learning as they are engaged in an interactive ‘feedback loop’ with their teachers. The essential aim of employing the ‘feedback loop’ within Assessment for Learning is to promote pupils’ meta-cognition; that is their own understanding of not just what they learn, but how they learn and can learn in the best way. This is clearly presented by the Assessment Reform Group (2002) who describe Assessment for Learning as: †¦ the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. (Assessment Reform Group, p. 2) Assessment for Learning within this research-based context involves issues of self-reflection and self-assessment that develops a pupils’ own understanding of how learning is taking place and how it can be developed. This is particularly relevant as Assessment for Learning emphasises assessment as a process of meta-cognition (see for example the notion of Assessment as Learning in Western and Northern Canadian Protocol for Collaboration in Education, 2006). These notions, however, are not always the main focus when the concept of Assessment for Learning is used more generally (that is as in the project Country Reports). Meijer (2003) suggests that what is good for pupils with special educational needs is also good for all pupils and this maxim is one that has been considered throughout the entire Agency Assessment project. However, when considering the researchgenerated concept of Assessment for Learning, it has to be recognised that the work has been conducted in relation to pupils without SEN. Within the research work on Assessment for Learning considered in the literature review (Lynn and et al. , 1997; Black and Wiliam, 1998), issues around Assessment for Learning and pupils with SEN are only very marginally dealt with. Consequently, a decision was taken to actively explore within the Agency Assessment project the relevance of the research-based concept of Assessment for Learning for the learning of pupils with SEN along with the possible implications for assessment procedures used by teachers, school managers, parents and even www. european-agency. org 3  pupils themselves. Within the Agency Assessment project discussions therefore, the central question emerged as being is what is good for most pupils also good for pupils with SEN? The discussions with project experts essentially explored if the research concept of Assessment for Learning was valid for pupils with SEN. Two main areas were debated by Project Experts: 1. Does Assessment for Learning mean the same thing for pupils with and without SEN? Are same principles applied? 2. Are there differences in the use of Assessment for Learning for pupils with and without SEN? If so what are these differences for pupils, teachers, school managers and educational practice? Assessment for Learning – a relevant concept The most main outcome emerging from the discussions of the Project Experts is the agreement that Assessment for Learning is a significant element in successful teaching and learning of teaching with all pupils, including those with SEN. In essence, the critical question to ask is not whether Assessment for Learning can be applied to pupils with special educational needs, but rather how it can be applied. However, one potential area of concern was highlighted by project experts in relation to using Assessment for Learning with pupils with the most severe needs. In particular, engaging pupils with profound and multiple learning difficulties in the ‘feedback loop’ was seen as being challenging. However, project experts’ reflections on this potential difficulty can be summed up as follows: †¦ students with profound difficulties do not need different assessment systems, but only different methods/tools of assessment. Assessment for Learning – methods and tools In relation to tools for Assessment for Learning, Project Experts’ feedback indicates that many Assessment for Learning approaches (such as individualised observation, portfolios and diaries) have been extensively used in special needs education settings for some considerable time. In relation to other potential methods and tools it is necessary to underline the fact that Assessment for Learning methods and tools can be used with pupils with SEN providing that they are modified and adjusted (accommodated) to meet the needs of the individual pupil. 4 www. european-agency. org Teacher observation was seen by Project Experts as a main method for gathering Assessment for Learning information. This approach is seen as particularly relevant for pupils with SEN as it may be the only method available to gather information about the learning of pupils who use non- or pre-verbal forms of communication. However, the Project Experts’ inputs suggested that teachers needed to be given more guidance by specialists in order to improve their skills in observation. Specifically, project experts indicated that more guidance should be given to develop more individualised methods of observation of pupils with SEN. Some suggestions included the use of videos as helpful tools to collect evidence of learning for students with profound learning difficulties and to provide teachers with the best opportunities to reflect upon assessment and discuss the evidence with their colleagues. Questioning is often a crucial part of the teacher pupil interaction that occurs in the Assessment for Learning ‘feedback loop’. Project Experts indicated that questioning pupils with SEN is also possible – and necessary – but only: †¦ if the questions are framed in a way that allows pupils to have enough time to answer (the ‘wait time’) and if different stimuli to support questions (e. g. visual versus verbal stimuli) and ways of responding (e. g. eye contact) are considered †¦ In addition, Project Experts also indicated that the portfolio – if complemented with other information, for example the pupil’s IEP or specialist therapeutic programmes – could be a tool for dialogue with other professionals and parents. Finally, Project Experts expressed their view that approaches that encourage selfassessment and particularly self-reflection are tools within Assessment for Learning provided that they are adequately adapted and modified to meet the needs of individual pupils. The reinforcement of self-assessment skills was seen as a crucial goal for pupils with severe learning difficulties whose personal learning targets may often include autonomy and independence. These competences are fundamental skills clearly supported by the development of self-reflection and meta-cognitive skills (Porter et al., 2000). Assessment for Learning – implications for school managers All Project Experts agreed on the important role played by school managers in creating the opportunities for teachers to discuss and reflect on assessment issues and for parents to participate in the process of assessment of their children. There is a need for: †¦ head and deputy school managers [to] monitor planning and assessment †¦ more home/school diaries, informal chats reviews, phone calls. www. european-agency. org 5. School managers are crucial actors for the development of an organisational ethos that recognises pupils’ involvement as fundamental (Porter, Robertson and Hayhoe, 2000). Without respect for pupils’ wishes and a general school philosophy that supports pupil participation, Assessment for Learning is less likely to develop. Overall, as far as school managers are concerned, Project Experts across different Agency countries indicated there is a real need for them to provide all teachers with more formal time to reflect on their use of assessment in order that they can successfully engage in Assessment for Learning processes with pupils. Conclusions All of the contributions from the project experts were unanimous: the concept of Assessment for Learning as currently understood by countries, but – most importantly for this debate – also as described in the research literature is valid for all pupils: including those with SEN. From the discussions held with Project Experts, this proposition can be developed further: Assessment for Learning concerns all pupils and from an inclusive perspective there should not be any need to differentiate between pupils with or without SEN, but rather to differentiate classroom practice to meet all pupils’ requirements. Building on this assertion, four main findings can be highlighted: 1. The same principles of Assessment for Learning apply to pupils with or without SEN. 2. The only difference in Assessment for Learning between pupils with and without special educational needs is essentially in the type of tools and the assessment/ communication methods used by teachers. 3. The only area of concern relating to Assessment for Learning being applied to pupils with SEN relates to the notion of Assessment for Learning as a tool for pupils’ reflection on their own learning (i. e. the interaction between the pupil and teacher during the ‘feedback loop’). For pupils who use alternative forms of communication this feedback process cannot operate in the ‘traditional’ language based way. In this case, a more individualised approach, new assessment tools and a variety of means for teacher/pupil interaction need to be explored and implemented; for example close observation in structured situations which allows teachers to assess pupils’ likes/dislikes and so forth. 4. Many methods and tools of Assessment for Learning have been developed within special needs education settings and could be transferred into mainstream  settings to improve educational provision for all pupils. In summary, Assessment for Learning can and should be applied to all pupils, including those with SEN, providing that the relevant and necessary changes and 6 www. european-agency. org modifications are made in order to ensure the individual pupil’s full participation in the assessment process. It is clear that the discussions relating to the concept of Assessment for Learning within the remit of the Agency Assessment project have only provided a starting point. More detailed examination – research and also the wider dissemination of examples of good practice in applying Assessment for Learning to meet the needs of pupils with SEN – is needed in the future. It is hoped however, that the reflections from project experts as well as their assertion of the usefulness of the concept in supporting the learning processes of all pupils will inform the work and decision making of educational policy makers and practitioners across Europe. For the full text of this paper – including direct quotations from Project Experts relating to the key findings – please go to: http://www. european-agency. org/site/themes/assessment/index. shtml www. european-agency. org 7 References Assessment Reform Group (1999) Assessment for Learning: Beyond the Black Box. Cambridge: University of Cambridge School of Education. Assessment Reform Group (2002) Assessment for Learning: 10 principles. Research-based principles to guide classroom practice. Nuffield Foundation: Electronic source available online at: http://www. qca.org. uk/libraryAssets/media/ 4031_afl_principles. pdf (Last accessed November 2008). Black, P. and William, D. (2002) Inside the Black Box: Raising Standards through Classroom Assessment London: King’s College. Harlen, W. (2007a) Assessment of Learning. London: Sage. Harlen, W. (2007b) The Quality of Learning: assessment alternatives for primary education. (Primary Review Research Survey 3/4). Cambridge: University of Cambridge. Hattie, J. & Timperly, H. (2007) The power of feedback. Review of Educational Research, Vol. 77, N. 1, pp. 81-112. Lynn, S. F. and et al. (1997) ‘Effects of task-focused goals on low-achieving students with and without learning disabilities’ American Educational Research Journal, 34, 513-543. Meijer, C. J. W. (ed. ) (2003) Inclusive Education and Classroom Practices. Middelfart: European Agency for Development in Special Needs Education. Porter, J. , Robertson, C. and Hayhoe, H. (eds. ) (2000) Classroom Assessment for Students with Learning Difficulties/Disabilities. Birmingham: Qualifications & Curriculum Authority. William, D. (2007) Assessment for learning: why, what and how. London: Institute of Education, University of London.William, D. and Leahy, S. (2007) ‘A theoretical foundation for formative assessment’. In J. McMillan, H. (ed. ) Formative Classroom Assessment: Theory into Practice (pp. 29-42). New York: Teachers College Press. Western and Northern Canadian Protocol for Collaboration in Education, (ed. ) (2006) Rethinking Classroom Assessment with Purpose in Mind. Crown Right of the Government of Alberta, British Columbia, Manitoba, Northwest Territories, Nunavut, Saskatchewan, Yukon Territory: Western and Northern Canadian Protocol for Collaboration in Education. 8 www. european-agency. org.

Henrietta Lacks

The characters from the book, â€Å"The Immortal Life of Henrietta Lacks† become attached to objects that are meaningful to them. It is noticed that a certain object had a significant meaning by analyzing the scene and the character. Dr. Geys assistant, Mary described Henrietta Lacks red nail polish on her toes. She described Henrietta being an actual woman, something Mary never thought of. Henrietta’s relatives described Henrietta with her red nail polish. The red nail polish was a meaningful object to Henrietta because it completed her. Dr.Gey was attached to Hela cells once he made the incredible observation. He didn't experiment for money, he genuinely did it for science. He sent the Hela cells for other scientists to experience the cells for themselves. He changed science for his genuine passion for it. Perhaps the most interesting character, Deborah Lacks, was attached to a few things. While Deborah was with Rebecca, she showed her the contents in her purse. She c arried everything she had about her mother with her. There were videotapes, documentaries, articles, and a few birthday cards that Deborah bought for her mother, Henrietta.Deborah was attached to these items because that was all she knew about her mother. In a way, that was how she felt connected to Henrietta. A few days later when Rebecca was with Deborah, Rebecca noticed a folder on her pillow. They were Henrietta's medical folders. Deborah wouldn't let Rebecca touch her mothers medical folder. Unlike all the other items Deborah let Rebecca see, Henrietta's medical folder was different. And it clearly had a different, more significant meaning than the other items. Henrietta Lacks Henrietta Lacks Cells taken from a young African American woman in 1951 helped scientists cure polio. Cells from the same woman contributed to scientific advantages in cancer, gene mapping, and even the atom bomb. The mother of five did not life to know her cells had such importance. She never knew, in fact, that they were being harvested. Today’s medical advances are based on practices that people now consider unethical, whereas back when Henrietta live, they did not even think twice about ethics. Henrietta Lacks did not know the cells taken from her could possibly be used to develop a multimillion-dollar medical industry.In an even crueler twist of fate, her descendants lived in poverty without access to affordable health care. The book The Immortal Life of Henrietta Lacks by Rebecca Skloot, tells the story of a women, Henrietta Lacks, and her family. Ms. Lacks was treated for cervical cancer at John’s Hopkins Hospital in 1951. Her malignant cervical cells were harves ted and distributed to become the first â€Å"immortal† cell line widely used for scientific research, including their use in the development of the polio vaccine. The story tells what happened after Ms.Lacks’ death to her family, a poor African American family living in Maryland. A family who, today, would be considered poor. The story brings up key ethical issues of biomedical research, which were evolving during that era (Skloot, Rebecca). Henrietta Lacks died of an aggressive cervical cancer that invaded virtually her entire body in 1951. A common practice at the time, samples of cancer cells were taken for study. Some cells were taken by a researcher who was attempting to develop immortal cell lines for scientific purposes.In the 1950’s, the practice of taking routine tissue samples without consent from patients was not uncommon, and anonymising the source wasn’t a main concern. HeLa cells and the concerns that surrounded them touched on several issu es in medicine. One was the issue of using tissue samples without consulting patients, many of whom would freely donate if asked. Changes in how such samples are taken and handled, and in the processes used to collect consent, have improved the use of informed consent in research.Patients submitting biopsies for diagnostic purposes, for example, might be asked if they are willing to donate cells to research (Smith, S. E. ). if a doctor wanted to diagnose, treat, experiment or keep body parts, that’s what he did. Patients never questioned doctors they were trusted implicitly. Consent was conferred by the simple step of showing up in a doctor’s office. Today, we know we need to understand and ask questions, and then our consent is necessary legally. Further, we understand the importance of withholding consent until we feel fully informed about the benefits and consequences of what that consent will mean.There were not conformed consent laws until recently. Informed conse nt is more than simply getting a patient to sign a written consent form. It is a process on communication between a patient and physician that results in the patients’ authorization or agreement to undergo a specific medical intervention (Informed Consent). Since everyone has different preferences, there will always be differences in the treatment of care among people. This becomes a problem when physicians have a bias against certain races and ethics.As a physician, all treatment options should be discussed and equally available to patients, regardless of their race or ethnicity which results in informed consent on the patients’ behalf. There was a lack of respect, or an inability to communicate, in both directions, between blacks and doctors back in the 1850’s. Skin color, and the problems that can result from low income, lack of education, and illiteracy; the inability to read, and/or understand the English language also contributed to the mistreatment of bla cks.Patients overcome those challenges by finding a respectful doctor, or a supporter to help the,. Back when Henrietta lived, that was not easy to fins. Differences in healthcare outcomes can result from the history of different races too. Henrietta was treated with radiation, which left her body burned and blackened. She and her family asked themselves many times whether the treatment was really helping her – but they never considered asking the doctor to do something different, make a different recommendation, or even just to stop. Skloot, Rebecca) today, empowered patients know that they can insert themselves into all decision-making about their own medical care. They can and should discuss any and all protocols to make decisions as part of their own healthcare team. And, empowered patients know that if they want to, they can say, â€Å"No. † In conclusion, informed consent was not needed when Henrietta lived; therefore scientists took her cells without her knowing . A doctor did what HE wanted to do. But today, we now know that consent is legality.Any treatments should be discussed with the patient regardless of their race or their illness. Henrietta was mistreated, her body was burned, but her and her family did not want to question the doctor in fear or being looked down on. But today patients know that they have the right to know exactly what is being done to them, and can ask any questions they feel necessary. If it were not for the doctors and scientists that had taken Henrietta’s cells, we today, would not have the advancements in healthcare that we do. Henrietta Lacks The Immortal Life of Henrietta Lacks Introduction The Immortal Life of Henrietta Lacks is written by Rebecca Skloot, who is an award winning science writer. The story is of a young black women, Henrietta Lacks, who was diagnosed with cancer in 1951, at the John Hopkins Hospital. Cells were taken from her body during her examinations, without her knowledge. They were used to develop the first immortal cell line. Her cells became very important for the development of vaccines. Her family, however, has not received any benefit and still cannot even afford health insurance.They do not even know that the cells belong to Henrietta. This has raised many ethical questions on the research that has been done using Henrietta's cells. Discussion Henrietta's life had not been an easy one. Long before she got ill with cancer; her father abandoned her in childhood. She was married at a very early age. At the age of 14; she was a mother. She then moved to the Turner Station with her husband, who was not so faithful to her. At Turner Station, she and her family faced a life of segregation and poverty. Despite all the difficulties that she faced in her life, she still remained an enthusiastic person.She had a spirit that was not able to break. She was described by her friends as a person having a cheerful disposition. She was an also a person who was quick to laugh. She would also go out dancing with her cousin Sadie. The most important and strong side of Henrietta was her motherhood. Her cousin, Sadie also suspected that she delayed seeking medical attention, because she was afraid that it might affect her fertility and prevent her from having more children. She was extremely heart broken when she realized that the surgery has made her infertile.She was angry and sad at the fact that the doctors did not tell her beforehand that what the surgery would do to her. When her condition worsened, the doctors told her husband not to bring her children to visit her. This made her even m ore heart broken and devastated. She and her family, especially her children, led a very difficult life. Even after her death, her family and her children were not told about the cells of Henrietta being used in research. They were not given nay benefit, whatsoever, of the research on her cells and the huge mounts of money generated from it. The Lacks family is so poor even now that they cannot afford even life insurance. Henrietta's daughter, Deborah, did not know anything at all about the importance and the use of her mother's cells. She was devastated to learn about the cells of her mother. She was filled with many questions that nobody was able to answer. She was curious to know that if her mother's cells were so important and have helped medical science so much. Why were her children not even able to afford health insurance for themselves?Henrietta was a very sociable person. She would have allowed the John Hopkins institute to carry out research on her cells. She was a person who was very close to her family. She would have wanted the John Hopkins Institute to take care of her family and children if they used her cells. She would never have wanted her family to be treated the way they were treated back then and even now. Conclusion Henrietta was a very strong woman. Her contribution to medical science has been exceptional. However, her family should also have been given benefits. Henrietta Lacks Racist Experiments Racism is immortal just like Henrietta’s cells it will always be around. People would do anything to be the first to discover something. At the end of the day it’s all about the money. The Mississippi appendectomies and the Tuskegee experiments were similar in the way that the government forced treatment upon minorities without consent. Henrietta’s case was different than Mississippi and Tuskegee because the doctor in Johns Hopkins didn’t experiment on her actual body but on her cells without consent.Henrietta’s case the Tuskegee experiments and the Mississippi Appendectomies are all different cases in different locations but serve the same purpose which is to take advantage of poor and uneducated minorities to further medical research. The Tuskegee Experiments and the Mississippi Appendectomies were both horrible cases and dealt with lots of racism and ignorance towards people who didn’t know any better. The purpose of The Tuskegee experiments was to see how syphilis affected blacks as opposed to whites.The treatment was to basically come in get injected with syphilis if you didn’t already have and the doctors would watch how you die. The people in these experiments were poor and uneducated black males who were coned into giving their life away. The doctors in this experiment lured the test subjects in the saying they were getting treated for â€Å"Bad Blood†. These racist and disturbing experiments lasted for 40 years between 1932-1972.The purpose of the Mississippi Appendectomies was to sterilize America of bad genes meaning anyone women who was mentally challenge, a criminal, Black, Alcoholic, etc†¦ would get sterilized so they couldn’t reproduce anymore. Doctors figured that in order to stop mentally challenged blacks alcoholics etc†¦ from walking this earth is to sterilize them and make sure their genes don’t flow in the gene pool. The treatment for these ap pendectomies was horrible it was just blacks that were treated it also Indians and poor whites.The test subjects were all sterilized against their will and without their knowing. These appendectomies were racist and cruel. More than half of the women in Mississippi were sterilized. These treatments lasted for about 33 years between 1930s and 1963. Henrietta Lacks case was different than Mississippi and Tuskegee in some ways. In Henrietta’s case the doctors took her cells from her cervix but like in the Mississippi and Tuskegee cases they took them without Henrietta’s permission and launched a multimillion-dollar medical industry after she died.The purpose of taking Henrietta’s cells was to just run a couple tests until they died but they ended up living and growing. Instead of telling Henrietta and her family what they have been doing the doctors kept the discovery to themselves. When the discovery of the immortal cells because known every doctor got their hands on them and started running experiments on them, sending the cells to space, running test on the cells to find a cure to aids and cervical cancer etc†¦Racism wasn’t far from this case the doctor in Henrietta’s case figured that telling her what they were doing would only confuse her and her family even more so they just figure to not tell her or her family at all. This case started in 1951 and the research on the cells still goes on till the present. Racism hovers of this country and is always in the backs of everyone’s minds. Henrietta’s case the Tuskegee experiments and the Mississippi Appendectomies are all different cases in different locations but serve the same purpose which is to take advantage of poor and uneducated minorities to further medical research.In Tuskegee doctors took advantage of uneducated black males to find an answer to a question. The Mississippi appendectomies sterilized innocent uneducated and poor females because the gover nment was trying to wipe out â€Å"bad â€Å"genes† and in the Henrietta lacks case doctors took her cells without consent, found out they were immortal and launched and multimillion-dollar medical industry. In the end it is indeed all about the money.

Principles of Quality Control Relating To Business Management Research Paper - 1

Principles of Quality Control Relating To Business Management - Research Paper Example There are many employees who at times do not take adequate measures in order to maintain proper quality. Therefore, in this regard, it can be demonstrated that such an attitude may lead to loss of the customers. On the flip side, the competitors may take advantage of the market needs. It has been viewed that most of the flourishing companies have identified the role of the customers-defined quality on the business. As a consequence of this, most of the companies have focused their attention on quality standards. The two successful companies that have identified customer satisfaction as their topmost priorities are Honda Motor Company and Ford Motors. Quality is one of the primary aspects that each and every organization aspires to maintain their products and offerings. Quality in their offerings can offer an organization with the added competitive advantage. The definition of the factor quality in business management context generally relies upon the position of the people defining it. There isn’t any single description of quality. However, according to certain people, the term quality can be understood as â€Å"Performance to Standards†. In short, the term quality can be comprehended as the degree of excellence (John Wiley & Sons, â€Å"Total Quality Management†). It can be revealed that the term quality tends to have an impact upon all the aspects of the organization and it also has cost implications. It has gained importance as in due course of time organizations have realized that poor quality might result in high costs. The greatest loss to the company can result when the poor standards of quality transpire to discontented customers. This can ultimately result in a loss of consumer as well as business. The term quality can be associated with a few other costs. One group of the cost is referred to as the cost of quality control whereas the other group of cost can be referred to as the prevention and appraisal cost.  

Miranda v. Arizona 384 U.S. 436 (1966) Case Study

Miranda v. Arizona 384 U.S. 436 (1966) - Case Study Example His counsel appealed the case with the Arizona Supreme Court who agreed with a vote of 5-4 that the statements the police acquired from Miranda were not admissible in court because they failed to advise him of his rights as a police detainee (â€Å"Miranda V. Arizona (1966)†, n.d.). This decision became the precedent case for Westover v. United States, Vignera v. New York, and California v. Stewart which were all cases that were all decided on the basis of what became known as the Miranda Rights. So named after Ernesto Miranda, whose case became the landmark case that brought the rights of a police detainee to light. Miranda Rights have become part and parcel of proper police arrest procedure ever since the courts sided with Ernesto Miranda on his case. The Miranda Rights are the only set of laws that stand between a forced confession during interrogation (such as the case with Ernesto Miranda) and a properly accessed confession or information from the accused based on proper police procedure (due to the presence of legal counsel who advises the accused of his rights during questioning). There seems to be some confusion among the public pertaining to the circumstances and situations when a person must be read his Miranda Rights. Simply put, Miranda rights only come into play when police begin to question a suspect in a formal interrogation setting since he is being formally accused of a crime. It does not apply to traffic violations, DUI arrests, and other simple police situations. The Miranda is triggered when you are arrested and asked questions by the police. The police must, by law, inform you of your right to self incrimination and to free legal counsel prior to asking you any questions. The accused is normally informed of his Miranda Rights as part of this arrest procedure. Before the cuffs go on, the Miranda must be read. Otherwise, anything the accused says under interrogation will be deemed inadmissible in court (â€Å"Miranda†, n.d.). Th e rights of the accused to the protection of the Miranda Rights and the legal counsel afforded them under the Sixth Amendment can be formally waived by the accused once he formally refuses the protection of the law. Although it is not common for the accused to refuse his Miranda Rights, there have been certain instances in arrest / interrogation situations when the accused does exactly that. However, Miranda Rights are not easily waived. There are actually certain procedures that the accused has to pass through in order to waive these rights. His right to access his Miranda Rights cannot simply be implied by the accused. He must formally invoke his right to counsel and the right to self incrimination in order to be covered by the law. The accused may, at any given time after he is advised of his Miranda Rights, refuse to be covered by the law provided he signs a legal document waiving his right to remain silent, or the right to have legal representation present at his questioning. T his is what is known as an Expressly Waiving Miranda Rights. On the other hand, an Implied Waiver of Miranda Rights may also be undertaken by the accused simply by behaving in such a way that indicates that he has full knowledge of his Miranda Rights and he has chosen to waive them (â€Å"Waiving Miranda Rights†, n.d.). The Miranda Law was created by a court of law based upon the United States Constitution and therefore cannot

Learning about Hinduism Essay Example | Topics and Well Written Essays - 1250 words

Learning about Hinduism - Essay Example It aims to deliver the thought that every living being in itself is the manifestation of the Divine Unity and thus is God omnipresent. (What is Vedanta?). Being a part of both Islamic and Christian background I am more acquainted with monotheism and had little opportunity to understand the basis of a religion based on multiple Gods and Goddesses, such as Hinduism. To divulge more into this matter and to enhance the understanding of the religion in a better manner that the paper takes into accord an interview conducted upon a person who is a spiritual aspirant in this direction. The interview in this direction is taken online through chat with a person who is an engineer by profession and is aged around 47 years. He resides in Bangalore and is a staunch believer of Advaita Vedanta Philosophy. This person agreed to share his own personal views about the practices and rituals of Vedanta Religion on being contacted through the online sphere. Questions that were asked to him concerned mai nly on understanding the religious framework of Vedanta religion along with the doctrines and practices ingrained in such. The Religion of Vedanta The first question that was asked to the interviewee was concerned in understanding and identifying the philosophy of Vedanta as a religious philosophy practiced in India. Focus of the question was directly placed to know that whether Vedanta is truly a religion or just a set of dogmas and preset ideologies. To this end, the interviewee acclaimed that Vedanta is a scientific and intellectual religion. The interviewee stated that Vedanta as a religion renders focus on a universal God which the Vedantists or the followers of such religion regard as the Omnipresent Power of Supreme or Absolute Consciousness. He stated that the religion of Vedanta goes farther in understanding the realms of sublime consciousness ingrained in the physical system, which is regarded as the Universal Truth. The interviewee also stated that the religion of Vedanta is a more refined understanding of the Hindu philosophy or religion. He stated that Vedanta acts as a backbone to the Hindu religion. The Vedanta religion according to him stands on three main pillars viz. Existence, Knowledge and Supreme Bliss, which is also maintained in the Hindu religion as Sat, Chit and Ananda respectively. The interviewee also acclaimed that through Vedanta one can easily approach higher states of consciousness which transcends the body and mind to a Supreme and Unified state thus bringing peace and enlightenment. (Vedanta). Ritualistic Practices of Vedanta The second question that was asked to the interviewee mainly focused on understanding the ritualistic practices of the Vedanta religion. The question tried to divulge on understanding the ritualistic principles in use by the people following the Vedanta religion. The interviewee stated in regards to this question that the Vedanta philosophy being a refined state of the Hindu philosophy believes in the Unit y of the Divine Trinity Brahma, Vishnu and Shiva as the Supreme Self that resides within the body and is beyond mind and intellect. Vedanta Religion operates based on three religious doctrines or practices, which have been in use in Hindu religious systems from time immemorial. These three paths practiced by Vedanta religion are considered as highly sacred and are observed to grant liberation to the Self. The interviewee stated that the three paths viz. the road based on devotion, on knowledge and on performances and action all lead to the Supreme Being. The interviewee started that a Hindu person based on these Vedic principles can move forward to earn the salvation from all worldly misery and troubles concerning life and death.

Econmics Essay Example | Topics and Well Written Essays - 250 words

Econmics - Essay Example (Ratnovski & Huang, 2009) The authors recognize that there are various factors that have led to the resilience of the banking sector in Canada. To this effect, he has subdivided the paper into two sections dealing with factors that may have contributed to the resilience. In the first section, they identify capitalization, liquidity as well as what funding structure the banks have employed. These are the conditions that existed before the crisis began and they play a major role in the paper to identify some of the strengths of the Canadian banks. To get the real picture, the authors have compared the structure of the Canadian banks with that of other countries in the region. This enables a reader to identify the differences in Canada and other countries, which was the sole reason for the banks being able to withstand the crisis. It is important to understand that these differences may not be the same in each country but, generally, there are structures that are common in the other OECD countries that are not present in Canada. The authors have identified these differences and the reader can be able to understand why the structures are an important part of the banking sector. Still in the first section, the authors explain how capitalization can be a problem to banks whenever a crisis appears. The authors define capitalization and this enables the reader to understand how this aspect of the banking sector plays a role. For simple comparison, the authors define capitalization as the ratio of the net worth of the bank, having subtracted its debts, to its total assets. This definition sets the pace for the reader to catch up with the authors. The article shows the strengths of the Canadian banks with regard to this aspect. The relative strength of the banks is seen as one of the advantages that Canadian banks have over other OECD banks. Liquidity in

Real Estate Management Tech Project.(Information Systems) Essay

Real Estate Management Tech Project.(Information Systems) - Essay Example Fred Jonathon received his PhD degree in management from the Harvard University. He was the co-founder of the Institute for infrastructure and property development along with Mr. Smithson. Together, they launched the Smithson and Jonathan group in the year 1980. The Smithson and Jonathan group has been the undisputed leader around the globe in supplying fermenter vessels for the bio processing industry. They entered the instrumentation market in the year 1990. Today, their business empire has expanded enormously in terms of size, the brands, and financial strength. The decision to enter in to the real estate segment by the group is backed by the rich experience of both the founders of the company. The real estate management company will act as a single interface for property buying and selling and to provide services for builders, property buyers, and property sellers. According to a recent real estate market analysis report (Thrid quarter 2007 quarterly, n.d.), there is a surge in the demand for office properties and industrial properties in the Unites States. The demand for housing property is also on the rise. The report (Thrid quarter 2007 quarterly, n.d.) provides analysis graphs on the market trends for office property returns, industrial property returns, and apartment property returns for the period 1994 to 2007. The analysis graphs are given below: The analysis graphs indicate the total returns for the period 1994 to 2007. From the graphs, it can be inferred that the total returns on the office properties attained a 22.8 % return, the industrial properties attained a 16.6 % return, and the apartment properties attained a13.3 % return by the year 2007 as indicated by the Figures 1,2, and 3 respectively. The statistics indicate the potential market for real estate. The foray of the Smithson and Jonathan group into the real estate sector, is based on the above market survey. OPERATIONAL PLAN The real estate management company promoted by the Smithson and Jonathon group is unique and will provide a single interface for property buyers and sellers to buy and sell their properties. Further, property buyers and sellers can trade within the company. This involves over the counter trading between the buyers and sellers. Trading of properties may also take place using the web portal of the company. The