Environmental Law Essay Example | Topics and Well Written Essays - 1000 words

Environmental Law - Essay Example But what really has the government done in order to protect the quality and safety of drinking water? What are the relevant UK laws or legislation that have been implemented in order to provide for this basic need? This paper hopes to present the relevant UK legislation as regards the quality of drinking water, including the standard EC directives and also hopes to present some of the issues and concerns regarding the maintenance of safe drinking water in UK. Since 1848, there have been legislation regarding the quality of water and sanitation in the UK, starting with the Public Health Act (EEHC, 2007). This act gave the Boards of Health the power to improve public health through the provision of better or enhanced water supplies, drainage and sanitation (EEHC, 2007). The water management handled before by the public sector, was privatized and the responsibility then was divided between the private water companies and the regulatory body, the National Rivers Authority (Rydin, 193). The 1989 Water Act, provided for the so-called â€Å"statutory water quality objectives† and schemes by the NRA (Rydin, 1993). The said act also provided for the protection of sources of water especially of drinking water through so-called â€Å"zoning designated perimeters† where possible contaminants of human activities are prohibited (Kiss and Shelton, 1993). Furthermore, under this Act, the Government is given the authority to select areas wh ich are Nitrate Sensitive to prevent nitrate from seeping into waters as a result of the use of fertilizers (Kiss and Shelton, 1993). Aside from this, the European Commission (EC) directives that sets the standards for chemical parameters and biological measurements, must be applied and taking into regard the appropriate uses of water (Rydin, 1993). These are stringent measures which protect drinking water (Howarth, 2006). The numeric quality standards of drinking water was set by the 1980 EC drinking water directive and gave

Peat Soil Essay Example for Free

Peat Soil Essay Peat is generally found in thick layers in limited areas, has low shear strength and high compressive deformation which often results in difficulties when construction work is undertaken on the deposit. Peat represents the extreme form of soft soil. It is an organic soil which consists more than 75% of organic matters. However, the cutoff value of the percentage of organic matter necessary to classify a superficial deposit or soil as peat varies throughout the world, usually depending on the purpose of classification. This cutoff value also serves to differentiate peat from superficial deposits or soils with lesser amounts of organic content. The terms peat and organic soils, used for describing soils with an organic content, were once synonymous but term organic soils is presently used for superficial deposits or soils that contain organic matter. Figure 1 Location of Peat Soil in Malaysia PEAT SOIL SUBSIDENCE Draining of peatland lowers water table causing subsidence Rate of subsidence 20 – 50 cm per year over a period of 5 years after drainage thereafter 5 cm per year. Oxidation acidity: Peatland water is acidic once drained, peatwater causes severe damage to flora fauna habitats in adjacent areas. Compaction or shrinkage of peat soils may cause groundwater containing fertilizer or pesticide residues to flow from agricultural area to adjacent water catchment area.

The Women of Shakespeares Othello :: GCSE English Literature Coursework

The Women of Othello The women of Shakespeares Othello are put into stereotypical roles, but behind peoples backs play much stronger types. Desdemona, goes against her fathers orders and marries a moor. Bianca innocently takes part in Desdemona's death. Emilia has an opportunity to save Desdemona but sneakingly remains silent. These women are similar because they are treated like they are lower then the men in their days. But they do not let that hold them back. These women take part in anything that pleases them. In no way would they let men tell them what to do! Desdemona was the daughter of the Venetian Senator Brabantio. Against her father's wishes, she marries a moor, Othello. "The marriage seems to be monstrous- in the sense that it represents a deviation from that which is natural. How else, Brabantio asks, would Desdemona, so carefully, have brought such scandal upon herself and her father by shunning, the wealthy curled darlings of our nation"(Act 1 Scene 2 Line 68). Desdemona arrives and gently resolves the dispute by acknowledging split loyalties to her father and to her new husband, but making it clear that she now belongs to Othello. For the play being set in the late sixteenth century, Desdemona's defense of her actions is remarkably forthright, spirited, and courageous. She was aware of the great risk involved when she married a moor. She says "She remains bound to her noble father for her life and education; he remains her lord of duty, and she will always honor him as such. Now however, she has a husband, and she must recogniz e her duties to him just as her mother did to Brabantio"(Act 1 Scene 3 Line 181). Desdemona is a well-born and well educated daughter of a Venetian senator. She has been trained to adapt herself easily to any social situation. You could see how she is headstrong in her choice of a husband and in her defense of him. Desdemona's generous nature tries to help Cassio receive his spot as Liutenant back. This is when her kindness falls for weakness. Using Desdemona and her natural goodness, Iago will "turn her virtue into pitch, and make the net that shall enmesh them all"(Act2 Scene 3 Line 366). It is Desdemona's innocent attempt to reconcile Othello with Cassio that gives Iago the opportunity to wreak vengeance upon Othello, causing the murder and suicide, which bring this tragedy to its violent conclusion.

An Analysis of Foot Soldiers of the Revolutionary Army

Pyeong G. Lim Dr. Christian History 1305 March 21, 2013 Summary of â€Å"Foot Soldiers of the Revolutionary Army† In the essay â€Å"Foot Soldiers of the Revolutionary Army† by Gary B. Nash, the authors of the book tell of a Private Joseph Plumb Martin that kept a diary that details the life and hardships that the soldiers endured. Martin writes, â€Å"The army was now not only starved but naked. The greatest part were not only shirtless and barefoot but destitute of all other clothing, especially blankets. (Gary Nash 124) The blacks were involved given the chance to receive freedom, which did not follow through completely. Although the colonies needed men for the army, these two simple sentences exposed the truth that people didn’t know at the time and even now. The leadership of the army knew this would be the case, which is the main reason that the terms of enlistment were so short during the war unlike the minimal 8 years contract in the army now.Although th e life in the army improved the soldiers had to endure such environment as, â€Å"shivering with cold upon bare floors without a blanket to cover them, calling for fire, for water, for suitable food, and for medicines- calling in vain. † Having to withstand all these misfortune, the soldiers were anything but humble in their conception of rights. The soldiers warned the generals of desertion if they were not properly taken care of, so the â€Å"severest Punishment† was placed to counter threat the soldiers.However, this did not last as â€Å"even in Washington’s handpicked Life Guard, eight soldiers deserted during the war. † As the war dragged out, eventually, Washington reopened the Continental army to free blacks with congressional approval. Slaves were still forbidden, yet five hundred free black men served in the war. It started with Massachusetts than to Rhode Island. Even with the blacks joining, Mother Nature did not see lightly of them, â€Å"By early 1778, the regiments were close to disintegration, their pay in arrears, uniforms tattered, and ranks thinned by disease. In February, all blacks were able to join the army with the consent of their owners in exchange for freedom. The white men found this proposal too good to turn down since the slaves would relieve them of army duty. The war continued with victory earned by the â€Å"Black Regiement who stromed through the moat and heavily fortified redoubts. † White men and blacks had hardship through out the war, but above all, despite all the blacks who were involved in the war, â€Å"only one third of the former slaves survived to taste freedom as civilians. †

Freedom in 17th century America

During the 17th century in North America there existed several classes of people. Each class had their own varying of freedom. During this period North America rapidly evolved from an experiment of sorts to a powerful colony with a multicultural immigrant base. As the colony evolved so did the social structures of its people. Whether it was with women, Indians, indentured servants, slaves, puritans or property owners each class had their own distinct version of freedom. The backbone behind the growth of the American Colony was the labor force, which was necessary to harvest such rich and large farms and plantations.During the 17th century this labor force primarily composed of indentured servants and slaves. Many Englishmen came to the new world as indentured servants on seven-year deals where they worked to gain their place and freedom. While under contract they were treated similar to slaves of the time. Like slaves they could be acquired or sold as well as punished corporally. It wasn’t until the latter 17th century when laws were put into place to differentiate between indentured servants and slaves. These distinctions were largely based on race.Though slavery wasn’t nearly as widespread as the next two centuries it still had no bearing on a slave’s life. Slaves of in North America lived with absolutely no freedom whatsoever. Indian and women were two of the other restricted classes within 17th century Indian society. This timeframe was absolutely catastrophic for Indians across the board. The introduction of disease by the European influx of settlers had an apocalyptic effect on the population of the Indians. Many tribes sustained losses as heavy as 90% of their populace.While most Indians have individual freedoms within their specific tribes, as a whole their lands were being stolen and their very survival was at stake. While women in the colony certainly did suffer as badly from disease, that doesn’t mean life was rosy either. Based on the English common law of coverture, women couldn’t even individually own property if married. Essentially anything women owned was actually owned by their husbands by right. Along with not having the right to property they also did not have a right to vote, and were expected to be obedient in a male driven society.On the other end of the freedom spectrum from the aforementioned lie the Puritans and Landowners. While women in puritan society had a similar role as describe above, the men were closer to actual freedom. The men in good standing with their society could do what he practically wanted within the bounds of the puritan norm. However they rather took to persecution within the ranks. The most famous example being the Salem Witch Trials and the circumstances that led to one of the earliest women’s religious leaders Anne Hutchinson. Landowners, when it comes to freedom in the 17th century had the direct opposite experience of slaves.They could vote, earn , and own property at will. Many of our nations forefathers are descendants of these early landowners. Contrary to popular belief even the wealthy ones were more likely to be a hard worker with long hours than British gentlemen that most would imagine. The melting pot that is now modern North America had its roots sown in the 17th century. There were a great many classes of people seeking a new beginning either by choice or need. Whether they were indentured servants, slaves, women, Indians, puritans, or landowners each class had different grades of freedom in their life.

Compare an article from both a tabloid newspaper Essay Example

Compare an article from both a tabloid newspaper Essay Example Compare an article from both a tabloid newspaper Paper Compare an article from both a tabloid newspaper Paper As part of my media coursework I am going to compare an article from both a tabloid newspaper and a broadsheet newspaper. In preparation for this piece of coursework I studied an article about a rugby match that occurred Saturday 9th of May 1998, the papers were then written on Sunday the 10th of May, the subject was based in the Sunday Mirror and the report was on page 61, whereas the broadsheet newspaper the Sunday Times sport Supplement the subject was on the front page, the rugby match was the final of the Tetleys bitter cup so this was a very important match for both teams. The layout of the broadsheet is extremely different to that of the tabloid paper, the broadsheet paper has fifty percent of it filled with a picture, there is a small part with the two teams names and the score at full time, it also shows which individuals scored the points, there is a huge bold print which runs along the page, the rest is a complete match report. I think that all this is important to the reader because the reader will obviously be a fan of rugby and they will want to know what has happened in the match, there is a huge match report which tells us what happened from start to finish, it is very informative. One part of the layout which I find to be very important is the huge bold print, I think that this bold print is included so that it catches any passing eyes; I think that that is also why the picture is there, the picture is so big that you can hardly miss it. The type of person that buys this paper will be very interested in rugby and would enjoy reading the full match report. The layout of the tabloid is very different because it is very small; it just simply has the score in bold print and a few paragraphs and explains what happened in the match very brief, it also has a title but it is also very small. The tabloid paper is not showing this match to be as important as the broadsheet; it doesnt explain the match as graphically as the broadsheet this may be because this paper may not concentrate on rugby as much as the other paper. The people who buy this paper may not be as interested in rugby as the people that buy the broadsheet paper. The photograph used in the broadsheet newspaper is very important as it catches the readers eye and it will make the paper look more interesting to the reader would want to refer back to the picture, the photograph used is a large one it shows seven or eight fighting towards glory they are all on the floor trying to get the ball, their facial expressions are shown as if they are concentrating on winning the match, one looks angry, others look confused as if they cant see where the ball is. We can also tell what the weather was like at the time because we can see shadows on the grass; this means that it was a pleasant, sunny day. We can also see the misery in one of the players faces because the opposing team has scored a point. Having no photograph in the tabloid paper will mean the no-one will really want to pick it up to read because there is absolutely nothing to attract any rugby fans, the extract looks plain and boring to any fans as they would expect to see a nice long report with a nice picture the tabloid has none of these. Although the tabloid paper has no photo it may be better for some people, the type of person that doesnt want to read a huge long report, they might just want the key points. The main headline in the broadsheet paper reads FINAL FLING this is obviously talking about the final move of the match; it basically describes what we can see in the picture. It is printed in large white bold letters which stands out from the dark background; this is so that it catches peoples eyes and makes the article look more interesting. When a potential reader sees this paper they will want to pick it up because of the eye catching headline in the bold print. The main headline in the tabloid newspaper reads Lynagh cruises to glory this headline is talking about a specific player, this player must have been the man who won the game for his team, or he may be the captain, anyways he must of played the lead role in the game or else his name would not be printed as the headline. The headline is in rather small black writing and is very small compared to the broadsheet paper. This type of headline wouldnt have much of an effect as it is quite small and I dont think that it would stand out from other papers if you were walking past it. When we read the broadsheet newspaper, not only do we get information about this specific game but we also get some information about previous happenings such as the teams history it says that the Saracens had matched a previous record for a cup final already set by Bath in 1990, it says that the Saracens would win the cherished double if they win there next game, there is then three or four columns explaining what happened in the match, it gives detailed description and makes the game sound really exciting, he found is path blocked as he sniped into midfield, swivelled on his heel and delivered a perfect diagonal kick into touch deep in the Wasps 22. I have highlighted the descriptive words of this sentence because I think that they make it sound very realistic and makes it seem as if you are actually watching the match. The paper also shows all the details for both teams, it shows the substitutions, when they went on and off, it shows the scorers in a separate part, it shows the referees name and where hes from and it also shows the attendance for the match. There was also some points about some of the players as individuals, flipped the ball inside to Sella. Sella, with it all to do, went steaming all the way through the remnants of the cover, in this short sentence this players name has been mentioned twice this means that the paper regarded him as a key player in the Saracens win. The overall effect of this is very good to somebody who enjoys rugby and will want to know absolutely everything which happened in the match, and this broadsheet paper provides all this. The tabloid newspaper gives very limited information about the game it sometimes tells us about the players but this is scarce. The paper also gives us the score but that is it, this information just gives the main pints of the game and nothing more. The language used in the broadsheet article is once again completely different compared to the language used in the tabloid article; the broadsheet article uses lots of descriptive words to describe the match and a hot Twickenham afternoon, a devastating performance by the Saracens, I think that this adds a feel to the broadsheet article and it would be very dull to read if there wasnt descriptive words included, all these descriptive words that are in the broadsheet article add an atmosphere and an excitement to reading the broadsheet. Although it doesnt have as many descriptive words as the broadsheet newspaper the tabloid article still includes some descriptive phrases such as; signed off in style to send the sizzling Saracens storming to cup glory. This is a ************** and it makes the sentence sound more dramatic and makes the reader want to read more. I think that the tabloid article uses more dramas tic descriptive words than the broadsheet; once again this makes the article a lot more entertaining to read. There is a lot of speculation in the broadsheet article before the writer starts commentating on the match he says such things as there seemed just a chance before the match that Wasps, the fresher side, would save their season with a mighty one-off the writer includes this to make it sound like the Wasps could of beaten the Saracens but they didnt. The writer of the tabloid article does not speculate things because he is concentrating on what happens in the game and not around it, he only writes about what happened for the eighty minutes, this makes the tabloid article a lot shorter than the broadsheet paper. The broadsheet newspaper is obviously aimed at avid rugby union fans, due to the length of the article, you can also tell that it was written by an expert on rugby union due to the history that was included on both the teams and the players, he commented on retirements, injuries, positions, this proved that Stephen Jones was an expert. The tabloid paper differs a great deal it is aimed at a more open minded person who likes all sport because it is short and snappy, it sticks to the point and it is accurate about the key points, he also tells us about the record which the Saracens had equalled. The article which I would prefer to read would be the tabloid article to a certain extent, I would firstly choose this one because I am not highly interested in rugby but due to the game being the final of the cup then I would definitely read the match report on it, but I would also like to read the broadsheet newspaper because it goes into a lot more detail and explains the match a lot better, it would also give me a chance to learn a few points on rugby. The broadsheet would only be of use to somebody who firstly enjoys rugby and secondly likes to read about it, a person who doesnt like rugby will not want to read about it because they might find it boring. The tabloid article would be enjoyed by people who dont particularly like rugby but dont mind it so they would read this one, but to a keen supporter of rugby the tabloid paper would be of no use as they would find it too short and not explained in enough detail.

Plato on the soul essays

Plato on the soul essays Plato on the Immortality of the Soul Like many people today Plato held the belief that the human being was both dualistic in nature, namely comprising of two separate entities; body and soul, and possessed a soul that would survive its embodied state. Plato saw the soul as immortal through being cyclical in nature and having this cycle comprising of three states; pre natal, embodiment, and post mortem. Plato formulates three arguments to back up his claim that the soul is immortal; the theory of opposites, the theory of recollection and the theory of destruction. Plato touches on the theory of a souls immortality in many texts but the one text that deals principally with this issue is Phaedo. Although Platos arguments are very cohesive and well constructed and in the day they were written must have seemed infallible, when we look back at them today there are a few flaws which leave Platos theories and arguments somewhat unsubstantiated. In order to better understand Platos argument as a whole this essay shall ap proach each theory and its problems separately before concluding them all as a whole. The theory of opposites is the first theory that Plato offers to his compatriots in Phaedo for a proof of immortality. This theory is based on the notion that the souls of the dead must continue in existence; for from what other source could those souls come which animate the living . This statement is backed up by a couple of examples; things become bigger from having been smaller, weaker from stronger, faster from slower, worse from better . Thus if these opposites are so prevalent in life why not life itself, as if from sleep to being awake then Plato supposes the same must apply to life from death. If we come from death to be alive then it must be true that our souls pre existed this life and are thus immortal and cyclical in nature, Failing this cyclic process e ...

5 Types of Hyphenation Errors with Numbers

5 Types of Hyphenation Errors with Numbers 5 Types of Hyphenation Errors with Numbers 5 Types of Hyphenation Errors with Numbers By Mark Nichol Mistaken insertion or omission of hyphens in phrasal adjectives that involve quantities is a common error. The following sentences illustrate several types of incorrect usage to avoid. 1. In his most successful season, he made 13-of-16 field goals. In the context of sports, in a simple reference to a number of attempts achieved, hyphenation is extraneous: â€Å"In his most successful season, he made 13 of 16 field goals.† The exception is when an â€Å"x-for-y† phrase stands on its own (as an adverb) in place of an â€Å"x of y† phrase serving as an adjective for a noun or noun phrase describing the results: â€Å"Smith went 4-for-5 to lead the team to victory.† 2. The team’s efforts to repeat the successes of the previous season were stymied by a 57-day long players’ strike. This sentence describes a long players’ strike consisting of 57 days, but that’s not quite what it is intended to mean. The strike was 57 days long, and that combination of numbers and words, not just the first two elements, constitutes the phrasal adjective describing the players’ strike: â€Å"The team’s efforts to repeat the successes of the previous season were stymied by a 57-day-long players’ strike.† 3. The 6 acre town is situated in a small valley between rolling hills. The number and the unit of measurement together provide information about the town, so the two elements of this phrasal adjective should be hyphenated: â€Å"The 6-acre town is situated in a small valley between rolling hills.† 4. Smith is still expected to rake in enough votes to clear the 15-percent threshold to get a share of the delegates. An expression of a percentage that modifies a noun, unlike a similar-looking reference to a dimension (â€Å"15-foot threshold†) or a dollar amount (â€Å"fifteen-dollar threshold†), is not hyphenated: â€Å"Smith is still expected to rake in enough votes to clear the 15 percent threshold to get a share of the delegates.† 5. A study says that his grammar skills are equivalent to that of 10 and 11 year olds. This type of description, in which only the head (the first element) of a phrasal adjective appears when a parallel and complete phrasal adjective follows (indicating that the two heads share the body that follows the second head), is often styled incorrectly. Because the correct format is â€Å"x-year-olds† (with an implied noun following this phrasal adjective, making the phrase itself a noun), the full phrase should be hyphenated, and a hyphen should follow the first head to indicate that it shares year and olds with the second number: â€Å"A study says that his grammar skills are equivalent to that of 10- and 11-year-olds.† (Note that letter spaces precede and follow and.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund Phrases8 Writing Tips for BeginnersMay Have vs. Might Have

The Extended Synthesis Essay Example | Topics and Well Written Essays - 2500 words

The Extended Synthesis - Essay Example This artificial exercise has proved to be a therapy for complications, like obesity, diabetes among others. Experts and researchers have found out that exercise is essential in maintaining body fitness and is used even on medical grounds as a therapy. Exercise is also essential for enhancing emotional health especially the yoga moves which incorporates meditation. However, seeking exercise from gymnasiums has taken another twist where people are addicted to exercising, and they resort to using drugs such as hormone pills, protein powders and steroid, which are detrimental to their health. There are several other complications associated with extreme exercise especially when one takes a regimen that is not in line with his or her fitness. This paper develops the argument that exercise is an accepted method that is essential in improving and maintaining physical as well as emotional health, regardless of some few misgivings. Although no one can guarantee the length of our lives, everyone wishes to live a long and healthy life. Regardless of this guarantee, there are proved ways of increasing our chances of living longer. There are benefits of being physically, mentally, emotionally and psychologically healthy. If one is in poor health, it will be hard for one to participate in many activities with their friends, children and family. A healthy person tends to live longer, get fewer bugs and experience less aches and pains as they age and they recover faster from illnesses, then unhealthy person. Exercise has been accepted as a method for improving and maintaining emotional and physical health, and growing evidence supports a belief that yoga for instance has a lot of benefits to physical and mental health. Physical exercise has three categories depending on the resultant effects on the human body. The first category is the flexibility exercise, like stretching, which improves the range of muscle and join t motion. The second category is the aerobic exercises

International Business Strategy for Ford Case Study Essay

International Business Strategy for Ford Case Study - Essay Example Ford also started to build electric cars. The political forces facing this industry are getting more and more severe. There are many groups in the society which are demanding stricter environmental norms for the automobile industry (Hoffman, 2012, p. 211). Ford has so far done a good job in maintaining the image as a worker’s truck. Ford has attracted the attention of other social and economic groups which have high-class luxury vehicles. Ford operates in many international countries such as Australia, Japan, UK and America where the business operations are conducive. In 1975, the Corporate Average Fuel Economy took effect, and Ford was able to abide by the regulations. Non-compliance with these laws caused heavy fines, which would prove costly to the company. This made Ford manufacturer one of the most fuel efficient and environmentally friendly cars. The Government also discourages Ford to fully automate its operation which would otherwise result in increase of the unemploym ent rate. Economic forces The leading manufacturers of the vehicles were mainly companies from United States, Western European and Japanese companies. Ford used to produce more vehicles outside their home country than within their own country. The auto industry remained fragmented. In 2010, there were a total of 18 manufacturers with their annual output being more than 1 million vehicles. 3-firm concentration ratio which is measured by the units of production was around 31.5 percent. There were many mergers and acquisitions in the auto industry; still they faced new competition from other countries especially India and China. Figure 1: Mergers & Acquisitions among the major automobile manufacturers. (Source: Ledderhos, 2003, p.68) (Source: Ledderhos, 2003, p.67) Strong competition from the companies forced Ford to go for cost reduction through economies of scope, economies of scale, worldwide outsourcing, off-shoring, just-in-time scheduling and collaboration. In spite of the many c ost reduction techniques, the major automakers were still unable to rival the low cost automakers from India, China and elsewhere. The euro zone crisis further exasperated the problem of Ford (Ireland, Hoskisson and Hitt, 2010, p. 75). Social Factors The social factors which affect Ford are the changes in the social classes in the world market. With increasing globalisation the car market is witnessing increase in spending from the middle and upper middle income families all across the world. The lines between the social strata are diminishing. Hence companies all around the world are now targeting the middle income group to increase their volume sales. This helps the motor company in expanding their market across the world. This results in more manufacturers coming out with products which cater to the middle income people and results in rise in competition (Stead, Stead and Starik, 2004, p. 89). The consumers are now demanding better quality, safer vehicles at lower prices which ha ve forced Ford Company to produce cars at cheaper ways like outsourcing the parts of their production in outside countries. Hence the company needs to adopt new processes and methods of creating attractive, unique automobiles

A strategic review of Hard Rock Caf Essay Example | Topics and Well Written Essays - 2500 words

A strategic review of Hard Rock Caf - Essay Example Strategic group analysis for Hard Rock Cafà © will help in evaluating the firms with similar features, competing on same basis or following similar strategies. Three major direct competitions have been analysed, namely Planet Hollywood International Inc, The Johnny Rockets Group and Landry’s Inc. The value chain analysis of Hard Rock Cafà © has helped in making strategies for better value creation for customers. A SAF analysis was done to identify potential problems, highlight their impact on winning execution and make sure that strategies are properly implemented. VRIN analysis helped in evaluating the core competencies of Hard Rock Cafà ©. The various components of the VRIN were further broken down into smaller components and the competency level of each of these components were further analysed. At last, various suggestions were put forward. The final recommendation chosen after the analysis was to expand in new and emerging markets. Founded in the year 1971, Hard Rock Cafà © (HRD) is one of the finest chains of theme restaurants. It was started by Peter Morton and Issac Tigrett in London as a fast food and coffee joint (Hard Rock, 2014a). Over the years, Hard Rock Cafà © has successfully established itself as a pioneer in theme restaurants. After its successful global expansion into various nations, the retail chain diversified into many new business segments, including hotels, dining restaurants and casinos. In the year 2007, Hard Rock Cafà © was taken over by Seminole Tribe of Florida and the headquarters were shifted to Orland, Florida. As present, there are about 175 Hard Rock Cafà © s located across 53 countries (Hard Rock, 2014b). An analysis of product life cycle of Hard Rock Cafà © will help in understanding the present condition of the retail brand, in terms of its position in theme restaurants industry. Currently,

Concept Of Quality Circles Essay Example | Topics and Well Written Essays - 6000 words

Concept Of Quality Circles - Essay Example Quality Circle concept has three major attributes: a) Change in Attitude: The establishment of quality circles brings an attitude change from "I don't care" to "I do care". Also it brings 'Continuous improvement' in quality of work life through humanization of work. A Quality Circle has an appropriate organizational structure for its effective and efficient performance. It varies from industry to industry, organization to organization. But it is useful to have a basic framework as a model. The structure of a Quality Circle consists of the following elements. i. A steering committee: This is at the top of the structure. It is headed by a senior executive and includes representatives from the top management personnel and human resources development people. It establishes policy, plans and directs the program and meets usually once in a month. v. Circle members: They may be staff workers. Without circle members the porgramme cannot exist. They are the lifeblood of quality circles. They should attend all meetings as far as possible, offer suggestions and ideas, participate actively in group process, take training seriously with a receptive attitude. The roles of Steering Committee, Co-ordinator, Facilitator, Circle leader and Circle members are well defined. PROCESS OF OPERATION The operation of quality circles involves a set of sequential steps as under: 1. Problem identification: Identify a number of problems. 2 Problem selection: Decide the priority and select the problem to be taken up first. 3 Problem Analysis: Problem is clarified and analysed by basic problem solving methods. 4 Generate alternative solutions: Identify and evaluate causes and generate number of possible alternative solutions. 5 Select the most appropriate solution : Discuss and evaluate the alternative solutions by comparison in terms of investment and return from the investment. This enables to select the most appropriate solution. 6 Prepare plan of action : Prepare plan of action for converting the solution into reality which includes

Tesla in Turkey Essay Example | Topics and Well Written Essays - 1750 words

Tesla in Turkey - Essay Example The automotive industry is very important after the construction and tourism sectors (Saee 194). This industry creates the country’s highest multiplier. Furthermore, the industry intertwines with other industries such as marketing, fuel, finance, service and insurance. Any changes in the automotive industry are important to the country’s economy. The best approach for Tesla Motors in this country is to cooperate in the production and marketing fields. This increases the company’s capacity in the country’s automotive industry. The company enjoys more economic competition, innovations and investments for new models. In short, the automotive industry in Turkey is lucrative and with the right market entry strategies, Tesla Motors will enjoy significant profits. From a political and legal perspective, the country has liberalization (Nas & Mehmet 41). Turkey is a key supporter of liberal trade and investment policies that permit trade with countries in the Europ ean Union. The custom union of 1996 allowed Turkish firms to expand and become more successful internationally (Altug & Alpay 25). Turkish exports have continuously increased by 10% on an annual basis showing the trading potential of the country. The country charges sales tax, inclusive of VAT and exclusive consumer tax, on all motor vehicles. These taxes are higher compared to those other developed countries. The sales tax comprise of almost 19.2 percent to 117.1 percent. The country’s legislation on motor vehicle changes rapidly depending on changes in technology.

Concept Of Quality Circles Essay Example | Topics and Well Written Essays - 6000 words

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Protien Essay Example | Topics and Well Written Essays - 1000 words

Protien - Essay Example Due to presence of a high degree of palindromic sequences changes were made in the 3rd codons for R and A, and the 1st codon for L based on the second priority codon preference. The changes reduced the chances of self-annealing and formation of secondary structures. The new gene sequence was thus: The next step was to choose the restriction enzymes for cutting out the complete gene after it has been cloned to the TOPO vector. NdeI, which cleaves the sequence CA/TATG was chosen for the 5’ end while BPu1102 which cuts GC/TGAGC was selected for the 3’ end. Both restriction enzymes do not have restriction sites in the chosen vector (but are present in the expression vector which will be used for protein expression later). GCGC nucleotides are added before and after the NdeI and BPu1102 sites respectively to act as primer initiation sites for PCR of the final gene sequence which is the following: 2. The PCR-based methods for gene synthesis normally require a DNA template, which is not available for designed peptides, for error-free amplification. To reduce error, nucleotide stretches of the optimized gene sequences are synthesized and ligated to complementary sequences followed by PCR amplification (Tsuchiya, Morioka, Shirai, Yoshida, & Inumaru, 2006) (Young & Dong, 2004). These procedures result in different gene fragments that have errors in the sequences. Further cloning, purification and sequencing for the desired gene sequence is expensive and time-consuming. In this study, the gene will be synthesized using circular assembly amplification, a new technique in gene synthesis that removes error sequences and increases the probability of getting accurate sequences (Bang & Church, 2008). Here, a mixture of short complementary oligonucleotides (~ 50bp), that are designed with overlaps to allow complementary coupling or annealing, generates circular DNA. This is followed by exonuclease treatment to remove

Assessment and Learner Essay Example for Free

Assessment and Learner Essay This discussion paper is part of a series being published and disseminated by the Office of the Queensland School Curriculum Council. The purpose of this series is to encourage discussion on various issues concerning assessment and reporting. Teacher observation is one of several types of assessment techniques recommended by the Council in its Position and Guidelines on Assessment and Reporting for Years 1 to 10 and in its syllabus documents for the key learning areas. Other assessment techniques include consultation, focused analysis, peer assessment and self-assessment. The Position and Guidelines state that: ‘Observation involves teachers in observing students as they participate in planned activities. Teacher observation occurs continually as a natural part of the learning and teaching process and can be used to gather a broad range of information about students’ demonstrations of learning outcomes’ (p. 16). Teacher observation has been valued as an important assessment technique in the lower primary school, but has in the past received less attention in later year levels. Secondary schools especially have favoured formal testing and structured assessment tasks rather than in-situ observation, although there has been some movement towards in-situ observation in some subjects in recent years, even in the senior years. The Council’s Position and Guidelines and syllabus documents elevate teacher observation to a more prominent position in the range of assessment techniques that teachers might use. Other techniques have been identified as consultation and focused analysis as well as peer and self-assessment. Focused analysis includes more formal assessment procedures such as set tests and set tasks. However, these categories of assessment techniques are not necessarily distinct. For example, as this paper explains, observation may be employed in association with focused analysis, especially where what is observed is student performance on a set task. This discussion paper is not an official policy statement of the Council. Rather, it represents the views of the author, Dr Graham Maxwell, of the School of Education, The University of Queensland. As such, it offers a personal perspective on the issues. Dr Maxwell has been involved in research and consultation on assessment for many years in Australia, USA and UK, ranging over all sectors and levels of education. He has taught courses and conducted workshops on assessment for pre-service and in-service teachers for 30 years. He has also been involved in recent Council deliberations on assessment and reporting. The audience for this discussion paper is professional educators, especially schoolteachers and administrators who must deal with assessment and reporting practice in classrooms and schools. Such people already know a great deal about assessment and reporting theories and practices, and this discussion paper builds on that knowledge. The hope is that the discussion paper will serve as a basis for professional debate, development workshops and collaborative planning. iii The Office of the Council would be pleased to have your reactions to and comments on the discussion paper, as well as any examples of ways in which the discussion paper may have helped to clarify or resolve any theoretical or practical problems you are facing in the implementation of Council syllabuses. These reactions, comments and examples would assist the Office of the Council in deciding what further assistance it might be able to provide on these issues. JE Tunstall Director Queensland School Curriculum Council October 2001 iv CONTENTS Preface Introduction Arguments for valuing teacher observation Collection and recording of evidence Planning for teacher observation Factors affecting validity of teacher observations and what to do about them 1. Prejudgments and prejudices 2. Selective perception 3. Providing inadvertent clues 4. Inappropriate inference 5. Inconsistency Conclusion Some useful references on teacher observation iii 1 2 5 7 9 10 11 11 12 12 13 14 v Teacher Observation in Student Assessment INTRODUCTION Teacher observation is one of the assessment techniques recommended in the Position and Guidelines on Assessment and Reporting for Years 1 to 10 of the Queensland School Curriculum Council (the Council). For the implementation of Council syllabuses, assessment is seen as involving a variety of school-based (teacher-enacted) techniques for profiling student demonstrations of learning outcomes. Teacher observation, that is, observation of a student by a teacher, is one of those techniques. It can be used in conjunction with other techniques. 1 Teacher observation has been accepted readily in the past as a legitimate source of information for recording and reporting student demonstrations of learning outcomes in early childhood education. As the student progresses to later years of schooling, less and less attention typically is given to teacher observation and more and more attention typically is given to formal assessment procedures involving required tests and tasks taken under explicit constraints of context and time. However, teacher observation is capable of providing substantial information on student demonstration of learning outcomes at all levels of education. For teacher observation to contribute to valid judgments concerning student learning outcomes, evidence needs to be gathered and recorded systematically. Systematic gathering and recording of evidence requires preparation and foresight. This does not necessarily mean that all aspects of the process of observation need to be anticipated but that the approach taken is deliberate rather than happenstance. It is necessary, at least, to know in advance both what kinds of learning outcomes are anticipated and how evidence will be recorded. Adequate records are essential for good assessment. Teacher observation can be characterised as two types: incidental and planned. †¢ Incidental observation occurs during the ongoing (deliberate) activities of teaching and learning and the interactions between teacher and students. In other words, an unplanned opportunity emerges, in the context of classroom activities, where the teacher observes some aspect of individual student learning. Whether incidental observation can be used as a basis for formal assessment and reporting may depend on the records that are kept. Planned observation involves deliberate planning of an opportunity for the teacher to observe specific learning outcomes. This planned opportunity may occur in the context of regular classroom activities or may occur through the setting of an assessment task (such as a practical or performance activity). 2 †¢ 1 2 Other possibilities for collecting evidence by observation exist, including observations by another teacher, observations by other students, and student self-observation. This paper concentrates on teacher observation and does not consider these additional forms of observation. Ultimately, the teacher must judge the validity and relevance of all forms of evidence, so these alternative forms of evidence involve similar principles of assessment to those applicable to other forms of evidence, including teacher observation. ‘Classroom’ should be interpreted liberally. It may include settings outside the school, such as field excursions, public presentations and work experience. What matters is the presence of an assessor, typically the teacher, to observe and record the event. 1 Discussion Paper on Assessment and Reporting ARGUMENTS FOR VALUING TEACHER OBSERVATION Teacher observation is an important but underutilised assessment technique. It is sometimes argued that teachers are unable to make appropriate and dependable assessment judgments from observations of students in natural settings. The table (below) details some of the claims of this viewpoint, together with some relevant rebuttals. Handled carefully, teacher observations can provide important evidence for assessment judgments. In some cases, they provide the only way of obtaining evidence about particular learning outcomes, especially those involving practical techniques, performance activities, ‘real life’ projects and group work. Table 1: Arguments against teacher observations and rebuttals of those arguments Arguments against teacher observations Lack of representativeness Students may not demonstrate all relevant learning outcomes in natural settings. They may know or know how but the context may not prompt them to demonstrate this. Lack of observation Teachers may not observe the demonstration of a learning outcome when it occurs, either because their attention is els ewhere or because they fail to recognise it. Lack of control of influences The student can derive unintended cues and prompts from the setting, even from the teacher, and these can be unnoticed by the teacher. Student performance may then be misinterpreted. Lack of standardisation All students do not undertake the same tasks under the same conditions. Teacher judgments of student demonstrations of learning outcomes are therefore undependable. Lack of objectivity Teacher judgments are subjective and prone to inconsistencies. Too much is left to the discretion of the teacher. Possibility of stereotyping Subjective judgments allow the possibility of stereotyping of students in terms of other performances or characteristics. Possibility of bias Subjective judgments allow the possibility of conscious or unconscious bias for or against particular individuals or groups. Rebuttal of those arguments Learning outcomes that have not been demonstrated can be deliberately prompted. Assessment should be planned as well as incidental. Teachers can ensure that assessment is comprehensive. Over time, teachers have many opportunities for observation. It is not critical if particular opportunities for observation are missed. Some observation is deliberate and focused. No single occasion is sufficient for judging a student’s demonstration of learning outcomes. Multiple opportunities and a variety of contexts allow cross-checking the robustness of the student’s performance. Quality requirements for teacher judgments are ‘evidence-based’ and ‘defensible’. Tailoring and adaptation allow optimum student performance and holistic interpretation of the evidence (taking contextual factors into consideration). All assessment involves sequences of subjective decisions; mechanistic marking schemes reflect earlier design decisions. Procedures to strengthen and verify teacher judgments can be introduced. Stereotyping is not inevitable. Each assessment occasion can be approached as a fresh opportunity to test hypotheses derived from prior impressions. Conscious bias is unethical. Unconscious bias requires constant vigilance. It is difficult for bias to survive evidence-based justification to students and their parents (a form of accountability). 2 Teacher Observation in Student Assessment An important argument in support of teacher observation is that teachers have access to a rich and diverse range of evidence on student learning outcomes from observations of their students; and that the capability of teachers to collect and interpret this range of evidence should be respected. Otherwise, a rich source of evidence on student learning outcomes is being ignored. In any case, the issue is not whether teacher observations should be used — since they are necessarily used informally during teaching — but how teacher judgments can be strengthened and improved so that they can be used for formal purposes, especially for reporting and certification. A strong justification for using teacher observation in assessment is its capacity to enhance assessment validity. By extending the range of possible assessments, teacher observation allows assessment to be more: †¢ †¢ †¢ †¢ †¢ comprehensive — ensuring recognition of all desired learning outcomes, especially those not otherwise assessable than in classroom contexts; connected — situated within familiar learning contexts and closely related to curriculum frameworks, learning experiences and pedagogical planning; contextualised — sensitive to the effects of context on performance and deriving assessment evidence from a variety of situations and occasions; authentic — interesting, challenging, worthwhile and meaningful to students; holistic — emphasising relatedness and connections in learning and involving performance on complex wholes rather than separate components. All of these characteristics can be supported as important for high quality learning and assessment. Assessments with these characteristics have better representation of, clearer relevance to, and stronger consequences for desirable learning outcomes. Appropriate representation, relevance and consequences are often now recognised as the requirements of valid assessments. Past practice in assessment, particularly in secondary schools, has not accorded much recognition to teacher observation for formal purposes. Some people have argued that while teacher observation is necessarily a component of classroom teaching, a clear distinction should be made between informal and formal assessment. For example, some educators argue that assessment situations should not be confused with learning activities. 3 This draws too firm a distinction. Certainly, there should not be strong accountability for first attempts. Also, reports need to indicate the progress made by students at the time of reporting. However, a firm  distinction between assessment situations and learning activities stems from over3 This is argued by Caroline Gipps in her book, Beyond Testing: Towards a Theory of Educational Assessment, The Falmer Press, London, 1994. 3 Discussion Paper on Assessment and Reporting concern for comparison and ranking. Where the aim is to map the student’s profile of demonstrated learning outcomes, standardised comparison is not the issue. The question is simply what justifiable evidence is there for concluding that the student has demonstrated a particular learning outcome. This does not require students to be ‘tested’ under controlled — and artificial — conditions. An alternative vision is one where assessment becomes incidental to and indistinguishable from learning activities. This allows for the strongest connection between pedagogy and assessment and, as already argued, a strengthening of the quality of the learning and the validity of the assessment. It can be argued that unless there is a strong connection between pedagogy and assessment, the assessment will be disembodied and discriminatory, that is, unconnected to any means for improving student learning and privileging students with existing cultural capital. Such an approach focuses on the student’s best performance over time and values the progress they are making (similar to ‘personal best’ in athletics). Howard Gardner puts it this way: ‘Rather than being imposed â€Å"externally† at odd times during the year, assessment ought to become part of the natural learning environment. As much as possible it should occur â€Å"on the fly†, as part of an individual’s natural engagement in a learning situation. Initially, the assessment would have to be introduced explicitly; but after a while, much assessment would occur naturally on the part of student and teacher, with little need for explicit recognition or labelling on anyone’s part. †¦ As assessment gradually becomes part of the landscape, it no longer needs to be set off from the rest of classroom activity. As in a good apprenticeship, the teachers and the students are always assessing. There is also no need to â€Å"teach for the assessment† because the assessment is ubiquitous; indeed, the need for formal tests might atrophy altogether. ’ 4 4 ‘Assessment in context: The alternative to standardized testing’, in B. R. Gifford M. C. O’Connor (Eds), Changing assessments: Alternative views of aptitude, achievement and instruction (pp. 78119), London, Kluwer, 1992. 4 Teacher Observation in Student Assessment COLLECTION AND RECORDING OF EVIDENCE All assessment requires the collection and recording of evidence of student learning. For the implementation of Council syllabuses, it has been recommended that the evidence focus on the demonstration of learning outcomes. Evidence is documentation that records, illustrates or confirms student demonstrations of learning outcomes. Collection and recording of evidence is necessary for two reasons: accountability — justification of the assessment judgments; and verification — confirmation of the assessment judgments. Accountability and verification are key factors in assuring the quality of assessments. †¢ †¢ Accountability (justification) means being able to explain and defend assessment judgments to students, their parent(s) and other teachers. Verification (confirmation) means being able to revisit the foundations for assessment judgments — being able to check their completeness, relevance and veracity. Teacher observations are primarily directed at the observation of events, performances and activities. In some cases, an artefact may be produced as a consequence of the event, performance or activity. In other cases, no artefact is produced and the event, performance or process iself is the sole focus of attention. An artefact is something constructed by the t student, for example, a worksheet, a piece of writing, a design, a painting, a composition, a webpage — in other words, a product of some kind. Teacher observation is not primarily concerned with the artefact itself but with the way in which the artefact was produced, that is, with the process. 5 Evidence of process, whether or not there is a resultant artefact, may involve either direct record or written record. These two types of record have different characteristics. A direct record keeps a ‘trace’ of the event through an audio-recording, a video-recording or a sequence of photographs. The activity or event might be, for example, a speech, a dramatic presentation, a group activity or a practical task. The term ‘trace’ emphasises that the record is not the same as the event itself. At best, it allows some features of the event to be represented and recalled. Some features of the event may be lost, such as the ‘feel’ of the occasion or the ‘spark’ between presenter and audience. Some features of the event may be filtered or distorted by the medium of recording, for example, through positioning and handling of the 5 In some cases, a sequence of artefacts may be produced and these may provide a progressive record of stages of production. These could involve, for example, a sequence of written drafts, initial designs, trial compositions, or tentative frameworks. In this case, the artefacts indicate milestones of development towards the final product. It is important to keep the total sequence of artefacts, together with annotations about contextual factors, such as the way in which the student has made use of comments and suggestions, so that a complete interpretation of what the student has done can be made. 5 Discussion Paper on Assessment and Reporting recording device. It is important, therefore, to realise that such a record offers only partial representation of the event. Nevertheless, such ‘traces’ are better than having no record at all. A written record can take the form of an observation sheet or a logbook (diary of events). Observation sheets can be more or less structured: at one extreme they contain checklists of learning outcomes; at the other extreme they contain broad categories for writing on-the-spot comments or annotations; and in between these extremes is a combination of them both. 6 A logbook provides a record of critical incidents or key comments (sometimes referred to as an anecdotal record); for accuracy of recall, entries need to be made as soon after the event as possible. The student’s name and the date also need to be clearly recorded. A sequential collection of such records is sometimes called a ‘running record’. When keeping an observation sheet or a logbook, written entries can be (relatively) high inference or (relatively) low inference. ‘High inference’ means that a judgment or interpretation is made, whereas ‘low inference’ means that the specifics of the event are described (without any attempt to interpret what they signify). Thus, using a checklist of core learning outcomes would involve high inference, whereas providing a descriptive account of student performance without direct reference to core learning outcomes could involve low inference. In the latter case, judgments relating to the demonstration of learning outcomes can be delayed until a variety of evidence has been collected. The advantage of low inference observations is that they are more ‘objective’ or ‘transparent’ and can provide a ‘closer-to-the-event’ basis for later verification; the specifics of the event are more easily accessible. The advantage of high inference observations is greater ease and efficiency in record keeping, but the specifics of the event are not then retrievable from the record. It is possible to record both a judgment (high inference) and a description (low inference), thus retaining some of the benefits of each. Descriptive accounts can include written commentary on student performance under specific headings on an observation sheet; critical incidents or significant events recorded in a logbook; and key performance features recorded in a logbook. Critical incidents and significant events are particularly noteworthy instances of the demonstration of particular learning outcomes (or the lack of it), especially those observed for the first time or demonstrated in a particularly dramatic or unexpected way. Key performance features are salient features of an observed performance whether or not they are particularly ‘critical’, including evidence that strengthens or confirms early judgments relating to student demonstrations of learning outcomes. When an artefact, direct record or descriptive account is kept and placed in the student’s assessment portfolio, the artefact, direct record or descriptive account can be referred to again at a later time in order to retrieve the specifics of student performance. This allows assessment judgments to be delayed until a convenient time or allows assessment judgments to be 6. Rating scales are not mentioned here since arbitrary distinctions of quality are not part of the assessment position espoused by the Council. However, the sequences of core learning outcomes (arranged in levels along a developmental continuum) provide quasi-rating scales. It is a matter of convenience and style whether a sequence of core learning outcomes is characterised as a quasi-rating scale (showing where the student is positioned along the developmental continuum) or simply an expanded checklist (showing which core learning outcomes the student has demonstrated). 6 Teacher Observation in Student Assessment verified on a subsequent occasion, for example, for purposes of moderation. It is difficult to verify written records of judgments without an accompanying artefact, direct record or descriptive account as a reference point. 7 Table 2: Summary of types of teacher observation evidence Focus on product — keep artefact(s) Focus on activity — record process †¢ Direct record (‘trace’) o Audio-tape o Video-tape o Photographs Written record o Observation sheet  § Checklist (high inference)  § Description (low inference) o Logbook  § Description of critical incidents  § Description of key performance features †¢ PLANNING FOR TEACHER OBSERVATION Teacher observations cannot be useful without planning. Different types of evidence require different types of planning. An essential requirement for  all types of evidence is anticipating the kinds of learning outcomes that may be demonstrated. This is particularly important where observation is incidental and where judgments (rather than descriptions) are recorded. Council syllabuses provide a framework of learning outcomes that serve as the perceptual reference points for recognising the characteristics of student performance. The framework of learning outcomes makes available to the teacher concepts and language for recognising and describing what a student knows and can do. Learning the structure, language and concepts of the framework therefore is a key aspect of planning for teacher observation, as it is too for teaching. Incidental observation necessarily involves little additional planning, apart from the normal planning of classroom learning activities for students. Incidental observation is opportunistic, 7 Where there is no supporting evidential record for the judgment, verification of the judgment is strictly impossible. The record of judgment needs to be considered in the context of other evidence collected from different times and events. Where it corroborates other evidence, the judgment is strengthened. Where it contradicts other evidence, more evidence may be needed. Ultimately, the weight of evidence is what matters. ‘Other evidence’ could include the judgments of other observers, that is, other records of judgment of the same event. 7 Discussion Paper on Assessment and Reporting  capitalising on revelations of student learning during regular classroom learning activities. In this sense it cannot be planned. It is essentially unanticipated. It can only be recorded through descriptions in a logbook. Although there may sometimes be an artefact to provide corroboration for the teacher’s observation, any process details depend on teacher description. Incidental observation is therefore the weakest form of teacher observation and would preferably be used only as supplementary evidence to support other forms o evidence. f Relying on incidental observation alone would be unsatisfactory (see caveats below). Planned observation can involve planning  for ‘in situ’ observation (in learning situations) or planning for set assessment tasks. There is little to distinguish these two situations in practical terms. However, as assessment becomes more important, particularly in Years 8 to 10, students may need to know when they are being assessed, since they may otherwise choose not to show their actual capabilities. Absence of demonstration of learning outcomes might not indicate incapability of demonstrating those learning outcomes but lack of appropriate challenge or opportunity. Formal assessment occasions would appear to become more important in the secondary school than in the primary school, at least for the present. 8 For all planned observations, whether ‘in situ’ or set tasks, thought needs to be given to how the event and/or the observations will be recorded. Consideration needs to be given to whether a direct record will be kept and what form of observation record will be made. The validity of teacher observations is strengthened by preparing an observation sheet that allows systematic recording of observations and judgments. An observation sheet may include checklists of learning outcomes and/or categories for describing student activities and performances. Learning outcomes might be made more explicit by listing their elaborations, components or criteria, that is, by providing more detail on the characteristics of the desired learning outcome. The advantages of prepared observation sheets include: †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ opportunity to share learning expectations with students in advance encouragement of student self-monitoring and self-assessment clarification of the desired learning outcomes to guide learning focus on the desired learning outcomes to guide teaching cuing of attention to the full range of relevant learning outcomes having available an explicit and standard recording format ease of recording of student performance characteristics structured means of providing feedback to students. 8 In the long term, taking up Howard Gardner’s vision (see footnote 4), a more natural approach to assessment would require that classrooms become more like normal work environments. This does not necessarily mean that the student (as the worker) is under constant surveillance but that there are  opportunities to demonstrate their capabilities in situations that really matter (but are preferably ‘authentic’ rather than ‘artificial’). The necessary shift in assessment practice to support this is from ‘one-off testing’ to progressive demonstration of ‘best (sustained) performance’. Reformed assessment practice would place more onus on the student to demonstrate the desired learning outcomes (and to indicate when they think they are doing so) together with specific ‘invitations’ to students to demonstrate their level of development in relation to sequences of learning outcomes of increasing complexity. 8 Teacher Observation in Student Assessment  Disadvantages of prepared observation sheets include: †¢ †¢ †¢ †¢ the need to allow for several levels of learning outcomes on a single sheet it can be difficult to anticipate all the learning outcomes that might appear it is possible that other serendipitous learning outcomes will be missed students’ learning may be constrained by listed learning outcomes. The disadvantages are outweighed by the advantages. They can be overcome, in any case, by careful design of the observation sheet, tailoring it to the current stage of student development, and allowing space for additional observations to be recorded. Observation sheets should be used as a tentative organising structure for recording teacher observations rather than a limiting framework for the actual observations. Space also needs to be provided on the observation sheet for including descriptive details of the context. These details need to include any characteristics of the setting or the occasion that could have influenced the student’s performance, either positively or negatively, and that might be relevant in making a judgment about whether the student has demonstrated particular learning outcomes. The details can be physical (e. g. , uncomfortable surroundings), psychological (e. g. , personal attributes in stressful situations) or social (e. g. , other events in the life of the school or the student). Through all of this, it must be remembered that any written record  of observations is necessarily selective. Only certain features of student performance are likely to be noticed and can be recorded. Therefore, having a clear understanding and ready access to the framework of expected learning outcomes is essential. One technique for reducing the cognitive demands of open observation is ‘spotlighting’. This means targeting specific learning outcomes (across several levels of a strand) on particular occasions. This has the added advantage of ensuring systematic coverage of all relevant learning outcomes. However, it should not be pursued so religiously that evidence of other learning outcomes outside the spotlighting target is ignored. 9 FACTORS AFFECTING VALIDITY OF TEACHER OBSERVATIONS AND WHAT TO DO ABOUT THEM Teacher observations will be valid to the extent that the evidence is appropriately recorded and interpreted, that is, whether: †¢ †¢ the recorded evidence accurately represents the observed student performance the interpretation (judgment) of this evidence is justifiable. Accurate recording requires transparent and unbiased perception of the student’s performance. Justifiable interpretation requires careful consideration of what the student’s performance signifies, in terms of learning outcomes, taking into consideration any factors 9 Margaret Forster and Geoff Masters discuss ‘spotlighting’ in Performances: Assessment resource kit, Camberwell, Victoria, Australian Council for Educational Research, 1996. 9 Discussion Paper on Assessment and Reporting that may have influenced the performance. The use of the term ‘justifiable’ here emphasises that there may not be a single unequivocal interpretation of the evidence but rather that the interpretation should withstand challenge as being reasonable and defensible. There also may be a requirement that the interpretation be consistent with the interpretations of other teachers. 10 The following discussion covers some factors that can affect the accuracy of the recorded evidence or the justifiability of the interpretation or both.

Design of Interventional Biomedical Devices

Design of Interventional Biomedical Devices 1. Neurovascular Catheters and Engineering Design 1. Case Study 1. The following catheter found in the cathlabdigest written by Gill Laroya discusses the advancement of the design of interventional biomedical devices from an engineering perspective and how engineers enhance the design of catheters to prevent problems such as kink. The article discusses areas such as the history of biomedical devices, the materials involved, design challenges and the interface. It discusses a specific example in terms of catheters and their use. If a catheter must travel a long distance within the neurovascular anatomy, the engineer designing the product might decide to incorporate a shaft support component, such as a stainless steel braid in order to enhance the micro catheters kink resistance. The down side of incorporating the stainless steel braid is its ability to travel within tight sections and irregular shaped bends within the neurovascular system. In order to solve this problem a stainless steel coil support is added to the distal end of the catheter, the ad dition of the coil support enhances lateral flexibility and adding hoop strength to even better the kink resistance of the micro catheter. Also, the engineer can add a lubricous hydrophilic coating to the catheter to improve axial and rotational handling of the device and reduce trauma on the walls of the veins and arteries. The study shows us how we can design micro catheters to prevent problems such as kink occurring. Cathlabdigest.com. (2016). The Design of Interventional Devices: An Engineers Perspective | Cath Lab Digest. 2. Neurovascular Catheter Design The following article was posted in Medical Tubing Types by Shana Leonard on December 12, 2014. Form the article it is predicted that by 2020 the neurovascular market will reach $600 million, according to iData Research. A key factor contributing to the growth of this sector is down to the various advancements of the biomedical device. The design goal for minimally invasive surgical devices is to strive towards engineering the smallest possible outside diameter for a micro catheter device without compromising any of the performance characteristics. Designing neurovascular catheters to meet these constraints must take into account the intricate neurovascular anatomy. Mddionline.com. (2016). Key Considerations for Designing Neurovascular Microcatheters | MDDI Medical Device and Diagnostic Industry News Products and Suppliers. According to Steven W. Berhow, president of Rogers, MN-based Biomerics Advanced Catheter, he believes that upon designing neurovascular catheters they must contain the following traits; Good torque within the shaft from the proximal to distal end. Flexibility in the distal portion of the catheter. Kink Resistance. Visibility under fluoroscopy. Low Stretch. High Pressure. Good guidewire movement. These 7 traits stand as basic constraints when it comes to designing intricate, complicated neurovascular minimally invasive devices. Figure 2. Neurovascular Catheter Design.   Mddionline.com. (2016). Key Considerations for Designing Neurovascular Microcatheters | MDDI Medical Device and Diagnostic Industry News Products and Suppliers. 3. Advanced Catheters The first thing you need to know is what an advanced catheter is. So according to Bill Alexander, Director of Business Development at Biomerics Advanced Catheter, an advanced catheter is a minimally invasive medical device that typically consists of a thin walled, braid reinforced tube or shaft with multiple durometers. An advanced catheter has the ability to navigate through the neurovascular anatomy and deliver implants and devices such as coils, heart stents etc. The difference between advanced catheters and traditional catheters can be mainly seen when it comes to manufacturing the product. A little error in the materials used in an advanced catheter can lead to larger errors as the specific wall thickness requirement of an advance catheter are very strict to ensure optimal performance. Characteristics such as pushability, trackability, torqueability and kink resistance are crucial for the advanced catheter design. Traditional catheters and advanced catheters are not mutually exclusive and can be used to benefit each other and improve patient surgical results. (2016). Advanced catheters What you need to know about this growing medical device market. Figure 3 Advanced Catheters and Traditional Catheters.   (2016). Advanced catheters What you need to know about this growing medical device market. Advanced catheters have the ability to incorporate new technologies and have a more complex design than traditional catheters. 2. Human Neurovascular and Cardiovascular Anatomy 1. Cardiovascular System The cardiovascular system consists of the heart and blood vessels along with blood itself. It transports oxygen, nutrients, hormones and more and is powered by the heart. The heart consists of 2 circulatory loops, the pulmonary circulation loop and the systematic circulation loop. The pulmonary circulation transports deoxygenated blood from the right atrium and ventricle to the lungs. The systematic circulation carries oxygenated blood from the left atrium and left ventricle to all around the body. The cardiovascular system consists of blood vessels, coronary circulation (hearts own set of blood vessels), hepatic portal circulation (veins of stomach and intestines) and the blood itself (red blood cells, white blood cells, platelets and plasma). An understanding of the complex network and its physical structures are important when designing non-invasive medical devices. System, C. (2016). Cardiovascular System. InnerBody.   Figure 4 Cardiovascular System. Slideshare.net. (2016). Circulatory system PowerPoint Blood vessels are the road network by which blood transports around the body and returns back to the heart again. This intricate tiny transportation system of blood vessels has a major part to play when engineering advanced catheters and ensuring problems such as kinking dont occur. 2. Structure and Functions of Blood Vessels Blood vessels consist of arteries and veins. Arteries bring blood away from the heart. As the arteries are brought away from the heart they eventually become smaller and are broken down to the smallest arteries called arterioles which further branch into capillaries where gases and nutrients are excreted or exchanged. Veins have a larger structure and bring blood back to the heart again. As can be seen below in figure 4, the cardiovascular circuit can be seen where two main circulatory systems occur. The pulmonary circulatory system and systematic circulatory system. Each providing their own different structural differences that engineers must take into account when designing minimally invasive medical devices. Philschatz.com. (2016). Structure and Function of Blood Vessels  · Anatomy and Physiology. Figure 5 Structure of Blood Vessels. ] Philschatz.com. (2016). The structure of blood vessels can be seen below. The artery and the veins vary in thickness as can be seen from the micrograph in figure 6. From figure 5, it can be seen that Arteries have a thicker Tunica media than Veins but veins have a larger tunica externa than arteries. Figure 6 Arteries vs Veins Structural differences. Philschatz.com. (2016).  Ã‚   Figure 7 Micrograph showing the relevant difference in thickness. Philschatz.com. (2016). As can be seen in figure 6 and 5, vein walls are considerably thinner than Artery walls meaning veins withstand a much lower pressure of blood passing through them. Table 1 Appearance of Arteries and Veins. Philschatz.com. (2016). Arteries Veins General Appearance Thick walls, small lumen Rounded appearance Thin walls, large lumen Flattened appearance Conor Patrick Goold, DME4. 7 3. Shapes of Catheters in the Neurovascular Anatomy 1. Guide Catheters and shapes in the Neurovascular system. The following is an example of a Stryker neurovascular catheter called the DAC catheter. From figure 8, it can be seen that the DAC catheter accesses the distal neurovasculature. It achieves this by providing enhanced stability through a braided shaft and this in turn also provides resistance to ovulation. Preventing shapes such as snaking and reducing friction against the blood vessel walls. Stryker.com. (2016). Neurovascular Intervention DACâ„ ¢ Catheter: Stryker. Figure 8 Catheters, Shapes and Uses. Stryker.com. (2016). Neurovascular Intervention DACâ„ ¢ Catheter: Stryker. 2. Neurovascular Catheters in the Brain. The following images are obtained through a technique that requires the use of a minimally invasive advanced neurovascular catheter. What these images do is they give a visual understanding of the intricate nature in which the catheters must travel within the cardio vascular system. To do this the catheter is guided under x-ray guidance through neurovascular and cardiovascular system. The catheter for this procedure is usually brought to a blood vessel located in the neck and a non-ionic x-ray contrast agent is injected into the blood vessels which then in turn travels through to the brain. Prior to this procedure the catheter is then removed through the groin and the bleeding is stopped through direct manual compression or by using a vascular closure device. Neuroangio.org. (2016). Introductory Brain Angiography | neuroangio.org. Figure 9 ICA Internal Carotid Artery. Neuroangio.org. (2016). Introductory Brain Angiography | neuroangio.org. In order to reach such distances in the neurovascular system, many advanced catheters are used to travel so far. The deployment of a large support catheter through the groin goes first and then a variation of other smaller catheters are deployed through the larger catheter in order to reach the required location and deploy medical devices such as coils and stents. Figure 10. CT scan of Brain. Neuroangio.org. (2016). Introductory Brain Angiography | neuroangio.org. 3. Neurovascular Catheters in the heart. Figure 11 shows the placement of a pacemaker into the heart by the deployment from a minimally invasive advanced catheter. The catheter enters the body through the collar bone on the left hand side of the heart and enters through the veins to place an electronic or mechanical pacemaker into the heart to overcome heart problems such as tachyarrhythmias, which occurs when your heart beats too fast or bradyarrhythmias, which occurs when your heart beats too slow. System, C. (2016). Cardiovascular System. Figure 11 Advanced Catheters in the Heart. System, C. (2016). Cardiovascular System. From figure 11, the C shaped position of the catheter can be seen. A number of issues can occur from an engineering perspective when a catheter must bend into the shape of a C. Kinking can occur at the maximum area of stress and strain. Engineers must design their advanced catheters in order to prevent kink from occurring and so a reinforcement braid is usually added to increase the hoop stresses of the catheter and the addition of this braid also provides better torqueability and pushability of the medical delivery device to allow it to bend to the required positions to deploy a pacemaker in the heart. 4. Research into Existing Test Methods 1. Simple existing Test methods The following is the most basic of test methods implemented by physicians when no Standard test method is available and time is of the essence. This method was applied when surgeons were experiences kinking in catheters when deployed into patients. In order to predetermine kink from happening the physicians used a simple bending technique to test for the kinking limit of catheters. If the catheter kinked, the unit was rendered useless, if not it was determined safe to use. This method is clearly not an optimal solution so further investigation into the kinking limit of catheters had to be researched and developed. Beamer, J. and French, G. (2016). A simple method for testing for the kinking epidural catheter. Figure 12 Simple Test Method No kink LHS and Kinked RHS. Beamer, J. and French, G. (2016). A simple method for testing for the kinking epidural catheter. 1.1 Simple existing test methods The catheter bends around the pin, having a predetermined diameter, D. The diameter can range from a number of different values, 5mm 50mm. The catheter is bent around the template and contacts the template at 2 tangential locations, to generate a curve and predetermine L = D. Figure 13 Kink resistance Test Method. Anon, (2016). 2. Guidance for Industry and FDA Staff Non-Clinical Engineering Tests and Recommended Labelling for Intravascular Stents and Associated Delivery Systems The following FDA guidelines outline the standards to abide by when dealing with stents and associated delivery systems. It details how the content and format of test data should be summarised in a report as well as detailing the test reports and test protocol procedures to carry out. For this test method, a review of the non-clinical engineering section was undertaken focusing on the section B (Stent Dimensions and Functional attributes) of the non-clinical engineering test, part 16. Part 16 gave FDA guidelines in kink resistance. The significance of outlining FDA guidelines for stents which are delivered by advanced catheters, it to prevent kink occurring when the normal body is in motion such as an elbow joint flexing and to ensure that no deformation to the stent occurs. This also applied to the stent delivery system when the physician deploying the stent into the human anatomy as the advanced catheter must be engineered to prevent kink from occurring upon deployment. The recommended outcome to prevent kink from happening, according to the FDA guidance document, is to determine the smallest radius of curvature that the stent can withstand and recover to its original shape and size. The test carried out to determine the smallest radius of curvature must replicate the area to which the stent will be deployed i.e. the femoral arteries. This recommended advice for implementing stents to the human body can be tailored towards the stent delivery systems also i.e. the advanced catheters. Therefore these guidelines will be taken into account when developing a test method to determine the kinking limit of catheters. See appendices for further detail regarding the FDA guidance documents discussed. Fda.gov. (2016). Guidance for Industry and FDA Staff Non-Clinical Engineering Tests and Recommended Labeling for Intravascular Stents and Associated Delivery Systems. 3. Standards and guidelines ProtomedLabs provide a list of standards and regulations that relate to flexibility and kink resistance test methods. Information on the state of the art available testing equipment is provided such as the interventional device testing equipment (IDTE) from MSI which will be discussed further in part 4 of this section (MSI Catheter testing equipment). The ProtomedLabs provide information on flexibility kink resistance regarding applicable standards, related tests and test method descriptions. Applicable standards such as the FDA guidelines discussed in heading 2 above as well as ASTM standard guide for three point bending of balloon expandable vascular stents and stent systems which will be further discussed in section 5 of the literature review. Protomedlabs.com. (2016). Flexibility Kink Resistance Protomed Labs. 4. MSI Catheter testing equipment State of the art interventional device testing equipment (IDTE), compares tests and analyses performance catheters, quantifying the data of each catheter being tested. The PC allows for simple and repeatable tests with instantaneous feedback on design changes of the catheter. The IDTE was designed taking into account several different standards and test regulations such as ISO standard 25539-1 which covers cardiovascular implants endovascular devices and ISO 15539 Cardiovascular implants Endovascular Prostheses. The product is the most state of the art catheter testing equipment available right now and differentiates itself from the rest of the market by having the ability to test catheters in extremely realistic and challenging conditions. MSI. (2016). Catheter Testing MSI. Figure 14. IDTE Test Equipment. MSI. (2016). Catheter Testing MSI. The IDTE has a high temperature range with ambient temperatures of 50oC, a water bath with a temperature accuracy of +/- 2oC. It has auxiliary load cells of 100g and distal load cells of 1kg. It has the ability to test track force which is the force needed to advance a catheter, push efficiency which measures the amount of force being measured from the proximal end to the distal end, flexibility, torqueability a measure of the rotational response, retractability a measure of the amount of force required to withdraw a catheter and the crossability which measures the ability of a catheter to cross the abnormal narrowing of a passage in the body. The machine itself weighs 250kg with a height of 1372mm, width of 1194mm and a depth of 940mm. the output data of each tested is outputted onto a computer where numerical or graphical results can be formulated. MSI. (2016). Catheter Testing MSI. 5. Current Test Methods available to determine Kinking Point 1. ASTM F2606 Standard guide for three-point bending of balloon expandable vascular stents and stent systems The three point bending of stent system guidelines provide a test method that can be used to compare the flexibility of different advanced catheters by comparing load deflection curves and by comparison of calculated slopes of the curves. The test method uses a simple 3 point bending test. The upper single load applier and the two static load supporters as seen below in figure 14 must have a radius of 6.35mm. Another requirement of this test is that both the upper load applier and the two bottom static load supporters must be made of a material with a low friction coefficient so that they do contribute to the results outputted from carrying out this experiment. This test method can also be carried out in a bath of 37oC, which replicates the ambient body temperature and realistic conditions, if this application is necessary, the fixtures can be made from stainless steel or other materials that will not rust. Figure 15 Example of a three point bending test. YouTube. (2017). Catheter Bend Test at Anecto. This test has many benefits as it can many advanced catheters can be used with this method and it is applicable to many different products. It does not cause damage to the product prior to testing and can test the kinking limit along different material junctions. The test method ASTM F2606 uses a tensile tester to output its results to a computer in numerical or graphical form. Instron.us. (2017). ASTM F2606 Three-Point Bending Balloon Expandable Vascular Stents and Stent Systems Instron. 3. BS EN 13868 Catheters test methods for kinking of single lumen catheters and medical tubing This standard test method looks at the kinking of catheters being used for short term or long term uses. The short term use determines the kinking limit of a catheter being used less in than an hour and the long term is above an hour. The tube is defined as being kinked when the flow meter (Labelled 4 in figure 15 below) is outputting a reading 50% lower than the original reading. The original reading is read when the kink tools (Labelled 7) are either 50mm, 100mm or 200mm apart, depending on the users required starting distance. When the kinking tools are being compressed by the tensile tester (Labelled 7) the mass flow rate of the water flowing from the beakers (Labelled 2) will begin to reduce. Once the mass flow rate reduces to 50% of its original the catheter is said to be kinked and the test is complete. The results are outputted to a computer which gives numerical and graphical results. This test method is very beneficial as it is convenient, safe and fit for purpose. Difficulties may arise when using this test method when it comes to the fittings of the flow meter with the different sized catheters. As all catheters vary in sizes, the universal fitting of the flow meter may be difficult to mate with the distal/proximal ends of the various advanced catheters. See Appendices for more detail regarding BS EN 13868 kinking of single lumen catheters. European Standard, (2002). Catheters Test methods for kinking of single lumen catheters and medical tubing. BS EN 13868:2002. Figure 16 Short Term (LHS) and Long Term (RHS) Test methods for kinking single lumen catheters and medical tubings European Standard, (2002). Catheters Test methods for kinking of single lumen catheters and medical tubing. BS EN 13868:2002. 6. Proposed Mathematical Methods for Determining Optimal Test Method significant factors. 1. Analysis of Variance (ANOVA) Testing. The analysis of variance method determines if groups (related or unrelated) are statistically significant to each other. In order to carry out an ANOVA test, a hypothesis must first be determined. A hypothesis is a standard procedure about testing a claim about a property of a population. First a null hypothesis is formed. The Null hypothesis will test the significance of the hypothesis by either rejecting or failing to reject the claim of the null hypothesis. The Null hypothesis will claim that no difference exist between the population and the alternative hypothesis will claim that a difference exists between the populations. The alternative hypothesis will state that one or more of the parameters involved in a population will differ from the null hypothesis. The next step in an ANOVA test is to determine if the null hypothesis should be rejected or is it better to fail to reject the null hypothesis. In order to do so, an understanding of a type 1 and type 2 error is needed. A type 1 error is when the null hypothesis is rejected when in fact it should be accepted. The symbol ÃŽ ± is used to represent a type 1 error. A type 2 error is the mistake of failing to reject the null hypothesis when in fact it is false. The symbol to represent a type 2 error is ÃŽ ². In order to determine when the results are statistically significand and when the null hypothesis should be rejected, then p < ÃŽ ±, therefore the result is statistically significant and the null hypothesis should be rejected. If p > ÃŽ ±, then the null hypothesis should fail to be rejected and the results are statistically insignificant. Lacey, S. (2017). Mathematics for Engineers 402. 2. Analysis of Variance (ANOVA) Examples. To show how the ANOVA method can be applied to the parameters involved in determining the kinking limit of catheters and which factors attribute to the kinking limit the most i.e. which are statistically significant or insignificant, an example where an experiment was undertaken to test the effect of temperature and bar size on the UTS of a weld. The results from the experiment are show below in figure 16 and analysis of variance was carried out in order to determine the level of significance each parameter had on the strength of a weld. Lacey, S. (2017). Mathematics for Engineers 402. Figure 17 Analysis of Variance Example Dr. Sean Lacey, 2016, Mathematics for Engineers 402. Figure 18 Analysis of Variance Example Dr. Sean Lacey, 2016, Mathematics for Engineers 402. Figure 19 Analysis of Variance Example Dr. Sean Lacey, 2016, Mathematics for Engineers 402. Figure 20 Analysis of Variance Example Dr. Sean Lacey, 2016, Mathematics for Engineers 402. 7. Material Properties of Neurovascular Catheters Advanced catheters are engineered to perform an increasing number of minimally invasive surgeries. They must be able to guide their way through the intricate pathways of the neurovascular, cardiovascular and other anatomies. In order to achieve these demands, using ultra small catheters of 0.5 mm, the design must be near perfect and material selection for this design is key. Catheters consists mainly of 3 layers, the liner, the braiding and the outer sheath. They can be made up to lengths ranging from 900mm 1200 mm. the best material for use in catheters are fluoropolymers such as PTFE and FEP due to their biocompatibility and lubricous properties. PTFE is the most lubricous polymer on the market today followed by FEP. The materials can undergo secondary processing steps such as etching and cutting, along with post extrusion expansion such as heat-shrinking. The liner layer mainly is made from PTFE for it lubricity, ability to maintain a thin wall and have a small diameter. The braid reinforcement layer is mainly made from Type 304 or 306 stainless steel. This layer increase is strength and rigidity without kinking the catheter. It increases the rigidity at the proximal end with a smaller pitch between winds and decrease rigidity at the distal end with a larger pitch between winds. This is done to provide greater torque transition from the proximal to distal tip of the catheter. The coil provides a greater kink resistance to the catheter along with reinforcing the catheters liner against ovalization by maximising the hoop stress. The outer sheath is made up of high performance materials such as Pebax, FEP, PTFE, ETFE, polyurethane, polyethylene and nylon. Mddionline.com. (2016). Think Extrusion and Beyond for Optimal Catheter Design | MDDI Medical Device and Diagnostic Industry News Products and Suppliers. Figure 21 Material layers of a Neurovascular Catheter. Mddionline.com. (2016). Think Extrusion and Beyond for Optimal Catheter Design | MDDI Medical Device and Diagnostic Industry News Products and Suppliers.