Assessing the occupational competence in the work enviroment Essay Example for Free

Assessing the occupational competence in the work enviroment Essay C. IN CARRYING OUT ASSESSMENT OF OCCUPATIONAL COMPETENCE, I WOULD ASK MYSELF: †¢How effective was my assessment and feedback? †¢Was there anything I didn’t anticipate? †¢How did I deal with it? †¢What went well? †¢What could I improve? †¢If I had to change anything what would I do DIFFERENTLY? I WOULD ASK THE LEARNER WHAT THEY INTEND TO DO AND HOW THEY ARE GOING TO ACHIEVE IT, GET THEM TO TELL ME WHAT TOOLS THEY ARE GOING TO USE TO GET THE DESIRED LOOK AND WHY THEY WILL BE USING THEM, ALSO WHAT PRODUCTS ARE GOING TO BE USED (IF ANY). ONCE THEY HAVE FINISHED THE ASSESSMENT I WILL ASK THEM. HOW THEY THINK IT WENT AND THEN GIVE THEM MY FEEDBACK. MY FEEDBACK WILL START WITH A POSITIVE E. G. WELL DONE FOR KEEPING WITHIN THE TIME SCALE. AND THEN TELL THEM IF THE ASSESSMENT WAS ACHIEVED OR NOT AND IF NOT HOW THEY COULD WORK TOWARDS ACHIEVING IT. I WILL FINISH WITH ANOTHER POSITIVE AND SETTING A NEW TARGET WITH A NEW DATE. BY KEEPING A REFLECTIVE JOURNAL ON MY EXPERIENCES AND THOUGHTS IT WOULD HELP ME WITH MY FUTURE DEVELOPMENT AND GIVE ME USEFUL PRACTICE IN SELF-EVALUATION. D. TO MAINTAIN THE CURRENCY OF OWN EXPERTISE AND COMPETENCE RELEVANT TO OWN ROLE IN ASSESSING. OCCUPATIONAL COMPETENCE, I WILL NEED TO KEEP MY KNOWLEDGE AND SKILLS UP TO DATE IN ORDER FOR ME TO BE AN EFFECTIVE AND CREDIBLE ASSESSOR. I WILL NEED TO MAINTAIN CONTINUING PROFESSIONAL DEVELOPMENT AND I WILL HAVE TO KEEP UP TO DATE WITH RELEVANT GOVERNMENT LEGISLATIONS, AWARDING ORGANISATION REGULATIONS, POLICIES AND ORGANISATION PROCEDURES RELATED TO ASSESSMENT AND QUALITY ASSURANCE. I WILL ALSO NEED TO KEEP UP TO DATE WITH NEW DEVELOPMENTS IN VOCATIONAL TRAINING AND TEACHING. I WILL ATTEND FURTHER TRAINING COURSES TO KEEP MY CPD UP TO DATE AND KEEP A LOG OF IT. I WILL ATTEND STANDARDISATION. MEETINGS TO SHOW THAT I AM KEEPING MY ASSESSORS QUALIFICATION UP TO STANDARD REQUIRED BY THE GOVERNING BODIES. OUTCOME 4 BE ABLE TO PLAN THE ASSESSMENT OF OCCUPATIONAL COMPETENCE. B. TO PLAN ASSESSMENT OF OCCUPATIONAL COMPETENCE BASED ON THE FOLLOWING METHODS: †¢Observation of performance in the work ENVIRONMENT I WOULD OBSERVE THE LEARNER BY THEIR PERFORMANCE MAKING SURE THE CRITERIA IS COVERED. THIS WOULD BE DONE THROUGH ONE TO ONE WITH THE LEARNER. I WOULD MAKE SURE START AND FINISH TIMES WERE SET AND MAKE SURE THE SERVICE PROVIDED IS GOING TO MEET THE STANDARDS REQUIREMENTS. ANY  DOCUMENTATION WOULD HAVE TO BE FILLED IN, SIGNED AND DATED AND NEW TARGETS WOULD BE SET. †¢Examining products of work – I would check that THE WORK OF THE LEARNER HAS BEEN CARRIED OUT IN THE CORRECT AND PROFESSIONAL WAY AND THE END RESULT HAS THE DESIRED LOOK AND FINISH. †¢Questioning the learner – I would initially ask the LEARNER WHAT THEIR PLAN OF ACTION IS AND HOW THEY ARE GOING TO ACHIEVE IT, IF MORE CRITERIA NEEDED TO BE MET I WOULD ASK MORE QUESTIONS TO GIVE THEM THE OPPORTUNITY TO TRY AND MEET THE LEVEL REQUIRED. †¢Discussing with the learner – I would make sure the DISCUSSIONS WERE RELEVANT TO THE OUTCOMES AND. ASSESSMENT CRITERIA, I WOULD DISCUSS THE UNITS THAT NEED TO BE COVERED AND HOW WE COULD USE ONE VISIT TO COVER MORE THAN ONE UNIT (HOLISTIC APPROACH). I WOULD ALSO DISCUSS THE AMOUNT OF TIME NEEDED FOR THE PROCESS AND DATES AND TIMES OF VISITS. I WOULD MAKE IT CLEAR TO THE LEARNER WHAT I WOULD EXPECT FROM THEM FOR A COMPETENT ASSESSMENT. †¢Use of others (witness testimony) – As an assessor YOU WOULD NEED TO BE A PROFESSIONAL IN HAIRDRESSING WITH X NUMBER OF YEAR’S EXPERIENCE. YOU WOULD NEED TO BE FAMILIAR WITH THE NATIONAL STANDARDS AND CARRYING OUT OBSERVATIONS, YOU WOULD DOCUMENT ALL. THAT HAS BEEN OBSERVED BUT COULD NOT ENTER INTO THE CANDIDATES LOG BOOK. †¢Looking at learner statements – The learner would HAVE DOCUMENTED EXTRA EVIDENCE. THIS WOULD BE A WRITE UP ON UNDERPINNING QUESTIONS WHEN A RANGE HAS NOT QUITE BEEN MET. THIS COULD ALSO BE A WRITE UP ON A HAIR STYLE THAT WAS ACHIEVED, EXPLAINING HOW THEY WENT ABOUT GETTING THE ACHIEVED LOOK. †¢Insufficient evidence – If a learner hands back their ASSIGNMENT BUT HAS NOT MET THE CRITERIA COVERED, THEY WOULD BE TOLD THERE WAS INSUFFICIENT EVIDENCE TO COMPLETE THE ASSIGNMENT. THEY WOULD BE ASKED TO ADD THE REQUIRED EVIDENCE MAKING THE. ASSIGNMENT ACHIEVABLE. †¢Recognising prior learning – This would be when a LEARNER HAS COMPLETED A UNIT IN ANOTHER QUALIFICATION WITHIN THE SET TIME OF THE NATIONAL STANDARDS. I WOULD CHECK THEIR CERTIFICATION FOR PROOF OF THIS AND GET THE LEARNER TO TAKE THE TEST OF UNDER PINNING KNOWLEDGE SO THEY WOULD NOT HAVE TO DO THE SAME UNIT AGAIN. I WOULD BE ABLE TO DOCUMENT THIS IN THE LEARNERS LOG BOOK WITH A RPL FORM, THE FORM WOULD NEED TO BE SIGNED AND DATED FROM THE ACHIEVED DATE ON THE CERTIFICATE. C. TO PLAN THE ASSESSMENT OF OCCUPATIONAL COMPETENCE TO ADDRESS LEARNER NEEDS AND CURRENT ACHIEVEMENTS. IN MY ASSESSMENT PLAN I WOULD IDENTIFY ANY SPECIFIC NEED THAT THE LEARNER MAY HAVE E. G. DYSLEXIA (I WOULD CHECK WITH THE RELEVANT DEPARTMENT WITHIN THE TRAINING ESTABLISHMENT TO SEE WHAT HELP COULD BE OFFERED TO THE LEARNER I. E. EXTRA TIME GIVEN FOR ASSIGNMENTS AND WRITTEN TESTS). I WOULD THEN AGREE THE LEVEL AND EXTENT OF THEIR CURRENT KNOWLEDGE AND SKILLS. D. IN ASSESSMENT PLANNING MEETINGS WHEREVER POSSIBLE I WILL ALWAYS TRY TO TAKE A HOLISTIC APPROACH. IF ONE UNIT IS BEING TAKEN I WOULD IDENTIFY HOW MANY OUTCOMES AND CRITERIA MIGHT BE MET, I WOULD DO THIS BY USING THE ASSESSMENT METHODS OF: OBSERVATION, EXAMINATION OF. PRODUCTS OF WORK AND QUESTIONING. AS AN ASSESSOR, WORK TO HOLISTIC ASSESSMENT PRINCIPLES WILL MAXIMISE OPPORTUNITY AND SAVE TIME AND COST. IF I HAVE ARRANGED TO BE OBSERVED ASSESSING COMPETENCE, EXAMINING PRODUCTS OF WORK AND QUESTIONING, I COULD DISCUSS WITH MY ASSESSOR WHETHER I COULD BE OBSERVED CARRYING OUT AN ASSESSMENT PLANNING MEETING DURING THE SAME VISIT. THIS COULD BE A FOLLOW ON PLANNING MEETING WITH A LEARNER WHO IS READY TO GO ON TO THE NEXT STAGE OF THEIR ASSESSMENT. BILINGUALISM DEALING WITH BILINGUALISM WOULD FIRST HAVE BEEN ESTABLISHED AT THE INITIAL ASSESSMENT; THE LEARNER’S FIRST. LANGUAGE IS NOT ENGLISH SO AS AN ASSESSOR I WOULD HAVE TO FIND THE BEST WAY OF COMMUNICATION. THIS COULD BE IN USING AN TRANSLATOR (ELECTRONICALLY OR A DICTIONARY) THERE WOULD HAVE TO BE A CERTAIN AMOUNT OF ENGLISH VOCABULARY ON THE LEARNER’S BEHALF TO HAVE BEEN ABLE TO PASS THE TESTING THAT IS INITIALLY DONE BEFORE ACCEPTANCE OF THE COURSE. SKILLS TESTING A SKILL TESTING IS A PRACTICAL OBSERVATION OF A SET SKILL TASK THAT HAS BEEN SET BY THE ASSESSOR. THE ASSESSOR WILL TELL THE LEARNER WHAT IS REQUIRED AND GIVE THE LEARNER A SET TIME TO GET THE TASK ACHIEVED. THIS CAN BE USED TO CHECK THE LEARNER’S CAPABILITIES. MAINTAIN LEGAL AND GOOD PRACTICE REQUIREMENTS WHEN ASSESSING VOCATIONAL SKILLS, KNOWLEDGE AND UNDERSTANDING UV30566 TRACEY HEARNE OUTCOME 4 TO EVALUATE MY OWN WORK IN CARRYING OUT ASSESSMENT OF VOCATIONAL SKILLS, KNOWLEDGE AND UNDERSTANDING I WOULD ASK MYSELF: DID THE LEARNER UNDERSTAND WHAT NEEDED TO BE DONE TO MEET THE CRITERIA? WAS THE FEEDBACK CLEAR ENOUGH FOR THE LEARNER TO UNDERSTAND? WERE ASSESSMENTS MARKED AND RETURNED WITHIN THE TIMESCALE? BY ASKING MYSELF THESE QUESTIONS I CAN EVALUATE MY OWN WORK WITH THE EVIDENCE THAT I HAVE RECORDED. D. TAKE PART IN CONTINUING PROFESSIONAL DEVELOPMENT TO  ENSURE CURRENT EXPERTISE AND COMPETENCE IN ASSESSING VOCATIONAL SKILL, KNOWLEDGE AND UNDERSTANDING. IN TAKING PART OF ‘CPD’ THIS IS TO KEEP MY KNOWLEDGE UP TO DATE, AND TO MAINTAIN NEW SKILLS WHILST ASSESSING. I NEED TO BE ABLE TO PROVE HOW I HAVE BEEN DOING THIS. I NEED TO SHOW CERTIFICATES I HAVE GAINED IN COURSES I HAVE ATTENDED. KEEP A RECORD OF HOURS WORKED/SHADOWED. MADE REGULAR VISITS TO RELEVANT WEBSITES. (WWW. HABIA. ORG) READING RELEVANT PUBLICATIONS (HAIRDRESSERS JOURNAL (HJI). KEEPING A LOG OF ALL MY ATTENDANCE AND PARTICIPATION IN EVENTS AND ACTIVITIES WILL BE MY RECORD OF ‘CPD’.

Thomas Hobbes Leviathan and the Fundamental Principle of a Society Ess

At the core of Thomas Hobbes’ Leviathan rests one fundamental value of a society, from which Hobbes derives all other laws: the duty to self-preservation. At the same time, many of Hobbes’ claims rest on his assumption that there is very little difference between men in their physical and mental abilities. By these two ideas, Hobbes asserts that it is to the advantage of every individual’s duty to self- preservation to seek peace with all other men (Hobbes Ch. 13, p. 2). But, in reading this text we must ask ourselves: Does Hobbes consider what would happen if a person were both confident and skilled enough that he or she could subvert the confederate power of all other men? What difficulties might such a person present to the ethical solidarity of the Hobbesian state? To answer these questions, I will first deliver a short story that brings the ethical trustworthiness of the Hobbesian state into question. With this story I will then illuminate the flaws of the Hobbesian state, which can be traced back to its fundamental principle of self-preservation. Finally, I will present a different fundamental principle for the laws of a state, equal and fair love, enumerating its advantages. To begin, imagine the following story. In a time very similar to the current one but not our own, the state exists exactly as Hobbes had presented in The Leviathan. The Sovereign rules absolutely; every citizen holds the right of self-preservation as the fundamental value of their society; and Hobbes is remembered as a national hero. However, the nation currently suffers from a great recession, and many live in terrible poverty. Trusting all their rights to the state, the citizens cling to a hope for a better future. But among these citizens, no one is more passionate or more devout for the state than Aminta1. As a criminal investigator for the state police, Aminta has received plentiful training and experience which distinguishes her as an above-average individual in terms of general intelligence. However, Aminta possesses one great idiosyncrasy that sharply distinguishes her from the rest of her people. She 1 From the Greek word for â€Å"protector† or â€Å"defender† (English-Greek Dictionary) holds no fear or belief in God and believes there is only this life and its punishments. Aminta deems belief in the divine as the folklore... ...obbesian state. For one, there is nothing inherent to the preservation of one’s own freedom that would enable a man to have regard for another man’s well-being. Just like the duty to self-preservation, this principle may permit the American citizen to disregard the needs of his fellow man, so long as his freedoms have not been infringed. Thus, we begin to see the incredible influence Hobbes’ work has had in much of today’s political theory. If a state were to decide to alter its fundamental principle, it appears it would take years of pulling up bricks to lay the groundwork for a new fundamental principle. Equal and fair love may be more advantageous, but it would take incredible amounts of energy to implement in a state today. Works Cited Hobbes, Thomas. The English Works of Thomas Hobbes of Malmesbury; Now First Collected and Edited by Sir William Molesworth, Bart. Vol. 3. London: Bohn, 1839-45. Electronic. Locke, John. The Works of John Locke in Nine Volumes. 12th ed. Vol. 4. London: Rivington, 1824. Electronic. â€Å"Defender,† â€Å"Protect.† English-Greek Dictionary. 2nd ed. London: Routledge & Kegan Paul Ltd., 1959. Print.

Neurophysiological and Evolutionary Theories of Learning Essay

In the study of learning, learning theories are categorized into paradigms or schools of thought based on viewpoints shared by scientists that provide a framework for research. Three of the major paradigms of learning theories include the cognitive paradigm, the neurophysiological paradigm and the evolutionary paradigm. The first paradigm is referred to as cognitive because theorists place their emphasis on the cognitive nature of learning. According to Hergenhahn and Olson (2005), the second paradigm is called neurophysiological because it attempts to isolate the mental and physiological correlates of things such as learning, perception, thinking and intelligence. The third paradigm is termed evolutionary because theorists attempt to explain learning processes based on an organism’s evolutionary history. DiscussionThere are several theorists whose ideas are predominately cognitive. Theses theorists include the Gestalt psychologists Kurt Lewin and Kurt Koffka, as well as Jean Piaget, Edward Chace Tolman, and Albert Bandura. Wertheimer, Kohler and Lewin were founders of the Gestalt movement. According to Hergenhahn and Olson (2005), Gestalt theorists believed that â€Å"we experience the world in meaningful wholes and do not see isolated stimuli but stimuli gathered together into meaningful configurations† (p. 264). Kurt Lewin proposed a field theory of human motivation. He believed that behavior and cognitive processes are determined by various psychological facts that a person is consciously experiencing. The psychological facts are interdependent and any change in one can affect all the others, therefore influencing our behavior. Kurt Koffka, another Gestaltist falling under the cognitive paradigm defined the law of Pragnanz in Gestalt Theory. The law of Pragnanz states that, â€Å"all mental events tend toward completeness, simplicity, and meaningfulness† (Hergenhahn and Olson, 2005, p. 473). Followers of Gestalt theory used this law as a guiding principle when studying learning. Another cognitive theorist was Jean Piaget. Jean Piaget contributed several theories including intelligence, schemata, assimilation and accommodation, and interiorization. According to his theory of intelligence, â€Å"intelligence  is any act that creates optimal conditions for the organism’s survival under the existing circumstances† (Hergenhahn and Olson, 2005 p. 295). Intelligence effects how one adapts to the ever-changing environment. In Piaget’s schemata theory a person’s schema is a cognitive structure that allows a person to act and respond to the environment. A schema can be either overt or covert behavior. The theory of assimilation explains how a person can respond to the environment using existing cognitive structures. The theory of accommodation explains how an organism adapts to the environment by modifying cognitive structures. Piaget’s concept of interiorization is described by Hergenhahn and Olson (2005) as â€Å"the gradual decreased dependence on the physical environment and the increased utilization of cognitive structures† (p. 299). Through this process, organisms can respond to more complex situations by thinking about them. Edward Chace Tolman’s ideas were also predominately cognitive. He believed that organisms develop a mental picture of the environment which he referred to as a cognitive map. The cognitive map develops when mental expectations are confirmed by experience. When an organism is faced with a problem, it utilizes the cognitive map and chooses the best solution requiring the least amount of work according to Tolman’s principle of least effort that will result in satisfaction. Albert Bandura, another cognitive theorist suggested that behavior is learned through observation. He theorized that learning is influenced by four processes. The first process, the attentional process, involves the observer attending to the model. The second process is called the retentional process. This process involves the observer retaining the information gained from the observation by storing it cognitively. The third process is the behavioral production process which requires the learner to have the physical capabilities or behavioral abilities to perform what is learned. The final process, the motivational process provides incentives that motivate the learner to actually perform what has been learned. Bandura also theorized that people’s behavior is also determined by reciprocal determinism. Hergenhahn and Olson (2005) summarize Bandura’s concept of reciprocal determinism by stating that, â€Å"behavior, the environment, and  people (and their beliefs) all interact† (p. 349). Falling under the neurophysiological paradigm is the theorist Donald Olding Hebb. Some of his theories included that of restricted environments, enriched environments, cell assemblies, phase sequences, and sensory deprivation. In Hebb’s theory of restricted environments, Hergenhahn and Olson (2005), explain that if an environment lacks stimulation or experience, it can have a negative impact on the growth and development of nervous system. A restrictive environment can disrupt normal intellectual and perceptual development. In contrast, an enriched environment full of stimulation and experience can enhance development. Hebb also believed that â€Å"each environmental object we experience stimulates a complex pattern of neurons called cell assemblies† (Hergenhahn and Olson, 2005, p. 379). The cell assemblies provide the basis of a thought. When cell assemblies become interconnected they form phase sequences. Phase sequences allow us to have streams of thoughts. According to Hergenhahn and Olson (2005), â€Å"Hebb concluded in his theories that â€Å"not only is sensory information necessary for proper neurophysiological development, but it is also necessary for the maintenance of normal functioning† (p. 384). When an organisms experience sensory deprivation, severe cognitive disorientation, stress and fear can occur. Hebb believed that the environment had a direct effect on mental and physiological processes which influenced behavior and learning. The final paradigm is the evolutionary paradigm. Attempting to explain the learning process using evolutionary principles was the theorist Robert C. Bolles. Hergenhahn and Olson (2005) state that Bolles believed that â€Å"learning involved the development of expectancies† (p. 425). Expectancies are when an organism learns that one event leads to another. Bolles believed that organisms had innate predispositions for behavior and that motivation restricts response flexibility. Hergenhahn and Olson (2005) explain that an organism’s natural reaction in a situation may make it difficult to learn a new response. Using the niche argument, â€Å"Bolles argued that an understanding of learning must be accompanied by an understanding of the evolutionary history of the organism† (Hergenhahn and Olson, (2005), p. 427). According this argument, organisms have to learn certain behaviors that they are  predispositioned for and not learn others depending on their niche and how they fit in the big picture. This can determine whether the organism is successful or not in adapting to its environment. Conclusion Although learning theorist in the various paradigms have attempted to explain learning and its processes, many questions are still unanswered. One of these questions is how does learning vary as a function of maturation? If learning occurs differently in different stages it would be beneficial to conduct research on how maturation affects the learning process. The information yielded from such research could be very beneficial in regards to education. Another unanswered question is how does learning vary as a function of species? If some organisms have the biological ability to learn certain behaviors and some do not, how can research involving different species be beneficial? If psychologists want to learn more about the learning process in humans, they should study humans rather than making generalizations across species. Other questions that remain unanswered involve learning and personality characteristics, learning as a function of the total environment, learning and associations, as well as learning and instinctive behavior. It is imperative that more research be conducted in an attempt to answer these questions about learning to give people a greater comprehension of learning. The more knowledge we have about the learning process and what affects it, the better we will be at making learning successful. References: Hergenhahn, B.R., & Olson, M. (2005). An Introduction to Theories of Learning. New Jersey: Pearson Education Inc.

Media Violence And Its Effects - 1057 Words

Media violence exposure has been investigated as a risk factor for aggression behavior for years. The impact of exposure to violence in the media the long term development and short term development of aggressive behavior has been documented. Aggression is caused by several factors, of which media violence is one. Research investigating the effects of media violence in conjunction with other predictors of aggression such as; environmental factors and dysfunction within the family household, is needed in order to better understand its contribution to aggressive behavior. Furthermore, the debate of whether or not how media violence leads to aggression has received renewed attention following tragic events; Sandy Hook, Umpqua Community College in Kosenburg, Oregon, 2012 Aurora shooting, traumatic news coverage, a 8 year old boy intentionally shot and killed elderly caregiver and countless other events; all of these casualties were caused by media violence. Media violence can be a murder simulator; by teaching and guiding how to commit aggressive and violent crimes. Aggression is usually defined by behavioral scientists as behavior that is intended to harm another person. Common forms of aggression are physical (for example, punching), verbal (for example, saying or writing hurtful things to another person), and relational (for example, intentionally and publicly not inviting someone to a social function to harm their social relationships). Violence usually isShow MoreRelatedThe Effects Of Media Violence In The Media1212 Words   |  5 Pages Introduction With the recent increase in media presence throughout the world, there has also been an increase in violence portrayed through the media. Media violence is believed to be causing aggression in today’s youth and society. 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Why Are Some Countries Rich While Others Poor - 1502 Words

Supervisor: Samuel Bonnyai Literature review Economists have been concerned about an important question for centuries: why are some countries rich while others poor. This is a question about economic growth. Take Korea for example. Korea had been divided into North and South Korea since 1948. These two countries share nearly the same geography, history and culture. However, the GDP per capita in the South Korea is only 3.22% of the South Korea. Another phenomenon is that the rapid growth had been observed in East Asian in recent years. This is another key economic issue: whether the growth rate of poor economics are higher than developed ones and which kind of factors lead to the convergence over time? (Barro and Sala-i-Martin, 1990). In most cases, the economic growth is defined as the amount of output (GDP or GDP per capita) that increases in an economy over time while the convergence refers to the poor economies coming up with the developed ones (Quah, 1996). As an important and popular issue in the field of economic researc h, it attracts many economists and there are many models to explain economic growth. In 1776, Adam Smith pointed out that the growth of a country is mainly due to labor, capital accumulation and technology progress. Ricardo comes up with the law of diminishing returns in 1817 and states that the diminishing marginal returns will be the reason to stop the economic growth of a country eventually. In the history of the development of economic growthShow MoreRelatedPoverty in Third World Countries1654 Words   |  7 PagesHelping poor people is ethical behavior and everyone should do it in order to continue our lives. Every year, there are millions of people at risk of going hungry. There are ways people can end poverty all around the world. People can eliminate poverty if we work together to fight it and avoid selfishness. Rich countries often give financial aid to poor countries, but it does not solve poverty. 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While many believe he was a thief and a villain to the law, others fee l he was a hero to the poor. Some people might say that Robin Hood stole from the government, and stealing is a crime, no matter what your cause is. They might also say that if people in this day and time stole from the rich and gave the money to the poor, they would be arrested because stealing is against the law. Finally, people who think Robin Hood was wrong in what he did might say that he betrayed his country. It is

Student Satisfaction With The School Of Public Service At...

Introduction The topic chosen to analyze in this needs assessment is student satisfaction with the School of Public Service at DePaul University (SPS). The needs assessment will consist of eight main sections; defining the problem, determining users and uses, identifying the target population, describing the service environment, discerning and assessing the needs of the organization respectively, communicating the findings, and implementing a pilot program. Defining the problem The problems identified from this needs analysis derived from the examination of the Spring 2015 Student Survey and identifying the service environment of the School of Public Service. Ninety-two respondents responded to the survey and four of those respondents failed to complete the survey.The problem the School of Public Service we are examining is lack of student satisfaction in SPS. Student satisfaction will be define through the extent students are willing to recommend SPS to prospective students, create relationships with Faculty Mentors, and use resources from Depaul University for guidance on employment. Student’s satisfaction with the program comes hand in hand with how likely students are to recommend SPS to future students. Twenty-nine noted they would strongly recommend the program, thirty two mentioned they would recommend the program, twenty-four students said they would recommend the program, with some reservations, three students would not recommend the program (Einolf,Show MoreRelatedProject Mgmt296381 Words   |  1186 PagesManagement, Eighth Edition Cachon and Terwiesch, Matching Supply with Demand: An Introduction to Operations Management, Second Edition Finch, Interactive Models for Operations and Supply Chain Management, First Edition Fitzsimmons and Fitzsimmons, Service Management: Operations, Strategy, Information Technology, Seventh Edition Gehrlein, Operations Management Cases, First Edition Harrison and Samson, Technology Management, First Edition Hayen, SAP R/3 Enterprise Software: An Introduction, First Edition

How Smoking Affects Your Body Free Essays

How Smoking Affects Your Body There’s hardly a part of the human body that’s not affected by the chemicals in the cigarettes you smoke. Let’s take a tour of your body to look at how smoking affects it. Starting at the Top As a smoker, you’re at risk for cancer of the mouth. We will write a custom essay sample on How Smoking Affects Your Body or any similar topic only for you Order Now Tobacco smoke can also cause gum disease, tooth decay and bad breath. The teeth become unsightly and yellow. Smokers may experience frequent headaches. And lack of oxygen and narrowed blood vessels to the brain can lead to strokes. Lungs and Bronchi Moving down to your chest, smoke passes through the bronchi, or breathing tubes. Hydrogen cyanide and other chemicals in the smoke attack the lining of the bronchi, inflaming them and causing that chronic smoker’s cough. Because the bronchi are weakened, you’re more likely to get bronchial infections. Mucus secretion in your lungs is impaired, also leading to chronic coughing. Smokers are 10 times as likely to get lung cancer and emphysema as nonsmokers. Smoking and the Heart The effects of smoking on your heart are devastating. Nicotine raises blood pressure and makes the blood clot more easily. Carbon monoxide robs the blood of oxygen and leads to the development of cholesterol deposits on the artery walls. All of these effects add up to an increased risk of heart attack. In addition, the poor circulation resulting from cholesterol deposits can cause strokes, loss of circulation in fingers and toes and impotence. Smoking and the Body’s Organs The digestive system is also affected. The tars in smoke can trigger cancer of the esophagus and throat. Smoking causes increased stomach acid secretion, leading to heartburn and ulcers. Smokers have higher rates of deadly pancreatic cancer. Many of the carcinogens from cigarettes are excreted in the urine where their presence can cause bladder cancer, which is often fatal. High blood pressure from smoking can damage the kidneys. The Results The health effects of smoking have results we can measure. Forty percent of men who are heavy smokers will die before they reach retirement age, as compared to only 18 percent of nonsmokers. Women who smoke face an increased risk of cervical cancer, and pregnant women who smoke take a chance with the health of their unborn babies. But the good news is that when you quit smoking your body begins to repair itself. Ten years after you quit, your body has repaired most of the damage smoking caused. Those who wait until cancer or emphysema has set in aren’t so lucky—these conditions are usually fatal. It’s one more reason to take the big step and quit now. How to cite How Smoking Affects Your Body, Papers