Investigating how concentration affects rate of reaction Essay Example for Free

Examining how fixation influences pace of response Essay This implies you would need to utilize 200ml of the first 0. 01M arrangement with 50ml of refined water to make 250ml of 0. 008M arrangement. Make sure to keep every other arrangement at a steady fixation all through. Investigatâ the same scope of focuses as was utilized for potassium bromide, to guarantee that a rate condition can without much of a stretch be found. Making Required Solutions 0. 01M potassium bromate(V): KBrO3: K = 1 x 39. 1 = 39. 1 Br = 1 x 79. 9 = 79. 9 O3 = 3 x 16. 0 = 48. 0 RFM = 167 grams required = (0. 01 x 167 x 250) 1000 = 0. 4175g broke up in enough refined water to make 250ml of arrangement. 1M Sulphuric corrosive: H2SO4: H2 = 2 x 1. 0 = 2 S = 1 x 32. 1 = 32. 1 O4 = 4 x 16. 0 = 64. 0 = 98. 1 grams required = (1 x 98. 1 x 250) 1000 = 24. 525g broke up in enough refined water to make 250ml of arrangement. 0. 0001M phenol: C6H5OH: C = 6 x 12. 0 = 72. 0 H = 6 x 1. 0 = 6. 0 O = 1 x 16. 0 = 16. 0 = 94. 0 grams required = (0. 0001 x 94 x 250) 1000 = 0. 00235g broke down in enough refined water to make 250ml of arrangement. 0. 01M potassium bromide: KBr: K = 1 x 39. 1 = 39. 1 Br = 1 x 79. 9 = 79. 9 = 119. 0 grams required = (0. 01 x 119 x 250) 1000 = 0. 2975g broke down in enough refined water to make 250ml of arrangement. Hazard Assessment (6) The accompanying danger evaluations depend on concentrated arrangements of every substance. The focuses I will utilize are considerably more weakened that the arrangements referenced beneath to guarantee that my trial is more secure. Albeit a portion of the intense perils and side effects related with the fixations I am utilizing won't be as extreme as those demonstrated as follows, the dangers are still intense. Therefore I will at present play it safe and will deal with every substance with care. Potassium bromate(V): Type of Hazard Acute Hazards/Symptoms Prevention of Hazard Solving Hazard Fire. Not flammable but rather improves ignition of different substances. Radiates bothering or poisonous exhaust (or gases) in a fire. No contact with combustibles and decreasing specialists. Water in enormous sums. Blast Risk of fire and blast on contact with ignitable substances and decreasing specialists. n/an if there should be an occurrence of fire: keep drums and so forth cool by showering with water. Inward breath Cough. Sore throat. Breathing security. Natural air, rest. Allude for clinical consideration. Contact with skin Redness. Defensive gloves. First wash with a lot of water, at that point take off sullied garments and flush once more. Allude for clinical consideration. Contact with eyes Redness. Agony. Security goggles, or eye assurance in mix with breathing insurance if powder. First flush with a lot of water for a few minutes (expel contact focal points on the off chance that effectively conceivable), at that point take to a specialist. Ingestion Abdominal agony. The runs. Sickness. Spewing. Try not to eat, drink, or smoke during work. Wash hands before eating. Flush mouth. Give a blend of actuated charcoal in water to drink. Prompt regurgitating if individual is cognizant. Allude for clinical consideration. Spillage n/a n/a Sweep spilled substance into sealable holders; if suitable, dampen first to forestall tidying. Cautiously gather leftover portion at that point evacuate to safe spot. Try not to retain in sawdust or other ignitable sponges. Capacity n/a Separated from flammable and decreasing substances, powdered metals and contrary materials. See Chemical Dangers. n/a Sulphuric corrosive: Type of Hazard Acute Hazards/Symptoms Prevention of Hazard Solving Hazard Fire Not burnable. Numerous responses may cause fire or blast. Emits aggravating or poisonous gases in a fire. No contact with combustible substances. No contact with combustibles. No water. If there should arise an occurrence of fire in the environmental factors: powder, froth, carbon dioxide. Blast Risk of fire and blast on contact with bases, flammable substances, oxidants. n/an if there should arise an occurrence of fire: keep drums and so on cool by showering with water yet no immediate contact with water. Inward breath Corrosive. Consuming sensation. Sore throat. Hack. Attempting to relax. Brevity of breath. Ventilation or breathing security. Outside air, rest. Half-upstanding position. Fake breath might be required. Allude for clinical consideration. Contact with skin Corrosive. Redness. Torment. Rankles. Genuine skin consumes. Defensive gloves. Defensive apparel. Take off tainted garments. Flush skin with a lot of water or shower. Allude for clinical consideration. Contact with eyes Corrosive. Redness. Agony. Extreme profound consumes. Face shield or eye assurance in blend with breathing security. First wash with a lot of water for a few minutes (expel contact focal points on the off chance that effectively conceivable), at that point take to a specialist. Ingestion Corrosive. Stomach torment. Consuming sensation. Stun or breakdown. Try not to eat, drink, or smoke during work. Wash mouth. Try not to prompt regurgitating. Allude for clinical consideration. Spillage n/a n/a Do not assimilate in observed residue or other ignitable sponges. Individual security: complete defensive dress including independent breathing mechanical assembly. Try not to let this concoction enter nature. Capacity n/a Separated from ignitable and lessening substances, solid oxidants, solid bases, food and feedstuffs, inconsistent materials. May be put away in hardened steel compartments. Store in a territory having erosion safe solid floor. n/a Phenol: Type of Hazard Acute Hazards/Symptoms Prevention of Hazard Solving Hazard Fire Combustible. No open blazes. No contact with solid oxidants. Liquor safe froth, powder, water shower, carbon dioxide. Blast Above 79i C touchy fume/air blends might be framed. Above 79i C utilize a shut framework, ventilation. If there should arise an occurrence of fire: keep drums and so on cool by showering with water. Inward breath Sore throat. Consuming sensation. Hack. Tipsiness. Migraine. Queasiness. Heaving. Brevity of breath. Toiled relaxing. Obviousness. Stay away from inward breath of fine residue and fog. Ventilation or breathing insurance. Natural air, rest. Half-upstanding position. Allude for clinical consideration. Contact with skin Easily assimilated. Genuine skin consumes. Deadness. Spasm. Breakdown. Trance like state. Passing. Defensive gloves. Defensive garments. Take off defiled garments. Flush skin with a lot of water or shower. To expel substance use polyethylene glycol 300 or vegetable oil. Allude for clinical consideration. Wear defensive gloves while managing medical aid. Contact with eyes Pain. Redness. Lasting loss of vision. Serious profound consumes. Face shield, or eye assurance in blend with breathing insurance. First wash with a lot of water for a few minutes (evacuate contact focal points on the off chance that effectively conceivable), at that point take to a specialist. Ingestion Corrosive. Stomach torment. Spasms. Looseness of the bowels. Stun or breakdown. Sore throat. Smoky, greenish-dull pee. Try not to eat, drink, or smoke during work. Wash hands before eating. Wash mouth. Give a lot of water to drink. Try not to instigate regurgitating. Allude for clinical consideration. Spillage n/a n/a Sweep spilled substance into sealable compartments; if proper, dampen first to forestall tidying. Cautiously gather leftover portion at that point evacuate to safe spot. Individual insurance: complete defensive attire including independent breathing mechanical assembly. Try not to let this compound enter nature. Capacity n/a Separated from solid oxidants, food and feedstuffs. Keep in an all around ventilated room. n/a Potassium bromide: The risks for this substance are practically insignificant, particularly for the low focuses that I will utilize. Be that as it may, defensive goggles will even now be worn to keep away from contact with eyes, as this could cause aggravation. This substance could likewise cause some uneasiness whenever ingested, so I will take be extremely mindful so as to guarantee that this doesnt occur. Strategy for Investigating Temperature Change Extra Apparatus Reason For Use Size/Concentration Heating plate Used to warm the blend to various temperatures during the reaction.n/a Beakers Used as a water shower to warm the blends uniformly. 500ml Boiling tubes Used to hold responding blend while it is warmed or cooled to the ideal temperature. n/an Ice 3D squares Used to cool the water shower to temperatures underneath room temperature. n/a Thermometer Used to quantify the temperature of the blend with the goal that it tends to be kept steady all through the response. n/a Method 1. Set the device up as was done in the trial examining fixation change. In any case, this time utilize a warming plate as opposed to an attractive stirrer with the goal that temperature can be balanced. 2. Blend 5cm3 of potassium bromate(V) arrangement, 5cm3 of sulphuric corrosive arrangement and 5cm3 of phenol arrangement in a bubbling cylinder and include 4 drops of methyl orange marker. 3. Add 5cm3 of potassium bromide to a different bubbling cylinder. 4. Fill an enormous container with water and spot it on the warming plate and set it to the necessary temperature. To accomplish cooler temperatures put ice solid shapes into the measuring utencil and screen the temperature utilizing a thermometer. Spot the bubbling cylinders containing the right arrangements in the water shower with the goal that they are additionally warmed or cooled to this temperature. 5. Blend the two arrangements and start the stopwatch. Record the time taken for the answer for go vapid. Guarantee that the temperature of the water is kept consistent. This should be possible by having a thermometer in the recepticle. Despite the fact that the higher temperatures ought to be effectively kept up by the warming mechanical assembly, lower temperatures must be kept steady by including more ice 3D squares whenever required. 6. Rehash multiple times with every temperature to guarantee exact and reasonable outcomes. Results With Respect to Potassium Bromate(V) The table underneath shows my outcomes while shifting the centralization of potassium bromate(V): Concentration of Potassium Bromate(V) (mol/dm-3). Time Take For the Mixture to Turn Colorless (seconds) Repeat 1 Repeat 2 Repeat 3 Repeat 4 Repeat 5 Average Reaction Rate (seconds-1) Graph 1 on the following page shows the convergence of potassium bromate(V) plotted against the normal time taken for the answer for turn dry. From this diagram I can see t

Writing a event vividly Essay Example | Topics and Well Written Essays - 1000 words

Composing an occasion strikingly - Essay Example Indeed, even with my apprehension, the young lady saw me and came nearer, from her great grin, and the primary word from her gave me the mental fortitude to address her. Through the main discussion I could feel love emotions overflowing out of my heart, as I bantered with her, Emma, as she revealed to me her name seemed to be, was the young lady I had been scanning for, she was unquestionably the my predetermination and the affection for my life. Perusing my story, one may imagine that I am too nostalgic as a man, in my brain I currently accepted that adoration existed. From that general store second, I laid attack to Emma, I did everything conceivable to prevail upon her heart, I transformed into this sentimental person I never figured I could be. Practically the entirety of my exercises towards her were sentimental, much of the time I wound up pondering her and how our next date would be. After some time, my tremulous consideration, and my ceaseless interest made Emma state â€Å"yes† to my proposition of having a relationship with me. Emma and I were before long dating; clearly, we were infatuated, and presumably that the relationship was the start of the most joyful a great time. At any rate, I believed that for I was flying high, the voice where it counts continued letting me know â€Å"you the most fortunate man alive.† Every day I was arranging something new and fascinating to make Emma glad. Consistently I spent away from her appeared to be a lifetime, the time I went through with her was the best snapshots of my life. We even had our places in parks, films, bistros and just in the roads, we delighted in each other’s time, somewhat, my future was clear Around, seven months into our sentimental relationship, Emma revealed to me that there was no future for us; obviously, her folks didn't consider me to be a decent life accomplice for their girl. The case was that Emma’s family was against miscegenation; they were white Americans and didn't need delegates of different countries or races to go into their family. Besides, there was a decent marriage possibility for Emma, a child of her

Magical Attic Disco Cutout Puzzle

Magical Attic Disco Cutout Puzzle Build cutting, pasting, and sorting skills with this colorful puzzle! Young children can practice their scissor skills and build fine-motor confidence with this engaging printable. Looner Bunny, Sunray Bear, and the rest of the Magical Attic friends are going to the disco - and children will cut, sort, and assemble the pieces of this puzzle to make sure everyone gets their groove on! BCP Imagines BCP Imagines BCP Imagines designs and develops unique multimedia that brings children and their families creative, fun, shared experiences. Our award-winning cross-platform content encourages creative learning, expression and play while helping kids of ALL ages open their imaginations and look at their world in a new way. BCP Imagines' multi-award winning series Drawing with Mark brings the joy of learning to draw to all ages. The Magical Attic?, where anything is possible,? was created to help foster imagination and creative play while encouraging positive attitudes emphasizing the important lessons of kindness, friendship and helping others. Visit the Magical Attic store or purchase the Drawing with Mark collection!

Who Was the First Chemist

The first known chemist was a woman. A Mesopotamian cuneiform tablet from the second millennium B.C. describes Tapputi, a perfumer  and palace overseer who distilled the essences of flowers and other aromatic materials, filtered them, added water and returned them to the still several times until she got just what she wanted. This is also the first known reference to the process of distillation and the first recorded still.

The Purpose of a Justice System - 1828 Words

At times, human beings need order. A part of this need for order stems from the desire to live in a peaceful society. To ensure order within a society, the creation and enforcement of rules and laws must be present. The enforcement of laws is the responsibility of a justice system. The purpose of a justice system is to ensure that all individuals receive fair treatment. However, at times justice systems can fail and lead to the oppression of certain individuals. Individuals must either endure the oppression, or choose to seek justice. Although individuals may choose to seek justice to escape the shackles of oppression, the act to seek justice may diminish growth and maturity. In society, the separatist movement in Ukraine is evidence that†¦show more content†¦Furthermore the imposition can lead others to actions based on false pretences. For example, in Animal Farm, the imposition of the beliefs of individuals onto others that can diminish growth and maturity when individual s seek justice is evident through Snowball, Napoleon, Squealer, the porkers, Mr. Frederick, and Old Major. The porkers are a group of pigs on Animal Farm who are not as prominent as Snowball, Napoleon and Squealer, however they are able to read and articulate arguments. Mr. Frederick is the owner of a neighbouring farm to Animal Farm and despises the notion that animals can rule over the world. Old Major is a majestic and wise pig who all the animals on Animal Farm respect. In a similar fashion, the sacred text, The Qur’an, provides evidence of the imposition of the beliefs of individuals onto others. Thus, growth and maturity can diminish when individuals seek justice through rebellion, attainment of absolute power, and imposition of their beliefs onto others. 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Oral Diseases During Pregnancy Health And Social Care Essay Free Essays

string(149) " vegetations and a reduced immune response, therefore cut downing the organic structure ‘s ability to mend and keep gingival tissue \[ 12 \] \." Pregnancy is a delicate status affecting complex physical and physiological alterations. Pregnancy constitutes a particular physiological province characterized by a series of impermanent adaptative alterations in organic structure construction, as the consequence of an increased production of estrogens, Lipo-Lutin, gonadotrophins, and relaxin, among other endocrines. The unwritten pit is besides affected by such endocrinal actions, and may show both transient and irreversible alterations every bit good as alterations that are considered pathological [ 1 ] . We will write a custom essay sample on Oral Diseases During Pregnancy Health And Social Care Essay or any similar topic only for you Order Now Pregnant adult females are peculiarly susceptible to gingival and periodontic disease. In this context, different unwritten lesions are reported to be common during gestation. In consequence, an increased prevalence of dental changes excessively has been documented, including peculiarly cavities and erodings [ 2 ] . The biochemical and hormonal alterations of gestation enhance the hazard. Since the old married womans ‘ narrative of â€Å" the loss of a tooth for every gestation, † unwritten wellness during gestation has long been a focal point of involvement [ 3 ] . Vergnes and Sixou [ 4 ] , in their systematic, a meta-analytic reappraisal of 17 articles concluded that there was a statistically important association between periodontal disease and inauspicious gestation results. Perinatal mortality rates in Pakistan and many other developing states are more than 10-fold greater than in developed states. In a survey on periodontic disease and inauspicious birth results in pregnant Pakistani adult females, it was found that they have high degrees of moderate-to-severe dental disease. It was concluded that spontaneous abortion and neonatal and perinatal deceases increased with the badness of periodontic disease [ 5 ] . Patients, doctors, and tooth doctors are cautious, frequently avoiding intervention of unwritten wellness issues during gestation. This job is compounded by a deficiency of clinical guidelines for the direction of common unwritten conditions in gestation. In the absence of pattern guidelines, fright of medico legal action based on negligent or deficient intervention of unwritten conditions during gestation abounds, but it is mostly baseless [ 6 ] . In add-on to a deficiency of pattern criterions, barriers to dental attention during gestation include unequal dental insurance, relentless myths about the effects of gestation on dental wellness, and concerns for fetal safety during dental intervention [ 7 ] . Common PROBLEMS DURING PREGNANCY Oral lesions: During gestation, the unwritten pit is exposed more frequently to gastric acid that can gnaw dental enamel. Morning illness is a common cause early in gestation ; subsequently, a slack esophageal sphincter and upward force per unit area from the big womb can do or worsen acerb reflux. Patients with terrible purging can hold enamel erodings. Rinsing the oral cavity with a teaspoon of baking sodium carbonate in a cup of H2O or using tooth mousse ( casein phosphopeptide formless Ca phosphate ) on the dentition after purging can neutralize acid. Pregnant adult females should be advised to avoid brushing their dentitions instantly after purging and to utilize a toothbrush with soft bristles when they do brush to cut down the hazard of enamel harm. Fluoride gargle can protect eroded or sensitive dentitions. Dental Cavities: An increased prevalence of dental changes has been documented, including peculiarly cavities ( 99.38 % ) [ 2 ] . Pregnant adult females are at higher hazard of tooth decay for several grounds ; including increased sourness in the unwritten pit, sugary dietetic cravings, and limited attending to unwritten wellness. Untreated dental cavities can take to unwritten abscess and facial cellulitis. Pregnant patients should diminish their hazard of cavities by brushing twice daily with fluoride toothpaste and restricting sugary nutrients. Patients with untreated cavities and associated complications should be referred to a tooth doctor for unequivocal intervention. If the female parent ( infecting individual ) has high salivary mutans streptococci count, transmittal occurs through several day-to-day spit contacts between the kid and the female parent. The acquisition of mutans streptococci is suggested to happen during a distinct age interval: a â€Å" window of infectivity † between 19 and 31 months in which the proportion of kids with MS additions from 25 % to 75 % [ 8 ] . Numerous literatures have stated that both hapless nutrition and low birth weight are risk factors for the development of early childhood cavities ( ECC ) . ECC is an early arising, potentially lay waste toing and deadly signifier of dental cavities. It non merely does dentitions, but consequences in hurting, infection and damage of unwritten map which leads to malnutrition and lessened quality of life. Under- or malnourished babies and babies with low birth weight are at hazard for enamel hypoplasia ( uncomplete formation of enamel ) [ 9 ] . Enamel hypoplasia may do an irregular enamel surface or stain, which can ensue in countries more prone to cavities. Therefore, pregnant female parents should be advised to optimise nutrition during the 3rd trimester and the baby ‘s first twelvemonth, when the enamel is undergoing ripening. Pregnancy Oral Tumor: Pyogenic granuloma ( or pregnancy tumour ) seems to be common in the conceiving female population. Pregnancy unwritten tumours are vascular lesions caused by increased Lipo-Lutin in combination with local thorns and bacteriums. Lesions are typically erythematous, smooth, and lobulated ; they are located chiefly on the gum. The lingua, roof of the mouth, or buccal mucous membrane may besides be involved. Pregnancy tumours are most common after the first trimester, turn quickly, and typically recede after bringing. Management is normally experimental unless the tumours bleed, interfere with chew, or do non decide after bringing. Lesions surgically removed during gestation are likely to repeat [ 10 ] . Loose ( Mobile ) Teeth: Dentitions can loosen during gestation, even in the absence of gum disease, because of increased degrees of Lipo-Lutin and estrogen impacting the periodontium ( i.e. , the ligaments and bone that support the dentition ) [ 1 ] . For unsophisticated loose dentitions non associated with periodontic disease, doctors should reassure patients that the status is impermanent, and entirely it will non do tooth loss [ 11 ] . Gingivitis: Gingivitis is the most common unwritten disease in gestation in such state of affairss. It is redness of the superficial gum tissue. During gestation, gingivitis is aggravated by fluctuations in estrogen and Lipo-Lutin degrees in combination with alterations in unwritten vegetations and a reduced immune response, therefore cut downing the organic structure ‘s ability to mend and keep gingival tissue [ 12 ] . You read "Oral Diseases During Pregnancy Health And Social Care Essay" in category "Essay examples" Thorough unwritten hygiene steps, including tooth brushing and flossing, are recommended. Patients with terrible gingivitis may necessitate professional cleansing and demand to utilize mouth rinses such as chlorhexidine. Periodontal disease: Periodontal disease is a destructive redness of the periodontium impacting many adult females of childbearing age. The procedure involves bacterial infiltration of the periodontium. Toxins produced by the bacteriums stimulate a chronic inflammatory response, and the periodontium is broken down and destroyed, making pockets that become septic. Finally, the dentition loosen. This procedure can bring on perennial bacteraemia, which indirectly triggers the hepatic ague stage response, ensuing in production of cytokines, prostaglandins ( i.e. , PGE2 ) , and interleukins ( i.e. , IL-6, IL-8 ) , all of which can impact gestation [ 13 ] . Elevated degrees of these inflammatory markers have been found in the amnionic fluid of adult females with periodontal disease and preterm birth compared with healthy control patients [ 14 ] . In one survey, research workers found minimum unwritten bacteriums in the amnionic fluid and placenta of adult females with preterm labor and periodontal disease [ 15 ] . It seems likely that this inflammatory cascade entirely prematurely initiates labors due to early uterine contractions. The mechanism is thought to be similar for low birth weight ; the release of PGE2 restricts placental blood flow and causes placental mortification and attendant intrauterine growing limitation [ 16 ] . PRENATAL Guidance Prenatal unwritten wellness reding for parents is an of import factor because infant unwritten wellness begins at this phase. The chief aim is to bring forth consciousness among parents about dental disease, its bar and the agencies to supply a suited environment for the kid to develop. Prospective parents need to cognize that antenatal appraisal and instruction are indispensable to the unwritten wellness of their kid. Prenatal appraisal includes unwritten wellness position of the parent. If the parents are at hazard, the tooth doctor should supply preventative intervention and educate them on good plaque control, followed by Restorations if required and discourse the transmissibility of Mutans streptococci from the female parent to the baby. Parents should be monitored on a regular footing to guarantee effectual unwritten hygiene and dietetic wonts have been established. Improvement of the female parent ‘s unwritten hygiene, diet and the usage of oral cavity rinses can hold a important impact on the kid ‘s cavities rate in the hereafter [ 17 ] . Anticipatory counsel: Anticipatory counsel is the procedure of supplying practical, developmentally appropriate information about kids ‘s wellness to fix parents for the important physical, emotional and psychological mileposts. Anticipatory counsel involves three types of undertakings: ( I ) assemblage information, ( two ) set uping a curative confederation, and ( three ) supplying instruction and counsel. General prevenient counsel for the female parent includes the undermentioned [ 18 ] , [ 19 ] : ( a ) Education refering development and bar of dental disease and besides presentation of unwritten hygiene processs. ( B ) Reding to instil preventative attitudes and motive. ( degree Celsius ) Supplying information to pregnant adult females about gestation gingivitis ( redness of the gum caused by an exacerbated response to dental plaque, related to hormonal alterations during gestation ) . With gingivitis, the gums become inflamed, conceited, sensitive and tend to shed blood. Signs of gingivitis may go apparent in the 2nd trimester and extremum during the 9th month of gestation. ( vitamin D ) Visiting a tooth doctor for an scrutiny and Restoration of all active decay every bit shortly as executable and to diminish opportunities of developing gestation gingivitis. ( vitamin E ) Eating healthy nutrients such as fruits, veggies, grain merchandises ( particularly whole grain ) , and dairy merchandises ( milk, cheese ) during repasts and bites. Limit eating between repasts. ( degree Fahrenheit ) Eating nutrients incorporating merely sugar at mealtimes, and restricting the sum. Frequent ingestion of nutrients high in sugar additions the hazard for tooth decay. In add-on, frequent ingestion of nutrients that easy adhere to the tooth surface, such as dried fruit and confect, increase the hazard for tooth decay. ( g ) Brushing teeth exhaustively twice a twenty-four hours ( after breakfast and before bed ) with fluoridated toothpaste and flossing day-to-day. ( H ) Rinsing every dark with an alcohol-free, nonprescription fluoridated mouth rinse. ( I ) Not smoking coffin nails or masticating baccy. DENTAL PROCEDURES DURING PREGNANCY Every pregnant adult female should be assessed for dental hygiene wonts, unwritten jobs ( e.g. , cavities, gingivitis ) , and entree to dental attention [ 11 ] . Conversely, inauspicious gestation outcomes, such as low birth weight, preterm birth, and pre-eclampsia, occur in adult females who have non received intervention. Good unwritten wellness during gestation is of import to the overall wellness of both anticipant female parents and their babes. Relevant information sing the type of dental intervention that can be undertaken may be summarized as follows [ 18 ] , [ 19 ] : First trimester: It is the most important period for growing of fetus. Merely exigency dental intervention should be undertaken in audience with the patient ‘s doctor when organogenesis is uncomplete. Second and 3rd trimester: Emergency every bit good as elected dental intervention can be provided. The 3rd trimester presents the extra jobs of positional uncomfortableness and the hazard of vein caval compaction. Prop uping a adult female on her left side, shifting frequently, and maintaining visits brief can cut down jobs [ 20 ] . Postponing dental attention until after bringing can be debatable because new female parents are focused on the attention of their neonates and may hold alveolar consonant insurance merely during gestation [ 13 ] . Plaque diet control plans are initiated for female parent throughout gestation. Screening and Prevention: Oral scrutiny should include the dentitions, gums, lingua, roof of the mouth, and mucous membrane. Patients should be counselled to execute everyday brushing and flossing, to avoid inordinate sums of sugary bites and drinks, and to confer with a tooth doctor. Status of and programs for unwritten wellness should be documented. Many tooth doctors are reported to be loath to handle pregnant adult females [ 21 ] . Physicians and tooth doctors can get the better of this state of affairs through instruction, clear communicating, and the development of ongoing collaborative relationships. Doctors can portion information on the safety of dental intervention in gestation with dental co-workers and supply clear referral recommendations. Diagnosis: Dental skiagraphy may be performed in gestation for acute diagnostic intents [ 22 ] . When possible, skiagraphy should be delayed until after the first trimester. Screening skiagraphy should be deferred until after bringing. Modern fast movie, turning away of retakes, and usage of lead aprons and thyroid shields all bound hazard. The teratogenic hazard of radiation exposure from unwritten movies is 1,000 times less than the natural hazard of self-generated abortion or deformity [ 21 ] . Medicines for Dental processs: Local anaesthetics such as Lidocaine ( Xylocaine ) and prilocaine ( Citanest ) mixed with adrenaline are safe for processs when dosed suitably [ 23 ] . Sedatives such as benzodiazepines ( e.g. , Versed ) , lorazepam ( Ativan ) and triazolam ( Halcion ) should be avoided. Azotic oxide is non rated and its usage in gestation is controversial [ 24 ] . Periodontic Therapy: A randomized controlled test of 870 adult females with pregnancy-associated gingivitis found that intervention ( ie, plaque control, grading, and daily rinsing with 0.12 % chlorhexidine ) and care ( ie, unwritten hygiene direction and manual supragingival plaque remotion every 2 to 3 hebdomads until bringing ) significantly reduced the preterm birth or LBW rate [ 25 ] . Renewing Dentistry: Amalgam, a mixture of 50 % metallic quicksilver and other metals, has advantages over other renewing stuffs ; nevertheless, there is concern that quicksilver can be released as vapor, ions, or all right atoms, which can be inhaled or ingested. Surveies and instance studies of amalgam exposure during gestation have non documented any toxicity, including birth defects, neurologic sequelae, self-generated abortions, or decrease in birthrate [ 26 ] . A longitudinal rating of renewing stuffs employed in a minimum renewing intercession attack of 81 high caries-active pregnant adult females demonstrated that extremely syrupy glass ionomer cement applied in a minimum intercession attack provided high-quality preventative and renewing attention. The complex was employed in pits exposed to lower emphasis, such as in the anterior dentitions [ 27 ] . Dental Extraction: Tooth extraction during gestation seems to be a common thing. The many hormonal alterations during gestation cause many pregnant adult females to hold jobs that they did n’t hold before they became pregnant. One of the things that happen is that the gum is much more sensitive to annoyance. They swell, become inflamed, turn ruddy, bleed and are frequently painful. These reactions are to the plaque environing the dentition. It is really common to hold gum job around a wisdom tooth and the surrounding gums merely acquire more aggravated while a adult female is pregnant. This is the primary ground that tooth extraction during gestation is non an uncommon experience.A Of class, tooth doctors would prefer to avoid tooth extraction during gestation. However, the best involvements of the kid must be thought of excessively. A female parent that is in changeless hurting while transporting a kid is emphasizing out her organic structure. This is likely non healthy for the kid. A tooth extraction process nowadays is really soft and many patients are non even aware that their tooth has been removed. Root Canal Treatment: Many pregnant adult females are concerned about the effects of a root canal process to their fetus. Obstetricians suggest that it is best to avoid exposing the developing babe to any hazards, even if they are minimum. Unfortunately, it is non the same to prorogue a root canal intervention as it is to prorogue a dentition whitening process. If the tooth doctor recommends a root canal during gestation, the hazards are associated with: Pain: Dentition that need root canal therapy are normally accompanied by terrible odontalgia. Continuous hurting during gestation can be a truly nerve-racking status with potentially negative effects to the female parent and fetus. Infection: The conditions when a root canal is recommended during gestation ever affect tooth infection. If the infection is left untreated for a long clip, the infection can distribute throughout the organic structure doing terrible complications. This is a status that will set a gestation into important danger. A safer attack to a root canal intervention during gestation: Obstetricians consider the first trimester as the most important for the development of the fetus. Any non-emergency dental work in the 1st trimester should be postponed until the 2nd trimester, to avoid all possible hazards. If needed the tooth doctor can open an abscessed tooth to let drainage and hurting alleviation, and clean the mush country every bit good as possible. Subsequently, when gestation enters the 2nd trimester, an X ray can be taken to let the completion of the root canal intervention. The same process can be followed for a job during the 3rd trimester ; concluding intervention is postponed until after the birth, if possible. Management of Acute Dental conditions: If mild cellulitis is present, penicillin, Amoxil, and Keflex are sensible first-line antibiotics. Erythromycin base ( non erythromycin estolate, which is associated with cholestatic hepatitis in gestation ) or clindamycin ( Cleocin ) can be used in the type 1 hypersensitivity penicillin-allergic patient. For terrible cellulitis, the patient should be hospitalized and treated with endovenous Mefoxins or clindamycin. To pull off dental hurting, Datril is the drug of pick ; isobutylphenyl propionic acid and limited usage of oxycodone are appropriate [ 11 ] . PREVENTIVE METHODS Although a figure of non-invasive preventative intercessions, traditional wellness instruction remains the gilded criterion for presenting the message to promote parents to subscribe to these preventative intercessions. By â€Å" traditional wellness instruction, † which means advice-giving Sessionss conducted by professionals and/or the airing of information via booklets, postings and media runs. Unfortunately, such attacks are non effectual [ 28 ] . Weinstein A ; co workers, after biennial consequences of controlled test suggested that motivational interviewing ( MI ) guidance has a positive consequence on kids ‘s dental wellness that is greater than that of traditional wellness instruction [ 29 ] . The antimicrobic intervention ( topical application of Na fluoride ( NaF ) and iodine solution instantly after prophylaxis and 3 and 5 yearss subsequently ) for the pregnant female parent, 6 and 12 months after bringing had greater influence by cut downing the acquisition of MS from the female parent to the kids [ 30 ] . Kohler et Al ( 1994 ) used chlorhexidine ( CHX ) in female parents with a high degree of MS in spit and found that there is a decrease in the MS degree of spit of the female parent and besides had a long-run consequence on the MS colonisation and besides on the cavities experience of the kid [ 31 ] . A 30 month survey to measure the effectivity of a cavities preventative government ( 0.05 % Na fluoride and 0.12 % chlorhexidine oral cavity rinse everyday during 6 months of gestation till 24 months after bringing ) showed promising consequences on utilizing combination of fluoride and chlorhexidine [ 32 ] , [ 33 ] . Fluoride is the most widely known and accepted anti-caries agent available, and chlorhexidine is the most widely used plaque-inhibitory compound33. These agents have wholly different mechanisms of action, and their combined disposal produces a synergic consequence on mutans streptococci [ 33 ] . Xylitol and chlorhexidine lower maternal unwritten bacterial burden and cut down transmittal of bacteriums to babies when used tardily in gestation and/or in the postpartum period. Both topical agents are safe in gestation and during suckling [ 34 ] . Surveies have used different dosing degrees, and the optimum dosage for consistent bar is ill-defined. Long-run usage of high-dose xylitol mastication gums had good effects on plaque pH, and that this consequence was statistically greater when utilizing xylitol masticating gums, both on plaque pH and MS salivary concentration [ 35 ] . Decision Dental intervention is indispensable for optimum unwritten wellness, which extends to pregnancy. Routine dental visits can include the usage of X raies, unwritten prophylaxis, Restorations, interventional interventions like root canal interventions, periodontic surgeries and extractions because utilizing local anesthetics during gestation have non been found to be associated with an increased hazard to the developing fetus. Conversely, inauspicious gestation outcomes, such as low birth weight, preterm birth, and pre-eclampsia, occur in adult females who have non received intervention. However, gestation is a clip when adult females may be more motivated to do healthy alterations. Gynecologists and doctors can turn to maternal unwritten issues, potentially cut downing the hazard of preterm birth and childhood cavities through unwritten disease bar, diagnosing, early direction, and dental referral. How to cite Oral Diseases During Pregnancy Health And Social Care Essay, Essay examples

Mentoring and Leadership Polishing Skills

Question: Discuss about theMentoring and Leadershipfor Polishing Skills. Answer: Introduction The importance of mentoring in the education system of any country cannot be overemphasized. A variety of mentoring techniques has been adopted by different organizations, as these help in the overall development of the individual, enabling him to perform his duties in a more systematic, organized and effective way. However, since mentoring plays an integral role in developing, enhancing and polishing skills of the mentees, a variety of theories have come into existence, which are being discussed as well as critiqued here (Derycke et al., 2013). The traditional concept of mentoring has always upheld the importance of the mentor, to whom the mentee should be subjected to. Consequently, in the traditional process, it is believed that the mentor should be senior in age, and must be highly experienced, as knowledge and experience was believed to be gained by seniority only. However, such traditional assumptions do not hold truth in the present decade, as nowadays, a mentor may be young, and yet he must possess the necessary skill, expertise and wisdom necessary for mentoring and grooming an elderly figure. The acquisition of the skill and expertise by the younger mentors has become much easier, because of different online, professional courses, as well as greater access to the online resources that helps in widening the horizon of knowledge of the mentors (Leidenfrost et al., 2014). I myself had once enrolled for a communication skill development course via an online platform, and though my mentor was younger than me, I did not encounter any difficulty, as we did not require to have a face to face interaction. It was just a flow of information and knowledge from one end of the computer to the other. It was the exchange of necessary skill nad knowledge that mattered the most for both of us. Mentoring has always been considered as a process where the mentee, essentially considered to be inferior to the mentor, is expected to listen to the mentee, without challenging or questioning his views and perspectives. However, as opposed to this, a freer and more flexible approach to the process of mentoring is being adopted in the preset world. In a virtual world of knowledge transfer, the mentee does not engage in a face-to-face interaction with the mentor, rather the barrier of physical distance dissolve, enabling the mentor and the mentee to engage in the easy and efficient exchange of knowledge as per the convenience of the mentee and the mentor. One of the objectionable features of the traditional method of mentoring, is that it considers the convenience of the mentor, who plays an important role in determining the time or location where the knowledge will be transferred. The mobility found in the present system is much appreciable, as it considers the needs and preferences of both the mentor and the mentee (Hagger, 2013). While imparting training to my students, I often use the online platform as a means of connecting to my students, and instead of considering myself as superior to my mentees, I consider the whole process as a system of knowledge transfer that should benefit both me and the mentee. However, it is to be noted that the idea of cyber-coaching itself is also not free from criticism or objections. In the traditional method of mentoring, the mentee is unable to meet the mentor in person, who acts as a role model to the mentee, and inspires by his presence. The rapport created between a mentor and a mentee, that ultimately helps the mentee in engaging with the mentor, in his process of knowledge acquisition is absolutely missing in case of virtual mentoring theory. Even I myself had faced this problem; as I teach a large number of students via online method, I fail to emotionally connect to each one, assessing the personal requirement of each student, or understanding their response or feedback towards my way of teaching. This is why I rely on taking a lot of tests that help to examine the knowledge of the students. The network-based mentoring style is also an impressive style of mentoring, where the mentor instead of passing on the knowledge or wisdom to a single student, teaches multiple students at a time, who owing to the knowledge sharing process, succeeds in developing their individual skills (Kerry Mayes, 2014). This system of peer coaching is highly beneficial for the development of comprehensive knowledge about a topic, but it should be noted that this deprives each mentee from individual attention of the mentor. I believe that peer coaching helps students, who are less knowledgeable, or are too shy to open up and interact with a teacher. The mentor acts as an advisor, a counselor as well as a guide to the trainee, and hence the adoption of the right and most effective style is highly necessary. Reference List: Derycke, H., Levecque, K., Van Rossem, R. (2013). The work-related well-being of male and female Ph. D. students: how important is the mentoring style of their supervisor?. Hagger, H., Mcintyre, D., Wilkin, M. (2013).Mentoring: Perspectives on school-based teacher education. Routledge. Kerry, T., Mayes, A. S. (2014).Issues in mentoring. Routledge. Leidenfrost, B., Strassnig, B., Schtz, M., Carbon, C. C., Schabmann, A. (2014). The Impact of Peer Mentoring on Mentee Academic Performance: Is Any Mentoring Style Better than No Mentoring at All?.International Journal of Teaching and Learning in Higher Education,26(1), 102-111.

Article Australian Advert Banned on UK TV

The article pertains to a ban imposed by the Broadcast Advertising Clearance Centre (BACC) in UK on a tourism advert by Australia because of a use of the sear word â€Å"bloody†. It further quotes the response of Director of Tourism Australia, Scott Morrison and indicates an element of ethnocentrism on part of the two nations.Advertising We will write a custom article sample on Article: Australian Advert Banned on UK TV specifically for you for only $16.05 $11/page Learn More The advert exhibits the use of English language as a cultural dimension that unifies both the countries however; the psychological dimension is what distinguishes the two. The article stipulates a different value system and a difference in beliefs and cultural norms(BBC NEWS 2006). Hence the article has two aspects; one the one hand it is an amalgamation of cross cultural beliefs and values, it represents a promotion of acculturation whereby Tourism Australia attempts to prom ote a diffusion of cultural values using and a melting pot approach in promoting tourism in Australia. On the other hand it also elicits a sense of ethnocentrism, a cultural bias towards the belief of superiority of one’s own ethnic group. In a marketing perspective ethnocentrism can act as a deterrent in consumer purchasing decisions(Puzakova 2010). Where the advert itself represents an ethnocentric approach by Australia to promote its culture, the article represents and ethnocentric bias by UK as well in terms of believing that its language use is more appropriate than that of low-context culture of Australia. The differences in intercultural communication are evident. Whereby, Australians, based on this article, are more open in their use of language, the British seem more conservative indicating an insensitivity of variations in the international communication that lacks in the Australian advert(Chaney and Martin 2007). It can also be argued that conservatism, politeness, being reserved and formal in the use of language are perhaps just stereotypical characteristics that plague the British society. Research, according to Scott Morrison, shows an appreciation of the Australian sense of humour in the British population. Hence it could be in fact just an imposition of traditional values by the BACC to preserve its traditional front stage culture, ignoring the evolution of its backstage culture and a diversity of self concept in one culture. The ethnocentric bias is based on mindsets incorporating cultural and social factors and is developed through socializing agents like schools, families and friends and thus can be altered with a change in socializing agents(Puzakova 2010).Advertising Looking for article on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More Thus the article is an example of xenophobia in its most ethereal forms which is persistent even in an era of massive globalization. Bi bliography BBC NEWS. Australian advert banned on UK TV. 2006. Web. Chaney, Lilian H, and Jeanette S. Martin. Intercultural Business Communication. India: Pearson Education Inc. , 2007. Lilian, Chanay H. Intercultural Business Communication. India: Pearson Education Inc, 2007. Mail Online. The world’s biggest family. 2011. Web. Mamman, Aminu. â€Å"Employee intercultural effectiveness in a multicultural workplace.† International Journal of Human Resource Management (Peason), 1995: 528-552. Puzakova, Marina. â€Å"Mitigating consumer ethnocentrism via advertising and media consumption in transitional markets.† 2010: 727-764.Advertising We will write a custom article sample on Article: Australian Advert Banned on UK TV specifically for you for only $16.05 $11/page Learn More Savani, Krishna. â€Å" Cultural Conditioning: Understanding Interpersonal Accommodation in India and the United States in Terms of the Modal Characteristics of I nterpersonal Influence Situations.† Journal of Personality and Social Psychology, 2011: 84-102. This article on Article: Australian Advert Banned on UK TV was written and submitted by user Man-Thing to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Arguements against cloning essays

Arguements against cloning essays In 1997 the world was introduced to a six month old lamb named Dolly, the first successfully cloned mammal, putting everyone around the world into shock. The time has come where our technology in science and medicine have advanced so much that human cloning has left science fiction and has now progressed into science. A high percent of people feel that there could be nothing good we could get out of cloning human beings and nothing scientifically or medically important would be lost by banning colonal reproduction (Kass). According to a poll taken by CCN of 1,005 adults in 1997, 69% said they are afraid of the possibility to clone humans, 89% feel it is morally unacceptable, and 74% believe human cloning is against Gods will (Robinson). There are, however, those who support the cloning of humans. A select amount of scientist feel that research cloning will lead to cures and treatments for the sick and cloning would also allow people to produce or raise a child to whom they are b iologically connected (Wachbroit). Although these are a few hopes of creating a human clone, such processes should be banned not only because they are extremely risky for the clones and the women who would birth them, but it would also diminish our world that is valued for individuality, despite the feelings of cloning supporters on the contrary. Although many scientists who support cloning do so in good intentions to help create cures for those who have diseases that we do not have treatments for, there are other ways of doing so without cloning. It would almost be impossible to restrict some forms of human cloning without banning it completely. The lives of humans are more valuable than to risk one for the benefit of another. Also, once research cloning is allowed and embryos become available, even the tightest regulations would not be able to prevent to birth of cloned babies (Robinson). Instead of using cloning to m...

The New Media, and New Forms of Communications Essay

The New Media, and New Forms of Communications - Essay Example According to studies, over sixty percent U.S households have a personal computer and more than fifty percent have access to internet. Considering this spread of modern communication devices, it seems necessary to look into their effects on communication and other social spheres. This study intends to look into various scholarly works on the issue ranging from the positive and negative impacts of modern means of communication on society, especially on young ones. The Positive Side of Modern Means of Communication There are various advantages of the use of these modern means of communication according to scholars. In the opinion of Matusitz (2007), it is the best way of communication for the people who are intimidated by others’ expression. According to him, people who are generally shy and reserved in face-to-face interaction tend to communicate naturally on internet (Matusitz). A similar opinion comes from Wakefield and Rice too; according to them, cyber communication is an ef fective way for those children who might not otherwise be confident to communicate. Another point as put forward by Matusitz (2007) is that internet helps conquer the geographical barriers too. ... An obvious benefit pointed out by Matusitz (2007) is that internet leads to the disappearance of the barriers erected by society and geography. It is evident that the people who do not have a chance to interact in their physical world can easily remain in touch through the modern means of communication. Thus, in the opinion of Wakefield and Rice (2008), by integrating internet with communication, students become able to share knowledge, personal perspectives, and experiences effectively. In addition, there comes the finding that the modern ways lead to more social interaction as people who spend time in the ‘digital realm’ tend to make tons of friends (Matusitz, 2007). Furthermore, there comes the finding that the development of virtual communities using modern means like internet helps improve the psychological wellbeing of people. This claim is based on the ideology that such virtual communities help sharing of interests, principles and beliefs. Thus, for those who fac e physical barriers, the virtual society gives a ‘sense of social interaction, and belonging’ (Matusitz , 2007). Almost the same notion comes from Wakefield and Rice; according to them, more and more youth are using internet as the main source of self-help. For purposes ranging from medical condition, support groups, and other issues that require emotional support, internet has become the best and easiest way. While other people work on the sociological and psychological benefits of modern means of communication, Janko (2002) looks into how the quality of information passed improves when modern means of communication are used; according to him, by using

Phase 2 Discussion Board Assignment Example | Topics and Well Written Essays - 750 words - 2

Phase 2 Discussion Board - Assignment Example cue efforts even though it was difficult because of the harsh terrain, which made it difficult to get to a close proximity to the earthquake epicentre (Chen & Booth, 2011, p. 199). An earthquake relief team that included about 184 people from Beijing military command and Armed police General Hospital came to help in rescue efforts by providing tents, medical supplies, food and also drinking water. The Red Cross Society in China sent over eighty men to carry supplies by foot to the affected areas since the roads had been damaged completely by landslides. Humanitarian rescue efforts were crucial because the lack of road transport saw helicopters being deployed to rescue people and also provide supplies to the stranded villages. The injured were evacuated from the earthquake-stricken areas on the same day that the earthquake occurred (Chen & Booth, 2011, p. 199). The humanitarian efforts played a great role because of their efforts many lives were saved on the day of the earthquake, who would have died without the fast response. From these efforts, a commander of the armed forces in China announced that over 3,000 survivors had been rescued by the second day of t he earthquake. On the morning of May 14, a team of 15 Special Operations Troops that carried relief supplies and various communication gear managed to use a parachute and land in the inaccessible area of Mao County in the northeast of Wenchuan. In May 25, an additional 90 helicopters were deployed to assist in rescue efforts, and this maximized the number of people that were evacuated from the affected areas. Many injured and hungry were treated and given food and evacuated to safe places. On May 13th, the first outside humanitarian team from Taiwan joined China by sending a chartered flight that carried some 100 tons of various supplies. On 16th May, other humanitarian and rescue teams from Japan, South Korea, Singapore, Taiwan, Russia and even the United States sent aircrafts with tents, medical supplies,

Aristotles Politics Analysis

Aristotles Politics Analysis The Greek philosopher Aristotle (384-322 B.C.) was one of the most important Western philosophers in ancient times. He contributed to nearly every aspect of human knowledge and society, especially in the field of politics. Aristotle even wrote an entire book called Politics. I found the full English-translated version of Aristotles Politics through Fordham Universitys The Ancient History Sourcebook in the Greek subgenre of Philosophy (http://legacy.fordham.edu/Halsall/ancient/asbook07.asp#Philosophy). Politics is a comprehensive examination of the origins and structure of Greek society. Like the ancient civilizations of Mesopotamia and Egypt, Aristotles perspective on politics is deeply-rooted in the city-state, or polis as the Greeks call it. In a polis, all citizens in a Greek city-state hold a functioning role in government. Young citizens would serve in the military, middle-aged citizens would govern, and older citizens took care of religious affairs. Newsome High Schools English Department adds on stating that Since citizenship involves an active role in running the state, a citizen identifies strongly with the city-state to which he belongs, to the point that the Greeks consider exile to be a fate worse than death. Aristotles Politics as well as many other works from ancient Greece were shaped by its cultural and temporal contexts. Religion was present in all areas of ancient Greek life, especially in politics. With religion came stories and myths used to clarify the origins of the world, gods that represented each tangible or intangible aspect of life, and temples which saturated the Greek municipal landscape. These aspects of ancient Greek life allowed for Greek government and society to function and thrive. Aristotle critically analyzes the political infrastructure of ancient Greece in Books IV-VI. Accordingly, a strong middle class prevents corruption and oppression. He goes on to say though it is not necessary to give everyone equal access to public office, it is never wise to exclude entirely any group from power. Aristotle recommends education and inclusiveness in order to preserve a constitution. Aristotle acknowledged that there were three kinds of government, each consisting of two extremes: good and bad or just and unjust, depending on how the ruler leads. When only one person is given the power to rule, the government is considered as a monarchy if the ruler is good or just and a tyranny if the ruler is bad. When a small group of elitists rule, the government is an aristocracy if the rulers are good and an oligarchy if the rulers are bad. When all of the citizens that reside within the city-state rule, a constitution is a polity if they rule well and a democracy if they rule po orly. In general, Politics states that a government is good or just when it benefits all of the citizens residing within the city-state and unjust when it benefits only those in power, whether singular or several. Aristotle also acknowledged that there were three branches of civic government. The first branch of civic government was known as the deliberative. The deliberative branch makes the major political decisions of the city-state. The second branch of civic government was known as the executive branch. The executive branch handles the everyday tasks of the city-state. The third and final branch of civic government was known as the judicial branch. The judicial branch oversees the legal affairs of the city-state. Books VII and VIII refer back to the initial question of how the ideal city-state would appear to be. Surely, such a city would be large enough for self-sufficiency but would also be small enough to ensure fellow feeling. Aristotle notes that a successful city-state should be located by the water to allow for easy sea commerce, which was the easiest and fastest channel of transport that was available back then. Education ensures the well-being of the city-state, which is why Aristotle states his preference of a public program of education as opposed to something like private tutoring. His recommended curriculum consisted of a variety of learning subjects including reading and writing, physical education, music, and drawing. This system of education helped citizens make the most of both work and play, as well as allow the amount of leisure time in which to pursue the good life. Bibliography http://newsome.mysdhc.org/teacher/3171rosselle/Files/Aristotle%20on%20Politics.pdf http://legacy.fordham.edu/Halsall/ancient/aristotle-politics.txt http://www.philosophypages.com/hy/2t.htm http://www.ancientgreece.com/s/Culture/

Leadership: An argument for advances in its development

Civilization and its achievements, like the wheel, hinge on the hub of leadership. The ebb and tide of world empires point to the reins handled or pulled by individuals who exert power and influence. In this country, and even in the rest of the world, the assertions and importance of leadership is re-emphasized in many ways because of the rapidly evolving paradigms that assume a more pervasive role in the society.   This is the era of organizational revolution.The time is marked with rapid shifts in the demography of our workforce, changing corporate culture, and changing organizations. Organizational forms have become more complex and new forms have been developed (Block, 1981). The management or leadership of people has never been as important and crucial than ever before. Today, it is considered a central figure and the key to productivity and quality especially in a very competitive society. In the light of the rapid shift in today’s organization, the skills required of human resource managers, beginners in the profession and even aspiring students in the discipline, rest on the foundation of knowledge on the whole gamut of human resources management, specifically management theories applied in the setting (Kline & Saunders, 1993).The need for a more efficient, economical and equitable management of the people in the industry or organization has never been as pronounced as it is today. This need has never been brought about by factors which inevitably affect not only the established structures and ways of doing things within the personnel area but also by the more meaningful and substantial task of managing the organization’s most important asset – the human capital. Among these factors are: stiffer competition in business; rapid changes in technological, competitive and economic environments; the explosion of technical and managerial knowledge; spiraling wage and benefits cost and so many others. These factors have no doubt been resp onsible for the emergence of the personnel function as a vital area in the implementation of corporate strategy (Bruffee, 1993).The arguments set forth in this paper spins around the theme of leadership: there have been continued major advancements in the developments of basic leadership theories in the past 200 years.   One of the evidences simply is the theory put forth by Dr. Elliot Jacques, the great Canadian psychologist. Theories abound regarding perspectives of leadership. When Elliot Jacques developed the concept of requisite organization; it served as a unified whole system model for what he deemed effective managerial leadership.Some of the core beliefs in Jacques system, for instance, imply that people are supposed to be compensated on the basis of their individual aptitude or skills and foresight and how long it was before their judgment could be verified. Jacques also thought that where leadership gurus or external consultant like the ODs are concerned, these are only evaluated and equated with alchemy: as such these do not involve real concepts or precise or thorough definitions but rather are considered as rubbish and inauthentic to say the least. Jacques persuasion centers on much of what he calls as â€Å"maximum amount of personal responsibility† and encourages on every part of the organization, or team for that matter, to be stakeholders and thus have a say in the problems at hand.In organizational behavior which is basic to the management of human resource, it points to the inquiry and application of learning about how people, individuals, and groups perform, operate, and work in organizations. It accomplishes this by means of adopting a system approach (Demick & Miller, 1993). Explicitly, it infers people-organization affairs in terms of the entire person, group totality, complete organization, and total social structure. Its intention is to put up enhance relations by attaining human goals, organizational purposes, and social goa ls (Kanter, 1999). In such a milieu, the goals to effect change are influenced by several significant factors which are crucial to the overall results. Hence, there are expected leadership behaviors that maintain momentum during the change process (Demick & Miller, 1993).This strategic system model put forth by Jacques is a methodical approach to managing the human capital.   Those who study and make use of that data in exclusive contexts are rightly described as professionals; in them lies the heart and soul of the profession. Industrial-age institutions look for routine and habit accomplished through standardized measures. Complex responsibilities are split into simple steps that are assigned to organizational positions to guarantee that employees are both interchangeable and effortlessly replaced. Bureaucratic hierarchies are likely to esteem proven evaluation of specific aspects of complex managerial tasks. In view of this, the picture of leadership is in reality changing as t he image of organizations changes. Analysis ascertains those who require training and what skills or performance improvements are designated. Aims and goals set the restriction for the instructional outline and help attain the appropriate learning outcomes (Kincheloe, 1991).Peter Northouse, author of Leadership: Theory and Practice observed the revival of an all-encompassing skills-based model of leadership distinguished by a map for how to reach efficient leadership in organizations (Northouse, 2004). He recommended that the classification of specific skills which can be improved by training has an intuitive appeal: â€Å"When leadership is framed as a set of skills, it becomes a process that people can study and practice to become better at their jobs† (Northouse, 2004).He also suggests that although the skills-based approach claims not to be a trait model, it includes individual attributes that look a great deal like traits. The act of leadership is also an exercise of mor al reasoning. In their book Unmasking Administrative Evil, Guy Adams and Danny Balfour caution against elevating the scientific-analytical mindset higher than all other forms of rationality. Even as the rise of â€Å"technical rationality led inevitably to specialized, expert knowledge, the very life blood of the professional,† it also â€Å"spawned unintended consequences in the areas of morals and ethics as the science-based technical rationality undermined normative judgments and relegated ethical considerations to afterthoughts† (Adams & Balfour, 2004).Distinguished scholar Ronald Heifetz on the other hand, developed a definition of leadership that takes values into account. He maintains that we should look at leadership as more than a means to organizational effectiveness. Efficiency means getting achievable decisions that execute the goals of the organization. â€Å"This definition has the benefit of being generally applicable, but it provides no real guide to d etermine the nature or formation of those goals.† (Heifetz, 1994).   Heifetz went on to say that values such as â€Å"liberty, equality, human welfare, justice, and community† are inculcated with first-rate leaders (Heifetz, 1994). It is a necessity then, the infusion of these principles into the leader and from the leader into the organization.Reference:1. Adams, Guy B. & Danny L. Balfour, 2004.   Unmasking Administrative Evil (Armonk, N.Y.: M. E. Sharpe, pp. 31-36.Beckhard, R. 1969. Organization Development: Strategies and Models, Addison-Wesley, Reading, MA. John Wiley & Sons, Inc. Permissions Department, 111 River Street, Hoboken, NJ07030 USA. Block, Peter, Flawless Consulting: A Guide to Getting Your Expertise Used, University   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Associates, San Diego, CA 1981. Bruffee, Kenneth A. Collaborative Learning: Higher Education, Interdependence, and   Ã‚   the Authority of Knowledge. Baltimore: Johns Hopkins Univ. Press, 1993. Demick, J. an d Miller, P., Development in the Workplace, Lawrence Erlbaum Associates,   Ã‚  Ã‚   Publishers, New Jersey, 1993. Heifetz, Ronald A., 1994. Leadership Without Easy Answers (Cambridge, Mass.: Harvard Univ. Press, pp. 21-22. Northouse, Peter G. 2004. Leadership Theory and Practice. Thousand Oaks, Calif.: Sage, pp. 35-52.

English Assessment Essay

? Controlled Assessment is a new form of internal assessment. Following a coursework review by QCA, Controlled Assessment has been introduced as part of nearly all new GCSEs, to replace coursework. High, medium or limited control levels are set for each of the Controlled Assessment processes: task setting, task taking and task marking. For each stage, the level of control will ensure reliability and authenticity, and make assessments more manageable for teachers and candidates. Weighting of Controlled Assessments is defined by QCA subject criteria and, depending on the subject, will be  25% or 60% of the total assessment. 1. 2 What does ‘control’ actually mean? QCA has produced a Glossary of terms for Controlled Assessment regulations. The levels of controls are defined as follows: ? Formal supervision (High level of control) – the candidate must be in direct sight of the supervisor at all times. Use of resources and interaction with other candidates is tightly prescribed. Informal supervision (Medium level of control) – questions/tasks are outlined, the use of resources is not tightly prescribed and assessable outcomes may be informed by group work. Supervision is confined to (i) ensuring that the contributions of individual candidates are recorded accurately, and (ii) ensuring that plagiarism does not take place. The supervisor may provide limited guidance to candidates. Limited supervision (Limited level of control) – requirements are clearly specified, but some work may be completed without direct supervision and will not contribute directly to assessable outcomes. ? ? 1. 3 What is the purpose of this Guide? This Guide provides detailed information for teachers about how to manage Controlled Assessment: some of the information applies to all GCSE subjects and some information provides subject specific guidance. It is important to make the point that this Guide plays a secondary role to the Specification itself. The Specification is the document on which assessment is based and specifies what content and skills need to be covered in delivering the course. At all times,  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 3. therefore, this teacher support should be read in conjunction with the Specification. If clarification on a particular point is sought then that clarification should be found in the Specification itself. Teaching of this qualification will vary greatly from school to school and from teacher to teacher. With that in mind, this Guide is offered as guidance but may be subject to modifications by the individual teacher. 4  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 2 Summary of the Controlled Assessment units Unit A242: Making your mark in business. This unit represents 60% of the total GCSE (Single Award) marks and 30% of the total GCSE (Double Award) marks. It has a maximum of 60 marks. Candidates will choose one business scenario from a selection of five. They then choose a local business on which to base their subsequent research and complete all the tasks. This unit is internally assessed, applying the principles of Controlled Assessment. Controls are set within the assessment in each of the stages of the assessment process: Task setting: high level of control in relation to the setting of tasks. Task taking: this stage is divided into 2 different stages, each with a different level of control: – Research/data collection: limited level of control – Analysis and evaluation: high level of control Task marking: medium level of control. More information about each stage of the process is provided in the following sections of this Guide. Unit A244: Business and you This unit represents 60% of the total GCSE (Single Award) marks and 30% of the total GCSE (Double Award) marks. It has a maximum of 60 marks. Candidates will choose one job role from a selection of five and investigate a range of human resource activities in relation to this role. This unit is internally assessed, applying the principles of Controlled Assessment. Controls are set within the assessment in each of the stages of the assessment process: Task setting: high level of control in relation to the setting of tasks. Task taking: this stage is divided into 2 different stages, each with a different level of control: – Research/data collection: limited level of control – Analysis and evaluation: high level of control Task marking: medium level of control. More information about each stage of the process is provided in the following sections of this Guide.  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 5 3 Teacher guidance on how to plan Controlled Assessment 3. 1 Controlled Assessment delivery flow chart Timetabled Lessons OCR set tasks for centres Unit A242 Making your mark in business Task 1: Get prepared 2 hours Teacher Guidance/ Feedback Candidates Work in Progress Task induction Task research Task 2: Research Up to 30 hours Task 3: Consider your results 5 hours Task 4: Attract customers 6 hours Candidates Work in Progress Review outcomes of research. Task 5: Reflect on outcome 2 hours Unit A244 Business and you Task 1: Research Up to 30 hours Candidates Produce Outcome for Assessment Task completion Task authentication Task 2: Apply for the post 5 hours Task 3: Getting selected 5 hours Task 4: Best practice – induction 2 hours Evaluation/ Review Task 5: A promotional opportunity 3 hours Teacher Assessment and Submission to OCR for Moderation by specified deadlines Submission of marks: January series: 10 January June series: 15 May 6  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 3. 2 Guidance on the release of Controlled Assessment tasks to candidates 3. 2. 1 Choice of Controlled Assessment task For these GCSEs in Applied Business, OCR will assume a high level of control with regard to task setting. A number of scenarios will be available from OCR for the Controlled Assessment units. Once a scenario has been chosen, then the candidate will carry out necessary research in order to respond to a series of tasks. These tasks have been designed to meet the full assessment requirements of the unit. It is important that before candidates begin the assessment, they are equipped with the necessary knowledge, understanding and skills specified in each of the unit specifications for Units A242 and A244. Unit A242 – The candidate must choose one business scenario from a list of five and then choose a local business on which to base their subsequent investigations. The series of tasks which the candidate must complete are supplied by OCR. It should be noted that the types of business scenario have been chosen to be as wide ranging as possible to suit all centre requirements. Unit A244 – The candidate must choose one job role scenario from a list of five and investigate a range of human resource activities in relation to this role. The series of tasks which the candidate must complete are supplied by OCR. It should be noted that the types of job role scenarios have been chosen to be as wide ranging as possible to suit all centre requirements. Further guidance on how to choose a scenario for the Controlled Assessment will be provided within the Controlled Assessment scenario. Live OCR Controlled Assessment material must NOT be used as practice material. Centres should devise their own practice material or use the specimen Controlled Assessment material. 3. 2.2 When and how to give Controlled Assessment tasks to candidates Controlled Assessment tasks will be available from Interchange from 1 June 2009. Centres must be aware that live Controlled Assessment material will be reviewed on a regular basis to ensure to ensure that it continues to be fit for purpose. Should it be necessary to amend or revise the material then centres will be notified. Centres should refer to the sample scheme of work and lesson plans which are available to download from OCR’s website to assist planning and delivery of the Controlled Assessment units and its assessments.  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 7 3. 3 Guidance on research/data collection There must be a medium level of supervision when candidates complete the research/data collection element of these units. Candidates may need access to the internet; library, textbooks, and/or optional visits to local businesses. This research element can be carried out as part of a group or individually as outlined in the specification. (a) Authenticity control: Candidate can complete the research individually or in a group without direct teacher supervision. In Unit A242, each candidate MUST carry out both individual and group research. The write up of findings and responding to tasks must be completed individually and under direct supervision. The teacher must be able to authenticate the work. (b) Feedback control: Feedback to the candidate will be permissible but tightly defined. Within these specifications, OCR expects teachers to equip candidates with the knowledge, understanding and skills which they will need before they respond to the tasks. It should be remembered that candidates are required to reach their own judgements and conclusions without any guidance or assistance from others. When supervising tasks, teachers are expected to: Exercise continuing supervision of work in order to monitor progress and to prevent plagiarism Exercise continuing supervision of practical work to ensure essential compliance with Health and Safety requirements Ensure that the work is completed in accordance with the specification requirements and can be assessed in accordance with the specified marking criteria and procedures. (c) Time control: The overall time limits available to the candidate to complete the Controlled Assessments are specified in Sections 4. 1 and 4. 2 of these specifications. A more detailed breakdown of time limits for particular tasks is contained in the specimen Controlled Assessment material for Units A242 and A244. Tasks should be completed within the time limits set, and be supervised and marked by the teacher. Some of the work, by its very nature, may be undertaken outside the centre, eg research work. The use and application of the research material will be undertaken under direct teacher supervision. With all internally assessed work, the teacher must be satisfied that the work submitted for assessment is the candidate’s own work and be able to authenticate it using the specified procedure in Section 5. 4. 4 of these specifications. (d) Collaboration control: Group work is permissible in some cases for the research phase of the units. However, each candidate must respond to the tasks individually. Where group work is suggested as an alternative to individual work, candidates will still be analysing the outcome of the group work on an individual basis before forming their own conclusions. (e) Resource control: Access to resources will be limited to those appropriate to the task and as required by the unit. Candidates will need to be provided with the most appropriate materials and equipment to allow them full access to the marking criteria but this must be closely monitored and supervised, especially the level of ICT access. During the write up (Unit A242 Tasks 3, 4 and 5 and Unit A244 Tasks 2, 3, 4 and 5) candidates should only have access to their research which they have made during the research phase of task taking (Unit A242 Task 2 and Unit A244 Task 1). Generating and reviewing the action plan should be done in the specific time allocated for the completion of this task and should not form part of the write-up phase. It is the responsibility of the 8  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business centre to ensure that these are only research and that they do not include a draft or final version of the tasks 3. 4 Guidance on the production of the outcome 3. 4. 1 Controls for the production of the outcome Teachers must keep live Controlled Assessment tasks secure and confidential at all times whilst in their possession. For example, candidates may collect the results of any research or investigations undertaken in a research folder which must be handed in to the teacher before the writing up sessions begin. In such circumstances, it is the responsibility of the teacher to keep the research folders secure between the writing up sessions and that candidates do not have access to these folders outside of the allotted sessions. There must be a high level of supervision when candidates complete the Controlled Assessment tasks for these units. Although candidates will  have access to their research notes, they must work individually and be supervised at all times. Analysis and evaluation of findings – high control When candidates analyse and evaluate their findings as they address each of the Controlled Assessment tasks (excluding the research tasks, which carry no marks), they must be supervised at all times and work individually. Completing the tasks The candidate will be provided with sufficient time to complete all of the tasks. It is suggested that evidence is produced in a number of sessions, each focusing on a specific mini-task. Each candidate must produce individual and authentic evidence for each of the (mini) tasks. It is particularly important that those candidates who conducted research as part of the group still produce individual evidence. The teacher may give appropriate support and guidance to the candidates during the research phase of these units but not during the write-up phase. This support and guidance should focus on checking that the candidates understand what is expected of them. It is not acceptable for the teacher to provide model responses or to work through answers in detail. The candidate will have the opportunity to use information from a wide range of resources as part of their research time in Units A242 and A244. This research will help them to produce evidence which is clearly targeted to meeting the assessment requirements of each of the remaining tasks. It is not permissible, however, for candidates to introduce any new material into their evidence that is not accessed during this research time, and teachers must safeguard against this. Candidates must also be guided on the use of information to ensure that confidentiality and intellectual property rights are maintained at all times. It is essential that any material directly used from a source is appropriately and rigorously referenced. In both Units A242 and A244, candidates  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 9 will be asked to complete a bibliography during their research time which will be required for review at the point of internal assessment and external moderation. 3. 4. 2 Controlled Assessment task security It is the responsibility of the centre to ensure that downloaded Controlled Assessment Tasks and candidates’ scripts are stored securely. Any breach in security must be reported to OCR as soon a possible by submitting a written report (a blank report form is available on Interchange) from Head of Centre to the OCR Quality and Standards Division detailing the circumstances, the candidates concerned and any action taken. Candidates’ scripts for all completed Controlled Assessment tasks must be stored securely and they should be available for moderation. It is suggested that they are destroyed after the last date for Enquiries about Results following the examination series in which entries for the units concerned are made. Candidate absence at the time of assessment If a candidate is absent from a centre when an assessment is carried out, the Controlled Assessment task may be set at an alternative time provided that the centre is satisfied that security has been maintained by keeping all materials secure. Unexpected circumstances If an unexpected problem (such as a fire alarm or other circumstances beyond the teachers’ control) occurs while a Controlled Assessment task is taking place, the task may be resumed subsequently provided the teacher ensures that no candidate is likely to have been advantaged or disadvantaged by doing so. 3. 4.3 Presentation of work Candidates must observe certain procedures in the production of Controlled Assessments. ? charts, graphs, images and tables may be produced using appropriate ICT. These should be inserted into the candidate’s evidence at the appropriate place any copied material must be suitably acknowledged quotations must be clearly marked and a reference provided wherever possible work submitted for moderation or marking must be marked with the: – centre number – centre name – candidate number – candidate name – unit code and title. ? ? ? 10  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business Work submitted on paper for moderation or marking must be secured by treasury tags. Work submitted in digital format (CD or online) must be in a suitable file structure as shown in Appendix B of the Specification.  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 11 4 Controlled Assessment candidate guidelines 4. 1 Task setting For this subject OCR will provide a list of tasks. 4. 2 Task taking 4. 2. 1 What can I do in relation to research, drafting and re-drafting? Your teacher will discuss the tasks on offer and the proposed areas of enquiry and the resources available. An induction period into the research methods, sourcing and the use of equipment may also take place. Time constraints and a programme should be adopted and this will be explained by your teacher. Your research and planning may involve interviews, fieldwork, visits, library research, internet research or questionnaires. You should keep a record of the sources you have consulted at this stage and this will form part of your portfolio. You should provide a plan of action to the teacher which can be discussed. You teacher will inform you what materials are appropriate and inappropriate. Your draft piece will be discussed with your teacher and they may offer advice, answer any questions and give feedback. Throughout this process your teacher will supervise to ensure there is no plagiarism and will ensure all your work is within the Health and Safety requirements and that all candidates work is in accordance with the Controlled Assessment regulations. At no stage will model answers be provided. You should reach your own conclusions and make your own judgements and any teacher support will be recorded. You may be given opportunity to edit, check redraft and reorganise your work. During this period your teacher may make general observations but will not give any specific advice. 4. 2. 2 How much teacher support can I expect? During your work for Controlled Assessment you must produce work/evidence independently but your teacher will be able to give you some advice, support, guidance and feedback but the amount will vary depending upon the type of task you are doing. You must make your own judgements and draw your own conclusions but your teacher will: 12  ©OCR 2009 Guide to Controlled Assessment in GCSE Applied Business ? ? Offer advice about how best to approach a task offer guidance on the way you work in groups so that you all have an opportunity to tackle your tasks offer advice to help your research, possibly arranging visits to place of interest, if this is appropriate monitor your progress to make sure your work gets underway in a planned and timely manner ensure that your work meets the Specification requirements keep a log of the feedback they give you supervise any practical work you do to ensure you receive advice about health and safety. ? ? ? ? ? The support given by your teacher will be to make sure you understand what it is you have to do. Your teacher will not be allowed to provide model responses for you or work through your responses or outcomes in detail. 4. 2. 3 What can I expect in the supervised sessions? This period should include some form of evaluation either in the written form, in a teacher interview or a presentation to the group. For the last two your teacher may record these sessions. This is particularly essential in group work where the teacher will be attempting to ascertain your individual contribution within the group. You should reference all sources used and any materials you have used in the whole piece whether in supervised or unsupervised sessions. Quotations should be clearly marked and referenced to ensure all intellectual property rights are maintained. It is unlikely that complete downloaded documents from the internet are suitable. Your teacher will sign an authentication form to complete the process. You may also be asked to sign the form.  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 13 5 Teacher guidance on task marking 5. 1 Generic guidance on how to mark Controlled Assessment tasks The marking criteria detail the skills, knowledge and understanding which the candidate is required to demonstrate. The (mini) task should be marked by the teacher according to the given marking criteria using a ‘best fit’ approach. For each of the (mini) tasks, the assessor should select the descriptors, provided in the marking criteria, which most closely describe the quality of work being marked. Marking should be positive, rewarding achievement rather than penalising failure or omissions. The award of marks must be directly related to the marking criteria. Teachers use their professional judgement in selecting the descriptor which best describes the work of the candidate. To select the most appropriate mark within this descriptor, teachers should use the following guidance: ? where the candidate’s work convincingly meets the descriptor, the higher marks in the mark range should be awarded where the candidate’s work adequately meets the descriptor, the most appropriate mark in the middle range should be awarded where the candidate’s work just meets the descriptor, the lowest marks in the mark range should be awarded. ? ? The final mark for the candidate for each unit is out of a total of 60 and is found by totalling the marks for each of the (mini) tasks. 5. 2 Unpacking assessment objectives in Controlled Assessment tasks Assessment objectives (AOs) identify what the candidate has to do. They specify the context and use the ‘command words’ to indicate the level of the intellectual task, so, for example, the candidate may be directed to ‘identify’, ‘describe’ or ‘explain’. 14  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business Assessment objective 1 assesses candidates’ ability to recall, select and communicate their knowledge and understanding of concepts issues and  terminology; Assessment objective 2 assesses candidates’ ability to apply skills, knowledge and understanding in a variety of contexts and in planning and carrying out investigations and tasks; Assessment objective 3 assesses candidates’ ability to analyse and evaluate, make reasoned judgements and present conclusions. 5. 3 Interpretation of the Controlled Assessment marking criteria These general assessment objectives have been contextualised to the specific tasks in each Controlled Assessment (see the assessment grids below). So the teacher needs to: 1.identify the knowledge and skills the candidate will need to demonstrate if they have meet the AO 2. identify what the candidate has to do with this knowledge and/or skill; for example, should they be describing or explaining? Each assessment objective has been written at 3 levels, which increase in intellectual difficulty. The teacher will need to make a holistic judgement of which level (1, 2 or 3) best fits the candidate’s work. In general terms, a candidate who is able to produce some limited evidence for achieve Mark Band 1. A candidate who produces a range or evidence but significant gaps in coverage, knowledge and understanding, is likely to achieve candidate who has addresses most, or all of the issues needed to fully complete to achieve Mark Band 3. a task is likely to where there are Mark Band 2. A the tasks is likely For example, in Mark Band 1 a candidate might identify some relevant knowledge required to address the task but fails to adequately explain the issues. In Mark Band 2 a candidate might list a comprehensive range of issues and explore them all to the required standard but some explanations are incorrect or lacking application to the context. In Mark Band 3 a candidate is likely to identify an appropriate range of issues and analyse them all appropriately, in depth and within the required context. 5. 4 Authentication of Controlled Assessment outcomes Teachers must be confident that the work they mark is the candidate’s own. This does not mean that a candidate must be supervised throughout the completion of all work but the teacher/course tutor must exercise sufficient supervision, or introduce sufficient checks, to be in a position to judge the authenticity of the candidate’s work. Candidates must not plagiarise. Plagiarism is the submission of another’s work as one’s own and/or failure to acknowledge the source correctly. Plagiarism is considered to be malpractice and could lead to the candidate being disqualified. Plagiarism sometimes occurs innocently when candidates are unaware of the need to reference or acknowledge their sources. It is therefore  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 15 important that centres ensure that candidates understand that the work they submit must be their own and that they understand the meaning of plagiarism and what penalties may be applied. Candidates may refer to research, quotations or evidence but they must list their sources. The rewards from acknowledging sources, and the credit they will gain from doing so, should be emphasised to candidates, as well as the potential risks of failing to acknowledge such material. The candidate must sign a declaration to this effect. Centres should reinforce this message to ensure that candidates understand what is expected of them. Please note: Centres must confirm to OCR that the evidence produced by the candidate is authentic. The Centre Authentication Form includes a declaration for assessors to sign. It is a requirement of the QCA Common Criteria for all Qualifications that proof of authentication is received. 5. 5 Internal Standardisation of Controlled Assessment It is important that all internal assessors, working in the same subject area, work to common standards. Centres must ensure that the internal standardisation of marks across assessors and teaching groups takes place using an appropriate procedure. This can be done in a number of ways. In the first year, reference material and OCR training meetings will provide a basis for centres’ own standardisation. In subsequent years, this, or centres’ own archive material, may be used. Centres are advised to hold preliminary meetings of staff involved to compare standards through cross-marking a small sample of work. After most marking has been completed, a further meeting at which work is exchanged and discussed will enable final adjustments to be made. 5. 6 Moderation of Controlled Assessment All work is marked by the teacher and internally standardised by the centre. Marks are then submitted to OCR, after which moderation takes place in accordance with OCR procedures: refer to the OCR website for submission dates of the marks to OCR. The purpose of moderation is to ensure that the standard of the award of marks for work is the same for each centre and that each teacher has applied the standards appropriately across the range of candidates within the centre. The sample of work which is presented to the Moderator for moderation must show how the marks have been awarded in relation to the marking criteria. Each candidate’s work should have a cover sheet attached to it with a summary of the marks awarded. If the work is to be submitted in digital format this cover sheet should also be submitted electronically within each of the candidate’s files. 5. 7 Minimum requirements for Controlled Assessment There should be clear evidence that work has been attempted and some work produced. If a candidate submits no work for an internally assessed component, then the candidate should be indicated as being absent from that component on the mark sheets submitted to OCR. If a candidate completes any work at all for an internally assessed component, then the work should be assessed according to the internal assessment objectives and marking instructions and the appropriate mark awarded, which may be zero. 16.  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 5. 8 Submission date for Controlled Assessment Candidate’s marks must be despatched to the Moderator and to OCR. Please refer to the OCR website for details of submission dates relevant to the current series of examinations.  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 17 6 FAQs What are the dates in which the Controlled Assessments can be taken? Controlled Assessment is a form of internal assessment and as such there isn’t a specified date in which Controlled Assessment has to be taken. It is up to the centre to decide when Controlled Assessment will be taken: guidance on this can be found in Section 5: Controlled Assessment of all revised GCSE Specifications (first teaching in September 2009). When can teachers and candidates access the material? Controlled Assessment tasks will be available from Interchange on 1 June of the year prior to an assessment series, i. e. 1 June 2009 for assessment in June 2010 series. Tasks may be reviewed and it is the responsibility of centres to make sure that candidates are submitting the correct task. Why are you not making hard copies available to centres? This is an internal assessment and centres are responsible for the resource of internal assessment. It would be impossible to despatch hard copies of the Controlled Assessment without vast amounts of provisional entry data. Can any preparation work be done out of the classroom? Yes. Controls are set at the level of tasks setting, task taking and task marking. Preparation work comes into the task taking level, under Research and Data Collection, which have a limited level of control i. e. work can be carried out without direct supervision. More guidance on this can be found can be found in Section 5: Controlled Assessment of all revised GCSE Specifications (first teaching in September 2009). Is there a minimum or maximum time that can be spent on the assessments? Suggested time limits vary per subject: there are suggested time limits given in Section 5: Controlled Assessment of all revised GCSE Specifications (first teaching in September 2009). Where can the Controlled materials be accessed and by whom? Controlled Assessment tasks and other documents are accessed via Interchange. Centre access to the Interchange Controlled Assessment area will be available to the registered Centre User (normally the Examinations Officer). However, the Centre User can set access permissions to others within their centre, eg HODs, subject leaders or subject teachers. How long is each assessment valid for i. e can we use last year’s one this year? 18  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business Tasks may be reviewed and it is the responsibility of centres to make sure that candidates are submitting the correct task. Where can the Mark Schemes be accessed? Mark Schemes are included in the specifications and can also be accessed from the OCR website: In addition, Mark Schemes are attached at the end of each Sample Assessment Material and also available from OCR Interchange. Do we have to take the Controlled Assessment under exam conditions/teacher supervision? Yes, but only for the write up , i. e. the last part of Controlled Assessment when candidates are producing the outcomes of their research – note that this can be over more than one supervised session. More guidance on this can be found in Section 5: Controlled Assessment of all revised GCSE Specifications (first teaching in September 2009). Are the Controlled Assessments the same as written examinations, can we re-sit? Yes, candidates can resit controlled assessed units but as with any other unit, candidates can only resit once. Also, the 40% terminal rule means that 40% of the assessment has to be taken in the examination series in which the qualification has to be awarded. Centres have the responsibility to ensure that the correct tasks are used for a controlled assessme.