The Scarlet Letter Summary: Chapters 7-11

In these chapters, Hester visits the governor’s mansion. She wants to find out if the rumors that Pearl might be taken away from her are true. When she finally meets with the governor she begs him to not take her daughter away from her. They agree to not separate the mother and child, and Pearl seems to take a liking to the governor. Chillingworth tries to convince the governor to reopen the case of revealing who the father of Pearl is, but he refuses.Chillingworth changed his name upon his arrival to Boston to hide his true identity, even though Hester knows his true Identity, and she was sworn to secrecy. He is known as the doctor of the town, and because the town has very little medical help, he is openly welcome. When Dimmesdale begins to have lots of chest pains, the doctor moves in with him to make sure everything is ok. Even though the minister doesn’t trust the doctor, because he has no reason for his distrust, he still does what he says.The minister’s si ckness causes him to give more powerful sermons, mostly focusing in sins. At night, he cant sleep and he begins to have visions. He has a vision of Hester pointing at her scarlet letter, and then pointing at the clergyman. The minister believes that he is jus delusional and doesn’t pay any mind to his visions. He then begins to torture himself, by whipping himself, not eating, and not sleeping. He then thinks he knows how to remedy his pain. He decides to hold a vigil, on the same scaffold where Hester had suffered her punishment years ago

Death and Absurdism in Camus’s The Stranger Essay

In his novel The Stranger1, Albert Camus gives expression to his philosophy of the absurd. The novel is a first-person account of the life of M. Meursault from the time of his mother’s death up to a time evidently just before his execution for the murder of an Arab. The central theme is that the significance of human life is understood only in light of mortality, or the fact of death; and in showing Meursault’s consciousness change through the course of events, Camus shows how facing the possibility of death does have an effect on one’s perception of life. The novel begins with the death of Meursault’s mother. Although he attends the funeral, he does not request to see the body, though he finds it interesting to think about the effects of heat and humidity on the rate of a body’s decay (8). It is evident that he is almost totally unaffected by his mother’s death – nothing changes in his life. In other words, her death has little or no real significance for him. When he hears Salamano, a neighbor, weeping over his lost dog (which has evidently died), Meursault thinks of his mother – but he is unaware of the association his mind has made. In fact, he chooses not to dwell on the matter but goes to sleep instead (50). It is when he is on the beach with Raymond Sintà ¨s and M. Masson and they confront two Arabs (who have given Raymond trouble) that Meursault first seems to think about the insignificance of any action – therefore of human existence. He has a gun and it occurs to him that he could shoot or not shoot and that it would come to the same thing (72). The loss of a life would have no significance – no affect on life as a whole; and the universe itself is apparently totally indifferent to everything. Here he implicitly denies the existence of God, and thus denies morality, as well as the â€Å"external† meaning (if it may be so distinguished from the internal or individual existential meaning) of life and dea th. (This latter, existential meaning is later affirmed, as we shall see.) Meursault kills one of the Arabs in a moment of confusion, partially out of self-defense, but does not regret it eve though it means going to prison and, ultimately, being executed. He has the fatalistic feeling that  Ã¢â‚¬Å"what’s done is done,† and later explains that he has never regretted anything because he has always been to absorbed by the present moment or by the immediate future to dwell on the past (127). In a sense, Meursault is always aware of the meaninglessness of all endeavors in the face of death: he has no ambition to advance socio-economically; he is indifferent about being friends with Raymond and about marrying Marie; etc. But this awareness is somehow never intense enough to involve self-awareness – that is, he never reflects on the meaning of death for him – until he is in prison awaiting execution. Of course, the â€Å"meaning† of another’s death is quite difference from the â€Å"meaning† of one’s own death. With the former, one no longer sees that person again; with the latter, one’s very consciousness, as far as we know, just ends – blit! – as a television picture ends when the set is switched off. Death marks all things equal, and equally absurd. And death itself is absurd in the sense that reason or the rational mind cannot deal with it: it is a foregone conclusion, yet it remains an unrealized possibility until some indeterminate future time. The â€Å"meaning† of death is not rational but, again, is existential – its implications are to be found not in abstraction but in the actuality of one’s life, the finality of each moment. Before his trial, Meursault passes the time in prison by sleeping, by reading over and over the newspaper story about the (unrelated) murder of a Czech, and by recreating a ment al picture of his room at home in complete detail, down to the scratches in the furniture. In this connection, it must be admitted that he is externally very sensitive and aware, despite his lack of self-understanding and emotional response. This is evidence by his detailed descriptions. He is especially sensitive to natural beauty – the beach, the glistening water, the shade, the reed music, swimming, making love to Marie, the evening hour he like so much, etc. He even says that if forced to live in a hollow tree truck, he would be content to watch the sky, passing birds, and clouds (95). After his trial (in which he is sentenced to be executed), he no longer indulges in his memories or passes the time in the frivolous way he was accustomed to spend Sundays at home. At first, he dwells on thoughts of escape. He cannot reconcile the contingency of his sentence (Why guilt? Why sentenced by a French court rather than a Chinese one? Why was the verdict read at eight pm rather than at five? etc.) with the mechanical certainty of  the process that leads inevitably to his death (137). When he gives up trying to find a loophole, he finds his mind ever returning either to the fear that dawn would bring the guards who would lead him to be executed, or to the hope that his appear will be granted. To try to distract himself from these thoughts, he forces himself to study the sky or to listen to the beating of his heart – but the changing light reminds him of the passing of time towards dawn, and he cannot imagine his heart ever stopping. In dwelling on the chance of an appeal, he is forced to consider the possibility of denial and thus of execution; therefore, he must face the fact of his death – whether it comes now or later. One he really, honestly admits death’s inevitability, he allows himself to consider the chance of a successful appeal – of being set free to live perhaps forth more y ears before dying. Now he begins to see the value of each moment of the life before death. Because of death, nothing matters – except being alive. The meaning, value, significance of life is only seen in light of death, yet most people miss it through the denial of death. The hope of longer life brings Meursault great joy. Perhaps to end the maddening uncertainty and thus intensify his awareness of death’s inevitability (therefore of the actuality of life), or, less likely, as a gesture of hopelessness, Meursault turns down his right to appeal (144). Soon afterwards, the prison chaplain insists on talking to him. Meursault admits his fear but denies despair and has no interest in the chaplain’s belie in an afterlife. He flies into rage, finally, at the chaplain’s persistence, for he realizes that the chaplain has not adequately assessed the human condition (death being the end of life) – or, if he has, the chaplain’s certainties have no meaning for Meursault and have not the real value of, say, a strand of a woman’s hair (151). Meursault, on the other hand, is absolutely certain about his own life and forthcoming death. His rush of anger cleanses him and empties him of hope, thus allowing him finally to open up — completely and for the last time — to the â€Å"benign indifference of the universe† (154). He realizes that he always been happy. The idea of death makes one aware of one’s life, one’s vital being – that which is impermanent and will one day end. When this vitality is appreciate, one feels free – for there is no urgency to perform some act that will cancel the possibility of death, seeing as though there is no such act. In this sense, all human activity is absurd, and the real freedom is to be aware of life in its actually and totally, of its beauty and its pain. Albert Camus’ The Stranger What if the past has no meaning and the only point in time of our life that really matters is that point which is happening at present. To make matters worse, when life is over, the existence is also over; the hope of some sort of salvation from a God is pointless. Albert Camus illustrates this exact view in The Stranger. Camus feels that one exists only in the world physically and therefore the presence or absence of meaning in one’s life is alone revealed through that event which he or she is experiencing at a particular moment. These thoughts are presented through Meursault, a man devoid of concern for social conventions found in the world in which he lives, and who finds his life deprived of physical pleasure–which he deems quite important–when unexpectedly put in prison. The opening line of the novel sets the tone for Meursault’s dispassion towards most things. The novel is introduced with the words: â€Å"Maman died today. Or yesterday maybe, I don’t know† (3). Although the uncertainty originates with an ambiguous telegram, it seems that the ton†¦ †¦ middle of paper †¦ †¦ or their emotions in general. He does not follow ‘conventional’ social beliefs nor does he believe in God, nor salvation. Meursault however loves his life. It is a pure love derived from enjoying his existence on a day-to-day basis, rarely looking back and never looking forward. His love is not dependent on doing what society or some religion has deemed correct, but on what he feels he wants to do despite what most would consider common. In Albert Camus’ â€Å"The Stranger† the â€Å"story of an ordinary man who gets drawn into a senseless murder† is told. Taking place in Algeria this man, Meursault, is constantly in a climate of extreme warmth, as are all the inhabitants therein. The sun, the source of light and the cause of this warmth, is thus a vital and normal part of his life. It brings warmth and comfort yet it can also cause pain and sickness. Throughout most of his life Meursault has lived with the conflicting forces of the sun and light, as a friend and foe. However in Chapter 6 these forces become unbalanced and the sun becomes an aggressor causing Meurault physical pain and jolting him into violent action. Although the sun becomes increasingly aggressive as the novel transpires, in the beginning its forces were balanced causing some good and some bad effects. The most evidence of the sun as a foe is found during Meursault’s mother’s wake and funeral. During the wake Meursault is constantly â€Å"blinded† by the bright light. This combined with â€Å"the whiteness of the room† â€Å"[makes his] eyes hurt.† However, this same light also creates a â€Å"glare on the white walls†¦.making [him] drowsy† and allowing him respite from the knowledge of his mother’s death. So, all at once light was good as well as bad for Meursault. Again, during the funeral â€Å"with the sun bearing down† the heat was â€Å"inhuman and oppressive,† causing Meursault great physical discomfort. Yet, in the same token, the heat is also â€Å"making it hard for [Meursault] to †¦think straight† thereby allowing him an escape from his mo ther’s death. Not all of the sun’s effects have a flip side however; throughout the novel â€Å"the sun [does Meursault] a lot of good,† by warming him and making him feel alive. Thus, although both positive and negative situations come from the†¦ Work Cited Camus, Albert. The Stranger. Trans. Matthew Ward. New York: Vintage International, 1989.

Scientific and Ethical Complexities - Egg Donation Essay

Scientific and Ethical Complexities - Egg Donation - Essay Example any a negative review such as – â€Å"the most enduring ghost story of all time† and â€Å"a precursor to the existential thriller.† The novel which remains popular even today, unravels the story of a highly ambitious and proud scientist who craves to create a new life form and aspires to become like God. This story is of significant relevance which tells us how Dr. Frankenstein steeps himself into his scientific study and contemplates the creation of life. Mary brings out beautifully the struggle that Frankenstein faces to infuse life into something inanimate. She tells of how he worked ardently in his laboratory from morning to night and sometimes even into the next morning with just that sole goal in his mind to drive him on. He faced many difficulties and pitfalls in the various experiments he carried out and at one point he even wanted to give up and return to his family and friends, but then again it was this burning desire to create life and become like God that At the end of two years, he made great progress and won great appreciation and recognition in his University. The phenomenon that particularly attracted his attention was the human frame. According to him –â€Å"To examine the causes of life, we must first have recourse to death†. He examined and analyised every crevice of life to death and from death to life, until from the darkness broke out a wondrous light that at first blinded him in its simplicity and then exulted him to dizzying heights in the discovery he had made. He had achieved what he wanted to after all! He now had the uncanny power to bestow animation on the object which was once lifeless. He was now left with the job of making a frame work with the intricacy of all its muscles and fibers. It seemed almost impractical in its magnitude and complexity, but the rush of enthusiasm was like a hurricane within him that he could not stop. Frankenstein says –â€Å"A new species would bless me as its creator and source; many happy and

Environmental Management Systems Essay Example | Topics and Well Written Essays - 2250 words

Environmental Management Systems - Essay Example To understand its ramifications a company has to systematically consider all the factors driving the complex relationships between its business model and the environment and how it affects the company's competitiveness and the balance sheet. Effective environmental policies and programmes need to be worked out and put in place. Environment Management System (EMS) is an operational tool for managing these impacts on an organisation's activities on the environment (Australia 2007)1. It provides a platform for a structured approach to planning and implementing environment protection measures. An EMS integrates environmental management into the company's daily operations, long-term planning, quality control systems and finally end up in the Annual Report. Today computers have pervaded and revolutionised all sorts of office work. Paper and white-collar offices are becoming things of the past and have been replaced with network infrastructures and functionality has shifted to the Internet, automation and e-business solutions. Computers bring efficiency and allow reduction in staff and office space at the same time copiously enhances volumetric capacity of data storage and simplifies retrieval of information. Clearly, this transformation has environmental and social benefits such as reduced consumption of paper has revitalized forest resources. Video conferencing has reduced travel, saving both money and time. All such repositioning forms part of EMS. An effective EMS can assist an organisation to: Minimise environmental liabilities and demonstrate good corporate practices and ethics. Maximize efficiency in utilising resources and reduce waste. Inculcate environmental concern among its employees to gain a better understanding of the environmental impacts of the work they are involved in. Stay on course with efficient operations to achieve corporate motive of increasing profits without compromising environmental concerns. Organisations can use EMS to ensure that their performance is within regulatory requirements, and prepare ahead of more stringent regulations that might be necessitated in the future. Case Studies It will be appropriate to study implementation of some successful EMS by big and small organisations. In some case studies analysed below we find how some corporate giants and local government bodies have effectively introduced EMS standards and are successfully evolving them. We also see how brutalities on nature by some big players are brought to justice through community movements and without management commitment EMS is not always a win-win situation. Konica Minolta Model Konica Minolta, the Japanese multinational giant involved in imaging and office solutions business, is successfully implementing environment friendly policies in their large network of establishments around the world (Report, 2005 p.18) 2. Some of the measures they have beneficially introduced are: By minimising product size and weight the company not only conserved in-put resources but also scaled down requirement of transport. They further improved upon it with design cameras and digital multi functional devices and came out with new greener models

Torture Essay Example | Topics and Well Written Essays - 1500 words

Torture - Essay Example This paper examines the pivotal differences between Alan Dershowitz and Elaine Scarry on the question of physical torture in order to determine whether the arguments of the former are adequately tackled by the latter as well as the actual possibility of establishment of public accountability standards for extraordinary measures such as the use of physical torture to prevent terrorism. The Ticking Bomb Argument The controversy surrounding the use of torture to prevent terrorism is explicitly demonstrated via the â€Å"ticking bomb scenario†, where a captured terrorist refuses to divulge information concerning the imminent use of weapon – whether nuclear, biological or chemical device – capable of killing and injuring a huge number of civilians (Dershowitz 259). The grave moral dilemma here is whether the captured terrorist should be subjected to torture in order to disclose the location of the device or the bomb to be allowed to explode and kill perhaps thousands of people because of legal and moral considerations. In other words, the safety and security of a nation’s citizens must be weighed against the preservation of human rights, which engenders a choice between one evil or another (Dershowitz 266, 272). While both Dershowitz and Scarry agree that the ‘ticking bomb’ scenario is a rather hypothetical situation, they consider its implications for the individuals and institutions involved, as well as for the society as a whole, from vastly different points of view. According to Dershowitz, in nations such as Israel, for example, where both terrorism and the use of torture to prevent terrorism are anything but hypothetical, the ticking bomb case in fact provides a moral, legal and intellectual justification for applying the system of coercive interrogation (258-9). On the other hand, although being generally deemed unproductive, those methods – euphemistically called by the Israeli Security Services (GSS or Shin Be t) themselves â€Å"moderate physical pressure† – sometimes proved successful and led to prevention of terrorist acts that otherwise might have killed many civilians (Dershowitz 258). The latter observation, however, implies that the possibility of an actual ‘ticking bomb’ case shouldn’t be readily ruled out. Similarly, following September 11, 2001, it has become not so rare practice in the US security and intelligence services to employ rough interrogation technique

Being Assertive instead of Being Aggressive at Work, Being Proactive Essay - 1

Being Assertive instead of Being Aggressive at Work, Being Proactive in Your Career, How to Build Successful Work Teams, andNew Technology in the Workplace - Essay Example When going for a career start, it is important to understand the present day workplace. The 21st century workplace is diverse in terms of culture, race and gender; it is global. Employees must be prepared to deal with people from any part of the world confidently and without bias. One should enter a career with a positive attitude towards team work. Organizational success depends on team work and communication is the key to a good team spirit development. Career development in the world of new technology depends on one’s ability to adapt to the new technology. All individuals preparing for any career should keep the above points in mind in order to become successful professionals. Work place environment greatly affects the well being, health, productivity and motivation to work in the employees (Jones, 2001). Work place environment is a factor of the behavior of employees therefore it is up to them to maintain a healthy workplace environment. According to (Scott & Judge, 2006), the personal traits and the affective states experiences by people in organizational setups determine the quality of work place atmosphere. To play their role in contributing towards a healthy work place environment, one should enter any career after being well prepared to deal with the challenges of a work place (Jones. 2001). Self mastery, conquering control on persona; traits via personal and independent victories of self control is basic and very important if one wants to reach the level of interdependence in an organization (Covey, 1989). Assertiveness is the key to respectful survival in work place (Weinberg & Cooper, 2007). Assertiveness is sometimes confused with aggressiveness. In reality, there is a difference between the two. Aggression refers to pushing others to get what one wants, while assertiveness means to stand up for one’s rights, still respecting the

Interpersonal relationships communication concepts and terms related Research Paper

Interpersonal relationships communication concepts and terms related to the movie 40 year old virgin - Research Paper Example According to Judy Pearson, self-disclosure is â€Å"the process of making intentional revelations about oneself that others would be unlikely to know.† Andy is a very private person: he tells the few friends he has from work very little about himself. Although he is forty years old, he has spent very little time cultivating meaningful friendships. Because of his lack of interpersonal relationships, he has not developed a greater understanding of himself. Pearson claims that self-disclosure increases directly as intimacy increases. Another hindrance in his personal growth is the fact that he is a virgin. Because his intimacy with another human being has not reached the point of sexual intercourse, his personal growth has also been hindered. The first stage of Andy and Trish’s new relationship is called relational development. There are five aspects to this development: initiating, experimenting, intensifying, integrating, and bonding. In the first stage of their relational development, Andy realizes he is attracted to Trish. Physical attraction is usually an important part of the initiating stage. The second stage of their relationship is the experimentation stage. This occurs during their date. They hit it off by finding many things they have in common with each other. In the third stage, the intensifying stage, Andy and Trish attempt to have sex and are interrupted by Trish’s teenage daughter. In a humorous misunderstanding on their first date, Andy reluctantly agrees to wait until their twentieth date to have sex with Trish. The intensifying stage of their relationship is the longest of the movie. They get to know each other much better while still not solidifying their relationship. The fourth stage o f integration occurs after Andy and Trish’s misunderstanding. Trish catches an inebriated Andy in bed with another woman, but he is able to explain that it was a misunderstanding. In the final stage of

Oligation portfolio(Law) Essay Example | Topics and Well Written Essays - 2000 words

Oligation portfolio(Law) - Essay Example Contract Law is one of the branches of this law. The Law of Obligations and Contracts deals with the obligations, rights and duties concerning with agreements and contracts. Public law is a set of discipline empowering by public bodies which include government departments, local authorities and many more. We can say that this law deals with the state. Examples of this law are these two: tax law and criminal law. Assault, fraud, murder and theft are just four of the examples of crimes. I have read news published on April 5, 2010 by someone not mentioned. He gave an example of a crime happened during the 19th century which was a test of necessity. The Mignonette sank and the three crew members and Richard Parker, a young cabin boy were trapped in a raft. The young cabin boy was closed to death. Due to hunger, the crew killed and ate the poor young boy. The crew survived and were rescued but put on trial for murder. They argued that it was necessary to kill the sick young cabin boy for them to survive. The crew members were sentence to death but many complained that it was just right to preserve their lives. At first they were sentenced to hang but many people are in favor of them. Those people agreed that it is right to preserve lives though it means killing one. In the end, they were only sentenced to six months to jail. It was right to save lives, but saving lives doesn’t mean killing one. It was so sad to think that the crew members agreed to kill the 17 year old cabin boy and ate his flesh just to survive from hunger. They did not even think of other ways on how to survive on this situation. Maybe they thought that this child will just soon die so they decided to kill him. They did not even think that this child may survive from the sickness. It did not come to their minds that it would be happier if all of them will survive with the help of each other. Instead of killing him, they must suppose to offer some comfort to the child. They

Assessing Learners in Lifelong Learning Essay Example for Free

Assessing Learners in Lifelong Learning Essay Critical reflection is an important aspect of teaching and learning effectively; as stated by Petty (2009:520) ‘as you reflect, your ‘theory in use’ improves, and so you become not only more effective, but also more adaptable and better able to solve problems.’ Through critically reflecting on your own practice, you become more able as a teacher and thereby improving your learner’s ability to achieve. This unit will be exploring assessment by way of critical analysis and evaluation. 1.a) How you select and apply assessment types and methods to meet the needs of learners, ensuring that the assessment evidence that is produced is valid, reliable, sufficient, authentic and current. Due to the vast array of assessment types and methods available, it is important that I research effectively which assessment methods and types meet the needs of my learners. Within AS and A Level Psychology that I teach, there are formal assessment methods used at the end of topics and the course that are marked in accordance with AQA guidelines. These tend to be similar methods of summative assessment, including mock exams and essays, as these are the most appropriate and effective methods of summative assessment in terms of what my learners need to know. However, upon exploring assessment in more details, it is clear that I could diversify in terms of the summative assessment methods I use. As stated within DTTLS Course Day Five Reflective Journal; ‘Whilst I am quite diverse with regards to formative assessment, I tend to use the same assessment methods with my learners for summative assessment. This is normally case studies and essays at the end of topics, and mock exams at the end of modules. Even though I understand that the reason I do this is to ensure that learners are prepared for their exam at the end of the year, I am not developing my learners as fully as I can.’ This has become an area of development for me for future planning and preparation; ‘As a result, I will be exploring ways to increase diversity within my summative assessment methods over the next few months.’ (DTTLS Course Day Five Reflective Journal). Through exploring summative assessment and researching this in more detail, I have been able to use different methods of summative  assessment to ensure that it meets the needs of learners and the course type; ‘The latter part of this session involved learners working together to present the three definitions of abnormality. In order to meet the needs of learners, I ensured that all learners were involved in presenting a different definition of abnormality than the one they completed the leaflet on. This is to ensure that learners get maximum exposure to the different definitions and are able analyse and evaluate at least two effectively.’ (Session 6 Self Evaluation Form, Individual Differences, 27/03/14). Through mixing up the assessment methods, so that learners were able display what they had learnt through written English, verbally and using ICT to produce a PowerPoint presentation ensured that this form of summative assessment at the end of the topic meet the needs of all learners within my learning environment. By giving learners the opportunity to present the definitions of abnormality in a variety of ways at the end of a topic enabled me as a teacher to identify whether learners had acquired the correct type and quantity of knowledge, and by not giving them a mark or grade ensured that they did not feel in competition with each other, or that they were being compared to other peers by way of national standards (Petty, 2009). By researching assessment and using a variety of formative assessment methods to assess learners during the courses and subjects that I run within my organisation, I am more able to identify those assessment methods that meet the needs of learners as well as the requirements of the course. This is supported by knowledge obtained on informal assessment. For example, ‘Such informal assessment includes question and answer to confirm understanding, which I use regularly throughout the session plans†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..This is largely due to ensuring that I getting immediate feedback on what learners know so I can check understanding to ensure that all learners have grasped the concept, to work individually with learners that have not, and enable those learners that have to move on. This is to ensure that I am meeting all learners’ needs, and engaging learners effectively.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). Ensuring that assessment types and methods are valid, current and reliable is an important factor and is an area I have identified for improvement within  my own self reflections; ‘In order to ensure that I am assessing effectively, I should be reviewing my assessment methods regularly to ensure that they are fair, valid, reliable and ethical (Gravells, a. 2012). This will be an area of development for me for future sessions and topics.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). Through completion of DTTLS Day Courses, I have become more confident in identifying assessment methods that are valid; ‘Working with the whole group on assessment methods we currently use was an activity that was useful in exploring how we all use assessment, as well as reinforcing how I use assessment. When I was discussing an assessment method I used to test learners knowledge of validity and reliability, I felt more confident when encouraged by my other membe rs of the group that it was a valid assessment method.’ (DTLLS Course, Day Five Reflective Journal). Having discussed in detail assessment on Day Five DTLLS Course has given me more confidence in identifying current, reliable and up to date assessment methods; ‘Another group activity that I found helped to encourage deeper understanding and acquisition of knowledge of assessment was exploring what things assessment criteria should be. Within the group, we came up with some key words that we felt were important, such as validity, reliability, up to date/current, reliable, specific and achievable. Anne then put up on the window other things that assessment criteria should be, and this enabled me to acquire more knowledge about assessment criteria. I hadn’t thought about transparency as part of assessment criteria before, and thinking through the variety of topics within assessment criteria, I was able to understand more clearly expectations of assessment. As a result of this, I am becoming more aware within my teaching practice of why assessment is used and what assessmen t criteria are about. I now feel more able to develop methods of assessment more effectively using this.’ (DTLLS Course, Day Five Reflective Journal). I feel that I am becoming more aware of how to use assessment within my teaching and learning so that it is effective, reliable, and current and meets the needs of learners. Trying out assessment methods and types is an area that I have been exploring, as supported by evidence within self reflections; ‘Trying out different assessment methods is supported by Petty, G (2009), whereby through trial and error of resources, teaching and learning methods and assessment, we are able to, as practitioners, develop  learners holistically and enable them to achieve their full potential.’ (Session 5 and 6 Self Evaluation Form, Positively Girls, 26/06/14). Through trial and error, I have been able to adapt session plans and schemes of work to ensure that a variety of assessment types and methods are used; ‘Within the session plans that I have created, I have given myself various opportunities to assess learners. Having explored the difference between formal and informal assessment has enabled me to become more confident in how I assess learners; I use a variety of informal assessments throughout my session plans’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14) 1.b) ways of using peer and self assessment to promote learner involvement and personal responsibility in the assessment for and of their learning Throughout my teaching and learning practice, I regularly use self and peer assessment to promote learner involvement; ‘I also observe learners when they are peer assessing, completing activities through role play or discussion so I can see informally how learners are getting to grips with knowledge and whether they are able to apply it effectively.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). Looking at prior self-evaluations and self-reflections has enabled me to focus on peer-assessment specifically within my teaching practice; ‘Through exploring previous self-evaluations, and identifying areas of development, I focused on identifying ways to encourage more peer assessment.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). When identifying ways to introduce peer and self-assessment, it is important to ensure that any disadvantages are considered and thought through; ‘Through researching both self and peer asse ssment, it has been indicated that learners are more likely to be harder on themselves than on others (Hillier, Y 2002. ‘Reflective Teaching in further and adult education)’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). The research that I have conducted into peer assessment gave me the knowledge to trial it as an assessment method within my teaching practice; ‘In order for learners to feel more confident, as well as give them new ways to reflect and assess on others work and equip them with more life skills, and a as result of the  research I have undertaken, I opted to explore the use of peer assessment more regularly first. Within my session plan, there were several ways that I enabled this to take place. For example, when learners were trying to meet learning objective ‘Demonstrate understanding of relationship breakdown through research and context’ learners had the opportunity to present findings back to the class, and other learners to give feedback.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). This activity enabled learners to assess each other’s learning within the session, and gave them the opportunity to critically consider other lea rner’s work. Within this session, I have also shown how peer assessment can be used to promote learner involvement; ‘This worked quite well, as learners were very positive about their peers, but due to having spent nearly a year with this class, most felt comfortable to give constructive feedback. I was surprised at the level of maturity that learners displayed, and everyone participated well.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Self-assessment also has many advantages as an assessment method within teaching and learning; When supporting learners to achieve objective ‘demonstrate understanding of learning objectives’ they were given key questions to answer, and then a model answer sheet for learners themselves to ascertain whether they had been correct. This enabled the learners within my classroom to clarify goals and make a judgement about their own work (Petty, 2009).’ (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/ 14). Through self- assessment, learners within this session developed skills that they may not have otherwise had the opportunity to; ‘learners discussed with their peers their answers, and this encouraged deeper thinking, and therefore, retention, about what they had learnt in this session.’ (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/14). It also gave learners personal responsibility for their learning; ‘It appeared that giving learner’s responsibility for their own learning through self-assessment motivated them to do well.’ (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/14). Throughout exploring self and peer-assessment with my learners, I have been able to promote learning, motivate learners and engage them for significant amounts of time; ‘Through self and peer assessment in these sessions, it is clear that learners are more engaged and making significant progress in understanding what emotional  and physical health is, as well as identifying when emotional or physical health is not at its optimum level.’ (Session 5 and 6 Self Evaluation Form, Positively Girls, 26/06/14) I have been able to identify many benefits to learners through the use of self and peer-assessment, and will be continuing to use and develop these as assessment methods within my session plans and schemes of work. 1.c) how questioning and feedback contributes to the assessment process Questioning and feedback contribute to the assessment process in a variety of ways. Within the learning environment itself, questioning techniques have been shown to have positive impact on learners progress in terms of assessment; ‘I used questioning techniques, such as prompting and re-directing when learners were not relating feedback specifically to the presentation, and this enabled learners to stay on track (Reece and Walker, 2007).’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). This enables learners to engage in the topic at hand and successfully complete the assessment activity. Questioning effectively also enables learners to identify areas that they need to acquire more knowledge on, and to identify how they are doing in terms of assessment Tummons, 2011). Through research and knowledge acquired on assessment and questioning, ‘I have been able to encourage learners to think more deeply by how I question them based on knowledge obtained from concepts on deep and surface learning (Reece, I. And Walker, S. 2007). (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14) This has contributed positively to the assessment process as learners are re-directed and re-focused to the topic at hand, and are given immediate feedback on their discussions via questioning. Feedback to learners is an important part of the assessment process, as it enables learners to develop and grow by providing them with constructive information about how they are doing and how they could do better, as well as providing guidance and support where needed (Tummons, 2011). It is important that feedback given is positive and constructive, and that learners do not feel demoralised or overwhelmed as a result of feedback; Learners that were presenting were pleased with their feedback, and also had areas for development for future presentations.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). I have researched the  importance of feedback to learners and have tried to ensure throughout my teaching and learning practice that I give effective feedback to learners; ‘I was able to provide constructive feedback to learners one on one as well as a group, supporting their discussion and providing appropriate feedback so that learners were able to identify if they were completing the activity correctly, and support and guidance given to them if they were not. I am realising the importance of feedback from and to learners and am exploring ways to increase formative assessment throughout the session so that I can pick up learner’s difficulties more quickly and get them back on track (Hillier, Y 2005. ‘Reflective Teaching in Further and Adult Education’).’ (Session 4 and 5 Self Evaluation Form, Individual Differences, 25/03/14). Feedback from the learners themselves is an important aspect of the assessment process, as without their input, it would b e very difficult as a practitioner to identify what your learners enjoyed, engaged in, found difficult etc†¦. Feedback should be clear and unambiguous, understood by learners, timely, and delivered appropriately (Tummons, 2011). I continually ask learners for feedback through the courses and subjects that I deliver to ensure that assessment is effective and meets requirements of feedback as stated above; ‘Following previous self-reflections completed within my teaching file on evaluation of topics, I asked all learners to complete an anonymous evaluation at the end of the last session in order for learners to let me know their views on how the session had been planned and delivered, the use of resources, assessment at the beginning, during and at the end of the topic, and how inclusive teaching and learning approaches were within the sessions.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). I have found that, by asking learners for feedback, it increases their self-esteem and confidence, as they feel that they have an input into how they are being taught and assessed, and this in turn, has a positive impact on their motivation, which is an important aspect of feedback that I have noted within self-reflections; I will be using comments made within their feedback for future sessions, as it is important for learners to feel that they are being listened to, and how they feel they work best (Armitage et al, 2012. ‘Teaching and Training in Lifelong Learning’). (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Lastly, questioning and feedback not only contributes to the assessment process, but to my own  professional development, and how I provide feedback to others; ‘It also gave me insight into critical evaluation of myself and others; this task enable me to explore giving feedback to others and being able to do so supportively, and positi vely’.(Day Four Reflective Journal) 2.a) the assessment requirements and related procedures of your learning programme The learning programme that I regularly teach within my organisation is AQA AS and A level Psychology. This learning programme is subject to assessment requirements as defined by AQA and I ensure that schemes of work and session plans are completed accurately to ensure that assessment can take place that is accurate and specific to the programme requirements; ‘The planning of this session was done in accordance with scheme of work that has been produced by myself in line with AQA specification requirements. As a result of this, I have specific aims to meet in a set period of time, which does not give me much room to be creative.’ (Session 1 Self Evaluation Form, Individual Differences, 20/03/14). As mentioned within this quote, it is important to ensure that I am knowledgeable about types and methods of assessment so that I am able to complete activities and tasks that are relevant and valid for learners as well as the programme. It is also important that I ensure that all requirements of each topic within AS and A Level Psychology are met; this means that it can be difficult to ensure that learners have a deeper understanding of a topic and to develop skills such as critical analysis and evaluation, but it is an area of development for me for future topics and Psychology courses; ‘The planning enabled me to meet AQA specification requirements, but it did not enable learners to discuss Psychopathology in detail and therefore gain a deeper understanding of it. As a result of this, I will be exploring more ways in which I can do this next year.’ (Session 1 Self Evaluation Form, Individual Differences, 20/03/14). 2.b) How you carry out and record assessments to meet internal and external processes and requirements There are a variety of ways in which I carry out and record assessments to meet internal and external processes and requirements. Within my organisation, our internal processes are in line with external process in terms of assessment, which provides a consistent approach and overview to how learners are assessed. For example, AQA has a mark scheme in accordance with how they mark specific elements of the Psychology Course. I have used this within activities used for assessment, such as through PSYA2 Individual Differences; Assessment for Learning Booklet (appendix one). This booklet enables me to assess how learners are doing throughout the topic of Individual Differences, and within the Scheme of Work for this topic; there are opportunities for learners to complete parts of this booklet. During Session 7 Monday 31st March, the assessment activity is ‘to complete pages 1-8 of PSYA2: Individual Differences Assessment for Learning Booklet.’ Each section is marked and I record learner’s marks in my teaching and learning assessment folder. These marks are also evident within learners Individual Learning Plans, which are introduced at the beginning of the year for each learner, and developed partly due to information acquired throughout the DTLLS course; ‘I have had one to one sessions with all learners since Day Two DTLLS to review their individual learning plans, and this has enabled me to see if all earners are on track, progressing, and if not, why not? As a result of this, further support for some learners has been identified and learners can see that I am keeping track of where they are and that, most importantly, I am interested in how they are doing.’ (DTLLS Course, Day Two Reflective Journal). However, it is clear from exploring self reflections from DTLLS Day courses and my teaching portfolio that I do not evidence how I carry out and record assessments in detail, and this is an area for devel opment for me for future self reflections. 2.c) How you communicate assessment information to other professionals with an interest in learner achievement It is important, when conducting assessment, that it is shared with colleagues appropriately within the organisation that I work in. Through training days that are held within my organisation, I have ensured that colleagues have appropriate information given to them in regards to assessment, particularly with regards to sharing good practice and exploring how we can effectively assess our learners;  Ã¢â‚¬ËœWithin discussions had on assessment on this training day, we explored sharing assessment information with colleagues. Having thought about this and looking at how this is currently done within my organisation enabled me to come up with a few ideas to ensure effective communication and support for assessment within the sixth form. I have discussed this in more detail within my review of teaching and consider it important enough for learner’s progress to identify i t as a development need for teaching practice’. (DTLLS Course, Day Five, Reflective Journal). Through communicating assessment information to others, I have become aware of the need to do this more regularly to ensure that all relevant colleagues and professionals have up to date information regarding assessment, as well as providing support and development within assessment for all; ‘I have become more aware of communicating assessment information to colleagues and other relevant people within my organisation. Whilst we have meetings and do discuss learner’s progress, I feel that it would be useful to have a professional development session once a term to share good practice on assessment and learners progress and ensure the session was interactive, and that staff could share resources and assessment methods with others.’ (DTLLS Course, Day Five Reflective Journal). Following this, sixth form meetings now take place once every half term in which assessment is the sole agenda item. This has enabled all colleagues to place importance on assessment, and enco urages colleagues to develop assessment types, methods and practice for the benefit of the learners, as well as the sixth form as a whole. 3.a) ways in which minimum core elements can be demonstrated and applied in assessing learners in own specialist area Throughout my teaching and learning practice, I identified early on my limited knowledge of Minimum Core. Since starting the DTLLS Course, I have had many opportunities to demonstrate and apply minimum core in assessing learners in my own specialist area of Psychology AS and A level. I regularly show my capabilities in terms of evidencing some areas of the Minimum Core, such as writing and language; ‘I felt that I demonstrated writing within the minimum core well, by presenting information on PowerPoint and through Abnormality booklet clearly, effectively, with a font size and type that was easy to read and legible, as well as using appropriate language that was in line  with learners ability.’ (Session 2 and 3 Self Evaluation Form, Individual Differences, 24/03/14). The Abnormality booklet was designed to be used as an assessment activity, for learners to work through during the course, and supports the use of Minimum Core and application to assessing learners. I have also been able to recognise areas of development within the Minimum Core and have worked on these to ensure that learners within my classroom are benefiting from valid and up to date assessment; ‘However, it is clear that there is a lack of numeracy within my session plans, and this is an area of development for future sessions.’ (Session 2 and 3 Self Evaluation Form, Individual Differences, 24/03/14). Following this, I researched numeracy within the Minimum Core and how I could apply it within my teaching and learning practice, in particular to assessment; ‘One of my areas for development in previous sessions (Session 2 and 3 self-evaluation form Individual Differences) was to research ways to increase numeracy as part of the minimum core†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. I explored ways in which I could do this†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. I ensured that I communicated processes within drug therapies and treatment of schizophrenia effectively, by use of video as well as practical demonstrations that I completed during this session. I also put drug treatment and treating schizophrenia into context and supporting learners to make sense of this and how it could be represented by exploring key studies, as well as analysing and evaluating drug treatment as a valid approach. This enabled learners to compile evidence, with support, and to think through processes logically to enable them to develop their learning skills.’ (Session 9 and 10 Self Evaluation Form, Individual Differences, 01/04/14). By using numeracy within the formative assessment activity as described above, enabled me to effectively demonstrate use of the Minimum Core within assessment. As a result of becoming more aware of numeracy within Minimum Core, I now feel more confident to demonstrate competency of this within the learning environment and within application of assessment activities for learners; ‘I did use diagrams during this session, and this supported numeracy within the Minimum Core, as I evaluated and assessed the diagram, mad e decisions concerning content knowledge and skills to ensure pupils were able to understand the concept of the diagram, and selected appropriate format and style to communicate this to pupils (through use of diagram).’ (Session 12 to 15 Self Evaluation Form, Individual Differences, 07/04/14 and  09/04/14). Due to extensive research on the Minimum Core and how to apply this within my own specialist area, I have become more competent in a variety of areas, including demonstrating competency within language and ICT; ‘As stated in previous self-evaluations, I have found it difficult to differentiate between minimum core and functional skills, and having researched this, as well as using the information gleaned from DTLLS Day 4, I am becoming more confident in doing this. For example, I can evidence personal ICT skills, personal language skills and explicit knowledge about active listening within minimum core for future sessions (Lifelong Learning UK, 2007 ‘Inclusive Learning Approaches for literacy, language, numeracy and ICT).’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). However, I also recognise that further development is needed within this area to ensure that I am skilled, capable and experienced with regards to Minimum Core and its application to assessment; ‘This will be an area of development for me for future sessions, as I am still not confident in evidencing this and will need to ensure an adequate time frame and approach to gain more knowledge and evidence this successfully.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). 4.a) the effectiveness of own assessment practice taking account of the views of learners It is important, when looking at assessment, to explore the effectiveness of my own assessment practice taking account of the views of learners. I regularly ask learners for feedback on the session that they have completed, and value their input with regards to teaching and learning; ‘I also asked the learners how they found this resource and what I could do differently next time. Learners were pleasantly surprised that I had asked them; they stated that they were not used to teachers asking them for feedback and stated it made them feel valued. I resolved to ensure that I do this more regularly, as I understand the importance of learner feedback to ensure that they reach their full potential and I am able to become more successful in my teaching and learning practice.’ (Session 6 Self Evaluation Form, Individual Differences, 27/03/14). Input from learners on the AS and A Level Psychology Course that I run has an impact on how I complete assessment, and  the effectiven ess of assessment methods used. It is clear through exploring self reflections that I use a variety of assessment types of methods, as supported by quotes from self reflections within this assignment. However, learner feedback on individual vs. group assessment methods showed that; ‘[learners] enjoyed group work as opposed to independent work on tasks or activities; learners stated that they preferred working with their friends, as they were more comfortable and it enabled them to discuss the task more confidently.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Whilst it is important that learners are listened to, I need to ensure that I balance this up with evidence and knowledge gained through research and support from colleagues and tutors;’ However, it is also important to note that moving learners out of their comfort zone enables them to use skills they might not know they had, and give them the opportunity to grow and become expert learners (The Excellence Gateway Treasury, [online] Available at: http://tlp.excellencegateway.org.uk/tlp/xcurricula/el/ ). ‘ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). I also ensure that I explore the effectiveness of my own assessment practice throughout self reflections completed as part of the DTLLS Course; ‘Due to regularly assessing learners work and activities that they participate in, it is clear that learners meet objectives and progress through the course, but I need to explore different ways to assess to enable pupils to become expert learners and challenge them more (Day Five DTLLS Course).’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). I am able to identify areas for development, as shown in the quote above, as well as areas in which I am effective with regards to assessment; ‘My observation report clearly shows that I use formative assessment during sessions, as well as informal summative assessment through the plenary from the first part of the session. This ensures that I know where my learners are at before starting the second session, so I am able to adapt or change any part of the session plan or resources if required to ensure all learners have grasped the concepts they are required to know before moving on.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). Whilst completing this DTLLS Course, it is clear that I understand the importance of assessment and its effectiveness, as well as demonstrating ways in which I can ensure that assessment is  effective within my teaching and learning practice; ‘I recognise more and more the importance of assessment, and am more aware of how I use assessment and the effectiveness of this within my session plans and on how learners learn. As stated by Gibbs (cited in Bryan, C and Klegg, K 2006. ‘Innovative Assessment in Higher Education’); ‘Assessment has more impact on learning than teaching’ and this is something that I consider more often when constructing session plans and putting them into practice. For example, written English ensures that I have evidence of concepts that learners have grasped and how effectively they have managed to do so, and this feeds into future session plans.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). 4.b) ways to improve own assessment practice Having had the opportunity to explore self reflections from DTLLS Day Courses and my teaching portfolio, I have been able to identify ways in which I can improve my own assessment practice. With regards to assessment types, I have identified initial assessment as an area of improvement within my professional practice; ‘I have since been exploring ways in which I can use initial assessment with my next cohort of learners who will start in September to identify skills of new learners, find out more about them and how I can support their needs.’ (DTTLS Course, Day Two Reflective Journal). It is also important to remember where and how initial assessment occurs, to ensure that learners come into an environment that is comfortable, engaging, well signposted and is inviting; ‘It helped me to think about how learners enter my learning environment- were reception friendly? Do they feel comfortable? Were people rude or welcoming to them? I did not put much thought into this before, I think I had focused too much on learners first impressions when they meet me and come into the learning environment. This has led to me thinking of the bigger picture and discussing with colleagues how we run sixth form induction days, open days etc†¦Ã¢â‚¬ ¦Ã¢â‚¬â„¢ (DTLLS Course, Day Three Reflective Journal) I could also improve my own assessment practice by diversifying with regards to types of assessment; ‘When looking at how I used assessment within this session, it is clear that I tend to use the same types of assessment; observation, written English, through completion of  tasks and question and answer to confirm understanding. Whilst these are all relevant assessment methods, it is important to ensure that I am creating diversity in my assessment method to ensure all learners can achieve.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). Ensuring that I have a clear understanding of assessment methods and researching the variety of methods will enable me to provide variety to learners with regards to assessment. Lastly, I have found that through completing self reflections, that I am able to critically consider how I use assessment within my teaching practice and am always striving to develop myself with regards to this; ‘Evaluating each session during this topic is enabling me to critically consider the teaching and learning approaches I use, as well as assessment and learner involvement. This benefits not only me but the learners within my sessions, and I will strive to complete self evaluations more often to improve my teaching practice.’ (Session 4 and 5 Self Evaluation Form, Individual Differences, 25/03/14). Conclusion There are many ways in which I explore assessment, and completing this critical reflection has enabled me to identify where I complete assessment well, such as meeting learner’s needs through assessment methods and types, and demonstrating competency within minimum core, as well as identifying areas for improvement, such as carrying out and recording assessment information. It is important that I continue to critically reflect on my own practice to ensure that I am applying theory gained to practice in teaching and learning, and developing myself as a practitioner;’ Reflecting on my teaching practice has enabled me to think more critically about how I meet the needs of learners, how I challenge learners but ensure that they are not overwhelmed, how I ensure I meet equality and diversity needs within the classroom, and how I assess.’ (Session 12 to 15 Self Evaluation Form, Individual Differences, 07/04/14 and 09/04/14). As stated by Tummons (2007:71) ‘if we use our reflective practice to explore critically the assumptions and preconceptions on which we base our training and teaching practice, we can build on our understanding of learning and  teaching and enhance our professional knowledge.’ References Gravells, A (2012) Preparing To Teach In The Lifelong Learning Sector. London: Routledge. Hiller, Y (2005) Reflective Teaching in Further and Adult Education. Continuum; London. Petty, G (2009) (4th Edn) Teaching Today. London: Cheltenham Nelson Thornes. Reece, I. Walker, S. (2007) (6th Edn) Teaching, training and learning: A Practical Guide. Tyne and Wear: Business Education Publishers Ltd. Tummons, J (2011) (3rd Edn) Assessing Learning in the Lifelong Learning Sector London: Learning Matters Tummons, J. (2007) Becoming a Professional Tutor in the Lifelong Learning Sector. London: Learning Matters Jones, P. (2014) Session One Individual Differences; Psychopathology. Introduction to Psychopathology (20/03/14) Jones, P. (2014) Session Two and Three Individual Differences; Psychopathology. Definitions of Abnormality (24/03/14) Jones, P. (2014) Session Four and Five Individual Differences; Psychopathology. Failure to Function and Definitions of Abnormality (25/03/14) Jones, P. (2014) Se ssion Six Individual Differences; Psychopathology. Presentations on Definitions of Abnormality (27/03/14) Jones, P. (2014) Session Nine and Ten Individual Differences; Psychopathology. Biological Approaches and Therapies (01/04/14) Jones, P. (2014) Session Twelve to Fifteen Individual Differences; Psychopathology. Evaluation and Analysis (07/04/14 and 09/04/14). Jones, P. (2014) Positively Girls Self Evaluation Session Three and Four; Stress, Worries and Relaxation (25/06/14) Jones, P. (2014) Positively Girls Self Evaluation Session Five and Six; Emotional and Physical Wellbeing (26/06/14) Jones, P. (2014) Positively Girls Self Evaluation Session Seven and Eight; Friendship and Communication (27/06/14) Jones, P. (2014) Session Three and Four A Level Psychology; Maintenance of Relationships Self Evaluation (24/06/14) Jones, P. (2014) Session Five and Six A Level Psychology; Breakdown of Relationships Self Evaluation (25/06/14) Jones, P. (2014) Reflective Journal Day Two (February 2014) Jones, P. (2014) Reflection Journal Day Five (May 2014) Appendix One; PSYA2 Individual Differences; Assessment for Learning Booklet

Nazi Consolidation of Power in 1933 Essay Example for Free

Nazi Consolidation of Power in 1933 Essay The potential limits to Hitlers power were considerable. it must be remembered that Hitler was appointed as chancellor of the Weimar republic and as leader of a cross-party cabinet that included only three Nazis: Hitler as chancellor, Wilhelm frick as minister for the interior and hermann goring as minister without portfolio. the vice-chancellor was to be Franz von papen and other parties of the right were well represented. Hugenburg of the DNVP was put in charge of the Economics Ministry and Franz Seldte of the stalhelm was made minister of Labor. The establishment that had brought Hitler to power held the reins of power and did not expect to lose control. the most powerful politician in Germany in 1933 was president Hindenburg, and Hitler had to work with a number of powerful establishment figures from the newly appointed vice-chancellor von papen to the soon to be president of the reichsbank and economics minister hjalmar Schacht. Behind von Hindenburgs power was not just his prestige as president but the army, which, although still at the size set by the Versailles agreement, was highly influential. he new chancellors scope for action was also constrained by the power of institutions from the Reichstag to local government. the civil service, churches and press all stood as potential barriers to the nazification of the political system. Hitlers sworn ideological enemies on the left wielded considerable power through the trade unions. in many urban areas, such as Berlin, the Nazi vote in the general election in November 1932 was as low as 22. 5 per cent (as opposed to a national figure of 33. 1 per cent). ust as the Nazis had risen from obscurity to power on the back of considerable discontent with the political systems inability to deal with Germanys economic problems, so the Nazis now had to deliver (or at least be seen delivering). As with nearly all governments, Hitlers regime would be primarily judged on the state of the economy. for many within Germanys politically important middle class, the violence and thuggery of elements of the Nazi movement was of deep concern. For the Hilarity regime to establish broad political consensus, it needed to be perceived to be legitimate. law-abiding and respectable. so the obstacles to the creation of a Nazi dictatorship were many, and, on first inspection, seemingly insurmountable. Even from within the Nazi movement, Hitler faced pressure from the SA and radicals to implement the Nazi revolution. Enduring obstacles Despite these significant obstacles, the Nazi regime had, to a considerable le extent, consolidated power by the end of 1933. There were a number of reasons: There were high levels of collaboration of individuals and institutions with the regime because there were aspects of that government that they recognised and supported. This will be studied in greater detail in the next unit. The Nazis deployed propaganda effectively as a means of deceiving the political nation and beyond both of their real intentions and the significance of their actions. They managed to use terror and violence with efficient ruthlessness. The use of violence was balanced by the attempt by the attempt to ensure that the consolidation of power had the veneer of legality. the Nazi leaders were pragmatic ion their understanding that their revolution had to be achieved by legal means for it to be acceptable to the vast majority of the German population. Those who believed that they had tamed Hitler and his movement were to be proved very much mistaken. Although his Appeal to the German People broadcast on 1st February was conservative in nature, the Sa began to wreak revenge on the enemies of National Socialism. A decree in Prussia (which had fallen under the jurisdiction of Reich Commissioner Goering) 21 days later resulted in the police being reinforced by volunteers, i. e. the SA. The widely perceived threat of a communist seizure of power is the crucial factor in explaining how the Nazis were able to quickly undermine the constitution of the Weimar Republic. It also explains why so many non-Nazi groups were prepared to go along with the initial phase of Gleichschaltung (coordination). the national community promised by Hitler before and after becoming chancellor on 30th January 1933, the strength of the communist movement in Germany and its potential to challenge the Nazis was real. In the two elections of 1932, the Communist Party had seen its share of the vote increase from 14. 3 per cent in July to 16. 9 per cent in November. on the streets the red front fighters League matched the SA. The socialists were even stronger. Their paramilitary wing, the Reichsbanner, dominated the streets in a number of towns and cities in Germany. In the election of November 1932 the socialist SPD party received 20. 4 per cent of the vote. In his speech to the nation from the Sports Palace in Berlin on 10 February 1933, Hitler made it very clear that it was his intention to destroy the Marxist threat of both communism and socialism. Failure of the left The failure of the communists and the socialist movement to challenge Hitlers chancellorship was due to their misreading of the situation. he communists believed that Hitlers government would not last. their ideological beliefs led them to conclude that Hitlers appointment as chancellor signified a crisis in the capitalist system that would inevitably lead to political and economic collapse and the victory of communism in Germany. therefore, they concluded, the best tactic was to do nothing and wait. This was despite clear provocations: The appointment of 50,000 SA, SS an d Stalhelm (nationalist paramilitary0 members as auxiliary policeman on 22nd February led to a wave of violence against communists and socialists across Germany. On 24 February the police raided and ransacked the head office of the KPD. Hermann Goring claimed that evidence was discovered during the raid that pointed to a communist conspiracy to seize power through force. The SPD leadership were unsure how to respond. to react violently would play into the hands of the Nazi leadership, which was clearly intent on undermining the ability of the socialists to function effectively as a political movement; the Nazis had already attempted to close down a number of socialist newspapers, and SA members frequently disrupted political meetings. Equally damaging to the ability of the left to effectively oppose the Nazis was the split between the communist and socialist parties. Although many on the left argued for the creation of a unity front, there was no agreement on how this should be formed. Indeed, the hatred the communists had for the socialists was only matched by the hatred they had for the fascists. The Reichstag fire and its aftermath There is no doubt that Hitler believed his own propaganda that communists aimed to stage a takeover of power. On the night of 27 February a young Dutchman, Marinus van der Lubbe, set fire to the Reichstag as a protest at the repression of the working class. Hitler and the Nazi leadership ignored the initial evidence that van der Lubbe had acted alone and concluded that the fire was the first act in the long awaited communist backlash. It gave the regime its opportunity to crush the communists and suspend a number of parts of the Weimar constitution. Most importantly, it gave the Nazis the opportunity to use legal means to begin the seizure of power. Crucial to the seizure of power was the issuing of the emergency decree For the Protection of People and State on 28 February. Interestingly, the decree was first suggested by Ludwig Grauert, who was an advisor to Goring and as much a nationalist as a Nazi. The rights of freedom of speech, a free press and freedom of assembly enshrined in the Weimar constitution were suspended, and the police were given powers to detain suspects indefinitely without reference to the courts. The important clause 2 of the decree allowed the cabinet to intervene in the government of the states (Lander) that, together, formed Germany. This power was previously the prerogative of the President, and the clause marked a significant shift in power. Immediately Gobbels ensured that the Nazi propaganda machine portrayed the decree as a necessary step in the battle against communism, and, for that reason, it was widely welcomed. The decree is a very good example of how the Nazis were keen to ensure there was a legal front to their activities despite the fact that in reality the decree signalled the collapse of the rule of law. Indeed, Hitler stated explicitly in a cabinet meeting on 28th February that the struggle against the communists must not be made dependency on judicial considerations. in the coming months his words were adhered to as the decree was used to justify the arrest, imprisonment and often torture of thousands of political opponents. The leader of the KPD, Ernst Thalmann, was arrested on 3 March, and 25,000 political prisoners were in custody in Prussia alone by the end of April.

Molecular Mechanisms of Membrane Fouling

Molecular Mechanisms of Membrane Fouling The membrane fouling problem is still the main obstacle that faces the application of membrane technology at the industrial and environmental application. So, the main motivation for this work is to develop an enhanced performance of commercial desalination membranes with polyamide barrier layer. In this study, we will use Layer-by-Layer (LbL) modification with tailored macromolecular surface modifiers in order to coat the membranes so that stable zwitterionic surface properties (for reduced fouling) and minimal loss in permeability are achieved. In order to study in detail this novel modification, we will use a model oligoamide system on surfaces which allow using analytical methods which cannot be used on real membranes. The deposition conditions for model surface preparation, the composition of tailored zwitterionic/cationic copolymers used for LbL modification as well as the LbL modification conditions will be optimized. The characterization tools are x-ray photoelectron spectros copy (XPS; also known as electron spectroscopy for chemical analysis, ESCA) for determination the elemental composition of the deposited layer while scanning electron microscopy (SEM) is used to show the topography of the formed layers. Ellipsometry can be a useful tool in identification the thickness of the deposited layers at nano-scale. In addition, the surface plasmon resonance (SPR) will be used for testing the protein resistance of the deposited layers. Other physical and chemical properties will be detected such as the wettability of the layers using contact angle measurement, and the kind of surface charge and their quantity via zetapotential measurements. After model investigation steps, the same LbL sequence (with the optimum conditions) will be applied for a selected range of commercial nanofiltration (NF) and reverse osmosis (RO) membranes with polyamide barrier layers. The permeability and salt rejection will be measured using dead-end and cross flow mode. The formation potential of biofilm will be also detected. Keywords: Desalination, Fouling, LbL, Protein resistance and Oligoamide. A major problem in the membrane technology for purification applications is membrane fouling, which is the accumulation and adherence of colloidal organic matter [1,2] inorganic salts (scaling), or bacteria that form biofilms (biofouling) [3]. Engineering strategies for mitigating fouling depend on the accurate characterization of the fouling mechanism on reverse osmosis (RO) and nanofiltration (NF) membranes using flux decline measurements [4] or studies of the physicochemical properties of the membranes, such as hydrophobicity, charge density, surface roughness, and porosity [5]. An extensive research has been devoted to understand the molecular mechanisms of fouling using a variety of techniques. For example, atomic force microscopy (AFM) was used to relate the surface chemical character to protein adsorptions or organic fouling intermolecular forces [6] , adsorption of proteins and detergents to surfaces, measured by SPR, was correlated with surface wettability [7], quartz crystal microbalances were used to study organic fouling mechanisms [8] and novel fluorimetric assays were used to characterize protein adsorption [9]. Recently, the effects of surface-exposed chemical groups on scaling were assessed by surface pressure–area (Langmuir) isotherm measurements [10] where aromatic polyamide films are an integral component of RONF membranes and they cannot be isolated from their supports for physicochemical studies. In addition, the supporting porous polymer layer prevents incorporation of polyamide into analytical devices and interferes with measurements. But this problem can be simplified by modeling RONF membranes using surfaces with well-defined and homogeneous chemistry. There is a history for using model compounds of polyamide from twenty century that model polyamide. One of these studies is using a benzanilide derivatives, to test the resistivity toward active chlorine [11]. But, there was unsuitability for the surface adsorption studies for these small compounds. In addition to the above mentioned fact, trials were done to prepare analytical sensors using spin-coating techniques that obtained different surface chemistry from that obtained from polyamide RO membranes [12]. So applying the LbL method, which typically involves the alternating adsorption of polycations and polyanions, with water rinsing between each adsorption, will help in adsorption of polymer layer on any substrate (silicon or gold wafers for example) [13]. In recent study done by Wang et al [14], they prepared low-pressure water softening hollow fiber membranes by polyelectrolyte deposition with two bilayers. Where they used PES UF as supporting layer which modified with the polycation and polyanion LbL deposition to separate the divalent ions from monovalent ions. Another work carried out by Zhao et al [15] in which zwitterionic hydrogel thin films anchored as antifouling surface layers of polyethersulfone ultrafiltration membranes via reactive copolymer additive. The main advantage of these hydrogels are their excellent durability in long term tests and hemocompatability. In another work, the Polyelectrolyte multilayers as anti-adhesive membrane coatings for virus concentration and recovery. In our suggested modelling work to develop an oligoamide coating system as a surface mimetic for the polyamide barrier of the commercial desalination membranes, there is a need to neglect the effect of supporting layer so we choosed silicon and gold wafers which does not exhibit any selectivity by itself, the separation function for the composite membrane can be exclusively ascribed to the deposited polyelectrolyte multilayer [17] which will give the accurate modeling data for the surface that will be used in our work . And , learning from previous works, we decided to make model studies to identify the best system with respect to well-defined and stable building units of synthesized nanolayers. These nanolayers will be optimized in terms of the number and thickness of building units, the concentration of the used zwitter ionic copolymers, charge polarity and density, roughness and swelling can be determined via various techniques while these parameters can be easily controlled by varying polyelectrolyte types or/and other deposition conditions [18]. Finally,The fouling resistivity of the model system will be followed via surface plasmon resonance (SPR) measurements using bovine serum albumin as model foulants. Additional foulants may be also used. 2. Experimental Part 2.1. Materials and Chemicals Commercial reverse osmosis (RO) and nanofiltration (NF) membranes. Polystyrene sulfonic acid. bovine serum albumin (BSA), sodium chloride (NaCl), humic acid (HA). Silicon / Gold wafers/quartz. m-phenylene diamine(mPD), dimethyl formamide (DMF), triethyl amine (ET3N), trimesoyl chloride (TMC), dichloromethane (DCM), Cysteamine and Ethanol. Cuprous chloride (CuCl2), Tetrahydro furan(THF), Methanol (MeOH), 10 nm titanium nanoparticles and 30 nm gold nanoparticles. Some chemicals will be added according to the applied procedures and optimization processes. 2.2. Synthesis of the Support Substrate and the Zwitterionic Polymer 2.2.1. Synthesis of the Zwitterionic/Cationicpoly (2-(N,N,N-trimethylamino)ethyl methacrylate)-co-(2-(N,N-dimethylamino-N-propanesulfonate)ethylmethacrylate) PTMAEMA-co-PSPE (cationic building block for LbL modification) The LbL method, which typically involves the alternating adsorption of poly-cations and poly-anions, with water rinsing between each adsorption. So, here in this work we will synthesize the zwitterionic polymer starting with free radical polymerization step of (N,N-dimethylamino-N-propanesulfonate) ethyl methacrylate (DMAEMA). The obtained polymer then undergoes partial conversion to zwitterionic side groups in presence of THF. And at last step, methylation of quaternization side groups to get the desired zwitterionic polymer. 2.2.2. In-situ Synthesis of Oligoamide According to Kasher 2011 [19] (model studies) Oligoamide is synthesized according to Kasher et al. 2011 applying LbL methodology. In this work we will make preparation of the gold surfaces with an oligoamide layer that resembles the surface chemistry of RO/NF aromatic polyamide films and that can be tested in fouling and adsorption studies using a wide range of physical methods. The synthesis protocol can be ascribed as follow (steps starting from 1 to 4 represents one cycle that can be repeted): Surface cleaned gold coated silicon wafers will immersed in 1 mM cysteamine/ethanol for 24 hours then in 2) 1% triethylamine/dimethylformamide (ET3/DMF). Immersion in trimesoyl chloride/dichloromethane (TMC/DCM), ET3N for 15 minute. Then in mPD/DMF for 15 minute and then washing with water for 10 minute. 2.2.3. Studies with the Model Surfaces 2.2.3.1. Coating and Characterization the Synthesized Oligoamide with the Synthesized Zwitterionic Polymer Applying LbL Methodology. Coating the synthesized oligoamide with the synthesized zwitterionic copolymers. The formed thin films will be characterized using ellipsometry technique. Other characterization methods will be used such as FTIR, XPS and SEM. The reaction conditions will be also tested such as (type of anionic building block, coating conditions, thickness as function of anionic building unit plus the coating condition). Depending on the obtained characterization data, the number of layers will be optimized. The optimum conditions will be applied to modify the surfaces of commercial RO/NF membranes. Ellipsometry, which is a nondestructive and sensitive optical measuring method mostly used for the analysis of thin films, where here in our work we suggest using gold wafers as supporting substrate for this methods. Via these mechanistic technique we will optimize the number of applied layers on the model oligoamide layer. And, SPR will be used to measure the fouling resistivity of the model oligoamide la yer. 2.2.3.2. Evaluation of the Synthesized Oligoamide System Two strategies will be used to evaluate the synthsized system, first one is depending on the characters that gathered from the different characterization techniques. While, The second strategy is by doing a complete assessment the antifouling properties of the synthetic moeites via: Flux measurements via dead-end mode and cross flow mode. Measuring MWCO of the synthetic moites via GPC (Gel permeation chromatography) Rejection of some organic pollutants such as BSA (bovine serum albumin) 2.3.3. Modification and Evaluation the Commercial NF/RO Membranes Based on the best characters that grasped from the above sections, the best condition will be used for modification of some commercial NF/RO membranes using the synthetic zwitterionic polymer applying LbL assembly. The modified membranes will be characterized as mentioned in the above sections. The evaluation also will be done as mentioned. This work mainly aims to fulfill the following SIX goals Synthesize model surfaces for desalination membranes (oligoamide system) on silicon or gold substrates Synthesize novel cationic and zwitterionic copolymers as building block for layer-by-layer (LbL) modification Study in detail LbL modification on model surfaces (layer thickness and stability as function of novel building blocks, respective anionic building block and coating conditions) with focus on nanoscale analysis with ellipsometry Study in detail the resulting surface and anti-fouling properties, with focus on contact angle, zetapotential and foulant deposition measured with surface plasmon resonance Transfer the best modifications to commercial membranes with polyamide barrier layer Evaluate the performance of those modified membranes vs. state-of-the-art with focus on permeability, salt rejection and long-term fouling behavior. Benefits that will be expected from this work can be summarized as follow: Increasing the fouling tolerance of the commercial membranes increasing the life time of applied membranes in addition to low maintenance periods. transfere the gained experiences to the National Research Center to help in establishing the membrane technology as a successful technology in many applicable fields.

Voltaire :: Essays Papers

Voltaire Francois Marie Arouet (pen name Voltaire) was born on November 21, 1694 in Paris. Voltaire's style, wit, intelligence and keen sense of justice made him one of France's greatest writers and philosophers. Young Francois Marie received an excellent education at a Jesuit school. He left school at 16 and soon formed friendships with a group of sophisticated Parisian aristocrats. Paris society sought his company for his cleverness, humor and remarkable ability to write verse. In 1717 he was arrested for writing a series of satirical verses ridiculing the French government, and was imprisoned in the Bastille. During his eleven months in prison he wrote his first major play, "Oedipe," which achieved great success in 1718. He adopted his pen name "Voltaire" the same year. In 1726 Voltaire insulted a powerful young nobleman and was given two options: imprisonment or exile. He chose exile and from 1726 to 1729 lived in England. While in England Voltaire was attracted to the philosophy of John Locke and ideas of the great scientist Sir Isaac Newton. After his return to Paris he wrote a book praising English customs and institutions. The book was thought to criticize the French government and Voltaire was forced to flee Paris again. In 1759 Voltaire purchased an estate called "Ferney" near the French-Swiss border where he lived until just before of his death. Ferney soon became the intellectual capitol of Europe. Throughout his years in exile Voltaire produced a constant flow of books, plays, pamphlets, and letters. He was a voice of reason, and an outspoken critic of religious intolerance and persecution. Voltaire returned to a hero's welcome in Paris at age 83. The excitement of the trip was too much for him and he died in Paris. Because of his criticism of the church Voltaire was denied burial in church ground.

My Personal Goals :: essays research papers

My Personal Goals The personal goal  Ã‚  Ã‚  Ã‚  Ã‚  s I want to achieve as a student at University of Phoenix is to receive a college degree and make my mother proud. I know once that has been achieved, my future prospects are limitless. I am a product of a parent who grew up on welfare, but not only obtained her Bachelor’s degree, but went back to school two more times to obtain her Doctorate of Education. Her mother sacrificed plenty to send her to college and my mother always knew the power of education.   Ã‚  Ã‚  Ã‚  Ã‚  As my sister and I were growing up we would always listen to my mother tell stories about how she had to walk about 10 miles to and from school, but she was never discouraged. She would also tell us about having to go to the cotton fields on some days to work and then go to school. My mother worked at a very early age and saved for college any time she had extra money to spare. With the money my mother saved for college, the college fund my grandmother set up, and a partial scholarship, my mother was able to attend Prairie View A&M University. She decided to go into nursing, because she enjoyed helping people. After 4 very hard years, my mother graduated magna cum laude from college. She told us that was the best day of her and my grandmother’s life. My grandmother told her she was so proud of her.   Ã‚  Ã‚  Ã‚  Ã‚  Eight months after my mother’s graduation, my grandmother passed away. My mother was devastated, but she knew she had to go on because it was what her mother would want. One year later, my mother got married and moved to Salt Lake City, Utah where she found a job as a pediatric nurse at the Children’s Hospital. She worked at the hospital about a year and then decided to go back to school to receive her Master’s degree. Her husband was not happy with her decision to do such a thing, and was not supportive of her at all. At that time my mother realized she had made the best choice to go back to school because it was apparent her marriage would not last.   Ã‚  Ã‚  Ã‚  Ã‚  My mother graduated sum cum laude from University of Utah and was divorced shortly thereafter. The relationship became so strained while she was in school, by the time she graduated; she and her husband had grown far apart.

Philippine Culture Essay

Culture is a person’s social heritage or the customary ways in which groups organize their ways of behaving, thinking and feeling. It is transmitted from one generation to another through language. It presents people with ways of relating to others to their surroundings. Culture represents the designs or recipes for living, the interrelated network of norms and roles. It encompasses modes of thinking, acting, and feeling found in a society and includes everything an individual has acquired as a member of a society. It tells one what to do, what not to and how to do things (Poethig, 2005). From our culture, we learn to determine what behavior is appropriate and what is inappropriate, what is good and what wrong behavior is, what are allowed and what are prohibited, and even which smells are pleasant and which are not. One of the cultures that this paper investigates is the Philippine Culture. II. Discussion The Filipinos of the last quarter of the twentieth century are the sum total of the social strains and cultural elements that are Aeta, Indonesian, Malaysian, Hindu, Arabian, Chinese, Spanish, Americans; in short, the Filipinos are cosmopolitan in nature. They are both oriental and occidental. The Aeta, Indonesian, Malayan, Hindu, Arabian, and Chinese elements are the foundation of the Filipino’s oriental nature—the core of their moral and social conscience and cultural identity (Carino, 2008). From early trade and commerce and intermarriages between the Filipino ancestors and Chinese and Hindu merchants, as well as the wave of settlements of other Asian neighbors into the country, the oriental side of the Filipino has evolved. Interpersonal and social relationships revolve around â€Å"blood ties,† marriage, and ritual kinship (Carroll, 2002). Spanish and American culture composes the Filipinos’ Occidentalism. Through centuries of colonial rule, the Spanish influence found its way into their religious, political, economic, and educational life, as well as into their language, dress, and diet. In addition, Filipinos are also inclined to status-oriented behavior, shame, debt of gratitude, self-esteem as the desire for smooth interpersonal relations (Carroll, 2002). All of these interweave with one another and add up to an accentuation of authoritarian in the Filipino. Filipinos are also shame-oriented, that is, their major concern is social approval, acceptance by a group, and belonging to a group. Their behavior is generally dependent on what others will think, say, or do. Their desires and ambitions depend on what pleases or displeases others. Being bashful still controls much of the Filipino’s behavior (Poethig, 2005). Moreover, the Family Code of the Philippines defines marriage as a special contract of permanent union between a man and woman entered into in accordance with law for the establishment of conjugal and family life. No marriage is valid in Philippine society unless the following requirements are present: the legal capacity of the contracting parties who must be a male and a female, and consent freely given in the presence of the solemnizing officer (Carino, 2008). The minimum age for marriage is 18 years but parental consent is necessary for those below 21 years. On one hand, the basic social units of Philippine society are the nuclear family, which includes the father, mother, and children, and the bilaterally extended kinship group, which embraces all relatives of the father and mother. Other important relationships are those of the siblings and the cousins and of the grandparents and grandchildren. The Christian Filipino family has often been described as a large family group, usually including three generations in the same home, which is, â€Å"extended† in terms of membership. Thus, the Filipino family is frequently said to be patriarchal in authority. Furthermore, the national language is Filipino, a formal version of Tagalog, an indigenous language. English is widely used in commerce and education. Most of the people are able to speak English. Only a few are able to speak Spanish (Poethig, 2005). Of the numerous indigenous languages—based mainly on Malayan-Polynesian languages—there are nine major ones. Of these, the most widely spoken are Cebuano, Tagalog, Ilocano, and Hiligaynon. III. Conclusion As a conclusion, in terms of residence, the Filipino family may be said to be bilocal and neolocal. The residence of the more influential and affluent family is likely to be the place of residence of the newly married couple. Where the girl’s parents are wealthier than the boy’s parents, the couple is likely to choose the residence of the girl. As a rule, Filipinos practice endogamy. One is likely to marry within one’s locality grouping, social class, religion, or nationality grouping. The rationale is that the adjustive process is easier when one marries within one’s group than when one marries outside it since one is already aware of its folkways and mores. Reference: Carino, Isidro (2008). A question of relevance. Philippine Panorama, July 5, 28-30 Carroll, John J. (2002). The focus of national renewal† Grassroots or elite. The Incumbents pf the system? Philippine Sociological Review 20 (4) October 1: 407-411 Poethig, Richard (2005). The Philippine urban family. St. Louis Quarterly 63-64 (September-December): 375-396

A fish in a pond

A fish in a pond is a prime example of an organism living in an ecosystem.   There are multiple biological and non-biological interactions occurring in a pond.The fish may interact with its own fish variety, with other fish species, with other vertebrates, non-vertebrates, plants and microorganisms.   In addition, the fish may also interact with its environment—the water, the fish bottom, the rocks and sand.   The fish’s well-being is affected by the amount of dissolved oxygen, the water temperature, salinity and amount of sunlight.Any imbalance or perturbation may affect the health of the fish.   The fish’s ecosystem is very similar to an individual who belongs to an organization.   That individual intermingles with other members of the group, at the same time interacts with the immediate environment of the organization, be it an office cubicle, the entire workplace or the whole building complex.The member’s state of well-being is also influence d by the conditions of the place, such as the temperature, lighting, humidity, office furniture/amenities and space allotments.   Poor ventilation and substandard lighting in the workplace may affect the efficiency of the member of the organization.There are both advantages and disadvantages in being a big fish in a little pond and a little fish in a big pond.   It is good to be a big fish in a little pond because the big fish will have a greater opportunity to survive in the little pond because it can eat the little fishes in the pond, as well as ingest most of the good seaweed in the area.   For a top-rank authority member of a small organization, this individual will receive most of the recognition given for the achievements the organization has made.That member will also receive a higher salary than the rest of the regular members of the organization because he is known to have the best qualities and capabilities in the organization.   Just like a big fish in a little po nd that has his own space or territory, the top-rank member of the organization has a spacious office in the building with matching fine quality furniture and other amenities in his office space.   Unfortunately, the big fish in the little is also the first fish that is usually caught by fishermen because its big size makes it very visible for capture.The same thing happens with the top-rank member of an organization, he is the first person to be blamed once a problem or financial crisis arises in the organization.   The top-rank member is an easy sight because he represents the organization in almost every event or interaction with the rest of the business world.