We say free essay sample

Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. We will write a custom essay sample on We say or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jane Chidemo Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies No If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject 7. Quality Markers comments: Jane a good attempt at the assignment. Some responses are a little brief – I would have liked more detail. See feedback given for areas where improvements could have been made. Question 12 however does not meet the minimum standard required for a pass. I am therefore unable to recommend a pass for this assignment. Please resubmit question 12 only. Remember to answer the question as fully as possible Level and grades awarded: 1A 7AC Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: 19 December FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Katie Dalkin Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Merit Katie work submitted shows you have a very good grasp of the relevant knowledge at base 7. Quality Merit Work demonstrates a very good response to the assignment. Katie your work is structured in a way that is generally logical and fluent Markers comments: Katie overall this is a very good attempt at the assignment. There are some areas of feedback given. This will identify areas where improvements could have been made. Take care with changes in font in your work. See response to question 10. Also remember at level 3 not to use contractions e. g. couldn’t Level and grades awarded: 1A Merit 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jo Richardson Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies No If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject 7. Quality Markers comments: Jo a good attempt at the assignment. Some responses are a little brief – I would have liked more detail. See feedback given for areas where improvements could have been made. Question 12 however does not meet the minimum standard required for a pass. I am therefore unable to recommend a pass for this assignment. Please resubmit question 12 only. Remember to answer the question as fully as possible Level and grades awarded: 1A 7AC Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: 19 December FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Gavin Goldsbrough Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Merit Work submitted Gavin shows you have a very good grasp of the relevant knowledge base 7. Quality Distinction Gavin work demonstrates an excellent response to the assignment. Your work is structured in a way that is consistently logical and fluent Markers comments: Gavin an excellent piece of work. One or two areas of feedback given. This will show where you could have made improvement with the knowledge Overall an excellent response to the assignment Well done Level and grades awarded: 1A Merit 7AC Distinction Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Helen Banks Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Distinction Work submitted shows you have an excellent grasp of the relevant knowledge base Helen 7. Quality Distinction Helen this is an excellent response to the assignment. Your work is structured in a way that consistently logical and fluent. Markers comments: An excellent piece of work Helen Well done Level and grades awarded: 1A Distinction 7AC Distinction Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Annette Kinson Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Distinction Annette the work submitted shows you have an excellent grasp of the relevant knowledge base 7. Quality Distinction This is an excellent response to the assignment Annette. Your work is structured in a way that consistently logical and fluent. Markers comments: An excellent piece of work Annette Well done Level and grades awarded: 1A Distinction 7AC Distinction Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Rebekka Hill Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Distinction Rebekka the work submitted shows you have an excellent grasp of the relevant knowledge base 7. Quality Distinction Work demonstrates an excellent response to the assignment. Your work is structured in a way that is consistently logical and fluent. Markers comments: An excellent piece of work Rebekka Well done Level and grades awarded: 1A Distinction 7AC Distinction Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy

Japanese and Chinese Culture in America essays

Japanese and Chinese Culture in America essays Japanese and Chinese culture in America in the first half of the 20th century was that of a world within a world. Racial differences led these groups to take more time to develop their separate identities. In the case of Japanese Americans, we see a world that was steeped in the traditions of their rural past. All I Asking for Is My Body portrays life among lower middle class Hawaiian Japanese families in the 30's. It focuses on the problems of class and ethnic difference on the plantation where the characters live and work. In the opening story, the mother of the narrator is told to avoid chorimbo (bums) and hoitobo (beggars) who bring shame or "sickness" to those around them; this sets the tone of a novel where many of the main characters live by parochial rules that they attempt to maintain in a new and unique environment. These unspoken community rules can be exclusive; one family is ostracized because the mother is a prostitute and envied for her automobile and fancy clothes. Racial prejudices dictate the nature of interactions between the Japanese community and other groups of people on the island, such as the Fillipinos. Social politics among community members govern their actions; it becomes clear that the second generation, the Nisea, grows up in a world that is in many ways closed. There is a sense that any individual's faults or flaws is shared near-universally by the other members of his or her family. Few find the psychological resources to escape from the perceived sense of obligation that underscores their relationships. For instance, Kiyoshi's parents came to Hawai'i to help the Oyama patriarch out of bankruptcy, and ttheir sons eventually must help them out of debt. Toshio and Kiyoshi are pressured by the community's ideas to take thankless The idea of contamination' resonates strongly with the community; unconventional thinking and associa...

CONFLICT RESOLUTION Essay Example | Topics and Well Written Essays - 250 words

CONFLICT RESOLUTION - Essay Example This paper explores the application of the concept of conflict resolution in my relationship, in my life. My relationships with different people including my family members have not been beds of roses as they have been always plagued by tug-of-war issues relating to who is wrong and who is right between the other party and I. But thanks to conflict management information that I learnt in class I have sufficiently resolved the issues. The resolutions have saved me from nasty fighting side effects both physically and emotionally, for instance, I no longer feel intimidated or having given up on what I really wanted after utilizing the compromisation approach to conflict resolution in my relationship. Instead, the sense is that of a win-win situation as part of my interests are addressed as much those of the party are addressed- none of us totally surrenders their interests for the other party (West & Turner, 2012). From conflict management, I have learnt useful tips of resolving relationship conflict; avoidance of deal-breakers, best time choice, loving acceptance and benefit-of-doubt. First, I have learnt to avoid deal-breaker habits such as personal criticisms, stonewalling and sneering contempt as they hamper mutual communication. Second, I recognize the importance of picking the best time to discuss and resolve the conflict as resolutions are less effective in times characterized by stress ad hunger. Loving acceptance helps to eliminate personal defenses while promoting the urge of pleasing each other (West & Turner, 2012). Benefit-of-doubt puts off jumping to conclusions without hearing explanations from the other

Athletes drug use Essay Example | Topics and Well Written Essays - 1000 words

Athletes drug use - Essay Example Covered in the subsequent paragraphs are types of drugs abused by athletes, reasons as to why they abuse drugs, associated effects, policies and punishments and finally, possible solutions to the problem. The sole aim of one taking part in a sporting completion, just like is the case with any other kind of completion is to emerge victorious. However, sometimes the prediction of the outcome may leave the competitor feel like he/she has already lost to his/her opponents even before the real competition. This is the main drive behind use of drugs by some athletes, just to ensure that they emerge winners and land their hands on the gold medal for their country while at the same time ensuring personal accomplishment satisfaction. . The former refers to the kinds of drugs which are usually taken with the aim of one getting the ability to perform better especially in athletics. With respect to Examples of PEDs include stimulants, human growth hormone (HGH), anabolic steroids, erythropoietin and diuretics (Audran et al, 1999). The second type of drugs (recreational drugs) comprise of those drugs, usually narcotic which are taken for the purpose of helping an individual alter his/her mood. In other words, these are drugs which are taken non-medically for the purpose of enjoyment and not because one is sick. Examples of drugs other this category include psychedelic mushrooms, cannabis, barbiturates, opium, amphetamines and heroin. An athlete will feel satisfied if at the completion of the game it turns out that he/she emerged the winner. However, as it is obvious, one cannot be said to have won the race if he/she has not yet taken part in a given completion. It is both the victorious feeling associated with winning and the intense feeling of competition that leaves some athletes with no option but to abuse some certain drugs. When an athlete wins a race, he/she is sure of taking home (to his/her home country) a medal, getting a good

Background introduction to Romans Essay Example | Topics and Well Written Essays - 500 words

Background introduction to Romans - Essay Example Written in A.D. 56-58, in Corinth, [Unger, 1959] Paul sought to address an audience of predominantly Greek and gentile followers, in a time when Christianity was still emerging from its origins in Judaism. The period it was written in can be easily and accurately verified in that it has dated mentions of the apostle's sojourns to Jerusalem on philanthropic missions [Rom15: 25], and repeated references of this particular epistle in Corinthian, which was written around the A.D. 57. The venue of authorship is proven beyond doubt as well: Through this gospel, Paul tried to reach out to the church in Rome that he had not visited so far, and attempted to establish a connection by praising the inmates and referring to his old acquaintances. This epistle is not meant to be a comment on an existing situation, like the one addressed to the Corinthians. It broadly engages in topics pertaining to theology, and its message can be found in the line: "The Gospel . . . is the power of God for salvation to everyone who has faith, to the Jew first and also to the Greek. For in it the righteousness of God is revealed through faith for faith" [Rom1: 16-17]. The faithful in those years were separated by long distances, and were more or less disparate communities being touched up

Theories of Communication and Language Acquisition

Theories of Communication and Language Acquisition Natalie Ulugà ¼n Introduction What is communication? According to Buckley ( ) communication is the delivery of information from one person to another whereby the intended meaning is understood. Communication is a multi-faceted feature that enables humans to identify with their own socio-emotional world and its relation to others. Communication requires motivation and auditory processing ability. Moreover, the ability to understand and convey messages both verbally and non-verbally use sensori-motor skills. Buckley ( ) suggests communication skills normally develop from birth through early maternal interaction and evolve through the experience of play. However, communication is complex and relies on intrinsic and extrinsic factors for development this can result in some infants not developing the necessary skills for communication. This essay will discuss the processes involved in both the development and deficiency of communication skills in young children and it’s effect on their emotional and cognitive development. Particular significance to the role of play in in this development will be outlined and evaluated. The ability to communicate effectively is essential to human social interaction. Furthermore, communication skills provide the basis for successful edification, relationships and the participation in the wider community (miller et al). The two modes of communication are verbal and non-verbal. Bruce (2005) suggests up to 85% of our communication is non-verbal which includes all non-spoken means of communication such as gestures, body language, expression and sign. Verbal communication uses spoken language to convey information. The human brain, central nervous system, physical articulators and ears are required to produce speech. If any one area has a deficit it will have an effect on speech development. According to Kahim(1998)cites (asha 1983) communication using language requires the comprehension of social interrelations. These can include complex modes such as motivation, tacit clues and social and cultural rules. Buckley () suggests language is a symbolic mode of communication governed by grammatical and social rules .These rules not only encompass semantics, syntax and phonology but also the contextual considerations of language such as sarcasm, politeness strategies referred to as pragmatics (Bloom and Lahey 1978). In view of such intricacies de Boysson-Bardies( 1999) affirms the acquisition of language must be genetically encoded and exclusive to human beings. This is a nativist approach to language acquisition which was embraced by Noam Chomsky. Theories of language acquisition Chomsky (1959) proposed that children have an innate ability to learn language through a language acquisition device. According to Chomsky (1965) the brain is hard wired through genomes to understand a spoken language. He suggests the L.A.D is situated within the auditory cortex. It has also been suggested by Lenneberg (1967) that if language is not acquired by puberty it can never be learnt. This suggests that the ability to learn languages is genetically acquired through synapse connection in the brain and furthermore has a critical period to stimulate its development (Schwartz 2009). The interactionist approach suggests language acquisition is a process influenced by environmental and nativist elements. Vygotsky and Bruner held the view that a child needs interaction with others to support language learning. This is known as LASS Language acquisition support system. Conversely traditional behaviourist’s theory of language acquisition suggests children acquire language through conditions and reinforcement. This is evidenced through observation of a new-born and mother. The new born’s motivation for communication is rewarded by the mother’s interaction. Crystal (1986) argues that children do not simply imitate adults or older children when acquiring language; this is evidenced by the immature and incomplete speech that children develop as a result of applying grammatical rules or possessing inadequate vocabulary. This is evidenced in the following case studies.   The processes involved in development of effective communication Verbal and non verbal language development Primarily, early communication is an expression of need ( Crystal). If an infant’s pre-linguistic vocalisations are rewarded by their needs being met they quickly learn the advantages of communication. Furthermore, an infant needs a warm and affectionate relationship with their caregiver in order to initiate communication. Ferroni et al (2002) demonstrated that early non-verbal communication such as eye gazing contributes to the development of facial decoding and the theory of mind. Theory of mind is a cognitive ability to decode nonverbal communication, deduce the emotional states of others using intuition and cues, as well as understanding a situation from different perspectives. According to Goldberg and Burdick( ) Theory of Mind deficits are caused by cognitive dysfunction and are present in neuropsychological conditions such as Bipolar euthymic and ASD spectrum disorders. This suggests a correlation between nonverbal communication impairment and future social cognitive de velopment. Nonverbal communication continues to develop alongside verbal communication in neurotypical children. According to Elks and McLachlan (2001) the most important process in verbal communication is concentration, listening skills and memory recall. From four months a baby develops strength in their tongue and the in excess of one hundred jaw muscles needed to produce phonology. (Crystal ) begin babbling, the head and neck growth allow vocal chords to sit in correct position for speech consistant with an adult . This suggest there is a biological reason why a baby does not produce speech until ten months. 10-12 months According to ( Volkmar) (Capone )as a child begins using gestures and pointing to objects they will acquire the symbolic language that represents the object however this is not always the case for children diagnosed with ASD. According to Baron- Cohen () young children diagnosed with ASD do not use pointing gesture to request visual attention in the same manner as neurotypical children, inasmuch as a child with ASD can lack motivation for conversation. Communication chain Elks and McLachlen (2008) highlight the complexity of language and communication by categorising the processes in sequential order; this is referred to as the Communication Chain. The metaphoric chain depicts the interdependence of each process involved in order to achieve effective communication. If there is a deficiency in any of these processes it will have an overall negative effect upon language acquisition and communication. The process begins with the motivation or reason to speak followed by choosing the correct semantics, syntax and phonology. The next stage involves the physicality of speech production, motor sensory instructions to the articulators which include the muscles, jaw and tongue. The production of sound then the delivery of pragmatic speech. Interestingly, the mindfulness or â€Å"self monitoring â€Å"of the appropriateness of the speech occurs after delivery. Thus implying that to self-monitor before you have an idea does not take place although it does prio r to a response. Children diagnosed with ASD often have a deficit in understanding pragmatics of a language and can appear rude or their conversation inappropriate (Buckley). According to Volkmar et al ( )they equally lack ability to self-monitor, maintain eye contact and understand non-verbal cues which are the next phases; this is a substantial part of the communication chain. Role of play in language development According to Russell (2006) philosophers and scholars have attempted theorise play and provide definitions. The example by Hugh (1996:16) expresses the fundamental elements of play; â€Å"†¦freely chosen, personally directed and intrinsically motivated.† Frost et al (2005) suggests psychoanalytical theories of play involve a child acting out previous experiences that may have been caused trauma or fear. Or perhaps an emotion that would not be ordinarily accepted. Other theories of play here The EYFS Statutory framework (2008 suggested that play is vital to a child’s development; play should be supported by adults but led by the child thus promoting self-confidence, problem solving and social skills. Goouch (2006) adds, child led play promotes self-esteem and reinforces a child’s identity particulary the imaginary play. According to ( )play supports children to understand speech. Williamson and Silvern (1984) suggests when young children act out a story they demonstrate improved memory and comprehension of the story ( ) suggests language impairment and deficits in imaginary play occur concomitantly. Hughs (2010) notes the similarities between language development and play inasmuch as the required skills for imaginary or symbolic play are likened to the ability to interpret the world through mental representation. Observations were made of a young child actively playing alone commenting on his play activity. Vygotsky, cited in Britton (1994:260) refers to this as â€Å"Speech for oneself†. This gradually diminishes as the child ages and eventually this process becomes internal thought. This process of internalised language is essential for problem solving, reasoning and abstract thinking skills. Concluding that the inability to internalise language would have a negative impact on cognitive development (Miller et al 2013 ). According to Buckley () adult interaction is essential to develop language skills particularly reciprocal conversation aimed at the level of the child’s ability such as motherese or child directed speech. Evidence for ( ) suggest the pauses and intonation of motherese assists children to understand language syntactically .Somoa argues there is no difference in language aquistion in families not practising parentese ( the east) . A child’s socio-emotional development depends on their command of language (Miller). Early infant and carer interaction is essential for all areas of a child’s development. As a child’s language develops they go from talking in the present tense and progressively to the past and future tense. Piaget suggests that not until a child has learned the concept of time will this be displayed within their language use. Conclusion Whitehead (2006) suggests that early skills for communication begin inutero .Evidence from ( ) argue that babies prefer the mothers face and voice, Infants gaze into their carers eyes from ? weeks they will then overt eye contact to cease communication . Someone ( ) attributes the lack of communication in children with ASD to their lack of proficiency in play, particularly for imaginary play. Vygotsky () theorised that play was significant to language and cognitive development. Vygotsky () argues it is necessary for a more knowledgeable other to confirm the correct language use. Piaget theorised that the acquisition of language has a direct correlation on a child’s cognitive development. According to Piaget an infant will not apply nouns to objects until he has reached the cognitive ability of object permanence.. Not until a child reaches the pre operational stage ( About 2) two will they understand the world around them by the use of language and speech.

Total Quality Management (TQM) :: GCSE Business Marketing Coursework

TQM1 TQM in Foodservice Introduction One of the most important industries overall is the food industry. The food industry consists of everything from food processing plants to fast food restaurants. The food industry affects nearly every living person. Most people don't realize how important this industry is and how it affects their everyday lives. That is why it is so critical that the products of this industry are at their highest quality, are free of bacteria and ensure that the consumer will not face any detrimental consequences. Total Quality Management (TQM) plays a big role in promising these results. Total Quality Management seems to be a confusing term for the layman. TQM is a philosophy advocated by Dr. Edward Deming, a world renowned quality guru. It was widely accepted by Japan from 1950 onward. They used this principle for continuous refinement of an organization-wide quality system. Since then many organizations around the world have adopted TQM or similar methodologies. There have been many successes and many reported failures. Success of the system depends on the total commitment of the people to quality from top to bottom within the organization. TQM implementation is based on team work and the philosophy of continuous improvement. Statistics need to be used extensively to analyze and reduce the variation in the process. In the food industry, continuous improvement is vital to the survival of a specific company or restaurant. The customer is constantly purchasing the products of competitors and any decline in quality will equal a decrease in gross profits. There are several areas that a restaurant may focus on for quality improvement such as menu offerings, hospitality, service, cleanliness, and over all food quality. All of these aspects will be covered in this paper concerning Total Quality Management. Summary Employee & Product Quality Various well known companies such as Ritz-Carlton Hotels and Taco Bell have implemented Total Quality Management programs in an effort to increase quality and market share. Ritz-Carlton of Kansas City, Missouri, recently revamped menu selections for its rooftop-level restaurant and bar operation. This came about through customer surveys, focus-group studies of local restaurant patrons, employee opinions, and market analysis. This began with the general manager, Norm Howard, as TQM must start at the top to be successful. He states that "It [TQM] is about listening to your customers and empowering your employees to participate in important business decisions" (Stephenson, 1993). Taco Bell, with the implementation of a Total Quality Management system, has improved its speed of service, friendliness of service, and value for money ratings. This company has done this by empowering employees and seeking customer input. By integrating their employees into the system,