The Twilight Saga 4: Breaking Dawn 12. Some People Just Don’t Grasp …

12. Some People Just Don't Grasp The Concept Of â€Å"Unwelcome† I was right on the edge of sleep. The sun had risen behind the clouds an hour ago – the forest was gray now instead of black. Seth'd curled up and passed out around one, and I'd woken him at dawn to trade off. Even after running all night, I was having a hard time making my brain shut up long enough to fall asleep, but Seth's rhythmic run was helping. One, two-three, four, one, two-three, four – dum dum-dum dam – dull paw thuds against the damp earth, over and over as he made the wide circuit surrounding the Cullens' land. We were already wearing a trail into the ground. Seth's thoughts were empty, just a blur of green and gray as the woods flew past him. It was restful. It helped to fill my head with what he saw rather than letting my own images take center stage. And then Seth's piercing howl broke the early morning quiet. I lurched up from the ground, my front legs pulling toward a sprint before my hind legs were off the ground. I raced toward the place where Seth had frozen, listening with him to the tread of paws running in our direction. Morning, boys. A shocked whine broke through Seth's teeth. And then we both snarled as we read deeper into the new thoughts. Oh, man! Goaway, Leah! Seth groaned. I stopped when I got to Seth, head thrown back, ready to howl again – this time to complain. Cut the noise, Seth. Right. Ugh! Ugh! Ugh!He whimpered and pawed at the ground, scratching deep furrows in the dirt. Leah trotted into view, her small gray body weaving through the underbrush. Stop whining, Seth. You're such a baby. I growled at her, my ears flattening against my skull. She skipped back a step automatically. What do you think you're doing, Leah? She huffed a heavy sigh. It's pretty obvious, isn't it? I'm joining your crappy little renegade pack. The vampires' guard dogs. She barked out a low, sarcastic laugh. No, you're not. Turn around before I rip out one of your hamstrings. Like you could catch me.She grinned and coiled her body for launch. Wanna race, O fearless leader? I took a deep breath, filling my lungs until my sides bulged. Then, when I was sure I wasn't going to scream, i exhaled in a gust. Seth, go let the Cullens know that it's just your stupid sister – thought the words as harshly as possible. deal with this. On it!Seth was only too happy to leave. He vanished toward the house. Leah whined, and she leaned after him, the fur on her shoulders rising. You're just going to let him run off to the vampires alone? I'm pretty sure he'd rather they took him out than spend another minute with you. Shut up, Jacob. Oops, I'm sorry – meant, shut up, most high Alpha. Why thehellare you here? You think I'm just going to sit home while my little brother volunteers as a vampire chew toy? Seth doesn't want or need your protection. In fact, no one wants you here. Oooh, ouch, that's gonna leave ahuge mark. Ha, she barked. Tell me who does want me around, and I'm outta here. So this isn't about Seth at all, is it? Of course it is. I'm just pointing out that being unwanted is not a first for me. Not really a motivating factor, if you know what I mean. I gritted my teeth and tried to get my head straight. Did Sam send you? If I was here on Sam's errand, you wouldn't be able to hear me. My allegiance is no longer with him. I listened carefully to the thoughts mixed in with the words. If this was a diversion or a ploy, I had to be alert enough to see through it. But there was nothing. Her declaration was nothing but the truth. Unwilling, almost despairing truth. You're loyal tome now? I asked with deep sarcasm. Uh-huh. Right. My choices are limited. I'm working with the options I've got. Trust me, I'm not enjoying this any more than you are. That wasn't true. There was an edgy kind of excitement in her mind. She was unhappy about this, but she was also riding some weird high. I searched her mind, trying to understand. She bristled, resenting the intrusion. I usually tried to tune Leah out – I'd never tried to make sense of her before. We were interrupted by Seth, thinking his explanation at Edward. Leah whined anxiously. Edward's face, framed in the same window as last night, showed no reaction to the news. It was a blank face, dead. Wow, he looks bad,Seth muttered to himself. The vampire showed no reaction to that thought, either. He disappeared into the house. Seth pivoted and headed back out to us. Leah relaxed a little. What's going on?Leah asked. Catch me up to speed. There's no point You're not staying. Actually, Mr. Alpha, I am. Because since apparently I have to belong tosomeone – and don't think I haven't tried breaking off on my own, you know yourself how wellthat doesn ‘t work – choose you. Leah, you don't like me. I don't like you. Thank you, Captain Obvious. That doesn't matter to me. I'm staying with Seth. You don't like vampires. Don't you think that's a little conflict of interest right there? You don't like vampires either. But Iam committed to this alliance. You aren't. I'll keep my distance from them. I can run patrols out here, just like Seth. And I'm supposed to trust you with that? She stretched her neck, leaning up on her toes, trying to be as tall as me as she stared into my eyes. will not betray my pack. I wanted to throw my head back and howl, like Seth had before. This isn't your pack! This isn't even a pack. This is just me, going off on my own! What is it with you Clearwaters? Why can't you leave me alone? Seth, just coming up behind us now, whined; I'd offended him. Great. I've been helpful, haven't I, Jake? You haven't madetoo much a nuisance of yourself, kid, but if you and Leah are a package deal – if the only way to get rid of her is for you to go home†¦. Weil, can you blame me for wanting you gone? Ugh, Leah, you ruin everything! Yeah, I know,she told him, and the thought was loaded with the heaviness of her despair. I felt the pain in the three little words, and it was more than I would've guessed. I didn't want to feel that. I didn't want to feel bad for her. Sure, the pack was rough on her, but she brought it all on herself with the bitterness that tainted her every thought and made being in her head a nightmare. Seth was feeling guilty, too. Jake†¦ You're not really gonna send me away, are you? Leah's not so bad. Really. I mean, with her here, we can push the perimeter out farther. And this puts Sam down to seven. There's no way he's going to mount an attack that outnumbered. It's probably a good thing†¦. You know I don't want to lead a pack, Seth. So don't lead us,Leah offered. I snorted. Sounds perfect to me. Run along home now. Jake,Seth thought. belong here. I do like vampires. Cullens, anyway. They're people to me, and I'm going to protect them, 'cause that's what we're supposed to do. Maybe you belong, kid, but your sister doesn't And she's going to go wherever you are – I stopped short, because I saw something when I said that. Something Leah had been trying not to think. Leah wasn't going anywhere. Thought this was about Seth,I thought sourly. She flinched. Of course I'm here for Seth. And to get away from Sam. Her jaw clenched. don't have to explain myself to you. I just have to do what I'm told. I belong to your pack, Jacob. The end. I paced away from her, growling. Crap. I was never going to get rid of her. As much as she disliked me, as much as she loathed the Cullens, as happy as she'd be to go kill all the vampires right now, as much as it pissed her off to have to protect them instead – none of that was anything compared to what she felt being free of Sam. Leah didn't like me, so it wasn't such a chore having me wish she would disappear. She loved Sam. Still. And having him wish she would disappear was more pain than she was willing to live with, now that she had a choice. She would have taken any other option. Even if it meant moving in with the Cullens as their lapdog. don't know if I'd go that far, she thought. She tried to make the words tough, aggressive, but there were big cracks in her show. I'm sure I'd give killing myself a few good tries first. Look, Leah†¦ No,you look, Jacob. Stop arguing with me, because it's not going to do any good. I'll stay out of your way, okay? I'll do anything you want Except go back to Sam's pack and be the pathetic ex-girlfriend he can't get away from. If you want me to leave – she sat back on her haunches and stared straight into my eyes – you're going to have tomake me. I snarled for a long, angry minute. I was beginning to feel some sympathy for Sam, despite what he had done to me, to Seth. No wonder he was always ordering the pack around. How else would you ever get anything done? Seth, are you gonna get mad at me if I kill your sister? He pretended to think about it for a minute. Well†¦ yeah, probably. I sighed. Okay, then, Ms. Do-Anything-I-Want Why don't you make yourself useful by telling us what you know? What happened after we left last night? Lots of howling. But you probably heard that part. It was so loud that it took us a while to figure out that we couldn't hear either of you anymore. Sam was†¦Words failed her, but we could see it in our head. Both Seth and I cringed. After that, it was clear pretty quick that we were going to have to rethink things. Sam was planning to talk to the other Elders first thing this morning. We were supposed to meet up and figure out a game plan. I could tell he wasn't going to mount another attack right away, though. Suicide at this point, with you and Seth AWOL and the bloodsuckers forewarned. I'm not sure what they'll do, but I wouldn't be wandering the forest alone if I was a leech. It's open season on vamps now. You decided to skip the meeting this morning?I asked. When we split up for patrols last night, I asked permission to go home, to tell my mother what had happened – Crap! You told Mom?Seth growled. Seth, hold off on the sibling stuff for a sec. Go on, Leah. So once I was human, I took a minute to think things through. Well, actually, I took all night. I bet the others think I fell asleep. But the whole two-separate-packs, two-separate-pack-minds thing gave mea lot to sift through. In the end, I weighed Seth's safety and the, er, other benefits against the idea of turning traitor and sniffing vampire stink for who knows how long. You know what I decided. I left a note for my mom. I expect we'll hear it when Sam finds out . .. Leah cocked an ear to the west. Yeah, I expect we will,I agreed. So that's everything. What do we do now?she asked. She and Seth both looked at me expectantly. This was exactly the kind of thing I didn't want to have to do. guess we just keep an eye out for now. That's all we can do. You should probably take a nap, Leah. You've had as much sleep as I have. Thought you were going to do what you were told? Right. That's going to get old,she grumbled, and then she yawned. Well, whatever. I don't care. I'll run the border, Jake. I'm not tired at all.Seth was so glad I hadn't forced them home, he was all but prancing with excitement. Sure, sure. I'm going to go check in with the Cullens. Seth took off along the new path worn into the damp earth. Leah looked after him thoughtfully. Maybe a round or two before I crash†¦. Hey Seth, wanna see how many times I can lap you? NO! Barking out a low chuckle, Leah lunged into the woods after him. I growled uselessly. So much for peace and quiet. Leah was trying – for Leah. She kept her jibes to a minimum as she raced around the circuit, but it was impossible not to be aware of her smug mood. I thought of the whole â€Å"two's company† saying. It didn't really apply, because one was plenty to my mind. But if there had to be three of us, it was hard to think of anyone that I wouldn't trade her for. Paul?she suggested. Maybe,I allowed. She laughed to herself, too jittery and hyper to get offended, i wondered how long the buzz from dodging Sam's pity would last. That will be my goal then – to be less annoying than Paul. Yeah, work on that I changed into my other form when I was a few yards from the lawn. I hadn't been planning to spend much time human here. But I hadn't been planning to have Leah in my head, either. I pulled on my ragged shorts and started across the lawn. The door opened before I got to the steps, and I was surprised to see Carlisle rather than Edward step outside to meet me – his face looked exhausted and defeated. For a second, my heart froze. I faltered to a stop, unable to speak. â€Å"Are you all right, Jacob?† Carlisle asked. â€Å"Is Bella?† I choked out. â€Å"She's†¦ much the same as last night. Did I startle you? I'm sorry. Edward said you were coming in your human form, and I came out to greet you, as he didn't want to leave her. She's awake.† And Edward didn't want to lose any time with her, because he didn't have much time left. Carlisle didn't say the words out loud, but he might as well have. It had been a while since I'd slept – since before my last patrol. I could really feel that now. I took a step forward, sat down on the porch steps, and slumped against the railing. Moving whisper-quiet as only a vampire could, Carlisle took a seat on the same step, against the other railing. â€Å"I didn't get a chance to thank you last night, Jacob. You don't know how much I appreciate your†¦ compassion. I know your goal was to protect Bella, but I owe you the safety of the rest of my family as well. Edward told me what you had to do___† â€Å"Don't mention it,† I muttered. â€Å"If you prefer.† We sat in silence. I could hear the others in the house. Emmett, Alice, and Jasper, speaking in low, serious voices upstairs. Esme humming tunelessly in another room. Rosalie and Edward breathing close by – I couldn't tell which was which, but I could hear the difference in Bella's labored panting. I could hear her heart, too. It seemed†¦ uneven. It was like fate was out to make me do everything I'd ever sworn I wouldn't in the course of twenty-four hours. Here I was, hanging around, waiting for her to die. I didn't want to listen anymore. Talking was better than listening. â€Å"She's family to you?† I asked Carlisle. It had caught my notice before, when he'd said I'd helped the rest of his family, too. â€Å"Yes. Bella is already a daughter to me. A beloved daughter.† â€Å"But you're going to let her die.† He was quiet long enough that I looked up. His face was very, very tired. I knew how he felt. â€Å"I can imagine what you think of me for that,† he finally said. â€Å"But i can't ignore her will. It wouldn't be right to make such a choice for her, to force her.† I wanted to be angry with him, but he was making it hard. It was like he was throwing my own words back at me, just scrambled up. They'd sounded right before, but they couldn't be right now. Not with Bella dying. Still†¦ I remembered how it felt to be broken on the ground under Sam – to have no choice but be involved in the murder of someone I loved. It wasn't the same, though. Sam was wrong. And Bella loved things she shouldn't. â€Å"Do you think there's any chance she'll make it? I mean, as a vampire and all that. She told me about†¦ about Esme.† Tel say there's an even chance at this point,† he answered quietly. â€Å"I've seen vampire venom work miracles, but there are conditions that even venom cannot overcome. Her heart is working too hard now; if it should fail†¦ there won't be anything for me to do.† Bella's heartbeat throbbed and faltered, giving an agonizing emphasis to his words. Maybe the planet had started turning backward. Maybe that would explain how everything was the opposite of what it had been yesterday – how I could be hoping for what had once seemed like the very worst thing in the world. â€Å"What is that thing doing to her?† I whispered. â€Å"She was so much worse last night. I saw†¦ the tubes and all that. Through the window.† â€Å"The fetus isn't compatible with her body. Too strong, for one thing, but she could probably endure that for a while. The bigger problem is that it won't allow her to get the sustenance she needs. Her body is rejecting every form of nutrition. I'm trying to feed her intravenously, but she's just not absorbing it. Everything about her condition is accelerated. I'm watching her – and not just her, but the fetus as well – starve to death by the hour. I can't stop it and I can't slow it down. I can't figure out what it wants† His weary voice broke at the end. I felt the same way I had yesterday, when I'd seen the black stains across her stomach – furious, and a little crazy. I clenched my hands into fists to control the shaking. I hated the thing that was hurting her. It wasn't enough for the monster to beat her from the inside out. No, it was starving her, too. Probably just looking for something to sink its teeth into – a throat to suck dry. Since it wasn't big enough to kill anyone else yet, it settled for sucking Bella's life from her. I could tell them exactly what it wanted: death and blood, blood and death. My skin was all hot and prickly. I breathed slowly in and out, focusing on that to calm myself. â€Å"I wish I could get a better idea of what exactly it is,† Carlisle murmured. â€Å"The fetus is well protected. I haven't been able to produce an ultrasonic image. I doubt there is any way to get a needle through the amniotic sac, but Rosalie won't agree to let me try, in any case.† â€Å"A needle?† I mumbled. â€Å"What good would that do?† â€Å"The more I know about the fetus, the better I can estimate what it will be capable of. What I wouldn't give for even a little amniotic fluid. If I knew even the chromosomal count†¦Ã¢â‚¬  â€Å"You're losing me, Doc. Can you dumb it down?† He chuckled once – even his laugh sounded exhausted. â€Å"Okay. How much biology have you taken? Did you study chromosomal pairs?† â€Å"Think so. We have twenty-three, right?† â€Å"Humans do.† I blinked. â€Å"How many do you have?† â€Å"Twenty-five.† I frowned at my fists for a second. â€Å"What does that mean?† â€Å"I thought it meant that our species were almost completely different. Less related than a lion and a house cat. But this new life – well, it suggests that we're more genetically compatible than I'd thought.† He sighed sadly. â€Å"I didn't know to warn them.† I sighed, too. It had been easy to hate Edward for the same ignorance. I still hated him for it. It was just hard to feel the same way about Carlisle. Maybe because I wasn't ten shades of jealous in Carlisle's case. â€Å"It might help to know what the count was – whether the fetus was closer to us or to her. To know what to expect.† Then he shrugged. â€Å"And maybe it wouldn't help anything. I guess I just wish I had something to study, anything to do.† â€Å"Wonder what my chromosomes are like,† I muttered randomly. I thought of those Olympic steroids tests again. Did they run DNA scans? Carlisle coughed self-consciously. â€Å"You have twenty-four pairs, Jacob.† I turned slowly to stare at him, raising my eyebrows. He looked embarrassed. â€Å"I was†¦ curious. I took the liberty when I was treating you last June.† I thought about it for a second. â€Å"I guess that should piss me off. But I don't really care.† â€Å"I'm sorry. I should have asked.† â€Å"S'okay, Doc. You didn't mean any harm.† â€Å"No, I promise you that I did not mean you any harm. It's just that†¦ I find your species fascinating. I suppose that the elements of vampiric nature have come to seem commonplace to me over the centuries. Your family's divergence from humanity is much more interesting. Magical, almost.† â€Å"Bibbidi-Bobbidi-Boo,† I mumbled. He was just like Bella with all the magic garbage. Carlisle laughed another weary laugh. Then we heard Edward's voice inside the house, and we both paused to listen. â€Å"I'll be right back, Bella. I want to speak with Carlisle for a moment. Actually, Rosalie, would you mind accompanying me?† Edward sounded different. There was a little life in his dead voice. A spark of something. Not hope exactly, but maybe the desire to hope. â€Å"What is it, Edward?† Bella asked hoarsely. â€Å"Nothing you need to worry about, love. It will just take a second. Please, Rose?† â€Å"Esme?† Rosalie called. â€Å"Can you mindBella for me?† Iheard the whisper of wind as Esme flitted down the stairs. â€Å"Of course,† she said. Carlisle shifted, twisting to look expectantly at the door. Edward was through the door first, with Rosalie right on his heels. His face was, like his voice, no longer dead. He seemed intensely focused. Rosalie looked suspicious. Edward shut the door behind her. â€Å"Carlisle,† he murmured. â€Å"What is it, Edward?† â€Å"Perhaps we've been going about this the wrong way. I was listening to you and Jacob just now, and when you were speaking of what the†¦ fetus wants, Jacob had an interesting thought.† Me?What had thought? Besides my obvious hatred for the thing? At least I wasn't alone in that. I could tell that Edward had a difficult time using a term as mild as fetus. â€Å"We haven't actually addressed that angle,† Edward went on. â€Å"We've been trying to get Bella what she needs. And her body is accepting it about as well as one of ours would. Perhaps we should address the needs of the†¦ fetus first. Maybe if we can satisfy it, we'll be able to help her more effectively.† â€Å"I'm not following you, Edward,† Carlisle said. â€Å"Think about it, Carlisle. If that creature is more vampire than human, can't you guess what it craves – what it's not getting? Jacob did.† I did? I ran through the conversation, trying to remember what thoughts I'd kept to myself. I remembered at the same time that Carlisle understood. â€Å"Oh,† he said in a surprised tone. â€Å"You think it is†¦ thirsty?† Rosalie hissed under her breath. She wasn't suspicious anymore. Her revoltingly perfect face wasall lit up, her eyes wide with excitement. â€Å"Of course,† she muttered. â€Å"Carlisle, we have all that type O negative laid aside for Bella. It's a good idea,† she added, not looking at me. â€Å"Hmm.† Carlisle put his hand to his chin, lost in thought. â€Å"I wonder†¦ And then, what would be the best way to administer___† Rosalie shook her head. â€Å"We don't have time to be creative. I'd say we should start with the traditional way.† â€Å"Wait a minute,† i whispered. â€Å"Just hold on. Are you – are you talking about making Bella drink blood?† â€Å"It was your idea, dog,† Rosalie said, scowling at me without ever quite looking at me. I ignored her and watched Carlisle. That same ghost of hope that had been in Edward's face was now in the doctor's eyes. He pursed his lips, speculating. â€Å"That's just†¦Ã¢â‚¬  I couldn't find the right word. â€Å"Monstrous?† Edward suggested. â€Å"Repulsive?† â€Å"Pretty much.† â€Å"But what if it helps her?† he whispered. I shook my head angrily. â€Å"What are you gonna do, shove a tube down her throat?† â€Å"I plan to ask her what she thinks. I just wanted to run it past Carlisle first.† Rosalie nodded. â€Å"If you tell her it might help the baby, she'll be willing to do anything. Even if we do have to feed them through a tube.† I realized then – when I heard how her voice got all loveydovey as she said the word baby – that Blondie would be in line with anything that helped the little life-sucking monster. Was that what was going on, the mystery factor that was bonding the two of them? Was Rosalie after the kid? From the corner of my eye, I saw Edward nod once, absently, not looking in my direction. But I knew he was answering my questions. Huh. I wouldn't have thought the ice-cold Barbie would have a maternal side. So much for protecting Bella – Rosalie'd probably jam the tube down Bella's throat herself. Edward's mouth mashed into a hard line, and I knew I was right again. â€Å"Well, we don't have time to sit around discussing this,† Rosalie said impatiently. â€Å"What do you think, Carlisle? Can we try?† Carlisle took a deep breath, and then he was on his feet. â€Å"We'll ask Bella.† Blondie smiled smugly – sure that, if it was up to Bella, she would get her way. I dragged myself up from the stairs and followed after them as they disappeared into the house. I wasn't sure why. Just morbid curiosity, maybe. It was like a horror movie. Monsters and blood all over the place. Maybe I just couldn't resist another hit of my dwindling drug supply. Bella lay flat on the hospital bed, her belly a mountain under the sheet. She looked like wax – colorless and sort of see-through. You'd think she was already dead, except for the tiny movement of her chest, her shallow breathing. And then her eyes, following the four of us with exhausted suspicion. The others were at her side already, flitting across the room with sudden darting motions. It was creepy to watch. 1 ambled along at a slow walk. â€Å"What's going on?† Bella demanded in a scratchy whisper. Her waxy hand twitched up – like she was trying to protect her balloon-shaped stomach. â€Å"Jacob had an idea that might help you,† Carlisle said. I wished he would leave me out of it. I hadn't suggested anything. Give the credit to her bloodsucking husband, where it belonged. â€Å"It won't be†¦ pleasant, but – â€Å" â€Å"But it will help the baby,† Rosalie interrupted eagerly. â€Å"We've thought of a better way to feed him. Maybe.† Bella's eyelids fluttered. Then she coughed out a weak chuckle. â€Å"Not pleasant?† she whispered. â€Å"Gosh, that'll be such a change.† She eyed the tube stuck into her arm and coughed again. Blondie laughed with her. The girl looked like she only had hours left, and she had to be in pain, but she was making jokes. So Bella. Trying to ease the tension, make it better for everyone else. Edward stepped around Rosalie, no humor touching his intense expression. I was glad for that. It helped, just a little bit, that he was suffering worse than me. He took her hand, not the one that was still protecting her swollen belly. â€Å"Bella, love, we're going to ask you to do something monstrous,† he said, using the same adjectives he'd offered me. â€Å"Repulsive.† Well, at least he was giving it to her straight. She took a shallow, fluttery breath. â€Å"How bad?† Carlisle answered. â€Å"We think the fetus might have an appetite closer to ours than to yours. We think it's thirsty.† She blinked. â€Å"Oh. Oh.† â€Å"Your condition – both of your conditions – are deteriorating rapidly. We don't have time to waste, to come up with more palatable ways to do this. The fastest way to test the theory – â€Å" â€Å"I've got to drink it,† she whispered. She nodded slightly – barely enough energy for a little head bob. â€Å"I can do that. Practice for the future, right?† Her colorless lips stretched into a faint grin as she looked at Edward. He didn't smile back. Rosalie started tapping her toe impatiently. The sound was really irritating. I wondered what she would do if I threw her through a wall right now. â€Å"So, who's going to catch me a grizzly bear?† Bella whispered. Carlisle and Edward exchanged a quick glance. Rosalie stopped tapping. â€Å"What?† Bella asked. â€Å"It will be a more effective test if we don't cut corners, Bella,† Carlisle said. â€Å"Ifthe fetus is craving blood,† Edward explained, â€Å"it's not craving animal blood.† â€Å"It won't make a difference to you, Bella. Don't think about it,† Rosalie encouraged. Bella's eyes widened. â€Å"Who?† she breathed, and her gaze flickered to me. â€Å"I'm not here as a donor, Bells,† I grumbled. â€Å"‘Sides, it's human blood that thing's after, and I don't think mine applies – â€Å" â€Å"We have blood on hand,† Rosalie told her, talking over me before I'd finished, like I wasn't there. â€Å"For you – just in case. Don't worry about anything at all. It's going to be fine. I have a good feeling about this, Bella. I think the baby will be so much better.† Bella:s hand ran across her stomach. â€Å"Well,† she rasped, barely audible. â€Å"I'm starving, so I'll bet he is, too.† Trying to make another joke. â€Å"Let's go for it. My first vampire act.†

Assessment and Students Essay

Journal assessment Conclusion Reccomendation III. INTRODUCTION: Why do Assessment? Are you asking too little of your class? Are your students approaching your course as hurdlers, barely clearing required levels of performance? Or are they approaching your course like high jumpers, pushing themselves under your guidance to increasingly more challenging heights? If your students aren’t high jumpers, maybe it’s because you aren’t asking them to high jump. By using appropriate assessment techniques, you can encourage your students to raise the height of the bar. There is considerable evidence showing that assessment drives student learning. More than anything else, our assessment tools tell students what we consider to be important. They will learn what we guide them to learn through our assessments. Traditional testing methods have been limited measures of student learning, and equally importantly, of limited value for guiding student learning. These methods are often inconsistent with the increasing emphasis being placed on the ability of students to think analytically, to understand and communicate at both detailed and â€Å"big picture† levels, and to acquire lifelong skills that permit continuous adaptation to workplaces that are in constant flux. Moreover, because assessment is in many respects the glue that links the components of a course – its content, instructional methods, and skills development – changes in the structure of a course require coordinated changes in assessment. IV. RESEARCH (CONTENT) What is Assessment? Assessment is a systematic process of gathering, interpreting, and acting upon data related to student learning and experience for the purpose of developing a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experience; the process culminates when assessment results are used to improve subsequent learning. Huba and Freed, 2000 Key Points Assessment is an ongoing process aimed at understanding and improving student learning Multiple methods Criteria and standards Evidence Students know, can do and understand It’s more than just collecting data Sequence in Preparing Instructionally Relevant Assessment INSTRUCTION Indicates the learning outcomes to be attained by students LEARNING TASK Specifies the particular set of learning task(s) to be assessed. ASSESSMENT Provides a procedure designed to measure a representative sample of the instructionally relevant learning tasks. Is there close agreement? What is the Assessment Process? AIMS ASSESSMENT ACTION ADJUSTMENT Importance of Assessment To find out what the students know (knowledge) To find out what the students can do, and how well they can do it (skill; performance) To find out how students go about the task of doing their work (process) To find out how students feel about their work (motivation, effort) What is Student Assessment for? *To help us design and modify programs to better promote learning and student success. To provide common definitions and benchmarks for student abilities that will enable us to act more coherently and effectively to promote student learning. *To provide feedback, guidance, and mentoring to students so as to help them better plan and execute their educational programs. *To provide improved feedback about student learning to support faculty in their work. Functions of Assessment Diagnostic: tell us what the student needs to learn Formative: tell us how well the student is doing as work progresses Summative: tell us how well the student did at the end of a unit/task What can be assessed? Student learning characteristics -Ability differences -Learning styles Student motivational characteristics -Interest -Self-efficacy -goal orientation Learning Content knowledge Ability to apply content knowledge Skills Dispositions and attitudes Performances Direct and Indirect Assessment Measures Direct methods ask students to demonstrate their learning while indirect methods ask them to reflect on their learning. Direct methods include objective tests, essays, case studies, problem solving exercises, presentations and classroom assignments. Indirect methods include surveys, interviews and student reflection and/or self-assessment essays. It is useful to include both direct and indirect assessment measures in your assessments. How should we assess? True –False Item Multiple Choice Completion Short Answer Essay Practical Exam Papers/Reports Projects Questionnaires Inventories Checklist Peer Rating Self Rating Journal Portfolio Observations Discussions Interviews Criteria In Choosing an Assessment Method It should be reliable. It should be valid. It should be simple to operate, and should not be too costly. It should be seen by students and society in general. It should benefit all students. Who should be involved in assessment? The teacher The student The student’s peer Administrator Parents What should we do with the information from our assessment? Use it to improve the focus of our teaching (diagnosis) Use it to focus student attention of strengths and weaknesses (motivation) Use it to improve program planning (program assessment) Use it for reporting to parents Classroom Assessment Paper and pencil assessments: Ask students to respond in writing to questions or problem -Item level: Assessing lower vs. higher skills -Knowledge vs. application, analysis, synthesis, and evaluation -Authentic tasks e. . multiple choice, T/F, matching (recognition), short answer, essay (recall) Paper and Pencil Assessment Strengths -Can cover a lot of material reasonably well -Fair -Effective in assessing declarative knowledge of content – Easier to construct and administer than performance assessments Weaknesses -Require forethought and skill -Less effective in assessing procedural knowledge and creative think ing -Construction of good higher level recognition items is difficult -Recall items that do a good job of assessing higher level thinking (essay questions) are difficult to score. Performance Assessments – assessment that elicits and evaluates actual student performances Types of Performances: Products: drawings, science experiments, term papers, poems, solution to authentic problems Behavior: time trial for running a mile, reciting a poem, acting tryouts, dancing Performance assessments Strengths – Effective for assessing higher level thinking and authentic learning -Effective for assessing skill and procedural learning -Interesting and motivating for students Weaknesses -Emphasize depth at the expense of breadth Difficult to construct -Time consuming to administer -Hard to score fairly How can we assess student learning? Traditional assessment: assess student knowledge and skills in relative isolation from real world context. Traditional assessment practices reflect what students are able to recall from memory through various means, such as, multiple choice, true/false, fill in the blank, and matching questions. Authentic assessment: assess stu dents’ ability to use what they’ve learning in tasks similar to those in the outside world. Occurs when the authenticity of student learning has been observed. It requires information from a variety of source such as content work samples, observation during class activities, and conferences with students. Classroom Assessment Informal Assessment: teachers’ spontaneous, day to day observations of student performances. Examples Verbal -Asking questions -Listening to student discussions -Conducting student conferences Nonverbal -Observing -Task performances -On-and off-task behavior -student choices -student body language Informal Assessment Strengths -Facilitates responsive teaching -Can be done during teaching -Easy to individualize Weaknesses -Requires high level of teacher skill -Is vulnerable to -Bias -Inequities –Mistakes Classroom Assessment Formal assessment : assessment that is planned in advance and used to assess a predetermined content and/or skill domain. Strengths -allows the teacher to evaluate all students systematically on the important skills and concepts -helps teachers determine how well students are progressing over the entire year -provides useful information to parents and administrators. Portfolios A collection of student samples representing or demonstrating student academic growth. It can include formative and summative assessment. It may contain written work, journals, maps, charts, survey, group reports, peer reviews and other such items. Portfolios are systematic, purposeful, and meaningful collections of students’ work in one or more subject areas. Importance of Portfolios For Students Shows growth over time Displays student’s accomplishment Helps students make choices Encourages them to take responsibility for their work Demonstrates how students think Importance of Portfolios For Teachers Highlights performance-based activities over year Provides a framework for organizing student’s work Encourages collaboration with students, parents, and teachers Showcases an ongoing curriculum Facilitates student information for decision making Importance of Portfolios For Parents Offer insight into what their children do in school Facilitates communication between home and school Gives the parents an opportunity to react to what their child is doing in school and to their development Shows parents how to make a portfolio so they may do one at home at the same time Importance of Portfolios For Administrators Provides evidence that teacher/school goals are being met Shows growth of students and teachers Provides data from various sources What do portfolios contain? Three basic models: Showcase model, consisting of work samples chosen by the student. Descriptive model, consisting of representative work of the student, with no attempt at evaluation. Evaluative model, consisting of representative products that have been evaluated by criteria. Disadvantages of Portfolio Require more time for faculty to evaluate than test or simple-sample assessment. Require students to compile their own work, usually outside of class. Do not easily demonstrate lower-level thinking, such as recall of knowledge. May threaten students who limit their learning to cramming for doing it at the last minute. Rubric It is a scoring guide that seeks to evaluate a student’s performance based on the sum of a full range of criteria rather than a single numerical score. It is a working guide for students and teachers, usually handed out before the assignment begins in order to get students to think about the criteria on which their work will be judged. Rubrics are scoring criteria for Free-response Questions Scientific reports Oral or Power point presentations Reflections/Journals Essay Laboratory-based performance tests Article review or reactions Portfolios Many others Open-ended Question Concept Mapping It requires students to explore links between two or more related concepts. When making concept maps, they clarify in their minds the links they have made of the concepts and having visual representation of these links, they are better able to rearrange of form new links when new concepts are introduced. Laboratory Performance In this format students and teachers know the requirements in advance and prepare them. The teacher judges the student performance within a specific time frame and setting. Students are rated on appropriate and effective use of laboratory equipment, measuring tools, and safety laboratory procedures as well as a hands-on designing of an investigation. Inventories Diagnostic Inventories: Student responses to a series of questions or statements in any field, either verbally or in writing. These responses may indicate an ability or interest in a particular field. Interest Inventories: student responses to questions designed to find out past experience and or current interest in a topic, subject or activity. Classroom Assessment Presentation : a presentation by one student or by a group of students to demonstrate the skills used in the completion of an activity or the acquisition of curricular outcomes/expectations. The presentation can take the form of a skit, lecture, lab presentation, debate etc. Computers can also be used for presentation when using such software as Hyperstudio, Powerpoint or Corel presentations. Peer Evaluation : judgments by students about one another’s performance relative to stated criteria and program outcomes Journal Assessment This refer to student’s ongoing record of expressions experiences and reflections on a given topic. There are two types: one in which students write with minimal direction what he/she is thinking and or feeling and the other requires students to compete a specific written assignment and establishes restrictions and guidelines necessary to accurately accomplish the assignment. Journals can evolve different types of reflecting writing, drawing, painting, and role playing. REFLECTIVE JOURNAL What did I learn? How do I feel about it? What happened? SYNTHESIS JOURNAL How I can Use It? What I learned? What I Did? SPECULATION ABOUT EFFECTS JOURNAL What could happen because of this? What happened? V. CONCLUSION A fair assessment is one in which students are given equitable opportunities to demonstrate what they know and can do. Classroom assessment is not only for grading or ranking purposes. Its goal is to inform instruction by providing teachers with information to help them make good educational decisions. Assessment is integrated with student’s day-to-day learning experiences rather than a series of an end-of-course tests. Why link assessment with instruction? Better assessment means better teaching. Better teaching means better learning . Better learning means better students. Better students mean better opportunities for a better life. VI. RECCOMENDATION Specific assessment tools, listed below, are strongly recommended to faculty and department heads for their ability to provide useful information for accountability and, more importantly, to foster dialogue to improve student learning within courses. These three assessment tools are strongly recommended because they are concise and effective direct evaluations as opposed to indirect evaluations. Direct evaluations can be both formative (the gathering of information about student learning during the progression of a course or program, usually repeatedly, to improve the learning of those students) and summative (the gathering of information at the conclusion of the course, program or undergraduate career to improve learning or to meet accountability demands. ) 1. Rubrics:  These are the most flexible types of direct assessments and can be used to score any product or performance such as essays, portfolios, skill performances, oral exams, debates, project/product creation, oral presentations or a student’s body of work over the course of a semester. Since we are talking about assessing â€Å"official† course learning outcomes that are stated in course documents, all faculty teaching that course must agree on a detailed scoring system that delineates criteria used to discriminate among levels and is used for scoring a common assignment, product or performance or set of assignments, products or performances. Information can be obtained from the course document’s assignment and evaluation pages to help guide the creation of the rubric. Pros: †¢ Defines clear expectations. †¢ Can be used to score many kinds of assignments or exams †¢ Faculty define standards and criteria and how they will be applied Cons: †¢ Faculty must agree on how to define standards and criteria and how they will be applied 2. Common Final Exam or Common Capstone Project:  These direct assessment methods integrate knowledge, concepts and skills associated with an entire sequence of study in a course. Either use the same final exam for all sections offered in a course (commercially produced/standardized test or locally developed final exam) or require a culminating final project that is similar (using the same grading rubric to evaluate). Pros: †¢ Good method to measure growth over time with regard to a course †¢ Cumulative †¢ The data is more robust if all students complete the same assessment †¢ Provides an additional buffer between student learning performance and an individual instructor’s teaching performance Cons: Focus and breadth of assessment are important †¢ Understanding all of the variables to produce assessment results is also important †¢ May result in additional course requirements †¢ Requires coordination and agreement on standards 3. Embedded Test Questions:  Embed the same agreed upon questions that relate to the course’s student learning outcomes into the final exam for all sections of the course and analyze tho se results and/or embed the same agreed-upon requirements into the final project/assignment for all sections of the course and analyze those results. Pros: †¢ Good method to measure growth over time with regards to a course †¢ Cumulative †¢ The data is more robust if all students complete the same assessment †¢ Provides an additional buffer between student learning performance and an individual instructor’s teaching performance †¢ Embedded questions can be reported as an aggregate Cons: †¢ May result in additional course requirements †¢ Requires coordination and agreement on standards If some instructors embed and others do not, the data will be difficult to compare and analyze †¢ Separate analysis of embedded set of questions is required VII. REFERENCES https://www. google. com. ph/search? q=ASSESSMENT+TOOLS+PPT;rlz=2C1GTPM_enPH0537PH0537;aq=f;oq=assessment+tools+;aqs=chrome. 0. 59j57j61j60l2j0. 3437j0;sourceid=chrome;ie=UTF-8 http://www. slideshare. net/armovil/assessment-of-student-learning? from_search=2 Fulks, Janet, â€Å"Assessing Student Learning in Community Colleges†, Bakersfield College, 2004

Estimation of Dietary Intake Lab Report Example | Topics and Well Written Essays - 2750 words

Estimation of Dietary Intake - Lab Report Example Nutrient content was estimated using software from the website, Nutriondata.com.1 Methods and results are as follows. A diary was kept for a 7-day period detailing all nutritional intake including snacks and meals on a daily basis. All portions were weighed and a volume in grams was obtained. Nutritional content was then determined using software that determined Fat, protein and carbohydrate content for each food. Percentage equivalents for daily Calcium(Ca) and Iron(Fe) were also obtained. Dietary intake was then into caloric value in KiloJules(KJ) using the following conversion factors: 1 gram Fat=9 KJ, 1 gram Protein=4 KJ, 1 gram Carbohydrate=4 KJ, Miscellaneous Sugars= 4 KJ2. Total KiloJule energy readings were obtained for each day. Percent required Ca3 and A classmate was interviewed for the dietary intake of foods from the previous day. Care was taken not to be judgmental and all answers were recorded and converted into gram portions. A table of the portions was again analyzed using nutrient analysis software and Fat, protein, carbohydrate, and sugars content determined, along with percentages of Ca and Fe daily requirements. Total energy from daily diet was determine in KiloJules as in &-day weighed method. A table was made for each day of dietary intake a... 3. Total Nitrogen and protein These three results were then used to determined energy parameters of the diet. Results 7-day Weighed Record A table was made for each day of dietary intake and Fat, Protein, carbohydrate analysis was made using Nutridata software and according to the weight of the portion recorded. The results are shown in the following pages; 7 day Food Diary Portion g Fat g Protein g Carbohydrate Polysaccarhide Ca%Daily Fe%Daily Day1 Hovis bread 28 2.964286 11.85714 35.57143 8.892857 11.85714 Tea 0 Skim Milk 10 0 0.323887 0.48583 2.024291 0.040486 Low Fat Cheese 49 8.575 5.104167 3.470833 5.5125 4.491667 0% fat Yogurt 125 0 5.5 23.5 18.5 0.5 Chicken Burger 105 10.03676 15.05515 17.75735 3.088235 17.37132 Barbecue Sauce 26 0.104 0 9.462424 0.312 0.312 Coca-Cola 330 36.2766 0 Chips 90 15.37875 3.07125 37.6875 0.70875 5.67 Net Weight 763 Fat Estimate 37.0588 Protein Estimate 40.91159 Carbohyhydrate 127.9354 % Daily Ca 39.03863 %Daily Fe 40.24262 KJ Fat 333.5292 KJ Protein 163.6464 KJ Carbohydate 511.7415 KJ misc Sugars 145.1064 Total KJ Daily 1154.023 Day 1 Weighed Intake 7 day Food Diary Portion g Fat g Protein g Carbohydrate Polysaccarhide Ca%Daily Fe%Daily Day2 Corn Flakes 55 0 3.666667 45.83333 45.83333 86.16667 Bananas 150 0.666667 1.333333 34 0.666667 2 1% Milk 202 1.986885 6.622951 9.934426 25.16721 0 Chicken Burger 104 9.904762 14.90667 17.59086 3.060571 17.20457 Barbecue Sauce 28 0.107692 0 10.18769 0.336 0.336 Tea Skim Milk 10 0 0.323887 0.48583 2.024291 0.040486 Sugar 12 18 Ice Cream Bar 58 8.870588 2.047059 14.32941 6.823529 1.364706 Fried

Women in the Workplace Article Example | Topics and Well Written Essays - 1500 words

Women in the Workplace - Article Example This report presents a detailed investigation and analysis of female employment in this firm through three different angles; the basic facts and figures regarding female workers, the causes behind their delayed promotions, and their leadership skills. All three aspects have been precisely described in this report in order for you to find an appropriate solution for the problem at hand, so that the matter is handled in a peaceful manner. I am always available to answer any queries you have regarding this subject. I look forward to your response to this concern, hoping that any further sexual discrimination among the employees is avoided and the existing spirit of teamwork among them remains unaffected. Since the last few weeks, the matter of female employment in the ABC Consultancy Firm has risen. Various employees are of the opinion that female workers are not being treated as well as they deserve, in the company. I have been receiving consistent complaints saying that women are deliberately being passed up for promotions, salary raises, and leadership positions in order to give way to men to occupy the managerial positions. Assuming that some research is vital before handing over the case to you, I took the liberty of conducting a poll study, through my staff, regarding views of various managers on female management in the firm. The survey was divided into three different categories: The first study was b... The second study was based upon the factors that restricted female executives to reach corporate managerial positions. A list of various causes was prepared for the poll, of which female executives agreed more to, than male executives. The third study was based upon views of female executives on the role of certain factors that increase the number of female managers. Most of them agreed that their management talent and unique ideas are two chief factors that increase the number of female managers. I recommend that the promotions program be immediately revised, and rectified if need be, as this is not proving to be a healthy event for the firm. ANALYSIS OF FEMALE EMPLOYMENT IN THE ABC CONSULTANCY FIRM During the last few weeks, quite a large number of employees at the ABC Consultancy Firm have been questioning the treatment of female workers regarding promotions. According to these employees, ABC Consultancy Firm, which holds the slogan of equity to all workers irrespective of their gender, prioritizes men over equally qualified women, for managerial positions. In order to avoid conflicts between the employees and the administration, and protect the company from bad reputation, it is absolutely necessary to investigate this matter at its grass-root level. An appropriate solution provided by the firm's administration, after a thorough examination of the state of female employment in the firm, hopefully should protect both, the workers and the firm. A study carried out by our staff, extracted views of all the current employees of the firm concerning the matter of female employment. This report presents this information in a precise statistical form and

The Belief in Education Essay Example | Topics and Well Written Essays - 750 words

The Belief in Education - Essay Example The children were having their Hindi lessons. And the teacher was seated on a chair placed inside the broken walls. We greeted each other and the children gathered around me trying to communicate with me in whatever few English words they knew. The teacher told me, â€Å"We had a proper school until last year. But it was destroyed last year in a grenade attack. You might know that in Kashmir we are having some trouble with extremists and there was a shoot out between the army and them. Thank God, it was vacation time. No child was hurt. But we lost the school building.† I was shocked though I knew a little bit about the situation in Kashmir. Even some of our friends had warned us not to go to Kashmir, but my father said, â€Å"What is the use of visiting India without seeing the paradise on Earth!† Our tour operator also said we could visit some safe areas of Kashmir if we insisted. â€Å"Why do you take this much risk to continue the school?†, I could not help a sking the teacher, â€Å"can't the children go to some other school in a safer place?† The teacher smiled and said, â€Å"You know, 25 years back, in this village, every house had at least one man who was with the extremists. But after this school came in 1985, we have two doctors, 13 school teachers, and one deputy collector even, all of them completing their 10th standard in this school. And we have fewer extremists. And of course, less unemployment. If this school is not functioning, the next nearby school is 35 kilometers away from here. How many of these children do you think will be able to go there?† I bade the children and teacher goodbye and walked back to our car. Faces of impoverished child soldiers from Sri Lanka, Africa, Lebanon... that I have seen on television flashed before my mind's eyes. Hadn't their fate been different if they had the opportunity to get a proper education? Until then I had never realized the transformation that education could bring into a man or woman. As I lived in a country where there are universal education and better opportunities to avail it, education was like environment. I was inside it and was never aware of its existence and how it molded me. Now I started thinking.

Schopenhauer's will Essay Example | Topics and Well Written Essays - 2000 words

Schopenhauer's will - Essay Example The World as Representation or Idea: Platonic Idea - only adequate objectification of the will. It is the object of art and hence knowable as an object of perception. The platonic idea is an independent idea and independent of the principle of sufficient reason. Idealism is a theory of the ultimate reality. Knowledge may either be intuitive or abstract. Intuitive knowledge is derived from primary idea; abstract knowledge from secondary idea. We may know ourselves as willing, but we cannot know ourselves as knowing. A knowing subject cannot become a known subject. The act of willing arises from a need or desire for something and is therefore a manifestation of deprivation or suffering. The fulfillment of a wish terminates the act of willing. The gratification of a desire or wish is a negative condition. It provides only temporary deliverance from the need of suffering. The will cannot be guided by the intellect but the intellect can be guided by the will. The freedom of the will is negative. It is only a denial of necessity. The will wants everything for itself. Egoism concentrates the self interest of each one. Voluntary renunciation of egoism is achieved by a denial of the will to live. Justice is achieved when the affirmation of the will to live by one individual does not conflict with the will to live of another individual. Conscience constitutes our self-knowledge of how our action may manifest the reality of the will. Virtue may proceed from the intuitive knowledge. Denial of the will is seen in asceticism. Suicide is not a denial of the will to live because it is not a rejection of personal well-being. The will is free to deny itself or suspend. The denial of the will does not produce nothingness which is a negative of being....Known and unknown forces act to form sensations. In our mental state we encounter some thing phenomenal-that is our will. The will inner side is for immediate consciousness or willing and the outer for intelligence or bodily motion. The will is beyond the realm of space, time and causality. It is a blind incessant impulse independent of our perception-an inner consciousness of our own existence, our feelings and desires. It is a reality. According to Schopenhauer, reason is the faculty of producing or comparing concepts, understanding is the faculty for comparing perception. Concepts maybe thought of but not perceived. The effects of concepts are language, action and science. Platonic Idea - only adequate objectification of the will. It is the object of art and hence knowable as an object of perception. The platonic idea is an independent idea and independent of the principle of sufficient reason. Suicide is not a denial of the will to live because it is not a rejection of personal well-being. The will is free to deny itself or suspend. The denial of the will does not produce nothingness which is a negative of being. Ethical conduct is negative and requires a denial of the will to live. Concern for others is contrary to self-interest. Schopenhauer's views are pessimistic. His pessimistic pervades almost all areas of his work.

The Role of Time Value in Finance Essay Example | Topics and Well Written Essays - 1000 words

The Role of Time Value in Finance - Essay Example This paper illustrates that time value in finance is considering two views. That time value has future value and present value. A timeline that compounds to find future value and discounting to find present value shows compounding and discounting. Most financial managers will make decisions at time zero. That means that they rely primarily on present value techniques. The time value of money can show a personal finance example too. John Doe places $100 in a savings account paying 8% interest compounded annually at the end of 1 year he will have $108 in the account. The initial principal of $100 plus 8% or $8 in interest will appear in the account at the end of the year. The personal finance example would show that Jane Doe places $800 in a savings account paying 6% interest compounded annually. She wants to know how much money will be in the account at the end of 5 years. Time value of money is a critical financial tool to use as a financial manager or to figure one's own individual finances. The second most important concept is that a financial manager must learn to assess two key determinants:   risk and return.   The risk is the chance of financial loss.   Assets having greater chances of loss, viewed as riskier than those with lesser chances of loss are. In financial management, the risk is a term that is interchangeable with uncertainty to refer to the variability of returns associated with an asset.We need to understand what return is and how to measure it. The return is the total gain or loss experienced on an investment over a given period.   

Music 004 written assignment Essay Example | Topics and Well Written Essays - 750 words

Music 004 written assignment - Essay Example This is a wonderful children’s movie that emphasizes the values of family. It reinforces the fact that people are never apart in spirit although they may be physically separated. is a plucky, happy-go-lucky fish and the music reflects that character. Music says a lot about the personality of a character. This music is free-flowing, happy, and joyful in tone. Basically, Nemo’s life is good and this music reflects the joy and wonder he has in his life. This clip reveals what Nemo’s family life is like, and is a little curio which showcases how good life is before he gets lost. At this point the story is still in the stage of exposition—there is some narrative hook that is going to grab the audience, but not quite yet. The music is light and happy. creates a joyful and carefree atmosphere. This music is supposed to characterize Nemo’s life as a young fish—he does not have any worries, and his life is relatively unfettered by problems of the world out in the big sea, as he mainly sticks close to home. However, the music does foreshadow, at least a bit in all its utter happiness, that perhaps this music is a backdrop for the more serious material that is going to be coming in the future. Basically this â€Å"happy† music is a lead-in to a more tranquil side of music which will match the tone of the movie when Nemo gets lost. In that sense, this music can sound very superficial and has almost a dreamlike quality to it. gets lost. As Marlin (one of the characters) says, â€Å"No! I didnt come this far to be breakfast!†1 So is the struggle that Nemo will find once he leaves the ambience of the happy music. Music has the ability to give a certain quality to situations on-screen that otherwise would not have been as clearly delineated. In Finding Nemo, the composers do an excellent job of conveying feelings through the music. make the audience aware of the happy life Nemo had before getting lost—but it also conveys a

What factors are important to UEL undergraduates to help them to learn Essay

What factors are important to UEL undergraduates to help them to learn effectively on their courses - Essay Example These different conceptions can be held by different persons or by the same person in different circumstances. The list begins with consuming information. Therefore, the overall meaning of learning includes procuring meaning, interpreting the events, understanding and constructing knowledge. Learning also implies changing a person but that is a gradual process and takes significant amount of time. Learning effectively from their courses is an important aspect for the learners. The learning of today will better frame their future and transform them into better individuals (Carnell and  Lodge, 2002; Hewitt, 2008; Billett and Henderson, 2011; Hativa, 2001). This report focuses on the important factors which lead to effective learning among the learners. This study is important from the perspective of both the learners and the university. The findings of the research will help the student to understand the factors that help them to learn better along with the university, who will deriv e special benefits from this report. Knowing the factors that are responsible for effective learning among the students, the university can frame their programs better by considering these aspects. This will not only enhance the learning process of the students, but will also make the job of the mentors easier. Research Methodology Two well-known ways of descriptive methods are qualitative and quantitative analysis, which analyses the research problem in an effective manner. Both the research methods are significant and similar to each other, but are quite different from each other. The research scholars have argued on the fact that the gap left by one of the research method is filled by the other one. In this case, for identification of the factors, both qualitative and quantitative analysis will be used. This is because of the reason that quantitative analysis will help in quantifying the data, which in turn will help in identifying the factors, but the qualitative analysis will h elp in recognizing the reasons for considering these factors with such importance. Quantitative research is based on numbers. For instance, in this research, the number of students considering class environment as an important factor is questioned. On the other hand, the qualitative research has originated from social sciences and the interpretation lies in reading from the people in real world. The factors that are left unidentified by the quantitative research are identified by the qualitative research. In order to conduct the analysis, the data required will be collected through a questionnaire survey and interviews that will be conducted on the students of University of East London (UEL). In order to identify the factors that lead to effective learning, students are the best persons who can help in identifying the factors; because of this reason, the students are chosen as the sample on which the study will be conducted. Among the other methods of conducting the study like, expe riments, case study, action research and archival research, survey is the best method for this study as it requires analysing the current data collected from the university students. Moreover, the study does not involve any secondary data other than current data, which is also collected from the university students (Grinnell and Unrau, 2008; Collis and Hussey, 2009). A well-structured questionnaire comprising of close-ended questions, and interview questions comprising of open-ended questions will be used for conducting the survey on the students. The answers to the questionnaires will be analysed in quantitative manner, whereas the interview questio

Descriptive Statistics. Dearborn Park Essay Example | Topics and Well Written Essays - 1500 words

Descriptive Statistics. Dearborn Park - Essay Example While quantitative methods primarily apply systematic approaches that involve numerical data manipulation, qualitative techniques use a different approach which is largely ethnographic and involves description and explanation of findings (Beebe, 2012). Quantitative methods of data collection and analysis have been given greater weight in this study with descriptive statistics being allocated a central role in trying to analyze and explain the findings of the study. Sampling techniques used According to Beebe (2012), a statistical sample of any given population can be tested through quantitative techniques to provide answers to research questions or to test hypotheses. This study was carried out by sampling the population for the purpose of coming up with quality research findings covering a manageable area and population. Dearborn Park was used as a case study to determine the social and physical benefits of parks and recreation as well as important factors affecting them. For this r eason there was no sampling per se as the population of the park was considered as a whole. Basically this was made possible by the fact that the data for the park is available on the internet through various websites. All the other features and properties of the park that form part of the data collected were collected from the entirety of the park and thus no part thereof was sampled as a representative. Data collection and instruments used In this research, three main methods of data collection were applied; observation, telephony and search from the internet. Observation was carried out by the researcher visiting the area and recording all relevant information and data that could be observed with the help of park guides. The information collected through observation mainly included park activities, the general settings and environment of the settlement, demographic and other similar information; the researcher visited the park twice, once during the weekdays and once during the w eekend so as to get the contrast between those two periods in terms of residential activities. Telephony was applied when additional information was needed about the park both before the visit and after. The researcher basically called the park manager and asked any relevant questions related to the study. The researcher especially called the manager to get information about the size of playground, tennis court, open fields of the park. The final and most productive source of data for the study was the internet. Most of the quantitative data for the park was obtained from various websites dealing with recreational parks in the USA. Information about parks and their demographics was obtained from websites with park data, other specific information about issues related to the parks such as health and crime was obtained from websites dealing with the specific issues in relation to estates. Search Strategy For data to be gathered from websites, a good search strategy targeting the most relevant websites was required so as to get quality information. The search strategy included identification of the main key words related to the topic of study and Dearborn Park. Some of the main phrases used included ‘Dearborn Park LA’, ‘Dearborn Park statistic’, and ‘Dearborn Park LA characteristics’. Databases searched included OARE, EBSCO HOST and MEDLINE. Findings The tables below present the data findings of the study. Each of the tables presents

Procrastination and Action Essay Example for Free

Procrastination and Action Essay Procrastination, like all of your behaviors carries consequences. Whether your behavior is conscious or unconscious, you will eventually have to deal with the effects. Its only natural to procrastinate at times but, the way you deal with your procrastination patterns will determine what effects procrastination has on your life. One of the most obvious effects of procrastination is the failure to reap the rewards that would come from taking action. If a student chooses to procrastinate rather than complete school work on time, there can be many terrible effects. Of course, his or her grades could suffer if that particular school or teacher penalizes for late work. Severe procrastination can end in failure if the work is not accepted because of lateness. Even in the best-case scenario, work completed under the stress of procrastination tends to be poorly done. Procrastination can also negatively affect a person’s home life. Imagine you procrastinated and left the dirty dishes in the sink after dinner tonight. That would not be such a big deal, right? Now imagine you did it for a week. Imagine the putrid stench, the mold, and the hours of scrubbing it would take to get rid of the dried food. Procrastination is bad, but procrastination over a long stretch of time is horrific. You might even give yourself food poisoning! Overindulging in procrastination at work will inevitably get you fired. If your boss asks you to do something now and you do not complete it until next week, do you think you will keep your job? Even if you do not lose your job, you will likely receive a bad evaluation and perhaps face a pay cut if you are not completing tasks in a timely manner. If you are fired and you have a history of bad evaluations, you will not likely receive a letter of recommendation from your old job. Without a good work history, it will be difficult or impossible to get another job. When you procrastinate you simple fail to take action on the very things you know will bring you the rewards that you desire. Although you know what you want and even what you need to do to get it, you still have to take action and its usually at this point where procrastination sets in. Because the results that you desire are often something bigger and better than what you currently have, you must step outside your comfort zone to get it. You might have to take actions that you are not comfortable with to which your unconscious mind reacts by protecting you against that which is uncomfortable. Although the short term effects of procrastination might seem as positive the long term effects are almost always negative. Failing to reap the rewards of taking action can have many knock on effects. Taking action on your ideas and desires is one of your most empowering gifts. It is the process by which you can make the intangible tangible. Through your actions and your behavior you create or manage your life. Its not only the direct results of your actions that create the outcomes, but often the very fact that you are actually consciously affecting the conditions of your life. It not just your actions, but rather your failure to take action that will have a greater effect on the rewards you reap from life. From this point of view the effects of procrastination is not just a direct but also an indirect loss of rewards. Every action is a cause set in motion that affects and builds on past and future events to the point, where we can never really determine the actual effect of one specific action. More than anything else, action opens you up to opportunity. Opportunity is rarely the result of you waiting for it. When you put yourself in line with what you want most through your conscious action you expose yourself to opportunity. Its never a case of whether you have opportunities but rather are you noticing the opportunities? But even more importantly, are you using the opportunities or are you procrastinating? One thing is for certain and that is when procrastination becomes a habit you wont even notice all the opportunities on your doorstep. You will live your life in distraction, constantly looking for short term pleasures to avoid the real challenges that will cause you to reap the real results. You will always turn a blind eye to the real opportunities. Those who succeed are rarely the people with the most or the most splendid opportunities. They are the people who saw and realized it. Out of all the negative effects of procrastination and indecision the failure to spot and act on opportunity is probably the saddest. So many people with so much talent fail to live up to their true potential because of procrastination. The rewards you reap from life will be either a direct or an indirect result of your actions or your inactions. Not only will procrastination prevent you from reaping the rewards but your inaction will prevent you from even being exposed to opportunity. Opportunity is knocking but you have to take action and at least open the door. There might be many reasons why a person chooses to procrastinate when he or she knows it is time to complete a task. Whatever the causes, the effects of procrastination can be catastrophic. Procrastination can be harmful at school, home, and work. If a student chooses to procrastinate rather than complete school work on time, there can be many terrible effects. Of course, his or her grades could suffer if the teacher penalizes, work that is sent in late. Even in the best-case scenario, work completed under the stress of procrastination tends to be poorly done. Procrastination can also negatively affect a person’s home life. Imagine you procrastinated and left the dirty dishes in the sink after dinner tonight. That would not be such a big deal, right? Now imagine you did it for a week. Imagine the putrid stench, the mold, and the hours of scrubbing it would take to get rid of the dried food. Procrastination is bad, but procrastination over a long stretch of time is horrific. You might even give yourself food poisoning! Not only will procrastination prevent you from reaping the rewards but your inaction will prevent you from even being exposed to opportunities. Procrastination, like all of your behaviors carries consequences. Whether your behavior is conscious or unconscious, you will eventually have to deal with the effects. The effects of procrastination are something that we all have to confront and deal with from time to time. Procrastination is what derives people from their work, study, and even determination. Focus is what is needed in our every-day lives, and though it is tempting to delay what is needed to be done, no excuse is worth it.

International Human Rights Norms

International Human Rights Norms We live in a constantly changing and evolving world. The remarkable advances in the biotechnology, telecommunications and transportation in addition to the emergence of new regional political alliances and the increasing integration of the markets have led to unprecedented demographic shifts. As a result of all this factors, which we can be defined as globalisation, previously isolated peoples were being brought together either voluntarily or involuntarily. This confluence of peoples and cultures led to the so called pluralism, which is the diversity of views and perceptions of certain ideas and concepts in contrast to a single approach or way of interpretation. One of those concepts which have been a subject of a huge international debate and scrutiny is the concept of human rights. As defined by Donnelly human rights are those that protect those things that are necessary for a life of dignity or for a richer and more fully human life.  [1]  One of the main ideologies of human rights on a national scale is cultural relativism. People who support the idea of cultural relativism think that most (or some) human rights depend on the cultural context since they are encoded in the particular culture and therefore when implementing international human rights standards we should take into account states particular culture. In this essay, I will argue in favour of neither of the two theories but rather in support of a third one relative universality. Arguments in favour of cultural relativism Firstly, I will begin with examining the cultural relativists arguments. The term culture is often used loosely by advocates of both universalism and cultural relativism, so let me clarify its meaning. A good definition of culture is the one proposed by Reidel a set of shared meanings, norms, and practices that form a comprehensive world view that serves to unite a group and contribute to the identity of its members.  [2]  There are two most essentialized concepts of culture culture as tradition and culture as essence.  [3]  Cultural relativism is a theory established by the anthropologist Franz Boas. Elvin Hatch says that Boasian relativism implies that principle of right and wrong do have some validity, but a very limited one, for they are legitimate only for the members of the society in which they are found.  [4]  According to the Boasian relativism we should not be indifferent towards other ways of life and we should respect and approve them. The most prominent arg ument in favour of cultural relativism is that it preserves the autonomy and the self-determination of a state and its citizens. Another argument is the research argument, namely, that the researches show that different cultures have different views on morality and therefore different views on human rights. Consequently, since the different states interpret human rights in a different way international human rights standards cannot be achieved and human rights should rather be interpreted in the context of the culture of the particular state. Furthermore, cultural relativism is supported by the tolerance argument which states that each country should be tolerant towards other countries and their culture. A fourth argument in favour of cultural relativism is the one given by Abdullahi An-Naim. He argues that there are states such as most of the African and Asian countries which did not actually participate in the formulation of the Universal Declaration of Human Rights 1948  [5]  and even though they did participate in the formulation of the subsequent instruments they did so on the basis of an establish framework and philosophical assumptions adopted in their absence.  [6]  Harris-Short adds to this argument by saying that it is only the state that agreed on the terms of the international treaties and not states individuals. Therefore, international human rights are illegitimate since the consent of the internal population of a state is not present.  [7]  Another argument given by cultural relativists is that if we assume that human rights are universal this would make democracy dangerous since with the rise of international policies which are determined by normative claims of ethics and morality, it would be the Western elites and not the minorities which will lead.  [8]  A huge adherent to the cultural relativism theory is the American Anthropological Association, which in its submission to the United Nations Commission on Human Rights in 194 7, argues that culture plays a vital role in ones life from the moment of his birth and it shapes not only his behaviour but also his thoughts and aspirations.  [9]   Arguments against cultural relativism A strong argument against cultural relativism is the one given by John Tilley. He says that cultural relativism as a theory lacks the support needed in order to become the dominant human rights theory.  [10]  He also argues that no consensus exists among relativists about how best to defend their thesis (some prefer the tolerance argument, others the research argument, and so on) or even about how to define it.  [11]  Another argument is that cultural relativism is often used as a justification of malpractices. As Donnelly says, cultural relativism is all too often a mere cloak for self-interest or arbitrary rule.  [12]  He uses examples of powerful people in the past such as presidents of countries and their deeds in order to illustrate how cultural relativism can actually be used as a justification for bad purposes.  [13]  A further argument is that cultural relativists consider culture as something unchangeable and static. According to Tracy Higgins, cultural rela tivist arguments oversimplify the complexity and fidelity of culture by treating culture as monolithic and moral norms within a particular culture as readily ascertainable.  [14]  Instead, culture should be seen as dynamic and constantly evolving. One of the biggest groups of people all over the world, who are opposed to the idea of cultural relativism are the feminists. They argue that culture is quite often unfairly used as a justification for denying women a range of basic human rights. The best example of such a case is the situation in the Muslim countries where verse 4:34 of the Quran says that men are entitled to exercise authority over women and not the reverse. Using this statute as a justification, men in these countries treat women unequally and this is certainly a violation of the international human rights standards enshrined in the Universal Declaration of Human Rights 1948 Art 2 which states, Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.  [15]   Furthermore, the unequal treatment of women is also a breach of the International Covenant on Civil and Political Rights 1966 Art 3  [16]  and the International Covenant on Economic, Social and Cultural Rights 1966 Art 3  [17]  both of which aim to ensure that women are treated equally in the enjoyment of the rights enshrined in them. Feminists also condemn the female genital mutilation, also known as female circumcision or female genital cutting. It is a common practice for the African countries but also for some parts of the Middle East, Europe and North-America. People who practice female genital mutilation consider it as inalienable part of their culture. They think that it actually has a beneficial effect on the woman and they justify its use by saying that it is in accord with their culture. However, it is obviously in breach of international human rights standards and organizations such as UNICEF and UNFPA strongly condemn it as being medically unproven and discriminat ory. Arguments in favour of relative universality Even though there are many arguments supporting cultural relativism it is not effective enough because of its many disadvantages I have listed above. Neither is universalism due to the fact that there are many states with different cultures and local practices for who it will be extremely hard and quite improbable to embrace the international human rights movement in case the rights proposed by it have a universal dimension. There is a more flexible and developed approach to human rights called relative universality. It is a mixture between universalism and relativism that views human rights as prima facie universal, but recognizes culture as a limited source of exceptions and principles of interpretation.  [18]  The principle of relative universality of human rights which can also be defined as weak cultural relativism has been developed by Jack Donnelly. He argues that there are three hierarchical levels of variation which can be distinguished, involving cultural relativity in the substance of lists of human rights, in the interpretation of individual rights, and in the form in which particular rights are implemented.  [19]  This means that the more particular and narrow a certain human right is the more it allows for different interpretations based on states cultural practices and beliefs. Relative universality means a weak cultural relativism which differs from the normal and most common concept of cultural relativism by the fact that it only allows limited rather than unlimited deviations from international human rights standards.  [20]  His idea of the relative universality of human rights Donnelly supports through his observations on 4 different factors functional universality, international legal universality, overlapping consensus universality and ontological universality.  [21]  Lets define all these terms. Firstly, functional universality lies on the fact that the function of human rights is the same all over the world, namely, to pr ovide people with attractive remedies for some of the most pressing systemic threats to human dignity.  [22]  Secondly, international legal universality is based on the idea that almost every state in the world has accepted the authority of the international human rights which roughly means the rights enshrined in the UDHR 1948 and the consequent six core international human rights treaties (on civil and political rights, economic, social, and cultural rights, racial discrimination, women, torture, and children).  [23]  Thirdly, the overlapping consensus universality is explained through the idea that throughout the past couple of decades more and more adherents of different doctrines all over the world start to endorse the human rights movement voluntarily.  [24]  Last but not least, Donnelly discusses the ontological universality and comes to the conclusion that from an ontological point of view people cannot have fully universal human rights since all prominent compre hensive doctrines ignore or actively denied human rights for large parts of their history.  [25]  By defending functional, legal international and overlapping consensus universality and insisting that the anthropological universality of human rights is indefensible, Donnelly comes to the conclusion that it is inappropriate to talk neither for the cultural relativism of human rights nor for their universality but rather for their relative universality. He develops the most comprehensive and flexible approach towards human rights which not only assumes that there are certain inalienable human rights such as the right to freedom from torture, the right to a fair trial, etc. , but also takes into consideration local cultural practices and beliefs in the implementation of international human rights standards. Relative universality of human rights allows the state to preserve at a certain extent its autonomy and sovereignty and also the self-determination of its citizens. This is illu strated by the two examples given by Donnelly. The first one is the example of the law of apostasy. The UDHR 1948 Art 18 declares that everyone has the right to freedom of thought, conscience and religion. However, in the Muslim countries it is forbidden to change your religion. Donnelly argues that in this case, it should be permissible for Muslim countries, for example, to treat people who change their religion in a different way such as to deny them certain benefits as long as those are not guaranteed by the human rights.  [26]  In this case religion is so important for Muslim countries that not allowing them to punish people who change their religious views would be a strong intolerance towards them. The second example is use of hate speech in the USA. Its use is in breach of the International Convention on the Elimination of All Forms of Racial Discrimination 1965 Article 4  [27]  and of the ICCPR 1968 Article 20(2). Nevertheless, the hate speech is permitted in the USA since people there consider the right of freedom of speech as being of a bigger importance than the right not to be a subject of a discriminatory and racial treatment. These two examples show that there are cases in which we should allow countries to interpret human rights in a way they find appropriate as long as it is not drastically in breach of the international human rights standards. There are people who disagree with the theory developed by Donnelly like Michael Goodhart. Even though Goodhart agrees with the substance of Donnellys argument, he argues that rather than the conceptual, functional and legal international universality of human rights we should pay attention to their inclusiveness, generality and variability, and the extent of concurrence on human rights concepts. Furthermore, he finds that instead of anthropological universality we should explore their metaphysical status. He thinks that it is not appropriate to define the international human rights standards as relatively universal and argues that the use of the term relative universality more confuses rather than brings clarity in our understanding of them.  [28]  Furthermore, he believes that rejecting the universality of human rights will boost their legitimacy since, as he says, it is not the universality of human rights which makes them legitimate but rather their global appeal, their promise of ending domination and oppression.  [29]  Even though Goodhart agrees with the substance of Donnellys argument, he argues that rather than the conceptual, functional and legal international universality of human rights we should pay attention to their inclusiveness, generality and variability, and the extent of concurrence on human rights concepts. Furthermore, he finds that instead of anthropological universality we should explore their metaphysical status.  [30]  However, in his subsequent article, in response to Goodhart, Donnelly defends his arguments quite well. He says that th e abolition of the ordinary language of interpretation of human rights including the terms relativism and universalism and the adoption of new terms on their place are quite unlikely to happen since it will take too much time for the new terms to penetrate.  [31]  Despite the critique from Goodhart, Donnellys approach to human rights standards is the most convincing one developed so far. Globally, we have seen many cases such as Sahin v. Turkey,  [32]  Goldman v Weinberger  [33]  and Multani v. Commission Scolaire Marguerite  [34]  in which people were denied rights which for them are intrinsic part of their culture. The international human rights movement should not rush the process of creating and implementing international human rights standards. These standards should rather be achieved with caution and patience. According to Gunning, it is essential for this process to include a dialogue with a tone that respects the cultural diversity since only through a dial ogue of that kind the world can reach a consensus on human rights standards which would take into account all the differences in their cultural practices and beliefs.  [35]  Ibrawoh adds to this idea by saying that, the promotion of national human rights standards against the background of the dominant cultural and social traditions in the state should be done with due respect to meritorious cultural values and traditions of local communities.  [36]   For example, if we want to incorporate international human rights standards into Muslim countries we should try to do it within the framework of Islam in order to succeed.  [37]  Hatch suggest that instead of leaving cultures as they are, as museum pieces, we should help to bring about change, or better, we should help the oppressed to bring about change.  [38]  He argues that actually the more developed states are those who do not want the less developed to adopt and endorse the international human rights standards since they want to keep the status quo. This idea is supported by Higgins who suggests that actually the Western states and the liberal scholars and not the oppressed are those who advance the point that there can be no fully universal concept of human rights since we need to take into account the difference between the various cultures of the states.  [39]   Conclusion Taking into account all the arguments listed above, we can conclude that Donnellys relative universality theory of human rights is the most effective and comprehensive human rights approach so far. It promotes the idea that human rights should be neither fully universal nor fully relative but rather relatively universal and that states are allowed to occasional and strictly limited local variations and exceptions based on local cultural practices and beliefs in implementing international human rights standards. Word Count: 2748

The Case Against Direct Changeover Information Technology Essay

The Case Against Direct Changeover Information Technology Essay The purpose of this report is to complete the requirements and implementation according to the CAVIES and VOLE case study. Evaluate if any objectives have changed or should have changed. Comments should address the following final installation plan. This report is about the CAVIES and VOLE final installation and support. This has been in place for .. months and this report covers the evaluation of the implementation. 1.2 Scope Analyze if proper limits were established in the feasibility study and if they were maintained during implementation. Comments should address the following: The business goals and objectives for this project will focus on implementing the system. Enhances the ability and effectiveness of staff to perform their jobs. Facilitates coordinated crime prevention and reduction. Provides data security. Provides an open, flexible, reliable technology base for the future. Facilitates the electronic capture of data at its source. Is easy to use. Eliminate redundant data entry throughout the organization. Ensure that end users have input into the design process. Accomplish project business goals and objectives within defined budget and time parameters. Minimize impact to standard business operations within the affected units. Craft a favourable and secure relationship between the Department and the selected vendor. Facilitates Help Desk Support System. 2. Installation 2.1 Deployment Plan Pilot Changeover Implement the new system at a selected location of the company, such as only one branch office. The first group to use the new system is called the pilot site. The old system is still running at the pilot site and for the rest of the organization. After the system proves successful at the pilot site, it is implemented into the rest of the organization, usually using the direct changeover method. Pilot conversion is a semi parallel and direct changeover method. Operating both systems at only one site is not as expensive. This strategy builds the confidence and the errors are traced easily. Pilot implementation where the new system will be implemented branch by branch, if there is an failure in the new system it will be in one branch only. The problem solved in any branch will not appear in the others. We recommend a pilot deployment. That is a deployment to a select group, probably power users or those in a particular department or division. Successful projects avoid a big bang approach which attempts to roll out the system to a large audience in a single deployment. This is asking for trouble. Instead start small using a pilot and obtain feedback. Pilot implementation: implementation_pilot With this strategy, the new system replaces the old one in one operation but only on a small scale.   For example it might be tried out in one branch of the company or in one location.   If successful then the pilot is extended until it eventually replaces the old system completely. Pilot operation is combination of both direct cutover and parallel operation, which restricts the implementation to a pilot site and reduces risk of system failure as compared with a direct cutover method. Operating system only at pilot site is less expensive than parallel operation. Creating a Pilot Program Need to create a test version of custom package, install it on a few lab computers, test and evaluate the performance, then update your package with any changes that we want to make. It is good practice to prepare a test plan and checklists for lab tests, and then use the test checklists to record satisfactory completion of tasks and note all problems with the process. Also, prepare a checklist to test each deployment and distribution strategy. Identify and select pilot groups and prepare them for pilot program. Run a pilot program for each unique environment or group. Locate groups that are representative of the users throughout organization. To maximize the success, make sure volunteers have enough time in their schedules to fully participate in pilot program. The following are procedures that can use to run a pilot program. To prepare a pilot program for deployment Identify the tasks and resources necessary to conduct the pilot program. Before deploy the new system to the organization, use lab clients to test and refine deployment strategies and configurations. To plan the pilot program: Select the appropriate pilot groups. Document the resources and tasks needed for the pilot program. Develop a user-training plan. Develop a user-support plan. Easy to train staff by letting them learn new skills on the pilot system. Easy to evaluate because the new and old systems are both running. Some staff have time to get used to and become fully trained in the new system before changeover but costs are spread (benefits of parallel running but costs are spread). When spread to other parts of the company, trained staff can act as mentors and so staff can train on a rota basis. Determine the ability of computer operations to schedule according to user needs and to complete scheduled tasks. Comments should address the following: Any problems in accomplishing the work The frequency and extent of the problems Suggested changes The effort required to make changes Volume of data processed (number of transactions) Number of errors made Frequency of problems with the interface Suggested changes Effort required to make the changes Identifying compatibility, conversion and migration strategies To top of page If the system will replace an existing system, compatibility, conversion, and migration issues must be addressed.   Specifically: Data from an existing system must be carried forward (and possibly converted in format) for the new system. Existing user interfaces (screen formats, commands, etc) must be supported in the new system. All existing application programming interfaces (APIs) must be maintained. Migration from the existing system to the new one must not disrupt end user service for more than a pre-determined amount of time (varies depending on the business). The new system must be capable of operating in parallel with the old system during the migration period. There must be a capability to fall back to the old system, if needed, during the first two weeks of operation. Old archive data may need to be processed on the new system. If it is cryptographically protected, then the encryption keys will need special consideration when migrating. The strategies chosen to address these issue will require appropriate support in the architecture and design of the system Determining user training needs To top of page For each category of user, including administration, operators, and end users, identify: What types of IT systems they use at the present. If this system will bring the first use of IT to any users, either within or external to the organization, flag this as a special requirement that will merit special attention. What new functions will be brought to them by this system. In broad terms, what their training needs will be. What requirements exist for National Language Support (NLS) Stage / milestone Planned date(s) Actual date(s) Implementation phase 9 Oct 2010 16 May 2011 9 Oct 2010 à ¢Ã¢â€š ¬Ã‚ ¦ (on-going and on-schedule) Preliminary installation and support plan By Week 5 (in February 2011) 18 Mar 2011 à ¢Ã¢â€š ¬Ã‚ ¦ Final installation and support plan By Week 13 (20 May 2011) 20 May 2011 à ¢Ã¢â€š ¬Ã‚ ¦ Installation 23 May 2011 31 Dec 2011 à ¢Ã¢â€š ¬Ã‚ ¦ Support phase Must start as soon as any part of CAVIES and VOLE is live à ¢Ã¢â€š ¬Ã‚ ¦ 2.2 The Case Against Direct Changeover The new system is first of all piloted (trialled) in one part of the business / organisation (e.g. in just one office, or in just one department). Once the pilot system is running successfully, the new system is introduced to the all of the business / organisation. stacks_image_DD1DE2A0-86E7-481C-9D4B-F5B766B39D27 The pilot changeover method involves implementing the complete new system at a selected location of a company. Direct cutover method and operating both systems for only the pilot site. The group that uses the new system first is called the pilot site. By restricting the implementation to a pilot site reduces the risk of system failure as compared with is less expensive than a parallel system. 2.3 Data Migration System will migrate data that is determined to be necessary for the future business process and manage the effort associated with any manual data clean up identified. Data Conversion Plan Transformation Calendar Planning Extraction Loading Three-Step Data Conversions: 1. Test a conversion sample of existing data 2. Initial data conversion 3. Final conversion of data before going live Once the decision is made to perform data migration; before migration can begin the following analyses must be performed: Analyze and define source structure (structure of data in the legacy system) Analyze and define target structure (structure of data in the new system) Perform field mapping (mapping between the source and target structure with data cleansing, if necessary) Define the migration process (automated vs. manual) Migration As part of the installation comes often the issue of migration: Replacing an older system with a new one, with or without constraints of continuity of operation. Converting existing data to a new format. Module Description Appointments-module Books appointments for clients to see a veterinary surgeon/nurse with one or more of their pets (i.e. can book multiple appointments) in CAVIES Records-module Enters details for individual pets belonging to clients, giving information on state of health, prescription(s), progress, review dates, etc. in CAVIES Treatments-module Books treatments for pets with a veterinary surgeon/nurse (can book multiple treatments) in CAVIES Sales-module Standard EPOS functions linked to the practice tills, with stock control and reporting functions available to the local practice manager on a PC through VOLE Orders-module Generates orders for replenishment of supplies (VPOM drugs must be approved by a veterinary surgeon) 2.4 Training Training courses may be conducted at the head office Southgate. Courses are customized to needs and may include topics ranging from an introduction to advanced topics such as advanced software development, tuning application to improve performance, and using the new system effectively. Training may include tutorials and hands-on practical experience. The timeliness of the training provided Method of training (Ex Formal classroom session, Informal seminar discussion, Computer aided training, User manuals) The adequacy of the training The appropriateness of the training Identification of additional training needs by job category The ability of the personnel to use the training provided Types of Training   APPLICATION STAFF TRAINING    Types of training for application staff may include:  · System Overview  · Transition to New System Training, including:  · How to Use the System  · New Procedures Itemized by Task, (tasks will differ for Application Management Staff, Application Line Staff, Application Administrative Staff)  · Refresher Training (summary version of Transition to New System Training)  · New Worker Training (may be the same as Transition to New System Training or Refresher Training)  · User Interface training, (e.g., Microsofts Windows)  · Network navigation, (e.g., LAN and WAN concepts, where data can be found, printing over the network, network support contact) OPERATION STAFF TRAINING Types of training for operations staff, (e.g., LAN Administrator, Help Desk Staff, and Network and Systems Management), may include: LAN Administrator  · Hands-on Training on the Product Installed  · Network Operating System  · Upper-Layer Protocols  · Scheduled Background processing, (e.g., error handling)  · Security, (e.g., how to establish user accounts)  · Back-up and Recovery Procedures  · Physical Media handling, (e.g., tape handling) Help Desk Staff  · Hands-on Training on the Product Installed  · Network Operating System  · Upper, Middle, and Lower Protocol Layers  · Network Components, (e.g., bridges, routers, and hubs) Network and Systems Management  · Hands-on Training on the Product Installed  · Network Operating System  · Upper, Middle, and Lower Protocol Layers  · Network Components, (e.g., bridges, routers, and hubs)  · Network Performance and Problem Diagnosis Tools TECHNICAL STAFF TRAINING  Ã‚   Depending on the system architecture and the role of the customer programming staff, the types of training for technical staff, (e.g., Application Programmers, Information Technology Manager, Database Administrator), may include: Application Programmers  · Principles of Client/Server    · Application Development/Maintenance (for the specific environment), including:  · Graphical User Interface (GUI) Design  · Event-Driven Programming  · Object-Oriented Concepts  · Object-Oriented Analysis and   Design  · Object-Oriented Programming  · New Programming Languages, (e.g., C++)  · Application Development Tools, (e.g., CASE, Powersofts PowerBuilder, Microsofts Visual C++, Microsofts Visual Basic)  · Database Training, (e.g., SQL, Microsoft or Sybase SQL Server, Oracle)  · Team Building  · Network Overview Information Technology Manager  · Application Programmer Training Courses  · Managing a Client/Server Environment Database Administrator  · Principles of Client/Server  · Database Training (e.g., SQL, Microsoft or Sybase SQL Server, Oracle)  · Multiplatform Environments  · Data Modeling  · Performance Monitoring Possible Training Methods Instructor-Led Training Instructor-led training includes:  · classroom training (group instruction),    · train-the-trainers (group instruction),    ·on-line group training (group instruction),    ·videoconferencing, (group instruction that is instructor-led, but for many participants the instructor is in another location),  ·video/on-line training (group instruction),    · on-the-job coaching (individual instruction). Self-Directed Training Self-directed training includes:  ·on-line self-directed training (individual instruction),    ·off-line self-directed training, such as the use of printed materials, audio cassettes, or video (individual instruction). Just-in-Time Training Just-in-time training includes:  ·Electronic Performance Support Systems (EPSS) (individual instruction),  ·continuous improvement instruction (individual or team instruction),  ·computer-mediated asynchronous collaboration (group instruction from an individual perspective). 2.5 Documentation A number of documents are produced during the development of a new computer application. Essentially there are two types: User Guides User guides are written in plain English rather than technical language. The guide should cover how to run the system, how to enter data, how to modify data and how to save and print reports. The guide should include a list of error messages and advice on what to do if something goes wrong. Technical Documentation Technical documentation is used to explain a system to a specialist i.e. an analyst/programmer. This document will be used if any changes have to be made to the system. It is a very important document which needs to be fully up-to-date. Excellent documentation will reduce your support costs. Every answer that someone finds in the user guide or the help system means one less call or email to your support line. The support team can concentrate on finding answers to real problems, rather than explaining to a customer how to switch an appliance on, or how to install a computer program. User Manuals These are the easiest to read and use, and are designed for the non-technical reader who wants to start with how to switch it on and use it. It may even show where the On switch is. (Dont laugh people ask!) When designed for software packages, these guides are designed to provide the user all the information they need to use the software to perform a range of tasks. A well designed user guide can: reduce support calls help new staff perform daily tasks help experienced staff perform infrequent tasks standardise work practises. Technical Manuals These are for the more technical readers, often at graduate level, and may cover the complete setup of a software system, for example. Support Manuals These are for Help Desk staff, who need to know how the overall system should be set up, and including total support information. This normally includes Technical and User Manual content. Training Manuals These can be written for your training staff, and provide you with material for training other users of equipment or systems; or they may just complement your own Customer Training process. Working one-to-one with clients allows close cooperation, so when you need alternatives, we design accordingly. Reference Manuals (Programmer Bibles) These are typically comprehensive manuals which the user can use to check for information when required. They are fully indexed and cross-referenced. If your product is so complicated that a third-party specialist takes care of the maintenance on your behalf, then this type of manual is ideal. For portability and ease of use, these typically large manuals can also be generated in pdf format so they can be accessed on-line (via an intranet, on-line help or web site), or from a CD. Standards and Procedures As your company grows, you will need to document your standards and procedures. They bring together the knowledge within your company, help new staff learn company procedures, and help ensure everyone is working to the same standards. Basically, they are an ideal way to underpin your internal quality systems. Specifications Technical staff, while highly-skilled and very knowledgeable, frequently have problems putting their thoughts down on paper. We can make sense of the technical jargon and scribbled notes (including beer mats!) to produce your specifications. Release Notes These documents are primarily used by software houses and are aimed at internal staff and expert-end users. They describe new and advanced functionality at a high level in new software releases. Operating Instructions Ideal for anyone operating specialist equipment, in the home or commercial premises. Clear instructions, supported by illustrations (and photographs where appropriate), with trouble shooting tips. These instructions can be particularly useful for newly trained staff. Good operating instructions can enhance your product and your companys reputation. Assembly Instructions If you supply a flat-packed product, these are vital for your customers. They take the customer through the task step-by-step in a visual format. They also include a check list of components. Overviews Overviews are designed to support your sales literature and give an in-depth view of your product. They enable your clients, both new and established, to make informed decisions in conjunction with input from your staff. Skills Books Your company probably has at least one member of staff that all the others go to for knowledge and advice about one particular aspect of your business operations, products or services. A series of skills books can capture this invaluable knowledge so that it can be shared by everyone while reducing the pressures on your expert staff. These books can also be used to drive internal training sessions. Test Scripts Prior to going live with a new computer system, it is always advisable to run your own tests on a test system. It is not enough to simply enter a few sales orders. A series of carefully designed test scripts will ensure your staff puts the system through its paces, highlighting possible problems before the go-live date. Multimedia Systems These interactive solutions combine text, graphics and maybe even sound for presentations, demonstrations and tutorials. Document Redesign (Cosmetic Surgery) Maybe you have all the right documentation but it is old fashioned and looking dated. Maybe it doesnt completely cover everything. Maybe you just need to change the delivery format, for example, convert your paper documentation to on-line help. We can analyse your existing documentation to help you achieve the look, feel and content you need. 2.6 Business Change Issues As we can determine from above information that pilot approach is the best approach where we can see the combination of less risks as well as less implementation cost because. There are many health centers so we can implement the new system only at any one of the health centers to check whether it is working appropriately or not. And this method is also cheaper than all other methods except direct cut over where there are chances of risks here in this method risk of system failure is very less. Workshops close down for half a working day but it will take two full working days to install and configure CAVIES and VOLE system in live working environment. There should be little disruption as possible to normal business operation. The full business benefit will be achieved when all workshops are live on CAVIES and VOLE. Giving most priority to CAVIES and VOLE and train the staffs for the new system will cause the business slightly. And until the staff used to the new system there may be possible to have technical errors. STITCH (SMARTS Training Information Technology Communications Harmonisation) intends to evaluate the overall impact on business, social and technical issues for future attention. Issue Management The information contained within the Project Plan will likely change as the project progresses. While change is both certain and required, it is important to note that any changes to the Project Plan will impact at least one of three critical success factors: Available Time, Available Resources (Financial, Personnel), or Project Quality. The decision by which to make modifications to the Project Plan (including project scope and resources) should be coordinated using the following process: Step 1: As soon as a change which impacts project scope, schedule, staffing or spending is identified, the Project Manager will document the issue. Step 2: The Project Manager will review the change and determine the associated impact to the project and will forward the issue, along with a recommendation, to the Steering Committee for review and decision. Step 3: Upon receipt, the Steering Committee should reach a consensus opinion on whether to approve, reject or modify the request based upon the information contained within the project website, the Project Managers recommendation and their own judgment. Should the Steering Committee be unable to reach consensus on the approval or denial of a change, the issue will be forwarded to the Project Sponsor, with a written summation of the issue, for ultimate resolution. Step 4: If required under the decision matrix or due to a lack of consensus, the Project Sponsor shall review the issue(s) and render a final decision on the approval or denial of a change. Step 5: Following an approval or denial (by the Steering Committee or Project Sponsor), the Project Manager will notify the original requestor of the action taken. There is no appeal process. 2.7 Installation Schedule This section should outline the way you will roll out the technology, including the highest level milestones. GANTT CHART 3. Support 3.1 Support Needs RABBIT Steering Committee role Position Name Joint Executive Joint Owner/Managing Director Neil Nimbus Joint Executive Joint Owner/Managing Director Simon Wheatley Senior user Practice Manager Verity Green Senior user Financial Controller Hadi Esfahani Senior user ISS Manager Vanessa Phillips CAVIES and VOLE Project Manager ISS Project Manager F S Haroon MICE Project Manager ISS Project Manager Fergus Sheridan Support Services Offered We provide the following telephone, remote-access and onsite support for New System, hardware, network and Microsoft products: Phone and Remote Access On-site Support Software Implementation Upgrade Installation Hardware/Software Data Import/Export Business practices consulting Training-on site ATC Classroom Forms/Report Design 3.2 ISS Help Desk The Support Plan is what we call the backup service we offer to CAVIES and VOLE users to ensure that you have all the help you need to get the most out of the software. Here are the benefits. Unlimited Telephone, Email and Online Help Desk Support Unlimited telephone support from our technical staff, priority treatment for any email support and free use of our Online Helpdesk System FREE Version Upgrades* We usually release a major upgrade to every couple of years or so. Customers on the Support Plan receive a completely FREE upgrade to the latest version (otherwise an upgrade fee has to be paid). Online Backup Service Support Plan customers have the option of an Online Backup account. We will help to configure an automatic backup schedule for you so that Database is uploaded to a secure server every night, giving extra peace of mind. Discounts on other Support Services Support Plan customers receive massive discounts on our other services such as Report Designing, Data Conversion and On-Site Installation Training. Wishlist Implementation To continually improve the software, we operate a wishlist system so that users can make requests for new features or changes. Requests from customers on the Support Plan are given priority so that you can have an active role in the ongoing development of software. User Support and customer service on company supported computer application and platforms. Troubleshoot problems and advise on the appropriate action. Main Job and Responsibilities. Telephone Support Remote Support On-site Support Roles and Responsibilities Respond to requests for technical assistance in person, via phone, electronically Diagnose and resolve technical hardware and software issues. Research questions using available information resources Advise user on appropriate act Follow Standard help desk procedures Log all help desk interactions Administer help desk software Redirect problems to appropriate resource Identify and escalate situations requiring urgent attention Track and route problems and requests and document resolutions Prepare activity reports Stay current with system information, changes and updates Project Roles and Responsibilities Role Responsibilities Project Sponsor Ultimate decision-maker and tie-breaker Provide project oversight and guidance Review/approve some project elements Steering Committee Commits department resources Approves major funding and resource allocation strategies, and significant changes to funding/resource allocation Resolves conflicts and issues Provides direction to the Project Manager Review project deliverables Project Manager Manages project in accordance to the project plan Serves as liaison to the Steering Committee Receive guidance from Steering Committee Supervises consultants Supervise vendor(s) Provide overall project direction Direct/lead team members toward project objectives Handle problem resolution Manages the project budget Project Participants Understand the user needs and business processes of their area Act as consumer advocate in representing their area Communicate project goals, status and progress throughout the project to personnel in their area Review and approve project deliverables Creates or helps create work products Coordinates participation of work groups, individuals and stakeholders Provide knowledge and recommendations Helps identify and remove project barriers Assure quality of products that will meet the project goals and objectives Identify risks and issues and help in resolutions Subject Matter Experts Lend expertise and guidance as needed Help Desk will be located in Southgate, Head Office and it will staffed as follows; 2 project managers (F S Haroon, and the MICE project manager Fergus Sheridan) 3 system/database administrators 2 business analysts 4 Oracle developers The ISS Service Desk is the place to go with any queries about ISS services. Service Desk is open weekdays between: 0900 1700 3.3 Outsourcing the Help Desk Help Desk Staff Position Name Senior user Pract