First Internet Reliable Bank Discussion Questions Essay

1. Even though the complete survey is not included in the case, summarize how the closed-ended and open-ended questions provided valuable customer insight for FIR. The valuable customer insight for FIR is – Convenience: Online banking is very convenient since it is web based, customers can access it anytime. Based on the surveys the respondents FIR is simple and easy to when viewing and paying bills. – Inconvenience: There is also downsides to FIR. One of them being mail deposits, another is no access to a local ATM. The big concern is the lack of security with the customers receiving phishing-type emails from hackers which can lead to identity theft. This is also a concern to small businesses who do not have a big enough protection policy when it comes to identity theft/hackers. 2. What customer segments are targeted by FIR? On what issues should FIR focus in order to build relationships with its varied customer segments? The customer segments that are targeted by FIR are Customers who are innovation-minded, busy and technologically advanced After 9/11, some key characteristics of online bank customers were the experience of using the internet, the rise of GenX, gender and socioeconomic status. The issues FIR should focus on to build relation ships with customer segments are – Security – Customer Service: One of the respondents loved how FIR’s CSR solved the customer’s problem in a short time. Which of course leads to customer satisfaction. – Customer Loyalty: The more customers use online banking, the more they will rely on it. (i.e. I have a specific Credit Union account thats based in Sacramento due to my parents setting me up an account, I live in SD so there aren’t many branches where I can deposit a physical check. The closest one is Ontario which is a drive. Yeah I should look into signing up for another bank, but it’s not many times where I need to go to the bank. The convenience of online banking for me is that I can make instant transfer payments from my savings to checking if i need an emergency with my funds especially with my dreaded car payments.) 3. Can you recommend specific activities and practices that they might engage in order to improve customers such as Respondents 3 and 137? Similar to all your answers, FIR should invest money on engineers who can help with encrypting their website. With some credit card companies you would need a login ID and password, then to select an image at the time of your registration, then they would ask the pin number or a question you answered (color of car, favorite animal, fav team etc). In a nutshell its like a combination lock. FIR should also contact all major email providers (gmail, yahoo, aol, hotmail etc) to collaborate developing phishing filters. Another activity FIR should focus on is customer feedback. FIR could contact their customers by phone or have directly contact with them.

Commitment to Students and Student Learning

1. Committedness to Students and Student Learning: The OCT members are dedicated to showing attention, demoing empathy and passion to pupils They are committed to pupils by endeavoring to understand each pupil and his demands and his abilities which inform the instruction planning. They besides promote diverseness inside and outside the schoolroom to reenforce positive acquisition Members show respect and equitably to pupils to heighten acquisition by provide enabling environment where pupils feel valued, free to portion thoughts and parts. Members encourage pupils to do pick and have entree in the schoolroom which is critical to patterning equity and equity They facilitate pupils ‘ growing by endeavoring to better acquisition installations and schoolroom environment. Members identify pupil ‘s involvement and their strengths in order to assist them develop their acquisition Members are sensitive to the demands of pupils by cognizing what to advance in pupils, accomplishments they need to utilize and how to actuate pupils ‘ larning utilizing differentiated instructions. Students are able to utilize their accomplishments to lend to the development of the communities. 2. Professional Knowledge Forms: Endeavoring and to be current: It is really of import for OCT member to update their professional cognition and remain current in their pattern. There are so many on preparation plans through the Board or the Ontario College which are eligible to members for them to upgrade their cognition. When instructors are current cognition, it improves their pattern and they can easy supply first manus information to their pupil. Understanding and reflecting pupil ‘s development, larning theory, teaching method, course of study, moralss, educational research and related policies and statute law: This involve that the instructor must a better apprehension of his topic, larning theory, teaching method, course of study, professional moralss, educational research and related policies and statute law. The instructor must besides understand the pupil as a whole individual with abilities, failings, strengths, positions and specific demands. It is indispensable for a instructor to reflect on a pupil ‘s acquisition development and place how to better development. 3. Professional Practice Forms: Application of professional cognition and experience: Teachers are expected to use their professional cognition to learning pattern by get the hanging the course of study and teaching method to advance pupil ‘s acquisition, professional cognition is really critical and it is the back bone of instruction. Besides an proverb says â€Å" experience is the best instructor † the more experienced a instructor is the better he is able to use a professional experience to different state of affairss that promote positive acquisition. Appropriate planning and method: It necessary for every instructor in a professional pattern to heighten pupil acquisition by utilizing the appropriate teaching method, carry out appraisal and rating, use assorted resources and engineering to run into the larning demands of every kid. Response to single demands: In professional pattern instructors need to understand each pupil and their single acquisition demands, this will help the instructor to react to the demands of the pupil by utilizing assorted professional instruction method and planning to run into that demands. . Refine professional pattern: All instructors should be brooding practicians. It is compulsory for all members to better on their professional pattern through on traveling enquiry, duologue and contemplation. This will help instructors to detect new ways of making things better. 4. Leadership in Learning Communities Forms: Creation of collaborative and supportive acquisition communities: Teachers should jointly work together as a squad to set about activities that will back up pupils ‘ larning. They should besides work together with parents to supply support for larning community. They should reflect on their activities in order to better pupils ‘ public presentation. Shared duty and leading function: Members should understand the vision of the school and their duties into doing it effectual, nevertheless, they should non merely be involved in the procedure of developing shared vision but brand is a duty to utilize the vision as a usher station in doing determination about learning and larning in the school. Maintain and uphold ethical criterion: Teachers should go on to demo unity, trust in larning communities. They should keep the moral rules of professional moralss by which they set themselves as function theoretical account to pupils, parents and the community in general 5. Ongoing Professional Learning Forms: Committedness to professional acquisition: Ongoing professional preparation is an effectual tool in dispatching instruction pattern and bettering pupils ‘ acquisition. Teacher should go on to develop their professional cognition by reading, transporting out research and reflect on experience. Identify interesting/controversial phrases in each of sphere. 1. Committedness to pupil and pupil acquisition Dedicated in their attention and committedness to pupil larning – interesting 2. Professional Knowledge. Strive to be current and acknowledge its relationship to pattern 3. Professional Practice Polish their professional pattern Apply professional cognition and experience 4. Leadership in Learning Communities Promote and take part in the creative activity of corporate, safe and supportive acquisition communities – controversial 5. Ongoing Professional Learning Acknowledge that a committedness to ongoing professional acquisition is built-in to effectual pattern and to student larning – interesting

Castle Bingo Essay Example | Topics and Well Written Essays - 2000 words - 1

Castle Bingo - Essay Example It is important to mention the fact that the emergence of high level of connectivity amongst the masses around the world has resulted in the process of faster diffusion of various kinds of global trends. The rapid spreading of global trends in various corners of the world is bringing in a massive change in regards to consumer demands as consumers are starting to get more and more demanding in nature. It is wise to highlight the fact that as a result of emergence of various kinds of global trends, the consumers around the world are increasingly focusing on the process of getting products and services that provides better value for money. On the course of bringing in a revolutionary change in regards to the consumer behaviour and demand expectations of the masses, the global trends are also clearing the way for the emergence of new markets. Organizations around the world are trying their best to enter into the newly emerging markets for the purpose of capitalizing on significant busine ss opportunities as well as possible avenues of future growth. This is resulting in the creation of a tremendously competitive business environment. In order to gain a significant edge in the market in regards to its competitors, the companies around the world are trying to gain as much information as possible in regards to the respective clients and consumers. This endeavour of organizations around the world to gather the latest information from the market has resulted in the emergence of the importance of market research. About Market Research It can be said that the market research is often identified as the function which helps in generating a lot of insight in regards to the consumers, customers, clients as well as the associated stakeholders of a business firm or organization (Kolb, 2008, p. 7). It helps the business organization to significantly identify the various patterns and trends that are existent in the market in regards to the consumer behaviour as well as the latest market trends that exists in various geographical regions (ESOMAR, 2007, p. 37). Talking in a more detailed manner, the function of market research comprises of a lot of functions like determining and indentifying the research problem, designing the questionnaire or the survey instrument, designing the nature of research to be conducted as well as the entire methodology related to data collection. It also has to be said that the market research process also involves significant amount of analysis of various relevant data that has been collected by the market researchers through the process of administration of the questionnaire. It is very important to mention that the marketing research has a high linkage in regards to marketing. It has to be said that the process of marketing talks in broad details about the implementation of the product, place, promotion and price in the market place though effective segmentation, targeting and positioning. It has to be said that the process of m arket research paves the way for effective segmentation, targeting and positioning of the product and service to the right target audience through the gathering of the information in regards to the trends of the market as well as that of the customers. It has to be said that the market research paves a linkage between the value expectation of the consumer

Chicano movie Essay Example | Topics and Well Written Essays - 2500 words

Chicano movie - Essay Example Several reasons abound why El Norte and The Official Story movies were made especially in the reflection of women’s lives from different perspectives. For instance, in both movies, the directors were attempting to expose the plight of women in the face of adverse atrocities caused by civil war when there is little intervention (Elena & Marina 112). El Norte reflects the lives of two native youths forced to escape Guatemala at the start of the 1980s because of political violence and ethnic bloodletting that eventually resulted to Guatemala Civil War. The decision to escape depicts a serious desperation that characterizes the fate of the two lead characters that are both young and confused in life. On the other hand, The Official Story is premised on the Dirty War in Argentina that resulted to the forced disappearance of leftist rebels who opposed the government. In that aspect, the upper middle class family that has adopted an illegal child comes out as aloof from the unlawful stealing of children from jail after the arrests of their parents. The hypocrisy is evident in Alicia, the wife of a businessman called Roberto who is not aware of the ongoing suffering and pillage in her country until her colleague and another student remind her of the ongoing war. It means the films were also made to expose how women impact the unity of families during serious conflicts such as wars. Telling the above stories is important because they recreate a new narrative that enables viewers to interpret the two civil wars in different ways. It also raises the awareness of empathizing with women and families that suffered such as Rosa and Enrique in El Norte who struggle to find a home after running away from Guatemala. Narrating the stories equally reveal the relationship between the disintegration of families and how it affects social structures as noted with Alicia the school teacher together with her businessman husband in The Official Story. The couple is challenged to t ake a decisive action in understanding how the children of other dissidents disappear (Hart 189). They also demand to comprehend why they own Gaby yet her family may have been killed in the forced disappearance perpetrated by the state. Another reason for telling the stories is to uncover the truth and reality that occurred during both civil wars that targeted defenseless victims such as Zaide and David who are caught up during their youth. In the Dirty War, the stealing of children meant that the state in collusion with the military junta had no mercy to protect any group of civilians irrespective of their age. This necessitated ruthless targeting of orphaned kids such as Gaby now struggling to identify their real parents. On that consideration, telling the stories from a woman’s perspective is an attempt to induce both sympathy and empathy in the state of affairs where the government has abandoned her citizens. In El Norte, for example, the story is set in San Pedro, a smal l Guatemalan village where the Xuncax family lives peacefully while picking coffee. The family belongs to the Mayan tribe and is ravaged by the exploitation that involves the government

Pediatric Growth and Development Research Paper

Pediatric Growth and Development - Research Paper Example e conflict occurs as children try to act like grown ups and takes up goals or activities which are beyond their capacity and which are in conflict with parents or family members (Shaffer, 2009, p. 42). Feeling of guilt occurs as a result and hence, achieving ‘balance’ between initiative and encroaching upon rights or privileges of others is the challenge as it leads to successful resolution of the conflict (Shaffer, 2009, p. 42). The fourth stage (‘industry versus inferiority’), in which teachers and peers are significant social agents, occur between 6 to 12 years of age (Shaffer, 2009, p. 42). In this stage, children compare themselves with peers and hence, must master academic and social skills to feel self-assured (Shaffer, 2009, p. 42). Otherwise, feeling of inferiority develops if they fail to acquire the skills which others have (Shaffer, 2009, p. 42). The fifth stage (‘identity versus role confusion’), in which the key social agent is the society of peers, occurs between 12 to 20 years of age (Shaffer, 2009, p. 42). The challenge for adolescents is to avoid being confused about their identity by establishing basic social and occupational identities (Shaffer, 2009, p. 42). The sixth stage (‘intimacy versus isolation’), in which the key social agents are lovers, spouses and close friends, occurs between 20 to 40 years (Shaffer, 2009, p. 42). The challenge is to achieve companionship through strong friendship or else loneliness result (Shaffer, 2009, p. 42). The seventh stage (‘generativity versus stagnation’), in which the key social agents are spouse, children and social norms, occurs between 40 to 65 years (Shaffer, 2009, p. 42). The challenge is to maintain ‘generativity’ by being productive or supporting young people, as failure or... The main purpose of this research paper was to describe several development theories to the reader. Firstly, the researcher focuses on analysis of Psychosocial Development theory by Erickson, who understood that people can display healthy psychological adjustment only when they are able to resolve the psychological conflicts that they experience in life. In his theory, Erikson’s proposed eight stages (or psychosocial crisis) of developments, which occur during different ages of human life. Secondly, the researcher analyzed Freud's Psychosexual Development theory. Freud discovered that the mental disturbances that his patients experienced often revolved around the sexual conflicts which were repressed during their childhood. The researcher deeply decribes each of the five stages of this theory. Thirdly, the researcher analyzes Cognitive Development theory done by Jean Piaget, a Swiss psychologist. Children’s way of perceiving and mentally representing the world is the fo cus of cognitive development theory. Four stages of this theory were discussed in the research paper. Fourth theory analyzed by the researcher and presented in the paper was Kohlberg’s Moral Development theory. The researcher describes that Kohlberg developed the theory that tried to encompass those ideas which were not addressed in Piaget’s theory. Kohlberg has explained the moral development in three levels, consisting of two stages each. The levels and the stages are described in the research paper as well.

Comparison of Plato and Confusius and Their Contemporary Relevance Essay

Comparison of Plato and Confusius and Their Contemporary Relevance - Essay Example This opposition is important as they can be contrasted to see the differences in the worldviews that were held in these civilizations at that point of time. Both these philosophers offered different viewpoints to the existing ones and they served to challenge the existing hierarchies in certain ways. They were however, used later on, to enforce the hierarchies that were practised by the state. Thus, even though they are separated by a great geographical and cultural distance the two works do exhibit certain similarities that place them together as two of the most important philosophical treatises to have come out of the ancient world. This paper shall seek to compare and contrast the works of both these philosophers and analyse their contemporary relevance. The paper shall also seek to analyse the different emphases of the two authors and how the ideas that the two philosophers talk of is relevant even for the people of today. This, the paper shall argue is the main reason for the ti meless appeal that is a characteristic of both the works of philosophy. The paper shall look at the Apology, Crito and Gorgias by Plato and the Analects of Confucius for a discussion of the views of the two philosophers. Plato placed great emphasis on the life of the human being as an individual. He sought the development of the individual. He did not propose the development of the individual at the expense of the state. He however, did propose a certain degree of independence as far as mental activity is concerned when it came to the individual and the state. This can be seen in his mockery of the apparatus of the state when it came to his trial. These events are talked of at great length in Plato’s Apology. In this tract, he laments the lack of individual freedom that is provided by the state to its citizens. Such a lack of freedom would result in the intellectual stagnation of the people. This is what had happened to people of Athens, according to Socrates. They had become used to the ways of Athenian society and were reluctant to change themselves. The people had forgotten to question traditions. Such questioning was what would lead to a better society and better individuals, according to Socrates. This is what he seeks to covey to the court when he talks of how it would be futile to look for men who are more knowledgeable than him since he was one of the few people who had accepted the fact that he was not wise. By this he seeks to make it clear that what he knew was not sufficient but only a beginning. His attempt is to make clear the infinite nature of knowledge and expose the hollow claims of knowledge that were made by his contemporaries. He thus, seeks to say that knowledge should bring in people a recognition not of their worth but of their worthlessness. This, according to him would be a true lesson in humility. He explains this in this passage, where he describes his encounter with a person who was considered to be very wise- So I left him, saying to myself, as I went away: Well, although I do not suppose that either of us knows anything really beautiful and good, I am better off than he is - for he knows nothing, and thinks that he knows. I neither know nor think that I know. In this latter particular, then, I seem to have slightly the advantage of him. Then I went to another, who had still higher philosophical pretensions, and my conclusion was exactly the same. I made another enemy of him, and of many others besides him (Plato).

Analyzing the conditions of oppressed women according to Simone de Essay

Analyzing the conditions of oppressed women according to Simone de Beauvoir's perception - Essay Example Based on the arguments of sexual politics, the economic realm of both sexes is considered to make up two social groups; for instance, men may hold better jobs, with increased wages and salaries, and more chances of success compared to women. De Beauvoir (1949) explains that men had acquired a higher position in industry and politics, thereby monopolizing principal positions. Besides, men had traditional prestige of education, which is aimed at supporting children, since the present is enshrined by their past, while the past resonated history that had been made by men. Nevertheless, women during that time were commencing to participate in affairs of world that was controlled by men. Nonetheless, women were bound to decline and refuse participation in dealing with issues that would derive advantage that are bestowed upon women. Therefore, sexual politics resonates on women’s dependency on men for material protection and this undertakes their moral justification based on their ex istence. Both sexes had ethical purpose of each individual affirming their subjective existence, though there were temptations relinquish liberty. However, this pursuit for women was not promising to those who took it passive; in fact, they became creatures of men’s will, thereby being denying women every value. Nonetheless, this has been a simple pursuit for people focusing on evading the strains involved in undertaking of genuine existence (de Beauvoir, 1949). For instance, men had been taking women as people without manifestation of inclinations focused on complexities, but this has gradually changed. Therefore, through sexual politics women are perceived to be laying claims to their condition of being subjected to deficiencies of definite resources, due to the feeling of being obliged to ties to men, despite reciprocity involve. 1. What is gender? De Beauvoir (1949) explain that men are present themselves as people of a particular sex that, which does not require declarat ion. In this case, definition of gender is based on the terms masculine and feminine, which apply symmetrical with differences based on their forms. Relationship between these sexes is not parallel given that men are considered to represent both positive and neural, as illustrated by application of the term man to stand for human being of both gender (de Beauvoir, 1949). On the other hand, the term woman is negative given that it represents negative; thus is defined with limits of criteria without reciprocity. Nevertheless, there are notions that have been developed by men through abstract discussion such as women have contrary thinking and perception to their own way of thinking because they are men due to understanding that man is no peculiarity. There are gender related notions, which such as a man being considered to be right due to the mere fact that he is a man and not a woman; in this case, a woman is considered to be wrong. Definition of gender has led to absolute vertical a ncients based on the reference to oblique and human type of masculinity (de Beauvoir, 1949). Furthermore, a woman has become subjects to imprisonment due to peculiarities associated by her biological nature such as having ovaries and uterus; in fact, this poses limits regarding her

ISO 14000 Essay Example | Topics and Well Written Essays - 250 words - 1

ISO 14000 - Essay Example Industrial waste is the largest contributor to the environmental pollution; it is an unwanted by-product of the raw materials. It is the utmost responsibility of the corporate to dispose of this materials that the contamination to the nature i.e. air, water and soil to the least levels. Recycling is also regarded as the most preferred â€Å"waste management strategy† (Cheremisinoff,2001). Along with it local and community based initiatives should be taken to control the emission of toxics from the waste. Researchers suggest that prevention from the pollution, by the usage of less pollution producing products, helps the organization to increase the efficiency, this also boosts the financial stability of the company (Maystre and Spiegel, 2011). In order to make the corporate to put in the right amount of efforts the consumers as well as the government also needs to play in their role and should force the corporations to take the right

Summary of Don't tweak your supply chain Essay Example | Topics and Well Written Essays - 250 words

Summary of Don't tweak your supply chain - Essay Example While making changes to the supply change, managers need to take into consideration the cost at which they are obtaining raw materials, the quality of these resources and should give importance to inventory management. The author further states that the managers need to create a map of the internal constituencies that are connected with the supply chain and at the same time they should keep an eye open for opportunities and threats that their actions may cause to the society. While taking up any change in the area of supply chain organizations should identify how those changes will impact the overall society. The managers should not only be concerned about the practices and operations of their suppliers, they even need to keep an eye on the suppliers who are supplying raw materials to their suppliers. This is because if their suppliers are indulging in socially responsible practices, this does not mean that the suppliers of their suppliers are even doing the same. Lee, Hau L. Don’T Tweak Your Supply Chain—Rethink It End To End. Harvard Business Review. N.p., 2010. Web. 1 Dec. 2014.

Cash flow schedule Assignment Example | Topics and Well Written Essays - 1000 words

Cash flow schedule - Assignment Example A cash flow schedule or projection shows the timing of receipts and payments in relation to a business or a project. Table 2 provides a cash flow schedule showing the time when the payments will be made by the contractor for the goods and services described. Only the cash outflow section of the schedule is shown in Table2. It must be noted that the profit and contingency fund element of the cash flow has been included in the Table 2. Contingency funds are monies that are retained or set aside for uncertainties or any changes that may be required after the contract has been awarded (Touran 2003). These changes are essentially delays and other factors that lead to Time and cost overruns which increase the cost of the project (Cook et al 2008; Zayed et al 2013, Fandi and El-Sayegh 2006). Time overruns may be caused by a range of factors associated with various stakeholders in the project - the contractor, the owner, material supplier as well as acts of god (Zayed et al 2013). These can affect the owner’s income generating capacity as the starting date for a business may have to be pushed back to facilitate the completion of the project. It also affects the profitability of the contract and therefore the contractor’s bottom line. A contingency is also a guarantee of either an activity or a project. It is a percentage of the basic contract cost which has been arbitrarily determined (Cook et al 2008). Th e contingency amounts to approximately 11% of the contract cost and is considered fair for the 4 weeks overrun.

The merits and draw backs of utilitarianism Essay Example for Free

The merits and draw backs of utilitarianism Essay What is utilitarianism? The greatest good of the greatest number. Simple. Or is it? In any real situation, there are many people involved; they will all be affected in different ways; there is no reason why the greatest number should receive the greatest good. What is usually meant in practice by that slogan is something like the following procedure for choosing between two or more actions. 1. Look at the state of life after each action. Look in particular at the level of happiness of each person in the various situations. 2. Add up, somehow, those levels of happiness in each case. 3. Compare the results. The one, which leads to the maximum total happiness, is the (morally) right one. The thing to notice about this is that it actually involves a lot of quite separate principles. I think it is fair to say that they are all part of the idea of utilitarianism. Someone who accepts some of them but not others may reasonably be called a utilitarian, even if they would see the procedure above as a vague outline. * Actions, as such, have no moral value. What matters is their effect on the state of the world. * In fact, the only aspect of the state of the world that has any direct moral significance is the happiness or misery of people. * In particular, only individuals matter. The only relevance of the state of a family is the effect it has on the individuals. * All people are, ethically speaking, equal, in all situations. One persons happiness is precisely as important as anothers. * It is possible to measure happiness, in the required sense, on some sort of linear scale. * It is possible to add up different peoples degrees of happiness, producing a meaningful total happiness. There is at least one important issue, which I havent addressed so far: You have to consider the entire future of the universe in order to make your decision. I shall consider the practical difficulties of this later; there is also a theoretical issue: we are presumably required to add up the total amount of happiness in a persons entire lifetime. So we need some sort of calculus for happiness! Utilitarianism has the awkward property of seeming entirely obvious to its proponents, and clearly wrong to its opponents. There are no ethical first principles, which are agreed on by everyone. On the other hand, there is a striking level of agreement about what is actually right and wrong. Of course, there are disagreements. But there is something pretty close to an agreement that (in most cases) murder, lying, rape and theft are bad, and that (in most cases) generosity, healing, truthfulness and loyalty are good. One obvious thing that these points have in common is that most of the universally agreed good things make people happy, and most of the universally agreed bad things make people sad. Furthermore, the actions usually reckoned to be the worst are often the ones that cause the most suffering. Rape, for instance, which causes lasting psychological trauma as well as involving physical injury, is generally reckoned to be morally much worse than theft. So, utilitarianism seems to do a pretty good job of giving the right answers. It seems clear to me that, all else being equal, something that makes me happy is better than something which doesnt. After all, thats one way in which I make decisions (although I wouldnt in such cases call them moral decisions). Since it seems plausible that all people are ethically equal, this means that anything that makes anyone happy is better than something which does not. This seems to lead naturally to something very like utilitarianism. However, what Ive explained as utilitarianism has a terrible problem: it does not support ethical points in certain cases. For instance, suppose that I could, by putting my grandmother through tortures, relieve a large number of people from one minutes toothache. No matter how small the amount of suffering from which each person is lifted of, and no matter how great the amount I cause to my grandmother, if the number of people is large enough then the total amount of suffering in the world will be decreased in this manner. Therefore I ought to torture my grandmother. This seems to me, unacceptable. This I see as a major weakness in utilitarianism. Of course, there are ways round this problem. For instance, we could model happiness and misery with a number system, containing values higher and lower in the sense that no multiple of one was as big as the other. So, we can get around that particular problem. But, there are others, though I wouldnt claim any of them as an actual rejection of utilitarianism. I shall take the utilitarian principles I listed above, and describe some objections to them. * Actions, as such, have no moral value. What matters is their effect on the state of the world. Is this really convincing? It doesnt seem so to me. If I kill someone, isnt there something very bad about that, even if the killing turns out to be right in terms of maximising utility? I think most people would agree that a killing of this sort would be evil. In fact, the only aspect of life that has any direct moral significance is the happiness or misery of people. Suppose I tell a lie about you to a friend of mine, who has never had and never will have any sort of interaction with you, and swear him to secrecy, this makes no difference whatsoever to your future happiness. Does that make it OK? It seems clear to me that it doesnt. Isnt there, in fact, something basically good about truth and bad about falsehood? Suppose I get enormous satisfaction from causing you minor but genuine unpleasantness. Does that mean that its right for me to do so? * In particular, only individuals matter. The only relevance of the state of a family is the effect it has on the individuals. * All people are, ethically speaking, equal, in all situations. One persons happiness is precisely as important as anothers. What about criminals? If someone is in the process of raping your wife, do you really have to consider their well being as carefully as your wifes in deciding how to go about stopping them? * It is possible to measure happiness, in the required sense, on some sort of linear scale. * It is possible to add up different peoples degrees of happiness, producing a meaningful total happiness. Is it obvious that different sorts of happiness are not easy to measure? How do you compare, the contentment person A has from knowing that his money in the bank is earning him piles of interest for his retirement, the wonder person B feels on looking at the starry sky, the thrill person C has when listening to her favourite piece of music, person Ds enjoyment of an evening listening to a stand-up comic, and so on? And how do you weigh those up against person Ps toothache, person Qs unhappy marriage? I dont know thats for sure. Lets pretend that all those problems are resolved, and that I believe that utilitarianism is correct. I now have a decision to make; for instance, I have to decide whether to cycle home in the dark without lights or to be late home. This is a trivial example; it should be easy to work it out. Not easy at all. I have to work out the entire future of the whole universe, to work out exactly how happy each person is in each case and for how long, and add it all up. Good grief! In practice, what the utilitarian recommends is entirely different. I should make guesses as to the likely effects of the actions Im considering, estimate the ends levels of happiness, and do the best I can at adding them up in my head. Anything more is impossible, and in any case I cant be blamed for things I cant predict. Id now like to suggest that there are merits to utilitarianism, despite its drawbacks. The first point is one Ive made already: utilitarianism does a pretty good job of giving answers to ethical questions. Most of us are capable of guessing what will happen if and imagining others responses to situations. Also considering the greatest good of the greatest number can be an effective way of defeating prejudices and selfishness. This ethical harmony is, after all, quite close to such principles as Do to others as you would have them do to you and Love your neighbour as yourself. Lastly, I think any theory of ethics has to acknowledge that happiness and suffering are in themselves good and bad. This is why utilitarianism does as well as it does. But clearly happiness and suffering, pain and pleasure, arent the whole story.

An audit looking at how many patients are with thyroid dysfunction

An audit looking at how many patients are with thyroid dysfunction What is the function of thyroid gland and thyroid hormones The thyroid gland is located in the anterior part of the neck, attached to the thyroid cartilage. It consists of two lobes, approximately 5 cm each, that lie either side of the trachea joined in the middle by an isthmus. The thyroid gland is responsible for the production of three thyroid hormones: Calcitonin (involved with calcium homeostasis), Thyroxine (T4) and Triiodothyronine (T3). Everyday, approximately 100  ¿Ã‚ ½g of T3 and T4 are secreted 90% of which are in the form T4. Most of T4 is later converted to T3 in the liver and Kidneys. T3 is 10 times more active than T4. [1] The thyroid hormones are responsible for the control of basal metabolic rate. Expand? How is Thyroid hormone regulated The functional unit of the thyroid is the follicle. A spherical arrangement of secretory epithelial cells around a protein rich colloid. It is at this cell-colloid boundary that thyroid hormones are formed by iodination of thyroglobulin formed from tyrosine.[1] The follicular cells are involved in active absorption of iodine from the plasma which is required for thyroglobulin synthesis. The formed thyroid hormone is stored in the colloid until its secretion is triggered by thyroid stimulating hormone from the anterior pituitary which triggers the degradation of thyroglobulin in the follicular cells to release thyroid hormone. Thyroid hormone secretion is under the control of the hypothalamic-pituitary axis. The hypothalamus releases Thyrotrophin Releasing Hormone (TRH) which stimulates the anterior pituitary to secrete Thyroid Stimulating Hormone (TSH). The TSH reaches the thyroid where it binds to the TSH receptors on the surface of the follicular cell, stimulating it to produce and release thyroid hormones. The homeostasis of thyroid hormone concentration is maintained by a negative feedback loop whereby increased concentration of thyroid hormone inhibits Thyroid Stimulating Hormone release from the anterior pituitary by decreasing the affinity for TRH. This leads to a decrease in TSH causing reduced amount of thyroid hormone to be released by the thyroid gland. This feedback loop enables us to monitor patients on thyroid hormone replacement therapy (such as Levothyroxine) by measuring TSH levels. If for instance the prescribed dose is insufficient, it would lead to inadequate inhibition of the pituitar y gland and a raised serum TSH level. The reverse would occur with levothyroxine excess. () This cannot be done in patients with secondary hypothyroidism. So what do we do then? Common pathologies Thyroid disease is the second most common endocrine disorder after diabetes.  ¿Ã‚ ½ Hypothyroidism Hypothyroidism is defined as an underactive thyroid gland leading to decreased levels of T3 and T4. The annual incidence of hypothyroidism in the UK is 4 per 1000 in women and 0.6 per 1000 in men.[3] Symptomatic hypothyroidism is known as myxodema. Hypothyroidism is categorised into primary and secondary. Primary hypothyroidism results from disease processes affecting the thyroid gland itself, slowly decreasing thyroid function and thyroid hormone production. Onset of symptoms is therefore gradual, developing over months or even years. Secondary hypothyroidism is relatively uncommon. Secondary hypothyroidism develops when the pituitary is unable to produce enough TSH to induce enough T3 and T4 production from the thyroid gland. The causes of secondary hypothyroidism can include a pituitary tumour. Patients with hypothyroidism could present with a number of signs and symptoms including:  ¿Ã‚ ½ Tiredness  ¿Ã‚ ½ Somnolence  ¿Ã‚ ½ Slow cognition  ¿Ã‚ ½ Cold Intolerance  ¿Ã‚ ½ Depression  ¿Ã‚ ½ Bradycardia  ¿Ã‚ ½ Weight gain  ¿Ã‚ ½ Calf stiffness  ¿Ã‚ ½ Menstrual disturbance  ¿Ã‚ ½ Carpal tunnel syndrome  ¿Ã‚ ½ Hearing impairment  ¿Ã‚ ½ Dry, thin and pale skin  ¿Ã‚ ½ Puffiness below the eyes  ¿Ã‚ ½ Bradycardia The most common cause of primary hypothyroidism in the UK is autoimmune thyroiditis. In Hashimoto ¿Ã‚ ½s thyroiditis autoantibodies are produced against thyroglobulin. This leads to inflammation of the thyroid gland as it is infiltrated by lymphocytes causing goitre formation. Hashimoto ¿Ã‚ ½s thyroiditis is remarkable in this respect that it initially causes hyperthyroidism as inflammation of the thyroid gland releases stored thyroxine. Once this released thyroid hormone is metabolised the patient progresses to normal and then a hypothyroid state. [1] Other notable causes of hypothyroidism include:[4]  ¿Ã‚ ½ Iatrogenic: Radioiodine ablation or thyroidectomy as a treatment for hyperthyroidism  ¿Ã‚ ½ Thyroiditis: Subacute (de Quervain ¿Ã‚ ½s) thyroiditis  ¿Ã‚ ½ Drugs: Lithium, Amiodarone, thalidomide, rifampicin and sutinib as well as drugs used in the treatment of hyperthyroidism  ¿Ã‚ ½ Iodine deficiency: common in some developing countries but very rare in the western world At the opposite end of the spectrum lies Hyperthyroidism where there is increased Free T4 and a reduced level of TSH and has the opposite effect on the body than the one noticed in hypothyroidism e.g. tachycardia, heat intolerance etc. Hyperthyroidism is not covered further as this audit focuses on hypothyroidism. Diagnosis and treatment Symptoms of hypothyroidism are quite non-specific and can commonly occur with other medical conditions not related to the thyroid. Diagnosis of hypothyroidism therefore should not be made on clinical symptoms alone and it is essential to test thyroid function biochemically. This is done by measuring Thyroid Stimulating Hormone and Free Thyroxine (T4) in blood. The normal reference range for TSH is 0.4  ¿Ã‚ ½ 4.0 mU/Litre.[4] A TSH level within the normal reference range has over a 99% predicted value to rule out primary hypothyroidism or hyperthyroidism.[5] In hypothyroidism the patient would have a high Thyroid Stimulating Hormone level, with or without a low Thyroxine level. Depending on thyroid function tests hypothyroidism is further divided into: a) Overt hypothyroidism: patients with a high Thyroid Stimulating hormone level and a Low serum free Thyroxine (T4) b) Subclinical hypothyroidism: Patients with a high Thyroid Stimulating Hormone but a normal Thyroxine (T4) level Treatment depends on whether the patient has overt or subclinical hypothyroidism. Patients with overt hypothyroidism should be treated with Levothyroxine to render them  ¿Ã‚ ½euthyroid ¿Ã‚ ½.[5] According to NHS statistics 12 million Levothyroxine prescriptions were issued during 2006.[6] The goal of the treatment is to reduce the TSH back to within the reference range. The dose of Levothyroxine is usually titrated up from 25-50  ¿Ã‚ ½g daily however a recent trial has shown that this is unnecessary for most patients.[7] The study recommended that patients with no cardiac symptoms should be started on the full dose of 1.6  ¿Ã‚ ½g/kg. The following figure illustrates the algorithm for treatment of -pregnant adults with primary hypothyroidism:[4] Algorithm for management of non-pregnant adults with primary hypothyroidism [4] It is very important to monitor levothyroxine therapy as over or under prescription can be dangerous. Thyroid Stimulating Hormone (TSH) is the key method of monitoring levothyroxine therapy in patients with primary hypothyroidism. Unlike the thyroid function tests used to diagnose thyroid disease, free T3 and T4 levels are not very useful in monitoring treatment as their levels are influenced by the prescribed dosage of thyroid replacement hormone and are not accurate indicators of the individual ¿Ã‚ ½s requirement. TSH without T3 and T4 is also a cheaper test to carry out in General Practice. Current guidelines state that patients should have their Thyroid Stimulating Hormone level tested eight to twelve weeks after starting levothyroxine.[4] The dose can later be fine tuned accordingly to get the TSH level in the lower half of the reference range.[5] Besides monitoring TSH levels, an assessment of the patient ¿Ã‚ ½s symptoms should also be made as some younger patients may need higher doses to relieve their symptoms in which case it is acceptable to have the TSH between 0.1-0.4 mU/Litre. The Quality and Outomes Framework (QOF) guidance suggests that all Patients on long term thyroid hormone replacement therapy should have their TSH levels tested yearly to make sure their replacement dose remains optimal.[8] Audit 1. Reason for audit move it to the top to include the rest of the study Despite the yearly TSH tests, studies have shown that a considerable number of hypothyroid patients managed in primary care have TSH levels outside of the reference range. Okosieme et al reported that in 2009 data collected from 11 GP practices showed that 37.2% of the 1037 patients on the hypothyroidism register were inadequately managed.[9] When we take into account the high prevalence of hypothyroidism (9.3% in women and 1.3% in men)[3] the results of the Okosieme et al study suggests that the total number of patients with suboptimal thyroid hormone replacement is significantly large. Imperfect thyroid hormone replacement could have damaging repercussions for health. It may adversely affect blood pressure, body weight and lipid profile. Since the basal metabolic rate of the body is controlled by thyroid hormones it is perhaps not surprising that a decrease in thyroid hormone levels leads to a decrease in metabolic rate and thus can cause weight gain. Even in euthyroid subjects there is a negative correlation between free T4 and Body Mass Index (BMI).[10] This suggests that even a small under-prescription of thyroid hormones could, over a period of time, lead to obesity. Reduced Thyroxine levels also cause a dyslipidemia characterised by increased Low Density Lipoproteins (LDL) and a decrease in High Density Lipoproteins (HDL) with normal or slightly raised cholesterol levels.[11] Such a lipid profile is associated with a higher risk of atherosclerosis. The thyroid hormones also seem to have a role in blood pressure homeostasis as hypothyroid patients recorded a higher systolic and diastolic blood pressure after stopping thyroid replacement therapy.[12] Thus inadequate replacement may cause hypertension which, together with the dyslipidemia described above adds to the risk of atherosclerosis and its subsequent cardiovascular complications. Conversely, excessive thyroid hormone replacement has its own perils, having enhanced risk of atrial fibrillation, osteoporosis and fractures linked to it. Excessive thyroid hormone increases the risk of developing atrial fibrillation especially in older patients. Studies have shown that a low TSH level in patients over 60 years old have a threefold higher risk of developing atrial fibrillation.[13] Patients over treated with levothyroxine also show increased loss of bone mineral putting them at increased risk of osteoporosis.[14] Subsequent studies have shown that patients with a suppressed TSH i.e. = 0.03 mU/Litre also had an increased risk of fractures however this was not observed in patients with low but unsuppressed TSH (0.04  ¿Ã‚ ½ 0.4 mU/Litre).[15] This highlights the need for maintaining optimal thyroid hormone replacement in primary hypothyroid patients in the General Practice setting to reduce the above mentioned risk factors. The 11 GP practices used by Okosieme et al showed that there is significant room for improvement as one third of the patient population on levothyroxine had TSH levels outside the reference range.[0.11] Thus this is a worthwhile area for audit to establish current standards of care in our practice, Dr Dean Partners, Heald Green Health Centre. Since this audit has not been carried out before in the practice it would give an idea of how well the practice manages patients on thyroid hormone replacement therapy. The suggestions for improvement would be beneficial to the patients of the practice and might also help with obtaining QOF points. This audit would also be beneficial to me personally introducing me to the concept of audit cycles and giving me the opportunity to conduct my very first audit. It would also help me get a better understanding of management of hypothyroid patients which is the second most common endocrine disease in the UK after diabetes mellitus. 2. Criteria to be measured Serum Thyroid Stimulating Hormone is used as the gold standard for biochemically diagnosing hypothyroidism and monitoring thyroid hormone replacement therapy.[4] The reference range indicating adequate replacement is usually around 0.4  ¿Ã‚ ½ 4.0 mU/Litre.[4, 9] However this figure slightly varies according to local guidelines. For this I have chosen to use TSH between 0.1  ¿Ã‚ ½ 4.0 mU/Litre as a reference range for adequate thyroid hormone replacement as this is the reference range used by the local Primary Care Trust (Stepping Hill Hospital) and the practice. Patients with primary hypothyroidism on thyroid hormone replacement therapy should have a TSH level between 0.1  ¿Ã‚ ½ 4.0 mU/Litre. 3. Setting standards For setting the standard I have found that there are no specific guidelines stating what proportion of patients should be achieving the above mentioned criteria. There are no NICE guidelines for the treatment of hypothyroidism. The QOF guidance states that patients should have their TSH levels tested yearly but it does not state the standard of care required. Having discussed this with GP at the practice I have decided that a theoretically ideal standard i.e. 100% of patients meeting the above criteria would be very impractical in theory from a resources perspective. Given the fact that suboptimal thyroid hormone replacement could be harmful, it is nonetheless important to achieve a high standard of care. Therefore I have decided on an optimum standard: 90% of patients with primary hypothyroidism on thyroid hormone replacement therapy should have a TSH level between 0.1  ¿Ã‚ ½ 4.0 mU/Litre. 4. Preparation planning Before starting the audit I had a discussion with the GP tutor about worthwhile areas for audit. As I had never conducted an audit before he explained the audit cycle. As thyroid dysfunction was an area of interest for me I suggested undertaking this audit. The GP tutor agreed that this would be a useful area for audit and advised to me to review the literature to find out if it would be an appropriate audit from a clinical point of view and was an area where practice could be improved. After preliminary reading clinical reviews I formulated a step by step template of the things I felt should be covered and got the GP tutor ¿Ã‚ ½s approval to go ahead. The data was collected with the help of the GP tutor. As the practice keeps electronic records of all patients, EMIS Population manger search function. Using the search function we identified all patients who had been prescribed thyroid hormone replacement medication for the past 12 months. We then identified patients who in the past 12 months had had their TSH levels tested. We then selected patients who had a TSH =0.1 mU/Litre and TSH =4. Subtracting the number of patients which meet the TSH search parameters from the total number of patients on thyroid hormone replacement would give us the number of patients who were outside the reference range of TSH. 5. Initial data collection Criterion Number of Patients taking thyroid hormone replacement medication (n) Number of Patients with TSH levels within reference range Standard (%) Patients with primary hypothyroidism on thyroid replacement therapy should have a TSH level between 0.1  ¿Ã‚ ½ 4.0 mU/Litre. 206 167/206 (81%) 90% Discussion Results: what they are. How close to the standard. Are they good enough? (no, didn ¿Ã‚ ½t meet the standards). Why didn ¿Ã‚ ½t they meet the standard? Merge results discussion with limitations discussion The data collected shows that the current practice is 9% below the standard set. The standard required i.e. 90% of patients with primary hypothyroidism on thyroid hormone replacement therapy should have a TSH level between 0.1  ¿Ã‚ ½ 4.0 mU/Litre. However this was the case with only 167 patients (81%). This means that 39 patients (19%) did not meet the standard set. There could be several reasons why the results did not meet the standards set. One factor influencing TSH levels is the use of medicines which interact with thyroid function. Due to the limitations of the software used in data collection (as discussed below) we were unable to exclude patients who were on medication known to interact with thyroid function such as Amiodarone, Lithium, etc. Amiodarone, a fairly commonly prescribed drug to prevent arrhythmias, can cause deranged thyroid function as it contains iodine (37mg of iodine in 100mg of Amiodarone). This can cause a severe iodine overload and can lead to hypothyroidism as well as thyrotoxicosis.[0.16] Inclusion of such patients would bring the percentage down unfairly because management of such patients is a lot more complex and the TSH levels are not always a good indication of the adequacy of their thyroid hormone dosage. Patients with hypothyroidism due to Amiodarone are monitored by their Free T4 levels instead of TSH. [0.16] Another factor which could have contributed to the high number of patients with TSH levels outside those defined in the criteria is the possibility that patients with abnormal TSH levels often don ¿Ã‚ ½t get their levothyroxine dose optimised. A study published in 1995 reported that at one GP practice in Suffolk 71% of patients with abnormal TSH levels did not have their medication dosage change as a result.[17] If patients do not have their thyroid hormone replacement optimised as a result of abnormal TSH not only does it defeat the purpose of carrying out yearly TSH tests, it also means that these patients would continue to have an abnormal TSH when tested again. Currently we do not have the data to find out how many of the patients in our practice with abnormal TSH had not had their dose changed after a previous abnormal TSH in an attempt to bring it within the reference range specified in the criteria. Ranging from poor patient compliance to the way the data has been collected Lack of dose adjustment after abnormal TSH The way results were collected. Limitations of software used. Limitations of the results collected ie things missed: how many patients actually had test done in the last 12 months (QOF points). How many were over and how many were under prescribed. This audit has limitations. The data was collected from electronic records using the EMIS Population Manager. The limited search algorithms of the software meant that we couldn ¿Ã‚ ½t distinguish patients with a TSH below the reference range from those above it. All we were able to obtain was a single figure of how many people were within the reference range. Due to the limitations of the EMIS Population Manager software we were also unable to test how many patients with hypothyroidism had actually had their TSH levels tested in the past 12 months as stated in the QOF guidance  ¿Ã‚ ½ 2004.[8] Thyroid Function Tests are done for a large number of patients whose symptoms are actually caused by a non-thyroid illness. Due to this reason we could not search for people who had their thyroid function tested in the past 12 months as that data would have included a lot of non-hypothyroid patients. Instead we had to search for patients who had been prescribed levothyroxine therapy in the past 12 months. And then further narrow the search parameters TSH levels in the past 12 months to obtain the data. This meant that the people who have not had their thyroid functions tested in the past 12 months were excluded from our data. The positive aspect of only testing people within the last 12 months is that the data reflects current level of care. The data collection software shows patients as being within the normal TSH range if they have had at least one TSH test within the normal range during the last 12 months. If the patient has been started on levothyroxine therapy recently their TSH levels wouldn ¿Ã‚ ½t have had enough time to return to normal. However this is likely to be statistically insignificant. The way to get round these limitations of the EMIS Population Manager would have been to study the clinical notes of all patients who were prescribed levothyroxine in the past year. By looking at the notes we would be able to exclude patients who are unsuitable for the purpose of this audit i.e. those patients in whom the TSH level is not a valid indicator of thyroid hormone requirement e.g. those on Amiodarone or lithium or patients with secondary hypothyroidism. Looking at the notes would also allow us to check the number of patients who had not had their TSH levels tested in the past year. Reading through the notes would also allow us to obtain more information such as age gender etc which might be helpful in indentifying some of the factors responsible for suboptimal thyroid hormone replacement. However reading the notes of over 206 patients would have taken a considerable amount of time. Since this was my first audit I decided to avoid gathering qualitative data and decided that the using electronic records would be sufficient for the purposes of this audit. Changes to practice to hit the target. Tietable to implement that change and when to re-audit? Practicality, why change? Positives and negatives of changing. There are a few approaches which could potentially be taken to improve the standard of care. In order to improve the standard of care to meet the goal of 90% all patients on the hypothyroidism register should have yearly or six monthly blood tests to measure their TSH levels. all patients with abnormal TSH levels should be invited for an appointment with the GP and should be considered for a change in their current dosage. This would be a good opportunity to assess why their TSH levels are abnormal and check that the patient is adhering to the prescribed treatment regimen. If the dose remains unchanged the reason should be recorded in the notes so that the information is available for the second cycle of the audit. Doing this will allow us to make sure that patients are kept at the optimum dose of levothyroxine to reduce the risks associated with under or over prescription. Seeing patients like this would however increase the workload placed on the surgery and its resources. However by talking the patients as and when they have their TSH levels tested the strain on the resources would be spread out over a year. Since the current audit identified 39 patients with abnormal TSH levels, this would mean an extra 3-4 patient appointments per month over the period of a 12 months. This should be discussed at the doctors ¿Ã‚ ½ meeting. Twelve months after the implementation of the change of practice a second data collection should be done to complete the audit cycle and evaluate the impact, if any, the change in practice has had on the management of hypothyroid patients. Write to the patients to invite them to come in for a dose adjustment? Consider collecting better data by reading the notes. That would take too long. Consider specialist referral if symptoms persist. What have I learned: 1 about the condition, 2 about auditing. Conducting this audit has given me the chance to take an in-depth look at all aspects of hypothyroidism which has been an area of interest for me for some time. In the course of researching for the audit I have been able to review various guidelines, clinical reviews and other journal articles. Not only has that improved my understanding of the management of thyroid disease in primary care immensely. It has given me a sense of how a condition is followed through in general practice from first presentation to treatment to long term management. I have also realised that management of chronic conditions such as hypothyroidism is an ongoing process as the patients ¿Ã‚ ½ condition and requirements change continuously for instance if their body mass index changes significantly their thyroid hormone requirements would also change and the dose would have to be altered. Also if a patient is planning on or has become pregnant they would need to be referred to specialist endocrinologists. I have been able to review the evidence which forms the basis of current practice. Researching this topic by reading clinical reviews has made me realise the advantages of using original literature and how much beneficial it can be in achieving a comprehensive understanding of a topic. Being involved in a general practice standard-based audit has enabled me to learn about the role and significance of audits in healthcare. I have become familiar with the audit cycle and its different steps. Having conducted an audit myself, I can see the important role audits have in measuring and improving practice. It is a systematic way of monitoring standards of care and is very useful in facilitating change of practice through an evidence based approach. It has also allowed me to learn how to quickly and efficiently find relevant papers using such resources as ISI Web of science and medline. Conclusion and summary Timetable change re-audit 6. Description of change 7. Data collection (2) 8. conclusions be almost impossible to achieve due to variables like poor patient compliance or use of interactive medications e.g. Amiodarone and Lithium. It would also be vastly impractical from a reasources point of view to aim for a 100% standard.

Role of Self Assessment in Learning

Role of Self Assessment in Learning My interest in self-assessment stems from personal experiences of being assessed and the frustration felt when most assessed work was simply awarded a grade, contained minimum feedback if any and was then expected to be filed away despite the many questions I may have had. However, many years later, while attended a language teaching training course, I was given a self-evaluation sheet to complete by the instructor. Uncomfortable as this was, I realised that this was the first time that I had been presented a format to self-assess/reflect on my work. After completing the sheet and the subsequent discussion about the contents, the instructor provided feedback of a type that I could use, in a context which was supportive and which respected my goals as a language teacher. Since then I have developed an interest in how self-assessment can be used to promote learning in an English as a Foreign Language (EFL) classroom. During my teaching in Asia I have seen the need for learners to take greater responsibility for their own learning in order to move away from the more traditional teacher-led, didactic approach. I have found that using self-assessment as part of reflective learning can lead to greater ownership and autonomous learning as more attention is paid to how learners acquire knowledge. This essay evaluates the role of assessments, particularly self-assessment as a tool for promoting learning, as I recount the journey taken with my Chinese learners on an English Pathways Program (EPP) and what has led to the decision for using a range of formative tasks contained in a portfolio of written work, with learners ultimately taking ownership of their learning. What is the role of assessments? Assessment according to Gipps (1994, p. vii) is: a wide range of methods for evaluating student performance and attainment including formal testing and examinations, practical and oral assessment, and classroom based assessment carried out by teachers and portfolios. Many curricula in language schools reflect Tylers (1949) classical model that specified objectives, content, and means of achieving and assessing pre-determined learning outcomes. This model of behaviourism views the learner as a passive absorber of information provided by the teacher and in this way learning becomes an incidental rather than an intentional process. Gipps (1994) argues that the dominance of this model in the classroom, has meant that teachers have focused their instruction on discrete skills and on decontextualized test items, with continued practice until mastery is achieved. Black and Wiliam (1998a) found this type of testing encourages superficial or shallow rote learning, as learning isolated facts, quickly disappear from the memory because they have no meaning and do not fit into the learners conceptual map. This has been witnessed many time in our classrooms where on one day students are able to recite easily a list of vocabulary or grammatical rules, as they have just done that in class or in a test, but are unable to recall the same information, a few days later. An alternative to this behaviourist/objectives model comes from constructivist psychology which argues that knowledge is not directly transmittable from person to person, but rather is individually constructed or discovered. Glasersfeld (1989) argues that the responsibility of learning should reside increasingly with the learner and constructivism emphasizes the importance of the learner being actively involved in the learning process, unlike previous educational viewpoints where as we noted above the responsibility rested with the instructor to teach and where the learner played a passive, receptive role. Glasersf eld (1989) urges that learners be taught how to learn by engaging their metacognitive functions, resulting in learning being an intentional process and leading to deep learning. Sadler (1989) supports this by saying that developments in metacognition tell us students need to become competent assessors of their own work. McDonald and Boud (2003) have argued that the formal development of self-assessment skills is an important part of the curriculum at all levels (p. 210) with Black and Wiliam (1998b) stating that self-assessment is an essential component of formative assessment. In support of this active learning approach, Gipps (1994) advocates for more frequent and a greater range of assessments, such as essays, performance assessments, small group tasks and projects. Bould (1991) defines self-assessment as the involvement of students in identifying standards and/or criteria to apply to their work and making judgements about the extent to which they have met these criteria and standards. (Boud, 1991, p.5). The latter stage, often called self-grading or self-testing is only one aspect of self-assessment and Bould (1995) warns against an overemphasis on this aspect as it can direct attention away from involving learners in identifying and engaging with criteria, a stage which he says is both difficult and often neglected. In China today, assessments give all the power to the teacher, to make unilateral and final judgements on a students work. However, if we want our students to become independent, active learners, then this relationship between student and teacher needs to be changed and by incorporating self-assessment into classroom learning, students as well as teachers acknowledge assessment as a mutual responsibility, and not as the sole respon sibility of the teacher (Oscarson, 1989). Other relevant issues concerning assessments noted by Black and Wiliam (1998a) were: the filling in of records rather than analysing students work to identify their learning needs; and the over-emphasis on awarding marks and grades, often using normative referencing, which encourages competition rather than personal improvement. Many of our learners experience of normative referencing in their previous schools led them to believe that they lacked ability and as a result they had lost confidence in their own capacity to learn. Therefore, as a result of this, we adopted a more ipsative approach where learners are more focussed on their own gains rather than others grades. In support of this Hounsell et al. (2008) noted that awarding grades often comes at the expense of giving useful advice or feedback, which needs to be integral to the ongoing teaching and learning cycle, as achievement gains from formative assessment are amongst the most substantive of all pedagogical interventions. E llery (2008, p. 422) elaborates on this by saying that, the opportunities for learning are greatest in formative assignments requiring drafts where students receive feedback and have the occasion to actively engage with the feedback to improve the product in its subsequent draft(s), such as in essays. Gipps (1994) argues for the use of qualitative descriptors believing that collapsing or aggregating all results to provide a single figure for reporting is to lose detailed information. When scores must be aggregated for reporting then we need to use models which result in the least loss of information and to make the rules explicit. To summarise, I feel the program should consider the learner as an active participant, use a range of formative assessments, with a focus on self-assessments, feedback and leaners progress rather than awarding grades. What are the benefits, issues of using self-assessments and are they reliable? To evaluate self-assessments, the literature was reviewed to establish the associated benefits and issues, in addition to the reliability of the tool for sour situation. Several benefits of using self-assessment have been identified. A number of language researchers have found self-assessment to be a reliable method of improving students language skills and abilities (Ekbatani, 2000; Nunan, 1988), developing learner autonomy and metacognitive engagement (Andrade and Du 2007; Cassidy 2007), enhancing learning, including deep and lifelong learning (Taras 2008) and it contributes to student achievement (Hughes, Sullivan Mosley 1985; Schunk, 1996; Ross 2006). Studies have also shown that self-assessments has a positive effect on students learning motivation (Pope, 2001) and learning performance (McDonald Boud, 2003). However, several issues with self-assessment have also been identified. Some students are reluctant to self-assess, feeling they lack the necessary skills, confidence or ability to judge their own work or simply are afraid of being wrong (Leach 2012), preferring and expecting to be assessed by experts (Evans, McKenna, and Oliver 2005) or students may see it as the teachers responsibility (Brown and Knight 1994). In addition, in many Asian countries the very concept of self-assessment goes against deep-rooted cultural expectations about learning and giving themselves a good grade is considered inappropriate, boasting (Leach 2012), resulting in individuals from Eastern cultures generally displaying a modesty bias, and thereby underrating their performance (Yik, Bond, and Paulhus, 1998). Therefore, it is important to explain the rationale to the learners and demonstrate that as learners we daily self-evaluate (e.g. reciting a list of words). To address cultural issues it may require ind ividual consultations to allay concerns. Although self-assessment is being used in a range of settings: science, maths, and language classes; primary, secondary and tertiary education; there is still some doubt about its reliability which Gipps defines as the extent to which an assessment would produce the same, or similar, score on two occasions or if given by two assessors (1994: p. vii). Bachman and Palmer (1989) found that a group of EFL learners in the US were able to reliably self-rate themselves for their communicative language abilities. Boud and Falchikov (1989) found there was no consistent tendency to over or underestimate performance by students. Some students in some circumstances tended towards one di ­rection, others in the same or different situations towards the other. However, they found the ability of self-assessors was a noticeable variable, with the more able students making more accurate self-assessments than their less able peers. Weaker and less mature students also tended to overrate themselves an d the weaker they are, in terms of teacher ratings, the greater the degree of overrating. One explanation offered by Boud and Falchikov (1989) for this was learners not being aware of, or choosing not to subscribe to, the standards set by teachers, erred on the side of optimism. Boud and Falchikov (1989) also found that over-estimates are more likely to be found if the self-assessments contribute to the students grade in a course and young children may over-estimate due to a lack of cognitive skills to integrate information about their abilities and are more vulnerable to wishful thinking. Ross, et. al (1999) found that agreement of teacher and student assessments is higher when teachers provide direct instruction to students on how to self-assess their work, Ross (2006) says that the strengths of self-assessment can be enhanced and weaknesses addressed through training students how to assess their work thereby placing training as central to the successful implementation of self-ass essment. According to Ross (2006), one other factor which may be overlooked by teachers is that students may include in their self-assessments information that is not available or obvious to the teacher, such as effort. We have found that discussing with the students their grade helps to draw out underlying beliefs of the students on their work, rather than relying totally on the physical evidence presented. Issues identified with previous studies Ross (2006) and Boud and Falchikov (1989) after extensive review, both found a lack of sufficient studies looking at improvement over time, to draw any firm conclusions and there is particularly a lack of studies on the influence of practice on self-marking over time. They also expressed some concern about the quality, especially regarding the lack of definition in the criteria used by teachers and students, something we address later in the essay. What needs to be consider before Implementing Self-Assessment Considering what the literature provided, outlined below is the approach taken on implementing self-assessment in EPP. Firstly, as identified by Boud (1995, p.189), an effective program needs to gain student commitment, link well with the subject matter, and encourage students to take greater responsibility for learning. A common issue on many language courses which follow the objectives approach, is only the products of learning are assessed which is insufficient to guide learning. However, on the EPP the process of learning is often of greater importance than specifically what is learned as not all learning is evident in a final product, no matter how well thought out the assessment tool may be. We will look at now how negotiating criteria and the selection of evidence can involve learners more in the assessment process. Negotiating the Criteria Boud (1986), maintains that the involvement of learners in making decisions about the criteria which are appropriately applied to their work and their making of judgements about achievements is the key characteristic of self-assessment. He further says that engagement in such activities helps to stimulate metacognitive skills and wean students from dependence on the assessments of others. Boud (1995) suggests two approaches to generating criteria; structured group activities and structured written schedules. The former is used to generate common criteria for a class, and I have found it a good way to start the process as the class generates and discusses potential criteria for inclusion. This can address some of the issues identified earlier such as; students reluctance to self-assess, supporting less able students, and poorly defined criteria. In general, for writing tasks there are four areas that are looked at, Grammar, Lexis, Coherency and Content. The discussion can help student s to become more aware of the criteria and assist them in the structured written schedules, which consists of three steps to guide each student in individualising the process. These steps are as follows: identifying the criteria which they consider appropriate to apply to their work, for example they may choose a number of the four areas or another such as format, thereby taking responsibility for learning and personalising it; clarifying these criteria, what specific area for example are they examining; and assessing the priority or emphasis which they wish to give to each criteria, encouraging deeper thinking and learning Once satisfactory criteria have been generated, students then use them to judge their own performance. From a checklist of the criteria, students may simply award themselves a mark with respect to each criterion chosen, and then make a statement justifying that mark (e.g. on format, I have written four paragraphs, including a clear introduction and conclusion). The emphasis on which criteria is important to the learner will change over time as they identify additional areas of weakness or choose to challenge themselves. The initial negotiation of the criteria occurs within the first two weeks of the program so learners can become familiar and start using them as quickly as possible. Learners discuss with teachers the criteria that they have chosen to be used in assessments, to eliminate potential confusion and to avail of support. The selection of evidence. The learners are involved in deciding on the form and quantity of evidence to be used in assessment, which allows for individuals to take more responsibility, by selecting from their own work and creating a portfolio, which will be explained in greater detail later. Learners indicate what evidence they have chosen, for the attainment of their goals, including essays written, as well as feedback received, and reflections. The negotiation of learning goals. Historically, the majority of assessment tools have been created based on external goals and imposed on the learners usually by the curriculum. However, it is important and appropriate that students are actively involved in setting class or personal goals and assessing themselves so that through this, they are more invested in learning and develop the skills required in how to learn, leading to the development of independent learners and critical thinkers. Self-assessment can provide a very personal and detailed record of learning. This negotiating of goals occurs early in the program so that the purposes and directions of the program are set to meet the learners self-perceived needs. Initially these are quite general but over time become more refined and individualistic as they are reviewed or change during the course. Goals may relate to the process as well as the outcomes of the course. Goals should be of a personal or context-specific nature (e.g. I want to be able to write a per sonal statement). Assessment approach on EPP On the EPP we have endeavoured to compile an assessment for learning approach, which supports the teaching/learning process, rather than assessments of learning which, simply measures student performance by tests and examinations. Tasks, which support higher order skills and support learners learning goals are utilised. Examples of tasks used are as follows; written essays, role plays, maintaining vocabulary and reflective learning journals. Some of the characteristics, and underlying reasons for the tasks are as follows: a clear rationale for the activity, so that learners can be actively engaged with a task which they accept is for learning (not passively following a set of instructions); explicit procedures so learners know what is expected of them, both in carrying out the tasks and in self-assessing; given that these were mainly new experiences for them, and that lack of training was identified as a major failing in previous studies; the task is constructed to allow significant elements of choice by the learners so that they can begin to own it and make it meaningful and worthwhile for them, taking greater responsibility for their own learning and learn to become independent of their teachers (Boud 1988); selection and reflection elements which reinforce student responsibility in taking charge of their learning and it provides a more valid, individualised assessment (Boud, 1995); reassurance so that learners can be honest about their own performance without the fear that they will expose information which can be used against them, and to address and cultural sensitivities or bias; tasks contribute to the final grade, although, based on the findings of previous studies, there is the potential for learners to overestimate or underestimating due to cultural bias, it was deemed necessary to do this to because of the general need for recognition by learners and to comply with external bodies; allocation of class time to complete the tasks and to enable learners to get assistance, this alleviates time pressures on the leaners and to also allow for sufficient training/retraining to take place so learners gain confidence in the process; Finally there was an emphasis on the process rather than just the product of assessment (Boud 1995). Students on the program are allowed to work and re-work their written drafts, based upon multiple sources of feedback, until such time that it is ready to be submitted allowing for students writing ability to be assessed in an ongoing, authentic context. Teachers were advised to exercise caution as tasks are usually completed over a period of time, both inside and outside the class and the degree students are assisted with feedback has the potential to affect validity (Boud, 1995). To address reliability, moderation where teachers and students scores are compared, can be used. However, if teachers moderate students results excessively, then students do not put much effort into being objective but simply rely on the teacher to do the assessing. At the same time, if teachers place the full responsibility on students, the danger is that there will always be some students whose self-assessment is not justified, however, the payoff is that the majority of students undertake their self-assessment much more seriously, and therefore learn a great deal more in the process of doing it (Boud, 1995). Portfolios of Evidence A recent trend in language assessment advocated by Boud (1995) and Race (2001) is the inclusion of portfolios in a course. A portfolio allows students to track their progress by compiling a selection of their work, selected from larger body of work. The portfolio is then presented with feedback comments and a reflective piece written by the student to justify the selection. Race (2001) points out that while most other forms of assessment are like snapshots of particular levels of development, portfolios can illustrate progression, reflecting how quickly students can learn from and implement feedback. The involvement of the student in reviewing and selecting is central, helping student-centred learning to become a reality (Calfee Freedman, 1996). Kathpalia and Heah (2008), stress the importance of reflection stating that a writing portfolio without reflection is merely a collection of written work which does not contribute to real learning. Portfolio Procedure At the beginning of the program, time is taken to ensure learners are provided with instructions on how to reflect on activities as well as filling self-assessment checklists through which they could improve their autonomy in writing. As identified earlier, training is key to the successful implementation of self-assessment. After the first two weeks, a simple class checklist was created for the purposes of self-assessment. An exemplar piece of writing was then given to the individual learners and they were asked to use the self-assessment checklist with this writing. The results were discussed with the class along with individual consultations. This process was then repeated with another piece of writing. Once learners were familiar with using the checklists, they could create their own, using the individual criteria chosen by themselves. After that, learners were then given a list of topics to choose from and were required to write one task during class and one outside the classroo m. Learners then had to assess their work using their individual checklists. Again, the general results were discussed with the whole class in addition to individual feedback sessions. After one month learners showed significant improvement in self-assessing as confidence grew and could begin to self-evaluate their own work independently, using their own checklists, and to add them to their body of work. Grades were awarded by the learner based on their individual, agreed negotiated criteria. Initially, each student awarded themselves a grade together with a justification for it based upon the evidence submitted. Students are encouraged to consult with their peers if they are lacking confidence and to focus on the process of evaluation rather than simply the grade. Independently of this, a teacher assessment is made using the agreed criteria on the evidence available but without knowledge of the students proposed grade. If the two proposed grades did not fall within the same band, a discussion took place during which each party justifies their grade. Agreement generally resulted, but there is provision for final arbitration by a third party if needed. Race (2001) argues that portfolios can be high on validity as it is possible to assess appropriate evidence of achievement relating more directly to intended learning outcomes, than (for example) can be achieved just with written exams. Race continues by saying that portfolios contain evidence reflecting a wide range of skills and attributes, and can reflect students work at its best, rather than just a cross-section on a particular occasion, such as one-off exams. He cautions that ownership of the work can sometimes be in doubt and the inclusion of an oral assessment or interview, can validate the origin of the contents of portfolios. There are however, some issues with portfolio use, with McMillan (2004) and Race (2001) highlighting that assessing portfolios is time-consuming, requiring time for both designing the portfolio and preparing rubrics for scoring. In addition to that, the teacher has to train learners to self-assess their work adequately, which often entails a one-to-one conference with each student so that portfolio implementation is done properly. As McMillan puts it, portfolio assessment requires time, expertise, and commitment (2004, p. 238), all of which are not always available. Reflective Learning Journals Reflective learning journals are another important aspect of self-assessment and the EPP, with evidence showing that good learners have better metacognitive processes than poor learners (Ertmer and Newby, 1996). Developing reflective skills is an important aspect of self-assessment, leading to a reflective practitioner which according to Schà ¶n (1987), includes: reflection-in-action that is immediate, short term, concerned with a devising a new strategy for approaching the situation; and reflection-on-action, typically undertaken some time after an event has occurred. The challenge we had was ways of incorporating reflective activities in the course. Boud et al, (1983) suggests that learners maintain a journal, to reflect on their learning, over a sustained period, maintained with the intention of improving or supporting learning. Records can include both academic as well as personal development with students generating records on such items as: their objectives and how these have been addressed and achieved; expectations, attitudes, values, beliefs, and skills. The records can start off structured but may become more unstructured as learners take ownership. Morrison (1996) identified some matters which need to be considered regarding the reflective activity: not all students find reflection easy; there may also be cultural issues where the concept is particularly difficult to grasp; and what is the depth of reflection required. A means of addressing these is to provide real examples of reflective writing, as well as some structured questions to the learners. Allowing for adequate practice and providing opportunities for feedback can also alleviate any potential problems. In terms of assessing the work, initially a journal may be considered satisfactory and passed, or not yet satisfactory and not yet passed, avoiding some of the difficult judgements about work that may be very diverse and / or creative (Morrison 1996). We found that this can also encourage gr eater participation as leaners feel that they are not being scrutinised about what they are writing. Evaluation of using Self-assessment in EPP One of the greatest challenges was with the concept of criteria where both the teachers and learners preferred to rely on well-known externally imposed criteria rather than take ownership of self-generated criteria, negotiated in the classroom. Indeed, there was also a strong resistance from the institute itself, however the future success of this approach the acceptance and willingness of all the participants. From an learners perspective Each term, a survey concerning the course in general and the use of the self-assessments is conducted to gather the views of the learners. For the most part, after the initial introductory phase, learners find self-assessment a useful tool which helps them focus on their own learning: I found it very difficult in the beginning but now I know it will be good for my future study. Difficult to start but then I started to enjoy it when I realised what I had achieved. Students commented on the tasks in general (reflective journal; self-assessment): A very interesting and different experience for me. I learned how disorganised I am and that I need to change. I now have more confidence in my work before I submit it. Students were very positive on the experience: Amazing, I had no idea that I had achieved so much until I reviewed my journal at the end. I now really enjoy reflecting on what I have done not just memorising information. Students rarely, if ever find the task of self-assessment easy, especially in a Chinese society where the teacher is traditionally viewed as having ultimate control. Some learners are naturally more self-reflective or self-critical than others, and some are more willing to share their learning than others. It provides an opportunity for students to reflect on their learning and think about the applications of ideas in their own situations. It is common for them to report that they only start to become aware of what they have learned when they looked back on the course in a systematic fashion, in preparing to submit their portfolios. Two major obstacles that learners had difficulty overcoming was the doubt in their ability to assess themselves and the objection to the concept of self-grading, arguing that grading should be the sole responsibility of the teacher, which is similar to studies mentioned earlier (Leach 2012, Brown and Knight 1994) however, we feel this has been addressed. From the Teachers Perspective Despite the increase in using self-assessment, Ross (2006) explains that teachers still retain doubts about the value and accuracy of the technique, saying many teachers holding the view that learners are incapable of self-assessment believing that learners are unable to appreciate or understand the process. In our situation some of the more senior teachers resisted the change in the power dynamic that self-assessment entails as it not only changes the role of the teacher but also the relationship between the teacher and learner. A secondary issue we experienced was when the teachers themselves are unsure of or are having difficulty in interpreting criteria and are therefore reluctant to negotiate with the learners. However, I have found that through the process of discussion the criteria ultimately become clearer. From my perspective Producing a portfolio of evidence has the advantage of students summarised and demonstrating their learning at many different stages of learning and has been a valuable takeaway from the program for the learners. Now before submitting a written piece of work, many learners have gone through the process of self-assessing and therefore have formed an educated opinion of how good they think the work is which leads to reduced anxiety. Overall, assessment portfolios are beneficial to students. They give them the opportunity to reflect, and to develop their abilities in assessing their own work and understanding. Thus, learners end up eventually taking responsibility for their own learning and have continuing opportunities for using their creativity and imagination and increasing the quality of their work (Barton and Collins 1997). On reflection, I believe that although portfolios require considerable work on the part of both the students and the teacher, they provide a much more effective assessment tool than those used traditionally because the ongoing and developing nature of the portfolio provides a much clearer indication not only of what the learners have achieved (the learning process) but also what the teacher has enabled the learners to achieve (the teaching process

Dying at a Young Age :: Death Youth Accidents Essays

Dying at a Young Age Death can occur at any age or period in a person’s life. Death is a natural part of life that everyone will one day have to face. So why does it seem so different when a young adult or adolescent dies in comparison to an older adult? Is it so different? My brother lost two of his best friends in the last three years. One in a car accident and one to a terminal illness. I also lost my best friend in a car accident. In this paper we will look at why people consider it so different when a younger person dies, as well as what is appropriate behavior in dealing with death. MT was a fourteen year old boy that was entering his freshman year of high school. MT was very athletic and active young man. One day MT, used to the usual severe headaches that he sometime got, blacked out. His parents rushed him to the emergency room. The doctors believed it was just a seizure. After a couple weeks in the hospital MT was released from the hospital just before Thanksgiving. On Thanksgiving day MT blacked out again. He was again rushed to the hospital. This time doctors believed it was a tumor, but had to wait for the swelling in the brain to go down to do surgery. MT went into a coma, which he never came out of. The doctors finally figured out MT had a rare disease called Moa-Moa. The disease caused the blood vessels in the brain to burst. MT died five days before his fifteenth birthday. CO, a typical high school senior, thought he was invincible. CO decided to drag race one of his friends. As they went around a forty-five mile per hour curve at eighty miles per hour CO left the road. CO was instantly killed as two passengers walked away with a few cuts and bruises. MW, a twenty year old college student, was on her way home for the summer break. MW looked up to see another car in her lane trying to pass a semi.

Comets Essay -- essays research papers fc

The first written records of comets date back to nearly 3,000 years ago from China and Europe. The accounts of these comets were believed to be the causes of terrible events that occurred afterwards. In more recent times, however, astronomers have found out what they really are. A comet is basically a mixture of ices, from both water and frozen gases, and dust. They have also been given the names â€Å"dirty snowballs† or â€Å"icy mud balls.† The typical comet is less than 10 kilometers across. They spend most of their time frozen solid in the outer parts of our solar system. Comets are composed of five parts: the nucleus, coma, hydrogen cloud, dust tail, and ion tail. The nucleus is pretty solid and stable, composed mostly of ice and gas with a small amount of dust and other solids. The surface of the nucleus is best described as a black crust. Comet nuclei can range from 1 kilometer to about 50 kilometers across. The black crust on the surface of the nuclei helps the comet to absorb heat, which causes some of the ices under the crust to turn to a gas. Pressure builds up underneath the crust and causes the surface to bubble up in some places. Eventually, the weak spots of the crust break open from the pressure, and the gas shoots outward; astronomers refer this to as a jet. Dust that had been mixed in with the gas is also pushed out, and as more jets appear, a small gas and dust shell forms around the nucleus, and this is called the coma. The coma, also called the head, is a dense cloud of water, carbon dioxide and other gases and comes off of the nucleus. They can be several thousand kilometers in diameter, depending on the comet’s distance from the sun and the size of the nucleus. The size of the nucleus is important because since large nuclei have a greater surface area facing the sun, which is the side that is the warmest, hence the side where most of the jets are coming from, it means more jets and greater amounts of gas and dust go into the coma. Even though the coma can get to be very large, its size can actually decrease about the time it crosses the orbit of Mars. At this distance the particles that drift out from the sun act as a powerful wind which blows the gas and dust particles away from the nucleus and coma. This is the process, wh ich makes the comet’s tail. The hydrogen cloud is very large at millions of kilometers... ...elieved that the comet Hale-Bopp was going to cause something very bad to happen, so they all committed suicide. If people can have a better understanding of what comets are, things like this could possibly be prevented. The roles that comets have played in the earth and in life as it is today are really big and important. If it had not been for comets, then life could possibly not have even existed now. Also, many creatures, for example the dinosaurs, have become extinct because of the comets colliding with the earth. If the comets had never made these creatures go extinct, then life would without a doubt be different. â€Å"Works Cited† Franklin, William. â€Å"Small Comets.† Online. Internet. Available: http://smallcomets.physics.uiowa.edu/ Hamilton, Calvin. "Asteroid Introduction." Online. Internet. Available: http://www.solarviews.com/eng/asteroid.htm Laborde, John. â€Å"Comet West.† Online. Internet. Available: http://www.solarviews.com/cap/comet/west.htm Rondlen, Michael. â€Å"Comet.† Online. Internet. Available: http://windows.ivv.nasa.gov/ Sipes, Russell. â€Å"Comet Hale-Bopp.† Online. Internet. Available: http://www.sipe.com/halebopp/"Comet Hale-Bopp"