Discrimination

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Bridging the Gap

"Equal means getting the same thing." These were the words of Thurgood Marshall, both Supreme Court justice, and legal director of the NAACP. On February 1, 10, the National Association for the Advancement of Colored People was founded by a multiracial group of activists who initially called themselves the National Negro Committee. This group was built on the individual and collective courage of thousands of people. These people of all races, nationalities and religions, fought for one purpose that all men and women are created equally. The NAACP has a network of more than ,00 branches covering all 50 states, the District of Columbia, Japan and Germany. These branches are divided into seven regions and are both managed and governed by a National Board of Directors. The headquarters of the NAACP is located in Baltimore, Maryland. Today, the total number of members in the NAACP is over 500,000 people. For 87 years, the NAACP through political pressure, marches, demonstrations and effective lobbying, has served as the voice, as well as the shield of minority Americans. As the nations largest advocacy organization, the prolonged protest for peaceful change has been felt in every corner of American life.

Not Without Laughter is story that provides an accurate picture of the life of an African American family in the early twentieth century. It provided its readers with the struggles of racism that African American families faced through out the fight for equality. The NAACP, who's goal was to end these struggles and these brutal ideas of inequality, fought to ensure African Americans with a better life. Langston Hughes, who has many poems published by the NAACP, was also an active member of the fight for equality. His story portrayed a very important idea that was firmly established in both the black community as well as the white community. This idea was that African Americans were not equal with the white community during the early twentieth century. He allows the readers to feel the hate that racism unleashes through Sandy's experiences as well as the hardships that Sandy and his family had to go through in a society dominated by whites.

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How do the authors of "Black Rain" and "No Exit" portray the characters and their personality? How successful were they in constructing the characters? Discuss

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Dealing with adversity is very revealing for Sartre and Ibuse. Of the two, Sartre focused on revealing the nature of the characters by keeping the plot of the play "No Exit" to a minimum. Sartre did this to show his existentialist view of the world where making choices shapes the personality of a character.

Both authors concentrate on major characters but also their skill in characterization is shown when they are able to portray the personality of minor characters in a short period of time.

In 'No Exit' Sartre characterized the Valet in a short time. The Valet gives an impression to the reader of being a gentleman with polite gestures from the beginning of his entrance. The first word he says is "Yes Mr. Garcin." Referring to the character with 'Mr.' shows how he is a polite, well-mannered man. Furthermore, he replies to other characters with 'sir.' In pg. 4, the Valet replies to Garcin "Sorry, sir. No offence meant." Also in pg. 8 "This is your room, madam. If there's any information you require-?"He informs Inez of the things she does not know. In this short period, we can see how the Valet is characterized to be a gentle, polite man.

Sartre also gives personality to the characters who are mentioned in the book but do not appear. He does this by making other characters reflect upon their life to describe them. Estelle characterizes Olga when she sees the vision of her funeral. Pg. 11 "She's not crying, and I don't blame her, tears always mess one's face up, don't they?" This suggests how Olga was not upset when Estelle died but was actually happy. We can see this in pg. "Our poor dear Estelle"? Oh, don't be such a humbug! You didn't even shed a tear at the funeral…" This further emphasizes that Olga was happy when Estelle died. Also "Poor Estelle wasn't exactly- 'No, I wasn't exactly- True enough" Olga tells Peter everything that Estelle did, which shows that Olga wanted Estelle to die so she can get close with Peter.

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Similar to Sartre, Ibuse reveals his skill in characterization of minor characters through a short interval. Teiko's character is portrayed when Shigematsu meets Teiko on the way home from his temporary headquarters. We can see how she likes to gossip. We can see evidence of this in pg. 05 "She also gave me snippets of confidential information," Furthermore, in pg. 0 "Another had told her about some American-made" This shows how she cannot keep secrets. Adding to this, in pg. 0 "Noncommisioned officers had turned up in Imbe from somewhere or other and tested the performance of the hand grenades." From this we can identify Ibuse's skill to characterize Teiko in a short period of time.

Another character that Ibuse characterizes in a short time is Lieutenant-Colonel Washio. His brutal and cruel nature is shown from the fact that he recruited people who had physical defects. Pg. 8 "You're little better than a pack of traitors." Lieutenant-Colonel Washio refers to the recruits in a cruel manner calling them 'traitors.' To further emphasize this point, in pg. "(the commander) hit him full across the face with his open palm, then, as he reeled from the blow, swept his hand back to hit the other cheek." He treats the recruits like slaves. We can see how the recruits had physical defects from pg. "Many had actually been drafted both this year and the year before, but had been sent home again on the same day because of physical defects." Ibuse successfully revealed Lieutenant-Colonel Washer's military attitude by having long descriptions of his brutal actions.

On the other hand, when both authors reveal the personality of major characters, one method that they use is the manner of speech the characters talk in. Shigematsu has a scientific, observant way of talking even when he is in a disaster. He uses many scientific words and several hypothesis and conclusions. We see in pg. 87 "Leaning at an angle of 15º". Also in pg 16 "started to draw the diagram for Pythagoras's theorem." And in pg 171 "horizontal parabola" Ibuse shapes Shigematsu's scientific character in this way.

Furthermore, Ibuse characterizes Shigematsu by the actions he takes. In Black Rain, the reader can observe how he is a responsible character. In the beginning of many chapters, he insists on writing his journal until Shigeko calls him to stop. Pg. 5 "Shigematsu! Whatever time do you think it is? I'd be grateful if you'd call it a day" From this we can see Shigematsu's dedication and will to complete his journal because he has been working on it for a long time. Furthermore, Shigematsu goes back to the coal mine although he knows that there is no supply. He goes because his boss tells him to which shows his loyalty and responsibility to his company. Also, Shigematsu leads Shigeko and Yasuko through Hiroshima after the bombing with a calm and observant manner. From this we can see how Ibuse reveals the nature of Shigmetsu by the action he takes.

In "No Exit" Sartre portrays Inez's sarcastic and cruel nature by the way in which she delivers her opinion. Pg. 16 "Inez (breaks in ironically) -a hero!" Here we can see that Inez is being sarcastic because of the stage direction and her word choice. Also in pg. 15 "Well, do it. Do it if you can." We can see Inez's cruel nature daring Estelle to do what she says. Additionally, in pg. 7 "He shot himself because of you." We can say from these points that Inez's daring and inquisitive nature is shown by how she approaches the other characters. This helps to emphasize the existentialistic view of Sartre.

Moreover, Sartre gradually reveals the true nature of his characters as the play progresses. Garcin who is the first to arrive in hell has his personality exposed through his actions. In the beginning, Garcin is well aware of keeping his self-image but towards the end, his nature of cowardness is revealed. In pg 7, Garcin starts to kiss Estelle but he pauses and quits. Adding to this, in pg. 4, Garcin wants to leave the room and the door opens but Garcin does not go out of the room saying, "I shall not go". By these techniques, Sartre and Ibuse are similar in the way that they portray the characters by their manner of speech and action. However, playwrights are limited in revealing character so Sartre effectively uses speech and action to expose the personality of his characters.

The distinction between the two authors is that Ibuse uses a different style of writing by the use of the diary. Ibuse uses diaries in order to provide the true emotions of the characters where we can trust what the characters are saying. Shigematsu does not show his emotions very often in the novel. It is rare for Ibuse to include direct emotions of characters, this greatly emphasizes this when it is mentioned in the novel. Pg. 161 "I hated war. Who cared, after all, which side won?" This quote shows strong hatred towards war but we see how Ibuse never puts the blame on any country. Furthermore, 'I hated war' is a very short phrase, which has a great impact onto the reader. Shigematsu's hatred towards war can also be seen in pg. 150 "It was outrageous for soldiers on active service at such a time of emergency … along as bold as brass in an army truck and cheat civilians" Moreover Shigematsu states in pg. 161 "Did the poet fancy himself as an insect, with his prating of his 'friend' the worm? How idiotic can you get?" This unusual revelation of Shigematsu's hatred towards war shows his strong emotions. This helps to shape Shigematsu's character because his emotion is usually restrained in the novel. Therefore, when it is conveyed, it gives a stronger impact to the reader. By using the novel to portray emotions, Ibuse is able to characterize Shigematsu to have a restraining personality, but gives his strong opinion when it is needed.

Ibuse's purpose for characterization is to make the story of the bombing as realistic as possible in order for the readers to remember the people who died. Also, he did this to protest that war is useless. Sartre revealed the true nature of the characters through his play, to effectively show his views on existentialism. The portrayal of the characters successfully fulfilled the intention of the authors. Through the essay, I experienced that characterization is an important aspect of the novel in order to get the message across from the author to the reader.

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Discrimination

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War On August nd, 10 Iraqi military forces invaded and occupied

the small Arab state of Kuwait. The order was given by Iraqi

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dictatorial president Saddam Hussein. His aim was apparently to take

control Kuwait's oil reserves (despite its small size Kuwait is a huge

oil producer; it has about 10 per cent of the world's oil reserves ).

Iraq accused Kuwait, and also the United Arab Emirates, of breaking

agreements that limit oil production in the Middle East. According

to Saddam Hussein, this brought down world oil prices severely and

caused financial loss of billions of dollars in Iraq's annual revenue.

Saddam Hussein had the nearly hopeless task of justifying the

invasion. He plead the fact that Kuwait had been part of the Ottoman

province of Basra, a city in the south of Iraq. However, the Ottoman

province collapsed after World War I and today's Iraqi borders were

not created until then. There was also a further and more obvious

blunder in a bid to justify this illegal invasion. Baghdad, the

capital of Iraq, had namely recognized Kuwaiti independence in 16.

Furthermore, Hussein claimed that Kuwait had illegally pumped oil from

the Iraqi oil field of Rumaila and otherwise conspired to reduce

Iraq's essential oil income.

By invading Kuwait, Iraq succeeded in surprising the entire

world. The USA ended her policy of accommodating Saddam Hussein, which

had existed since the Iran-Iraq war. Negative attitude toward Iraq was

soon a worldwide phenomenon. The United Nations Security Council

passed 1 resolutions condemning the invasion. The ultimate decision

was to use military force if Iraq did not withdraw unconditionally

by January 15, 11. Then, when the deadline was set, it was time to

start preparing for the worst-the war. President George Bush

confronted little difficulty in winning Americans' support for the

potential war against Iraq. However, the government found it difficult

to decide upon and state one overriding reason for going to war. Was

it to oppose aggression or was it just to protect global oil supplies?

Other powers were more directly concerned as consumers of Persian Gulf

oil, but they were not as eager to commit military force, to risk

their youth in battle and to pay for the costs of the war. Critics of

President Bush continued to maintain that he was taking advantage of

the issue of energy supplies in order to manipulate the U. S. public

opinion in favor of war.

After consulting with U. S. Secretary of Defense Dick Cheney in

early August 10, King Fahd of Saudi Arabia invited American troops

onto Saudi soil. He had seen Kuwait's destiny; therefore, he wanted

protection. It was also the interest of the USA to stop any further

advantage of the Iraqi army. The deployment was called "Operation

Desert Shield." These troops were armed with light, defensive

weaponry.

On November 8, 10 President Bush announced a military buildup

to provide an offensive option, "Operation Desert Storm," to force

Iraq out of Kuwait. The preparation of the operation took two and

a half months and it involved a massive air- and sea lift. Finally, in

January 11, the U. S. Congress voted to support Security Council

resolution 660. It authorized using "all necessary means" if Iraq did

not withdraw from Kuwait by January 15. Shrugging off this final

warning, Saddam Hussein resolutely maintained the occupation of

Kuwait. The United States established a broad-based international

coalition to confront Iraq militarily and diplomatically. The

military coalition consisted of Afghanistan, Argentina, Australia,

Bahrain, Bangladesh, Belgium, Canada, Czechoslovakia, Denmark, Egypt,

France, Germany, Greece, Hungary, Honduras, Italy, Kuwait, Morocco,

the Netherlands, New Zealand, Niger, Norway, Oman, Pakistan, Poland,

Portugal, Qatar, Saudi Arabia, Senegal, South Korea, Spain, Syria,

Turkey, the United Arab Emirates, the United Kingdom, and the United

States. The war also was financed by countries which were unable

to send in troops. Saudi Arabia and Kuwait were the main donors. More

than $5 billion was pledged and received.

Before the war, it appeared obvious that Iraq would have very

little chance against the Coalition. The relative strength between the

parties was extremely unequal. The most critical difference was that

the Coalition had a total of 600 aircraft, over three times more

than Iraq's 800 aircraft. Most Arab observers thought Hussein would

not last more than six months. Lieutenant General Khalid bin Sultan,

the commander of the Arab coalition forces, gave Iraq's leader only 40

days, and repeated this prediction many times. Iraq's prospect was

dreary.

President George Bush waited two days after the UN deadline for

Iraqi withdrawal from Kuwait before ordering the Coalition to begin

action against Iraq. The winds of Desert Storm began howling across

Iraq on January 17, 11, at .0 am Baghdad time. Bhagdad was bombed

fiercely by the coalition's fighter airplanes in the first night of

the war. An interesting fact is that several weeks before this, US

intelligence agents successfully inserted a computer virus into Iraqs

military computers. It was designed to disable much of Baghdads

air-defense system.

To minimize casualties, the coalition forces, under the command

of U.S. General Norman Schwarzkopf, pursued a strategy beginning with

five weeks of intensive air attacks and ending with a ground assault.

Drawing on its 1,800 planes, land- and carrier-based, the United

States flew the greatest number of sorties. The British, French, and

Saudis made up most of the rest. Besides the tremendous air power, the

coalition deployed technologically advanced weapon systems, such as

the unmanned Tomahawk cruise missile, advanced infrared targeting that

illuminated Iraqi tanks buried in the, sand and laser-guided bombs,

"smart bombs." Its use of brand new aircraft that never before had

been engaged in combat, such as British Tornados and U. S. F-117A

Stealth fighters, gave the Coalition an accuracy and firepower that

overwhelmed the Iraqi forces. The large-scale usage of air force and

latest technology made the war short and saved great numbers of

Coalition soldiers' lives.

After establishing air superiority, coalition forces disabled

Iraq's command and control centers, especially in Baghdad and Al

Bashrah. This caused the communication to fail between Baghdad and the

troops in the field. The next stage was to attack relentlessly Iraq's

infantry, which was dug in along the Saudi-Kuwaiti border, and the

elite 15,000 man Republican Guard in southeastern Iraq and northern

Kuwait. Iraq retaliated by using mobile launchers to fire Scud

missiles at Saudi Arabia and Israel, a noncombatant coalition.

Overall, Hussein's forces launched Scuds. The United States

countered this threat with Patriot antimissile missiles, called also

"Scudbusters," and commando attacks on Scud launchers.

Patriot missiles gave an engagement rate of nearly 6 per cent.

The coalition's air raids on Iraq's infantry lowered Iraqi soldiers'

morale dramatically. It is easy to sense in the following quote from

an Iraqi lieutenant's war diary the powerlessness and fear that the

soldiers felt during air attacks by the Coalition

" February 11 I was awakened this morning by the noise of an

enemy air raid. I ran and hid in the nearby trench. I had breakfast

and afterwards something indescribable happened. Two enemy planes

came toward us and began firing at us, in turn, with missiles,

machine guns, and rockets. I was almost killed. Death was a yard

away from me. The missiles, machine guns and rockets didnt let up.

One of the rockets hit and pierced our shelter, which was

penetrated by shrapnel. Over and over we said, Allah, Allah,

Allah. One tank burned and three other tanks belonging to rd

Company, which we were with, were destroyed. That was a very bad

experience. Time passed and we waited to die. The munitions dump of

the 68th Tank Battalion exploded. A cannon shell fell on one of the

soldiers positions, but, thank God, no one was there. The soldiers

were somewhere else. The attack lasted about 15 minutes, but it

seemed like a year to me. I read chapters in the Quran. How hard

it is to be killed by someone you dont know, youve never seen

and, cant confront. He is in the sky and youre on the ground. Our

ground resistance is magnificent. After the air raid, I gave

great thanks to God and joined some soldiers to ask how each of

them was. While I was doing that, another air attack began.

February at 000 hours."

The ground war began at 800 p.m. on February and lasted exactly

100 hours. This phase featured a massively successful outflanking

movement of the Iraqi forces. Schwarzkopf used a deceptive maneuver by

deploying a large number of forces as if to launch a large amphibious

landing. The Iraqis apparently anticipated that they also would be

attacked frontally and had heavily fortified those defensive

positions. Schwarzkopf instead moved the bulk of his forces west and

north in a major use of helicopters, attacking the Iraqis from their

rear. The five weeks of intensive air attack had greatly demoralized

the Iraqi front-line troops, causing wholesale desertions. Remaining

front-line forces were quickly killed or taken prisoner with minimal

coalition losses.

Iraqi front-line commanders had already lost much of their

ability to communicate with Baghdad, which made their situation even

worse. On the final night of the war, within hours of the cease-fire,

two U.S. Air force bombers dropped specially designed 5,000-pound

bombs on a command bunker fifteen miles northwest of Baghdad in a

deliberate attempt to kill Saddam Hussein. President Bushs decision

to terminate the ground war at midnight February 8, 11 was

criticized, because it allowed Baghdad to rescue a large amount of

military equipment and personnel that were later used to suppress the

postwar rebellions of its Shiite and Kurdish citizens. In his own

defense, the president asserted that the war had accomplished its

mandate. The mission, given by the Security Council, was to expel the

Iraqi forces from Kuwait and reestablish Kuwaiti independence. Bush's

decision was probably influenced by his desire to maintain coalition

unity. A particular reason was to keep on board the Arab members, who

were increasingly unhappy at the devastation inflicted on Iraqs

infrastructure and civilian population.

Iraqi representatives accepted allied terms for a provisional

truce on March and a permanent cease-fire on April 6. Iraq agreed to

pay reparations to Kuwait, reveal the location and extent of its

stockpiles of chemical and biological weapons, and eliminate its

weapons of mass destruction. Subsequently, however, UN inspectors

complained that the Baghdad government was frustrating their attempts

to monitor Iraqi compliance, and UN sanctions against Iraq were kept

in place. The following chart shows total equipment and casualties of

the Gulf War. In addition, 00,000 Iraqi soldiers were wounded,

150,000 were deserted, and 60,000 were taken prisoner (an estimate of

U. S. Defense Intelligence Agency). The United States suffered 148

killed in action, 458 wounded, and 11 female combat deaths. 11 were

killed in nonhostile actions; they were mostly victims of friendly

fire.

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Capitation and HMOs

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Capitation and HMOs

"Managed care, as we know it, is inherently unethical in its organization and operation. We have an industry that can exist only through flagrant ethical violations against individuals and the public.

- Dr Linda Peeno, May 0, 16

Such harsh words may seem appropriate and expected coming from a vehemently anti-Managed Care activist. But they transform into a powerful indictment of the HMO industry when it comes from an insider. Dr Linda Peeno gave this statement as a part of her testimony before the U.S. House of Representatives Committee on Commerce on May 0, 16. She had worked as a medical reviewer at Humana, as the medical director of a 5,000 member HMO, a medical director at a hospital, and as a physician executive at Blue Cross/Blue Shield of Kentucky. In her own words, Whether it was non-profit or for-profit, whether it was a health plan or hospital, I had a common task using my medical expertise for the financial benefit of the organization, often at great harm and potentially death, to some patients.

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Her powerful testimony began with a heartfelt admission of guilt, In the spring of 187, as a physician, I caused the death of a man. Although this was known to many people, I have not been taken before any court of law or called to account for this in any professional or public forum. In fact, just the opposite occurred I was rewarded for this. It brought me an improved reputation in my job, and contributed to my advancement afterwards. Not only did I demonstrate I could indeed do what was expected of me, I exemplified the good company doctor. I saved a half million dollars. The man died because I denied him a necessary operation to save his heart. I felt little pain or remorse at the time. The mans faceless distance soothed my conscience. Like a skilled soldier, I was trained for this moment. When any moral qualms arose, I was to remember I am not denying care. I am only denying payment. At the time, this helped avoid any sense of responsibility for my decision. Now I am no longer willing to accept this escapist reasoning that allowed me to rationalize this action. I accept my responsibility now for this mans death, as well as for the immeasurable pain and suffering many other decisions of mine caused.

Unfortunately her directives in life had changed from the Hippocratic Oath in which she swore to protect the interests of her patients, to protecting the interests of the business of which she was a medical director or executive. The code of ethics so fundamental to all physicians was struck from her morality as she assumed the role of a "company" doctor. A company has no soft side, no humanitarian agenda, only the drive for one goal; money. When Dr Peeno would not deny enough care, she was reprimanded, and rewarded when she met her quotas. At one conference, she received a standing ovation for her presentation before 500 medical directors and nurse reviewers on how to bring specialist's costs down using the denial process. In this presentation, she used a military model with physicians and patients as the enemy.

Dr Peeno detailed the technique used by HMOs to manage care, and it is brought down to the level of "gatekeeper" physicians. By carefully designing and manipulating their contracts with physicians, and by offering various rewards and punishments for following or straying from company policy, they are able to control the physician. This makes the physician essentially a medical director of the plan, who holds the interests of the HMO higher than those of the patient. This is accomplished by offering bonuses for complying with policies, and by including penalty clauses into the contracts for any disobedience. Physicians, stuck with ever increasing competition and shrinking incomes, willingly sign on with the HMOs in exchange for a large patient base and consistent income. Now the patients not only have to deal with the HMOs denying them treatment, but also with a physician who has become lame in his or her ability to effectively treat them.

HMOs use the excuse that the physician will always make the decision based on what is best for the patient. They argue that their physicians are of good character and competence, and are committed to the betterment of the healthcare system. Unfortunately, good character, competence and the best of intentions are often swayed when misguided by a mission independent of these ideals. When an HMO takes over the mind of a physician, they do so by controlling their finances, after which, the HMO is free to mold the physician into whatever they desire.

Health Maintenance Organizations were initially started as the answer to all the woes of the American Healthcare system. An HMO is a group that contracts with medical facilities, physicians, employers and sometimes individual patients to provide medical care to a group of individuals. This care is usually paid for by an employer at a fixed price per patient and so the patient generally does not have any significant out-of-pocket expenses. Unfortunately, there is a severe downside to this concept of managed care, and that is rationed care. An HMO is usually a for-profit corporation with responsibilities to its stockholders that take precedence over its responsibilities to the patient. The HMO directly and indirectly controls the amount of health care that the physician may provide for the patient. With that power, the good intentions of the HMOs find their first downfall. A strong example of these intentions going bad is the use of capitation by HMOs.

Capitation is the practice of paying a physician a fixed prospective amount for each patient in the area covered by the HMO, regardless of the cost of caring for the patient. An unfortunate side effect of this practice is that it results in paying the physician for not treating the patient. For example, if a doctor signs up with an HMO at 50¢ for every subscriber to the HMO in the area, with 0,000 subscribers the physician will be paid $10,000.00 monthly from the HMO. If the physician sees 50 patients a day, and 5 of them are HMO subscribers, no extra compensation will be provided, unlike the other 5 patients who have no insurance, or some other insurance program. For these exact same office visits, even with being reimbursed $100.00 each, the physician makes a total of $,500 for seeing these 5 paying patients. If these figures are applied to a 0 day work month, seeing 50 patients a day, the financial breakdown is as follows

# of pts/day $ reimbursed Days Total

HMO 5 $0.00 0 $10,000

Non-HMO 5 $,500 0 $50,000

If those same figures are applied to seeing 5 non-HMO patients out of the 50

# of pts/day $ reimbursed Days Total

HMO 15 $0.00 0 $10,000

Non-HMO 5 $,500 0 $70,000

The increase in income for the physician is quite substantial, raising the monthly income from $60,000 to $80,000. This can be further increased by spending less time with HMO patients in order to see more non-HMO patients. Even though the consumer and the HMO might be saving money by using this technique, the quantity and quality of the care provided declines.

The practice of capitation was initiated because of the altruistic desire of HMOs to help improve healthcare while reducing costs. The original impetus for starting this program was the desire for the physician to see more patients. The patients were also supposed to receive monetary benefits from this program that would reduce the costs for them. Because no extra payment was due for physician visits, both the HMO and patient would save money. In addition, because no extra compensation would be provided to the physician, in theory more care would be used in selecting expensive and dangerous tests for the patient.

Unfortunately there were serious side effects to this practice of capitation, the greatest of which was the result that physicians were paid to not treat the patient. In addition, since no extra compensation was awarded to the physician, it encouraged them to not utilize more expensive, albeit effective and accurate tests. As a result, the Physician-Patient relationship was damaged because the value of HMO patients compared to non-HMO patients was lowered. The lower monetary value of HMO patients could easily result in less time and care allocated to them.

Another harmful result of this monetary association with patients was the damage done to the principles of autonomy, beneficence, nonmaleficence, and justice. Because the physician is likely to be reluctant in offering the HMO patient the full-variety of treatment options because of the expensive involved, beneficence and nonmaleficence come under heavy attack. Since the options of procedures and tests are limited, the patient does not always enjoy complete autonomy. Finally, because money controls how much time each patient is assigned, the principle of Justice is not upheld.

There are many alternatives available to HMOs, one being a Medical Savings Account, or MSA. With an MSA, individuals or their companies could make regular, tax-free deposits that would be the property of the individual. Money may be withdrawn without penalty for the sole purpose of paying medical bills or health insurance premiums. Unused money would collect interest and may be used for medical bills after retirement or be rolled into an IRA or pension plan. An MSA is not intended to take the place of traditional insurance policies, but rather to complement them. Insurance can be reserved to pay for higher, and less frequent bills, while the MSA can handle any small bills covering routine services. The reduced monthly payment to the insurance premium can instead be put in the MSA, in which case the money is not lost. MSAs would decrease bureaucracies, restore patient-choice in the market, thus restoring physician-patient relations. Also by taking money away from HMOs and into the hands of the consumer, it would prove a strong force for competition in the medical field. Also, overall medical expenses will be reduced because doctors and hospital administrators will be spending less time on paperwork, and more time with the patients, reducing man-power requirements.

Because of the violations of ethical principles, and the damage done to the integrity and professionalism of the physician, capitation should be avoided as a method of lowering expenses in an attempt to increase healthcare quality. Although this principle was initiated with very ambitious and altruistic intentions, it did not completely succeed due to unforeseen negative consequences. Even though the costs to the patients as well as the HMO were lowered, the level of care was decreased. With viable alternatives such as MSAs available, the relatively few benefits of HMOs should not outweigh the potentially disastrous consequences. HMOs have many drawbacks, and the theory of managed care was created out of good intentions. However, once the problems inherent in the system are exposed, steps need to be taken to correct them, and the practice of capitation serves as a strong example of this.

References

1. Physicians Who Care. Visited March 00 http//www.pwc.org

. Patients Who Care. Visited March 00 http//www.patients.org

. Health Maintenance Organizations. Visited March 00 http//www.hmopage.org

4. Medical Savings Account. Visited March 00 http//www.msapage.org

5. eHealth Insurance. Visited March 00. http//www.ehealthinsurance.com

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Leadership

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BEST EDUCATION FOR LEADERSHIP IN ANY SECTOR OF WORLD

ECONOMY IS TWO YEARS OF RIGOROUS BUSINESS

FUNDAMENTALS

1. Good leadership requires careful penetrative thinking and in addition requires absolute self control. The man who can focus and thereby magnify the wills of all associated with him is a leader. Business is no longer a one man show. The best leader is the 'first among peers', not the Napoleonic type who rises on the backs of his fellows and uses his talents for purely personal advancement. In times past there have been Captains of industry of the latter mould. Personal ambition is excellent in its way but should be used in a manner which fits the group. I delve naturally into business because that is the career choice I have made and it is for this reason that I believe that the Yale MBA programme will imbue in me the qualities and traits required of a leader in business. To understand leadership for one hoping to make a career out of business it is indeed a must to first thoroughly understand the fundamentals of business.

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. A major development during the last few years has been the opening up of a number of new career opportunities in several fields. Among those that exercise a good deal of interest at present are Marketing and Sales Management, Export Marketing Advertising Public Relations and Industrial and Business communications.

. Getting back to business leadership, there is a type of business leader who like the conductor of symphony orchestra draws music out of others and units them into a common harmony and rhythm. The conductor leader may be of two varieties, the man who leads by his strong personal influence over other or the one who seems not to exercise any personal influence but rather to see things impersonally. Both types have their values. The man with personal influence over others sees so clearly what is needed and what he himself wants that he pulls along with him. He has a magnetic personality and his 'Come on Boys' approach is followed by an enthusiastic response.

4. So understanding the essentials of leadership in any sector of world economy can only be done through teaching concepts, through corporate examples case studies and intense classroom discussions. This is also followed up by field level interactions or live case studies. Academic institutes like the Yale University are in the business of knowledge generation, knowledge dissemination and knowledge application. Leadership development in B-Schools is a major HR Challenge which I believe the University excels in. A specialist job in a profit making organization or even business entrepreneurship certainly requires basic academic preparation. Specialised Schools have better chances of success in a WTO led world. However, B-Schools should never lose their focus on primary skill development, building values and ethics in their students.

5. Summing up one can honestly expect the following after the rigorous two years MBA course at Yale To become a hardworking truthful creative and self motivated professional of competence and action and one who has been sculpted to be a principled and inspired performer and a decision maker who also has had a rigorous transformational leadership development programme.

BEST EDUCATION FOR LEADERSHIP IN ANY SECTOR OF WORLD

ECONOMY IS TWO YEARS OF RIGOROUS BUSINESS

FUNDAMENTALS

1. Good leadership requires careful penetrative thinking and in addition requires absolute self control. The man who can focus and thereby magnify the wills of all associated with him is a leader. Business is no longer a one man show. The best leader is the 'first among peers', not the Napoleonic type who rises on the backs of his fellows and uses his talents for purely personal advancement. In times past there have been Captains of industry of the latter mould. Personal ambition is excellent in its way but should be used in a manner which fits the group. I delve naturally into business because that is the career choice I have made and it is for this reason that I believe that the Yale MBA programme will imbue in me the qualities and traits required of a leader in business. To understand leadership for one hoping to make a career out of business it is indeed a must to first thoroughly understand the fundamentals of business.

. A major development during the last few years has been the opening up of a number of new career opportunities in several fields. Among those that exercise a good deal of interest at present are Marketing and Sales Management, Export Marketing Advertising Public Relations and Industrial and Business communications.

. Getting back to business leadership, there is a type of business leader who like the conductor of symphony orchestra draws music out of others and units them into a common harmony and rhythm. The conductor leader may be of two varieties, the man who leads by his strong personal influence over other or the one who seems not to exercise any personal influence but rather to see things impersonally. Both types have their values. The man with personal influence over others sees so clearly what is needed and what he himself wants that he pulls along with him. He has a magnetic personality and his 'Come on Boys' approach is followed by an enthusiastic response.

4. So understanding the essentials of leadership in any sector of world economy can only be done through teaching concepts, through corporate examples case studies and intense classroom discussions. This is also followed up by field level interactions or live case studies. Academic institutes like the Yale University are in the business of knowledge generation, knowledge dissemination and knowledge application. Leadership development in B-Schools is a major HR Challenge which I believe the University excels in. A specialist job in a profit making organization or even business entrepreneurship certainly requires basic academic preparation. Specialised Schools have better chances of success in a WTO led world. However, B-Schools should never lose their focus on primary skill development, building values and ethics in their students.

5. Summing up one can honestly expect the following after the rigorous two years MBA course at Yale To become a hardworking truthful creative and self motivated professional of competence and action and one who has been sculpted to be a principled and inspired performer and a decision maker who also has had a rigorous transformational leadership development programme.

BEST EDUCATION FOR LEADERSHIP IN ANY SECTOR OF WORLD

ECONOMY IS TWO YEARS OF RIGOROUS BUSINESS

FUNDAMENTALS

1. Good leadership requires careful penetrative thinking and in addition requires absolute self control. The man who can focus and thereby magnify the wills of all associated with him is a leader. Business is no longer a one man show. The best leader is the 'first among peers', not the Napoleonic type who rises on the backs of his fellows and uses his talents for purely personal advancement. In times past there have been Captains of industry of the latter mould. Personal ambition is excellent in its way but should be used in a manner which fits the group. I delve naturally into business because that is the career choice I have made and it is for this reason that I believe that the Yale MBA programme will imbue in me the qualities and traits required of a leader in business. To understand leadership for one hoping to make a career out of business it is indeed a must to first thoroughly understand the fundamentals of business.

. A major development during the last few years has been the opening up of a number of new career opportunities in several fields. Among those that exercise a good deal of interest at present are Marketing and Sales Management, Export Marketing Advertising Public Relations and Industrial and Business communications.

. Getting back to business leadership, there is a type of business leader who like the conductor of symphony orchestra draws music out of others and units them into a common harmony and rhythm. The conductor leader may be of two varieties, the man who leads by his strong personal influence over other or the one who seems not to exercise any personal influence but rather to see things impersonally. Both types have their values. The man with personal influence over others sees so clearly what is needed and what he himself wants that he pulls along with him. He has a magnetic personality and his 'Come on Boys' approach is followed by an enthusiastic response.

4. So understanding the essentials of leadership in any sector of world economy can only be done through teaching concepts, through corporate examples case studies and intense classroom discussions. This is also followed up by field level interactions or live case studies. Academic institutes like the Yale University are in the business of knowledge generation, knowledge dissemination and knowledge application. Leadership development in B-Schools is a major HR Challenge which I believe the University excels in. A specialist job in a profit making organization or even business entrepreneurship certainly requires basic academic preparation. Specialised Schools have better chances of success in a WTO led world. However, B-Schools should never lose their focus on primary skill development, building values and ethics in their students.

5. Summing up one can honestly expect the following after the rigorous two years MBA course at Yale To become a hardworking truthful creative and self motivated professional of competence and action and one who has been sculpted to be a principled and inspired performer and a decision maker who also has had a rigorous transformational leadership development programme.

Please note that this sample paper on leadership is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on leadership, we are here to assist you. Your cheap custom college paper on leadership will be written from scratch, so you do not have to worry about its originality.

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Group minds

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Riding Shotgun with an Entrepreneur, Private Enterprise, and the Constitution

Navigating the roads that wind through the mountains of West Virginia can be a frightening yet liberating joy ride. Cars and trucks hug sharp turns on highways with no guardrails. Narrowing missing a small vehicle is enough to make your heart tap dance. However, the danger factor may also force a driver to just let go and free in the moment. But when you're driving an eighteen wheeler you use all five of your senses and then develop other senses without notice.

Today, a cheerful Michael Gause, owner of his own trucking company is spiraling around one of those mountain roads in a red freightliner diesel with his inhuman entourage en route to Rochester, NY his next destination. As a business Mike's company was giving the opportunity to grow or go under on the emphasis of the free enterprise system. The slim, swift-tongued man recalls, I remember the times we thought this was just a dream. In most instances dreams rarely become a reality for most people. But with hard work, persistence, and a little bit of luck all the pieces of the puzzle finally came together for my uncle. Back in 4' Mike was living out part of his dream. The former over-the-

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road driver for Heartland Trucking became an owner-operator for Columbus Freighters. Running with fellow highway terrorist, Willis Townsend (cousin). But the contract was short-lived due to lack of money, and the two decided to start their own company. Being forced to start over was all the motivation we needed to make this thing happen. Most companies who are inefficient will likely fail, as most people will take their business to other more competitive companies. My lawyer helped me get my first independent contract sought up for distributing freight to different fast food restaurants. After that it was a wrap, Mike explains.

Growing up in little Marion, South Carolina during the 70s and 80s, a young Michael Wilson Gause, saw his share of violence involving drugs, street life, and people struggling to survive. Those same streets helped him develop a sense of

smarts and an insatiable appetite for work.

As the truck continues rumbling along the so far three-hour ride to Rochester, various diesels sporting Mikes company logo weave by from time to time. Noticing Mikes personal fire red truck, truckers honk their horns and wave feverishly. Despite the on slot of employees, friends, and fellow truckers Mike remains cool and collective behind his red-bellied beast.

The decision making of business is mainly up to the company and the consumers. But stealing from the cookie the government steps in with its fox-like

"Riding Shotgun"

ways. Consumers obtain benefits from the competition of other businesses, our government has traditionally sought to provide and maintain a highly competitive environment for businesses to flourish. This often is represented in the form of rules, regulations, or laws set forth by the government in hopes of preventing abuse in specific areas of business. Many government rules and regulations deal with product standards, environmental impacts and concerns, and other matters indirectly kin to competition. The U.S. government has far-reaching power over the American economy. It influences virtually every economic decision made by business managers and their employees, by savers and consumers, by investors and retirees. The economic power of the government, however, will never shrink to its original level, which was simply to coin money, regulate international and some interstate trade, and provide a few basic services, such as protection, roads, and defense. Generally, the economic activities assumed by government were those that could not be carried out by private business. The first major interventions by government into the economy were pushed by businessmen to make more commerce possible. The government makes possible, the working of the capitalistic economy. It provides the basics money and credit for economic transactions, the judicial system that protects private property and enforces contracts, and regulators who keep competition on the up and up. Beyond that, the Washington bureaucracy

"Riding Shotgun" 4

operates Americas biggest business. It employs more people, buys more products, owns more real estate, constructs more buildings, insures more investments, and borrows more money than any other organization in the non-Communist world. Add in the state and local governments and you have an enormous machine that directly affects the whole economy. Of equal importance, the government intervenes in the market by setting the rules under which all businesses compete. Through the tax system, the budget process, and control of the money supply, the government has great leverage in pushing the level of economic activity up or down. There are some cases where competition may not be in the public interest. An example is a public utility that supplies electricity, natural gas, or water. Duplication of local power, gas, or water lines could result in higher rates. But if there is no competition, how should prices be determined? In such cases, state or local governments regulate the prices of the services, keeping in mind the interest of the public and the costs involved.

Today, government rules cover deceptive business practices; the ingredients of foods, drugs, and cosmetics; the air Americans breathe; and the water we drink. State commissions usually set rates for electricity and natural gas. Local boards establish fares for taxis and public-transit systems.

There are federal regulations detailing eligibility requirements for government-

"Riding Shotgun" 5

sponsored medical care and outlining how depressed areas are to be rebuilt. They specify minimum wages and tell employers how safe factories and offices must be. They limit agricultural production and set floor prices for commodities to bolster farm income. There are rules for insuring banks, distributing energy, overseeing radio and television, and mediating labor disputes.

The federal government gives tax credits to companies to induce them to invest in new plants and equipment and to persuade them to train the unemployed. It uses tax deductions to encourage such industries as home building and to promote such social and economic goals as energy conservation.

Uncle Sam also is in the lending business in a gigantic way. Billions are dispensed in loans to farmers, small businesses, and foreign buyers of U.S. exports. Additional billions of loans are guaranteed by the government ("The Earth and its People" 58).

Ironically, Columbus was the launch pad for Mikes initial siege into the trucking business. After a gypsy-like youth in several different states in the US(son of Vet), Mike landed in Columbus in the early 0s where he met George Atkirson. George Atkirson, terminal manager for Columbuss Heartland Trucking. Atkirson brought him on not as a trucker, but an unloader. Mikes hard work and

"Riding Shotgun" 6

determination got him the opportunity to go to school and get his CDLs. After Mike got his CDLs and started driving for a while he helped negotiate a contract with a McDonalds down the road for the Heartland terminal. Atkirson saw Mike had potential to be an owner-operator, and bluntly told Mike you need to have your own business because you are a natural at business. After negotiating a couple more deals and as the years rolled away, Mike decided to he needed to start his own business. This move would involve getting company trucks, insurance, and lots of money to start up the business. Atkirson new this was a leap for Mike from what he was doing so he gave him two rigs. One in good condition, the other needed a new engine or to be rebuilt. Most engines for tractor-trailers range anywhere for 4,000 to

15,000 but Mikes brilliance would let him go another route. Mike decided to trade in both the rigs in for a brand new diesel. He decided to get at brand new 65,000 dollar freightliner. Trading the trucks in could have been a mistake but he made it into a blessing in disguise. Mike recalls, God got me this truck, he knew I needed it. His first solo contract was for American Bulldozers and Tractors. Mike humorously states, I thought I was rich. They gave me 8000 dollars for a six-month contract. I forgot I had to make a 100 truck payment every month. And live!!! Mike mined the short-term contracts and one-week jobs becoming a well-known not known somebody. Finally the big contract hit him right on the

"Riding Shotgun" 7

button. He thought charismatically if he could deliver or move bricks, stones, etc to different companies that were building new structure from the ground up. A half-a-million dollar contract fell in his hands from the city of Columbus revitalization committee to move bricks, stones, equipment, etc from one place to another within a three hundred and fifty-mile radius. With his John Hancock on the line, Mike plunged deep into his long desired dream. Mike rode the waves of his dream and scored countless big dollar contracts businesses. He soon realized he had enough money and enough work coming in to get other tractor-trailers and also get a building built for his business.

Mike researched perversely on trucking companies and grants for minorities. He was awarded a substantial grant by the government, an amount he would not reveal to me. With the grant he brought twenty-two top of the line diesels, thirty-seven trailers and an adequate terminal to house his business. The name of his business was somewhat uncanny but to him describes his business to the core. "Get Move Trucking," was a simple but ear popping name that he is very proud of. He employs twenty-three family members out of the thirty-one total employees in his workforce. The company is strategically located in Hilliard, Ohio, right off the freeway. As you enter the building numerous plagues, framed entrepreneur magazine covers, and family photos are what catches the eye as these things immortalize the achievements of Mike and his company. A large

"Riding Shotgun" 8

slogan printed on the wall reads, You have to prove yourself all the time, because you never know how much time you have to prove yourself." When asked what this statement means and how it came about, Mike replied, "One day I was driving and a wine-O got hit and traffic was backed up. So I got out to see what was what and the ambulance was taking the man away on a stretcher and someone in the crowd who new the man sobbed vigorously, "He didn't have enough time to change his self, so why did you take him Lord." So that stuck with me for a long time and I learned from it. That's how I live my life day by day everyday, until I die," Mike emphasizes.

Finally, the diesel arrives at the destination, a warehouse Rochester. As a long a tiresome trip comes to an end, Mike's gives me some advice before we check up on the hotel. "Never let no one say you can't when you know you can. And don't be scared to ask for a handout (money) sometimes. Even if it is from the government ask, " Mike expresses.

"Riding Shotgun"

Works Cited

Bulliet, Richard, "The Earth and its Peoples", p 58.

Sang Hun Choe, "Business and everything about it", pg 6-5.

Riding Shotgun with an, Entrepreneur Private Enterprise, and the Constitution

Demethrus Gause

1406 Woodhaven Road

Latta, SC 565

(84) 75-754

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Geography

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When thinking about classroom assessment, many traditional and new alternative assessment strategies come in to mind. The education field in general is a wide encompassing field with millions of philosophies simultaneously working together to form a common goal of conveying knowledge. Most importantly, I believe before an instructor develops assessment strategies, they must define their own personal philosophy or focus. A teacher needs to decide whether the ultimate goal in their classroom is helping the most amount of students achieve a specific percentage number; generally between 0 and 100, or for each individual student to understand how to apply the academic material to their own personal life. The latter is my personal philosophy of education. In today's society a teacher's success is determined in multiple ways. Administrations, school boards, and parents want to make sure their student is receiving the highest level of education possible, while also receiving the highest grade that is possible. Teachers in theory, desire to pass on a particular view of curriculum while having their students expand and evolve into new methods of thinking. These previous statements correlate with assessment because traditionally "old-school educators" normally believe one side of assessment is correct and one side is incorrect. "New School" educators tend to dive too drastically into making mass changes in the classroom setting. Through this paper I will discuss how all current forms of assessment need to be united together through grades K-1, how different philosophies can bring about a better product, and my personal beliefs on improvements that need to be made.

Presently, in many public school systems curriculum is presented to students in an approach which cannot help them master any particular field, but it can help them master how to receive average grades on a specific standardized test. First, I believe the relationship between curriculum, instruction and assessment needs to be completely overhauled. School reform in general needs to help teachers introduce authentic teaching practices that will help instructors deviate from general education fields to a broader form of curriculum. I believe instructors in the public education system are so limited in what instruction and assessment practices they can "actually" use because they are teaching for an artificial test. The relationship between curriculum, instruction and assessment are that all three work in partnership with each other. In my opinion, curriculum is the starting point for all teachers to develop high-quality and enjoyable instruction practices, instruction is the central point for bridging curriculum and evaluation together, and assessment is the review of whether the student and teacher expectations were met. Without any of those three categories being of first-rate quality, there tends to be an increased probability of teachers and students slipping into mediocrity. Education needs to move toward a curriculum based upon more than three fields (Math, Science, Social Studies). I would disagree with the fact that communication skills and English are being pushed heavily in any public education school in Florida. I state this because many teachers make accurate and inaccurate exceptions to students without proper grammar with the hopes that the student will pick up the information in another class. Broadening curriculum in schools ties into this previous argument for numerous reasons. When teaching for a standardized test, teachers generally follow commercial materials distributed to teachers by their administration. First, to a great extent these materials have nothing to do with real world situations or culturally diverse students. Teachers many times have to manipulate variables in the assignment to assign higher order assessments. If this is the case, why not just assign different material to begin with. Secondly, I estimate if the curriculum is faulty, the instruction and assessment will likely follow suit. It is widely known that the purpose for composing an essay is for the student to analyze the relevant material and synthesize a method of expanding on the material. I believe it would be impossible for any student to accurately expand on material that is completely unnatural and irrelevant to their lives. Concluding, teachers need to formulate the use of curriculum, instruction, and assessment into a more cohesive process. Teachers need to make sure they are assessing the proper curriculum, the instruction is culturally relevant, and the curriculum reaches beyond commercially irrelevant materials. Basically, all three should be aligned properly; meaning that instructional goals, standards, events happening during teaching, and what needs to be learned are in congruence.

I believe traditional and alternative assessments need to be used equally. Traditional tests I believe are best for brief tests to assess knowledge. Teachers can use various methods of traditional assessment such as constructed response, short answer, binary and matching to best identify knowledge whereas alternative assessments in my opinion are better for higher levels of Blooms taxonomy. Traditional formed evaluation methods such as binary choice and matching can be used often because they are easy to grade, opposed to alternative assessments that tend to take a lot more time. Teachers also need to incorporate alternative assessment into the classroom on a regular basis. Alternative assessment gives the teacher and student a break from the usual activities and assessment strategies. Alternative assignments such as performances, dioramas, debates, and portfolios can help teachers readily assess a student's higher order thinking, while not extremely deviating away from general knowledge and comprehension.

Formative and Summative assessments are good for many reasons as well. I believe formative assessment is wonderful and should be used more than summative assessment because the instructor can use formal and informal methods to review a student's work. Also, formative assessment provides a teacher with "corrective actions to enhance student learning." Since learning is the objective of education and not the letter grades that a student received, formative assessment will be more productive for both student and teacher in the long run. Summative assessment is also essential for teachers. Since summative assessments are always formal, I believe they can more quickly and accurately show where teachers need to improve there teaching practices as well as display how far teachers have progressed their students.

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I believe instructor assessment to be to most important in the evaluation process. I think that all assessments have bias naturally inferred in them; however, I believe instructor assessment to hold the least amount of biased qualities. I also believe instructor assessment is the most comprehensive way to evaluate a students knowledge because instructors are assessing from the course objectives, whereas the student may want to stray into other categories and topics discussed in class. I do not particularly agree with peer assessment on a regular basis. I believe if an instructor were to continually let peers evaluate each other, the instructor would be perpetuating a division in the class, and a possible increased animosity and inequality between students. I agree with self-assessment for numerous reasons. First, I believe self-assessment motivates students to improve, and lets students know "without asking" what categories they need to improve in. Self assessment also teaches responsibility and is flexible. Finally, I believe it improves the relationship between the student and instructor. By permitting a student to self-assess, the teacher lets the student know he-or she believes the student will give him-or-her an honest opinion, on top of the fact that the students knows his or her opinion is valued.

I believe assessment data is a critical part for educators to make decisions about student achievement; however, this factor should not be the focus of the decision making process. I believe instructors should use assessment data delicately when assessing their performance and the student's performance because there are many outside factors that play a role in this argument. First, when judging student performance, the teacher needs to take into account whether the test was written correctly, were the students prepared by the lectures and activities, and did outside variables such as motivation, and fatigue play a role in the student's grade. For judging teacher performance, the teacher needs to think about factors occurring while grading the assessments, were all points of the test touched upon equally, and were the tests given the best method to use for the particular course objective. Test grades can show an overall improvement or overall deterioration throughout the semester, and used effectively can help out the reflective process tremendously; however, there are so many outside factors that a teacher should not take any assessment grade too seriously.

When thinking about grading practices, I believe that all assignments should be very evenly weighted. I believe in courses where assignments such as activities do not hold the weight of an exam or vice versa, the student will tend not to pay as close attention to detail as they should. In doing this, the student will only learn the main points of the particular subject, and will not be able to apply data or supplement their knowledge besides reciting the facts. Also, I believe homework should be given and counted as a grade as long as it is done liberally. Homework in my opinion should not be counted for more than 10% of the grade. I believe this minor exception will start to separate some of the high "B" students from the "A" students. I also believe that class participation should be counted into the final grade. The instructor needs to make sure that each student has an equal opportunity to answer, and that questions are formed so all students can understand. Requiring class participation will give teachers the time to assess what student's are having problems without directly placing a grade into the grade book.

Learning about the Accomplished Practices; in particular assessment, is imperative for all current and perspective teachers because it is the starting point in the reflection process. I believe the Accomplished Practices need to continually be hammered into students because of the scrutiny that teachers are held to on a daily basis. Having a guide book to refer to not only protects the instructor from unfair inquiry, but also helps the instructor grade their own work on a daily basis.

I believe I have gained knowledge of all twelve Accomplished Practices in this course, although I feel that I understand assessment, continuous improvement, and the role of the teacher the most. I feel I have gained knowledge of assessment through various methods introduced by the instructor such as traditional and alternative assessment. I have learned that both methods should be used throughout the semester so that all students can achieve a high level of synthesis. I also have gained knowledge of assessment through learning about properly weighting assessments, such as not over weighting or underweighting any assignment. I believe I have learned about continuous improvement through various activities in the class. Most of all, I think continuous improvement was shown to be critical by the instructor going over each test question and viewing how many students got each question wrong. This in my opinion eliminates the need for a curve, and lets the teacher see how their material is being interpreted by the class. This was also stressed very well when going over student portfolios. I believe I best understood about the role of the teacher through going over different ways of using anecdotal notes on student behavior, as well as using different styles of rubrics. Using very thorough rubrics helps the teacher best assess the material that is being handed in, and I believe that taking brief notes is imperative to the teacher so they can protect themselves against student-teacher discrepancies.

My plans for improvement in the area of assessment are continually changing day-to-day. I believe that assessment strategies depend not only in the course you are teaching, but also the students you are teaching. I have realized the importance of making sure to assess the proper material, and not the material that the students should have already learned. I have learned that it is imperative to look out for bias questions when writing an assessment, and how reliable and viable results should be a necessity in the frequently changing system of assessment. My short-term plans for assessment are to make sure that I am hitting on all levels of the Accomplished Practices throughout each class which in-turn will help me assess more efficiently.

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