Different Portrayals of David by Different Artists Essay

Different Portrayals of David by Different Artists - Essay Example The essay "Different Portrayals of David by Different Artists" compares three paintings of David by such artists as Donatello, Michelangelo and Bernini. The most prominent similarity in the three art pieces is the nudity of the subject. Donatello and Michelangelo’s works shamelessly show even the private parts of their subject. Donatello shows David holding Goliath’s sword which he used to cut the head of the giant which he was standing on. He wears sandals and a helmet but his body is not covered at all. Seen on the front, the details of his body are obvious. A viewer can see David’s testicles and his well-built body. The details on his face draw curiosity from viewers because he seems to be looking far with deep thoughts. Michelangelo on the other hand pictures his subject with more details. He is also standing tall and nude but unlike Donatello’s sculpture, the second David has no covering on his feet or head. Michelangelo made more intricate details in his artwork that it seems very real. For instance, the muscular arms show evident veins, the abdomen and chest are well-chiseled to show a natural look. In addition, the face is also very detailed so as to show the facial expression of the subject. Bernini on the other hand covered the private part of his figure. His David is not simply standing but is shown to be in action, almost ready to fight Goliath with a slingshot. On the front view, part of his back is seen and his chest is covered as he positions himself to shoot his enemy.

Marketing Research Essay Example | Topics and Well Written Essays - 500 words - 2

Marketing Research - Essay Example Consumer psychology being used as a factor to charge a high price is a strategy known as premium pricing. It might be assumed that this kind of strategy would be used to skim the market and take as much profits as possible and finally will have to be abandoned. This hypothesis is, however, incorrect to assume. As Smith (1997) alludes, premium pricing strategy might not simply aim to skim the market rather to maintain a high priced brand value without straining the consumer to an extent leveled with the skimming strategy. If the company prices its wines at a price much higher than the actual cost, but keeps it within affordable limits of the targeted market segment, the product is likely to establish a significant brand value. Brand value, however, is dependant on the kind of advertisement that has been done and the branding cost to establish the product while pricing itself is an independent variable as the actual costs of the product are not a deciding factor. Brand value in the example research were measured by mere exhibition of cost to the sampling participants. The assumption of a better reputation and taste based on the cost confirms the premium pricing method for the product to be an effective technique that utilized the expectation of the participants from a high priced wine to be better in taste as per Emmerich’s (2005) research. Other variables, as Emmerich (2005) states, that could affect the results of such a strategy include competitive forces; competitors will have the advantage to sell their products at lower prices and continuously challenge the price of the product. Researches could have measured comparison with competitive brands as an additional variable. An experiment to test this will require each participant to test and sample the wine qualitatively only knowing the tagged prices and not the actual prices. The given example employed a simple random sample of 20 participants, in a

The Death of Socrates Assignment Example | Topics and Well Written Essays - 750 words

The Death of Socrates - Assignment Example â€Å"The Death of Socrates† was completed in 1784 by Jacques-Louis David. David’s painting is a fine example of academic art which was a prevalent form in his day and age. The work was commissioned by the Tredaine de Montigny brothers, both of whom were active supporters of open public discussions and the free market system. This work of David’s would, ultimately, become an image of inspiration during the French Revolution.("Boston College") Academic artists rely on some very specific elements in order to qualify within the discipline. Firstly, it must contain historical relevance. The major subject of the work must contain a â€Å"sense of universal experience† within heroic terms; and nothing is allowed to distract from the subject or events that are being represented.(Goldstein 103) Socrates was a man of differing ideals and inspiring orations that earned him the accusations of being disruptive and of corrupting the Grecian youth. He was, ultimately, p ut on trial for this â€Å"crime† and found to be guilty. He was given the option of banishment or death by the consumption of hemlock. He accepts death rather than give up his principles. ... There are six people on either side of the philosopher. This includes the three individuals, one of which is Socrates’ wife, that are exiting up the distant stairs. The balance uses perspective that prevents the small, confining cell space from becoming overcrowded and helps keep the overall focus upon the main subject. The use of the neutral brown wood and gray stone has little texture, the majority of texture, as well as, color come from the people presented. Blue, rust, and yellow fabric is being worn repeatedly throughout the work, including by those exiting on the stairs. This retains the connected nature of everyone in the work. After all, in this style nothing can detract from the subject. This color continuity guarantees the perception that everyone is there or was there because of Socrates. The people on the stairs are not mistaken for people visiting another condemned prisoner. The only other character present that is even remotely distinguishable from the rest is, P lato, who is, also, wearing white robes. However, his robes remain more heavily shadowed. The light does not reflect as brightly upon his robes nor upon his skin as it does upon his mentor. Unity is extremely important within academic art, as well as, relevant in any piece of art. Unity is responsible for achieving an air of commonality within the end result and provides a sense of harmony of all the elements present.(Jirousek ) We know that all the individuals in â€Å"The Death of Socrates† belong there. We can look upon the environment and wardrobe and we accept that a moment of Grecian history has been captured. Everything appears and feels right. The intended function of the work and the artist’s purpose in creating it plays a huge role in the overall unity of the piece, as well.

Having global mindset and cultural awareness Assignment

Having global mindset and cultural awareness - Assignment Example This focus has helped me deliver brilliantly under pressures and do well in challenging environments like the international crowd that I presently work in. From after college to now, I have been able to understand the different expectations of people from different countries, cultures and backgrounds, who are residing in my native country and working alongside me (Hofstede, 2002, p.3). Understanding different cultures is not equivalent to having a global mindset since all my adjustments to these people and my endeavors to make them comfortable in my land involves me being comfortable already since I am in my birthplace. The time has come when I have to make a move to a new country because there are better career opportunities in there (Nisbett, 2004, p.19). The situation this time, and every time from now on is going to be strikingly different from studying and working in an international environment as the one I am in now with different people holding different notions about Eastern and Western working philosophies surrounding me. We all know that Asian, Russian and European countries have distinct cultures wherein the natives have separate protocols for greeting each other, showing respect and communicating special meaning sentences to each other and elders and youngsters. Also, there will be one or more cultural backgrounds to meet at the workplace and this will lead to me being faced by a multi-variate cultural workplace. Therefore, I am going to relate how developing a global mindset through each perspective is going to be important to me using a strategic approach and not a critical or negative approach (McSweeney, 2002, p.1). Whether in Bangkok, in Israel or in Czech Republic, a foreigner needs to understand, respect and to an extent adopt the different cultural practices in each place. Only then will he be able to interpret the communications happening at the

Assessment and Learner Essay Example for Free

Assessment and Learner Essay This discussion paper is part of a series being published and disseminated by the Office of the Queensland School Curriculum Council. The purpose of this series is to encourage discussion on various issues concerning assessment and reporting. Teacher observation is one of several types of assessment techniques recommended by the Council in its Position and Guidelines on Assessment and Reporting for Years 1 to 10 and in its syllabus documents for the key learning areas. Other assessment techniques include consultation, focused analysis, peer assessment and self-assessment. The Position and Guidelines state that: ‘Observation involves teachers in observing students as they participate in planned activities. Teacher observation occurs continually as a natural part of the learning and teaching process and can be used to gather a broad range of information about students’ demonstrations of learning outcomes’ (p. 16). Teacher observation has been valued as an important assessment technique in the lower primary school, but has in the past received less attention in later year levels. Secondary schools especially have favoured formal testing and structured assessment tasks rather than in-situ observation, although there has been some movement towards in-situ observation in some subjects in recent years, even in the senior years. The Council’s Position and Guidelines and syllabus documents elevate teacher observation to a more prominent position in the range of assessment techniques that teachers might use. Other techniques have been identified as consultation and focused analysis as well as peer and self-assessment. Focused analysis includes more formal assessment procedures such as set tests and set tasks. However, these categories of assessment techniques are not necessarily distinct. For example, as this paper explains, observation may be employed in association with focused analysis, especially where what is observed is student performance on a set task. This discussion paper is not an official policy statement of the Council. Rather, it represents the views of the author, Dr Graham Maxwell, of the School of Education, The University of Queensland. As such, it offers a personal perspective on the issues. Dr Maxwell has been involved in research and consultation on assessment for many years in Australia, USA and UK, ranging over all sectors and levels of education. He has taught courses and conducted workshops on assessment for pre-service and in-service teachers for 30 years. He has also been involved in recent Council deliberations on assessment and reporting. The audience for this discussion paper is professional educators, especially schoolteachers and administrators who must deal with assessment and reporting practice in classrooms and schools. Such people already know a great deal about assessment and reporting theories and practices, and this discussion paper builds on that knowledge. The hope is that the discussion paper will serve as a basis for professional debate, development workshops and collaborative planning. iii The Office of the Council would be pleased to have your reactions to and comments on the discussion paper, as well as any examples of ways in which the discussion paper may have helped to clarify or resolve any theoretical or practical problems you are facing in the implementation of Council syllabuses. These reactions, comments and examples would assist the Office of the Council in deciding what further assistance it might be able to provide on these issues. JE Tunstall Director Queensland School Curriculum Council October 2001 iv CONTENTS Preface Introduction Arguments for valuing teacher observation Collection and recording of evidence Planning for teacher observation Factors affecting validity of teacher observations and what to do about them 1. Prejudgments and prejudices 2. Selective perception 3. Providing inadvertent clues 4. Inappropriate inference 5. Inconsistency Conclusion Some useful references on teacher observation iii 1 2 5 7 9 10 11 11 12 12 13 14 v Teacher Observation in Student Assessment INTRODUCTION Teacher observation is one of the assessment techniques recommended in the Position and Guidelines on Assessment and Reporting for Years 1 to 10 of the Queensland School Curriculum Council (the Council). For the implementation of Council syllabuses, assessment is seen as involving a variety of school-based (teacher-enacted) techniques for profiling student demonstrations of learning outcomes. Teacher observation, that is, observation of a student by a teacher, is one of those techniques. It can be used in conjunction with other techniques. 1 Teacher observation has been accepted readily in the past as a legitimate source of information for recording and reporting student demonstrations of learning outcomes in early childhood education. As the student progresses to later years of schooling, less and less attention typically is given to teacher observation and more and more attention typically is given to formal assessment procedures involving required tests and tasks taken under explicit constraints of context and time. However, teacher observation is capable of providing substantial information on student demonstration of learning outcomes at all levels of education. For teacher observation to contribute to valid judgments concerning student learning outcomes, evidence needs to be gathered and recorded systematically. Systematic gathering and recording of evidence requires preparation and foresight. This does not necessarily mean that all aspects of the process of observation need to be anticipated but that the approach taken is deliberate rather than happenstance. It is necessary, at least, to know in advance both what kinds of learning outcomes are anticipated and how evidence will be recorded. Adequate records are essential for good assessment. Teacher observation can be characterised as two types: incidental and planned. †¢ Incidental observation occurs during the ongoing (deliberate) activities of teaching and learning and the interactions between teacher and students. In other words, an unplanned opportunity emerges, in the context of classroom activities, where the teacher observes some aspect of individual student learning. Whether incidental observation can be used as a basis for formal assessment and reporting may depend on the records that are kept. Planned observation involves deliberate planning of an opportunity for the teacher to observe specific learning outcomes. This planned opportunity may occur in the context of regular classroom activities or may occur through the setting of an assessment task (such as a practical or performance activity). 2 †¢ 1 2 Other possibilities for collecting evidence by observation exist, including observations by another teacher, observations by other students, and student self-observation. This paper concentrates on teacher observation and does not consider these additional forms of observation. Ultimately, the teacher must judge the validity and relevance of all forms of evidence, so these alternative forms of evidence involve similar principles of assessment to those applicable to other forms of evidence, including teacher observation. ‘Classroom’ should be interpreted liberally. It may include settings outside the school, such as field excursions, public presentations and work experience. What matters is the presence of an assessor, typically the teacher, to observe and record the event. 1 Discussion Paper on Assessment and Reporting ARGUMENTS FOR VALUING TEACHER OBSERVATION Teacher observation is an important but underutilised assessment technique. It is sometimes argued that teachers are unable to make appropriate and dependable assessment judgments from observations of students in natural settings. The table (below) details some of the claims of this viewpoint, together with some relevant rebuttals. Handled carefully, teacher observations can provide important evidence for assessment judgments. In some cases, they provide the only way of obtaining evidence about particular learning outcomes, especially those involving practical techniques, performance activities, ‘real life’ projects and group work. Table 1: Arguments against teacher observations and rebuttals of those arguments Arguments against teacher observations Lack of representativeness Students may not demonstrate all relevant learning outcomes in natural settings. They may know or know how but the context may not prompt them to demonstrate this. Lack of observation Teachers may not observe the demonstration of a learning outcome when it occurs, either because their attention is els ewhere or because they fail to recognise it. Lack of control of influences The student can derive unintended cues and prompts from the setting, even from the teacher, and these can be unnoticed by the teacher. Student performance may then be misinterpreted. Lack of standardisation All students do not undertake the same tasks under the same conditions. Teacher judgments of student demonstrations of learning outcomes are therefore undependable. Lack of objectivity Teacher judgments are subjective and prone to inconsistencies. Too much is left to the discretion of the teacher. Possibility of stereotyping Subjective judgments allow the possibility of stereotyping of students in terms of other performances or characteristics. Possibility of bias Subjective judgments allow the possibility of conscious or unconscious bias for or against particular individuals or groups. Rebuttal of those arguments Learning outcomes that have not been demonstrated can be deliberately prompted. Assessment should be planned as well as incidental. Teachers can ensure that assessment is comprehensive. Over time, teachers have many opportunities for observation. It is not critical if particular opportunities for observation are missed. Some observation is deliberate and focused. No single occasion is sufficient for judging a student’s demonstration of learning outcomes. Multiple opportunities and a variety of contexts allow cross-checking the robustness of the student’s performance. Quality requirements for teacher judgments are ‘evidence-based’ and ‘defensible’. Tailoring and adaptation allow optimum student performance and holistic interpretation of the evidence (taking contextual factors into consideration). All assessment involves sequences of subjective decisions; mechanistic marking schemes reflect earlier design decisions. Procedures to strengthen and verify teacher judgments can be introduced. Stereotyping is not inevitable. Each assessment occasion can be approached as a fresh opportunity to test hypotheses derived from prior impressions. Conscious bias is unethical. Unconscious bias requires constant vigilance. It is difficult for bias to survive evidence-based justification to students and their parents (a form of accountability). 2 Teacher Observation in Student Assessment An important argument in support of teacher observation is that teachers have access to a rich and diverse range of evidence on student learning outcomes from observations of their students; and that the capability of teachers to collect and interpret this range of evidence should be respected. Otherwise, a rich source of evidence on student learning outcomes is being ignored. In any case, the issue is not whether teacher observations should be used — since they are necessarily used informally during teaching — but how teacher judgments can be strengthened and improved so that they can be used for formal purposes, especially for reporting and certification. A strong justification for using teacher observation in assessment is its capacity to enhance assessment validity. By extending the range of possible assessments, teacher observation allows assessment to be more: †¢ †¢ †¢ †¢ †¢ comprehensive — ensuring recognition of all desired learning outcomes, especially those not otherwise assessable than in classroom contexts; connected — situated within familiar learning contexts and closely related to curriculum frameworks, learning experiences and pedagogical planning; contextualised — sensitive to the effects of context on performance and deriving assessment evidence from a variety of situations and occasions; authentic — interesting, challenging, worthwhile and meaningful to students; holistic — emphasising relatedness and connections in learning and involving performance on complex wholes rather than separate components. All of these characteristics can be supported as important for high quality learning and assessment. Assessments with these characteristics have better representation of, clearer relevance to, and stronger consequences for desirable learning outcomes. Appropriate representation, relevance and consequences are often now recognised as the requirements of valid assessments. Past practice in assessment, particularly in secondary schools, has not accorded much recognition to teacher observation for formal purposes. Some people have argued that while teacher observation is necessarily a component of classroom teaching, a clear distinction should be made between informal and formal assessment. For example, some educators argue that assessment situations should not be confused with learning activities. 3 This draws too firm a distinction. Certainly, there should not be strong accountability for first attempts. Also, reports need to indicate the progress made by students at the time of reporting. However, a firm  distinction between assessment situations and learning activities stems from over3 This is argued by Caroline Gipps in her book, Beyond Testing: Towards a Theory of Educational Assessment, The Falmer Press, London, 1994. 3 Discussion Paper on Assessment and Reporting concern for comparison and ranking. Where the aim is to map the student’s profile of demonstrated learning outcomes, standardised comparison is not the issue. The question is simply what justifiable evidence is there for concluding that the student has demonstrated a particular learning outcome. This does not require students to be ‘tested’ under controlled — and artificial — conditions. An alternative vision is one where assessment becomes incidental to and indistinguishable from learning activities. This allows for the strongest connection between pedagogy and assessment and, as already argued, a strengthening of the quality of the learning and the validity of the assessment. It can be argued that unless there is a strong connection between pedagogy and assessment, the assessment will be disembodied and discriminatory, that is, unconnected to any means for improving student learning and privileging students with existing cultural capital. Such an approach focuses on the student’s best performance over time and values the progress they are making (similar to ‘personal best’ in athletics). Howard Gardner puts it this way: ‘Rather than being imposed â€Å"externally† at odd times during the year, assessment ought to become part of the natural learning environment. As much as possible it should occur â€Å"on the fly†, as part of an individual’s natural engagement in a learning situation. Initially, the assessment would have to be introduced explicitly; but after a while, much assessment would occur naturally on the part of student and teacher, with little need for explicit recognition or labelling on anyone’s part. †¦ As assessment gradually becomes part of the landscape, it no longer needs to be set off from the rest of classroom activity. As in a good apprenticeship, the teachers and the students are always assessing. There is also no need to â€Å"teach for the assessment† because the assessment is ubiquitous; indeed, the need for formal tests might atrophy altogether. ’ 4 4 ‘Assessment in context: The alternative to standardized testing’, in B. R. Gifford M. C. O’Connor (Eds), Changing assessments: Alternative views of aptitude, achievement and instruction (pp. 78119), London, Kluwer, 1992. 4 Teacher Observation in Student Assessment COLLECTION AND RECORDING OF EVIDENCE All assessment requires the collection and recording of evidence of student learning. For the implementation of Council syllabuses, it has been recommended that the evidence focus on the demonstration of learning outcomes. Evidence is documentation that records, illustrates or confirms student demonstrations of learning outcomes. Collection and recording of evidence is necessary for two reasons: accountability — justification of the assessment judgments; and verification — confirmation of the assessment judgments. Accountability and verification are key factors in assuring the quality of assessments. †¢ †¢ Accountability (justification) means being able to explain and defend assessment judgments to students, their parent(s) and other teachers. Verification (confirmation) means being able to revisit the foundations for assessment judgments — being able to check their completeness, relevance and veracity. Teacher observations are primarily directed at the observation of events, performances and activities. In some cases, an artefact may be produced as a consequence of the event, performance or activity. In other cases, no artefact is produced and the event, performance or process iself is the sole focus of attention. An artefact is something constructed by the t student, for example, a worksheet, a piece of writing, a design, a painting, a composition, a webpage — in other words, a product of some kind. Teacher observation is not primarily concerned with the artefact itself but with the way in which the artefact was produced, that is, with the process. 5 Evidence of process, whether or not there is a resultant artefact, may involve either direct record or written record. These two types of record have different characteristics. A direct record keeps a ‘trace’ of the event through an audio-recording, a video-recording or a sequence of photographs. The activity or event might be, for example, a speech, a dramatic presentation, a group activity or a practical task. The term ‘trace’ emphasises that the record is not the same as the event itself. At best, it allows some features of the event to be represented and recalled. Some features of the event may be lost, such as the ‘feel’ of the occasion or the ‘spark’ between presenter and audience. Some features of the event may be filtered or distorted by the medium of recording, for example, through positioning and handling of the 5 In some cases, a sequence of artefacts may be produced and these may provide a progressive record of stages of production. These could involve, for example, a sequence of written drafts, initial designs, trial compositions, or tentative frameworks. In this case, the artefacts indicate milestones of development towards the final product. It is important to keep the total sequence of artefacts, together with annotations about contextual factors, such as the way in which the student has made use of comments and suggestions, so that a complete interpretation of what the student has done can be made. 5 Discussion Paper on Assessment and Reporting recording device. It is important, therefore, to realise that such a record offers only partial representation of the event. Nevertheless, such ‘traces’ are better than having no record at all. A written record can take the form of an observation sheet or a logbook (diary of events). Observation sheets can be more or less structured: at one extreme they contain checklists of learning outcomes; at the other extreme they contain broad categories for writing on-the-spot comments or annotations; and in between these extremes is a combination of them both. 6 A logbook provides a record of critical incidents or key comments (sometimes referred to as an anecdotal record); for accuracy of recall, entries need to be made as soon after the event as possible. The student’s name and the date also need to be clearly recorded. A sequential collection of such records is sometimes called a ‘running record’. When keeping an observation sheet or a logbook, written entries can be (relatively) high inference or (relatively) low inference. ‘High inference’ means that a judgment or interpretation is made, whereas ‘low inference’ means that the specifics of the event are described (without any attempt to interpret what they signify). Thus, using a checklist of core learning outcomes would involve high inference, whereas providing a descriptive account of student performance without direct reference to core learning outcomes could involve low inference. In the latter case, judgments relating to the demonstration of learning outcomes can be delayed until a variety of evidence has been collected. The advantage of low inference observations is that they are more ‘objective’ or ‘transparent’ and can provide a ‘closer-to-the-event’ basis for later verification; the specifics of the event are more easily accessible. The advantage of high inference observations is greater ease and efficiency in record keeping, but the specifics of the event are not then retrievable from the record. It is possible to record both a judgment (high inference) and a description (low inference), thus retaining some of the benefits of each. Descriptive accounts can include written commentary on student performance under specific headings on an observation sheet; critical incidents or significant events recorded in a logbook; and key performance features recorded in a logbook. Critical incidents and significant events are particularly noteworthy instances of the demonstration of particular learning outcomes (or the lack of it), especially those observed for the first time or demonstrated in a particularly dramatic or unexpected way. Key performance features are salient features of an observed performance whether or not they are particularly ‘critical’, including evidence that strengthens or confirms early judgments relating to student demonstrations of learning outcomes. When an artefact, direct record or descriptive account is kept and placed in the student’s assessment portfolio, the artefact, direct record or descriptive account can be referred to again at a later time in order to retrieve the specifics of student performance. This allows assessment judgments to be delayed until a convenient time or allows assessment judgments to be 6. Rating scales are not mentioned here since arbitrary distinctions of quality are not part of the assessment position espoused by the Council. However, the sequences of core learning outcomes (arranged in levels along a developmental continuum) provide quasi-rating scales. It is a matter of convenience and style whether a sequence of core learning outcomes is characterised as a quasi-rating scale (showing where the student is positioned along the developmental continuum) or simply an expanded checklist (showing which core learning outcomes the student has demonstrated). 6 Teacher Observation in Student Assessment verified on a subsequent occasion, for example, for purposes of moderation. It is difficult to verify written records of judgments without an accompanying artefact, direct record or descriptive account as a reference point. 7 Table 2: Summary of types of teacher observation evidence Focus on product — keep artefact(s) Focus on activity — record process †¢ Direct record (‘trace’) o Audio-tape o Video-tape o Photographs Written record o Observation sheet  § Checklist (high inference)  § Description (low inference) o Logbook  § Description of critical incidents  § Description of key performance features †¢ PLANNING FOR TEACHER OBSERVATION Teacher observations cannot be useful without planning. Different types of evidence require different types of planning. An essential requirement for  all types of evidence is anticipating the kinds of learning outcomes that may be demonstrated. This is particularly important where observation is incidental and where judgments (rather than descriptions) are recorded. Council syllabuses provide a framework of learning outcomes that serve as the perceptual reference points for recognising the characteristics of student performance. The framework of learning outcomes makes available to the teacher concepts and language for recognising and describing what a student knows and can do. Learning the structure, language and concepts of the framework therefore is a key aspect of planning for teacher observation, as it is too for teaching. Incidental observation necessarily involves little additional planning, apart from the normal planning of classroom learning activities for students. Incidental observation is opportunistic, 7 Where there is no supporting evidential record for the judgment, verification of the judgment is strictly impossible. The record of judgment needs to be considered in the context of other evidence collected from different times and events. Where it corroborates other evidence, the judgment is strengthened. Where it contradicts other evidence, more evidence may be needed. Ultimately, the weight of evidence is what matters. ‘Other evidence’ could include the judgments of other observers, that is, other records of judgment of the same event. 7 Discussion Paper on Assessment and Reporting  capitalising on revelations of student learning during regular classroom learning activities. In this sense it cannot be planned. It is essentially unanticipated. It can only be recorded through descriptions in a logbook. Although there may sometimes be an artefact to provide corroboration for the teacher’s observation, any process details depend on teacher description. Incidental observation is therefore the weakest form of teacher observation and would preferably be used only as supplementary evidence to support other forms o evidence. f Relying on incidental observation alone would be unsatisfactory (see caveats below). Planned observation can involve planning  for ‘in situ’ observation (in learning situations) or planning for set assessment tasks. There is little to distinguish these two situations in practical terms. However, as assessment becomes more important, particularly in Years 8 to 10, students may need to know when they are being assessed, since they may otherwise choose not to show their actual capabilities. Absence of demonstration of learning outcomes might not indicate incapability of demonstrating those learning outcomes but lack of appropriate challenge or opportunity. Formal assessment occasions would appear to become more important in the secondary school than in the primary school, at least for the present. 8 For all planned observations, whether ‘in situ’ or set tasks, thought needs to be given to how the event and/or the observations will be recorded. Consideration needs to be given to whether a direct record will be kept and what form of observation record will be made. The validity of teacher observations is strengthened by preparing an observation sheet that allows systematic recording of observations and judgments. An observation sheet may include checklists of learning outcomes and/or categories for describing student activities and performances. Learning outcomes might be made more explicit by listing their elaborations, components or criteria, that is, by providing more detail on the characteristics of the desired learning outcome. The advantages of prepared observation sheets include: †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ opportunity to share learning expectations with students in advance encouragement of student self-monitoring and self-assessment clarification of the desired learning outcomes to guide learning focus on the desired learning outcomes to guide teaching cuing of attention to the full range of relevant learning outcomes having available an explicit and standard recording format ease of recording of student performance characteristics structured means of providing feedback to students. 8 In the long term, taking up Howard Gardner’s vision (see footnote 4), a more natural approach to assessment would require that classrooms become more like normal work environments. This does not necessarily mean that the student (as the worker) is under constant surveillance but that there are  opportunities to demonstrate their capabilities in situations that really matter (but are preferably ‘authentic’ rather than ‘artificial’). The necessary shift in assessment practice to support this is from ‘one-off testing’ to progressive demonstration of ‘best (sustained) performance’. Reformed assessment practice would place more onus on the student to demonstrate the desired learning outcomes (and to indicate when they think they are doing so) together with specific ‘invitations’ to students to demonstrate their level of development in relation to sequences of learning outcomes of increasing complexity. 8 Teacher Observation in Student Assessment  Disadvantages of prepared observation sheets include: †¢ †¢ †¢ †¢ the need to allow for several levels of learning outcomes on a single sheet it can be difficult to anticipate all the learning outcomes that might appear it is possible that other serendipitous learning outcomes will be missed students’ learning may be constrained by listed learning outcomes. The disadvantages are outweighed by the advantages. They can be overcome, in any case, by careful design of the observation sheet, tailoring it to the current stage of student development, and allowing space for additional observations to be recorded. Observation sheets should be used as a tentative organising structure for recording teacher observations rather than a limiting framework for the actual observations. Space also needs to be provided on the observation sheet for including descriptive details of the context. These details need to include any characteristics of the setting or the occasion that could have influenced the student’s performance, either positively or negatively, and that might be relevant in making a judgment about whether the student has demonstrated particular learning outcomes. The details can be physical (e. g. , uncomfortable surroundings), psychological (e. g. , personal attributes in stressful situations) or social (e. g. , other events in the life of the school or the student). Through all of this, it must be remembered that any written record  of observations is necessarily selective. Only certain features of student performance are likely to be noticed and can be recorded. Therefore, having a clear understanding and ready access to the framework of expected learning outcomes is essential. One technique for reducing the cognitive demands of open observation is ‘spotlighting’. This means targeting specific learning outcomes (across several levels of a strand) on particular occasions. This has the added advantage of ensuring systematic coverage of all relevant learning outcomes. However, it should not be pursued so religiously that evidence of other learning outcomes outside the spotlighting target is ignored. 9 FACTORS AFFECTING VALIDITY OF TEACHER OBSERVATIONS AND WHAT TO DO ABOUT THEM Teacher observations will be valid to the extent that the evidence is appropriately recorded and interpreted, that is, whether: †¢ †¢ the recorded evidence accurately represents the observed student performance the interpretation (judgment) of this evidence is justifiable. Accurate recording requires transparent and unbiased perception of the student’s performance. Justifiable interpretation requires careful consideration of what the student’s performance signifies, in terms of learning outcomes, taking into consideration any factors 9 Margaret Forster and Geoff Masters discuss ‘spotlighting’ in Performances: Assessment resource kit, Camberwell, Victoria, Australian Council for Educational Research, 1996. 9 Discussion Paper on Assessment and Reporting that may have influenced the performance. The use of the term ‘justifiable’ here emphasises that there may not be a single unequivocal interpretation of the evidence but rather that the interpretation should withstand challenge as being reasonable and defensible. There also may be a requirement that the interpretation be consistent with the interpretations of other teachers. 10 The following discussion covers some factors that can affect the accuracy of the recorded evidence or the justifiability of the interpretation or both.

The Royal Dutch Shell Company Commerce Essay

The Royal Dutch Shell Company Commerce Essay In this essay, I select The Royal Dutch Shell Company and write to analyze its secret to become successful. This international firm has lots of special experience for todays Chinese companies to learn because they are aspiring to rush out to the world. I will focus on four aspects, which are firms international strategy and policies analysis; international management and decision making style; macro analysis on how to change to survive and the companys globalization and adaption analysis functional analysis, including a brief financial information description. We will also give our own opinions and critics through the whole article. Royal Dutch Shell Group is the worlds second largest oil company and headquartered in The Hague, the Netherlands. It is composed by Royal Dutch Company and British Shell Company. It is a major international manufacturer of oil, natural gas, chemical and petroleum (PricewaterhouseCoopers CI LLP, March 14th, 2012). It is also the worlds largest automotive fuel and lubricating oil retailers. It has rich experience in the aspects of financing, management and operation. It develops its business in about one hundred and forty five countries, with almost one hundred and twenty thousand employees. (PricewaterhouseCoopers CI LLP, March 14th, 2012). Oil and gas production accounts for three percent and 3.5% respectively of the worlds total output. As the Netherlands largest industrial company, it has ranked the first in the fortune global top 500 list. 1.2 Brief Introduction to the Company Structure The structure of Shell Company is very unique. Subsidiary companies all over the world are managed collectively by Royal Dutch Shell Company and Shell Transport and Trading Company, including Royal Dutch holding sixty percent, Shell holding forty percent. The largest shareholder of Royal Dutch Shell Company is the investment company of Dutch royal family (Dai, Shells Way to Success., July 15, 2006). Royal Dutch Shell Group has the long-term vision of development business. The company developed on the basis of operating foreign oil and other commodities trade. It has more than one hundred years business history in many countries and its long-term cooperation partners spread over various fields. The investment scale of many Shell projects (whether upstream or downstream) is very large (Armstrong, March, 2010), and the operation cycle of these projects proceed for decades. As a result, the Royal Dutch Shell establishes and uses complex perspective plan technology research the future development Firm Strategy 2.1 Long Term Goals Royal Dutch Shells long-term goal as published states that they will, meet the energy needs of society in economically, socially and environmentally viable ways. The Royal Dutch Shell firm is continually trying to expand its business and profits with environmentally safe methods; however the extent to which an oil company can keep the environment safe is still questionable. Peter Voser, Shells CEO, said, Shells strategy is innovative and competitive explaining how 2011s dividends reached over 10 billion US dollars, and he is expecting further growth in 2012 as well (Solutions for Business). IEA describes this as the Industrys resurrection which promises huge benefits for the US economy and subsequently economies around the world (Crooks, Ed; Guy Chazan, 2012). The International Energy Agency or (IEA) is a multinational regulatory energy committee who have stated that as little as five years ago, oil and gas productions were on an inexorable downward trend in the US but Shells strateg y is innovative and competitive (Crooks, Ed; Guy Chazan, 2012). Shells stock price fell rapidly during this time. They are still recovering from oil crisis. The resulting fallout left many oil companies around the world wounded and many economies damaged, however Shell has helped the North America revitalize its economy. Royal Dutch Shell is striving to achieve its goal of finding ways to viably meet societys energy needs while increasing its profits in the world economy. 2.2 Macro Effect: Global problems Shell faces many global-macro level problems and the majority of them are difficult to resolve. First, the power difference between high and low levels in the workplace is very large. Shell macro-executive responsiveness may not be effectively projected upon local communities and the developing world (Wheeler, Fabig, Boele, 2002). Wheeler argues that the executive decisions made on the corporate level are not effectively being passed down the lower levels. Daniels describes this vertical differentiation in his book International Business: Environments and Operations as a problem that all companies must address (Daniels, Radelbaugh, Sullivan, 1998). Along with communication problems, price fluctuations also affect the companys profits. The Washington Journal reports, because weak US gas prices drag down [Shells] earnings, they are considering converting natural gas to road fuels to sell at higher prices (Williams, Shell Sets Sights on Natural Gas to Fuel Growth). This is still very early however and it will take nearly a decade before results are seen from any investment Shell decides to make. Royal Dutch Shell faces another major problem-the global energy shortage. As fossil fuels combust the create carbon dioxide and water. This chemical process is irreversible. Shell must also worry about their long term growth potential because of the fundamental economic principle of scarcity. Shell has decided to increase their global efforts to exploit and research renewable energy sources in the face of this problem. An external committee consisting of representatives from five different countries conducted an investigation on Shells ability to withstand with this ever changing and volatile market. Upon the investigations conclusion, the committee stated, [Shell has] successful management of its complex operations in the midst of global economic turmoil (Solutions for Business). The fact that five professionals concluded that Shell is doing well during this difficult time says a lot about the quality of this multinational company. Shell publically acknowledges the, Global economy w ill very likely see, continued volatility in the future (Solutions for Business). In fact Royal Dutch Shell recently had to write down its assets value according to a recent Wall Street Journal article resulting in a shift in North American Energy production (Williams, Shell Profit Hit by Weaker Oil, Gas Prices, 2012). Shell is facing many macro-level problems that are not completely in their control; they are working very hard to lessen the effects that the global recession and resource scarcity are placing on them. International Management and Decision Making Style Shells Special Management and its Reasons 3.1.1 Shell Has a Large Scale Royal Dutch Shell Group, as an oil company which has a long history and hires a large scale of employees, an appropriate management is very important for it to operate well and become successful. Shell has its own distinct management style as a multinational joint company with capital from the Netherlands, America and Britain (PricewaterhouseCoopers CI LLP, March 14th, 2012). 3.1.2 Characteristic of the Industry Determines Its Integrated Management The capital intensive characteristic of the oil industry and Shells large scale both determine its integrated management (Liu, 2008) and decision making style rather than hierarchical management or any other styles. 3.1.3 Structure of Senior Management 3.2 The Two Parent Companies Are Relatively Independent The Royal Dutch Company and British Shell Company are two parent companies of the Royal Dutch Shell Group. They each registered independently in the Netherlands and in the United Kingdom (PricewaterhouseCoopers CI LLP, March 14th, 2012). Although according to the contract, the two parent companies exchanged shares, but they have their own decision-making bodies and are responsible to their shareholders respectively. The two parent companies are not constituent parts of the group and do not participate in the groups operations directly. However, they have the right to appoint board members in their own holding companies in the group and charge interest from these companies. 3.3 Shell Service Companies Play an Important Role The Shell Group has total 11 service companies to bear management and service functions assigned from the headquarters. These companies main task is to provide consulting services for all group companies and associated companies and subsidiaries in their business. Service companies are divided by business, regions and functions (PricewaterhouseCoopers CI LLP, March 14th, 2012). 3.3.1 Management Approach on Service Companies The Shell Group takes an integrated matrix management approach to conduct organizational management on its service companies. For instance, the service company in The Hague, the Netherlands focused on technical services but the service company in London, the UK focused on commercial services (Lei, 2007). The reason is that the Netherlands have some best technological universities in the world while London is the global trading center with much financial resource. From a functional point of view, this allocation of service companies can maximize the groups profit as well as optimize its management. 3.3.2 Segregation of Service Companies and Coordination Bureaus In order to facilitate regional coordination, service companies are also segregated geographically. The Shell Group established five Coordination Bureaus, which are Asia-Pacific, Western Europe, the CIS and Eastern Europe, the Western Hemisphere and Africa and Far East and South Asia (PricewaterhouseCoopers CI LLP, March 14th, 2012). 3.4 Business Company Is Mainstay of the Group 3.4.1 Business Company Definition The Shell Group has more than 300 business companies in more than 100 countries around the world. Their business scope includes oil, natural gas, coal, chemicals, and metals. Each business company is an independent organization and many of them are mutually associated. They are not wholly-owned by Shell because their Shareholders are various, including other companies, governments or individual investors. Where if more than 51% of these companies stocks are owned by the Shell Group, they are called the Group companies, the rest are called the associated companies. 3.4.2 Operational Mode of Business Company Management personnel in each business company are solely responsible for the companys own operations and long-term approach to development. A business company can either draw on the experience from service companies, or obtain other companies experience via them (Pender, March 16, 2002). The five-year plans and annual plans of a business company have to be viewed so that it can receive opinions from service companies. Therefore, a business company has to consult the planning, finance, personnel and other departments in service companies and then report to their corresponding regional coordination bureau. The regional coordination bureau will analyze and provide researches on the aspects of regional resources, market conditions and the groups ability to provide support (Dai, Royal Dutch Shells Secrets., March 15, 2003). After this procedure of research coordination, if the regional coordination bureau agreed, they would report to the groups board of directors for an approval. 3.5 Shell Keeps Pace with the Time From what mentioned above, the Shell Group has an integrated management model. Recently, the Shell group keeps up to date and takes a reform on its management structure. It developed its commercial companies in accordance with professional divisions, such as Shell Chemical, Shell Refinery, Shell Exploration and Exploitation and other business sectors (Knott, 2012). Shell also incorporated research institutions into respective companies, conducting these actions will improve the groups competitiveness continuously. Macro analysis 4.1 Global Adaption Once the Royal Dutch Shell decided to step into the global market, they need a complete international strategy to adapt the complicated problems and challenges. However, the challenges they faced could be the opportunities they own in some degrees. Obviously, Royal Dutch Shell have turned the challenges to opportunities successfully which due to their core international strategy. It covers the operating decentralization, international HR management and emergency mechanism (Pender, March 16, 2002). 4.1.1 Operating Decentralization Oil resource has a large relevance with the geopolitics situation which means the local political changes would have huge influence on the Royal Dutch Shells subsidiary company settled in that place (Liu, 2008). For this reason, Royal Dutch Shell has adapted the strategy which implements the operating decentralization. 4.2 Investment Diversification Investment diversification can maintain a favorable balance among their entire pattern. Royal Dutch Shell has oil and gas exploitation operation in more than 50 countries and areas, with refinery established in about 30 areas the corporations sales network covers more than 100 countries and areas (Pender, March 16, 2002). The political systems and wars are two of the most impact factors to the Oil Corporation. Yet the Royal Dutch Shell constructed a global investment network. Once one of the invested places suffered in war or the new political system changes put the company into an unfavorable situation, Royal Dutch Shell would cancel or transfer the investments (OHara, 2001). For example, on 20 August, 2012, Royal Dutch Shell announced that they achieved the oil concession of Skifska which is located in the Black Sea, Ukraine (Pender, March 16, 2002). That is a locality successful this year. However, just few months ago, Royal Dutch Shell had withdrawn from Libya due to its unstable social environment. 4.3 Product Diversification Though the Royal Dutch Shell has a wide product diversification network, their products only limited in energy sources and chemical industry which are relevance and cooperation to their familiar industry areas. There are four main products divisions. 4.3.1 Oil and Gas Products The oil and gas industry is the core business which is most important earning source. Its manufacturing equipments take over more than 80% of the total amount while the sales income occupies over 85% of the total sales (PricewaterhouseCoopers CI LLP, March 14th, 2012). Beside it as a supplier for several airline companies, Royal Dutch Shell is the biggest crude oil producer in offshore, USA. In order to cooperate with its oil and gas business among the world, Royal Dutch Shell has a strong, efficient shipping chain. 4.3.2 Chemical Products In order to provide raw materials to subsidiary companies in Europe which could decline the costs and increase the competitiveness of the products, Royal Dutch Shell established chemical raw materials manufacturing factories in the Middle East where have abundant chemical raw materials resource. Over 80% of the chemical products would sell in Europe (Dai, Shells Way to Success., July 15, 2006). The main products involves in the catalyst, agrochemical and plasticizer market. 4.3.3 Coal Products Though the price of coal has a trend of decline, they require amount is increasing. The oil market has presented a trend that the supply is excess than the demand, it is more important to focus on the development of coal. Royal Dutch Shell provides coal products in over 70 countries and now they are making an effort on the expansion on the markets in North America and Hong Kong (Hua, 2008). 4.3.4 Non-Metallic Materials Products This kind materials representative as aluminum and bauxite. The non-metallic material products are part of the products diversification. It contributes to the implement of products diversification. A health balance could be maintained by adjustment of income in different areas. 4.4 International HR Management It is hard to say which country that Royal Dutch Shell belongs to as the international human resources is the tradition among the group.à £Ã¢â€š ¬Ã¢â€š ¬ 4.4.1 Global Talented Person Mechanismà £Ã¢â€š ¬Ã¢â€š ¬ The employees chosen standard that Royal Dutch Shell adapted is faced the international human resources. Which country that the employee comes from is not important if the employee meets the standard. As the data in annual report, 2011, Royal Dutch Shell has about 5700 international employees come from 76 different countries who work in its branches among 100 countries (PricewaterhouseCoopers CI LLP, March 14th, 2012). The global talented person mechanism contributes its operation and management level into an international high level. Royal Dutch Shell has over 1000 joint ventures with other companies because of their multicultural environment. For example, the subsidiary company in Australia which mainly operating in steelmaking had surpassed the Nippon Shell. The president of the company is cone from Australia who has a wide human relationship. 4.4.2 Relative Independence Management Compare with its global talented person mechanism, the management to different local subsidiary companies have relative independence. The subsidiary companies in charge of their own operation business. The central offices in London and The Hague are in charge of providing financing institutions and technology skills to all the subsidiary. In this situation, the subsidiary companies can handle the emergency accidents by themselves with flexibility and subjective initiative (Heinrich C. C., 2005). Meanwhile, Royal Dutch Shell does not just give up the control of the subsidiary companies in different areas in the world. The experienced managers come to local branches and companies with their international management knowledge. It promises the concentration of the whole group which prevents the abruption. Functional Analysis International Financial Analysisà ¦Ã…“ ªÃƒ ¥Ã¢â‚¬ËœÃ‚ ½Ãƒ ¥Ã‚ Ã‚  à ¦Ã‚ Ã…“à §Ã¢â‚¬ ¹-à ¦Ã‹â€ Ã‚ ªÃƒ ¥Ã¢â‚¬ ºÃ‚ ¾121130_1à ¦Ã‚ Ã…“à §Ã¢â‚¬ ¹-à ¦Ã‹â€ Ã‚ ªÃƒ ¥Ã¢â‚¬ ºÃ‚ ¾121130_4 From the statement above we can see that Shell group in recent years keeps a good developing trend: sales, operating profit, net assets and increase year by year, Current ratio, average working capital rate of return, net profit/average net assets indexes, such as keep rising trend; Total debt/working capital is reduced year by year (PricewaterhouseCoopers CI LLP, March 14th, 2012). 5.2 Shells Revenue in Geographic Area In the statement we can see that in the Europe Asia Oceania Africa and the USA, the revenue are growing rapidly especially in the year 2010 to 2011. It is the reason why Shell can be the second column in the fortune magazine of global top 500 in 2011 rank only behind the Wal-Mart and on the top beyond Wal-Mart in July 9, 2012.à ¦Ã‚ Ã…“à §Ã¢â‚¬ ¹-à ¦Ã‹â€ Ã‚ ªÃƒ ¥Ã¢â‚¬ ºÃ‚ ¾121130_3 5.3 Conclusion of Financial Condition From the statement we also can see that the intangible assets, property, plant and equipment and equity-accounted investments growth the fastest in Asia. It is because in China, the Shells five core businesses are has made great strides in development such as exploration and production business and engaged in oil production. Also Shell has all over the country 250 cities of lube oil sales network and more than 40 shell brand gas station in Beijing Tianjin Chengdu and other big cities (Weiser, 2010). Meanwhile we noticed that the growth in other Americas is not as quick as in other areas. Through the discussion, we thought maybe these areas economic environment is not so good to do investment. Conclusion As one of the biggest multinational enterprises in the world Royal Dutch Shell plc is certainly one of the global economic giants pushing forward our global economy. It has demonstrated excellent functional ability evident through its marketing and sales numbers. It has a clear published company goal and moves closer to it by executing its long-term macro strategy. Although it faces numerous problems, Shell is using innovative and decisive ways to counteract the adverse effects of the global market while adapting to fit its customers. In conclusion, the Royal Dutch Shell Company is an excellent company worthy of investment with solid prospects for future growth.

Clinical Reasoning And Decision Making In Nursing Nursing Essay

Clinical Reasoning And Decision Making In Nursing Nursing Essay All nurses use clinical judgement to make decisions while caring for patients. These decisions have an effect on the actions of the healthcare professional and the delivery of health care the patient receives Jones and Beck (1996). Its the nurses responsibility to make clinical decisions based on their learnt knowledge and skills. Simple decisions such as, would a bed pan or commode be more appropriate? To making quick, on the spot decisions, such as what steps to take if a patient began to rapidly deteriorate. Nurses rely on sound decision making skills to maintain positive outcomes and up to date care. Orme and Maggs (1993) identified that decision-making is an essential and integral aspect of clinical practice. Nurses are accountable for their decisions, therefore it is crucial that they are aware of how they make these decisions Muir (2004). This essay will discuss two decision making models, factors that may improve or interfere with clinical reasoning and decision making in pat ient centred care and how they vary across the different fields of nursing. The decision making models that will be discussed are Risk Analysis and Evidence Based. Risk assessment plays a major part in the process of supporting patients and it greatly helps to maintain safety in hospital settings. Its main purpose is not only to identify potential risks but also remove and prevent them. Assessment is considered to be the first step in the process of individualised nursing care Neno and Price (2008). Risk analysis provides information that is vital in developing a plan of action that can help improve personal health. It has the potential to decrease the severity of chronic conditions, helping the individual to gain control over their health through self-care RCN (2004). Not only is risk analysis for the patients safety but its also there to ensure staff safety Kavaler and Spiegel (2003). It is imperative that nurses use suitable risk assessment tools as a guide to enable them to make effective decisions. Once the tool has been implemented, using the gathered information and using their own clinical judgement, the nurse will then be able to provi de the right safety precautions for patients Holme (2009). There are many different types of risk assessment tools available for patients and staff within the clinical setting. For patients there is the Waterlow score risk of pressure sores and ulcers, the MUST tool Malnutrition Universal Screening Tool, FRAT Falls Risk Assessment Tool and Pain Assessment Tools are only to name a few and they are commonly used in clinical practice. Staff have Infection Control Assessments and Discharge Risk Assessments only to name a couple but they should be kept up to date and reassessed regularly Daniels (2004). The pressure ulcer risk assessment/prevention policy tool, is frequently used in clinical practice. Pressure risk-assessment tools have been described as the backbone of any prevention and treatment policy Waterlow(1991). The Department of Health set annual targets for an overall reduction of pressure ulcers by 5-10% over 1 year (DoH, 1993), so it is vital that nurses accurately determine which patients are at risk of developing pressure ulcers. A pressure ulcer is an area of localised damage to the skin and underlying tissue caused by pressure, shear, friction or a combination of these EPUAP (1998). The intention of the Waterlow pressure sore risk assessment is to recognise service users who are highly at risk of developing pressure sores, to avoid them becoming worse and/or even developing them at all, to serve as an early predictive index before the development of pressure damage Nixon and McGough ( 2001). It is imperative that patients are assessed using this tool, especially patients with Intrinsic risk factors such as restricted mobility and /or are confined to their bed for long periods of time, patients with poor nutrition, elderly patients, patients with underlying health conditions such as diabetes and patients who are urinary incontinent and bowel incontinent are also highly at risk of developing pressure sores, this due to the moisture, moist skin can be weak and susceptible to breakdown Andrychuk (1998). Accordi ng to the NICE clinical guideline 29 (2005) pressure ulcer grades should be recorded using the European Pressure Ulcer Advisory Panel Classification System. There are four stages that pressure ulcers are graded at and it is down to the nurses own clinical judgement to decide what stage the ulcer is. Depending on the grade of the pressure sore, it will depend on the type of mattress that will be needed. There are factors to be considered before selecting a mattress for the patient which include, making sure the mattress does not elevate the patient to an unsafe height and to ensure the patient is within the recommended weight range for the mattress NICE (2005). Using their learnt skills, experiences and own clinical knowledge, nurses have to decide what dressings should be used in the treatment of pressure ulcers. They have to take into consideration the grade of the sore, any manufacturers indications for use and contraindications, previous positive effects of certain dressing and preference for comfort or lifestyle reasons Bouza et al (2005). Specially designed dressings and bandages can be used to speed up the healing process and help protect pressure sores such as hydrocolloid and alginate dressings which will be used at the nurses digression NHS Choices (2010). Nurses should always be aware of any potential risk factors that may worsen or add to the development of pressure ulcers when using any pressure risk assessment tool. The nurse will have to decide the frequency of re-positioning the patient, implementing a turning chart to keep times and dates documented and to communicate to other members of staff what time the patient needs turning. This involves moving the patient into a different position to remove or redistribute pressure from a part of the body Walsh and Dempsey (2010). By analysing the evidence on the effectiveness of repositioning this can help to reduce patient suffering and improve their quality of life, lighten the work load of staff and help reduce the financial burden on the health service Luoa and Chub (2010). In paediatric nursing, a child is to be assessed within six hours of being admitted and then reassessed daily. Most paediatric pressure ulcer risk assessment scales were developed using clinical experience, or by modifying adult scales Bedi (1993). The Glamorgan Paediatric Pressure Ulcer Risk Assessment Scale was developed using detailed paediatric inpatient data Willock et al (2008). It is a clinical tool designed to help nurses assess the risk of a child developing a pressure ulcer, it uses a scoring system that takes things like mobility, equipment, haemoglobin levels and temperature into account and guides the nurse as to what interventions need to be put in place, such as what type of mattress or dressings will be needed. In learning disability and mental health nursing, a range of pressure sore assessment tools are used such as the Norton, Braden and Waterlow risk assessment scales, these are mainly used for patients who are not very mobile as in the adult field. Nursing is more concentrated on their patients psychological health OTuathail and Taqi (2011). It is the nurses duty to provide the best possible care for their patients and this involves using Evidence-based practice. EBP enables the nurse to make decisions about patient care based on the most current, best available evidence. It allows the nurse to provide high quality care to patients based on knowledge and research Rodgers (1994). Principles of evidence-based practice and the crucial elements involved in the process are explained by Cleary-Holdforth and Leufer (2008) in five steps. Steps are there to equip nurses with the necessary knowledge and skills to use evidence-based practice effectively and to make positive contributions to patient outcomes. The five steps Ask, Aquire, Appraise, Apply, Analysis and Ajust are to simply guide healthcare professionals in making effective clinical decisions when problem solving. Early Warning Score (EWS) is an evidence based method. Carberry (2002) identifies that the purpose of EWS is to provide nursing and medical staff with a physiological score generated from recordings of vital signs. NICE Clinical Guideline 50 (2007) suggests that physiological track and trigger systems should be implemented to monitor all adult patients in acute hospital settings, providing guidance on the standardization of EWS. Physiological signs that should be monitored and recorded are heart rate, blood pressure, respiratory rate, oxygen saturation, temperature and level of consciousness. Vital signs should be recorded upon admission, at regular intervals during a patients stay and also before, during and after certain procedures Castledine (2006) and the frequency of monitoring, if abnormal physiology is detected should increase. EWS uses a scoring system 0, 1, 2, and 3 and colour codes white, yellow, orange and red, number 3 and the colour red being the highest risk indicators Morris and Davies (2010). Nurses should adapt to following guidelines the Early Warning Score offers, to help make clinical decisions that are best for their patients. Factors that may improve or prevent effective decision making while using the EWS could be down to capability, knowledge and ignorance. If health care professionals are well able and confident in recording and documenting patients vital signs, then any changes can be observed and prevented or dealt with quickly. The EWS implementation adds automated alerts hours before a rapid response would be initiated and can decrease treatment delays by up to three hours Subbe et al (2003). It only takes one nurse to lack competence when using the EWS, therefore putting patients lifes at risk. Early Warning Score is also used in the Mental Health and Learning Disability fields of nursing although it may not be used as often as in Adult nursing, it is imperative that patients who are physically or mentally unwell, require monitoring of their vital signs in an acute setting. Nurses may have to use their knowledge to improvise different ways of obtaining vital signs from some patients with learning disabilities or mental health problems, such as turning it into a game or distracting them especially if they lack the mental capacity and are unwilling to comply Hardy (2010) Medication can have serious effects on a patients health. Indications of these effects may be noticed in their EWS, combined with the knowledge and clinical judgement of health care professionals NIMH (2008) . If the EWS tool is not used as it should be in these fields then it will be hard for the health care professionals to obtain the needed evidence to make accurate clinical decisions. In the child field of nursing a similar tool to the EWS is used called PEWS, Paediatric Early Warning Scores. There are currently four PEWS charts used within the NHS for different age groups, 0-11months, 1-4 years, 5-12years and 13-18 years, the difference being the ranges for childrens vital signs NHS (2013). A key factor that may hinder accurate PEWS scoring could be due to the fact the child is scared when it comes to checking their vital signs, also very young children can be unwilling or fidgety Kyle (2008), this is where the nurse would have to use their knowledge to overcome such problems. The nurse could make it fun for the child, explain the equipment and what they are going to do and why. It is vital that the nurse gains consent from the childs parent before carrying out any procedure. It is important that the family play an important role in the care of the child DOH (2001). I have learnt various things while researching into the chosen decision making models and methods. I have been made aware of potential risk factors that may arise while using both tools in all fields of nursing and what could be done to prevent them. I feel confident in looking out for any risks involving the EWS and Pressure ulcer risk assessment tools while out in practice and believe that using these tools correctly can ultimately save lives.