Ebola Virus Disease Samples for Students †MyAssignmenthelp.com

Question: Discuss about the Ebola Virus Disease. Answer: Ebola virus disease (EVD) or Ebola hemorrhagic fever is a fatal disease transmitted to humans from wild animals and transmitted to human population by human-to-human transmission. The virus was first observed in 1976 in South Sudan and Congo and the re-emergence of the Ebola outbreak in West Africa in 2014-2016 was among the most complex and largest outbreak since 1976. The first symptom of the Ebola virus disease is sudden onset of muscle pain, fever and headache followed by vomiting, kidney and liver impairment, internal and external bleeding (Ebola virus disease, 2017).One of the biggest threats is that sick patients mainly bleed and the blood and body fluids of such individual are very infectious increasing the risk of transmission in other people. As the 2014 Ebola outbreak in Western Africa was regarded as the most severe in history, the World Health Organization declared it as a public health emergency. Considering the high risk of intercontinental transmission of Ebola, it ca n be said that global threat of transmission is huge (Kalra et al. 2014). Several countries have recognized Ebola as public health threat and taken different measures and coordinated action to eliminate the risk of outbreak. To enhance the efficacy in the global and country wise efforts to prevent the Ebola outbreak, the main purpose of this essay is to present a critical literature review on the role of agent, host and environmental factors causing EVD and evaluate the policy response to prevent the epidemic in Australia. As Ebola is communicable disease whose threat has been realized mainly in the period between 2014-2016, all research literature between 2014-2017 is reviewed to understand how difference factors shape patterns of communicable disease like EVD in affected countries and Australia. The first element that needs to be reviewed to understand the threat of Ebola virus disease is the role of agents in its diagnosis and transmission. Ebola virus is the main causative agent of Ebola Hemorrhagic fever and the virus belongs to the family of filoviridae. The virus is found to be fatal both for human and non-human primates resulting in high mortality rates. The virus got its name from a river in Democratic Republic of Congo in Africa where the virus was first discovered in 1976 (Profiles of Ebola, 2017). Research has mainly showed that natural reservoir of Ebola virus is not known, but it is predicted to be a native to Africa. New genomic technologies provided idea regarding the pathogens origin, transmission dynamics and evolution. People were found to be infected by the virus by handling infected primates. Human to human transmission occurred by direct contact with blood, saliva and the excretions of infected person. The chance of nosocomial infection is also a possibility. Variation in patterns in intrahost and interhost has given insight about transmission and epidemiology of the Ebola disease (Gire et al., 2014). Many studies have also been done to identify the main reservoir of Ebola virus. Although specific reservoir has not been clarified however evidence supports fruit bats as one of the reservoir of the virus (Oliva et al., 2013; Dixon Schafer, (2014). Dixon Schafer, (2014) gave detail regarding the modes of transmission of virus and the incubation period of 2-21 days. The first mode of transmission is the contact with infected wildlife and then spreading of the virus through person to person contact. The Ebola virus disease is also transmitted at different stages of the disease event at post mortem by coming in contact with the dead body after funeral preparation. The diagnosis of the disease is mainly done by the ELISA testing and PCR and detection of Ebola virus antibodies confirms the disease. In the context of the reservoir of Ebola virus in Australia, it can be said that till date there is evidence for the presence of Ebolavirus in Australians bats or native animal. No human Ebol a virus disease cases have been found in Australia, however taking control measures to prevent transmission is necessary considering intercontinental risk of transmission (Department of Health, 2017). Apart from the reservoirs or host of Ebola virus, there are certain environmental factors too that influence the spread of communicable diseases like Ebola. The role of environment factors in EVD transmission and outbreak is evident from studies done to evaluate the factors leading to emergence of Ebola in Africa. For instance, Alexander et al., (2015) explained human mediated environmental changes played a major role in the emergence of Ebola virus in outbreak zone. For example, the Guinean forest in Africa is a major biodiversity hotspot, however human encroachment in these areas resulted in directed exposure to infected bats. This eventually created direct transmission pathways to disease outbreak. In terms of major EVD outbreak specifically in West Africa, it can also be said that social conditions like population growth, poverty and poor health infrastructure increase the size of the EVD epidemic. The study regarding EVD outbreaks in Guinea showed that increase in population den sity had a critical impact on human-to-human transmission and environmental degradation (Baize et al., 2014). Hence, it can be said that certain social factors increased the length of exposure to virus and led to the development of many transmission chains which eventually increased the number of EVD cases. In the year 2014, the confirmed and probable case of EVD was found in five countries such as Sierra Leone, Guinea, Liberia, Nigeria and Senegal and it resulted in about 4922 deaths. Considering the severity of the epidemic, it became evident that taking drastic control measures became essential both for Africa and other countries (Bickler, Lizardo De Maio, 2015). The probability of risk and infection is high because only one or two viral particles is needed to infect a person. Bickler, Lizardo De Maio, 2015) also pointed out that different environmental factors influences the physiology and susceptibility of any disease. This could be said because gene expression studies revealed that transcriptomes of peripheral blood leukocytes is differently expressed due to the effect of environmental geography. In recent years, the Niemann-Pick C1 (NPC1) protein, the receptor of Ebola virus was identified and study of NPC1 expression in urban and rural populations in Africa revealed that NPC1 is upregulated in rural population compared to urban population. This indicates that environmental condition has impact on the expression of these genes. These findings may play a key role in understanding the mechanism of infection and taking appropriate control measures. Major countries worldwide are currently striving to prevent the emergence of Ebola. Considering the above explanations regarding the role of environment in contributing the epidemic, it can be said that better understanding of the environmental links to the disease can help countries to effectively fight against Ebola. For example, countries can get idea about the environmental links to transmission by the information regarding the Ebola virus in environment. The glycoprotein is the main mediating force responsible for attachment and infecting the host cell. Ebola virus is an enveloped virus mainly found in animal wastes and excretions and presence of such waste in the environment enables it to persist even outside hosts body (Cedrine et al., 2017). Hence, the main implication from the above finding is that sanitation should be a major emphasis for countries to manage the environment and prevent the transmission of EVD. The long term public health infrastructure needs to be developed so that safe drinking water, sanitation and hygiene conditions are available for all citizens (WASH and Ebola, 2017). Apart from the role of causative agent, reservoirs and environmental factors in Ebola virus transmission, another essential thing that must be a focus of public health attention is the behavior of common citizens. Ebola was a national epidemic crisis for Africa and the interaction of both socio-cultural and environmental factors contributed to certain negative behavioral response by public. A research done to investigate the relationship between spread of EVD, public attentions and communitys response to the epidemic revealed that psychological and socio-cultural factors of individual has adverse impact on the spread of disease. In epidemic zone, adverse effect of socio-cultural factors was realized by the rise in the number of cases of EVD. This finding also points out to a new area of focus for public health department which is to redirect negative psychological and socio-cultural behavior of public to reduce the Ebola outbreak (Sharareh et al., 2016). Many researchers proposed sev eral unique strategies to reduce the transmission rate. Gimm Nichols, (2015) suggested to identify people who are infected or at risk of infection and quarantine the symptomatic individuals. However, the limitation in this strategy is that no information related to change in public behavior has been proposed. Isolation of infected or at risk person can also be a solution to curb the transmission rates, however this may lead counterproductive reactions from the public due to the violation of human right (Calain Poncin, 2015). Another research gave useful evidence regarding the role of fear related behavior in shaping outbreak and increasing the risk of future harm. Fear related behavior of people was found to have an impact on accelerating the rate of Ebola, restricting use of life saving treatment, increasing the risk of psychological distress and making available medical services ineffective. The study of fear related behavior in epidemic zone mainly revealed that due to fear, many families took EVD treatment and care secretly in home instead of going to Ebola treatment centers. This was the driver for the spread of the disease and decreased the chances of survival in such groups. Death in home setting was also the reason for high rate of Ebola virus transmission as no proper protection was taken for while handling beddings, utensils or corpses of affected individuals. Other fear related behavior witnessed in the study included migrating to new settings, avoiding life saving treatment and less availabil ity of health care workers for hazardous duty (Shultz et al., 2016). Hence, many useful lessons can be taken from fear related response of public. To improve the preventive efforts for EVD in the future, countries like Australia can focus on modifying the fear related behaviors by recruiting disaster psychiatrist in the health promotion process. They may help mitigate fear related behavior and come in contact with people at the right point of time to reduce the casualty rate. Based on the limitations and possible ethical implications in taking strategies to improve negative behavior of public in response to the Ebola crisis, it can be said that national government and public health staffs must focus on system dynamics approach to influence peoples perception and response to the outbreak. For example, Australia is also focused on addressing the risk of EVD transmission in their county by means of overseas travel. They can adapt future models for disease prevention by focusing on awareness of public to outbreak preparedness and collaborative taking part to follow disease prevention protocols and minimize the casualty associated with Ebola (Sharareh et al., 2016). The above discussion mainly developed the understanding regarding the different factors that plays a role in transmission of EVD and increasing the risk of diagnosis in certain groups. The next critical step is to evaluate the policy responses implemented so far to curb the epidemic and find out weakness and strengths of those policies. The most significant policy related to outbreak prevention and control was the vaccination policy. Prophylactic vaccination and reaction vaccination strategies were implemented to prevent early epidemic transmissions. A research investigated the role of both these strategies to decide future policies related to vaccination. The review of data in affected countries showed prophylactic vaccination to be more effective in preventing early transmission compared to reactive vaccination. As fear related health behavior studies showed that health care workers avoid working in Ebola cases due to hazardous nature of task, their participation can be increases b y considering long lasting immunity of health care workers by means of prophylactic vaccination campaigns (Coltart, Johnson Whitty, 2015). Hence, effective implementation of prophylactic strategy can provide additional benefits to countries to mitigate the chains of early transmission. In response to the Ebola outbreak, the first priority of the Australian government was to keep Australians safe and secure by increase in screening for Ebola (Department of Health | Ebola, 2017).Screening measures were mainly implemented at airports and seaports to identify passengers form EVD affected countries. They are still monitoring all people entering Australia from West Africa and monitoring all people who return from Ebola affected countries. The main advantage of the screening policy or strategies adapted by Australia was that they made sure to establish a system of monitoring till the 21 day incubation period. They also provided regular notifications to the World Health Organizations Health Regulation Focal point to ensure that people at high risk could be identifies and appropriate protection measures could be taken on time (Department of Health | Downscaling of Ebola border screening measures, 2017). Hence, it can be said that Australian government mainly focuses on airp ort screening measures due to the high risk of intercontinental transmission of Ebola virus. The main advantage of such airport or traveler screening is that it is the best method that directly targets the risk of transmission in other countries just at the entry points. It curtails geographic spread of infections (Gostic, Kucharski Lloyd-Smith, 2015). In addition, the effectiveness of such screening is also dependent on epidemiology and natural history of infection. Another important policy response taken by Australia to curb the Ebola epidemic was to immediately implement the visa suspension policy. The study regarding countries response to WHOs travel recommendation during the 2013-2016 Ebola outbreak gave idea regarding the implementation visa suspension policy by Australia. The Australian Department of Immigration announce temporary suspension of all visa application for citizens belonging to Ebola affected countries and cancellations for all those Australians who were is Ebola affected countries within the 21st day (Rhymer Speare, 2017). Although this was an appropriate response taken by the Australian government to fight against the epidemic, however this move resulted in resentment from countries like Sierra Leone. They also blamed that the visa suspension policy was counterproductive and discriminatory (BBC News, 2017). Australian government has to finally justify their action of suspension by explaining the immediate need for such move . However, despite resentment, it can be rightly said that by taking this measure, Australia was not at all withdrawing support to affected countries. The advantage of this policy implemented by the Australian government was that by implementing these measures, they were reducing all the possible risk of transmission as well as supporting assistance to affected countries. In response to the risk of transmission by travelling to affected countries, the Australian Department of Foreign Affairs and Travel took the step of advising Australians to reconsider their travel plans in Africa. A list of guideline were also prepared for Australian citizen in case they were travelling to Africa and this mainly included consideration about medical evaluation and the step needed if any person returns from affected countries and feel unwell. The Australian government has also developed a national protocol to ensure that public health staffs take immediate steps to respond to suspected or confirmed case of EVD. However, great limitations were found in the risk assessment process implemented in Australia following special guidelines for prevention. Firstly, delays were seen in the transport of specimens and patients to the hospital. The routine laboratory test was associated with many issues due to concern about laboratory safety. Due to these, it can be said intensive monitoring is necessary with special training of health care workers as well as proper education for health care staffs (Gilbert, 2016). Hence, the review of policy responses linked to Ebola makes it clear that certain measures like airport screening was effectives but lack of preparedness were seen in educating public and health care workers and improving their behavior to curb the epidemic. There is a need to take lessons from various environmental factors and other causes leading to epidemic in affected countries and adapt upgraded strategies for community health and well being. The essay mainly summarized the global epidemic crisis caused due to the reemergence of Ebola. The discussion regarding the role of agents, reservoirs, transmission modes and environmental factors associated with the disease mainly gives the implication that the Ebola virus is highly infectious and extensive control measures is needed to curb the epidemic. The review of potential policy response to prevent Ebola outbreak in Australia gave idea about quarantine measures, visa suspension, airport screening and guideline for international travelers implemented in Australia. However, as certain measures were associated with public resentment, there is a need to analyze the fear related behavior of people and find the best strategies that save Australia from human rights issue as well as promote acceptance of the strategy by the common public and other countries. References Alexander, K. A., Sanderson, C. E., Marathe, M., Lewis, B. L., Rivers, C. M., Shaman, J., ... Eubank, S. (2015). What factors might have led to the emergence of Ebola in West Africa?.PLoS neglected tropical diseases,9(6), e0003652. Baize, S., Pannetier, D., Oestereich, L., Rieger, T., Koivogui, L., Magassouba, N. F., ... Tiffany, A. (2014). Emergence of Zaire Ebola virus disease in Guinea.New England Journal of Medicine,371(15), 1418-1425. BBC News. (2017). Australia's Ebola visa ban condemned. Retrieved 21 October 2017, from https://www.bbc.com/news/world-africa-29809863 Bickler, S. W., Lizardo, R. E., De Maio, A. (2015). The transition from a rural to an urban environment alters expression of the human Ebola virus receptor Neiman-Pick C1: implications for the current epidemic in West Africa.Cell Stress and Chaperones,20(2), 203-206. Calain, P., Poncin, M. (2015). Reaching out to Ebola victims: Coercion, persuasion or an appeal for self-sacrifice?.Social Science Medicine,147, 126-133. Cedrine, V. (2017).Role of Environment in the Spread of Ebola Virus Disease (EVD).Globetrotter. Retrieved 21 October 2017, from https://liveyounglovelife.wordpress.com/2014/10/04/role-of-environment-in-the-spread-of-ebola-virus-disease-evd/ Coltart, C. E., Johnson, A. M., Whitty, C. J. (2015). Role of healthcare workers in early epidemic spread of Ebola: policy implications of prophylactic compared to reactive vaccination policy in outbreak prevention and control.BMC medicine,13(1), 271. Department of Health | Downscaling of Ebola border screening measures. (2017).Health.gov.au. Retrieved 21 October 2017, from https://www.health.gov.au/internet/main/publishing.nsf/Content/ohp-ebola-protect-measures-update.htm Department of Health | Ebola. (2017).Health.gov.au. Retrieved 21 October 2017, from https://www.health.gov.au/internet/main/publishing.nsf/Content/ohp-ebola.htm Department of Health | Ebolavirus disease (EVD) outbreaks in West Africa - Important Information for Travellers, Patients and Consumers. (2017).Health.gov.au. Retrieved 20 October 2017, from https://www.health.gov.au/internet/main/publishing.nsf/content/ohp-ebola-info-patients.htm Dixon, M. G., Schafer, I. J. (2014). Ebola viral disease outbreakWest Africa, 2014.MMWR Morb Mortal Wkly Rep,63(25), 548-51. Ebola virus disease. (2017).World Health Organization. Retrieved 20 October 2017, from https://www.who.int/mediacentre/factsheets/fs103/en/ Gilbert, G. L. (2016). Australia's response to Ebola Virus disease in West Africa, 2014-15.Public health research practice,26(5). Gimm, G., Nichols, L. M. (2015). Ebola crisis of 2014: Are current strategies enough to meet the long-run challenges ahead?.American journal of public health,105(5), e8-e10. Gire, S. K., Goba, A., Andersen, K. G., Sealfon, R. S., Park, D. J., Kanneh, L., ... Wohl, S. (2014). Genomic surveillance elucidates Ebola virus origin and transmission during the 2014 outbreak.science,345(6202), 1369-1372. Gostic, K. M., Kucharski, A. J., Lloyd-Smith, J. O. (2015). Effectiveness of traveller screening for emerging pathogens is shaped by epidemiology and natural history of infection.Elife,4, e05564. Kalra, S., Kelkar, D., Galwankar, S. C., Papadimos, T. J., Stawicki, S. P., Arquilla, B., ... Jahre, J. A. (2014). The emergence of Ebola as a global health security threat: from lessons learnedto coordinated multilateral containment efforts.Journal of global infectious diseases,6(4), 164. Olival, K. J., Islam, A., Yu, M., Anthony, S. J., Epstein, J. H., Khan, S. A., ... Luby, S. P. (2013). Ebola virus antibodies in fruit bats, Bangladesh.Emerging infectious diseases,19(2), 270. Profiles of Ebola. (2017).Web.stanford.edu. Retrieved 20 October 2017, from https://web.stanford.edu/group/virus/filo/2005/profiles.html Rhymer, W., Speare, R. (2017). Countries response to WHOs travel recommendations during the 20132016 Ebola outbreak.Bulletin of the World Health Organization,95(1), 10. Sharareh, N., Sabounchi, N. S., Sayama, H., MacDonald, R. (2016). The Ebola Crisis and the Corresponding Public Behavior: A System Dynamics Approach.PLoS currents,8. Shultz, J. M., Cooper, J. L., Baingana, F., Oquendo, M. A., Espinel, Z., Althouse, B. M., ... Mazurik, L. (2016). The role of fear-related behaviors in the 20132016 West Africa Ebola virus disease outbreak.Current psychiatry reports,18(11), 104. WASH and Ebola |. (2017).Washadvocates.org. Retrieved 21 October 2017, from https://www.washadvocates.org/learn/wash-and-ebola/

Whatever They Told You About Samples of Narrative Essay on Conflict Topics Is Dead Wrong...And Heres Why

Whatever They Told You About Samples of Narrative Essay on Conflict Topics Is Dead Wrong...And Here's Why If you wish to be certain of the maximum quality of your papers, it's well worth choosing professional writers. That way you know what things to include in various regions of the paper and everything it entails. If you're thinking that you will need a person to compose my essay at this time, you can merely rely on our honest reviews. You shouldn't be late with your homework under any conditions buy a personalized essay online now! Concentrate on the toughest sections of the interview and why you wanted so badly to find the job. As a conclusion, our group of skilled experts also provides a last verdict which will help you make a well-informed choice. If you are in need of a terrific culture essay example but have no clue how to choose one, try to remember that you are able to get excellent help with your assignments at any moment. A narrative essay is a chance for you to describe a sequence of events inside your private life. The best method to do so depends upon the sort of the subject or event you're likely to write about, different kinds of topic need a different strategy. Choosing from a period of life and a specific situation, it's well worth choosing the latter to continue to keep your story brief and clear. The Ultimate Samples of Narrative Essay on Conflict Topics Trick Every spot on the planet has a story. Time-traveling-stories are always enjoyable to read, so begin recalling. You don't need to pick a wide topic with lots of of characters. As soon as you are final with what you want to write, spend some time in recalling all the essential details linked to your theme. The story is usually from an individual's perspective and is also usually utilised to earn a point. Regardless of the fact you're telling the story during the narrative essay, you identify it using a quick story. If you're a great listener, you can make an outstanding story around this one of a kind personal feature. My favored weather story. Some of the most important platforms in internet communication are sites like Facebook and Twitter. The other communication is the relationship dimension which includes the way by which the interpersonal groups relate to one another. You may use the exact same approach to writing about other types of situations that result in a more optimistic outcome. Write in such a fashion, that you'll be interested to read it. There are struggles that could easily be eliminated when you're in the early phases of writing your personal narrative essay. The very first important thing to keep in mind about a narrative essay is it tells a story. The ve ry good narrative essay demands enough moment. A personal narrative essay is a sort of essay in which an individual writes about their own experiences, typically as a narrative story. More important is to select an essay topic that you're going to be interested in writing with passion. It isn't always easy to select a very good topic and story for this kind of essay. The absolute most important thing here is to select among the very best descriptive essay topics, as failing to decide on a write topic will prevent you from turning in a wonderful essay. There is not a single topic that has to be utilized in writing a personal narrative essay, since most writers choose a topic that has particular meaning in their opinion. Narrative essays serve a broad range of purposes. Occasionally it can be challenging to write really intriguing and exciting essay of the superior quality. When you've chosen a narrative subject, you're prepared to get started writing your essay! Picking the topic for your essay might be the hardest part. One of the most usual tasks for the narrative essay is to cover a number of the cultural difficulties. Be mindful of the size it must be and begin writing the narrative essay outline. It is not easy to write customized essays mainly because it's necessary to recognize the type initially and then determine how to proceed with this. If you haven't written any narration essays before, you ought to read works of different students to comprehend how to develop a structure, the way to use your private narrative ideas, and what topics it's possible to utilize.

College Level Research Term Paper Topics - Make Use of the World Wide Web

College Level Research Term Paper Topics - Make Use of the World Wide WebUsing the resources of the internet to carry out your college level research term paper topics will make a lot of difference in the final result. You should make use of the world wide web. It has many applications that you can utilize for the best results.Many people are giving advice to find the best online college level research term paper topics. The best part about the internet is that you can use it as a tool to carry out your research. If you want to carry out your research using the internet then you should make use of the available resources to carry out your research.There are many resources that you can utilize for carrying out your research term paper topics. These resources include internet search engines, different websites that deal with different aspects of research, and articles that will help you find the best research term paper topics.You can use article directories, Google, as well as Yahoo t o carry out your research. These methods will help you look for different keywords.You can also look for articles on the internet, or other websites, that will provide you with search keywords. This will help you to find the best research term paper topics. This is very much useful when you want to carry out your research.Most people who carry out online research term paper topics do so by conducting a search on Google. One very important point to note is that you can carry out research through many of the websites that are providing their articles.To carry out your research term paper topics, you should make use of all the resources that are available to you. You can use various search engines to find the best articles and other websites that can provide you with the keywords.

MacValay College Essay Questions

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Sample College Essay About Extracurricular Activity

Sample College Essay About Extracurricular ActivitySample college essay about extracurricular activity is a wonderful and practical idea to read. There are many things that students should know about the extracurricular activities that they participate in and how they fit into their college experience.There are several interesting topics to focus on in your college essay. This could be in the event of your parents encouraging you in making your own decisions, or a simple discussion about how you find enjoyment in being with friends and taking part in a few different types of activities.The college essay about extracurricular activity can be much more than just writing about the typical college life. If you find that you enjoy going to the gym, spending time at a club, or maybe participating in sports, then you should find an activity or a club in your community that you would like to take part in. The colleges are filled with students that have gotten involved in a particular club or sport.When writing your college essay about extracurricular activity, you should also include a personal account about what it was like to participate in the activity. It is very important to not just describe the activity, but to write about what it was like as a whole. What were the moments and thoughts you had while you were participating in the activity? When was the last time you had this type of activity?You should try to include a picture as well as other detail about the activity. It is a great idea to include a photograph of the event as well as a description of how you felt during the event. All of these details should be included in your college essay about extracurricular activity.There are many courses that will provide you with an outline for your own college essay about extracurricular activity. For example, you might want to take a class on writing and creativity, or you might want to take a course on financial aid and student loans.When you are writing your college essay about extracurricular activities, you should also talk about the things that you enjoy doing in general. This will help to make your essay even more meaningful.

Unmanaged Heart Essay Example For Students

Unmanaged Heart Essay Can a persons heart be controlled? Do all people go have some form ofemotional management or emotional labor in their lives? In the book, The ManagedHeart, written by Arlie Hochschild , discusses the issues of emotional labor andemotional management. In the book, it describes the difference between the twoissues and gives Hochschilds opinion on those issues. The first issue isemotional management. This is where the fight attendants learn how to deal withcertain situations that they might encounter. Basically, they are taught tomanage their emotions and look at their situation from the other side. By doingthis, the flight attendants can create a happy and more comfortable setting forthe passengers. On page 113 in the book, it states that the fight attendantsshould imagine a reason to excuse an obnoxious or unruly passenger. This is whatDelta teaches: emotional management. The other issue is emotional labor. The useof emotional management is emotional labor. They flight attendants use surfaceacting in everyday work life. They are there to make the passenger feelcomfortable and happy. This is a cover sheet for the flight attendants emotions. We will write a custom essay on Unmanaged Heart specifically for you for only $16.38 $13.9/page Order now They are in a way bottling up their feelings to produce another feeling. Theproblem with emotional labor and surface acting are they become a part of thatperson. Hochschild thinks that this is a bad thing because one will never breakaway from the emotional labor and in turn have trouble expressing their innerfeelings, (deep acting) in their private lives. In summary, emotional managementis emotional labor. Emotional management is the learning how to deal withsituations. Emotional labor is the actual use of the emotional management. Learning emotional management is helpful, but can affect that personslifestyle. When they use emotional labor, they are hiding their inner feelingsto create are better atmosphere for others. People using this might never beable to distinguish the difference between their surface acting and deep acting. Hochschilds sees this as a problem for the people affected by this emotionmanipulator. This will affect their friends, family, and the rest of society.

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buy custom Critique of IAR and NAEP Assessment Processes essay Whether used for high-stakes decisions or classroom-based formative decisions, the most fundamental element of any educational assessment is validity (Russell Kavanaugh, 2011). IAR validity focuses on the accuracy of information collected about students, the accuracy of inferences made based on that information and the appropriateness of decisions about students, schools, teaching and learning that are based on those inferences (Russell Kavanaugh, 2011). On the other hand, large-scale assessment programs such as NAEP have traditionally attempted to assess students using single instruments administered to students under the same conditions. As a result it has been acknowledged that this practice does not give valid information (Russell Kavanaugh, 2011). The importance of evaluating these two programs is to discover problems and additional requirements early to prevent more serious issues that may arise later in their use. Through evaluation, stakeholders can determine which assessment programs to continue and which ones to end (IAR, 2011). Critical evaluation of these programs will ensure quality and build client confidence about purchasing, or using the assessment procedure. Effective assessment will assist the users to prioritize resources by identifying program components that are most effective or critical (IAR, 2011). The evaluation of Instructional Assessment Resources (IAR) should ensure that students attain self assessment which will in turn help students to develop critical reflection as they have to evaluate their own and other students work. IAR does not provide the opportunity for students to learn responsibility towards others via assessment and to learn to make critical judgments. Frankland (2007) says that an assessment process such as IAR should play a fundamental role in all aspects of learning where individuals and groups have to be accountable for their work. IAR should enable students to grow their ability to be realistic judges of their own performance and the ability to monitor their own learning. In order to be more effective, IAR should involve learners in the assessment of self development and learning. This will motivate them to think about what had been learnt to a certain point, where the gaps are, and how to fill up or minimize the gaps (Frankland, 2007). The assessment process should introduce the concept of individual judgment to students and ensure effective communication among teachers and peers. Carless, Joughin Li (2007) noted that assessment processes should lead to both the award of a reliable grade and contribute to productive student learning. The major challenge of IAR is that students spend too much time being tested and lack enough time in productive learning. The key stakeholders in these two learning processes should note that learning is much more than the accumulation of grades. On the other hand, NAEP does not give students motivating assessment activities which involve them in productive learning experiences. Therefore, NAEP assessment process is likely to lead to better student grades because it involves students actively in the assessment, engages them with standards and encourages them to monitor and improve their own work. NAEP assessment process presents a major challenge to tutors because they carry potential share of workload. Carless, Joughin Li (2007) argues that tutors are forced to share ideas, strategies, worksheets, model answers, quality exemplars or follow-up tasks as part of the process of streamlining assessment. Ehlers Schneckenberg (2010) learned that the main purpose of student assessment has been as a mechanism for comparing individual learners as a screening or selection process. NAEP assessment process has not provided access to individuals to continued education and progression to higher degrees, to entry into the civil services and to progression for jobs and careers (Ehlers Schneckenberg, 2010). Instead this process is predicated on measuring the differences between individual students based on race, ethnicity and gender. NAEP assessment process has led to pressure for objectivity through standardized tests which are set that the bright or hard working students get it right and the dull or lazy ones get it wrong (Ehlers Schneckenberg, 2010). Both NAEP and IAR use technologies in their assessment processes. Ehlers Schneckenberg (2010) says that technology has been focused on the development of simple multiple choice question and answers designed both for easy marking and for standardized test provision (p. 441). More emphasis should be put on the trends being assessed. Traditionally, university assessment was focused on a mastery of a body of scholarly knowledge defined by experts in a subject and the ability to research about that body of knowledge (Ehlers Schneckenberg, 2010). Nowadays, assessment has been more focused on professional standards as defined by external bodies. The main aim of NAEP has been to compare institutions and to provide a comparison of the attainment of individual learners rather than as a measurement of quality in terms of learning processes (Ehlers Schneckenberg, 2010). The stakeholders in IAR should be cautioned that the process is central because quality is seen to be congruent with the move from teaching to learning and to new processes of knowledge development outlined in the curriculum. Ehlers Schneckenberg (2010) mentioned that critiques of both IAR and NAEP should also be based on the effect on student motivation and coming from those seeking to develop assessment based on reflection on learning, particularly through the introduction of e-portfolios (p. 441). Both IAR and NAEP assessment processes should allow students to garner rewards from their participation in the assessment processes. Palomba Banta (2001) says that through their participation in the assessment process, students should be given small incentives for participating in surveys or testing projects. This is because the real payoff to students for their involvement in assessment should be an opportunity to learn more than they would have learned without it (Palomba Banta, 2001). Both NAEP and IAR programs should review their strategies to meet their full potential to engage faculty, students and other stakeholders in a systematic effort to improve quality of education. Instructional Assessment Resources (IAR) Goals and strengths IAR conducts regular assessment of teaching in order to improve the instruction itself. IAR (2011) says that teaching assessment allows the instructors to monitor student learning and make necessary adjustments to improve their teaching. One of the strengths of IAR is that its teaching assessments help teachers to avoid surprises in end-of-course evaluations (IAR, 2011). As a result, IAR (2011) indicated that the assessment process embraces evaluation of student satisfaction with course organization, exams, assignments, and instruction throughout the term giving room for mid-course adjustments and the improvement of student satisfaction. According to IAR (2011) IAR student assessment entails the assessment of student learning through assignments, tests, and portfolios. Recommendations for improvement IAR assessment process should consider individual student interests, abilities, cognitive styles, and rates of learning, patterns of developed abilities, ethnicity, sex, social class and their motivations (Clark Zimmerman, 2004). The IAR measures should be sensitive to pluralistic issues and reinforce achievements of all students not just those from a particular background or social class. Clark Zimmerman (2004) mentioned that students achievements should be focused on and celebrated so they are motivated to learn, and teachers will be provided tools that allow them to deliver quality instruction to all students including those who are talented in given fields (p. 145). Consequently, IAR assessment processes should use accurate scoring keys for selected rsponse assessment and good scoring guides for extended written response and performance assessment (Stiggins, Arter Chappuis, 2004). Regardless of how carefully the whole process has been planned, things can still go wrong that result in inaccurate estimates of achievement. Stiggins, Arter Chappuis (2004) says that some of the problems that may arise from the process can be solved by adhering to the test development process (p. 114). Evaluation measures used IAR uses three types of evaluation which include: needs, process and outcome evaluation.Needs evaluation is typically used in program planning. IAR (2011) indicated that this evaluation helps determine which program aspects or activities are most needed and for which population. Generally, this method is used to help build up new programs or justify existing program components. Process evaluation investigates the implementation process of a program (IAR, 2011). This approach is useful to appraise program activities and categorize any essential improvements or changes (IAR, 2011). Outcome evaluation helps determine the overall effects or outcomes of the program in relation to program intentions. IAR (2011) says that this method may indicate whether the program objectives were met and also includes any recommendations for improvement. IAR assessment process employs scenario based higher order thinking evaluation. Nilson (2010) says that scenario based higher order thinking evaluation is a series of multiple choice items based on a new realistic stimulus such as tables, graphs, diagrams and data set. In addition, Schuh (2011) says that the assessment process may face the challenge of availability of resources to support the initiative. In addition, a structured assessment instrument such as IAR is not be limited to needs, process and outcome evaluation. Schuh (2011) noted that institutions using this process are not limited by the specific questions within the assessment tool. Additional measures needed Teachers and students need to construct the way forward for classroom assessment practice together. McInerney, Brown Liem (2009) says that students comments suggest their actions are shaped by their past experiences and the future they anticipate, so it is important to realize that changes to teacher and students roles and responsibilities will take time (p. 101). The main criticisms of IAR are based on the desires of empirical scholars to have a stable population to acquire hard data that can be treated statistically and reported as predictive (Dorn, 1999). This means that there is a need for the student and subject matter content to be measured is stable and predictable. IAR faces challenges in its effort to assess performances in real-life situations because both the student and school undergo change (Dorn, 1999). The IAR assessment process should embrace a deductive process in which critical theories are applied to the students outcomes. Christ (1997) says that students should be urged to apply the same theories to their own work after learning in a formal critique. McInerney, Brown Liem (2009) articulated that a good assessment process should allow us to review aspects of the learning context and teacher assessment actions to consider how they might better support the formative function of classroom assessment. The IAR process should provide students with multiple opportunities to demonstrate what they know and can do. McInerney, Brown Liem (2009) cautioned that the use of IAR should accommodate student goals as part of fostering a climate where assessment is viewed at a minimum, as a joint teacher-student responsibility. The entire process must value the suggestions as feedback that signals respect for students and their ideas and prompts students to actively engage in learning assessment process (McInerney, Brown Liem, 2009). How this supplementary data can enhance the results and conclusions. The team involved in the design and implementation of IAR student assessment should have insider information about challenges going on in students lives, which may have undue influence over their final report on the students progress (Orrell, Cooper Bowden, 2010). IAR assessment process should consider that students and peers gain much from playing an active role in the assessment process. Orrell, Cooper Bowden (2010) further says that self assessment is a powerful tool for learning when adequately supported and developed. They also noted that when students are required to review and critique their behavior by IAR process they will if guided appropriately develop their meta-cognitive ability. The supplementary data should be used to ensure recognition, accurate interpretation and respect for diversity, evaluators should ensure that the members of the evaluation team collectively demonstrate competence (AEA, 2004). Competence would be reflected in evaluators seeking awareness of their own assumptions, their understanding of the worldviews of different participants and stakeholders in the evaluation. AEA (2004) stated that the use of appropriate evaluation strategies and skills in working with different student groups will enhance the results and conclusions. The supplementary data will enhance diversity in terms of race, ethnicity, gender, religion, socio-economics, or other factors pertinent to the IAR evaluation context (AEA, 2004). National Assessment of Educational Progress (NAEP) Goals and strengths NAEP administers assessments in twelve subject areas which include Reading, Mathematics, Science, Writing, Arts, Civics, Economics, Geography, and U.S History. Pellegrino, Jones Mitchell (1999) says that NAEP has chronicled academic achievement for over a quarter century. This is because it has been a valued source of information about the academic proficiency of students in the United States (Pellegrino, Jones Mitchell, 1999). It provides among the best available trend data on the academic performance of elementary, middle and secondary students in key subject areas (Pellegrino, Jones Mitchell, 1999). NAEP measures national and state progress toward the third National Education Goal and provide timely, fair, and accurate data about student achievement at the national level, among states and in comparison to other nations (Pellegrino, Jones Mitchell, 1999). It also develops sound assessments to measure what students know and can do as well as what they should know and be able to do. Pellegrino, Jones Mitchell (1999) noted that NAEP helps states and other link their assessments to the National Assessment and use National Assessment data to improve education performance (p. 68). Pellegrino, Jones Mitchell (1999) says that one of the strengths of NAEP assessment is that it has set an innovative agenda for conventional and performance based testing and in doing so it has become a leader in American achievement testing. NAEPs prominence has made it a victim of its own success. Pellegrino, Jones Mitchell (1999) indicated that recent demands for accountability at many levels of the educational system, the increasing diversity of Americas school age population, policy concerns about equal educational opportunity, and the emergence of standards based reform have had demonstrable effects on the program (p. 56). Regulators in the education sector and other with legitimate interest in the status of United States education have asked NAEP to do more beyond its central purpose. The main strength of NAEP is that without changing its basic design, structural features have been added to NAEP in response to the growing consistency for assessment in schools. Pellegrino, Jones Mitchell (1999) says that the state testing program, the introduction of performance standards and the increased numbers of hands-on and other open-response tasks have made NAEP more complex (p. 57). Recommendations for improvement Moreover, Pellegrino, Jones Mitchell (1999) says that NAEP cannot and should not attempt to meet all the diverse needs of the programs multiple constituencies. From NAEP assessment program, it clear that the nation needs a new definition of educational progress. The program should thus provide a more comprehensive picture of education in America. Pellegrino, Jones Mitchell (1999) thus mentioned that NAEP should only be one component of a more comprehensive integrated system on teaching and learning in Americas schools. The current NAEP achievement survey fails to capitalize on contemporary research, theory, and practice in the disciplines in ways that support in-depth interpretations of student knowledge and understanding (Pellegrino, Jones Mitchell, 1999). Full student involvement is not evident in NAEP assessment process. Palomba Banta (2001) says that an important challenge with this approach is whether or not students will take seriously their responsibilities to participate in assessment activities (p. 24). In this context, the assessment teams should promote course-embedded assessment so as to draw on the natural motivation of students to do well in their studies. These assessment programs should encourage students to also serve on program assessment committees, participate in design of portfolio or other assessment projects, critique existing techniques through focus groups and assist in conducting assessment projects (Palomba Banta, 2001). Evaluation measures used NAEP assessment process comprises two elements: the long-term trend assessments and the main assessments (NAEP, 2004). The long-term trend assessment process uses considerably the same assessments after a certain period of time, each time a subject is evaluated, in order to determine student progress in that subject over time (Kitmitto Mello, 2008). On the other hand, the main assessments is regularly adapted to reflect current curriculum policies, content currently in use in the nations schools, and enhancements in techniques of educational measurement (NAEP, 2004). NAEP staff administers the long-term trend assessment to students who are part of the NAEP long-term trend sample (NAEP, 2011).Students areasked to complete a questionnaire to provide context fortheresults. NAEP (2011) indicated that the questionnaires are presented to students as an intact form in therevised assessment. However, in the original assessment given in previous years thesequestions are interspersed with the cognitive items (NAEP, 2011). NAEPs student evaluation measures should reach beyond capacities of large scale survey methods. Pellegrino, Jones Mitchell (1999) indicated that the current assessments do not test portions of the current NAEP frameworks well and are ill-suited to conceptions of achievement that address more complex skills (p. 65). In this context, student achievement should be more broadly defined by NAEP frameworks and measured using methods that are matched to the subjects, skills and populations of interest (Kitmitto Mello, 2008). In NAEP assessment process, the evaluation plan should be shared with students ahead of time to make the learning targets clearer. This implies that students should be involved throughout a unit, by establishing where each days instruction fits into the plan or by writing practice test questions periodically for each cell of the plan as a form of review (Stiggins, Arter Chappuis, 2004). Data collected in the assessment process should provide quality comments on which areas require significant improvement. Mann (2006) says that the teams involved should conduct further analysis to examine the pattern of the quality of assessment comments from the data. According to Mann (2006), students ability to critique, assess and evaluate improves with practice. Additional measures needed Critics of NAEP assessment program especially those groups representing specific vested interests have raised several complaints about the nature and implications of writing prompts developed by test makers (Flood, 2003). Flood (2003) noted that there have been concerns with privacy invasion, racial/ethnic/religious, regional biases exceeding the background limits of writers found voice in these complaints. Preskill Catsambas (2006) says that there is always a need to allow for more in-depth responses regarding in-person training while conducting the assessment. This will increase the effectiveness, usefulness, and appeal of current training and support. According to Evans, Economy Forney (2009), legitimate concerns should be expressed about lack of inclusiveness in the whole assessment process. The process should not be based on gender, race, ethnicity and other dominant groups within institutions. Rather the process should measure students knowledge of basic facts in specific areas. Another additional measure should be the inclusion of many constructs rather than one assessment scheme. Evans, Economy Forney (2009) studied that combining all notions can result in confounding notions, especially in terms of what is perceived as being more developed. With these additional measures in place, the end result of NAEP assessment should demonstrate to what extent teachers and students meet their objectives (Clark Zimmerman, 2004). The process should inform students about what they need to do to improve and at the same time provide teachers with information that can help them recognize their successes and make revisions when required (Cla rk Zimmerman, 2004). How this supplementary data can enhance the results and conclusions The differences observed among racial/ ethnic subgroups can almost certainly be associated with a broad range of socioeconomic and educational factors and may not be fully addressed by NAEP assessment program (Williams, 1995). As a result NAEP assessment program should bring out the differences between public and non-public schools. Nevertheless, the process should articulate differences in reading performance and its effectiveness. Also educational programs within the states, the challenges posed by economic constraints and student demographic demands should be addressed by the program (Williams, 1995). Davis (2007) says that the NAEP average scores should depict the progress over a certain period of time and show were declines occur in the average scores of all graders. The supplementary data will help the evaluators to close the gaps among ethnic groups and promote equity in the nations educational systems (Davis, 2007). The supplementary data will enhance results and conclusions. This is because the measures will reduce the programmes high sampling and administration costs. Teddlie Reynolds (2000) learned that the data will ensure that substantial modifications are made to test the design itself, so that the later assessment resembles traditional standardized achievement tests (p. 275). They further say that despite the compromises made in the overall program, the data will promote a concerted effort over the years to maintain special bridge samples whose testing conditions are comparable to the earlier NAEP assessments. Conclusion The recommendations and results evident in these two assessment processes are meant to portray some aspects of the condition of education in the country. They are best looked at as implying various ideas to be further observed in light of other assessment processes. They also elaborate on the many issues contributing to educational achievement among the teachers and students. A critical review of both IAR and NAEP has provided a dependable measure of their achievement and trends of were improvement is required at the national and state levels in various grades and subjects. The motivation behind IAR and NAEP assessment process should be the success and improvement of student performance at state and nation level, but not on the basis of race, disability, ethnicity and gender. Buy custom Critique of IAR and NAEP Assessment Processes essay