Describe How to Establish Respectful, Professional...

1.1 Describe how to establish respectful, professional relationships with children and young people. It is essential to establish respectful and professional relationships with children and young people in the role of Teaching Assistant. There are certain strategies which enable such a valued and trusted relationship be established. A relationship in which a child trusts and respects their TA and feels comfortable in their company, allows the TA to offer a supportive and caring environment in which the child can learn and develop. Listening is arguably the most important way in which to establish a respectful and professional relationship with a child or young person. By a TA listening to what a child has to say, without†¦show more content†¦The TA should then explain why they believe a rule has been broken and the necessary punishment. The TA should always adhere to the schools behavior policy and follow through with punishments. By doing this, the TA communicates that there are consequences to the decisions children make and that the punishment is ‘fair’ in regards to the rule break. It is important for the TA to be consistent in such situations. For example, if two children were to break the same rule it would be ‘unfair’ to allow one to go unpunished, yet punishes the second child. This would result in a lack of respect from the children. Likewise, it would be ‘unfair’ if a TA was to show favoritism. For example, if a TA was to allow their favorites t o ‘get away with’ things that they would punish other children for; this is ‘unfair’. Ultimately, the relationship that a TA wants to establish with all the children is one of trust and respect. A relationship like this can not be created if a TA is unfair, inconsistent or shows favoritism. A TA should make an effort to learn all children’s names, how to pronounce them and also how to spell them. Again, this shows the child that the TA has taken a personal interest in them. On a professional level, it is very important to remember a child’s name. In the case of an emergency, i.e. a fire, it is necessary to know all of the childrenShow MoreRelatedTDA 2.3 – Communication and Professional Relationships with Children Young People and Adults Interacting with and Responding to with Children and Young People1080 Words   |  5 Pages– Communication and Professional Relationships with Children Young People and Adults Interacting with and Responding to with Children and Young People [TDA2.3   Ã¢â‚¬â€œ   1.1,1.2,1.3,1.4, 2.1, 2.2]    CHILDREN YOUNG PEOPLE 1) How to establish respectful, professional relationships with children and young people You’ll need to change your behaviour and method of communication when establishing respectful, professional relationships with children and young people. This can be done makingRead MoreTda 2.5 Essay2575 Words   |  11 PagesTDA 2.3 Communication and professional relationships with children, young people and adults. Zoe Abson Children and young people 1.1 Describe how to establish respectful, professional relationships with children any young people To establish and maintain a respectful and professional relationship with children and young people in setting the Teaching assistant must always put the children first, never appear bored or uninterested, always encourage children and never make them feel likeRead MoreEffective Communication1225 Words   |  5 PagesEffective communication with children, young people and families Good communication is central to working with children, young people, families and carers. It helps build trust, and encourages them to seek advice and use services. It is key to establishing and maintaining relationships, and is an active process that involves listening, questioning, understanding and responding. You should always communicate with them appropriately to match the stage of development, personal circumstances, and needsRead MoreCu1530 – Promote Communication in Health, Social Care or Children’s and Young People’s Settings1058 Words   |  5 Pagessocial care or children’s and young people’s settings 1.1 Identify the different reasons people communicate ------------------------------------------------- ------------------------------------------------- Communication is a key element in every aspect of our lives and is a way of sharing information from one party to another. It is important that people communicate to help build relationships between parents, practitioners, health care professionals and any other person who mayRead Morelevel 3 supporting teaching learning Essay1166 Words   |  5 Pagesexplain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing. Assignment 3 Task 5: demonstrate how to identify potential hazards to health, safety and security of children or young people, families and other visitors and colleges. Task6: demonstrate ability to deal with hazards in the work setting or in off site visits. Task 11: give example from own practise of supporting children and young people to assesRead MoreDeveloping Positive Relationships with Our Young Essay1519 Words   |  7 Pagespositive relationships with children and young people (CU1522) - 8: Explain why positive relationships with children and young people are important and how these are built and maintained? Positive relationships with children and young people are important because children will feel comfortable with the practitioners and can separate more easily from their parents. If the children feel secure and use to their surroundings, they are more likely to join in playtimes and learning activities. Children willRead MoreTda 2.3 Communication and Profesionalrelationshipswith Children and Young People3181 Words   |  13 Pageswill be discussing the different way we communicate with children, young people and other adults. Also, how to deal with disagreements between children and adults. And looking at how we speak and communicate with people and the benefits it has Task 1 Children and young people Describe how to establish respectful, professional relationships with children and young people It’s most important that first of all you talk to a child or young person that is at a level that is appropriate to their ageRead MoreTDA 2.1 communication6117 Words   |  25 PagesDescribe how to establish respectful, professional relationships with children. Whilst trying to establish a respectful, professional relationship with children it is important that you are able to adapt yourself easily to the level of the child/children you are working with. You need time, patience, listening skills and good communicational skills. It is important that you are aware and take into account the individual abilities, personalities and cultural needs of the children as this willRead MoreEffective Schools1726 Words   |  7 Pages Effective Schools According to our text, what are the characteristics of effective schools? In the book Introduction to Teaching: Becoming a Professional, Kauchak and Eggen (2014) identified schools as social systems and wrote, â€Å"Social systems work effectively when their components work together to meet their goals† (p. 181). The components listed were the staff and faculty members of a school, the physical building of the school itself and surrounding areas, and the curriculum. The characteristicsRead MoreEmotional Literacy Plan For Young Children2372 Words   |  10 Pageshealthy and respectful learning environments for young children (NAEYC 1c) According to researcher, it is important to create a healthy and respectful learning environment because young children experience their world an environment of relationships and these relationships affect virtually all aspects of their development, intellectual social, emotional, physical, behavioral and moral. I will create a learning environment that supports social and emotional development for children when I have a

Outline and Research Paper on Cheating/Plagarism - 2981 Words

Delgado i Take the Easy Way Now, Face Consequences Later Thesis Statement: Students and writers who have become more accustomed to cheating and plagiarizing forget the fact that what they are doing is unacceptable, are deteriorating their ability to do their own work, and must face severe punishments. I. Extensive amount of students cheating and plagiarizing A. Common cheating and plagiarizing B. Students not aware of wrongness C. Easier academic dishonesty II. Copying work becomes habit A. Copying not frowned upon B. Occurs in workplace III. Guidelines established to regulate academic dishonesty A. Preventing copying B. Disciplinary actions IV. Refutation Concluding statement: In the†¦show more content†¦In most cases, student’s find that working with a partner is much more easier than working alone. For others, they might prefer to work quietly by themselves. The reason for this is that those students who are working with each other can share information and copy each other, while the other solitary students complete the work in its entirety. In fact some of those students working together have no idea they’re really cheating. A national survey done by Rutgers’ Management Education Center of 4,500 high school students showed that 75 percent of them take part in serious cheating, more than half have plagiarized online works, and many of them don’t see anything wrong with cheating (Slobogin). Stu dents only concern is to get the information they need and they don’t see any harm in lying about where their data came from. At the University of Maryland, a student said he thought Wikipedia’s entries on the Great Depression did not need to be cited since he considered them as â€Å"common knowledge† (Gabriel). It does not matter if a topic has been overexposed and made headlines, if a person does not come up with that information by Delgado 3 himself and does not give credit to the actual source it is considered plagiarism. Referring back to the cheating scandal at Harvard, students claim that instructions were unclear and contradictory for what was considered inappropriate sharing of information, even though there is a repercussion of the incident in theirShow MoreRelatedTechnologys Impact On Learning Bibliography2071 Words   |  8 Pagesfrom NSBA.org: http://www.nsba.org/sbot/toolkit/tiol/html Focuses on ways that technology impacts learning and cheating; especially in realm of Internet sourcing. Teachnology can have an extremely positive and proactive effect upon the learning cycle, but it can also contribute to cheating. It is easier, for instance, to find internet sources, copy materials from pre-done papers, and use cell and smart phones or laptops to cheat. However, for the most part, technology robustly contributes to

Strict Parents Free Essays

STRICT PARENTS Having strict parents is both a blessing and a curse. Of course, I appreciate how they don’t want something to happen to me, but I’m already 18 years old and I need to live my life before I regret it. I know my parent’s think what is best for me. We will write a custom essay sample on Strict Parents or any similar topic only for you Order Now They probably want to teach me about discipline and respect for the elders, but that’s not what I want to hear, so I get frustrated. These are the 3 reason why my parents are so strict. My parents are overprotective. It honestly frustrates me when half the time I’m never allowed to go anywhere with my friends, and go to places without my parents having to be right next to me. I understand they want to protect me because they love me, and I appreciate it, but it gets to the point when sometimes it’s just ridiculous and over the top. How can I ever enjoy myself during vacation if I’m never allowed out? Last week my friend Kim invited me to go out and watch movie at night time, I asked my parents if I can go watch the movie with Kim and they just won’t let me go out so I cried that night and just stayed in my room. They won’t even let me have a boyfriend because their thinking that I’m going to get pregnant if I have one. They just don’t trust me on having a bf. When will I ever be free? I know they limited my life a lot (until I went off college). I am their baby at 18 years old, but deep down very sensible and not rebellious. However, to this day I have insecurities because of limitations placed on me. They discipline me by imposing a curfew to help me to become a responsible person, but of course it comes with a punishment. for example, when I go out with my friends, they always tell me that I have to be home by 10:00, and I have to obey them and go home on time because when I’m not on time there will be a consequence. Last month I went to my best friend’s birthday party and I was surprised that my parents allowed me to go out but I have to be home by 10:00 pm. I was enjoying my time at the party and I didn’t even notice the time and it was 1:00 am. I looked at my phone my parents have 25 missed call and I knew that I’m in trouble. I was grounded for 2 weeks and my mom confiscated my phone because I didn’t answer her phone call. I didn’t feel bad because it’s actually my fault if I was really aware of my time I wouldn’t be on that situation and I still love my parents. Most of all, they are strict because of their cultural traditions like when they grew up on their traditional rules and they are kind of doing the same thing to me. My mom used to tell me in the old days they were more strict than today. Their parents don’t let them go out without any companion. They had to do their chores every day before they could go out, and their parents also picked the right guy for them and that is hard because being with a guy that they don’t love is totally unfair. I can’t imagine placing myself in that situation but my parents are using that rule to me and it’s so unfair for my part. For example, there was a time that I had to go to my friend’s birthday party, and my mom wouldn’t let me go out without any companion, so I have to bring my cousin with me to be sure that I went there and didn’t go some other place. I mean I’m old enough to go there alone without any companion with me. I just want to do my own thing and just be me. I want to be independent, and my parents just don’t get it. My parents are being strict because they are afraid of losing me. As I am their only child it’s their responsibility to protect me. Well, to solve this problem I will probably talk to my parents about them being strict and explain myself to them how am I feeling about them being strict. I will also prove them that I can be a good daughter, and I will gain their trust so that they won’t be as strict as before. I just want to live my life without rules and be a good daughter to them because I love them so much. How to cite Strict Parents, Essay examples

Affordability of Housing and Rentals in Australia

Question: Discuss about the Affordability of Housing and Rentals in Australia. Answer: Introduction: The first article RBA governor Philip Lowe only sees one way to solve Australia's housing affordability problem by Scutt (2017) is concerned about the issue of housing unaffordability owing to the hiking property prices. The clearing of the housing market is non achievable since the supply is not adjusting to meet the rising demand. He noted that housing demand and supply are the underlying driver on the property prices. The article is trying to choose the best policy to improve affordability. These policies may either be aimed to deter demand or to stimulate the housing supply. On the demand side, the article is explaining the possible factors stimulating demand and on the supply side its explaining the factors hindering supply. The second article Sydney squeeze: Is rent control the answer to the housing affordability crisis? by Hoh (2017) is concerned with the issues being faced by tenants from renting houses. The rental price are very high and unaffordable; this is especially near busy business places like large cities. The private landlords are charging monopoly prices to their tenants because of lack of a price control. The government with an aim to improve affordability sets up a cap on the rental prices; a maximum price limit that tenants should pay. However, Hoh is questioning the effectiveness of a rental price cap and is supporting the strategy of raising the rental supplies instead. One of the factors behind the rising property prices is the persistent of low mortgage interest (OECD, 2010). At very low interest, the low cost of servicing the borrowed money stimulates demand (Wang and Tumbarello, 2010). This has resulted from the presence of a loose monetary policy. In order to solve this problem the government is limiting the interest of mortgage. Another factor is the inelasticity of supply. Irrespective of the increased growth in demand, the supply of housing has not expanded (Jones, White and Dunse, 2012). There is underinvestment in this sector. This deficiency in supply creates a shortage. According to Hoh (2017), the government is building more affordable homes. The last factor is the population growth rate. Australian economy is experiencing a fast population growth rate mainly from immigrants. This has raised the demand for housing and subsequently caused prices to go up. The policy makers are restricting the number of immigrants into the economy and encouraging the Australian residents to use birth controls. The supply curve is steeply sloped meaning that its inelastic and thus unresponsive. Assuming an equilibrium point P*Q* with an inelastic supply and demand D1, a small increase in demand causes a very big increase in price. The demand increase to Q1 causes a price rise to P1 and demand curve shifts to D2 creating a new equilibrium P1Q1. The suppliers are benefiting from the high prices but the consumers are being disadvantaged. The starting point is at unaffordable equilibrium price Pe and quantity Qe; the equilibrium is point e. The consumer surplus at this equilibrium is Pe,f,e and producer surplus Pe,d,e. since the aim is to improve affordability, the rental cap price is below Pe (McGee, 2015); this is price Pc. Lower price Pc discourages supply but encourages demand. At the cap price, the quantity supplied falls to Qc but demand rises to Q1. The result is a shortage Q1 Qc. Consumer surplus increase to f,a,c,Pc indicating an improvement in welfare, and producer surplus fell to Pc,d,c. a deadweight loss results of a,e,c. The effectiveness of the rental cap is reduced by the notion that producers may charge a black market price Pb at the rental cap quantity Qc. The alternative mechanisms for rationing rental stock when there is a shortage and there is a price limit include On the first-come-first-serve basis those who seek the rental first are the ones who benefit. On the preferred consumers alternative, the government specified the income group that is eligible for renting the capped rentals (Riley, 2015). This ensures that high income group doesnt take advantage; this is meant for the low-income group. The quality of rental stock fall when the rental cap is imposed. This is because the revenue to the suppliers is reduced and thus there incentive to improve the premises or even introduce new innovations is overlooked. The suppliers are not willing to incur costs that would eat to the small revenue that they raise. In the long run, the stocks will create externalities to the renters as they will expose them to various dangers. McGee (2015) projected a future mass destruction of rentals due to lack of repair. References Hoh, A. (2017). Sydney squeeze: Is rent control the answer to Sydney's housing affordability crisis? [Online] ABC News. Available at: https://www.abc.net.au/news/2017-03-21/sydney-squeeze-affordable-housing-rent-control-options/8370364 [Accessed 26 Apr. 2017]. Jones, C., White, M., and Dunse, N. (2012). The challenges of the housing economy: an international perspective. Hoboken, N.J., Wiley-Blackwell. McGee, M. (2015). New rule - old problem; rent ceiling. [Online] OSC IB Blogs. Available at: https://blogs.osc-ib.com/2015/12/ib-student-blogs/new-rule-old-problem-rent-ceiling/ [Accessed 26 Apr. 2017]. OECD (2010). OECD Economic Surveys. Paris, Organization for Economic Co-operation and Development Riley, G. (2015). Government Intervention - Maximum Prices. [Online] tutor2u. Available at: https://www.tutor2u.net/economics/reference/government-intervention-maximum-prices [Accessed 26 Apr. 2017]. Scutt, D. (2017). RBA governor Philip Lowe only sees one way to solve Australia's housing affordability problem. [Online] Business Insider Australia. Available at: https://www.businessinsider.com.au/lowe-housing-affordability-2017-4 [Accessed 26 Apr. 2017]. Wang, S. and Tumbarello, P. (2010). What Drives House Prices in Australia? A+L4584 Cross-Country Approach. 1st ed. International Monetary Fund.

Final Practice with Solutions Essay Example

Final Practice with Solutions Paper Current cost and revenue data tort the spindles of yarn and for the afghans are as follows: Each month 4,000 spindles of yarn are produced that can either be sold outright or processed into afghans. If Austin chooses to produce 4,000 afghans each month, the change in the monthly net operating income as compared to selling 4,000 spindles of yarn is: A. 524,000 decrease B. $24,000 increase C. 516,000 decrease D. $16,000 increase 3. The actual manufacturing overhead incurred at Hogans Corporation during April was $59,000, While the manufacturing overhead applied to Work in Process was SIS,OHO. The companys Cost of Goods Sold was $289,000 prior to closing out its Manufacturing Overhead account. The company closes out its Manufacturing Overhead account to Cost of Goods Sold. Which of the following statements is true? A. Manufacturing overhead was oversupplied by $15,000: Cost of Goods Sold after closing out the Manufacturing Overhead account is SASS,OHO 8. Manufacturing overhead was underplayed by $15,000; Cost of Goods Sold C. Manufacturing overhead was oversupplied by $15,000: Cost of Goods Sold after closing out the Manufacturing Overhead account is $304,000 D. Maturating overhead was underplayed by $15,000; Cost of Goods Sold after closing out the Manufacturing Overhead account is $304,000 Adjusted cost of goods sold Unadjusted cost of goods sold Underplayed manufacturing overhead Oversupplied manufacturing overhead = $283,000 + $0 515,000 = 5274. 000 4. (Ignore income taxes in this problem. ) Ridden Company has just purchased a new piece of equipment with the following characteristics: The simple rate of return would be approximately: A. 22. 2% B. 12. 2% c. 11. 1% Simple rate of return = Annual incremental net operating income D Initial investment $3,300 $27,000 12. % 5. Weston Hotel bases its budgets on guest-days. The hotels static budget tort April appears below: The total variable cost at the activity level of 3,200 guest-days per month should be: A. $40,960 B. $49,280 c. $29,440 D. 535,420 6. Fillip Corporation makes 4,000 units Of part 013 each year. This part is used in one of the companys products. The companys Accounting Depart ment reports the following costs Of producing the part at this level Of activity: An outside supplier has Offered to make and sell the part to the company for $21. 60 each. We will write a custom essay sample on Final Practice with Solutions specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Final Practice with Solutions specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Final Practice with Solutions specifically for you FOR ONLY $16.38 $13.9/page Hire Writer If this offer is accepted, the supervisors salary and all of the variable costs, including direct labor, can be avoided. The special equipment used to make the part was purchased many years ago and has no salvage value or other use. The allocated general overhead represents fixed costs of the entire company. If the outside suppliers offer were accepted, only $3,000 of these allocated general overhead costs would be avoided. In addition, the space used to produce part 013 would be used to make more of one of the companys other products, generating an additional segment margin to $13,000 per year tort that product. What would be the impact on the companys overall net operating income of buying part U 13 from the outside supplier? A. Net operating income would increase by $13,000 per year. B. Net operating income would decline by $42,600 per year, C. Net operating income would decline by $68,600 per year. D. Net operating income would increase by $9,200 per year. Net operating income would increase by $9,200 per year if the part were bought from the outside supplier. 7. The management of Freshwater Corporation is considering dropping product CHI B. Data from the companys accounting system appear below: All fixed expenses Of the company are fully allocated to products in the companys accounting system. Further investigation has revealed that SIS 1 ,OHO Of the fixed manufacturing expenses and $122,000 Of the fixed selling and administrative expenses are avoidable if product CLC 18 is discontinued. According to the companys accounting system, what is the net operating income earned by product Club? A. $74,000 8. 5(521 ,000) D. $521 8. Madman Corporation manufactures and sells a single product. The company uses units as the measure of activity in its flexible budgets. During July, the company budgeted tort 7,900 units, but its actual level to activity was 7,920 units. The company has provided the following data concerning the formulas to be seed in its budgeting: The direct labor in the planning budget for July would be closest to: A. $41 ,868 B. 541 ,080 C. $41,184 D. $41,974 Cost = Fixed cost per unit -e Variable cost per unit q = so * 55. 20 7,900 = g. (Ignore income taxes in this problem. The Crawford Company is pondering an investment in a machine that costs $350,000, that will have a useful life of eight years, and that will have a salvage value of $25,000. If this machine is purchased, a similar. Old machine will be sold at a salvage value of $40,000. The anticipated yearly revenues and expenses associated with the new machine are: All of the revenues and expenses except depreciation are for cash. The companys required rate of return is 12%. The annual cash flows occ ur uniformly throughout the year. The payback period, to the nearest tenth of a year, of this investment is: A, 6. Years B. 3. 2 years C. 3. 6 years D. 41) years Payback period = Investment required II Annual net cash inflow ($350,000 $40,000) $97,000 per year = 3. 2 years ICC Damsel Corporation uses the weighted-average method in its process costing system. This month, the beginning inventory in the first processing department consisted of 600 units. The costs and percentage completion of Hess units in beginning inventory were: A total of 7,800 units were started and 7,000 units were transferred to the second processing department during the month. The following costs were incurred in the first processing department during the month: The ending inventory was 55% complete with respect to materials and 50% complete with respect to conversion costs. Note: Your answers may differ from those offered below due to rounding error. In all cases, select the answer that is the closest to the answer you computed. To reduce rounding error, carry out all computations to at least three decimal places. How many units are in ending work in process inventory in the first processing department at the end of the month? A. 1,400 B. 7,200 C. 900 D. 00 Units in ending work in process units in beginning work in process units started into production Units transferred to the next department = 600 + 7,800 7,000 1,400 II. (Ignore income taxes in this problem. ) Kibble Corporation is considering the purchase of a machine that would cost $330,000 and would last for 5 years. At the end Of 5 years, the machine would have a salvage value Of 550,000. By reduc ing labor and other operating costs, the machine would provide annual cost savings Of $76,000. The company requires a minimum pretax return Of 12% on all investment projects. The net present value of the proposed project is closest to: A. -56,020 B. $6,020 c. $48,764 D. -$27,670 12. Mock Clinic uses client-visits as its measure of activity. During August, the clinic budgeted for 3, I CO collectivists, but its actual level of activity 3,150 client-visits. The clinic has provided the tolling data concerning the formulas used in its budgeting and its actual results for August: Data used in budgeting: Actual results for August: The administrative expenses in the planning budget for August ovule be closest o:A $5,740 B. $5,934 c 56,030 D. 5, 760 Cost = Fixed cost per unit * Variable cost per unit C] q = $4,500 + $0. 40 D 3,100 = $5,740 13. Skiers Company, which has only one product, has provided the following data concerning its most recent month Of operations: The company produces the same number of units every month, although the sales in units vary from month to month. The companys variable costs per unit and total fixed costs have been constant from month to month. What is the net operating income for the month under variable costing? A. $10,600 8. $16,200 c. SO,200 D. $7,500 unit product cost under variable costing: 4. Sampler Corporation processes sugar cane in batches. The company purchases a batch of sugar cane for 534 from farmers and then crushes the cane in the companys plant at the cost of $15. Two intermediate products, cane fiber and cane juice, emerge from the crushing process. The cane fiber can be sold as is for $26 or processed further for $1 7 to make the end product industrial fiber that is sold for $41. The cane juice can be sold as is for $32 or processed further for $22 to make the end product molasses that is sold for $51. Which of the intermediate products should be processed further?

Riordan †International Marketing Plan

Riordan – International Marketing Plan Free Online Research Papers Riordan Manufacturing is an industry leader in the manufacturing of plastic injection molding. Currently, Riordan Manufacturing employs 550 people and has annual earnings of nearly $46 million. Their parent company, Riordan Industries, exceeds $1 billion dollars per year in revenue. Currently, Riordan markets their products predominately in the United States but are in the process of developing an International marketing campaign for several countries in Asian market with an emphasis on South Korea. Ethical business practices need to be a part of the marketing strategy implemented. When it comes to South Korea, â€Å"It is a major international economic power; it has the 15th economy in the world and the 4th in Asia, behind Japan,China and India. Its largest trading partner and export market today is China.South Korea has achieved rapid economic growth through exports of manufactured goods, and is one of the Four Asian Tigers. Major industries in South Korea today are automobil es, semiconductor, electronics, shipbuilding, and steel.† There is 3 things need to be considered for the marketing campaign: the company, the industry, and society. The first thing to consider is the employee of Riordan Manufacturing. It is very important that decisions made within the company are done in a manor that is fair and have a positive impact on the employees of the company. For example, compensation packages should coincide with workers skill levels and experience. It could be considered unethical for Riordan to pay higher wages to workers in one section of the company and lower wages to employees that have equal work skills but work in another department. Discrimination is area that always raises questions on ethical business practices. Riordan needs to be aware of the employment laws in South Korea to avoid unethical hiring practices. The South Korea electronics industry as a whole is another area to consider that could be affected by unethical business practices. One way that the industry or particular company could be affected by unethical practices would be through the use of false or misleading advertising. If Riordan developed advertising pieces that depicted the competition in a false or negative way would be a major ethical violation and probably have a negative impact of Riordan Manufacturing. This type of violation could also impact Riordan’s acceptance into other global markets if they create a reputation of being unethical. Major product suppliers and vendors may be unwilling to do business with Riordan if they are perceived as unethical. The last area of concern that may be greatly impacted by unethical business practices is society. This includes consumers and everyone else that either buys or uses Riordan products. An example of questionable ethics could be selling products in South Korea that are made with less quality materials, degrading the quality and trying to sell for the same or greater price in order to reach higher profit margins. Environmental issues also typically play on ethics. Problems could arise if Riordan were purposely or incidentally polluting the environment, therefore it is important the Riordan is aware and follow environmental laws in South Korea and other global markets. Riordan marketers must also be sensitive to the differences that exist between the cultures in the US and South Korea. Advertising campaigns that are successful in the US may not have the same success in South Korea. Different cultures may have different viewpoints on what is considered right and wrong, therefore m arketers will need to conduct extensive research on foreign markets and their cultures before implementing a marketing campaign. The decision to begin marketing to the entire Asian region will have several implications on the current marketing strategy. First, Riordan will need to adjust their marketing efforts to reflect the diverse cultures that exist in different regions of Asia. Asia is comprised of many countries and with many different languages and cultures, which makes marketing more difficult. The Korea Information and Communication Trade Unions was formed to consolidate countries within Asia and create one economic market, which does some to simplify the market, but there are still differences that exist in different countries. A large multi-national market can be very beneficial to Riordan in many ways. â€Å"A company like Riordan, which deals in mass production, can distribute larger quantities of products throughout the entire region while increasing economies of scale.† Riordan Manufacturing has been an industry leader for years because of their creative product design and ability to affectively market their products. If Riordan is to achieve success in the South Korea market, they will need to be aware of ethics as it pertains to society, the industry, and Riordan employees. Marketers need to examine the changes and adapt to the differences that exist between the US and South Korea markets in order to achieve success. References: en.wikipedia.org/wiki/South_Korea –307k Cateora, P. Graham, J. (2007). International Marketing (13th ed.) McGraw Hill, New York, NY. Research Papers on Riordan - International Marketing PlanRiordan Manufacturing Production PlanMoral and Ethical Issues in Hiring New EmployeesDefinition of Export QuotasAnalysis of Ebay Expanding into AsiaTwilight of the UAWMarketing of Lifeboy Soap A Unilever ProductPETSTEL analysis of IndiaBionic Assembly System: A New Concept of SelfOpen Architechture a white paperNever Been Kicked Out of a Place This Nice

Developing leadership Essay Example | Topics and Well Written Essays - 750 words

Developing leadership - Essay Example However, introducing these data systems to health facilities in rural areas that have operated manually for so long may present certain challenges. This is because many of the employees as well as the facility itself may consider the effects of the data systems overwhelming. This paper will discuss the challenges faced by healthcare facilities in their efforts to adopt technology. Healthcare facilities have exhibited their commitment in adopting technology with the purpose of delivering quality services to the customers. The main role of healthcare facilities is to provide quality healthcare to patients. Many factors in the healthcare system and management system of the facility may compromise the quality of the healthcare delivered to patients. For example, the manual system that relies on book records and is the only available form of communication between nurses and doctors as well as other medical practitioners wastes a lot of time that could find use in delivering prompt healthcare to patients. This explains why healthcare facilities are adopting data systems that can replace the manual records. The data systems offer an interconnected platform whereby all the practitioners can consult on the health needs of a certain patients, share data concerning the patient’s progress, diagnostics, prescriptions, and assessments of the efficiency of drugs1. Fr om the reception point in the healthcare facilities, health history of the patients as well as the demographic factors defines the patient’s entry into the data system. Patients can access information concerning their healthcare needs from any of the practitioners because the data systems circulate across the healthcare facility. However, despite the numerous benefits presented by the adoption of database systems in the healthcare facilities, certain challenges are noticeable. One of the

Impact of Genetic Engineering Technology on People, Society and the Research Paper

Impact of Genetic Engineering Technology on People, Society and the Community - Research Paper Example The genetic engineering technology was made possible also because of the contribution of many scientists in the past who discovered many things relating to genetics and molecular biology (Joshi, 2012, p. 12). Genetic engineering technology has had a wide range of developments in diverse fields. Genetic engineering has been applied in the field of agriculture, medicine, and industry. The technology of engineering the genetic composition or the genome of an organism has been capitalized by many scientists. For example in agriculture, it all started with cross-breeding of animals and cross-pollination of the plant. This has advanced to the genetic modification through engineering the genome of the plants and animals through genetic alterations where a set of genetic codes can be added to an organism to enhance a certain trait that is required. Various methods of carrying out this process safely and in the right manner have been exploited. This was after it was realized that the traits of an organism can be altered through this process. Advances were made on the use of viral vectors to inject genetic material into the genome of an organism, through the use of natural transformation and other processes (Joshi, 2012, p. 68). Genetic engineering has been employed in a range of fields as stated above including agriculture, medicine, and industry. Genetic engineering has been used in the field of Agriculture for the production of better-performing crops and animals. It has been used to enhance agricultural production by enhancing the quality, increasing the yield, the nutritional value, the quality of meat in animals among other things (Joshi, 2012, p. 152). This technology has also been used in the field of medicine for therapeutic purposes, the treatment of cancer, the correction of genetic disorders among other purposes.  Ã‚  

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

German - Essay Example Elie and his father were sent to an attached work camp of the chambers where they worked as labourers. He and his father remained in the camp for close to eight months working under deplorable conditions with torture and cruelty. When the move was being done, Elie’s father had been beaten by the Nazis due to his weak condition. He was suffering from dysentery and starvation, while Eli had been by fellow inmates for his food. Both were thus left behind while others were being marched to Buchenwald. A few weeks later after being sent back to the crematorium, the liberation army rescued them. 2. My personal view of the gas chamber in question is that it had purposely been reconstructed to conceal the truth of what happened in the chamber during the war. There were unanswered questions left during the interview that leaves one with the question of why the museum personnel had been trained to give similar answers to all tourists. When Dr. Cole kept pondering Alicia to tell him whether she personally suspected the chambers having been reconstructed, she referred him to a higher authority, the museum supervisor who was rude at him, who was obviously was not ready to answer his questions, referring him to Piper the Head of Archives who gave him a rather shocking revelation. According to Piper, the gas chamber had been reconstructed after the war, with modifications which were meant to conceal the true picture of the chamber. He acknowledged that it had been reconstructed after the war, meaning that there are things about the chamber that were being hidden from the eyes of the public. The fact that David Irving had been arrested and charged for telling the public that the chambers had been reconstructed and even was fined for his statement leaves a lot to be questioned. The chimney’s theory is no different from that of the chamber. I believe they were initially used as gas chambers to pass in Zyklon B gas to the prisoners inside the chamber.

The under achievement of boys in Language Learning

The under achievement of boys in Language Learning For many years, research has been carried out in the field of applied linguistics, predominantly from a psychological perspective, on the attitudes towards foreign language positioning gender issues as important in understanding attitudes towards learning (Powell Batters, 1985; Loulidi, 1990; Bacon Finnemann, 1992; Ellis, 1994; Clark Trafford, 1995, 1996), sited in Kobayashi 2002:181). Gender differences in attitudes towards learning foreign languages have been repeatedly witnessed, compelling researchers to provide an explanation for the fact by drawing attention on the ways that gender may affect ones attitude in learning a foreign language. Foreign languages in schools have been rendered as the subject in which the disparity between girls and boys performance is at its greatest (Barton (2002), sited in Murphy 2010:81). Considerable international data has emerged (Field, 2000; Chavez, 2001; Carr and Pauells, 2006), illustrating that achievement and participation in foreign languages in schools seems to be predominantly the domain of girls (Murphy, 2010). The underachievement of boys in language learning, the low participation of boys in foreign language modules as well the negative attitudes of boys towards the learning of a language has led in research trying to identify the underlying reasons. The gender gap noticed in performance on foreign languages at an international level (Murphy, 2010), has led in gender to be considered other than the socioeconomic background of students, also an important factor in understanding the attitudes of both girls and boys in learning foreign languages at school. This paper seeks to explore and bring together the various factors affecting boys attitudes towards the learning of a language. It attempts to understand why foreign language learning may be experiencing a particular delineation of participation and achievement along gender lines and to raise awareness of the issue of boys and foreign language learning. Moreover, this paper shall draw attention on the various methods that teachers could employ in order to motivate boys and raise their involvement and achievement. Boys and foreign language learning Nowadays, due to an enormous amount of statistical information it is widely accepted that boys perform less well than girls in all kinds of schools with the greatest gap found in foreign languages (Murphy, 2010). Davies (2004) points out that researchers over the past decade (Barton, 2002; Jones Jones, 2002; Clark Trafford, 1996) have noted, in particular, that the disparity in performance between boys and girls is significantly greater in modern languages than in other areas of the curriculum. The option of learning a foreign language is not taken seriously by boys in schools with the majority of them refusing it or not fully becoming engaged with it (Murphy, 2010). Clark (1998) and Chavez (2001) argue that in reality, from the moment foreign language study becomes optional and as the study of foreign languages become more advanced in school systems, classrooms across the English language dominant communities of the world are inhabited primarily by girls(Murphy, 2010:81). Data tak en from the UK, Australia and New Zealand shows the low participation of boys in foreign language learning. At advanced levels of foreign language learning in schools across these countries boys only count 24-38% of all students with an average of only 33% of male participation (Muprhy, 2010). In the UK specifically, the gender-gap in achievement among several subjects has been recognized by the government which in the Standards for Qualified Teacher Status has made explicit reference of the distinctive needs of boys and girls (Murphy, 2010) leading in teachers having as one of their main targets the development of strategies to respond to the different needs (Davies, 2004). It has been noticed that boys in the UK educational system generally have less favourable attitudes towards foreign language learning than girls and are less likely to take a language in a public examination (Pritchard, 1987:65). Davies (2004), points out that in 2000 the average size of the gender gap across subjects (i.e. girls results minus boys) was 9.2%, which prompted headlines such as Girls stay top of the class in GCSEs (Guardian) and GCSE results reveal that boys are failing to close the gender gap (Independent). The GCSE results in 2001 and 2002 have shown that the gender gap across all subje cts is persisting at 9% with a higher figure of 15.6% in modern languages indicating that boys are underperforming more severely in this subject; a phenomenon also confirmed by the Nuffield Languages Inquiry (Davies 2004). For example, in 2000, statistics showed 44% of boys achieved grades A*-C in French whereas 60% of girls achieved those marks. Comparable results were found in German with 49% of boys achieving Grades A*-C compared to 63% of girls in the same year (Davies, 2004). Bradford and Noble (2000) point out that an examination of the GCSE (General Certificate of Secondary Education) results as well as A-levels confirms that girls do far better than boys in foreign languages. Davies (2004) argues that if GCSE results serve as an indicator of linguistic performance that means that although statistics have shown some progress since 1992, the gender gap remains wide. In all secondary school subjects, modern languages are the most likely to be dropped by boys at key stage 4, being the least popular amongst the other subjects (Bradford Noble 2000). Main Concerns The above facts have led in a considerable amount of concern to be expressed about the underachievement of boys in various subjects, especially foreign languages (Williams et al. 2002). As we enter the next millennium, it is the underachievement of boys that has become one of the biggest challenges facing society today (Wragg (1997), sited in Williams et al. 2002:508). A major concern is that due to the increasing disproportion between the percentage of girls and boys taking public examination in the five most popular languages taught in the UK (Powell 1979; Hawkins 1981) the profession of language teaching is becoming increasingly feminized (Pritchard, 1987). According to Pritchard (1987), this is also a matter of concern as it means that fewer and fewer boys are likely to be available for training as future language teachers, a fact which makes it increasingly possible that boys will be taught predominantly by women teachers (Pritchard, 1987: 65). In turn this is more likely to enhance the perception of boys that languages are a girl subject contributing in the maintenance of a vicious circle leading in boys underachievement in languages (Pritchard, 1987). This leads in further concerns arising as language learning may be seen as a key component in pursuing the objectives of co-operation between states, respect for the identity of others and the promotion of mutual understanding (Moys (1998), sited in Williams et al. 2002:508). According to Graddol (1997), we move into an era where peoples future will need to be based on multilingualism therefore such a situation has severe consequences (Williams et al., 2002). The Nuffield Inquiry points to the need for foreign languages in the new century from a European perspective, from a business stance, and because of the rising need for international communication and highlights the fact that many employees in Europe can speak a second, third and fourth language. Speaking English alone will not be enough to ensure a full and productive participation in the 21st Century (Graddol (1997), sited in Williams et al., 2002). Moreover, Williams et al. (2002) point out that both the Department for Trade and Industry (DTI) and the Nuffield Inquiry indicate that there is a need for foreign language as the lack of it has been a major barrier in business. The Nuffield Inquiry identifies that there is an inadequate supply of language skills available to industry across a range of languages and points out that UK companies are more deficient in linguistic and cultural competence than their major European competitors. It recommends that in order to promote international understanding and contribute to economic success the government should show commitment in setting a national policy agenda for languages and enhance international dimension in education (Williams et al., 2002). Reviewing the reasons To be able to deal with these issues one (either that is the government, school or teachers) must be aware of the personal, interpersonal and external factors leading in boys opting out or underachieving in foreign language learning. As according to the Office of National Statistics (1999) girls consistently outperform boys both in GCSE and A-Levels in modern languages there must be mainly gender differences that cause this consistency. Muprhy (2010) argues that efforts to understand and to explain the effect of gender on language learning, and in this case in particular foreign-language learning, can generally be categorised into the traditional binary structure of either nature or nurture (Murphy, 2010:89). According to Murphy (2010), differences in language learning between girls and boys may be attributed to two positions namely, the essentialist and anti-essentialist position. The essentialist position contends that there are innate and inherent brain differences between females and males, which result in different language learning abilities for the two sexes (Young and Brozo (2001), sited in Murphy, 2010). According to the essentialist position, linguistic information goes directly to the seat of language processing in the female brain, whereas males use sensory machinery to do a great deal of work in untangling linguistic data resulting in more inefficient processing of language (Murphy, 2010:89). As per this perspective girls are qualified with possessing other innate characteristics that give them advantage in foreign language classes i.e. enhanced aural, oral and memory skills as well as social and collaborative learning styles, intrinsic motivation and concentration (Murphy, 2010). Cecco and Shaw (2008), point out that according to brain research brains develop differently according to gender even before we are born, with females having more language centres and males having more visuo-spatial centres. Moreover, they point out that there are three preferred ways of learning i.e. auditory, visual and kinaesthetic, with the visual and kinaesthetic learners processing information mainly from the right side of the brain, the dominant side in boys learning. According to Noble et al. (2001), verbal and linguistic intelligence required for language learning is linked to the auditory learning the weakest style in boys (Cecco and Shaw, 2008). The anti-essentialist position holds a socio-cultural perspective contending that gender is about socially constructed maleness and femaleness and the performance of same (Murphy, 2010). Carr and Pauwels (2006) argue that it is generally accepted that enduring hegemonic versions of masculinity in society accord little importance to the oracy skills, personal expression, disclosure, introspection, exploration and literate practices, which form the bedrock of foreign language classroom practice (Carr and Pauwels (2006), sited in Murphy, 2010:89). According to this perspective, language classrooms therefore involve ways of working and learning, which contradict the dominant versions of masculinity, that frame many males out-of-school experience (Gilbert and Gilbert 1998; Hall and Coles 2001, sited in Murphy, 2010). As males of school-going age experience particular pressure to be accepted, to conform and to perform hegemonic versions of masculinity many males will avoid, dismiss and rej ect peer-disdained activities (Rankin et al., 2004) of which foreign language is one, with the resulting consequences for relative male participation and achievement (Murphy, 2010). According to Cecco and Shaw (2008), the factors for gender differences explained by nurture cover various learned attitudes and behaviours that seem often to be modelled unconsciously. Minns (1991) argues that social and cultural attitudes about gender are learnt from birth and are modelled and reinforced, often unconsciously, by parents and other significant adults, including teachers (Minns 1991, sited in Cecco and Shaw 2008:11). Bleach (1998) also argues that socialisation towards particular roles takes place based on the adult version of appropriate behaviour (Cecco and Shaw, 2008). According to Barton (1997), differentiation between the sexes from birth is inevitable and important as our identity is determined by the knowledge of our sex. Most parents encourage behaviours appropriate to the childs gender e.g. males are expected to be more noisy and adventurous whereas girls are supposed to be passive and dependent to others. The toys and games given to children nature the characteristics conforming each gender. e.g. cars and building kits foster creativity and spatial awareness whereas dolls, teady bears or domestic appliances such as cookers mostly resemble human or animal life (Barton, 1997). Therefore, Barton (1997) argues that if we consider the prerequisites for language learning, it becomes clear that girls toys, promoting human contact and communication, give them [girls] an immediate advantage over boys (Barton, 1997:11). Moreover, it is argued that role models in the home have an influence in the childs life and ways of learning (Barton, 1997). The male figure model is more practical and goes out to work daily whereas the female prepares meals, takes care of the children and doesnt work so hard. Even where children live in an environment which does not conform to domestic norms they may be influenced by those stereotypes through the media. Therefore, their learning is also influenced as girls are meant to sit down and abuse their brains whereas boys are meant to move around. (Barton, 1997) Furthermore, studies have showed that both parents and teachers interactions with children can either consciously or otherwise endorse the different approaches of the two sexes to language use (Barton, 1997). Fagots (1977) study revealed that teachers interactions with girls were more verbal whereas they tended to join in with boys play (Barton, 1997). Boys unwillingness to listen to others as well as the challenge required by them in order to get motivated do not enable them to perform well in language learning as the lesson makes demands of them that are inconsistent with the linguistic role normally expected of them by the society (Barton, 1997). Moreover, peer pressure is considered to be an important social factor affecting the attitudes of boys towards learning a language. Youngs research (1994) offers much in support of the view that learner perceptions and experience of peer attitudes concerning school, education, foreign language learning in general or the learning of a particular language in question may exert considerable influence on the individuals own FLL orientation, attitudes and motivation (Bartram, 2006:47). Also, Walqui (2000) argues that teenage peer pressure usually has a negative effect on language learning due to the performance element involved in this learning which may provoke feelings of insecurity and embarrassment (Bartram, 2006). According to Barton (1997) male adolescents will, no doubt, find it much more difficult than females to relinquish their hold on their primary means of communication and expose their breaking voices to their peers ridicule (Barton, 1997:12).The fact that males have a need t o show off and be thought as successful does not allow them to get involved with something that would make them feel insecure or embarrassed. Boys [] think success is sad, and that image is all-important (Hofkins, (1995), siten in Barton, 1997:12). In addition, peer group pressure is considered be a key reason for the demotivation of boys in learning languages as according to Court (2001) boys need to assert their emerging sexual identity (Bartram, 2006). Due to the feminised associations of language learning boys usually reject it or do not get involved with it. Barton (1997) argues that making clear ones sexual identity and appearing one of the lads is, it seems, foremost in the male adolescent mind and is often achieved by appearing uninterested and boasting of missed homework (Barton, 1997:12). In their momentous study of psychological research published, Jacklin and Macoby (1974) came to the conclusion that boys are more susceptible to peer pressure than girls with teachers and advisors investigating male underachievement coming up with remarkably similar findings (Barton, 1997). The fact that boys need to assert their sexual identity can be supported by studies into attitudes and motivation towards learning different languages in the UK. Chambers reported a differential rise in the number of students entering for GCSE examinations in French (4%) and German (22%) between 1991 and 1994 (Williams et al., 2002). Philips and Filmer-Sankeys (1993) findings showed that the majority of pupils of both sexes preferred learning German to learning French and that more boys than girls showed an interest in learning German. According to Barton (1997), this is due to the fact that German has a masculine image and is viewed as more useful by boys for industry and commerce. Interviews of students have revealed that French is considered feminine and not cool for boys to make an effort in learning French (Williams et al., 2002). In the popular imagination French would be associated with fine wines, good cooking, haute couture and luxurious perfumes all either domestic or feminine in orientation [whereas] German language is associated in pupils minds with masculine-type imagery such as war, harshness, strictness, shouting, the Nazis and Hitler (Pritchard, 1987:65). The fact that French is considered as feminine is considered to contribute in the low motivation and achievement of boys in French as they do not wish to harm their image and sexual identity. Furthermore, the fact that the most popular and widely taught language in the UK is French is particularly offputting boys who are far less inclined than girls to see French as useful to them in a future job or course of study (Powell and Littlewood, 1983) (Pritchard, 1987). Moreover, there has been evidence to suggest that boys rate French as more difficult (Clark Trafford, 1996), less important (Powell Batters, 1985) and less relevant to their future lives than girls (Pritchard, 1987) (Court, 2001:7). Stables and Wikeley (1999) found that other reasons putting boys off involve the belief that modern languages are difficult and that they are not required for international communication. Although science and mathematics may also be considered as difficult, boys view the effort as necessary due to the importance of the qualification. Stables and Wikeley (1999) point out that Employers do not, in general, require GCSE in a modern language; to be more exact, pupils seem little aware that they might. Thus the difficulty that many pre-GCSE pupils seem to find with modern foreign languages is not offset in many cases by the belief that the effort is really worthwhile (Stables and Wikeley, 1999:30). Moreover, Stables and Wikeley (1999) argue that in the UK where the home language is also the dominant international language, motivation to learn is inevitably less than in countries where failure to speak other languages is seen as severely personally limiting. As members of a national cultur e with strong international standing, pupils may also lack motivation in the form of curiosity about other national cultures (Stables and Wikeley, 1999). What also seems to de-motivate male students in learning foreign languages is the lesson content itself as well as the assessment methods used. Barton (1997) points out that features of the language lesson may seem as a threat to male identity. Reading fictional novels, that is considered as a feminine activity, puts boys off as they prefer informative texts such as newspapers, articles and comics; a thing which needs to be bared in mind by teachers and educators. Moreover, as dialogue is crucial in learning a language, boys usually hesitate to get involved as dialogues indicate vulnerability (Barton, 1997). Boys usually hesitate to ask for directions or corrections. In an investigation into patterns of interactions in foreign language classes, Sunderland (1998) found that even if boys did talk more, the girls exhibited more sophisticated interactions, and actively created learning opportunities for themselves and took advantage of those the teacher provided them with (Sunderland (19 98), sited in Williams et al. 2002:508) Furthermore, due to the fact that boys from a young age are not taught to sit still and listen but to search for the experience, they are unable to concentrate on language tasks, leading in teachers complaining about boys attitude in the classroom (Barton, 1997). Moreover, Jones and Jones (2001) have found that boys see modern languages as different from other subjects mainly because of the central position of the teacher in the language classroom and that boys who are underperforming tend to see the teacher as responsible for the difficulties they are having because the pedagogy of modern languages is so teacher-centred ( Cecco and Shaw, 2008:7). In addition, Cecco and Shaw (2008) point out that boys attributes are not particularly favoured by the requirements of coursework, i.e. sustained effort, process as well as outcome and often a considerable amount of well-presented written work. Although exams themselves may suit boys sudden bursts of effort, national awards in recent years have incorporated increased amounts of coursework. However, Arnot et al. (1998) argue that fairness to all learners involves a variety of assessment modes so that all pupils have opportunities to produce their best performance (Cecco Shaw, 2008). Other factors that seem to contribute in the underachievement of boys include the sex of the teacher as well as teacher expectations. As mentioned in the previous section most language teachers are females and this is considered to perpetuate the myth that languages are feminine subjects. However, Clark and Traffords recent survey showed that students ascribed more importance to teachers personalities than to their sex and many boys in Powell and Batters study preferred a female teacher because it contributed to their overall perception of languages as an easy, non-serious subject (Barton, 1997). On the other hand it is argued that a boy who is susceptible to peer pressure (found most commonly in the weaker sets) will not be highly motivated to set himself apart from his fellows and affiliate himself with a subject dominated by feminine connotations (Barton, 1997: 13). In addition, the fact that the gender-gap in language learning is widely acknowledged as well as boys attitudes towards the subject often leads in teachers being either consciously or unconsiously biased towards their students. Although there is not much evidence to support this it is argued that teachers will focus their attention on the girls, assuming that the boys will not be interested in continuing their study of a feminine subject (Barton, 1997:14). This leads in enhancing both their belief that foreign languages are feminine and their negative attitudes towards the language. Raising boys achievement The above factors discussed lead into boys being de-motivated to learn the language resulting in their underachievement. The findings of a group of PGCE students at Goldsmiths College conducting interviews in two schools to ask boys why they thought girls did better at Modern Languages predictably showed poor motivation as a key factor: Us boys dont take it seriously. Some days, I just think oh its French today and I aint going to try very hard if I dont want. (Harris, 1998:57) Cecco and Shaw (2008) point out that motivation is a central component to successfully acquire knowledge and that lack of motivation can hinder learning whereas being motivated can greatly enhance it. Particularly welcome is the assumption that motivation can be increased or decreased; that it is not a unitary characteristic of which learners have a lot or a little (Cecco and Shaw, 2008:6) The issue of motivation has always been on the agenda in language learning. In order to raise boys motivation educators and teachers need to be aware of the motivational conditions identified by psychologists and also have an insight into the ways boys learn in order to modify the classroom context to meet boys learning needs. According to Cecco and Shaw (2008), three sets of motivational conditions identified by Dornyei (1994) have also been found useful for providing a framework for the classroom context. These are a) course-specific motivational components which relate to the motivational influence of the syllabus, teaching materials, teaching methods and learning activities, b) teacher-specific motivational components which relate to the teacher-pupil relationship, the teachers approach to the management of behaviour, the promotion of the sharing of ideas between pupils as well as between teacher and pupils and the provision of motivating feedback and c)group-specific motivational components which relate to the dynamics of the learning group, its participation in collaboration, its shared goals and shared norms of behaviour (Cecco and Shaw, 2008). As far as how boys learn, Hannan (1996) offers an insight into the typical boy learner and cites the following characteristics. Boys are doers first and thinkers second, they have a shorter concentration span, they get easily bored, they have weaker listening and verbal skills as well as social and collaborative skills, they have less ability to organize and plan work, they are highly influenced by their peer group and they seek immediate gratification. In the following paragraphs, by having in mind the reasons for boys underachievement, the motivational conditions and the ways in which boys learn, various ways that could help raise their motivation shall be discussed. Although as has been discussed social norms to a great extend seem to affect boys attitudes towards language learning, some steps could be made on the part of teachers in order to enhance boys motivation and achievement. According to Ofsted (2003), improving the achievement of boys is a complex matter in which interlinked factors play important parts including a positive learning ethos, good teaching and classroom management, close monitoring of individuals and effective support for learning. Ofsted (2003) argues that these factors are significant in all schools and are relevant to girls as well as boys (OfSTED, 2003). It must be noted that the strategies suggested should not disadvantage the learning of girls but to incorporate them so that they enhance boys participation and involvement. Taken that boys underachieve in languages, due to the fact that they are considered to be feminine, teachers should encourage an atmosphere that would raise boys will to participate. Boys perceive languages as feminine as they consider girls to be better at them and as the majority of them consider typical topics like wine, cooking and haute couture to be feminine in orientation (Pritchard, 1987:69) What can be done, therefore, is to provide challenging exercises and integrate materials that attract boys attention such as articles, newspapers and comics (Noble and Bradford, 2000). As boys like challenge, challenging activities shall get them involved e.g. giving them team quizzes about the set texts and marry this with competition. Moreover, as boys tend to read non-fiction, including articles that involve sports, technology or hobbies would probably lead to more commitment to reading by boys. Increasing the choice of reading resources available in the language classroom is essential , as this would show consideration of boys preferences. Diversity in the materials used is required to meet both the needs of boys and girls (Noble and Bradford, 2000). Moreover, although language teachers are usually biased, they should not allow this to let them treat boys differently from girls. By devoting their attention to girls assuming boys are uninterested in the learning of the language would have indirect implications for boys achievement as less attention would mean less language opportunities (Court, 2001). Even though studies (Spencer, 1998) have found that boys receive around 2/3 of teachers attention during class much of it is negative as it arises from discipline problems appearing to receive less praise than girls (Harris, 1998). Harris argues that insensitive feedback may serve only to foster the macho image that boys are tough and you dont need to worry about hurting their feelings (Harris, 198:61). Instead teachers should encourage the participation of boys into the lesson and praise them for their involvement without harming their image. However, Harris (1998) suggests that due to the nature of peer pressure this should not alw ays be praised in front of the class as it may not be seen as cool but should also be done also on an individual basis either on an individual basis or positive comments on homework. Without it boys shall remain unmotivated, behave badly and produce poor quality work, becoming even more convinced that they are not good at languages and feel justified by making even less effort. In addition, teachers should allow boys to do things rather than being more teacher-centered. According to Harris (1998), this would give them more flexibility to really adapt things to their way of learning. Graham and Rees (1995) suggest that boys need to have some sense of control because by learning what they feel they need to know in a way that is appropriate for them accelerates their learning (Harris, 1998). The Ofsted report Boys and English (1993) concluded that boys performance improves when they have a clear understanding of the progress they need in order to achieve (Harris, 1998). Harris (1998) suggests that clear and explicit guidelines should be given to boys in order to help them progress and that it is not enough to offer pupils greater independence in their learning. Teachers should also equip them with the tools or strategies that will enable them to go about it. Nunan (1995) points out it is a mistake to assume that learners come into the language classroom with a natural ability to make choices about what and how to learn (Numan (1995), sited in Harris, 1998:58). OMalley and Chamot (1990) identify three types of strategies that the teachers should help the boys to develop; metacognitive strategies which deal with planning and evaluating learning, cognitive strategies which deal with grappling directly with the language itself and social and affective strategies through whic h the learner interacts with others or controls their own emotional response to the learning situation (Harris, 1998). According to Ofsted (1993), female students use more learning strategies than males and use them more often therefore it is important for teachers to intervene systematically with some strategy instruction to enable boys to develop their learning strategies (Harris, 1998). By developing these strategies boys shall be able to control their own learning. Rather than feeling that there is nothing they can do about their lack of success other than give up, it makes explicit what can be done to improve and locates the responsibility firmly on them (Harris, 1998:59). In addition, we have noted earlier that boys tend to like audio-visual work. Incorporating the use of computers in the language classroom would not only be see

Post Traumatic Stress and the Brothers Relationship in The Red Convert

Henry Fosdick once said, â€Å"The tragedy of war is that it uses man’s best to do man’s worst.† In â€Å"The Red Convertible† by Louis Erdrich, there is a conflict amongst two brothers, Henry and Lyman as ones awareness towards reality is shifted upon the return of the Vietnam War. Henry’s experience fighting in the Vietnam War is the responsibility for the unexpected aftermath that affects their brotherhood. The event of Henry fighting in the war through fears, emotions and horrors that he encounters is the source of his â€Å"Post Traumatic Stress Syndrome [PTSD].† It has shaped his own perception of reality and his relationship with his brother Lyman and the strong bond that they had shared. War changes a person in ways that can never be imagined. Living in a war as well as fighting in one is not an experience witnessed in everyday life. Seeing people die every time and everywhere you go can be seen as an unpleasant experience for any individual such as Henry. The experiences that Henry had embraced during the Vietnam War have caused him to become an enraged and paranoid being after the war. It has shaped him to become this individual of anxiety and with no emotions. The narrator says: â€Å"the change was no good. You could hardly expect him to change for the better, I know. But he was quiet, so quiet, and never comfortable sitting still anywhere but always up and moving around (Erdrich 28).† It appears that the war in Vietnam has still gotten into Henry. The war may be over in reality but in his mind it is still going on. This can explain all the agitations and discomfort he has such as not being able to sit still. Based on research, what Henry was experiencing was shellshock from the battlefield from the many soldiers being killed to t... ...s inner self. What is seen as a relationship amongst these two young men is now torn apart by the transformation of Henry caused from his witnesses during warfare. The reality that shapes individuals as they fight in war can lead to the resentment they have with the world and the tragedies that they had experienced in the past. Veterans are often times overwhelmed with their fears and sensations of their past that commonly disables them to transgress and live beyond the emotions and apprehensions they witness in posttraumatic experiences. This is also seen in everyday lives of people as they too experience traumatic events such as September 11th and the fall of the World Trade Center or simply by regrets of decisions that is made. Ones fears, emotions and disturbances that are embraced through the past are the only result of the unconscious reality of ones future.

Fashion: -a Person

Para -â€Å"Fashion† meaner the prevailing mode in such things as are subject to change in form or style, as in ornament and etiquette, and especially in dress in the dictionary. -It has spread in all the spheres of our life. -The craze for fashion is great among young people all over the world. Para -l agree with the girl on the right. -A person should be dressed in clothes that suit him or her. – A person should not lose his or her personality, deny the comfort and waste money on these well- designed products of one's imagination.Clothes are put on to help one look presentable. -People should not follow fashion blindly because it might not reflect our personality. -Moreover, the fashion designers created their clothes for certain people, so it cannot suit everyone. -Ones should choose the most comfortable clothing on their own, because only they know what is the most suitable and convenient for them. Para -Malaysia is a country without four seasons. -Malaysia's weathe r is always hot. -Thick and woolen clothes are not suitable for our climate.We must choose our clothing properly because certain clothes are against our culture or tradition. -Some people may misunderstood and feel that we did not respect them. -We should not wear clothes that are too sexy. Para -Certain clothes are not suitable for the ordinary person because they are special designed for celebrities. -Certain clothes will look exaggerate on us. -Sometimes,we will even being laugh by others . Para 5 – Economically, fashion trends valued by high price.A person that follow fashion has to spend a lot of money buying new clothes as fashion changed everyday. – It is reasonless because for the same amount of one can buy a tremendous lot of clothes which are likely to help to express his personality. – Hence,a person should not pay such a high price to follow the fashion. Para -As a conclusion,we should wear clothes that suit oneself because it risk a lot as we will l ost a lot of money and we will lose our own personality if we follow fashion blindly. Fashion: -a Person By Berries

Develop information security awareness

Nancy Johnson worked in U.S. Bancorp organization and was fired in April 2002 on the basis of viewing confidential files of the company and some personal files of supervisor Kathy Ashcraft that she was not allowed to view. Information security awareness and training program must have following content to make employees aware of the U.S. Bancorp policies and avoid such occurrence in the future. All employees must be well aware of all the policies of an organization governing computer systems, networking, information assessment, privacy and authorization to view any content. All policies must be available on the intranet and/or desktop of an employee. Policies are constantly updated according to the day-to-day needs hence must be read and understood carefully as soon as these are updated. In case an employee is unable to understand anything, he/she must immediately contact his/her supervisor or manager to know about their specific roles and policies elaboration. All computer users of the company must understand that ALL information on the company’s intranet is confidential and valuable asset of a company, which must be accessed on need-to-know basis after obtaining authorization from their manager. All computer users in an organization will have permission to access to the confidential information or other information not relevant to the user on the basis of valid reason and need-to-know basis to perform a particular job. The permission will be limited to time period required to perform that job and the amount of information required. Employees will not share this information with any other of their co-workers within an organization and/or any person outside the organization unless it is needed, specified and authorized to share such information with those who are also authorized to view this information for the time period and authority granted. All employees who work in the Bancorp organization will be abide by all security laws, rules and policies. They must follow these rules and regulations and support their implementation. Employee will report any misuse of such information by any user on the intranet of the company or any external threat, if he/she is informed about it. 2- Information security awareness and training program for probing networks connected to the clients Moulton, a network administrator, tried to port scan illegally for the computer networks of the Defendant’s client. Information security awareness and training program defines following content in order for network administrator to know of policies and rules. The job of a network administrator is to handle all technical issues on the network, manage software, hardware, and administer tools of the network. However, in no way a network administrator will use client’s network resources and private information without any need and authorization. A network administrator must understand this that all network resources on the client’s computer network, data, files are private and confidential and asset to be used by the client only. Network administrator will understand the core concepts, policies and strategies of the security training program. He/she will be abide by all the rules and laws while administrating networking tools. Access to the centrally administered network will be granted on permission with valid reason of a need to have such assessment to perform a particular task. Authentication to use network will be granted with specific user ID and password. User id and password must be changed frequently to maintain high level of security. Network of client’s computer possess valuable and confidential information. Access to this information is not allowed unless the person is authorized to view it. Network administrator will return all valuable material to company upon termination. He will be responsible to dispose of any sensitive information not of any further use. 3-Information security awareness and training program for Information security violation concerns Watkins’ security concerns were regarding use of that confidential information by another employee along with him. Hence he requested State of Tennessee cancellation of the secret code. However, another employee who had access to the information was authorized to do so. Watkins’ plea was rejected by the court. Information security awareness and training program must have following content of security violence. Information security is very important and none can access this information accept those who are authorized to do so. None will be allowed to get this information except solely for company’s business purpose and for processing different tasks. Hence, only â€Å"authorized† persons can access that information with a specific code. Authorized means they’re allowed legally to use this information in one or another form for the benefit of company/people/business/organization. Hence, there is nothing violation of privacy when such confidential information is accessed by the authorized people. However, an authorized person will use that information only for the period of time and to the extent he’s granted permission. Authorized person will not misuse that information for his/her own purpose or in any case will not sell, transfer or damage such information in any circumstances. Misuse of such information may result in revoke of authorization and administration. It can also result in termination from job. Authorized use of such information for the good of company is not a security violation. Security administrator will be in charge of all information and will report any violation by the users. He will keep in check proper protection all confidential data and will be in charge of granting permission to different users to access required information as needed. References Enisa Security awareness. Retrieved from http://www.enisa.europa.eu/doc/pdf/deliverables/enisa_a_users_guide_how_to_raise_IS_awareness.pdf NIST security awareness. Retrieved from http://csrc.nist.gov/publications/nistpubs/800-50/NIST-SP800-50.pdf

Shakespeare Expository Essay Essay Example

Shakespeare Expository Essay Essay Example Shakespeare Expository Essay Paper Shakespeare Expository Essay Paper peg 56). He denied the crown three times (act 1, scene 2, line 119-226), and trusted Brutes as an honest roman, with an honest opinion (act 3, scene 1, line 76). He had already denied the crown, but the crowd was trying to convince him otherwise. Had Brutes explained his thoughts to Caesar, Caesar most likely wouldnt have even considered taking the crown. Even if the ambition was a villainous trait, Caesar still considered a villainous. If anything, Brutes Is to be blamed for his communication error and his naive ways for the death of Caesar. Throughout Caesar life, he never exhibited any signs of ambition. And other rural retreat that Caesar has, although on revealed until later, is his overwhelming generosity, Caesar, In his will, left all his money and his private garden to the citizens of Rome (act 3, scene 2, linemen-253). A typical wealthy nobleman would leave his wealth and his life earnings to pass down the family, although, Caesar Is not a typical wealthy nobleman. Caesar Is a generous leader. Bad leaders neglect the poor and commoners, and this is seen throughout history. A good leader gives the poor hope, and words of guidance, but Caesar Is even better than that. Caesar Is a great leader, who gave all his wealth to the city. Anyone that claims Caesar was greedy would be Ignorant to overlook the previous facts. Caesar was generous, making him a revolutionist emperor. Julius Caesar raised to the top by making wise decisions and this contributes to his heroism. Caesar didnt live to be the last living person In the First Triumvirate by being foolish. He paved his way to success by being wise. He pointed out that Cassias was a snake, and was not to be trusted (act 1, scene 2, line 3), and had Marc Antonym not told him otherwise, he may have acted on his Instincts. This Is an Incredible feat, considering Cassias lead Caesar to his downfall. If Careers friends had been wiser, perhaps they wouldnt have let the conspiracy happen. Caesar was a very wise leader, which Is another reason that contributes to him being the most heroic character. Julius Caesar was wise, generous, and UN-ambitious. He Is undoubtedly the closest thing to a hero that Rome had. Caesar showed he wasnt ambitious by denying the crown, that he was generous by giving his belongings to the roman citizens, and that he was wise by spotting a snake. When Caesar died, he accepted It, because Brutes killed him. Rome killed him. Caesar died not only a fearsome leader, but a hero and a martyr. He accepted death, because although unethical, thats what the noblest Roman wanted. Considered a villainous. If anything, Brutes is to be blamed for his communication on revealed until later, is his overwhelming generosity, Caesar, in his will, left all his the family, although, Caesar is not a typical wealthy nobleman. Caesar is a generous history. A good leader gives the poor hope, and words of guidance, but Caesar is even better than that. Caesar is a great leader, who gave all his wealth to the city. Anyone that claims Caesar was greedy would be ignorant to overlook the previous facts. Caesar was generous, making him a revolutionist emperor. Julius Caesar raised to live to be the last living person in the First Triumvirate by being foolish. He paved his may have acted on his instincts. This is an incredible feat, considering Cassias lead have let the conspiracy happen. Caesar was a very wise leader, which is another wise, generous, and UN-ambitious. He is undoubtedly the closest thing to a hero that Rome had. Caesar showed he wasnt ambitious by denying the crown, that he was spotting a snake. When Caesar died, he accepted it, because Brutes killed him. Rome

Experiment 5 Lab Report Example | Topics and Well Written Essays - 1000 words

Experiment 5 - Lab Report Example The solar cells are not only cheap, but they are also safe for the environmental use because they do not result in pollution. In electrolyzing water using solar energy, dye-sensitized photovoltaic cells are used. The sensitizer absorbs light that excites the chromophore leading to the production of electrons that undergo a series of processes within the cell to produce electric current for electrolyzing water. It is hypothesized that dyes or quantum dots can be used to sensitize the semiconductor oxide films of a solar cell to generate electricity (Gratzel 6841). Thus, this experiment aims to construct a dye-sensitized solar cell and to measure its current and voltage as well as using the cell to convert light into electricity for electrolysis of water. The materials required for this experiment included a multimeter for measuring resistance, a candle flame for producing carbon powder, and a piece of wire for connecting glass layers. Two pieces of glass and a piece of tissue paper are also required. The chemicals included ethanol for removing dirt on the surfaces of the glass, anthocyanin dye, titanium dioxide paste, potassium triiodide (KI3) electrolyte. In addition, a lab coat, goggles, and tongs were required for safety reasons. We assembled the cell in the first lab session and determined the current and voltage. During this process, we identified the conducting side of a tin-oxide piece of glass by a multimeter and wiped off the surface with an ethanol-moistened tissue to remove dirt. We then added a small amount of titanium dioxide paste and heated the glass on a hot plate in a hood for 20 minutes until it turned green. On cooling to room temperature, we introduced anthocyanin dye. We coated the second piece of tin oxide glass with carbon powder by passing it through a candle flame. After which, we assembled the two glasses by putting the coated sides together

Change Management in Schools Essay Example | Topics and Well Written Essays - 4000 words

Change Management in Schools - Essay Example But here this paper instead of filling its contents with intentional verbosity, our approach is quite goal-oriented. In addition, many of these research areas are further convoluted with links and interactions to other, nor-related research that need to be considered. Finally, the lack of accurate measurability severely hampers the statistical assessment of suitability of a stated hypothesis. But this paper is rather unconventional and attempts to dig out the actual problems and stumbling blocks that hamper the process of change management in our institutions. While above-mentioned factor pertaining to the lack of accurate measurability is true for the entire field of education, it is particularly acute in researches directly related on such topics. For this reason, published articles have the search for an explanation of actions and phenomena in common as a general rule all, albeit from different points of views. But this paper is, as mentioned above is rather goal-oriented fraught with realistic recommendations and suggestions. Despite the fact that the field of this issue has attracted some of the best researchers within the educational realm, the lack of unity in opinion as well as a structured overview is outmost apparent. This paper attempts to overcome this lack by providing a comprehensive overview and analysis of current recruiting and retaining concepts. Nonetheless, an attempt is made with this paper to lessen the validation pressure from lack of data by providing the results of a small but comprehensive literature review thorough a number of books, journals and web-based sources. Thus, coming out from the ambit of educational concerns, this issue has become an inevitable topic to think upon in general. To date, there have been various researches conducted on this topic; similarly this paper is a humble attempt from my side not only to have a discussion on it in general but also to explore some unexplored avenues related with this issue that may furt her help us reaching at rather down-to-earth conclusion. There is no doubt that in Britain, in the last ten years, we have seen massive strides forward in the education system. The establishment of a national curriculum and other reforms have provided the basic framework for improvement in educational provision, but at a considerable cost to teachers. Since the Education Reform Act (1988), we have seen a continuous stream of systemic, top-down change which has had a major impact on teachers' professionalism. Their roles in strategic planning and decision making have been dominated by the requirement to implement externally driven initiatives, and workloads have expanded leading to high levels of stress, low levels of morale and difficulties with recruitment and retention. This study is offering a strategy to help school management reconstruct their professionalism by providing a framework within which they can play a full and active part in school improvement and school development. The research carried out and the consequent conclusion thereof offered here has the potential to bring about lasting change and has raised standards through the enhancement of teachers'