Management Consulting Coursework Example | Topics and Well Written Essays - 5000 words

Management Consulting - Coursework Example Theoretically, one can understand the significance of Management Consulting only when they understand its definition at two levels. First is the basic level which looks into the broad 'functional view' of Management Consulting. According to Fritz Steele, Management Consulting is, "any form of providing help on the content, process or structure of a task or series of tasks, where the consultant is not actually responsible for doing the task itself but is helping those who are." Looking at this definition one might feel the importance of Management Consulting is over-hyped. However, it is the second definition which views Management Consulting as a "special professional service" that will help clear this misunderstanding. According to Larry Greiner and Robert Metzger, "management consulting is an advisory service contracted for and provided to organizations by specially trained and qualified persons who assist, in an objective and independent manner, the client organization to identify management problems, analyze such problems, recommended solutions to these problems, and help, when requested, in the implementation of solutions." This approach takes Management Consulting at a different level and calls it a 'professional service which can be carried out effectively only with the help of professionals.' Value addition is a profession in which there is tr... Hence in context of Management Consulting, value addition is carried out when knowledge is being transferred from the consultancy to their client. According to Peter Drucker, "what is unique to management is that from the very beginning the consultant played a key role in the development of the practice, the knowledge and the profession of management." In Management Consulting knowledge is not only being transferred in the form of facts and figures, but also as methods, practices and their application which eventually leads to achieving the consultancy's objectives. This transfer of knowledge which finally leads to value addition exists in two dimensions. First is the 'technical dimension' which deals with finding solutions to problems relating to the nature of management of the clients. Second is the 'human dimension' which deals with the interpersonal relation in the client organization and between the client and the consultancy. In legal terms however, the implication of 'creating value' is totally different and inextricably liked with the shareholders of the company. The fact that the shareholders invest their funds in the company and take unlimited risk in doing so, makes it necessary for the company to pay due considerations to the shareholders needs. Today, the process of creating value in a financial scenario is carried out as an 'operational activity' in 3 different ways. One of them is called 'Market Value Added' which describes value as the difference between the market value and the book value of the company's equity. Another view is the 'free cash flow' approach, which takes the view that value is related only when cash produced by a company's operations

Laziness in America Essay Example | Topics and Well Written Essays - 250 words

Laziness in America - Essay Example Now with schedules, work days running longer, various appointments, and after school activities, families are lucky if they have a frozen dinner in front of the television (the meal is not necessarily shared together). Children who once played outside for hours now have to be forced outside because they are more concerned about their cell phones, computers, and iPods. There is nothing that we could have done to prevent these changes. In a sense, it was destiny. We were bound to eventually evolve, change, and grow according to our lifestyles. The bigger this country gets, the more space we need, so houses are built bigger, cars are now SUVs, and families are having more children. Our demand for convenience have increased, bringing with it the need for fast food since we no longer have time to cook; restaurants even have drive through windows. Popularity in one-stop shopping grew, so now we can get in and out of a store, becoming more accomplished in our shopping. Computers are replaci ng not only people but many of the jobs that people once did by hand. Over the past fifty years, so much has changed. I remember the days when this technology did not exist and we seemed to manage just fine. This may cause problems for those who are becoming too dependent and relying on technology and things made ready to use with ease.

Dry Yeast and Hydrogen Peroxide Acid Base Catalysis

Dry Yeast and Hydrogen Peroxide Acid Base Catalysis Mateo Rodriguez Abstract   Category: Chemistry The purpose of this experiment was to figure out if either acids or bases accelerate or decelerate the chemical reaction consisting of dry yeast and hydrogen peroxide. I am trying to prove that the more acidic or the more basic the reaction is, the more accelerated the reaction will be. Enzymes are very important to the human body because they speed up chemical reactions without being a part of it. Enzymes are made up of proteins which are important biological compounds in the formation of living organisms. The addition of an acid or base to yeast makes  a certain amount of bubbles to show how acidity or basicness affects the chemical composition  taking place in the reaction with the yeast. Without the addition of an acid or a base, the reaction is harmless to our bodies. The enzyme Catalase is used in everyday life as well. The protein found in the enzyme is easily changeable with the addition of another substance Among the materials that you need to conduct this experiment are five clear containers, a washable spoon, distilled water, a measuring cup, baking soda, lemon juice, and a set of measuring spoons. The six planned concoctions are control with no acids or bases, low-acid with one teaspoon oflemonjuice, high-acid with two teaspoons of lemon juice, low-base with one teaspoon of baking soda, and high-acid with two teaspoons of baking soda. You might even want to try a combination of both the acid and the base. Next, you must add a Y4 cup of hydrogen  peroxide into the glass. Then add a 1teaspoon of dry yeast and the reaction will begin. Record  your results carefully to track this marvelous experiment. In the end, the reactions that were further away from a neutral pH performed in a more decelerated rate. Therefore, the control, low-acid, and low-base reactions performed at a more accelerated rate than the high-acid and the high-base reactions. However, the combination reaction performed at an exponentially better rate than all other reactions. Although all the mixtures performed within the same range (besides the combination), it was simply due to the reactions being at a microcosmic scale. The experiment ended up proving my initial hypothesis completely incorrect. It would probably be a wise idea to use larger amounts in order to get more appreciable results. The bubbles formed because different atoms in the hydrogen peroxide and the dry yeast collided and then bounced away to be farther away than they were in the beginning. This microscopic change appears to us humans in the form ofbubbles. The enzyme Catalase found in dry yeast, is also found in our bodies organs; primarily the liver. What Catalase does in the liver is manage the graying of our hair. The more Catalase the faster our hair will gray, and the less Catalase there is the slower our hair will gray. Since Catalase is found in our crucial organs, doctors and scientists have done experiments to try and manipulate the enzyme. Their experiments primarily consist of the yeast acting against acids and bases as I did in my project. If this experiment were to be done on a more grand scale, it would sure affect and aid us in our everyday lives. Introduction The purpose of this project is to figure out if either acids or bases accelerate or decelerate the chemical reaction consisting of dry yeast and hydrogen peroxide. Enzymes are very  important to the human body because they speed up chemical reactions without being a part of it. This catalysis isnt just found in the human body, its also in most living things on Earth. Enzymes are made up of proteins which are important biological compounds in the formation of living organisms. The addition of an acid or base to yeast makes a certain amount of bubbles to show how acidity or basicness affects the chemical composition taking place in the reaction with the yeast. If you have ever mixed baking soda and lemon juice in an attempt to fight indigestion, you will see a basic chemical reaction between the two. Without the addition of acids or bases, the yeast reaction is quite harmless to our bodies. However, since we consume acids and bases almost every day, its a great idea to enlighten your self on just how our bodies are working. The main goal of this experiment is to fmd out how well the catalase in yeast breaks down acids and bases or vice versa. Hypothesis  and  Background  Research Acids and basses are two very common terms in many scientific fields, such as chemistry. Acids are chemical substances that dissolve some types of metal and turn litmus intro a red color because of them being of a pH lower than seven. They are typically a corrosive or sour-tasting kind of liquid. Bases on the other hand, are usually of a pH higher than seven and are the opposite of acidic substances. They accept hydrogen ions instead of releasing them such as acids do. Bases will also typically turn litmus paper into a sort of blue color. There are several different types of chemical reactions and changes happening around us in our everyday lives. The most common of these reactions occurs when a raw egg turns solid. This happens because an impressive amount of heat is applied to the raw egg which forms longer and stronger chains of protein molecules inside the egg. This reaction and several others that occur in our body rely on enzymes, which are basically special types of catalysts made up of protein. Catalysts are anything that speeds up an action without being used up themselves. Thus, an acid- base catalysis is the acceleration   of a chemical reaction by the addition of an acid or a base with the acid or base itself not being consumed in the reaction. Enzymes are not only found in human bodies, they are found in all types of living things including yeast. Yeast contains the enzyme known as catalase which breaks down the chemical hydrogen peroxide (H202) into  oxygen gas and water. This would be the react ion that will inform us about the amount of  bubbles formed from the acids and bases. This reaction will also show us how much the yeast has to work to break down the hydrogen peroxide when different substances are also added onto the concoction. Proteins can be changed when a specific amount of heat is brought upon it. Since enzymes are made up of proteins, they too can be changed by heat. However, what a majority of people do not know, is that the addition of acids and bases can also affect the way that a protein is put together. Both acid-catalysis and base-catalyzed reactions are used for their own unique purposes. A macrocosmic example of acid catalysis is the reaction and conversion of the hydrocarbon atoms found in petroleum to gasoline, and the creation of silicone. An example of a grand base ­ catalyzed reaction is the creation and conversion of several compounds and molecules used in the creation of foam sponges. The main reasoning behind this investigation is to discover how well the catalase enzyme in yeast can break down hydrogen peroxide after different amounts of acids and bases have been added onto it. For this experiment, my hypothesis is that the more acidic or the more basic the concoction made in the different cups is, the more bubbles will be made and the higher they will get. Procedure Materials The materials you will need for this experiment include: 5 clear glass containers of equal size (beakers or test tubes are ideal) Permanent marker Tape 5 clean spoons Distilled water Small clear cup/glass Baking soda Set of measuring teaspoons Measuring cup Hydrogen peroxide Dry yeast Ruler Lemon juice Variables         Ã‚   1. The rlcpcndent-ormanipulated variable in this experiment is the amount of lemon juice or baking soda poured into the different containers and thus, the acidity or basicity in each container. 2. The iodepor responding variable in this experiment is the height and amount of bubbles formed as a result of the chemical reaction. 3.   The controlled variable or the variable held constant in this experiment is the amount of yeast and the amount of hydrogen peroxide put in each container and the containers themselves. StepbyStep Directions 1. Label the containers: 1- Control, 2- Low Acid, 3- High Acid, 4- Low Base, and 5-High Base. 2. Put a spoon in each of the containers, and make sure to never move a spoon from one container to the other. 3. Add two teaspoons of distilled water to container 1- Control. 4. Stir in 1 4 cup of hydrogen peroxide to container 1-Control. 5. Stir in 1 teaspoon of yeast to container 1- Control. 6. Place the ruler alongside the container, and record the highest height the bubbles reach 7.Of the other containers, record predictions first, and actual results after on a chart. 8.   To create the acidic containers, add one teaspoon oflemonjuice to container 2- Low Acid and two teaspoons oflemonjuice to container 3-High Acid. 9. Add one teaspoon of distilled water to container 2- Low Acid so it is the same volume as con iner 3. 1O.Stir in V4 cup of hydrogen peroxide to containers 2 and 3. ll.Add 1 teaspoon yeast to both container 2 and 3. Stir and observe. 12.Record the maximum height ofthe yeast bubbles. 13.To create the basic containers, add one teaspoon ofthe baking soda solution to container 4- Low Base and two teaspoons of the baking soda solution to container 5- High Base. 14.Add one teaspoon of distilled water to container 4- Low Base so it has the same volume as container 5. 15.Stir in V4 cup ofhydrogen peroxide to containers 4 and 5. 16.Add 1 8 teaspoon of yeast to both container 4 and 5. Stir and observe 17.Record the maximum height ofthe yeast bubbles. (Compare your predictions with your actual observations) Results There were a plethora of things to be discovered from this otherwise simple experiment. The very flrst thing that you have to be aware of to do this experiment is that there will always be a change to an altered chemical reaction, no matter how small the alteration or the result. The result of each and every chemical reaction wasnt very different, but it was enough so that each showed a noticeable change. The temperature for each experiment I conducted stayed at approximately the same level throughout. The original height of the mixture was approximately 1 inch before adding the yeast. I performed three separate trials for each chemical reaction. The results were approximately the same for every trial I conducted of the different concoctions. The initial height of all the concoctions prior to adding yeast was approximately I inch. The constant reaction worked at the most accelerated rate, thus causing more bubbles to form on the mixtures surface. This occurred because of the fact that the enzyme Catalase works best at around pH 7, and this mixture was very near to the neutral pH. The foamy bubbles made the height of the concoction reach approximately 1.5 inches in an average whiskey glass. The bubbles reached their maximum height at a slow rate. This was true for a majority of the reactions. Control Reaction   Ã‚   The acidic reactions reacted in a very similar way to each other. The low-acid reaction acted in a very similar way to the control reaction in every single trial I conducted. The bubbles in this reaction reached a slightly lower height than that of the control reaction; approximately 1.2 inches. The pH of this composition was slightly more acidic; about a 6 or 5 on the pH scale. The pH being lower is what caused the bubbles to perform in a more decelerated rate. The high-acid reaction also performed at a lesser magnitude than the control reaction. The height of the bubbles reached a height of slightly more than 1 inch. Due to the fact that the high-acid reaction had a lower pH and strayed further from the desired neutral status, it performed the worst of all the reactions thus far. However, this reaction reached its maximum height in a shorter amount of time. Low-Acid  Reaction  High-AcidReaction The low-base mixture reacted in approximately the same way as the low-acid mixture. This is because the two mixtures were the same amount of pH away from the desired neutral pH. This concoction was at a pH of roughly 9 or 10. The height ofthis mixture was approximately 1.2 inches. Even though the amount of acid or base added to the mixture was the same, the one teaspoon of baking soda raised the pH more than the one teaspoon of lemon juice lowered the pH because the baking soda is a powder. It being a powder allows for the individual molecules of the substance to spread around the mixture more than the tangy lemon juice could. The high-base mixture reacted in a very similar way to the high-acid mixture. Again, this was because they  were the same amount away from a neutral pH. The pH of the high-base concoction was a pH of approximately 11 or 12. The maximum height of this mixture reached slightly more than 1 inch. This blend also reached its maximum height in a shorter amount of time than the others. Low-Base  Reaction  High-Base  Reaction Due to the fact that the different reactions reacted in quite a similar way to one another, I decided to conduct an additional experiment. This one consisted of one teaspoon of lemon juice and one teaspoon of baking soda in the beginning. This was to discover if a mixture of the two would accelerate or decelerate the Catalase reaction. I had previous knowledge that a mixture of baking soda and lemon juice resulted in a foamy liquid that helped with indigestion and to fight off minor cancer cells, so I put it to the test with the catalytic enzyme. This concoction reacted in a way like no other. The maximum height of the reaction was approximately 5 inches. This reaction also reached its maximum height quicker than any other reaction. The initial foam of the mixture of the acid and the base caused the yeast bubbles to be larger and whiter in color in comparison to the other reactions. Estimated  Height  of  Yeast  Bubbles Actual  Height  of  Yeast  Bubbles Control 2in. 1.5 in. Low-Acid 3 in. 1.3 in. High-Acid 4in. 1.1in. Low-Base 3.3 in. 1.35 in. High-Base 4.4in. 1.15 in. Combination 5 in. 2.5 in. Conclusion The results proved my hypothesis completely incorrect. I believed that the further away from neutral the concoctions got, the more accelerated the reaction would be. However, the complete opposite to what I believed turned out to be true. I was very surprised to see that every  planned reaction gave approximately the same results. That was why I decided to conduct an  experiment with usually counteracting substances; the acid and the ba::}if I were to do this  experiment again, I would use larger amounts in order to get larger and more visible results. The most plausible explanation of the yeast reaction is that the bubbles formed because the hydrogen and oxide atoms collided with the Catalase in the yeast and then bounced away. Due to the fact that the molecules bounced apart, a larger microscopic gap formed between the atoms. The way us humans see this minuscule separation is in the form of the Catalase bubbles. The way that this reaction could help us in our everyday lives i s actually quite simple. Catalase is found in a majority of human bodies; especially in the liver. What Catalase does in the human body is that  if there is more of it in the liver, your hair will gray at a slower rate or not at all, and if there is not a lot of Catalase in your liver, then your hair will grow at an exponential rate. Due to the fact that Catalase is found in one of our crucial organs, doctors and scientists have conducted  experiments to try and manipulate the enzyme in order to treat ailments in that region of the bodese experiments were simply on a microcosmic scale, which did not allow them to  perform in such a notable and appreciable way. However, on a larger scale, this type of catalysis would be truly helpful in our everyday needs. Bibliography Gray, Theodore. Molecules:TheElementsandtheArchitectureofEverything.New York City: Black Dog Leventhal, 2014. Print. Touchette, Betty. (2014, May 01). AcidBaseCatalysis. /www.education.com/science-fair/article/acids-bases-affect-enzyme-action/> Ruiz, Brianna. (2015, September 10). AcidandBaseCatalysis. Goodsell, David. (2004, September). PDB101:Catalase. 15

Hidden Class Struggle in John Updikes A&P :: A&P Essays

The Hidden Class Struggle in Updike’s A & P Two Works Cited In John Updike’s "A & P," Sammy is accused of quitting his job for childlike, immature reasons. Nathan Hatcher states, "In reality, Sammy quit his job not on a matter of ideals, but rather as a means of showing off and trying to impress the girls, specially Queenie" (37), but Sammy’s motive runs much deeper than that. He was searching for a sense of personal gain and satisfaction. By taking sides with the girls, he momentarily rises in class to meet their standards and the standards of the upper-class. Sammy was obviously near the bottom of the class ladder, a place where he was extremely unhappy. His dead-end job at the grocery store, where lower class citizens are the prime patrons, was not a place he felt he belonged. He wanted to be a member of the family where the "father and the other men were standing around in ice-cream coats and bow ties and the women were in sandals picking up herring snacks on toothpicks off a big glass plate and they were all holding drinks the color of water with olives and sprigs of mint in them" (Updike 1028). Sammy realizes that Queenie comes from this sort of background, a very different one from his. When Queenie is being harassed by Lengel, Sammy sees that "she remembers her place, a place from which the crowd that runs the A & P must look pretty crummy" (Updike 1028). Queenie’s family was in the class that he envied, that he admired, that he wanted to become a part of. So Sammy quits his job to prove to himself, maybe to others, that he belongs in this "place." Quitting his job is his first step in achieving this goal. Sammy was obviously enthralled by the girls from the moment they walked in the A & P. He was not keen on the other two girls, but Queenie overwhelmed him. He may have even taken a liking to Queenie, but any average, nineteen-year old male would do the same after witnessing such striking beauty as is described. On the other hand, the average male would not quit a job and create such turmoil if first impression was the only cause. How interested could he actually be? In trying to figure out Queenie’s persona, he asks, "do you really think it’s a mind in there or just a little buzz like a bee in a glass jar?

Unit 304 Promote Children and Young People’s Positive Behaviour

Unit 304 Promote children and young people’s positive behaviour 1. 1 Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. The policies and procedures of the setting relevant to promoting children’s and young people positive behaviour covers a range of six sectors these are †¢ Behaviour policy †¢ Code of conduct †¢ Rewards and sanctions †¢ Dealing with conflict and inappropriate behaviour †¢ Anti-Bullying †¢ Attendance Behaviour policy A guideline to all staff on how pupil’s behaviour should be managed. It is important that this policy is constantly being applied to ensure full safety of the pupils; this is why all staff must be familiar with this policy. Code of conduct A set of rules/guidelines for the pupils so they understand how they should behave and what is expected of them. It is important that the children are reminded of the code of conduct so that it becomes their routine and they fully understand it. It is essential that positive behaviour is always promoted, praised and used as children notice when adults behaviour is out of character, if positive and professional behaviour is continually used it is more likely that the pupils will also behave in that way. . Providing a school environment that is safe and stimulating for the children in our care. In order to ensure that this is so, there is a policy with set procedures to create a calm, secure and happy working environment for all. There are, however, occasions when individual children exhibit behaviour that is unacceptable. As part of the Discipline Policy of rewards and sanctions, all staff use behaviour modification strategies to change an individual child’s behaviour. By using a positive system of rewards we reinforce good behaviour, we believe that setting high standards and expectations, and focusing on positive achievements. By using a positive system of rewards we reinforce good behaviour, we believe that setting high standards and expectations, and focussing on positive achievements. All members of the school community should respect one another. Primary School expects children to be well-behaved, well-mannered and attentive. Children should walk (not run) within the school. All children should respect their own and other people’s property and take care of books and equipment. All children should show regard for their fellow pupils. If a child has a grievance against another child, it should be reported to a member of staff, who will take appropriate action. Children should wear the correct school uniform. Jewellery and trainers should not be worn. Children should not bring sharp or dangerous instruments to school. . Foul or abusive language should never be used Chewing Gum is banned Mobile Phones are not allowed Rewards and Sanctions Physical violence is never acceptable, neither is retaliation. Repeated or serious incidents will lead to a managed moved which means the student will be transferred to another school. Although good behaviour is encouraged in schools, children will still behave inappropriate at times. Consequences for bad behaviour†¢ Name on the board (sad face) †¢ Miss time out from golden time, break or lunch play. †¢ Be sent to the head of year/deputy head †¢ Be sent to the head teacher and a meeting arranged with parents Continuous bad behaviour, the student is put on report these reports are filled in by the teacher in every lesson on the day, saying whether the student has behaved in class, the student can be on report for a week or longer depending on the response of the student producing good behaviour. My response to inappropriate behaviour on a daily basis within the classroom. Examples continuous disruption to a lesson, I would ask the student to come outside of the classroom where I would speak to the student in a stern but positive voice, reminding them of the consequences of their behaviour, and in some cases I would take them their team leader, if the student wasn’t responding . Good Behaviour When promoting positive behaviour in schools there are policies and procedures that all staff needs to be aware of. The main policies relating to behaviour will be the behaviour policies but other policies will also have an impact for example the health and safety policies, child protection policies and anti-bullying policies. All adults in school are expected to act as good role models and to behave in a consistent manner. We make sure that good behaviour is recognised and praised as well as praising children for good work, effort and achievement. Recognitions for good behaviour can be any of the following. A smile and a compliment and verbal praise Phone calls home to parents to give praise about how well their child has done. Post cards can be sent home relating to how well their child is doing. Vivo can be given; children can save these up and buy things from our vivo shop like pens pencils chocolate etc. When they save a lot of vivo then can then buy more expensive item like iPods, mobile top-ups and a whole range of different things. Certificates are awarded for student of the week and also for students who have achieved awards for things like sport performing arts and in all other aspects of school work. 1. 2 Evaluate how the policies and procedures of the settings support children and young people to: Feel safe Make a positive contribution Develop social and emotional and skills Understand expectations and limits When planning indoor and outdoor activities, there are many factors of health and safety that we have to take into account for example: Age, you have to make sure that the activity and equipment is suitable for the children's age group. Abilities & individual needs: you have to assess to see if each individual child is able to do it and if their personal needs are met. Risk & Hazards: before you plan the activity you must do a risk assessment and reduce any risk involved and make sure the area is suitable and large enough for the activity. Making a child or young person feel safe is essential for their well-being; every practise is aimed at safety and security for students and staff. Within school we have a security person who checks in and around school all day, every day. Students make a positive contribution by following rules and procedures in and around school, also through their attendance, having respect for others, wearing the correct uniform and through their behaviour. Students develop social and emotional skills by knowing how to communicate in a correct manner towards other students, teachers and outside staff that may come in time to time always showing respect. Students show empathy by respecting someone’s misfortune or sadness by showing emotions that they are capable of showing they care that a person is unhappy or sad from a situation that may have happened. Expectations of students are that they follow rules and regulation that they know are in place to help protect them within school, also that they respect each other and they know their limits in doing wrong and except the consequences of their own choice. 1. 3 Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the olicies and procedures of the setting. It is important for all staff to communicate with each other to evaluate student’s progress, emotionally and physically, and set fair boundaries for students who don’t get it right. Teachers and all staff work together to ensure fair rules are set to ensure the learning environment isn’t disrupted, minimi sing loss of quality learning. All children have the right to be educated to be treated equally in a classroom. There are set boundaries within a classroom that have to be followed to promote a safe and good learning environment, if these rules are not met there are consequences’. Detentions can be set for students, or they could lose their breaks to make up for time lost. Children and young people have boundaries in their home environment which are there for a reason to protect them and keep them safe, the same apply in their learning environment. Outcome-2 2. 1 Promote positive behaviour Please refer to the above 1. 1 2. 2 Demonstrate ways of establishing good ground rules with children and young people which underpin appropriate behaviour and respect others. Ground rules are important in a learning environment as they help to establish what is expected from the learner in terms of behaviour and mutual respect for each other, as well as identifying what is considered to be good manners in class. I would encourage the learners to word the rules in a positive way, for example, do turn up to class on time, rather than in a negative way, as in don’t be late to classes. Examples of ground rules would be Respect each member of the class when they are talking, always put your hand up if you want to speak not just shouting out. Ground rules set the boundaries within which the students must work; they enable everyone to have an equal opportunity to carry out their study whilst in the classroom. An ideal way to do this would be to put the class into 2 groups and asking them to discuss in a team, and write down things they think a classroom rules should be, then each group should read out their ideas. This enables a neutral ground for discussion giving the students a feeling of teamwork and achievement. When reviewing the lists you have to have a fair and balanced view to all points identified, your objective is to do much more than lay down a few rules. In negotiating with the students you give them a sense of worth, this helps you gain their trust. Any rules agreed upon within the group are more likely to be adhered to by the students, if broken, peer pressure will hopefully prevail and the student in question will respond. This is much more constructive than having their Teacher point the finger of authority, which may then lead to a negative response. 2. 3 Demonstrate strategies for promoting positive behaviour according to the policies and procedures of the setting. Please refer to 1. 1 Good behaviour rewards 2. 4 Demonstrate realistic, consistent and supportive responses to children’s and young people’s behaviour. (Please refer to 2. 1) 2. 5 Rewards for good behaviour Provide an effective role model for the standards of behaviour expected of children, young people and adults within the setting Being a role model to children and young people is important for you, showing respect to children and young people, colleagues and people you meet on a daily basic is a basis to earn respect back. As a role model showing that you respect their feelings and take into consideration their point of view, shows them you are willing to listen and let them have their say which also shows them you are interested. So often in this society children and young people are told to shut-up or told to go away, so when they come across someone willing to listen the child or young person will come back to you again and again because they feel comfortable with you, it also shows them the difference between what’s right and what’s wrong. Everybody has a voice and have the right to be listened too. Manage inappropriate behaviour 3. 1 Demonstrate strategies for minimising disruption through inappropriate behaviour of children and young people Some strategies used to minimise disruption and inappropriate behaviour are for children and young people to firstly abide by the rules and regulation that are in place within school and within the classroom. Using simple verbal reprimands when misbehaviour occurs. Making sure that they are to the point (e. g. â€Å"Stop talking and work on the task set for you please†) Give praise to the entire class as frequently as possible telling them how well they have worked. Students who continually show unacceptable behaviour: E. g. Always out of their seat and walking round. Talking over the teacher when the teacher is talking. Shouting out Being verbally inappropriate towards another pupil. If there is anything troubling them, sometimes a few minutes out of lesson is enough for them to calm down and they are ready to return to the classroom and do their work On a more serious situation I would take them to their team leader. . 2 Demonstrate strategies for managing inappropriate behaviour according to the policies and procedures of the setting. Within a classroom when a student isn’t doing it right but at the same time is not being disruptive, by using facial expressions to convey to the student that the misbehaviour was not totally overlooked. As a teaching assistant I would also walk around the room frequently, to avert potential behaviour problem s. Students can be put on report, on these reports there is a comment written on the report explaining why they are on it. Every lesson they are in, their behaviour is monitored and at the end of the lesson the teacher signs the report and adds a comment saying how they have worked also giving praise by awarding vivo if they have been exceptionally good. Students stay on this report until their behaviour has improved to the standard of acceptance. If a student is being extremely disruptive, there team leader is emailed by the teacher to come and remove them from lesson. On some occasions depending on the nature of the behaviour a student will be put in what we call the study room. When a student is put in the study room it means they can no longer go to the classroom to do their learning and have to do their work in the study room, they could be in the study room for as long as a week or depending on their behaviour, sometimes it could be just for a day or for a few days. Phone calls home to parents are often done to let parents know that their child isn’t doing it right in school and detentions are set, with the approval of the parents. 3. 3 Apply rules and boundaries consistently and fairly, according to the age, needs and abilities of children and young people. Please refer to 1. 3 above 3. 4 Provide support for colleagues to deal with inappropriate behaviour of children and young people As a teaching assistant providing support for colleagues could be various things like in a situation when a student is acting in an inappropriate way, I would help by getting another colleague to deal with the situation. This could be the teacher in the next classroom depending on the urgency of the situation. If the situation was really serious I would go to the first point of contact for help, which again would be the teacher in the next classroom. On occasions when a teacher has had to take a student out of class to talk to them, my role would be to ensure everybody stays on task and continue working silently until the teacher comes back in. Other support could be taking the student out myself and taking them to the appropriate person to deal with the situation. On witnessing inappropriate behaviour I would along with the teacher fill out an incident form which can be obtained in the department office. 3. 5 Explain the sorts of behaviour or discipline problems that should be referred to others and to whom these should be referred Behaviour that should be referred to others is behaviour that: Threatens other students or colleagues. Any student with an offensive weapon Fighting Bullying Inappropriate conversations that could suggest child abuse Signs of neglect Concerns about a child’s or young person’s home environment Most of the problems listed above would be reported to our child protection officer Jenny Clarke who is situated in school. Please refer to unit 334- section 3. 3 Outcome4 4. 1 recognise patterns and triggers, which may lead to inappropriate behavioural responses and take action to pre-empt, divert or diffuse potential flash points Depression, restlessness, aggression and attention deficit disorder can all contribute to classroom disruption in some form or another whether its lateness, disengagement, rudeness boredom etc. Disengagement† is the major reasons for behaviour problems in the classroom. Each learner has a defined attention span and teachers must try to re-engage them as soon as they appear to be disengaged from either the teacher or the rest of the group. Walking around the group, could be an extremely effective re-engagement technique. Using praise rather than focusing on the misbehaving learners, praises the learners near them who behaving more appropriately. It is hoped that the misbehaving students will then model that appropriate behaviour. Recognising body language can show some signs of disagreement, and must be acted upon straight away, stopping quickly any angry feeling that could erupt between students, by removing the student taking them outside of the classroom to calm down and try resolved the problem by listening and talking to the student. Different types of behaviour Talking or texting on mobile telephone * Talking over * Eating and drinking in class * Out of seat * Brushing hair * Makeup * Passing notes * Shouting * Throwing objects (paper aeroplanes) * Chewing gum * Playing with equipment * Swearing * Singing * Crawling on floor * Attacking pupil or teacher All these actions contribute to unacceptable behaviour within the classroom, and as a teaching assistant I have the opportunity to look round a nd walk round the class, sometimes being the eyes and ears for the teacher when students seem restless. As well as supporting the students, if they take the choice of not doing work and are causing disruption, I will sit with them prompting them to do their work reminding them of the consequences (Detention after school to do the work) which hopefully will prompt them to do their work. Sometimes students who are disruptive work better if I take them outside of the classroom to the learning area where they can get on with their work as there is no-one there for them to cause disruption with. T. A role models they must always express positive body and verbal language and support classroom rules. T. As should be confident and professional so that children in turn become self confident and express positive behaviour. Leading by example they should express encouraging words, be approachable, understanding and show empathy in order to encourage positive behaviour, also being observant. 4. 2 4. 3 4. 4 4. 5 Use agreed strategies for dealing with challenging behaviour according to the policies and procedures of the setting. The Education and Inspections Act 2006 brought in new clear-cut legal powers for schools and for those working within them when they are dealing with the behaviour and discipline of pupils. This includes promoting good behaviour and programmes of reward and recognition, as well as dealing effectively with negative behaviour. Equality of opportunity is about providing equality and excellence for all in order to promote the highest standards of learning and achievement. This applies to all members of the school community – pupils, staff, governors, parents and community members. Every child matters. Everyone is equally important, equally valued and given equal opportunities. Our school community provides a happy, secure, stimulating learning environment. Everyone is encouraged to work together to develop self-esteem, become successful learners and to reach his or her potential. Through our Positive Behaviour policy we aim to create a calm, safe and happy learning environment. We aim to encourage each child to take responsibility for his/her own behaviour, leading to increasing independence and self discipline and to encourage respect for individuals. We hope to create a consistent approach to assertive discipline and behaviour management throughout the school praising acceptable behaviour and enforcing firm boundaries for unacceptable behaviour. We will lead by example in the way that we treat each other and the children in our care. If as adults we behave inappropriately, children would copy us. In order to achieve our aims, as staffs we must make sure all children are aware of appropriate behaviour in all situations, and we must be aware of all children's behaviour in class and around the school, dealing with every incident appropriately, giving mutual support to colleagues. We will follow the rules of rewards and sanctions, and be as consistent and fair as possible in the use of rules and sanctions taking into account each child's individual needs, age and ability. We will ensure each child has work appropriate to their level of ability achievements. Parents will be informed as soon as possible that an incident has occurred and that it has been dealt with, and we will work in partnership with parents in dealing with behavioural issues. It is important as an adult to act as a role model for desired behaviour, treating all adults and children with respect and to deal with all problems calmly. If necessary we will work closely with outside agencies implementing advice and strategies in dealing with a child with behavioural difficulties. To achieve our aims pupils should follow the school rules, co-operate with all school staff and be responsible for their actions. Parents should support the school's rewards and sanctions, and help children understand the rules and the need for them in an ordered society. They should work in partnership with the school to promote high standards of behaviour at all times and ensure their children attend school regularly/punctually and notify the school of reasons for absence. Sanctions include 1, Warning 2, Reminder of rules 3, Time away from group 4, Loss of Golden Time , Sent to Deputy Head 6, Head Teacher 7, Parents There are several types of behaviour or discipline problems that should be referred for continued incidents or more serious cases of inappropriate behaviour there are further sanctions. If a child is involved in continual minor incidents such as fiddling or talking out of turn they will have time-out in another class and their parents will be contacted. The same sanctio n will apply to children who are involved in more serious case such as swearing/verbal abuse towards children or adults, and children damaging property. A child involved in more serious incidents such as stealing, racism, violence, bullying or refusing to comply will be placed on daily progress monitoring and have a 'cause for concern' book. They will be monitored daily by class teacher and weekly by Head/Deputy teacher with a meeting taking place with the parents and the child being kept under review. If there is no improvement in a child's behaviour or for a serious, one-off incident of violence the child will be given fixed term exclusion. If a child has a series of exclusions a Pastoral Support Plan meeting will take place. If there are still no improvements and other children are being put at risk on a daily basis, the child will be permanently excluded from the deferred to others. As a teaching assistant you may feel confident in dealing with inappropriate behaviour, but there are some situations in which you should always refer to others for support. These situations include; .When pupils are a danger to themselves or others around them. If you are not comfortable dealing with an unpredictable situation or pupil . If you are dealing with a difficult situation alone. .When you are not in control of a situation because pupils are not carrying out your instructions. On occasions it may be enough just to have support from another adult within the school, such as another teaching assistant or class teacher. Though if needed there is a wider range of support offered within the school and outside of the school. Additional support within the school setting includes; The SENCO/BECO for first point of contact for behaviour support. .Senior management team – Head teacher or Deputy Head. .Other class teachers. Additional support outside of the school setting includes; .Behaviour Unit – will offer support for dealing with pupils who have Behaviour problems, and may come into school to work with these children. .Educational Psychologist – visit all schools to support children and the Adults who work with them regularly. They are involved in the assessment of children, and offer help and advice. .Rewards include Vivos Star of the week Attendance awards (Certificate) Postcards home Telephone calls home Achievement certificates Parent/teacher consultations – positive comments and report on target sheet – recognising good behaviour and attitude to school. Rewarding children for their good behaviour is important in maintaining their motivation and sense of self worth. Rewarding children for positive behaviour will help develop their social and emotional skills. The schools behavioural policies and procedures help to support children and young people. By consistently responding to and dealing with inappropriate and challenging behaviour, and applying clear and consistent boundaries, children feel safe and supported. This will encourage quality relationships with adults, leading to a positive impact on their behaviour. Children will also be able to engage in decision-making and develop appropriate independent positive behaviour, allowing them to develop self-confidence. It is important that all staff consistently and fairly apply boundaries and rules for children and young people's behaviour in accordance with the policies and procedures of the school. Children need to have boundaries that they can understand and which are regularly reinforced by adults. Children are more likely to respond positively to school rules and boundaries if all members of the school including teachers, support staff and parents are using the same principles and strategies when managing behaviour. If it is not clear to children how they are expected to behave or if adults give them conflicting messages, children will become confused and upset, and find it hard to know how to behave next time. All children will test boundaries for behaviour; if they are met with the same response each time they will be less likely to repeat it. Children need to understand the boundaries and what is expected of them, as well as being aware of the rewards and sanctions, whoever is speaking to them about their behaviour. It is important that support staffs are given status within the school so that they are respected in the same way as teaching staff. Rules and rewards should always be appropriate to the age or ability of the child, and language used should make the expectations of the adult clear. It is important to respond appropriately and within school policies and procedures when dealing with challenging or inappropriate behaviour. The more you observe children's behaviour and get to know them, you will become aware and be able to recognise triggers which may lead to inappropriate behaviour. This knowledge of pupils will help when managing behaviour as you will know what responses work and what do not work for an individual child. Written records of identified triggers should be kept, allowing others to be kept informed. These records will enable staff to refer to individual children's behaviour plans and triggers, allowing staff to work towards avoiding triggers for pupils so that these situations could be avoided if possible. There are many reasons why children behave in an inappropriate way, and it is important to be aware of other factors that could affect their behaviour. If there are no signs of progress with an individual’s behaviour, children may undergo an assessment and a behaviour plan will be put in place. Teaching assistants will work alongside teachers and other professionals to provide additional support identified within the plan. When dealing with challenging behaviour it is essential to assess and manage risks to your own and others safety. The schools health and safety policy and risk assessment procedures should always be followed, these policies should also give guidelines for the use of restraint. Young children are not always aware of dangerous situations or risks, so when speaking to them about their behaviour we should always point out the consequences involved. If a child is becoming distressed within a situation, it may be necessary to remove them or speak to them. It should be possible to speak to a child you are supporting, and discuss with them any situations they find difficult to manage. It may be necessary to discuss individual children’s behaviour with the schools SENCO, and if necessary involve outside professionals to assist in strategies for dealing with challenging behaviour. It will be necessary at times to contribute to reviews of behaviour policies and the effectiveness of rewards and sanctions. Opportunities to discuss attendance, bullying and behaviour and the effectiveness of school policy reviews will be reviewed by all staff. Any children that have specific behavioural difficulties should have their behaviour reviewed on a regular basis. They should have the opportunity to discuss and think about what they do and how their behaviour impacts on others. To be able to be involved in a review of a pupil, it is essential that the pupil is comfortable working with you and that you know them well. If I was involved in a review with a pupil I would remain sensitive in my approach to them and the questions I use. I would encourage the pupil to think about what they have done and the impact their behaviour has had on their learning and achievement, and the consequences of their actions for others. A review will involve other members of staff and at times the child's parents will be present. As well as reviewing the behaviour of the pupil, new targets can also be developed and all outcomes considered. Outcome5 Contribute to reviews of behaviour and behaviour policies . 1 Behaviour strategies are in place to manage behaviour. The effectiveness of behaviour management strategies should be reviewed on a regular basis, giving opportunities to discuss and make recommendations regarding behaviour (including bullying) and the effectiveness of rewards and sanctions. Forms of behaviour management that work for one child will not always work for another. Class teachers, teaching assistants and other staff should work together to evaluate the strategies that are used within the school. By monitoring and recording the effectiveness of strategies, these records can be used to evaluate the strategies against the outcomes. Being the eyes and ears working as a support teacher gives us the advantage to notice things like bulling, harassment and other inappropriate behaviour within the classroom. Acting immediately on any of these situations is essential for the well-being of all children and young people. 5. 2 Demonstrate ways of supporting children and young people with behavioural difficulties to identify and agree behaviour targets. Children and young people need to abide by the policies, procedures, and rules of regulations within the setting to ensure their full potential as students is gained in their education, behaviour strategies are set in place to provide this. Ways of supporting children and young people are firstly by listening, giving them a chance to voice their views, giving them the respect that you would expect back as an adult, also letting them know it’s their own responsibility to realise that it is their choice to misbehave. Reminding children and young people of the expected pattern of behaviour in the school setting and the consequences. Giving students behaviour targets depending on the serenity of their behaviour would be reviewed on a daily basis giving them a set target which could be the student being put on a daily report where they have to have it signed by the teacher after every lesson, written on these reports would be the reason they have been put on it. The teacher would sign the report and put on a comment saying if the student had reached their target of behaviour in that particular lesson. The student would be kept on a daily report until their behaviour has improved, this could last for a week or more. It is therefore the student’s responsibility to abide by the agreement made by the appropriate person and by themselves to improve their behaviour. 5. 3 Demonstrate own knowledge of promoting positive behaviour to contribute to reviews of behaviour policies, including bullying, attendance and the effectiveness of rewards and sanctions. In my role as a teaching assistant when inappropriate behaviour is happening within a lesson I. e. verbal abuse, bullying, demonstrating disruptive behaviour, continuous talking ,coming to the lesson late all add to the teacher being unable to carry on with the lesson. Sometimes inappropriate behaviour is hiding learning difficulties when a student misbehaves it’s their way of hiding their learning difficulties. On occasions like this I would take the student out of lesson and talk to them to try and find out the problem, calm them down by having a sympathetic ear and reminding the student that every child has the right to learn and that they were responsible for stopping that happening by disrupting the lesson and hopefully return them to the class room so they aren’t missing their own education. If it were the case they found the work task to difficult I would sit with them and simplify the task, as some words in the vocabulary are difficult to understand and simplifying the word can help them along and I would encourage them to complete the task set. I have done this on occasions and it does work. Giving them praise for doing the right thing making the student feel good about themselves promoting self- belief. Also praising them to the teacher about how well they have done leading to a praise phone call home, postcard sent home, and giving vivo rewards. Promoting good behaviour can also be done by recording good behaviour on the sims network where other teachers around school can read saying how well the student has done in that particular lesson. All these things promote good behaviour giving pupils encouragement and making them feel self worth. On a more serious challenge, bullying I would remove the student from the class and take them to the appropriate person to deal with the matter which in the first instance would be their team leader. Attendance would also be managed by the team leader of the student. If I had concerns about a student’s attendance I would report it to the appropriate person who would make a phone call home to see why their attendance was poor. 5. 4 Provide clear and consistent feedback on the effectiveness of behaviour management strategies to inform policy review and development. The Education and inspections Act 2006 brought in new clear cut legal powers for schools and for those working within them, when they are dealing with the behaviour and discipline of pupils. This includes promoting good behaviour and programmes of reward and recognition, as well as dealing effectively with negative behaviour. Keeping students engaged it is keeping them motivated. Good communication between teacher and student means that group work flows well as instructions are well followed and easily understood. Giving feedback to teachers and other colleagues is effective in behaviour management as it promotes positive behaviour management when praise encouragement and a sense of self belief is given to student who find work tasks difficult, causing bad behaviour. Giving rewards for the smallest achievement is a good development strategy and makes the students feel good about themselves.

US Economy

The Jan aura release of the most current GAP became available showing that the fourth quarter GAP was 4. 1 . While with recent government regulation they lowered the first quarter GAP to 2. 5 percent. However, following the report will include a statement about my personal prediction for the remainder of the 2014 fiscal year using sets of very complex variables and skilled opinions. Unemployment Rating: The unemployment rate in the United States as anticipated by the IIS Federal Bureau of Economic Analysis is around 6. 7 percent as of the beginning of the 2014 in February as demonstrated on the graph pictured above.This number s estimated using the numbers given for persons in the United States that have been actively looking for job opportunities as a percentage of the labor force. This number has been gradually decreasing since July 201 2 and will continue to decline as the job market continues to expand with new technologies and education. Although, during the holiday seasons the unemployment always goes down, but as soon as they end, such as after Christmas and thanksgiving the number increases by almost 2 percent. The number of federal employees in 201 2 decreased to almost 22 million jobs which is . Percent less than the year before. Due to the fact that these numbers are only compiled every five years, this . 5 percent decrease is quite shocking to many people. These employees include policemen, nurses, and teachers along with many more. While the number of unemployment among the youth continues to increase, the percentage of adult men and women without health insurance will also continue to rise with the execution of Obama care. Unemployment Rate February 2014 Month/Month Year/Year National 6. 7% +0. 1 Florida 6. 2% 0. -17 As shown in the chart above, the unemployment rate of Florida is demonstrated versus the rest of the United States. Governor of Florida, Rick Scott announced that Florist's statewide unemployment rate for May 2013 dropped to 7. 1 perc ent, the lowest rate since September 2008. Florist's rate was down O. 1 percentage point from Aprils rate of 7. 2 percent and continues to fall below the national average, which went up to 7. 6 percent in May. As Florida continue to distance itself from the national unemployment rate it is clear that the state government will succeed in growing opportunities for Florida families.Due to the incredible successes that Florida communities had experienced, Florist's unemployment rate is well below the national average. Gross Domestic product (GAP)I The gross domestic product (GAP) measures of national income and output for a given country's economy. The gross domestic product (GAP) is equal to the total expenditures for all final goods and services produced within the country in a stipulated period often. The Gross Domestic Product (GAP) in the Lignite States was worth 15684. 80 billion US dollars in 2012. The GAP value of the United States represents 25. 30 percent of the world economy. GAP in the United States is reported by the The World Bank Group. From 1960 until 201 2, the united states GAP averaged 5725. 9 USED Billion reaching n all time high of 1 5684. 8 USED Billion in December of 2012 and a record low of 520. 5 USED Billion in December of 1960. At the beginning of the first quarter of 2014 the GAP was 2. 4 percent due to the recent government sanctions to promote businesses and services locally instead of internationally. Although, the US Federal Bureau of Economic Analysis states that the United States represents 25. 30 percent of the world's economy.The increase in real GAP in 201 3 primarily reflected positive contributions from personal consumption expenditures (PACE), exports, residential fixed investment, nonresidential fixed investment, and private inventory investment that were partly offset by a negative contribution from federal government spending The deceleration in real GAP growth in 201 3 primarily reflected a deceleration in nonresidential fixed investment, a larger decrease in federal government spending, and decelerations in PACE and in exports that were partly offset by a deceleration in imports and a smaller decrease in state and local government spending.

Working Like an Elephant Eating Like an Ant Essay Example

Working Like an Elephant Eating Like an Ant Essay Example Working Like an Elephant Eating Like an Ant Paper Working Like an Elephant Eating Like an Ant Paper Soga Fajimi Dr. Matos 15 October 2010 English 101 Working Like an Elephant, Eating Like an Ant Where there is no law there can never be sin. In the same scale where there are two or more witnesses the truth shall be established, Human rights describe equal rights and freedom for everybody by the fact of being human and without distinction of any kind of race, color, sex, language, religion, political or other opinions. However, many people have always suffered from the lack of them throughout history. In fact, the lack of human rights has a lot of effects on people lives. In Up Against Wal-Mart, Karen Olsson describes unacceptable ways by which Wal-Mart treat their employee while Sebastian Mallaby in â€Å"Progressive Wal-Mart. Really† views same company as a savior to the poor and low income families. We can see the pro and con from both sides. Threatening employee from forming union, violation of the equal pay law, zero payment for overtime, paying below the minimum wage, rub Paul to pay Apollo. To see whether the Wal-Mart reaction against its employee from joining the union is wrong or right, we need to know the definition or what the labor union stand for. Labor union is an association of workers that seeks to improve the economic and social well-being of its members through group action. A labor union represents its members in negotiations with an employer regarding all the terms and conditions of an employment contract. These negotiations are called collective bargaining, which is concerned with wages, working hours, fringe benefits, job security, safety and other related to an employee’s working condition. This process is now a crucial part of the labor union movement and an accepted practice in many industrial nations. Olsson states â€Å" In 10 separate cases, the National Labor Relations Board has ruled that Wal-Mart repeatedly broke the law by interrogating workers, confiscating union literature, and firing union supporters†(p 435). Many employees have been fired just because they show interest in joining union. Since they are not allowed to join union all the fringe benefit had been forfeited. It does not speak well when employees are enslaved by the employer. It should be noted that Wal-Mart is obliged to offer the same pay and benefits for they cannot prove that the difference in pay or benefits has resulted because of a reason other than one related to the gender of the employees. By doing so they have violated The Equal Pay Act of 1963 EPA 29 U. S. Code Chapter 8  § 206(d). The Equal Pay Act (part of the Fair Labor Standards Act) which prohibits wage discrimination by employers and labor organizations based solely on sex. It goes thus in section (d) of the Act Prohibition of sex discrimination: (1) No employer having employees subject to any provisions of this section shall discriminate, within any establishment in which such employees are employed, between employees on the basis of sex by paying wages to employees in such establishment at a rate less than the rate at which he pays wages to employees of the opposite sex in such establishment for equal work on jobs the performance of which require equal skill, effort, and responsibility, and which are performed under similar working conditions, except where such payment is made pursuant to (i) a seniority system; (ii) a merit system. From the above it is very clear that Wal-Mart has violated the Act, Olsson mentioned in two different occasion where Wal-Mart pay the female worker less than the male counterparts. He states â€Å"The retailer also faces a sex discrimination law suit that accuses it of wrongly denying promotions and equal pay to 700,000 women† (344). Secondly, â€Å"†¦the company pays female store managers less than men in the same position† (350). Even Hillary Clinton when she was a first lady in Arkansas she was appointed to make sure that man and women are of equal benefit. But all the two scenarios mentioned above occurred after, this has testifies that Wal-Mart are taken law into their hand. There should be no reason where any company or organizations like Wal-Mart pay less than the minimum wage as stated by the United States Department of Labor. Olsson described the wages as low as anything, imaging an employee McLaughlin who has been with the company for three years still earning $16,800 a year and considered high-paid. I don’t think having second job should be criteria to survive in life. With the fact that they pay less than ought to, they deducted $85 as health insurance coverage from the $550 they pay every two week. In a situation like this you don’t work to live rather you live to work. We should have concluded that Mallaby deserver honorary award in his column â€Å"Progressive Wal-Mart. Really† on November 28, 2005 where He described Wal-Mart as savoir and Samaritan for poor. He states â€Å"The average customer earns $35,000 a year, compared with $50,000 at Target and $74,000 at Costco. Moreover, Wal-Mart’s â€Å"everyday low prices† make the biggest to the poor† (357). The question is that can there be leg without head? I believe Mallaby must have received his own share from $6. 6 billion profits pocketed by Wal-Mart. If a company makes a profit of over $6 billion, I see no reason why those behind such huge should suffer. The employee of such company that work like an elephant should in the same scale eat like elephant and not like an ant. It is good to satisfy customer or consumer but such satisfaction should be justify and not to rub Paul in order to pay Apollo. Mallaby should have considered a case where Wal-Mart was forcing employees to work overtime without pay and found guilty of violating the wage-and-hour laws by the jury in Oregon and put himself in the same shoe with employees. All the money that has been wasted to organize anti-union seminars and those spent on video should be for the better living of the employee. Martin Levitt confessed to have helped the company in developing tactics for anti-union also must have received national cake from the company such motion in nothing but unjust and wrong I believe that soon Mallaby too will confess. To this end Wal-Mart should use it’s convenience to inconvenient employer rather than the other way round it’s slogan â€Å"everyday low price† should be extended to employees It is the biggest private employer in the United States. Not only biggest employment, I have no doubt that it has accumulated an amazing history of being sued for many reasons, including illegally preventing the unionizing of its workers, and just about every other imaginable violation of workers rights: discrimination against the disabled, sexual discrimination, lack of health care coverage, and unpaid overtime. In the US most of its workers are without health care, and the salaries it pays are, on average, lower than the industry norm. In the recent year there were many class action lawsuits pending against the company in different states in the US for violations of overtime laws. It lost most the class action lawsuit where women proved that they suffered gender discrimination as employees of the company.

Free Essays on Vonnegut

Breakfast of Champions - Vonnegut’s Autobiographical Self, or Comic Schizophrenic Characters Kurt Vonnegut has been through many difficult times in his life. He has lived through times in which he was completely isolated from the rest of his society, relationships within his family, and relationships outside of his family. Vonnegut places a great deal of stress on experiences from his life that caused depression. All of these separations were brought about by forces other than ones controllable by Vonnegut. These forces were caused by death or other natural forces. (Lundquist, p. 2) The characters in Vonnegut’s books experience these same feelings of isolation. Like in Vonnegut’s own life, the isolation is not by choice. Some characters are isolated from society, while others are isolated from relationships important to them. Vonnegut also seems to share tendencies of paranoid schizophrenia with some of his characters. They often feel as though they are the only people in the world that have the capability to make their own decisions. This is a common fa ntasy of patients with paranoid schizophrenia. (Lundquist, p. 56) Is Breakfast of Champions an autobiographical mental representation of Vonnegut, or is it simply a series of schizophrenic comic characters? This is what we shall explore in this essay. At the age of fourteen, Vonnegut lost his mother to suicide. In May 1944, she poisoned herself. In Breakfast of Champions, Dwayne Hoover has a wife who commits suicide. Repeatedly, throughout the book, Vonnegut mentions Hoover’s wife who kills herself by drinking Drno. â€Å"He even forgot that his wife Celia had committed suicide, for instance, by eating Drno.† (p. 65) This suicide resembles Vonnegut’s own mother’s death by poisoning herself. He even acknowledges this fact: â€Å"And both our mothers committed suicide. Bunny’s mother ate Drno. My mother ate sleeping pills, which wasn’t nearly as horrible.ï ¿ ½... Free Essays on Vonnegut Free Essays on Vonnegut Breakfast of Champions - Vonnegut’s Autobiographical Self, or Comic Schizophrenic Characters Kurt Vonnegut has been through many difficult times in his life. He has lived through times in which he was completely isolated from the rest of his society, relationships within his family, and relationships outside of his family. Vonnegut places a great deal of stress on experiences from his life that caused depression. All of these separations were brought about by forces other than ones controllable by Vonnegut. These forces were caused by death or other natural forces. (Lundquist, p. 2) The characters in Vonnegut’s books experience these same feelings of isolation. Like in Vonnegut’s own life, the isolation is not by choice. Some characters are isolated from society, while others are isolated from relationships important to them. Vonnegut also seems to share tendencies of paranoid schizophrenia with some of his characters. They often feel as though they are the only people in the world that have the capability to make their own decisions. This is a common fa ntasy of patients with paranoid schizophrenia. (Lundquist, p. 56) Is Breakfast of Champions an autobiographical mental representation of Vonnegut, or is it simply a series of schizophrenic comic characters? This is what we shall explore in this essay. At the age of fourteen, Vonnegut lost his mother to suicide. In May 1944, she poisoned herself. In Breakfast of Champions, Dwayne Hoover has a wife who commits suicide. Repeatedly, throughout the book, Vonnegut mentions Hoover’s wife who kills herself by drinking Drno. â€Å"He even forgot that his wife Celia had committed suicide, for instance, by eating Drno.† (p. 65) This suicide resembles Vonnegut’s own mother’s death by poisoning herself. He even acknowledges this fact: â€Å"And both our mothers committed suicide. Bunny’s mother ate Drno. My mother ate sleeping pills, which wasn’t nearly as horrible.ï ¿ ½...

Assessment Of For And As Learning Essay Example for Free

Assessment Of For And As Learning Essay Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. Teachers’ Roles in Assessment of Learning Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide  ?a rationale for undertaking a particular assessment of learning at a particular point in time ?clear descriptions of the intended learning ?processes that make it possible for students to demonstrate their competence and skill ?a range of alternative mechanisms for assessing the same outcomes ?public and defensible reference points for making judgments ? Transparent approaches to interpretation ?descriptions of the assessment process ?strategies for recourse in the event of disagreement about the decisions With the help of their teachers, students can look forward to assessment of learning tasks as  occasions to show their competence, as well as the depth and breadth of their learning. ASSESSMENT FOR LEARNING Assessment for learning focuses on engaging students in classroom assessment in support of their own learning and informing teachers about what to do next to help students to progress. Assessment for learning is assessment for improvement not assessment for accountability as can be the case with summative assessments (Stiggins, 2002). The keys to Assessment for Learning (AFL) is to use a variety of assessment tools and methods in order to provide ongoing evidence to students, teachers and parents that demonstrates how  well each student is mastering the identified outcomes. This evidence is used to provide descriptive feedback to the students and to enable the teacher to differentiate the instruction to meet the needs of individual students or groups. ASSESSMENT FOR LEARNING VS. ASSESSMENT OF LEARNING Gregory, Cameron, and Davies (1997) outline some distinct differences between Assessment for Learning and Assessment of Learning. Educators are using these terms to help distinguish between the teacher’s role as a learning coach versus the teacher’s role of judging the extent of a student’s achievement in relation to an established standard. This assessment is considered summative and is done at the end. 1. Assessment for learning is the big deal, while assessment of learning is the done deal. 2. Assessment for learning is formative, while assessment of learning is summative. 3. Assessment for learning is supportive, while assessment of learning measures. 4. Assessment for learning uses descriptions, while assessment of learning uses scores. 5. Assessment for learning happens day by day, moment by moment, while assessment of learning happens at the end. The assertion is that neither one is better than the other, but both need to be used within a  students learning so that the student is able to understand not only the work that is being asked of them, but also how their own learning occurs. Assessment for learning is intended to be both diagnostic and formative to help students improve their learning. Four critical questions that the teacher must ask when planning for assessment for learning: WHY AM I ASSESSING? If the intent of assessment is to enhance student learning teachers use assessment for learning to uncover what students believe to be true and to learn more about the connections students are making, their prior knowledge, preconceptions, gaps, and learning styles. This information is used to inform and differntiate instruction to build on what students already know and to challenge students when their are problems inhibiting progression to the next stages of learning. Teachers use this information to provide their students with descriptive feedback that will further their learning and not as a sumamtive assessment or to report a grade. WHAT AM I ASSESSING? Assessment for learning requires ongoing assessment of the outcomes that comprise the intended learning. In most cases these are the curriculum outcomes. Teachers create assessments that will  expose students’ thinking and skills in relation to the intended learning, and the common preconceptions. WHAT ASSESSMENT METHOD SHOULD I USE? When planning assessment for learning, the teacher must think about what assessment is designed to expose, and must decide which assessment approaches are most likely to give detailed information about what each student is thinking and learning. The methods need to incorporate a variety of ways for students to demonstrate their learning. For example, having students complete tasks orally or through visual representation allow those who are struggling  with reading or writing to demonstrate their learning. HOW CAN I USE THE INFORMA%ON? The information collected in assessment for learning is used to report to the student and by offering descriptive, on time feedback and to provide the teacher with information to allow for changes in instruction for individual students or groups of students. ASSESSMENT AS LEARNING Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and  how to use assessment for new learning. Assessment as learning: ?encourages students to take responsibility for their own learning ?requires students to ask questions about their learning ?involves teachers and students creating learning goals to encourage growth and development ?provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning ?encourages peer assessment, self-assessment and reflection. ROLES This assessment model supports the view of today’s learners as actively involved in the learning process. Students are educated on the purpose of assignments and the outcomes they are trying to achieve. Hence the teacher and the student both have critical roles in understanding learning outcomes and modifying learning in Assessment as Learning. Teacher Ensuring assessment methods are appropriate and the purpose is clear to students ensures quality and fair assessment practices as per the Principles for Fair Student Assessment in Canada (1993). Beyond choosing the learning outcomes to be covered, the activities to follow and the assessment methods, in Assessment as Learning, the teacher engages the students in this process. In Assessment as Learning, the teacher is a guide, â€Å"Giving them [students] the tools to undertake their own learning wisely and well. † (WNCP, p. 42) Students learn to monitor their own learning and make adaptations as required. In addition to monitoring learning and guiding instruction through assessment for learning, the teacher is assessing the students’ ability to assess themselves as they learn how to assess their own learning. Teachers can follow the following model in order to practice Assessment as Learning in their classroom: (adapted from WNCP, p. 42-43) 1. Discuss the learning outcomes with the students. 2. Create criteria with the students for the various tasks that need to be completed and/or skills that need to be learned or mastered 3. Provide feedback to students as they learn and ask them guiding questions to help them monitor their own learning 4. Help them set goals to extend or support their learning as needed in order to meet or fully meet the expectations 5. Provide reference points and examples for the learning outcomes Teachers are also responsible for ensuring that students have a learning environment in which they feel comfortable and safe to learn as well as have ample time to practise what is being  taught. Student Beyond completing the tasks assigned to them by their teacher, students move from the passive learner to an active owner of their own learning. Initially, with teacher guidance and tools, students learn to monitor if they have understood the learning outcome being explored and the metacognitive process. Once the metacognitive skills have been acquired, students can independently adjust their learning accordingly and demonstrate the â€Å"self-reflection, self- monitoring and self-adjustment. † (WNCP, 2006, p. 85) Extensive and relevant modeling in the questions below can help students reach this point: 1. What is the purpose of learning these concepts and skills? 2. What do I know about this topic? 3. What strategies do I know that will help me learn this? 4. Am I understanding these concepts? 5. What are the criteria for improving my work? 6. Have I accomplished the goals I set for myself? What is self-assessment? According to Boud (1995), all assessment including self-assessment comprises two main elements: making decisions about the standards of performance expected and then making judgments about the quality of the performance in relation to these standards. When self-assessment is introduced, it should ideally involve students in both of these aspects. Andrade and Du (2007) provide a helpful definition of self-assessment that focuses on the formative learning that it can promote: Self-assessment is a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly (2007, p. 160). EXAMPLES OF SELF-ASSESSMENT Self-assessment can take many forms, including: ?writing conferences ?discussion (whole-class or small-group) ?reflection logs ?weekly self-evaluations ?self-assessment checklists and inventories ?teacher-student interviews These types of self-assessment share a common theme: they ask students to review their work to determine what they have learned and what areas of confusion still exist. Although each method differs slightly, all should include enough time for students to consider thoughtfully and evaluate their progress. When students understand the criteria for good work before they begin a literacy activity, they are more likely to meet those criteria. The key to this understanding is to make the criteria clear. As students evaluate their work, you may want them to set up their own criteria for good work. Help them with the clarity of their criteria as they assess their own work. Students’ observations and reflections can also provide valuable feedback for refining your instructional plan. As your students answer questions about their learning and the strategies they use, think about their responses to find out what they are really learning and to see if they are learning what you are teaching them. K-W-L (KNOW, WANT TO KNOW, LEARNED) CHART. K-W-L (Ogle, 1986) is an instructional reading strategy that is used to guide students through a text. Students begin by brainstorming everything they Know about a topic. This information is recorded in the K column of a K-W-L chart. Students then generate a list of questions about what they Want to Know about the topic. These questions are listed in the W column of the chart. During or after reading, students answer the questions that are in the W column. This new information that they have Learned is recorded in the L column of the K-W-L chart. Purpose The K-W-L strategy serves several purposes: Elicits students’ prior knowledge of the topic of the text. ?Sets a purpose for reading. ?Helps students to monitor their comprehension. WHY IS IT IMPORTANT? Donna Ogle asserts that KWL helps students become better readers of expository text and helps teachers to be more interactive in their teaching (Ogle, 1987). KWL charts help students to be active thinkers while they read (Carr & Ogle, 1987), giving them specific things to look for and having them reflect on what they learned when they are finished reading. In learning, metacognition involves the active monitoring and conscious control and regulation  of cognitive processes. It involves thinking about thinking, self-awareness, and self-regulation (Flavell, 1979). The metacognitive strategy of self-questioning is used to ensure that students comprehend the text. When students set their own purposes for reading, they are more motivated and active as readers. Each student has a schema, or a framework for how they view the world. Accessing a student’s prior knowledge is the first step in integrating new concepts into their existing schema. KWL charts help activate background knowledge and provide an opportunity for students to set their own learning objectives. Assessment Of For And As Learning. (2016, Sep 26).

Maritsa Plcs Using the Capital Asset Pricing Model Essay

Maritsa Plcs Using the Capital Asset Pricing Model - Essay Example Using the Capital Asset Pricing Model, the cost of capital is computed as: where: kc is the cost of capital; krf is the risk free rate; ß is the systematic risk of the common stock’s return relative to the market as a whole; and km-krf is the market risk premium, which is equal to the difference in the expected rate of return for the market as a whole2. In order to choose the most profitable investment to be pursued, the Net Present Value (NPV) technique will be used. This method of capital budgeting is widely used because of its recognition of the time value of money3. Thus, annual cash flows will be discounted order to arrive at their present values.Table 1 shows the computation of NPV for the first option which is to renew the rent contract and extend the facility for higher production. It should be noted that the values are expressed in unit  £. It can be seen that the rent payments are adjusted each year to take into account the annual 5% inflation. The NPV for Option 1 is computed as - £2,562,594. Table 2 shows the computation of NPV for the second option which is to purchase a larger facility to accommodate the increasing demand for the products. Like in the first option, all values are expressed in unit  £. Consistent with the case, this paper assumes that the company is able to secure financing through five-year debe nture with an 11.5% annual interest. It is also assumed that the company borrows the whole amount that it used to purchase the building which is equivalent to  £2,500,000. This paper also assumes that interest payments are taxable thus; it opts to deduct the tax shield from interest payments in the cash outflow. This paper also assumes that the building will be sold at  £5,000,000 after the ten-year period. The computed NPV for the ten-year period is - £1,674,701.

Stragetic Plan Essay Example | Topics and Well Written Essays - 3500 words

Stragetic Plan - Essay Example The main services offered by the organization are the transportation services, leadership training programs, and health style training. The main strength of the organization is government exemptions of taxes and attracting funding. The weaknesses include high operational cost and financial crisis facing the world today. The external environment will also affect the organization because of the cultural diversity of clients. The best strategy for The Divine Life Ventures is to focus on clients because this will attract more clients and funding from all social circles of the society. The main objective of the company is to emancipate people who are blind or of low vision from the dependence on the society. The functional tactics of the company will involve renting the building where operations of the company will be carried out and buying buses on installments for the transportation services. ... The major risk to the organization is the bank debt and the competition it can face from similar firms. Introduction The name of my organization is The Divine Life Ventures. This is a nonprofit organization that provides services for physically disabled people. The focus of The Divine Life Ventures is on people who are blind or have impaired vision. The main focus of the organization is to make the disable people strong enough so that they can live independently. The Divine Life Ventures will be a place where minds will be emancipated and clients will feel a sense of independence. The Divine Life Ventures will provide initially a transportation service, leadership training and development program, and healthy living training. All these services will help them achieve success in their lives. In this report a comprehensive environmental scan will be presented with regards to The Divine Life Ventures. The mission of the organization and its background will be discussed. A detailed imple mentation plan and a risk management plan will also be given. Company Background The Divine Life Ventures is a nonprofit organization therefore it is vital that management personnel are selected that have an experience in this industry. It is also important to choose people who can attract funding from the well to do factions of the society. People will only give their money for a service if they think that money will be used for a good cause and if they trust the people they are giving money. Therefore board of governors of the organization will include many prominent names like Steve Jobs, Bill Gates and movie stars. These people alongside with charity workers will be included in the board of governors. This board will elect a chief

Psychology in Practice Essay Example | Topics and Well Written Essays - 1500 words

Psychology in Practice - Essay Example Others have mentioned the idea of similarity and relatedness, indicating that a person is more likely to help another based on a genetic appraisal of the situation and the desire to help those of his or her specific gene pool. Another prosocial idea is that persons behave according to the theory of reciprocal altruism, in which persons help others in the expectation of receiving something in return. Persons might also help others when faced with guilt or the need to repay a good deed that was previously done to them. This is known as guilt or reparative altruism (Wetering). On the other hand, situations exist in which persons might not be inclined to help. Situations of moralistic aggression may arise, in which people feel that others are taking advantage of their altruistic tendencies, and in such cases they might not be inclined to help. Such is often the case in larger cities where cheaters are apt to exist. Subtle cheating and mimicry abound, through which people might pretend to be in distress in order to elicit altruistic behaviour. Such situations are likely to cause moralistic aggression to arise in persons as a protective mechanism (Wetering). The social setting also determines the type of behaviour one can expect from a person. According to the Darley and Latanà © study done in 1968, a person is more likely to help another if he or she is the only available helper in the situation. This theory is akin to others concerning crowds. Areas that are crowded or busy tend to contain people who are less likely to help in a dire situation. This might be due to their being in a hurry or it might hinge on the idea that crowds or busier areas are more likely to contain opportunistic persons. In such cases patterns might also obtain so that despite such variables as cultural or societal norms, in a crowd, the bystander

Compare and contrast Research Paper Example | Topics and Well Written Essays - 1500 words

Compare and contrast - Research Paper Example â€Å"A Hungry Artist† is another globally acclaimed short story written by Franz Kafka about two decades after Chekhov’s The Lady with the Dog and describes what the nature of an individual’s life is in very troublesome circumstances. The artist in the story is victimized by the society in which he lives and Kafka through creating this unique character adeptly explores the themes of isolation and deteriorated human relationships and how they influence a person’s actions. In this essay, I plan to compare and contrast â€Å"The Lady with the Dog† and â€Å"A Hungry Artist† on the basis of the themes of social isolation, victimization, and corrupted human relationships. Gurov, a Russian banker, is introduced by Chekhov as a very unhappy and unfaithful husband who is deeply dissatisfied by his marital life and frequently cheats on his wife. By having affairs with other women, he corrupts the relationship he has with his wife. Though despising al l women in general, Gurov has a strange yet very refreshing encounter with an unfamiliar lady named Anna while vacationing in Yalta. Like every time before, Gurov intends to only have a short lasting affair with the woman and then simply part ways in order to save his reputation and protect himself from social condemnation. However, this time things take a different turn and Anna develops emotional feelings for Gurov. They start an affair spending most of their time in Yalta together and taking long drives. All of this continues while Anna’s husband is also expected to arrive in Yalta which stresses on the inevitable human need to connect with someone under whatever circumstances and how a person could sometimes be left so isolated and starving in a relationship that he/she would seek whatever means to fulfill that hunger. The threat of community rejection and social condemnation is always there for both Gurov and Anna but dissatisfaction in their respective marriages is a hu ge motivating factor for continuing the affair. Both characters’ reputations and marriages are at risk and social rejection is in itself a huge devastating consequence. Still, they cross all social barriers to indulge in a sense of closeness. Unlike other women in Gurov’s past with whom he has had affairs, Anna excites him with sadness and innocence in her character which he finds very difference and intoxicating even. Chekhov emphasizes Gurov's yearning with acute intelligence by expressing that â€Å"she, this little woman, in no way remarkable, lost in a provincial crowd, with a vulgar lornette in her hand, filled his whole life now, was his sorrow and his joy. He thought and dreamed† (Research Matic). Other women that Gurov has ever known have no trace of innocence in them but Anna is the only woman in his life who manages to really excite his desires and attract him towards herself. After arriving back in Moscow, Gurov’s idea that his memories of Ann a will soon fade out by immersing himself in daily work routine does not remain successful. This is because his marriage brings him no happiness and only serves to foster the sense of loneliness which secretly gnaws at his heart every moment of his life. Anna’s company in contrast seems to be the perfect antidote for all the emptiness inside him yet it is fraught with the threat of social victimization and

Persuasive Advertisements Article Example | Topics and Well Written Essays - 750 words

Persuasive Advertisements - Article Example People used to follow them in order to lead their lives. By making use of the glamour and beauty of a film heroine, the make-up company has persuaded people towards making use of make-up and to appear just like the heroine. There is a sort of promise to the consumers about the efficacy of the pancake make up. It is informed that the pancake makeup was originally made for the Hollywood stars and actors and now is used by many girls and women. There is a sort of temptation towards becoming beautiful by means of the pancake makeup that keeps the capability of concealing the faults of the face and making it beautiful. The place that is depicted in the advertisement is the film scene, where the actress is sitting with the referred makeup. Another feature that is persuasive is to tell that ladies are going to look young with the use of makeup. To look young is another aspect that is considered very important by women. Therefore, this advertisement is very persuasive and keeps the capacity of attracting customers towards buying the pancake make up made by Max Factor Hollywood. The second advertisement that I have taken is about a cable car room that appears very comfortable. The cable car is named as California Zephyr. This advertisement belongs to the era of 1960’s in which, people were very fond of journeying. The people who are interested in traveling are diverted towards beautiful sites that they will be able to view while being in the cable car. The passengers that are shown in the car are shown as sitting comfortably without any problem and the waiter who is serving the passengers appears happy that depicts towards the hospitable attitude of the cable car staff. The designing and decoration of the cable car areas such that people who are traveling in it appear to be in San Francisco before time, that is another claim done by the cable car company.