Project Manager Essay

I do firmly believe that the presentation of Terry was very inappropriate for that matter. Based on the given scenario, it clearly states there that the audience of Terry is an engineering group and not just any other individuals which are more concern on the technical aspect of the project that she was presenting in front of the latter. She keeps on discussing things that do not fall under the role of the engineers on the said project or on the things that concerns the engineering group. Why discuss the importance of the project to the engineering group if they care less on that matter since these group works based on the procedures on how a new product is to be produced and they do not give even a single care or responsibility on the importance of that certain product to the company. In other words, Terry dwell much on the â€Å"external qualities† of the product and not on the â€Å"internal qualities† of the project which was needed by the engineering group; like the specifics of the product and the procedures that they would have to conduct in order to produce the said product line effectively and efficiently. Moreover, she discussed dates and milestones of the products which are not very important of the part of the engineering group. The said presentation only becomes appropriate if Terry is presenting the product to the board of directors of the company as a project proposal for a new product since the presentation give more emphasis on the benefits and significance of the product to the company and not on the technical aspects of the products as what is being needed by the engineering group. It seems that Terry did not take into consideration the kind or type of audience or listeners when she was preparing for the said presentation with the engineering group. Answer #2 One possible way through which Terry could improve her presentation is to concentrate more on discussing the specifics of the product like giving the engineering team first of the bird’s eye view of the production flow of the product to be produced and then after which a detail explanation of every part of the production flow to guide the engineers what to do when they set their foot on the production line. Moreover, this would give the engineering group skills and information on how to deal with certain problems that might arise during the production process of the product since they already know how every aspect of the production works for the entire system. Furthermore, it is best for Terry to familiarize her self with engineering terms and â€Å"languages†, basic term would do, so as to make the transfer of information from her side going to the engineering group easier and faster (Busse & Zettelmeyer, 2007). It is just like knowing what are the effective way of communicating with other people is, you choose the language or the wordings of the individual/group of people to make the conversation more effective and easier (Foulger, 2004). Moreover, Terry should also familiarize her self with the possible problems or issues that might come out along with the commencement of the production of the said new product. This was one of the major problems that she encountered when the members of the engineering group started to ask question regarding the possible issues that might arise during the conduct of the production of the said new product. By familiarizing the possible problems of producing the new product line of the company, it only tells us that she is prepared in presenting the new product to the engineering group and she knows every single aspect of the production processes of producing that certain new product. Answer #3 As for the action of Terry, I would be best if she heard first the questions of the engineering group before acting unprofessionally. She may not know the answer to the questions being raised by the engineering team but it would be a good source of pointers on how to make a better presentation the next time she would be asked to do the same task again. Moreover, she could have just admit that she lack preparation and very willing to entertain questions regarding the project just in case she might encounter questions that she can answer. As for those questions that she could really no longer answer, Terry could list them down and make a research for those questions and set a new date another presentation of the new product. Walking out in the middle of the presentation is very unethical in the world of corporate profession. On every things that one person is about to do, he/she must handle it gracefully or in other words everyone in the corporate world must possess the value of â€Å"grace under pressure† so as to establish rapport with other people on his/her immediate environment. Terry did not have the guts to admit in front of the engineering group that she missed the details of the questions that the former are raising. Admitting that she was not prepared is better-off than just walking out of the room without even finishing the presentation in front of the important personalities for the success of the new product of the company (DeCenzo, Robbins, Stewart & Stuart-Kotze, 2005). Answer #4 As for the project manager, it is his responsibility to shoulder the mess that Terry had left on the presentation room. Saying sorry to the engineering group must be the first thing that he should do regarding the unprofessional act of Terry. After this, since the project manager has the full knowledge over the project, it would be best of the part of the marketing department if he would be the one to continue the presentation and entertain the questions of the members of the engineering group. I think it is also the responsibility of the project manager to justify the action of Terry and inform them that she was just new to the department and ask for the sympathy of the member of the engineering group and hoped that it would not affect the decision of the latter to buy-in the said project. With this way, there is a possibility that the member of the engineering group might understand the situation of Terry and give the project manager another chance of setting one more meeting for the said project. Furthermore, after the meeting, it is also the responsibility of the project manager to have a talk with Terry and find out what happened on the presentation. After which, the project manager must give Terry with some pointers on how to handle such kind of situation and not to go along with her emotions (Bolpatra. gov, 2007). I think on this part the project manager committed a mistake as far as his responsibility to his subordinates is concerned. He should be the first one to check if his subordinates are ready enough for such kind of presentation by checking the slides of the presentation of Terry or conduct a dry-run of the presentation of Terry so as to check if her slides are appropriate for the said meeting considering that Terry was just new to the marketing department. Answer #5 One of the best ways to get the engineering group to go with the â€Å"buy-in† is to offer them with great incentives and privileges if the latter would accept the said project. High salary and additional benefits, say health benefits, are really hard to resist and this might be a good tactic to get the nod of the engineering group. Another way to get the engineering’s group buy-in would be; I would be the one to present the project after the engineering team gave us another chance to present the project and giving them the assurance that by then all of their questions will be answered clearly and smoothly since as the project manager I have all the information and knowledge needed to answer their questions and any queries regarding the specifications of the new product of the company. I think, after having the said two strategies to get the engineering group’s buy-in, there is a big possibility that we have the nod of the engineering group for the said project. References Bolpatra. gov. (2007). Roles and Responsibilities of the Project Manager and Key Staff. Retrieved December 9, 2007, from http://www. bolpatra. gov. np/admin/information_upl/1089883861YV. pdf Busse, M. & Zettelmeyer, F. (2007). Some Pointers For Preparing Presentations. Retrieved December 9, 2007, from http://faculty. haas. berkeley. edu/meghan/300/On_presentations. pdf DeCenzo, Robbins, Stewart & Stuart-Kotze. (2005). Managerial Ethics. Retrieved December 9, 2007, from foba. lakeheadu. ca/mirabelli/1511/ch02. ppt Foulger, D. (2004). Models of the Communication Process. Retrieved December 9, 2007, from http://foulger. info/davis/research/unifiedModelOfCommunication. htm

Employee Turnover and Retention

Employee turnover is a ratio comparison of the number of employees a company must replace in a given time period to the average number of total employees. A huge concern to most companies, employee turnover is a costly expense especially in lower paying job roles, for which the employee turnover rate is highest (Beam, 2010). Most associates’ average employment time with them is 7 years. Some of the common reasons why employees leave their company includes employee decided to do contract work instead of fulltime, moving out of province or employee feel that their company or position is just not a good fit (Devernichuk, 2010). Employee Turnover Costs Employee turnover is a very expensive and time consuming. There are several direct cost associated with employee turnover in the company. This includes: * Separation Costs. Cost incurred for exit interview, separation/severance pay, administrative expenses, or any increase in unemployment compensation. * Replacement Costs. Cost in advertising the position vacant, entrance interviews, testing, travel/moving expenses, pre-employment administrative expenses, medical exams and acquisition and dissemination of information. * Vacancy Costs. Cost due to increased overtime or temporary employee who fill-in the vacant position. * Training Cost. Time and resources spent in training the new employee and loss of productivity while new employee is on training. â€Å"Studies have estimated direct turnover costs per employee to be 25-30% of an individual employee’s salary/benefits package, with hidden costs inflating that figure substantially† (Insight Communications, n. d. ). Reducing employee turnover rates have many advantages to the company like profitability, productivity and competitive advantages. Employee Retention Employee retention is a process in which the employees are encouraged to remain with the organization for the maximum period of time or until the completion of the project. Employee retention is beneficial for the organization as well as the employee. Many employees today leave the company or organization once they feel dissatisfied with their job or their employer. Once they feel the dissatisfaction or unhappiness with what they’re doing they will easily leave the company and switch to a different company which is not good to the employer. Employers should know how to retain its employees (Compare Infobase Limited, 2007). Employee Retention Strategies * Trust in Management. The primary factor for employee to stay in the company is the level of trust for the management. This means that the leaders should do the right thing and be truthful, treat people with respect and acknowledge their accomplishments. * Hire Wisely. Hiring is a very critical stage to avoid high employee turnover. A person who is doing the hiring process should screen the applicant wisely and if in doubt with the person, don’t hire. Career Path Opportunities. Most people are seeking for improvements; they don’t want to be stuck in one position for many years. Giving them an opportunity for advancement will likely make them stay in the company. * Treating Employees with Respect. Every individual needs to be treated fairly and with respect. * Employee Recognition. Recognizing employees is a good strategy in retention. Employees that are recognized with the hard work they did will more likely to stay with the ompany because of their job satisfaction and recognition. * Compensation. Offering above average compensation is the greatest way to retain employees. Satisfied employees with how much they make will make them stay longer in the company. Recommendations Company must be honest at the hiring process of what the benefits are and also thoroughly describe what the salary and the position is. They must explain what they expect from an employee and what the employee expects from them to avoid employee leaving. This will eliminate the feeling that their company or the position is not a good fit. Conclusion Based on the information we gathered, we have concluded that company have avoided issues on employee turnover and retained their employees as long as possible by developing effective strategies that satisfy the needs of their employees. Hiring the right people will increase retention and conducting a regular employee satisfaction survey in an organization will help reduce employee turnover rates.

Actief Leren, een definitie

Actief Leren, een definitie Inleiding? In dit document staat het actief leren in het reguliere onderwijs centraal. In hoofdstuk 1 wordt het begrip actief leren van Silberman (1996) gedefinieerd. In hoofdstuk 2 worden drie verschillende vormen en benaderingen van actief leren beschreven; het studiehuis, het nieuwe leren en ontwikkelingsgericht onderwijs. Daarnaast wordt de uitvoering in de praktijk kort geschets. In hoofdstuk 3 worden deze drie benaderingen met elkaar vergeleken, getoetst aan de definitie van actief leren van Sibberman (1996) en wordt een beeld geschetst hoe deze drie vormen worden toegepast in de praktijk. In hoofdstuk 4 vind u de conclusie. Wat is actief leren Silberman (1996) geeft een definitie van † actief leren†. Hij omschrijft dit begrip als volgt: Als er actief wordt geleerd doen leerlingen het werk, gebruiken ze hun hersens, lossen ze problemen op en passen ze toe wat ze leren. Daarnaast is actief leren ‘leuk’, ‘stimulerend’ en is de actieve leerli ng persoonlijk betrokken. Silberman hecht veel waarde aan ‘leren door doen’; studenten moeten zelf dingen ontdekken, voorbeelden bedenken, vragen stellen, discussià «ren, dingen proberen en hun leerresultaten in de gaten houden. Hoofdstuk 2. Drie vormen en benaderingen van actief leren Het studiehuis In het studiehuis gaat het om een nieuwe pedagogisch-didactische aanpak en een andere organisatie van het leerproces. Het gaat dan volgens het ministerie van Onderwijs om de volgende didactische kenmerken en kenmerken van het leerproces (Stuurgroep profiel tweede fase, 1994): De leerling in het studiehuis is een zelfstandige leerling. Zo’n leerling kan zelfstandig zijn leeractiviteiten uitvoeren, nieuwe informatie verbinden met bestaande kennis, zichzelf motiveren, kijken naar het leerresultaat en zijn eigen kennis evalueren. Het ‘leren door doen’ krijgt een centrale plaats in het studiehuis. Ook dat vraagt om een actieve leerling. Verder wordt ver wacht dat de leerling zijn leerproces in eigen hand neemt. De docent wordt meer een begeleider en regisseur van het leerproces en minder kennisoverbrenger. Belangrijk is dat hij bij de leerlingen zelfstandigheid stimuleert en hen motiveert. Ook moet de docent ervoor zorgen dat leerlingen vaardigheden aanleren. Daarnaast moet hij maatwerk leveren, door te varià «ren in werkvormen en opdrachten. Er wordt recht gedaan aan verschillen tussen leerlingen. Onder andere komt dat tot uiting in het beperken van het aantal klassieke lessen. Er zal minder sprake zijn van een groep leerlingen die op hetzelfde moment, op dezelfde manier, met dezelfde leerstof bezig is. Verder mag de leerling zijn eigen tempo bepalen en zelf zijn weg naar het eindtraject uitzetten. Het contact tussen docent en leerling wordt intensiever, zal zich meer op ‘ooghoogte’ afspelen en ook plezierig worden. Het klassieke onderwijssysteem wordt losgelaten. Er wordt nog wel kennis overgedragen, maar a ndere vaardigheden krijgen een belangrijke plaats. Het gaat dan om zaken als leren leren, leren communiceren en leren reflecteren. Variatie speelt een belangrijke rol in het studiehuis. Minder frontale lessen en meer werkvormen als samenwerkend leren, discussie, onderzoeken en zelfstudie. Ook kan er gevarieerd worden in groepsgrootte. Toetsing is onderdeel van het leerproces. Een toets dient niet alleen om een cijfer te bepalen, maar ook om vast te stellen waar de leerling in het leerproces zit, wat hij moet doen om het eindtraject te halen en welke begeleiding daarbij moet worden geboden. Nieuwe vormen van toetsen als praktische opdrachten, handelingsdelen en het profielwerkstuk worden ingevoerd. Deze toetsen zijn vooral bedoeld om vaardigheden te testen. Kennis- en inzichttoetsen blijven ook bestaan. In de praktijk

Expanding Pure Elegance Cosmetic Incorporation to Japan Research Paper

Expanding Pure Elegance Cosmetic Incorporation to Japan - Research Paper Example All queries would be assisted with no additional costs. Looking forward to working with you again. Sincerely, LaShonda D. Baker LaShonda D. Baker Table of Contents Letter of Transmittal†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ i Executive Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ iii Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 Purpose and Scope†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 Assumptions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 Method†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 Market Prerequisites†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 Economic Viability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2 Political Stability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2 Culture†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 Legal Restrictions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 Market Expectations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 Market Acceptability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 Competitors Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 4 Location†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 4 Workforce... Pure Elegance Cosmetics Incorporation is a stable company with the potential for expanding into the global market. The best destination for its expansion would be Tokyo, the capital of Japan. Tokyo is home to the majority of the 68 international businesses that are operative in the country. With more than a quarter of the country’s population working round the clock, Tokyo is a vibrant market for cosmetic products. It is a metropolitan city, and the company would garner a lot of exposure from this business venture. Japan is the second largest and strongest economy in the world, and the second largest cosmetics market in the world. It is home to the oldest and the fourth largest cosmetics company in the world. With a population of 127 million and an unemployment rate of 4%, it is a stable and thriving market for a foreign business. The government is stable and the regulations for foreign investment are lax and easy, favoring the company’s transition into the country. Pure Elegance Cosmetics Incorporation, being a financially strong and stable company, is ready to expand into the global market. The most suitable destination for its foreign stores would be the Japanese market. Japan is a thriving and stable economy, and its policies welcome foreign businesses. It is also a very affluent consumer society, which would be to the benefit of the company. It is recommended that the company adopts the following action plan for a successful expansion into the Japanese market.

Supply chain modelling Essay Example | Topics and Well Written Essays - 3000 words

Supply chain modelling - Essay Example Supply chain business process integration is more or less related to collaborative ventures that businesses engage themselves in when dealing with buyers, suppliers, joint products development, common systems and shared information (Net Coach, 2012). Indeed, modern reviewers actually argue that the success behind the implementation of any supply chain management is focused on the integration of these processes and that supply chain management cannot be successful without effective supply chain business process integration. Once such integration is undertaken, the benefits and advantages that come the way of businesses is that business operation and management becomes well coordinated and harnessed (quote). The case study used is indeed part of an extended supply chain system as the company involved, Argos was faced with the need to dealing with sustainable growth in sales, quantitative number of sales channels, as well as the growth in choice for the customer (Vanderland Industries, 2009 p. 1). Indeed, supply chain system accounts greatly in the determination of reaching the customer with the demands he makes and thus the desired sustainable growth in sales and number of sales channels. The company was also faced with the challenge of increasing competitiveness on the market because from the strategic focus of the company, an ability to increase the number of sales channels and subsequently increase the number of sales would be a strong indication of the competitiveness of the company on the market. If for nothing at all, increase in sales would represent an increase market share (quote). To overcome the identified challenge, a solution rooted in the principles of supply chain system and supply chain business process integration was instituted. The major deliverable involved in the solution was to have an automated

Is consciousness a strongly emergent property Essay

Is consciousness a strongly emergent property - Essay Example The emergentist theories on consciousness are based upon the idea that the whole of consciousness is far greater than that of the parts from which it is composed. The reductionist theories suggest that there cannot be a system in which the parts do not exist and therefore cannot be reduced from that system. In discussing the idea of the consciousness, the idea of an emergent system from which something more is created that is beyond that of the definable parts suggests that the idea of consciousness is an emergent system. The concept of consciousness is a difficult place to locate in relationship to the natural world. It is a part of the present, an aspect of the moment, but also an intangible that cannot be placed in the physical plane. Chalmer (2003) discusses the concept of consciousness in relationship to six different classes, which can then be divided into two sets. The first set is focused on the idea of consciousness as a physical process where the second is focused on the id ea of consciousness which requires a â€Å"re-conception for a physical ontology† (Chalmer 2003, p.103). The idea of consciousness, although easily defined as being present or not, as in either someone is conscious or not, it is far more difficult to determine what it means to be conscious. Consciousness is essentially defined by the idea of experience. What is perceived is translated into the mind and the ability to create those perceptions can be defined as a part of what it means to be conscious. Identifying the functions and processes that are the defining concepts of consciousness and trying to separate them between the physical and the metaphysical becomes a part of how the problem of consciousness becomes more complicated. American philosopher John Searle stated that â€Å"the most important problem in the biological sciences today is the problem of consciousness†¦understanding the nature of consciousness crucially requires understanding how brain processes cause and realize consciousness† (Bonshek, Bonshek and Fergusson 2007, p. 3). The duality of being ‘awake’ is in the idea of the separation of mind and body. When the mind is separated from the body as a metaphysical presence, the idea of consciousness becomes far more complicated to define as a state of being. In trying to define consciousness, the two opposing theories are termed emergent or reductionist. The emergent theories of consciousness can be understood as a development of a group of parts that are all associated and when put together there is more to them than how they are valued separately. Kim (1999, p. 3) that â€Å"systems acquire increasingly higher degrees of organizational complexity they begin to exhibit novel properties that in some sense transcend the properties of their constituent parts, and behave in ways that cannot be predicted on the basis of the laws governing simpler systems†. The emergent concept allows for the idea that the parts d o not have meaning when not in the function of the whole. From a reductionist perspective, the definition of the object is constructed by the understanding of how the parts work individually and are then assembled to create the whole (Bonshek, Bonshek, and Fergusson 2007). It might be said that the reductionist looks at what can be determined through tangible means and the emergent theorist looks at how the sum extends beyond the tangible provability of what is reduced to its parts. In order to look at the idea of consc

Reflection on effective partnership with parents to support children's Essay

Reflection on effective partnership with parents to support children's learning and development - Essay Example This essay will discuss models of parental involvement. It will give the strengths and weaknesses of the preferred model. Then it will compare the preferred model to the approach in practice and investigate practices that can be changed. There are five models that highlight the involvement of parents in a Childs learning and development (The Open University, 2010, p. 53). They include the expert model, consumer model, transplant model, empowerment model and negotiation model. The expert model entails giving the teacher or professional a lot of responsibility for leaning and development while the parent remains passive. The teacher is considered knowledgeable and; hence all decision making is done by the teacher. The parents together with the child rely on the instructions that the teacher will give. Interaction between the parent and the teacher is low. The teacher communicates formally to the parent about progress and as they give instructions. The teacher in return does not show any concern in partnership and continually uses professional language to communicate. The transplant model is characterized by an overstraining on the part of the parent, in place of partnering with the instructor or teacher. The teacher being in control shares the task of teaching with the parent. For instance, a parent is shown how to teach by the teacher to assist the child learn. The parent is involved in impacting knowledge yet they could play their part by interacting with the child. Consumer model places interest on the partnership of the parent and the teacher. Parents initiate participation in school progress and then raise their concerns. Parents get to know their children’s environment and bring them to learning institutions as well as pick them later in the day. Relationship between the teacher and the parent is formal. Parents desire informal situations in the learning

JAPANESE PUBLIC SCHOOLS Essay Example | Topics and Well Written Essays - 250 words

JAPANESE PUBLIC SCHOOLS - Essay Example Instead, students from America have pressure to attain satisfactory grades despite the period they spend in school being minimal. This is unlike in Japan where students attend school for 240 days per year with the holidays being during the spring season a period that the students work on their homework and projects. This makes the students to be skillful in comparison with those of United States. United States is a multicultural state which makes it hard for schools to be managed. This is unlike in Japan where the culture is uniform making it easy to manage the students and treat the students uniformly. This has an impact on the overall performance of students. School curriculum in Japan is effective with the aim being to pressure students to work hard in school. It has various tests that the student must pass in order to move to the next level. In case, a student fails to pass these exams, there are career oriented schools that are aiming at nurturing the students’ talents. This is unlike in America where those who fail to pass to the next level look for their fate in the society making some of them venture in criminal activities. American curriculum varies depending with the state. This division weakens their curriculum as different states have their methods of teaching. This is unlike in Japan where they use a unified curriculum giving the educational ministry a chance to strengthen the

Trade Marks Case Study Example | Topics and Well Written Essays - 2250 words

Trade Marks - Case Study Example Section 3 of this Act requires a trademark to be distinctive. As such, section 1 of the Act stipulates that the trademark should render it possible to differentiate the goods or services of one undertaking from that of the others. An application for a mark that tends to mislead or deceive the public will not be registered. Moreover, under the provisions of section 5 of this Act, a trademark applied for registration is compared with protected trademarks in the UK. Some examples of protected trademarks are UK national marks, CTMs and international registrations that have specified the EU or the UK. In Philips Electronics NV v Remington Consumer Products, it was held by the court that a sign was anything that conveyed information. This definition clearly addresses signs involving words, designs, letters, and numerals, as all of these can be represented graphically without much difficulty. Apparently, this seems to create a difficulty with regard to odours and flavours (Lee, 1999). All t he same, this perceived obstacle to registering such marks did not prove to be difficult to overcome. A pyramid shape for chocolate mints, "pointymints", similar in some ways to a well – known brand of triangular chocolate â€Å"Toblerone.† In this problem a pyramidal shape for a mint chocolate had been applied for registration. This shape was already possessed by Toblerone, a well – known brand of chocolates. In order to register a trademark, it must have fulfilled three fundamental requirements.

Improving science literacy with hypermedia Essay Example for Free

Improving science literacy with hypermedia Essay Methods Learning Design Architecture The four cornerstones of this Science learning and teaching design are goal-based and constructivist learning, simulation, computer-based creative learning environment, computer-based creative assessment, as well as the traditional lectures and tutorials. In the present research, the Discovery Channel â€Å"Pompeii: The Last Day† site was used as the hypermedia environment for investigating the science topic of Plate Tectonic Theory, first, and the impact of natural processes on human history (Pompeii), second. A few words need to be said about the structure of this hypermedia resource and its value for the current research. It is organized as the complex system of thematic hypermedia audio/video-packages accompanied by informational texts in written form. The structure of the site appears to be complex, so far as on the macrolevel it consists of the hypermedia sections: â€Å"What Happened Here? ,† the â€Å"Virtual Volcano† simulation, Pompeii Quiz, and Eruption Videos. Each macrounit, meanwhile, is designed as another macroentity. For example, the section â€Å"What Happened Here? † provides learners with different types of information on the theme of volcanic activity having erased ancient cities from the earth surface. The â€Å"Step Back in Time† slide-show is organized as a series (7 parts or pages) of the typed texts (â€Å"The Long, Deathly Silence,† â€Å"Herculaneum,† â€Å"Two Days in August,† â€Å"The Story of Lupercus,† â€Å"Pompeii: Part I,† â€Å"Pompeii: Part II,† and â€Å"The Story of Caius Julius Polybius† by Rossella Lorenzi). The â€Å"Ongoing Excavations,† or â€Å"Ongoing Archaeology† slide-show comprising 6 parts or pages (â€Å"Uncovering Pompeii,† â€Å"Bringing the Oldest Pompeii to Light,† â€Å"A Unique Glimpse,† â€Å"Herculaneums Lost Papyri,† â€Å"Lost Plays of Sophocles,† and â€Å"Multi-Spectral Imaging†) is analogous in structure to the â€Å"Step Back in Time† macrounit. Besides, within the same â€Å"What Happened Here? † macrosection, there is a â€Å"Pompeiis Eyewitness Account† web documentary. The students listen to the text and watch the video accounting for Pliny the Younger’s story about the ancient Pompeii devastation. Whereas the aforedescribed macrounit explores the issues of human history in relating to natural catastrophes, the other macrosections concentrate on Plate Tectonics theory and scientific description of volcanoes as natural pressure valves. Under the umbrella of Volcanology, there are the hypermedia macrounits â€Å"Virtual Volcano† and of â€Å"Eruption Video. † The section â€Å"Virtual Volcano† consists in its turn of the Overview and the â€Å"Virtual volcano† simulation sections. The theme of the section is â€Å"Tectonic Plates and Volcanoes. † The Overview dwells on the Earth’s tectonic structure, volcano types (three subsections) and structure. The information is presented through both visual and textual form (typed text). In the macrounits of â€Å"Global Perspective† and â€Å"Virtual volcano† a specific type of hypermedia symbolic simulation or microworld – introduces students to the details of tectonic structure and volcanic activity. Simulation is â€Å"a computer-based simulation of a work or decision-making environment† as a system (Sauer, Wastell, Hockey, 2000, p. 46, qtd. in Gredler, 2004, p. 577). Whereas a â€Å"Global Perspective† is a genuine symbolic simulation of Earth with delineated plate boundaries and active volcanoes, the â€Å"Virtual volcano† section is an experiential simulation. This is an alliance of hypermedia and video images â€Å"to create a virtual experience for students who are fulfilling roles as researchers† (ibid. ). The macrounit seems to be designed to improve students’ comprehension of the theme by projecting the concepts from short-term to long-term memory, training topical vocabulary and operating knowledge in the goal-based settings. Six informational video packages within the section of â€Å"Eruption Video† train audition as well as visual comprehension. It also broadens students’ vocabulary with useful terms and present visual information on useful concepts (e. g. pyroclastic flow, lava flow, underwater volcano, etc. ). The informational section â€Å"Volcano news† provides learners with interesting facts on ancient and modern volcanic activity (as well as other scientific facts; there are 13 news pieces, 2 of which are corrupted). The hypermedia assessment tool is given in the form of the Pompeii Quiz. This is an interactive multiple-choice test â€Å"Would you survive after the eruption of Mount Vesuvius?. † To accomplish the test, a student must use knowledge having been gained during the research of the site. The Discovery Channel â€Å"Pompeii: The Last Day† site seems to be a useful hypermedia environment for investigating the topics of Plate Tectonic Theory and its impact on human history. First, students pick up useful concepts related to several branches of science (tectonics, Volcanology, history, archeology, etc. ). Second, they learn important vocabulary on the topics in the flow of constructivist and creative learning process. Due to the fact that the hypermedia environment is used for achieving the learning goals, the body of information is presented through various media (typed text, oral speech, graphics, videoimages, photographs, simulations) and organized flexibly. A learner is free to step from one macrounit to another being led by his/her personal background and motivation, return to the sections which are of most interest for him/her essentially and train comprehension skills in the Quiz as many times as (s)he needs. Finally, it refines students’ ICT skills while they use the World Wide Web to reach the site and proceed from page to page. Instruments To evaluate the effect of the hypermedia learning environment on students’ comprehension of Science (Plate Tectonics, Volcanology, History, Archeology), the researcher investigated each of the four â€Å"Pompeii: The Last Day† sections for the most significant scientific concepts to be utilized by students in the learning process. The search was done by qualitative linguistic analysis of the informational texts. The concepts were grouped into three main sections: geographical names, personal names and scientific terms and concepts (see Table 1 for the list). The students were assumed to learn those terms in the constructivist educational process through the hypermedia tools to incorporate them into their evaluation assignments as the evidence for their improved science reading and visual comprehension. Second, an end-of the week questionnaire was administered to the eight-graders in the Science Hypermedia class to find out feedback on their learning experience from using the hypermedia learning environment including time spent on independent research in the hypermedia environment (â€Å"Pompeii: The Last Day†) (see Tables 3, 4 and Figure 1). Third, Power Point presentations were used as creative evaluation instrument to check the learning outcomes of students’ comprehension. All the students were trained to create computer-based presentations by the given program. In an effort to guide and improve the learning of science concepts in the realms of Geology, History and Archeology with eight-graders in the middle school, a week study of the Topic â€Å"Plate Tectonic Theory and the Impact of Volcanic Activity on Human History† was designed as an action research experiment. From the point of view of settings and partly qualitative assessment of the outcomes of research on specific stages (e. g. students’ feedbacks), this study may also be called a case study, since only one science topic was investigated in regard to students’ comprehension and motivation. Two classes of eight-graders relatively equal in achievements and learning potential were invited to participate in educational experiment. However, there was no internal sampling conducted within each of the classes. All the students participated voluntarily and for no reward in grades or other. The goals of the present research were clarified to all the participants (N = 40). The total number of participants (N = 40) was invited to study the topic of Plate Tectonics and its impact on human history through different learning resources. The students of experiment group (n = 20) studied the topic in the hypermedia environment (a school computer laboratory equipped with Windows-based microcomputers and, optionally, at home), whereas the other group of students (control group, n = 20) did not use any hypermedia resources learning solely from printed textbooks and handouts as well as teacher’s oral instructions. To comment, the student of the experiment group received small portions of a teacher’s instruction while researching the hypermedia context. They were also assisted by a teacher in proceeding from one structural part of the site to the other in order to investigate the topic on each other’s individual pace. However, the general framework of scientific topic was introduced to a group of students. Thus, both group and individual types of instruction tool place in the research. One more thing to note, the studies in both the experiment and the control groups were conducted by one and the same teacher of a teaching style being familiar to the students from previous experience. After a week of studies, the students from both the groups designed Power Point presentations on the topic within the Hypermedia Evaluation Project in lieu of a formal examination. The assessment comprised: 45% on the subject comprehension (major concepts and direct conceptual links), 45% on utilizing Power Point hypermedia resources, and 10% on creativity. All the students (n = 40) were trained in using the Power Point program. Presentations were evaluated by three examiners. The point of degree between the evaluators was high (r = . 088).

Implications For Classroom Teachers Education Essay

Implications For Classroom Teachers Education Essay Learning is the process that results in a relatively enduring change in a person or persons (Alexander et al, 2009: 186). According to Winn, 1990, learning is a dynamic process whereby the students knowledge and skills are different when compared before to after learning. Since teaching is the promotion of learning, our knowledge of learning and the corresponding theories in how we learn should inform our teaching (Muijs, 2007). Understanding how knowledge is developed can allow teachers to shape the methodological delivery of their subject content to match the theoretical frameworks underpinning how knowledge is enhanced. Attending to the way students learn can be used to foster effective teaching practices, allowing teachers to improve their practice, and ultimately enhacne the quality of the learners experience (Macleod Golby, 2003). A number of educational researchers, including Vytsgosy 1986, Piaget, 1976, Skinner 1974; Bandura 1986 amongst others, offer learning paradigms to explain how individuals learn. For the purposes of this assignment the extremes of this learning theory spectrum, which are represented by the Behaviourist and Constructivist theories of learning, will be discussed. Inevitably, learning and teaching poses a synergistic relationship, reinforcing the need for teachers to teach with an approach that reflects how students naturally learn (Muijs, 2007), and subsequently consider the implications of the learning theories on their classroom practice. The behaviouristic theory of learning Learning, according to behaviourists (Skinner 1974; Bandura 1986), is defined as the acquisition of new behaviour. The focus of behaviourism is the conditioning of observable human behaviour and revolves around the principal conception that a reaction is made in response to a specific stimulus (Prittard, 2009). This reaction leads to a consequence. If the consequence is pleasant and positive, the behaviour change becomes reinforced via positive reinforcement. With consistent reinforcement, the behaviour pattern becomes conditioned and is automatically activated upon stimuli presentation. Physiologically, behaviourist theories propose that learning is achieved through reinforcement of a particular neural pathway, which links the stimuli and response in the brain. This repeated activation and reinforcement ultimately strengthens the neural pathways and connections between the stimuli and specific responses, resulting in a faster, smoother implementation of certain responses (Pritchard, 2009). Behaviourists identify this form of learning as conditioning, where with consistent reinforcement the behaviour pattern becomes conditioned. Classical conditioning involves the reinforcement of a natural reflex or behaviours which occur naturally as a response to a specific stimulus. In contrast, operant conditioning involves reinforcing behaviour by praising it, or discouraging undesirable behaviour with punishment (Prittard, 2009). Constructivist advocates, including Vygotsky 1986 and Piaget (1970; 1976) amongst others, began to criticise the behaviourist approach, as it was seen too teacher centred and directed, void of meaningful learning and the teacher process was focused too much on individual rather than collaborative group work. In addition, the constructivist theorists challenged the behaviourist proposed separation between mental processing and knowledge, which had to be bridged by the role of a teacher (Prittard, 2009). The Constructivist Theory The constructivist movement was formed on Piagets (1976) and Vygotsky (1986) work who viewed learning as the effect of mental construction, whereby learners combined their existing knowledge with new information, to construct meaning and formulated their understanding (Cholewinski, 2009). The constructivist theory proposes that learning is an active, contextual process, a social activity, centred on constructing meaning and regards the learner as a responsible agent in their knowledge acquisition (Loyens 2007; Cholewinski 2009). In constructivist learning, individuals use world-based experiences in an effort to make sense of what they perceive and establish their understanding of their surroundings (Harris, 1994). Since constructivism involves learners to interact with their immediate learning environment, learning has been considered to be situation-specific and context-bound activity (McInerney and McInerney, 2002). Constructivism is an umbrella term to encompass the wide range of constructivist perspectives, which can be separated into two branches; cognitive constructivism (Piaget, 1976) and social constructivism (Vygotsky, 1986). Both sub-types believe that knowledge is actively constructed by individuals (Birenbaum 2003), however through the use of different mediums; either through a series of internal, intellectual stages (cognitive constructivism), or by social interaction (social constructivism). The numerous perspectives on constructivism within these two sub-types could be essentially grouped around a rooted assumption about learning. That is, knowledge is actively constructed by the learner (Birenbaum 2003; Harris and Alexander 1998). Piagets (2001) developmental stage theory, which represents cognitive constructivism, presents four age-referenced development stages which provide a theory of gradual cognitive development up to the age of eleven years old. The stages refer to an explicit age range and characterise the cognitive abilities necessary at each stage to construct meaning of ones environment. Social constructivism emphasises the role of language in the process of intellectual development. Vygotsky considered dialogue, usually with a more knowledgeable other, as a vehicle by which concepts are considered, shared and developed. The dialogue, which is based on learners pre existing and current knowledge (schemas), is then exploited to develop and construct new ideas and understanding. Vygotsky advocates that the process of learning involves moving into and across a zone of proximal development, which is aided by the intervention of another through support. The zone of proximal development is a theoretical space of understanding which is just above the level of an individuals current understanding. The process of giving support to learners at the appropriate time and level of sophistication to meet the individual needs is termed scaffolding. Scaffolding can allow the movement from one zone to another and assists in the passing through the zone of proximal development. From reviewing the literature, educational researchers which employ these constructivist principles select aspects from both strands of this learning theory (Biggs, 1979), and use constructivist theories as a generalised term. Therefore, for the purpose of this assignment, the term constructivism will reflect a collaboration of both social and cognitive strands; however specific branches and the implications of these strands are highlighted where necessary. Critique of learning theories and associated implications upon classroom practice A review of the literature suggests that behaviouristic learning does not offer students the chance to develop deep meaning and understanding (Entwistle Smith, 2002), but instead has a tendency to promote superficial learning of skills (Fosnot, 1996). Making a correct response and remembering content does not necessarily imply understanding, and consequently the actual understanding achieved through behavioural approaches is challenged. Marton et al, (1997) and Entwistle and Smith (2002) conclude that the use of rote memorisation represents a learning approach to a surface level of understanding, whilst establishing links with current knowledge, as encouraged by constructivists, reflects an approach for a deeper level of understanding. This suggests that academic and subject knowledge learning, based on the behaviouristic theory, may not be academically supported. Furthermore, from a constructivist perspective, the principle of learning using prior experience is also beneficial in promoting a deeper and richer understanding (Pressley, Harris Marks, 1992). Demerici 2009 advises that information which is connected to a learners prior experiences is more likely to be retained, explaining higher retention rates when a constructivist approach is adopted. (Demirici and Yavuz, 2009). Research suggests that learning through such constructive mediums, like discussion, participation and practice, are academically successful and associated with learning gains and knowledge retention (Demirci Yavuz, 2009). Dericimi also reported a significant difference in post-test grades and retention learning tests grades, with the constructivist approach being more efficient than the conventional, behaviouristic approach. Cumulatively, the research suggests that constructivist approaches lead to a richer and deeper understanding. It is therefore plausible to suggest that the quality and depth of understanding associated to a constructivist teaching approach is more likely to exceed that of the behaviourist approach. However, as Entwhistle and Smith (2002) identify, the association between memorisation and surface approach learning may be weak. Kember, (1996) and Watkins and Biggs (1996) reported that memorisation can be used to learn unfamiliar terminology, as the first stage to establishing understanding. This concept, where memorisation is part of meaningful learning, is defined as memorising with understanding (Marton, Watkins, Tang, 1997; Meyer, 2000) and has been conducted by students as a successful revision tool (Entwistle Entwistle, 2001). Controversially, Fox (2001) suggests that the constructivist theory may imply that remembering is not important, and that learning is solely centred on understanding concepts. However, neither of these are true, and being able to remember knowledge is an important prerequisite of learning. In addition, Biggs, (1998) and Jin and Cortazzi, (1998) have reported that constructivist teaching approaches dont consistently guarantee teaching effectiveness. Instead, traditional, more behaviourist approaches to learning in large classes has proven to be successful internationally, such as in China. Fox, 2001, argues that constructivism neglects the role of memorisation and mechanical learning techniques Arguably, due to the varying nature of meaning which is uncontrollably constructed by students, in some cases, rote learning and memorisation may be more useful when teaching factual concepts and where clarity in understanding is required. Rote learning may be used to help students cope better with some aspects of work that they find difficult. In addition, Smith (2001, 2002) affirms that rote learning can contribute to understanding. However, teachers must consider that rote learning is not an approach to develop understanding and therefore where possible, should be followed by attempts to encourage and promote understanding. For example teachers could consider engaging with the subject content and provoking discussion of the content in an effort to encourage more meaningful understanding. Group work may play a very important role in reinforcing subject knowledge and working to gether and collaborating with peers could be a useful teaching and learning tool. Ultimately, it appears that behaviouristic learning approaches can be beneficial for particular tasks such as establishing classroom behaviour (Prittard, 2009). For example, Muijs Reynolds (2003) report that standard school and classroom routines and expectations for behaviour can be successfully learnt through behaviouristic approaches. Therefore, teachers need to consider whether the learning is academic or behavioural before teaching the class. In the case of behaviour management, a strategy to quieten the class, such as raising of the hand, or counting down from three could be effectively used. In this case, the stimulus, such as the teacher raising their hand or calling out the number three, must be fully explained to the class. In addition, the stimuli must be fully visible and audible to the students, which is possible with a clearly risen hand or an assertive voice. The response desired, such as a student raising of the hand and silence, must be fully understood by students. It is important that the stimulus-response occurrence is repeated by the teacher and used regularly. The same strategy should be employed every time the teacher wants to quieten the class, establishing consistency of stimuli and behavioural response. This repeated activation strengthens the pathways, affording for a smoother and faster implementation of the response. Pupils should be made aware of the negative and positive consequences if they do not respond to the stimuli as desired and the consequences need to be kept consistent. Therefore, consistency of behaviour management strategies is crucial and classroom practice must adhere to the same strategise as the same stimuli is presented for a specific response. Behaviourism relies on reinforcement which is employed to condition the behaviour, and therefore is essentially the tool which brings about learning. Therefore rewards and punishments for behaviours must play a crucial role and actively administered within classroom practice. Behaviourism may therefore stimulate and encourage more use of positive reinforcement which has been a well recognised effective classroom practice (Elliott and Busse, 1991). However teachers must consider that rewarding children who are already highly motivated may not be as effective, and may actually lead to a loss of interest (Prittard, 2009) Rewards and praise have been shown to enhance motivation, and serve as an effective behaviour management tool, however, praising students may not come naturally to teachers. Behaviouristic approaches to learning appear to be more favourable to certain individuals, and teachers need to consider the pupils concerned and whether this approach to learning suits their learning styles, needs and ability. For example, Prittard (2009) reports that behaviouristic methods are more advantageous for those pupils who display anxious tendencies and low motivation. In contrast, those of higher academic ability perceive simplistic drill and practice unsatisfying and dull (Prittard 2009). In addition, some students demand understanding, yet adhering to behaviouristic learning approaches does not accommodate this requirement. In other situations, the concepts of learning without understanding can fuel frustration, lead to misconceptions and generate a difficult learning environment (Prittard 2009) Another important consideration is that behaviourist approaches dont take account of mental cognitive processing involved in learning. In contrast, constructivism emphasises that the learners must develop their understanding for themselves and constructivist researchers advocate that mental activity is the lifeblood of learning and the extent of what is learnt (Jonassen Rohrer-Murphy, 1999). However, the constructivist theory may imply that all individual differences in learning come down to the consequences of each learners history of learning (Loyens, 2008). Furthermore, although we do learn by acquiring knowledge from our environments through interacting with the external world, Fox highlights that the environment also acts upon learners. That is, we act and react, and learning can be achieved from both experiences. However, constructivism appears to fail to acknowledge adaptive instinctive responses as reactive forms of learning (Fox, 2001) and the role of talent in cognitive development. Furthermore, Fox (2001) and Bredo, (2000) argue that constructivism discounts the role of innate, motivational and genetic factors in knowledge construction, which have been proven to play a role in cognitive development and learning (Carey Spelke, 1994). Teachers therefore cannot assume that the products of learning are solely the teachers effort and thought; instead learning is externally and internally influenced. Importantly, teachers need to provide activities which engage and challenge learners. This demands a board array of work which is differentiated to the learners intellect.. Teachers need to offer scope of activities where the accustomed effort and activity falls on the learners responsibility. Differentiation is a critical implication in the classroom to assure that all pupils have to apply mental effort and take an active role in their own learning. Such opportunities would afford learner engagement and optimise the possibility of effective lasting learning taking place (Prittard, 2009). Personalisation is also crucial to ensure all learners, despite genetic and innate differences which may affect their learning are accounted for. If a pupil is set tasks which do not require thought or challenge, learning constructively will fail. Piagets stage developmental theory offers guidance covering the level of complexity that may be expected in a childs thought processes at approximate stages in their development. Piagets Theory may guide a teachers differentiation as to the ability of pupils, and the required scaffolding and support in order to facilitate the movement between zones of cognitive development. Whilst Piagets developmental stage theory influences principally primary school teaching practices, given the ages this theory is related to, the appreciation and awareness that cognitive ability develops with age is important to consider when teaching all ages. The exactness of the Piaget (2001) stage of development has been criticised since in it unclear and presumptuous to assume children will pass through the stages at specific ages, however, as a developmental process; this theory is useful in teaching practices Another implication for teachers is the questioning they employ within the classroom. To allow pupils to construct their own knowledge and understanding, questions need to be higher order and exploratory Moursund (2003), in accordance with Blooms Taxonomy (1956) , to include command words such as evaluate and synthesise. Moreover, questions need to be open-ended and allow pupils to develop their personal understanding though answering the questions, rather than simple closed questions, where the answers are already pre-determined. Pupils need to be given the opportunity to gradually learn processes and construct their own answers. Teachers can promote this using questions which encourage students to gradually construct their understanding, such as evaluate, synthesise and analytical questions. Another pitfall of the constructivist theory is that it assumes students actively seek resources and experiences, and therefore students understanding is dependent and anchored by their experiences and pre-existing knowledge. In addition, it is assumed that learners utilise the construed data to actively construct their knowledge (Renkl, 1999). Therefore, this approach to learning relies on students encountering experiences and applying these experiences to their pre-existing knowledge to develop their understanding. However, such experiences and world-based interactions may not be feasible or available to students due to their lifestyle circumstances. Consequently, teachers need to be aware that understanding and meaning is limited to the individual experiences of the students. In accordance with this assumption, the constructivist theory can explain why pupils conceptions and meaning do vary between each other (Taber, 2000). In addition, if the construction of knowledge is the acti vity of the learner, then the learner can only understand what they have constructed (Duffy Cunningham). Therefore, constructivism may be seen as subjective and relative (Duffy and Cunningham, 1996). This may lead to marking criteria discrepancies, confusion and inconsistency, and student misconceptions, which do not match reality. In addition, Duffy and Cunningham propose that if the constructions and meanings are different amongst students, the little shared understanding may challenge the ease of communication between learners and the class. This may jeopardise the effectiveness of class discussions and social interactions as a tool to enhance learning. Similarly, as construction is activity on part of the learner (Bruner 1966, 1971), what is constructed cannot be controlled by the teacher. Instead the learner has autonomy and self-regulates what understanding is established. Therefore the students constructed understanding may not parallel with other students, with reality or with the teachers construction and understanding, resulting in multiple understandings (Choleweskni, 2009). Consequently, teachers must not assume that the construction and understanding of a concept is universal between all students. Instead teachers must actively access and consider the alternative perceptions and understanding of the learners, hence why a transmission teaching approach is fruitless. On the other hand, teachers come into the classroom with their own construction and conceptions of subject content, and according to Patrick (1988), are not neutral. Therefore, a teachers understanding can colour the students understanding, and together, Patrick (1998) and Marton and Booth (1997) suggested that some teachers moulded the students construction of a concept to align with their concept interpretation. Einsworth and Collins (2002) conclude that the form of understanding impressed onto students is largely dependent on the teachers personal interpretation of the subject content. Therefore, although the constructivist theory assumes that the construction of understanding is the product of the learners interpretation exclusively, the constructivist theory does not account for the interplay between teachers and learners comprehension. To accommodate these pre-requisites of learning, the individuals knowledge needs to be continually assessed. As a regular classroom practice, formative assessment could be used as a regular approach to assess existing and new understanding, before moving to the next lesson. Formative assessment is a regular, informal mode of assessment, allowing teachers to monitor students progress, gain an appreciation of what has been learnt and adapt their teaching practices to optimise further learning (Black and Wiliam, 1998). Accordingly, given that learning is an active and evolving processes, formative assessment can be used by teachers to assess, monitor, challenge unclear perspectives and adapt classroom practices to accommodate the constructivist principles of learning. Therefore, it is reasonable to believe that constructivist approaches to learning favour the use of formative assessment and may prompt its use in the classrooms, which Atkin et al, (2001) reports as being very valuable. Since formative assessment alone is associated with learning gains, (Black and Wiliam 1998), learning is positively influenced indirectly via adopting teaching strategies which are aligned to learning constructively. Formative assessment may be undertaken through questioning, teacher and pupil discussion, peer and self assessment and interaction with peers. Formative assessment will also identify pupils individual learning needs, supporting teachers conduct in differentiation to assure pupils are moving forward, across their ZPD and optimise learning gains. However, with behaviourism, the opportunities for feedback are confined to only whether the response desired is correct or not. There is little scope for learning, or how to improve in order to meet the desired response. Therefore, under behaviourist approaches, feedback cannot be used for learning purposes, therefore opportunities for assessment for learning, which have shown to enhance learning, may not be fruitful. Consequently, limited feedback combined with the objective outcomes of behaviourist approaches mean that individual student needs are not necessarily part of the formulae when considering teaching strategies and subject content. The need to consider individual needs is undeniable, therefore such constraints of feedback extent presents a multitude of problems to the teaching and learning of students. Importantly, to help progressive learning and avoid developing misconceptions, teachers need to provide a clear focus and goals, with explicit learning objectives (Clarke, 2001), which are rooted within pupils existing knowledge. The clear objectives allow students to construct their ideas using current knowledge and understand the overarching direction and progression of their learning. Activating prior knowledge is important to elicit pre-knowledge, allowing teachers to decipher the students current levels of understanding. Teachers need to highlight the links between students existing knowledge and the new subject knowledge, to help the learner form bridges and facilitate their mental construction and cognitive processes (REF). By forming these links, students can activate and recall their pre-existing knowledge, and use this foundation to build and integrate new concepts. Teachers should encourage students to relate new knowledge to current knowledge and external experiences, allowing the new subject content to become embedded within the existing knowledge structures, contributing to or amending to the students schema. Since learning constructively is based on the addition of new content to current knowledge, the learner must have sufficient levels of understanding before new content can be used to construct more complex meaning and progress. Teachers and educators need to recognise and appreciate that new content cannot be built up until the foundations, such as current knowledge, is secured. Therefore constructive pedagogies include regular formative assessment to assure students understanding. When constructing new concepts and developing understanding, reviewing and reflecting on what has already been learnt also helps to establish and secure students previous knowledge. In addition, by asking what students understand before embarking on a new concept would help students form links between new and previous knowledge (Fulton). This reviewing could be done as a starter, but also plays a role at the end of the lesson, forming a plenary. Teachers should consider, incorporate and plan for well managed plenary to consolidate knowledge. Time to reflect upon what has been undertaken, the processes and the content gives the opportunity for internalisation and for a deeper level of understanding to be developed. Similarly, learning is most effective when learners become engaged, which means that teachers need to adopt an active approach to learning and involve engaging tasks to promote learning in the classroom. Learning using authentic tasks, which allow pupils to relate to their own experience inside and outside the classroom (Selinger, 2001) increases the probability of engagement with the task and supports findings that learning in a familiar context is most effective. Authentic tasks are likely to hold the attention and interest of children, and lead to a deeper level of engagement than with non-authentic or less authentic tasks (Fulton). Favourably, the constructivist principles match those fundamentals associated with effective contextual learning. Evidence suggests that learning occurs in real-life contexts and learning is actually linked to a context, as deduced by Macleod and Goldby 2003. Children working with new ideas in a familiar content are more likely to engage with the ideas, than if the same ideas were present in an alien context. Therefore teachers should strive to include more authentic tasks and set learning concepts which are aligned with students familiar contexts. If a learning activity falls beyond the cultural understanding of the learning, then learning is likely to be less successful than if it had been situated in a more familiar setting. .Meaningful contexts for learning are very important; however, what is meaningful for a teacher is not necessarily meaningful for the student. The association between the concept of learning being situated and the need for authentic learning tasks is evidence (McFarlane, 1997). However, the recommended approach to situation learning in meaningful contexts (e.g. Lave Wenger, 1991) has been argued against. Walkerdine, 1988, for example argued that if school learning became situated solely within the lived world of daily experiences, the opportunities for abstract reasoning and reflective activity, which are all constituents of constructivism, would become limited and sacrificed, whilst confining students to their local environment. An active learning approach can be achieved by encouraging students to explore concepts and ideas, and to follow their instincts (Wray and Lewis, 1997). Given that exploration can promote sequential development of ideas, it is likely to assist in the construction of new knowledge; the roots to constructivism. Classroom practice could be based on a discovery-based approach (Huitt, 2004);, where students can find answers out for themselves, answer their own questions through experimenting with new ideas and discuss their beliefs and thinking patterns with their peers. Importantly, engaging with each other reflects social interactions, which can be a vehicle to develop understanding using social interaction. Unlike behaviourist approaches where the teacher is the primary resources of knowledge and is influenced by their interests and perspective; knowledge construction offers the opportunity of learning to become dynamic and varied (Sudizna, 1997). The use of resources promotes more interactive learning and interest, which are both shown to positively influence learning. Supported by Winn (1990), student knowledge is dynamic and changes, that is knowledge and skills are different before learning to after instruction and Behaviourist approaches have been criticised for not addressing this dynamic nature of learning. In addition, behaviourism theory does not appreciate that students come into classrooms with prior knowledge. Conversely, the constructivist theory acknowledges that pre-existing knowledge is requisite of learning and that students enter classrooms with pre-conceptions, knowledge and beliefs which they deploy in constructing new understanding. (Jones, Carter, Rua, 1999) As already discussed, scaffolding is crucial for the learner to pass through their zone of proximal development, and can be undertaken by the teacher. Scaffolding can be practiced in the classroom in many ways, and teachers need to appreciate that this is fundamental to the educational progression of students and how this may be achieved. Support materials need to be widely available, such as a writing frame to support a particular style of prose, or a list of words to help in the process of completing an exercise, designed to assist understanding The provision of practical apparatus, especially in science, may help to explain the solution to a problem and is an engaging approach. Students can evidence reality and attach a sense of perspective and reality to their learning. Given the exploratory nature of constructivism, classroom practice needs to be supportive and generate an environment where the student feels safe to ask for help and comfortable in approaching the teacher. The teacher must be aware of the different supportive needs of the class, and meet these through differentiation and allowing time for class discussion, misconceptions and any lack of understanding. To help the teacher identify those who need more support than others, formative assessment can be incorporated to highlight the students individual needs that need to be addressed. Ultimately, this will allow tasks to be designed and geared towards the individuals learning ability. Unlike, behaviourism theories, constructivist theory appreciates the important rol

A Window Into Adults WithAttention-Deficit Hyper-Activity Disorder Essa

Much of the awareness associated with Attention-Deficit Hyper-Activity Disorder (ADHD), has been linked to children and adolescents. The problem with that belief is that there’s an ever-growing population of adults who have been diagnosed with the disorder and live with it day by day. The process of living with the disability, getting diagnosed and receiving treatment, is an interesting one that has begun to rapidly get attention over the past few years. The impact of this disorder can range anywhere from a mild distress to a problem that spreads into all aspects of an adults life. One of the main components to an adult living with ADHD is the work related one. Adults with the disability have a much higher probability of getting fired or quitting their job without putting any rational thought into it. Research by Weisler and Goodman (2008) suggests that adults with ADHD have a much harder time maintaining a job because of their constant impulsive behavior. The relationship between them and their supervisors can also be affected, the reason being that they have trouble meeting a deadline or constantly procrastinate on an assignment given to them (Stein, 2008). Research has revealed that they had a higher rate of divorce and separation (Weisler & Goodman, 2008). Adults with ADHD have a strong tendency to delay gratification and not be able to think of the consequences to their actions. They usually get frustrated sitting through meet ings and listening to others, this is one of the biggest roadblocks when it comes to them maintaining a job (Patton, 2009). An undiagnosed adult with ADHD can take the disability and adapt to it, never knowing that they actually might have it at all. They might never seek to attend college after hig... ...them up weeks before they were due. I would study for exams weeks ahead of time. To my surprise I started to do really well in school, I transferred over to SUNY Old Westbury and currently hold a 3.93 GPA. I went from being a C student, to an A student. Regardless whether I have ADHD or not, it does not make a difference to me. I found a way to succeed in school, by attempting something outside of the norm. I built my own methods and procedures for a path to success. I do believe that many college students go undiagnosed for years, sadly many of them drop out and never come back. The educational aspect of ADHD is one of great importance, that itself will lead to more adults connecting daily problems to a specific reason. Its not that they are lazy or incapable of doing the tasks at hand, the problem is that they do not understand the reason behind that obstacles.

Explore the different ways the poets describe the city of London in Ess

Explore the different ways the poets describe the city of London in their poems. Explore the different ways the poets describe the city of London in their poems. You should consider the poems equally and use the texts to support your ideas. The poems ‘London’ by William Blake and ‘composed upon Westminster Bridge’ by William Wordsworth are both a description of the same city, however they both take opposite viewpoints when describing their own perception. In the poem ‘London’, Blake takes a negative view of the city. He presents the people as being unhappy, in the first stanza he talks of â€Å"marks of weakness, marks of woe† this suggests misery and perhaps failure. The negativity is emphasised by the repetition in the sentence and the alliteration on the w. Wordsworth however sheds a different light on the city, immediately showing appreciation. He uses some quite royal and perhaps religious language such as â€Å"majesty† and â€Å"temples†. This is a suggestion towards the beauty underneath the normal images of London, portraying the city as being like a kingdom. It brings in the idea of belief, opposing the idea of â€Å"weakness† in Blake’s poem ‘London’. In this poem, Blake talks of a â€Å"black’ning church† this suggests poverty and destruction. Blackened literally by the smoke and pollution in the air, and perhaps blackened metaphorically by the misery within the city. The colour black immediately brings bad thoughts to the mind, thoughts of danger and despair. On the contrary, Wordsworth appeals to the reader’s senses by describing the sun as â€Å"bright and glittering in the smokeless air†. This differs dramatically to Blake’s description as it brings a bright sense of colour to the mind and a feeling of warm... ... is there a different perception of the city between the poems, but a different time of day, and a different effect on it’s readers. Both poems end on incredibly different notes, Wordsworth sums up the splendour of London using the line â€Å"and all that mighty heart is lying still†. This suggests that the peace in the city is always there, even when the bustle of the city awakens. ‘London’ however, ends with a negative tone, speaking of a young prostitute; this creates a very emotive and powerful end to the poem. Outlining the distressing view of the city. In comparison, although both poets are relating to the same place, they describe them as being totally different, based on their own opinions. This could be because of the time of day or perhaps because of their own experiences but their imagery both shed totally different light on the city of London. Explore the different ways the poets describe the city of London in Ess Explore the different ways the poets describe the city of London in their poems. Explore the different ways the poets describe the city of London in their poems. You should consider the poems equally and use the texts to support your ideas. The poems ‘London’ by William Blake and ‘composed upon Westminster Bridge’ by William Wordsworth are both a description of the same city, however they both take opposite viewpoints when describing their own perception. In the poem ‘London’, Blake takes a negative view of the city. He presents the people as being unhappy, in the first stanza he talks of â€Å"marks of weakness, marks of woe† this suggests misery and perhaps failure. The negativity is emphasised by the repetition in the sentence and the alliteration on the w. Wordsworth however sheds a different light on the city, immediately showing appreciation. He uses some quite royal and perhaps religious language such as â€Å"majesty† and â€Å"temples†. This is a suggestion towards the beauty underneath the normal images of London, portraying the city as being like a kingdom. It brings in the idea of belief, opposing the idea of â€Å"weakness† in Blake’s poem ‘London’. In this poem, Blake talks of a â€Å"black’ning church† this suggests poverty and destruction. Blackened literally by the smoke and pollution in the air, and perhaps blackened metaphorically by the misery within the city. The colour black immediately brings bad thoughts to the mind, thoughts of danger and despair. On the contrary, Wordsworth appeals to the reader’s senses by describing the sun as â€Å"bright and glittering in the smokeless air†. This differs dramatically to Blake’s description as it brings a bright sense of colour to the mind and a feeling of warm... ... is there a different perception of the city between the poems, but a different time of day, and a different effect on it’s readers. Both poems end on incredibly different notes, Wordsworth sums up the splendour of London using the line â€Å"and all that mighty heart is lying still†. This suggests that the peace in the city is always there, even when the bustle of the city awakens. ‘London’ however, ends with a negative tone, speaking of a young prostitute; this creates a very emotive and powerful end to the poem. Outlining the distressing view of the city. In comparison, although both poets are relating to the same place, they describe them as being totally different, based on their own opinions. This could be because of the time of day or perhaps because of their own experiences but their imagery both shed totally different light on the city of London.

Renewable Energy Essay -- Energy, Fossil Fuel, Oil, Natural Gas

The most of global energy production produces from fossil fuel such as coal, oil and natural gas. The vast fossil fuels generate energy which use for many purposes for instant residential, transportation and industrial sectors. While the rate consumption of fossil fuel higher than their formation leads to oil price crisis. Another concern of fossil fuel combustion is the impact on the environment. Global warming is a significant problem which results in increasing concentrations of greenhouse gas in the atmosphere. These problems drive researchers and societies to search alternative energy such as switching to renewable energy or carbon-free energy to replace fossil fuels. For example Nakata et al., (2011:465) show ‘low-carbon society’ that is designed to use less fossil fuel. According to Verbruggen et al., (2010:852) define renewable energy ‘is obtained from the continuing or repetitive currents of energy occurring in the natural environment’ such as wind and biomass. Many countries accept carbon-free energy as alternative energy, and are trying to develop and apply new technologies that will enable them to use renewable energy sources in the most efficient way. However switching to carbon-free energy argued that is an unrealistic way. This essay aims to assess the differences in opinion between supports and argues of renewable energy that switching to carbon-free energy is unrealistic. Firstly consider about employing renewable energy. Secondly evaluate the sustainable development of biofuel and wind energies. Finally conclude arguments on potential renewable energy to replace fossil fuels. Owing to the increase in the global population accompanied by an increase in energy demand as a result oil price crisis. Many governments... ...f renewable energy or carbon-free debate and argument. This essay has attempted to evaluate the potential renewable energy both in terms of sustainable development and reducible global warming. Renewable energy such as biofuel and wind energy can be seen as a safe, reliable and cost effective alternative to using fossil fuels for energy security. However the development of green energy has drawbacks so funds for research and develop for chance from lab-scale products into commercial products should be provided and these fuels will become increasingly expensive to use. Clearly more could be done to produce carbon-free energy and more efficient and reduced environmental impacts. Also awareness of the advantages of renewable energy has been steadily growing and it is expected that the share of renewable energy in the total generation capacity will increase in future.

Existing relationship between attitudes and motivations of high achieving students to their academic success in science at captain albert aguilar national high school Essay

This study primarily identified the different attitudes and motivations of high achieving students of Captain Albert Aguilar National High School. Specifically, this research identified (1) the significance of attitudes and motivations to students specially those have high level of achievement to their academic success in science and the importance f the study to the school, teachers and students, (2) the percentage of the students that have high interest towards science and those have low interest to learn science, (3) the relationship between the attitudes and motivations of high achieving students to their academic success in science while engage in a public high school. To execute this, the researchers applied Descriptive Research which falls under the category of a Non-experimental design. A total of 44 respondents were chosen with the use of Purposive Sampling as guided by the qualifications set. Self-Recording/Reporting Approach was used to collect the data with the utilization of a questionnaire. To describe and summarized the data, Inferential Statistics was used. The weighed mean was computed to utilize for the Pearson Product-Moment correlation to examine the relationship between the attitudes and motivations of high achieving students and their academic success in science. FINDINGS: 1) Is there an existing relationship between student’s attitudes and academic success? By using the Pearson product moment correlation, the researchers found out that there’s an existing significant relationship between the 2 variables. It has a high correlation shows that student’s attitudes greatly affect the academically status of the student. (Respondents don’t find science as an interesting subject, that’s why their academic success can have an average grade of 85-88) 2) Is there an existing relationship between student’s motivation and their academic success in science? An average or marked relationship had identified the 2 variables in this research. It has a moderate correlation that shows students are motivated enough and v have a good academic success. 3) What are the significances of the researchers study?The significant of the researchers study is to widen student’s intelligence quotient with the cooperation of the community, school, and teaching profession and to measure the thinking ability of a high school students that stands as a basic building blocks of success without successfully passing individual exams. CONCLUSION: The researcher, conclude that there is an existing relationship between student’s attitudes & motivations to their academic success in science. There are also factors that can affect academic performance. These factors might be an advantage or disadvantage and might be classified as learning environment, school facilities, teacher’s teaching method & the attitude and motivation of the student toward the subject as well. Based on the study, the student’s don’t find science as an interesting subject but they can be motivated. Thus, the hypothesis is rejected since it was ascertained in the study that there is a significant relationship between student’s attitude and their academic success. RECOMMENDATION: It is therefore recommended that even if the school facilities are perceived as adequately available and accessible for use, they should improve further for maximumutilization and more effective science instruction. Furthermore, the student’s should be given hands-on experiencesin the subject and may enhance their understanding on the subject.The school should be design a teacher development program that would maximize the teacher’s capabilities and enhance their effectiveness in teaching subject which may focus on the content of the subject. The teachers should be sent to seminars in the divisional, regional levels so that they could become better & more effective in teaching science, thereby raising the student’s performance in the subject. It is also manner of satisfying their professional needs and for personal enrichment. Moreover, teachers should integrate values in every lesson as part of value formation. The teachers should give emphasis on creative approach in learning since this is where the students could expressed themselves in terms of creativity & critical mindedness relative to the subject matter. The school heads should intensify the monitoring on the implementation of the DepEd’s programs, designed to improve the student’s performance. The students should be encouraged to develop a good study habits so that they could also perform better in the subject. Researchers also recommend the overviews of the Tools for Teaching by Barbara Gross Davis. Give frequent, early, positive feedback that supports student’s beliefs that they can do well. Ensure opportunities for student’s success by assigning tasks that are neither too easy nor too difficult. Help student’s find personal meaning and value in the material. Create an atmosphere that is open and positive. Help students feel that they are valued members of learning community. (Jossey-Bass Publishers:San Francisco, 1993)

Customers expect Essay

Customers expect their problems and enquiries to be dealt with rapidly. Most customers get frustrated if their problems or enquires aren’t dealt with quickly. It is ideal for a business to set targets in dealing with customer problems in the least amount of time as possible, so that customers are satisfied with the service provided.  When customers call in with problems and enquiries, they expect to receive clear and good communication from the business. It is the business’s duty to provide clear communication, whether it is telephone calls, letters or face to face communication. Any faults in communicating with the customer can lead to a customer’s opinion of the business being lowered; this can result in a bad reputation for the business, if word is passed on. Providing after sales service is probably what all customers expect a business to give. If the goods or service that has been purchased isn’t at reasonable quality, then customers will be very angry towards the business. That anger can be stopped if the business offers a full refund or an exchange for the goods or services purchased.  Why the business uses the Customer Service methods & Evaluation on how to improve Richer Sounds use management commitment, so that colleagues from high level of management also understand that customers are their top priority in the business. This method makes sure that no matter what level of management you are at, your customers will always be a top priority. This is a really good and effective method; it shows that the level of customer service Richer Sounds offers is high, because they have chosen that customers are their top priority. They use recruiting and training the right people, because they want people with good attitude, because if people who have bad attitude are recruited then it may lead to a downfall in the business. A colleague must be able to control his/her temper if customers started arguing. Richer Sounds give an induction training course to all their colleagues, so that problems like these don’t occur and so that they keep on increasing the level of customer service provided, to satisfy their customers.  They use their mystery shopper scheme, because this allows the business to know exactly what level of customer service the business is providing, it allows them to know where the business is going wrong and where they need improving. Conclusion My conclusion is that Richer Sounds is a stable company, who have good relations with all their stakeholders, as they understand the importance of them. The working arrangements is flexible for all colleagues as all colleagues benefit from a 20 day paid holiday and more if they have worked for more than six years with Richer Sounds. Employee’s rights are taken into account very seriously in Richer Sounds, but they are also suspected to take responsibility for their actions as well as it is mentioned in employee responsibilities. Richer Sounds have two main procedures which they use when dealing with disputes, one is the grievance procedure and the other is disciplinary procedure, the procedure they use depends upon how serious the dispute is. The recruitment process in Richer Sounds is simple and a fair way of recruiting. It is fair because everyone who applies has to go through the same recruitment process; no one is exceptional even if the person has been introduced by a family relative or a friend, who works for Richer Sounds. Training in Richer Sounds is done using four different training programmes; each one is at a higher level than the one before it. This means that if colleagues complete the 4 training programmes, then they will be at management level and will have the opportunity to apply for a role in management only if there is a vacancy for a management role. Providing great customer service is Richer Sounds top priority, which all the colleagues agree with. Customers are the stakeholders that provide the business with its output, which is money and profits. The level of customer service that Richer Sounds provide is high, because colleagues are trained continuously on how to deliver excellent customer service. They are trained continuously because customers’ expectations are always changing so the business will need to retrain their colleagues in how to satisfy their customers’ expectations. Bibliography www.richersounds.com

The effects of ICT on the individual

1. Internet e.g. email, websites, messenger, chat rooms 2. Communication e.g. mobile phone, video phone, video conferencing, information points 3. Entertainment e.g. games console, MP3 player, digital TV 4. Mobile access e.g. laptop, PDA, Wi-Fi, WAP 5. Data capture e.g. digital camera, voice recorder, scanner 6. Financial transactions e.g. ATM, EPOS, smart card Internet How the Internet Is Used The internet is used in many different ways such as; communication, finding information, publishing, commerce and for online learning. The most widely used facilities on the internet are; The World Wide Web (WWW), electronic mail (e-mail), newsgroups, chat and publishing. The web is the most popular and fastest growing part of the internet. It provides easy access to a vast range of information stored on computers all over the world. E-mail allows people to send messages from one computer to another almost immediately. It is widely used and has become an alternative to the conventional letter post, the fax, and telephone. Newsgroups are discussion groups that usually focus on one particular subject and therefore enable people with common interests to communicate. Chat is similar to a telephone conversation, except people type instead of talk. People can hold conversations with one or more people by typing their messages on the screen. These appear instantly on the screens of everyone involved. Publishing is not just for organisations or businesses. Anyone can create their own Web site or weblog and ‘publish’ their files on the World Wide Web. Benefits of the Internet There are a numerous benefits of the internet such as communication, information, downloading software, services and e-commerce. People can benefit from internet communication because people can communicate in seconds with a person who is in the other part of the world. We can also e-mail people from all over the world and we can chat for hours with loved ones. Information is probably the biggest benefit the internet offers. Any kind of information on any topic in the world is available on the internet. People can almost find any type of data on any kind of subject that they are looking for. There is a vast amount of information available on the internet ranging from government law and services, market information, new ideas and technical support. Another benefit is downloading software. This is one of the most happening and fun things to do using the internet. People can download countless games, music, videos, movies, and lots of other entertainment software from the internet, whic h are mostly free. Many services are now provided on the internet such as online banking, job seeking, purchasing tickets for favourite movies, guidance services on a range of topics, and hotel reservations. Often these services are not available off-line and can cost more. Ecommerce is the idea used for any type of commercial planning, or business deals that involves the transfer of information across the globe via Internet. Ecommerce has got a real incredible and wide range of products from household needs, technology to entertainment. The internet can also provide children and adults alike with a world of exciting opportunities. It offers: 1. educational games and programs 2. research information for school projects and business 3. the opportunity to communicate with people from all around the world 4. the opportunity to share resources and ideas with people that have the same interests 5. Shopping around the world without leaving a computer. Disadvantages of the Internet The internet can have some disadvantages such as theft of personal information, spamming and virus threats. Theft of personal information is a disadvantage because if someone uses the internet, they may be facing great danger as their personal information such as their name, address, credit card number can be accessed by other people. Spamming means the sending of unwanted emails in bulk which don’t provide a purpose. These illegal actions can be very frustrating for people. Viruses are programs which interrupt the usual function of computers. Computers attached to the internet are more prone to virus attacks. Entertainment How Entertainment Is Used Entertainment is used in several ways such as games consoles, MP3/4 players and digital TV. Games consoles are used as entertainment by playing games, watching movies, surfing the web and listening to music. MP3 players are used as entertainment by listening to music. MP4 players are used as entertainment by watching video clips, looking at pictures and listening to music. Digital TV is used for entertainment by watching TV programmes. Digital TV has over 30 channels to watch. Benefits of Entertainment There are various benefits of entertainment. Entertainment sets peoples minds free, keeps people chilled out, releases stress, and it makes people feel happy. Entertainment is fun and keeps people occupied for long amounts of time. You can also use entertainment anywhere in the world as you can watch movies, play games and much more on mobile devices such as mobile phones, iPods and tablets. Disadvantages of Entertainment There are some disadvantages of entertainment as people can get carried away watching a movie, playing a game on a games console or listening to music using a MP3 player can make people late to appointments and meetings. Entertainment can also steer people away from work or studying as entertainment is addictive. Mobile Access How Mobile Access Is Used Mobile access can be used to access different things while on the move using a laptop, PDA or other devices. Mobile access can be used to access emails and to surf the web. Mobile devices can be used to access the internet via Wi-Fi (wireless internet) or via WAP (Wireless application Protocol). Benefits of Mobile Access Mobile access can be used almost anywhere in the world even on Mount Everest. Mobile access is wireless so there isn’t the hassle of carrying wires around. The price of mobile access isn’t over priced either and in fact some Wi-Fi hotspots are free to access and use. Mobile broadband can also be used in areas which do not have broadband. Mobile broadband can also be pay as you go so it is paid for when it is used instead of monthly. Disadvantages of Mobile Access Standard broadband or home broadband can sometimes be a lot cheaper than mobile broadband. The speed of mobile access can be slower than standard broadband. The download/usage limits for mobile broadband are quite restrictive. Communication How Communication Is Used Communication can be used with mobile phones, video phones, video conferencing and computers. Mobile phones can be used to communicate by texting and voice calling someone. Video phones can be used to communicate by seeing the person someone is talking to on the phone. Video conferencing can be used to communicate by seeing and speaking to numerous individuals at once. Computers can be used for communicating by sending an email to someone, chatting to someone in a chat room and video calling or voice calling someone using a program such as Skype. Benefits of Communication Communication can be used all most anywhere in the world using many different devices. Some forms of communication can be free such as using a free messenger program on a computer for example Windows Live Messenger is free to chat to someone, free to call someone who has Windows Live Messenger using a microphone and video calling someone who has Windows Live Messenger. Programs like Windows Live Messenger and Skype can be used to communicate with people from all over the world for free. Disadvantages of Communication Communication can have some disadvantages as the cost of some communication devices can be expensive. Calling someone using a mobile phone can sometimes cost quite a bit. If a webcam is used to communicate to someone sometimes the webcam can be hacked so a hacker can see you. If someone communicates to someone using the internet and the connection is slow things could be misinterpreted. Data Capture How Data Capture Is Used Data capture is used to capture many different things for example photos, speech and documents. Data capture is used in different ways such as taking pictures with a digital camera, recording a conversation using a voice recorder, scanning a barcode using a barcode scanner and copying a photo or document using a scanner. Benefits of Data Capture Data capture is a great way of capturing memories by taking photos using a digital camera. It is also a great way for people who are in a meeting and need to remember what was said in the meeting, people can do this by using a voice recorder. Data capture is also very helpful in shops as products can be scanned for a barcode using a barcode scanner. Another benefit of data capture is that if a backup of a printed photo or document is needed then it can be backed up by using a scanner. Disadvantages of Data Capture Some data capturing devices may not capture data properly for instance a voice recorder may stop recording randomly or the device may not record properly causing voices recorded to be muffled. Another disadvantage may be that barcode scanners in shops may not be updated properly so some product barcodes can’t be scanned as they won’t appear on the system.