Computer Based Interactive Learning System

Chapter I The Problem and Its Background Introduction A computer based interactive learning mathematics system program created as a learning tool; lecture tutorials help people new skills by using a step by step process. Interactive tutorial deals effectively with students who exhibit challenging behaviors; it is also an important approach to such problems from a research validated theoretical perspective. Interactive lecture tutorial provides basic introduction to the behavioral model.By understanding and applying the behavioral model, it could increase the livelihood of intervening with problem behaviors andit is appropriate for a wide variety of personnel who work with students and exhibit challenging behaviors such as regular education teachers, special education teachers, school psychologist, school administration, counselor and pre-service teachers. On the other hand, the proponents wanted to provide reliable learning application that would help the existing manual process of l earning to its learners. This is through the development of computer-based instruction system in mathematics of PLT preparatory school.Objectives of the research project To design, developed, and tryout an M-TB-ML computer-based interactive learning mathematics competencies among kinder pupils in PLT College Incorporated. The interactive material will be in tagalog. Specifically the research project aims: 1. To identify the existing infractural materia (in pront form) used in learning mathematics for kinder pupils. 2. 3. To try this among a small group of pupils to determine its effort on their learning and enjoyment. Theoretical and Analytical Framework The paradigm shows the implementation of computer-based instruction system.This learning process design is a break-through in the field of education. With this, it provides accessibility, reliability and credibility to learners through efficient method, strategy and technique of instruction procedures. * Method * Strategy * Techniqu e * Accessibility * Reliability * Credibility Computer – Based Instruction System in Mathematics of PLT Preparatory School Significance of the Study This study is significant to PLT Preparatory School. Specifically, it is very beneficial to the following entities: Pupils – could have easier understanding that would relate well in the learning process.Teachers – could lessen the burden in the manual lessons preparation such as visual aids and test questions. Researchers – could provide reliable tool that enhances its learning process. Future researchers – could be an essential guideline and basis for future studies in line with tutorial design. Scope and Delimitation The proposed computer-based interactive learning mathematics limit itself for the preparatory school. When it comes to learning process, the integration of multimedia (e. g. sounds, videos) and animation (e. g. objects) is very much included for reliable delivery of lessons.In the asses sment process, examination is integrated with a friendly user approach through multiple of choices to learners. Progress chart for every learner is provided for monitoring purposes by teachers. Definition of Terms Computer-based – According to wiseGEEK (2013) stated as a term that can be used to describe virtually any kind of learning program using computers as a central staple. This approach to learning takes advantage of the interactive elements of  computer software, along with the computer’s ability to present many different kinds of media.Lesson Delivery – It is a systematic method/procedure of instruction to learners with the objective of imparting reliable knowledge. Lesson Accessibility – A method of instruction delivery that is easy for learners to adopt. On the other hand, it is a method that is internet-base delivery of instruction to learners. Lesson Reliability – It refers to the content of instruction that contains consistent knowle dge to learners. Method – It is a set of procedures that teachers utilize in the learning process to learners. Preparatory School – This is a level category in education that focuses on kids learning environment.Strategy – A  method  or  plan  chosen to  bring  about a desired  future, such as achievement of a  goal  or  solution  to a  problem (Business Dictionary. com, 2013). System – A  set  of  detailed  methods,  procedures  and  routines  created to  carry  out a specific  activity,  perform  a  duty, or solve a  problem (Business Dictionary, 2013). Technique –   a procedure used to accomplish a specific activity or task (Wikipedia, 2013). Teaching Process – are those things undertaken by the teacher in order to promote and support learning by the students (Webb, 2013). Teaching Tool – It is a device or instruments that can help in the teaching process to students.

An Analysis of the opening sequences of Luhrmann’s Essay

I think Luhrmann repeated the prologue three times to make people understand what was to come, because he did not add the last two lines which were ‘In which if you with patient ears attend, What here shall miss, our toil shall strive to mend.’ In other words, meaning that if you have not understood this prologue they hoped their hard work helps you understand it.  The first time the prologue is shown is when the news reporter is on the news reading out the prologue. She has a modern American accent towards this but it seems as if Luhrmann has kept to the old Shakespearean language; also, there is the picture of a ring in the corner. The sequence starts of with interference and then it tunes in onto the news, then the news reporter starts reading out the prologue. To put it in media terms I would say the first few shots of the zoom in creating a lead up to the extreme close up of the news reporter. I would say then that a medium close up was used until the second time the prologue was shown. I think this interpretation of the prologue represents how important and how serious the conflict between the families is and shows the end of both lovers also showing the end of the feud. The second time the prologue is shown, it shows a serious of pictures of Verona Beach according to the lines of the prologue, which is now read by a man. Either, he wanted to make the prologue stronger by doing that or make a change to get it stuck in people’s head. There are loads of newspaper cuttings but one of the newspapers shows both the families, which ends up in flames. It also shows images of two skyscrapers one with Montague on top and the other with Capulet also God (Jesus) is standing in the middle showing, I think this shows that the feud might have gone to far and God has now stepped in to stop it. Also at the end of this both the families are shown with the other characters apart from Romeo and Juliet. In the Mise-en-scene of the completely said prologue, there were close-ups of the families, medium shots, long shots, bird’s eye view shots, etc. The third time the prologue is shown the writing comes up. In addition, there are a few scenes from the film later on, which gives us an insight of whats to come.  This start gives us quite a lot of insight to the film this gives us a head start to whats to come from the whole film. In this interpretation, I think there were only quick shots used to give an effect of how quick the story went.  I think the audience might get a different feeling from each time the prologue because it shows different types of ways to express the prologue it shows the end, beginning and middle. In Act 1, Scene 1 the two families’ boys have a comical fight at a petrol station but it shows the first actual conflict between the families. The Montague boys go down to petrol station and to represent them they have loud rap music in the background, whereas when the Capulet boys arrive they have spaghetti western music to represent them so the director might be trying to say that the Capulet boys are more old fashioned and that the Montague boys are more modern. Luhrmann creates an atmosphere of many things in this scene but the main three things are tension, fear and excitement. I first of all think Luhrmann created this by showing the anger between both families this both created tension and fear of one another, he done this by introducing the boys and slowly setting the scene up till both families started being rude to each other. Both families show this by ‘Body Language’ and ‘Face Expressions.’ I think the Montagues though felt more threatened by the Capulets because when the Capulets appeared they suddenly had a sense of fear in them, which created quite a bit of tension. The next thing was excitement this was that of the fight they were going to have and because of the tension Luhrmann had created he had to even it out by using humour, I think he done this by using the tension he had already created. When he had one of the Montague boys licking his nipples to scare the nuns and when he had one of the women in the car hitting him on the head with her handbag. I think he used a cowboy film clichà ¯Ã‚ ¿Ã‚ ½, to make the scene more interesting and to make the fight presentable he used hidden typical cowboy props such as the flipping sign and music. But by doing this he has really stereotyped the western cowboy material but I am not trying to say that he is not doing what any other modern director does because they all stereotype in their films one way or another. I feel the opening scenes to a film are most crucial and I found that the opening scenes to Romeo and Juliet were quite substantial, the scenes of the prologue were quite short but short of this fact, it was very informative. However, I think it was difficult for Luhrmann to create the rest of the movie after such a good start but I think he done this during Act 1, Scene 1 by showing just how terrible the feud was in this case I mean hurting people who are not even involved in the fight. I personally think that the targeted audience for this film is from people aged  15 -30 years old as some of the violence would be too much for little kids, to take in and mostly the language and sense of this story would confuse them whereas if you showed it to an older person over 30 they would probably be more interested in a calm love story with not so much violence.  In my opinion, the opening scenes to this film were portrayed as an insight to the rest of the film. I see the representation of the prologues as a beginning, middle and end, but as the first act and first scene come up, I feel as if the whole film has started again but from a different angle. I also think that Luhrmann took on a great task and that was to re- enact Shakespeare’s greatest love story and I also think he done that well.

A Jury of Her Peers

A Jury of Her Peers Essay Susan Glaspells A Jury of Her Peers is an ethic drama that presents us with a mirror image of a society where men are considered superior to women in all actions. This drama take are reader, not on a murder mystery, but rather a strong human compassion of help for those in need.Author of this drama supports Minnie Fosters act of killing her husband, John Wright as a sign of standing up for herself. Even though killing someone in revenge of a dead bird seems to be meaningless, it has a much deeper meaning if seen through the eye of Minnie Foster. In this drama, the author uses characters and symbols to make the reader aware of the social injustice done to women, and in order to evoke a sense of self-worth in women reader. The characters in A jury of her peers plays a role which knowledges a reader about the horrors of the time period when the story takes place. Simply by the name Mr. Wright, tells us that men are always right when it comes to opposition against women. Men in this st ory are shown to be superior to their sub species, women. It shows us that anything a man does is always right even though it might be wrong, where else a thing that can be considered right, done by a women is shown to be wrong. This fact can be supported by the character of John Wright who is an abusive husband. Even though he treats his wife improperly, his actions are not condemned; where as Minnies character, who killing her husband just to stand up for herself is shows to be wrong.In this story men are given a bad role just to make a reader aware of that fact that how women were ones treated in our society. Women in this story play a major role not just because they are more talked about but simply because it makes a women reader to stand up for herself imagining themselves as the character in the drama, just as Minnie Fosters character did for herself by killing her husband. The author portrays the fact on women by giving them the role where they are inferior to men and that they have no voice or demands. even though the story revolves around Minnie Foster, Marth Hale can be considered as the main character . she is the protagonist in this drama and also a flat character. Even though she is a typical rural housewife, she shows her loyalty to her friend and supports her action of killing her husband from the very first . This loyalty to women follows her throughout the story and shows her ability to look past a situation and tell what is really happening in the lives of others. The next major character is Mrs. Peters, the sheriffs wife. The fact that she breaks that loyalty to save an a cquaintances distant friend that she only knows what she sees in her house about allows you to see the depths of the bonds of the sisterhood of women in need. This makes her the round character in the story. The author evokes vivid pictures in our imagination as we read this thought provoking story by using a bird, a cage, and a quilt. The term knotting a quilt is a parallel to the knot used in the rope to kill Mr. Wright. The quilt symbolizes Mrs. Hale and Mrs. Peters who join together as the jury that acquits Minnie of murder. Perhaps the symbol extends to a sisterhood joined together to eliminate spousal abuse. The cage symbolizes Minnies life spent trapped in the confines of a lonely existence, unable to seek adequate emotional or spiritual sustenance. By breaking open the cage door, Minnies husband had set her pent up emotions free to strike out like a hawk. READ: Building the atomic bomb EssayThe bird represents Minnies happy spirit and peaceful nature, killed by her husband for reasons we may never surely know. the killing of the bird that be associated as killing of Minnies own life. . The main purpose of the author in this drama is to make the reader aware of the social problem facing their society. No matter how excellently or how vividly symbols and character are presented in this drama we still are haunted by the disturbing actions that man species cast on the women species. This story makes a woman reader to reconsider her theory of loyalty towards her husbands; and makes a man reader to rejudged their actions on women, mainly his wife.

Green Sea Turtles Essay Example | Topics and Well Written Essays - 1750 words

Green Sea Turtles - Essay Example Last section is regarding their predators and threats. The report is summarized in a concluding paragraph and APA referencing style has been used properly both for in-text citation and referencing. Introduction Green sea turtles, or honu (pronounced hoe'-new), are those reptiles whose ancestors, around 150 million years ago, were known to have evolved on land and then moved to sea. These turtles are one of the oldest species which has seen the evolution and extinction of dinosaurs. It is important to describe here the biological classification of green sea turtles. Kingdom Anamalia Phylum Chordata (vertebrates) Class Reptilia (reptiles) Order Chelonia (turtles and tortoises) Family Cheloniidae (true sea turtles) Genus Chelonia Species mydas sub-species aggazizi (Hawaiian population) Structural Traits Green sea turtles possess all the traits of reptiles and the other species of sea turtles. They are cold blooded animals, meaning that they change their body temperature according to the environment or, in other words, take body heat from the environment. They breathe air and have scales on their bodies like many other reptiles. They have got their name because of the color of their body fat which is green. This green color is because of the algae or limu that they eat. An adult green sea turtle weighs over 500 pounds. Like all other turtle species, green sea turtles possess a hard and bony outer structure called shell whose function is to provide protection to the turtle from predators. This hard shell covers both the dorsal and the ventral part of the turtle’s body and is known to be the hardest and an exceedingly developed weapon that any vertebrate can ever possess.

The Role Motivation of Motivation in Curiosity and Creativity Essay

The Role Motivation of Motivation in Curiosity and Creativity - Essay Example In the classroom, motivation plays a significant role in learning in which in order for a student to attain its maximum, he must be an active participant in the learning process. He should focus his attention on the learning tasks and perceive it as a meaningful whole. He should be able to see the significance, meanings, implications, and applications that will make a given experience understandable leading to the reinterpretation of his behavior when they are not attained. All these can be possibly undertaken if the individual possesses a strong level of motivation. Again, curiosity plays the role of a buffer object to motivation. In the teaching-learning process, the learner needs to be motivated in order to undertake all academic tasks successfully. The most effective learning takes place when there is a maximum level of mental activity, which is attained through strong motivation; hence, motivation is basic to learning. Motivation is said to be a process in which the individual's attention and interest are aroused and directed toward definite goals (Gawel 2006), to the extent that his basic and acquired needs are involved. An individual is born with certain basic needs that seek expression and the extent to which he seeks these needs is conditioned by environmental influences and experiences. These experientially modified needs become the motivators of the individual, alongside stimuli that capture his curiosity and interests. Man possesses a built-in mechanism that pushes him to move forward, accomplish a certain task, and achieve a goal. By doing so, he intrinsically feels a certain degree of sense of achievement and a self-validation that erases self-doubts. Curiosity is the starting point of this, trailing the individual towards the path of motivation, which in turn, leads him to the attainment of his goals. Maslow's hierarchy of needs gives comprehensive scrutiny of how a felt need motivates an individual to accomplish it and satisfy the next levels thereafter. His theory clearly shows that the felt need is the element that makes the individual become motivated in acting upon certain tasks. The learning environment should always foster a felt need, commonly through creativity and curiosity, that the learners would, in turn, be motivated to satisfy it.  

Special education and collaboration Coursework Example | Topics and Well Written Essays - 1000 words

Special education and collaboration - Coursework Example Another component is the interaction process, which takes an interaction from the beginning to the end. Here there are such processes as problem solving and responding to conflict and resistance, which requires effective communication skills (Friend & Cook, 2009). Another component is a set of programs and services. These provide the baseline for the collaborative activities to take place. In these services, there are interactive processes that are meant to design and deliver student services takes place. The last component in the collaborative process is context. This is the surrounding where the collaborative processes take place. According to me, the most difficult component to implement is communication skills. This is mainly because of the diversities in cultural backgrounds that you come across when you meet different colleagues and parents. In this case, disagreements can easily come along since some people tend to be ethnocentric. For example, the student to be assisted may be living with grandparents, who may be illiterate, and can only communicate in their mother tongue. As a teacher, or any other team member, it will really need you to have the knowledge of that particular language, or else there will be no communication progress. The problem-solving process entails sequential procedures that have to be followed in order to come out with good results. The first step is to analyze the problem-solving context. Here, you examine the conditions related to the possibility of the problem-solving process to succeed. You also come up with ideas on what might happen if the problem is not solved. The next step is to identify the problem. In this case, you explore all data that can give information concerning the problem, having your main goal in mind (Friend & Cook, 2009). The next step is to find out if the amount of resources needed in addressing the problem in question. Here you can conduct some form of estimations and approximations. You will have

The analysis of the business strategies of Gene one Research Paper

The analysis of the business strategies of Gene one - Research Paper Example Moreover frequent changes in leadership in the Food and Drug Administration have further increased investors confidence in the same. Thus the board has made it a point to increase the company’s growth target by 40%. However this is not possible to happen without the company being made public in the coming three years. However, this is not free from some hurdles. It involves costs in the form of IPO capital for the new developments, costs in the form of advertisements and huge marketing expenses to retain success in the market. There is also an issue that investors have been becoming increasingly cautious about the biotech investments because of a prevailing scandal in human genome sequencing. Despite of the fact that it is a different company this is sure to create negative publicity for the industry at large. This would have to be overcome by showing that it possessed the leadership capacity and technology which was required to operate in future. Stakeholder Perspectives/Ethi cal Dilemmas The idea was to develop two new breakthrough technologies along with the development of six new and innovative products which would be based on the current technology. However, this would necessarily mean need for new technical expertise and skills which would consequently make the prevailing human expertise obsolete and redundant and this would consequently have impact on the employees in the organization. Changing the technology application and usage might call for job cuts and company downsizing. However, the situation would confront with certain ethical dilemmas and constraints. Job cuts would spoil the reputation of the company largely and abrupt changes in the present job structures and... The paper throws light on considerable opportunities for growth considering the high growth phase of the industry segment that the Gene One operates. However, in order to realize the ambitious goals of the company it is very essential to ensure organizational excellence. This calls for effective leadership skills on the part of the leader of the organization. The business leader must essentially have the vision and long term planning skills in order to ensure business growth. The leader must follow a democratic approach in dealing with the employees. This would ensure participation from all the quarters of the organization that would instill greater trust and confidence among the employees. In addition to this effective leadership in the organization would also ensure greater job satisfaction that would lead to motivation among the employees of the organization. This is very important as employees or the human resources are the ultimate assets for any organization and the success of an organization is highly dependent upon the performance of the workforce. Finally, there should be careful planning and co-ordination as well as risk management techniques that can help in monitoring and evaluation. An effective leader must also ensure complete responsibility of the entire project so as to ensure long term sustainable competitive edge for the organization in the long run so as to help make Gene One a corporate giant as well as a formidable brand in the global market and help maintain sustainability and profitability in the long run.

DELACROIX Essay Example | Topics and Well Written Essays - 500 words

DELACROIX - Essay Example h envoy’s delegation would stay in the North Africa for six months, spending most of the time in the city of Tangier1.Travelling around Algeria and Morocco (after France conquered the former) with the diplomatic mission, the painter carefully â€Å"documented† everything he saw. Capturing the images of exotic lands, Delacroix created numerous sketches, drawings and watercolors. In these images, the painter sought to depict silhouettes, lifestyle, garments and manners. Eventually, impressions that Delacroix got in this trip, served as a rich source of inspiration for his further works. The excerpts from his journal remind of paintings, too. The artist described rather briefly the events that took place during the journey: the mission’s moving through the country, the Jewish wedding, the audience at the emperor’s and others. In addition, there are mentions of exotic Eastern traditions and customs, like that of the Moors described in the note from March 11. While reading his journal, the painting enthusiast would be inevitably enraptured by aesthetics of Eugene Delacroix notes. The genuine artistic nature is clearly seen through the journal notes – the soul of a painter is reflected virtually in every sentence: instead of granting much attention to the events – as ordinary people do – Delacroix was mostly interested in details. It is not the ritual of Jewish wedding celebration that he depicted in his notes, but the surrounding and people. He described clothing, face traits and other details that probably wouldn’t be even me ntioned in a journal of an ordinary person: â€Å"pretty Jewish woman; vest, sleeves, gold and amaranth. She is silhouetted halfway against the door, halfway against the wall.†2 This description of a Jewish woman present at the celebration of the wedding illustrates a peculiar artistic approach – the author doesn’t pamper the reader with exquisitely built complex sentences, this is more similar to operational notes. However, the

How the Depiction of Hindu Women in the Holy Vedas affects Societys Essay

How the Depiction of Hindu Women in the Holy Vedas affects Societys View of Them - Essay Example The above statement is probably tied to the depiction in the Hindu Holy Scriptures as dependents on men and beasts of burden. Both Abdul Khasem and Col Gurnam Singh have written articles pointing out some parts of Hindu scriptures that disparage women. Moreover, they appear to have different motives for writing these articles. Col Gurnam Singh writes seeks to provide actual proof from the Vedas on how Indian women were exposed to cultural, social, and economic problems right from the Vedic age and down through the centuries. Abdul Khasem, however, seeks to address Hindu fundamentalists and show that Islam is not the only religion that has reason to draw concerns over its depiction of women and their role in society. THEMES AND CONFLICTS IN BOTH ARTICLES Singh first addresses common issues that are mostly experienced by women in Hindu society such as female infanticide, sati, dowry burning, and other types of social suppressions. Singh contends that when such disturbing incidences, wh ich the Indian government keeps alleging have been wiped out, keep taking place, it is not because of the excuses commonly offered by Indian politicians. According to Singh, in the recent past, every excuse from corruption, social degeneration, and even ‘evil’ influence by Muslim and Christian factors has been used to explain why women are often mistreated in shocking ways within Hindu society. Singh then moves on to describe special sects such as â€Å"the Digambara  sect of Jainism and its deeply held belief that no woman can enter into a state of Moksha- which essentially describes a type of ‘oneness’ with god† (Singh). Singh further uses the words of revered Hindu saints such as Sankra Deva, who allegedly lived in the fourteenth century and was recognized as a Hindu saint, Yogi Gorakh Nath, and Sant Tulsidas to depict how misogyny is actually an accepted part of the Hindu religion. These three Hindu holy men all disparaged womankind and made sl anderous statements about the role of women in the degeneration of humankind as a whole. The theme of Abdul Khasem’s article is also based on the disparagement of womanhood in the Hindu scriptures; moreover, Khasem uses actual verses from the Vedas to prove is claims. Whereas Singh addresses the issue of the Hindu religion’s belief that women have filthy souls and so can actually contaminate men and cause them to lose their focus on the path to righteousness, Khasem addresses how through the discussion of practices such as sati, the unintelligent nature of women, and unnatural acts of bestiality forced upon female figures in the Vedas, the supposedly holy Hindu scriptures appear to want to inspire in the reader a feeling a kin to revulsion at the existence of all women. Khasem also addresses the fact that Indian gods (such as Indra) have asserted â€Å"that woman has very little intelligence† (Khasem). Such statements, naturally, will be used to consign women to drudgery with the excuse that they would cause unnecessary problems if they were allowed to exercise their minds in performing more intelligent tasks. In Hindu society, motherhood is the most glorified status a woman can aspire to, according to the Veda. In modern society, most Hindu women, particularly successful business women or women who have careers outside the home, appear to be uncomfortable about challenging this belief. It is not uncommon for women to become mothers and resign from high paying jobs at the peaks of their careers. In spite of the fact that such women claim to be modernized, they are uncomfortable about speaking on the choice to resign from lucrative positions to be stay at home mothers. This is an indication that they have been indoctrinated to accept the belief that if they cannot be mothers and the primary

Globalization, Foreign Direct Investment (FDI), or Multinational Essay

Globalization, Foreign Direct Investment (FDI), or Multinational Corporations (MNCs) - Essay Example On the other hand, poverty and inequality emanates from disorganization and injustice among the developed countries in the global market who instead should work at developing the global economy to greater levels. According to Cohn’s perspective, globalization entails activities that assist countries and societies to broaden and deepen thus increasing their interdependence around the world. Broadening and deepening is the establishment of links and using them to increase the regularity and intensity of the communications, transactions, relationships and general interactions among the involved societies and states. Globalization has led to developments in management and other significant sectors in the corporate world as companies come up with excellent strategies to overcome the competition and as a way of keeping up with the trends1. The vast growth in international market relates with developments in areas such as communication and transportation technologies that are key facilitators of the strategic links between the participating states and Multinational Corporations (MNCs). However, globalization’s impact varies in the different countries and in most cases; it threatens th e domestic autonomy causing issues among the local economies. Upon entry into the international market, countries take up new roles and responsibilities, that allow them to make any policy choices. The policy choices are the determinants of states and societies’ experiences of globalization i.e. unity and cooperation or fragmentation and conflict. Multinational Corporations (MNCs) are companies that distribute goods and services across borders with an aim of spreading ideas and controlling assets in more than one state. They play a significant role in globalization and economists argue they make the greater part of it. MNCs mostly practice Foreign Direct Investments (FDI): in order to manage rights and control economic transactions in different states. Realists link globalization with

Essay About Biology Essay Example for Free

Essay About Biology Essay Most people have to choose subjects that are necessary for there future jobs and concentrate on them. But there is always some secret desire to know more about some particular things. If I could study a subject that I have never had the opportunity to study I would choose â€Å"Anatomy† which is a branch of Biology . First , Studying Biology is important for a number of reasons, but in particular because it is used in every field. If we did not have a good understanding of Biology then nobody would be able to understand how bodies work, and how life on earth functions . Biology has many branches including : Anatomy – Astrobiology – Cryobiology -Entomology- Oceanography etc .. But I would like to choose Anatomy due to some reasons . Anatomy is the identification and description of the structures of living things. It is a branch of biology and medicine which can be divided into three branches : human anatomy, zootomy (animal anatomy), and phytotomy (plant anatomy). Studying â€Å"Anatomy â€Å" not only lets you see how the world around you and your body works, but why it works that way. It gives you the knowledge to look after your body and others around you , lets you understand things you might never have done before, and helps you to learn and understand the structures and functions of the major body systems. Also It allows us to build and improve technology that allows people to be cured from illnesses or diseases and allows a society to obtain better overall well-being and health. Finally , Without biology there would be no doct ors. There would be no hospitals and there would be no real way to help people with the problems that they experience with their body. It is because of the progression of biological studies that the worlds population is healthier than ever before. For this reason I think Its incredibly important for biology to continue being studied with its various branches in schools, universities , colleges and all over the world .

Primary Commodity Exports and Civil War Essay Example for Free

Primary Commodity Exports and Civil War Essay Fearon’s study particularly pertains to the evaluation on which particular countries are actually prone to undergoing situations such as civil wars. In this article, he along with his co-researchers found out certain elements that contribute to the increase of threat towards the possibility of a country undergoing a civil outburst. According to the said researchers, the most important issues that needs consideration on this part of the situation is the emergence of countries that are involved in primary commodity export appointments in the field of international trade. Apparently, it is in this article that poverty has been noted to be a reactive result of several globalization approaches which also brings about the possibility of social chaos giving way to civil war. The bridge that was supposed to keep nations together through globalization is now serving as the strongest reason of gap between people around the world and even within countries. The widening gap is also producing serious consequences for the richer nations. This is because of their growing dependence on the raw materials of the nations of the â€Å"Third World. † But now these nations have changed their attitudes about how their resources will be used, and paid for. An example of this was the action taken by the oil-producing underdeveloped nations, sending shock waves throughout the industrial lands. For many decades, the poorer oil-producing nations had to sell their oil at a relatively cheap price. Recently, these nations banded together and agreed to quadruple their prices. The poor nations have laid down a clear challenge to the rich nations. They will no longer passively accept what the industrial nations have assumed for more than two centuries. That assumption was that there would always be cheap raw materials available from the poor nations. No longer is this the case. However, the dilemma of the poor nations is that most of them are not blessed with abundant raw materials. Most of them lack abundant mineral and oil resources. They are largely agricultural lands, and in bad years, they have nothing to fall back on to sell to other nations. Therefore, they will not have the money to buy the food and other things they need to help them in bad years. That is just what is happening now to various countries in Africa, Asia and Latin America. The main idea of studying the way people live in the society is to see how far they have fared in making their way to progress. However, contrary to the aimed unified progress, development is usually shifted only to the â€Å"haves†. Yes, the world may be seemingly unfair, equality may even seem too impossible to be achieved, but through a unified effort, having an equal community could still be worked upon by the entire human civilization; something that is most needed to avoid possible outburst of civil war. Bibliography Fearon, James. Primary Commodity Exports and Civil War. Journal of Conflict Resolution, Vol. 49, No. 4, 483-507 (2005).

English As An Additional Language

English As An Additional Language Over the past decade, there has been much discussion and research into factors affecting the performance of pupils with English as an Additional Language (EAL) in mainstream secondary schools in the United Kingdom. Recent studies in the UK have focused on the relationship between factors such as gender, ethnicity, pupil mobility, parental occupation, entitlement to free school meals and educational achievement. Nevertheless socio-economic status (SES) continues to be the most important single determinant of educational and social outcomes. The nature of the relationship between socioeconomic status and student achievement has been the point of argument for years, with the most influential arguments appearing in Equality of Educational Opportunity (Coleman, et al., 1968) and Inequality (Jencks, et al., 1973) in the United States of America, and a number of commissioned inquiries in Australia (Commission of Inquiry into Poverty, 1976; Karmel, 1973). How SES influences student achievement is not clear, and there have been many theories to explain the relationship. In one scenario, school students from low-SES homes are at a disadvantage in schools because they lack an academic home environment, which influences their academic success at school. Another scenario argues that school and neighbourhood environments influence academic success, so that low-SES schools are generally lower-performing, and that only extremely resilient young people can escape the fate of low academic achievement. How governments interpret the SES-achievement debate influences education policies designed to ameliorate educational disadvantage, so it is important to point out the contribution SES makes to achievement at both student and school level. This study seeks to find out what level of performances EAL pupils have achieved in recent years and what are the overriding factors that determine their achievement in Modern Foreign Languages (MFL). A central characteristic of provision for EAL students in mainstream classrooms in the English context is that it can best be described as patchy and varied (Bourne, 2007; Leung, 2002; Leung Franson, 2001: 155; McEachron Bhatti, 2005). Given the ever-increasing number of EAL pupils in schools, the outcomes of the study will permit me to evaluate their progress in MFL and will also aid my own professional development. The research will also aim to arm me with a wide variety of experiences outside my specialist subject area. As part of this element of the study I am required to carry out some research into any aspect of general school life, with the objective of learning through reflective practice. This study has two elements. The first aspect includes studies of how EAL pupils perform in foreign languages. This section will seek to provide interesting points of comparison between their Home Language, their English Language Acquisition and the Target Language studied. In this context, the research should also shine some insight as to whether there are other external factors such as demographics, economical or social influences that can impact on the learning of EAL learners. The second will examine the various ways in which EAL learners perform generally in English and what trends can be drawn from research over recent years. I will be looking at current concerns such as the barriers of language, the effects of schooling on children from poor families, and the kind of interventions that would make a difference adapting to a different social and school environment. The investigation will focus on the performance of pupils with EAL and I will situate this analysis within the context of a mainstream secondary school situated in London. The school in question which holds a Language College Status will be referred as School E for anonymous purposes. It is a mixed establishment which counts approximately 650 pupils between the ages of 11 -16, and where 15 % of pupils have English as an Additional Language. Ten students aged eleven to fifteen years, who are currently learning French or Spanish, agreed to take part in the study: three monolingual English speakers and seven pupils with EAL. From this sample there was one girl who was originating from Ivory Coast, one boy from Cameroon, two girls from China, two boys from Portugal, and one girl from Spain. For the most part they can be described as being relatively recent arrivals to the UK as they have arrived within the previous six months to two years with a moderate level of English, little English or no English at all. Students such as ours often have different language and social experiences than so-called mainstream or home students, but as recently settled residents they do not fit the model of foreigners learning English. In UK cities there is a good deal of movement and settlement of people from diverse backgrounds. In London schools it is not unusual to find 40% (or more) of the students from ethno linguistic minority homes (Baker Eversley, 2000). At this time there is no nationally recognised policy or strategy for EAL learners although there are individual schools and local education authorities that offer strategies, policies and expertise for these pupils. Hence the outcome of this research will decipher whether school E is adept, skilful and well resourced in EAL provision. On the first week of conducting the study, my aim was mainly to build up a good professional relationship with the pupils who took take part of the study. I also ensured finding out the correct pronunciation of each childs name and made them aware of mine. In addition, I collected their background information and use EAL levels as well as English stages to contextualise their achievement data. There is evidence to suggest that background information will ensure clarity in determining how cultural factors and linguistic experience influence progress and will also inform teachers planning. Government publications have strongly recommended the use of achievement data to target EAL learners in schools and classrooms. For example, the Assessment of pupils learning English as an additional language recommends teachers gather and use data such as gender, age, ethnicity, prior education, years of UK education, first language details including literacy, key stage test results and cognitive ab ility test scores to decide on appropriate action for individual bilingual pupils. (DfES, 2003). The research that was carried out with the EAL learners involved several weeks of informal induction that included a peer buddying arrangement to help them adjust to school routines. The emphasis for these new arrivals was on supporting English language development and promoting awareness amongst their peers and understanding of their new environment. Circle Time sessions were put in place after school to consult and involve pupils and for further developing peer support skills. As a result, students developed fantastic resources to promote a welcoming ethos around the school and classroom, by making presentations, displaying their multi-lingual posters, artwork, and booklets outlining the role of buddies. They have also consulted pupils, through written questionnaires and conducted a school assembly. I investigated MFL learning techniques using active approaches such as role play, repetition and other strategies. Simple signs with language captions were displayed around my classroom and I found that EAL students made significantly more contributions to my lessons since I was breaking instructions down and providing important teaching resources such as visual stimuli. I have used some visual support and where possible used real objects such as examples, photographs and good illustrations to facilitate learning. The majority received language support with specialist teachers and classroom assistants that took place during normal class times within the framework of the National Curriculum. Ive also implemented a club for extra languages support which was given on a one-to-one basis or in small groups during lunchtimes where conversation was taught explicitly in relevant contexts, as was vocabulary. Outside the classroom, I have used very practical methods: taking children out to local shops, walking around school and taking photographs which became meaningful to them. Hence, I intended to broaden our monolingual pupils knowledge and understanding of the wider world as I was looking for new challenges; I wanted the international dimension to become part of the school ethos, to be integral to childrens daily learning and not to be just a meaningless add-on, or a tick in the box. I strongly believe EAL pupils should be actively encouraged to value their native language. The greater the skill they possess in this, the greater the progress in the acquisition of the second. As I observed my EAL pupils partaking in English lessons I noticed that some of them were often shying away from writing, while they may have been fluent in their spoken English; their formal written assessment was much more of a challenging obstacle to overcome. I became aware that pupils ability to learn a completely new language is beneficial because it puts each student in the same boat. It also came to my attention that through learning a new language, monolingual English speakers had more empathy for those who have come into the class not speaking English. In one interview, one of my monolingual pupils was quoted as saying Its nice to have something that we can all learn together Nicola Davies, chair of the National Association for Language Development in the Curriculum, said: Language learning can be helpful as English speaking pupils encounter the kinds of problems that new arrivals face as well as promoting intercultural understanding. In addition to supporting pupils learning English as an Additional Language, School E also endeavoured to support parents. For the purpose of the study, families have been encouraged to attend normal school days with their offspring and this provided an opportunity to see parents and children engaged with others. These sessions allowed Parents who had little or no understanding of English an ideal platform to understand how schooling in the UK works. Few parents were involved in translating signs for the school and were invited into school to work alongside children and other parent helpers in the classrooms. My students and their parents were very receptive to language learning, and their experiences included several languages. For the purpose of this research I exchanged information on traditional food with a school in France and managed a live videoconference. Enthusiasm soon spread since the children were excited about learning a new language and the teaching staff motivated and inspired. This was extraordinarily motivating for our pupils and they voluntarily wrote thank you letters to the French teacher in the Target Language. Then we celebrated international events, and enriched the whole curriculum. We had themed weeks focusing on particular countries, inviting parents to lunches where pupils prepared typical dishes. One of our pupils even had a Chinese cake for his birthday! This study affirms that supporting and valuing EAL pupils previous learning is important for their development. It was also useful for the study to discover their heritage country and languages spoken in their home in order to celebrate their faith and customs. Rather than separating it into home languages, Modern Foreign Languag es and English, it was all under the umbrella of languages. Recent research has shown that there is a strong link between proficiency in the first language and the development of a second, or third. This is because the more competent EAL learners become in their home language the more competent they will become in MFL. The skills from the first language transfer across and allow the childs proficiency to grow. In accordance with all these suggestions and following on from my observations and personal experiences, I would affirm that pupils who learn a foreign language will not be detracted from learning English, rather it will support it. From my view point it is also important to allow children to use the home language in the setting if he or she wants to because if they remark that their language is recognised and valued their self esteem and identity could further develop. Language and culture are inextricably entwined and an awareness of this could assist EAL children in developing a healthy self-perception. During the study, I decided to focus on the progress of the seven EAL pupils from my sample, specifically investigating their ability in my own subject area. I had noticed that these pupils appeared to have an aptitude for learning languages, yet they were often placed in low-ability groups, so I set about gathering evidence to substantiate my theory. Furthermore, I became aware that 5 of my EAL pupils were at risk of underachieving, as they were placed in sets corresponding to their level of English rather than to their cognitive ability in MFL. I also detected that some of them were implementing knowledge of their mother tongue to facilitate the target language learning, so they could potentially obtain higher grades than native English speakers and should be given every opportunity to demonstrate these abilities. EAL is an under-researched area in the UK context, but much of the available research, including the EAL policies of School E presents similar findings. The research indicates that for EAL pupils to succeed, communication between EAL specialists and other school subject departments is vital. Researchers are unanimous in their conclusions that EAL learners should be in a set corresponding to their intellectual capabilities, regardless of their level of English, as EAL pupils make more progress and learn more quickly working alongside fluent users of English who are good language and learning role models (DfES, 2005). My two year 9 students, both from French-speaking Africa, came to the UK when they were 12 years of age and were taught French because of their background. It later transpired that French lessons were too easy for them and a decision was made to teach them Spanish instead. They were eager to learn and made incredibly good progress in Spanish, whilst also mastering English which equated to a good level of their home language. On the other hand the two girls who were from China found learning Spanish harder to grasp, this was not helped as they formed their own inner circle speaking only in their home language. The fact they arrived at School E at the same time may have played an influence to them not interacting with other students and during MFL lessons it became apparent that they were becoming withdrawn. Although multilingual family and friendship networks played key roles in supporting their day-to-day school work and future ambitions, I remarked that silence and self-study emerge as key survival strategies for these EAL students. The pupils who came from Spain and Portugal adjusted well to school life after just one year and this was reflected in their knowledge and comprehension of French. They actively participated in oral activities and became fully engaged during lessons. However they underachieved when it came down to English. A recent study at Goldsmiths College found that Portuguese students who attended mother tongue classes were five times more likely to achieve five or more A* to C grades at GCSE than those who did not attend (NALDIC, 2005), which supports the pro home culture argument. The contentious role of the mother tongue makes assessment of EAL pupils another highly complex area, for example, there has been discussion of whether all pupils should be assessed in English to preclude prejudice (Mills, 2002). Many EAL studies focus on specific ethnic groups rather than on all learners, but all investigations that I have examined emphasize the importance of valuing the mother tongue and culture of the EAL learner (Scarcella, 1990:54). Although conflicting opinions regarding treatment of EAL learners are not apparent, problems arise from attempting to put theory into practice. In 2008, OFSTED declared provision and support for EAL pupils outstanding in School E, yet I observed inconsistent adherence to the EAL policy, which appeared to place EAL learners at a disadvantage. In order to analyse the current situation, I will use my personal experience in the MFL department within the context of School E to synthesis this research. To aid research preparations, Fischer (2001) solicits, As you think about your teaching, how do you know when something really went well? What do you feel you are good at? How did you get good at it? I believe that all of these questions can be answered through teacher-pupil interaction, consideration of examination results and observance of best practice, along with learning from mistakes. For this reason, I have focused a large bulk of my research on one-to-one sessions with my EAL pupils. I carried out my research on their learning outcomes by discussing the MFL situation informally with pupils and teachers, but as this evidence will be subjective, it is not a reliable enough foundation on which to base my conclusions. My main source of evidence will be to set lists and examination results because these are totally unbiased a nd factual. The negative side of this sort of information is that it does not provide details on pupils levels of ability nor on the motivation in the subject. I will analyse the number of EAL pupils in different sets, and I predict that there will be a higher proportion of EAL pupils in low-ability sets. I will use original set lists from the beginning of the school year, before any set changes, to ensure there is no duplication of data. As this evidence is statistical, there is no potential for biased data manipulation, so I am certain that all information collected will be true and accurate. Although previous research concluded that EAL pupils should be placed in sets corresponding to their cognitive ability rather than to their level of English, prior to this I had not found any evidence that this was not happening in school E. It was perhaps presumed that schools would follow advice from professionals and heed research into the field, but this investigation has proven that in School E this is certainly not the case. Although EAL pupils in School E appear to be achieving higher MFL GCSE grades than non-EAL pupils, they are consistently placed in low-ability sets in Key Stage 3, which could have negative consequences on them gaining better MFL results. In addition to set lists, I will examine 2007 MFL GCSE results to evaluate the performance of EAL pupils. The downside is that as MFL is no longer compulsory at Key Stage 4, the GCSE group at School E was small, so I will also use 2008 mock GCSE examination results for this school. Again, this information is based on figures so there is no possibility for prejudiced conclusions. From an ethical viewpoint, it is imperative to remain objective throughout and guard the anonymity of any participants in the research. In School E, more EAL pupils were present in low-ability than high-ability sets, but the difference between top and bottom sets is significantly reduced during Key Stage 3. In Year 7, 7.4% of top set and 32.4% of bottom set are speakers of EAL a difference of 25%; in Year 8 the difference is reduced to 16.2%; and in Year 9 to just 10%. This implies that School E places EAL pupils in the bottom set until they have proven that they are capable of more, rather than giving them the opportunity to demonstrate their ability from the outset. As confirmed by the decrease in range of EAL pupils between top and bottom sets from Years 7 to 9, some EAL pupils must be proving themselves and being moved into higher-ability sets. However, previous findings that EAL pupils learn more quickly working with fluent native English speakers (DfES, 2005) are being disregarded, as in low-ability sets this is not always possible, due to the fact that non-EAL pupils are often stretching themselves to understand the work so do not have the time or ability to help EAL learners. Foreign languages are new subjects which give pupils with learning difficulties the chance to make a fresh start. However, behavioural difficulties, which are more common in lower-ability groups, also affect progress. In brief, the outcomes of previous research seem to be being overlooked, and EAL pupils are put in sets with no consideration of linguistic skills already acquired through learning English. Some manage to demonstrate a higher level of ability and move sets, but others never gain this opportunity. This further supports one of the issues highlighted by Mills (2002), that assessment of EAL pupils is extremely difficult. This study has in fact uncovered more questions than answers. At School E, although an EAL policy exists and specialist advice is available, these are often overlooked, so further research into the practicalities of the philosophy may be beneficial here. Vis-Ã  -vis GCSE results, having predicted that EAL pupils would outperform non-EAL pupils, the outcomes of this investigation show that EAL pupils may achieve higher grades in Spanish, but that French may not be affected. Further research, using a larger sample of pupils studying a variety of Modern Foreign Languages, perhaps at a language college, where all pupils must study a language to GCSE level, would be necessary to obtain a definitive conclusion. Since EAL pupils appear to perform better than non-EAL pupils at GCSE level, at least in Spanish, it would be advantageous for them to be in a high-ability set from the beginning of Year 7. From this study, it is clear that current assessment criteria for setting pupils should be modified in some way for EAL pupils, and in case of doubt, they should be placed in a higher-ability set until a more accurate recommendation can be made. What does this suggest about the experiences/expectations of EAL pupils studying MFL? This, alongside school catchment area, parental backing and degree of specialist support available in the area, is a major influencing factor that could be considered in future investigations. To discover the true national picture, research would have to be completed in a wide variety of schools across the country, as this investigation has already shown two vastly different operational approaches. The completion of this research greatly enhanced my understanding of the way in which pupils with EAL learn foreign languages, which has assisted me with developing new teaching strategies to accommodate these pupils and integrate them into lessons where they may at times be in the minority. It has also increased my awareness of the difficulties schools come up against when faced with placing EAL pupils into sets for modern languages, particularly if they arrive into the UK education system midway through their schooling, sometimes with little or no previous education in their country of origin. I am aware of the situation, in future I will always keep careful track of the progress made by EAL pupils in my classes, and at the slightest sign of underachievement, I will do my best to move them into a different set, using this research to support the case. Hopefully, however, a suitable means of assessment will be devised in the near future to test the true capabilities of EAL pupils, thus eliminating the need for such action. By making this research available to others, I hope to increase the awareness of other teachers and professionals of the actual situation of EAL pupils learning modern languages in schools today, and in doing so enable them to enhance provision for the specific needs of EAL pupils learning in our education system. In conclusion, the support setup in operation for EAL pupils at School E has been successful at identifying areas to meet the needs of EAL pupils, and it has also paved the way for further research into the domain. It has enhanced my professional development and influenced my future in teaching by making me aware of the situation and assisting me in providing evidence to substantiate what I suspected through observation of the system that EAL pupils often have an aptitude for learning other foreign languages and that their needs are different to those of non-EAL pupils, so must be met by different means. One possible way to begin meeting the needs of EAL pupils more successfully is to ensure that research findings are more extensively published, and therefore reach a wider audience.

William Faulkner’s Barn Burning: Abner Snopes Character Analysis Essay

William Faulkner’s short story â€Å"Barn Burning† describes a typical relationship between wealthy people and poor people during the Civil War. The main character, Abner Snopes, sharecrops to make a living for his family. He despises wealthy people. Out of resentment for wealthy people, he burns their barns to get revenge. Abner’s character over the course of the story is unchanging in that he is cold hearted, lawless, and violent. First, Abner’s unchanging character shows his cold heartedness. After being sentenced to leave the country for burning a man’s barn, he shows no emotions to his family. During the story, there was not a time when he apologized or offered a word of encouragement to them. His tone of voice when talking to them is bitter and bossy, and he never said thank you. Later in the story after they had arrived at their next house, he orders his wife, her sister and his two daughters to unload the wagon. He walks with his son to DeSpain’s house where he entered without given permission, and proceeded to wipe his feet that was covered with horse manure, thus staining the rug. â€Å"Abner moves through life with no regard for his fellow humans and with no respect for their right to material possessions† (731). After being told to clean the rug, Abner took a rock and further ruined it. His coldness is shown when he demands his two daughters to clean the rug in pots of lye and then hanging it to dry. Later in the evening Abner calls his son to get to retur...

Marketing Management Essay -- Technology, The Internet

Introduction Internet technology growth has a huge potential such as it reduce the costs of goods, services delivery and expand environmental boundaries in bringing buyers and sellers together. Internet permits small businesses to gain and maintain an access market that helps them to compete with huge industry. The information and communication technology revolutions, globalization have taken a movement in the economy of world from production based to economy of knowledge based. Internet has also changed the method of business is being conducted the way that it will take important achieve to consumers and transactions. In the present age, Internet is playing an increasingly significant role in consumer daily live. Consumers use the Internet various reasons ranging from only collecting information to purchasing product online. Internet shopping has been becoming a significant current approach for marketing, and along with the increase to a higher level of customer consciousness, my study intends to propose a theoretical framework for customer satisfaction in internet shopping. The Internet invention can create and/or improve competitive advantage based on two perspectives. At the first, businesses can incorporate and establish an accurate market segmentation mechanism (Ryan, 2004), seeing that market segmentation information can help marketing managers learn more about their target market, take enhanced stock of market through the process of product growth (Kotler and Keller, 2006) and enhance the opportunity of delivering and creating personalized goods and services throughout a better understanding of the feelings and motives of the targeted customer segment. Second, studies have often applied various hypothetical bas... ...ular website, they are still to be expected to find substitute sites and switch to them. Compare information and find other websites that provide similar products or services which is easy for consumers. In online shops, the relationship between loyalty and consumer satisfaction is weaker than offline shops (Anderson and Srinivasan, 2003; Terblanche and Boshoff, 2010). Objective of customer buying studies highlighted the role of such as factors that are service quality, equity and value, customer satisfaction, passed loyalty, expected switching cost and brand favourite (Hellier, 2003). Attitude towards online shopping and intention to shop online are not only related to ease of use and fun but also to numerous exogenous factors such as consumer traits, situational aspects, product characteristics, preceding online shopping experience and confidence (Monsuwe 2004).

Beloved :: essays research papers

A TREE CAN BE A HEAVY LOAD TO CARRY Throughout our lives, we have all had our own â€Å"tree† carved onto us. Whether it is on our back, in our heart, in our soul, our hands or feet, we can all share the knowledge and pain our lives have borne. So there is an understanding of how and what Sethe has had to bare throughout her life, and every branch of her tree has its individual story to tell. Not only has she been affected by the choices she has had to make, but also everyone who has come in contact with her have been affected. One branch of Sethe’s tree tells of her killing her baby and another tells of the guilt she has felt throughout the years and the near destruction of her from the haunting of her dear â€Å"Beloved’s† ghost. Another tells of her boys running away and another tells of the neglect that her younger daughter has had to face. Because of this guilt, she almost paid for it with her life. However, the stages that her mind her took through with coming to terms with her involve ment in Beloved’s murder, her redemption of that burden, and near madness were the elements that helped to guide her through the guilt. From the redemption of her guilt, Sethe has learned that when a branch of her tree has weltered a little, which means that her family bond is not as strong, the tree does not die, because it has a strong root. A root that represents all of the sorrow’s of her life, but she is still strong and is willing to fight to get rid of the weltering branches and sprout new ones, which represents new hope, new life and new beginning. In comparison with Sethe, many of us could probably relate to Sethe and the tragedies and devastations she has had to face. Like her, we and the people around us have had to face death, neglect, uncertainties, self-doubt or inner demons. Sethe explains that she took her baby’s life in order to save her from the treacherous world that she would have greeted. She did not want her baby to grow up in slavery like she had to, or starve because she did not have any milk to feed her. â€Å"†¦.and I could not let her nor any of em live under schoolteacher.

Summarise The Main Development Of A Child

Although the development of each child is unique to the individual, there are certain ‘milestones’ that need to be achieved before a child moves on to the next stage of its development. These milestones, or averages, are used to assess the development of an individual child, all the time recognizing that different children will reach these milestones at different times.There are five defined areas of development that can be observed during childhood and these are physical, intellectual, language, emotional and social development. I will look at these areas in turn, noting the average milestones that can be expected during the early years.PhysicalIn the first two years of life we see probably the most accelerated physical development in a child’s life. They move from being unable to hold their own head up to being able to walk and run with confidence.When a baby is born it will be very limited in its physical abilities, spending most of its time lying on its back. However by the end of 3 months a baby will begin to lift its own head, kick vigorously and follow the movement of its own hands. By 6 months it will be able to grasp objects, often trying to put them in its mouth. By one year most children will be moving either by rolling, shuffling or crawling (some will even be able to walk unaided by this time).In the second year there will be the further development of mobility skills such as jumping, walking up and down stairs and being able to throw and kick a ball, though they may still lack confidence in catching a ball.Between the ages of 3-5 a child’s physical development will have come on in leaps and bounds – literally! They will be able to run, jump, ride a tricycle, throw and catch a ball, balance, hop and move to music. Their  fine motor skills have developed to the point that their drawings will now resemble the subject.By the age of 8 they will have developed both physically and in confidence so that they will be abl e to jump from a height, ride a bicycle without the aid of stabilisers and will have grown in agility and coordination.IntellectualIn the early months of a new-borns life they will begin to focus on faces and, in time, reach and grasp for objects that are close by. By the time they are 9 months old they will enjoy simple games (such as peek-a-boo) and be amused by more complicated objects. By the end of their first year a child will have begun to imitate those around it and will also be aware of how people react to their moods.Pretend play becomes part of the child’s life by the age of two and will continue in complexity over the coming few years. By three their fine motor skills will have developed to the point where they can hold and control a pencil. Over the next two years their memory and concept of time will develop further and they will begin to recognize letters and numbers, being able to read simple words and count with confidence. For the most part, their inquisitiv eness will know no bounds resulting in numerous questions.From age 6-8 they will gain confidence in their numeracy, literacy and motor skills.LanguageCommunication for a 0-3 month old baby is limited to crying, gurgling and cooing. However over the following few months a baby will learn how to laugh and will begin to imitate sounds they hear. By the age of one they will have begun to understand and respond to simple instructions, and may be using simple words themselves. By the age of 2 a child may be using a limited number of words in speech, however they will understand a great many  more.Between the ages of 3 and 5 a child may experience some frustration in speech as they find it difficult to communicate exactly what they are meaning but they will continue to develop verbally and will become more inquisitive, asking questions and often understanding far more than they speak themselves.By the age of 8 a child will be able to converse at a much more mature level and will have a w ide vocabulary to draw upon.EmotionalThe first signs of emotional development are seen when a baby begins smiling at around 5-6 weeks old. They will often respond to the attention given to them by others with a smile and will enjoy the interaction of another’s voice. However in the second half of the first year a baby will begin to show a distinction between those people they know and those they don’t, often becoming distressed if the main caregiver is not within sight.By the time they are 3 they have become much more aware of their own feelings and why they feel a certain way. And by the age of 5 they are able to hide or control their own feelings and are beginning to understand others’ feelings.Between the ages of 6 and 8 years old a child may become more competitive and assertive. This can lead to more demanding behaviour.SocialFrom birth a baby will learn to adapt and respond to the people around them. They will show pleasure at interactions with others but will probably show a preference for their main caregivers. By the age of two they will enjoy playing with other children but, as with any other skill, they will need to learn how to socialise, for example, learning to share.Over the next few years a child will grow in confidence and will engage much more in social settings – making friends, taking turns and learning to negotiate. They will become much more aware of ‘self’ – their gender and culture – and will be developing a sense of right and wrong.Between the ages of 6 and 8 some children will become very sociable, forming many friendships, sometimes with one particular ‘best friend’, whilst others will step back from social situations, preferring to spend more time alone.Analyse key social, economic and environmental factors, which may influence developmentThe key social factor for any child that can affect its development, both positively and negatively, is that of relationships. A child in a loving and healthy relationship with a parent or primary caregiver will be more able to form healthy relationships with others; they will be in an environment where they can develop better social skills and be more self-confident.The National Scientific Council on the Developing Child (US) states that, â€Å"We have long known that interactions with parents, caregivers, and other adults are important in a child's life, but new evidence shows that these relationships actually shape brain circuits and lay the foundation for later developmental outcomes, from academic performance to mental health and interpersonal skills.† (Centre on the Developing Child, Harvard University: 1)There are a number of ways in which parents or significant caregivers can help to steer the course of a child's development. These include the way a child is nurtured, stimulated and modeled certain behaviours. For example having developed verbal skills will affect a child’s social develo pment. A child whose parents talk to them frequently will likely be better equipped to engage verbally with other children. Babies listen to their parents' conversations even before they can understand language and learn the basics of conversation before they begin speaking. Talking to a child frequently can encourage strong verbal skills, which, in turn, will encourage good social skills.Economic factors can also have a substantial bearing on a child’s development. Factors such as persistent poverty, inadequate house and poor nutrition can all have a detrimental affect on a child’s development.A study by Lisa Harker for Shelter in 2006 found that: ’Achild’shealthygrowthanddevelopmentaredependenton many factors, includingtheimmediateenvironmentin which they live. Research has demonstrated thatchildren’slife chances (the factors thataffecttheircurrent and future well-being) areaffectedbythe standard of their housing.’ (Harker, 2006 : 2) The s tudy goes on to outline the effects that poor housing can have on a child’s health, both mental and physical, education and life chances.Poor nutrition is another threat to a child’s continued development. Poor diet during early development (0-3yrs) can lead to learning and memory deficits, lower IQ and school achievement, and behavioural problems in childhood (Mcgregor, (1995), Lui et al, 2005 : 3). Children also require a varied environment in which to interact and explore. Actively engaging all of their senses stimulates brain cells and encourages growth. Therefore stimulation with appropriate toys and equipment in early childhood can have a significant impact on the child’s development.Describe children’s overall development needs.To progress in such a way that a child will reach the majority of their developmental milestones within a given timeframe a child needs, first and foremost, a positive loving relationship with a significant adult(s). This ad ult will provide for the basic physiological needs of the child (appropriate healthy nutrition, human touch and shelter), the safety needs of the child (keeping him/her safe from dangers in the immediate environment, safe from abusive relationships and making sure the child has access to appropriate health care) and the social needs of the child (unconditional love, room to explore and play and interact with other children and adults and giving them a sense of a place to belong). These foundational building blocks, which the significant adult puts in place in a child’s life, pave the way for a child to be able to develop further in all five of the defined areas of development.

Cemex

Read the management Focus on Cemex and then answer the following question: a. Which theoretical explanation, or explanations, of FDI best explains Cemex’s FDI? b. What value does Cemex bring to a host economy? Can you see any potential drawbacks of Cemex’s inward investment in an economy? c. Cemex has a strong preference for acquisition over greenfield ventures as an entry mode. Why? d. Why do you think Cemex decided to exit Indonesia after failing to gain majority control of Semen Gresik? Why is majority control so important to Cemex? e.Why do you think politicians in Indonesia tried to block Cemex’s attempt to gain majority control over Semen Gresik? Do you think Indonesia’s best interests were served by limiting Cemex’s FDI in the country? Answer: a. The theory that best explains Cemex’s foreign direct investment (FDI) activity is that of internalization due to limitations of licensing or also known as the market imperfection approach. Cem ex wanted to expand horizontally because it wanted to reduce its reliance on its home market and provide some stability in the demand for their product.Also, they saw opportunities abroad and it could provide their service, which required building very personal relationships with the distributors and the builders themselves. Lastly they had spent a lot of time working on their information technology system that allowed them to control their supply and it was part of their competitive advantage. Due to their unique business model, they would not be able to get the same value by licensing their business thus they had to internalize the business abroad and directly set up business abroad. b.

Broken Family Essay

Family is the basic unit of society. This is the most essential component of a country. A home is where a family lives. It may be alternated to the word ‘house’ but a house is more appropriately referring to the material structure, whereas ‘home’ refers to the intangible things that bind together the family members. It is the immeasurable love and care that keeps together the mother, father and their children. However, no matter how ideal a family in the terms of their relationship, there are still hardships and misunderstandings that will come along the way. It is just part of any relationship anyway. But, the sad part is when one of the family members gave up and the others have no choice but to accept and let go. Thus, the family starts to be broken. A family can consist of a father, mother, and children. They all live in the same house until they are old enough to leave. Broken Family is a family with children involved where parents are legally or illega lly separated whose parents have decided to go and live their lives separately for several reasons/problems. A broken family is one where the parents (mother and father) of a child or children have split up and no longer share a single family home as a family unit. This is also known as a broken home. Have you ever heard the expression â€Å"A family who’s eats together stays together†? Well, that is true, but and emotionally broken up family means that the family has grown apart, fights all the time, doesn’t get along. It doesn’t just take a toll on the family, it takes a toll on the family members. No one wants a broken home. Even if they say they do. Broken family is a major problem of the society that should be given enough attention. The behaviour of family setup affects the social, economic and political aspects of a country. It should not be taken for granted as if it will fix the problem on its own. Unconditional love and eternal care should be the foundation of every family. It should always be remembered to keep the family away from the thoughts of sepa ration. This study may be student beneficial to the student to balance between their studies and the pain they faced/encounter. This study is significant to the researcher since it is an opportunity to develop skills in conducting research. For the future researcher, this study will serve basis for the conduct of future researcher. Specially, this study sought to answer the following questions: 1. How this situation/problem affects their studies, particularly in academic subjects? 2. What are the possible solutions to overcome this problem? This study was conducted to determine the effects of a broken family to the study of their children. The expected output of the study will be settlement of the effects of a broken family tto the studies of their children. This study takes only 10 students having the same problem/situation and focus onlt on the affects of a broken family to the studies of their children. The study will be conducted at University of Southern Mindanao (USM), North Cotabato from February to June 2013. Society = is the people who live in a country or region, their organizations, and their way of life. Essential = is extremely important or absolutely necessary to a particular subject, situation, or activity. Relationship = between two people or groups is the way in which they feel and behave towards each other.

Preparing for Employment in the Travel and Tourism Industry Essay

A) * Identifying customers needs 1. There should be a staffing plan for any company 2. When a vacancy arises for whatever reason, the impact of the vacancy should be considered against the staffing plan. 3. There may be an opportunity to move staff into different positions better suited to company needs 4. Sometimes major restructuring takes place without a vacancy having arisen, due to changes in the business or economic circumstances of the company, for example a takeover of another company or a major economic downturn. * Job descriptions A job description is a general statement explaining the purpose, duties and responsibilities of a job. It should include the following:- 1. Job title and department 2. Job purpose- the main duties of the role 3. Responsibilities – to whom the job holder is responsible, and all the responsibilities of the post 4. Physical conditions – where the work is performed, the hours, any hazards or special conditions 5. Social conditions – in teams, with client, or alone 6. Economic conditions – salary range, commissions, bonuses, pension, sick pay 7. Prospects for promotion and training. 8. Date it was written – this is important because duties and responsibilities may change over times. * Person specifications A person specification is used to match the right person to the job. It describes a desirable personal attributes of the job holders. It is usually based on a seven-point plan which includes:- 1. Physical make-up – does the job require any special physical characteristics such as strength, good eyesight or height? 2. Attainments – what type of education is needed? What special occupational experience or training is required? 3. Intelligence – how much general intelligence should be evident? 4. Special aptitudes – is a skill in writing or drawing needed? Does the applicant need o be reliable or hard working? 5. Circumstances – does the applicant need o be mobile? Does he or she have to travel away from home? 6. Interests * Advertising Advertising is used to find suitable candidates. There are many possible locations for placing advertising. The most important consideration is reaching the right people, but cost must also be taken into account. The following could be used: – 1. Job centre – usually used to recruit unskilled or semi-skilled staff. As the department for education and employment provides the service which is free. Job centres will also pre-interview for the company. 2. press – local press is ideal for local companies 3. Radio – frequently used for recruitment; more suitable for local jobs. 4. ‘Milk round’- companies visit universities searching for suitable graduated applicants. 5. Internet – on their own websites or through specialist recruitment sites. 6. Recruitment agencies – general or specialist. There are specialist travel and tourism agencies. To fill a permanent position, the agency charges a percentage of the annual salary for the post, so they are expensive. * Roadshows When companies send their recruitment team to venues in major cities to undertake a recruitment drive and it is often called a roadshow. They advertise their presence locally and potential applicant turn up and find out about career opportunities with that company. ‘The milk round’ is a particular type of roadshows when companies travel to universities in an attempt to recruit students who are about to graduate. * Recruitment agencies There are organisations who earn their income by charging a fee to companies for undertaking their recruitment for them. Some are specialist companies. An example of a recruitment agency specialising in travel and tourism is Holiday Resort Jobs, and they have an online resort jobs directory. * Short-listing applications The initial methods of selection involve comparing applications to the job specification and person specification. A list of essential criteria may be used, which will result in many applications being rejected by the organisation. At Canvas Holidays an interview checklist is used to help decide who should be short listed. Essential recruitments include availability, a bank account, and experience (which should involve working with the public), experience of overseas travel or camping. Desirable recruitments include a language and experience of working with children. * Telephone, group and individual interviews * Psychometric testing These are used to test ability or personality. They usually take the form of fairly lengthy questionnaires and the respondent is judged as suitable for a position or not depending on the responses given. The tests are used to support other selection methods rather than as a selection tool that stands alone. * Offer of employment If a person is successful at interview then they can expect to receive a letter which constitutes an offer of employment. This is followed by a contract which lays out the terms and conditions of employment and it will include details such as:- 1. hours of work 2. location 3. start and finish times/shift times 4. holiday entitlement 5. rate of pay * Contracts A contract is an exchange of promises between two or more parties to do, or refrain from doing, an act, which resulting contract is enforceable in a court of law. It is a binding legal agreement. The contract lays out the terms and conditions of employment and it will include details such as:- 1. hours of work 2. location 3. start and finish times/shift times 4. holiday entitlement 5. rate of pay * Induction B) From the prospective of the application, include a description of the different stages including:- * Researching opportunities Before a person applies for a job they have to carry out research to find suitable jobs to apply for and can find jobs in these sources which are as follows:- 1. Newspaper (local and national) 2. Trade magazines such as Travel Trade Gazette and Travel weekly, leisure opportunities and caterer online 3. Careers specialists 4. Recruitment agencies 5. Company websites * Producing a CV Curriculum vitae literally means an account of your life, it is a summary of your own work experience, education and skills. The purpose of a CV is to bring a person to the attention of an employer and get them to the interview stage. Everyone’s CV should be constantly updated, and although you will keep a basic CV on file you should adapt it to fit the particular requirements of each job you apply for. Of altering the emphasis of the CV to make the relevant points stand out. Your CV should include: * Personal information * Work history * Education * Skills * References Personal information Give your name, address, telephone numbers and e-mail address. There is no need to give your gender, marital status or number of children, if any. No need to mention your age either, but if you are young it is a good idea to put your date of birth as there may be jobs you are not eligible for because of you age. Work history This is where you list all your employment, starting with you current or latest job. If you have never has a job, include any periods of work experience or voluntary work you have done. For each job give the job title, the name of the company and what it does, if it is not well known. Add a list of your responsibilities in that position, list them too. Education List your qualifications. As with work history, start with your most recent qualification or course. Include schools from secondary onwards. Do not include GCSEs below ‘C’ grade. Writer the name of the college/ school and against it the qualifications you achieved there. Skills List any other skills you have. Examples include languages, with an indication of your level, driving, licence, and first-aid certificate or lifeguard qualifications. Include your key skills and IT qualifications here too. For IT, say which software packages you can use. References It is usual to include the name and addresses of two referees. One must be an employer or tutor. Alternatively, you can state that referees are available on request – this gives you time to ask referees for permission to give their contact details. Profile Some people choose to start their CV with a brief personal profile. It sums up your skills and experience and gives the employer an instant idea of whether you are suitable for the post. It can easily be adapted to fit a particular post. * Speculative enquiries Letters of application may be speculative- this means a letter is sent even if you don’t know whether a job vacancy exists. * Responding to advertisements When you are writing a response to a job advert, you must always remember to make sure you say which advert you saw the job. Highlight your skills, qualities and qualifications that match job. * Preparing for interview * Advanced preparations The individual has to prepare their interview clothes the night before. They also have to prepare for the question that might be asked from them about the company, why they would like the job? They also need to research their journey, the time it will take to arrive at the place where the interview is being held. The individual must also research about the company for example products and services. * Telephone screening Telephone interviews are very common, they are less time consuming. The telephone interviewee can create an impression of themselves to the other person that is interviewing them on the other end of the phone (telephone interview) 1. Here are a few tips to prepare you for the duration of your telephone interview * Stand up-good body language will affect your voice * Use appropriate language, not slang * Introduce yourself * End the call properly 2. When you are specking :- * Use your voice to make a good impression * Make sure points are clear over the phone * Attending interview * Personal presentation The dress code is very important; you have to look smart for all of your job interviews Make sure that all of your clothes are clear, crease free and your shoes are polished. Make sure you are clean and well groomed. * Projecting a positive image and attitude Make sure that you are friendly at the interview, always make sure that you engage very good eye contact with your individual also have to make sure they know their information from the interviewer about the company. Always remember to be confident * Body language Pay attention to your body language during the interview, make sure that you appear relaxed not stressed. * Responding to and asking questions Questions are often asked about instances where you are able to demonstrate your skills prepare example of questions that may be asked in the real interview. * Time management Always be punctual and on time for all of your job interviews. To save time work out your journey route a few days in advanced for your interview and pre-buy coach/train tickets before your interview day. * Evaluation You may have to apply for many jobs before you receive an offer for employment. Some companies will offer you feedback. If you receive good feedback you have shown your strengths to the interviewer in order to obtain your ideal job! If the feedback from the interviewer is bad, then they will notify you about weaknesses for the interview that took place. After this procedure, you need to reflect on these weaknesses and make sure that you turn these weaknesses into strengths * Responding to job offers If you are offered a job, and you wish to accept it, you may receive and accept the offer by telephone but make sure that you formally accept the job offer in writing. * References It is usual to include the name and addresses of two referees. One must be an employer or tutor. Alternatively, you can state that referees are available on request – this gives you time to ask referees for permission to give their contact details. Task 3B (M2) * Researching opportunities Before a person applies for a job they have to carry out research to find suitable jobs to apply for and can find jobs in these sources which are as follows:- 1. Newspaper (local and national) 2. Trade magazines such as Travel Trade Gazette and Travel weekly, leisure opportunities and caterer online 3. Careers specialists 4. Recruitment agencies 5. Company websites * Producing a CV Curriculum vitae literally means an account of your life, it is a summary of your work experience, education and skills. The purpose of your CV is to bring you to the attention of an employer and get you to the interview stage. A person’s CV should be constantly updated, and although you will keep a basic CV on file you should adapt it to fit the particular requirements of each job you apply for. Of altering the emphasis of the CV to make the relevant points stand out. Your CV should include: * Personal information * Work history * Education * Skills * References Personal information Give your name, address, telephone numbers and e-mail address. There is no need to give your gender, marital status or number of children, if any. No need to mention your age either, but if you are young it is a good idea to put your date of birth as there may be jobs you are not eligible for because of you age. Work history This is where you list all your employment, starting with you current or latest job. If you have never has a job, include any periods of work experience or voluntary work you have done. For each job give the job title, the name of the company and what it does, if it is not well known. Add a list of your responsibilities in that position, list them too. Education List your qualifications. As with work history, start with your most recent qualification or course. Include schools from secondary onwards. Do not include GCSEs below ‘C’ grade. Writer the name of the college/ school and against it the qualifications you achieved there. Skills List any other skills you have. Examples include languages, with an indication of your level, driving, licence, and first-aid certificate or lifeguard qualifications. Include your key skills and IT qualifications here too. For IT, and you should also talk about which software packages you can use. References It is usual to include the name and addresses of two referees. One must be an employer or tutor. Alternatively, you can state that referees are available on request – this gives you time to ask referees for permission to give their contact details. Profile Some people choose to start their CV with a brief personal profile. It sums up your skills and experience and gives the employer an instant idea of whether you are suitable for the post. It can easily be adapted to fit a particular post. * Speculative enquiries Letters of application may be speculative- this means a letter is sent even if you don’t know whether a job vacancy exists. * Responding to advertisements When you are writing a response to a job advert, you must always remember to make sure you say which advert you saw the job. Highlight your skills, qualities and qualifications that match job. * Preparing for interview * Advanced preparations The individual has to prepare their interview clothes the night before. They also have to prepare for the question that might be asked from them about the company, why they would like the job? They also need to research their journey, the time it will take to arrive at the place where the interview is being held. The individual must also research about the company for example products and services. * Telephone screening Telephone interviews are very common, they are less time consuming. The telephone interviewee can create an impression of themselves to the other person that is interviewing them on the other end of the phone (telephone interview) 1. Here are a few tips to prepare you for the duration of your telephone interview * Stand up-good body language will affect your voice * Use appropriate language, not slang * Introduce yourself * End the call properly 2. When you are specking :- * Use your voice to make a good impression * Make sure points are clear over the phone * Attending interview * Personal presentation The dress code is very important; you have to look smart for all of your job interviews Make sure that all of your clothes are clear, crease free and your shoes are polished. Make sure you are clean and well groomed. * Projecting a positive image and attitude Make sure that you are friendly at the interview, always make sure that you engage very good eye contact with your individual also have to make sure they know their information from the interviewer about the company. Always remember to be confident * Body language Pay attention to your body language during the interview, make sure that you appear relaxed not stressed. * Responding to and asking questions Questions are often asked about instances where you are able to demonstrate your skills prepare example of questions that may be asked in the real interview. * Time management Always be punctual and on time for all of your job interviews. To save time work out your journey route a few days in advanced for your interview and pre-buy coach/train tickets before your interview day. * Evaluation You may have to apply for many jobs before you receive an offer for employment. Some companies will offer you feedback. If you receive good feedback you have shown your strengths to the interviewer in order to obtain your ideal job! If the feedback from the interviewer is bad, then they will notify you about weaknesses for the interview that took place. After this procedure, you need to reflect on these weaknesses and make sure that you turn these weaknesses into strengths Task 3b (M2) use the guideline you produced in task 3b (a) as the basis for a detailed assessment of your personal performance when applying for work and for attending an interview. Research opportunities Before a person applies for a job they have to carry out research to find suitable jobs to apply for and I did the same thing to find the right job for me. Ways to find cabin crew jobs are as follows:- 1. Newspaper (local and national) 2. Trade magazines such as Travel Trade Gazette and Travel weekly, leisure opportunities and caterer online 3. Careers specialists 4. Recruitment agencies 5. Company websites For my research opportunities I used the Virgin Atlantic and the cabin crew careers website to find out about the company and to get detailed information of what and what not Virgin Atlantic provides to their member of staff. Also to get information about what they want in their staff and what the roles and responsibilities of cabin crew when working with such a big company like Virgin Atlantic. Producing your CV Curriculum vitae literally means an account of your life, it is a summary of your work experience, education and skills. The purpose of your CV is to bring you to the attention of an employer and get you to the interview stage. I updated my CV before the day of interview so that whatever I have gained so for which I have forgotten to put down could be updated and to also show how much experience I have gained. Your CV should include: * Personal information * Work history * Education * Skills * References Personal information In personal information sector I have put down my name, address, telephone numbers and e-mail address. I have not put down my gender, marital status, because there is no need for me to put it down in a CV. I also don’t have to mention my age, but sometimes you are young it is a good idea to put your date of birth as there may be jobs you are not eligible for because of you age. Work history This is where I have listed all my employment, starting with my current or latest job. This includes all the work experience I have done. For each job I have given the job title, the name of the company and what it does, if it is not well known. I also have added a list of my responsibilities in that position. Education I have listed all my qualifications. Starting with my most recent qualification or the course I am doing. I have also talked about my secondary school education onwards. I have not included my GCSEs below ‘C’ grade. I have also put down the name of the college/ school and against it the qualifications I have achieved there. Skills I have listed all the other skills I have other than my education. Examples include languages, with an indication of my level. I have also included my key skills and IT qualifications too. For IT, I have motioned about the software packages I can use. References It is usual to include the name and addresses of two referees. One must be an employer or tutor. In my CV have put down that the referees will be available on request – this will gives me time to ask referees for permission to give their contact details.