Math Lesson Plan :: essays research papers

Lesson Plan GuideTopic Math (To investigate and explore propagation facts)Objectives In this activity, students leave alone investigate and explore multiplication facts.The students departWork in groups to device a plan for making a multiplication matrixConstruct a multiplication matrixReflect on the patterns they observe in the matrixMaterial For each group1 cm power power grid paperfull sheets of papergluescissorsFor the class36 X 48 butcher paperPreparationMake approximately 10 copies of 1 cm grid paper on colored paper for each group of students.Cut one piece of 36 X 48 butcher paper.Start the multiplication matrix by placing four or five rectangles on the matrix.Procedure a.Mini-lessonI will begin the lesson by masking the class the multiplication chart I prepared. I will ask pivotal questions to start a dealion, What do you think this chart shows?, What do the office numbers mean?I will point to a rectangle and ask, What can you break up me about this rectangle?I will hold up a grid paper rectangle with 4 rows of 6 and ask, How many rows are in this rectangle?, How many squares in each row?, How many in all?I will then ask the students Where do you think this rectangle belongs on the chart? (I will encourage students to use the rows of language to help in determining the placement of rectangles on the chart).Next, I will say Today you will be give outing in groups to create a multiplication matrix.I will tell students that they need to devise a plan to make sure that all of the rectangles they need to show will fit on the butcher paper.I will point to an empty space on the matrix and ask, What will the rectangle for this space look like?, What equation will you write on it?We will discuss how although 2 X 4 and 4 X 2 have the same product, the two problems mean different things.b.Group WorkAs students work together to construct the multiplication matrix I will visit with groups and ask some of the following questions1.What part of the matrix are you working on now?2.How did you organize the cutting?3.Were there any problems? Tell me about them.4.Did you change your strategy?5.Did you find tricks to make the cutting faster? Show me what you did.

Feminism Essay -- Womens Right, Equality

The past century saw women in Britain gain control of their fertility, find out access to education and establish their status as equal citizens. The British social order came a long way from 1890s when women in Britain were de jure restricted to the point they could non enter a contract, own property or have parental rights unmarried women were challenged by society and pressured in to union (British History Oxford, 2007).The womens rights and suffrage movements in the period between 1832 and 1918, which is known as The first feminist wave, aimed to challenge the idea of women being the subordinate sex and demanded equal rights. This so called first wave ended with the Royal Assent to the Representation of the People Parliament Act being passed in 1918, which given women the ability to vote and recognised females as equal citizens (Fraisse, 1993). Following work will assay the position of women in todays society and barriers that clog gender equality. The focus will be on the conflict between feminist ideals, assumptions and demands behind what known as womens lib. Feminism has evolved dramatically over time, which makes conclusion a widely accepted set of feminist ideas an impossible task. However, Websters dictionary (2007, p230) defines feminism as a theory of the political, economic, and social equality of the sexes. Therefore, feminism is based around the idea of men and women being equal. On the other hand, feminist is also defined as an organized activity on behalf of womens rights and interests (Webster 2007, p.230). This exceedingly ambiguous definition suggests that any socially or politically active woman can be considered to be a feminist, so the ideas of feminists do not always coincide with the philosophy o... ...ens favour. Therefore, it is extremely difficult to determine what gender receives the larger income over a lifetime. With this in mind, modern feminism appears to be aimed at total equality, where every adult receives same wa ge and employers are controlled by the government. The feminist philosophy, on the other hand, preaches equality purely in healthy and political rights. A number of conservative feminists believe the battle for equal rights was won when in 1928 women were enfranchised (British History Oxford, 2007). It caused social transformation in Britain and emancipated women. This philosophy is relevant in modern society because it can be beneficial in any country where women experience hard ship overdue lack of legal equality. Further legislation aimed at improving equality in the UK needs to consider possible side effects, and should promote equality for all.

Breastfeeding vs. Bottle Feeding Essay -- Nutritional Advantages of Br

Nutrition and breastfeeding are subjects that can relate greatly to each separate. New mothers are in a need of information regarding breastfeeding. Mothers hold the information and instructions on how to breastfeed at the hospital where they bear their children. That information is essential in the decision making process of whether to breastfeed or not. Still the clear choice for mothers everywhere is breastfeeding for several important life affecting reasons. Breast milk is highly nutritional, protects from various diseases, ideal in growth, promotes bonding, and is respectable for the mother in a recovery process after labor.People tend to find other ways to feed the new born babies other then breastfeeding. That way is the usage of baby formulas. manytimes mother tend to use formulas instead of breast milk. Below are some of the reasons why a mother may choose to feed her baby with a formulaThe mother or baby has a chronic illness or condition. An sample is a mother with H epatitis B. The mother may use prescription medications or other drugs. These may be passed through the milk and harm the baby. The mother is return to work and finds breastfeeding too difficult. The mother is uncomfortable with the process.All of these reasons are acceptable, and mothers know the possible consequences of their actions. Breastfeeding usually goes on for within the first twelve months of infants life nevertheless, on that point are some extreme breast feeders that do it for years. Although most mothers try to breastfeed the infants no matter what condition they are in. A vitamin called Colostrums is high in protein, zinc, and other minerals. It contains less fat, carbohydrates, and calories t... ... or woman should get pregnant in order to lose weight. Females should not do that because it is just a scientific accompaniment that affected not all individuals in the same way.Nutrition and breastfeeding are essential parts of the nursing mother. It is essential bec ause without it we would have a world with sick, underdeveloped, malnutritioned, and shady individuals. Fortunately breastfeeding gets rid of all these extremities. Feeding from the breast is something that protects not only the mother, but the baby too. There is nothing else in the world like it. Some nutrients in it are only found in a human body. What else could a mother ask for? All the diseases that are easily acquired by a defenseless organism of a baby are now stoppable because of the mothers natural resistant and supplier of necessary material. That resistant and material is breast milk.

The Culture of Cola: Social and Economic Aspects of a West African Domesticate :: Botany

The Culture of Cola Social and Economic Aspects of a West African DomesticateThe area of study known as economic botany is a wide-ranging one, but is most often concerned with the relationship between humans and the plants they utilize for food and medicine and raw materials for shelter, tools and other material needs. Less often mentioned, although not entirely neglected, are those plants that may be seen earlier as being of less obvious and direct material benefit to the people who use them. The testis of the cola tree provides an example of such a plant product, one of limited nutritional or material use, but being of very great social importance. Among the various cultures using it, the cola nut plays important cultural roles in virtually every aspect of life, from birth to death. The cola tree belongs to the Sterculiaceae family and is indigenous to West Africa, especially the nations of Sierra Leone, Liberia, tusk Coast and Nigeria, but is found eastward to Gabon and the Con go River Basin. The genus Cola is comprised of about forty species, but the most commonly used are Cola verticillata, C. genus Anomala and C. nitida, with the last mentioned two being of the greatest economic importance (Lovejoy, 1980). Cola is related to the cacao tree, but is taller (up to 30-40 feet), and has smooth bark with longitudinal cracks and dense leafing with large, leathery oblongate leaves alternate on large petioles. It has small cup-shaped flowers borne in clusters on short pedicels in the leaf axils. Both male and hermaphroditic flowers are found, although the latter are functionally female since the anthers are not pollen-shedding. The fruits are borne on young branches and form a star-shaped cluster of pods, usually numbering five, with distributively follicle bearing 4-10 chestnut-sized seeds. C. nitida is dicotyledonous, while C. acuminata has more than two cotyledons, and may have six or more (McIlroy, 1963). Traditionally, the nut is used as a masticatory i n a manner similar to that of betel-nut. Its popularity is due to the large amounts of caffeine and smaller amounts of theobromine, kolatin and glucose it contains, all of which act as stimulants and may be mildly addictive (Lovejoy, 1980). Its stimulant issuing also makes it useful as an appetite suppressant, and it was often used as iron rations for armies on the march, allowing large distances to be traveled while carrying a marginal of food (Sundstrom, 1966).

The Importance of Sound in William Shakespeares Macbeth Essays

The Importance of Sound in Macbeth Macbeth, the shortest and perhaps darkest play by Shakespeare, is a tale of over-riding ambition, human nature, and supernatural meddling. Macbeth is the main character in the play, and although he begins the story a loyal subject and brave hero, the power bestowed on him poisens and corrupts him until he eventually turns evil and seeks more, to his downfall. As the central figure of the play, Macbeth sets in exertion a sequence of events that brings about the destruction and eventual rebirth of Scotland, giving the play an essentially dark tone. There are, however, varying degrees of evil, subtly different in texture and context. One way Shakespeare indicates the styles of evil throughout the play Macbeth is through the use of sounds. Sounds in the play fall under four categories nature, man-made, the sounds of battle, and human cries. The source category of sounds used are that of nature, which symbolize evil deeds and closing. Animal sounds most prevalent throughout the play are those of birds, specifically those of owls and ravens. Traditionally, owls symbolize death and to hear the call of one is considered ill omened. In Act II, Lady Macbeth - a creature of evil herself- comments, Hark Peace / It was the owl that shrieked, the fatal bellman, / which gives the sternst estimablenight (II, ii, 3-5). The goodnight referred to, pretty ironically, is that of eternal sleep, as she knows King Duncan has just been murdered, perhaps at the very moment the owl called. This omen could have been interpreted as either good or ill by her, since her designs were evil and the owl could have represented the Darkness acceptance of her, or as a foreshadowing of her own sinking into darkne... ...ird) interchangeable all together. And so it is, and always shall fair be foul and foul be fair. Works Cited De Quincy, Thomas. From On the Knocking at the Gate in Macbeth. Elements of Literature, ordinal Course. Eds. Robert Probst, et. A l. Austin Holt, Rinehart and Winston. 1997 330-331 Evans, G. Blackemore. Macbeth. In The Riverside Shakespeare. Ed. G. Blackemore Evans. Boston Houghton Mufflin Company. 1974 1307- 1311 Imagery in Macbeth. Anonymous. September 15, 2014. Http//www.123helpme.com/view.asp?id=3880 Imagery of Disease and Corruption. Anonymous 2. September 15, 2014. Http//www.123helpme.com/view.asp?id Importance of the Last Two Scenes in Macbeth. Anonymous 5. September 15, 2014. Http//www.123helpme.com/view.asp?id=7195 Macbeth. Anonymous. September 15, 2014. Http//www.sevarg.net/school/booknotes/Macbeth.txt

Imperialism :: essays research papers

ImperialismImperialism is the domination by one country of the political, economic,or cultural life of another country or region in order to increase its ownwealth and power. Imperialism during the period following the Age ofExploration, when European countries acquired colonies to support mercantilism,can be called old imperialism. In the nineteenth century, a new era ofimperialism began, this time spurred on by the Industrial Revolution.Some reasons for imperialism were political, economic, and social. Theseare some political reasons. Feelings of nationalism itensified by dint ofoutEurope during the nineteenth century. nationalism in the extreme promotes theidea of national superiority. Industrialized countries therefore felt they hadthe right to take control of weaker areas. Countries also tried to increasetheir power by means of the control of more land and people.Economic causes also led to imperialism. As a result of the IndustrialRevolution, countries needed colonies for R aw materials to feed the ever-increasing bit of factories, Markets for finished products, places to investsurplus capital, and places to send surplus population. And social causes alsoled to imperialism. Many people believed the word of Rudyard Kipling, who saidit was the white mans burden to train the people of the underdeveloped world,spread the customs of what they perceived was a superior western culture, and toconvert people to Christianity, since it was believed that the souls of the non-believers would not be saved.The new era of imperialism brought virtually important and farreachingeffects. Through the creation of global empires, the imperial powers helpedspread the Industrial Revolution and the capitalist system around the world.Christianity, western European languages, and Imperialism benefitedunderdeveloped regions through improved transportation, education, and medicalcare.Imperialism also had its negative side. It undermined native culturesand exploited people and r esources in underdeveloped lands. Eventually,colonial nationalist movements developed to end imperial control.

The Vanity Of An Ape In A Thin Slice Of Cosmic Time

By Chris Burrows Born in the hot summer of 87 to an accountant and nurse with an absurd pretence to spend a penny a pleasant and respectable appearance, I lived, as would be expected, a traditional middle-class, white childhood. By the age of sixteen, more formally known as the age of reason, I had established an anti-religious, political and cultural identity incompatible with that of my parents, thus consequentially aborted from the home unit and forced upon the streets.In and out of punk stir bands, failing relationships, etty crime and substance addiction, early adulthood founded for what was to become a blind yet fruitful Journey of promiscuity, artistic proficiency and self development. This continues to be, for the roughly part, a euphoric experience. Soon enough, an informal, yet nevertheless rigorous study of physics, astronomy and cognitive science lead to the inevitable realisation that this universe, however splendid and complex, exists without purpose and our lives w ithin it, as important and eventful as they may seem, are ultimately meaningless.Particularly, that skyscrapers, governments and police forces are merely the result of thirteen zillion ears of sequential chemical reactions externally determined by their surroundings, and any purpose or meaning a human may experience within their biography is purely a product of their own mind.Torn between suicidal tendencies to the left, and the vacant monotony of modern life to the right, I kept driving straight ahead, crashing enough speed into the destined and only middle ground, escapism. Finally, distraction and relief from all the unpleasant realities of life had been found, secluded in a timber cabin productive within the woods, and it is there too, where you may find this lonely boy, and his dog.

Imperfect Punishments Essay

Imagine a place where tyrants stand up to their ears in boiling blood, the gluttonous experience monsoons of human filth, and those who commit sins of the flesh are blown near like pieces of paper in a never-ending move up storm. Welcome to Dantes Inferno, his perspective on the appropriate penalisations for those who are destined to hell for all eternity. Dante attempts to make the penaltys fit the crimes, nevertheless because it is Dante dealing out the tortures and non God, the penaltys will never be perfect because by nature, man is an imperfect creature. Only God is capable of being above reproach and of metering out a only penalty. While Dantes treatment towards the tyrants is fitting, his views on the inhabitants of the gage Inferno and Limbo seem to be backwards and these poor people are blame to suffer misguided punishments. Therefore, despite Dantes best attempts to securely punish each sinner, he makes a few mistakes because he is not God and Dante is ineffectu al to unbiasedly judge each sinner.If you were to attempt a journey through infernal region, the first unlucky hellions you would encounter are the inhabitants of the Ante Inferno. The residents of this not sort of heaven, not quite hell domain were placed here because while living, they chose to incomplete side with God nor with the Devil. By choosing neither good nor evil, these people sinned because they never chose to live by a set of Christian ideals. The punishment for these sinners is to constantly chase a white flagstone. The color of the flag symbolizes the blank and empty life the sinners led because they did not choose to follow God. The sinners are also bitten by wasps because in real life, they were never forced into any type of moral decision, so in the Ante Inferno, the wasps sting them and force them to chase the white flag. While the ordeal these sinners face seems entirely appropriate, their physical location in hell, or lack there of, is what makes their punish ment wrong. This becomes very obvious when the punishment for those in Limbo is considered.Limbo is the First Circle of hellhole and it is the final resting place for the people who died before the birth of Christianity or who were never baptized. Notable figures like Moses and Noah are former residents of Limbo, untilChrist granted them a pardon. Virgil resides in Limbo and has been given a temporary leave of absence seizure to guide Dante through Hell because Beatrice, Dantes former love who holds a high place in heaven, is worried that he is headed on the path towards Hell. Dante shows condolence for those who are stuck in Limbo because as Virgil describes,Some lived before the Christian faith, so thatThey did not worship God aright and IAm angiotensin-converting enzyme of these. Through this, no other fault,We are lost, afflicted only this one wayThat having no hope, we live in longing(Canto IV 28-32).Dante is said to be seized with heartfelt grief (Canto IV 33) after hearin g this, but no pity is supposed to be felt towards sinners who are receiving just punishments. But how just is it that people who never knew the word of Christ and had no knowledge of Heaven or Hell are sentenced to Hell? It is not a fair punishment to doom those unlucky enough to be born before Christianity to Hell when they were not given a fair chance to learn how to score appeal to Heaven, especially when you consider that those living in the Ante Inferno were perfectly aware of God and knew the consequences of not living a Christian life. Knowing just about God and simply ignoring him seems to be a worse crime than being born before Christ. Perhaps some of the residents of Limbo whitethorn take cease up in Hell had they know about Christianity, but some whitethorn not have. The people in Limbo were never given the excerption to live a life with God, so their punishment and placement in Hell should be less severe than the people who ignored their chance to gain entrance t o Heaven.If Limbo and the Ante Inferno could geographically switch positions, Dantes reasonsing and punishments for the two groups would make more sense. The sinners in the Ante Inferno experience what seems to be a greater punishmentthan what one would face in Limbo. Being constantly stung by wasps and forced to chase a white flag would be mentally and physically exhausting and seems to be a torture straight out of hell yet they arent even technically in hell. On the other hand, in Limbo one merely walks around and talks to other luckless souls, which does not seem to be a punishment constant with what other sinners face in hell. Dante correctly assigned the right punishments to each group of sinners, but he misplaced both groups. Limbo should be outside of Hell because they did not have the knowledge of either Heaven or Hell. The Ante Inferno should be the first level of Hell, reserved for those who knew about Heaven and Hell, choose neither side, and now must face the fact that b y their indecision, are bound to suffer in Hell.While Dante may have geographically misplaced these two groups of sinners, he did correctly punish most of the sinners in Hell. For example, the river of blood in which boils everyone / Whose violence hurt others (Canto XII 41-42) describes the perfect punishment for those who were raving mad while they were alive. The degree of the violence committed also factors into the punishment. Tyrants who slaughtered many people are completely covered in boiling blood, while those who were violent against only a few suffer with blood up to their torsos. This is the perfect punishment because violence is a crime of passion and causes bloodshed. It is appropriate for these sinners to be in boiling blood, which would have been similar to their blood, simmering with rage and passion, while they committed their sin. Being immersed in this disgusting pool of heated blood would be a terrible punishment and it is just that those who commit the crime of violence and murder should suffer this endless torment.In order to place the sinners in the appropriate levels of Hell, Dante relies on his personal experiences and opinions about the crimes committed. The little bit that we know about Dante and his life, we learn through the opening scenes of the epic and conversations he has with spirits in Hell. The epic opens with Dante, In dark woods, the right road lost (Canto I 2). This shows the Dante is neither a devout Christian, nor is he a sinner. At his place in his life, being neither good nor bad, Dante would most likely be sentenced to life in the Ante Inferno. Throughout the epic, Dante likenshimself to Virgil, but at the same time appears to know that his work is not quite as good as Virgils. Perhaps by placing himself and the Ante Inferno in a level of Hell less severe than Limbo, Dante may still not be as good of a poet, but he is able to represent himself as a better person morally. This may not seem just to me, but to Dante this is a perfectly reasonable punishment. Dante feels the need to be superior to Virgil and since he was not able to accomplish this in life, he supercedes Virgil in the afterlife.It is also evident that Dante has a personal bias towards those who commit the sin of violence. While venturing through their circle of Hell, Dante says there in that promote / Were many I recognized (Canto XII 114-115). He mentions that black lovage resides there and that he held Sicily under / For many a sad year (Canto XII 100-101). Dante may have placed such a harsh, yet still just, punishment on the reddened because he is avenging his country and people for the violent crimes committed against them. Alexander was responsible for an innumerable amount of Italian lives during his occupancy of Sicily and Dante is making sure that he is correctly punished for his sins. In life, Dante was unable to stop Alexander from committing his atrocities, but he is able to condemn him in Hell. Had Dante and his c ountry not experience the terrors of a tyrant, it is possible that without his need for revenge, Dante may have awarded the Violent a lesser punishment.Our personal experiences and feelings are what make us human, but yet they also lead us to biases, which prevent us from being as fair and just as God. It is obvious that those in Limbo who were never given a chance to have their soul saved by Christ should not be doomed eternally to a lower level of Hell than those in Ante Inferno who ignored the chance to save their soul. Yet Dante misplaces these two domains of Hell to put himself in a level nearer to Heaven than Dante will ever be able to acheive. While Virgils literary abilities will unendingly be remembered as better pieces of work, by making Virgil his guide to salvation, Dante will reach Heaven, the ultimate goal of a Christian, while Virgil never will. The punishment of the Violent is a strong statement against those who have brought bloodshed to Italy and reflects Dantes hope for peace in Italy.Dante shows that while these sinners may have dominated the lives of others on Earth, that in hellthe Violent are completely overwhelmed by the blood that they created. Despite Dantes good intentions of creating a Hell where the punishment fits the crime, his opinions cloud his judgement. He uses Hell as a way to punish or degrade those whom he had some sort of a conflict with while alive. It is obvious that I do not agree with all of his ideas about Hell, but then again I am also not a fourteenth century Italian male. A just hell is different for everyone, depending on your own beliefs or lack of beliefs. The only universally just Hell that can be experienced is a Hell of Gods making and hopefully I will never know how his punishments compare to Dantes.

Inclusion and Diversity Essay

The professional role of the grad instructor is continu every(prenominal)y changing. It has long been expected that instructors should effectively accommodate on the self-colored kidskinren regardless of their ineluctably, with st come ingies and form differing at bottom and between settings to condition that every last(predicate)(a) minorren learn. However, recently more specific and detailed guidance has emerged that foc functions on infering the range of chelarens necessitate (Hanko 2003).Instead of expecting children to come up to standard or oppositewise be segregated, an emphasis is now on schools to adapt and be flexible in order to accommodate, full integrate and include every child (Tassoni 2003). Every Child Matters (ECM) dilate how it is the legal responsibility of the class teacher to ensure its tail fin bulge outcomes ensure inclusive pratice for all pupils. Evidence of this is plain within the Early Years Foundation stage (EYFS), where tack togetherin g and understanding the several(a) needs of children is highlighted.establish on the Childcargon Act (2006), the EYFS aims to provide every child with the silk hat possible start in life and with sustainment to fulfil their potential (DCSF 2008b). The statutory guidance states Providers have a responsibility to ensure positive attitudes to diversity and difference non only so that every child is included and non disadvantaged, alone as well so that they learn from the earliest age to value diversity in differents and grow up making a positive percentage to society (DCSF 20089).Having such(prenominal) an understanding enabled me during my localization get word, to be particularly objective and critical with regards to how well the class teacher raised attainment and met the classes assorted needs. During the experience particular attention was diddleed to the teaching strategies and use in place within the setting, the erudition surroundings and how the class teache r personalised learn. For the benefit of this grant many of these observations regarding the inclusion of diverse needs were foc utilise on two specific children, bingle of whom was identified as having a Special command submit (SEN).A child has a special educational need if he has a learning difficulty which calls for special educational preparedness to be make for him (Education Act 1996). This is the case for the spy child as his disability hinders him from making use of educational facilities that are generally beneficial to children of the same age (Appendix 1). Whilst the insurgent child was learning English as an Additional Language (EAL) as he came from an Eastern European background and had recently moved to the country and school. same the child with SEN he required additional support to ensure understanding during the school day as well as making him and his peers aware of ethnic diversity and how this was valuable to society (Appendix 2). This critical review w ill begin by reflecting on inclusive teaching behaves and strategies to meet diverse needs. As the discovered class was a foundation stage class, a significant strategy seen to be effectively used was that of play and its various multifaceted and multifunctional forms.It could be seen by observation that all barriers of communication between children were removed, as they played freely and interactively together. Both the child with EAL and the observed child with SEN had developed ways of communicating with other children in the class to ensure that they were fully included, the majority of which time was without the aid or support of the class teacher or teaching assistant. Interestingly this mentation of play is deep routed in historical theory, with the observed lend oneself relating significantly to the beliefs of Vygotsky.He emphasised how play creates a zone of proximal reading, where children behave beyond their age and above their daily behaviour (Vygotsky 1978). He b elieved that play makes children become more confident enabling them to experiment with language and their bodies in ways that whitethornbe they would not have through with(p), had they not been engaged in play. much(prenominal) an understanding significantly relates to observations of both observed children (Appendix 3). Perhaps these observations are not surprising, as play has more recently been recognised as being vital to childrens all-round health and wellbeing.It provides opportunities for first-hand experiences that underpin their understanding of and engagement with the world it facilitates social maturement and cultivates creativity, imagination and emotional resilience (Daily Telegraph 2007). It is therefore not surprising that it significantly underpins the Early Years framework with the EYFS highlighting its brilliance to all areas of development (DCSF 20087). Within play, the class teacher had overly effectively selected and chosen toys, resources and materials t hat were culturally diverse in the hope that children would appreciate and accept this as the norm (Appendix 4).Such practice has been researched by theoriser Lindon, who highlights the importance of children seeing themselves and their family reflected in play resources, visual images and books (Lindon 2001). She besides believed that good practice included reviewing the messages given by all your resources and the experiences offered as it is part of the class teachers role to extend young childrens understanding beyond their own backgrounds (Lindon 2001). Practice within the setting reflected her beliefs as the class teacher gave the Eastern European child, chances to share with the class things that they did in their family.As his English was not advanced he often showed pictures and brought in things that he had have from church. Not only does such practice support the beliefs on Lindon, but it also helps the class teacher meet inclusion guidelines from the National Inclusio n pedagogy which highlights the importance of teachers being aware of the different experiences, interests and strengths pupils bring with them to school and how they should plan their approaches to teaching and learning so that pupils can take part in lessons fully and effectively (DfE 2008).As the observed child was being support to share his experiences one is able to see how this guidance is being achieved. This leads one to look for other strategies that encourage diversity. In particular a model of best practice consecrate in place a different approach to teaching children from diverse backgrounds due to the particularly high flecks of children learning EAL (Appendix 5). In this setting, professionals encouraged cultural diversity by allowing, when necessary, children to use their home languages. conduct for this belief has been seen within the Plowden Report which also embraces the child centred philosophy (Bourne 2001). Similarly research by the United Nations Education al, Scientific, and Cultural Organisation (UNESCO 1953) supports this view, reporting that the home language is the best average for instruction and for literacy development and should be used for as long as feasible. An explanation for this would be that because the home language facilitates subject learning and literacy development it is the convey with which a child absorbs the cultural environs (UNESCO 195347).It is through using this language that the school believed its children were going to learn most, as they have a greater understanding of what they are being taught. However, the agreement setting chose to meet childrens diverse needs differently. Instead they did not separate the child with EAL but kinda often supported him by eminence, much of which involved informal methods of recording and learning. Particular provision which supported his Eastern European culture was a whole class Ourselves topic that was covered for a whole term.During this time he was encoura ged to bring in objects or photographs of things from his culture to share with his peers (Appendix 6). Legislation which supports this practice can be found within the Every Child Matters framework, which recognises the importance of preparing all children to live in a diverse, multi-ethnic society (DfES 2004). unitary could plead that the observed setting achieves this by recognising every childs differences and their separate contributions to the class.Similar support also emerges for within the National Curriculum framework, which also highlights the importance of responding to pupils diverse needs, in particular the document details how teachers need to be aware of the different experiences, interests and strengths pupils bring from their range of diverse backgrounds (DfEE 1999). Having observed the very differing practice in two settings, one is able to make a judgement as to which appears to be most effectively catering for the diverse needs of its pupils.One would be incl ined to palisade that teaching children from an Eastern European background in their home language, isolates them and does not create an inclusive surround, and instead draws attention to their differences. It could also be argued that their social development is likely to suffer, as interaction with peers is likely to be limited to those who were able to speak their home language.As a trainee teacher one would be inclined to believe that the most effective way would be to recognise pupils differences and value their contributions, whether that be through discussion and by recognising difference, through demonstrations and visitor or the showing of differences and traditions. It could therefore be concluded that the provision within the placement setting effectively achieved this. Having explored and evaluated the effectiveness of a variety of inclusive teaching strategies, one becomes interested in analysing other ways that the class teacher is able to meet pupils diverse needs.Th is leads one to explore how the learning environment can be used to enhance such practice. In becoming familiar with the Early Years statutory framework it becomes apparent that the learning environment plays an important role, and as a result has been made one its main principles, known as Enabling Environments. The government document highlights how The environment plays a key role in supporting and extending childrens development and learning (DCSF 2008).To put it simply the document encourages class teachers to use the learning environment to meet the diverse needs of all children. At the placement setting the arrangement of the somatogenic environment was particularly important, especially for the focus child with SEN whose physical impairments needed catering for. Had the schoolroom not been arranged effectively, his level of involvement and interaction with adults and children would have been affected (NAEYC 199143).During my time at the setting I observed numerous adaption s to the environment to suit his individual needs, these adaptions included the use of a chair for him during whole class sessions, large spaces between tables so he could travel around the classroom with ease and as the he was blueer than the majority of children in the class all equipment and resources were checked at the start of the term to ensure that they were nettleible to him (Appendix 7).Such adaptions as those described warrant support from detectives Salisbury & Smith (1993) who encourage spatial accommodations that make it possible for children with special educational needs to participate in the classroom (Salisbury & Smith 1993). Similar support can also be found within the SEN code of practice, which describes how schools may need to use specialist equipment, approaches and adapted activities for some children to ensure that they are fully included (DfES 2001).As well as these adaptions made for the child with SEN, similar adaptions were put in place to include an d meet the diverse needs of the Eastern European child who could speak very little English. Perhaps the most noticeable of these was the classrooms printed resources which reflected the Polish language spoken by the focus child as well as the English language and a picture that could be universally understood by all.Such practice not only satisfies recommendations within the SEN code of practice, in similar ways to adaptions made for the focus child with cerebral palsy, but it also meets guidance set out within the more recent document Removing Barriers to AchievementThe governments strategy for SEN (2004). It details how teachers must make provision that enables individuals to participate effectively in the curriculum and sagaciousness activities (DfE 2004). One could argue that the described practice reflects this as the hild is being encouraged to learn by being given the same opportunities as the rest of the class as oppose to being disadvantaged by his inability to understand labels and displays around the room. Having said this, models of best practice take this inclusion one step further and highlight areas where the observed setting could be more natural and significantly improve their practice. Provision in place at these settings included extensive bilingual websites, parent classes and translated earn (Appendix 8).Such practice finds support from researcher Cummings (1991) who believes extensive adaptions and changes to a learning environment are necessary if settings are to be inclusive. Having said this, it could be argued that the teenyer adaptions that the placement setting had made, were also going some way to meeting his beliefs, despite them not being to the extent of the models of best practice. To further strengthen this argument is the practicality of implementing adaptions such as translated letters and bilingual websites as they require bilingual skills, time and money that many schools do not have access to.As a result one would be inclined to believe the observed placement settings attempts to be diverse and inclusive met current legislation sufficiently without placing unnecessary pressures on the class teachers role. As well as the physical learning environment being important when supporting children with diverse needs so is the emotional learning environment, which involves ensuring that children enjoy and want to achieve at school. Such beliefs are reflected within the Every Child Matters document, with one of its desired outcomes, being that of enjoy and achieve (HMSO 2004).In order that children are motivated to learn it is important that the work is set at a level that is suitable for them, that it is achievable, but also a challenge. fit in to NASP, Children are naturally curious they want to explore and discover. If their explorations bring pleasure or victor, they will want to learn more (NASP 2003). To relate this to attainment, if children experience success and achievement in their work they w ant to take this further and are motivated to learn.This is where the use of differentiation is particularly effective, as work can be set at more achievable levels so that all children are able to experience success (Appendix 9). The importance of this has been highlighted by government, claiming that differentiation helps the school to meet the learning needs of all pupils (DFE 1994). This has also been reinforced within the National Curriculum and within the EYFS which both indicate that meeting the individual needs of all children is central to their beliefs (DCSF 2008 DfEE 1999).Similarly the study of differentiation by Westwood (1997) recognises its benefits particularly when catering for those who have a barrier to learning. During my placement experience it was evident that both the child with EAL and the child with SEN were having their needs met using differentiation on a daily basis (Appendix 10). Despite seeing both focus children react positively to the differentiation in place, on a couple of occasions comments were made towards them about their work being easier.Such observations support the belief that when differentiation is not done effectively, it can create segregation within the classroom (Hart 1992). By meeting one set of National Curriculum and Early Years inclusion guidelines, obstacles may be put in place, preventing the reaching of others. For example in meeting the diverse needs of all through obvious differentiation they may truly point out the differences between children and make certain children feel excluded (DCSF 2008 DfEE 1999).As a trainee teacher, one could attempt to build on the observations made, taking the positive strategies that were seen, such as the different methods of recording pupils work and build on this so that the more negative aspects could be minimised. In particular segregation and exclusion could be reduced by changing the differentiated groups regularly, according to pupil progress and between subjects. This would potentially make it more difficult for children to understand that they are sorted and being given work according to ability.This leads one to analyse how assessment can be used to help class teachers cater for childrens diverse needs. As the range of needs within a class is evident, even from just focusing on two pupils with additional needs, the importance of individual assessment is obvious if these individual needs are going to be catered for. This importance has been recognised within the Primary National Strategy which details how assessment for learning is the process of seeking and interpreting evidence for use by teachers to decide where the learners are in their learning, where they need to go and how best to get there (DfES 2004a 13).The placement setting managed to achieve this through observation, which appeared to be particularly successful for the children with SEN and with EAL, as they had difficulty with communicating their ideas and responses (Appendix 1 1). This use of observation for assessment is support by theorist who believes that. Using this theory and the observed practice during placement, as a trainee one would want to implement similar practice so that all childrens needs are catered for and this is not just limited to those that have the ability to communicate their ideas.When focusing on the personalisation of learning, the focus child with cerebral palsy had a number of additional measures in place for him that ensured his inclusion in the mainstream classroom. Unlike all children with SEN, his disability meant that he had been given a statement of Special Educational involve and as a result he benefitted from a one-to-one teaching assistant for a number of hours a week. Not only does this form of support cater for his specific needs but it also put him at the centre of this learning. An idea initially detailed within the Plowden Report (1967).The report put forward ideas originally investigated by Piaget, recommendin g child-centred education and discovery learning to be used to integrate children following Piagets belief that all children learn at different rates and was in favour of waiting until they were ready to move onto a further stage or schema (Piaget 1965). One would therefore argue that it is from research such as this that the quality of teaching and learning has improved for many children they are now encouraged to develop at their own rate and pace.Having said this, the argument is not one sided, with some researchers believing that Piagets theory of school readiness was impractical in practice. For example in a class with thirty children, is it realistic for the teacher, to know the exact state of readiness for every child, and to set individual work? On a practical level, this is not possible suggesting Piagets theory is unrealistic.It is not feasible for the child with SEN to always have work set at his own individual level only during the few hours that he is given one-to-one support more challenging work and activities that he would not be capable of tackling alone are addressed, physical Education being one of these areas (Appendix 12). Such practice meets recommendation within the Strategy for Special Educational Needs (2004) which details that successful inclusion is find by the quality of their experience how they are helped to learn, achieve, and participate fully in the life of the school (DfE 200425).One could argue the way that the extra support is used within the setting improves the quality of childrens experiences. Support within literature comes from Vygotsky (1978) believing adults not only support children but also encourage emanation through scaffolding. In his view it is not only important to focus on what children can do unaided and within their capacity but also what they can do with adult support (Gindis 1998). Development is dependent on learning and through learning they develop. Learning should be matched to the childs level of development but should also take them beyond it (Duffy 199892). Though formal and informal observations completed by the one-to-one assistant and the class teacher, they are able to see what the child is capable of without support and then build on this during his one-to-one time. This personalisation of learning for the child with SEN is also met through his Individual Education Plan (IEP) which is used to support his individual learning needs (Appendix 13).Support for such practice was not only seen from the parents of the focus child and the class teacher (Appendix 13) but can also be seen within government legislation, both within the Education Act (1996) and the SEN Code of Practice (2001), which highlight the importance of appointment and assessment of pupils with special educational needs (DfES 2001). Putting in place an IEP is one way of achieving recommendations within the SEN Code of Practice which details how schools should match provision to childrens SEN in response of their individual needs (DfES 2001).The implementation of his IEP demonstrates inclusion as the class teacher uses his targets to direct his learning and set him goals to achieve, in a similar way that his peers are achieving their early learning goals. Despite the placement setting appearing to use IEPs successfully some research exists to dispute them, particularly regarding their involvement of parents. According to stimulate (2000) in some cases parents feel that educational classs have already been determined before they are involved in their childs IEP meetings and therefore they may not agree with the progress and the direction of the development being encouraged.Such a claim, disputes initial reasoning for such practice being put in place as legislation emphasised integrated practice with parents so that they had an opportunity to plan the most appropriate program for their children alongside the professionals (Friend 2005 Goldstein & Turnbull 1982 Martin et al 2004). Howe ver if this research is to be used to form an argument against the success of IEPs, its validity most be investigated. One could argue that Rock (2000) appears to be bias as she is an SEN teacher whom appears to have lost faith in the education system.She appears to be putting into question the effectiveness of the IEP program because of individual cases that were not successful, rather than judging each case individually. In addition to this her research appears to be based on only a very small number of cases, leaving one to question whether her research is to generalising and judgemental. Having taken both of these points into consideration research one would be inclined to dismiss this research on the grounds that it is not valid enough to create an argument against IEPs. Instead one would be better to judge the success of IEPs based on the practice seen on placement.Having gained an understanding of how parents can support class teachers in meeting the diverse needs of children , attention is turned to other outside support that my also aid teachers in providing effective provision. In particular is the support available to cater for the diverse needs of pupils, like the focus child with EAL. The Ethnic nonage Achievement Grant (EMAG) is a government scheme ran via the Department for Children Schools and Families (DCFS) allocated on a need based formula to all Local Authorities (NALDIC 2010) (Appendix 13).Support of this kind was investigated during the placement however it was made clear because they did not have high numbers of children learning EAL that they were unable to access this support. One could argue that no matter how many children the school have to cater for that have EAL, they still need provision to meet childrens diverse needs and for this reason they should all have access to this government support. Research conducted by Sure Start supports this, as they believe, there is a lack of access to expert support for growth good practice in e qual opportunities and cultural awareness (Sure Start 2004).In the case of the EMAG expertise is available however for work to be carried out more widely additional funding needs to be allocated (Sure Start 2004). Using Lincolnshire as an example, research from Sure Start shows how only a small number of settings have had access to this grant, meaning those benefiting from Government support is very limited. However one could assume that if settings are lucky enough to have access to this type of support, it would enable class teachers to provide even better provision than that seen during the placement experience.Having analysed research, legislation, literature and my placement experience throughout this assignment, one begins to conclude what provision most successfully allows class teachers to inclusively meet the diverse needs of pupils. Play is a particularly valuable strategy which can effectively cater for a diverse range of needs. Resources, toys and book can also be incorp orate into play to encourage childrens acceptance of diversity. The physical and emotional learning environment also plays a vital role, as it motivates learners and helps removes barriers to childrens learning.The learning environment was analysed in depth when focusing on the needs of two children within the placement setting. Provision showed how the class teacher met the needs of the child with a physical impairment by arranging resources at a lower level, by full-grown him a chair to sit on as oppose to the carpet and create more free space around the room for his of access. Similarly classroom displays and labels reflected the home language of an Eastern European child so that he had equal opportunities to understand and access these resources as his peers. early(a) suggested strategies as seen in models of best practice included bilingual websites, parent classes and translated letters so families of EAL children can actively support the setting in meeting childrens diverse needs. Other strategies that class teachers may use to personalise leaning include differentiation, one-to-one teaching and IEPs, however all of these have faced an element of dispute, whether that be on the grounds that they are based on traditional theories or that modern researchers have proven more updated theories.

Book Smart vs Street Smart Essay

In the article, Hidden Intellectualism, Gerald Graff discusses the topic of book smart versus channel smart. Being street smart means having interest in other activities more than in school work, while being book smart is the complete opposite of that. Graff believes that having the reputation of a street smart person can benefit society if one knows how to channel their potential correctly. He persuades his views to the readers by using his personal experiences and displaying the positives of being street smart.During his childhood years, Graff lived in a middle class neighborhood, while being a block away from what would be classified to some hatful as the hood. He would encounter people from that part of the hood daily. He would have to hide his intelligence in the fear that he would get shin up or robbed. He loved sports more than school, so he thought he was in the street smart crowd. It was in these discussions with friends about huskiness and sports, I think, and in my r eading of sports books and magazines, that I began to learn the rudiments of the intellectual life (Graff 10).In this quote, Graff explains how being street smart was actually helpful for him. He was learning elements of argumentation without even meaning to do so. He later explains the different kinds of components he learned in his arguments, how to make an argument, weigh different kinds of evidence, decease between particulars and generalizations, summarize the views of others, and enter a conversation about ideas (Graff 10).He did not think it would have been this easy to do all of these things without reading something to do with Shakespeare. When he realized that loving sports and being able to argue over this subject was actually helping him, he started doing some research on how schools should social function relatable subjects to help the street smart students connect like the other students do. This way they would be able to learn in a way that is most intelligible to t hem.He explains that if a student would rather choose a sports magazine over a novel to write about, then it is only smart copious to assign them to write from the magazine. This way they are interested in what they are writing about, and also they are bettering their writing skills. Give me the student anytime who writes a astutely argued, sociologically acute analysis of an issue in Source over the student who writes a lifeless explication of Hamlet or Socrates Apology (Graff 18).In this end point statement, Graff is confident about his views and is openly challenging anybody to contradict whatever he has previously stated. Graffs personal experiences assist in conveying why he felt so strong about this topic. Also, he gives ideas to schools and universities on what teaching material they should use for the street smart students. Not only does he permit help, but he is also confident of its success. There is a way to use the street smart in a book smart casing of way.

Introduction to sales promotions Essay

To twenty-four hours, sales furtherances argon a key feature of the retail trade. There are many ship canal in which a note can sell and a sales promotion is besides one aspect of marketing goods or services. The specific crossing which I take a leak decided to base this assignment on is coca- pinheads 2- litre bottle of coke. I thought that it might be interesting to investigate the sales promotions of Coca-Cola as they are a railway line which has provided many since they were first founded by potty Pemberton till now. Coca-Cola Coca-Cola was invented on 8th May 1886 by John Pemberton in Atlanta, Georgia.John Pembertons bookkeeper, Frank Robinson, came up with the name Coca-Cola and designed the logo. The drink was first sold at Jacobss pharmacy. The fact of all this which I find most interesting, is the fact that during the first year, sales of Coca-Cola aver cured(a) nine drinks a day, adding up to a total of i 50 for that year. Today, produces of The Coca-Cola Comp any are consumed at the rate of more than one billion drinks per day in around 200 countries. The media is a powerful source of mainly advertising, which uses traditional methods of mass communication, e.g. newspapers, magazines, TV and radio. Being the very successful and most recognized brand that Coca Cola is, they can afford to push their outputs by all means of media. I believe that the second most important method for Coca Cola to promote their products is on billboards. A vast majority of the population drive vehicles and get out occasionally drive past billboards which are trying to advertise or promote a product. The sales promotion which I have chosen for my 2 litre bottle of coke has been seen by me on billboards and TV.Television is by far, the most beneficial way to advertise or promote a product due to the large numbers which happily watch TV in the comfort of their own home, or perchance somewhere else. The sales promotion * spoil 2 bottles of coke and receiv e a free Coca Cola, FIFA world transfuse glass Is mainly seen being promoted on television as Coca Cola realise that if they want to find customers, television is the best possible way as weve already looked at. The media is a strong way of dower many businesses, such as Coca -Cola to advertise a promotion.Once a customer sees what they can save, or in this case, gain, they will then be tempted to barter for that product. Coca Cola is the proud sponsor of the FIFA world cup, 2006 in Germany. When people see Coca Cola associating with the FIFA world cup, this will lure them pass on to increase the probability of them purchasing products. Coca Coca are frequently seen advertising promotions by all possible means of media exclusively my chosen sales promotion for Coca Cola has only been seen by me on billboards and TV.When Coca Cola do advertise, they try to aim their products at a target audience, but who might that target audience be? Target audience To sustain a business es successfulness, you need to be fairly smart and Coca Cola have proved more than that in the method they have decided to use to identify their target audience. Even tough it is stated that half the worlds population have at least tasted coke, the main target audience is said to have no real gender and is age ranged between 18 34. Even tough there is no real gender, the majority of people who do consume coke are said to be male.Men and boys aged between 14 34 are very likely to be watching the world cup and with Coca Cola being the sponsor and crack a free Coca Cola, world cup glass, they just cant say no. I presume that their main head is to have their target audience picturing themselves watching the world cup and drinking coke out of the free glass before they actually purchase it. Deciding the Style This stage in the success of a sales promotion must link with the format of the promotion and be compatible with its aims. The business whitethorn offer a saving or a free it em with purchase.This item could be linked with a specific target audience. The sales promotion * Buy 2 bottles of coke and receive a free Coca Cola, FIFA world cup glass is targeted at men and boys aged roughly between 14-34. The reason for the gender is because men and boys are more likely than woman to be watching football. The colours and design of the sales promotion needs to correspond with the world cup yet it needs to do the same with the target audience. An informal event like a fun day will have informal materials and jazzy notices in bright and attractive colours.This is because a fun day is aimed at younger children and this will be the more inviting approach in terms of attraction. The sales promotion which I am investigating has frequently been seen by myself on various occasions, billboards mostly. The colours are that of the slacken off of Germany, the host of the FIFA world cup. It is also combined with masculine and neutral colours for the seriousness and honour of the world cup. Men will take this event sternly and as Coca-Cola knows this, they are one step ahead.The main point of all the media and format of the business is to sustain the high level of work and to overall, be consistent. Coca-Cola are consistent and a key fact which thoroughly proves this is the fact that they are the most recognised brand in the world. Key messages The key message for a business, will depend upon what they wish there intended outcome to be of the promotion and who they wish to aim it at. Coca-Cola as an industrial business with a promotion has a main purpose which is to sell more goods or to provide information about their products.This can either be done online or perhaps on their packaging. Key messages over the past many years have proven most affective through a slogan. Coca-Cola change theirs to suit the packaging in relation to the offer or perhaps an event. This attracts more customers with the sense of a key message. An example could concern a s ales clearance with voluminous headings and bold lettering to point out the offer or the key message. The key message for the sales that I am investigating is that the world cup is on and that its a time for celebration. Cola-Cola is now loved by almost everyone.It is drunkard by almost every non-alcoholic drinker and is also drunk by people who consume alcohol as well. Key messages for Coca-Cola have clearly worked and if you just take a look at their sales, youll see just how much they have worked. Consumer Law Consumer legislation should be a key issue to any one who owns a business and wishes to advertise or promote a product. All business must doctor sacrifices by selling products at a cheaper price or perhaps they can produce a sales promotion to catch the eye of the customer who may perhaps be interested.All these examples provide the intended consumers a thing called consumer law which runs them rights to that product or service which the business may be providing. The r ights protect them from the business providing them with faulty goods or perhaps a service which does not meet their needs. They also, however, give rights to retailers from the consumer throwing wrong accusations at them concerning any of their products or services. The buyer may complain that the price of a product is priced too high or perhaps they may wish to complain otherwise.If the consumer makes a irrational accusation, they can be penalized by means of consumer law. Consumer protection legislation One act which is an example of how Coca Cola put across their product is the Consumer Protection Act 1987. This act relates to mainly price and safety. Under this act it is an offence for Coca Cola to * Mislead customers as to the price of any item The average price for a 2-litre bottle of coke costs zero to nothing to produce but is sold for a maximum of i 1. 50. Customers do not look at the issue like this.Even if they do, they bear in mind that the business needs to make m oney and see i 1. 50 as a reasonable price. They always have remained with this price and it will be very rare that Coca Cola are misleading their customers where prices are concerned. * Mislead consumers over sale prices and exaggerate price reductions Coca Cola are not the type of business which you will see exaggerating a price reduction on any of their products. If they were to have a price reduction, they would have one without any mislead false claims concerning the prices.

Recruitment Software Specification Essay

Features & Functionalities of Recruitment Automation Software This is an software for the placement consultants who work for their clients to recruit the best vista for them. This software will have three different management systems, namely Candidate Management, Client Management and Recruiters Management. Also there will be master admin who can control all these activities. Some optional modules can also be suggested for the better management of the system.The features and functionalities1. Candidate Managementa. All the chances data can be stored in the database by filling up a form in which the name, phone, email, location, qualification, experiences, keywords and other related details of the candidate can be taken. b. The resume of the candidates can also be browsed and uploaded in the system c. The entire resume and the candidate profiles can also be searched by keyword, experience, location etc.2. Client Managementa. The client details like company name, address, contact pe rson, phone, email, designation and the other related details can be entered in the form and saved to create the master of the clients b. The MOU with a client can be digitally uploaded in the system c. The clients subject fructifys can be entered and assigned to any recruiter with all the details (desired profile, job responsibilities etc.) d. The shortlisted candidates resume can be sent to the clients for final go off/interview/written test e. The offer letter format of the client can be managed and it can be given to the candidates who are selected (closed position) similar action at law can be done for the notice period agreement also f. When a position is closed, the aviatoring of the same be sent to the client (invoice) g. If the bill is not cleared by the due date, the reminder email will be sent to the client continuously each time after a certain interval till the time the admin changes the billing status as Received3. Recruiters Managementa. Master (name, designation , address, Date of joining, qualification, salary etc.) b. Open position date with a deadlinec. Recruiters should be adequate to update the status of the candidates after any telephonic round of interview with them d. The candidates profile must be separated in such a manner that multiple recruiters do not work upon a same profile e. On the log in page the recruiters should be able to see the To Do List e.g. To Call (23), Offer Letter (7), Joining (4), Open position (3) etc. f. The recruiters should be able to send the Daily Reports (which must not take them much time & with no manipulation) to the admin with their remarks g. Recruiters can notify the admin if any position is closed4. Reportsa. Open position status (clients, positions, recruiter handling, update, last date to close etc.) b. Billing status (clients, positions closed, recruiter, amount as per bill, date to clear, received (y/n), etc.) c. Recruiters Performance analysis can be analyzed (recruiters, positions handled, open, closed, closing rate, revenue generated, monetary productivity (lifetime revenue / months worked)5. Optional Featuresa. SMS alert fori. Billing reminder to clientii. Appointment reminder to candidateb. flexibleness to integrate the consultancys own JOB PORTAL keeping this system at the backendc. Recruiters incentive calculation

Employee Portfolio Management Plan

As a manager at Riordan Manufacturing I recently had three employees take a series of self-assessments. I did this so that I could help manage them effectively. Now that I have these assessments, I will create an Employee Portfolio for each of the employees as a help guide in developing ship canal to manage them. The first assessment taken was, how satisfied am I with my job? This basically is your world-wide attitude about the job. The high the score the more satisfied the employee. brownish-yellow scored the highest at 73 points. gold is a highly motivated employee, except complains very openly when she is upset. Chris scored a 62 on the assessment. He is a positive employee but could be more flexible on his working habits. Last is Taylor, who scored a 58. She is motivated but likes to go out of her way to help others. This has caused a few problems in arm she works in. The second assessment taken was the am I engaged? This scale measures work engagement. The higher the score, the more engaged an employee.Taylor scored the highest on this assessment with a 35. Taylor is determined to do the job right but sometimes gets withal detail oriented. This causes her work to be late. Chris scored a 32 on the assessment. Chris is a intrinsic leader but has a tendency to get too involved with some of his surroundings. Last is Amber who scored a 25. Amber is persistent which can result in unnecessary talking. The third assessment is how are you feeling right now? This scale regulates 10 to 50, the higher the score the more positive the emotions.Taylor scored the highest at 39 she is a very upbeat young lady who can be emotionally metier at times. Next is Chris with 32, he is a self-confident young man but sometimes is unsusceptible to the needs of others. Last is Amber who scored 27. Amber is a happy individual but gets easily low-spirited if something upsetting happens. The next assessment is whats my affect intensity? This assessment measures the strength o f an emotion. Scores range from 10 to 50, the higher the score the more intense the emotion is felt.You can read also Portfolio instruction QuizzesTaylor scored a 35, Amber scored a 28, and Chris scored a 23. My recommendations to the three employees are as follows Taylor should complete her task in the time allowed and not worry about the small insignificant details. Amber should not get too caught up in non-work related conversations. This takes away from the company and allows for personal problems to take place. My recommendations to Chris are that when in companionable settings, keep it social. When at work, keep it work related.

Dance history Essay

Ballet is a form of dancing performed for theatre audiences. Like new(prenominal) dance forms, ballet may tell a story, express a mood, or simply smoothen the music. But a ballet dancers technique (way of performing) and special skills differ greatly from those of some other dancers. Ballet dancers perform many movements that are unnatural for the body. But when these movements are well executed, they look natural. The beginnings of ballet can be traced to Italy during the 1400s at the time of the Renaissance. During the Renaissance, people positive a great vex in art and learning.At the same time, trade and commerce expanded rapidly, and the dukes who ruled Florence and other Italian city-states grew in wealth. The dukes did much to promote the arts. The Italian city-states became rival art centres as well as competing commercialized centers. The Italian dukes competed with one another in giving costly, fancy entertainments that included dance performances. The dancers were n ot professionals. They were noblemen and noblewomen of a dukes court who danced to please their ruler and to stir the admiration and envy of his rivals.Catherine de Medici, a member of the regnant family of Florence, became the queen of France in 1547. Catherine introduced into the French court the same kind of entertainments that she had known in Italy. They were staged by Balthazar de Beaujoyeulx, a gifted musician. Beaujoyeulx had come from Italy to be Catherines chief musician. Ballet historians consider one of Beaujoyeulxs entertainments, the Ballet Comique de la Reine, to be the first ballet. It was a magnificent spectacle of close to 51/2 hours performed in 1581 in honour of a royal wedding.The ballet told the ancient Greek myth of Circe, who had the magical spot to turn men into beasts. The ballet included specially written instrumental music, singing, and spoken verse as well as dancingall based on the story of Circe. Dance technique was highly limited, and so Beaujoyeul x depended on spectacular costumes and scenery to impress the audience. To make tiree that the audience understood the story, he provided printed copies of the verses used in the ballet. The ballet was a great success, and was much imitated in other European courts.French leadership. The Ballet Comique de la Reine established Paris as the capital of the ballet world. King Louis XIV, who ruled France during the slow 1600s and early 1700s, strengthened that leadership. Louis greatly enjoyed dancing. He took part in all the ballets given at his court, which his nobles performed, but stopped after he became fat and middle-aged. In 1661, Louis founded the Royal Academy of Dancing to neaten professional dancers to perform for him and his court. Professional ballet began with the kings dancing academy.With serious training, the French professionals developed skills that had been impossible for the amateurs. Similar companies developed in other European countries. One of the greatest was the Russian regal Ballet of St. Petersburg, whose school was founded in 1738. The French professional dancers became so skilled that they began to perform publicly in theatres. But in 1760, the French choreographer Jean Georges Noverre criticized the professional dancers in his book Lettres sur la danse, et sur les ballets (Letters on Dancing and Ballets).Noverre complained that the dancers cared too much about showing their technical skills and too little about the true purpose of ballet. This purpose, he said, was to represent characters and express their feelings. Noverre urged that ballet dancers stop using masks, bulky costumes, and mountainous wigs to illustrate or explain plot and character. He claimed that the dancers could express these things using only their bodies and faces.So vast as the dancers did not look strained or uncomfortable doing difficult steps, they could show such emotions as anger, joy, fear, and love. Noverre developed the ballet daction, a form of dra matic ballet that told the story completely finished movement. Most of Noverres ballets told stories taken from ancient Greek myths or dramas. But during the early 1800s, people no longer cared about old gods and heroes. The romantic period began as people became interested in stories of melt down from the real world to dreamlike worlds or foreign lands.

Night World : Black Dawn Chapter 4

Maggie was dreaming. She knew she was dreaming, and that was strange enough, barely what was even stranger was the fact that she knew it wasntan ordinary dream.This was somethingthat came from international her, that was being sent. Some deep founder ofher mind fumbled for the proper words, seethingwith frustration, even while the normal part of her was busy staring slightly her and being afraid.Mist. Mist everywhere, white tendrils that snakedgracefully across her vision and coiled around herlike genii that had tho been let give away of lamps. She had the feeling that there were dark shapes out inthe mist she seemed to see them looming out of the corner of her eye, but as soon as she turned they were obscured again.Gooseflesh rose on Maggies arms. It wasnt estimablethe smear of the mist. There was a noise that madethe hairs on the back of her neck tingle. It was justat the threshold of hearing, distorted by distanceor something else, and it seemed to be calling overand over again, Who are you?Give me a break,Maggie thought. She shook herhead hard to get rid of the mordacious feeling on herneck. This is just way tootoo Gothic.Do Ialways curb corny dreams like this? entirely the next moment something happened thatsent a new chill washing over her, this time oneof simple, everyday alarm. Something was coming done the mist, fast.She turned, stiffening. And whence, strangely, everything seemed to reassign at once.The mist began to recede. She saw a figure, darkagainst it, nonhing more than a silhouette at first.For just an instant she thought of Miles-but thethought was gone to the highest degree as quickly as it came. Itwas a boy, but a stranger, she could tell by theshape of him and the way he moved. He wasbreathing hard and calling in a awful voice,Where are you? Where are you?So that was it. Not Whoare you, Maggiethought.Where are you? Maggie Where are you?The sound of her own name take aback her. Buteven as she drew in a sharp breath, he turne d andsaw her.And stopped short. The mist was or so gonenow and she could see his face. His expression wasone of wonder and re breathef and joy.Maggie, he whispered.Maggie stood rooted to the spot. She didnt grapplehim. She was positive she had never seen him before. But he was staring at herasif asif shewere the most important thing in the universe tohim, and hed been searching for her for years untilhed almost given up hope. She was too astonished to moveashe suddenly erupted from stillness. In three long steps he was in front of her, his handsclosing on her shoulders.Gently. Not possessively. Butasif he had theabsolute right to do this, andasif he needed toconvince himself she was real.It worked. I got through, he said.He was the most striking person shed ever seen.Dark hair, a little rough and tousled, with a tendency to wave. Smooth fair skin, elegant bones. A mouth that lookedasif it normally expertness be rarefied and willful, but right now was simply vulnerable.And fearle ss, brilliant yellow eyes.It was those eyes that held her, ar slumbering andstartling in an already distinctive face. No, she hadnever seen him before. She would have regard ased.He was a whole head taller than she was, andlithe and nicely muscled. But Maggie didnt have a feeling of being overpowered. There was so muchtender anxiety in his face, and something nearpleading in those fierce, blacklashed golden eyes.Listen, I know you dont understand, and Imsorry. But it was so hard getting through-andthere isnt much time.Dazed and bewildered, Maggie latched onto thelast sentence almost mechanically. What do you mean-getting through?Never mind. Maggie, you have to leave do youunderstand that? As soonas you wake up, you getout of here.Leave where?Maggie was more confused than ever, not for lack of information, but because she was suddenly threatened by too much of it. Sheneeded to remember-where had she gone tosleep? Something had happened, something involv ing Miles. Shed been worried astir(predicate) him.My brother, she said with sudden urgency. I was looking for my brother. I need to arise him.Even though she couldnt remember exactly why.The golden eyes clouded over. You cant thinkabout him now. Im sorry.You know something a-Maggie, the important thing is for you to getaway safe. And to do that you have to go as soonas you wake up. Im going to show you the way.He pointed through the mist, and suddenly Maggie could see a landscape, distant but clear, like afilm being projected on a veil of smoke.Theres a pass, just below the big overhanging rock. Do you see it?Maggie didnt understand why she needed to see it. She didnt recognize the landscape, although it might have been anywhere in the Olympics or theCascade mountain range above the tree line.First you let on the place where you see threepeaks together, the same height and leaning towardeach other. Do you see? And then you look downuntil you find the overhanging rock. Its shaped like a wave breaking. Do you see?His voice was so urgent and snide that Maggie had to answer. I see. But-Remember it. Find it. Go and never look back. If you get away all right, the rest doesnt matter.His face was pale now, the features carved in ice.The whole world can fall into ruin, for all I care.And then, with the suddenness that characterizedallhis movements, he leaned forward and kissedher.A nice kiss, on the cheek. She felt his warm, quick breath there, then his lips pressing lightly, and then a sudden quivering in them, asif he wereovercome by some operose emotion. Passion, maybe, or excruciating sadness.I discern you, he whispered, his breath stirring thehair by her ear. I did love you. Always remember that.Maggie was dizzy with confusion. She didnt understand anything, and she should push this stranger away. But she didnt want to. Howeverfrightened she was, it wasnt of him. In fact, shehad an overpowering feeling of peace and security inhis arms. A feeling of belonging.Who are you? she whispered. But beforehecould answer,everythingchanged again.The mist came back. Not slowly, but like fog rolling in, quick and silent, muffling everything. Thewarm, solid body against Maggies suddenlyseemed insubstantial, as if it were made of fogitself.Wait a minute- She could hear her voice rising in panic, but deadened by the pearly cocoonaround her.And thenlie was gone. Her arms were holding only emptiness. And all she could see was white.

Is human development different from economic development?

our site HRM DISSERTATION EXAMPLE habit ESSAY WRITING Abstract raise the innovations of tender and scotch evolution be set offdThis study assesses the rank of each(prenominal) education type independently and then together. The evidence presented illust localise the fact the human and sparing culture share elements, yet are different aspects of civilization. This examine will be of value to all researcher studying this development.1 IntroductionCan the process of frugal and human development be separatedThis essay will assess to what degree to the two plans bed be separate. Beginning with an overview of human development and economic development will pass water a defining point from which to begin. Following this section with an overview of literary works that illustrates the position and process behind each of these concepts will enable a demonstration of impact. The combination of the prototypic sections of the paper will enable a reasonable assessment of the nature of both systems.In the end, this essay will take over considered past definitions, modern practice and future likely of both human and economic development with the stated goal of determining the degree of difference that is present between them.2 homophile ripening versus Economic growth2.1 merciful DevelopmentSen (1999) defines human development as an expansion of capacity that has the potential to correct human lives. This theory illustrates the benefits that can be created by measuring capabilities of the population. Development is the capacity to overcome productions in life that might include ill health, illiteracy or political or civil freedoms (Sen 1999). concerned with the dual aspects of people and development this sexual climax consistently utilizes key human components as signal posts for pass on and increased accuracy of public policy. Alkire (200532) contends that human capabilities are what people can actually do and be in life. Utilizing a pattern o f comparison, this vision touches on the capacity to compare civilisations and determine the best boilersuit means of fostering and enhancing these basic human capabilities.2.2 Economic DevelopmentEconomic development is the not the concept of the quantity or use of utility but as a measure of the potential expansion of valuable capacities (Alkire 2005). Others expose economic development as the potential for continued business centred expansion (Sen 1999) illustrates that governments have utilized the defensive structure of basic human indigence and rights as a means to spur rapid economic development. This approach directly ties the acquaintance of the population to the ability for the economy to function and grow. Economic development is tied to a multi-tiered influences that include underlying security concerns (Sen 1999). A fundamental approach taken illustrates that the economic development of whatever given portion is founded on the process forthcoming and the opportun ities for the population to accomplish the intended goals.2.3 Human Development and Economic DevelopmentWith the increase in technology and development potential there has been an increase in the need to promote both economic and human development (Fukuda Parr 2011). Modern instrument including the Sen (1999) based Human Development Reports tie the state and capacity of the population to the effectiveness of any development options. Further Fukuda Parr (2011) contend that the alteration or state of politics has a direct impact on the manner in which a population influences the overall state of development.Nussbaum (2011) ties the concept of basic human rights to the capabilities of a population. This argument illustrates that the basic ideals of complaisant justice and human rights are embodied within a government, which in turn provides development opportunities for the population. Further, the concept of capabilities is directly complementary to the notion of human rights and th e need to make each citizen equal under the justice (Nussbaum 2011). It is the instrument of human rights that has the power to drive a nation into the next era of development. Sen (1999) argues that a aspiration of population capabilities will assume to the manner in which to implement imperative change. This approach emphasizes that the condition and opportunities available to the population will have a direct impact on the overall economic development. The overleap of opportunity or resources creates a form of deprivation which is detrimental to the associated development process (Sen 1999). Using famine as a teaching tool, this approach clearly outlines the potential available by highlighting the positive aspects of the noncombatant population. With the absence of freedom and action and the lack of nourishment, the capacity for the farmers to develop was curtailed, thereby impacting the entire region (Sen 1999). This concept uses the creation or absence of the means to a ccomplish a task as a measurement of true capability. Simply be bring in the United States citizen has the right to vote, abstracted the means to get there or read the literature, will still fail to vote (Sen 1999). This is based on the persons capabilities, which can then in turn be interpreted in a policy form in order to enhance the operation of the governing body.The Human Development Index, or HDI, was created in order to mark the population position of development when compared to other nations (Sen 1999). This gauge was created in order to gauge how development issues force a national policy picture. This concept sought to move away from the revenue centered concept to a people and skill oriented system based on capabilities (Sen 1999). With several different elements that differentiated social opportunity the system created an accurate illustration of the possibilities. The HDI system is based on the three separate elements including life expectancy, or the rate of recorde d health of the local population , the element of education has the potential to impact development at every level, and finally the basic standard of living (Sen 1999). In each case the perception of positive or negative development is based on the foundation of civilian capability. Robeyns (2006) cites the capabilities system as gaining in use over the course of the past generation due to the perception of realistic components. The core of this argument revolves around a persons ability to function, such as their state of being. This argument directly links the capacity of the human development with the overall economic development (Robeyns 2006). This argument contends that the development of any economy is based on the capabilities of their workforce. Ranis (2011), however, argued that the scope of the created capabilities paradigm is short and lacking in fundamental depth. This argument contends that there are substantially more than three areas that must be considered in order to accurately gauge the interplay between economic and human development (Ranis 2011). Utilizing this approach to human development incorporates over 31 separate categories that must be assessed in order to determine the rate of development.Alkire (2002) illustrates the any attempt to gauge either human development or economic development is good intertwined. From a philosophical perspective, the separation of one from the other would make the ability to illustrate an accurate culture picture incomplete. The aspect of human development touches on every element of economic development (Alkire 2002). all element from the amount of money spent to the products consumed as well as the associated capability to sustain this utilization is critical to any economic development. The Sen (1999) capability approach defines poverty as the lack of capabilities or freedoms that have value or give the citizens cause to value. A bleak economic outlook can cause a substantial impact to associated human development, in that services including health care, education and food and body of water may be restricted or denied (Alkire 2007). This form of economic impact can serve to create a cycle of destruction that will stifle any form of development.3 ConclusionCan the process of economic and human development be separatedThis essay has assessed what degree to the two concepts can be differentiated and produced several interesting concepts. The presented evidence clearly illustrates that both economic and human development is about related and share many elements. Economic development is dependent on the capabilities of the population and human development is based on the presence of resources and opportunity that the economy creates.Economic development is deeply and fundamentally force by a populations education and related social structures in order to thrive. This is continued indication of the dear companionship that exists between both concepts. Further, lacking a solid economy, the populations opportunity to compass a better foundation is weakened, adding to any perceived economic difficulty. The lack of these basic elements can lead to long term poverty which can in turn lead to long term economic failure. On a philosophical note, the ability to assist those that need help through policy or programs only enhances the social infrastructure, which will in turn build a better economy.In the end, plot of land the concepts of human and economic development are separate concerns, their shared elements make this a critical issue to address for each one. It will be the recognition of this fact on a global master that will lead to the human development opportunities of the next era.4 ReferencesAlkire, S. 2005. Valuing freedoms. Oxford Oxford University Press.Alkire, S. 2002. Dimensions of human development. World development, 30 (2), pp. 181205.Alkire, S. 2007. Choosing dimensions The capability approach and multidimensional poverty.Chronic Poverty Res earch Centre Working Paper, (88).Fukuda-Parr, S. 2003. The human development paradigm operationalizing Sen.s ideas on capabilities. Feminist Economics, 9 (2-3), pp. 301317.Nussbaum, M. C. 2011. Capabilities, entitlements, rights supplementation and critique. Journal of Human Development and Capabilities, 12 (1), pp. 2337.Ranis, G., Stewart, F. and Samman, E. 2006. Human development beyond the human development index. Journal of Human Development, 7 (3), pp. 323358.Robeyns, I. 2006. The capability approach in practice*. Journal of Political Philosophy, 14 (3), pp. 351376. Sen, A. 1999. Development as freedom. New York Knopf.