Marketing during Economic Depression

Marketing Under the Situation of Economic Depression The financial crisis originated in Wall Street of United States has spread all over the world rapidly. Because of the firmer and closer economic connections between countries, almost every country is beginning to experience somewhat economic depression. Considering the issue of marketing under the situation of economic depression is becoming necessary for many companies in any area of the world. Marketing is defined as a social and managerial process by which individuals and groups obtain what they need and want through creating and exchanging products and value with others. A company wanting to have a successful marketing strategy should first understand the marketing environment around it. A company's marketing environment consists of the actors and forces outside marketing that affect marketing management's ability to develop and maintain successful transactions with its target customers. And the economic depression situation should be considered as part of the marketing environment study area. The ever changing microenvironment and macroenvironment offer both opportunities and threats to companies. If a company wants to be successful in any condition, it should know the vital importance of watching and adapting to the changing environment, so it can avoid the unfavorable conditions and grasp any opportunities. Economic environment is one of macro factors that influence a company’s marketing concerns. Theoretically, it consists of factors that affect consumer purchasing power and spending patterns. Under the situation of economic depression, both consumer purchasing power and spending patterns have, to some extent, changed. Therefore, a company must have a clear picture of what those changes are. As for the consumer buying power, depressed economic situation is always related with reduced consumer buying power. For example, during the 1997’s Asian economic crisis, country after country saw their currency depreciate as the crisis unfolded. The consumers of those Asian ‘tiger' economies became more financially cautious and they spent much less at that time. Considering the spending patterns, as Engle suggested, when family income rises, the percentage spent on food declines, the percentage spent on housing remains constant and both the percentage spent on other categories and that devoted to savings increase. The reduced income in the economic depression has a large impact on what a certain person buys, for instance, he may spend less on entertainment or clothes, and the percentage of income spending on food may increase. Therefore, we can see that the depressed economy is going to influence consumer buying behavior. For all the four cultural, social, personal, and psychological factors, they affect the consumer purchase strongly. Under depression, there are a few phenomena that are notable for companies. First, consumers prefer more relatively cheap goods and fewer luxuries. There is a statistic number for the 1997 Asian economic crisis, in Thailand, 58% people didn’t buy any designed clothes any more and 45% people didn’t drink whisky. While recent economic crisis in Vietnam made the sales of automobile plummet. According to a report of VAMA, 16 members of this automobile manufacturing association only sold 11500 cars in May 2008, 2000 fewer those sales of April. Also, consumers may turn to the brands whose brand image are associated with mass market and people buy less imported goods. Second, towards companies’ promotion and advertisement, consumers may react differently than before. Since the economic depression brings a lot of psychological pressure to people, they are not as interested as in the sales ads any more. They may buy goods that are in promotion, but most of them will buy less or buy smaller size packages. Third, as for the shopping place, people prefer the discounted stores that the expensive department store. During the 1973 oil crisis in America, the frequency of 79. % consumers shopping in the discounted stores or buying directly from wholesales increased a lot. Apart from the changes above, there is another point; that is, the consumption of necessities varies a little, since they have relatively inelastic demands. So what should a company do in face of the changing marketing environment? There are several responses as for the environment change. Companies react differently because some view the change is uncontrollable thus passively adap t, while others may try to influence the change and take a proactive approach. The depressed economy is generally viewed as an uncontrollable element, so companies should try to find methods to adapt in the existing situation. To begin with, companies must focus on their core competitive advantage and reduce the extended brands marketing that are not so competitive. In the depressed economy, it is not only the consumers that are influenced; companies also have fewer resources to use. Companies should withdraw from those less competitive markets and use its own limited resources (human resources, capital and marketing channels, etc. used to consolidate and strengthen the markets of products of core competitiveness. Then is the promotion and advertising strategy for the company. As noted before, consumers are not that easily to be influenced by those things. So companies should target the audience of ads accurately, and avoid the way to waste money on the advertising to those who rarely buy the goods. It is suggested that companies use less mass adverting methods , such as ads on newspaper and leaflets. Instead, companies should try to ensure that people who read the ads have a high probability to buy the goods. For example, a Targeting Mobilephone Magazine sends the sales information messages to 200,000 high-end subscribers. That method is of low cost, but it is far more effective than traditional ways. Furthermore is the price issue. People are more sensitive to the price and they want cheaper goods than before since their purchasing power is often reduced during the depression. People decrease their consumption on luxuries and other high quality high price goods. The more for less, the same for less and less for much less value proposition strategy are more likely to succeed in this situation. In addition, since customers are likely to turn to the local discounted stores, companies may change their distribution channels a bit. They can put more goods in the discounted stores and warehouse-style supermarkets. If the economic recession is just in the range of home country, companies can also increase the export. However, not all companies have to take a conservative approach in the economic downturn. For some of them, especially the big and strong companies, it is a good chance for them to expand their market share. Since depressed economy just makes some small competitors bankrupt, the strong companies can get the consumers of those companies, thus having a larger market share. If a company can establish an image that is reliable and indestructible at the time when customers have some psychological pressure, it is more likely to win the favor of customers even after the depression is over. There is a saying, the more serious the depression, the more opportunities in the market. And the CEO of Alibaba. om, Ma Yun, also said â€Å"the economic crisis will create new business civilization. † There are many reasons to believe that the depressed economy brings us both opportunities and challenges. In conclusion, if a company can understand the environment around it well, study the consumer buying behavior carefully, and develop a appropriate marketing strategy for itself, it can certainly have chance to avoid the unfavorable factors and maintain its competitiveness, thus winning under the sit uation of economic depression and any other conditions of the economy.

To what extent are writers also detectives in the novels you have studied?

The crime and the detective novel and their conventions have changed considerably over the last century. As societies have changed, these genres have adapted and branched out to meet the needs of writers attempting to express new concerns. Edgar Allen Poe's detective novel, The Murders in the Rue Morgue (1841) follows conventions we would now consider to be traditional in mystery writing. Bearing a close resemblance to Sir Arthur Conan Doyle's Sherlock Holmes stories, we find a detective who relies on reasoning and deduction to solve a mystery that to all intensive purposes appears unsolvable; a locked room mystery such as Doyle's The Speckled Band (1892). In America, between the world wars, emerged the ‘hard-boiled' private eye novel, featuring tough private investigators, often themselves outcasts from society. Raymond Chandler and Dashiell Hammett are examples of authors from this school of detective fiction. After the Second World War there was increasingly a feeling that literary fiction was an inadequate means of accurately describing the horrors of the modern world. ‘New journalism' emerged, a term coined by Tom Wolfe to describe non-fiction novels by authors such as Truman Capote. His true crime novel, In Cold Blood (1965) is one of the texts that will be examined in this essay. Later in the century literature became more preoccupied with issues of alienation as a result of city living and capitalist expansion. Postmodern concerns were expressed in detective metafiction, such a Paul Auster's New York Trilogy (1987). This novel will also be examined. Lastly, this essay will look at James Ellroy's My Dark Places (1996). Ellroy himself has described this as an â€Å"investigative autobiography†, but it also contains elements of the police procedural novel, which came into being in 1940's America. This sub-genre deals with the more detailed elements of police detection, in comparison to that of the private eye. The extent to which writers are also detectives in these three texts varies greatly. The fact that they are all very different in terms of the sub-genres of detective or crime fiction makes direct comparison difficult. Therefore this essay concentrates on each in turn, drawing together the main arguments in the conclusion. I have tried to give equal attention to each text, but the fact that each story in Paul Auster's New York Trilogy can stand alone as an individual piece of writing has made this difficult. In New York Trilogy, the distinction between writer and detective is particularly indistinct. This is complicated by the fact that Auster continually subverts the conventions of the detective genre that are expected by the reader. For instance, in a detective novel there is generally an expectation on the reader's part that a crime has been committed, and that the mystery surrounding this crime will be solved thereby restoring the social order. In the first story of the novel, City of Glass, no crime takes place. The central character, I will for now call Quinn (this term as I will later explain is also problematic), accepts a surveillance job, which only becomes a mystery when his employers, Virginia and the young Peter Stillman disappear. Rather than providing a solution to this mystery the novel instead throws up more questions and leaves the reader increasingly confused. It is with this central character, Quinn, that the distinction between writer and detective first becomes unclear. Quinn is an author of detective fiction. He has created the character Max Work, a private eye, under the pen name of William Wilson. At this stage Quinn has already to some extent become a detective. For Quinn the roles of, â€Å"the writer and detective are interchangeable†1. Both the writer and the detective must look out in to the world and search for thoughts or clues that will enable them to make sense of events. They must both be observant and aware of details. Quinn appears to exist only through the existence of Max Work, â€Å"If he lived now in the world at all, it was only at one remove, through the imaginary person of Max Work. â€Å"2. He even finds himself imagining what Max Work would have said to the stranger on the phone after receiving the first call. Perhaps this is why the next time he answers the phone to the stranger he finds himself taking on the identity of the unknown detective, Paul Auster. Surely this is not an action one would expect from the uncomfortable writer Quinn, but one that could be easily identified with the confident private eye Max Work. From this moment on, Quinn the writer has also taken on the physical duties of the detective. Adding to the complication, by taking on the identity of an unknown and apparently non-existent detective named Paul Auster, Quinn also takes on the identity of an existing writer Paul Auster, who agrees to cash the checks paid to Quinn by the Stillmans. At this point Quinn (as his name suggests3) has five identities. Three of these are writers and two are detectives. As a detective, Quinn finds that the thought processes in which he must engage are not dissimilar to those of a writer. As â€Å"Dupin says in Poe†¦ ‘An identification of the reasoner's intellect with that of his opponent'†4is necessary. In this case Stillman senior is the opponent. This is similar to the process in which Quinn must put himself in the fictional Max Work's place in order to determine what course of action he might take in order to make him appear realistic to the reader. In the second story of the trilogy, Ghosts, the reader is introduced to Blue, a professional rather than sham detective. A man named White hires him to watch a man called Black, and to make weekly reports on his movements. In contrast to the first story in which the writer becomes detective, in this we see the detective become writer. Faced with very little understanding of the case he has embarked upon, Blue finds himself making up stories in order to bring some meaning to the position he is in, â€Å"Murder plots, for instance, and kidnapping schemes for giant ransoms. As the days go on he realise there is no end to the stories he can tell. â€Å"5. Blue is hardly restricted in the number of theories he can advance because he possesses only a small number of facts they have to meet. The detective becomes a writer in his attempt to reconstruct a possible crime. This can be seen in any number of detective or crime novels, including In Cold Blood and My Dark Places. According to Peter Huhn in his article ‘The Detective as Reader: Narrativity and Reading Concepts in Detective Fiction', †¦ he text of the novel can be said to have two authors (at least): the criminal (who wrote the original mystery story [by committing the crime]) and the detective (who writes the reconstruction of the first story). As a detective, Blue has never previously had difficulty with writing reports. It is only when he sits down to write his first report on Black that he encounters a writers struggle to find a way of adequately expressing events. Before, action has always held â€Å"forth over interpretation†7 in his reports. As he feels pulled towards interpreting events he becomes more a writer than detective. In one report he even includes a completely fictitious observation, that he believes Black is ill and may die. The incident in the Algonquin Hotel, in which Blue approaches Black under the guise of a life insurance salesman named Snow, the reader is made aware that perhaps Black is also a private detective (unless he is lying). If we take this to be the case then it could be considered that Black the private detective is also a writer, in that his actions determine those of Blue. Blue must follow him wherever he goes, is trapped by Black's routine and so Black is, in effect, writing Blue's life. Conversely then, the same must be true for Blue. If Black really is a private detective, as Blue is, then Black must follow Blue, becoming trapped in his routine. Blue is therefore the writer of Black's life. In the third story, The Locked Room, the central character, an un-named author is a writer who turns detective in an attempt to locate his childhood friend Fanshawe. Until Fanshawe contacts the narrator in a letter, he has been presumed dead. Initially, the process of detection begins under a pretext of writing a biography of Fanshawe's life. As a writer of a biography, one is expected to stick to facts, as is a detective. However, as this biography would be written under the illusion that Fanshawe is dead it would actually in effect be a work of invention rather than accurate reconstruction. The narrator tells us, â€Å"The book was a work of fiction. Even though it was based on facts, it could tell nothing but lies. â€Å"8. Thus, in this story, the central character even through the process of detection remains, in essence, a writer. The extent to which writer is also detective in Truman Capote's In Cold Blood must be looked at in a very different way due to the type of crime novel it is. Tom Wolfe has as I have mentioned, described it as ‘New journalism'. Capote himself, however, distances his novel from this school of writing. He views his work as â€Å"creative journalism† as opposed to for instance, a â€Å"documentary novel†9. The distinction for Capote is that to be a good creative journalist a writer must have experience in writing fiction so that he has the necessary knowledge of fictional writing techniques. Writers trained in journalism for example would not possess the skills needed to write a creative journalistic piece, but are more suited to writing documentary novels. Capote's distinction is relevant to the question because it gives us an insight into the extent in which In Cold Blood was created as a compelling true crime novel, largely based on fact (by a writer), in comparison to the extent in which a crime and it's effects was accurately reconstructed and completely based on fact (as a detective would attempt to do). In order to determine the real extent to which Capote as author of this novel was also a detective a number of issues need to be addressed. To begin with the opinion that in researching and writing In Cold Blood Capote was in fact acting as a detective will be examined. The research Capote undertook in writing this non-fiction novel was indeed extremely thorough. He arrived in Holcomb in November 1959, the same month of the murders and a month before Dick Hickock and Perry Smith were arrested. He was therefore present during the time in which the initial police investigation was taking place. He conducted hundreds of interviews with residents of Holcomb, and other individuals who had come into contact with the two murderers. Some of these interviews, as he told George Plimpton in an interview for the New York Times in 1966, went on for three years. Capote also undertook â€Å"months of comparative research on murder, murderers, the criminal mentality,† as well as interviewing, â€Å"quite a number of murderers† in order to gain a perspective on Smith and Perry10. In his interviewing of Smith and Perry after their arrest, he acted to a great extent as a detective is expected to. As the men were kept apart following their arrest, Capote was able to cross-reference their interview answers in order to determine fact from fiction, â€Å"I would keep crossing their stories, and what correlated, what checked out identically, was the truth†11. In Cold Blood has been widely accepted as an extremely accurate portrayal of the Clutter murders and the following investigation. However, the opinion that In Cold Blood was as much a work of fiction as of fact needs to be considered. Within this novel there are several instances in which Capote could be said to have used artistic licence. The clearest example of this is the last scene of the novel in which Detective Alvin Dewey meets murdered Nancy Clutter's childhood friend at the graveyard in Holcomb, four years after the family's deaths, ‘And nice to have seen you, Sue. Good luck,' he called to her as she disappeared down the path, a pretty girl in a hurry, her smooth hair swinging, shining – just such a young woman as Nancy might have been. 12 We know this to be an utterly fictitious scene because, according to Dewey's biographer Gerald Clarke, Dewey never met Susan Kidwell until the executions of Smith and Hickock in 196513. According to Capote, however, the meeting at the graveyard took place the previous May, in 1964. In the novel, the reader also cannot escape a feeling that Capote is somewhat biased towards Perry Smith. As a writer, personal opinions and feelings are perfectly acceptable inclusions in a reconstruction, but as a detective they are not. Of course this bias may arise directly from Capote's observations of the two men, and of factual, psychological evidence. In which case this would be a fair assessment. However, it has been suggested by some that this bias arises from Capote's feelings for Perry Smith and the relationship they developed whilst Capote was conducting his research. Ned Rorem, referring to a dinner conversation with Truman Capote in 1963, said of Capote â€Å"he seemed clearly in love with him [Perry]. It must be remembered however that this is just speculation. In Cold Blood has also been seen as a polemic against capital punishment and the American justice system. By indicating in the novel that Perry Smith was in a â€Å"psychological cul-de-sac†15 at the time he committed the murders he insinuates that the death penalty was an unjust sentence. With regard to Capote's attack on the justice system, his criticism can clearly be seen in his account of the jury selection for the trial, The airport employee, a middle-aged man named N. L. Dunnan, said, when asked his opinion of capital punishment, ‘Ordinarily I'm against it. But in this case no' – a declaration which, to some who heard it, seemed clearly indicative of prejudice. Dunnan was nevertheless selected as a juror. 16 If this is indeed a polemic, it must be the case that opinions and facts in opposition to Capote's argument would have been left out. This would make him more writer than detective. He himself confessed that, I make my own comment by what I choose to tell and how I choose to tell it. It is true that an author is more in control of fictional characters because he do [sic] anything he wants with them as long as they stay credible. But in the nonfiction novel one can also manipulate. 17 Ellroy's My Dark Places is also a true crime novel containing, as I have mentioned, elements of autobiography and of the police procedural. Unlike In Cold Blood, in which the reader is aware of the culprits' identities from the beginning, it is more of a ‘whodunit' in that the reader does not know who the murderer is. Through the process of detection, and with the help of a homicide detective named Bill Stoner, Ellroy retraces the initial investigation into his mother's murder in the hope of finally solving it. As in New York Trilogy, however, the reader is denied the solution and restoration of order generally expected from (and often desired in) a detective novel. The novel is written in four parts, and the extent to which Ellroy is both writer and detective varies with each one. The first part, ‘The Redhead' is Ellroy's reconstruction of the original investigation. Although true crime, this section reads as a police procedural novel, involving meticulous detail of each piece of evidence and information collected at the time. Ellroy has had to take on the role of detective in this section in order to reconstruct events as they happened at the time, 1958, thirty-five years before his own investigation. Unlike a fictional police procedural, in which the reader expects at least a portion of the evidence to be significant in solving the case, in the end it proves to be useless. It is Ellroy's inclusion of this irrelevant information that increases the extent to which he is also detective. Rather than using it as a plot device, he has included it for the purposes of accuracy. This section is also largely devoid of emotion, regardless of the significance of the case to Ellroy. The title, ‘The Redhead' is an example of this emotional absence; it provides a superficial physical description of Ellroy's mother with no real clue as to her identity. Ellroy himself, as narrator, is absent. He appears only as a character in the drama, the murdered woman's son. Unlike the last section in the novel, Ellroy does not appear as a detective. The second part of the text, ‘The Kid in the Picture', is autobiographical. It traces Ellroy's personal involvement in crime, such as going on â€Å"righteous burglary†18 runs, and his development as a writer of crime fiction. In this section Ellroy is clearly writer rather than detective. This is made even more evident as he mentions novels written by him during this period, such as L. A. Confidential – which he describes as a novel â€Å"all about me and L. A. crime†19. The third part of the novel, ‘Stoner', introduces the reader to the detective Bill Stoner, the man who will eventually aid Ellroy in the search for his mother's killer. This section is a biography of Stoner's life and cases as a homicide and later as an unsolved crime detective. Ellroy himself is again absent from this section. As a writer he would had to have investigated the events in Stoner's life that are mentioned here. Thus, in writing this section Ellroy has had to, in effect, engage in detection. The other way in which Ellroy could be seen to also be a detective in this part is the language he employs. Much of the information we are given reads as would a police report. As Blue in New York Trilogy is accustomed to writing reports in which â€Å"action holds forth over interpretation†20, we see Ellroy writing in the same manner. This can be seen in the following extract, The Soto guys let her in. Karen verbally attacked John's common-law wife and ran out of the apartment. The wife chased her. They traded insults on the sidewalk until 2:00 in the morning. John Soto ran down. He made his wife go upstairs. The whole of this section is written in the same manner. In contrast to In Cold Blood there is no emotion or interpretation, only facts. For this reason, as Ellroy's novel also deals with true crime, it could be said that Ellroy is a detective to a greater extent than Capote because he sticks more rigidly to the facts. The fact that the reader finishes this novel with a sense of dissatisfaction (as the case is not solved) could also add credence to this idea. This is because as a self-consciously literary exercise, rather than accurate detection, In Cold Blood manages to create a sense of suspense even though the reader knows who has been killed and who committed the crime. Ellroy instead recounts facts as they were rather than attempting to satisfy readers' expectations. Conversely, if we are talking about conventional detective literature, we could say that Ellroy is less of a detective (in the traditional manner) for the very reason that he fails to solve the crime, thereby failing to restore social order. The final section, ‘Geneva Hilliker', is that in which Ellroy is most evidently a detective as well as writer. This section of the novel details Ellroy's own investigation. It follows his collation of evidence, false leads followed and the final (if unsatisfying) resolution to Ellroy's story. Even if the reader does not find out who killed Geneva Hilliker, they, as Ellroy does, find out about her and her life. For Ellroy this provides some closure, as we would expect from a crime novel. It is not conventional to the genre but does resolve some of the questions Ellroy hoped to answer when he embarked on the investigation, thus consolidating his position as detective (however temporarily). In each of these novels, writers have to a considerable extent also been detectives. It is difficult to determine whether this is truer in any of the texts than in the others due to the different ways in which this has been the case. In My Dark Places and In Cold Blood, the authors of the novels have also carried out acts of detection in the research carried out for those novels. In New York Trilogy we see characters that happen to be either writers or detectives exchanging these roles. It may be said that any author is to some extent a detective, whether they are researching a factual book, or writing a fictional novel in order to discover something about the world in which they live. As Quinn believes, â€Å"the writer and detective are interchangeable†21.

Book binding Essay Example for Free

Book binding Essay OBJECTIVES:2. OBJECTIVES:The term ‘binding’ is sometimes used to describe the cover of a book. For example, you might refer to a book as having a binding of leather, or being bound in linen. But binding also means the act of attaching many pages to one another to produce a book. Bookbinding is a very old craft and the techniques used in hand-binding have hardly changed over the centuries. Mechanization has changed the way most books are made but hand-bound books still use the same the techniques and equipment. As a craft, bookbinding plays an important role in the production of artist’s books, the preservation of antique books, and in training for fine arts students. As a commercial process, bookbinding plays a role in the lives of any consumer who picks up a book or magazine. Advances in commercial bookbinding techniques have greatly improved the cost, and therefore accessibility, of printed material all over the world. IT: 3. WHAT DID YOU DO TO ORGANIZE IT:A prior permission has been taken from the Teacher-in-Charge of our institution to perform the work. Eight students of class VIII, Sec A are selected to participate with me. The Biology Laboratory of this institution has been selected as the working place. I first told the students the procedure of book binding:†¢ Stapling and Sewing – The collected papers exactly the same sized are piled them up. Then staple down/sewed along one edge. †¢ Gluing – A white paper paste, or â€Å"library paste,† is good for most purposes. †¢ Covering – Any book will be enormously improved if it has some kind of a cover. The cover doesn’t have to be cloth or cardboard or particularly heavy. prasenjitzoology@gmail. com 1 BOOK BINDING CONTRBUTIONS:4. CONTRBUTIONS:†¢ MINE – I directed as well as helped the students how to prepare for such works. †¢ MY HEAD TEACHER – He encouraged and motivated me to perform the work. He also helped me by inspiring the students also. He also helped me by granting a fund for that. †¢ MENTOR – The Principal, Prof. D. P. Nag Chowdhury of the College, Shimurali Sachinandan College of Education was the mentor who helped me mentally as well as providing printed materials to do the work. The Director of the workshop, Prof Trishna Goswami as well as the Coordinator, Prof. S. R. Adhikari of the College, Shimurali Sachinandan College of Education, P. O. – Shimurali, District – Nadia also helped me in many ways. A book binder of that locality also helped various ways to make successful this work. CTIVITY: 5. OUTPUT OF THE ACTIVITY:Students can bind books at home following these simple instructions. This is so simple that the students themselves can make them for the joy of learning science. It can encourage them in publishing business. PERSONAL:6. YOUR PERSONAL:†¢ OBSERVATIONS – Students shortlisted the materials from their book or as directed that are needed to perform the work. Sheets of paper for binding into a book, Bone folder, Studio Tac double-sided adhesive, Heavyweight papers for end pages, Pencil, Jade glue, Paint brush, Headband tape, Craft knife, Binder’s board (acid-free), Book canvas, Iron-on transfer paper (optional)are collected by the students from their homes and market. Then prasenjitzoology@gmail. com 2 BOOK BINDING they started the work following the book binding procedure as stated. My students enjoyed this very much and many of them tried this on their own. †¢ EXPERIENCES – Teaching children about the publishing business entails more than writing stories and creating characters. In fact, you can turn any English lesson into a crafts project by introducing children to bookbinding activities. †¢ DIFFICULTIES – Manipulatives and experiments are teaching aids that the children are allowed to play with and touch. Hence it was a time consuming process. FROM:7. FEED BACK FROM:†¢ STUDENTS – The participants were fully satisfied and wished such programme to be of more and more so that they could update their knowledge & activity. This is the spirit of teaching and learning. With hands on activities they acquire first-hand knowledge which inspires them to pursue the field of publishing to become successful who is the wealth of a nation. †¢ COLLEAGUES – They highly appreciated such activities more and more so that the students can easily understand their lessons. The students can test these works without any fear of cost or breakage. This is so simple that the students themselves can make them for the joy of learning science. Teaching children bookbinding is a way for them to become part of this long tradition of book arts in a fun and imaginative way. †¢ MENTOR – He thanked me so that I have done the work accordingly in involvement with my students in my institution. This will be proved very useful in rural and urban schools as well. ************* prasenjitzoology@gmail. com 3 Book binding. (2016, Sep 08).

How personality affect organization Essay Example | Topics and Well Written Essays - 4500 words

How personality affect organization - Essay Example The examination of the influence of personality on the organizational behaviour has led to the assumption that the interaction between the firm and the employee is intensive and constant. Moreover, it has been found that the diversity as a phenomenon does not occur only in the lower organizational levels but can equally appear in the managerial department. On the other hand, the existence of differences among a firm’s employees cannot be considered as disadvantage but should be viewed instead as a challenging experience for every organization. In this context, it has been proved that the existence of diversity is not connected with the negative phenomena that can be often observed in an organizational environment, like the fraud or the sabotage which are more individual – related. However, because the existence of diversity may create problems to the daily organizational operations – particularly when there are not the mechanisms for the successful operation of s uch a business strategy, it has to be noticed that in order for an organization to apply a diversity schema to its employment sector, the relevant measures have to be taken in advance. It should be noticed here that any relevant measure has to be tested in advance not only as of its financial cost to the company involved but mainly as of its effects to the firm’s employees.

RA #8 Assignment Example | Topics and Well Written Essays - 250 words

RA #8 - Assignment Example We can also derive suitable instincts by establishing a balance between emotions and intellect (Hayashi 9). The information about how emotions can enhance intuitive decision-making can help me to improve my creative problem solving skills. Indeed, balancing my emotions will allow me to use my creativity and professionalism in solving problems. Moreover, balancing my emotions will allow me to research and apply relevant knowledge in making decisions that defines creative problem solving. The ability to recognize similar universal patterns across disparate fields is another interesting topic that I encountered in the reading (Hayashi 8). Indeed, such abilities enhance professional judgments. Identifying universal patterns in decision-making is a rare trait that many executives lack or disregard. There are standards and patterns that define intuitive decision making in diverse fields. The ability to identify these universal patterns can enable individuals to make homogenous and suitable decisions within short time. The information about universal patterns of making decisions across different fields can help me to improve my creative problem solving skills since I will possess the unique ability to solve different problems in a standard, suitable, and faster manner. The information will help me to establish a decision making culture that will depict my creativity in addressing various

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

Civil War - Essay Example The sovereignty they believed was their right was constantly threatened in the period leading up to the Civil War as the balance of power moved from the Southern States to the Northern. It was felt that these States were being eroded as their ability to self-determine slowly changed. Particularly the Northern States’ greater voting power was questioned by Southern leaders such as John Calhoun, who advocated secession from the Union if certain issues were not resolved. He argued that the Union could eventually only be held together by the superior numbers, and the superior wealth of the Northern States as they forced the South to remain in the Union (Calhoun, 1850). It was particularly in the Nullification ordinances that the South expressed resistance to Northern dominance. For example in 1828, a Tariff was imposed on foreign imports by the Federal Government. The Southern States argued that this tariff was intended to favor domestic manufacturers and only certain foreign manufacturers, primarily based on Northern business interests. In fact, it was felt that the Tariff of 1928 â€Å"exceeded its just powers †¦ and †¦ the true meaning and intent of the Constitution† (Calhoun, 1832, & The Constitution of the United States of America Overview, 2012). Thus Ordinances of Nullification were published by the Southern States (for example the South Carolina Ordinance of Nullification) declaring that this and other federal laws would not be honored by these States. The North’s response can be summarized in the words of President Andrew Jackson, that United States laws are â€Å"paramount to State constitutions and laws†. (Jackson, 1932) Similarly, slavery was threatened, and consequently so was the way of life, economic prosperity and a perceived equality with all the States in the Union in the Southern States. As world opinion moved against Slavery, so too did the dominant political opinion among the Northern States. For Southern

Documentation for Web Application Project Outline

Documentation for Web Application Project - Outline Example 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Server - This is where the application will be installed (basically where the application files will be stores). In other words, this is the machine where all the data processing will be done. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Client - The client  represents the computer being used by the website visitor to access the information stored in the server. The website visitor will use browser software to access the website. The design process involves structuring the application together with its functionalities before developing the application. This planning helps in time saving and ensuring that the overall goal of the application in put in picture before one begins the development work. The design process will majorly depend on the kind of application being developed. As for the case of Plant and Machinery website application, the below process has been used. This part of the design focuses on the outlook of the website so that its usability is favorable to the website visitors. Here the designer must make sure that the focus is on the visitor because they never concentrate on how complex the application is but on how easy it is to

Physican-Assisted Sucide Should be Legal Essay Example | Topics and Well Written Essays - 2000 words

Physican-Assisted Sucide Should be Legal - Essay Example Persons who are for the legalization of assisted suicide believes personal autonomy, individual freedoms, which are expected during life should not abruptly and unnecessarily stop near the end of life. Another perspective is that since everyone agrees that terminally sick or severely injured animals are allowed a humane way to die peacefully. This rationale should be applied to humans too. A person’s sovereignty, their power to make decisions regarding their personal well-being, is stripped away by forbidding them the right to end their own life on their own terms. Self-determination, a right deemed indispensable during a person’s life, abruptly ends at the end of life, just at the time people needs it more than ever. What may be worse is the added indignation of forcible life-saving measures imposed on a dying person. People are kept technically alive while their bodies and minds are wasting away as their families watch and suffer along with the patient. Assisted suici de should be legal. It should not even be a topic that is debated anymore. American citizens are, according to the Declaration of Independence, â€Å"endowed with inalienable rights† but apparently the right to die with dignity is excluded somehow. The U.S. Constitution does not prohibit assisted suicide. It’s illegal mainly due to religious zealots who raise objections for ideological reasons. They think the practice is society â€Å"playing God† with end of life situations. However, they have no problem with society â€Å"playing God† by using extraordinary high-tech procedures to extend peoples life. Assisted suicide is also known by the term â€Å"mercy killing.† It is defined as a form of Euthanasia which means â€Å"good death.† All of these terms describe a circumstance when a terminally ill patient is administered a lethal dose of medicine or is allowed to die without anyone else actively involved in the process such as not resuscita ting the patient or the patient being removed from a life support system. A doctors’ involvement could be to use intravenous means to administer the lethal dose. The terminally ill patient then activates a switch, lever, etc. which dispenses the drug or the doctor could administer the drug(s) themselves. (Kure, 2011). Physicians, lawyers and philosophers have argued the idea of assisted suicide since the beginnings of civilization but the general public discussion pertaining to legalization is but a few decades old. The questions regarding assisted suicide have moved beyond the realm of who is allowed to speak for the unconscious patient and into that of the rights of the patient. According to common law found in the majority of, if not all, legal jurisdictions, incurably ill persons who exhibit mental competency are able to request that life-savings methods be withheld even when this choice will certainly result in their death. This right found in common law is based on the importance society places on self-determination. All agree that people should to be protected from unwanted, offensive and non-consensual touching by anyone else. These local common laws have their foundations in the U.S. Constitution at both the federal and state level. On the federal level personal rights stem from liberty provision within the Due Process Clause located in the Fourteenth Amendment of the Constitution. At the state level, New Hampshire’s state Constitution, as an example, individual rights

Week #3 Learning Activity Essay Example | Topics and Well Written Essays - 250 words

Week #3 Learning Activity - Essay Example Large companies can tap an international labor force who can offer distinct local knowledge, competencies, and networks, and any other form of local and national advantages (Cullen and Parboteeah 265). Large companies also have recognized worldwide brands that do not need much marketing push. As a result, small businesses have to rely on firsthand research or secondary researches that are free, but not comprehensive or intensive, to design simple marketing strategies that they can afford. Small businesses have to invest on marketing strategies or tactics to improve brand awareness and brand loyalty for their businesses. Owners usually act as researchers too, in order to save money, while ensuring competitiveness: â€Å"The better a small business understands its customers, the better off it will be† (Chapter 6: Marketing Basics 21). The trend of the barrier is getting more intense in time as large companies merge or acquire other smaller companies (Cullen and Parboteeah 265). Internationalization is a strategic move that many large companies are taking advantage of which improves their brand equity across international markets (Cullen and Parboteeah 265). Small businesses do not need to match the marketing strategies and expenses of their large competitors, but scale down marketing research to fit the marketing mix that they can meet the expense of (Chapter 6: Marketing Basics 11). This way, small businesses can understand their strengths and use them to optimize market opportunities and to reduce market threats, especially competition from large

Evolution of the Use of Wool Term Paper Example | Topics and Well Written Essays - 1000 words

Evolution of the Use of Wool - Term Paper Example Since then, man has made efforts to improve and maximize on it by selective breeding of excess wool producing sheep and also incorporating other qualities into the wool fabric, including mothproofing, stain-proofing, durable creasing and pleating, shrink resistance and shower-proofing (Guthrie 145). Science and technology came in to improve the quality of wool and maximize the products keeping it in the fabrics forefront making it suitable for the modern requirements without affecting its virtues. After man started domesticating sheep, he used to milk it, and whenever it would shed its fleece, it would be collected, spun, and used to weave clothes. It then dawned on a man that killing sheep for meat only was a waste of resources, material, and food. He then resorted to becoming a shepherd and later on came up with a method of producing clothes from the fleece. He used to spin the wool to produce a thread by taking it in one hand and drawing it out twisting it using the fingers of the other hand. This then resulted in a thick yarn that was uneven. Later on, man developed a crude spindle, where he fitted a clay ring or a stone to a short wooden stick end. The ring made it possible to wound the drawn-out yarn on the spindle. This spinning method was later used for thousands of years. The threads were woven to produce clothes, and the first products were made up of a beam from which warps were hung before being weighted by the stones at the lower end. The yarn was then threaded across the warp in such an act of over and under. This system was also used for thousands of years just like spinning (Gleason 185). After the two implements for spinning and weaving spun wool, the first improvement to be done was on the loom. Instead of the vertical suspension of the warp threads from the beam, they were horizontally laid across the frame. Sticks were then tied to with  alternate warp threads, and they would be lowered and raised in turn.  

The Growth and Importance of English Essay Example for Free

The Growth and Importance of English Essay The definition of a global language, is a language which has been given a specific place within countries and communities around the world, even in places where there are very few native speakers of this language. Although English is not the most widely spoken language in the world in terms of the number of native speakers there are many more native Chinese speakers than native English speakers it is described as a global language and Chinese is not. This is because there are few other communities in the world that give Chinese, be it Mandarin or Cantonese, a particular use or function, probably due to the fact that its alphabet is so different from that which is used in the majority of the rest of the world. It is impossible to know exactly how many English speakers there are in the world, but according to estimates, there are more than 350 million native English speakers and more than 400 million speakers of English as a second, or foreign, language. These figures are especially impressive considering the fact that this mass popularity only came about in approximately the last three centuries. The English languages influence spans across the globe and is more influential in the world of media, communication, business and government than any other, even in certain countries where English is used, or regarded, as a minority language. It is the language of maritime communication and international air traffic control and is acknowledged as the language of popular culture primarily in the entertainment fields of cinema and music. The English languages earliest origins are from the Germanic language group. This group began as a common language about 3,000 years ago. Many different European languages developed from this Germanic group, depending on which part of this sector the region of the Elbe river they were closer to. For example, North Germanic evolved into the modern Scandinavian languages of Swedish, Danish, Norwegian and Icelandic; and East Germanic, which was adopted by Southeast European countries. West Germanic, however, is the language from which English developed, along with German, Dutch and Flemish. This West Germanic language first came over to Britain in the 5th Century when Germanic peoples from Jutland (the Jutes) and Denmark (the Saxons) invaded. They forced the original inhabitants the Celts to the outskirts of Britain Scotland, Wales, Cornwall and Ireland. It is for this reason that the a lot of the original Celtic language still remains in the Scottish, Irish and Welsh languages. The Germanic invaders language was almost identical to Modern Frisian, the language which is now referred to as Old English. Depending on where in Britain the Jutes and the Saxons settled, new dialects emerged. The most prominent of these being Northumbrian in the North of England, Mercian in the Midlands, West Saxon in the South and West, and Kentish in the Southeast. Around two hundred years later, during the 8th Century, the Vikings invaded Britain from Scandinavia. As with the original Germanic invaders, they brought with them a new language dimension Old Norse. This language however, was itself descended from North Germanic and so was very similar to the Old English which was being spoken in England. As the language spoken throughout Scandinavia at the time was mostly understandable by the Anglo-Saxons, they brought, with relative ease, many new words to the language of England, especially to the Northern regions. In 1066, the Duke of Normandy, William the Conqueror, did as name suggests, and invaded and conquered England, and its Anglo-Saxon inhabitants. As with the Viking invasion two hundred and fifty years previously, the new rulers of England brought with them a specific addition to the language. However, also like the Vikings, the language spoken by the Normans had descended from the Germanic group and was called Anglo-Norman. However, it was in fact a French dialect which had simply been influenced by Germanic language features. It therefore was unlike the languages which had been brought to England during the previous two conquests, as it featured Latin based lexis and grammar, but with a basic Germanic heredity. Although Old English had already been remotely influenced by Latin during the Roman occupation of Britain during the 7th Century, the language of England now properly incorporated distinct Latinate linguistic features. The mixture of these two languages French and Old English came to be known as Middle English. The French dimension began to slowly dilute itself however, when the original Norman rulers lost ownership of Normandy when it was conquered by the French King in 1204, and therefore lost contact with the province they had once owned, and focused on their main land England. The Middle English language remained more or less the same for several centuries (apart from inevitable lexical developments) until the late 1400s, when a great invention revolutionised the English language and became the last major factor in the development of Modern English. This ground-breaking device was the printing press, which was created by William Caxton in 1476. It made such a significant impact because, for the first time ever, the English language could be written and produced in mass amounts relatively easily. This meant that news could be spread quicker and with less difficulty, as bulletins, leaflets and books could be produced in large quantities at a lower price, as writing was no longer done by hand and therefore took a lot less time. As books were now cheaper, the literacy rate rose and the masses began to educate themselves. Reading was therefore no longer reserved for the nobility. This also meant, however, that the English language had to be standardised for everyone to be able to read it with the same facility. The dialect of London, where the first printing press and most of the future publishing houses were located, therefore became the standard way of writing. Spelling and grammar rules were fixed and the Middle English dialect, finally became the standardised language that we know it to be today. This was later confirmed in 1604, when the first ever English language dictionary was published. So, now that English had more or less fully developed itself, how did it, instead of other, ancient languages such as Latin, Greek, Arabic and Chinese grow to become so powerful and overtake these well-established languages in between Shakespeares era and the 20th Century? The first reason is the exploration and colonisation of distant countries and areas around the world by Britain who, at the height of its empires rule (late 19th and early 20th Century), ruled over 1/3 of the world. The British explorers travelled far and wide, conquering regions and establishing English as their primary language, as a means of exerting a civilising influence on countries within the empire, and in order to demonstrate their superiority. Many of these colonies, most of which have since become independent, still use English as their principal or official language, for example the United States, Australia, New Zealand, Hong Kong, Singapore, Nigeria, the Philippines, and Malaysia. This is due to the fact that many of these countries have numerous different regional dialects, for example in India (which utilises English as its official language) a census recorded over 200 different mother tongues even though the Indian constitution recognises only 18 official Indian langu ages. The colonisation of the United States in particular made a great impact upon the use of English as a global language. As early as during the 1750s, renowned philosopher and writer David Hume rightly stated that, Our solid and increasing establishments in America promise a superior stability and duration to the English language. This is because during the 1800s, England was firmly establishing itself as the workshop of the world, and with the onset of the Industrial Revolution, during which, England paved the way for the invention of technological wonders, America gained speed in the race for economic power. With the invention, in the early 1900s, of steam technology, came the real breakthrough in the globalisation of the English language, as the press became mechanised and so news about British and American technological developments travelled further, and more frequently, to the colonies by the new railways and steamships. The news of these miraculous inventions now reached the rest of the world with such haste, and international markets soon realised that if they wanted to make a significant impact during the Industrial Revolution, they had to improve their knowledge of what technology was being invented. As much of this technology came from England and America, the directions about how to use the machinery were written in  English and so foreign traders had to learn English, or at least have enough capability to ensure basic understanding. In fact, it has been stated that when all of the industrial and scientific developments from America are added to those from Britain, it can be calculated that over half of the significant technological yield of the Industrial Revolution was written in English. These technological advancements that were being made had widespread linguistic consequences. New terminology used to describe the industrial and scientific developments was invented, and rapidly became part of the English language, adding thousands of words to the already growing lexicon. These newly improved modes of transportation (steamships) also helped the expansion of English, as travel and exploration became easier. New lands were being discovered and so the English language was able to spread even further. For example, in 1769, British explorer James Cook discovered Australia and by 1790, Britain had already set up its first penal colony in Sydney, in order to relieve the pressure on the overcrowded English prisons. It became the destination for British convicts who had been declared criminally incurable. However, the convicts thrived and began farming, which built up a reasonable economy. The population increased, and eventually Australia was no longer regarded as the island made up solely of prisoners, and it became an economically developed continent with English as its mother tongue. Slavery was also a way of spreading the English language. During the 1700s, Westerners began to take Africans from their native land, which had already almost entirely been colonised by the Europeans, and exported them back to their own countries as a means of free labour. Even once they had been shipped abroad, their captors were worried that they would band together and revolt against them. The way in which they decided to stop this from happening was by grouping up the slaves by what language they spoke. Those who were from the same parts of Africa or who spoke the same language or dialect were separated. They were now helpless they could not communicate with each other in order to rise against their new masters, which was  exactly what their owners wanted. However, in order to be able to get these slaves to work for them, the Westerners had to teach them their own language. As many slaves were transported to America in particular, they were taught how to speak English. This language became their only means of communication with not only their masters, but with each other as well. The English language was thus expanded even further. It was also from this that the black vernacular of today developed itself. Although during the first half of the 19th Century (the beginning of the Industrial Revolution) new transport systems were developed (as mentioned above) and vastly improved communications between countries and continents, the real breakthroughs came in the second half of the century. This was the invention of the telegraph and then the telephone by Alexander Graham Bell, which made interpersonal contact across countries almost instantaneous. These means of communication greatly helped the growth of the English language, because they are widely regarded as two of the most influential developments of the century, and were either patented, developed or created by an American. By the end of the 19th Century therefore, America had overtaken Britain, as well as everyone else, as the worlds fastest growing economy. By the early 20th Century, Britain and the United States were known for their economic imperialism they together invested more money than any other country in the world and were known as the global economic trade capitals. The rest of the world could see how much money these two countries were making and therefore wanted to join them, however, like with the Industrial Revolution, to do so, they had to learn the economic language, which at this point in history, was most definitely English. David Crystal states that If the metaphor money talks has any meaning at all, those were the days when it was shouting loudly and the language in which it was shouting was chiefly English. Today English is incredibly wide-spread and it is constantly expanding. The main reason for this, in my opinion, is because of the media. The first medium through which English is, and was, spread is through newspapers.  Everybody needs to know what is going on, in not only their country, but abroad as well. Newspapers are the main publication which are indispensable, because no matter what scientific or technological developments are created, the world will still need this type of information delivered through this simple and cost-effective medium. This is why the fact that five thousand newspapers, more than half of the newspapers published in the world, are published in English, is so important to the constant growth of the English language. Television and cinema are other forms of media which greatly helped English get to the position it has reached today. The technology of this industry was first developed in Europe and America during the 19th Century, and by 1900, Britain and France were leading the way in the art of filmmaking. The First World War stopped them in their tracks however, which gave America the chance to gain dominance within the field. Feature films were developed, and the actors became stars across the world, thus solidifying Americas control over the film industry, which it still maintains today. Their industry is the largest and richest, and therefore the films which are produced, are sent off all around the world where they are subtitled (or dubbed). Through watching these movies, people abroad are learning the English language, whilst being entertained. The same can be said of the power which American television has over the world, and its obvious benefits. For example, two hundred and fifty million Chinese people (more than the population of the United States itself) are learning English on TV. Popular culture, in particular pop music, also affected and is still affecting the growth and spread of the English language. The phonograph the first machine which could ever record and reproduce sound, was invented in America in 1877 by American, Thomas A. Edison. Most of the significant technological developments made in the record industry therefore took place in America. The invention of LP disks and records was obviously not the beginning of music, but it gave music the ability to travel across the world without the composer or artist having to travel themselves. It therefore  allowed other countries to experience foreign music, especially American music, which was increasingly popular because of its often fast-paced beat which was ideal for dancing, which symbolised the carefree notion which Europe, during the First World War, craved. In conclusion, the English languages label of global language is one which is entirely founded. It has proved its dominance all around the world, its power has spanned many centuries, and today, with the internet the means of communication of the future recording 94% of its sites as being written in English, it is safe to say that it will continue to do so for many future generations.

Math in Early Childhood Article Review Essay Example for Free

Math in Early Childhood Article Review Essay The purpose of this article was to explain the use and importance of programs such as the, â€Å"What’s the Big Idea† program instituted at the Bennington Library in Vermont. The â€Å"What’s the Big Idea† program aims to provide librarians with techniques and tools for introducing preschool and kindergarten students to science and math through literature. Picture books and stories are used a lot because stores are great conveyors to memorable messages about since and math. It also gives children the tools they need to be able to look at books and seek out math and science concepts and connections within the text. The program focuses on child directed and hands on explorations rather that adult directed instruction allowing the children to gain personal acts of discovery through play. â€Å"What’s the Big Idea† focuses on four main math and science concepts; numbers and operations, patterns and relationships, changes over time, and geometry and special sense. For each topic there are activities, projects, and books that correspond with the chosen topic. There are different activity centers that are also set up. Some are set up for large group and small group and some are set up for independent exploration. They offer things such as interactive graphs, geoboards, jars with small objects for sorting, blocks, and other manipulatives. Something new that I learned was that I didn’t know that libraries offered programs like that. I knew that had reading groups and programs but I didn’t realizes that there were also libraries that offered programs to also promote math and science concepts as well. I like how they use books first to gain an idea and then tie it into math and science by exploring the concepts in the story a little further to better their understanding not only of the story but of the math and/or science behind it. A way that I can see this information being useful in the future is to have programs like this available to all libraries nationwide. In the article it said that it started out in Vermont and spread to libraries in New York, Delaware, and Texas. With children having access to programs like this from the preschool level they will then enter kindergarten with a greater knowledge base and with deeper understanding of the math and science concepts that they will need for the rest of their lives.

The Whole Language Or Phonics Approach

The Whole Language Or Phonics Approach Critically analyse and discuss the benefits and shortcomings in teaching reading through a phonics approach in comparison to a whole language methodology. What are your views about each approach? Support your arguments with references from related literature. Teaching students to read is a vital educational aim. Reading gives opportunities and opens up new worlds. Learning to read, will enable students gain new knowledge, enjoy texts, and do everyday life things. The phonics and the whole language approaches are two main methods to reading, a debate that still rages among educators, parents, and experts. Which approach to teaching reading works best? Whole language approach Teachers using the whole language approach are expected to provide rich environment texts for students combined with speaking, listening, reading and writing. This approach emphasise the meaning of texts over the sounds of letter and phonics instruction. Krammer and Holland found out that the whole language approach is considered a top down approach meaning the reader use his prior knowledge to interpret and construct his personal meaning of the text he is reading. In my opinion I think that this approach provides a better understanding of the text and a more interesting and creative approach to reading but it may come at the expense of accuracy and correctness. Phonics approach The phonics approach has five key elements to teaching. These are: Learning the letter sounds Learning letter formation Blending Identifying sounds in words Spelling the tricky words (Jolly Phonics: Lloyd, S.) Kelly believes that good phonic skills will help students become better readers. It provides a secure grasp of the essential sound and spelling patterns that words are composed of. There are 44 key phonemes in the English language. Some of these are single alphabet sounds such as s-a-t-p-i-n, but others may be combinations of letters like sh, ck or ie. (Kelly, 2009) Now, I will discuss the benefits and drawbacks in teaching reading through a phonics approach in comparison to a whole language methodology. Benefits in teaching reading through a phonics approach Using the phonics approach to reading helps the reader to build better the pronunciation and word recognition (Krammer and Holland). When an individual starts to pronounce words correctly, it also starts to build confidence to speak up more often (English for Life, 2008). Improved decoding success creates a secure reader. Facility and ease in identifying polysyllabic words, and in inferring their meanings from a knowledge of prefixes, suffixes, and roots, help students with comprehension (Chall, J. Popp, H.). Teaching phonics can help students develop the skills to read smoothly and accurately. When faced with a new word, a student will have an arsenal of tools with which to puzzle it out and call it by namerecognizing familiar letter combinations and accessing their recollection of similar words. Students who are secure in their ability to figure out unfamiliar words are more eager to read new and longer texts. (Matthews, 2010) Readers cannot rely only on the use of context and picture clues. Wiley Blevins stated that students need to have a repertoire of strategies to draw on to become skilled, fluent readers. Phonics approach helps with the spelling far more than the memorisation and guess work of the whole language approach (Krammer and Holland). A person will be able to pronounce and spell correctly when he hears words. For this reason, phonics will help him improve his reading and writing skills (English for Life, 2008). Drawbacks in teaching reading through a phonics approach Although the phonics approach might work for some students, it may not work equally well for others. This is due to diverse individual learning abilities. For example: Students with hearing challenges may find it difficult to connect sounds and letter groups. Students with dyslexia often reverse groups of letters, causing confusion with phonetic learning. Besides that, some children learn to read more easily using other methods. For instance, the whole language approach teaches children to recognise entire words, rather than individual sounds (Enne, V.). I agree with Krammer and Holland that when it comes to reading using the phonics approach a child may have difficulty understanding the full meaning of a text, due to the constant breaking down of words into parts. This will also bring boredom; children would not be able to enjoy the text contrary to the whole language approach. Fleury declares that phonics does not connect the children with literature, as the whole language approach does. The connection to literature helps to make reading more interesting. It is true that phonics helps children to sound out many different words but there are other words that do not follow simple phonetic rules. These words, called outlaw words, will still need to be memorised. Nearly 50 percent of all English words are outlaw words. (Available from: http://www.ehow.com/list_6856037_drawbacks-teaching-phonics_.html) Should you categorise students and push one teaching method? In my opinion I think that I balanced approach should be used in teaching reading. The National Reading Panel determined that phonics instruction is only one part of a complete reading program for beginning readers. Effective beginning reading programs should also emphasize reading fluency, vocabulary development, and text comprehension. (Available from: www.univo.edu.sv:8081/tesis/019961/019961_Cap2.pdf) In 1996, Honig, stated that a balanced approach is needed to teach reading. He described it as an approach that combines the language and literature-rich activities associated with whole language activities aimed at enhancing meaning, understanding, and the love of language with explicit teaching skills as needed to develop fluency associated with proficient readers. In the article Curriculum: Whole Language and Phonics: Can They Work Together? written by Cromwell, S. (1997) says that Supporters of the whole language approach think childrens literature, writing activities, and communication activities can be used across the curriculum to teach reading; backers of phonics instruction insist that a direct, sequential mode of teaching enables students to master reading in an organised way. There is an ongoing debate on which is the best way to teach a child how to read. Phonics helps children to pronounce better and recognise the words. It helps them far more than memory and guess work used in the whole language approach. Formulas learned in phonics can be applied repeatedly. On the other hand, using the whole language approach helps children to understand better different types of texts. It is much more interesting and creative to reading rather than the phonics approach. Whole language approach emphasises on meaning and comprehension. Children memorise large numbers of sight words and learn to read by reading. I do not have enough experience but I can speak from my 3 years of teaching practice. I believe that both approaches must be used hence using a balanced reading approach. Most children learn through an amalgamation of skills. Each method offers different strategies. One has to remove the idea of one size fits all and keep in mind that every child is different. There is no one best method to teach children. Educationworld.com says that Many combinations and permutations are necessary to provide an optimal learning environment for an entire class of readers A teacher must be careful when teaching reading keeping in mind the different abilities of his students and focusing on literature and fun. After all, it is the teacher who makes the difference in the learning process. I believe that a teacher should provide time to read to his students often, choral read with them and also give them time to read both alone and in pairs. I remember that when I used to teach phonics through word games, to year 2 students, it used to work. Students where learning by having fun. Spending only a brief time each day on phonics and doing no more than one worksheet daily I eliminated boredom. It is important to try other reading approaches for students who are not able to learn phonics easily. Through research, I found out that recorded books or story writing might help. I make it a point that in my classroom I have a library. Unfortunately I have been in some schools where school libraries are not available. Students who have social problems how can they be exposed to literacy? It is highly important to expose children to books. It is important to have books in classroom so that students can browse, read and discuss them. Krammer and Holland state that when using a balanced reading approach, a teacher should provide as much structure as possible and some step-by-step skill work, especially for analytic students, while emphasising literature and fun. Also, a teacher should provide sufficient tools for decoding words, using small amounts of direct instruction in phonics for auditory and analytic learners. Tape-recording phonics lessons will help students to work independently to improve their skills. Visual learners tend to benefit from the whole language approach while auditory learners rely more on phonics since they hear the sound of letters and identify words. A balanced reading approach will probably be most beneficial! Finally I conclude using a balanced approach to teach reading will probably be most beneficial. IAE (2003) discovered that both research and classroom practices support the use of a balanced approach in instruction. The motive for this is because reading depends on efficient word recognition and comprehension. I agree that therefore instruction should develop reading skills and strategies, as well as build on the learners knowledge through the use of authentic texts. (Bernhardt, 1991; Bernhardt, 2000; Hulstijn, 1991; Kamil, Mosenthal Pearson, 2000; Snow Burns Griffin, 1998)

Essay example --

Margaret Thatcher is an iconic political figure that goes down in history as the longest serving, and only woman, British Prime Minister in the history of politics in the United Kingdom. Famous for her stern political stance and policies on international policies and relations, Thatcher was nick-named the ‘Iron Lady’, a name that well stuck with her considering her general approach to policies and outlook into international politics. Having served Britain for 20 years, Thatcher stands as an important political figure that brought with her great political changes in the United Kingdom. Not only is she notable for her efforts to revolutionize the British economy from Statism to Liberalism, but also her unending efforts to lower inflation and greatly reduce the high unemployment levels that were present in the country when she took office. Thatcher not only involved herself with her home politics, but also those of other countries bringing Britain politics to the internati onal map. She became a commonly familiar figure with Ronald Reagan, the then President of the United States of America, and even most surprisingly gained praise and popularity with the then Soviet Union leader, Gorbachev. During her long and eventful stay in office, Thatcher attracted praise and criticism in equal measure. Nevertheless, she remains a political enigma in relation to British and International politics. Margaret Thatcher was born in 1925, in the town of Grantham, to a local businessman who doubled as a grocer and Mayor of Grantham town. She was sent to a local grammar school where her oratory skills sprout roots at a tender age. It has been widely argued that her father served as an influential figure in her life and the towering figure behind her in... ...Britain`s economy behind. Thatcher also introduced a new strategy on government spending in addition to introducing the concept of home ownership to tenants (The Economist). Thatcher is highly remembered for her involvement in keeping the value of the Pound high, a move that has shielded Britain over the recent financial crisis being experienced in Europe. She also restored Britain`s sovereignty as a power to reckon with in international politics and the defeat of Argentina over the Falkland Islands(James). Margaret Thatcher remains one of the most famous politicians of all time. Having adopted controversial policies to save her own country from the economic mess that it was in, Thatcher became more popular to the rest of the world than in her own country. Nevertheless, she will remain in the books of history as one of the most iconic political enigmas of all time.

Surrogate Mothers in Jane Austen Essay -- Mother Mothers Jane Austen E

Surrogate Mothers in Jane Austen Jane Austen created families of varying levels of dysfunction so effectively, that even young readers of today can relate to the story. In some, the mother was either deceased, not present, or just not the right person for the daughter to rely on. For example, Fanny, Emma, Elizabeth and Elinor all struggle because the very people who are supposed to be looking out for them prove to be completely unhelpful. These heroines may not be able to rely on their actual Mother (or Father) but there often are parental figures that they can turn to. The mother in Pride and Prejudice is sympathetic, but silly, eccentric and irresponsible. Mr. Bennett is contemptuous to his wife and younger daughters; except for Elizabeth (his favorite) he spends the majority of his time in his library. In Emma, the mother is dead. She must’ve been clever because where else would Emma get it, but there must have been a lack of discipline of Emma. Mr. Woodhouse is almost a caricature, so he can by no means be accused of giving rational support, but he is "everywhere beloved for the friendliness of his heart and his amiable temper", and to Emma "most affectionate, indulgent father". I would say that Mr. Woodhouse is always concerned and caring, his only fault as father is being too indulgent. Of course, it would be better to have in a father an intellectual companion as well (Like Elizabeth Bennett). The mother in Mansfield Park , the mother was absent and neglectful having married a poor man who drinks. In Sense and Sensibility - Mrs. Dashwood is loving, but has too much of a romantic sensibility. In Persuasion the mother is dead, but is highly praised. She brought up Anne quite respectably. Anne is kind and loyal. Lady Russell - she really has a good heart and good sense. Lady Russell is not a fool like Mrs. Bennett but she's not an ideal, she gives good advice totally unsuited to Anne's particular situation. I don't think we are supposed to like her – the reader is glad that Anne has her and appreciate her for that reason. Mrs. Musgrove - simple, warm-hearted, affectionate and unpretentious. EMMA The narrator opens the novel by introducing us to Emma Woodhouse, a girl endowed with â€Å"some of the best blessings of existence,† including good looks, intelligence, riches, and an affectionate father. Emma’s only disadvantages are ... ...She admits that Fanny is a comfort to have around and is reluctant to let her go when Fanny marries Edmund (even though this makes her a Bertram). Of course, what changes her mind is the fact that Fanny's sister Susan will come to stay at Mansfield Park and take Fanny's place. When Fanny Price returns to her home after eight years of living at Mansfield Park, she is startled by the differences in the two homes. She realizes how fortunate she was in being accepted into the Bertram home. As mistreated as she is by them, things would undoubtedly have been worse if she had stayed at home. To Fanny Price, her parents come as a disappointment. Fanny's father is a drunk Fanny can see that her mother is a "partial, ill-judging parent...who neither taught nor restrained her children." Mrs. Price simply does not care--except for William and Betsey. Fanny, since she has been away for so long, is regarded as a novelty, but not as one noticed by her mother for very long. Both parents ignore her, and she spends much of her visit eagerly anticipating when she will be able to return to Mansfield Park. Where the Bertrams seemed distant, they are now seen by her as more precious than ever.

The Ill-Posed Executive Essays -- Economy Economics Business Essays

The Ill-Posed Executive "The nineteenth-century legal scholar Schultes described public trust rights as 'unalienable.' He explained that 'things which relate to the public good cannot be given, sold, or transferred by the King to another person'" (Cronin and Kennedy 142). More specifically, the "things" Schultes refers to are property common to all citizens of the world including, but by no means limited to, the air, the land, and the water. While the vast majority of humankind would agree in principle with Schultes's concerns, regulations on the use of particular natural bodies understood as public property are no longer strongly enforced. Upholding such rules is simply no longer a conscious priority among busy people. Most of us are concerned with our immediate self-interest both economically and politically, and we tend to ignore long-term environmental injustices unless those infringements affect us directly. Although we are quick to identify and criticize irresponsibility on the parts of violators, our concern rarely compels us to retaliate against wrongdoers and correct the wrongs. Our neglect is being made apparent to us in essays regarding environmental issues. Nearly every author has an opinion on the environmental malpractice of corporations and their representatives, but even these critics fail to offer a strategy for curbing the negligence of business firms. This failure encourages an attitude of hopelessness among the environmentally concerned members of society and reminds us that a long overdue effort to uncover answers is in order. We need go no further than the source of the problem to find a workable solution: Corporations must hold themselves responsible to the public trust. Regardless of the greater p... ...ublic trust will be violated. Works Cited Cronin, John and Robert Kennedy. "King John to General Electric." The Riverkeepers. New York: Simon & Schuster, 1997. Friedman, Milton. "The Social Responsibility of Business Is to Increase Its Profits." Cases and Readings in Markets, Ethics and Law. Ed. Bruce S. Buchanan, Robert Boyd Lamb, and Roy C. Smith. Needham Heights: Simon & Schuster, 1994. Hoy, Pat C. "Leadership." Sewanee Review. Vol. C, Num. 3. Summer 1992. Machiavelli, Niccolo. "The Qualities of a Prince." A World of Ideas. Ed. Lee A. Jacobus. 5th ed. Boston: Bedford, 1998. Reich, Robert B. "A Shareholder, And a Citizen." The New York Times. 5 November 1999. Wal-Mart Stores, Inc. "Wal-Mart Reports Record Sales and Earnings for Quarter and Year." 15 February 2000 <http:// www.walmartstores.com/newsstand/ archive/prf_000215_1999_4thqtr. shtml>. The Ill-Posed Executive Essays -- Economy Economics Business Essays The Ill-Posed Executive "The nineteenth-century legal scholar Schultes described public trust rights as 'unalienable.' He explained that 'things which relate to the public good cannot be given, sold, or transferred by the King to another person'" (Cronin and Kennedy 142). More specifically, the "things" Schultes refers to are property common to all citizens of the world including, but by no means limited to, the air, the land, and the water. While the vast majority of humankind would agree in principle with Schultes's concerns, regulations on the use of particular natural bodies understood as public property are no longer strongly enforced. Upholding such rules is simply no longer a conscious priority among busy people. Most of us are concerned with our immediate self-interest both economically and politically, and we tend to ignore long-term environmental injustices unless those infringements affect us directly. Although we are quick to identify and criticize irresponsibility on the parts of violators, our concern rarely compels us to retaliate against wrongdoers and correct the wrongs. Our neglect is being made apparent to us in essays regarding environmental issues. Nearly every author has an opinion on the environmental malpractice of corporations and their representatives, but even these critics fail to offer a strategy for curbing the negligence of business firms. This failure encourages an attitude of hopelessness among the environmentally concerned members of society and reminds us that a long overdue effort to uncover answers is in order. We need go no further than the source of the problem to find a workable solution: Corporations must hold themselves responsible to the public trust. Regardless of the greater p... ...ublic trust will be violated. Works Cited Cronin, John and Robert Kennedy. "King John to General Electric." The Riverkeepers. New York: Simon & Schuster, 1997. Friedman, Milton. "The Social Responsibility of Business Is to Increase Its Profits." Cases and Readings in Markets, Ethics and Law. Ed. Bruce S. Buchanan, Robert Boyd Lamb, and Roy C. Smith. Needham Heights: Simon & Schuster, 1994. Hoy, Pat C. "Leadership." Sewanee Review. Vol. C, Num. 3. Summer 1992. Machiavelli, Niccolo. "The Qualities of a Prince." A World of Ideas. Ed. Lee A. Jacobus. 5th ed. Boston: Bedford, 1998. Reich, Robert B. "A Shareholder, And a Citizen." The New York Times. 5 November 1999. Wal-Mart Stores, Inc. "Wal-Mart Reports Record Sales and Earnings for Quarter and Year." 15 February 2000 <http:// www.walmartstores.com/newsstand/ archive/prf_000215_1999_4thqtr. shtml>.

Dttls Unit Cppd

More in-depth analysis of the definitions and the meanings attached by others are developed throughout the assignment. Reflective Practice- â€Å"a set Of abilities and skills, to indicate the taking Of a critical stance, an orientation to problem solving or state of mind. † (Moon 1999 cited on www. Ukulele. AC. UK 2012) Continual Personal and Professional Development â€Å"maintaining improving and broadening relevant knowledge and skills in your subject specialist and your teaching and training, so that it has a positive impact on practice and the learner development. † (www. Fill. AC. K 201 2) Whilst preparing this assignment my Primary research was collated by using both personal observation and informal discussions with fellow peer group members, I conducted my Secondary research by colleting existing data gathered from both my Primary research as well as using the internet in order to access reviews, government statements and information as well as theories and pr inciples used and developed by educational experts, I have also used the local library to access reference material in the form of books and the e-library and as an additional reference method.Once evaluating the elected data I then developed an Action Plan in order to achieve my desired goals. The Common Sense Theory philosopher and educationalist John Dewey pioneered the concept of reflective practice in 1 933 as the literal notion of â€Å"thinking about thinking' (owe. Educe. Tats. Org 201 2) He was primarily interested in problem solving. When a bad incident occurs you feel upset or disconcerted and set out to identify and rectify the issue. This basic approach to reflective practice was further developed as the â€Å"common sense view' by Moon (1999). She took the stance â€Å"reflection is akin to thinking but with more added to this. Roofer-Parents and Maltose 2009, pa) This is reflection in its purest form. After a lesson that that went badly it is natural that you will think about what went wrong and why. The sheer basic nature Of the theory leads to problems of lack of organization and documentation. The solitary nature of simply thinking cause limitations when there is no one to provide feedback. There is more consideration given to the past than the future and provides limited outlets for developing practice. Donald Chon (1983) developed two concepts in relation to reflective practice: Reflection in action – A person reflects on behavior as it occurs.For example if you are using a classroom activity With learners that is clearly not working you would quickly reflect on this can find a suitable alternative immediately rather than waiting for the next session. Reflection on action this type of reflection occurs after the event allowing time for scrutiny and analysis of the situation and time to plan further development. Kola (1984) created his four stage model of leaning. This encompasses the continued cycle of learning. It outlines the ba sic concept of doing something. Reflecting on it. Researching ways of improving upon it and planning how to implement this.This brings you right back to the doing stage and so the cycle continues. This can be joined at any stage but needs to be followed in sequence to be effective. Graham Gibbs further developed this cycle in 1988. Like Kola, his cycle of self reflection is simple to use and follows a continuous cycle. Gibbs Model for Reflection (www. Sum. AC. UK 201 2) Stephen Brookfield (1995) believes critically reflective teaching happens when we identify and scrutinize assumptions that under grid how we work. For this the occur we must see our teaching from the view of the â€Å"four critical Roofer-Parents and Maltose 2009,pop ).The four lenses being: 1. The teacher 2. The learners 3. Our Colleagues 4. The view of literature and theories. Although time consuming this theory provides a thorough reflection on our practice through feedback and research rather than just our own t houghts. This theory combines the personal achievements generated via reflective practice with the benefits of CAP where teachers improve skills and knowledge enhances their professional performance. Autumns (2007, pop) describes this as ‘A constant critical appraisal of teaching and learning, and of the work of the tutor generally. Ideals from Chon, Kola, Gibbs and other heritors can be encompassed in professional reflective practice this ideal would include seminars, workshops, conferences, meetings, training days, 1. 1 reviews, observations and general conversations. Having identified what you could do to benefit your practice you would create an action plan clearly defining SMART targets. Have in the past relied too heavily on Moon's ‘common sense' theory. Thinking is a natural process we have little or no control over. Have often delivered a session with my head buzzing with thoughts and ideas; these would take on the form of what went well?What didn't go so well? W hy? What can I do instead? This thought process of ideas has its benefits. Was analyzing my teaching practice rather than simply carrying on with no consideration to its merits. The main problems being that I rarely wrote my reflections down. There was no organization or structure to the reflective practice. This form of reflection is too insular and self reliant. When I first started teaching think I probably lacked the confidence to actively seek the views of others and accept constructive criticism.Since undertaking the DOLLS course have as a prerequisite of learning kept a reflective journal. This method Of reflection links in with Scion's ‘Reflection on Action. ‘ Actually taking time to stop and write down reflection has been very beneficial This allows time for greater and more structured evaluation identifying what went well and want didn't go so well. From here am able to plan what I need to improve upon. Chon (1983) also outlines â€Å"action in practice. † I found this concept of â€Å"thinking on your feet† a necessity of teaching. A session plan may sometimes no longer be valid. Eave in the past had to a change activities that require certain numbers due to poor attendance. Similarly if unexpectedly have a small group may not use planned resources such as flowchart which seem impersonal for only four learners. As my teaching experience has developed so has my capacity for reflection. Drawing on Brookfield critical lenses. I am now more confident and aware of the benefit of feedback to seek the views of learners, peers, mentors etc. This creates a greater spectrum of reflection rather than simply my own to learn from.Gibbs reflective cycle (1988) has become a natural part of my teaching and reflective practice. This is especially beneficial with 8 week rouses I teach again and again. In this situation it is easy to become complacent and lazy and stick with same session plan. Actively reflecting with feedback from others ena bles me find methods of improving the session. Then can try out the new plan. Once tried then reflect on the new plan and so the cycle continues. Of course I wouldn't make change for change sake. The out come of the reflection could be that it all went well in that session.As a teacher when considering CAP have to consider what The FILL defines as the â€Å"Model Of Dual Professionalism† (www. Elf. Co. UK) Your subject specialist. Your teaching. In both instances I need to undertake an analysis to identify training and development needs. I am still a teacher in training so my professionalism is continually developing through my college studies which includes lots of research. In my work place I have attended training days on relevant teaching areas such as coaching your team and Giving and Receiving Feedback and conferences such as E-Leaning.Once my training is complete I will need to actively seek development opportunities in this area. I could do this through the IL F, Coll ege network, educational websites, publications and productions. The opportunities for personal and professional development in the Hairdressing and Beauty area are considerable. Keeping up to date with relevant legislation is paramount. For instance I recently went on a training day on delivering e-learning. However as an educationalist it is vital don't just assume there are no changes if no one has informed me other wise.The VT website is the best reference point on legislation. Specific area of my role such as manual handling, Fire Safety and First aid require me to update my trainer's skills with a refresher course every two or three years. As I teach n a company that specializes in Hairdressing and Beauty it is vital I actively seek new knowledge in this area. All development do for my work has an effect on my personal development. The increase in skills and knowledge gives me more confidence and expands my creativity. In my free time enjoy reading and creative writing and hav e taken relevant courses for pleasure.I have in the past been too work obsessed and taking on to many courses at once. This resulted stress and affected all areas of my life. Now can priorities my CAP to allow me time to relax and spend time on other things that are important. Can link my reflective practice to most of the theorists. The common sense view' of quite literally thinking is something do constantly but have learnt the benefits of taking a more structured and creative approach to reflection. Working through a cycle of doing, reflecting, researching, planning and doing means my teaching practice can only improve.This has given me more confidence and benefits the learners. Linking in reflective practice with CAP ensures my development as a teacher and a subject specialist. Through my work place I am able to identify training and development needs with my anger. As an autonomous learner is vital I constantly seek new avenues to ensure my Hair and Beauty knowledge is up-to-da te and relevant. Part 3 To carry out this assignment I have used my personal reflective journal. Have also drawn on past assignments, observations, peer group discussions. Researched books, journals and the internet to gain a wider perspective.Analyzing my own role as Lecturer/Assessor and comparing it with others such trainer's and tutors highlights the similarities as well as exploring the unique aspects that define each role. As an individual and a teacher it is official to recognize and at times accept that your personal beliefs, assumptions and behaviors may impinge on learners. In this assignment I recognize my ‘teaching schemata' and explore both positive and negative effects this may have on learners and others. This links in with the analysis I have made on how my personal, professional and interpersonal skills will have an impact on learners and others.Your roles and responsibilities as a teacher, there are many roles of a teacher including, designer, planner, facili tator, tutor, assessor, marker, evaluator, coach, mentor, communicator, curriculum developer, subject leader, information and advice giver, evaluator and many more. Your role as a teacher changes to your students needs. There are many responsibilities that come with being a teacher some of these are, continuously assess and reassess your students, create a safe learning environment physically and emotionally, establish open and trustworthy relationships and most Of all be professional.Teaching students is not the only role you will up hold whist being a teacher. Creating a good first impression as within the first few minuets of meeting someone we make a decision about them, by being on time, smiling, being repaper, being confident and maybe starting off with an icebreaker so the new learners get to know you and each other you would be able to set a good example. Knowing the boundaries of your role as a teacher is a necessity to have adequate learning environment. Being open to chan ge and incorporating others input. When boundaries are lost, boundaries need to be reinstalled.Some assumptions are made by students that a teachers role extends even further then already stated above, so it is a good idea to know all the relevant people/organization's to refer students to. Through discussions on the DOLLS course I have identified two major preferences between my role as Lecturer and my peers as Trainer's. The first being that of context . Their teaching is carried out in individual's own workplace. Learning is delivered In a training room and in the care environment. I deliver learning in a Academy in a classroom setting.The two do at times overlap, workplace learners may work towards vocational qualifications through localities. In this case I may arrange for learners to undertake this learning and support them through their work. The other main variation is in purpose. Facilitate learners with skills and knowledge to enable them to function in the workplace. Lear ners gain VT NV however they are not working for one or two years towards an educational or vocational qualification as they would in a college. Gary Police, Professor of Practice Worcester University noted this main difference. In his article Teaching Versus Training (2003).He stated training â€Å"focuses on skill† whereas teaching â€Å"implies deeper knowledge and a longer time frame. † I feel I install bath of these methods in my teaching practice. As a Lecturer/Assessor in Hairdressing it is my responsibilities to ensure my knowledge is kept up-to-date and in line with current legislation, polices, reoccurred and changing views and ideas within the hairdressing sector. Not doing so would have a detrimental effect on learning and the working practice of learners. I am constantly aware that my CAP will have a direct impact on the quality of teaching I provide.I liaise with senior staff to discuss any new developments within Hairdressing and the impact they will hav e on learning and working practice. I often attend the same training, seminars and conferences as senior staff. This ensures we all have the same knowledge and skills. Transference of skills has a major influence on how I and others measure the laity of the teaching I provide. As an individual it is difficult to recognize our own ingrained beliefs, assumptions let alone comprehend the impact these may have an others. As a teacher the impact can be magnified as others look to us to learn.In an article Focus on Teacher thinking it was stated â€Å"Everything a teacher says and does springs from the teachers inner reality – the worldview, beliefs, values and other thinking processes that are so familiar they become invisible† (www. Discriminated. Com 2012) When I enter a classroom/training room I like to think I put my professional at on and leave my personal influences behind. Williams and Burden ((1997, pop) however would disagree â€Å"Teachers beliefs about learning will affect everything they do in the classroom. † To identify my own personal influences I have examined some elements of my unique â€Å"Teaching Schemata† (www. Ordain. Org 2006). This is the amalgam of beliefs, knowledge and assumptions held by the individual teacher. Elements of my personal ‘Teaching Schemata' I believe it is important to have basic CIT, Literacy and innumeracy skills, reading is fun, learning enriches your life and CIT is an inevitable part of day to day life. I think everyone would want to reach their full potential and adults should naturally adhere to a certain code of conduct in a learning environment. Most adults want to learn and music has positive benefits on your mental well. If it makes you happy then do it!I'm very easy going and rarely loose my temper. People should always see the best in others and try to understand why they behave the way they do. The list above is by no means exhaustive but includes what consider to be my main belief system. I would generally consider my positive and friendly personality to have a constructive benefit on learners. I'm proud of the fact hat learners enjoy their learning. The concept of achieving an equal balance between my natural friendly personality and adopting a more professional persona when necessary is an area I have developed but need to continue to do so.I have attended courses in assertiveness and influencing and negotiating to aid my development in this area. Discussing ideas with other teachers has helped significantly. In my very initial stages of teaching I made a basic mistake due to my somewhat supercilious assumptions. When setting up a learner, a lady of around rays, on E-Learning I simply gave her the laptop, password and surname and told her to log on to the WAC site. I went off to sort out some paperwork while she did this. When I returned I found an embarrassed learner who hadn't even switched the laptop on.She sheepishly told me shed never used a com puter before. The impact for the learner was that of humiliation and a failure to learn. For myself it was an early learning curve in never making assumptions about learners existing abilities. Although I'm still surprised how many people don't have their own computer and have little or no CIT skills I have learnt to adjust my perception and address the situation in manner that does not embarrass or humiliate the learner. Gaining an awareness of the extent to which adult learners may lack basic skills has had an effect on my professional development.I have actively sought ways to integrate key skills into learning. WAC provide extensive resources and information on enabling teachers to embed key skills into the Hairdressing NV program. The impact on learners is that l, as a teacher am more in tune to learning needs and an increased opportunity to improve their key skills. My teaching qualifications POTTS and nearing the end of my DOLLS have given e significant skills and knowledge i n this area. This impacts on what I am able to offer my place of work and learners. This includes planning, delivering and evaluating individual sessions and schemes fork.Also carrying out diagnostic assessments, assessing learning, being aware learning styles and learning theories, designing and using resources. The more skills I have as a teaching professional the greater opportunity will have to maximize the learning potential of the workplace learner at Soprano's. Management will have greater confidence in giving me greater responsibilities such as designing courses. Eave also joined the Institute For Learning (FILL) as an affiliate member whilst working towards qualified teacher status.The IF_ gives members support in continuing professional development. The FILL state: CAP gives the public, learners, the teaching community and the sector confidence that teachers, trainers, tutors and assessors are continuously improving skills and knowledge and expertise (www. Elf. AC. UK, 201 3) As I have a dual profession there is little point in me solely focusing on my teaching skills. It IS equally as important that I monitor my knowledge of my subject specialist. My learners need to have confidence that I have a higher level of knowledge Of the subject than they do.The Academy I work for need to know that I am facilitating training that is current and relevant. Having years of hands on experience in the Hairdressing sector not only equips me we a high level of skills and knowledge but also gives learners confidence that I know what they experience in the workplace. To keep my hairdressing skills current and relevant I attend the same training, conferences and seminars I would as if still worked in the field. My personal development can also have an affect on learners. Having a good bevel of work and life balance make me a calmer and more rounded person.Much of my personal development such as creative writing and various courses in the hair and beauty sector some of these courses required me to post my work on an online tutorial for others to give feedback on. Similarly I was required to give feedback on the work of others. This enhanced my ability to accept feedback from managers, teachers, college peers and learners. This in turn assisted me to provide constructive feedback to my peers and learners, which is something have difficulty with. My interpersonal skills have developed as my confidence has grown.Looking back on my reflective journal from the beginning of the course I can see there were times when I lost deportment in sessions when learners asked questions I was unsure of, didn't participate in sessions or were deliberately awkward as they didn't want to be in the session. This had a detrimental effect on learners and myself as I felt they would loose confidence in my ability to teach them. I over come this through feedback, talking to other teachers and simply by gaining experience. My most recent observation demonstrated how much my confidence has improved.This reflects on the laity of learning learners receive. On a general level I feel I have good interpersonal skills. Working in the Hairdressing sector for years has given me strong emotional intelligence. Am easily able to empathic with other's. I am able to actively listen, thus making me an effective communicator. Have been able to develop appropriate communication skills. Initially was too much of a friend to learners and didn't want to offend anyone. I found sugar coating feedback was non productive. Have managed to improve my balance my as a teacher, giving constructive feedback and delivering enjoyable sessions.To movie my knowledge of innumeracy I went on the Move On website to test and improve my abilities. When started the POTTS course I was required to take an assessment. Thankfully had a clear level 2 pass. Innumeracy is a strong element in Hairdressing it is important to maintain my skills in this area. I embed innumeracy in areas where learners will uses it in their workplace such as cutting coloring and mixing colossus. This will impact on their ability to perform everyday tasks at work. Have fairly good CIT skills. This has enabled me to facilitate e-learning confidently.This has helped learners to access and undertake courses they ay not have had access to otherwise. E-learning enhances learners own CIT skills which will benefit them in the workplace and wider society. One area had to develop was using CIT in presentations. My workplace did not have facilities for this so I had little opportunity to practice. I felt this limited my resources and didn't account for inclusively with regards to learning styles. My first attempt at Powering presentation was for my presentation was to my peers at college. I was pleased to have produced and presented a presentation even Fill did forget to put it on slide show!Feedback room my peers and my own reflection identified this as an area of weakness. I have since convinced my workpl ace to buy more equipment. I am now confident in using the projector for presentations. This enhances learners experience including participating in e learning in groups. Literacy is an area am quite proficient in and had passed university modules in with good grades. I enjoy reading and creative writing in my free time. I do however have to be aware of the language I use and the levels expect of others. Many of my learners will be at entry level 3 or lower so need to keep language in resources simple.Through initial assessments I can identify what level learners are at. I embed literacy into learning. VT have excellent resources I have used to enable learners with literacy. The fact that enjoy reading means I am always keen to research my subject this will enrich the knowledge can impart on learners. My dual role as a teacher and a Hairdressing Professional effectively means have two areas where need to actively monitor, evaluate and accomplish continuing personal and professional development. Clearly identifying my role and responsibilities can enable me to pursue relevant avenues.