Faisal -business development of small-scale businesses in saudi arabia Dissertation

Faisal -business development of small-scale businesses in saudi arabia - Dissertation Example A brief scan of the important theories and the challenges to them are as follows: Firm size: According to Schiffer and Weder, the prevailing assumption is that SMEs have more problems than large firms because of their size. The reasons favoring large firms include economies of scale and entry costs; political influence; and greater visibility. Life Cycle vs Age: Masurel & Montfort (2006) analysed the stages in the life cycle of small and medium scale enterprises, in particular in the professional services sector, and distinguishing one stage from the other. Four stages were distinguished – starting; growth; maturity; and decline. First three stages show a diversification in sales, increase in differentiation of labor force, and increase in labor productivity. In the last stage, all these measures decrease. These stages, rather than the firm’s age, are what determine its growth. ... As to innovativeness as a factor in itself, Masurel, et al (2003), Nijkamp (2000) found that the element of leadership fosters creativity in the management of SMEs are determinative of innovative behaviour. Structure: Laforet and Tann (2006) and Tidd, et al. (2001) state that there is a highly significant difference between structure and innovation. This indicates that innovation does not develop well under hierarchical structures, mainly because of high levels of bureaucracy, and flatter SME structures tend to lead to more successful innovative efforts. On the other hand, Wei Xiuli and Juan Zhao (2009) qualifies this, stating that the optimum line structure of SMEs should take into consideration the typical organizational structure of the industry, the maturity of the firm, the specific stage it is in, and other factors that impact on the firm’s performance. Strategic Alliances: Booz, Allen & Hamilton, (n.d.) showed in their studies that SMEs will benefit through the establis hment of cooperative arrangements with other organizations and businesses. Joining forces helps ease expenses by sharing expertise, assets, expenses, and risk without the need for cash, debt or trading equity. In many instances, cooperating groups resort to bartering. Research objectives It is understandable that small and medium scale industries are seldom made the topic of academic research, because of the many factors that are perceived to influence this segment of the business, the studies appear to be fragmented in that so many assumptions are made as to the type of industry and the specifications of the company (high-tech or low-tech, service or manufacture, start-up or mature, mass production or custom designed, and so forth). This study therefore

Problems on the KTM Trains and KRT Buses in Malaysia Essay Example for Free

Problems on the KTM Trains and KRT Buses in Malaysia Essay This is our recommendation report on the problems that frequently face by passengers on the KTM Trains and KRT Buses. Our company is experiencing declining number of passengers for the past six months since February. The unit of tickets sold drops dramatically from month to month since February. Investigations had been conducted and the problems are found out and recommended solution should be carried out to avoid the declining numbers of passengers in the coming days. The problems are identified based on our observations as well as the questionnaire’s results from our loyal customers of both of the transportation vehicles. Procedure In order to investigate the reason of this declining in numbers of users on both transportation, we have created a few questions that may be the reason of declining numbers of user on trains and buses. Next, our group is organized into 2 small group which one group consist of three members to distribute the questionnaires and questionnaires are collect back after the individuals have finished the questionnaires. After the questionnaires are collect back, the result are interpreted and analyzed. Then the findings will be present in term of charts and percentages. Moreover, our group members will also experience the services that provided by both of the transports. First and foremost, one of our group members will pretend as an ordinary passenger in order to observe the behaviors and attitudes of the staffs and workers on duty. We will also check on the punctuality of the transportation by matching the standard time and the actual time of the transports depart and arrive at most of the locations. Findings After all our questionnaires are collect back and we have conduct observation on the behaviors and attitudes of the staffs and workers, we would like to present the reason and factor that causes the decline in term of sales unit of both trains and buses First and foremost, the seats inside of the train are old, dirty and dusty. The seats are badly damaged by the vandalism of irresponsible passengers. Through our observation, we could noticed that some of the seat are drawn by some irresponsible passengers and some of the cushions of the seats have been torn off using sharp equipment. Some of the windows are also full with cracks that probably damage that cause by accident or passengers unmoral action. Secondly, the train-stewards and stewardess did not serve each and every passengers on the train. Only the first and second coaches which is classified as first class coaches of the train’s customers are being served. Although services are provided, we found that the services provided by them are bad. The passengers needs are not fulfilled and most of the first class passengers also claimed that they were ignored most of the time. We also witness that one of the workers is very rude towards an old man and vulgar words are scolded by the workers. Thirdly, most of the passengers at the bus terminal claimed that the buses are not punctual and the buses tends to delay most of the time. We also interview some of the passengers at the bus terminal, they said that the buses delay frequently, and the time period that buses delay are within half an hour to more than one hour. We also interview the worker on duty and found out that some of the reason that cause the buses to delay are technical problem on the buses and traffic jam that happened frequently. Some of the passengers also claimed that although they have sent complain letter to the headquarter of buses terminal, but no improvement or action taken by the upper management. Fourthly, as we also get some information from the regular passengers for the bus, they claimed that bus drivers tends to drive recklessly on the road especially during night time. One of the regular customers added that majority of the drivers’ always exceed the speed limit allowed especially on the hill near Malim Nawar. They increase their speed even though the road is narrow and full of dangerous turn. Besides, some of the driver tends to neglect the safety of the passengers on whether the passenger has safely get off the bus before continue driving the bus. Moreover, there are also some regular passengers of trains claiming that foods are sold only on gold class trains. However, most of the passengers of the gold class trains told us that although foods are sold on the trains, the taste of the food is bad and some of it said that the food is sometime too oily, salty and spicy. They also added that the taste of the food is not only bad, the price of the food are also costly and expensive, they also provide us with some true example, which is a packet of Nasi Lemak usually cost around RM1.50 per packets, however the Nasi Lemak on trains are sold around RM5.00 per packets. There are also some other religions passengers saying that it is inconvenient as the train management restrict that passengers are not allowed to bring any non Halal foods or beverages into the trains as some of them wanted to prepare their own meals in order to enjoyed during the trip. There are also platinum class passenger complaining that it is unfair to platinum cla ss passenger as they pay a high price and extra amount are to be paid if they need food on the trains. Next, there are also trains passengers complaining to us that the prices of the trains are costly and expensive. As it is cost around RM16-RM25 for silver class trains, RM30-RM40 for gold class trains and RM37-RM60 for platinum trains. As the prices of the trains are expensive, most of the citizen of Malaysia claim that they unable to afford to buy the trains ticket. We also aware that there is no extra accommodation are provided for the second class passengers, the accommodation only are provided for first class passenger and platinum class passengers. In addition, there are also some bus passengers complaining that the air-conditioner in the bus are often not working and some of them describe that the buses without a well-function air-conditioner are similar as the passengers are locked in an oven. The passengers said that complained has been made however the bus services still disappoint them all the time. Majority of the bus passengers claimed that they are poor and given no choice to take buses to work and to school. Besides, greater part of the passengers also complaining to us that the coaches provided by the trains are very limited. Most of the passengers need to pack into a coaches although it is full in order not to be late for work or school during the peak hours. Most of the old passengers also complained that the teenagers and adults nowadays do not offer seats to them as they are senior citizen. As part of our interview, most of the female individuals also complained that they are sexually harassed when packing in the trains during peak hours. There are also some of the passengers claiming that the passengers does not give ways to some passengers when they reached their destination and causes them to miss their stations and terminal. This caused them to waste a lot of time and also cause them to waste money to buy another train ticket and at the meantime they also need to pay a total of RM50.00 as it is remedy claim by the train management for some passengers who lost their ticket or did not went down from train when they reached their destination. Recommendations Based on the customers’ questionnaires result as well as the observation from our own staff, we strongly agree that the following steps should be implementing in order to improve the numbers of users on our transportations. We need to: a) Renew the seats of the train and try to motivate customers through posters that it is their responsibility as well to keep the seats’ cushion in good conditions. b) Give a better training to the stewards and stewardess so they have a better performance in servicing the customers on the whole train. c) The company should have more strict regulations on the bus drivers. The drivers who are always late to pick up the customers should be punished by reducing their pay. d) The company should offer talks about the road safety and force all the bus drivers to attend them. It is for the benefits of both passenger and driver himself. Conclusion The survey that had been done by our group as well as observations has proven that the problems stated above reduce the number of passenger to take our transportation. The reason is because of bad customer services and safety not assured.

Australian Broadcasting Commission Essay -- Media

INTRODUCTION ABC is an acronym referring to the Australian Broadcasting Commission established in 1932 and undertook its first radio broadcast on 1 July that 1932. Television broadcasting took place in 1956 and its independent incorporation was in 1983. The SBS refers to the Special Broadcasting Service took its operations first in 1975 and 1980 saw its first television broadcasting. It however became fully incorporated in 1991 as an independent broadcasting corporation. The ABC and SBS became statutory broadcasting bodies that were established through legislation through the ABS and SBS charters. The two charters provides for the specific functions and roles to be played by ABC and SBS. The ABC Charter for instance provides that the ABC should ensure that it provides innovative and comprehensive and innovative services in broadcasting. They should also ensure that in their provision of high standards of entertainment they maintain and reflect the diversity of Australia’s culture and Australian community. Moreover it is mandated to provide educational programs in nature to ensure promotion of musical, performing arts and drama of the Australian people and transmit it to other countries. The role of dissemination of information on news, current affairs and entertainment should be for encouragement of awareness of Australia’s understanding of world affairs and attitudes. The provision of multilingual and multicultural radio broadcasting forms part of the SBS Charter in its role as a national broadcaster. It goes on to provide that television services should be created to inform, educate and entertain all Australians and should seek to reflect Australia’s multicultural society . Moreover specific functions include, contributing ... ...leem, Saed, and Stephen Shellhammer. TV White Space Sectrum Technologies. Florida: CRC Press, 2011. Campbell, Dennis. International Securities Law and regulations. Sydney: York Hill Law, 2007. Conroy, Stephen. ABS and SBS. Australian Government, Sydney: Department of Broadband, Communications and the Digital Economy, 2008. Digital Broadcasting Australia. "SBS chooses 720p High Definition." Digital Broadcasting Australia. Sydney, December 14th, 2006. Grant, Alsadai. Australian Telecommunications Regulation Communications Law Centre. Sydney: UNSW Press, 2004. Murray, Lisa. "SBS caves in over ad breaks." The Sydney Morning Herald, June 2, 2006. Pan, Hui. Asia-Pacific Telecom Monthly Newsletter. Boston: Information Gatekeeper Inc, 2010. Stuart, Cunningham, and Graeme Turner. The Media and Communications in Australia. Singapore: KHL Printing Company Ltd, 2010.

Fate vs. Free Will (Oedipus Rex)

Sophocles creates a world that makes the reader think about the complex and mysterious battle between fate and free will in his play Oedipus The King. To the characters, fate is real and that’s what they believe in. The audience sees that Oedipus is the one making the divisions and altimetry it is himself that leads to his downfall. Apollo, the Greek god of prophecy, intellectual pursuits and pelage, told Oedipus about his tragic future. When we first encounter Oedipus we don’t see any way that he could escape such a tragic down fall. Oedipus is in search of the truth, he does everything in his power, even when every one warns him to stop searching. When he refuses to listen he shows that he does have some sense of free will. There is no oracle that says that Oedipus had to find out about the truth of what has happened. Sadly his stubborn temper lead him to make the bad decisions. When Oedipus goes to Thebes, he is presented with a choice, to become the king or to continue to move on. Oedipus' choice to stay puts him one step closer to fulfilling the prophecy. Oedipus is not forced into marrying Jocasta, this is simply his decision. By the end of the play Oedipus admits to himself and the people of Thebes that it was his choices that lead to his fate. â€Å"Now loathed by the gods, son of the mother I defiled coupling in my fathers bed, spawning lives in the loins that spawned my wretched life. What grief can crown this grief? It's mine alone, my destiny-I am Oedipus! † (Sophocles) Oedipus clearly says that he married his mother, that he was the one who had children with her, and the grief is all his. Even though he may believe that this was his destiny, he takes responsibility for fulfilling it. Oedipus has no trouble seeing the error of his ways. Although Oedipus takes responsibility, he is not the only person to blame. Over all, the blame could altimetry fall on Jocasta and Laius. They were warned that their child was going to have such a future when Oedipus was very little, but instead of having Oedipus killed and actually seeing the proof, they carelessly had the baby pinned on a mountain. Jocasta and Laius never actually made sure that Oedipus was killed. Oedipus references this at the end of the play: â€Å"If I'd died then, I'd never have dragged myself, my loved ones through such hell† (Sophocles) If this play is only about fate that takes control of Oedipus' life, then Sophocles theme was that no man really has free choice, no one can make, then learn from their mistakes. That life is governed by something other than himself. Instead, Sophocles leaves the argument of fate versus free will open for more interpretations. The truth is that Oedipus' choices are what led him to fulfill the prophecy. While Sophocles never directly says, what happens to Oedipus is a result of his own choices, it’s the end of the play is makes you resize that he was responsible for his own actions. Oedipus is responsible for his own down fall. Fate and free will are two completely different ideas that Sophocles is some how able to put into one in this play. As a writer he leaves it up to the reader to interpret the difference between free will and fate. Oedipus is given many chances to make choices, but do to his stubbornness, he is the one who leads to his own down fall.

Debut Albums and Young Man

A Talking Frog An older gentleman was playing a round of golf. Suddenly his ball sliced and landed in a shallow pond. As he was attempting to retrieve the ball he discovered a frog who, to his great surprise, started to speak! â€Å"Kiss me, and I will change into a beautiful princess, and I will be yours for a week. † He picked up the frog and placed it in his pocket. As he continued to play golf, the frog repeated its message. â€Å"Kiss me, and I will change into a beautiful princess, and I will be yours for a whole month! The man continued to play his golf game and once again the frog spoke out. Kiss me,and I will change into a beautiful princess, and I will be yours for a whole year! † Finally, the old man turned to the frog and exclaimed, â€Å"At my age, I'd rather have a talking frog! † The Last Ticket During a busy holiday weekend, a woman who was eight months pregnant went to the railway station to return home to her husband. At the reservation counter, when her turn came, there was only one ticket left.Taking pity on a very old lady behind her in line, she offered her berth to the old lady and sent a telegram to her husband which arrived with a small error: â€Å"Shall be coming tomorrow, heavy rush in the train, ave birth to an old lady. † A Business Loan A businessman walked into a bank in San Francisco and asked for the loan officer. He told the officer that he is going to Europe on business for two weeks and needed to borrow $5,000. The bank officer explained that the bank needed some kind of security for such a loan. So the businessman handed over the keys to a Rolls Royce parked on the street in front of the bank.Everything checked out, and the bank agreed to accept the car as collateral for the loan. A bank employee drove the Rolls into the bank's underground garage and parked it there. Two weeks later, the businessman returned, repaid the $5,000 with interest, which came to $15. 41. The loan officer said, â€Å"We are very happy to have had your business, and this transaction has worked out very nicely, but we are a little puzzled. While you were away, we checked you out and found that you are a multimillionaire. What puzzles us is why would you bother to borrow $5,000? The businessman replied, â€Å"Where else in San Francisco can I park my car for two weeks for only 15 bucks? † A Big Decision A six-year-old boy walked up to his father one day and announced, ‘Daddy, I'd like to get married. His father replied hesitantly, ‘Sure, son, do you have anyone special in mind? ‘ ‘Yes,' answered the boy. ‘l want to marry Grandma. ‘ ‘Now, wait a minute,' said his father. ‘You dont think I'd let you get married with my mother, do you? ‘ Why not? ‘ the boy asked. ‘You married mine. ‘ 100 Penguins A truck driver was driving 100 penguins to the New York Zoo when his truck broke down on the freeway.The driver got out of the cab and was looking at the engine when a second truck driver stopped in front of him and asked if he needed any help. The penguins' driver explained that ne was taking the penguins to the zoo and asked f the other man would take the penguins there. He agreed. Some hours later, the second truck driver drove past the first one, who was still waiting on the freeway for help to come. The penguins, however, were still on the truck! â€Å"l thought I asked you to take those penguins to the zoo,† shouted the first driver. The second replied, â€Å"l did, but I had some money left, so we're going to the cinema now. Supermarket Encounter A young man was walking through a supermarket to pick up a few things when he noticed an old lady following him around. Thinking nothing of it, he ignored her and continued on. Finally, he went to the checkout line, but she got in front of him. â€Å"Pardon me,† she said, â€Å"I'm sorry if my staring at you has made you feel uncomfortable. It's Just that you look Just like my son who Just died recently. † â€Å"I'm very sorry,† replied the young man, â€Å"Is there anything I can do for you? † â€Å"Yes,† she said. â€Å"As I'm leaving, can you say ‘Goodbye mother'? It would make me feel much better. â€Å"Sure,† answered the young man. As the old woman was leaving, he called out, â€Å"Goodbye mother! † As he stepped up to the checkout counter, he saw that his total was $127. 50. â€Å"How can that be? † he asked, â€Å"l only purchased a few things! â€Å"Your mother said that you would pay for her,† said the clerk. Do you deserve to enter heaven? A man died and went to heaven. An angel met him at the Gates of Heaven and said, ‘Before you meet with God, I thought I should tell you – we've examined your whole life, and you really didn't do anything particularly good or bad. We're not sure whether we can admit you into heaven or not.Can you tell us anything exceptional you did that can help us make a decision? ‘ The newly arrived soul thought for a moment and replied, ‘Yeah, once I was driving along and came upon a woman who was being harassed by a group of goons. So I pulled over, got out my tire iron, and went up to the leader of the gang. He was a big, muscular, hairy guy with tattoos all over his body and a ring pierced through his nose. Well, I tore the nose ring out of his nose, and told him that he and his gang had better stop bothering the woman or they would have to deal with me! ‘ ‘I'm impressed,' The angel responded, When did this happen? The man replied, ‘About two minutes ago'. Return my horse! A cowboy rode into town and stopped at a saloon for a drink. Unfortunately, the locals always had a habit of picking on strangers. When he finished his drink, he ound his horse had been stolen. He went back into the bar, handily flipped his gun into the air, caught it above his head without ev en looking and fired a shot into the ceiling. â€Å"Which one of you sidewinders stole my horse?!?!? † he yelled with surprising forcefulness. No one answered. â€Å"Alright, I'm gonna have another beer, and if my horse ain't back outside by the time I finish, I'm gonna do what I did in Texas!

Essay Writing

Essay Writing Essay Writing Essay Writing Essay is one of the composition types in which you should present your ideas on certain topics. In other words, the essay must be well structured, well organized and presented in understandable way. It must have a clear readable interesting style. But, above all, it must consist of your ideas about the given topic, this is the center of any essay.  There are many type of essays: narrative essay, compare and contrast essay, five paragraph essay etc. The first task is to collect information. The material can be taken both form primary and secondary sources. Primary sources are literary texts, the texts you work on. Secondary sources are works of criticism. You can't possibly read too many texts and articles but the more literary texts you read and the more information you have. The key to your essay is the number and quality of your ideas about literary texts. The main aim is to present your point of view. Writing an Essay Your thesis is the main essay point, which consists of one sentence at the end of the introductory paragraph of English essay. This sentence lets the reader know where you are going and why. It's practically impossible to write a good essay without a clear thesis. Before writing an essay make an outline. It helps you to organize all of your ideas. Write at least one sentence to describe paragraph. Now it is time to write essay. A format of academic English essay requires introductory paragraph, body paragraphs and conclusion. Introduction should draw reader's attention, set your main ideas and presentation of your ideas, the main point of the essay.  Body paragraph should have at least three to five paragraphs. The first sentence of each paragraph should somehow be linked to, or contrast with, the last sentence of the previous paragraph. You should present a new idea in each paragraph and provide supporting argumentation. All of the major points in your argument need to be supporte d by specific evidence. Compile a list of brief quotations from other sources along with page references which will be presented as your evidence. Speak to your reader as if he or she are sitting in front of you. In other words, instead of writing an essay, try talking an essay. Conclusion is a brief summary of all points which were presented in the body paragraph. Your are not advised to present new ideas in the conclusion. Conclusion is a last paragraph where you can summarize all your ides. Custom Essay Service Ordering custom essay service at .Com, you receive 100% plagiarism free essay which meets your requirements and exceeds expectations.   All of our writers are experienced and educated, they know how to produce an outstanding paper and are capable of conducting a thorough research.   We guarantee originality of every paper we deliver and provide free plagiarism report.   Being our customer is safe and easy, we put your interests on the first place! Get custom written papers here!

Lumpy Essays - Free Essays, Term Papers, Research Papers

Lumpy Essays - Free Essays, Term Papers, Research Papers Lumpy How did we meet you ask? It wasWell about 3 years ago give or take some months when I had first started school at Applecroft Academy. I remember how awkward he was when he walked into the classroom on the first day of class. IAll remember thinking was that he wasn't going to survive the year here, and i was almost in tears laughing thinking about it. This school was going to chew him up and spit him out. Applecroft Academy for the exceptionally talented. This is where I went. It was the most prestigious art school in all of Ggreat Bbritain. From a young age I i was told this was the place to be, this was the place to work hard to get into. This school picked only the select few, whose families had bred their children in the few prestigious bloodlines left in englandYou needed to be a certain way to get into Applecroft. You had to come from a certain class and economic background. My parents were extremelyvery very influential in my town., Iin fact, my father was the mayor and my moth er had one of the hottest restaurants aroundwas the Hottest chef in town. Now i look back on it, I matched every requirement to getI guess i was a shoe in into the academy, but this kid, tThis outsider. I would forever be confused as to how he got into this school. We called him Llumpy from after about a week an early onset at the school. He was tremendously...large to say the least. He was very overweight and walked with a bit of a waddle. He fat, and came into school so disheveled every day. His uniform was dirt stained and untucked, and his hair was a matted mess. Neither hair nor clothes looked as if itd been washed in weeks. He wasnt Bbritish like everyoneanyone else at the school. To be honest, I i never did find out where exactly he came from. OurMy weirdly awkward relationship started with him one blustery autumn morning out when we were out on the football pitch. Now not to brag, but at this school I wasam very well known for my football abilities. I could rainbow it over anyone's head. Do you think you could teach me how to play? He mumbled as he sautered over to me. He kept his hands in his pockets and his head down. I never learned how to back home. I...I...um well, I stammered tried to hold back my laughter, You know I dont like you right? Can you even dribble?He came up to me and mumbled asking if I could teach him to play. I dont like you, and youre not my friend. I hope you know that. I said to him. He mumbled something else inaudible and stared down at his feet. Hey are you brothers with Lumpy the dunce now? yelled my nemesis Malcolm Terris. He was a firsty like myself, meaning we were both freshman. Our families hadve been rivals for generations I guess, and that hatred has carried over even to now. Malcolm ran over to us laughing. You really are the lowest of the low,. he chuckled to me as he pulled out his phone. He snapped a picture, and then shoved Lumpy to the ground. Still cackling like a hyena, he gave a fake yell. Oh my god I nearly lost my arm in his fat. I walked up and stood threeabout 3 inches from his face looking dead into his eyes. I told him. All this shit youre talking is going to be all the more funny when Ii teach him to beat your arse. I shoved him back, Now let's play some ball why don't we. I walked back and held my arm out for Lumpy to take. This doesnt make you my friend. I hope you know that. I said to him. He mumbled something else inaudible and smiled slightly. But I will teach you to play. From that day on Lumpy stuck to me like some bad jam. I hated it. Stupid fat oafAmericans. I tried to train him, and get him in as best shape as possible, to no

What Is the Average SAT Score

What Is the Average SAT Score SAT / ACT Prep Online Guides and Tips If you've taken the SAT, you're probably curious about how your score stacks up against average SAT scores. There are lots of different ways to look at averages on the SAT. What is the average SAT score overall?How many types of average SAT scores are there? And which averages are important for you? We'll answer all of these questions and more to tell you which SAT average scores actually matter for your future. So what is the average SAT score? That really depends on which group of people you're looking at. Below, we look at national averages as well as averages by gender, ethnicity, family income, high school type, and state. National SAT Average Score According to the College Board's 2018 total group report, the national SAT average scores (for all 2018 high school graduates) are as follows: Evidence-Based Reading and Writing: 536 Math: 531 Total: 1068 As you can see, if you score higher than 1068 on the SAT, you’ll be above the national average and will have scored better than most test takers. If you score less than 1068, however, you'll be below the national average and will have scored lower than most test takers. Bonus: Review how to find the average of a set of numbers for yourself here. Disappointed with your scores? Want to improve your SAT score by 160 points? We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Average SAT Scores by Gender The College Board has also calculated the average SAT scores by gender. These averages are based on members of the class of 2018 who took the SAT. There are two sections on the SAT: Math and Evidence-Based Reading and Writing (EBRW). Each section is out of 800 points and then combined for a total score out of 1600. Gender EBRW Math Total Female 539 522 1061 Male 534 542 1076 No Response 406 374 779 As you can see, males outperform females on Math by 20 points, while females exceed males on EBRW by 5 points. According to a statistical significance test (t-test), the differences in EBRW and math scores here are considered extremely significant (in technical terms, the P value is less than 0.0001, meaning roughly that it is very unlikely these differences are due to chance). The difference between genders in math* test scores has been explored by academic researchers and has been a controversial topic. It should be a goal of the educational system to close this achievement gap between genders. *I looked for research to back up the differences between EBRW scores for students identifying as male vs those identifying as females but was unable to find anything both relevant and peer-reviewed from the last 15 years. We'll update this article with more information as and when it comes out. Average SAT Scores by Ethnicity When registering for the SAT, the College Board gives you the option to specify your ethnicity, with most students opting to share it.Here are the average SAT scores by ethnicity: Ethnicity # of Test Takers EBRW Math Total American Indian/Alaska Native 10,946 480 469 949 Asian 217,971 588 635 1223 Black/African American 263,318 483 463 946 Hispanic/Latino 499,442 501 489 990 Native Hawaiian/Other Pacific Islander 5,620 498 489 986 White 930,825 566 557 1123 Two or More Races 77,078 558 543 1101 No Response 131,339 472 481 954 Total 2,136,539 536 531 1068 Source: Total Group Report 2018 The implications of these results are important to consider. The black-white test score gap, for example, has been researched extensively to try to find the root causes of it. In the other direction, Asians have the highest SAT score averages, which has led some to question whether colleges discriminate against Asians. (Of course, the disparity in sizes of the different groups taking the SAT and socioeconomic inequality also play a key role in creating these differences.) As with gender, reducing achievement gaps between ethnicities is a critical priority for educators. Average SAT Score by Family Income The College Board also allows students to report their family income. Most don’t, but there’s a definite trend among those who do. These averages are from 2016 and based on the old SAT scoring system (out of 2400), as the 2017 and 2018 reports did not release data by family income. Note that on the old SAT, instead of one EBRW score, you got two separate scores for Reading and Writing (each out of 800). Family Income Number Taking Reading Math Writing Total Less than $20,000 124,290 435 453 426 1314 $20,001-$40,000 158,909 465 477 452 1394 $40,001-$60,000 132,182 488 495 471 1454 $60,001-$80,000 115,998 503 509 485 1497 $80,001-$100,000 119,593 517 527 501 1545 $100,001-$140,000 146,434 530 539 513 1582 $140,001-$200,000 98,275 542 553 528 1623 More than $200,000 87,482 569 586 562 1717 No Response 659,426 482 501 473 1456 Source: Total Group Profile Report 2016 As you can see,a higher average score on the SAT is typically associated with higher family income. This is a trend that’s been observed for some time. There are many reasons why those from higher-income families tend to score higher on the SAT- they are likely to attend better schools and have more resources to devote to preparation, to name a couple. This is another key equity issue facing educators. One of the stated reasons for the SAT redesign was to try to make test results less correlated with income, but it remains to be seen if the College Board has been successful. Here are the average scores by income converted to the new SAT score scale for your reference: Family Income Math (New) EBRW New Total Less than $20,000 490 480 970 $20,001-$40,000 510 510 1020 $40,001-$60,000 530 540 1070 $60,001-$80,000 540 550 1090 $80,001-$100,000 560 570 1130 $100,001-$140,000 570 580 1150 $140,001-$200,000 570 590 1160 More than $200,000 610 620 1230 No Response 530 560 1090 Average SAT Score by School Type Average SAT scores also differ by school type. Again, these averages come from 2016 and use the old 2400-point SAT scale (the 2017 and 2018 reports did not release information for school type). School Type Reading Math Writing Total Public 487 494 472 1453 Religiously Affiliated 532 537 525 1594 Independent 530 579 536 1645 Other or Unknown 491 580 498 1569 Source: Total Group Profile Report 2016 As you can see, students at independent schools have the highest averages, followed by those at religious private schools, other or unknown schools, and finally public schools. This trend is unsurprising sinceprivate school attendance is typically expensive- certainly more expensive than public school! Thus, the pattern here is clearly correlated with income, which we already saw made a big difference in average SAT scores. Educational achievement is an incredibly complex issue, with environmental, social, and economic factors all at play. Reducing achievement gaps by gender, ethnicity, and income is a big priority for educators. See below for the converted average scores for your reference: School Type Math (New) EBRW New Total Public 520 540 1060 Religiously Affiliated 560 590 1150 Independent 560 590 1150 Other or Unknown 520 550 1070 Average SAT Score by State Below, I’ve given the 2018 average SAT scores by state (as well as for Puerto Rico, the US Virgin Islands, and Washington, DC). State # of Test Takers EBRW Math Total Alabama (6%) 2,878 595 571 1166 Alaska (43%) 3,334 562 544 1106 Arizona (29%) 20,188 577 572 1149 Arkansas (5%) 1,591 592 576 1169 California (60%) 262,228 540 536 1076 Colorado (100%) 58,790 519 506 1025 Connecticut (100%) 44,700 535 519 1053 Delaware (100%) 11,055 505 492 998 District of Columbia (92%) 4,985 497 480 977 Florida (97%) 176,746 522 493 1014 Georgia (70%) 74,240 542 522 1064 Hawaii (56%) 7,880 550 549 1099 Idaho (100)% 20,484 508 493 1001 Illinois (99%) 145,919 513 506 1019 Indiana (67%) 48,962 546 539 1086 Iowa (3%) 994 634 632 1265 Kansas (4%) 1,419 633 631 1265 Kentucky (4%) 1,925 630 618 1248 Louisiana (4%) 2,027 615 595 1210 Maine (99%) 14,310 512 501 1013 Maryland (76%) 48,040 545 535 1080 Massachusetts (80%) 59,382 562 563 1125 Michigan (100%) 115,281 511 499 1011 Minnesota (4%) 2,464 643 655 1298 Mississippi (3%) 806 630 606 1236 Missouri (4%) 2,420 633 629 1262 Montana (10%) 952 606 592 1229 Nebraska (3%) 688 629 623 1252 Nevada (23%) 5,588 574 566 1140 New Hampshire (96%) 14,834 535 528 1063 New Jersey (82%) 84,672 547 547 1094 New Mexico (16%) 3,225 552 540 1093 New York (79%) 162,551 534 534 1068 North Carolina (52%) 54,987 554 543 1098 North Dakota (2%) 148 640 643 1283 Ohio (18%) 22,992 552 547 1099 Oklahoma (8%) 3,337 541 521 1062 Oregon (48%) 17,476 564 553 1117 Pennsylvania (70%) 96,740 547 539 1086 Puerto Rico 3,783 512 481 993 Rhode Island (97%) 10,161 513 505 1018 South Carolina (55%) 25,390 547 523 1070 South Dakota (3%) 260 622 618 1241 Tennessee (6%) 4,181 624 607 1231 Texas (66%) 226,374 520 512 1032 Utah (4%) 1,425 618 612 1230 Vermont (64%) 4,323 565 554 1120 Virginia (68%) 61,576 567 550 1117 Virgin Islands, US 635 490 445 935 Washington (69%) 48,574 543 538 1081 West Virginia (28%) 5,058 513 486 999 Wisconsin (3%) 1,923 641 653 1294 Wyoming (3%) 169 633 635 1257 Source: The College Board There's a lot of variation in average SAT scores by state. This is due to a lot of factors, but one big one is whether or not the state requires all public school students to take the SAT. In these cases, scores tend to be lower because even students who might not typically take the SAT (or prepare for it) musttake it in school. By contrast, in states where the SAT is not required, students who take the SAT take it specifically to prepare their college applications. As a result, the subsample of students who take the SAT will, in general, be more prepared and get higher scores. For more info on this topic, check out our complete guide to average SAT scores by state. What Average SAT Scores Really Matter for YOU? While we've gone through a lot of interesting SAT data based on gender, ethnicity, family income, school type, and state, most of it won’t be particularly relevant to your own interests and goals. The truth is, what SAT score you need depends entirely on the schools you're applying to. The average SAT scores that matter most for you are the averages for the colleges you’re interested in. If you can score above a school's average SAT score, you'll have a far better chance of getting in. But what score should you aim for specifically? The score you need to hit to give yourself your best chance of admission is your SAT goal score. We explain more about how to find this in our article onwhat makes a good SAT score. Briefly, though, here's what you'll need to do: on a chart, record the 25th and 75th percentile SAT scores (i.e., the middle 50% or average range) for each of the schools you're applying to. Once you've filled everything out, look for the highest 75th percentile score to getyour goal score. Hit this score on test day, and you'll have a great shot at getting into your dream school! What's Next? Not sure whether you should take the SAT? Here are 10 reasons to consider taking the test. Want to know the average SAT scores from past years?Maybe you want help predicting your own SAT score, or are wondering whether there's a minimum SAT score requirement for college. Need help preparing for the SAT? Then check out our total guide to studying for the test. We also have a one-month cramming planandsome tips for balancing your test prep with school! Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

Developing curriculum content Research Paper Example | Topics and Well Written Essays - 1500 words

Developing curriculum content - Research Paper Example Developmental approach in designing curriculum content asserts that curriculum should help students to learn the information which is necessary in performing day to day operations or tasks. This model emphasizes that curriculum should provide practical information and should help developing skills and learning capacities for better performance (Browder, et al., 2003). Developmental approach looks forward in developing student abilities to be an excellent performer in their life. This model recognizes students’ development as a sequential growth which starts with academics, then career and then social growth while curriculum should be designed to achieve objectives of all stages of students’ needs. Readiness approach as the name suggests is related to the entry level of students. It refers to particular skills and understanding of a student. Readiness approach suggests that in designing curriculum content, it is important to examine the mental standing of the student where the student is (Marcon, 2002). In an institutions some students may have well developed skills and understanding to complex topics because they were already exposed to learning opportunities but others may not have got the same chances (Muller-Ackerman, 2014). So, curriculum content must be designed considering the readiness of students and the level of their understanding. In contrasting scenario, no prior knowledge of students’ readiness may lead to an unplanned curriculum content which will hinder actual growth and learning of students (Olfman, 2003). Examining readiness provides a series of indicators whereas these indicators help understanding the expectations and needs of students. Based on thes e indicators educationists have better oversight of required curriculum contents which later produces greater learning and growth. Readiness approach as

Petro-Canada's Total Compensation Strategy and Program Research Paper

Petro-Canada's Total Compensation Strategy and Program - Research Paper Example So, the creation of petro Canada was a part of his dream of self-sufficient Canada. The creation of the petro Canada goes back to the year 1973 when the world found Arabs having huge reservoirs of oil were badly engaged in the bloody wars and the prices of oil went to the sky (Forster, 1993). The province of Canada, Alberta had plenty of the oil reserves which were controlled by an American corporation. This was the time when the Chinese president and the opposition felt the sheer need of the time of establishing a Canadian corporation which could control major part of the oil trade. The resident wanted the American corporation to spend more amount of the oil supply to Canada and les to be the states of America while the business was going on reverse. So, 1975 was the year of birth of the Canadian corporation petro Canada. This angered the western world (Greene, 2010). The company kept on working as the one of the Canada’ s largest corporation and fulfilling almost 40% of the Canadian domestic and industrial needs. The idea of the petro Canadian as a powerful tool however was not liked by the liberals who were against the establishment of the corporation and wanted to sell it off (IGI, 2009). 1988 was an important year in the history of the petro Canada; it was the time when the government tried to represent the corporation as a symbol of the Canadian nationalism though Olympic bid. This was the high time for the petro Canada to get popular inside and outside Canada. With the coming years, the corporation made its grounds firm by purchasing few of the world’s famous oil brands and suppliers however the services of oil and gas refinery were got by British Petroleum Canada (Forster, 1993). 1980 was the year of the changing history of petro Canada. This was the time when liberals came in power and with their authority in the government, the energy issue was raised. They stopped the idea of making petro Canada as a symbol of Canadian nationalism and m ade it just to compete with the oil companies in private sector (Shields, 2007). Soon the corporation saw its deterioration and the government decided to privatize petro Canada. In 1991 the shares were sold in the open market while keeping 19% in the company. The shares price fell dramatically and the company suffered a drastic loss with many employees being laid off (Forster, 1993). In 2009, it was merged with Suncor and now it is owned by it while the brand is used nationwide. It has owned refineries in Quebec, Alberta and Montreal. Its major projects were White Rose, Hibernia and Terra Nova (IGI, 2011). It was 2006 when the company decided to enter in the mobile market and launched a prepaid service known as Petro Canada Mobility. In 2009, it decided to open fast food restaurants and provided the services of car wash with drive thru. Its offered services also include car repair service which is known as Certigard Car Repair. The Suncor ownership has surely brought a changed envir onment while entering in the open race of competition and brings the services to increase its customer market. Petro Canada has though been privatized yet it still symbolizes the Chinese president’s dream of all being independent (Greene, 2010). Petro-Canada For entry level positions Like any other company, the level of

Radio spot Essay Example | Topics and Well Written Essays - 250 words

Radio spot - Essay Example THE DEPARTMENT MAINTAINS THAT THE OUTSIDE APPEARANCE OF AN ORGANIZATION ENHANCES ITS CHANCES OF ATTRACTING CUSTOMERS. THIS GIVES IT AN OPPORTUNITY TO INCREASE SALES, CONTRIBUTING TO THE DEVELOPMENT OF THE COUNTRY’S ECONOMY. THE ORGANIZATION THROUGH ITS UNIQUES DECORATIVE TECHNIQUES THAT ARE AIMED AT CONSERVATING THE ENVIRONMENT HAS MADE IT POPULAR AMONG HOME OWNERS, AS WELLS AS SMALL SCALE BUSINESS OWNERS. THIS IS BECAUSE OF THE AFFORDABILITY OF ITS SERVICES, AS WELLS AS THE HIGH QUALITY OF ITS PRODUCTS. THIS ATTRIBUTES HAS MADE THE ORGANIZATION TO POSSESS A STRONG BRAND NAME, EQUIVALENT TO THAT OF MULTINATIONAL ORGANIZATIONS SUCH AS COCA COLA, AND NIKE. BECAUSE OF THIS ASPECTS, THE DEPARTMENTS OF ENVIRONMENT AND COMMERCE MANAGED TO NOTICE THE ORGANIZATION, THEREBY REVEIVING AN AWARD FROM THE FEDEARL GOVERNMENT. THIS IS ORGANIZATION IS A PERFECT EXAMPLE OF HOW EMERGING ENTERPRENEURS, CAN MAKE IT IN THE FIERCE AMERICAN BUSINESS ENVIRONMENT. THEY MUST COME UP WITH UNIQUE IDEAS, AND EMPHASIZE ON HARD WORK. FOR MORE INFORMATION ON THE AWARDS PRESENTED TO THE ORGANIZATION, VISIT ITS WEBSITE AT,

The growth of the U. S. Military Research Paper

The growth of the U. S. Military - Research Paper Example In the 21st century, the American army has the largest defense budget in the world. The military makes use of advanced technology and is greatly organized. The military has participated actively in multiple wars since its inception. However, this paper will focus on the contribution of the Cold War and Vietnam War to the growth of the American military and highlight the current situation and organization of the army. The Cold War As the world war reached its conclusion, Russia had managed to control the Eastern Europe while the United States had gained control of the west. The west started a slow withdrawal from establishing an additional front in east Europe (Cowley, 2005). In addition, the United States resolved to discontinue aids to the Soviet Union after conclusion of World War II. These actions initiated tension between the two regions. Enmity was building in between the two world powers. Each of the global power had allies. One unique difference between the two countries is th e fact that Russia believed in socialism while America was capitalistic and industrious. Most of the countries in Europe were struggling to rebuild their nations after the end of World War II in1945. The Soviet Union was determined to win allies among European countries and introduce communism. The US introduced the containment policy requiring the leaders of most of the countries to remain cautious so that the Soviet Union did not get space to introduce socialism (Levy, 2004). The Soviet Union had previously threatened to expand their socialist system. The Soviet Union believed that capitalism exploited people. In addition, the Great Britain collapse contributed to the start of the Cold War. Before its collapse, Britain brought about a balancing effect in west Europe. Now that Britain was out of the picture, the United States took over. It was evident that the United States and the Soviet Union had differing goals on reconstructing the world after the world war two and the differen t interests gave rise to a cold threat. Towards the conclusion of the World War II, the American military had succeeded in making the first nuclear bombs and bombed Japan, causing immense damage. There was an intense fear of the nuclear warfare and this heightened the tension between east Europe and the west. Both countries wanted to exert a form of social and political control in countries that depended on their aid. Truman declared the Cold War officially when he decided to give financial aid to Greece. The Cold War lasted for a long time. The USSR armies and US did not have direct attacks. However, countries in support of the United States formed a military alliance. This was the North Atlantic Treaty Organization (NATO). This organization reached the decision that the United States would attack if the Soviet Union extended its influence to any NATO country. Russia already had control over all Eastern Europe, except Yugoslavia. The Cold War constituted of many proxy wars such as Korean War, Vietnam war and others (Gaddis, 2011). The Cold War persisted for some time and the world still experiences the effects. During the 1970-1980s, the Soviet Union was coming down because of the financial crisis. The union lacked adequate finances to run the system. Russian political and social reforms that came under new leadership did not favor the survival of the union. In 1991, the union split and withdrew from the Cold War

INFLUENCE OF LABELED ARTIFICIAL INGREDIENTS IN CERTIFIED ORGANIC Dissertation

INFLUENCE OF LABELED ARTIFICIAL INGREDIENTS IN CERTIFIED ORGANIC PRODUCTS ON SALE - Dissertation Example Thus, the proponent would like to address the following question at the end of the study. Are customers satisfied with the artificial ingredients mixed with organic products? I have to rely on my supervisor when it comes to the implementation of the actual study most particularly in formulating questions in order to generate answers or responses from the respondents regarding their satisfaction level with artificial ingredients in organic foods. The supervisor should therefore have substantial knowledge in organic foods and including the remarkable impacts of artificial ingredients on organic foods. Background This study is about finding significant customers’ responses on labeled artificial ingredients in certified organic products on sale. This primarily would find out specific customers’ stand on issues about artificial ingredients being mixed with certified organic products. Thus, this is a specific marketing activity aiming to understand customers’ buying be haviour especially on organic products mixed with artificial ingredients. In marketing, it is important to understand the point of view of customers because it would exactly tell about the areas, in which the marketers should substantially do the necessary strategies that would enhance products in various aspects and eventually create needs of certain product offerings (Boone and Kurtz, 2011; Kotler et al., 2008). In line with this, it is a great area of concern to find out some points of reference and eventually evidences to understand the influence of labeling organic foods with artificial ingredients. Primarily, it is important to know specific response from the customers regarding this issue. After all, customers have substantial ideas about organic products and even important reasons of buying them. Natural products are identified as either 100 percent organic and no artificial which means all ingredients are organic and no artificial components, 95 percent components are organ ic (organic), 75 percent components are organic (created with organic), and 70 percent components are natural (organic parts). For example, dairy products are organic when their productions primarily employed organic foods (Flack, 2011). This means the livestock in which milk production takes place should be given with only natural foodstuffs and no artificial foods or chemicals should be employed. In this way, the customers will be ensured that the dairy products they are using come from natural process of production. However, the idea about organic products is not only focused on this situation. Some organic raw materials are substantially processed. In this case, they are highly susceptible to be mixed with artificial ingredients for the purpose of either enhancing their tastes, quality or longevity, just to name some of the most important reasons. For instance, there are many finished products available in the market, produced with mixed organic and artificial ingredients leadin g to different flavours (Schlosser, 2012). At some point, combining artificial ingredients in the production of organic products would help increase productivity. The government seeks to ensure the welfare of the people by providing substantial food in their table through increased food production. For example, Organic Trade Association (OTA) amendment to substantially use synthetic materials in the production of foodstuffs that include organic materials, and allow the US Department of Agriculture to add other

Case study of learning disabled student Example | Topics and Well Written Essays - 250 words

Of learning disabled student - Case Study Example Albert has a learning disability which affects hearing processing. Like many students with invisible disabilities, such as learning and mental impairments, he is sensitive to the attitudes and thoughts of fellow classmates and teachers regarding his need for a note taker in class. He is hesitant to publicize this need among his class fellows, fearing perceptions of special treatment, illogical reasons, and negative stereotyping .Although the student disability source hub had provided paperwork and approval for financial compensation for a note taker, nearly two weeks had passed and still no classroom volunteers were known. Involvement from the student disability source hub included contact with the teacher who then made a general declaration in class about the need for a note taker, noting that financial compensation would be provided; if there were no volunteers, the disability resources office staff would employ on campus for a paid note taker enrolled in the class. It was also suggested that the teacher provide teaching outlines and the alternative for the student to tape record the lectures. Additional support was provided to the student through disability management counseling, which reinforced self-advocacy and learning skills.As a result of this, three way coordination established among student, teaching staff and the officials Albert overcomes on the concerns about what others may think and help in attaining academic accommodations. The disability source hub helps him to develop self-advocacy and learning skills. Flourishing reintegration into conventional secondary school required an adherence to the school carry out/behavioral policy rather than â€Å"accomplishment† in behavioral terms and academic accomplishment required to be in line with the range of students in the school. It was also important for there to be clear links between the school for pupils with emotional and behavioral

INFLUENCE OF LABELED ARTIFICIAL INGREDIENTS IN CERTIFIED ORGANIC Dissertation

INFLUENCE OF LABELED ARTIFICIAL INGREDIENTS IN CERTIFIED ORGANIC PRODUCTS ON SALE - Dissertation Example Thus, the proponent would like to address the following question at the end of the study. Are customers satisfied with the artificial ingredients mixed with organic products? I have to rely on my supervisor when it comes to the implementation of the actual study most particularly in formulating questions in order to generate answers or responses from the respondents regarding their satisfaction level with artificial ingredients in organic foods. The supervisor should therefore have substantial knowledge in organic foods and including the remarkable impacts of artificial ingredients on organic foods. Background This study is about finding significant customers’ responses on labeled artificial ingredients in certified organic products on sale. This primarily would find out specific customers’ stand on issues about artificial ingredients being mixed with certified organic products. Thus, this is a specific marketing activity aiming to understand customers’ buying be haviour especially on organic products mixed with artificial ingredients. In marketing, it is important to understand the point of view of customers because it would exactly tell about the areas, in which the marketers should substantially do the necessary strategies that would enhance products in various aspects and eventually create needs of certain product offerings (Boone and Kurtz, 2011; Kotler et al., 2008). In line with this, it is a great area of concern to find out some points of reference and eventually evidences to understand the influence of labeling organic foods with artificial ingredients. Primarily, it is important to know specific response from the customers regarding this issue. After all, customers have substantial ideas about organic products and even important reasons of buying them. Natural products are identified as either 100 percent organic and no artificial which means all ingredients are organic and no artificial components, 95 percent components are organ ic (organic), 75 percent components are organic (created with organic), and 70 percent components are natural (organic parts). For example, dairy products are organic when their productions primarily employed organic foods (Flack, 2011). This means the livestock in which milk production takes place should be given with only natural foodstuffs and no artificial foods or chemicals should be employed. In this way, the customers will be ensured that the dairy products they are using come from natural process of production. However, the idea about organic products is not only focused on this situation. Some organic raw materials are substantially processed. In this case, they are highly susceptible to be mixed with artificial ingredients for the purpose of either enhancing their tastes, quality or longevity, just to name some of the most important reasons. For instance, there are many finished products available in the market, produced with mixed organic and artificial ingredients leadin g to different flavours (Schlosser, 2012). At some point, combining artificial ingredients in the production of organic products would help increase productivity. The government seeks to ensure the welfare of the people by providing substantial food in their table through increased food production. For example, Organic Trade Association (OTA) amendment to substantially use synthetic materials in the production of foodstuffs that include organic materials, and allow the US Department of Agriculture to add other

Financial service management, please see below for further instruction Essay

Financial service management, please see below for further instruction - Essay Example As a bank customer service advisor, I will be better positioned to promote financial literacy among individuals to enhance their financial management and investment through quality and informed financial advisory. Normally, banking customer service advisors perform various duties including; one, handling customer complaints by responding to them on a timely basis and to the delight of customers. Two, involves advising customers on the suitability of various financial products that suits their conditions. For example, those leaving college will be best suited for a private pension plan as opposed to proposing the same to retirees. Three, a bank customer service advisor provides feedback to the management to help them in improving their services for customer satisfaction. The job also involves providing desk service roles as front-line service providers to enhance customer satisfaction (Knapp 2009). To adequately perform this function, one needs to have certain skills like good people skills, critical thinking and good problem solving skills. Personal confidence, self management and interpersonal communication skills to present ideas, a good listener and ability to deal with difficult clients also come in handy. Unfortunately for me I have not been a good listener and often jumped into conclusions before getting to the core of the matter. At times I can be temperamental a situation that makes it hard for me to deal with difficult people. However, I must admit that going through this course and attending several public speaking lectures I have improved on my people skills. The positions for this career are available in commercial banks, micro finance institutions, financial advisory firms, investment banks, pension and mutual funds among others. A career as a banking customer service advisor requires somebody who is flexible, articulate and one who can handle complex and diverse range of customer issues. As a result, one should be knowledgeable enough about the fi nance field and therefore one has to read widely and remain afloat the current information. Good understanding of individuals’ temperament and risk profiles also helps in providing the necessary financial advisory. Time management is essential as some customer requests, enquiries and complaints require quick response. Having noted the requirement for this job and realized my weaknesses I have embarked on a number of activities and action plans that have yielded good results in that direction. I must admit that using the skills set and behavior toolkit developed by Chapman (2006) was a major turning point as I was able to objectively evaluate my strengths and weaknesses in line with required skills for a career as a customer advisor. From this assessment, I developed a work plan to address my weaknesses. Generally, my weaknesses included; limited financial knowledge, a poor listener and negotiator, non-team player and difficulties in managing stress and conflicts. For example, I noted earlier in college that I was never interested in group assignments preferring to work alone. I only came to realize the benefits of teamwork when I started seriously engaging in group assignment especially for this course. I also had the know-it all attitude which prevented me from listening to others properly and often jumping into conclusions without understanding what the real problem was. I remember during the financial

Plato and Socrates Essay Example for Free

Plato and Socrates Essay Socrates, in his conviction from the Athenian jury, was both innocent and guilty as charged. In Platos Five Dialogues, accounts of events ranging from just prior to Socrates entry into the courthouse up until his mouthful of hemlock, both points are represented. Socrates in dealing with moral law was not guilty of the crimes he was accused of by Meletus. Socrates was only guilty as charged because his peers had concluded him as such. The laws didnt find Socrates guilty; Socrates was guilty because his jurors enforced the laws. The law couldnt enforce itself. Socrates was accused of corrupting Athens youth, not believing in the gods of the city and creating his own gods. In the Euthyphro, Socrates defends himself against the blasphemous charges outside the courthouse to a priest Euthyphro. Socrates looks to the priest to tell him what exactly is pious so that he may educate himself as to why he would be perceived as impious. Found in the Apology, another of Platos Five Dialogues, Socrates aims to defend his principles to the five hundred and one person jury. Finally, the Crito, an account of Socrates final discussion with his good friend Crito, Socrates is offered an opportunity to escape the prison and his death sentence. As is known, Socrates rejected the suggestion. It is in the Euthyphro and the Apology that it can be deduced that Socrates is not guilty as charged, he had done nothing wrong and he properly defended himself. However, in the Crito, it is shown that Socrates is guilty only in the interpretation and enforcement of Athens laws through the court system and its jurors. Socrates accusations of being blasphemous are also seen as being treasonous. In the Euthyphro, Socrates is making his way into the courthouse; however, prior to entering he had a discussion with a young priest of Athens, Euthyphro. This dialogue relates religion and justice to one another and the manner in which they correlate. Euthyphro feels as though justice necessitates religion and Socrates feels the opposite, religion necessitates justice. Euthyphro claims that religion is everything, justice, habits, traditions, customs, cultures, etc. all are derived from religion. Socrates went on to question what exactly would be the definition of pious. Euthyphro offered Socrates three definitions of pious and in all three Socrates was able to successfully find fault. The first definition Euthyphro offered was that piety is the life he lives (5e). Socrates disputed this definition because he said that Euthyphros way of life may be pious, but it is not the definition of pious. If it were the exact definition, only Euthyphro would be pious. He said that Euthyphro did not understand the difference between a definition and an example. Next, Euthyphro says that piety is found in things that are dear to the gods (7a). Socrates again rejected Euthyphros definition of piety. The Greek gods were anthropomorphic; therefore, another may despise what would be dear to one god. This definition offered was not distinct. Finally, Euthyphro said that what is pious is what loved by the gods (9e). However, Euthyphro cant answer whether something is pious because it is loved or it is loved because it is pious. He cant conceive the difference between cause and effect. It is in the Euthyphro that Socrates begins his defense of his actions and principles to the reader. A priest cant give him a concise answer as to what is religious; therefore, how can anyone else, especially one less religiously guided than a priest, accuse him of blasphemous actions? In the Apology, Socrates aimed to do three things: defend his ideas and principles, continue to teach those who will open their mind and state that he knew regardless of what he said he was aware that all five hundred and one jurors knew who he was and disliked him. Socrates was well aware of the fact that he had made multiple enemies, he knew that the politicians, poets, rich and craftsmen all had reasons to dislike his actions. Socrates went as far as to accuse the jury as not trusting the gods because they had not believed the oracle when it said that Socrates was the wisest in all of Athens (20d-e). If the jury and the people of Athens believed the oracle, the word of the gods, then Socrates would not be on trial. In the Apology, or defense, Socrates aims to legally justify his actions. He is accused of three things: corrupting Athens youth, not believing in the gods of the city and making up new gods. All three charges can be related back to treason and a large penalty. Socrates almost laughs off the first charge of corrupting the youth. He made a sensible argument as to why that charge made no sense and had no base. He said that willingly corrupting the youth of Athens would only make his living there more difficult. Logically, no one would aim to make his or her home a more dangerous, corrupt place to live (25d). He then asks his accusers to present some sort of evidence, a corrupted youth. Socrates knew that none of his students would speak out against him. To defend himself against the second and third charges, Socrates simply says that his belief in any new gods would necessitate believing in the old gods because the new gods are derived from the old gods (26c). In the Apology, conceivably, Socrates defended himself decisively against the three legal charges brought upon him. He was able to offer sufficient resistance, with a lack of prosecuting evidence, against the allegations. Plato uses the Crito, a discussion between Socrates and Crito, to display exactly why, even though innocent, Socrates accepted the penalties bestowed upon him. Socrates has thoroughly justified his own decision to obey the opinions of the majority and serve out the sentence that his own city has deemed appropriate for his crimes. Throughout the dialogue Socrates is explaining his reasoning for not running from the government. Crito does not understand the madness of Socrates, Crito will do whatever it takes to help his friend to flee, instead of being exiled by the government. I do not think that what you are doing is right, to give up your life when you can save it, and to hasten your fate as your enemies would hasten it, and indeed have hastened it in their wish to destroy you (58c). Throughout the Crito, two major ideas are established in the discussion of the two friends. The first being that a person must decide whether the society in which they live has a just reasoning behind its own standards of right and wrong. It is also examined whether or not the person has the option to leave if they dont agree with the laws of the city. Socrates has lived his whole life in Athens; therefore, he feels that there is an implied contract between himself and the laws of Athens. Not one of our laws raises any obstacle or forbids him, if he is not satisfied with us or the city, if one of you wants to go and live in a colony or wants to go anywhere else, and keep his property (63d). Socrates states; that making a conscious choice or effort to remain under the influence of a society is an unconscious agreement with that society to live your life by its standards and virtues. The second concept established between Socrates and Crito is that a person must have pride in the life that he or she leads. If Socrates does not face the penalties enforced, it would be the same as him disrespecting his own morals and principles. He would have followed them until they led him to hardships, and then abandoned them. In this, Socrates feels that escaping to survive would only result in the death of his teachings, the reason why he lives. I am the kind of man who listens only to the argument that on reflection seems best to me. I cannot, now that this fate has come upon me, discard the arguments I used; they seen to me much the same (59b). In establishing basic questions of these two concepts, Socrates has precluded his own circumstance and attempted to prove to his companion Crito, that the choice that he has made is just. He states that his decision is justified by the fact that the laws and governing agents of the society must command a certain degree of respect. Any person who would unjustly disobey these laws creates a deliberate attempt to destroy them, as well as, the society that has imposed them. However, that whoever of you remains when he sees how we conduct our trials and manage the city in other ways, has in fact come to an agreement with us to obey our instructions (63e). If the decisions of the citys governing agents are not thoroughly respected as just and cohesive parts of society, the very structure by which the society stands is subject to collapse. Socrates was not guilty as charged; he had done nothing wrong, as seen in the Apology. Not even a priest could tell Socrates what he had done wrong religiously, Euthyphro wasnt even able to give Socrates a precise definition of piety. It is then questioned by Crito why Socrates would remain to face a penalty for a crime he did not commit. In the Crito, it is explained why, although innocent, Socrates must accept the penalties his peers have set upon him. It is his peers that will interpret and enforce the laws, not the law which will enforce it. Even if the enforcers dont deserve attention and respect because they have no real knowledge to the situation, Socrates had put himself under their judgment by going to the trial. Therefore, Socrates must respect the decisions made by the masses because the decisions are made to represent the laws, which demand each citizens respect.

Role of the US President

Role of the US President Who Wants This Job? Government 2305: Professor: John Sutter Student: Cathy Lynch Date: March 18, 2015 Who Wants This Job? Would you want to be President of the United States of America, Why? We hear and read political news from the television, radio, internet, special interest blogs, news papers and magazines, for those who still read hard copy printed material, and of course Barbra-shop gossip. After listening to what sounded like tongue and cheek, total organized chaos, back-biting, mudslinging, political undermining pitting party against party issues against issues, dealing with millions of other people’s lives in totality for generations to come †¦etc, the proverbial question seem fitting to ponder, Who wants this job and why? This essay sets out to investigate by reviewing articles, books, video commentaries and documentaries of individuals who may consider being president of the United States of America. First let’s look into the prerequisites in order to become president of the United States. According to our Constitution, Article II, Section 1, which place minimal requirements seem like the best place to start. The U.S.Constitutionâ€Å"Article II Section 1 Clause 5 expresses â€Å"No Person except a natural born Citizen, or a Citizen of the United States, at the time of the Adoption of thisConstitution, shall be eligible to the Office of President; neither shall any Person be eligible to that Office who shall not have attained to the Age of thirty five Years, and been fourteen Years a Resident within the United States. (Roland 2008) A little fun fact, on who was the youngest and eldest president to service USA: Theodore Roosevelt (42 years, 10 months, 18 days) Ronald Reagan (69 years, 11 months, 14 days) (Rosenberg n.d.) Only native-born U.S. citizens (or those born abroad, but only to parents at least one of whom was a U.S. citizen at the time) may serve president of the United States. Of course, like many things there are from time to time requirements are called into question, such as most recent current event the potential 2016 presidential candidate Sen. Ted Cruz (R – Texas).† (Trethan n.d.) One of his parents is from another country Cuba, the other is a native-born U. S. Citizen, and yet they resided in Canada where Ted Cruz was born making him to posses multiple citizenships [Canadian, American and Cuban].Would this be a hindrance or an asset to American if he were to be elected as President? Actually the reality is our Constitution indicates native born. However, Ted Cruz, isn’t the first, nor the last to have their citizenship questioned. For an example Obama, Kenya or Hawaii? Term limit amendment according to US Constitution, Amendment XXII, Section 1 ratified February 27, 1951 states, No person shall be elected to the office of the President more than twice, and no person who has held the office of President, or acted as President, for more than two years of a term to which some other person was elected President shall be elected to the office of the President more than once. (Hickok n.d.) But there are much more for a potential president nominee to be considered. We Americans are very demanding. We want what we want, and we want it NOW; if we don’t get it, we won’t stand behind the leader of the band, [the President]. A good example is when Ben laud in was captured; all praise was given, but then a few months down the road, we turned our backs on the President because we didn’t like what he did on another issue. After all, the President is a mouth piece for our country, the leader of the executive branch of the federal government of our grand country, the head of state, head of government, the commander-in-chief of our military armed forces. He makes laws, has the power to veto them, a leader of a vast economy and nuclear arsenal responsibilities to know when to hold and when to fold, as they sing in the country and western song the Gambler. He sometimes has to gamble with people’s lives too. Would you consider the position of presidency as the most powerful held position a person could hold in the world? This job requires one in power to execute of federal law, appoint other political executive, and judicial officers. The president comprises therein treaties with foreign powers with the help of the Senate, which may or may not be of his own party. He’s also the person that takes the heat when separate powers don’t want to play ball due to special interest group contributions, and other enticements. He must be well connected in order for fundraising for campaigning, to get elected, re-elected and other expenditures. He must possess the power of persuasion, have thick skin. Hey the political arena can be brutal and strip one to the bone and hang them out to dry without a blink of an eye. Who would and why would someone put them self and family through such torture? For the good of the nation or is there more too it? What does the President get in return for four year term of service? From the very beginning of our great nation’s first constitution to now most leaders are already wealthy and set well in life and business. So becoming a federal leader for the pay isn’t much of a motivator being the president currently collects the amount of $200.000 $500.000 annually for services rendered, depending on the president, of course. Thanks to Clinton who signed legislature to provide the presidency their first pay-raise since 1969 from $100.000 to $200.000. (Howstuffworks 2000). That seems like a lot to us average income earners doesn’t it? But if you think about their expenses, and all they are required to do, even with an expense account of $50,000.00, that amount doesn’t go very far. Actually they make more than that in their private lives of business. So what’s the motivation to become President? There’s free housing in the grandest best well kept house in the nation, the white house; unlimited access to Camp David, Travel and meet with very important, influential people and other nation leaders. But also keep in mind, they are putting their lives on the line every time, in spite of body guards around the clock and everywhere they go. They live under a microscope too; also one can never please everyone. There is always something brewing, scheming and always a problem to fix and improvements to be made if they can get the opposing party to comprise. They have the weight of the World, Our Nation, Congress, Constituents, not to mention their own personal family upon their shoulders. When the president decides to retire they receive some lifetime and some time restricted benefits. However, they do have an option to relinquish these benefits and services. Post presidency, what is it like? Life after being a president has its reward system well in place. The United States have had eight presidents meet their demise while in office. Four of those were assassinated, (Abraham Lincoln, James Garfield, William McKinley and John Kennedy). One president resigned (Richard Nixon), and two presidents were impeached, (Andrew Johnson and Bill Clinton), though not convicted. (2000Josh Clark). As a rule most presidents serve one to two – four year terms; then either get re-elected, defeated or retire. Living in such intensity under a microscope some retire out of the public lime light. Other’s profit from their published and distributed memoirs, some get involved in speech circuit, and some utilize their distinction toward business improvement, as Jimmy Carter is known for being the most successful post president. However, not all post presidents get out from public eye, instead they may continue to move forward by being nominated into the House of Representatives or Supreme Courts. As in the early times, the departing presidents would merely pat upon the back, given an Atta boy; when the Former President Act (federal law) was expedited by Congress back in 1958 this act was to provide an annual pension of $25,000. Of recent, according to an article posted on the About News website post president’s pay and compensation consist of the receipt of several lifetime benefits which entitle them to: Annual pension An annual pension of $400,000 which is equal to the executive head level I. In addition to their spouse who also receives an annual pension of $20,000., providing they do not accept additional benefits. This benefit start immediately upon the vacating their presidential position. Staff and office expenses – Transitional fund, are labeled for expenditures of vacating the office available up to seven months (It covers office space, staff compensation, communications services, and printing and postage associated with the transition). However in addition to the transitional fund, there is also revenue provided for the departing president’s private staff and office thanks to the Administrator of General Services Administration. Medical care or health insurance Post presidential is entitled to medical treatment in Veteran’s hospitals thanks to Management and Budget Office charges are discounted by interagency rates. Two-term presidents have an option to purchase medical insurance provided by the Federal Employee Health Benefits Program Secret Service protection—Post presidential and their family members use to be entitled to a lifetime of secret service protection. Then when Clinton was post president the SSP were only for ten years. However, current president Obama signed legislation reinstating lifetime protectionin 2013 for him and other post presidential. (Longley 2014) We have covered a lot about why anyone would want to be president, but we hadn’t mentioned anything about their political aspects, admirations and goals to further our country into all its glory, an improved nation. Nor have we mentioned anything about We the people being considered or being the main focus. Though, we are certain being these men and women of today’s political world have many fires to start and to put out being the great successful leaders that they are have us in mind, have our country in mind. After all, it’s their country too and they live in it too. They are not above the law even though they may receive extra perks here and there†¦ It merely proves these intelligent leaders, know what they want earlier on in their life, because politics is a lifelong commitment; as simple as step 1, 2 3; to get your foot in the door, to follow, to rule, to lead, and to succeed as an individual as well as a country. Would you want this job? Why or Why not is something amazing to ponder? It’s not the kind of job a lazy person, that is uneducated, lack morals, and integrity to embark upon. It is a position of distinction, reverence and money, keen communication skills, the ability to persuade and work well with others, know the law, and how to select their supporters to help manage the Oval Office and foreign affairs, an innovative thinking and producer of excellence. This is why everyone should vote in all elections local, state as well as governmental levels. Obama stated this morning on telecast news on channel 8, if Everyone would vote the results would outnumber the money. It is crucial to arm one’s knowledge banks regarding worldwide politics, voice ones opinion by voting. It is our right, and a privilege we may not have in the future, if not exercised now and every time there is an election. References Hickok, Eugene. Amendment XXII . http://constitutioncenter.org/constitution/the-amendments/amendment-22-presidential-term-limits (accessed March 13, 2015). Howstuffworks. August 21, 2000. HowStuffWorks.com. http://money.howstuffworks.com/question449.htm> (accessed March 17, 2015). Longley, Robert. Presidential pay and Compensation. April 22, 2014. http://usgovinfo.about.com/od/thepresidentandcabinet/a/presidentialpay.htm?utm_term=Benefits of Being Presidentutm_content=p1-main-4-titleutm_medium=sem-relutm_source=msnutm_campaign=adid-928de88a-d94c-40b9-b35c-49ea4f7fca65-0-ab_msb_ocode-28810 (accessed March 15, 2015). Roland, Jon. Presidential Eligibility. April 13, 2008. http://www.constitution.org/abus/pres_elig.htm (accessed March 17, 2015). Rosenberg, Jemmofer. About Education 20th Century History Expert. http://history1900s.about.com/od/worldleaders/a/youngpresidents.htm (accessed March 17, 2015). Trethan, Phaedra. Requirements to Service as President of the United States Now accepting Applications. Edited by Phaedra Trethan. Camden Courier-Post. http://usgovinfo.about.com/od/thepresidentandcabinet/a/presrequire.htm (accessed March 14, 2015).

I Disagree with Nietzsche, We Should Embrace Life, Not Destroy It Essay

I Disagree with Nietzsche, We Should Embrace Life, Not Destroy It Admittedly, the philosophy of the late nineteenth century German Friederich Nietzsche had a profound impact on my world view. I concur with his belief that humans should occupy themselves with living in the reality that is, and not to be preoccupied with fantastic illusions of working towards a great afterlife. Granted, I am still very young, but from what I can see, humans have no universal nature nor do any set of underlying human morals dictate what is right and wrong. And as much as people would like to believe, unfortunately, we do not have free will. Every action carries the weight of a punishment or reward, so in essence, people do things either in fear or in hope of attaining one of these outcomes, therefore, humans do not have free will. So, then what is the meaning of life? To live each day as if it is heaven itself is all anyone can really do; accepting and embracing the reality of your life is the source of meaning. Whether God exists or not is irrelevant, the only th ing that is within the control of humans is the power to embrace life. As 1950’s Beat poet Allen Ginsburg stressed, people should be concerned with "living in and inhabiting the human form." Living means to not let outside forces take away your pursuit of life, once this thirst for life is taken, you are simply existing, waiting to die. To understand this position on life, take the following hypothetical situation. A woman has a terminal disease; in one year she will be dead. But she does have two options, she can simply live out the year in a hospital bed, weak and sickly from her disease, and die in one year. Or, the alternative choice is that she can take a pill which will... ...e. Because what we choose in life determines the degree to which we live. And at the very core of every person lies the drive to live. As humans with a high degree of cognitive intelligence, we are a part of nature, not above it; our high intellect should serve as a tool to understand this fact. To Nietzsche, humans must destroy everything, so that a new and more pure humanity centered on life can rise. I do agree that we must abandon the traditional illusions that have prevented humans from embracing life, but living in pursuit of destruction is not necessarily the answer. I believe that we must not let human made and human imposed notions of right or wrong control how we live, but living for the sake of destruction is not living. We must live to find an inner and individual satisfaction. Therefore, all life choices should be made with the intent of embracing life.

Cross-Linguistic and Cross-Cultural Identity Essay

I grew up in a country whose native language is not English. But I grew up learning the English language nevertheless. In my home, we had access to English shows which I was constantly exposed to at a very young age. This is the reason why I learned English without much conscious effort. The language learning was taking place within the sub-conscious, which is the best way to learn any language: constant exposure at a very young age. Mei-Yu (1998, paragraph 2) once said that in the acquisition of oral language, â€Å"young children are active agents†, constantly refining and defining the inputs that they get from their surroundings in way that makes sense to them. Children create hypotheses about language rules, constantly filtering them through active engagement with the more competent language users in their immediate environment. Unconsciously, they learn to recognize contexts and begin acquiring fine discrimination in their use of a language. Looking back, I guess the constant exposure to the English language is the reason why I grew up knowing how to use it. There was never a conscious effort on my part to use or learn English, because it was already ingrained in my person. The people in my household knew English and spoke it on many occasions. I also had access to English books which strengthened my phonological awareness or sound-symbol relationships. This happened side by side while I was learning my mother language as well. As a child with a facility for the English language, I was subject to an excess of attention that I would not have received otherwise, had I just spoken our native tongue and nothing else. There is a prestige attached to the English language that makes people in my country take a second look and listen closely to what I have to say. They also make speculations as to whether my family is reach and if I grew up in the United States or have been travelling there on a regular basis. Such is the high stature of the English language in my country that if you speak it well enough, most people that you are rich or your family is. Growing up, my situation as a multi-lingual was even more fascinating. Perhaps it was because as I grew older, I became more aware of people’s actuations, and I am also more able to discern their motivations for why they act the way they do towards me. In my country there is a fascination for the English language because there is a fascination for the country. My people look at the United States as magical place where dreams come true, and life is generally better. To them, it seems like those who can speak the English language have greater chances of going to the United States as well. This general notion extends in every situation. That is why in every conversation where my ability to speak the English language is displayed, people seem to treat me better and pay me more attention. Sometimes, in order to avoid embarrassment, I hide my fluency in English when interacting with my community. Clearly, there is an overt favor towards those who speak the language, as if we are better than the rest of the local people. This is consistently true in all areas of endeavors, from school to social, to professional career. It is a sad situation, but true nevertheless, and I used my fluency in English and strive to make more of myself, in order to meet society’s expectations. Sometimes it can be difficult, trying to rise up to expectations, but I felt that it was my duty to do so, especially for those who sincerely believed that I could. The situation changed when I moved to the United States. If you are multi-lingual, you are regarded as ethnic, especially if your pronunciation has a very thick and recognizable accent. You will be subject to stereotyping, and in some cases, be even regarded as second class citizens. While I am not saying that everyone will react negatively to your accent or your use of your mother language, it is a reality that there are some people who will take it against you. If there is any field that multilingualism is always an advantage, and that is in the corporate world. This is especially true in the age of globalism, where most companies deal with overseas transactions. Being multilingual means that I can communicate with my colleagues, and at the same time be able to communicate with a client or supplier who speaks my mother tongue, but nothing else. Thus, I am able to bridge the communication gap and make sure that there will be no misunderstandings and conflict later on because of the language barrier. Actually, upon deeper reflection, I realize that people do not react to your multilingualism as much as they are reacting to the accent or how you speak the English language. The lesser your accent, the better people regard you. And this is true regardless or what place you are in. What we speak and how we speak, speak about our history as an individual. How we speak makes a statement towards who we are as a person. And people, for better or for worse, react to that. In an era of increasing globalization, more and more people want to learn English to make themselves more marketable and competitive. However, the value of the mother tongue should never be forgotten. Our mother language keeps our identity intact and sets us apart from the rest. Knowing English is the ship that will help us to get where we want to go, but it is our mother tongue that will be our anchor; the one that will help us find our way should we get lost. Reference Lu, Mei-Yu. (1998). Language Learning in Social and Cultural Contexts. ERIC Digest. Retrieved: April 14, 2007 from http://www. ericdigests. org/1999-2/language. htm

Ptlls T1

Name: Caroline RandallDate: 06-03-13 PTLLS Describe what your role, responsibilities and relationships would be as a teacher in terms of the teaching/training cycle T1 unit 1 1. 1 1. 2 1. 3 1. 4 Unit 2 2. 1 2. 2 2. 3 Unit 3 3. 1 3. 2 I am working as a tutor, within a catering department, at a specialist Autistic school for learners from age 5- 22. I am currently teaching entry 3 to level 1 City and Guilds NVQ in Hospitality and Catering and level 2 City and Guilds professional Cookery.My role is to teach the students within the classroom environment this involves all aspects of teaching, including all cross curricular subjects, planning, schemes of work, assessing, making resources, preparing sessions, food ordering. We work as a close team, involving the whole catering department. I work closely alongside the students helping them to understand and practise safe cooking methods and procedures within their qualification.The vocational area of catering also has a range of other subjec ts mapped into the scheme of learning, I include this within the scheme of learning as well as supporting, advising guiding, reading, comprehension, mathematical work, ESD, PLTS, Reflection, I have to model appropriate behaviour and conduct within our working environments, allowing the students to be nurtured and grow within their roles.This includes using appropriate language, body language, eye contact, team work, appropriate discussions with colleagues, listening to others, respect for others, giving clear defined instructions, limiting language- as per each individuals needs, exceptional behaviour points-these are set where age appropriate at the beginning of each session.We use a 3 point behaviour system where students receive 1 point for attending the session, 1 point for meeting their exceptional behaviour point (this could be listen to staff, stay on task) and 1 point for staying on task and completing their work, following the â€Å"golden expectations at Heathermount† these are displayed in every classroom, so we are working from the same rules and expectations. These are discussed at the start of every session- â€Å"school is for learning. Learning is important for a good future. 1. Students and staff will be on time for all sessions. Students and staff will have the right equipment. . Students are expected to go to all of their sessions and take part. 3. Staff will make sure the work students are given meets their needs and strengths. 4. Everyone in Heathermount will be safe and treated with respect. There will be no physical violence. There will be no racism. 5. Everyone will be polite and kind at Heathermount. Remember: make the right choices for your future. I am also a qualified assessor, assessing within their work setting at the required standards, giving positive, constructive criticism if needed. Designing action plans to enable their achievement.Professionalism requires us to maintain appropriate standards and fulfil our responsib ilities to learners, institutions and colleagues. This is achieved by setting professional and personal boundaries which will enable us to be clear about what our limits are and what our professional role involves. It is our responsibility to identify areas outside of the professional boundaries of a teacher, either because of lack of necessary skills or expertise or because it is inappropriate for the teacher to deal with it. This is when external support from other professionals will be required.At Heathermount we work with multiple outside agencies these include: occupation therapists (OT), Speech and Language therapist SALTS, Education psychologists, literacy specialists, Team around the Child (TAC) team around the family (TAF) Internal Quality Assurance practitioners, External assessors, External Consultants, Connexions. Depending on the individual student we may link with. The OT, to improve our students well being, this may include completing exercises and massage with our st udents. I can only help our students once we have been shown by the OT, if the OT has not had time, we are unable to aid the student with this.SALTS work individually and in groups with our students. Each student has a plan from the SALT’s. This means that we as staff need to monitor and assist with this work; i can only work within what I have been shown to do by the SALT’s, as i am not trained in this area. The Education psychologist is a regular visitor to school and helps us as a team with regards to behaviours and well being of our students. The external literacy advisor, who visits Heathermount currently, attends a staff meeting once per week. This is a lengthy staff meeting. TAC and TAF- senior management often attend these meetings with our assistant psychologist.Information that can be passed on this is then passed onto staff at our weekly meetings. This can mean certain students need more attention and time/ observing. We can only help with information that h as been allowed to be passed on and is not confidential. Internal Quality Assurance Practitioners, independent assessors and external consultants- As a Qualified assessor we work closely alongside other professionals. Connexions- this can cause a student to be extremely upset if they realise that they cannot reach their aims and goals. Connexions alongside staff and parents make a realistic learning pathway for the future.Working with all external professionals often can create additional work, reports, actions and tasks for staff at Heathermount. This will always lead to staff needing to be clear to remove the barriers that can easily be formed. * Clear objectives / appropriate deadlines * Additional Time * Additional support to colleagues * Relevant support for students * Real reflection time for self * Ability to access time out! Our learners often show barriers, these may be caused by their disabilities or personality traits. This can lead to a variety of detrimental effects to varying degrees on the running of the class, * disruptive behaviour, non compliance, * refusal, * attitudes to learning, * close down, * Sensory issues, including smell. As we work in a catering environment an initial assessment needs to be produced, is it appropriate, is this the vocational area selected by the students, any issues we need to be aware of, how we can overcome this, how we can phase in if appropriate without these initial questions it could lead to a learner from not achieving. If this information isn’t shared with all relevant staff also this can create issue. It will also stop failure of relationship with staff and other students.As I am a part of a team, there is often staff movement to cover different areas, students, behaviours. This often involves a switch of staff and lead roles with other teachers and the teaching assistants. To ensure a smooth process, clear, honest direct communication is essential. We are all aware of each of our individual students ’ needs, as these are covered in our weekly staff reviews; we also use our internal email system to relate any issues that may occur. We have a daily briefing to communicate the day’s activities and any changes. This means we have to be flexible and work alongside any staff member at any time.We have an internal ordering system where we work alongside the admin team to receive orders. When we go on external trips with the students we have to work with the bursar, so we can collect any money needed for the trip. This entails getting a petty cash slip, which we have to put the amount of money we want, it is then signed off by management and given to the bursar to collect the money for the trip. We also have a purchase order system for larger items, which works the same way. Therefore we need to have a good working relationship with all colleagues to achieve our expectations within teaching.Each student has an individual profile that is readily available on our x drive wh ich we refer to, for all of their most important information. Appendix Student profile – exemplar Appendix EV’s-exemplar This enables staff (especially agency and visitors who are unfamiliar) to get a general overview of the student and their specific needs. These are kept in all teaching files and contain a picture of the child on them, so we can refer to them for planning and goal setting. The teacher’s role is accountable to many areas; I must meet school requirements as well as local authority and government requirements. Registers * Pupils Records * Annual reviews * Safeguarding * Health and Safety * OFSTED * Disability Act * Codes of conducts Registers Even though I am not personally accountable for the registers I have to ensure that I contribute the relevant information that is required on a regular basis as required by the school procedures. www. education. gov. uk 1. All schools must keep two registers of pupils. The admissions register, which records the personal details of every pupil at the school, and the attendance register which records every pupil’s attendance at every session the school is open to pupils. 2.The contents and maintenance of the school registers is governed by the Education (Pupil Registration) (England) Regulations 2006 (Statutory Instrument 2006/1751) and can be viewed on the Ministry of Justice database at www. statutelaw. gov. uk or on the Department for Children, Schools and Families (DCSF) website at www. dcsf. gov. uk/schoolattendance. The regulations took effect on 1 September 2006. 3. This guidance is designed to help schools and local authorities apply the pupil registration regulations and make links between issues around school registers and wider education and children’s services issues.It is also designed to help parents, pupils and others to understand the processes and legislation around pupil registration. 4. The guidance is not a substitute for the Education (Pupil Registratio n) (England) Regulations 2006 or other legislation; nor is it a substitute for guidance on other areas of attendance, education and child welfare. It should not be read in isolation from such legislation and guidance. Admissions Register The Admissions Register records valuable information about pupils at the school, including emergency contact details. The details that must be recorded in the Admissions Register are outlined below.It does not include details about the pupils’ attendance, or the subjects that they are studying or other pupil information. Pupils’ Information Schools must record the details of every pupil at the school in the admissions register. This includes pupils who are attending the school on a temporary basis e. g. travellers’ children, children who are accessing facilities not available at their normal school and â€Å"guest pupils†. The register must include the following information for every pupil: a. the pupil’s full name ; b. the pupil’s gender; c. the pupil’s date of birth; d. the date the pupil was admitted to the school; . the name of the school the pupil last attended; and f. where applicable, a statement that the pupil is a boarder. Parents and Carers In addition to the above information schools must also record the following for each pupil: a. the name and address of every parent and carer of the pupil that is known to the school; b. which of these parents and carers the pupil normally lives with; and c. emergency contact details of the parents and carers. However, some schools record additional details such as dates of birth and mother’s maiden name which they can use in security checks when parents contact the school.Schools may also keep additional information about parents which will ease communications with them. For example, it is useful to know that parents have a hearing impairment which prevents them using a telephone or record email addresses. Attendance Register There is a strong statistical link between attendance and attainment; schools with high attendance levels tend to have high levels of attainment at all key stages but those with low attendance levels tend to have low attainment levels.The attendance register is therefore an important tool in the work of schools to drive up standards and pupils’ attainment. It helps them to identify pupils who might need extra support to catch up lessons they may have missed along with action to tackle poor attendance. Schools must take the attendance register at the start of each morning session and during each afternoon session that they are open (see paragraph 11). On each occasion they must record whether every pupil was: a. present; b. absent; c. present at approved educational activity; or . unable to attend due to exceptional circumstances. They must also record whether the absence of a compulsory school-age pupil was authorised or not. There is no requirement to authorise/unauthorised absence of non-compulsory school-age pupils but schools can still use the national attendance and absence codes to help them identify/monitor vulnerable children. The Annual Review – Guidelines for Schools www. ace-ed. org. uk Introduction The school must have a copy of the statement of special educational needs.The statement consists of the statement cover and all the appendices. The statement and any previous reviews must be available to all those who work with the child in order to inform the individual education plan (IEP). The IEP should be updated when the annual review is completed and new targets set and reviewed at least termly. These guidelines provide specific advice and guidance to schools and independent non-maintained schools which provide placements for children with Statements of Special Educational Needs. Purpose of the Annual ReviewThe annual review should aim: To assess the child’s progress towards meeting the long term objectives specified in the s tatement and to collate and record information that the school and other professionals can use in planning their support for the child In the case of the first annual review, to assess the child’s progress towards meeting the targets agreed and recorded in the IEP’s following the making of the statement; and in the case of all other annual reviews to assess progress towards the targets in the IEP’s set at the previous reviewTo review the special provision made for the child, including the appropriateness of any special equipment provided, in the context of the National Curriculum and associated assessment and reporting arrangements. Where appropriate, the school should consider providing a profile of the child’s current levels of attainment in basic literacy, numeracy and life skills for pupils being assessed with P – levels, and English, Maths and Science for pupils under National Curriculum level 1, and a summary of progress achieved in other are as of the curriculum, including the National Curriculum.At Heathermount we use B Squared and CASPA are data programmes which we use to record the students’ achievements and progress academically. The B squared is updated by all teaching staff, a minimum of once per term. This is then merged into CASPA, which shows the students full progress within the school and nationally within the National Curriculum. This is kept within our central records. This enables us to work on the areas needed to bring the student up to the national curriculum level within each subject. We can access this at any time. This is used in core subjects alongside the national curriculum.Where the statement involves a Modification or dis-application of the National Curriculum, the school should indicate what special arrangements have been made for the child to consider the continuing appropriateness of the statement in the light of the child’s performance during the previous year, any additional sp ecial educational needs which may have become apparent in that time and any needs that have been met and are no longer an issue, and thus to consider whether to cease to maintain the statement or whether to make any amendments, including any further modifications or dis-application of the National Curriculum, and if the statement is to be maintained, to set new targets for the coming year; progress towards those targets can be considered at the next review. Objectives and Targets For practical purposes generally the following distinction is made: Long term objectives: the overall objectives set for the child’s progress for the duration of the statement * annual objectives: the medium term objectives set for the year * Targets: (SMART) specific short term targets related to the established long term objectives and annual objectives will appear in the IEP which should be reviewed on at least a termly basis. The Timing of the Annual Review The annual review process must be compl eted within one year of the date of the final statement and within each twelve months thereafter. The process is not complete until the Local Authority (LA) has circulated its recommendations; this can be up to six weeks after the annual review meeting is held.The annual review can be brought forward and this is sometimes helpful or necessary to: a) Bring the annual review meeting in line with the school’s other arrangements for reporting to parent(s)/carer(s) b) Spread annual reviews evenly over the year where there are many children with statements c) Deal with annual reviews at a single point of the school year where there are only a few children with a statement d) Reflect the circumstances of the child and the need for early decisions to be made regarding transfer between phases e) Enable the LA to respond to an exceptional change in circumstances. If the annual review is to be brought forward, the parent(s)/carer(s) should be consulted and the SEN Team informed. Ideally , arrangements for bringing dates forward should be made at the beginning of the academic year. The annual review cannot legally be delayed for over 1 year from the date of the statement or the date the LA issued recommendations from the previous review. Each school must produce a range of policies which formally set out the guidelines and procedures for ensuring equality. Health and SafetyWorking within the catering department, the training kitchen and the main kitchen for the school we all follow the required Health and Safety regulations, wear the advised PPE. Some of the basic risks for my allocated areas are: * Prevent contamination and you reduce or even eliminate the slip risk. * Avoid spillage and leakage onto the floor. * Most slip injuries happen on wet floors, so clean up spills immediately. * Dry floors after wet cleaning, e. g. after mopping. * Selecting and using the most appropriate footwear for the work environment can reduce the slip risk. Data from reported acciden ts reveals the priority areas for accident prevention in the industry are slips, trips, handling, cuts and exposure to hot and harmful substances.As staff we have completed PPE (personal and protective equipment), COSHH (control of substances hazardous to health) and HACCUP (hazards and analysis and critical control points) food hygiene course. This enables staff to be aware of risks within the catering environment and help to prevent them. We all have completed risk assessments in our rooms and we take precautions by locking unsafe equipment away, making sure students have the correct training when using this equipment. A full uniform is worn by students, which covers PPE regulations. Safety of students and staff is paramount and the management team try to minimalise the risks at all times, making sure we are adequately staffed. We follow the safety rules showing students how we expect tasks to be completed safely and appropriately.We discuss things as a group, not highlighting ind ividual mistakes. http://www. hse. gov. uk/risk/index. htm http://www. hse. gov. uk/risk/classroom-checklist. htm http://www. hse. gov. uk/risk/principles. htm By working in the catering department, I am fully aware of career inspirations and progression that our students would want to take. As part of this role I have to ensure with the catering team, that we have a real life work environment that supports the transition of our students into work placements and further along the line – work! With the current working statistics, this is going to be hard for anyone, so our students have to work at times twice as hard to prove their occupational competence.At this time we are expanding the opportunities within our department by outside catering, working in the main kitchen, mentoring younger students and work placements at various locations. The catering department are therefore working with our local community to enable the opportunities to expand. This includes community cent res, schools, colleges, banks, major stores and small businesses. Appendix – Room risk Assessment Appendix – Equipment risk assessment Appendix- lost child procedure What is safeguarding? It might be difficult to accept, but every child can be hurt, put at risk of harm or abused, regardless of their age, gender, religion or ethnicity. Safeguarding legislation and government guidance says that safeguarding means: * protecting children from maltreatment preventing impairment of children’s health or development * Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care. And â€Å"undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully. † http://www. safenetwork. org. uk/getting_started/Pages/Why_does_safeguarding_matter. aspx We report and write a report of any safe guarding issues to our designated senior leadership team member. She then deal s with this, as it is confidential. Phone calls Appendix – Incident report from Ofsted is the Office for Standards in Education, Children’s Services and Skills. They report directly to Parliament and are independent and impartial.They inspect and regulate services which care for children and young people, and those providing education and skills for learners of all ages. www. ofsted. gov. uk The purpose of the schools sections of the Disability Discrimination Act 1995 (As amended by the Special Educational Needs and Disability Act 2001) http://www. equalityhumanrights. com/uploaded_files/drc_schools_code. pd This Code covers young people over the age of sixteen when in school. The Disability Rights Commission (DRC) is issuing a separate Code of Practice to explain how the duties apply in further and higher education and to give practical guidance to providers of ‘post-16’ education that are not schools. There are three main sources of support available to disabled pupils in school.These come from different parts of the legislation. Support is available through: the disability discrimination duties the planning duties; and the Special Educational Needs (SEN) framework. The definition of disability which is the basis for all the duties is set out in the Disability Discrimination Act. We need to ensure we follow the reasonable adjustments duty. * Not to treat disabled pupils less favourably * To take reasonable steps to avoid putting disabled pupils at a substantial disadvantage. Regardless of disabilities all students must be treated fairly and equally. Aids and disabled access should be added to the environment, so disabled people can access the site and workAt Heathermount on our x drive with in the staff hand book we have policies that will and do cover the following: * The rights of all individuals and groups within the school. * The values and practice which are part of all aspects of school life. * The legal duties of the school. Code of Professional Practice These boundaries could have a negative effect on us as teachers as well as other professionals within the organisation. We therefore need to deal with these boundaries by referring to the Institute for Learning's (IfL) Code of Practice (2008) which outlines the behaviours expected of teachers in the Lifelong Sector http://www. ifl. ac. uk/membership/professional-standards/code-of-professional-practice The Institute for Learning’s code of Professional Practice came into force on 1 April 2008.The Code was developed by the profession for the profession and it outlines the behaviours expected of members – for the benefit of learners, employers, the profession and the wider community. * Integrity * Respect * Care * Practice * Disclosure * Responsibility The members shall; Behaviour 1: Professional integrity 1. Meet their professional responsibilities consistent with the Institute’s professional values 2. Use reasonable professional judg ement when discharging differing responsibilities and obligations to learners, colleagues, institution and the wider profession 3. Uphold the reputation of the profession by never unjustly or knowingly damaging the professional reputation of another or furthering their own position unfairly at the expense of another 4.Comply with all reasonable assessment and quality procedures and obligations 5. Uphold the standing and reputation of the Institute and not knowingly undermine or misrepresent its views nor their Institute membership, any qualification or professional status The members shall at all times: Behaviour 2: Respect 1. Respect the rights of learners and colleagues in accordance with relevant legislation and organisation requirements 2. Act in a manner which recognises diversity as an asset and does not discriminate in respect of race, gender, disability and/or learning difficulty, age, sexual orientation or religion and belief. The members shall takeBehaviour 3: Reasonable c are Reasonable care to ensure the safety and welfare of learners and comply with relevant statutory provisions to support their well-being and development. Behaviour 4: Professional practice The members shall provide evidence to the Institute that they have complied with the current Institute CPD policy and guidelines. Behaviour 5: Criminal offence disclosure Any member shall notify the Institute as soon as practicable after cautioning or conviction for a criminal offence. The Institute reserves the right to act on such information through its disciplinary process. Behaviour 6: Responsibility during Institute investigationsA member shall use their best endeavours to assist in any investigation and shall not seek to dissuade, penalise or discourage a person from bringing a complaint against any member, interfere with or otherwise compromise due process. Behaviour 7: Responsibility to the Institute The members shall at all time act in accordance with the Institute’s conditions of membership which will be subject to change from time to time. There are four sanctions which can be applied to members who breach the Code of professional practice: * A reprimand * A conditional registration order * A suspension order * An expulsion order The nature of the sanction imposed will depend upon the circumstances of the case. IfL has issued indicative sanctions guidance to the professional practice committee.Any disciplinary order imposed by IfL relates only to a member's class and status within IfL and bears no connection to relationships outside of that, such as membership of another organisation or employment. Lesson Plans evaluation/comments: Appendix Scheme of learning Appendix lesson plan Lesson plans alongside teaching folders are collected in termly, by the head teacher, assistant heads and education psychologist. These are reviewed as part of our good practise. As I teach and assess entry 3 and level 1 hospitality and catering and level 2 professional cookery. I follow set criteria by City and Guilds. This involves assessment plans being completed.I assess the students’ general tasks that need to be completed, specific techniques, ingredients and equipment that must be covered throughout the student, making sure they reach the required standard for that unit. I then complete the paperwork for that unit. In our folders this is dating, evidencing, mapping, photographs, observations, written evidence cross referenced cross referencing with the correct units and then mapping onto the specific unit being assessed. When I have assessed a specific unit the internal quality assurance practitioner assesses my ability to assess by checking the students work, making sure all of the assessments made by myself is carried out to the correct standards. They also standardise across all assessors.We may have a visit or a remote visit by external consultants who checks that our centre is operating the appropriate internal quality assurance processe s and procedures for the qualification in line with the awarding body requirements. We can then be approved to certificate! Vocational Tutors with subject specialism have responsibility as subject coordinators for the development and monitoring of curriculum delivery across the centre in the relevant subject. Main responsibilities and expectations * Knowledge and understanding * Planning and setting expectations * Teaching and managing students’ learning and care * Assessment and evaluation * Students achievement * Relations with parents and the wider community Managing own performance and development * Managing and developing staff and other adults * Managing resources * Strategic leadership As a member of staff of the catering department, we are all focused on CPD, we have to fulfil our assessor’s requirements, vocationally and knowledge based. This can be meetings, directed days, personal reflection, and standardisation. Our internal verifier for catering comes into school termly. She then reviews the students’ folders and units completed. We have standardisation meetings with her to ensure we are all assessing to the correct level and standard, reaching the set criteria. This is discussed at every visit, once termly.We all assess to TAQA- (training and quality assurance) At present our CPD for all staff has been focused on literacy. We have had an expert in from the Royal Borough of Windsor and Maidenhead (Jo Hefer) every week to help us improve the standard of literacy within the school as a whole. This has involved practical and group work. During INSET days we complete CPD activities and courses. We have all recently completed MAYBO www. maybo. co. uk/ leaders in conflict management course If staff want to apply for additional courses, a request is completed, which needs to be agreed by the Senior Leadership Team. We also have to be up to date with the vocational sector.This is by being registered with and tracking our sector skills council directive, apprenticeship guidance and at times government agendas. As government changes, funding bodies change names, location and funding streams, Heathermount has started to employ apprentices. I work alongside the Catering apprentices. The apprentices started in May 2012 which has been a steep learning curve for the Catering department. http://www. lge. gov. uk/lge/core/page. do? pageId=3577861#contents-4 An apprenticeship should therefore be a planned programmed in place for a defined period of time that combines work and learning and supports an individual to develop skills and knowledge, usually within the framework of achieving a qualification for a particular trade or profession.Managing apprentices As an employee, apprentices should be managed under the local authority’s normal performance management policies, and the employer can require the apprentice to comply with the employer’s normal policies and conditions of employment. However, there are sp ecial rights and duties to take account of if the local authority wishes to terminate the apprenticeship earlier than originally specified in the contract. Local authorities should be aware that misconduct that would normally justify the summary dismissal of an employee may not justify the dismissal of an apprentice. Traditionally apprenticeship schemes set the employer in loco parentis.This implies that the employer has a wider duty of care to support the personal growth and learning of the apprentice, in addition to providing professional development and skills. As a result, the local authority would be expected to exercise more leeway and provide additional support for an apprentice with conduct or capability issues. However, where a local authority can show that the conduct or capability of the apprentice is so bad that it is impossible to teach him or her agreed trade, then the early dismissal of the apprentice is capable of being fair (Newell v Gillingham Corporation). Appendi ces 1. Job Description 2. Student profile 3. Room risk assessment 4. Equipment risk assessment 5. Incident Form 6. Scheme of learning