Human Consumption Is Depleting The Earth s Natural...

Human consumption is depleting the Earth s natural resources and impairing the capacity of life-supporting ecosystems. Humans have changed ecosystems more rapidly and extensively over the past 50 years than during any other period, primarily to meet increasing demands for food, fresh water, timber, fibre and fuel. Such consumption, together with world population increasing from 2.6 billion in 1950 to 6.8 billion in 2009, are major contributors to environmental damage.(Human population growth and the demographic transition). Strengthening family-planning services is crucial to slowing population growth, now 85 million annually,(Essential Environment, Human Population,page 118) and limiting population size to 9.2 billion by 2050. Otherwise, birth rates could remain unchanged, and world population would grow to 11 billion.(Essential Environment, Human Population,page 120). Indonesia is the 4th most populated country on the planet, making up 3.49% of the earths population, behind China, India and US ( World Population). Indonesia’s population is expected to grow to 271. 1 million in 2020 and 305.6 million in 2035, and the question is can the future Indonesia sustain this demographic burden (Indonesia s population growth: A demographic bonus or Burden)? Of particular concern are addressing the issues of adolescent pregnancy as UN’s 2010 World Population Prospects estimated that 1.7 million women and girls under the age of 24 give birth annually in Indonesia and almost half a

Project Management †the Importance of the Planning Process Free Essays

An individual assignment under the topic: „Project Management – the Importance of the Planning Processâ€Å" Teacher: Maria do Sacramento Basilio Student: 2012 Beja Content Content2 Introduction4 Project Management5 The Life Cycles of Projects7 PLANNING PROCESS8 Project Plan Elements11 Project Control13 Project Termination14 Conclusion16 Literature17 Introduction Each organization‘s activity in its own way contributes to organization‘s goals. It is not always easy to assess the impact of the work or the decision to achieve these objectives in the context of a complex organization of activities. Common to assume that what unites all the organizations processes to the general population and focus their efforts on a defined term direction, is a strategy. We will write a custom essay sample on Project Management – the Importance of the Planning Process or any similar topic only for you Order Now Project work is one of the extraordinary management forms. Each project is progressing to a certain stage, which is called the project life cycle. Despite the widely different names can be said that all projects are characterized by four main phases: initiation, planning, realization, finishing. An object of the Project: the planning process. The aim: to analize the essential part of Project life cycle – planning process. My essay will consists of two parts. In the first part I am going to introduce the Project Management and Project Life Cycle, in the second part of the project I will analyse the planning process and will make a conclussion about it‘s importance. Project Management In order to understand project management, one must begin with definition of a project. A project can be considered to be any series of activities and tasks that: * Have a specific objective to be completed within certain specifications * Have defined start and end dates * Have funding limits Consume resources (money, people, equipment) Project management, on the other hand, involves project planning ant project monitoring and includes such items as: Project planning: * Definition of work requirements * Definition of quantity and quality work * Definition of resources needed Project monitoring: * Tracking progress * Comparing actual outcome to predicted outcome * Analyzing impact * Making adjustments Successful proje ct management can then be defined as having achieved the project objectives: * Within time * Within cost * At the desired performance/technology level While utilizing the assigned resources effectively and efficiently * Accepted by the customer The potential benefits from project management are: * Identification of functional responsibilities to ensure that all activities are accounted for, regardless of personal turnover * Minimizing the need for continuous reporting * Identification of time limits for scheduling * Identification of methodology for trade-off analysis * Measurement of accomplishment against plans * Early identification of problems so that corrective action may follow * Improved estimating capability for future planning Knowing when objectives cannot be met or will be exceeded Unfortunately, the benefits cannot be achieved without overcoming obstacles such as: * Project complexity * Customer’s special requirements * Organizational restructuring * Project risks * Changes in technology * Forward planning and picking Project management can mean different things to different people. Quite often, misunderstand the concept because they have ongoing projects within their company and feel that they are using project management to control these activities. In such a case, the following might be considered an appropriate definition: Project management is the art of creating the illusion that any outcome is the result of a series of predetermined, deliberate acts when, in fact, it was dumb luck. Although this might be the way that some companies are running their projects, this is not project management. Project management is designed to make better use of existing resources by getting work to flow horizontally as well as vertically within the company. This approach does not really destroy the vertical, bureaucratic flow of work but simply requires that line organizations talk to another horizontally so work will be accomplished more smoothly throughout the organization. The vertical flow of work is still the responsibility of the line managers. The horizontal flow of work is the responsibility of the project managers, and their primary effort is to communicate and coordinate activities horizontally between the line organizations. The following would be an overview definition of project management: Project management is the planning, organizing, directing, and controlling of company resources for a relatively short-term objective that has been established to complete specific goals and objectives. Furthermore, project management utilizes the systems approach to management by having functional personnel (the vertical hierarchy) assigned to a specific project (the horizontal hierarchy). The above definition requires further comment. Classical management is usually considered to have five functions or principles: * Planning Organizing * Staffing * Controlling * Directing In the above definition, the staffing function has been omitted. This was intentional because the project manager does not staff the project. Staffing is line responsibility. The project manager has the rigt to request specific resources, but the final decision of what resources will be committed rests with the line managers. Talking about the me aning by a â€Å"relatively† short-term project, not all industries have the same definition for a short-term project. In engineering, the project might be for six months or two years; in construction, three to five years; in nuclear components, ten years; and in insurance, two weeks. Long-term projects, which consume resources full-time, are usually set up as a separate division (if large enough) or simply as a line organization. The Life Cycles of Projects All organisms have a life cycle. They born, grow, wane, and die. This is true for all living things, for stars and planets, for the products we buy and sell, for our organizations, and for our projects as well. A project’s life cycle measures projects completion as a function of either time (schedule) or resources (budget). This is life cycle must be understood because the PM’s managerial focus subtly shifts at different stages of the cycle. During the early stages, the PM must make sure that the project plan really reflects the wishes of the client as well as the abilities of the project team and is designed to be consistent with the goals and objectives of the parent firm. As the project goes into the implementation stage of its life cycle, the PM’s attention turns to the job of keeping the project on budget nd schedule – or, when chance interferes with progress, to negotiating the appropriate trade-offs to correct or minimize the damage. At the end of the project, the PM turns into a â€Å"fuss-budget† to assure that the specifications of the project are truly met, handling all the details of closing out the books on the project, making sure there are n o loose ends, and that every â€Å"i† is dotted and â€Å"t† crossed. Many projects are like building a house. A house-building project starts slowly with a lot of discussion and planning. Then construction begins and progress rapid. When the house is built, but not finished inside, progress appears to slow down and it seemingly takes forever to paint everything, to finish all the trim, and to assemble and install the built-in appliances. Progress is slow-fast-slow, as shown in figure: It used to be thought that S-shaped curve of figure represented the life cycle for all projects. While this is true of many projects, there are important exceptions. This is about the project that approaches completion by a very different route that the tradidtional S-curve, as shown in this figure: To make a conclusion of the topic about product life cycle, there are two different paths (life cycles) along which projects progress from start to completion. One is S-shaped and the other is J-shaped. It is an important distinction because identifying the different life cycles helps the PM to focus attention on appropriate matters to ensure successful project completion. PLANNING PROCESS The most important responsibilities of a project manager are planning, integrating and executing plans. Almost all projects, because of their relatively short duration and often prioritized control of resources, require formal, detailed planning. The integration of a planning activities is necessary because each functional unit may develop its own planning documentation with little regard for other functional units. Planning, in general, can be best described as the function of selecting the enterprise objectives and establishing the policies, procedures, and programs necessary for achieving them. Planning in a project environment may be described as establishing a predetermined course of action within forecasted environment. The project’s requirements set the major milestones, and the line managers hope that they can meet them. If the line manager connot commint because the milestones are perceived as unrealistic, the project manager may have to develop alternatives, one of which may be to move the milestones. Upper-level management must become involved in the selection of alternatives during the planning stage. Planning is, of course, decision making, since it involves choosing among alternatives. Planning is a required management function to facilitate the comprehension of complex problems involving interacting factors. The project manager is the key to successful project planning. It is desirable that the project manager be involved from project conception through execution. Project planning must be systematic, flexible enough to handle unique activities, disciplined through reviews and controls, and capable of accepting multifunctional inputs. Successful project managers realize that project planning is an iterative process and must be performed throughout the life of the project. One of the objectives of project planning is to completely define all work required (possibly through the development of a documented project plan) so that will be readily identifiable to each project participant. This is necessity in a project environment because: * If the task is well understood prior to being performed, much of the work can be preplanned. * If the tas is not understood, the during the actual task execution more knowledge is gained that, in turn, leads to changes in resource allocations, schedules, and priorities. * The more uncertain the task, the greater the amount of information that must be processed in order to ensure effective performance. Without proper planning, programs and projects can start off â€Å"behind the eight ball† because of poorly defined requirements during the initial planning phase. Below is a list of the typical consequences of poor planning: * Project initiation * Wild enthusiasm * Disillusionment * Chaos * Search for the guilty * Punishment of the innocent * Promotion of the nonparticipants * Definition of the requirements Obviously, the definition of the requirements should have been the first step. There are four basic reasons for project planning: * To eliminate or reduce uncertainty * To improve efficiency of the operation * To obtain a better understanding of the objectives * To provide a basis for monitoring and controlling work Planning is decision making based upon futurity. It is a continuous process of making entrepreneurial decisions with an eye to the future, and methodically organizing the effort needed to carry out these decisions. Furthermore, systematic planning allows an organization of set goals. The alternative to systematic planning is decision making based on history. This generally results in reactive management leading to crisis management, conflics management, and fire fighting. Effective total program planning cannot be accomplished unless all of the necessary information becomes available ant project initation. These information requirements are: * The statement of work (SOW) The project specifications * The milestone schedule * The work breakdown structure (WBS) The statement of work (SOW) is a narrative description of the work to be accomplished. It includes the objectives of the project, a brief description of the work, the funding constraint if one exists, and the specifications and schedule. The schedule is a â€Å"gross† sc hedule and includes such things as the: * Start date * End date * Major milestones * Written reports The last major item is the work breakdown structure. The WBS is the breaking down of the statement of work into smaller elements so that better isibility and control will be obtained. Project Plan Elements The project master plan should contain nine elements: a project overview, a statement of objectives, a description of the technical and managerial approaches to the work, all contractual agreements, schedules of activities, a list of resource requirements or a project budget, personnel requirements, project evaluation methods, and preparations to meet potential problems. These are the elements that constitute the project plan and the basis for a more detailed planning of the budgets, schedules, work plan and general management of the project. Once this basic plan is fully developed and approved, it is disseminated to all interested parties. I would like to describe each element. * Overview. This is a short summary of the objectives and scope of the project. It is directed to top management and contains a statement of the goals of the project, a brief explanation of their relationship to the firm’s objectives, a description of the managerial structure that will be used for the project, and a list of the major milestones in the project schedule. * Objectives. This contains a more detailed statement of the general goals noted in the overview section. The statement should include profit and competitive aims as well as technical goals. * General approach. This section describes both the managerial and the technical approaches to the work. The technical discussion describes the relationship of the project to available technologies. For example, it might note that this project is an extension of work done by the company for an earlier project. The subsection on the managerial approach takes note of any deviation from routine procedure – for instance, the use of subcontractors for some parts of the work. * Contractual aspects. This critical section of the plan includes a complete list and description of all reporting requirements, customer-supplied resources, liaison arrangements, advisory committees, project review and cancellation procedures, proprierty requirements, any specific management agreements, as well as the technical deliverables and their specifications, delivery schedules, and a specific procedure for changing any of the above. Completeness is a necessity in this section. If in doubt about whether an item should be included or not, the wise planner will include it. * Schedules. This section outlines the various schedules and lists all milestone events. The estimated time for each task should be obtained from those who will do the work. The project master schedule is constructed from these inputs. The responsible person or department head should sign off on the final, agreed-on schedule. * Resources. There are two primary aspects to this section. The first is the budget. Both capital and expense requirements are detailed by task, which makes that a project budget. One-time costs are separated from recurring project costs. Second, cost monitoring and control procedures should be described. In addition to the usual routine elements, the monitoring and control procedures must be designed to cover special resource requirements for the project, such as special machines, test equipment, laboratory usage or construction, logistics, field facilities, and special materials. * Personnel. This section list the expected personnel requirements of the project. Special skills, types of training needed, possible recruiting problems, legal or policy restrictions on work force composition, and any other special requirements, such as security clearances, should be noted here. It is helpful to time-phase personnel needs to the project schedule. This makes clear when the various types of contributors are needed and in what numbers. These projections are an important element of the budget, so the personnel, schedule, and resources sections can be cross-checked with one another to ensure consistency. * Evaluation Methods. Every project should be evaluated against standards and by methods established at the project’s inception. This section contains a brief description of the procedure to be followed in monitoring, collecting, storing, and evaluating the history of the project. Potential Problems. Sometimes it is difficult to convince planners to make a serious attempt to anticipate potential difficulties. One or more such possible disasters such as subcontractor default, technical failure, strikes, bad weather, sudden required breakthroughs, critical sequences of tasks, tight deadlines, resource limitations, complex coordination requirements, insuffici ent authority in some areas, and new, complex, or unfamiliar tasks are certain to occur. The only uncertainties are which ones will occur and when. In fact, the timing of these disasters is not random. There are times, conditions, and events in the life of every project when progress depeneds on subcontractors, or the weather, or coordination, or resource availability, and plans to deal with unfavorable contingencies should be developed early in the project’s life cycle. Some PMs disdain this section of the plan on the grounds that crises cannot be predicted. Further, they claim to be very effective firefighters. It is quite possible that when one finds such a PM, one has discovered an arsonist. No amount of current planning can solve the current crisis, but preplanning may avert some. Project Control The two fundamental objectives of control are: 1. The regulation of results through the alteration of activities. 2. The stewardship of organizational assets. Most discussions of the control function are focused on regulation. Physical Asset Control Physical asset control requires control of the use of physical assets. It is concerned with assets maintenance, whether preventive or corrective. At issue also is the timing of maintenance or replacement as well as the quality of maintenance. Physical inventory, whether equipment or material, must also be controlled. It must be received, inspected, and possibly stored prior to use. Records of all incoming shipments must be carefully validated so that payment to suppliers must also be applied to suppliers from inside the organization. Even such details as the project library, project coffee maker, project room furniture, and all the other minor bits and pieces must be counted, maintained, and conserved. Human Resource Control Stewardship of human resources requires controlling and maintaining the growth and development of people. Projects provide particulary fertile ground for cultivating people. Because projects are unique, differing one from another in many ways, it is possible for people working on projects to gain a wide range of experience in a reasonably short time. Measurement of physical resource conservation is accomplished through the familiar audit procedures. The measurement of human resource conservation is familiar audit procedures. The measurement of human resource conservation is far more difficult. Such devices as employee appraisals, personnel performance indices, and screening methods for appointment, promotion, and retention are not particularly satisfactory devices for ensuring that the conservation function is being properly handled. The accounting profession has worked for some years on the development of human resource accounting, and while the effort has produces some interesting ideas, human resource accounting is not well accepted by the accounting profession. Financial Resource Control Though accountants have not succeeded in developing acceptable methods for human resource accounting, their work on techniques for the conservation of financial resources has most certainly resulted in excellent tools for financial control. This is the best developed for the basic areas needing control. It is difficult to separate the control mechanisms aimed at conservation of financial resources from those resources from those focused on regulating resource use. Most financial controls do both. Capital investment controls work to conserve the organization’s assets by insisting that certain conditions be met before capital can be expended, and those same conditions usually regulate the use of capital to achieve the organization goal of a high return on investments. The techniques of financial control, both conservation and regulation, are well known. They include current assets controls, and project budgets as well as capital investment controls. These controls are exercised through a series of analyses and audits conducted by the accounting function for the most part. Project Termination As it must to all things, project termination comes to every project. At times, project death is quick and clean, but more often it is a long process. The process of termination is never easy, always complicated, and, as much as we might wish to avoid it, almost always inevitable. The problem is how to accomplish one of the several levels of what is meant by project termination with a minimum of trouble and administrative dislocation. A project can be terminated in one of four ways: * by extinction * addition * integration * starvation y Extinction: * The project has successfully completed scope and the client has accepted it. * It has been superseded by the external developments like technological advancement, market crisis etc * It has failed to achieve it’s goal. * It has no longer support from the Senior Management. It is also sometimes referred to as â€Å"termination by murderâ€Å". The important point to notice is that all project activity ceases in this kind of termination. by Addition: * The project is a major success. It becomes the formal part of the parent organization. The transition or   transfer of the resources such as the project personnel, materials and equipment to the newly created unit within the parent   organization. by Integration: * The project is successfully completed. The   project product is integrated to the operations of the client. This is the most common mode and most complex operation. The resources are   released   and   disturbuted in the parent organization. by Starvation: * The project is terminated by budget decrement. * It is also known as   withdrawal of â€Å"life support†. The reason of this termination is generally to shadow the failure of non-accomplishment of the goals. This can save face of the senior management and avoid embarrassment. The Project Final Report incorporates the process knowledge gained from the Project. In addition to preservation of Project records, the Final Report embodies the experience from which we learn. It should include: Project performance comments, administrative performance comments, organizational structure comments, personnel suggestions, possibly a confidential section. Conclusion Project planning is probably the most time-consuming project management activity. Project planning continues from the initial idea through to the system delivery. Plans must be regulary updated using the new available information. There are many techniques for developing a project plan. They are fundamentally similar. All of them use a systematic analysis to identify and list the things that must be undertaken in order to achieve the project‘s abjectives, to test and validate the plan and to deliver it to user. Planning is an essential function in the success of any project. Planning does not refer simply to pulling out a calendar and recording things to do on random dates. Planning is all about actively plotting a course to meeting goals. Goals are really the start of any discussion about planning in a successful project. Literature 1. Harold Kerzner „Project Management. A Systems Approach to Planning, Scheduling, and Controllingâ€Å" sixth edition 2. Samuel J. Mantel Jr. Jack R. Meredith, Scott M. Shafer, Margaret M. Sutton „Project Management in Practiseâ€Å" second edition 3. Jack R. Meredith, Samuel J. Mantel „Project Management. A Managerial approachâ€Å" third edition 4. V. Buda, A. Chmieliauskas „Projektu valdymasâ€Å" 2006 How to cite Project Management – the Importance of the Planning Process, Essays

Recordkeeping System free essay sample

CHAPTER I THE PROBLEM This chapter of the study presents the problems ascertained from the researchers’ gathered data, the objectives, the scope, delimitations and limitations, and the significance of the study. Introduction Record keeping system is a systematic procedure by which the records of an office/organization are created, captured, maintained and disposed of. This system also ensures the record’s preservation for evidential purposes, accurate and efficient updating, timely availability, and control of access to them only by authorized personnel. A record keeping system has four components namely the records, people, processes and tools. Records are the information resources which can be presented in any format and are the ones needed to document office or organizational activities. On the other hand, people represent the authorized personnel and record contacts who oversee the records management program. Processes are the procedures on how to manage records throughout their life cycle. And tools comprise the computer or software programs, shelving and file cabinets, folders, etc. , all of which keep the records organized. There are basically two procedures on how to manage records. One is manually and the other is through the use of computers and/or software programs. In manual record keeping a pen and paper could work adequately. Inexpensive and pre-formatted record books which are available at most office supply can also do the manual record keeping. While others may imply that manual record keeping are accurate for as long as manual records can be understood or explained if questioned, many others don’t seem to be convinced for several reasons. One, processing of data is slow in manual record keeping because one has to browse over the shelves and filing cabinets all day to search for a single file. Two, retrieving of records sometimes seem impossible because there are no back-up files. So once a record is lost it ends there. These are but few of the problems encountered using the manual record keeping system, both of which contributed to the rise of computerized record keeping. Computerized record keeping works on the same principles as a manual system. The only difference is that the computer automates the process so it is faster and more accurate, thus providing the user with records that are trustworthy. According to researches, trustworthy records are reliable, authentic, complete and unaltered, and usable. But to ensure that the records are trustworthy, the system must preserve the information within the records (content), the circumstances under which the records were created or received (context), and the relationship between the parts of the record (structure). All of which can be acquired preferably when using a computerized record keeping system. Having gathered all those concepts aforementioned above about record keeping, the researchers came up with the idea of proposing a computerized record keeping system for the benefit of the NSTP office since they are currently managing students’ records manually. National Service Training Program or NSTP is a program aimed at enhancing civic consciousness and defense preparedness in the youth by developing the ethics of service and patriotism while undergoing training in any of its three program components namely Reserve Officers Training Corps (ROTC), Literacy Training Service and Civic Welfare Training Service (CWTS). NSTP office is among the twenty offices in Kolehiyo ng Lungsod ng Lipa. It is currently headed by Dr. Armando Mendoza who is also the head of the PE Department. Yet the said office offers the two program components, the ROTC and CWTS respectively. And since all the freshmen in the college are required to take up NSTP as one of their subjects, it can be assumed that the said office handles a lot of student records, hundreds or even thousands depending upon the number of enrollees every academic year. Considering the number of records that the office handles or manages, a need to abide to the different changes such as having a computerized system is highly advisable. More so, having a computerized record keeping system will help the office or its head Dr. Mendoza itself to make trustworthy records and keep track of them and to avoid lost of students records. Statement of the Problem This states the problems ascertained from the researchers’ gathered data. 1. NSTP Office which offers two program components namely ROTC and CWTS manage students’ records using a manual record keeping system. 2. As a result of utilizing a manual record keeping in the NSTP Office, timely availability of files is often unattainable. 3. Employing a manual record keeping system in the NSTP Office cuts down the life cycle of the files because there are no back up copies, so there is basically no solution once a file is accidentally lost. Objectives of the Study This asserts the objectives that correspond to the ascertained problems. 1. The researchers aspire to develop a computerized record keeping system which will automate the process so it is faster and more accurate, providing the NSTP Office records that are trustworthy. 2. Moreover, the researchers also intend to assist the NSTP Office to attain the timely availability of files via the database incorporated in their proposed automated record keeping system. 3. Furthermore, the researchers aim to lengthen the life span of the files managed by the NSTP Office via a system which enables the user to create back up copies for his files. Scope, Delimitations and Limitations of the Study This part presents the coverage, exclusions, restrictions, limits and boundaries of the study. The system proposed by the researchers will focus mainly on the record keeping system of the NSTP office. The researchers intend to mitigate the possible solutions to the problems presented herein by means of developing a system that will assist the NSTP Head in matters that involves students’ records and its maintenance, user-convenience and retrieval. They will rely only on the gathered data and from there will start on reaching their objectives. The proposed system or program comprises a database system which will facilitate in an organized and efficient compilation of students’ records. In addition, the study will also cover the merging of the record keeping system of the ROTC and CWTS Office. However, the proposed system will provide separate modules for ROTC and for CWTS. Different security pin will be assigned for the two modules so that only the ROTC head can access their office’s records and only the CWTS Head can access their office’s records and vice versa. In spite of this, the NSTP Head will have access on both modules. Accordingly, time consumed in compiling, searching and transferring of records will be trimmed down. On the contrary, the study pays no attention to the grading system utilized by the ROTC and the CWTS Office. Thus, the researchers’ proposed system are not liable for the means of evaluation of the students’ grades done inside the office other than the inputting of final grades and the maintenance of students’ records. Furthermore, the study concentrates merely on automating the record keeping system of the NSTP Office which comprises the management of students’ records of all the freshmen who are taking up NSTP as one of their subjects as well as maintaining, and securing them via the proposed system. Significance of the Study This part affirms the importance of the study. The findings of this study are hoped to be beneficial to the following: The NSTP Office. The findings of this study are a concrete appraisal of the implementation of computer programs in their record keeping system. Likewise, the findings of this study could provide them useful and possible solutions to the problems presented herein; The institution. This study can be used as a guide in measuring how well students learned from their classes more specifically on research and application of other theories learned from various related subjects; and The researchers. This study will serve as a guide and reference material that can be used for future research work. The presentation of information provided in this study can be a basis for research students who will be doing research for the first time.

Martez Foster Essays - The Great Gatsby, Film,

Martez Foster Dr. Logan ENGWR 303 9 Oct. 2017 The Meeting In the novel The Great Gatsby, you can tell there is a sense of desire by Jay Gatsby set in motion by the beauty of Daisy Buchanan. When they are both together during the whole meeting, you can tell that awkwardness, nervousness and a sign of insecurity are portrayed between the two. All three of those feelings mix ed toge ther with Gatsby and they became the result of the actions he takes throughout the novel. Daisy also had a mixture of these feelings, but she was good at hiding them. In all, the meeting at Nick's home showed how Gatsby and Daisy's real feelings reflected upon each other. Gatsby and Daisy had an uncomfortab le relationship throughout the story, which is very comparable to a high school relationship. Both, Gatsby and Daisy relied on Nick to be sort of a mediator. Nick supplied both of them with reassurance and security, but mainly he did it for Jay Gatsby. Nick had setup a meeting for Gatsby and Daisy to meet each other, after not seeing each other for a while. It was easy to tell that the meeting was going to be filled with quietness and nervousness because Gatsby wanted Nick to be there when Daisy arrived and he wanted him to organize the meeting for them. Nick did not really want to do it but Gatsby begged him over and over again to do it for him. Nick decided that he would do it for Gatsby, so they set the meeting up at Nick's home that day. As they waited for daisy to arrive, Gatsby started to feel a little hesitant so he started thinking about leaving and just calling a quits. Before he could take any actions, Daisy arrived at Nick's home without her husband. The feeling of awkwardness landed upon Gatsby because he knew that Daisy was married but he was so interested in seeing her. What makes it even worse for Gatsby is that he does not know how to handle confrontations very well, which is why he wants Nick there. When Daisy arrived at Nick's home, he introduced her to his living room where Gatsby was nowhere to be found. This is when the awkwardness started to rise between Gatsby and Daisy. Gatsby, nervous, ran around the house to the front door and knocked after he noticed Daisy was already in. He wanted to decrease the level of awkwardness and make it seem more like a natural meeting. You can tell that the meeting between Gatsby and Daisy is very similar to two high school students meeting each other for the first time. Even though there is nervousness already stirred between them, there is also that sense of awkwardness coming along. Nick notices that the awkwardness is not coming from Daisy but from Gatsby himself. Gatsby does not feel awkward because Daisy has arrived and present, he is that way because he feels uneasy to talk to her and look her in the eye. Generally speaking, when two adults tend to have a meeting with each other, a third person seems to be unnecessary for them both. This is why you can compare Gatsby and Daisy's meeting with high school students meeting each other for the first time. "I made an excuse at the first possible moment, and got to my feet." (pg. 87). This statement was proof that there was a sense of awkwardness at the meeting because of the way Gatsby dressed. Gatsby dressed very formal, basically he was dressed to impress, and because the way he dressed that showed a sign of insecurity with himself. "An hour later the front door opened nervously, and Gatsby, in a white flannel suit, silver shirt, and gold-colored tie, hurried in." (pg. 84). When Daisy saw Gatsby, it did not seem like she was nervous or antsy about meeting him. The meeting was set up by Gatsby and Nick, so from Daisy's point of view, it was sort of like a surprise date for her, and she was not expecting to see him at all. When Nick takes them to the living room to meet each

Changing Careers Avoid These 5 Biggest Mistakes

Changing Careers Avoid These 5 Biggest Mistakes You think you’re ready to change careers. You’ve got all the right stuff to make a change: you’re extremely good at what you want to do, confident in yourself and your abilities, clear about your expectations and goals, and you have the courage necessary to take the leap. Before you do, however, make sure not to make any of the following mistakes:1. Don’t wait until you’re desperateIt’s never a good idea to make a giant life-changing decision from a place of desperation or despair. If you’ve gotten to the point where you absolutely hate your job and can’t stand going to work, that is- counter-intuitively- the absolute wrong time to change careers.See if you can improve your situation and your day-to-day enjoyment of your work first. When you’ve stabilized a bit, that’s when to take a step back and decide what direction you’d most like to go in. It will save you a lot of backtracking if you quit your corporat e finance job to join the circus on a whim and need to find that middle ground. No need to go through this taxing process twice.2. Don’t forget you need to eat to liveCourage and pluck and a big fat dream are not enough to pay the rent. Before you embark on this crazy life-changing change of course, make sure to lay some solid financial groundwork to support you throughout your transition. Make sure you have enough of a safety net, and that you can make enough to maintain your lifestyle once you make it to the other side of the chasm.3. Don’t lose sight of what you wantIf you’re going to shake things up, make sure to do it right. This will help you avoid going through this process twice. Make sure you really examine- first and foremost- what you want. What values matter to you, what sorts of parameters are deal-breakers for you, what you want to accomplish with your career, etc. Then figure out the kind of actual work that will satisfy those needs. Then, and onl y then, pursue that work. Guesses are not your friend.4. Don’t forget to ask yourself the tough questionsDig deep. Revisit mistake #3. Have you really figured out your motives? Are you looking to make a drastic change for the wrong reasons? Would there be ways to accomplish everything you want and get everything you need within your current field? Even your current position? Figuring out what’s workable about where you are right now is a very useful skill, and it will save you being dissatisfied wherever you end up.5. Don’t give upBig transitions like this don’t come easily. If no one hands you a new career on a silver platter, don’t get too discouraged. Remember to persevere. If you’re not working hard enough to make this happen, it might be because it isn’t really what you want. But if it is? Just keep keeping at it.

A Career as an Animator

Animation is a series of paintings of objects, such as dolls and models, computer graphics, or pictures. These are different, bringing a variety of entertainment to the audience. Animation brings excitement and mystery and attracts viewers interested. It adds color to the eyes and soul in the form of 'magic' living in the eyes of those living in these ordinary, ordinary living things among things that are not real but in their imagination. The creators of these wonderful arts and works are animators. By choosing a computer animation program at the MediaTech Institute in Dallas, Texas you can learn everything you need to start a career as a computer animator. For most computer animators, the Holy Grail of animation professionals is making feature films, and your guidance at MediaTech Academy will lay the foundation for those dreams. In the computer animation project of MediaTech Institute in Dallas, Texas, you can have practical experience in developing and creating animation projects and find half of the process of creating computer animation projects including animation movies, without animation-containing content can do. The basic steps involved in the process are as follows: In the early 21st century, I met animation as a career choice. I decided to become an animator, and I did not know anything about animation. This is exactly the same as what happened with my parents' marriage arrangements - in both cases it is a blind day and there are surprises on the way! Let's talk the whole story. I went to residential school and the system made all the choices. Even if it is not a doctor, like Cliche, it seems that we all want to be an engineer. We do not want to be an evolutionary biologist or an adventurous underwater photographer. The majority of my extraordinary friends became an ordinary engineer in the walls of the crowd pretending to be another brick. There must be a potential genius among us; we just encourage us to find our own call. When I refused the proj ect, I was very lost. My dream of becoming an engineer got even worse, everyone Choosing a career for many people is not easy. I am enthusiastic working from animals to small animals to large animals. Handling animals is what I dream of. Unfortunately, there are hundreds of studies on animals that make my career search more complicated. After a few hours of search, I really chose the career of two careers, veterinarians and animal rescue which I attracted my attention. - Itching and scratching are not only Simpsons cartoon characters, but they are the main symptoms of most types of Mange. Symptoms of this symptom such as mottled hair loss, decreased eating habits, animal sleepiness and unsteady behavior are easily detected, but on the other hand it is far more difficult to diagnose. In order to receive appropriate treatment, the animal must receive medical care from licensed and certified veterinarian immediately.

IMPACT OF KNOWLEDGE MANAGEMENT SYSTEMS ON INNOVATIVENESS IN ITRC Research Paper

IMPACT OF KNOWLEDGE MANAGEMENT SYSTEMS ON INNOVATIVENESS IN ITRC - Research Paper Example If the knowledge management system of Iran Telecommunication Research Center (ITRC) is efficient and effective, then innovativeness in the telecom industry will be enhanced by improving the knowledge management process, knowledge creation and knowledge sharing. There are 64 respondents in this study who comprises of 49 males and 15 females. The majority of these respondents are graduates of technical fields such as computer science, digital communication, and telecommunication engineering.Among the respondents,12.5% are Ph.D. holders,18.75% have a master’s degree,25% have a bachelor’s degree,31.25% have an associate degree and 12.5% have a diploma or a technical graduate diploma (Aghmyoni, 2012) The research has obtained valuable data in areas that include different types of managerial decision effects on knowledge creation process, requirements in knowledge creation process, impressive organizational cultures that are useful in knowledge creation and sharing. The available data include the data from a comparative analysis that is coded and classified. Based on the analysis and classification results, the most important type of decision in the managerial level that has the greatest effect on knowledge creation according to the survey is senior managers’ support followed by creation of a cultural context and lastly being thoughtful managerial

Interpreting Financial Results Essay Example | Topics and Well Written Essays - 750 words - 1

Interpreting Financial Results - Essay Example This means that Apple has maintained enough liquid assets to meet its short-term obligation. However, although Apple did well by maintaining a higher current ratio in 2013 compared to 2012, its current ratio declined in 2014 to 1.08 from 1.68 in 2013, which is a sign of poor performance in 2014 compared to 2013 as far as liquidity position is concerned. However, the Apples current ratio is still within the industrial average, which is a show of good performance compared to its competitors in the industry. Apples also had a favorable quick ratio of more than one in all the last three years. However, it is notable that the after the companys quick ratio had improved from 1.30 in 2012 to 1.64 in 2013, the ratio declined to 1.05, which is an indication of poor performance in 2014 compared to the previous two years. However, the fact that Apples quick ratio is within the industrial average is an indication of good performance in overall. Leverage ratio is another ratio used to gauge the financial health of a company. Leverage ratios are used to determine the amount of debts that the company maintains in its statement of financial position. Accordingly, the more debt a company has, the riskier the company is in case the business became bankrupt and forced into liquidation. Debt-to-equity ratio is one of the leverage ratios used to measure the degree to which a company is financed by debt holders in comparison with its owners. The lower the debt-to-equity ratio, the less riskier the company to invest. From the calculations, it emerged that Apple fiancà ©s much of its operations from shareholders investments compared to debts. The companys debt-to-equity ratios for the three years are below one, which is favorable (2014 = 0.13; 2013 = 0.08; 2012 = ∞). Nevertheless, it also became clear that Apple has been increasingly financing its operations by debt since 2013, which is not a good sign (United

Evolution by Natural Selection Essay Example for Free

Evolution by Natural Selection Essay a. Evolution by Natural Selection: This theory is developed by Charles Darwin as one of the parts of his theory of evolution. This theory embodies the thought that species change and evolve over generations and that the mechanisms for the species change along with it. b. Inheritance: This theory, introduced by Gregor Mendel, embodies the principle that traits are passed on from one generation to the next through the genes that carry them. This means that traits are inherited from the parents to the offspring through these hereditary factors. c. Cells: The Cell theory from Matthias Schleiden and Theodor Schwann, discussed that all cells come from preexisting cells and that cells are the basic elements for life to exist. d. Biological Classification: Carolus Linnaeus began the classification of different species according to their similarities and differences called nomenclature. e. Bioenergetics: is based on the concept that there is an energy that powers life and that it follows the rules of the energies that exist in the inanimate world. f. Homeostasis: Claude Bernard discovered that organisms function best under a narrow range of conditions and that they maintain internal conditions to maintain stability, which allows them to live in a larger range of environments. g. Ecosystems: This deals with the concept that organisms don’t exist alone but is part of a community of other living organisms that interact with one another. (â€Å"What is Biology? †) In relation to the news today and the theories’ applications in the 21st century, a test connected with the Inheritance theory recently revealed that genetics may determine the extent we are influenced by social drinking clues. The article states that a specific form of the Dopamine D4 receptor gene may make people more sensitive to craving caused by alcohol-related cues from other people. This, the article reports, â€Å"†¦may increase the risk for extensive alcohol use or abuse when spending time with heavy-drinking peers (Association for Psychological Science, 25 July 2010). 2. Scientific Method The website began with the question â€Å"Have you ever noticed if you place a plant near a window, that after a while, the plant grows or leans toward the window? † and was followed by the question â€Å"Have you ever wondered why the plant grows toward the window? † This required a hypothesis formulation in order for there to be a guide on how to arrive on the answer. The hypothesis that I have chosen for the experiment on the website was that â€Å"plants respond to the light which they need to make their food. † After selecting my hypothesis, I chose to â€Å"grow three plants with light to the left and glass to the right and three more with light to the right and glass to the left† and look for the difference in the â€Å"direction the plant is growing/leaning. † The result was that â€Å"The leaves of the plants with the light on the left turned toward the left and the tops of the plants grew toward the left. The leaves of the plants with the light on the right turned toward the right and the tops grew toward the right. † This supported my hypothesis that light was the reason that the plants grew toward the windows where the light was. In the scientific method, the whole process began with observation and questioning the behavior of the plant as it grew toward the window and analyzing the possible variables that may affect this behavior. Considering that I had a basic idea about how plants grow, I made a hypothesis that was likely the case, though there may be some other variables that influence the behavior. These other variables made me think of testing them along with the main reason I had been thinking about. In order to test all the elements involved, I proceeded testing with both the light and the glass. Putting all the variables in not only confirms one or more of the variables, but also eliminates other variables that might not have any weight on the observations made. With the results supporting the hypothesis, and eliminating other non-weight bearing variables (in this case, the glass), then the hypothesis is accepted. The explanation in this case would be that plants respond to the light that enables them to create their own food. From here, it is possible to have other questions that would lead to the repeat in the cycle of the scientific method back to observations and questions. These questions could include how plants would react when the source of light comes from different directions. In my own personal experience, I have applied the scientific method to some of the simplest questions I’ve had the chance to encounter in my life. One such example where I constantly apply it is when making projects whether they are for school or for personal enjoyment, especially when the project requires so many redundant details such as cutting strips of paper or stitching something up or anything else. Although this is not exactly the same in doing scientific experiments, the same principles apply. Since I am always concerned with efficiency in doing things, I always ask myself, what is the shortest way I’ll be able to do this while maintaining a standard of quality? This forms the observation and questioning phase. From past experiences and from certain observations, there are many methods that can be applied and I think of the best ones that might apply to what I am currently working on. These comply with the hypothesis that one of the methods that I have thought of will work, which brings me to the experimentation phase. Here, I test which ones work best on a small scale, checking which ones I finish more quickly and produce the same results despite separate repetitions of the method. Upon seeing the results of my experiments, I finally come to the conclusion that at least one of the methods is efficient and effective in producing mass quantities of material for the project I am working on. Sometimes, this leads to other questions such as whether or not the method can be applied to other materials, or which materials work best with that method. This may then catapult me back to the scientific method from the beginning. References What is Biology?. Retrieved July 27, 2010 from http://course1. winona. edu/mdelong/principles/ Lecture%201%20-%20Introduction. ppt Association for Psychological Science. (July 27, 2010). Genetics may Influence Social Drinking. Medical News Today. Retrieved July 27, 2010 from http://www. medicalnewstoday. com/ articles/195725. php

Beta Carotene :: essays research papers

Beta Carotene Beta-carotene is a member of the carotenoid family and has over 500 relatives. Carotenoids are yellow-to-red pigments found in all green plant tissues and in some species of algae. So far 21 different carotenoids have been found in human blood. The most abundant ones are alpha-carotene, beta-carotene, lutein, lycopene, cryptoxanthin and zeaxanthin. A molecule of alpha-carotene, beta- carotene, or cryptoxanthin can be split into two molecules of vitamin A in the body but the conversion of beta-carotene is by far the most effective. The six carotenoids are all antioxidants. They are very effective in neutralizing a highly reactive for of oxygen called singlet oxygen but also, to some extent, act to break up the chain reactions involved in lipid peroxidation. Numerous studies have shown that people who consume a diet rich in dark yellow orange vegetables (carrots) and dark green vegetables (broccoli) are much less likely to develop cancer and heart disease. It has also been established that people with low levels of beta-carotene in their blood have a higher incidence of heart disease and cancer, particularly lung cancer. The National Cancer Institute endorsed a study which found that women who consume lots of beta-carotene rich fruits and vegetables have a lower chance of getting cancer, including breast cancer. The Institution says that regularly eating lots of fruits and vegetables plays a key roll in cancer prevention, but whether the preventative action comes from beta-carotene or other nutrients in the produce has yet to be determined. For people who don't like eating their fruits and vegetables, a beta-carotene supplement pill was introduced into the market. Millions of vegetable hating Americans hoped that by taking a pill instead of eating vegetables, they could get the same rewards as their counterparts who enjoy the taste of fruits and vegetables. But officials at the National Cancer Institute released the results of two large studies designed to put the benefits of beta- carotene supplements to the test. One followed 22,071 doctors who for 12 years smokers had to be stopped prematurely because it seemed to me making the rate of death from cancer and heart disease worse. Taking a simple chemical supplement is not the same as eating a vegetable. Scientists suspect there are other natural ingredients that work with vitamins to promote health. It is also possible that a beta-carotene supplement derived from natural sources and formulated so as to preserve the normal carotene ratio in the blood may be of benefit for people at high risk for cancer and cardiovascular disease. This, however, needs to proven. So, until the remaining riddles in the carotene

Issues of Wider Professional Practice and Professionalism Essay

In this assignment I will be examining some of the main issues I believe impact on teachers’ professional practice and I will look at the way they impact on my employer Inclusive Access (IA). IA is a social enterprise independent specialist training organisation in the Post compulsory education and training (PCET) or Lifelong Learning Sector (LLS). I will attempt to show how some of these issues impact on individual teachers in the organisation and the impact on a teacher’s professional image and status. I will go on to state that the political and economic landscape make it very difficult for organisations like Inclusive Access and for freelance tutors to meet the professional standards required when compared to other PCET organisations in both FE (such as colleges) and HE (such as universities). In conclusion to this assignment, using some of the current influences and changes in government direction and policy, I will reflect on the way I can improve my own wider professional practice and that of my team in my area of responsibility. As Training Manager at a social enterprise there are wide reaching pressures on the organisation that impact on our practice as professional teachers in LLS and on the organisation as a professional training body. In fact these pressures are currently on the whole education system. The political economic social technical, legal and environmental (pestle) factors impact greatly on the question posed for this assignment as we enter possibly one of the most challenging phases for education and particularly PCET in last few decades. At IA there are recurring issues affecting the professionalism of the courses run, the professional nature of the teachers and support staff employed, and the values underpinning the company’s social aims. For example, funding is ever harder to source and the funding streams accessed are varied and fluctuating, originating from a number of sources. This can lead to inconsistency of provision and fitting the courses to the fund rather than the learners thereby impacting on our perceived professionalism. Another example would be the â€Å"rules† on pots of funds from the public sector creating demands for more learners on courses, impacting on class size, or selecting people for courses based on numbers – not suitability, which in turn impacts on drop out rates and dissatisfied learners, potentially affecting our perceived professionalism. There is a move towards contracts being payment by results to drive value for the public purse. This could force smaller organisations like our own, who are less cash and asset rich out of the market. However, on the positive side, it does mean a culture of collaboration (that has not existed for some time) is being resurrected, which in my view is a good thing. In the long run this should raise standards of outcome and a more seamless journey for learners to experience through the LLS. During the development of PCET from the 1980s until present, it is evident that teaching in post compulsory education had to keep up and look beyond today towards the future requirements of the skilled workforce of the future. Further and higher education has become more regulated and scrutinised in a bid for it become better placed to meet the needs of learners and employers. Indeed in the evolution of FE and the LLS during the 1990s saw great change driven politically with economics at its heart, FE teachers contracts were changed, strikes, funding centrally severed so the new regime shaping the way PCET is delivered today and the view of the professional status of teachers in this sector. Shain, 1999 in her research paper said then that â€Å"Teacher’s work in the UK Further Education (FE) sector is undergoing reconstruction through processes of â€Å"marketisation and managerial control†. I would agree with her and can see that this process is even more evident today, witnessed through competition for funding, student numbers, targets, league tables and scrutiny driving the ethos of the sector. I would ask how can the FE teacher be a true professional in their work with this culture around them? Tedder;1994, defines professionalism from his experience of teaching in FE and says that the term professional can convey a range of meanings covering teaching practice, a set of vocational standards, values and a code of conduct for teachers plus a remit for continual monitoring and improvement. This early view (was expressed in 1994) in my opinion has been the way that the sector has consequently developed from within, attempting to drive internally in response to the external pressures to conform to the pressurising pestle factors. In 2007 the Institute for Learning (IfL) was set up in response to the XXX report, and (until recently) endorsed by the government to represent and act as a compulsory body for Lifelong Learning teachers of adult education defining the code of conduct and embedding as compulsory requirements membership to the professional body and requiring evidence of current competence to teach via 30 hours continuous professional development (CPD) per annum, submitted and vetted by the IfL. By the IfL making teacher training and CPD compulsory this has overturned the reluctance of teachers to become dual professionals. Norman Lucas 1996 has argued that this duality of professionalism, i.e. that of being at one and the same time a teacher and an expert in a professional or craft/trade area has dogged the development of a statutory qualification structure. He says that historically lecturers in FE had seen their expertise as sufficient for teaching thereby putting their specialist knowledge above pedagogy. He says that by becoming professional teachers this will narrow their specialist expertise. I disagree with this view. Everyone can remember the good and bad teachers at college / univeristy, and those that not only knew the subject but knew how to teach got the respect and results from their students. Randle and Brady (1997) argue that although they believe teaching in FE has been deskilled and deprofessionalised professional teachers retain a commitment to ‘public service’ values of altruism and teacher autonomy that are fundamentally opposed to managerialism. They believe this is the essence in FE of professionalism and that its paramount to FE. Appendix xxx is an extract to depict the polarisation they described. I believe this point is important and is where individual personal professionalism collectively adds up to professionalism per se in the organisation or the LLS. Elliott (1996) rejects the notion of professionalism in favour of a concept of the ‘reflective practitioner’ for understanding teacher’s work. I believe this is a vital factor in professionalism, but cannot be the only way that a professional improves their practice – what if the teacher is not as self aware or receptive to personal feedback – how can this improve teaching and learning in isolation? Hodkinson (1995) argues for the retention of professionalism without accepting the exclusivity of a profession. He explores the uses and limitations of competence attributes towards a redefinition of professionalism based on notions of ‘personal effectiveness’, ‘critical autonomy’ and community. These to me are self actualisation goals re: Maslow – higher order. But I fear people need a structure, framework and a method to achieve these – why then is a professional body to belong to such a bad thing? The Institute for Learning and Teaching in Higher Education (ILTHE) was an established body that ceased to exist in 2004 and then in 2007 the IfL was set up, reinventing the wheel is a theme of politics I fear. Appendix xxx explains the history of the ILTHE and the HEA. Successive governments and reports including Kennedy in 1998, Tomlinson 2004, Leitch date Wolf 2009, Lord Lingfield 2011/12 continue to change the way education is structured and delivered and depending on which political party is in power depends on the swing between regulation and market forces affecting the culture in lifelong learning. By the very nature of the way the PCET sector is being forced to be accountable it could be seen that it has become de-professionalised, de-characterised and education is becoming de-valued as the accountants take over the establishments to drive value for the public purse. Ofsted scrutiny and league tables shape the way education in FE is delivered as tutors â€Å"fear† for their grade and managers drive for results, where does this leave a professional tutor room to develop as a professional? Illustrating this polarisation of managerialism and professionalism – ref app xxx Many authors reference this including John Lea. John Lea observes that managers and scrutiny of teachers introduced to make them more professional and drive value for the taxpayer and the learner actually have led to teachers becoming de-professionalised per se. He states that by introducing accountability through layers of funding and scrutiny bodies that this has meant the sector has to adopt more of a business approach with colleges becoming more like retail outlets. P75: where learners choose their learning opportunity from a range of providers for the one that markets itself the best. On the negative side this could be students â€Å"consuming† education in the same way they purchase items from a discount shop demanding high quality low prices. He goes on to say: â€Å"of colleges come heavily under this sway we might expect them to seek to eliminate any downside to their students purchase – customer satisfaction or your money back. Will we see a time when students cannot fail a course?† I would ask – is this de-valuing and watering down the status of PCET courses so that anyone can achieve OR does it widen participation and standards leading to a more highly skilled workforce which then reflects well on the professional standards and values of teachers and organisation in the sector? Whichever way it is seen, the reality is that it is happening and the future PCET organisations are moving in this direction. Lord Lingfield in his review – the final report, amongst many recommendations, suggests that the future of PCET will not distinguish between further and higher education and it should merge. This trend is current and set to continue – a great example if here and now – West Cheshire college – my course – the awarding body is Chester University and progession for my cohort is clearly into HE. The simpler the learner journey the more professional it feels for learners too. I believe that in the modern world, standardisation, comparability and the learner journey should be seen as crucial by decision makers and that it will drive development in the sector. To be professional tutors rely on quality time to prepare to keep teaching practice current, incorporating new and innovative teaching methods. This is a difficult task, especially as many tutors are paid sessionally and planning is often not paid for by employers. Similarly professional development and CPD is expected but not often provided by employers. As professionals, tutors are expected to complete 30 hours per annum of continuous professional development (CPD) to reflect and choose the right development. Under the IfL this was implicit and required for membership; this requirement is now voluntary as membership of the IfL rules have changed following Lord Lingfields review of the sector. The best and most forward thinking providers will support their staff to improve; it cannot be left to individuals to choose entirely their own CPD. Since the Institute for learning was set up in 2007 I believe it has not achieved what it set out to do and I concur with many elements in the Lingfield report. I think it little impact in raising the sectors professional status although it has had some impact in raising the standards of teaching. For example after 2007 Neighbourhood colleges were forced to employ only tutors with a preparing to teach in the lifelong learning sector (PTLLS) qualification to lead courses in these centres. Previously anyone could have taught a course in their local community or Neighbourhood College. Insisting on PTLLS has improved the quality of provision but on the downside has meant that local talent and enthusiasm has been lost from those who handed down skills and shared knowledge on a more universal basis. Taking a different view of core professional values that is not about OFSTED or anything other than the traditional role of a teacher – Sue Cross in her book Adult teaching and Learning talks about the professional character of the teacher means assuming the a specific set of obligations and standards but one within which an individuals background expertise and creativity are free to flourish. Sue Cross definition: â€Å"Professional teachers seek to communicate their field of knowledge to the learner with fidelity and accuracy, within the context of their professional ethics and in such a way that the learner is nurtured, supported and able to develop† p 161 She says that a professional teacher has three principal characteristics : that a teachers acts with professional agency, a teacher acts ethically and a teacher exercises professional judgement. And she believes that to be a teacher really means to be a learner yourself. Therein lays the crux of being a professiona l – exercising professional judgement and being allowed to. Society doesn’t allow mistakes nowadays, does being a professional suddenly make a person infallible? Other definitions of professionalism and professional include Marian Wollhouse – teaching the post 16 learner. Marian suggests that there are seven key areas of teaching defined as underpinning the competence that supports and informs all other processes†¦ and the learner is put at the centre of all that teachers do. In that way the context of the teacher as a professional is prescribed and this amongst other influenced the development of the Professional domains written by the sector skills council and published in 2007. In the foreword the Bill Rammell, the then Minister of State for Lifelong Learning, Further and Higher Education, said that the new professional standards were a direct response to Ofsted’s plea for clearer standards. Accountability for teaching and learning and being a specialist in own area was paramount. This was a precursor to the IfL being launched in September of that year. And again more depth and scrutiny in a bid to make the profession of teaching accountabile in September 2012 another new set of Ofsted regulations were put into place this time as well as for all education a specific set for the FE sector. As a direct consequence of Lingfield, Wolf etc and the drive from the government to make organisations more locally accountable this Ofsted framework now puts teaching and learning as the most important factor refocusing the Common Inspection standards. See appendix xxx CIF. Prue Huddleston and Lorna Unwin 3rd edition Teaching and Learning in Further education Diversity and change in chapter 8 talk about Professional development and here I believe is a central factor in the issues of professional conduct and accountability. To be an educator in the PCET sector I believe teachers should embrace all it is to be a teacher. The breadth of skills, the patience, the planning, the innovation and the ability to keep on a personal learning journey can mean it is difficult to fulfil this multi-faceted and demanding role. To do this teachers need to approach their work as â€Å"professionals† and undertake in depth and varied professional development. Without it teachers will become stale, one dimensional not just in their teaching but in their ability to fulfil this role and inspire their learners to achieve. The goals they set for their learners will become less stretching as do then the goals they set for themselves. â€Å"every FE teacher has to make plans to ensure he or she has access to relevant and appropriate professional development opportunities† p 209. Inclusive Access is an independent provider of adult training and education across a myriad of disciplines/ subjects. As my role is multi-faceted I project manage, line manage, develop new business, recruit tutors, in charge of quality for awarding bodies, teach myself. It is a role that I believe requires a hands-on approach and therefore still to teach to keep up my professionalism. This can be a challenge as the role moves towards sometimes more of a managerial overview role. One of IA’s unique selling point is its people. The tutors, assessors and teaching support staff most of who are not directly employed. That relationship is an interesting one to manage; aiming to keep their individual professional values in tune with that of the company. In order to engender the ethos and professional standards required I do have to lead by example, share CPD knowledge and enthuse the teachers to try new teaching methods. IA does not have the IT resources and budgets for example that FE colleges can access. The courses must still be of high quality (or higher) than the competition. Often I think we achieve this through personality of the teachers, their in depth subject knowledge and the way we assist the learners on their journey with signposting and employability skills. Interestingly this is now a key factor that OFSTED will be seeking from FE so I will need to keep a step ahead and look for way to continue to improve our learner experience and our teacher support. I will need to ensure our literature and marketing is standardised with the LLS sector to maximise our visibility and professional image in a competitive environment. My own personal CPD journey will be the vital. I realise there is a lot at stake in the way I view professionalism and being a professional. Not only will these views affect my personal development but because of my role it affects the organisation and the teachers employed. Extrinsic factors that cannot be changed will continue to impact on teacher’s professionalism – pestle factors, ofsted, government papers and reports leading to changes in scrutiny, standards and regulation. But intrinsically the notion of being a consummate professional, loving being a teacher, being honest, reflecting and improving, sharing best practice, keeping always learner-centred and choosing challenging CPD as a lifelong earner yourself, in my view you won’t go far wrong!

Peer Pressure Essay

Introduction Peer pressure is a social influence exerted on an individual by others in order to get that person to act or believe in a similar way. It is used by a social group, often with the implication that â€Å"everybody’s doing it. † This influence can be negative or positive, with a successful result being a change in a person’s behavior. Nearly all children experience some form of peer pressure, whether at school, at church or at home among siblings. As a kind of social pressure, it dominates preteen life. Many teens become absorbed into different cliques and groups, spending less time with their families. Much of the personality of a teen can be shaped by a peer group. Negative peer pressure can be a dangerous tool against children, especially younger or insecure children. They may be persuaded to take actions they might otherwise not have considered, such as smoking cigarettes, drinking alcohol or taking drugs. Peer pressure is a problem for adults, who may be coerced, for example, into buying a house or car they can’t afford in an effort to â€Å"keep up with the Joneses. † Peer pressure is not always negative, however. A student whose friends excel in academics may be compelled to study hard and get good grades. Influence can also be exerted to get a friend off drugs or to help an adult take up a good habit or drop a bad one. Study groups, class projects and athletic groups are examples of positive peer groups. Why I chose the topic – I decided to chose this topic because in the Indian Education System children experience a sudden thrust of freedom and responsibility to shape their future at the same time. In such cases, they can either be well-guided or mis-guided. Peer pressure may also lead to stress and anxiety. Teens have a multitude of issues that can cause them anxiety. The two major settings for this peer pressure teen stress are in their home lives and in the college setting. The stressors are many and diverse. Their feelings can be affected by some of the issues listed below: * The feelings that others and also inside themselves tell them they should do and how they should perform. * Peer pressure teen stress is also caused by the way they feel they are viewed by adults in the college setting. * The peer pressure teen stress to perform in the grades and work they do. * Problems with socializing with other teens. Problems at home with family members. * Having a low self worth. * Always having verbal conflicts with their friends and family. * Low income living conditions for the family. * Peer pressure teen stress is sometimes caused by a major event causing grief or trauma within the family. This could be death, an illness, or parents splitting up. * A split in the relationship with a boyfriend or girlfriend. * The neighborhood in which they live is not a good place. * Having to move to a new home is yet a cause of the peer pressure teen stress. Having to adapt to a new school/college environment. Objectives of the project: The main objective of the project is to discuss the issue of peer pressure under â€Å"no pressure†. The students must be made to understand how they can grasp the good and leave the bad. The project tries to distinguish between Good Peer Pressure and Bad Peer Pressure. It analyses various aspects that cause such a pressure and gives a solution to the same. The project also gives a remedy for overcoming bad peer pressure. The project also makes suggestions as to how can peer-pressure-struck children can be helped. The project also tries to examine the reasons that make children give-in to peer pressure. Here are some other reasons why people give in to peer pressure, that are less known but equally as responsible. †¢ The lack of self-confidence to go one’s own way. It is easier to follow the footsteps of another than to make your own. There is also a certain level of safety that comes with following another. Taking the road less traveled by making your own choices takes self-confidence and self-assurance. †¢ The desire to avoid embarrassment. Many people fear embarrassment more than death. Knowing this, it is easy to see how important effective communication can be in responding to peer pressure. For example, if a bunch of peers surround a teenager and asked him if he wants to smoke a cigarette like the rest of them have, and all the teenager can think of is, â€Å"but†¦ my mom said I should just say no. † then he is in trouble. It is best to prepare yourself and your children with witty, yet clear and firm responses to known peer pressures. For example, in the above situation the teenager could say, â€Å"Hmmm, spend my life wasting money, offending people, having bad breath, and killing myself†¦. o thanks. †Ã‚   A good response cannot only save one from embarrassment, but give others the confidence to not give in to the peer pressure as well. Those who lead are often well respected by those who follow. †¢ The lack of using one’s own mind. Again it is reacting, rather than responding that causes one to get in trouble. Think about th e consequences of your actions, both present and future. Don’t give in and sacrifice your long-term goals for short-term gratification. †¢ The lack of unbiased information. When someone feels pressure from peers, they are often presented with biased information. Again it is preparation that can help one to avoid peer pressure by knowing all the facts. Anticipate peer pressure in life and get the facts from a reliable source. Educate yourself and your children – don’t count on the school system to do it. Some of the more common peer pressures experienced in youth that can be prepared for today are smoking, alcohol, drugs, sex, cutting class and committing crimes. The biggest peer pressure in adulthood is being expected to behave, act, and perform like your peers rather than becoming the person you are capable of becoming. Know the reasons for and against these pressures. Resources referred: ? Bullying Prevention Program http://www. clemson. edu/olweus/ ? Take Action Against Bullying www. bullybeware. org ? Steps to Respect: A Bully Prevention Program www. cfchildren. org/str. html ? Breaking the Cycle of Violence: Intervention for Bullying and Victimization (1996) By Richard J. Hazler ? How to Say No and Keep your Friends: Peer Pressure Reversal for ? Teens and Pre-Teens (1997). By Sharon Scott ? CAFS Teacher Talk Volume 1(3) 1996 http://education. indiana. du/cas/tt/v3i3/peerpress. html Preventing Classroom Bullying: What Teachers Can Do (2003). By Jim Wright http://jimwrightsonline. com/pdfdocs/bully/bullyBooklet. pdf ? Resource for parents: http://sitemaker. umich. edu/356. darnell/advice_for_parents Conclusions: Growing up, everyone will experience some form of peer pressure. Peer pressure is the control and influence people of our age may have on us. Peer pressure can occur in many kinds of relat ionships. The way we respond to peer pressure can have a great impact on the decisions we make and, in turn, our total health. There are many different types of peer pressure. There is positive, negative, and manipulation. Positive peer pressure is not limited to following or setting good examples of what to do. It can also provide examples of what not to do. A teen whose friends do not use alcohol or other drugs may be positively influenced to follow their example. Being a good role model is also a great way to demonstrate positive peer pressure. Influencing peers to take part in a positive act or worthwhile cause is a healthful way of influencing others. It can be contagious. We are primarily social beings with a strong need to belong. Throughout our life, we search for the balance between independence and connectedness. How much of ourselves do we give up/compromise in order to belong? The teenage years (and pre-teen) are a time of shifting focus of belonging from family to peers as while also developing a personal identity. Because kids don’t yet have the maturity to grasp or to understand the potential consequences of being influenced by their friends, it is difficult for them to see the pitfalls of poor relationships and negative peer pressure. This project is designed to walk us through the inquiry and clarification of the need to feel connected and belong, as well as to be true to one’s self while assessing the harmful affects of peer pressure. In addition to the inquiry looking at the costs/benefits belonging, it will identify strategies to deal with negative peer pressure and ways to turn it around, creating positive peer pressure, building leadership and personal power.

Perceptions of Islam1 essays

Perceptions of Islam1 essays How the West Perceives Islam and what Mazrui thinks is the Reality Most Westerners tend to view the Islamic societies as somewhat backward in their beliefs according to Mazrui. Commonly Westerners believe that this is due to the oppressed religious beliefs of Islamic's. They also believe that the Islamic society is governed inhumanely in comparison to the enlightened, well-rounded democracy of the Western world. However the measurement of cultural differences between the West and Islam is somewhat complex, and the differences between the two is narrower than assumed by most Western beliefs. Islam is not considered just a religion, and most certainly is not just a fundamentalist political movement but is a civilization and a way of life that varies from one Muslim country to another. The Westerners seem fail to recognize how their own societies have failed to live up to their liberal mythology. Many aspects of Islamic culture that Westerners regard as medieval may even have prevailed in their own culture until fairly recently. In most cases, Islamic societies are only a few decades behind in the socially and technologically advanced Westerners. The main question that we must ask ourselves is what path leads to the highest quality of life for the average citizen without the worry of being abused in the process. According to Mazrui, Islamic values deserve serious consideration because the West doesnt provide the answers to all the questions being asked. Many Westerners regard Muslim societies as being unenlightened when it comes to the rights of women, and it is true that the question regarding women is still troublesome in most Muslim countries. The rules regarding the Islamic beliefs on sexual modesty have often resulted in excessive segregation of the sexes in public places, sometimes bringing about questionable differences regarding womens rights. However, Muslim women have always been permitted to own property where t ...

We pursue pleasure and avoid pain. Critically evaluate this statement Essay

We pursue pleasure and avoid pain. Critically evaluate this statement and examine how it relates to at least two different theories of motivation and emotion - Essay Example While the Social Cognitive Theory considers both internal and external factors as sources of motivation, the Humanist perspective takes the internal forces of motivation to be stronger than outside motivation. The pursuit of pleasure and the avoidance of pain can come across the central motivation of nearly everything human beings do in their lives. However, a critical examination of the statement in question shows that while the majority of cases will hold true under it, some situations will not (Higgins, 1997). This is because the definition of pain and pleasure may change from person to person depending on the nuances and influences of individual personality. Therefore, the statement is applicable in a general sense for the majority of individuals but for some the pursuit of pain may hold more pleasure than anything else. To better understand the statement and critically evaluate the same, two different theories of motivation and personality will be examined along with how they relate to the question. The theories selected for this paper are the social cognitive theory and the humanistic theory as they apply to motivation and personality. Of course a few definitions have to be laid out before the theories and their applications can be discussed. The two most important definitions for this purpose are personality and motivation. Personality itself can be defined as the collective emotional, thinking, and action patterns which are exhibited by an individual which are more or less consistent over a period of time (Miner & Dachler, 1973). Psychologists and those who study human personality have defined types of personalities and presented theories which help in placing individuals on certain scales of personality (Joy, 2004). Motivation can be defined as the internal desires, needs or wishes which are unique to all individuals in shaping their behavior to meet certain goals or objectives (Grotstein, 2001). Undoubtedly, both of these terms are related at a

Marketing Analysis Essay Example | Topics and Well Written Essays - 250 words

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