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

Marketing Analysis - Essay Example Today Systems Insurance fulfills its commitment made to customers by providing auto, home, life and business insurance rooted in the founding values ofhonesty, affordability, and service on the basis that our customers come first. We offer products that will protect you without any hidden surprises. Together with a large network of independent insurance agents Systems Insurance serves more than 5 million insurance Customers in 16 states as well asCosta Rica, and the District of Columbia. With our agents, we continue to carry out the company’s founding purpose: Our Customers know we will work to go the distance to help them with their insurance needs and to recover after any monetary loss. That may be the reason behind System Insurance retaining over 92 percent of Customers, year after year. The following is meant as a guideline to help while implementing a new business innovation, to help the organization evolve and grow through the efficiency and productivity of both Agents and customers. As with most, if not all insurance companies, Systems Insurance wishes to remain profitable while implementing innovative, products, and technology. Increase revenue without increasing the rate of our policies. At Systems Insurance, our company revolves around our dedicated Agents. Our daily goal is to maintain and improve the effectiveness of policies in order to help Agents bring in new customers. Agents depend on the effectiveness of the technology we provide, by providing the best technology we help to ensure we continue to offer the highest levels of customer service Systems Insurance will continue to grow to compete with the largest of Insurance companies. The growth of Systems Insurance Agents has led to a large push in the number of Policy Holders we hold today, as well as the overall organizational footprint. Systems Insurance runs a strict risk management plan,