Responsibilities and Relationships in Education and Training Essay

The Teaching Role and Responsibilities In Education And Training The role of ‘teacher’ is an infinitely varied one, but there certain principles which underpin all aspects of the teaching role. Whether we are attempting to teach from personally acquired experience or knowledge, or from third party information, the process of teaching can be formalized into a structured process with the aim of maximizing the potential for learning. Numerous models exist with the aim of outlining the key stages of this process. For example, Gravells (2010) identifies them as such: Identification of Need →Planning and Design→Delivery/Facilitation→Assessment→Evaluation In order to undertake each of these stages successfully, the role of the teacher becomes multi-faceted. For example, conducting initial interviews with students helps to establish individual aims and identify particular learning styles such as those recognised by Honey & Mumford (1992). This should enable to the teacher to tailor their teaching style and utilize a variety of methods, while also providing an opportunity to set clear goals which can be used as a benchmark when reviewing students’ progress. Accurate documentation of this is essential and forms part of the teachers’ responsibility. Furthermore, whilst undertaking these roles as a teacher, it is vitally important to consider the parameters in which we must operate. These are most likely to be defined by legal requirement – for example the Equality Act (2010) or the policies or the organization for which we may be working. Ultimately, it is down to the individual teacher to ensure their own professional conduct at all times. References: Equality Act (2010). London: HMSO. Available at: http://www.legislation.gov.uk/ukpga/2010/15/contents Accessed 25/11/2014. Gravells, A (2010) ‘Preparing to Teach in the Lifelong Learning Sector’. 3rd Ed. Exeter: Learning Matters Ltd. Honey P., Mumford A. (1992) ‘The Manual of Learning Styles’ 3rd Ed. Maidenhead, Peter Honey. Summarise Key Aspects Of Legislation, Regulatory Requirements And Codes Of Practice Relating To Own Role And Responsibilities There are many aspects to consider when discussing the conduct of a teacher and the requirements therein. Some of these are legal frameworks, others are more informal but equally important in terms of setting out guidelines for good practice. All of these requirements, when adhered to, help to ensure that as teachers, we are providing a safe, secure and successful learning environment. As students, they provide reassurance that care will be taken to promote inclusivity, maintain trust and ensure wellbeing. Some Codes of Practice will be designed to suit individual environments and will vary accordingly. Therefore care should be taken to ensure we are familiar with the particular requirements of the company or institution in which we are operating. Other codes are overarching and apply in all circumstances. One of the more recent of these is the ‘Statutory Special Educational Needs and Disability System for Children And Young People’ (SEND) which came into force on 1 September 2014 and explains the duties of schools and colleges to provide adjustments and aids for disabled children and young people up to 25. Legal acts which are underpinned by law are further reaching but equally apply. These include things such as the long standing 1974 Health and Safety  and Work Act, which ensures the â€Å"health, safety and welfare of persons at work† as well as â€Å"protecting others against risks to health or safety in connection with the activities of persons at work†. However, in the constantly shifting legal landscape, we should be mindful of new legislation coming into force. Finally, there are, of course, directives issued by professional bodies such the Institute for Learning which has a Code of Professional Practice (2008) covering 7 key areas: Integrity Respect Care Practice Disclosure Responsibility References: Department for Education (2014). ‘SEND code of practice: 0 to 25 years’. Available at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 Accessed 29/11/2014 Institute for Learning (2008). ‘Code of Practice’ Available at: https://www.ifl.ac.uk/membership/ifl-code-of-professional-practice/view-the-code-of-professional-practice/ Accessed 1/12/2014 Explain Why It Is Important To Identify And Meet Individual Learner Needs As we have established previously, the first step in the (Gravells, 2010). Teaching and Learning Cycle is ‘Identifying need’. Without properly ascertaining this, the further steps in the cycle become more difficult to achieve and the chance for success is significantly diminished. Furthermore, informing learners of objectives creates a level of expectation for learning (Gagne, 1965). In order to avoid this outcome and the negative implications of failing to succeed, we must have a clear approach. Prior to the start of any learning activity, there will, by necessity be a  process which ostensibly is an administrative exercise. However, these interactions provide an excellent opportunity to engage with students in a way which could provide useful information. For example, noting that a student may have difficulty with grammar or spelling when completing a written questionnaire may indicate a greater need for support with literacy. Or, a student struggling to get to grips with viewing digital information such as a Powerpoint or PDF file could highlight a lack of I.T skill. It is important that we use all of these tools at our disposal, as acknowledging a perceived ‘flaw’ in ourselves is not always an easy thing to do. Students may be unwilling because of stigma or embarrassment or simply through an inability to recognize that a problem exists, which is an issue in roughly 30% of adults (Skills for Life Survey, 2011). However, individual needs may not be only be based on academic ability or skillset, there are a multitude of different needs which may exist and it is important to consider a holistic approach. Some students may have no difficulty with course content but may be distracted by other personal problems which affect their ability to learn. These could include financial difficulty, bereavement or an underlying health issue. Ultimately, the importance of identifying and meeting learners’ needs is about providing the best possibility for successful learning through providing support where it is most needed. References: Gagnà ©, R. M. (1965). ‘The conditions of learning and theory of instruction’ (1st ed.) Holt, Rinehart & Winston: New York. Gravells, A (2010) ‘Preparing to Teach in the Lifelong Learning Sector’. 3rd Ed. Exeter: Learning Matters Ltd. Skills for Life Survey (2011). Department for Business, Innovation & Skills. Available at: https://www.gov.uk/government/publications/2011-skills-for-life-survey Accessed 1/12/14. Explain Ways To Maintain a Safe And Supportive Learning Environment As part of providing students with the best opportunity for success, it is crucial that the learning environment is both safe and supportive. These aspects are intertwined in that their aim is to create an environment where consideration for all matters other than the subject itself can be put aside to concentrate on learning. When operating in any environment, safety is the first issue. A risk assessment should be carried out prior to beginning any teaching session to establish whether hazards exist, and if so what extent they pose a risk (Trades Union Congress, 2008). These factors should also be assessed dynamically and any new or developing threat should be treated as a priority. When working in an environment such as a client office or business premises, safety considerations should include awareness of the existing plan of evacuation in case of fire. Any issues which are identified (such as blocked exits etc) should be bought up with the client in a professional manner. Support for learners may be provided in several ways. On a personal level, it is ensuring inclusivity for all students, treating each individual with respect and tolerance, as well as providing individually tailored help to match the needs identified in the first stage of the Teaching and Learning Cycle (Gravells, 2008). However, support is also provided through recognizing the need to give adequate breaks and availability of resources required to undertake the learning process properly. It is vital that consideration is given to these factors in the planning stage so that support may be implemented pro-actively rather than reactively. References: Trades Union Congress (2008) ‘Risk Assessment’. Precision Printing: London. Available online at: http://www.tuc.org.uk/sites/default/files/extras/riskassessment.pdf Accessed 1/12/14 Gravells, A (2010) ‘Preparing to Teach in the Lifelong Learning Sector’. 3rd Ed. Exeter: Learning Matters Ltd. Explain Why It Is Important To Promote Appropriate Behaviour and Respect For Others The importance of appropriate behavior is paramount as it will set the correct tone for a learning environment. Fundamentally, it is about the rights of learners to have access to, attend, and participate in their chosen learning experience regardless of their circumstances. (Equality Act, 2010) The best way to promote this is to set the example as the teacher (School of Educators, 2011). This can be achieved in a variety of ways. Ensuring that the planning of any session has been properly executed will help to demonstrate basic values such as organization, efficiency and punctuality and when delivering a session, using appropriate tone and language will exhibit the kinds of behaviour which we want to see reflected in students. It is also important that we are focused on the task at hand and are not distracted by outside influences. Something as simple as switching off a mobile phone could make all the difference. In that regard, requesting students to put their phones into ‘silent’ mode is something which could help to avoid them becoming distracted but also establishes a basic ground rule while not necessarily conveying the same message as ‘please all turn your phones off’. Where undesirable behaviour occurs, it is important to consider whether addressing it may in fact be more of a disruption than the behaviour itself, however, where it needs to be addressed, this should be done so quickly and professionally. However, it is important to note that students, like teachers should incorporate humour into learning. Using humour in the classroom shows that you are human and consequently encourages students to like and respect you. Being able to laugh at yourself when you make a mistake offers a good counterbalance to the moment when you must be strict and so helps lighten the classroom atmosphere (Cowley, 2007) Treating students as individuals but with equal respect will help to promote the same response from them. Therefore, care should be taken to listen to, appreciate and encourage individual contributions, this is especially true in the case of adult learners who bring their own experiences to the learning setting. References: Cowley, S. (2007) ‘Guerilla Guide to Teaching: The Definitive Resource for New Teachers’ (2nd Ed.) Continuum: London. Equality Act (2010). London: HMSO. Available at: http://www.legislation.gov.uk/ukpga/2010/15/contents Accessed 04/12/2014. School of Educators (2011). ‘The Characteristics of a Good Teacher’. Available online at: http://schoolofeducators.com/2011/05/the-characteristics-of-a-good-teacher/ Accessed 4/12/14. Explain How the Teaching Role Involves Working with Other Professionals As a teacher, there will always be a requirement to liaise and work with other professionals, and this is likely to occur in a number of ways. When employed in a teaching role, we act as a representative of the organization which employs us, and we have a responsibility to represent that organization in a professional manner. Equally, when dealing with internal colleagues, whether a manager or a colleague at the same level of seniority, we are dutybound to treat others with respect, politeness and courtesy. Values which all form part of the Institute for Learning ‘Code of Practice’ (2008). Remembering that we have a responsibility to act according to these guidelines can be especially important when faced with other professionals who may be challenging or difficult in their approach. For example, in a  client situation, a Manager who is under pressure is annoyed because some of his staff are being abstracted from their usual duties to undertake training. In this situation, it is feasible that a degree of hostility may be directed toward the trainer. In acknowledging the managers concerns and highlighting the benefit of the training both to the staff and the manager, we may be able to defuse the situation rather than escalate it. Of course, students themselves can be professionals and care must be taken to acknowledge the professional standing of adult learners so that we do not condescend or patronize. However, we also have a responsibility to care for our students and where it is highlighted that a student may have a need or issue which requires third party support, we may need to act as an advocate or intervene to flag potential issues. Legislation such as The Safeguarding Vulnerable Groups Act (2006) make it potentially necessary to liaise with other professional agencies and, depending on the nature of the matter, it may be appropriate to use care or discretion. In all cases, it is appropriate that we remain professional and impartial. References: Institute for Learning (2008). ‘Code of Practice’ Available at: https://www.ifl.ac.uk/membership/ifl-code-of-professional-practice/view-the-code-of-professional-practice/ Accessed 1/12/2014 Safeguarding Vulnerable Groups Act (2006). London: HMSO. Available at: http://www.legislation.gov.uk/ukpga/2006/47/section/6 Accessed 4/12/14 Explain the Boundaries Between the Teaching Role and Other Professional Roles In dealing with other professional roles, there must come a point at which the boundaries of our own role are recognized to avoid us ‘overstepping the line’. This can apply on either a professional or personal level and works in two ways: our behaviour toward others and their behaviour towards us. The key basis upon which these boundaries must be drawn are ethics. Ethics can be described as ‘The codes of conduct or moral principles recognized in a particular profession, sphere of activity, relationship, or other context or aspect of human life’ (Oxford English Dictionary, 2014) In particular, the teaching profession is deeply implicated in ethical concerns and considerations. (Carr, D. 2000.) Therefore, it is an issue which should be constantly at the forefront of our thinking as teachers and an awareness of ethics helps to define the boundaries between us and other professional roles. Some boundaries are not so much an issue of ethics, however, but more of practicality and there must be limits placed on what we can reasonably be expected to achieve. This could, for example, include something such as a client wishing us to condense a lesson into a shorter time to reduce the impact on their business. Whilst the motivation for this may be understandable, it could also be perceived to undermine the value of the lesson itself, or at the very least will have an effect on the quality of the teaching. Recognising this kind of boundary enables us to ensure the integrity of our aims as teachers. Oxford English Dictionary (2014) Available online at: http://www.oed.com/ Accessed 4/12/14. Carr, D. (2000). ‘Professionalism and ethics in teaching’.London: Routledge Describe Points of Referral To Meet The Individual Needs Of Learners The teacher/student relationship is a unique one and often provides opportunities to unearth or identify needs which have previously been unnoticed. These needs may be specific to helping someone become a more effective learner, (such as possible dyslexia) or could be a wider issue in terms of being affecting the individual students’ life beyond the classroom. These wider-reaching needs could be in any area of a persons’ life and broadly speaking, fall into one of 5 categories as identified by Maslow (1943): Our role in providing support to help a student meet the identified need will depend on the particular need itself. For example, a student who is  apparently lacking in one of the ‘upper needs’ such as self-esteem may benefit from more support, praise and encouragement. Some needs, however, will require external or third party input and this is where we may seek to access a point of referral. It may become clear to us in the process of teaching that a student is suffering a crisis affecting their overall wellbeing: Domestic abuse, homelessness, drug or alcohol misuse etc. In this instance, we can play an important role in referring someone to a service or organization who can provide assistance. So as to be sure that we are not misguided, the student themselves should be engaged initially and when help is offered, it can be simply through providing information, or if consent is given, we may choose to act as an advocate. Maslow, A.H (1943). ‘A Theory of Human Motivation’. Psychological Review (50)p.370-396.

Political Philosophy of the Philippines Essay

Graft and Corruption has always been a big problem for the Philippines. Many presidents (if not all) in the past, are solidly accused of creating and approving projects of which the budget is way more than the necessary expenses and way more than the outcome. Some are accused of accepting bribes from various groups of big syndicates that operate lottery illegally. Some of these presidents were greatly affected by all these accusations about their governance that they resort to forced resignation, but some were brave enough to stand by their government and stay seated in the throne despite all the allegations thrown against them. I know that this administration has been very consistent in telling the people about their prime focus for the next six years of the Aquino governance, and that is a government that is free of corruption. From the time of the 2010 presidential elections until now, it has always been the greatest advocacy of President Aquino. For this year’s State of the Nation Address, the President took time to emphasize all the lapses and anomalies of the previous administration that were discovered in the early part of the present administration. There were investigations and inspections done to know where all the money of the national budget had gone. And they discovered that there are a lot of questionable releases of budgets. President Aquino also shared their solution to all these arising questions like appointing a Truth commission, who will lead the investigations regarding all the questionable budget approval of the previous administration. Also, included in the State of the Nation Address are the different strategies that are considered by the government to answer the rising problem of unemployment in the country, the plans for the Philhealth, the National Land Use Bill, and many more. For me, this is a good way to start the 6-year governance of this administration. Corruption is now in the minds of the people as something that is tearing this country apart, as something that is bringing the people down and as something that is inevitable to any administration. But with the strong determination and the strong will that this government is showing the people against corruption, they are gaining the trust of the people and with trust comes the support, which is for me an important part in any government. The fight of the government against corruption is something that the people appreciates because they have witnessed how life is with a corrupt leader, and with this fight the people sees a new light, they see a hope that there really could be a bright future for all of us. I also would like to emphasize that this philosophy of the government if pursued well, could actually bring a big big change in the state of the country today, more funds to go to proper projects for the people. But the question still remains. Can they really eliminate corruption within the government? Of course I am not against the capacity of the government to execute all their plans against corruption, but the government is a big institution and the president cannot do it all by himself. He would need the support and participation of all the employees from the highest position in the palace to the smallest rank in all the branches of the government. This philosophy is great but we need to impose it properly so that all the plans will not go into waste and so that we will all benefit from it.

Examine the Key Factors Influencing

Examine the key factors influencing inclusive teaching and learning Inclusive teaching means recognising, accommodating and meeting the learning needs of all students, regardless of age, gender, ethnicity, religion, disability or sexual orientation. This starts with acknowledging that students are members of diverse communities, have a range of individual learning needs, and deserve equal opportunity to access the learning experience. Applying inclusive learning is increasingly important in our diverse society and education should reflect, promote and facilitate this. For example, there are more and more disabled people entering education nowadays than there used to be: an inclusive environment must ensure that they are equally valued and accepted and that their efforts to learn are recognised and judged without bias. Traditional teaching holds that students with diverse needs be placed in the general education setting only once they can meet traditional academic expectations.Inclusive education, on the other hand, celebrate people’s diversity and brings all students together in one classroom, regardless of their strengths or weaknesses in any area, and seeks to maximize the potential of all of them by encouraging and using their different backgrounds and knowledge to broaden the learning experience. In order to create an effective inclusive learning environment we must overcome barriers that might stop lea rners getting the best from their learning experience. Barriers to learning are problems or situations that  prevent learners from accessing programs,  going to class, concentrating and learning. Intrinsic barriers of learning are located within the learner, hence of an intrinsic nature, and can be physical, sensory, physiological or intellectual. For example not knowing, or not being comfortable with, the rest of the class could constitute a barrier. Icebreakers could be used in this instance to encourage learners to talk to us, to each other and to the group as a whole. Similarly climate setters can be used to promote learning related to session objectives; this is particularly important as people can be intimidated in a situation where they are asked to come up with ideas. Intrinsic barriers of learning are located within the learner, hence of an intrinsic nature, and can be physical, sensory, physiological or intellectual. For example not knowing, or not being comfortable with, the rest of the class could constitute a barrier. Icebreakers could be used in this instance to encourage learners to talk to us, to each other and to the group as a whole. Similarly climate setters can be used to promote learning related to session objectives; this is particularly important as people can be intimidated in a situation where they are asked to come up with ideas.Hence the tutor needs to create an environment where students feel comfortable to express themselves. Learners may also face extrinsic barriers, related to the environment they live, work and study in. Issues with family relationships, social support, employment and financial matters provide some such examples. It’s very important to motivate learners in order for them to get the most out of their classes. To motivate a learner we must first understand what motivates them and teach to their particular strengths and weaknesses.Sometimes we may have to match teaching approaches to their learning styles and provide support to those who need it. Other times we may have to use energizers to challenge the class or refocus learners’ attention, e. g. after a long period of concentration or after a break. Also, encouraging friendly competition could provide motivational challenges for all of them. Most of all, we need to give them constructive feedback to encourage personal improvement. One theory we can be refer to for motivational purposes is Maslow’s pyramid of needs.According to his pyramid we must feel that we are satisfied with our physiological needs before we can think of getting a roof. Having the feeling of being secure motivates us to seek love. Once we have accomplished the need for belongingness then we seek a better future which motivates us to set goals an d achieve something honourable in life. Once we have accomplished a settled life with love and respect, we might then look to reach our full potential. To ensure all students gain the most from their learning, consideration must be based on the particular learning style and objectives for each individual.An initial assessment of the students can be carried out for this purpose and then use a mixture of two or more styles and a range of different approaches to meet the needs of individuals and groups. Typical teaching methods fall into three categories: * Teacher-led: this is where the tutor transmits ideas, information and skills via lectures or presentations; * Participative: this involves interaction which allows knowledge and experience to be shared between the teacher and the learners; * Learner centred: this is where learners explore and discover by themselves, either on their own or in small collaborative groups.Benjamin Bloom provided the theory of Taxonomy to help tutors cho ose the appropriate teaching method. He made a classification of learning objectives that educators set for students in order to create a more holistic form of education. Bloom’s Taxonomy divides educational objectives into Cognitive, Affective and Psycho Motor domains. Skills in the cognitive domain revolve around knowledge, comprehension and critical thinking on a particular topic; traditional education tends to emphasize the skills in this domain and uses methods like lectures, small group work and problem solving tasks.Skills in the affective domain describe the way people react emotionally and their awareness to other people’s joy or pain; teaching methods in this domain might include discussion, case studies, role play and simulation. Finally, skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument; typical teaching methods in this domain will include demonstration, individual practice and coaching. A tutor must also de vise a programme of strategies to cater for the specific needs of their own specialism. This relates to the arrangements we make to get the class discuss particular aspects of the subject.Depending on specialism we can have discussions in pairs or in small groups. If the class is not too big we can also get the whole group work together and bounce ideas off each other. We could also take this one step further and consider if the class could benefit from group project work rather than individual project work. In that respect, Bruce Tuckman's theory on stages of group development comes to our aid in understanding and assessing students in a group effort. This theory has gained a great deal of popularity and suggested that for a group to achieve maximum effectiveness it needs to move through four stages.These are: * Forming: at this first stage the team is new and the members are unfamiliar with each other. Each seeks group acceptance with caution, and conflict is avoided. * Storming:   at this stage different ideas compete for consideration and the he team addresses issues such as what problems they are really supposed to solve. Team members open up to each other and confront each other's ideas and perspectives. * Norming: here the team manages to agree on common goals and comes to a mutual plan for achieving them.Some may have to give up their own ideas and agree with others in order to make the team function. * Performing: by this stage members are motivated and knowledgeable and the team functions as a unit in order to achieve agreed goals. Many long-standing teams go through these cycles many times as they react to changing circumstances. For example, a change in leadership may cause the team to revert to  storming  as the new people challenge the existing norms and dynamics of the team. Another important aspect of inclusive learning is the resources we use.It’s vital that these are carefully selected so as to reflect and meet the needs of all l earners. If resources fail to do this they will create barriers to learning and disadvantage some individuals in the group. There is a wide range of resources that can be used but here is a selection that may meet learners’ needs: * Powerpoint: this is a vital resource when delivering information and, if used in the correct manner, can appeal to all learning styles. For example they can provide the basis for teaching other activities and can be left up at all time to remind students of their aims and objectives. Picture Cards: these are good visual resource and can support the topic being taught. They are particularly useful in multicultural environments and can be adapted easily in order to make them inclusive. * Films: appeal to all learning styles and abilities as they create a relaxed environment and can offer real life situations that can't be created in the classroom setting. Films also have a way of explaining different points of view in an alternative way. Moreover, t hey can act as an assessment method to check the learners have understood what has been shown. Case Studies: this is a powerful resource that stimulates learners to understand and critique how a subject is applied in the real world. * Quiz: this is a fun and interactive resource that can be tailored to different learning styles and ability levels. Other examples of resources include handouts and books to study and discuss theoretical aspects of the subject; computers, software and hi-tech equipment for hands-on experience of ICT subjects; and of course writing boards and flip charts to create on-the-spot diagrams and workflows and to have the whole class participate and interact.We also need to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills. This can be achieved by embedding functional skills. Functional skills are practical skills in English, information ; communication technology, and mathematics. Allowing for these transferable sk ills to be included in our teaching will enable individuals to work confidently, effectively and independently in life. For example, facilitating contribution to discussions and working in groups will enable learners to develop literacy skills which they will then be able to use in their everyday lives.Also, coursework assessments and reflective learning logs constitute effective method of encouraging learners to use written skills. Also, we can encourage Maths skills by using for example number games, and ICT skills by including computer-led teaching and assessments. In organizing a class it’s increasingly important to establish ground rules with learners in order to adhere to minimum necessary conditions for getting learning work done in the class and promote respect for each other.The setting down of ground rules at the start of the course gives structure and guidance to the group ensuring that the people’s beliefs and wants are taken into account and the course can run productively within the set rules. Though there is no definitive list for all classes it is an essential exercise to think through what we want on the list. Typical ground rules may  include items like arriving on time, respecting health and safety regulations, switching off mobile phones, respecting other people's contributions and not interrupting fellow-students.Usually, ground rules are teacher imposed but learners can make valuable contributions and sometimes there can be room for negotiation. Obviously, the majority of the ground rules cannot be negotiated but getting the learners to aid in the setting of the rules puts the ounce on them to adhere to them more. Moreover, it will make them aware of what will happen should the rules be broken. We also need to create assessment opportunities that meet the needs of learners. Assessment is the process of appraising the learner’s understanding of the subject and also of recording their knowledge, skills and attitudes.I t can focus on individual learners or a group of learners as a whole. It is always best to start any course with an assessment of the students’ prior knowledge so that the tutor can start their teaching at the correct level and can ensure an inclusive teaching method where every learner’s needs are met. There are many methods of assessment depending on specialism. For example in assessing foreign language learning we can use multiple choice exercises, written answers, essay writing, class test, listening and speaking activities, to name but a few.When assessing learners we need to give constructive feedback in order to spur and motivate them to hone their skills. It’s important to tell them when they are doing something well and why, as this will serve as encouragement. However, constructive feedback doesn’t just mean positive feedback. We can give negative feedback too as long as we clearly state what could be improved and why. This means talking first a bout what a learner has done well, then going on to discussing points for improvement and then ending on another positive note.Using this strategy students are motivated by their achievements and evaluate the negative aspect of their feedback in a constructive way to better themselves. ——————————————– [ 1 ]. Maslow, A. H. (1943). A theory of human motivation [ 2 ]. Bloom, B. S. , Engelhart, M. D. , Furst, E. J. , Hill, W. H. , & Krathwohl, D. R. (1956) Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive Domain New York, Longmans, Green [ 3 ]. Tuckman, Bruce (1965). â€Å"Developmental sequence in small groups†.

Collective Action Problem Essay

Problem Statement: – Competitors Coca- cola and Pepsi-cola have to decide whether or not to offer discount pricing. Matrix:-    Pepsi – cola    Coca- cola Pricing Strategy Discount price Regular price Discount price $4b,   $2b $8b,   $1b Regular price $2b,   $5b $6b,   $4b * b means billion    Description: – Both companies can choose one outcome by offering a discount price or a regular price. The payoff for each firm depends upon the pricing strategies of both firms.     For coca- cola the worst case scenario is $2 billion payoff when it offers regular prices while Pepsi-Cola charges discount prices. Similarly, for Pepsi- Cola the worst case scenario is $1 billion. Solution: – A dilemma is involved because each party would like to have maximum benefits by offering the discount and hoping that the other doesn’t.   The only secure means both companies have of avoiding meager profits is to offer discount prices. The ideal scenario would have been when both were offering regular price as they would have earned $6 billion (Coca- cola) and $4 billion (Pepsi-Cola). But, it’s difficult to trust each other and thus, they both go for the conservative strategy and settle down for profits of $4 billion and $2 billion for Coca-cola and Pepsi-Cola respectively.

Adolf Hitler Essays (2045 words) - Adolf Hitler, Mein Kampf, Fhrer

Adolf Hitler Adolf Hitler did not live a very long life, but during his time he caused such a great deal of death and destruction that his actions still have an effect on the world nearly 50 years later. People ask what could've happen to this small sickly boy during his childhood that would've led him do such horrible things? For Adolf it might have been society, rejection from his father, failure as an artist or was he born to hate? Adolf was born in Braunau, Austria in 1889. His father, Alois was a minor customs official, and his mother was a peasant girl. Adolf attended elementary school for four years and entered secondary school at the age of eleven. Adolf's dreams of becoming an artist did not match the government official job his father wanted him to have. These fights over what he wanted to be, lead Adolf to lose interest in getting good grades and dropped out at the age of sixteen. When his father died Adolf roamed the streets of Linz dreaming of his future as an artist. He attended a great deal of operas and loved the musical work by Robert Wagner. At 18, Hitler tried to enter the Academy of Fine Arts in Vienna but was rejected twice. His failure put a great deal of frustration on him. He saw himself as an artist who was rejected by "stupid" teachers. Adolf later moved to Vienna to find a way to make a living. Hitler would rather do odd jobs such as shoveling snow, or beating rugs instead of getting a regular job. Since he had no set income he was forced to move into the ghettos and became somewhat of a bum. He finally got a job painting postcards and advertisements. He had little money still, and spent most his time reading and thinking about what he read. While Hitler was in Vienna, he learned things which he later used to destroy the world. He learned that the finest thing for man to do was to conquer foreign countries, and that peace is a bad thing because it makes man weak. He was also convinced that Germans are the master race, even though he himself was Austrian. Hitler also took part in political ideas which were later used in Germany. He believed a political party must know how to use terror. He also discovered the value of appearance in politics. He thought only a man who could attract masses of people by his eloquence could succeed in politics. Hitler later became the greatest public speaker in Europe. In Vienna Hitler also learned of his hatred for Jews. "Wherever I went I began to see Jews, and the more I saw, the more sharply they became distinguished in my eyes from the rest of humanity. I grew sick to the stomach, I began to hate them. I became anti-Semitic."(1) In the spring of 1913 Hitler left for Munich, Germany at the age of 24. He left Vienna to get away from the mixture of races and to escape the military that he had to serve in with Jews. The First World War in 1914 was Hitler's chance to let go of his frustrating childhood. Hitler proved to be a brave soldier and was wounded twice and decorated twice for bravery with the Iron Cross. Hitler, like many other Germans didn't believe they were defeated by Great Britain and the U.S. in 1918. They thought they had been stabbed in the back by the Jewish slackers. After the war Hitler found himself unemployed once again and began looking for a place in politics because he felt he could do something for the country. Shortly after Hitler returned to the army and was assigned to spy on political parties which the generals thought were communist, socialist, or pacifists. Hitler was ordered to investigate a small political group called the German Worker's party. The next day he received an invitation to join the group. He decided after two days of questioning himself that he should join. After enrolling, Hitler later made it the largest political party in Germany, and became known as the Nazi Party. In 1921, the two years after he joined the party, he

Reading discussion on Club Dead Essay Example | Topics and Well Written Essays - 500 words

Reading discussion on Club Dead - Essay Example He seems to want to be dominant and worries little about offending others. Masculinity? When the store clerk is assaulted, Sookie is quite assertive that she is going to shoot the assaulters. â€Å"You bet your ass I am†, she says. Sookie likes to give off confidence and aggressiveness, but always second-guesses herself and situations that occur. Is this an esteem issue associated with the traditional view of femininity? Eric strokes Sookie’s hair lovingly after she experienced a massive beating. Eric is a bit of a mystery when it comes to giving and giving off, showing both sensitivity and disregard which makes it difficult to characterize his gender performances. Should we be considering that vampires have such a complex life that they must illustrate both masculine-like and feminine-like behaviors to have a positive social life and a quality circle of friends? Something to consider when characterizing what gender actually means to the circle. Sookie does not seem to be comfortable in her own skin and questions the ethics of many different decisions throughout the novel. She clearly wants others to believe that she is strong and independent, but gives off susceptibility in many of her uncontrolled emotional outbursts. She needs to be comforted, a common theme throughout the book, but does not want others to see this sensitivity. As Sookie has evolved through the novel, she never distinctly loses her vulnerability which might point toward an inherent feminine personality under the typical view of this gender. This seems to make her social relationships with men more complicated where there is dominance versus passiveness tensions in Sookie’s relationships. However, the vampires are sensitive to Sookie’s legitimate emotional hyper-sensitivity and seem willing to be passive while she openly copes with her thin-skinned ways. This makes it difficult to classify, from a gender

Environmental sustainability Journal questions Essay

Environmental sustainability Journal questions - Essay Example Recreation fishing is a relatively recent idea although continues to gain dominance. Commercial fishing, on the contrary is exploitative and deeply rooted since it started long before recreational fishing. Confusion emanates from what is the scale of consideration that separates the two concepts. The extent of diversity to consider when outlining the distinction between the two practices remains a serious conflict. Although commercial fishing entails a high level harvesting of fish species, recreational fishing continue to increase regarding the scale of exploitation of fish species (Cooke & Cowx, 2006). It, therefore, remains confusing to determine the level of exploitation that defines the two concepts. Another conflicting area of consideration is the selection of fish that the two should distinctly have focus. Undefined categories of species that commercial fishing and recreational fishing should concentrate on remains to be a source of conflicting ideas. The technology applied in the two fishing techniques should be different. Conventionally, recreational fishing should not apply technologies that involve high extraction levels. This has not been so though since recreational fishing technologies tend to improve to be more extractive than expected. This is a source of conflict in marine resource conservation. ... Environmental sustainability as a focus of sustainable building entails improving the energy efficiency of buildings. Installation of solar panels in buildings in buildings continues to gain dominance as a sustainable building strategy. Solar panels utilize solar energy. This is a renewable energy source, a factor that renders the use of solar panels efficient as a source of energy in buildings. Sustainability proponents advocate for the adoption of renewable energy sources as contrary to non-renewable sources. Houses with installed solar panels use minimal energy from the main grid since they utilize solar power. Electrical energy converted by the solar panels is useful for heating and running in-house machines. This saves on electricity tapped from the main grid. The effectiveness of energy conversion by solar panels by reduces from the influence of dusts. Detergents used to clean the dust may cause environmental effects. The introduction of panels that have self-cleaning mechanism s also increases the energy efficiency. Besides promoting energy efficiency, self-cleaning panels also reduce the use of cleaning detergents that may have associated environmental effects. The use of solar panels as a source of energy is a move to promote the utilization of renewable energy. Renewable energy use is essential among the various strategies to promote sustainability. Question 6 Sustainable management of waste is vital engagement in promoting sustainability. Waste from minerals and mining industry contribute to a high percentage of wastes. Waste from demolition and construction contribute to a higher pollution of the environment. Municipal waste management strategies are critical as a development area to promote