My Mbti Profile From Last Week - 1722 Words

After determining my MBTI profile from last week, then taking the Jungian test two times, and the 16 Personalities test once, I can confirm I have the INFJ personality. How it applies in the biz. ——— In the scenario of being a worker under the command of a manager: It is said that as an INFJ, I do not like to go by the rules, and would rather â€Å"be my own boss.† My type prefers a flat-hierarchy when relating to other team members, which means no one is above or below anyone else. As an INFJ, I am most likely to take actions based on my convictions, and if these come under fire, whether the opposition is justified or not, my morale is vulnerable to being seriously hurt. Due to the idealistic nature of INFJs we are prone to becoming bitter if we feel a conflict. (16Personalities, n.d.) If I get to work with a manager that is open and personal, I will be a lot happier at my work, since I will feel more free to speak what’s on my mind, or offer suggestions / advice. My type is only able to work most effectively when our manager has the same values and principles that we have. When it comes to work reliability, INFJs are said to be industrious and trustworthy, while capably handling our various responsibilities and workplace relationships. (16Personalities, n.d.) ——— In the scenario of being a colleague at the workplace: It has been noted that INFJs are likely to become popular amongst their peers, while being looked upon as supportive, persuasive, and dependableShow MoreRelatedMy Conformed Profile : Personal Experiences In Social Life1161 Words   |  5 PagesMy conformed profile is INTJ; this means that in business and school I am a business builder and striving for new information. As I learned from my experiences whether in the business field or in college, INTJ mostly effective in difficult subjects or the subjects that need to a lot of researchers and theoretical reasoning to come up with new ideas, solutions, and results. 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What do you consider to be an effective teacher Free Essays

Introduction What is an effective teacherKyriacou (1998) states that ‘the essence of being an effective teacher lies in knowing what to do to foster pupils’ learning and being able to do it’, however Lemov (2010) sees teaching as ‘an art that relies on the mastery and application of foundational skills’. Others merely state that ‘for anyone to be said to be teaching, it must follow that someone else is learning’ (Aers and Inglis, 2008, p.189). We will write a custom essay sample on What do you consider to be an effective teacher? or any similar topic only for you Order Now From the research I have undertaken in preparation for this paper there are clearly lots of theories surrounding what it takes to become an effective teacher. Creemers, 1994; Kyriacou,1997; Sammons et al., 1995 say that to be an effective teacher you must be able to: establish an attractive learning environment, maximise learning time, deliver well-organised and well-structured lessons, convey high expectations and establish clear and fair discipline. Shulman, 1986; Bennett, 1989 highlight that in order for effective teaching to take place the teacher must possess the correct knowledge in order for others to learn. Freire, 1998; Kanpol, 1997; Bernstein, 1996 and Livingstone, 1987 argue that ‘true education is a natural process’ and should not treat children like ‘empty vessels’ that need to be filled with knowledge. Zyngier (2006) states that: effective teaching begins far before a teacher enters the classroom. Hayes (2004) argues that ‘the role of t he teacher is complex and cannot be compressed into a set of standards’ (Hayes, 2004, p.vii) and I have to agree. My philosophy that underpins my teaching goals and which I believe is allowing me to continue to develop myself as an effective teacher is that all teaching and learning should be child centred. Child-centred education was first recognised by Roussea and his concept of children ‘being allowed to develop naturally at their own pace without influence’ (Darling, 1994, p.102). Later, in 1967, when the Plowden Report was published they picked up on the ‘trend’ of child-centred learning and how this is managed in schools. Simon (1999) states that the idea of child-centred learning is that teachers; ‘should not interfere with the process of maturation, but act as a guide’ and that the child will learn when he/she is ready. There is, however, theory that argues the value of a child-centred learning environment with Darling (1994) highlighting that many children are reluctant to learn and teachers often resort to incentives to get them motivated to work. Child-centred learning must pay close attention to the ‘web of interacting issues as well as cognitive development’ (Darling, 1994, p.xiii). That said, I firmly believe that if you give children the opportunity to design their own learning they will encompass all the curriculum has to offer them and become lifelong learners. My main principles that underpin my pedagogy and the ones which I am going to discuss within this assignment are; relationships and how I believe it is important to create a positive classroom environment as well as exciting and challenging learning activities. Effective planning and how this is essential to becoming an effective teacher and finally assessment for learning which is imperative within every classroom environment. So where are we to beginCan teaching be put into a set of rules that are to be followedIf we are met with difficult situations, of which I was on my second year placement where I had very challenging classes that needed a lot of support and engaging lessons to keep them on the right track to achieving their potential, then the theory of having a set of ‘rules’ for being an effective teacher would not have applied to me in this instant. In order to be an effective teacher surely we must possess an array of skills that best suit the class in which we are teachingSo one of the main starting points to look at in this instance is building effective relationships and how these are essential in my quest for becoming an effective teacher. Being able to build good relationships as well as having good behaviour management strategies in place to ensure learning is maximised is a key part of what I feel an effective teacher is. They are not just key ingredients of being an effective teacher but also create a lasting impression on the people with whom you work with. Throughout my placements I have made sure that I am approachable and a keen member of the team. This enabled me to build good relationships with staff, parents and pupils which, I feel, were reflected in my lessons and were noticed by other colleagues at my weekly planning meetings and also with my mentors (see appendices A, B, and C). Appendix A shows my final teaching report from my final placement and highlights my ability to build good relationships with all within the school setting. Appendix B is another final teaching report from my first year teaching placement which again highlights how I managed to build up good relationships. Appendix C is a letter f rom a teacher at a secondary school we did some work for during an English module in my second year of university. We only worked with the children for an hour a week incorporating Drama into their English lessons but this was long enough to establish a good relationship which then eased their understanding. There is a substantial amount of research into how building good relationships with pupils helps build their confidence and improves their academic abilities. The government White Paper highlights this in their executive summary by stating ‘without good discipline teachers cannot teach and pupils cannot learn’ (Department for Education: The Schools White Paper, 2010, p.10.) Dowling (2001) argues that ‘the development of relationships has always been a fundamental part of early childhood education’ and I would have to agree. It is important for children to know they are respected and listened too within the classroom environment in order for ‘proper’ learning to take place. Before I left my final placement school I asked the children what they had most enjoyed about having me in their classroom. The response I got from the children was tremendously encouraging and gave me a real confidence boost. Most of the children said they had liked that they could talk to me about their problems and felt that I listened to what they wanted and made the lessons fun and enjoyable. Wise (2000) says that ‘the most effective teacher-pupil relationships are built by teachers who listen to their pupils and hear their voices’ and this was something they felt I had achieved in my short time at the school. This was then confirmed in my final teaching report by my mentor (see appendix A) and by other members of staff in the school. Hopkins, West and Beresford (1998) state that one of the key qualities effective teachers posses is the ability to build ‘authentic and pedagogic’ relationships allowing for relationships to be built in and outside of the classroom environment and this coincides with my own pedagogy. In building these positive relationships, I was able to show the children how they could achieve their potential fully. I used different strategies to build up these relationships for example; using ‘star table’ to encourage the children to take responsibility for the cleanliness and organisation of their tables at the end of the day, ‘star sitter’ to encourage the children to sit appropriately on the carpet area during input sessions and a weekly ‘star of the week’ which rewarded children who had worked hard throughout the week. This was only possible because of the relationship I had built with the class. These behaviour management strategies also hel ped me in my first year placement, where I used a sticker chart that was put on the door of the classroom to reward children for their good behaviour. I think if I hadn’t of had a good relationship with the pupils, then some of these methods would not have worked because the pupils would not have seen the significance of being rewarded by someone they had not built a relationship with. In 1990 Carl Rogers conducted some research and found that what most pupils want from their school environment is to be trusted and respected, part of a family, be given opportunities to be responsible, a place to go where people care and finally teachers who help them to succeed not fail (Rogers, 1994, p.5-7). This, I feel, is key to ensuring children meet their full potential and is the most important lesson I have learnt during my university life. Caring about the pupils in your class and their academic development allows a teacher to grow and learn in the same way. I learnt a lot from the pupils and colleagues I have taught and met during my placements since being at university, skills that would not be possible without understanding how to be an effective practitioner. Mosely and Grogan (2002) suggest that high morale is essential for a school community to prosper and during my final placement this certainly was the case. It felt like we were a family in the staff room and the children could sense the caring environment they were working within. I built up good relationships with the children and trusted them to work independently where necessary. Dowling (2001) states that ‘in order to learn, children must believe they are able to do so’ and this was an ethos I adopted very quickly when starting my teaching placements. This then leads me on to my second principle which is effective planning. The national curriculum (NC) (1999) outlines that in order for pupils to learn, lessons must include these two main points: ‘setting suitable learning challenges, responding to pupil’s learning needs’. Kyriacou (1998); Pollard (2003); Bartlett and Burton (2003); Hayes (2004); Cowley (2001); Leach and Moon (2007) all state that planning needs to: clarify the learning aims to the pupils, has to take into account what the pupils already know, must challenge and stimulate, have knowledge of each learners needs, include appropriate resources and finally a place to assess the pupils progress. For my first year placement I was placed in an independent school that did not use the NC to plan lessons. As they were an independent school they could teach the lessons the way they felt to best teach them. At first this was a daunting process for me as I was used to knowing that there was a ‘back-up ’ of knowledge and ideas within the NC and this made planning quite difficult. As my placement progressed I was able to think of new and creative ways of teaching the NC subjects and planning became an enjoyable process. For my second year placement, where I only had to plan for one subject, this was just as complicated as planning for the array of Primary subjects. There were a lot of elements involved in getting the right balance in the lessons and making it engaging so that the pupils would learn something. There are going to be times when some lessons, no matter how good your plan is, will just simply not go to plan. This happened to me on my final placement and instead of panicking, which I think I would have if I did not have the support of my individual support assistant, I asked the children what they thought would be a good way to learn about the topic we were covering at the time. After talking to the children we re-established where we needed to go with the lesson objective and the teaching and learning carried on as normal. After the lesson I sat and reflected on what had gone wrong with my planning and what I could have done to change things, and came to the conclusion that the children needed more clarification and more time to understand the topic, which of course I had not planned for. In my third year placement I taught English as a foreign language in Holland and for this we had to plan a series of lessons that would enable the pupils to learn English in fun and creative ways. This was another challenge as we had not been given the levels or ability of the pupils in the class and so we presumed they knew very little English and decided to plan lessons that would teach them the basics. Before going into teach we sat down with the class teacher and went through what the children already knew and could understand and used this as a starting platform to challenge the pupils knowledge of the language and found ways to teach them new skills, which the class teacher found very useful and asked if he could keep them to continue teaching them after we had left. By the time my final placement came around, I found planning an easier process. Working with the other year group teachers was a great way to learn new and dynamic teaching strategies to enable effective planning. It also allowed me to participate in medium term planning and whole unit planning which will benefit me in my first year of teaching. Of course planning is not just a part of teaching but also in my studies at university. Planning how and what to write within my assignments was another added skill that I learnt. Knowing how to organise the information so that the words on the page flowed was a key ingredient in the learning process and one which I will continue to master as my lifelong learning continues. As I prepare to embark upon my first year in teaching I will endeavour to make sure that my planning reflects what the pupils want and need to know. Having the foundations of effective planning built I can now mould these strategies to suit the learners I will meet during my career and hope to maximise the learning process for them. With effective planning should follow a good use of assessment. Using a range of approaches to assessment means that you can monitor every pupil’s progress and therefore know where they are in their learning journey. There are many different types of assessment you can use when teaching. For example; Formative assessment is the way in which a teacher assesses students using different methods other than tests and exams. It is assessment for learning. Black et al (2004) state that: ‘Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting students’ learning’ (Black, P. Harrison, C. Lee, C. Et al 2004 p.10). When on my final placement I used formative assessment to plan the following sequence of lessons for a particular unit. I usually used this by marking their work, asking open questions at the end of lessons when the children were on the carpet and talking to the pupils about thei r work and asking them for their next steps. This was a useful tool when it came to planning with the other year group teachers as I could adapt my plans to suit my class. It also encouraged the children to respond to their feedback left in their books and enhanced my relationships with them. Summative assessment is the process of tests and exams students take in order to monitor their progress throughout modules and topics. The data is then collected and used to show teachers, parent and carers the progress each child has made over a certain period of time. At the end of key stages exams are taken by pupils to determine what they have learnt over that key stage. This data is then collected and formed into a league table which the government use to monitor the progression of schools. It is assessment of learning. During my final placement I gave the children an end of unit test after each maths unit was taught. This was a test paper that allowed me to review their progress throughou t the unit and helped me to understand what the children were finding hard and therefore allowed me to plan more effective lessons. There is a lot of theory surrounding summative assessment and the negative impact it has on pupils in schools. Pollard (2002) states that: ‘the introduction of summative assessment procedures tends to cause anxiety to pupils’ (Pollard, 2002, p.322) with Jaques and Hyland (2007) agreeing by saying ‘The biggest failing with summative assessment is that it doesn’t really tell students what they are doing wrong or how they can improve’ (Jacques and Hyland, 2007, p.50-5) and ‘it doesn’t actually provide much information about how well a student has mastered a subject as it can only test in a simplistic way’ (Jaques and Hyland, 2007, p.50-5). Gardner (1993) then continues this argument by stating that summative assessment has a negative impact on pupil’s self-esteem and reduces the use of self-assess ment. Of course there are other types of assessment that you use every day in the classroom. I used a lot of self and peer assessment in my third year placement in Holland. Giving the children the opportunity to talk to each other about what they have understood or not can, more often than not, help children understand better. Hayes (2004) highlights this point by sharing his view on peer assessment ‘pupils learn more effectively when they are given the opportunity to talk about their wok’ (Hayes, 2004, p.150) and this is something I try to encourage when teaching. The need for children to discuss their findings, learning and queries is great and something I will continue to include within my pedagogy. Another key ingredient of being an effective teacher is the need to make the curriculum as creative as possible to encourage independent learning. In the new government white paper they highlight the need for the curriculum to be changed by stating that ‘we need a new approach to the National Curriculum’ (Department for Education: The schools White Paper, 2010, p.10). They go on to comment that at the moment ‘the curriculum contains too much that is non-essential’ and that teachers are ‘constrained and burdened, required to teach the same limited diet’ (Department for Education, 2010, p.8) which means that the curriculum will change for future and current teaching professionals. When starting my degree, and entering my first placement, it became apparent to me that children learn best when the material they are subject to is creative, engaging and above all relevant to what they are learning. In 1989 Gill Barratt conducted some research into why children were dissatisfied with school and she drew on the conclusion that children ‘can be turned against school by a curriculum that does not take into account their interests’. Dowling (2001) then concurs with this by saying ‘children are only likely to be well inclined to learning if the curriculum intrigues them and provides them with the opportunities to learn more’ (Dowling, 2001, p.74-5). ). During my final placement I created opportunities for the children to be responsible for their own learning by allowing them the freedom to create a curriculum that suited them. In January 2011 my final placement school moved into a creative curricular approach and as a team, we gave the children the title of the topic and asked them what they wanted to learn. Using the information we gathered we were able to plan a creative approach to a topic that has been covered many times before. Put simply, we fitted the learning around our pupils and made it relevant to them. This is something that, I feel, makes an effective teacher. Using materials from the curriculum and suiting them to the needs of pupils in your class means that the pupils get the information they need and feel comfortable learning in that environment. It is also important to make the curriculum as interactive and cross-curricular as possible so that pupils benefit from the wider arena of education. I feel that as a teacher, I shouldn’t just deliver the information the children will need but make it as engaging and stimulating as possible and this is now one of my educational principles. Having the courage to try new and creative teaching strategies to tackle the NC is something I hope to continue to do as my career progresses. So where to go from hereThroughout this assignment I have highlighted the key principles that theorists think make an effective teacher. I have also commented on how these features have impacted on my placements and how they have shaped me into the teacher I am becoming. I understand what it means to be an effective teacher and hope to continue to grow throughout my career and adapt these principles to suit every pupil I encounter. With the current government reviewing education, it is clear that there is a long road ahead of me to reach my goal of becoming an effective teacher but one in which I am excited about pursuing. As I grow as a professional I hope that the values that underpin my pedagogical approach to teaching will too and become wider as education develops. As highlighted by Hayes (2004), educations main focus should be ‘to create a civilised, moral and contended society’ in which teachers and pupils learn from each other and make for a more effective societ y. With the new governments White Paper they too want ‘every school to shape its own character, frame its own ethos and develop its own specialism’s’ (Department for Education: The Schools White Paper, 2010, p.11) which means that I am entering a new and exciting stage in education. Hopefully by incorporating good behaviour management strategies, effective planning, a good use of assessment strategies, engaging lessons and an ethos that all children can achieve, I feel that I will succeed in becoming an effective teacher whatever path my career finds me on. References: Aers, L. and Inglis, F. (2008) Key concepts in Edcuation. Sage publications Limited: London. [Online] Available at http://ezproxy.brighton.ac.uk/connect?session=sj607MCy4WYspC8Rurl=http://www.sciencedirect.com/science?_ob=MImg_imagekey=B6VD8-4PYR4BF-1-1_cdi=5976_user=128558_pii=S0742051X07001102_origin=browse_zone=rslt_list_item_coverDate=10%2F31%2F2008_sk=999759992wchp=dGLzVtb-zSkWAmd5=14bddb78f9937d54e8131e0104856c03ie=/sdarticle.pdf [Accessed on 13th April 2011] Bartlett, S. and Burton, D. (2003) Education Studies: Essential Issues. Sage Publications: London. Bennett, N. (1987) The search for the Effective Primary School Teacher. Cited in: Bourne, J. and Pollard, A. (2000). Teaching and Learning in the Primary School. RouteledgeFalmer: London. Bernstein, B. (1996) Pedagogy, symbolic control and identity: Theory, Research and Critique. Taylor Francis: London. Black. P, Harrison. C, Lee. C Et al (2004): Working Inside the Black Box: Assessment for learning in the Classroom. GL Assessment: London. Cowley, S. (2001) Getting the Buggers to Behave. Continuum: London. Creemers, B.P.M (1994). The Effective Classroom. Cassell: London. Darling, J. (1994). Child-centred Education and its Critics. Paul Chapman Publishing: London. Department for Education (2010) The Importance of Teaching: The Schools White Paper. The Stationary Office Limited: London. Department For Education (2011) National Curriculum: Including all Learners. [Online] Available at http://curriculum.qcda.gov.uk/key-stages-1-and-2/general-teaching-requirements/including-all-learners/index.aspx [Accessed on 9th April 2011]. Dowling, M. (2001). Young Children’s Personal, Social and Emotional development. Paul Chapman Publishing: London. Freire, P. (1998) Pedagogy of the Heart. Continuing Publishing Company: New York. Gardner, H. (1993) Multiple Intelligences: The Theory in Practice. BasicBooks: United States of America Hayes, D. (2004) Foundations of Primary Teaching. David Fulton Publishers: Oxon. Hopkins, D. and West, M. and Beresford, J. (1998). Conditions for schools and classroom development. Cited in: Day, C. (1999) Developing teachers: The challenges of lifelong learning. RouteledgeFalmer: London. Jacques, K. and Hyland, R. (2007) Achieving QTS: Professional Studies: Primary and Early Years. Learning Matters: Exeter. Kanpol, B. (1997) Issues and Trends in Critical Pedagogy. Hampton Press: New Jersey. Kyriacou, C. (1997) Effective Teaching in Schools. Stanley Thornes Limited: Cheltenham. Kyriacou, C. (1998) Essential Teaching Skills. Stanley Thornes Limited: Cheltenham. Leach, J. And Moon, B. (2007) Learners and Pedagogy. Paul Chapman Publishing: London. Lemov, d. (2010) Teach like a champion. Jossey-Bass: San Fransico. Livingstone, D.W. (1987). Critical pedagogy and Cultural Power. Macmillian Publishing: Basingstoke. Mosely, J. and Grogan, R. (2002) Quality Circle Time for Teachers. Cited in: Hayes, D. (2004). Foundations of Primary Teaching. David Fulton Publishers: Oxon. Pollard, A. (2002). Reflective Teaching: Effective and Evidence-Informed Professional Practice. Continuum: London Rogers, C. and Freiberg, H.J. (1994). Freedom to Learn. Macmillian College Publishing: USA. Sammon, P. and Hillman, J. and Mortimore, P. (1995) Key Characteristics of Effective Schools. University of London; Institute of Education: London. Simon, B. (1999). Why no pedagogy in EnglandCited in: Leach, J. and Moon, B. (2007) Learners and Pedagogy. London: Sage Publications. Shulman, L.S. (1986) Those who understand: Knowledge growth in Teaching. Educational researcher (15) (2) 4-14. Cited in: Leach, J. and Moon, B. (2007). Learners and Pedagogy. Paul Chapman Publishing Limited: London. Sugrue, C. (1997). Complexities of Teaching: child-centred perspectives. The Falmer Press: London. Wise, S. (2000). Listen to me! The voices of pupils with Emotional and Behavioural difficulties. Lucky Duck Publishing: Bristol. Zyngier, D. (2006) (Re) conceptualising student engagement: Doing Education not time. [Online] Available at http://www.sciencedirect.com/science?_ob=ArticleURL_udi=B6VD8-4PYR4BF-1_user=10_coverDate=10%2F31%2F2008_rdoc=1_fmt=high_orig=gateway_origin=gateway_sort=d_docanchor=view=c_acct=C000050221_version=1_urlVersion=0_userid=10md5=80890d6466a40c79cc1c41a92da66aafsearchtype=a (Accessed on 26th April 2011) How to cite What do you consider to be an effective teacher?, Essay examples

Employment Relations The Qantas Lockout of Employees

Question: Discuss about theEmployment Relationsfor the Qantas Lockout of Employees. Answer: Introduction Working relationship refers to relationships that arise when one person, corporate body or an individual, contracts or enlist the services of another, to perform a given task for them at an agreed fee and for some period. The relations can be permanent or timely depending on the nature of the employment. Other than the employer and the employees, other key stakeholders play an important role in the working relationship. These are the government which acts are the regulator by enacting laws through the parliament and enforcing them in court; the Employee Trade Unions who help in the negotiation of collective bargaining agreements; and the employee unions. That stated, the aim of this paper will be to analysis the role played by these personalities in The Qantas lockout of employees in 2011 disputes. The article will provide an overview of how the discussion unfolded, the role of the stakeholders, and the resolution of the conflict. Background of the Dispute The Qantas lockout of employees in 2011 was a conflict that erupted between Qantas and three unions representing the engineers, long-haul pilots, and the baggage and catering staff (Smith and Howard 2012 b). These unions were the Australian Licensed Aircraft Engineers Association, the Australian and International Pilots Union, and the Transport Workers Union of Australia. The dispute was all about a new enterprise bargaining agreements the unions were trying to negotiate with Qantas (O'Neil 2012). The mains issues of in the proposed bargaining agreements were about levels of payment, issues to do with outsourcing and job security. The employees demanded that the company needed to improve their working conditions which they considered as not being up to the expected standard, they also needed better wages. Several negotiation meetings between the corporation and the Unions were held to try and resolved the issues but the no agreement was reached. This culminated in a series of industr ial actions which seemed to incapacitated Qantas of the ability to perform its duties as required. Flight delays were resulting in the company's loss of about AS$68 million (Smith and Howard 2012a). The members of the pilots union voted to engage in protected industrial actions against the company. The Union claimed that the driving force behind their decision was to keep airline's pilots operating its flights. They were against the habit of Qantas outsourcing pilot service which they considered would damage the company's image and brand. In August 2011, the airline revealed its plan to start a new airline by establishing Jetstar Japan which would be cheaper and other carriers in Singapore. It also made it clear there would be about one thousand job losses (Smith and Howard 2012a) The intention was to make the company more competitive hence increasing its market share and profits. In further response to the industrial actions, the airline's CEO announced that the corporation had decided to ground its services and that it would lock out all employees represented by the three trade unions and no such employee locked-out would be paid their dues (Sarina and Wright 2015). This move threatened the Australian economy considering that the airline was the largest air transport provider in Australia (Sheldon and Thornthwaite 2013). However, it is believed that the aim was to force the Federal government to try and resolve the issue. Furthermore, most Australian depends heavily on air transport hence the government fear of a tr ansport crisis in the country (BBC News 2011). The grounding affected about 108 airplanes and 22 airports. External Business Environmental Factors the Contributed to the Dispute between the Parties A variety of factors fueled the Qantas dispute. Some of them economic slowdown in the UK and the United States, Growth potential in the Asian market, Australian Federal Governments Policy, and high competition in global aviation industries from low cost and government subsidized airlines (Smith and Howard 2012b; Forsyth 2002). The Australia Government Policy especially the law governing industrial relations had a significant role to play in leading to the strike of July 2011. Under the Fair Works Act, the employees are allowed to participate in go-slow, picketing, and strikes as long as such industrial action is protected fund the Law of Australia. The Act, however, requires the employee union to notify the employer and try to use other means of dispute resolution before reverting to industrial action. As such, industrial action is expecting to come in as the last action after the parties have exhausted all the available options. In compliance with this legal provision, TWU promptly informs Qantas that its member would be going on industrial action if the company did not address their demands. At the same time, the allow allows an employer to effect a lockout of employees if the employee action is unjustified and are aimed at harming the organization financially and in also like damage the company's reputation. The Fair Work Act also allows the employer to lock the employees out in the instance that there is sufficient evidence that the employees or the union failed to follow the laid down channel of dispute resolution. In such a case, the employer is free of any liability (Stewart 2008). Based on these grounds, Qantas decided to lock out its workforce and to ground its operations and a way of trying to resolve the dispute and force the unions' members back to work. The other factor is that with their growing economies of the Asian countries, Qantas found that operating business in Asia would be cheaper compared to Australia. The laws of countries like Singapore and Japan were considered investor friendly as compared to Australia. Further, outsourcing also meant that the company would pay such pilot a considerably reduced salary as compared to paying those hired in Australia (Smith and Howard 2012 b; Smith and Howard 2012 a). Its Australian staff required more remuneration as compared to those acquired from Asia countries hence the temptation to use their services. This move agitated the Qantas Pilots who felt that their jobs were at risk hence needed a new employment agreement. On rejecting the new arrangements, the worker went ion industrial strike which resulted in massive losses for Qantas hence the grounding of services and subsequent lockouts. The government funds small airlines hence allowing them to charge few prices per ticket. This enc ouraged many local passengers to use the carriers as opposed to using Qantas (Francis and Humphreys, Ison and Aicken 2006). They were there increasing competition hence the need for Qantas to cut on spending and increase profits. The economic slowdown in US and UK affected many businesses. The collapse of the Lehman Banking 2008 resulted in a global financial crisis. Stocks fall by across the world and hence affecting the businesses of other companies. Issues of unemployment cropped up due to continued economic instability (BBC News 2013). Following this trend, Qantas decided to shift its North Atlantic headquarters to Asia. This meant that most Asian had to be employed by the company hence threatening the job security of the Qantas' staff. Costs in Asia also proved to be fewer while the profits were high (Laeven and Valencia 2013). Following this opportunity, Qantas decided to invest in Asia. The employees were displeased hence the industrial actions. Dispute from Stakeholder Standpoint Employer Qantas had viewed the actions of the unions and staff as unauthorized and unfounded. The airlines saw these actions and intimidations by employees whose only aim was to force the company into giving way into demands that were unsustainable. At the same time, they argued that moving their North Atlantic operations office to Asia was to improve its strategic position and productivity. The stability in the most Asian economy would not be overlooked by the company (Sarina and Wright 2015). It was more profitable and cheap to invest in Asia than in the United States and Europe. The demands of the unions were, therefore, unachievable according to the company (Smith and Howard 2012b). The company employed negotiations first when this failed, their down their planes so as to force the government to intervene. This was followed by employee lockouts and denial of dues. Employees and Unions The on the part of the employees, all they cared for was the need for improved working conditions, job security and better wages. They needed a control on third party labor providers and restrictions on the same (BBC News 2011). The new agreements were also supposed to govern and oversee the works. Furthermore, improvements in productivity including technology needed to be tamed to ensure job security. The employees used negations of new agreements when this failed; they resorted to industrial actions like delays of maintenance by engineers and pilots' downing their services (Smith and Howard 2012 b). Federal Governments With the threat of economic slowdown, the Federal Minister was forced to intervenes as to bring the crisis to an end. The negotiations were joined by the State of Victoria, Queensland and New South Wales. The Minister extent of the potential damage to the economy and it was found that airline accounted for over 60% of Australia's domestic aviation, twenty percent of global capacity, and 8 percent of the airfreight (BBC New 2011). Ta huge numbers of the countries employees were also employed in the aviation sector, and it likely the side effects would be felt by the tourism industry. It was, therefore, essential to ending the lockout to prevent the economy from crumbling. The Federal Government, therefore, instructed the FWA to intervene and settle the matter (Sarina and Wright 2015). Even though there was no particular winner, the airline seemed to have achieved it intended objective of government intervention Resolution of the Dispute FWA came up with several findings. It concluded that no sufficient damage would be caused to the tourism sector and the aviation industry by the industrial actions. The financial loss suffered by Qantas could not affect its financial status so much hence it would not be justified to suspend its services based on the Unisons protected industrial actions (Brigden 2012). The bench reasoned that protected industrial actions were lawful under Australian law and was part of the business system (Australia FW 2012). FWA instructed that it was appropriated for the parties to negotiate new agreements. However, the damage caused to the consumers of the service was one that had a bearing on the tourism industry making the FWA apply its power to terminate the actions and lockout under section 424(1)(d) of the Fair Works Act. The bench, therefore, declared the suspension ended (Sarina and Wright 2015). They argued that the impact of the suspension on the tourism industry were huge and therefore ha d to come to an end. FWA temporarily suspended the lockout but left it open for further actions by the employers. It also encouraged them to engage in further negotiations so as to avoid similar incidents (Reinhart 2012). Even though the decision seemed to favor the airlines, it was essential in averting the looming crisis (Catanzariti and Kane 2012). Was the Dispute resolved effectively? Implication of the Dispute to Employment Relations It is quite hard to tell whether the dispute was effectively settled. However, to some extent, the objective was achieved. The fact the FWA was able to end the lockout, and the industrial actions are a sign of real dispute settlement. The decision was also able to encourage the parties to renegotiate new agreements. However, a union like ALAEA did not achieve its objectives for its member. Allowing the possibility of further lockouts was dangerous and would encourage other employers to use such measures to intimidate their employees from agitating for their rights. As such, the decision is likely to create a situation of business monopoly in Employment Relations hence putting the employee at a disadvantage. Catanzariti and Kane 2012 acknowledges that this ruling had the likelihood of precipitating injustice employer practices in future even though it was necessary. References Australia, F.W., 2012. Decision, equal remuneration case. Fair Work Australia Full Bench, 1000(1) BBC News. (2011). Labour row grounds Qantas flights - BBC News. [online] Available at: https://www.bbc.com/news/world-us-canada-15504838 [Accessed 5 May 2017] Brigden, C., 2012. Unions and collective bargaining in 2011. Journal of Industrial Relations, 54(3), pp.361-376 Catanzariti, J. and Kane, C., 2012. Major tribunal decisions in 2011. Journal of Industrial Relations, 54(3), pp.312-325 FITZ GERALD, J. (2008). Medium-term review. 2008-2015 2008-2015. Dublin, Economic and Social Research Institute Forsyth, P., 2002. Privatisation and regulation of Australian and New Zealand airports. Journal of air transport Management, 8(1), pp.19-28. Francis, G., Humphreys, I., Ison, S. and Aicken, M., 2006. Where next for low cost airlines? A spatial and temporal comparative study. Journal of Transport Geography, 14(2), pp.83-94 Laeven, L. and Valencia, F., 2013. Systemic banking crises database. IMF Economic Review, 61(2), pp.225-270Bottom of Form O'Neill, S., 2012. The gods must be crazy: chronology of and issues in the Qantas industrial dispute 2011 Reinhart, C.M., 2012. A series of unfortunate events: common sequencing patterns in financial crises (No. w17941). National Bureau of Economic Research Sarina, T. and Wright, C.F., 2015. Mutual gains or mutual losses? Organisational fragmentation and employment relations outcomes at Qantas Group. Journal of Industrial Relations, 57(5), pp.686-706 Sheldon, P. and Thornthwaite, L., 2013. Employer and employer association matters in Australia in 2012. Journal of Industrial Relations, 55(3), pp.386-402 Smith, G. and Howard, L. (2012). The Qantas dispute: employer's lockout, ministerial intervention and Fair Work Australia's decision - Knowledge - Clayton Utz. [online] Claytonutz.com. Available at: https://www.claytonutz.com/knowledge/2012/may/the-qantas-dispute-employer-s-lockout-ministerial-intervention-and-fair-work-australia-s-decision [Accessed 5 May 2017] Smith, G. and Howard, L., 2012. Stuck in the terminal with the gates firmly shut: Suspension and termination of industrial action after Qantas. DICTUM-Victoria L. Sch. J., 2, p.41 Stewart, A., 2008. Stewart's guide to employment law (Vol. 3). Sydney: Federation Press

Stigma on Mental Illness Essay Sample free essay sample

Stigma is a really formal quandary for people who have a mental unwellness. Based on stereotypes. stigma is a negative judgement based on a personal trait – in this instance. holding a mental unwellness. It was one time before a common perceptual experience that holding a mental unwellness was due to some of personal failing. After farther geographic expeditions it is now known that mental unwellnesss have a biological footing and can be treated like any other wellness status. Even so we as wellness attention professionals have a long manner to travel to get the better of the many misconception. frights. and biases that many people hold sing mental wellness and mental wellness unwellnesss and the stigma these attitudes create. Stigmas may be evident and direct. in which person chooses to do negative comments about another person’s mental unwellness and intervention. In the article the writers propose that there are three sorts of stigmas that may move as barriers to personal aspirations: public stigma. We will write a custom essay sample on Stigma on Mental Illness Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page self-stigma and label turning away ( JPON 2008 ) . The writers suggest that it would be indispensable to dispute the mental unwellness stigma to assist persons accomplish recovery-related ends. A basic societal cognitive theoretical account was derived to demo the obvious Markss. hidden Markss and the prejudice/discrimination that is formed from them. I agree that strategically if we as wellness attention professionals and consumers should recommend for persons with mental wellness unwellnesss and protest against televised negative stigmas. We can make so by boycotting patrons and webs that portray mental unwellness as outrageously unnatural. Besides consciousness and instruction is the key to eliminating such stigmas and favoritism. One restriction that I noticed in the article was the minimum attending given to the interplay between stigma. bias. and favoritism. Small attending is given. for illustration. to the development of prejudiced attitudes or prejudiced behaviours as a consequence of stigma. The focal point on stigma entirely creates a sense that the job is chiefly one of a misunderstanding and does non associate it to the much more detrimental experience of bias and favoritism. Discrimination. after all. is responsible for decreased entree to employment chances. inappropriate captivity for symptom-related behaviours. and unequal entree to wellness insurance benefits for individuals with serious mental unwellness. We as wellness attention professionals know that mental wellness unwellness is a serious job. It is our duty non merely to handle persons with mental unwellness but besides to rectify the misperceptions that are associated with the mental unwellness and associate the harm caused by stigma. bias. unfairness and favoritism amongst these persons. Mention: Corrigan. P. and Wasssel. A. ( 2008 ) Understanding and Influencing the Stigma of Mental Illness. Journal of Psychosocial Nursing Vol. 46 No. 1. 2008 pg 42-48.

The Outsiders3 essays

The Outsiders3 essays One day after school Ponyboy and his friend Johnny took two Soc girls out to the movies, they were walking home when five Socs jumped them. The Socs were mad at them for taking their girls on dates. Bob (one of the Socs) was about to drown Ponyboy in a fountain when Johnny lost it and stabbed him. The Socs ran and so did Johnny and Ponyboy. After this incident they ran to a church outside of town. One day the church catches on fire. Johnny and Ponyboy save the kids that were playing in the abandoned church. Johnny pushed Ponyboy out of the church right as the roof caved in killing Johnny. Ponyboy and Johnny were heroes. They ruled that Ponyboy was just fighting back in self-defense. Ponyboy eventually writes a book about what has happened to him, the book that Ponyboy starts to write, starts the same way the novel starts. Ponyboy is a nice kid that's parents were killed in a car crash when he was young. Ponyboy has light brown almost red hair, and greenish-gray eyes. He has long hair that is squared off in the back. Ponyboy is a skittish kid; he was always worried about getting jumped by the Socs. But when you are a greaser walking on the streets alone, you have the right to worry about being jumped by the Socs. Ponyboy does a lot of growing up in the book that makes him a dynamic character. He has to cope with a lot of frustration with his two older brothers and with the Socs. He handles it pretty well until one day when he was being jumped by the Socs he spit on one of them that started a brawl that escalated into a murder. Ponyboy has a good relationship with Johnny. Johnny saved Ponyboy's life by killing a Soc when the Soc was drowning Ponyboy. Ponyboy and Johnny have to hide out in an old abandoned church together. They were best friends. Johnny's last words to Ponyboy were "Stay gold, Ponyboy. Stay gold_" This says that Johnny thought that Ponyboy was a great person, and that he wanted him to stay a wonderful and great pers...

Definition and Examples of Generification

Definition and Examples of Generification Generification is the use of specific brand names of products as names for the products in general.   In numerous cases over the past century, the colloquial use of a brand name as a generic term has led to the loss of a companys right to the exclusive use of that brand name. The legal term for this is genericide. For example, the common nouns aspirin, yo-yo, and trampoline were once legally protected trademarks. (In many countries- but not in the United States or the United Kingdom- Aspirin remains a registered trademark of Bayer AG.) Etymology:  From the Latin, kind Generification and Dictionaries A surprising number of words have developed contentious generic meanings: they include aspirin, band-aid, escalator, filofax, frisbee, thermos, tippex, and xerox. And the problem facing the lexicographer [dictionary-maker] is how to handle them. If it is everyday usage to say such things as I have a new hoover: its an Electrolux, then the dictionary, which records everyday usage, should include the generic sense. The principle has been tested several times in the courts and the right of the dictionary-makers to include such usages is repeatedly upheld. But the decision still has to be made: when does a proprietary name develop a sufficient general usage to be safely called generic? From Brand Names to Generic Terms These words below have gradually slipped from brand names to generic terms: Elevator and escalator were both originally trademarks of the Otis Elevator Company.Zipper: A name given to a separable fastener by the B.F. Goodrich Company many years after it was invented. The new name helped the zipper attain popularity in the 1930s.Loafer: For a moccasin-like shoe.Cellophane: For a transparent wrap made of cellulose.Granola: A trademark registered in 1886 by W.K. Kellogg, now used for a natural kind of breakfast cereal.  Ping pong: For table tennis, a trademark registered by Parker Brothers in 1901. Source David Crystal,  Words, Words, Words. Oxford University Press, 2006  Allan Metcalf, Predicting New Words:  The Secrets of Their Success. Houghton Mifflin, 2002

I need an annotated bibliography with 10 sources for the benefits of

I need an with 10 sources for the benefits of Stem Cell Research - Annotated Bibliography Example o describing some of the historical and background information on stem cell research, Blow also provides an analysis of recent developments in this particular area of scientific study. Specifically, the author discusses how researchers have been seeing improvements in the area of stem cell differentiation which opens endless opportunities for growing vital human tissues. This article would be helpful for establishing background information on stem cell research as well as how this research is changing and developing, both in a positive and negative capacity. This scholarly article discusses the concept of dedifferentiation which is one of the most important, recent discoveries within stem cell research. Dedifferentiation is where stem cells regress which is allowing scientists with the opportunity to continue and progress stem cell research without having to use embryonic stem cells. This discovery is vital in that it will allow stem cell research to bypass the ethical issues that often accompany this subject. It is particularly beneficial for a research paper in that it describes some of the latest discoveries in stem cell research and discusses how beneficial dedifferentiation and stem cell research combined can be. Hook, Christopher. et al. "The Science and Ethics of Induced Pluripotency: What Will Become of Embryonic Stem Cells?" Mayo Clinic Proceedings 86.7 (2011): 634-640. Academic Search Premier. EBSCO. Web. 25 Oct. 2011. This scholarly article discusses the use of IPS(induced pluripotent stem) cells in stem cell research which is thought to perhaps be more beneficial than the embryonic stem cells. The authors discuss the differences between the embryonic and IPS cells in terms of effectiveness. The overall benefits of stem cell research are also discussed. This article would be helpful in that it presents up to date information into stem cell research, in addition to proposing that IPS are stem cells that very well might be the wave of the

Should Human cloning be allowed Essay Example | Topics and Well Written Essays - 4500 words

Should Human cloning be allowed - Essay Example Development in genetics and biotechnology has led to formerly unexpected probabilities, one of which is human cloning. Research in cloning has been in existence since 1970s where frogs and toads have been researched upon. Tests related to plants and animal origin has been carried out for many years. On the other hand, tests on human beings have not been attempted or thought likely. This is until â€Å"Dolly† was scientifically tested. The birth of â€Å"Dolly† surprised many in the medical and nursing industry leading to a lot of arguments on the probability of human cloning. As a result of the cloning of â€Å"Dolly†, animals such as calves, mice, monkeys, pigs and rabbits were tested on a wide range of somatic cell nuclear donors (Campbell, McWhir, Ritchie & Wilmut, 1996). Cloning of animal has created a lot of debates and arguments in the recent times on the subject of the probability of human cloning. Numerous organizations for instance the World Health Organ ization (1997) and the European Parliament (1997) have articulated the argument that human cloning is ethically undesirable and have called for banning of its development. In USA, The National Bioethics Advisory Commission suggested a suspension on cloning offspring via somatic cell nuclear transplants. Over and above, it is not merely a probability but a reality to all stake holders and nurses at large.... Numerous organizations for instance the World Health Organization (1997) and the European Parliament (1997) have articulated the argument that human cloning is ethically undesirable and have called for banning of its development. In USA, The National Bioethics Advisory Commission suggested a suspension on cloning offspring via somatic cell nuclear transplants. Over and above, it is not merely a probability but a reality to all stake holders and nurses at large. The Definition of Cloning Cloning is the invention of one or more distinctive plants or animals which are hereditarily the same to distinctive plants or animals. This is a practice that has been applied for many years now in plants and insects by the use of varying medical procedures. On the other hand, cloning of the mammals is a new advancement in spite of â€Å"Dolly† the sheep which was the earliest achievement. In reproductive cloning, two procedures have been applied which includes the embryo division and somatic cell nuclear transplant. In this paper, the term ‘cloning’ implies to the creation of hereditarily similar creatures through somatic cell nuclear transplant, a medical procedure that entails getting rid of the nuclear of an unfertilized egg cell and substituting it with materials from the nucleus of somatic cells and triggering these cells to begin cell division. The nucleus of the somatic cells supplies the hereditary information, whereas the oocyte offers the food and the mitochondria is responsible for growth of the embryo. There are 2 distinctive kinds of human cloning by use of somatic cell nuclear transplant. This include reproductive and restorative. The significance of human reproductive cloning is to generate an offspring that is

The Life of Saddam Hussein Essay Example for Free

The Life of Saddam Hussein Essay Saddam Hussein was born on April 28th 1937 in Al-Awja, a small Iraqi town. At a young age Hussain fled from his abusive father to live with his uncle who was a devoted Sunni Muslim. His uncle had Saddam attend a nationalist secondary school and after graduating Hussein studied law for three years but didnt earn a degree until he was older. At the age of 20 Hussein joined the Arab Ba’ath Socialist Party also known as ABSP. After receiving six months of jail time 5 years previous for political activities against the government he was again sentenced to jail for being part of ABSP. But while in jail Hussein was elected part of the ABSP’s Pan-Arab National Leadership. Saddam later would escape from jail and rise through the Ba’ath Party ranks. He earned a degree in law from Baghdad university which helped him become a powerful politician who was known for being â€Å"effective and progressive†. In 1972, he began developing a chemical weapons program and signed a treaty with the USSR for their friendship and cooperation. Throughout the 1970’s, Saddam Hussein led his nation through urbanization by providing electricity to rural Iraq and also developing national infrastructure. Hussein also helped his image grow when creating a state of the art public health system which was considered to be one of the best in the Middle East at the time. Hussein continued his accomplishments when being elected assistant secretary general of the National Pan- Arab Leadership. In the year 1979 Saddam earns three create accomplishments to his resume. First off, he was elected president of his homeland. Second, he was elected secretary general of the regional leadership of Ba’ath. Lastly, he was elected chairman of the Revolution Command Council. The 1970’s can be argued to be Saddams best decade before destroying his image throughout the world. After becoming president in 1979 Hussein started a war with neighboring Iran in 1980 after invading one of Iran’s oil provinces. It only took a year or two before Saddam used the chemical weapons produced from his chemical weapons program which began in 1972 to kill thousands of innocent people. Hussein showed his ruthless leadership when it came to those who were possible threats when Dr. Ibrahim (A man who was responsible for the death of a patient, and was later arrested) was found disassembled when delivered to his wife. Hussein once again displayed his cruelty when using his chemical weapons once again in 1988 in a Kurdish town killing 5,000 civilians. Soon after the war ended in a stalemate leaving both countries economies in ruins after borrowing tens of billions of dollars from other nations. In 1990, Saddam invaded the oil rich and prospering Kuwait so that Iraq could sell the oil to help pay back their debt. Hussein argued that Kuwait was â€Å"historically an integral part of Iraq. † After invading Kuwait Saddam merged the two countries on August 2nd. The invasion of Kuwait started a Gulf War which lasted only a year. In 2002 Saddam Hussein was elected president for the 5th straight time winning 99 percent of the vote in a noncompetitive poll. A year later Hussin denies inspectors to search for any nuclear weapons in his country. Ultimately Bush gave Saddam and ultimatum for him and his two sons Uday and Qusay to flee the country in 48 hours or the U. S. will use force. Saddam stood his ground and told the U. S. moved in with Operation Iraqi Freedom. Iraqs capital was soon taken over forcing the nations president to flee. Nine months later Saddam Hussein was captured by coalition forces and handed over to the Iraqi government. Hussein was first trialed in July of 2004 for the death of about 150 Shi’a. On October 19th trial began in Iraq, Hussein refused to show his face or reconize the authority of the court. A second trial opened up in 2006 after charges of genocide. On the 5th of November Saddam Hussein was convicted of the charges and is sentenced to death by hanging. Two others were also convicted and given the same punishment. Saddam Hussein was hung on December 30th 2006 at the age of 69. Saddam Hussein wasn’t always known for being a cruel and evil leader. During his 20’s and 30’s he helped his country prosper and urbanize. He donated money to farmers, brought electricity to most of Iraq, and many other notable contributions to his country and the Middle East. When Saddam Hussein became president that is when things started to go down hill for his reputation of being caring for his country. The beginning half of Saddam Hussein’s life can be inspirational, but the second half can be classified as evil and an example of what leaders can do when feared by most of the world.

High School Sports :: essays research papers

Do Students Who Play Sports In School Tend To Be More Successful In The Future?   Ã‚  Ã‚  Ã‚  Ã‚  High school is a time for young adults to try and find themselves. Some students decide to be the nerds, or join certain clubs but many students venture into the world of sports. I believe that students who play sports are more likely to stay off the streets and not partake in activities that deal with alcohol and drugs.   Ã‚  Ã‚  Ã‚  Ã‚  In today’s society more and more kids find themselves on streets drinking and doing drugs. I feel that young adults who partake in sports are more likely to stay in school and get an education. Sports give students an opportunity to find themselves. One reason why kids should be involved in sports is that it allows the children to stay of trouble. The schools have a strict policy regarding grades for those who play sports. Sports give the children to have an education because the children have to do well in school to get the opportunity to play a sport they love very much. These policies, though many kids do not like them very much, keeps kids off of the streets and in the classroom. Sports not only give an incentive to going to classes and school but also doing well in school. Not only do sports academically help young adults today but also society puts great pressures on kids about how they look with great emphasis on their weight. The sports programs in school provides a great opportunity to stay healthy and in shape. As well as health issues sports also improve your self-esteem. It is hard to accomplish anything if children do not think they have it in them. In result through sports not only do become physically fit but children also feel good about themselves as a person. Another reason sports are important is that sports provide an easier way of making friends. For many making friends is a hard thing to do, but through sports children do not really have a choice but to get to know their teammates. With these friendships, children are able to build some great memories and fun times that will stay with them for the rest of their lives. High School Sports :: essays research papers Do Students Who Play Sports In School Tend To Be More Successful In The Future?   Ã‚  Ã‚  Ã‚  Ã‚  High school is a time for young adults to try and find themselves. Some students decide to be the nerds, or join certain clubs but many students venture into the world of sports. I believe that students who play sports are more likely to stay off the streets and not partake in activities that deal with alcohol and drugs.   Ã‚  Ã‚  Ã‚  Ã‚  In today’s society more and more kids find themselves on streets drinking and doing drugs. I feel that young adults who partake in sports are more likely to stay in school and get an education. Sports give students an opportunity to find themselves. One reason why kids should be involved in sports is that it allows the children to stay of trouble. The schools have a strict policy regarding grades for those who play sports. Sports give the children to have an education because the children have to do well in school to get the opportunity to play a sport they love very much. These policies, though many kids do not like them very much, keeps kids off of the streets and in the classroom. Sports not only give an incentive to going to classes and school but also doing well in school. Not only do sports academically help young adults today but also society puts great pressures on kids about how they look with great emphasis on their weight. The sports programs in school provides a great opportunity to stay healthy and in shape. As well as health issues sports also improve your self-esteem. It is hard to accomplish anything if children do not think they have it in them. In result through sports not only do become physically fit but children also feel good about themselves as a person. Another reason sports are important is that sports provide an easier way of making friends. For many making friends is a hard thing to do, but through sports children do not really have a choice but to get to know their teammates. With these friendships, children are able to build some great memories and fun times that will stay with them for the rest of their lives.

Low Income Students Barriers

RANIA ZOUHAIR SOC 101 Children living in poverty have many home and community factors that Contribute to performing below their potential in literacy achievement. This background Knowledge and experience of low-income students begins a literacy â€Å"achievement gap† That compares their literacy knowledge to that of children who do not live in poverty. Understanding social class diversity enhances the learning of all students. And Class differences in child-rearing practices may sound alarming or oversimplified.Lower-class children are more likely to have unstable family situations. Their parents typically have low-wage jobs and are more frequently laid off, causing family stress and more arbitrary discipline. This paper explains how language and attitudes of low income families act as barriers to success in education. And what types of programs or interventions are most useful in overcoming those barriers. The environment where a child develops has influences on language deve lopment. Success at school depends very heavily on language for reading, writing, speaking and understanding.The children exposed to extensive vocabulary and complex grammatical structures more quickly develop language and also have a more accurate syntax than children raised in environments without complex grammar exposed to them. Low income household uses informal, simple language, sometimes ungrammatical and with limited explanation and vocabulary which is used between friends or family member. Unlike middle class household who uses formal language, when explanation and details are required and they uses a wider vocabulary They often have had fewer words spoken to them, with shorter utterances.They hear only the most commonly occurring words. By age 5, the child of a parent who is language focused has heard 50,000,000 words spoken as opposed to the child of a parent who is not language focused. That child has only heard10,000,000 words (Hart and Risley, 1995). At the same time, t he fact that poor children are geographically concentrated in neighborhoods that are segregated by race and social class presents special challenges for education policy, given that children have traditionally attended neighborhood schools. Another enormous factor that affects low income student achievement is their parent’s attitude towards education. ow income parents do not value education in the same way, that middle class parents do, and their children are more likely to drop out of school early low income parents are more likely to work long hours, so it is difficult for them to visit schools, and they might also see education as of less importance because they might have found their own education had little relevance to their jobs. That’s why some low income students are less motivated in school and thus they have lower level of achievement Contrary to Middle class people who highly value education, and begin promoting its value to their children at a very young age.For instance, middle class people will generally teach their child to read before reaching school age. As the child progresses through school the parents will promote education to their child by encouraging reading, homework and extra-curricular activities. The effort put forth by parents has a bigger impact on their children’s educational achievement than the effort expended by either teachers or the students themselves. The content of parents’ conversations with kids matters too. While the conversations parents have with their children change as kids grow older, the effect of these exchanges on academic achievement remains strong.The â€Å"No Child Left Behind† Educational law Act of 2001 (2002) was created as a means for, student learning to close the achievement gap between low income and middle-income students, and to make sure that all students become academically proficient in their grade level. The No Child Left Behind Act of 2001 (NCLB) has stringe nt accountability measures and includes the Reading First initiative, which focuses on five areas of literacy for beginning readers: phonemic awareness, phonics, fluency, vocabulary, and comprehension.Reading is fundamental to this legislation Among the programs that were set to overcome the low income student’s achievement gap, and to enforce the â€Å"No child left Behind† law, we quote the KIPP schools and the ACE program The KIPP schools the Knowledge Is Power Program, is a national network of free, open-enrollment, college-preparatory public charter schools designed for low income families, with a track record of preparing students in underserved communities for success in college and in life.They build a partnership among parents, students, and teachers that puts learning first. By providing outstanding educators, more time in school learning, and a strong culture of achievement. , KIPP is helping all students climb the mountain to and through college. The Knowle dge Is Power Program (KIPP). chools seek to actively engage students and parents in the educational process expand the time and effort students devote to their studies, reinforce students’ social competencies and positive behaviors, and dramatically improve their academic achievement Students in KIPP schools spend more time on learning, both in academics and extracurricular activities, each day, week, and year to improve their skills, and to decrease the achievement gap between low income students and middle class student.The KIPP schools tend to prove that low income students can also succeed since they got the attention and care they need. There is no arguing that making transition to college can be challenging for many students. The ACE program has proven to help participants face problem during the first semester The ACE program (achieving a college education) is a nationally recognized program that targets students who may not consider going to college and attaining a ba ccalaureate degree to be an achievable goal.Upon graduation from high school an ACE student may earn up to 24 transferable college credits The ACE Program Is designed to help students make a smooth transition from high school through the community colleges on to a university and completion of a bachelor’s degree.Recruits high school students in their sophomore year to participate in the program in their high school junior and senior years Ace students are enrolled in concurrent college courses as high school juniors and seniors Students attend college classes during the summer and on Saturdays during the fall and spring semesters Students can earn up to 24 college credits by the time they graduate from high school.The ACE program tends to first, to increase the number of students graduating from high school, second, to increase the number of students continuing on to college, and third to increase the number of students earning a degree or certificate. .Poverty impacts child development. Families have little income; are not able to afford many educational and school activities, which are vital to the development of the children’s learning skill.In addition the influence of the home environment and school environment on a child’s performance is pronounced. Family characteristics predict early reading skills, and Low-income students often have home environments with material hardships and resource-related disadvantages that affect their family dynamics. Children from low to income households are at a disadvantage. They are twice as likely to be held back and more likely not to graduate from high school.

Belle Femme vs. Naturalix

CENTRUM Catolica Pontificia Universidad Catolica del Peru Caso Belle Femme vs. Naturalix 1 Ver. CO Sin duda, la belleza tiene un sitio de enorme importancia en la vida de la mujer. Ello hace que este mundo resulte mas simpatico para todos. Pero esta condicion ha sido muy bien detectada y medida por la esfera de los negocios, los cuales han sabido convertirla en una serie amplia de distintas gamas de productos relacionados con la belleza y el â€Å"glamour†: perfumeria, cremas, jabones y similares. Los Competidores †¢ Belle Femme es una corporacion nacional que viene trabajando el mercado interno desde hace 30 anos, habiendo expandido sus operaciones de mercadeo y produccion hacia algunos paises vecinos y Estados Unidos de N. A. Naturalix, es una firma venezolana fundada en 1994. Se propuso ingresar a los mercados de Florida, el Caribe y la Comunidad Andina de Naciones –CAN, a partir del ano 1998. Establecio su oficina comercial en el Peru en mayo de 1998. Este ano se ha dado pasos firmes y acertados en tal sentido. Naturalix forma parte de una corporacion venezolana que conjunta diversos negocios, algunos de los cuales tienen activas operaciones de mercado internacional. No obstante, esta lejos de lograr el sofisticado manejo de los costos que los procesos del â€Å"supply chain† le permiten a su competidor en el Peru, Belle Femme. La direccion de Naturalix se ha concentrado en la innovacion continua de sus productos, para lo cual celebro una alianza estrategica con una empresa alemana de insumos para la industria de la belleza. Conservando una marca de crema de tratamiento facial, por ejemplo, introduce una formula completamente nueva que partiendo de materias primas naturales, produce efectos embellecedores permanentes muy apreciados. Emplea esta misma politica en toda la gama posible de productos. Esta asignacion de recursos por la cual se favorece ampliamente la innovacion, por encima del control de los costos del comercio internacional y, en general, de los costos de produccion y distribucion, tiene preocupado al Gerente Central de Finanzas. Este, parado junto al gran ventanal de su oficina en Caracas, miraba y remiraba ansiosamente los estados financieros de cada sucursal (incluyendo la del Peru) y el consolidado corporativo. Este incluia los costos de la alianza alemana sobre la cual reposa el avance innovador de los productos. ?Si me hicieran caso con esto de los altos costos de tanta innecesaria innovacion! En el piso de abajo, el Gerente General tecleaba en su PC el informe trimestral al Directorio. Las ultimas lineas que llevaba escritas decian: â€Å"†¦de manera que la expansion de nuestro mercado hacia el exterior, en particular el CAN y Brasil, nos permitiran diluir costos gracias al incremento constante y sustancial de la produccion y de las ventas†¦Ã¢â‚¬ . Competencia en el CAN El Directorio de Belle Femme, acaba de terminar una reunion candente celebrada en el hotel Inter Continental de Quito. Las ventas de cremas faciales y de los tratamientos para la piel, estan viniendose abajo rapidamente, al igual que la linea cara de lapiz de labios. Y esto sucede en Colombia, Ecuador y Peru, en donde se observa la presencia de una pequena empresa, nueva por completo y de la cual no habian oido hablar. En el Directorio se escucho, por ejemplo: †¢ El Sistema de Venta Ambas firmas practican el sistema de ventas denominado â€Å"venta directa† (direct marketing), por el cual un Gerente de Mercadeo entrena a un grupo amplio de supervisoras y estas a representantes o promotoras, siendo estas ultimas las encargadas de vender mediante visitas a los hogares u organizando reuniones. Tanto las supervisoras como las promotoras no estan incluidas en las planillas de remuneraciones. La venta consiste en tomar los pedidos de la clientela e informar a la empresa para que esta proceda a la distribucion, realizada la cual, las promotoras hacen la cobranza, descuentan su comision y pagan a la empresa. Este sistema fue establecido por Avon Products Inc. , en los EE. UU. de A. , a inicios del siglo XX, y sigue operando. Estrategias Diferentes Belle Femme tiene ganada una experiencia internacional de primer orden. Una vez consolidadas sus operaciones internacionales, la direccion de la empresa se ha concentrado en lograr la maxima eficiencia operativa, lo cual incluye venir desarrollando las bases del sistema denominado â€Å"supply chain†, por el cual se programa y controla el abastecimiento de los distintos mercados desde las plantas de produccion mas convenientes, cuidandose la minimizacion del costo junto con el abastecimiento a tiempo de los pedidos. 1 †¢ †¢ †¢ †¢ No es un problema de precio; se han atrevido a igualar el nuestro. Sospechamos que nuestras promotoras estan vendiendo tambien productos similares de Natura †¦? ue?. Ah! , si, Naturalix. Estoy seguro de que nuestros costos son sustancialmente mas bajos que los de ellos; eso me deja tranquilo. †¦ 1) ? Que competencias directrices â€Å"core† han estado debiles y cuales fuertes, en el Presidente de Belle Femme y en el Gerente General de Naturalix, de acuerdo con lo que nos permite inferi r la informacion del caso? 2) ? Que decisiones adoptar para, de cara al corto y mediano plazos, fortalecer las competencias directrices â€Å"core† de los directivos de Belle Femme, de manera que se reduzca el riesgo de nuevos ataques de la competencia faltos de respuesta oportuna? Propuestas concretas y definidamente exitosas). El Presidente habia cerrado la sesion de Directorio dictaminando: â€Å"Los Gerentes Generales y Comerciales de los paises del CAN tendran una reunion conmigo de aqui a un mes. Nuestras utilidades se comienzan a derrumbar ante un competidor pequeno, al cual conocemos muy poco y al cual hay que enfrentar con soluciones eficaces, para revertir la perdida de mercados a la mayor brevedad. Mi promesa a los accionistas de Belle Femme†¦Ã¢â‚¬  INTERROGANTES DEL CASO 2

Case AES in Nigeria

Case AES in Nigeria Introduction Before the establishment of AES in Nigeria, the country experienced enormous challenges concerning the distribution of power supply. The National Electric Power Authority (NEPA) was the major stakeholder in Nigeria power industry. On the other hand, due to monopoly granted by the government, the body was not able to utilize its potential factors in the area of adequate service and maintenance.Advertising We will write a custom case study sample on Case: AES in Nigeria specifically for you for only $16.05 $11/page Learn More In line with this, the overall power transmission lost an average of 30 to 40 percent and only 36 percent of the population had access to regular power supply. The nation main power distributor, National Electric Power Authority (NEPA) also experienced political manipulations that were meant to serve the interests of a few politically connected individuals. These challenges had a negative effect in the distribution of power s upply to citizens (Zhang, 2013, p.2). With the entry of the AES in Nigeria certain positive changes occurred. These changes led to the formation of a new electricity policy whose purpose was to privatize the energy sector completely and enhance competition and proper distribution of electricity in Nigeria. With this move, the government privatized most of the state owned enterprises (Azubuike, 2009, p.233). Measuring AES success in Nigeria The measure of success by the AES should run directly proportional to its core principles and objectives. The AES can claim to succeed only if its projections in Nigeria are actualized. According to the core principles of the organization, four major values can be noted. The first value is integrity, this means the company values integrity in its operation and expects its personnel to carry out their duties with integrity (Zhang, 2013, p.2). This fact however poses a huge challenge in implementing, because just like many African countries with bad reputation in fighting corruption, Nigeria is not an exception. However, integrity can be achieved by AES, if they strive to inculcate it into the organizations day-to-day operations and introducing incentives to those who maintain the true spirit of the company’s objectives (Azubuike, 2009; Zhang, 2013, p.2) The second principle that the company holds dear is Fairness towards its customers, suppliers, personnel, government, and communities in which they operate. The organization maintains the policy against taking advantage of situations to gain profits and at the same time affecting others. This is a strategy by the organization that aims at gaining public confidence and trust. Although most organizations that are profit driven usually ignore the importance of fairness whenever their interests are at stake, Fairness has proved to build good reputation for companies that practice this virtue. Fairness is achievable and AES can achieve this easily as part of their strategy ( Zhang, 2013, p.2).Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The third principle is Fun. AES desires that its employees have fun while working with the organization. However, this aspect depends on an individual, because most people end up being overwhelmed with work rather than enjoying what they do. If the organization can employ people who love what they do rather than what is being offered as payment, then this aspect will be fully actualized and they would consider themselves on the way to success (Zhang, 2013, p.2). The fourth core principle is social responsibility. This aims at providing affordable services to customers and ensuring high degree of safety and reliability. This also includes providing employment to the surrounding community and ensuring a clean environment. If the company achieves its goal of replacing foreign expatriates with local skilled person nel, then, they can consider themselves as being successful (Zhang, 2013, p.2). If the survey carried out in the case study is anything to go by, we would consider AES to be on the way to success since it had achieved some of its principles in its first year of operation in Nigeria (Zhang, 2013, p.2). Reference List Azubuike, L. O. (2009). Privatization and Foreign investment in Nigeria. Boca Raton, Florida: Universal Publishers. Zhang, D. (2013). AES in Nigeria. Marketing Management Seminar 1 (8), 2-8.

Activism and Change for New South Wales Prison in Australia

The proportion of the assaults in overcrowded New South Wales has soared up to 37 percent. Between the 20 th and 21 st centuries, the imprisonment rate in NSW rose by 20 percent. In 2008, the capital expenditure and net recurrent on the Australian’ prisons were noted exceeding over $2.6 billion per year (Butler & Kariminia, 2010, p. 19). The strategies to reduce imprisonment was not being successful. In the same time, the rate of indigenous imprisonment rose by percentage of 41. More than 27,000 people were held in the prison where it could cost the prison $200 daily to keep that particular person in the prison. Back two decades, Territory governments and the states have come up with alternatives in prisoning the criminals. This assisted in curbing the growth of the numbers in the prisons as well as correctional outlays. It is evidenced that these sprouting alternatives are effective in reducing imprisonment which is quite costly. Due to the current developments in Australia, the rate of crime has reduced. The political shift has contributed to escalating rates of imprisonment and introduction of justice in criminal strategy in reliance on crime response (Preen, 2011, p. 66).In the NSW there was the introduction of justice reinvestment. The movement is gaining a lot of traction in Australia. Justice reinvestment is concerned with the advancement of fiscally-sound, the criminal justice and data-driven policies in breaking the recidivism, make the safety of the communities and avert the prison's expenditure (Krieg, 2007, p. 532). The aim of the strategy is to quantify subsequent reinvestments and savings in the high-stakes of the neighborhoods in which majority of the people who are released from the jails and the prisons return. For example; abandoned housing, redeveloping and the better coordinating of services which include; treatment of the mental health, substance abuse, education and job training. In Austr alia, the justice reinvestments strategies have started to gain political traction in the aid of pressure-groups work; for instance, Sydney-based Crime and the Justice Reform Committees (CJRC) which was established by Hal Sperling QC, the retired judge of the Supreme Court in NSW. Eventually, the dominant factors of reducing the rate of property crime appeared to be justice reinvestment, reduction of heroin use, managing the long terms unemployment and the rising of weekly earnings. Due to the rapidly increasing population in the NSW prisons, the stakeholders came up with some ways to reduce this population growth in the prisons. Some of the ways to reduce Aboriginal incarceration rate include; Empowering the communities was one of the best ways of reducing the Aboriginal rates  (Baldwin & Leete, 2012). The empowerment will make the people not to engage in offensive behaviors to meet their needs. Provision of loans to the Aboriginal people made it possible to reduce the crime rates which in turn reduce the populations in the prisons. Aboriginal leadership and Employment are crucial ways for successful reduction of the population in the NSW prisons  (Butler & Kariminia, 2010). There was a strong Aboriginal women group who held a position on the committees who worked as liaison officers. They dealt with the offenders when the police officers were not around.   The youths were trained in horticulture and tourism jobs. These programs assist in reducing the domestic violence rates. When the population of the young offenders was noticed being high in the prisons, the government introduce some passages of their mentoring program and imaginations which include, sport, IT and music. In NSW, the prisoners were given a chance to go for boxing training 3 times weekly  (Krieg, 2007). The trainers were mentoring these young people because they were elder. This changed the attitudes of the offenders and could not engage in crime because they feared being jailed. The Australian state copied Canadian model known as healing lodges. The lodges are set according to the Aboriginal culture where the Aboriginal staff was the majority  (Maplestone, 2006). In the healing lodges, there was a therapeutic treatment which assisted the residents to overcome the driving force to offending. There were also programs for spiritual healing. The spiritual programs assisted the offenders by drawing attention to the Aboriginal ancestors who could bring the connections with the land, culture, and family leading to population reduction in the prisons. To achieve the national agenda reform, the government propose some reforms which will move the mere concept of justice reinvestment leading to the measurable and tangible national reforms agenda. For the government to succeed, it established sites for local implementation (Weatherburn & Corben, 2009, p. 6). The government has set some goals which would help in creating justice in the NSW. Goal 1. Improvement of all the Australian systems of justice in order to deliver justice needs comprehensively of the Torres’ Strait Islander and Aboriginal people in a very equitable and fair manner. Goal 2. Reduction of Torres Straits Islander and Aboriginal offenders, victims, and defenders in the systems of criminal justice. Goal 3. Making sure that the people feel safe in the places of residence. Goal 4.   Safety increment and offending reduction within the indigenous communities through addressing of alcohol and the substance abuse. The NSW correction systems contain two main components. There are about 13,000 inmates on prison side (Hew & Simba, 2013, p. 20). There are around 60 offices on community side and around the estate. The aim was to supervise the offenders in the community serving the court orders from the community services orders to parole. Its main goal is the preservation of the community’s safety through keeping the inmates secure, reducing reoffending and supervision of the community’s offenders.   The corrective Services' need is the provision of education to the inmates, vocational training and coming up with programs of addressing the behavior offending (Kilroy, 2016, p. 8). Corrections system has undergone a significant change because there are government investments over extra programs and dozen current prisons in reducing reoffending and raising standards. There are complex needs for women prisoners. The women's needs are vulnerable and complex in high population prisons. The complex connections between the economic, social, gathered issues and health are brought to greater focus during the process of looking disadvantaged group, for instance, Aboriginal women (Maplestone, 2006, p. 10). Indigenous women are making a high population percentage in the NWS imprisoned women. Some qualitative studies were conducted to learn the needs and experiences of the indigenous women are involved in the criminal justice systems. It was thought that the indigenous women are overrepresented because of the over policing in the Aboriginal community. The sentence lengths were reduced by the license release systems.   There was the conviction of corruption in the imprisonment in the conjunction of the scheme. Due to lack of transparency in the prisons, the National Reform found it challenging in controlling the criminal offenses in the NSW prisons. The Government has set recommendations in advancing the justice issues in the prisons. The government has come up with the establishment of; Rehabilitation centers: It is an essential element of providing safety in the community in delivering an effective response in promoting rehabilitation and reducing reoffending. It has been a key consideration for framing the deliberations of the panel in its reviews of availability of rehabilitation evidence in the current practice. One of the ways to safeguard a community is by imprisoning the offenders. The community as well can be protected by minimizing offensive likelihood after the release. The protective factors when emphasized can help in reducing the population in the prisons. The individual risk involves one avoiding such experiences which trigger in committing a crime. These factors include; peers, family ties, life experiences and the community environment. Risk factors may include; criminal behavior, family breakdown, living conditions and poor health. The government has emphasized more on meeting the basic needs and self-actualization. It was realized that by the government that offending it is not criminal and legal justice problem, offending is also a social problem which has effects and social causes (Vienna, 2014, p. 124). There are some social factors that contribute to the likelihood of criminal behavior. International research has shown that there are strong links between social factors, individual and predisposition in reoffending.   The government has come up with workshops which help in reorganizing one’s behavior and ceasing the injustice ways. Baldwin, J., & Leete, J. (2012). the challenge of an aging prison population. Behind bars, 1, 16-20. Butler, T., & Kariminia, A. (2010). Perspectives and epidemiology. Prison violence, 17, 17-20. Hew, R., & Simba, T. (2013). Barriers to Parole for Aboriginal and Torres Strait. Prisoners' legal service, 10, 1-26. Kilroy, D. (2016). Women in Prison in Australia. Current Issues in Sentencing, 2, 1-12. Krieg, A. S. (2007). health and social impacts. Aboriginal incarceration, 184, 534-536. Maplestone, P. (2006). Ex-Prisoners, Homelessness and the State in Australia. Prison, 39, 1-14. Osborn, M. (2013). New South Wales, Australia. Oral health status of prison inmates, 40, 34-38. Preen, D. B. (2011). estimating the number of deaths among. Counting the cost:, 195, 64-68. Vienna. (2014). Women and Imprisonment. UNITED NATIONS PUBLICATION. Weatherburn, D., & Corben, S. (2009). Crime and Justice, 138, 1-12

Essay question Example | Topics and Well Written Essays - 250 words - 11

Question - Essay Example This period of isolation ended with the arrival of traders in 19th century and the country engaged in trade leading to massive political, economic and social development. The Japan Empire was established after the Meiji Restoration and the country was strong enough to even engage in war and colonize neighboring empires including Manchuria, Korea, and Taiwan (Tanner, 2013). Japanese aggression extended further to China and the Kai-shek’s government lost extensively to the Japanese. Substantial forces in the China’s forces and captured the rice-producing areas of China. Even with the American military support to China, in 1940 the Japanese still triumphed over the Chinese. Japan controlled and destroyed. Japan only surrendered after the World War II hit the country hard and the emperor surrendered to the allied forces. With the embracement of industrialization, Japan became a fully industrialized country in the late 19th and throughout the 20th century. Currently, Japan ranks among the biggest economies in the world and among the strongest