Romeo And Juliet With West Side Story Essays (366 words)

Romeo And Juliet With West Side Story William Shakespeare's Romeo and Juliet and Arthur Laurent's West Side Story are very similar in comparison. The characters in both these tragic stories are almost symmetric in what kind of role they play and how they interact. Even the plot is generally the same except for the changes made due to the setting. Because of my fascination of middle age Europe, I enjoyed Romeo and Juliet more. Romeo and Juliet is a story of star-crossed lovers whose tragic end show their families the extent of damage that hate can do. They setting of this play is 14th century Verona, Italy. Two wealthy families, Montague and Capulet, have a growing hate for each other. Romeo and Juliet, two young teenagers, one from each family, fall in love and have to face the oppression of their feuding families. They eventually kill themselves at the end of the story, and their families realize what horrible happenings their ill will can lead to. These plot events and conclusion show how love can overcome hate at the expense of another. Friar Lawrence put it best by saying, "These violent delights have violent ends." West Side Story is also a story of two lovers and how hatred and racism can hurt others. It takes place in the 1950's on the West Side of New York. An American gang, the Jets, and a Puerto Rican gang, the Sharks, are fighting because of racism and territory. Tony and Maria, who are from opposite sides of this conflict, fall in love and attempt to make the gangs realize that they should not fight over racism or territory that they "claim." Tony is shot by a Shark in a bias rage at this stories tragic finish. Maria, noticing why this happened, calls out, "We all killed him...I can kill now because I hate now." This shows how the dislike, racism, and hatred of the two gangs lead to event of Tony's death, and others. Romeo and Juliet and West Side Story both emphasize what conflicts and fighting can lead to. Romeo and Juliet is the better book because of it's interesting setting and ability to relate with a common teenager's life. For these reasons, everyone should, at one point in their early teenage years, read the story of Juliet and her Romeo.

11 Unethical Interview Questions You Dont Need to Answer

11 Unethical Interview Questions You Dont Need to Answer Yes, it’s an interview and you’re trying your best to be a people-pleaser. But that doesn’t mean letting someone ask you information that’s off-limits. Sometimes â€Å"innocent† questions about your hobbies and your kids can just  feel like small talk, but are secretly a trap to get you to divulge information that could affect your chances. Asking certain things outright can be considered discrimination and is explicitly not allowed by government regulation.Be vigilant for the following 11  unethical interview  questions and have a swerve answer prepared.  The best rule of thumb? If there’s a question that doesn’t seem relevant to your duties or performance or how well you’d fit into the company or role, dodge it.1. â€Å"What does your husband/wife do?†Some states actively prohibit discrimination on the grounds of marital status. These types of questions are usually asked in order to discriminate against women, w ho might become pregnant or have child care concerns that single candidates wouldn’t. Avoid answering anything that seems to assess whether you have a spouse at all.2. â€Å"Are you pregnant?†First of all, it’s rude to ask. Second, refer to the above. Any question of your kids, your plan to eventually have kids, or your childcare routines are to be avoided for the same reasons.3. â€Å"Do you have a disability that might interfere with your job performance?†(Or anything about a disability or a pattern of illness, i.e. sick days, workers’ comp claims, mental health problems, etc.) These might seem like valid questions, but it is illegal to ask any questions which would reveal the existence of a disability before the job offer is made.4. â€Å"Have you ever been arrested?†Again, some states explicitly prohibit this. And in some cases, questions like these are used to discriminate against minority candidates- which is even worse than just discr iminating against felons, and actually illegal.5. â€Å"What year did you graduate?†This is a sneaky way of figuring out your age. And age discrimination is not a good thing. It’s been federally prohibited since 1967 (at least as applied to people over the age of 40). Bottom line: you don’t ever have to disclose your age.6. â€Å"Are you in a union?†You have a right to join a union and it is not okay to try and prohibit you from doing so. You should not be questioned about your union membership or intention to acquire one, so don’t answer any questions that could give that information out.7. â€Å"Would you take a genetic test?†It is totally illegal to ask you for genetic information, as of 2008. It is also illegal to ask about your family members. You are not in any way required to take any test or give your potential employer any information about your genes.8. â€Å"Where is your name from?†These questions are aimed at figuring out your ethnic background. Other questions like this are â€Å"What other languages do you speak?† or â€Å"What was your first language?† Racial discrimination is to be frowned upon. Don’t be a party to it.9.â€Å"Where do you worship?†Or: â€Å"What days do you worship?† This might be evidence of your employer trying to figure out what your faith is. They might be legitimately curious on a personal level, but you are not required to- nor should you- say. It could be a potential means of religious discrimination- and illegal according to the Civil Rights Act.10. â€Å"Will you take a polygraph?†Most employers are federally not allowed to ask you to take a lie detector test as a condition of employment- or to be fired, not hired, or disciplined for refusing. You can thank the Employee Polygraph Protection Act of 1988 for this.11. â€Å"What do you currently make?†There’s a new equal pay law in Massachusetts that makes asking this illegal. But you’re not required to answer it anywhere else either! Try pivoting instead with a line like, â€Å"I’d prefer to discuss money a little later; right now I’m just interested in whether this is a good fit for both of us. I’m sure we’re on the same page.†

Australian Criminal Law Essay Example | Topics and Well Written Essays - 2500 words

Australian Criminal Law - Essay Example Whilst the law of homicide has evolved over time the incidence of homicide has remained relatively stable. The rate of homicide in Australia fluctuated from as low as 0.84 in 1941 to as high as 2.39 in 1988. Similarly, homicide in Australia between 1989/90 and 1998/99 revealed that over the last ten years the circumstances and characteristics of homicide in Australia have remained relatively unchanged. According to the latest figures derived from the National Homicide Monitoring Program (NHMP), there were 337 victims of homicide in 1999/2000, which are about two people for every 100,000 Australian residents (Mouzos 2001). In comparison to homicide in the United States, the rate is comparatively lower. In the United States about 6 for every 100,000 Americans are killed (US Department of Justice 2000) Homicide has many forms. Murder for gain, sexual and physical violence and abuse of women, and revenge are among the two most common reasons for homicide. While homicide has continued over the ages, the purpose of finding the reason has not changed much in comparison to the methods used to trace the cause. Like in all investigations, the investigators have to gather and analyse whatever information and clue they get before zeroing on the suspect. No person is guilty until proved so, and to bring the criminal to justice, the law must ascertain from reliable sources information, intelligence, leads, tips, and witness statements to build a positive case. This is however, a long process, as analysis of such large amounts of information using traditional research methods can take quite a long time, and using antiquated analysis methods has been said to impair or slow down an investigation. Access to information, and clues; be it positive or negative, can have an impact on the investigation, leading sometimes to the delayed arrest of the perpetrator (Travis, 1996), or in extreme cases, the arrest of an innocent person (Jenny Mouzos, p.2-5, 2001). Sexual and physical violence and abuse has remained a bane on society. Women find themselves fighting a losing battle, and against all odds, as they stand and try to fend for themselves against a pack of wolves. There have been thousands of cases that have gone unreported, and a couple of thousands more that remain unsolved. Most of the cases that remain unsolved are because of the non-cooperation of the victims to help the investigators in their duty. Social factors and fright are attributed to reasons for such misendeavour. So, does the criminal law need reform in order to protect women from sexual and physical violence and abuse 2.0 Report Many women in prisons experienced disadvantages such as poor education and literacy, very limited employment skills, inadequate housing, and

Comparison of the Effectiveness of India and Chinas Politics and Research Paper

Comparison of the Effectiveness of India and Chinas Politics and Economics in the last decades - Research Paper Example This paper is one of the best examples of comparison of the effectiveness of Chinese and Indian economic policies during the last decades. The reasons behind better economic performance of China are considered. During the analyzed period, The Chinese demonstrated a remarkable ability to execute on its social and economic agenda with the concerted planning of the socialist government and leveraging the competencies and entrepreneurial capabilities of the Chinese masses. In India`s case the observation is that even as the middle classes have swelled, the large parts of India remain agricultural, and that there are issues surrounding the rise of cities versus the continued reliance in agriculture of a large majority of the Indian population. This in turn has implications for the ability of India to do well financially and to lift its masses out of poverty, as well as care for its social well-being China achieved better results than India, because of some fundamental differences in the defectiveness of their executions relative to their reform strategies, some differences in governmental structures and existing constraints, and differences in underlying cultural contexts and political contexts for pushing growth. There have been profound differences in investments in fundamental social services like education, with China being better able to educate its masses than India, resulting in long-term disparities in the ability of the nations to lift its masses out of poverty and improve their economic lot.

Chinese Film Essay Example | Topics and Well Written Essays - 1000 words

Chinese Film - Essay Example Not to mention the skills that Chinese are known for, such as the most popular martial arts. China as the leading country in terms of the highest population in the world is one great reason for people in the West to capture their market for greater profitability. Reports reveal that China is now the second film market in the world and projected to be the number one in the years to come. This most populous nation is expected to grow 17% in the year 2015. Potentially, China has around 1.34 Billion movie goers and this number is surely to affect the worldwide film market. Other countries, especially the US flock their investment in China to garner the Chinese population thereby assuring their projects and films to get the most profit (Guardian News, n. p.). There have been a lot of films that are made in China that toppled the worldwide cinema market. The latest hit that smashed the top charts is Ang Lee’s â€Å"Life of Pi†. This movie has generated approximately $570.9 mi llion revenue in the worldwide ticket sales. It has surpassed the other movies in the current film stream, such as â€Å"Les Miserables† and ‘Django. Unchained†. â€Å"Life of Pi† is expected to seize various awards as the movie is proven to be a global hit. It gained positive reviews with the most number of nominations, which reached about 11 Oscar nominations (Miller). â€Å"Life of Pi† is a two hour film derived from the best selling book of Yann Martel. Ang Lee is able to create a marvelous work of art out converting the narrative epic story into an awesome myriad of picturesque effects. The movie centers on Piscine â€Å"Pi† Patel who got stranded in a boat with a Bengal tiger named â€Å"Richard Parker† in the middle of Pacific ocean after their ship got shipwrecked in Marianas trench - the world’s deepest body of water. Pi is traveling along with his father, mother, and brother Ravi in a cargo ship bound for North America where they are supposed to sell their accompanied zoo animals. During the typhoon, Pi made it to a rescue boat along with a set of other supposed to survivors – one hyena, an orangutan, a zebra and Richard Parker. Due to the animal competitions in the boat, only Richard Parker lasted as the other survivor with Pi. As Pi and Richard Parker stayed for days in the boat, they have established their own territories. Along their trip, they encountered various marvels such as being flocked with a school of flying fish, being toppled over by a looming whale, a calm night ocean filled with luminous jellyfish, ravenous storms, intense heat and hunger, and the carnivorous island. These scenes were magnanimously portrayed with great effects that can leave any viewer open mouthed. The realistic and colorful effects, such as the sky reflection on the ocean, the clear marine activities passing through their boat, the shift from rain and sunny weather creates a tangible impact that anyone wo uld stick to the rest of the film. There is also the use of 3D effects which harnessed the result all the more. The movie creates an eerie feeling as the nature is made closer to the viewers. Pi and Parker made good companion to each other as they clamored towards survival. Parker, being a threat to the life of Pi, makes Pi alert all the time. As he said in the movie, his fear for his companion made him alert, thus making him survive. Pi shared his experiences where anyone would embrace their faith and believe in miracles and

Teaching Diverse Learners In Any School Environment Education Essay

Teaching Diverse Learners In Any School Environment Education Essay In this course, youll review relevant research, observe video discussions and classroom examples, and do activities on working with learners who are at different levels and who have different learning abilities and approaches. At the end of this course, you will better understand how to identify the various aspects of diversity that affect foreign language learning; and be able to develop strategies for improving the learning of all students in your classroom. You will partake in activities will focus on how to be a leader in your school for diversity, how to assess diversity in your classroom, how to think critically about new ways to teach your curriculum, and how to engage diversity among students. Teachers today gain a broad range of experiences and perspectives through working in public schools today and meet students that differ from them culturally, linguistically, and ethnically. Creating a classroom that caters to these diverse students offers a powerful resource for them to learn more in different ways, in new environments, and with different types of people. Every single teacher in our continuously changing and diverse system has the power to serve as an invaluable resource for all students and peers. Teachers will learn how to become an enabler in the classroom and in their school catering their classroom for all types of students especially because of the growing diversity in U.S. classrooms. The student will be able to: à ¢Ã¢â€š ¬Ã‚ ¢Ã‚  Ã‚  Ã‚   Use assessment tools to utilize in your class à ¢Ã¢â€š ¬Ã‚ ¢Ã‚  Ã‚  Ã‚   Gain classroom tips and activities through à ¢Ã¢â€š ¬Ã‚ ¢Ã‚  Ã‚  Ã‚   Learn best practices à ¢Ã¢â€š ¬Ã‚ ¢Ã‚  Ã‚  Ã‚   Create an action plan to increase diversity understanding in your school both in and out of the classroom à ¢Ã¢â€š ¬Ã‚ ¢Ã‚  Ã‚  Ã‚   Network with other educators who are concerned with diversity Define and understand disability in the United States Deal with conflict Set up a classroom that caters to diversity Incorporate all types of students Incorporate University Design for Learning Online Learning with Full Instructor Facilitation Our institution maintains an online platform that automatically grades student pre- and post-assessments, monitors their participation in the lecture, and awards them credit when they post in the discussion area. Instructors will monitor the progress and quality of work the students provide, including the threaded discussions, and will provide feedback and evaluate the midterm and final projects. Weekly Online Lecture Assignments: Week 1 Text Reading: Read BUILDING CREATIVITY AND COLLABORATION IN DIVERSE CLASSROOMS Critical Issue: Educating Teachers for Diversity Insensitivity to Physical, Racial, or Ethnic Differences Answer Questions (Open Ended) Describe the cultural, linguistic, and/or ethnic diversity in your classroom. How do you draw on this diversity to promote learning? What learning styles seem to predominate among your students (for example, auditory, visual)? How do you accommodate those learning styles? Watch Video Clips Clip 1: Bank Street College of Education Empowers New Teachers (This old college is teaching aspiring educators new tricks, with a focus on experiential learning, classroom immersion, and mentoring) Clip 2: 10 Big Ideas for Better Classrooms: Striving to Improve Public Education (Using Student examples: Successful examples of key elements in improving public education: Project-Based Learning, Technology Integration, Integrated Studies, Cooperative Learning, Comprehensive Assessment, Emotional Intelligence, Teacher Preparation, Parent Involvement, Community Partners, and Maximize Resources) Clip 3: CREDE Principles Applied to the Re-Invention of Teacher Preparation(Marty Alberg University of Memphis This presentation provides an overview of the application of CREDE principles at three levels: 1.) The University of Memphis teacher preparation classroom; 2.) Middle school classrooms in Memphis, TN through the Three Rs Program; and 3.) The state of Tennessee through the Problem Based Learning component of the Tennessee Board of Regents Teaching Quality Initiative. As do CREDE?based strategies, problem?based approaches to teacher preparation engage pre?service teachers in learning opportunities that challenge their cognitive and problem solving skills; promote learning through cooperation and teamwork; connect teaching with real?world student experiences, skills, and educational needs; and facilitate learning through meaningful, productive activity. Participants will experience problem? based pedagogy through sample cases developed for teacher preparation in Tennessee.) Assignment: Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Week 2 Text Reading: Read Linguistic and Cultural Diversity Building on Americas Strengths Preparing teachers for children in poverty: the Nashville district picks up the mantle for qualified instruction in high-needs schools School Leadership and Student Motivation. Answer Questions (Open Ended) If you are familiar with the concepts of the multiple intelligences theory, what steps have you taken to incorporate them in your teaching? In multilevel classes or ones in which proficiency levels are quite varied, how have you differentiated instruction for the range of performance levels? Watch Video Clips Clip 1: Teacher and Student Education In Diversity, part 1 Clip 2: Teacher and Student Education In Diversity, part 2 Clip 3: UDL Guidelines in Practice: Grade 5 Language Arts (A panel of UDL experts takes you inside a diverse urban school to show master teachers applying the principles and guidelines of UDL.) Clip 4: Best Practices through Universal Design for Learning Clip 5: An Introduction to Integrated Studies (Combining academic subjects produces deeper learning and a better understanding of the interrelationships between them) Assignment: Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Week 3 Text Reading: Read DIVERSITY AND COMPLEXITY IN THE CLASSROOM Disaggregated Outcomes of Gender, Ethnicity, and Poverty on Fifth Grade Science Performance Educating Students from Generational Poverty: Building Blocks from A to Z Framework for Understanding Poverty Answer Questions (Open Ended) Have you taught special needs students in your classroom? If so, how did you respond to the instructional challenges that they posed? In your experience, how can learning disabilities or learning differences affect learning in a foreign language classroom? What school resources have you found to be helpful when you are faced with making an accommodation that you have not had to make before Watch Video Clips Clip 1: Working With Students From the Culture of Poverty (In their Classroom Instruction That Works research, McREL and Robert Marzano identified nine strategies that can be applied in any learning environment and result in significantly increased student learning. When implemented consistently and correctly, these research-based strategies can provide average percentile point gains as high as 45% on student achievement tests.) Clip 2: Working With Students From the Culture of Poverty 2 (Although most educators are familiar with the Classroom Instruction That Works research, teachers still need help transferring the theory into practice.) Clip 3: Children in Americas Schools clip1 open (Poverty in the classroom) Clip 4: Children In Americas Schools clip2 Poverty (Poverty in the classroom) Clip 5: Children in Americas Schools Clip 3(Poverty in the classroom) Assignment: Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Midterm Project Due Week 4 Text Reading: Read Diversity is a Key To Reducing Racial Bias in Schools Diversity Reduces Racial Bias in Schools Strengthening Teacher-student relationships Watch Video Clips Clip 1: High-Performing, High-Poverty Schools Clip 2: Challenging Poverty (Some schools have over 75% of their students living in poverty. Many students are homeless. They may find alternative housing or simply couch hop with friends or relatives) Clip 3: Challenging Teachers (Teachers and students talk about challenges in the classroom.) Clip 4: Challenging Coursework (Students need challenging coursework to prepare them for higher education. High Schools and nonprofits have programs that help lower income students prepare for college.) Clip 5: Challenging System (Minnesota used to be one of the top states in education. That is not true today. And the expectations of what education needs to provide for students futures are more challenging than ever.) Clip 6: Challenging Peers (Peers can help each other succeed or fail. Education is seen by some to be not cool. Some black students feel doing well in school is white so they dont fully participate. Sometimes students can change to a different school or find their own way to succeed.) Assignment: Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Week 5 Text Reading: Read When teachers build relationships with students Watch Video Clips Clip 1: Learning on Purpose: Transforming a Good School into a Great School (Wall-to-wall career academies and a transition program for ninth graders have helped create an environment at this Texas high school in which rigorous, relevant education inside and outside of the classroom is the norm for all students.) Clip 2: Teaching Students to Work Together (Integrated curricula, team teaching, and technology tools have built up the academic achievement and self-esteem of these rural Louisiana middle school students.) Clip 3: The Key Learning Community: Cultivating Multiple Intelligences (Swimming against the tide, this K-12 Indianapolis school emphasizes exploration and deep understanding over rote memorization) Clip 4: Principal Derek Pierce on Building Relationships Between Students and Teachers (How a Portland, Maine high school made human relationships the building blocks of high student achievement.) Clip 5: Mr. D TV 1-14-10 Building Relationships With Students Mid-Year (Topic: Reaching out to students you havent built a relationship with. Mr. D TV is a weekly teacher advice vlog from the author of I Want to Teach Forever (teachforever.com). ) Assignment: Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Week 6 Text Reading: Read Diversity in America Equal is not Enough Current Issues in Inclusive Education in the Eyes of Children Watch Video Clips Clip 1: Big Thinkers: Howard Gardner on Multiple Intelligences (Edutopia revisits its 1997 interview with the Harvard University professor about multiple intelligences and new forms of assessment.) Clip 2: The Key Learning Community: Cultivating Multiple Intelligences (Swimming against the tide, this K-12 Indianapolis school emphasizes exploration and deep understanding over rote memorization. ) Clip 3: Multiple Intelligences Leave No Child Behind (Edutopia revisits Indianapoliss Key Learning Community to see how things have changed since our first look in 2001) Clip 4: Diversity in Teach For America (Listen as corps members reflect on the importance of bringing diverse perspectives and backgrounds into the classroom.) Clip 5: Teach For America Alums Reflect Assignment: Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Final Project Due Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Pacific Daylight Time If a student works ahead during the six week course they should still post every week for the automatic scoring software to count the postings. Students are reminded to check the announcement section of the discussion board frequently for items of interest from the faculty. Students are also reminded to use the email, not the discussion board, to ask questions or make comments directed to their facilitator. Methods of instruction: Percentage of Course Credit Video Lectures 20% Textbook/Articles Readings 10% Midterm project 25% Final project 30% Discussion Board interaction (weekly submissions) 10% Participation 5% Grading criteria/system and evaluation activities: A faculty member will be reviewing students answers and providing feedback. Students will be evaluated on their creativity and ability to incorporate techniques from the lecture into the discussion board, research papers, examples, lesson plans and teacher work samples. University Grading Criteria Grade Equivalent 97-100% A+ 93-96% A 90-92% A- 87-89% B+ 83-86% B 80-82% B- 77-79% C+ 73-76% C 70-72% C- 69% or below U Attendance/Participation It is expected that students will attend all instructional sessions, complete all required activities, and field assignments. Students who do not post in the discussion area during the first week of class AND do not notify the instructor in advance will be dropped from the course and may be charged a course drop fee. University Computer Lab/Library Services Please refer to Section VI in the Student Handbook. Disability Services Please refer to Section VII in the Student Handbook. Due dates of major assignments and projects: Midterm Project Due Date: TBA Final Project Due Date: TBA Midterm Project Design for Instruction TWS Standard 4 The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. Task Describe how you will design your unit instruction related to unit goals, students characteristics and needs, and the specific learning context. Prompt Results of pre-assessment. After administering the pre-assessment, analyze student performance relative to the learning goals. Depict the results of the pre-assessment in a format that allows you to find patterns of student performance relative to each learning goal. You may use a table, graph, or chart. Describe the pattern you find that will guide your instruction or modification of the learning goals. Unit overview. Provide an overview of your unit. Use a visual organizer such as a block plan or outline to make your unit plan clear. Include the topic or activity you are planning for each day/period. Also indicate the goal or goals (coded from your Learning Goals section) that you are addressing in each activity. Make sure that every goal is addressed by at least one activity and that every activity relates to at least one goal. Activities. Describe at least three unit activities that reflect a variety of instructional strategies/techniques and explain why you are planning those specific activities. In your explanation for each activity, include: how the content relates to your instructional goal(s), how the activity stems from your pre-assessment information and contextual factors, what materials/technology you will need to implement the activity, and how you plan to assess student learning during and/or following the activity (i.e., formative assessment). Technology. Describe how you will use technology in your planning and/or instruction. If you do not plan to use any form of technology, provide your clear rationale for its omission. Suggested Page Length: 3 + visual organizer Design for Instruction Rubric TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. Rating  ® Indicator  ¯ 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met Score Alignment with Learning Goals Few lessons are explicitly linked to learning goals. Few learning activities, assignments and resources are aligned with learning goals. Not all learning goals are covered in the design. Most lessons are explicitly linked to learning goals. Most learning activities, assignments and resources are aligned with learning goals. Most learning goals are covered in the design. All lessons are explicitly linked to learning goals. All learning activities, assignments and resources are aligned with learning goals. All learning goals are covered in the design. Accurate Representation of Content Teachers use of content appears to contain numerous inaccuracies. Content seems to be viewed more as isolated skills and facts rather than as part of a larger conceptual structure. Teachers use of content appears to be mostly accurate. Shows some awareness of the big ideas or structure of the discipline. Teachers use of content appears to be accurate. Focus of the content is congruent with the big ideas or structure of the discipline. Lesson and Unit Structure The lessons within the unit are not logically organized organization (e.g., sequenced). The lessons within the unit have some logical organization and appear to be somewhat useful in moving students toward achieving the learning goals. All lessons within the unit are logically organized and appear to be useful in moving students toward achieving the learning goals. Use of a Variety of Instruction, Activities, Assignments and Resources Little variety of instruction, activities, assignments, and resources. Heavy reliance on textbook or single resource (e.g., work sheets). Some variety in instruction, activities, assignments, or resources but with limited contribution to learning. Significant variety across instruction, activities, assignments, and/or resources. This variety makes a clear contribution to learning. Use of Contextual Information and Data to Select Appropriate and Relevant Activities, Assignments and Resources Instruction has not been designed with reference to contextual factors and pre-assessment data. Activities and assignments do not appear productive and appropriate for each student. Some instruction has been designed with reference to contextual factors and pre-assessment data. Some activities and assignments appear productive and appropriate for each student. Most instruction has been designed with reference to contextual factors and pre-assessment data. Most activities and assignments appear productive and appropriate for each student. Use of Technology Technology is inappropriately used OR teacher does not use technology, and no (or inappropriate) rationale is provided. Teacher uses technology but it does not make a significant contribution to teaching and learning OR teacher provides limited rationale for not using technology. Teacher integrates appropriate technology that makes a significant contribution to teaching and learning OR provides a strong rationale for not using technology. Final Project Lesson Planning Activity The project will consist of constructing, implementing, and evaluating a lesson plan that incorporates diversity in the classroom. The student should include strategies and techniques emphasized in the course. The assignment should contain the following information: A description of the classroom environment (e.g. grade level, student/teacher ratio, race if known, ELL, etc.) The proposed lesson plan, incorporating strategies and techniques emphasized in the KDS video presentations. The desired or expected outcome of following the new lesson plan. An evaluation of the lesson plan and its effect on student learning, attitude, etc. Did the results match your expected outcome? Why or why not? How do you know? The assignment should be a total of 5-7 pages in length and include 3-5 references. Use APA format: Use the standard Cover Page and submit to your course facilitator. All assignments are done in 12 pt. Times New Roman font and in APA, 5th Edition format. Add a Reference page that lists items of the authors works cited in your document. Use APA format for the items. Scoring Rubric for Assignment Total Value: 100 Points (25% of final course grade) Content of Paper -Value: 70 points Copy of your lesson plan, your reflections. Quality of Writing Value: 20 points Written work shows superior graduate quality in verbal expression, attention to detail, and correct application of the conventions of the English language. In students written work, paragraphing is appropriate with clear thesis statements and supporting details. Sentences are clear and concise. Students vary sentence structure making use of subordinate clauses. Transitional words and phrases are used effectively. Points and ideas are well organized. Word choice is effective. English language conventions are applied correctly (i.e. spelling, capitalization, punctuation, agreement, pronoun usage, sentence structure).   Format Value: 10 points Cover Page, Reference Page and where applicable, citations and references are used correctly and consistently, with clear efforts made to include a wide range of relevant works. For any work requiring citations, students refer to a wide range of suitable sources. All non original ideas are cited correctly and referenced in a reference list. All works in the reference list are cited in the text. Students  should follow the writing format and style as required by the APA Publication Manual, 5th Edition.

Political Magazine: The Nations Essay -- Expository Politics Essays

Political Magazine: The Nations In 1865, a small political magazine was founded and given the name The Nation. This magazine was not meant to be a mainstream magazine that tries not to offend anyone. Rather The Nation was originally intended to provide the facts of the current issues and avoid exaggeration and political alliance with any party or sect. (The Nation’s founding prospectus, 1865) Nearly 140 years later, The Nation continues to raise eyebrows with its bold publications and political slant. Upon examining The Nation’s printed editorials and comments and the magazine’s website, it can easily be found that The Nation is a clearly liberal magazine as it has been for quite some time. In the February 18, 2002, edition of The Nation, the â€Å"Comment† section was overflowing with evidence of the magazines liberal stance. The entire column â€Å"Little but War Itself† was devoted to the disappointment of the magazine in President Bush and his State of the Union address. As the article points out, Bush seems to be an extremely meek President who does not want to say anything too risky. The author of this article, Robert L. Borosage writes, â€Å"Emboldened by success in war, Bush had little to offer but war itself† (4). This quote clearly illustrates how Borosage sees Bush as lacking the backbone to take any real stance despite his enormous approval rate brought on by the success of the United States in the War on Terrorism. Later in this article, Borosage describes Bush’s plans for the future as featuring â€Å"permanent tax cut for corporations, cuts not linked to new investment or new jobs – a simple payback to his contri butors† (4). This harsh criticism of President Bush depicts him as being more worried about returning p... ...is article could not scream the political orientation of The Nation any louder than it already does. This letter is written in the form of an open letter from Michael Moore to President Bush. The letter bluntly accuses Bush and his administration of being completely wrapped up in the Enron scandal not just involved in the scandal. It even goes so far as to say Bush allowed Enron officials to interview and pick government officials that would influence Enron and its business affairs. When reading a political news source it is important to know the political orientation of the source. The political orientation of a publication can usually be determined through examination of the opinions incorporated into the editorials and comments published. In the case of The Nation, the vast majority of articles presented offer a liberal view of the issue being discussed.

Residential car Essay

In this assignment we will discuss Residential care as a system of care provision in the Ireland. We will also discuss how the intervention may be of support to clients and the different theoretical approaches used. We will list the pros and cons of residential care and discuss the differences between the Private, Public and Voluntary sectors. Although it is generally in the best interest of the child for him or her to be brought up by their own family, it is not always possible as a child’s welfare and safety is paramount to their wellbeing. Residential care is described as care for children who can no longer be cared for by their family in their own home. This may also happen in the case of a child who has been abandoned or orphaned. Where parents are unable to cope due to illness or other problems they may agree to their children being taken into the care of the Health Service Executive (HSE.ie). Residential care refers to care that can be provided in a home (for children i n the care of the HSE) staffed by Care Staff. The home or centre is referred to as a children’s residential centre. Residential care may be provided in a HSE run children’s residential centres. Care may also be provided by voluntary organizations on a not for profit basis. In recent years, organizations also provide residential care for young people on a for profit basis. Under the Child Care Act 1991 residential centres have to be registered and inspected by health boards. Centre’s managed directly by the HSE are inspected by the Social Services Inspectorate (SSI) and those centres in the voluntary sector and contracted to the HSE are inspected by nominated appropriate personal. The recent development of the private sector provision of residential centres follows the similar registration and inspection requirements of the voluntary sector. (Lecture notes) The purpose of residential care is to provide a safe, nurturing environment for individual children and young people who cannot live at home or in an alternative family environment. It aims to meet in a planned way the physical, educational, emotional, spiritual, health and social needs of each child. This may include ; working with a young person’s Social Worker and other professionals to prepare a young person for a successful return home, working with a young person’s Social Worker and other professionals to prepare a young person for a successful transition to an agreed placement of choice, working with a young person’s Social Worker and other professionals to prepare a young person for a  successful transition to independent / supported living (Institute of Child Protection Studies) There are many different ways in which residential care can support a child in care. Keyworking is the provision of individualised care for each young person through a named member of the centre’s staff team. While a keyworker is not solely responsible for the care of the young person it is their responsibility to co-ordinate and ensure that the team focus is on progressing the young person’s care plan and the young person’s life in the centre. It is also crucial that the welfare and best interests of resident young people are of paramount consideration in all aspects of the care provided and that the young people in care are provided with an opportunity to feel safe, secure and protected from harm in an environment where they can be sure their primary needs will be met. Childcare act 1991 offers many approaches to meeting the needs of children and their families. Examples of these approaches include emergency care, assessment, short and long term care, respite care also to provide families in difficulty (Child Care Regulations 1996). There are s everal different theoretical approaches used in residential care.’ A therapeutic intervention is an intentional interaction(s) or event(s) which is expected to contribute to a positive outcome for a child or young person, which is selected on the basis of his/her identiï ¬ ed needs, and which is underpinned by an informed understanding of the potential impact and value of the interaction/event involved’ (Best Practice Guidelines) Attachment theory is an extremely important example. Where children who are placed in the child welfare system have not experienced a secure base with their primary carers it is essential that social care practitioners aim to form this quality of relationship with them which is what is meant by the provision of a ‘second chance secure base’. A secure base is a relationship within which a child or youth feels safe, nourished both physically and emotionally, where s/he is comforted when distressed, reassured when frightened. Aristotle argued that happiness for humans is not possible in the absence of reciprocal, affective relationships or friendships (Sherman 1991). Such relationships for children are only possible in the context of satisfactory attachments which provide for them a secure base from which to explore their environment (Bowlby 1988). Attachment theory emphasises that continuity and sensitive responses to youth in care are key features of the environment of care-giving (Rutter  & O’ Connor 1999). Due to persistent relationship problems and patterns, care staff offering a good relationship may not be enough. There may be a need to actively identify abusive relating and encourage and model alternatives. Important principles are: modelling; rewards rather than punishments; and natural consequences and consistently applied limits (Morton et al., 1999, p. 57). Social learning theory together with trauma and non-violence theory can form the basis of models which see the whole environment as a therapeutic agent (Abramovitz & Bloom, 2003). A social care worker needs to have a variety of skills and qualities when working in a residential home with vulnerable clients. The care worker needs to be open minded and non-judgemental, a good listener, patient, be able to work as part of a team, be understanding and must be flexible and be able to work under pressure or adapt to any changes quickly. Like every situation or care setting there are always pros and cons. The pros of residential care include: Residential Care is seen as a secure environment. Children get to build relationships with others Regulated by HSE to ensure the best possible care and services are given Activities are arranged The child’s needs are met and there is consistent care givenThe Cons of a residential care setting include: The child may feel neglected or unwanted and see themselves as being institutionalised. Often required to do things at set times May not always have a choice who they share rooms with and may not be compatible Limited living space and private space  A good care provider may not be good at property management and maintenance and vice versa (housingoptions.org.uk) Residential homes are operational under the three sectors which are public, private and voluntary. The public sector is defined as the whole of the activities, organisations, institutions or services, for which the state or its representatives can be regarded as the employer, and whereby the organisation, the goals and the operation thereof are determined by public authorities and underpinned by public funding.( www.eurofound.europa.eu) The Private Sector is the part of the economy that is not fully state controlled  and is run by individuals or groups of people. In the case of residential homes an example of a private run care home is Daffodil Care services. Although this is a private run service it is still monitored by the Health Service Executive. The final sector is the voluntary sector, which has ‘pioneered the provision of services, with the state becoming involved in a supportive role at a later stage’. In many instances voluntary organisations supplement the b asic services provided by the state. Depending on the type of activity engaged in, there are different sources of funding for voluntary organisations. These include the European Social Fund and Lottery Funding. The main sources of recurrent funds for the majority of voluntary organisations providing welfare services are health boards. Section 65 of the Health Act, 1953 provides that health authorities may support organisations providing services similar to those of the health authority. (Curry 2003) Conclusion In conclusion to this assignment we have discussed Residential Care as a whole and shows how theoretical approaches are used and also gives us a clear understanding of the three different sectors. Residential care will always be needed in society to ensure the care for children who may not have any other options or resources available. Reference List: Curry, J (2003). Irish Social Services, 4th ed. Dublin : British Library Best practice guidelines(2009)best practice guidelines for the use and implementation of therapeutic interventions for children and young people in out of home care [online] available:http://www.caab.ie/Publications/PDFs—Publications/Guidance-Documents/CAAB-Best-Prac-Guide-hteraputice-Inter.aspx[6th December 2011]. Evergreenconsultantsinhumanbehaviour[online]http://attachmenttherapy.com/adult.htm[6th December 2011].

Research Paradigms Essay Example

Research Paradigms Essay Example Research Paradigms Essay Research Paradigms Essay The design of a research study begins with the selection of a topic and a paradigm. A paradigm is essentially a worldview, a whole framework of beliefs, values and methods within which research takes place. It provides a conceptual framework for seeing and making sense of the social world; to be located in a particular paradigm is to view the world in a particular way. A paradigm stands for the entire constellation of beliefs, values and techniques, shared by the members of a community. The significance of paradigms is that they shape how we perceive the world and are reinforced by those around us, the community of practitioners. Within the research process the beliefs a researcher holds will reflect in the way they research is designed, how data is both collected and analysed and how research results are presented. For the researcher it is important to recognise their paradigm, it allows them to identify their role in the research process, determine the course of any research project and distinguish other perspectives. Therefore, paradigms are never right or wrong but merely different ways of looking at society. In that respect, they are to be judged as useful or useless in specific situations only. Macro theory and micro theory Macro theory deals with large, aggregate entities of society or whole societies. e. g. struggle between economic classes, international relations Micro theory deals with issues at the level of individuals and small groups. e. g. dating behavior, jury deliberations, student faculty interactions 2 Early positivism The early positivist paradigm of exploring social reality is based on th e philosophical ideas of the French philosopher August Comte, who emphasized observation and reason as means of understanding human behavior. According to him, true knowledge is based on experience of senses and can be obtained by observation and experiment. Positivistic thinkers adopt his scientific method as a means of knowledge generation. Hence, it has to be understood within the framework of the principles and assumptions of science. These assumptions are determinism, empiricism, parsimony, and generality. ‘Determinism’ means that events are caused by other circumstances; and hence, understanding such casual links are necessary for prediction and control. ‘Empiricism’ means collection of verifiable empirical evidences in support of theories or hypotheses. ‘Parsimony’ refers to the explanation of the phenomena in the most economic way possible. ‘Generality’ is the process of generalizing the observation of the particular phenomenon to the world at large. With these assumptions of science, the ultimate goal of science is to integrate and systematise findings into a meaningful pattern or theory which is regarded as tentative and not the ultimate truth. Positivistic paradigm thus systematizes the knowledge generation process with the help of quantification, which is essential to enhance precision in the description of parameters and the discernment of the relationship among them. This paradigm regards human behaviour as passive, controlled and determined by external environment. Hence human beings are dehumanized without their intention, individualism and freedom taken into account in viewing and interpreting social reality. According to the critics of this paradigm, objectivity needs to be replaced by subjectivity in the process of scientific inquiry. Ethnomethodology Ethnomethodology, founded in the 1960s by the American sociologist Harold Garfinkel, studies the way in which people make sense of their social world, and accomplish their daily lives. Ethnomethodologists start with the assumption that social order is an illusion. While social life appears ordered, it is, in fact chaotic. Social order is constructed in the minds of ac tors as a series of impressions which they seek to organize into a coherent pattern. While ethnography seeks to answer questions about what is happening, ethnomethodology seeks answers on how realities in everyday life are accomplished. So, by carefully observing and analyzing the processes used in actors’ actions, researchers will uncover the processes by which these actors constantly interpret social reality. 4 Structural functionalism Structural functionalism, also known as a social systems paradigm is a sociological paradigm which addresses what social functions various elements of the social system perform in regard to the entire system. Social structures are stressed and placed at the center of analysis, and social functions are deduced from these structures. It was developed by Talcott Parsons. The central concern of structural-functionalism was a continuation of the Durkheimian task of explaining the apparent stability and internal cohesion of societies which are necessary to ensure their continued existence over time. Societies are seen as coherent, bounded and fundamentally relational constructs, who function like organisms, with their various parts (social institutions) working together to maintain and reproduce them. The various parts of society are assumed to work in an unconscious, quasi-automatic fashion towards the maintenance of the overall social equilibrium. All social and cultural phenomena are therefore seen as being functional in the sense of working together to achieve this state and are effectively deemed to have a life of their own. They are then primarily analysed in terms of this function they play. Individuals are significant not in and of themselves but in terms of their status, their position in patterns of social relations, and their roles the behavior(s) associated with their status. The social structure is then the network of statuses connected by associated roles. 5 Quantitative and Qualitative Quantitative research is research that aims to measure using numbers. Typical forms of quantitative research are surveys, in which many respondents are asked questions and their answers averaged and other statistics calculated and research based on administrative data where for example the number of people who have been patients in a hospital each month is counted. The aim is to create numerical description through a process of ‘coding’ verbal or textual data Qualitative research most often describes scenes, gathers data through interviews, or analyzes the meaning of documents. Here one creates an account or description without numerical scores In practice, the distinction between quantitative and qualitative is not absolute. Even in qualitative studies, it is common to count how many informants fall into one or other category HYPOTHESIS AND RESEARCH QUESTIONS 1 Qualities of a good hypothesis A hypothesis is a preliminary or tentative explanation or postulate by the researcher of what the researcher considers the outcome of an investigation will be. It is an informed/educated guess. It indicates the expectations of the researcher regarding certain variables. It is the most specific way in which an answer to a problem can be stated. E. g. If you hit a child with a cane, she will cry. Both a hypothesis and a problem contribute to the body of knowledge which supports or refutes an existing theory. A hypothesis differs from a problem. A problem is formulated in the form of a research question; it serves as the basis or origin from which a hypothesis is derived. A hypothesis is a suggested solution to a problem. A problem (question) cannot be directly tested, whereas a hypothesis can be tested and verified. (i) Hypothesis should be clear and precise. If the hypothesis is not clear and precise, the inferences drawn on its basis cannot be taken as reliable. (ii) Hypothesis should be capable of being tested. In a swamp of untestable hypotheses, many a time the research programmes have bogged down. Some prior study may be done by researcher in order to make hypothesis a testable one. A hypothesis â€Å"is testable if other deductions can be made from it which, in turn, can be confirmed or disproved by observation. † (iii) Hypothesis should state relationship between variables, if it happens to be a relational hypothesis. iv) Hypothesis should be limited in scope and must be specific. A researcher must remember that narrower hypotheses are generally more testable and he should develop such hypotheses. (v) Hypothesis should be stated as far as possible in most simple terms so that the same is easily understandable by all concerned. But one must remember that simplicity of hypothesis has nothing to do with its significance. (vi) Hypothesis should be consistent with most known facts i. e. , it must be consistent with a substantial body of established facts. In other words, it should be one which judges accept as being the most likely. (vii) Hypothesis should be amenable to testing within a reasonable time. One should not use even an excellent hypothesis, if the same cannot be tested in reasonable time for one cannot spend a life-time collecting data to test it. (viii) Hypothesis must explain the facts that gave rise to the need for explanation. This means that by using the hypothesis plus other known and accepted generalizations, one should be able to deduce the original problem condition. Thus hypothesis must actually explain what it claims to explain; it should have empirical reference. 2 Qualities of a good research question. In order to be systematic, clearly defined and specific, a research question must be researchable. To be researchable, a research question should have the following characteristics: i. Interesting The research question needs to be interesting to the researcher because without the ongoing motivation and enthusiasm of the researcher through out the duration of the project, the research project risks ultimate failure. If one is passionate or curious about the issue or problem under scrutiny, maintaining momentum in the research process becomes easier and the product more satisfying. ii. Relevant The question should also be interesting and relevant to the research community of which the research forms a part. Research is generally of interest to a research community when it makes a contribution to the collective knowledge base of a study area or discipline. The orientation is to find a question, an unresolved controversy, a gap in knowledge or an unrequited need within the chosen subject. It is therefore desirable to maintain a balance between the specific research interests of the researcher and the interests of the research community as a whole iii. Feasible The research question should be stated in such a way that the project is feasible and has specific bounderies that make the project delimited and doable. Consideration needs to be given to the costs of the project, the time frame in which it is to be completed, the time and skills of the researcher(s) undertaking the project, and whether the access to research participants and information needed to complete the project are likely to be available. iv. Ethical It is desirable to reflect on the ethical dimensions of the research problemwhen institutional ethical procedures are required for project approval. Considering these issues from the outset, and embedding these considerations in the research question, will help to ensure that the research projectfulfils its ethical obligations, both professionally and institutionally. v. Concise The research question should be well articulated, its terms clearly defined, with as much precision as possible in written language. For example, research projects usually have a broad overarching theoretical frameworkthat informs the area of interest under scrutiny. The theoretical background however needs to be more specifically formulated and can be articulated in terms of specific concepts that are derived from previous theorizations and defined in terms of specific words or phrases in the research question. Research questions specify object(s) of research i. e social entities relationships and processes that are under scrutiny by the researcher. vi. Answerable The research question should be answerable. In order to make a research question answerable, it is desirable in the initial formulation of the research question to use an interrogative form eg who what when how which and why.

Rising and Falling Intonation in Pronunciation

Rising and Falling Intonation in Pronunciation Use punctuation to help your pronunciation skills by adding a pause after each period, comma, semi-colon or colon. By using punctuation to guide when you pause while reading, you will begin to speak in a more natural manner. Make sure to read the example sentences on this page out loud using the pronunciation tips provided.  Lets look at an example sentence: Im going to visit my friends in Chicago. They have a beautiful house, so Im staying with them for two weeks. In this example, pause after Chicago and house. This will help anyone whos listening to you follow you more easily. On the other hand, if you rush through the periods and commas (and other punctuation marks), your pronunciation will sound unnatural and it will be difficult for listeners to follow your thoughts. Punctuation that marks the end of a sentence also has specific intonation. Intonation means the rising and the lowering of the voice when speaking. In other words, intonation refers to the voice rising and falling. Lets take a look at the different types of intonation used with pronunciation. Asking Questions Follows Two Patterns Rising Voice at the End of a Question If the question is a yes / no question, the voice rises at the end of a question. Do you like living in Portland?Have you lived here a long time?Did you visit your friends last month? Falling Voice at the End of a Question If the question is an information question- in other words, if you are asking a question with where, when, what, which, why, what/which kind of.., and questions with how- let your voice fall at the end of a question. Where are you going to stay on vacation?When did you arrive last night?How long have you lived in this country? Question Tags Question tags are used to either confirm information or to ask for clarification. The intonation is different in each case.   Question Tags to Confirm If you think you know something, but would like to confirm it, let the voice fall in the question tag. You live in Seattle, dont you?This is easy, isnt it?You arent coming to the meeting, are you? Question Tags to Ask for Clarification When using a question tag to clarify, let the voice rise to let the listener know that you expect more information. Peter isnt going to be at the party, is he?You understand your role, dont you?We arent expected to finish the report by Friday, are we? End of Sentences The voice usually falls at the end of sentences. However, when making a short statement with a word that is only one syllable the voice rises to express happiness, shock, approval, etc. Thats great!Im free!I bought a new car. When making a short statement with a word that is more than one syllable (multi-syllabic) the voice falls. Mary is happy.Were married.Theyre exhausted. Commas We also use a specific type of intonation when using commas in a list. Lets take a look at an example: Peter enjoys playing tennis, swimming, hiking, and biking. In this example, the voice rises after each item in the list. For the final item, let the voice fall.  In other words, tennis, swimming, and hiking all rise in intonation. The final activity, biking, falls in intonation. Practice with a few more examples: We bought some jeans, two shirts, a pair of shoes, and an umbrella.Steve wants to go to Paris, Berlin, Florence, and London. Pause After an Introductory Subordinate Clause Subordinate clauses begin with subordinating conjunctions. These include because, though, or time expressions such as when, before, by the time, as well as others. You can use a subordinating conjunction to introduce a subordinate clause at the beginning of a sentence, or in the middle of a sentence. When beginning a sentence with a subordinating conjunction (as in this sentence), pause at the end of ​the  introductory subordinating clause. When you read this letter, I will have left you forever.Because its so expensive to travel in Europe, I have decided to go to Mexico for my vacation.Although the test was very hard, I got an A on it.

How to Use Market Growth And Market Share to Develop Strategy Assignment

How to Use Market Growth And Market Share to Develop Strategy - Assignment Example Knowing the market share of a business organization, will most definitely help in assessing the impact of changes in staff, products, services, prices, distribution channels, and even advertisement campaigns. Having knowledge on the growth of the organizations market will help in identifying the better strategies that the organization needs to enact in order to increase its customer base. This paper examines the strategies an organization can use to increase their market growth, and share. These strategies are vertical integration, and diversification strategies. In explaining these strategies, this paper focuses on an airline company, for example, the Emirates air line company. Strategies: Vertical Integration: One of the strategies that an organization can develop because of possessing knowledge on its growth and share is the vertical integration policy. Vertical integration refers to the expansion of a business organization into other areas that are related to its area of operatio n (Thorson and Duffy, 2012). Take for instance the emirates air line. The air line company might decide to buy a jet fueling company. This strategy is important to the organization because it will help it to refuel a large percentage of its refueling needs. Vertical integration is important because it helps a company to improve efficiency, and reduce the costs of its operation. For example, the transportation costs of the emirates airline will be reduced because it is the main supplier of its fuel. This in turn will increase the profitability of the organization, leading to a growth in its market share and its operations. The company might also aim at gaining control of its main competitors. For example, the competitors of the emirates airline company can be the British Airways, the... This report stresses that most companies intend to achieve growth in its market, and also increase its market share. There are several methods that these organizations can use to achieve this objective. However, this paper has focused on two main methods, that is vertical integration strategies, and diversification strategies. Vertical integration strategies mainly concern itself with the expansion of the organization into other areas that are related to its production and supply. This paper manages to effectively identify the various methods of vertical integration strategies, and how they are useful to an organization. The author declares that diversification strategies on the other hand involves the sale of part of the organizations ventures, for purposes of using the money gained to restructure the business organization so as it may compete effectively in its other markets. This paper makes a cocnlusion that a company can also decide to sale some of its business ventures because of higher operational costs in a given market, and hence the need of cutting costs. It is important to denote that an organization that manages to reduce its costs, will most definitely achieve some aspects of profitability. Finally, the greatest joy of a business organization is to manage capturing a given segment of a market. Capturing these new markets by introducing new products and influencing consumption habits will create a vibrant growth for the company, and an increase in its market share.

Does Turkey need regulation Essay Example | Topics and Well Written Essays - 750 words

Does Turkey need regulation - Essay Example It is a delicate balancing act to be sure, and one that Turkey should consider tackling. The article discussed here presents multiple ways that society can work to counter the so-called ‘advertising effect’. Discussed in this paper will be three of those options that were recently mentioned. One possibility that can be explored is the banning of advertising in public spaces. Many cities in Turkey, in particular Istanbul, are heavily populated with millions of people. This makes the area a prime target for companies to lure consumers into purchasing their product. As a result, massive advertising takes place in nearly all public spaces, creating not only an eye-sore, but creating a form of ‘visual pollution’ (Gannon and Lawson 16). One proposal is to ban all forms of outdoor advertising. This would include ads on taxis and buses, and particularly billboards – effectively eliminating them. Other major cities, such as Sao Paulo, Brazil, have implemented such measures, and it has been met with cleaner streets and most positive comments made by members of society. There are some critics, however, that argue this goes too far in limiting companies effectively reaching the consumer. They argue for legislation targeted on advertising that is not aesthetically pleasing to the eye. In other words, punish the advertising polluting companies in the city, but allow those that produce visually appealing promotional pieces to continue. This is an interesting concept, but would be a nightmare to police. Another recommendation is to begin taxing the very nature of advertising. This proposal stems from the idea that countless millions of pieces of advertising material are printed everyday, just to go unread and serve to pollute the environment. Because such forms of advertising are largely unregulated, and the printing of basic flyers is relatively cheap in comparison to other forms of advertising, companies continue to produce such material in t he hope that even a few consumers will be lured in. As a result, needless pollution is occurring, particularly in Turkey where these massive advertising efforts appear to be in full effect. The proposal is to begin to tax such advertisements in an effort to get companies to pay up and clean up their act, or to stop the needless advertising all together. This is a unique proposal and one that is similar to other taxing efforts designed to clean up areas of the environment. This could gain traction in the coming years if massive advertising efforts continue. One other proposal worth mentioning is to establish statutory regulation of the advertising industry as a whole. As it is currently, the industry in largely unregulated. In America and the United Kingdom, there are regulations in place, and even the outright ban of certain types of advertising in some localities. Turkey lags far behind in this area, so the introduction of such standards could help matters immensely. This can begin by asking Parliament to strengthen existing local powers and allow them to restrict certain forms of outdoor advertising. In addition, there should be a legal process whereby consumers can ask for proof of certain claims made by advertisers or charities in their comments on television commercial or infomercials. This will force advertisers and such