Teaching Assistant Diploma Course Essay Example for Free

Teaching Assistant Diploma Course Essay Questions On Assignment One 1.Describe how you might contribute to a lesson given to a group of seven year old children learning to play percussion instruments. I would contribute to the lesson by firstly conversing with the teacher for guidance in which areas that they would like me to assist them. By working together we could make the whole learning process a fun and educational experience. With me being there to help, it would take the pressure off the teacher and enable them to have more free quality time for teaching. I would make sure the environment was safe hazard free in advance so that when the children came for their lesson all health safety measures would be in place and adhered to. The instruments would be ready for the children to use and I would be there for any additional assistance that was required by the teacher or the children. I would also prepare posters or handouts of the instruments that the children were going to be using so that they would know the names of the instruments, the groups that they belonged to and any other additional information that suited that age group about the lesson. My role overall in the lesson would be to contribute by assisting, maintaining the classroom, supporting both the teacher and children, encouraging the children in their activities, making sure the environment was safe and secure, ensuring any work that the children produced was mounted and displayed and that the classroom was clean and tidy before and after the lesson. 2.What might your role be in organising, using and maintaining the learning resources, material and equipment for this percussion lesson? My job is to make sure that the resources, materials and equipment that is needed for the lesson is ready and available. I would ensure this by firstly liaising with the teacher to check the materials, resources and equipment that would be required for the lesson. This would be done in advance, at least a few days before the lesson to ensure sufficient time to acquire them if they were not available at that time. I would then check to see if we had everything we needed and that it was in good working order, not broken, ripped, pages missing or parts missing. The classroom would also be checked to see that it reached health and safety standards. I would count and check all the resources so that at the end of the lesson I could account for any missing or damaged. Also, so that it would make it easier if I needed to report any losses or breakages to the teacher. Once I had checked through it all, the learning resources would then be ready for the children to use in their lesson. I would set them out or distribute them in accordance with the teachers instructions. I would be on hand to assist the children in their activities and to help them with their instruments should they not be sure of how they were played or used. This would be in accordance with the manufacturers instructions. The children would be made aware of the health and safety guidelines for their own sake and the schools when using the instruments. When the lesson was finished, the children would then be encouraged to return the instruments and any additional learning resources that they needed to a set point in the class or myself. Once this had been completed, I would then count and check each individual resource for damage and cleanliness. When that had been done, they would then be placed back where they had been stored along with the inventory for them and secured. My last job would be to ensure the classroom was clean and hazard free ready for use again. 3.Describe how you act in class in order to be an effective role model for the standards of behaviour expected in pupils? I would ensure that my behaviour and demeanour reflected the policies set by the school at all times to show the pupils consistency. Both me and the teacher should work together on how to interpret the rules, so that we both had clear guidelines on how to deal with all situations that may arise. All the staff would be expected to set a certain standard of behaviour which we all should be made aware of. This should help to promote positivity and a feeling of security. I would always make clear to the pupils what was expected of them from the school and myself as an individual. For good behaviour that they would receive rewards and for bad behaviour sanctions. The school policies would be in a prominent position so that all pupils had a constant reminder of the manner in which they are expected to conduct themselves. This gives boundaries, which I believe is a very important and effective practice, not only at school but in all areas of life. These rules would continually be repeated to the pupils so that they didnt forget and that would in turn reinforce our expectations of them. By making high quality relationships with the pupils, showing positivity and achieving successful learning, this should all lead to my ability to help any pupil gain their full potential in all areas of their school lives. Also by giving respect and listening to one another, would help develop a good rapport between the teacher and pupils. Children learn behaviour from those around them and being a child the majority of your time is spent between school and home. Therefore the greatest influences on a childs life lays between those two areas. So generally, but not always if the child has a good balance between both, then the behavioural outcome would be good. So to sum up my actions on how I would be an effective role model, I would be fair, polite, attentive, respectful, helpful, consistent, follow all rules given by the school in all areas and enforce them where necessary. 4.What strategies might you employ to encourage pupils to behave appropriately? Describe how you might react to incidents of bullying and violence. Any strategies that I may use would be in line with school policies and would be to teach and promote positive behaviour. Â ·Praise and encouragement at relevant times. Â ·Ensuring the schools behaviour policy is followed by enforcing the schools guidelines on expected behaviour. Â ·Encouraging concentration and attention in class on school work tasks. Â ·Helping and supporting the pupils to follow instructions and routines given by the school. Â ·Encouraging pupils behaviour to be of a good standard at all times. Â ·Showing respect and listening to one another. Again alongside these, the school behaviour policy that would be displayed in the classroom would be consistently referred to, to encourage the correct behaviour. Any strategies that I may use would be discussed first with the teacher/teaching staff in school to ensure that we all followed the same procedure and intrepretation of the policies. That way all pupils would expect the same approach towards behaviour from all members of staff. Bullying is an awful form of behaviour and can have a lasting effect on some people when the cases are severe. Firstly, I would liase with the teacher about how the matter should be dealt with. There are policies in every school about bullying and there should be a zero tolerance programme designed to deal with matters that may arise concerning this. It would be made clear to the party involved that this form of behaviour would not be tolerated in any way, shape or form. They would be informed that due to their actions consequences would ensue. Bullying is a serious matter and should be treated as such. The situaton would be dealt with age appropriately and according to the particular pupils understanding. I would do the following; Â ·Each incident would be dealt with indivdually and the pupils involved assessed separately. Â ·There would be made available to the pupils a safe place where they could discuss any incidents privately. Â ·Make sure all pupils were aware that bullying is always a serious matter. Â ·Respond to all incidents in the same consistent, calm manner. Â ·Inform the pupils that the individuals involved would be safe and supported by the school whilst the matter was looked into trying to be resolved. Â ·Provide programmes to help deal with underlying issues or problems that the individuals may have. Â ·Make sure all incidents are recorded and dealt with quickly and efficiently to help lessen the stress of the matter. Violence again is another damaging behaviour but more importantly a learned one. The school would have plans and strategies in place for all staff to use should violence occur so that the matter could be dealt with quickly and calmly. Â ·I should try to calm the situation between the parties involved and immediately get help to assist should it be required. Â ·I should remain calm and composed as not to aggrevate the situation further. Low voice, direct eye contact and distance between you and them. Â ·Direct any other students to leave the area for their safety and to not cause any more aggrevation to the people involved. If required for them to fetch help to assist the situation. Â ·I should talk to the party involved and inform them that their actions were unacceptable and that they needed to calm themselves. I should then suggest to continue the conversation in somewhere more private such as the Head Masters office. Â ·Once assistance had arrived, I should keep trying to diffuse the situation and motion them towards the Head Masters office to discuss matters further. These type of situations must be handled carefully and brought to a conclusion in the fastest way possible. Reports and notes should be made for future reference and to bring things to a satisfactory conclusion. Any witnesses must be spoken to so that their account of the incident may be reported and held as additional evidence. 5. Describe how you might appropriately observe the physical abilities and skills of a nine year old boy. To begin with I should discuss with the teacher which format that they would suggest would be more suitable to the task in hand and we could come to the best solution. In order to do this, firstly I would plan how I wished to perform the observations, such as times that are best and in the best circumstances that would answer the question. I would do my best to ensure that the pupil being observed wasnt directly aware of being observed, as this may cause him to behave in an unnatural manner, which would deem the observation void. My personal choice of observations to complete the task would be a combination of Time Sampling and Participative observation. The reasons I would choose these two in particular are because of the following. Time sampling because I could choose particular times to concentrate on the physical abilities and skills the boy had by observing him at break time or in a physical education lesson. My notes would consist of what the boy was doing/trying to do and any help they seemed to need. Participative observation because I could do a task along side the boy or watch him do a task such as playing a game, reading a story or joining in role play. Obviously playing a game and joining in role play would give me more of an insight into the boys physical ablities and skills. I would need to make notes consisting of what the boy was doing or achieving, what he could almost do or needed help with, what he was saying and how he interacted with the other pupils or myself. I believe these would be the best observational methods to carry out to assess this boys physical abilities and skills.

The Importance of Feasibility Analysis

The Importance of Feasibility Analysis This report analyses the importance of Feasibility Analysis to businesses when they are deciding on the viability of a proposed business venture involving the implementation or improvement of an information system. This report is split into three parts the initial part defines a feasibility analysis, the second part explains how an IT feasibility analysis should be conducted using the template of the IT Infrastructure Library (ITIL) and the last section in this report examines a completed feasibility study by Powerco, a utilities distribution Company in New Zealand. What is a feasibility analysis? As the words feasibility analysis suggests a feasibility analysis is carried out to decide on the viability of a proposed venture; basically it answers the essential question of is it a viable option and should the project be implemented. All stages of the analysis are carried out in order to answer this question. When researching it is clear that the majority of all large successful businesses conduct a feasibility study to ensure they embark on a viable project, for example Microsoft have a large research department situated in many different cities throughout the globe, this department collaborates with many institutions producing many feasibility analyses a year. When examining successful businesses such as Microsoft, I discovered they will not commit to a new project without first thoroughly assessing all of the variables and reviewing the probability of success through a feasibility study. The feasibility analysis process As a feasibility analysis is often time consuming and expensive (many companies pay consultants to perform the analysis), a preliminary study is undertaken to determine if it would be worthwhile to proceed to the feasibility analysis, within this preliminary study the evaluation of alternatives is made along with brief cost and benefit analysis. A feasibility study is usually conducted after the project managers have discussed all project ideas and every possible scenario, only if the results are positive the feasibility study begins. The content of feasibility Analysis Within a feasibility study it is necessary to discuss a number of areas including; details of the present system; what are the functions and objectives, who are the Stakeholders and the reasons to improve or replace the current system for example inconsistencies / inadequacies in functionality or performance, is there any possible solution alternatives and the advantages and disadvantages of the alternatives. Feasibility analysis can be split into four types; Operational factors; Operational feasibility is used to assess how well the information systems will work if implemented in the given environment. Define the urgency of the project If the project is implemented, will it be a success? Does management support the project? How do end users feel about the new system? People tend to resist change can this problem be overcome? Can management and end users adapt to the change? Has the proposed venture conflicted with organisational or government regulations? Schedule factors; It often takes time to build and implement an information system solution; will the project still be necessary on completion? The technology may exist, but are there the skills available to not only complete the project but complete it on schedule? Is the project deadline reasonable? Is the deadline desirable or mandatory? What are the results of failing to meet the project deadline? Technical; Technical feasibility is the measure of the practicality of specific technical information system solutions and the availability of technical resources. Often new technologies are solutions looking for a problem to solve: Is the technology for the information system solution practical? Does the necessary technology exist? Is the technology proven? Is the technology practical and reliable? Are the necessary skills available to design and implement the system? Is there the infrastructure to cope with ongoing maintenance (problems, upgrades) Economic; This is regularly the most important analysis made, it asks important questions; Is the project justified (i.e. will benefits outweigh costs)? Can the project be done, within given cost constraints? What is the minimal cost to attain a certain system? Which alternative offers the best return on investment? How much will it cost to maintain? The 12 Stages of an ITIL Feasibility Analysis ITIL is a global guidance document that provides worlds best practices for IT service management companies. ITIL guidelines are often used in feasibility studies and are broken down into twelve stages. These twelve stages are described in this next section and if necessary a brief example has been given; Introduction It is important that an introduction to the feasibility analysis is made; this introduction includes the content, the intent, the intended audience, the purpose, and organizational details of the feasibility analysis. Management Summary This stage summarises, what the other stages within the template will explain in more detail; this section provides a quick overview of the feasibility analysis and would include the following, an Introduction, Management Summary, Background of the Project, Objectives, Situation, Benefits, Problems and Risks, Technical Requirements, Options, Cost/Benefit Analysis, Financial/Budget Implications and Recommendations Background to the Project A project is proposed for a specific scenario and this step describes the reason the proposal exists. For example; current sales are at a low due to increased competition, the proposal is for a new company website, where customers are able to buy directly. Objectives The high level business purposes of the proposal, including the long-range management goals. For example, the proposed project is to increase sales by an estimated 15% per annum over the next ten years. Situation This step describes the present condition, without the service in place, including market conditions, it is necessary to highlight the need for the proposed system, and the consequences of the proposal not being authorized. Benefits In the benefits section, it is necessary to focus on the short term benefits of the proposal; this is different to the objective stage which focuses on the long term gains and the cost-benefit step which focuses primarily on the financial benefits. An example of this could be the increased customer satisfaction of the proposed website. Problems and Risks It is important to identify and assess possible problems and risks of the proposed project associated with it within the development, design, and deployment stages. This is done by doing a risk assessment on the proposed system; this will be used to identify problems in many different areas, including technologies, lack of user support, or resources. Technical Requirements Has the business the technological infrastructure for the proposed system? These requirements include knowledge of the hardware and software required, for example, does the business possess the database architecture, network structures, and hardware to sustain the website, will it be necessary to outsource? Options It is recommended in the ITIL framework that a feasibility analysis includes any alternatives to the proposal, including advantages and disadvantages and costs. An example of this could be advertising to increase sales and would show the estimated cost of this. Cost/Benefit In this step, the total cost of the project is calculated; this includes development, design, deployment, and maintenance of the new service. Costs include facilities, hardware, labor, and software. The project cost is compared to the financial benefits provided by the proposed system. What are benefits? These are examples of benefits, more accurate / timely information. Improved operation, increased flexibility of operation, increased output, error reductions, cost reductions; benefits can be placed into three different categories; Monetary; when money values can be calculated, Tangible; when benefits can be quantified, but monetary values cannot be calculated. Intangible; when neither of the others apply, this applies there is a benefit, but it cannot be quantified. There are different types of costs; Project related; development, purchasing, Installation, training costs, Operational costs; these costs are often ongoing costs and include; Maintenance on the hardware; maintenance, lease, materials Software; maintenance fees and contracts Personnel; operation, maintenance There are a number of tools used, which helps in the economic section of the feasibility analysis these are; Cost-benefit analysis (CBA); which estimates and totals up the equivalent money value of the benefits and costs of proposed projects to establish whether they are worthwhile. Payback Analysis; which is used to calculate how long it will take to pay the costs of the project Return on Investment Analysis; which compares the lifetime profitability of alternative solutions, Net Present Value Analysis: using current monetary values, profitability is determined of the proposed project, Return On Investment (ROI) compares the lifetime profitability of alternative solutions, (Lifetime benefits Lifetime costs) Lifetime costs and finally you can compare alternatives with the feasibility analysis matrix. Financial/Budget Implications Once the overall costs have been established, it is necessary to verify if the necessary funds are available, if so how? This may result in changes to the budget or priorities and reducing expenditure to accommodate the costs. Recommendations In this final step recommendations regarding the proposal are made including scheduling and budgeting Summary In summary these twelve steps that make up the ITIL is among the first activities a manager will undertake in preparation for a proposal for a new IT service, though it is important to remember these steps make a general guide and different information systems may require amendments. Examples of feasibility analysis Though the majority of businesses keep their own feasibility analysis private, research identified an interesting feasibility analysis conducted by Powerco. In this section I will briefly review this feasibility analysis in a case study due to the word restrictions on this essay and the extensiveness of the ITIL framework. Powerco has an estimated 410,000 consumers which makes it one of New Zealands largest utilities Companies. These customers expect a reliable service 24 hours a day, 7 days a week. Powerco applications are split between two platforms; Oracle RAC and Microsoft SQL Server, which has meant that the business had additional expenses of licensing, supporting, operating, and maintaining two systems. Additionally it was awkward for staff to alternate between the systems when working. As the Oracle platform of Powercos warranty cycle was approaching expiration, and the financial system was scheduled an important upgrade, it was clear to the company that it was time to reassess its options and whether it should consolidate to a single server platform or replace existing hardware. Powerco acknowledged that to consolidate the database platforms would create a more simple IT environment and would reduce the total cost of the database system significantly. The case for consolidation was simple why maintain two systems if you dont need to? explains Mr. Griffiths, Infrastructure Manager, Powerco. Powerco undertook preliminary study of the solutions and assessed the pros and c ons of Oracle versus SQL Server. This analysis pointed towards some significant advantages in choosing SQL Server over Oracle. These included reduced licensing and maintenance costs, ease of management and fewer requirements for a specialised skill set to manage and service the system. A feasibility study of migrating to SQL Server was then completed by consultants on Powercos behalf including a cost/benefit analysis, a risk assessment, analysis of the alternatives and the four factors discussed earlier in this report, this confirmed Powercos applications could be supported on SQL Server, with the remaining end of life applications being replaced with SQL Server compatible ones, the feasibility study showed that unlike other options Microsoft SQL Server, serving could be done in-house. Microsofts SQL Server was the cheapest option to license, maintain, and support, particularly because of the specialised nature of Oracle. The business would be more streamline and efficient with just the single platform. Increases security. Further Tangible and Non-tangible benefits. Due to the results of the feasibility study, Powerco changed from the two platforms to solely Microsoft SQL Server, the result of this consolidation has meant Powerco has been able to reduce costs significantly, also ensuring it was easier to maintain and manage in-house and eliminating the need for external consultants. The migration to SQL Server has cut the overall cost of ownership by $390,000 a year, also helping to streamline Powercos IT systems and have given a number of other Tangible and Non-tangible benefits. Conclusion In conclusion this report has explained what a feasibility study is and when it should be used, I have then reviewed the various stages which are recommended by the IT industry experts at the ITIL and have given an example of a successful feasibility study undertaken by Powerco. I believe to be objective this report should have explored examples of a unsuccessful feasibility study, however this was not possible due to my research not providing any suitable cases, but still the findings of this report are clear, it is advisable to do a feasibility analysis, as it is tried and tested and the vast majority of large and established companies use this method to check the viability of a proposed venture and are taking a substantial risk if a feasibility study is not carried out before embarking on new project.

The Demise of Dick and Nicole in Tender is the Night :: Tender is the Night Essays

The Demise of Dick and Nicole in Tender is the Night      Ã‚     When referring to the demise of Dick in Fitzgerald's Tender is the Night, I think it is impossible that we not consider the demise of Dick and Nicole as a couple. They begin the book as a unit rather like a Chinese dragon with Dick at the head and Nicole following behind, both covered by the decorative cloak of the appearances they maintained. There are several transitions that they go through that upset the balance that allowed them to maintain a functioning marriage. I believe that while there were several factors impacting their relationship, it is the increasing independence and strength of Nicole that ultimately ends the marriage, and severs the tie that allows Dick to maintain his identity.    In Italy, after he begins his affair with Rosemary, Dick is disillusioned with her. He finds that Rosemary belongs to other people. In his disillusionment, his thoughts turn to Nicole, and how she is still "his girl - too often he was sick at heart about her, yet she was his girl" (213). Rosemary is no longer his possession solely and this cracks his surface. He returns to his love for Nicole like a guard, because he is weak without it. He refers to it as "an obscuring dye" (217). He is Nicole, and Nicole is he, and at this point the line between them has been blurred to bring them together. Dick does not realize that as much as he believes Nicole depends on him, he is dependent on her. He depends on her neediness to define him. Dick knows, however, that Nicole is important to him and that the thought "that she should die, sink into mental darkness, love another man, made him physically sick"(217). Not only is this excellent foreshadowing on Fitzgerald's part, but it gives us a measu re just how dependent Dick is. Physical illness is uncontrollable. If even the thought makes causes him to have psychosomatic symptoms, it is imaginable what the actuality would bring. Dick needs Nicole badly, more so than ever at this point.    Nicole on the other hand begins to become stronger within herself at this point. Nicole acts on her own to go to her father when she believes he is dying. Franz says to her "I must first talk on the phone to Dick" (250).

1876 Centennial Exhibition in Philadelphia Essays -- Architecture Hist

Centennial Exhibition, Philadelphia 1876 Opening day of the 1876 Centennial Exhibition in Philadelphia was a spectacular festival of flags, music, and a one-hundred gun salute. After President Grant gave his opening address, the signal was given to unfurl and raise every flag and insignia simultaneously on the entire fairground. A chorus of one thousand began to sing, accompanied by an orchestra and chimes, and the barrage of one hundred rifles symbolized a century of independence for the United States of America (McCabe). This was the first major international world's fair in North America, and while many foreigners argued the United States did not have anything to show, the country shone through displaying its growth into a major industrial power. Philadelphia, the location of the signing of the Declaration of Independence, was chosen as the site for the fair. Its central location also played in its favor. The Building Committee hired twenty-seven year-old H. J. Schwarzmann as chief engineer. He not only planned the layout of the grounds, but also designed Memorial and Horticultural Halls, the two structures intended to be permanent. The fairgrounds were about two miles north-west from the center of Philadelphia, across the Schuylkill River in a portion of Fairmount Park. One of the world's largest municipal parks, it was devised in 1682 by the founder of Pennsylvania, William Penn. As he was navigating the Schuylkill River, Penn noticed a grand bluff and exclaimed, "What a faire mount!" (Klein). The natural park-like setting, and the proximity to colonial Philadelphia, created a unique atmosphere for the fair. The two artifacts depicted here are a bird's eye view showing the main buildings of the exhibition, and a map ... ... system, and public services. On the last day of the Exhibition, John Welsh, the president of the Centennial Board of Finance, said good-bye: "Our work has its place in the annals of the nation. If the memories of it be pleasant to our countrymen, we have done well." (Maass). Looking back at the exhibition's accomplishments, it is fair to say they did well. Works Cited Armstrong, Lilian. Renaissance Miniature Painters and Classical Imagery. Harvey Miller Publishers. London, England. 1981. Klein, Esther M. Fairmount Park. Harcum Junior College Press. Bryn Mawr, Pennsylvania. 1974. McCabe, James D. The Illustrated History of the Centennial Exhibition. The National Publishing Company. Philadelphia, Pennsylvania. 1975 Post, Robert C. 1876: A Centennial Exhibition. The National Museum of History and Technology Smithsonian Institution, Washington, DC. 1976.

Intelligence is Key Essay examples -- Art, Celtic Literature

Celtic literature features a full complement of female characters that deserve recognition; from warriors and rulers, to helpmates and daughters. Female characters, like their male counterparts, are often motivated by emotion. The Morrà ­gan and Macha, act out of anger, disrupting a hero or cursing generations to come. Others such as Fà ºamnach, act out of jealousy, causing a chain of events to unfold. However, the women who incite or prompt action due to their intelligence or wit – Rhiannon, Emer, Medb, Nes, and Mac Daa Tho’s Wife – are arguably the most complex and intriguing. Rhiannon purposefully, and with thought, gains the attention of the King Pywll and uses him to avoid an unwanted marriage. Rhiannon appears to King Pywll and his retainers halfway through branch one of The Mabigoni, on three consecutive days, riding a horse that even-paced cannot be caught. On the third day, Pwyll himself rides after her, only able to catch up after requesting her to wait. They begin conversing, and in a single exchange Rhiannon both declares love for Pwyll, and announces her engagement to another. She temps him: â€Å"I have never desired any man, and that because of loving you†, then announces her unavailability (â€Å"Pwyll,† 45). Rhiannon essentially ensnares Pwyll, allying herself with him and ensuring he will go against her current suitor, Gwawl son of Clud. This strong female character even directs Pwyll’s actions in attaining her hand. When her former suitor arrives at her wedding, Pywll rashly promises anything he wants, not knowing the man’s identity. Rhiannon rebukes Pwyll: "Never has a man been more feeble-witted than you,† then lays out three-part plan to ensure that Gwawl shall never attain her (Ford, 46). This intelligent woman ... ...ces that: â€Å"Sleeplessness has come to Macc Da Thà ³Ã¢â‚¬â„¢s house/ He has need of advice but speaks to no one† (Gantz, 181). She suggests that her mind may comprehend what his cannot, and he tells her his blunder, that he promised the hound to two. She suggests that he â€Å"give the dog to both sides- [and] let them fight over it,† (Gantz, 181). This would prevent one party from picking up the hound, and then the other party arriving and attacking him in anger. Though her plan does not go as hoped, she does offer a solution, and protects her husband from blame (the two parties are too engrossed with each other). Celtic mythology features a full complement of women who play an important role. Rhiannon, Emer, Medb, Nes, and Mac Daa Tho’s Wife use their intelligence to help further themselves, to enable those they love, or to protect. They create kings, heroes and alliances.

International Business Essay

Review Questions 2.- Why is it important for you to study international business? * Almost any large organization you work for will have international operations or be affected by the global economy. * You start your own business, you may find yourself using foreign-made materials or equipment, competing with foreign, and perhaps even selling in foreign markets. * Keep pace with your future competitors. 5.- What is portfolio investment? * Foreign portfolio investments (FPI) are purchases of foreign financial assets (stocks, bonds, and certificates of deposit) for a purpose other than control. An example of portfolio investment is the purchase of 1,000 shares of Sony’s common stock by a Danish pension fund. 6.- What are the basic reasons for the recent growth of international business activity? * There are two broad reasons: strategic imperatives, which motivate globalization, and environmental changes, which facilitate it. Questions for Discussion 5.- What are some of the differences in skills that may exist between managers in a domestic firm and those in an international firm? Domestic firm; * Local workers. * Legal system. * Local supply. International firm; * Languages. * Currency * Cultures and new markets. CHAPTER # 02 Review Questions 2.- How do differences in income levels and income distribution among countries affect international business? The most important piece of information needed by international business people about a country is its income level because it provides clues to the purchasing power of residents. One important source of income statistics is the World Bank, which divides the world’s countries into high-income, middle-income, low-income categories. 4.- What is keiretsu? * Japanese industry is controlled by large families of interrelated companies, that is typically centered on a major Japanese bank. The bank takes primary responsibility for meeting the keiretsu’s financing needs. Members are also protected from hostile takeovers by an elaborate system of cross-ownership of shares in which keiretsu members own shares in one another’s companies. 8.- How did import substitution policies affect the economies of Brazil and Argentina? * The companies must pay higher prices for domestically produced inputs than do their foreign competitors. The government must subsidize these firms and often nationalize them to preserve urban jobs. The high costs of doing this are passed on to taxpayers and to consumers through higher prices, but over time the government runs a budget deficit. The result is inflation and destruction of middle-class savings. The continent is still plagued, however, by an inability to create policies that bridge the chasm between the rich and the poor. The lack of economic and social mobility has trapped generation of South Americans in poverty and despairs and created political instability in many of their countries. Questions for Discussion 3.- Ethnic ties, old colonial alliances, and shared languages appear to affect international trade. Why might this be so? If true, how does this affect international business’ strategies regarding which markets to enter? * It’s easier to do business with people who have same culture, religion, language, and is better for companies to get into these markets first. CHAPTER # 03 Review Questions 1.- Describe the four different types of legal systems with which international business must deal. * Common law: is based on the cumulative wisdom of judges’ decisions on individual cases through history. These cases create legal precedents, which other judges use to decide similar cases. * Civil Law: is based on a codification, or detailed listing, of what is and is not permissible. * Religious Law: is based on the officially established rules governing the faith and practice of a particular religion. * Bureaucratic Law: the legal system is communist and in dictatorships is often described as bureaucratic law. 9.- What is the impact of differing accounting standards on the international capital market? * Comparing the financial reports of firms from different countries is exceedingly complex, making it more difficult for international investors to assess the performance of the world’s business. 10.-What is political risk? What forms can it take? * Political risks are many changes in the political environment that many adversely affect the value of a firm’s business activities. * Forms: * Ownership risk, in which the property of a firm is threatened through confiscation or expropriation. * Operating risk, in which the ongoing operations of a firm and/or the safety of its employees are threatened through changes in laws, environmental standards, tax codes, terrorism, armed insurrection, and so forth. * Transfer risk, in which the government interferes with a firm’s ability to shift funds into and out of the country. Questions for Discussion 2.- What is the impact of vigorous enforcement of intellectual property rights on the world economy? Who gains and who loses form strict enforcement of these laws? * The impact vigorous enforcement of intellectual property rights on the world economy will be very benefits for development countries but for poor countries it will be a big economic problem because they have a habit to live with piracy products, and the familiar economy can’t pay for medium cost products like dvd, books, music, etc. * The real authors publishing companies will gain and mafias of piracy will lose because they live of that kind of work.

The Methods And Activities Of Teaching Education Essay

Teaching method is the survey of the methods and activities of instruction ( Cambridge online lexicon ) . This Assignment will look at how we can associate teaching method in learning Applied ICT to a group of Year 11 pupils of assorted ability in a typical interior metropolis Secondary school, to the theories of larning which are the foundations of how we teach and learn. Based on what has been observed during a arrangement in the secondary school, and besides on farther reading it is hard to specify precisely what â€Å" larning † is, but for the intent of this assignment acquisition can be linked to alterations in behavior, apprehension, capableness and the cognition that is acquired by both instructors and students. In a simplistic position it can be said that there are many different theories of acquisition, but the two chief countries that underpin this in instruction are the humanistic attack, looking at what pupils â€Å" want to larn † , and the behavioral attack, concentrating on what â€Å" the instructor is desiring † the student to larn. It was noted that within the schoolroom and whilst on a school visit at that place seemed to be no important behavioral jobs within the group of students. Teaching Applied ICT gives the chance to travel out of the schoolroom environment and visit companies and administrations so that pupils are able to see ICT working in context within the workplace. Giving pupils this chance should assist them derive a broader cognition and apprehension of this topic, but taking pupils out of a schoolroom environment can make alterations in the behavior of pupils, and it is besides of import that the capableness of all the pupils is challenged. The Humanistic position to acquisition is that of ‘natural desire ‘ , where acquisition is student lead and personalized, and the function of the instructor is thought of as more of a facilitator. One of the cardinal premises of this humanistic position harmonizing to Huitt ( 2001 ) is the fact that people act deliberately and with values. Humanists believe that you should look at the person as a whole, and that it is of import to see how an person learns throughout their life as they grow and develop. Smith ( 1999 ) discusses the basic concern for the human potency of growing. It was noted that in some instances in the schoolroom environment pupils are non needfully come ining the schoolroom with the purpose of larning. As pupils have chiefly decided on taking to larn and prosecute in the subject of ICT within the 14-19 course of study, this suggests that at some phase the pupils did hold a natural desire to take up the topic in order to prosecute in the acquisition and hopefully come on onto makings. The possibility is that the existent desire of pupils on a twenty-four hours to twenty-four hours degree may be greatly different to the desire that they have to larn over a longer period of clip. Abraham Maslow ‘s Hierarchy of demands argues that people aim to run into basic demands first, and so they seek to run into in turn higher demands in the signifier of a hierarchy until they reach self-actualization, or self fulfillment. Behavior and acquisition is motivated by an persons desire for personal growing an the demand to go all the things that a individual is capable of going ( Maslow,1970 ) . Although non straight linked to the instruction of ICT within the schoolroom it is really important that pupils are likely to hold other demands other than that of larning in order to accomplish their true potency. I have noted on several occasions that pupils have non been concentrating during the beginning of lessons, even when the starting motor exercising has been accessed by the bulk of pupils. When these pupils were questioned, particularly during forenoon periods, the reply given was that they could non concentrate and they were hungry, which coincides with the lowest degree on the hierarchy. Maslow foremost introduced his construct of hierarchy in 1943 in his paper â€Å" A Theory of Human Motivation † , which was closely followed by his book â€Å" Motivation and Personality † . There are many facets of this theory that can be linked to the person ‘s motive either within the parturiencies of a lesson, or over a period of clip. These hierarchies are closely linked to the construct of ECM which is now high on the authorities ‘s docket for schools. There is nevertheless a few exclusions that often occur within this theoretical account, such as persons when questioned did experience safe and secure in the schoolroom environment even when they have non had breakfast. In the theoretical account it is merely possible to seek the safety of a secure environment when the physiological demands are met, hence another issue with this theoretical account is that there are no clip limits set. An person could perchance drop to the underside of the hierarchy within a lesson if a student has forgotten a jammed tiffin or their dinner money. They may get down to merely believe of where they are traveling to acquire their following repast. Closely linked with the humanistic attack theoretician David A. Kolb suggests â€Å" acquisition is the procedure whereby cognition is created through the transmutation of experience † Kolb, ( 1984, p. 38 ) . The theory consists of a rhythm which is in four phases, where you are able to get down at any one phase, but so each phase must follow in sequence: â€Å" Make † or Concrete experience â€Å" OBSERVE † or Brooding observation â€Å" Think † or Abstract conceptualisation â€Å" Plan † or Active experimentation Along with the larning rhythm Kolb besides offers a manner into understanding the single people ‘s acquisition manners. Within Applied ICT it is really helpful taking pupils out of the schoolroom and into organisations where they can ‘observe ‘ ICT working. Rather than learn pupils how and why the ICT is being used it was found to be more productive to allow the pupils experience the ICT working in the normal environment of an organisation before inquiring the pupils to organize sentiments on what the engineering may be used for. In the instance of detecting a working eating house, pupils were able to see restaurant staff taking orders and so walking back to the order desk to put the orders on a touch screen. Once observed the pupils reflected on why the staff were continually traveling towards the same computing machine terminus after taking orders, organizing an sentiment as to why they must be inputting the information into an ordination system for the kitchens. The pupils besides noted that it would besides be possible to utilize the same ordination system to associate the drinks orders to the saloon staff. All of this information was so confirmed by allowing pupils really taking an order themselves and come ining it into the order database, where they gained a concrete experience. Looking at how the pupils really learned, Kolb ‘s acquisition manners can get down to go understood. Some pupils found it much easier to understand the usage of engineering by come ining the order, and so reflecting on how this would be utile when watching the servers ( diverging ) . Assimilator scholars found that it was easier to gestate how the ordination would take topographic point before watching the order pickings and so reflecting on how this wasaˆÂ ¦aˆÂ ¦ Learners who had conceptualized the order pickings, but had non truly understood how and why the ordination worked through observations started understand more when they started to believe how it would work if they had really witnessed a drinks order being processed ( meeting ) . Finally the scholars who were ‘Accommodating ‘ merely understood truly what was traveling on when they non merely entered the orders themselves, but started to believe about which other types of orders could be placed on the system. The whole work of Kolb underpins the course of study and how it may be delivered in schools today, although readying for the trip was non simple as one of the issues with Kolb ‘s work is that vitamin E does non take into history the different attainment degrees to which the pupils are working at, therefore it was necessary to fix resources for the pupils at different degrees so that all pupils could prosecute with the acquisition and develop their cognition. The theory of multiple intelligences was developed by Howard Gardiner in 1983. He suggests that persons possess a figure of different independent intelligences ( at least seven ) , and that these can be acquired at different degrees. Gardner besides suggests that if persons have an ability to larn in a certain mode, they should be encouraged to develop their acquisition utilizing this endowment. Gardner material During instruction, the thought of pupils being able to develop their abilities to larn focussed planning on the single pupils and how to include and develop all pupils within the category. This attack closely links back to the Every Child Matters docket and how to develop the cognition of all persons within the schoolroom. Although concentrating on certain facets of Gardner ‘s intelligences, such as the verbal-linguistic and logical-mathematical abilities of pupils within the schoolroom it is besides of import to see the overall interpersonal and intrapersonal abilities of pupils more to supply a more rounded and balanced course of study. There is a demand to provide for pupils at different abilities, whether within the schoolroom, the twelvemonth group, or the cardinal phases. Depending on how pupils are grouped should impact the manner in which lessons are planned and delivered. Although some of the thoughts behind the theory of Gardner are used within the schoolroom the overall footing of the theory is non adequate to alter the manner in which persons are grouped, as at that place seems to be stronger influences that bind persons larning together, such as those described by Maslow. It is possible to distinguish within lessons so that an effort is made to assist the pupils to larn to the best of their ability. How far you can continue with this construct whilst taking into history that pupils are on the whole grouped together in age instead than overall ability, and besides sing the ability of the instructors to develop the lessons with the equipment and resources available makes it hard to do a judgement on whether each kid is larning to the best of their ability. No affair what the ability of pupils there is a theory that suggests that by detecting and copying behaviour, this can take pupils to ‘think for themselves ‘ , which is cardinal to a pupil ‘s patterned advance throughout their instruction. The Social Learning Theory developed by Bandura ( 1977 ) stresses closely the nexus between pupils detecting behaviours that may hold been modeled and copying these, taking to larning. Bandura ( 1977 ) provides a elaborate description on acquisition. For him Learning would be extremely arduous, non to advert risky, if people had to trust entirely on the effects of their ain actions to inform them what to make. Fortunately, most human behaviour is learned observationally through mold: from detecting others one forms an thought of how new behaviours are performed, and on ulterior occasions this coded information serves as a usher for action. ( Bandura 1977, p.22 ) Within the schoolroom environment it was noted that it is really utile to pattern undertakings to pupils as they will so hold a higher and better apprehension of the undertaking and what they need in order to finish the activity. Outside the environment of the schoolroom, whilst engaged in larning within an organisation that the pupils were analyzing it was noted that pupils responded in several different ways. The behaviour of pupils, instead than going more riotous became more professional and respected. This may hold been the fact that they were in a professional environment with other members of the populace in attending. One other facet of the pupils ‘ behaviour became noticeable when they met the usher demoing them around the edifice. It was obvious that pupils accidentally copied the idiosyncrasy of the usher, which can be attributed to the positive attitude and attributes that were seen by the students on what they perceived as a function theoretical account. Although whilst pupils are acting right in and out of the schoolroom, there are times that pupils do non prosecute with lessons and get down to misconduct. Piaget ( 1932 ) discussed the moral development of persons and an apprehension of others. It can be noted that morally pupils should truly cognize they are at school to larn, and non interrupt the schoolroom. Further work by Piaget ( 1952 ) , produced by decennaries of detecting immature kids lead to his theory of cognitive development. The footing of the theory of cognitive development is that there is a displacement of kids ‘s thought over certain phases of their ripening, as they are turning up. These phases were split into four, with the concluding phase, when a pupil is in adolescence they should be able to ground hypothetically and infer results, hence actively build their ain cognition and understand results, believing for themselves. In instruction it is clear that persons are grouped in phases, therefore miming theory of Piaget. Year groups are grouped into Key Stages for development, but although pupils still receive lessons in their twelvemonth groups it is obvious that non all students develop at the same rate. Within the schoolroom environment and besides whilst taking visits it is still really of import to distinguish lessons so that all students are able to entree the lesson, and besides supply extension undertakings where students have completed work to a satisfactory degree within the clip and have no other work to finish. The theory behind cognitive development does non associate to â€Å" how † a pupil can be cleverer with relation to their knowledge harmonizing to their age. There is besides small or no grounds of other factors such as societal or emotional facets which may act upon larning. Similarly at that place seems to be no nexus towards unnatural development or development upsets that may be present in a pupil. Unlike Piaget where it is considered that the development of a kid must predate their acquisition, the sociocultural position of Vygotsky ( 1978 ) argued that â€Å" acquisition is a necessary and cosmopolitan facet of the procedure of developing culturally organized, specifically human psychological map † ( Vygotsky 1978, p.90 ) . This position suggests that in existent fact that societal acquisition would predate the development of an person. Therefore whereas Piaget would reason that the development of a student is due to them being actively funny and desiring to be involved in the acquisition taking topographic point, Vygotsky would reason that the societal part and interaction, for illustration with the usher on the visit, helped the procedure of development of the students. Taking the thoughts of Vygotsky into the schoolroom it has been noted that pupils working collaboratively, when they are socially interacting either with their equals or instructors, or whether working in braces or groups, will bring forth a high degree of work if kept on undertaking. This cooperation Vygotsky argues leads to cognitive development. Vygotsky ( 1978 ) besides viewed the Zone of Proximal Development as an country where counsel or instructions can be given, leting students to work on their ain to develop higher mental maps. Within the planning and instruction of a lesson it is clear that aims and success standards have been planned and shown to the students. This clearly develops the ability to finish undertakings to different degrees of accomplishment for the students, and allows them to progress their acquisition in a manner that is clear and concise. In kernel, on an single footing, a pupil needs to understand how they can ‘learn to larn ‘ in order to derive the best instruction they can accomplish. Students have to take duty for their ain acquisition, with the aid of instructors, parents and as many resources as possible that will profit them overall. The pupils single acquisition manners must besides be noted down by instructors in order for them to be after, develop and present lessons in a individualized manner, for as many persons as possible in each lesson. Taking into history that pupils are grouped in cardinal phases and in twelvemonth groups, and even possibly in sets, there will ever be a scope of pupils within the schoolroom that have to be catered for. It is of import for instructors to encompass as many instruction and acquisition manners as possible if they are appropriate to travel any of the single scholars in the schoolroom forward. In Applied ICT although the pupils may understand the theory of the existent ICT, it may be hard for the pupils to set the existent application of the usage of the ICT into context. Timetabling deductions mean that it is impossible to wholly personalise the acquisition of an person at present as the resources are clearly non available for this to go on. As this is the instance personalization has mostly got to take topographic point within lessons associating in with the humanistic attack to distinguishing for the person or groups. This attack will besides assist with the multiple intelligences within the schoolroom and cater for different ability pupils, scaffolding lessons so that all pupils engage within the acquisition environment and are able to come on in a safe environment.A