Lower division capstone ip4 Essay Example | Topics and Well Written Essays - 500 words

Lower division capstone ip4 - Essay Example Recently, Foxconn Technology Group workers went on strike demanding better working conditions. As a supplier to many blue-chip companies, Foxconn failed in the area of employee empowerment. Instead of a strike which is detrimental to the progress of a company, empowered employees seek negotiations. As the senior manager in such a situation, I would have sought dialogue and not ignored the workers’ grievances. The other theory in this case would be the alternative dispute resolution theory. This would include the resolution of all issues that come about without a need to seek legal advice or going on strike. The theory of penetration pricing advocates for offering lower prices for given products during their introduction into the market to drive away competition. The benefits of applying this method lay in the aspect of attracting customers away from the competition. If applied correctly, penetration pricing can be a very successful marketing method which could increase a company’s sales volume and market share. The high sales volume often realized by this method could translate to lower production costs or a higher inventory turnover or both. The application of this theory therefore comes about as a method for entering the market especially when it is almost crowded by similar products by competitors. In the recent past, smartphone company Apple has introduced mobile phones with lower prices to enter the mainstream market. Apple is known for making products that are aimed at the luxurious consumer but had to enter the lower-end market to keep its market share. If I were the senior manager in this case, I would ensure that the lower-end market remains catered for by the penetration pricing model by increasing the quality of the gadgets offered compared to the competition. Another theory in such a case would be the theory of market segmentation. This theory also advocates for the division of markets with the

Problems with Education Essay Example for Free

Problems with Education Essay What is it that’s making our nation suffer from excelling in education? Not many would argue about the importance of excellence in education. Problems such as teacher attrition, lack of parent involvement, and teaching high-stakes testing may hinder progress in education. An education is an indispensable and essential tool, unfortunately, with all the jaded judgments; our students aren’t valuing or able to value their education. An Education can open the doors to opportunities that would have never been possible if it had not been for the knowledge and preparation that one received while in school. With the fluctuating economy and hesitant times, it is more important than ever for our nation’s children to receive the proper education and training that will allow them to acquire a good job and produce the revenue needed to live. Unfortunately, there are many problems facing our education system today, and several of them are having negative effects on the quality of the education our students are receiving. Would one feel comfortable fifty years from now, when the children who are victim of the disadvantages of teacher attrition, lack of parent involvement and a majority of their education being how to take a high stakes test, are running this nation? How soundly can one sleep knowing that their decisions on a bill deciphering how much of a pension someone will receive or what’s legal and what’s not is at stake? Should these problems be quietly swept under the rug and addressed again in another five years, or is it best bite the financial bullet and at the very least, acknowledge there is an issue? A serious problem that is attacking the education system in America is the alarming attrition rate of teachers. Only those not involved with education at all will argue that it is an undemanding profession; in actuality, it is a very demanding profession with an often overwhelming amount of pressure and responsibility tied to it. However, it can also be a very rewarding profession. Unfortunately, many teachers simply cannot overcome the immense responsibilities well enough to stick with the profession for any length of time. Jalongo and Heider (2006) present staggering statistics in their article, saying that forty-six percent of new teachers in this country quit teaching after five years or less, with that percentage growing to fifty percent in urban areas. Even more shocking is the fact that ninety percent of teachers who are hired in this country are replacements for teachers who have left teaching for some reason other than retirement (p. 379). There are many reasons that the rate of teachers leaving the profession is so high. Anhorn (2008) very concisely sums up some of the major problems in her article when she says, â€Å"Difficult work assignments, inadequate resources, isolation, role conflict, and reality shock are some top reasons for the horrendous attrition statistics with the widespread â€Å"sink or swim† attitude that is prevalent in so many schools† (p. 15). It is easy to see why the beginning teacher attrition rate is so high. There is simply so much to do these days, between extracurricular responsibilities and high-stakes testing, it is easy to get overwhelmed. In her article, Sitler (2007) sums it up quite nicely when she says, No one expects the first years of teaching to be easy. No one expects that Teaching assignments will never change. But no one expects either that One’s first years of teaching will be compromised by administrative Systems that make instability and disillusionment routine occurrences Rather than exceptions. (p. 22) If teachers received more support from the administration and less of the strong arm effect, educators wouldn’t be so timid in teaching and instead bring more value to the classroom. Many of us probably remember our parents being very involved with our education, whether they were part of the PTA or just asked about your grades and homework every day when you got home. Unfortunately, today, parental involvement seems to be waning. While there still is a good deal of involvement at the elementary level, middle school and high school, when children really need that parental guidance, it’s almost nonexistent. It is our responsibility to try to involve parents who seem hesitant and reluctant to be a part of their child’s education. No matter what the hesitation is from the parent, be it a language barrier,  fear of school itself, whatever might be causing a parent to be stand offish about their child’s education and being an active part of it, not only the teacher, but administration should use every opportunity to pull a parent in and allow them to become and active part in their childs education. When parents are involved in education, teens typically have higher grade point averages, higher test scores on standardized and classroom assessments, enrollment in more rigorous academic courses, more classes passed, more credits earned toward graduation, and higher graduation rates. Parents are not performing their duties as first teacher to their kids in education. Many parents left their kids behind and keep putting the blame on the teachers due to their misunderstanding of the No Child Left Behind Act. These parents concerned are the ones who left their kids behind and not the schools; teachers are secondary to kids’ education. Unfortunately so many educators feel such pressure to prepare students for the TAKS test that they fail to ever demonstrate the relevance of what they are teaching. They fail to teach the items within the curriculum that are useful outside of the walls of the school. So, we have students who graduate and can solve quadratic equations, classify living organisms and distinguish between a plant and an animal cell but don’t know how to budget money, complete a financial aid form, solve a real-world problem, think for themselves, or apply the testing information beyond what was taught. I have heard people say the purpose of the exams is to make sure our students do not graduate before they know basics skills†¦ like Physics? Most of the arguments I hear come from people who have never even looked at the test; people who just blindly adhere to the regulations because it is a law. Which leads me to the most frustrating and most often argument I hear which is, â€Å"We need to hold students accountable because it is the law? † Well, there have been lots of bad laws over the years. Does anyone remember the Jim Crow laws? If as a country we were to have blindly followed these laws, then blacks and whites would still be segregated. There is no denying the fact that the problems mentioned, are not going to go away over night. They are major issues facing American education, and educators simply must do everything in our power to conquer them. An education is such a valuable and necessary tool, and we must do everything we can to get our students to value their education. I personally do believe there is hope for a positive change. Problems don’t fix themselves, and if admitting that we need help in going about the way our nation views the importance of education is what needs to be done, then it’s time to slap on the â€Å"HELLO MY NAME IS †¦Ã¢â‚¬  sticker and start being honest and start fixing the problems of teacher attrition, lack of parent involvement and teaching children how to take a state issued test. References Jalongo, M. R. , Heider, K. (2006). Editorial teacher attrition: An issue of national concern. Early Childhood Education Journal, 33(6), 379-380. Anhorn, R. (2008). The profession that eats its young. The Delta Kappa Gamma Bulletin, 74(3), 15-26. Sitler, H. C. (2007). The lived experience of new teachers, or why should I stay in this profession? Phi Kappa Phi Forum, 87(4), 22.

The Talent of Iago in Shakespeares Othello Essay -- Shakespeare Othel

The Talent of Iago in Othello  Ã‚        Ã‚   William Shakespeare's Othello is a tragic drama that shows the overwhelming power of deception and the damage it can lead to.   Othello's right-hand man is Iago; on the surface a die-hard friend and confidant, in reality comparable to the devil himself.   Iago uses other characters as though they were his puppets, planting lies and watching the sorrowful fruit born.   Iago deceives virtuous, yet weaker men (such as Cassio and Roderigo) with ease, but feels greatly threatened by the most powerful, virtuous general in the land - Othello.   Othello's only flaw is jealousy, and Iago exploits this to no end, using him to get what he wants.   Iago's talent to manipulate the truth and control other people with his lies is what gives this play momentum.   More than any other characteristic, Iago preys on those who are emotionally unsure of their desires.   Iago manages to find ways of altering these characters' perceptions of reality, forcing them to believe in the dark world that Iago has created for them.   The main emotions that Iago bends and twists are those of love... ... Castlerock Entertainment, 1995.    Shakespeare, William. The Tradegy of Othello, The Moor of Venice. Literature: An Introduction to Fiction, Poetry, and Drama, sixth edition. Ed. X.J. Kennedy and Dana Gioia. New York: Harper Collins, 1995.    Wright, Louis B. and Virginia A. LaMar. "The Engaging Qualities of Othello." Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Introduction to The Tragedy of Othello, the Moor of Venice by William Shakespeare. N. p.: Simon and Schuster, Inc., 1957   

Kite Runner Essay Essay

Khaled Hosseini’s kite runner has many themes that are significant. This book also has themes that are hidden to the reader, to find these themes the reader needs to think about the events that occur in the book. In this book redemption, discrimination, and violence play a big role in the events in this book. Redemption is one of the most important themes in the kite runner. Throughout the story, Amir is trying to redeem himself because of many events that he was a part of. In the begging of the story Rahim Khan calls Amir and tells him â€Å"There is a way to be good again. † (Page 2) Putting this in the first chapter of the story tells the reader many things about Amir, it could tell us that Amir has done many things that he regrets, or he has done things that caused pain to someone else. Amir’s mother dies when she is giving birth to him, throughout the story Amir tries many different things to redeem himself to his father. When Amir wins the kite competition he thinks that he would finally redeem himself for his mothers death. Amir thinks that he redeems himself because â€Å"A smile played down on my father’s lips. He opened his arms† (Page 79) When someone does this someone will automatically think that you redeemed yourself to that person. Another event that Amir does that he redeems himself for later is when he blackmails Hassan. Amir’s father gives him a watch and Amir decides to put it under Hassan’s pillow. Later when Amir’s father finds out that he took his watch he forgives him, but Ali (Hassan’s father) says that they make the decision to leave. To the near end of the book, when Amir goes back to Afghanistan, he receives a letter from Hassan. The letter tells him that he (Hassan) died, and that he has a son that it taken by the Taliban. Amir tells Farid (The person who takes Amir around in Afghanistan) about Sohrab, and he tells him â€Å"You have a visa to go to America, to life with me and my wife. It’s true. I promise† (Page 355) When Amir found out that he lost his best friend he went through a lot of trouble to get Sohrab. Amir could have avoided this if he did not frame Hassan. If Amir did not frame Hassan, Hassan and Ali could have fled the country with Amir and his father. This event has a big impact on the events in the story. Without these examples of redemption, it is hard to picture the book ending in the way that it did. Along with many other themes, discrimination is one of the less discussed themes in this book. In my opinion I think that discrimination should be a theme that should be as important as any other theme. Discrimination plays a big role in the kite runner because of the structure of the social classes. In the begging of the story we know that Hassan is Amir’s Hazara but later we know that he is Amir’s brother. When Amir won the kite competition Hassan went to get the winning the kite. Hours had passed and Hassan did not show up. Amir goes looking for him and he asks Omar (only involved in one paragraph) if he saw Hassan, Omar answers him by saying â€Å"Your Hazara? † (Page 68) without saying more than two sentences, we can see that people in the class with Hassan are treated with no respect and they are called Hazaras. Another event that happens when Hassan finally finds the kite that allowed Amir to win the competition he is surrounded by Assef and his gang. Assef is one of the biggest discriminators towards Hazaras as he is intimidating Hassan, he says, â€Å"A loyal Hazara, Loyal as a dog† (Page 72) When Hassan said this he could of compared Hassan to something else, but he picked a dog to show the most disrespect towards Hassan. In my own opinion I think that discrimination towards Hazaras in Kabul is horrible because they are treated as if they are a different race of people. Hazaras have the exact physical features as any average human being but they are treated like they are slaves. This is how discrimination, which is one of the themes that is not talked about a lot, is significant in this book. Violence is also one of the themes that are not discussed as much, violence should be because it is important and it is hidden. There are many examples that show violence in the book. One of the examples that show violence is when Hassan gets raped when Assef and his gang surround him. The author does not tell the reader that Hassan got raped but instead he makes Wali, one of the members of Assef’s gang, tell Assef â€Å"My father says it’s sinful† (Page 75) This is a indirect message to inform the reader that Hassan gets raped. This is one great example that violence plays a big role in the process of this book. Assef could of threated Hassan instead of raping him. In my opinion I think that he could not have done something that wasn’t related to violence. Assef wanted to have his revenge on Hassan but it was hard to do something that has nothing to do with violence. Later on in the book, when Amir and Hassan do not talk to each other after Hassan got raped for him over a kite. Hassan asked if he could go under the pomegranate tree and let Amir read a story for him. When Amir and Hassan were under the pomegranate tree, Hassan asked Amir what he was doing wrong so he could stop, Amir told him that Hassan should stand up for himself. Hassan did not answer and Amir started to throw pomegranates on Hassan, Amir then told him â€Å"Hit me back! Hit me back goddamn you† (Page 92) this is another great example that shows the violence that is included in the book. Hassan is the most loyal person in the book and Amir does not appreciate it; instead Amir wants Hassan to hit him with a pomegranate. When Hassan stands up, he then smears a pomegranate on his face and walks away. This is how violence plays a theme in the book. It is not as visible as the other themes in the book but it is as significant as the other themes. Redemption, discrimination, and violence are themes in Khaled Hosseini’s kite runner that play a big role in the book. Without these three themes it is hard to picture if the book would end up the way that it actually ended up being. Quotes and Information taken from â€Å"Kite Runner† by Khaled Hosseini.

National Curriculum Subject Of Science

In this assignment I will be looking at the National Curriculum topic of Science. I shall be looking at be aftering a scientific discipline lesson and instruction to a whole category. I will look critically at facets of the scientific discipline course of study, including the Early Years Foundation Stage ( EYFS ) . Once the scientific discipline lesson has been taught, I will measure how good the lesson went, if there was any jobs and if there was, how they were overcome. When be aftering the lesson I will look at the misconceptions in scientific discipline and how resources/strategies help to put these misconceptions straight. I will besides look at ICT in the scientific discipline course of study and how ICT was used in the planned and taught scientific discipline lesson. The manner scientific discipline is taught has been good discussed with those who say that kids should be taught scientific discipline and those who say kids should be taught to hold an apprehension of scientific discipline. Cockburn ( 2001 ) provinces, â€Å" Others hold a well- established position that a chief purpose of school scientific discipline is to advance enthusiasm for the topic and to heighten students ‘ apprehension of, and, involvement in, scientific issues in big life. † ( Cockburn, 2001, pg 183 ) So Cockburn believes that instructors should teach kids in a manner that excites them, and wants them to be influenced in their adult/ calling life. However in the Independent reappraisal of the Primary Curriculum: Concluding study, it looks at the instruction of Science as, â€Å" Scientific and technological apprehension. † ( Rose, 2009, pg 47 ) Rose believes that kids should be taught to hold merely an apprehension of scientific discipline instead than hold learning that leads them to desire a calling in scientific discipline. As a practician I believe that the topic of scientific discipline should be taught to hold an apprehension of scientific discipline. This apprehension should be taught with such creativeness and enthusiasm that the kids will desire to detect and research on their ain. After looking at the National Curriculum for Science, and talking with the category instructor, it was decided that the subdivision on visible radiation and dark was to be taught following. The kids had a basic apprehension on light and dark, due to them holding a brief debut to the topic in a old hebdomad. As the kids are in Key Stage One, in conformity with The National Curriculum for Science ( 1999 ) kids are to be taught, â€Å" To place different visible radiation beginnings, including the Sun. † and â€Å" that darkness in the absence of visible radiation. † ( QCA, 1999, pg19 ) The instruction of light and dark at this phase helps to construct up a foundation for subsequently larning linked to light and sound. An earlier foundation is built in the EYFS, for a acquisition of Science. Such ends are, â€Å" Find out about their environment, and speak about those characteristics they like and dislike. † ( DCSF, 2008, pg 15 ) This builds a foundation for visible radiation and dark ; this is because light/dark is portion of their environment. This end besides allows for schoolroom treatment which is cardinal for their societal edifice accomplishments at this phase. Another foundation gal that is linked to the visible radiation and dark subdivision is, â€Å" Observe, happen out about and place characteristics in the topographic point they love and the natural universe. † ( DCSF, 2008, pg 15 ) This helps to construct a foundation, as the kids are taught about things that occur in the natural universe, i.e. visible radiation and darkness. After light and dark has been taught at Key Stage One, the acquisition continues into Key Stage Two. The first thing that kids are taught is, â€Å" That light travels from a beginning. † ( QCA, 1999, pg 26 ) Others include, that when visible radiation is blocked it forms shadows, that on brooding surfaces the light reverberates and eventually that the visible radiation has to come in our eyes to enable us to see. ( QCA, 1999, pg 26 ) The foundations are built in the EYFS with the kids being taught to detect the universe around them ; this creates a basic cognition needed to reassign to Key Stage one and two. I shall now critically reflect on the scientific discipline course of study, looking at the scientific discipline on a whole. Newton, 2000, pg 232 describes how the scientific discipline course of study faces issues on a whole, â€Å" Here we will look at the demand for you to see certain operational affairs in the primary scientific discipline schoolroom such as jobs of schoolroom administration and direction and the ways in which you and the kids interact during lessons. † So before contemplation on the course of study its ‘ ego, the agreement and way of the schoolroom has come under examination. Newton believes that administration affects the instruction of scientific discipline ; nevertheless Garson looks at how the resources are the precedence. â€Å" A utile manner of guaranting that the schoolroom a instructor plant in is contributing to making scientific discipline activities is to name the demands created by such activities and so guarantee that it is possible, within the peculiar restraints imposed by the school, to fit those demands every bit about as possible. † ( Garson, 2007, pg 78 ) Another issue has been brought up by the Houses of Parliament, â€Å" Factors within primary schools that may impact students ‘ involvement in scientific discipline, include ; whether scientific discipline instruction is adapted by single schools to reflect the involvement of their students ; the focal point on readying for SAT ‘s trials in the last twelvemonth of primary school ; primary instructors ‘ degree of scientific cognition and assurance in learning scientific discipline. † ( Houses of Parliament, 2003, pg 2 ) They believe that there are issues in the primary course of study that discourage the acquisition and enthusiasm of the kids in the schoolroom. However Mertler, 2005, pg 217, writes about a survey conducted with parents and kids. He summarises the decision of the survey, â€Å" 60 % of the parents considered their kids enthusiastic or really enthusiastic about larning scientific discipline both before and after the survey. † The survey was conducted one twelvemonth after the papers from the Houses of Parliament was published. It could be looked upon the papers assisting the instruction of scientific discipline ; by instructor improving and accommodating their instruction methods. Although it is possible that no alterations were implemented and the position of instructors, parents and kids changed for no ground. Another issue in scientific discipline is the job of misconceptions. As described by Tweed, â€Å" The word misconception denotes an mistake in believing about the scientific discipline construct, while prepossession is frequently more accurate, since the thoughts arose from their ain experiences and without formal scientific discipline direction. † ( Tweed, 2009, pg 104 ) Tweed believes that there are lone prepossessions instead than misconceptions. This is because kids perceive scientific discipline from their experience instead than holding a misconception due to deficient instruction. Dean discusses why there could be possible misconceptions in the scientific discipline course of study, â€Å" Children attack scientific discipline with thoughts of their ain about why things are they manner they are and these theories are frequently incompatible with the thoughts instructors want them to larn. † ( Dean, 2005, pg 80 ) The Committee on Undergraduate scientific discipline instruction, 1997, pg 27 looks further into the quandary of misconceptions in scientific discipline. They province, â€Å" Students are frequently able to utilize algorithms to work out numerical jobs without wholly understanding the implicit in scientific discipline construct. † They speculate that kids can cognize replies to inquiries, frequently through rote, but non hold any apprehension of the scientifical background. If kids have no apprehension of the scientifical background of things so how can this aid with their job work outing accomplishments? Looking more closely at misconceptions in scientific discipline, I will now concentrate on light and dark. Looking at the misconceptions in the visible radiation and dark subdivision will assist me be after my lesson subsequently. The first misconception that I come across was that some kids believe, â€Å" The oculus is the lone organ for sight ; the encephalon is the merely for thought. † ( Weiler, 2009 ) Although this is non straight elated to light and dark on the whole it is linked. This is because kids need to larn that the visible radiation helps us to see, but we can utilize our other senses to happen things. A survey conducted by Pine, Messer and St.John, 2001, pg 11, besides noted some misconceptions of kids, some of these include, â€Å" One kid thought you light a bulb by seting it in the Sun, another believed that visible radiations are the chief beginning of visible radiation. Four instructors highlighted the misconception that the Moon is a beginning of visible radiation. † St John, Pine and Messer, 2001 conducted a he-man with instructors on the misconceptions in scientific discipline. There were many misconceptions within the scientific discipline course of study. It is hard to understand how kids have these misconceptions/ prepossessions. Where the kid thought that a light bulb demands to be put in the Sun to visible radiation, it is possible that this is a prepossession instead than a misconception. The kids might hold experience with solar energy, but non hold the scientifical apprehension that the bulb could be powered in an alternate manner. However, if there are possible misconceptions for the visible radiation and dark subdivision, it is accomplishable and indispensable to get rid of them. There are many ways to subvert misconceptions ; the most good is published by the Committee on Undergraduate scientific discipline instruction, 1997, pg 30, â€Å" Carefully selected presentations are one manner of assisting pupils overcome misconceptions. † This peculiar system of get the better ofing misconceptions helps kids who are kinesthetic scholars, as kids learn best by making. If the instructor was to utilize shows with the kids, the ‘hands on ‘ larning attack will assist to overcome the misconceptions. Bing able to place possible misconceptions and how to get the better of them is acute to assist when be aftering lessons. Planing lessons is important to assist raise the accomplishment of the kids and to run into the standards set by the National Curriculum, â€Å" There are four chief schemes for raising accomplishment. They are: a planned course of study that has both comprehensiveness and deepness ; strategies of work that break down the course of study into manageable balls ; effectual lesson programs ; distinction, so that each kid is able to work to his or her ain potency and non execute undertakings that are either excessively easy or excessively hard. † ( Smith, 2002, pg 96 ) If instructors are to learn to the right criterion and beyond so they should be after their lessons with links to the National Curriculum. Using the QCA strategies of work will assist every bit will the use of distinction. As cited earlier the kids will be looking at the visible radiation and dark subdivision of the scientific discipline course of study. The misconceptions faced earlier are assistive towards the planning of the lesson. This is because presentations will be projected to help kids repress their misconceptions. Teachers besides need to be after for distinction during any topic, nevertheless from experience it can assist to hold assorted ability groups that will back up each other. Newton, 2000, pg 216 describes how instructor should travel about planning for scientific discipline, â€Å" When planning for scientific discipline there are four peculiar standards you need to thing about ; comprehensivenesss, balance, continuity and patterned advance. † Newton conceives that to be after a scientific discipline lesson, instructors should believe about ‘breadth ‘ . The ‘breadth ‘ agencies to cover a broad scope of each subdivision ; non merely concentrating on each sub-section separately. The ‘balance ‘ of the planning is the balance of learning for an apprehension and consecutive frontward learning. ‘Continuity ‘ is linked with the appraisal, guaranting that the kids to the full understand before traveling on to the following subject. Finally ‘progression ‘ can besides be associated to continuity. It focuses more on guaranting the kids have a full apprehension and any misconceptions have been overco me. When be aftering the lesson I felt it was needed and good to re-cover any anterior cognition they may hold. Walker, 2008, pg 9 besides suggests utilizing this clip to recap old lessons/ cognition, â€Å" In a typical hr lesson this will take 5-10 proceedingss. Its intent is to give pupils a spirit of the lesson and to acquire them believing. Alternatively it could be an activity to arouse what they remember from a old lesson. † The starting motor of the lesson will be a PowerPoint that will be synergistic and able to be used on the SMART Board. I decided to utilize PowerPoint as it is package that can be projected onto the SMART Board which will enable the kids to interact with the PowerPoint. Likewise PowerPoint is package that I have a batch of experience with, so I am able to determine that it is an exciting stimulation for the kids. Miller, Averis and Sherran, 2004, pg 7 describe in item how good utilizing PowerPoint/ synergistic whiteboard in the schoolroom can be. They suggest that it can motivate both the kids and the instructor ; in many instances it can help concentration. It is besides non clip consuming, leting farther clip for independent work. Potter and Roberts, 2002, besides study on the benefits of utilizing PowerPoint, â€Å" Using a computing machine helps pupils to widen their concentration and doggedness ; since they are extremely motivated to win in their undertaking, students will persist for far longer that they would with a undertaking on paper. † PowerPoint helps all kids with their concentration non merely those who are ocular and kinesthetic scholars. Looking at my ain experience in the schoolroom, when other instructors have used PowerPoint I have observed kids, who ne'er typically answer, seting their manus up and holding a attempt. I chose to utilize PowerPoint over any other package because of the broad scope of interaction and media available when utilizing it. Besides it is compatible with about all laptops and desktop computing machines, so there would be no issues, during the lesson, with compatibility. However some believe that there are issues when utilizing PowerPoint in the schoolroom, Brown, 2007, pg 1 notes that in some instances people/children can go un-affected by PowerPoint ‘s if they are used excessively much and in emanation. However it could be argued that if the presentations were synergistic and prosecuting so neither the kids nor the instructor would go tired of them. Chin, 2004, pg 29 besides notes a frequent issue when utilizing PowerPoint in the schoolroom. He believes that some instructors can be allured by the broad scope of media available and over usage it, therefore doing it endearing but besides deflecting for some kids. On the other manus the scope of media used, could, show a benefit to those in the schoolroom. This is because each type of media ( exposures, sketchs, picture, sound or graphs ) is suited to cover all of the different acquisition manners that the kids have. ICT should be used in the schoolroom at a assortment of times whether it is to ; present a subject, re-cap old lessons work, to informally assess kids or as an educational activity for those kids who have finished their work early. However there are besides times when ICT should non be used, the main clip is when a kid is fighting with their work ; this clip should be a one to one instructor focal point clip. The PowerPoint I used in my lesson links to the larning nonsubjective, â€Å" That there are many beginnings of visible radiation. â€Å" ( QCA, 1998, pg 2 ) This is taken from the QCA Schemes of work for Science. The PowerPoint ( Appendix A ) links to this peculiar acquisition aim. This is because it asks kids what kind of beginnings of visible radiation they can believe of. Then to widen their cognition the kids are so able to play a game placing the light beginnings. As I used PowerPoint during my lesson instead than any other ICT, I feel that the lesson flowed more easy. Besides as I used ICT at the beginning of the lesson I sense the kids were focused. By utilizing an synergistic piece of package I was able to detect the kids and inquiry them, whilst they were playing the game. Sing the PowerPoint and the kids in footings of accomplishment I feel as though it did assist the kids to carry through. The PowerPoint helped the kids meet the required acquisition aim, it besides help the kids to derive an apprehension of the many available light beginnings. When be aftering the independent portion of the lesson, I felt that this was the best country to assist get the better of the kids ‘s misconceptions. As radius about earlier the best manner to get the better of the misconceptions is through presentation. Wragg and Brown, 2001, pg 15 besides back up the theory of ‘how ‘ , â€Å" Wrapped inside a ‘why? ‘ inquiry is frequently a ‘how? ‘ inquiry. † The best manner to reply ‘how? ‘ is to actively include the inquirer in a presentation, this is frequently more helpful as the kids learn best by making, which Wragg and Brown ( 2 ) , 2001, pg 56 besides back up, â€Å" Most kids ( and grownups ) learn best when actively involved. † I decided to cover the learning aims, â€Å" That visible radiation is indispensable for seeing things † and â€Å" That when it is dark other senses can be used to assist us happen things and place things. † ( QCA, 1999, pg 2 ) To make this I covered three of the school desks with blinds, towels, covers and other stuff, I so ensured that under the tabular array was in darkness. I so laid out a assortment of objects under the tabular array and on the roof of the tabular array for the kids to happen. ( Appendix B ) I chose a few kids at a clip out of the category, before they went under the tabular array I questioned them as to how they were be aftering to happen the objects as it was traveling to be dark, this was to re implement the ‘different senses ‘ portion of the acquisition aim. Once the kids had found two or three objects, they were so asked to come out and place the object and state the others what they thought it was. For the plenary of the lesson I decided to garner all the kids on the rug to discourse they activity that they had merely done. I asked the kids about what they had used to happen the objects e.g. their custodies. I besides asked them about how they knew what each point was, this was to guarantee that they had achieved the lessons larning aim. The appraisal of the kids was done throughout the lesson ; this was done by observation of the kids ‘s apprehension during the lesson debut. This was besides done through oppugning the kids during the chief portion of the lesson on what senses they will utilize to happen the objects. The usage of oppugning during the lesson is as fast and easy attack of appraisal, â€Å" Questioning is one of the most utile methods of distinguishing appraisal. Oral and written responses to varied degrees and types of inquiries help the instructors officially and informally acquire an thought of how the category and single pupils are understanding the constructs of the unit of survey. † ( Northey, 2004, pg 146 ) As there was no written work, observation and oppugning were the most expert methods of appraisal during this lesson, it besides helped as I could en-visage if any of the kids were fighting during the starting motor and give them excess support. As this was a scientific discipline lesson none of the kids were split into ability groups. This was besides because for most of the lesson the kids were on the rug, those who were of lower ability were given excess support from the Particular Support Assistants, Farrell affirms this belief, â€Å" However, the chief ways of differentiating can be brought together in six attacks. These are: distinction by result, undertaking, support, schoolroom administration, resources and extension. † ( Farrell, 1999, pg 50 ) After learning the lesson, I experience that the lesson had really few major jobs. It is evident that the usage of play/demonstration helped the kids to larn, this is supported by many theoreticians. An old Chinese adage says, â€Å" I hear I forget. I see and I remember. I do and I understand. † ( Conficius, 551BC- 479BC ) If kids are to hear they bury, if they see something they will remember it, nevertheless if they do it they will grok the construct behind it. One job during the chief instruction activity was that under the tabular array, it was non dark plenty, which would consequence the result of placing the object. This was easy overcome by adding more stuff to do it darker. The kids were engaged while the PowerPoint was on during the lesson, although the game did over run into the chief instruction of the lesson, with respects to clip ; as a effect there was small clip for me to make inquiries with the kids. This nevertheless was overcome by oppugning them, whilst they were waiting to make the undertaking. The inquiring was an indispensable portion of the lesson, as mentioned before it was portion of the appraisal of the kids. In future when composing lesson programs, I shall compose approximative timings in each box, to guarantee that there is clip for oppugning. As I had planned portion of the lesson to get the better of any possible misconceptions or prepossessions I can be certain that the kids did non complete the lesson with any of them ; this is critical to the scientific discipline lessons subsequently in each cardinal phases. I feel as though the usage of ICT did better the instruction and acquisition of the lesson, I felt as though it helped to better and keep their concentration and apprehension. Williams, 2003, pg 8 besides agrees, â€Å" If the admiration and exhilaration of scientific discipline is non to be lost, so it is imperative that ICT should be included, non merely to streamline to treat, but to actuate the kids and heighten the quality of their acquisition. † However Farmey, 2002, page 131, notes a logical point that many instructors should inquire themselves, the followers, when believing about utilizing ICT, â€Å" Is the usage of ICT a better method than pencil and paper? The method hence being considered must offer advantages over the other attacks ; if it does non so the usage of ICT should be questioned. † In response to Farmey ‘s thought, looking at my usage of ICT in the lesson, I do non believe that the kids would hold benefited every bit much as they did if I was to hold used another method of learning. The acquisition was synergistic, and all the kids desired to hold a attempt at replying. Although another job faced was some of the kids gave unhoped replies in order to seek and utilize the synergistic whiteboard. If I were to utilize this type of presentation once more I would turn it into a merriment game where if they were to give a cockamamie reply I would be able to steal one of their points. On farther analysis of my lesson I do experience as though farther distinction was needed. Upon reiterating a similar lesson I would guarantee that those of lower ability were observed and assessed ( informally ) to guarantee that they had a clear apprehension. Upon looking back at the lesson program and the lesson itself, I have found three cardinal countries to look upon in the hereafter. These are ; the timing of the lesson, guaranting full distinction of the kids and besides guaranting the resources/ activity are equal. The first affair that asks for attending is the timing of the lesson ; this is indispensable to guarantee that the kids are covering all that is planned, â€Å" Regularly running out of clip alters the balance of the lesson and means the decision is neglected. † ( Overall & A ; Sangster, 2003, pg 181 ) Clocking demands to be kept in order for a full and proper plenary to take topographic point. The plenary of the lesson is where the chief portion of appraisal is done, if there is limited clip to make the appraisal so this does non organize an accurate history. Differentiation is another thing that needs attending in the hereafter. Although there was distinction, with the particular support helpers assisting the lower ability kids ; I feel as though there could hold been more accent on it. Hayes, 2006, pg 63 expressions at distinction being in two classs, â€Å" There are two chief types of distinction used by primary instructors. The first type is where all students are given similar undertakings to make but the outlook differs consequently to the student ‘s academic competency. The 2nd type of distinction is where students of different academic proficiency are given typical undertakings and activities on the same topic but with differing degrees of challenge. † Looking at Hayes, 2006, pg 63 If I was to make the lesson once more I would guarantee that the lower ability had more focussed help/encouragement, besides that the higher ability was given more ambitious objects to place. Finally it is besides indispensable that all resources/ activities are checked and ascertain that they will enable to better the kids ‘s acquisition. At the beginning of this assignment I discussed how I was traveling to look at be aftering a lesson in the scientific discipline course of study. I planned a lesson and utilizing the Hagiographas of assorted theoreticians the lesson was planned with cardinal characteristics remembered. I besides looked at how there are differing positions on the scientific discipline course of study subdivisions and besides the usage of PowerPoint/ ICT in the schoolroom. I besides evaluated the lesson I taught and looked at the jobs that I faced and so how they were overcome. From this I found three cardinal facets that I need to retrieve when be aftering future lessons. When be aftering to utilize ICT in the lesson I did happen it difficult to believe of an ICT constituent to utilize, so I decided to research some. Upon researching I did come across many theoreticians who did non favor utilizing ICT in scientific discipline, which did alarm me as to if there was traveling to be any benefits in utilizing ICT. However this encouraged me to make farther research and I did happen a batch of theoreticians who supported the usage of ICT. Upon composing and researching this assignment I feel as if I have gained more understanding of composing lesson programs. I have gained cognition of theoreticians contrasting positions and I have besides gained more whole category learning experience.

The Sociological Perspective on Basketball Essay Example

The Sociological Perspective on Basketball Essay Example The Sociological Perspective on Basketball Paper The Sociological Perspective on Basketball Paper In sociology, there are 3 paradigms. There is the conflict theory perspective, the symbolic-interaction perspective and the structural-functionalist perspective. From a conflict paradigm point of view, the essay would focus on gender and how the assumption that girls lack the same level of strength and stamina as men. The WNBA (Women National Basketball League) doesn’t get the same amount of respect as the males do in the NBA (National Basketball League). Another issue could be that the NBA players have a higher annual salary than an average teacher. A structural-functionalist approach could be focused on how it creates jobs (the NBA) and academically too. Basketball could also be focused on how it also entertainment for the public and how it could build ones character. From a symbolic-interaction perspective, not only can it be focus on how basketball unifies people together, but it also has to ability to express aggression in a positive, rather than destructive way. Another example could be how two different players can have the same goal, but different motivates. One player can be motivated by the love for the game and another can be motivated by the thrill of competition. The best paradigm out of the 3 to study for the game of basketball would from a structural-functionalist perspective. From a structural-functionalist perspective, basketball can have a huge affect on people lives. Friendships can also be created by having a conversation about basketball or after playing a game of basketball. One of the biggest things about basketball is how entertaining it can be on television. Another view points from a structural-functionalist perspective are the job opportunities the game of basketball is given. Since the NBA has such a huge fan base, there are many jobs given. When there are games being played in arenas, there’s a plenty of jobs given in the arena and with those opportunities, it expands the economy. Other jobs are given as trainers, team doctors, etc. It can also lead to coaches that are need for school basketball teams. How does playing basketball for a school can help a student academically in high school from a structural-functionalist perspective? You notice that playing basketball for a high school can help physically, mentally, socially, and academically. Not only does playing basketball for a school not only build friendships between team members, but could also give them that competitive edge to become better than who they are physically and mentally. For a student to continue playing basketball for a school, he’ll have to stay in shape for the season and be able to keep the grades above average. Academically, at a college level, basketball is a good and bad thing. Majority of universities pay attention to the student skill level at the sport rather than his grades, just to ensure the schools success. Paragraph 5 = From a structural-functionalist perspective, you realize that by the game of basketball, you can build friendships easily just by having something in common like loving the game. You also notice how job opportunities can be given by playing the sport or becoming a trainer in the game and help the athletics stay in shape. By having more job opportunities, it expands the economy. From a young age, basketball can not only help you academically, but help you get into colleges. Paragraph 1 = the 3 paradigms Paragraph 2 = friendships are built thru basketball. Gyms, reck team, common love for a team or player Paragraph 3 = the job oppurities basketball given. The NBA, other internation leagues, or becoming a trainer for a basketball player Paragraph 4 = academic level for basketball. Its good for high school students. College universities rather have good skills and bad in brain.

What are Stock Options

What are Stock Options Free Online Research Papers Introduction A lot of companies today have continue to offer their employees, their potential employees as well as other affiliated individuals, stock options as a way of recruiting, retaining and even motivating these particular individuals. During the last twenty years, stock options have increasingly become a major fringe benefit to employees who are salaried. In spite of some companies such as Dell, Amazon and Microsoft having recently reduced or abolished stock options for their employees, many other companies have continued with the practice which is common in the United States. As Albrecht, (1991) notes, the utilization of stock options in the technology industry has remained specifically widespread. Stock option plans allows the employees to buy a company’s share. At times a company may provide a subsidized loan to its employees to facilitate them be able to purchase stock, or the company may match the amount of shares an employee buys by doubling the amount of the shares. However, other companies are providing discounted prices of shares to their employee which immediately translates to profit. History of the Practice Stock option has been a way of compensating employees for a number of years now, the practice dates back to 1972 when Accounting Principles Board issued its option number 25 calling for organizations to employ a system which has intrinsic value to use when valuing employees stock options given to them. Using the intrinsic value approaches employed at that period, organizations were issuing â€Å" at the money† employee stock options not including any records for expenditure on the organization’s income statements, since the stock options were considered has not having any initial intrinsic value. Thus, though the system of not having records for expenses on stock option started way back, the number of stock options being given to employees was very little that a substantial number of employees ignored the stocks options. (Cuny and Jorion, 1995) In 1993, Section 162M of the internal Revenue code section successfully put a ceiling to corporate top executive cash reward to a maximum of $1 million annually. During this period, the use of stock options as a way of employees’ compensation actually took off from here. This period coincided with ranging bullish market in stocks and equities particularly in technology-associated stocks, benefiting from fresh innovations and increased investor knowledge and demand. After this period, stock option become a common way of compensating employees, and apart from the top executives, other employees of different ranks were being awarded stock options as a way of attracting and motivating employees. (Cuny and Jorion, 1995) Types of stock options A small company may be able to grant various types of stock options to their employees, these types are outlined below. Incentive stock option: employees of the company simply pay taxes on these stock options during the time when they are selling them. Employees as well do qualify for a 20% long-standing investment gains tax supposing they sell their stock after a period of over two years after being granted the stock options. Non-qualified stock options: in this type, employees in general pay more taxes when they have these stocks. If the employees exercise the stock option, the employees are force to pay income tax arising from the price variation between the grant price of the share and the market price of the stock. The employers are the one who receive tax deduction arising from the difference. (Bowles, 2002) Restricted stock option: companies grant their employees a particular number of shares which the employees can be able to sell only after such a company achieves a particular goal or when a certain period of time set elapses. The employees are forced to pay for income tax arising from the earnings after the vesting of the stocks or when the stocks options have been issued. (Cuny and Jorion, 1995) When to Use Stock Options Employees require to be compensated for their performance in order to encourage them to keep up or improve on that performance. The moment the human resource establishes the performance of the worker, managers should reward to commensurate with the worker’s achievement. These will ensure maximum production and effectiveness of the worker; current compensation programs include a mix of basic pay, equities and variable pay (Cuny and Jorion, 1995). Many companies are currently using the stock option as a way of compensating and motivating their employees. A good example of such a company is the Starbucks. All Starbucks employees are known as partners no matter which job position the employee occupy. Each one of the partner (even part-timers) is entitled to get health care, take part in the Bean Stock program, and also get a free pound of coffee every week. In the Bean Stock program, Starbucks employees are given stock lower than the fair market value a number of times per year. A t the same time the employees also take part in a 401(k) profit sharing plan. Through buying the stock options in a company an employee get a chance to own part of the company. When the company thrives and its stock increases, the employees stand to benefit. As such the employee s bound to put in extra effort to make sure that the company succeeds so that he/she can also benefit. Thus, stock options as stated provide motivation to the employees. (Albrecht, 1991) Behavioral implications Stock options are supposed to create some implication for both the employers and also the employees. Creative owners of stock provides their employees with stock options as a way of incentive and to the employees so that the employees can be easily be retained at the company and only work for that company has the employees feels as being part and parcel of the company. Stock options have thus the ability to change the behavior of the employees of a company in a positive manner. The dividends which top executives and other employees receive do constitute the major part of compensating top executives. (Cox, and Rubenstein, 1979) Current accounting practice and valuation of the options Though, there are various different approaches which have been formulated to value tock options which are traded on the market, valuing the employees’ stock options has remained problematic to many. The problems related with valuing the employees’ stock options which are issued by companies that are privately owned are specifically delicate. However this paper will try and review some current accounting practices. (Carpenter, 1998) Simple intrinsic value approaches might devalue the stock option in a situation where there is remarkable upside prospective but nearly no downside potential. Among the extensively accepted accounting practice is the Black-Scholes, (1973) option pricing model. This is a closed-form accounting model used to value those stock options which are traded in Europe. Among the most important assumptions held by this method is that stock option holders do have the capability of trading their stock in line with options which they were offered. Other some companies have opposed the mandatory expenses by abolishing the usage of ESOs, some other companies for example Cisco have maintained ESO programs. Before 2005, Cisco Company employed the APB 25, adhering to FAS 123 stipulation in their 10-K plan. The table shows the net revenue for the company in the 2001-2003 financial years reported under FAS 123 accounting system. (Cenker and Monastra, 1991) PARTICULARS 2001 2002 2003 Net Income (Loss) As Reported under FAS123 (1,014) 1,893 3,578 Option Compensation Expenses (net of tax) (1,691) (1,520) (1,259) Net Income (loss) pro forma (FAS 123R) (2,705) 373 2,319 Critical assessment of the practice The present situation of accounting regulations formulated for equity-founded compensation has to be very confusing. In a case where there is lack of compulsory expensing, accounting standard which is used by a lot of companies was known as Accounting Principles Board option 25 (APB, 25). The stated accounting standard came into implementation in 1972, just one year earlier than the formulation of Financial Accounting Standard Board as well as Black-Scholes accounting formula used to value traded stock options. (Black and Scholes, 1973; APB, 1972) The APB accounting standard allows companies to be able to account for their employees’ stock options through the use of â€Å"intrinsic value† (the disparity among the price of stock and that of option exercise. The common practice which makes options grant at the money results in an intrinsic value being zero value on the date of when the options where granted, for the purposes of accounting. Viewing this practice on its sur face, it seems as misguided. However, ESOs do have value and that is why companies award these stock options to their employees. (Boudreaux, et al. 2000) Nonetheless, before the formulation of stock option pricing procedures, there existed substantial complexities on how to determine a â€Å"fair value†, for contingent compensation of offering sensible support for usage of the APB 25. Though, there have been efforts by the FASB over the years (1978-1984) to formulate an accounting practice for stock option compensation, by introducing the FAS 123 in the 1995, many companies have continued to use the APB 25 practice. (Cenker, and Monastra, 1991) Different studies have indicated that the there have been a remarkable increase in amount of stock options being granted to employees over the years. Hall and Murphy (2003) expounds this point when they point out that an average sum of Employees’ stock options of 500 companies in which they researched had increased by more than tenfold going up to $238 down from $22 per each company. More than 90% of employees stock options were awarded to employees who were not top most five executives of companies, whereas the share amount of stock options which were being awarded to the CEO of companies had reduced from 7% to below 5%. Basing on Boudreaux, et al (2000) the disagreements over compulsory expenses has continued to shift its location. Before FAS 123 R, the opponents of the practice have put a lot of stress on the problems of how to determine the â€Å"fair value† of stock option which are granted to employees. For instance, FAS 123 has stated in part 19 that â€Å"the fair value of stock option which is awarded by a particularly public entity will be approximated through the use of option pricing approach for instance by using the Black-Scholes model. FAS 123, for instance requires that ESO is has to be valued during that date on which they are being granted particularly in certain situations. The value of the stock option is not supposed to be changed for over the future. For example, loss of the time value as a result of early exercise need not to be shown in the companies’ financial reports which results in any overstatement resulting from fair value of ESO granted date compensation e xpenses. Conclusion Stock options allow the employees to buy a company’s share. Sometimes a company may provide a subsidized loan to its employees to facilitate them be able to purchase share, at times the company may match the amount of shares an employee buys by doubling the amount of the share. Nonetheless, other companies provide discounted prices of shares to their employee which immediately translates to profit. Over the years, stock option have increasingly become a way of compensating and motivating employees in many companies, both the top management and the junior employees. As such the use of stock options to motivate employees continue to increase in present times. Stock options can be accounted through different ways which have been formulated by different bodies. It is thus, clear that stock option is going to continue being adopted by many companies as a way to compensate and motivate and retain their employees in this competitive world. Reference: Albrecht, G (1991): Calculating the value of a closely held firm. Journal of Legal Economics 1(3): 1-6. Black, F and Myron S. (1973): The pricing of options and corporate liabilities; Journal of Political Economy 81(3); 637. Boudreaux, D, et al (2000): Analysis and valuation of closely held firms involved in business damage cases and application of certainty equivalence. Journal of Legal Economics 9(3); 5-18. Bowles, T (2002): Valuing a small business: Implications of different income tax models; Journal of Legal Economics 11(3): 40-62 Carpenter, J (1998): The exercise and valuation of executive stock options. Journal of Financial Economics 48(2): 129-58. Cenker, W and Monastra, C (1991): Business valuations; Constraints imposed by divorce. Journal of Legal Economics 1(3): 7-21. Cox, J, and Rubenstein, M (1979): Option pricing; a simplified approach; Journal of Financial Economics 7(3); 259-63. Cuny, C and Jorion, P (1995): Valuing executive stock options with an endogenous departure decision. Journal of Accounting and Economics 20(3); 190-203. Emory, J (1985): The value of marketability as illustrated in initial public offerings of common stock January 1980 through June 1981. Business Valuation Review 4(3): 20-23 Research Papers on What are Stock OptionsGene One the Transition from Private to PublicA Marketing Analysis of the Fast-Food RestaurantDistance Learning Survival GuideNever Been Kicked Out of a Place This NiceQuebec and CanadaDefinition of Export QuotasAmerican Central Banking and OilThe Relationship Between Delinquency and Drug UseThe Effects of Illegal ImmigrationDeontological Teleological Theories