Difference between two types of value intrinsic and instrumental - Free Essay Example

Sample details Pages: 2 Words: 565 Downloads: 9 Date added: 2019/10/10 Did you like this example? Virtue ethics is an important aspect in shaping the character as well as the morality of an individual. Virtue ethics focuses on issues that emphasize the role of a character as well as the aspects of moral philosophy. It looks into an individual’s character rather than focusing on the duty of a person with the aim of coming up with real consequences. Learning things related to ethics and virtue ethics is important mainly because it provides an efficient platform for individuals to be able to distinguish between characters that have a positive impact rather than focusing on behaviors. Through this, an opportunity is achieved to be able to distinguish what is good and what is not okay (Jayawickreme et al. 2014). Understanding about ethics and virtue is also important because it helps in the provision of the opportunity to understand and to distinguish between different types of values mainly intrinsic values as well as experimental values. Don’t waste time! Our writers will create an original "Difference between two types of value: intrinsic and instrumental" essay for you Create order Based on the understanding of aspects of virtue ethics, knowledge is always drawn on how people reason out. Some people reason about the means of achieving the end and others think about the end. The way people reason out is important in generating the difference that exists between intrinsic as well as instrumental values. Intrinsic value reasons out about the end while on the other hand, value argues about how the end will be achieved. Intrinsic value mainly concentrates on the overall values of an item, the value that an individual or a commodity holds. On the other hand, instrumental value focuses on the values that an aspect holds in helping to achieve other aspects (Van Hooft, 2014). By this argument, holding on to instrumental value helps characters to judge something based on the outcome that it brings rather than the value it has. An aspect might be of value, but it does not have positive components that it brings out. Instrumental values and intrinsic values can be used in judging character based on aspects of morality. A character can be judged based on the methods of behavior that is exhibited by an individual. The methods of behaviors do not define the nature of an individual, rather, they describe the reasons behind the character presented by an individual. In this context, there are some important characteristics acquired by a person based on the values that he or she has (Jayawickreme et al. 2014). These characters might include being logical, imaginative, loving, polite, responsible among others. These are linked to being instrumental regarding values a person who is intrinsic regarding the values that he or she holds deploys characters such as social recognition, beauty, harmony among others. Finally, considering aspects of values, morality, and ethics, we note that at times individuals can get into a situation of moral breaks. Moral breaks can at times be argued as moral breakdowns. In most cases, it affects a character that holds onto values. At times, he or she might be left in a dilemma and make judgments that might morally have an impact on an individual. Moral breaks at times might also happen in a situation whereby a person is making a rushed decision. When looking at the characters of a person, we always note that we always think of ourselves first with the way we behave rather than other people.   Naturally, people are always self-centered. We behave based on the way people judge us.

What Is Free Verse Definition, Examples, Analysis

Free verse poetry has no rhyme scheme and no fixed metrical pattern. Often echoing  the cadences of natural speech, a free verse poem makes artistic use of sound, imagery, and a wide range of literary devices. Free verse:  Poetry that does not have a rhyme scheme or a consistent metrical pattern.Vers libre:  The French term for free verse.Formal verse:  Poetry that is shaped by  rules for rhyme scheme, metrical pattern, or other fixed structures. Types of Free Verse Poetry Free verse is an open form, which means it has no predetermined structure and no prescribed length. Since theres no rhyme scheme and no set metrical pattern, there are no specific rules for line breaks or stanza divisions.   Some free verse poems are so short, they might not resemble poems at all. In the early 20th century, a group who called themselves Imagists wrote spare  poetry that focused on concrete images. The poets avoided abstract philosophies and obscure symbols. Sometimes they even abandoned punctuation. â€Å"The Red Wheelbarrow,† a 1923 poem by William Carlos Williams, is free verse in the Imagist tradition. In just sixteen words, Williams paints a precise picture, affirming the importance of small details: so much dependsupona red wheelbarrowglazed with rainwaterbeside the whitechickens. Other free verse poems succeed at expressing powerful emotions through run-on sentences, hyperbolic language, chanting rhythms, and rambling digressions. Perhaps the best example is Allen Ginsbergs 1956 poem Howl. Written in the tradition of the Beat Movement of the 1950s, Howl is more than 2,900 words long and can be read as three strikingly lengthy run-on sentences.   Highly experimental poetry is also often written in free verse. The poet might focus on images or word sounds without regard to logic or syntax.  Tender Buttons by Gertrude Stein (1874–1946) is a stream-of-consciousness collection of poetic fragments. Lines like  A little called anything shows shudders have perplexed readers for decades. Steins startling word arrangements invite debate, analysis, and discussions on the nature of language and perception. The book often prompts  readers to ask, What is a poem? However, free verse isnt necessarily experimental or difficult to decipher. Many contemporary poets write free verse narratives in the language of  ordinary speech. What Did I Love by Ellen Bass tells a personal story about a menial job. If not for the line breaks, the poem might pass for prose: What did I love about killing the chickens?  Let me startwith the drive to the farm as darknesswas sinking back into the earth. Free Verse Controversies With so much variation and so many possibilities, its no wonder that free verse has stirred  confusion and controversy in the literary sphere. In the early 1900s, critics riled against the rising popularity of free verse. They called it chaotic and undisciplined, the mad  expression of a decaying society. Even as free verse became the standard mode, traditionalists resisted. Robert Frost, a master of formal rhymed verse and metrical blank verse, famously commented that writing free verse was like playing tennis with the net down. A modern-day movement called New Formalism, or Neo-Formalism, promotes a return to metrical rhyming verse. New Formalists believe that systematic rules help poets write more vividly and more musically. Formalist poets often say that writing within a structure prompts them to reach beyond the obvious and to discover surprising words and unexpected themes. To counter this argument, proponents of free verse claim that strict adherence to traditional rules stifles creativity and leads to convoluted and archaic language.  A landmark anthology,  Some Imagist  Poets, 1915, endorsed free verse as a principle of liberty. Early followers believed that  the individuality of a poet may often be better expressed in free-verse and a new cadence means a new idea. In turn, T. S. Eliot  (1888–1965) resisted classification. Free verse mingles with rhyming verse and blank verse in Eliots book-length poem,  The Waste Land.  He believed that all poetry, regardless of form, possesses an underlying unity. In his often-quoted 1917 essay, Reflections on Vers Libre, Eliot stated that there is only good verse, bad verse, and chaos.  Ã‚   Origins of Free Verse Poetry Free verse is a modern idea, but its roots reach into antiquity. From Egypt to the Americas, early poetry was composed of prose-like chants without rhyme or rigid rules for metrical accented syllables. The richly poetic language in the Old Testament followed the rhetorical patterns of ancient Hebrew. Translated into English, the Song of Songs (also called Canticle of Canticles or Song of Solomon) might be described as free verse: Let him kiss me with the kisses of his mouth — for thy love is better than wine.Thine ointments have a goodly fragrance; thy name is as ointment poured forth; therefore do the maidens love thee. Biblical rhythms and syntax echo through English literature. 18th century poet Christopher Smart wrote poems shaped by anaphora rather than meter or rhyme. Readers mocked his wildly unconventional Jubilate Agno  (1759), which he wrote while confined to a psychiatric asylum. Today the poems seem playful and eerily modern: For I will consider my Cat Jeoffry†¦For first he looks upon his forepaws to see if they are clean.For secondly he kicks up behind to clear away there.For thirdly he works it upon stretch with the forepaws extended. American essayist and poet Walt Whitman  borrowed similar rhetorical strategies when he wrote his rule-breaking  Leaves of Grass. Composed of long, unmetered lines, the poems shocked many readers, but eventually made Whitman famous. Leaves of Grass set the standard for the radical form that later became known as free verse: I CELEBRATE myself, and sing myself,And what I assume you shall assume,For every atom belonging to me as good belongs to you. Meanwhile, in France, Arthur Rimbaud  and a group of symbolist poets  were dismantling long-established traditions. Rather than regimenting the number of syllables per line, they shaped their poems according to the rhythms of spoken French. By the dawn of the 20th century, poets throughout Europe were exploring the potential of poetry based on natural inflections rather than formal structure.   Free Verse in Modern Times The new century provided fertile soil for literary innovations. Technology boomed,  bringing powered flight, radio broadcasting, and automobiles. Einstein introduced his theory of special relativity. Picasso and other modern artists deconstructed perceptions of the world. At the same time, the horrors of World War I, brutal factory conditions, child labor, and racial injustices spurred a desire to rebel against social norms. The new modes of writing poetry were part of a larger movement that encouraged personal expression and experimentation. The French called their rule-breaking poetry  vers libre. English poets adopted the French term, but the English language has its own rhythms and poetic traditions. In 1915, poet Richard Aldington (1892–1962) suggested the phrase free verse to distinguish the work of avant-garde poets writing in English. Aldingtons wife  Hilda Doolittle, better known as H.D.,  pioneered English free verse in minimalist poems like 1914s Oread. Through evocative imagery, H.D. dared Oread, a mountain nymph of ancient Greek mythology, to shatter tradition: Whirl up, sea—whirl your pointed pines H.D.s contemporary, Ezra Pound (1885–1972), championed free verse, believing  Ã¢â‚¬Å"No good poetry is ever written in a manner twenty years old, for to write in such a manner shows conclusively that the writer thinks from books, convention and clichà ©, and not from life. Between 1915 and 1962, Pound wrote his sprawling epic,  The Cantos, mostly in free verse. For readers in the United States, free verse had special appeal.  American newspapers  celebrated informal, democratic poetry that described the lives of ordinary people.  Carl Sandburg  (1878–1967)  became a household name.  Edgar Lee Masters (1868–1950) won instant fame for the free verse epitaphs in his Spoon River Anthology.  Americas  Poetry  magazine, founded in 1912, published and promoted free verse by  Amy Lowell  (1874–1925)  and other leading poets.   Today, free verse dominates the poetry scene. Twenty-first  century  poets chosen to be the Poets Laureate  of the United States have worked mainly in the free verse mode. Free verse is also the preferred form for winners of the  Pulitzer Prize for Poetry  and the National Book Award for Poetry.   In her classic text, A Poetry Handbook, Mary Oliver (1935– ) calls free verse the music of conversation and time spent with a friend. Sources Beyers, Chris. A History of Free Verse.  University of Arkansas Press. 1 Jan 2001.Childress, William. Is Free Verse Killing Poetry? VQR (Virginia Quarterly Review). 4 Sept 2012. https://www.vqronline.org/poetry/free-verse-killing-poetry.  Eliot, T.S. Reflections on Vers Libre. New Statesman. 1917. http://world.std.com/~raparker/exploring/tseliot/works/essays/reflections_on_vers_libre.html.  Lowell, Amy, ed. Some Imagist Poets, 1915. Boston and New York: Houghton Mifflin. April 1915.  http://www.gutenberg.org/files/30276/30276-h/30276-h.htmLundberg, John. Why Don’t Poems Rhyme Anymore? HuffPost. 28 Apr 2008. Updated 17 Nov 2011.  https://www.huffingtonpost.com/john-lundberg/why-dont-poems-rhyme-anym_b_97489.html.  Oliver, Mary. A Poetry Handbook. New York: Houghton Mifflin Hartcourt Publishing Company. 1994. pp 66-69.Warfel, Harry R. A Rationale of Free Verse. Jahrbuch fà ¼r Amerikastudien.  Università ¤tsverlag WINTER Gmbh.  1968. pp. 228-235.  https://www. jstor.org/stable/41155450.

A Breaf Overview of Post Traumatic Stress Disorder and...

Psychedelic chemicals are currently banned for any medical use and strictly limited in research to determine if they can be used effectively to help patient. With one out of ten people in America suffering from depression and one out of four people struggling with some type of mental illness not using every tool available to use seem foolish to limit the tools used by psychotherapist. During the next few pages I will discuss earlier uses for MDMA in psychotherapy and whether these results support or contradict these uses. This will be broken up into four sections; a brief overview of effects, couples therapy, post-traumatic stress disorder (PTSD), and schizophrenia. In order to better understand why a therapist would recommend MDMA to a patent it is important to know exactly how this drug effects the patient. The effects of MDMA become apparent to the patent anywhere from 20 to 90 minutes after it is taken. Then the strongest part of the experience happens in under 20 minutes after the initial wave hits and last around 2.5 hours. The after effects usually last 24-48 hours with rare cases of them lasting up to a week. The most notable of the effects is an openness. This openness can further be understood by knowing that there is an immense reduction in any fear the patient is experiencing, an increase of empathy, overwhelming sense of love, and a loosening of ego. Some negative effects during the initial experience include hyperthermia, dehydration, jaw clenching,

Personal Statement Marketing Management - 978 Words

Personal Statement My connection to marketing started when I was a child. My mother’s friend sold beauty products in gorgeous boxes, targeted at female customers in various age groups. Attracted by the exquisite designs and persuasive slogans, I hoped that one day I could come up with such creative marketing ideas. As I grew up, I gained a better understanding of marketing from my father, a corporate sales director. Through our conversations, I learned that while making a sale is undoubtedly important, establishing brand equity and customer loyalty is the ultimate goal. This can only be achieved through successful marketing. Such recognition sparked my interest in exploring the field of marketing, and the real-world experience I’ve gained since then has only strengthened my desire to pursue a marketing career. Admission to ICL’s Strategic Marketing program is a natural next step in my preparation. While pursuing a major in public administration for undergraduate study, I have gained intensive training on data analysis by applying quantitative methods in core courses such as Applied Statistics, Public Policy Analysis, and Operations Research. I have also taken a double major in economics to cultivate my economic thinking. I’ve selected marketing-related courses to acquire basic marketing knowledge. I learned the marketing theory of 4Ps and applied it to analyse MUJI’s marketing strategy in a group project during a summer program at the University of Hong Kong. Through aShow MoreRelatedHow Effective Marketing, Financial and Human Resource Management Activities Could Be Expected to Contribute to Fitness Firsts Success.1496 Words   |  6 PagesThis essay will be examining how Fitness First uses marketing, finance and human resource management to continually be an effective and sustainable sports organisation. 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Learner-Center Educational Plan Free Essays

string(80) " the opportunity to ask any questions and familiarize themselves with the work\." With abundance of information regarding teaching and learning, it might reasonably be expected that education planning would be a quick and easy process. Teachers still have a vital role to play within planning; the guidance and frameworks provides information on what to teach, the teacher will decide how best to interpret this information for the particular children within their class. Proctor et al (1995, p. We will write a custom essay sample on Learner-Center Educational Plan or any similar topic only for you Order Now 39) discusses the requirement for planning, and opens with the idea that no planning can take place without a clear idea, on the part of the teacher, of what the children in the class are going to learn. The planning process requires the identification of the learning objectives in detail; in reality, meeting the criteria of the curriculum and even the more detailed key objectives in the teaching strategy will require a series of lessons and usually a return to the subject at a later date. Planning over different time frames allows teachers to meet the desired outcomes and provide a coherent progression. Long term plans will detail the expectations within a curriculum area over an academic year; these plans will identify themes to be used and the subject areas to be covered they will be expressed in terms of the key concepts that children will need to understand and the knowledge and skills that they should be acquiring. Medium term planning will usually be for a unit of work – generally one item from the program of study – and cover a term or  ½ term. The medium term planning phase is when teachers are required to link the long-term plans to the curriculum key objectives. The medium term plans will outline a series of activities and the approach that is to be taken; these plans are the first level at which the teaching/learning approach is considered and the methods and criterion for assessment are decided. (Platz 1994) There is need to consider the different learning styles that children prefer and to include (as far as is practical) these different styles within each teaching episode. Education planning, is a complex area, not all teaching methods are appropriate to the subject matter; we as teachers need to remember that an eclectic approach is necessary if we are to provide an adequate learning experience for all of the pupils within our classrooms. Additionally, new paradigm of learner-centered education emerged recently. It implies issues of what and how the student is learning, the conditions under which the student is learning, how current learning positions the student for future learning, and whether the student is retaining and applying the learning. (Weimer, 2002 XVI).   In this paper we will try to cover up a cognitive aspect of learner-center education planning. Cognitive aspect of learner-centered education involves some following factors. These are the nature and goals of learning process, the construction of knowledge and higher-order thinking. In order to identify children’s individual learning needs the teacher should observe the children and their work. Factual information can be obtained from previous teachers, schools etc. The Standard Assessment Tasks (SATs) provide essential information about the level of attainment a child has reached and may possibly show levels of progression over time. According to Proctor et al (1995 p.129) assessment provides an accurate picture of an individual child’s achievements. It measures a child’s achievements from that child’s own baseline and as it is non-comparative to other children it shows what a child is able to achieve regardless of what other’s can do. Individual Educational Plans (IEPs) show evidence of any special needs, which may be physical such as poor sight and hearing and any learning difficulties. It will also identify children who have behavioral problems or particularly able and gifted children. IEPs will also show any strategies and teaching approaches used to meet these children’s needs. It can also highlight any particular resources that facilitate the children’s learning. A previous teacher can provide valuable information on how these strategies and resources were employed and the success or failure of them. It is important to keep in mind when discussing children with other teachers that their views and opinions are unlikely to be impartial. Conversations with parents/carers allow them to raise any issues they have about their interpretations of their children’s needs and progress in learning. It can also be useful to look at children’s ages to gain a better understanding of the level they are working at. Once this preliminary information has been collected the teacher can plan diagnostic work, which will further identify children’s abilities and needs. Teachers should plan broad topic work at a variety of levels where children have a reasonable opportunity of success and which provides some challenges. The teacher’s prior knowledge of the children should enable him/her to pitch the work at the correct levels. If not, the assessment of the children’s difficulties or ease will provide clues as to how to alter it. From this point onwards the teacher should have a fairly coherent idea of the needs of the class as a whole and the individual children within it. (Hamilton 1999) When planning to meet children’s individual needs, a teacher is planning for inclusive education, which provides all children with an equal opportunity to reach their potential.   While planning, teachers must set up a learning activity, which effectively achieves the learning outcomes for each individual child. Teachers must structure learning within their classrooms in order to move each child forward, this can include differentiating appropriately, using appropriate resources and implementing various teaching and learning strategies inclusive of all children. Teaching Strategies Education planning will use a variety of strategies described by Minton (1997, p.117). It is appropriate to use ‘lecture’ to begin the session to explain what is to be covered, to find out how the students have found the work in the previous session so there will be some ‘questions and answers’. There will be a ‘group discussion’ as we go through the assignment and this will give the students the opportunity to ask any questions and familiarize themselves with the work. You read "Learner-Center Educational Plan" in category "Essay examples" A ‘question and answer’ session will follow and then depending on the outcome, there be the opportunity for ‘demonstrations’. These strategies are outlined below.  §   Question and answer to review work from last lesson  §   Lecture to explain unit assessment  §   Group discussion while criteria for assessment are discussed  §   More question and answers as appropriate  §   Demonstration of previous practical work if necessary Using Q and A to start the lesson as this gives an immediate feedback of progress. The disadvantage of this is that the ‘quiet’ students may be reluctant to ask questions, There is need to be aware of this, and perhaps ask those students questions that they can answer to build up their confidence. A lecture strategy is then used to explain the unit assignment, as this is an effective method of broadcasting the information. Then a group discussion will involve teacher and students discussing criteria, this allows everyone to ask questions and give opinions but it may allow ‘loud’ students to dominate the group. Certain time to demonstrate practical work to the students on the computer allows the student to see what the final product should be of any particular exercise and gives them confidence in their own work. Learning Resources For IT classes, for example, a variety of resources are used in the high school. The most common ones used in the IT department are computer-based resources, OHT’s and computer generated slides, and printed materials. The most common types of media resource are the PC/projector combination and printed materials, to accompany whiteboard work. In the IT department it is critical that students have individual access to PCs with relevant software installed on them, and also access to a printer to enable them to obtain hard copies of work produced. There is need for a room to seat all students, we do not need PCs for each student in this case, we need them all to see a whiteboard so we can explain the topic we will supply unit assignments in hard copy to every student, including the marking criteria and the moderator’s comments. It is becoming common practice to write all forms of work on the PC, and we would expect them to word process their work whenever the facility is available. There is need to evaluate the group of students at the beginning of a course to determine if any had special requirements, for example disabled access or if any had hearing or visual impairments. It is necessary to develop intranet to include study aids for the students. For example, to put previous lecture notes and practical exercise handouts on the intranet to enable students to go over past work and also allow absent students the opportunity to catch up. Arrangement of the desks in the classroom is a common horseshoe of computer workstations with a small number of tables in the center of the room. The central tables can be moved freely although this is a suitable position for the classroom discussion. The computer workstations will be used towards the end of the lesson. The white board is at the door end of the room, it is a new smart board, and although is smaller, it can be seen from all positions in the room, if the students move their chairs round. This will be used for demonstrations of PC work and is available for the question and answer section. The acoustics are adequate for a teaching environment. The room is always light and warm enough, and windows can be opened to provide additional ventilation. Goals of learning process On reflection, education planning goals are following: Timing · Allow enough time for each phase. Be aware of how long it takes to complete tasks and allow some leeway in each lesson for dealing with any class management issue. Be wary of being overambitious in what can be achieved in a lesson. Allow enough time for discussion and be aware of allowing too much time for starter and plenary activities. Content · Teacher should not try to cram too much in – don’t fall into the trap of thinking ‘one topic per lesson’ and be prepared to spend more than one lesson on a topic When to collect in/hand out homework · Have a clear idea of when you are going to do this and how. Keep it consistent so the pupils know when to make a note in their contact diaries, and when to hand their homework into me, and allow time for this to be done. Differentiation.   Although there has been minimal need for differentiation in teaching particular class, teacher should be aware that other classes might require more differentiation and he should always ensure that lessons are tailored to the class he teaching. Pupil-led activities.   Make sure to include enough pupil-led activities. Remember that these types of activities not only engage learning but are also very useful in settling a lively class. Strengths Planning lessons around the five different phases of a lesson, using starter and plenary activities. This enables to focus on the different stages of a lesson and therefore how best to achieve the learning objectives as well as concentrating on what either myself as teacher, or the class or individuals should be engaged in at any point during the lesson. However, flexibility is also a key factor in delivering effective lessons and it is able to adapt the lesson plan (for example by omitting certain overheads or allowing more time for discussion of a topic) to accommodate the learning. Being creative. This a useful skill in planning and meant that it is appropriate to present what is for most pupils a familiar topic in a new and interesting way, therefore engaging more higher order thinking and facilitating learning (and minimizing disruptive behavior) at the same time. Being able to plan around what resources are available. This to a certain extent is also a creative skill although it must be taken into account when planning a series of lessons. Linking lessons with each other and with the pupils experiences. Using everyday examples, images that the pupils can relate to, and referring back to the concept map of the whole picture at every lesson enabled the pupils to put their learning (and the objectives for each lesson) in context. If the pupils can relate to what you are teaching them, you are more likely to succeed in your learning objectives. Weaknesses Overestimating what can be achieved in a lesson. Certainly to begin with, underestimated how long it would take to complete a worksheet or copy something from the board. In addition, it had not taken into account during first lesson plan, the time that would be spent on dealing with minor off-task behavior which can lead to you running five minutes late by the end of the lesson and therefore running out of time for the clearing and exit phases, which for example can mean you run out of time to explain the homework task properly. Spending too much time on one phase. The pupils enjoyed this so much that they would ‘plead’ for another round and on more than one occasion complied, meaning that although the pupils had a ‘great’ time, teacher run out of time to handle the clearing and exit phases as well as he should and the lessons ended a bit ‘rushed’. This is as a ‘new’ teacher who was anxious to ensure that the pupils viewed my lessons as a ‘positive’ experience References: Hamilton, P. J. (Fall 1999). Perceptual learning lifelong Montessori. Montessori Life, 11(4), 41-42. Minton, D. (1997) Teaching skills in further and adult education 2nd edition, Macmillan Proctor, A. Entwistle, M. McKenzie-Murdoch, S. (2001) â€Å"Learning to Teach in the Primary Classroom† London : Routledge Platz, Donald L., (March, 1994)   Student directed planning: fostering student ownership in learning. Education, 3 Weimer, Maryellen. (2002) Learner-centered Teaching: Five Key Changes to Practice. Jossey-Bass How to cite Learner-Center Educational Plan, Essay examples

Learner-Center Educational Plan Free Essays

string(80) " the opportunity to ask any questions and familiarize themselves with the work\." With abundance of information regarding teaching and learning, it might reasonably be expected that education planning would be a quick and easy process. Teachers still have a vital role to play within planning; the guidance and frameworks provides information on what to teach, the teacher will decide how best to interpret this information for the particular children within their class. Proctor et al (1995, p. We will write a custom essay sample on Learner-Center Educational Plan or any similar topic only for you Order Now 39) discusses the requirement for planning, and opens with the idea that no planning can take place without a clear idea, on the part of the teacher, of what the children in the class are going to learn. The planning process requires the identification of the learning objectives in detail; in reality, meeting the criteria of the curriculum and even the more detailed key objectives in the teaching strategy will require a series of lessons and usually a return to the subject at a later date. Planning over different time frames allows teachers to meet the desired outcomes and provide a coherent progression. Long term plans will detail the expectations within a curriculum area over an academic year; these plans will identify themes to be used and the subject areas to be covered they will be expressed in terms of the key concepts that children will need to understand and the knowledge and skills that they should be acquiring. Medium term planning will usually be for a unit of work – generally one item from the program of study – and cover a term or  ½ term. The medium term planning phase is when teachers are required to link the long-term plans to the curriculum key objectives. The medium term plans will outline a series of activities and the approach that is to be taken; these plans are the first level at which the teaching/learning approach is considered and the methods and criterion for assessment are decided. (Platz 1994) There is need to consider the different learning styles that children prefer and to include (as far as is practical) these different styles within each teaching episode. Education planning, is a complex area, not all teaching methods are appropriate to the subject matter; we as teachers need to remember that an eclectic approach is necessary if we are to provide an adequate learning experience for all of the pupils within our classrooms. Additionally, new paradigm of learner-centered education emerged recently. It implies issues of what and how the student is learning, the conditions under which the student is learning, how current learning positions the student for future learning, and whether the student is retaining and applying the learning. (Weimer, 2002 XVI).   In this paper we will try to cover up a cognitive aspect of learner-center education planning. Cognitive aspect of learner-centered education involves some following factors. These are the nature and goals of learning process, the construction of knowledge and higher-order thinking. In order to identify children’s individual learning needs the teacher should observe the children and their work. Factual information can be obtained from previous teachers, schools etc. The Standard Assessment Tasks (SATs) provide essential information about the level of attainment a child has reached and may possibly show levels of progression over time. According to Proctor et al (1995 p.129) assessment provides an accurate picture of an individual child’s achievements. It measures a child’s achievements from that child’s own baseline and as it is non-comparative to other children it shows what a child is able to achieve regardless of what other’s can do. Individual Educational Plans (IEPs) show evidence of any special needs, which may be physical such as poor sight and hearing and any learning difficulties. It will also identify children who have behavioral problems or particularly able and gifted children. IEPs will also show any strategies and teaching approaches used to meet these children’s needs. It can also highlight any particular resources that facilitate the children’s learning. A previous teacher can provide valuable information on how these strategies and resources were employed and the success or failure of them. It is important to keep in mind when discussing children with other teachers that their views and opinions are unlikely to be impartial. Conversations with parents/carers allow them to raise any issues they have about their interpretations of their children’s needs and progress in learning. It can also be useful to look at children’s ages to gain a better understanding of the level they are working at. Once this preliminary information has been collected the teacher can plan diagnostic work, which will further identify children’s abilities and needs. Teachers should plan broad topic work at a variety of levels where children have a reasonable opportunity of success and which provides some challenges. The teacher’s prior knowledge of the children should enable him/her to pitch the work at the correct levels. If not, the assessment of the children’s difficulties or ease will provide clues as to how to alter it. From this point onwards the teacher should have a fairly coherent idea of the needs of the class as a whole and the individual children within it. (Hamilton 1999) When planning to meet children’s individual needs, a teacher is planning for inclusive education, which provides all children with an equal opportunity to reach their potential.   While planning, teachers must set up a learning activity, which effectively achieves the learning outcomes for each individual child. Teachers must structure learning within their classrooms in order to move each child forward, this can include differentiating appropriately, using appropriate resources and implementing various teaching and learning strategies inclusive of all children. Teaching Strategies Education planning will use a variety of strategies described by Minton (1997, p.117). It is appropriate to use ‘lecture’ to begin the session to explain what is to be covered, to find out how the students have found the work in the previous session so there will be some ‘questions and answers’. There will be a ‘group discussion’ as we go through the assignment and this will give the students the opportunity to ask any questions and familiarize themselves with the work. You read "Learner-Center Educational Plan" in category "Essay examples" A ‘question and answer’ session will follow and then depending on the outcome, there be the opportunity for ‘demonstrations’. These strategies are outlined below.  §   Question and answer to review work from last lesson  §   Lecture to explain unit assessment  §   Group discussion while criteria for assessment are discussed  §   More question and answers as appropriate  §   Demonstration of previous practical work if necessary Using Q and A to start the lesson as this gives an immediate feedback of progress. The disadvantage of this is that the ‘quiet’ students may be reluctant to ask questions, There is need to be aware of this, and perhaps ask those students questions that they can answer to build up their confidence. A lecture strategy is then used to explain the unit assignment, as this is an effective method of broadcasting the information. Then a group discussion will involve teacher and students discussing criteria, this allows everyone to ask questions and give opinions but it may allow ‘loud’ students to dominate the group. Certain time to demonstrate practical work to the students on the computer allows the student to see what the final product should be of any particular exercise and gives them confidence in their own work. Learning Resources For IT classes, for example, a variety of resources are used in the high school. The most common ones used in the IT department are computer-based resources, OHT’s and computer generated slides, and printed materials. The most common types of media resource are the PC/projector combination and printed materials, to accompany whiteboard work. In the IT department it is critical that students have individual access to PCs with relevant software installed on them, and also access to a printer to enable them to obtain hard copies of work produced. There is need for a room to seat all students, we do not need PCs for each student in this case, we need them all to see a whiteboard so we can explain the topic we will supply unit assignments in hard copy to every student, including the marking criteria and the moderator’s comments. It is becoming common practice to write all forms of work on the PC, and we would expect them to word process their work whenever the facility is available. There is need to evaluate the group of students at the beginning of a course to determine if any had special requirements, for example disabled access or if any had hearing or visual impairments. It is necessary to develop intranet to include study aids for the students. For example, to put previous lecture notes and practical exercise handouts on the intranet to enable students to go over past work and also allow absent students the opportunity to catch up. Arrangement of the desks in the classroom is a common horseshoe of computer workstations with a small number of tables in the center of the room. The central tables can be moved freely although this is a suitable position for the classroom discussion. The computer workstations will be used towards the end of the lesson. The white board is at the door end of the room, it is a new smart board, and although is smaller, it can be seen from all positions in the room, if the students move their chairs round. This will be used for demonstrations of PC work and is available for the question and answer section. The acoustics are adequate for a teaching environment. The room is always light and warm enough, and windows can be opened to provide additional ventilation. Goals of learning process On reflection, education planning goals are following: Timing · Allow enough time for each phase. Be aware of how long it takes to complete tasks and allow some leeway in each lesson for dealing with any class management issue. Be wary of being overambitious in what can be achieved in a lesson. Allow enough time for discussion and be aware of allowing too much time for starter and plenary activities. Content · Teacher should not try to cram too much in – don’t fall into the trap of thinking ‘one topic per lesson’ and be prepared to spend more than one lesson on a topic When to collect in/hand out homework · Have a clear idea of when you are going to do this and how. Keep it consistent so the pupils know when to make a note in their contact diaries, and when to hand their homework into me, and allow time for this to be done. Differentiation.   Although there has been minimal need for differentiation in teaching particular class, teacher should be aware that other classes might require more differentiation and he should always ensure that lessons are tailored to the class he teaching. Pupil-led activities.   Make sure to include enough pupil-led activities. Remember that these types of activities not only engage learning but are also very useful in settling a lively class. Strengths Planning lessons around the five different phases of a lesson, using starter and plenary activities. This enables to focus on the different stages of a lesson and therefore how best to achieve the learning objectives as well as concentrating on what either myself as teacher, or the class or individuals should be engaged in at any point during the lesson. However, flexibility is also a key factor in delivering effective lessons and it is able to adapt the lesson plan (for example by omitting certain overheads or allowing more time for discussion of a topic) to accommodate the learning. Being creative. This a useful skill in planning and meant that it is appropriate to present what is for most pupils a familiar topic in a new and interesting way, therefore engaging more higher order thinking and facilitating learning (and minimizing disruptive behavior) at the same time. Being able to plan around what resources are available. This to a certain extent is also a creative skill although it must be taken into account when planning a series of lessons. Linking lessons with each other and with the pupils experiences. Using everyday examples, images that the pupils can relate to, and referring back to the concept map of the whole picture at every lesson enabled the pupils to put their learning (and the objectives for each lesson) in context. If the pupils can relate to what you are teaching them, you are more likely to succeed in your learning objectives. Weaknesses Overestimating what can be achieved in a lesson. Certainly to begin with, underestimated how long it would take to complete a worksheet or copy something from the board. In addition, it had not taken into account during first lesson plan, the time that would be spent on dealing with minor off-task behavior which can lead to you running five minutes late by the end of the lesson and therefore running out of time for the clearing and exit phases, which for example can mean you run out of time to explain the homework task properly. Spending too much time on one phase. The pupils enjoyed this so much that they would ‘plead’ for another round and on more than one occasion complied, meaning that although the pupils had a ‘great’ time, teacher run out of time to handle the clearing and exit phases as well as he should and the lessons ended a bit ‘rushed’. This is as a ‘new’ teacher who was anxious to ensure that the pupils viewed my lessons as a ‘positive’ experience References: Hamilton, P. J. (Fall 1999). Perceptual learning lifelong Montessori. Montessori Life, 11(4), 41-42. Minton, D. (1997) Teaching skills in further and adult education 2nd edition, Macmillan Proctor, A. Entwistle, M. McKenzie-Murdoch, S. (2001) â€Å"Learning to Teach in the Primary Classroom† London : Routledge Platz, Donald L., (March, 1994)   Student directed planning: fostering student ownership in learning. Education, 3 Weimer, Maryellen. (2002) Learner-centered Teaching: Five Key Changes to Practice. Jossey-Bass How to cite Learner-Center Educational Plan, Essay examples

Impact Of Employee Training And Development on Organizational

Question: Discuss about the Impact Of Employee Training And Development. Answer: Introduction Transforming demographics and disruptive technologies are in todays business world redefining the workforce. Smart organizations are responding by reinventing workplace learning to make their programs more efficient and relevant. They also establish an organizational culture that encourages regular learning and develops innovative leaders at all sectors of the company (Dorman 2013, p.17). Global senior managements experience an environment that is more competitive than ever, one which can only be realized by possessing high-quality talent that is extremely engaged, motivated and capable. Successful organizations understand that to be triumphant means being able to strategically develop the skill needed to envision and carry out the business strategies that will ensure their future success. The introduction of the millennial workforce which is the tech-savvy generation considered to be the largest in American history, is establishing an increasing demand for more unofficial and innovative approaches to workplace learning (Reddy 2008, p.251). This means that workers no longer view their careers as the operation of one organization, but the peak of a determined set of development experiences they possess themselves. In the near future, workplace learning is expected to be about decentralized peer-to-peer learning, social collaboration, and team-oriented activities. Furthermore, learning is expected to be mobile where access will not only be instantaneous, but also quite regular. Workplace learning will be relationship-oriented and experiential, and organizations will not be able to standardize or control knowledge which will emerge from everywhere. Discussion The impact of employee training and development on organizational profits Organizations that understand the power of learning in todays business environment tend to think holistically about how learning takes place in the workplace. They also seek to establish settings where learning thrives. These organizations have realized that classroom training is no longer enough and that an efficient learning setting must incorporate performance support to provide continuous reinforcement, and collaborative communities that can tap the wisdom of the public (Noe 2008, p.168). Organizations can also enjoy the rewards of providing training and development programs for their workers because well trained employees assist in the increment of profits and productivity. Effective training and development saves labor by minimizing the time spent on problem-solving and in the end, saves money by producing a better workforce. Poor employee performance often comes about when workers do not know exactly what is expected of them, how to do their tasks or why they need to perform in a certain manner. Training and development helps solve such performance issues by clarifying the details of the tasks. In turn, it reduces duplication of effort in the workplace, the problem solving required adjusting bad performances, and the time spent correcting errors (Salas, Tannenbaum Smith-Jentsch 2012, p.99). What organizations today need to realize is that improved employee performance from training and development programs can actually minimize staff turnover, result in fewer customer complaints, and minimize maintenance costs through reduction of equipment breakdowns. Knowing that they are valued within the organization, employees will tend to put in more effort so as to reciprocate the favor. Hard work ultimately leads to more profits, especially in terms of profit margins and production (Noe, Clark Klein 2014, p.245). From what has been observed recently, a trained workforce is able to handle more duties than before given their newly acquired know-how which also improves their versatility. Proficiency in a given area might, to some extent, minimize chances of human error, thus reducing the costs incurred during repair. A happier workforce means better retention and productivity. The retention of the trained workers will minimize the high cost of recruiting new staff and have a constructive impact. Budgetary considerations in Human Resources, such as accommodating the need for employee training As indicated, the right employee training program is able to increase employee commitment, decrease the need for supervision, improve customer service, minimize absenteeism, increase productivity, retention, and boost sales (Aguinis Kraiger 2009, p.473). However, the cost of the training program is determined by the form of training required. Different types of training exist, each varying greatly in terms of cost. Some of the training options that an organization can consider include on-the-job mentoring and coaching, self-directed study, relative cost, job shadowing, video presentations, e-learning, college courses, seminars, group workshops, one-to-one tutoring, and in-house training (Illeris 2011, p.76). That is why it is important to choose the training activities that best suit the results and budget. Budgeting for employee training does not necessarily mean using excess money when it is available. Many large companies commit to investing between 2% and 5% of salary budgets back into employee training. However, individual organizations need to find a number that their budget can take in. Budgetary considerations with regards to accommodation of the need for employee training are quite significant in todays organizations. An organization might be tempted to utilize the least expensive training materials or trainers available. An alternative to this might be negotiating reduced-cost or free training from suppliers who will be willing to assist if it means their products will be triumphant (Dorman 2013, p.19). Managing employee training resources and budgets is no different from managing any other investment in an organization. It all comes down to how much resource, money and time is required to operate different programs and the advantages which are generated in return. Employee training budget is significant because it is seen as an investment in any given organization. Moreove r, training expenses have been constructively correlated with employee and customer retentions, overall profitability and sales (Reddy 2008, p.252). Most businesses may find it more efficient to outsource particular training needs to suppliers or gain from advances in learning technologies so as to minimize training costs. However, it is more important to ensure that the training budget satisfactorily covers the realistic costs linked with the training techniques an organization employs. Initially, businesses may need to spend cash on realizing or researching which talent deficit is blocking employee performance and productivity. The real training need may thus be overlooked if care is not taken to determine it (Noe 2008, p.170). An effective employee training budget is intended to address the real problems by spending cash on the business and employee needs. Propose changes for the future Workplace learning for employees should begin on the very first day on the job, and never stop. Keeping in mind the rate at which information transforms and the nature of peoples always on culture, workers must be proactive (Salas, Tannenbaum Smith-Jentsch 2012, p.100). They can no longer afford to wait to gain the knowledge and talents needed for a new job or a prolonged responsibility in the organization. A learning company tends to monitor the effectiveness of employee training programs by gauging the number of classes offered and the number of attendees. It is predicted that in future, organizations will no longer care how their workers get knowledge or obtain certain skills or abilities, but only that they can provide evidence of their proficiency. For employee training and development in todays organizations to be successful, it is necessary for the management to provide the kind of training necessary to meet the basic skills for the job. A good understanding of the talents, competences and knowledge that the organization will require in future should also be developed (Noe, Clark Klein 2014, p.247). It is important to look for learning opportunities in daily activities. Furthermore, management should support its staff when they identify learning activities that make them more valuable to the organization, both now and in future. Organizations need to work together to save on training costs. They should also choose a particular training structure so that some employees add to the already existing skills, rather than everyone training under similar conditions. Introducing a triumphant employee training program takes more than simply having a financial plan. Human resource department needs to emphasize training as a form of investment (Aguinis Kraiger 2009, p.474). It should also encourage a learning culture where employees are aware that the organization actually cares about the boosting of their talents and wants every employee to remain competitive within the skill set. As already indicated, employee training and development should be a continuous process. Organizations should not limit their training only to new workers, but instead make an effort of bringing in as many employees as possible and who would gain from extra training. Conclusion Effective employee training and development is determined by knowing what is required. Given the need for cost-effective solutions and limited budgets, todays organizations need to ensure that any resource invested in training programs are targeted at areas where employee training and development is needed and a constructive return on investment is assured. Organizations have realized that maintaining employees talents and improving their performance is important when looking to retain a competitive edge. For workers, training and development programs can greatly strengthen workplace skills and result to greater long lasting job security. Employers also know that having well trained workforce is vital to maintaining competitive performance and differentiating an organization from its competitors. As workers take on expanded duties, it has become more significant for organization in todays business world to offer specialized development so as to assist their teams keep up.Training pro grams enhances job satisfaction for workers by allowing them to build novel talents and take on more challenging responsibilities. References Aguinis, H Kraiger, K 2009, Benefits of training and development for individuals and teams, Annual Review of Organizational Psychology and Organizational Behavior, 1, pp. 245 275. Dorman, T 2013, Framework for reducing restrictive practices, Learning Disability Practice, 16(8), pp.10 20. Illeris, K 2011, The fundamentals of workplace learning: Understanding how people learn in working life, Routledge, 16(8), pp. 67 77. Noe, R 2008, Employee training and development, 1st Edition, Tata McGrawHill, New Dehli. 150 170 Noe, R, Clarke, ADM Klein, HJ 2014, Learning in the twenty-first century workplace, organizations, and society, Annual Review of Psychology, 60(1), pp. 451 474. Reddy, R 2008, Effective human resource training and development strategy, 3rd Edition, Himalaya Publishing House. 166 252 Salas, E, Tannenbaum, SI Smith-Jentsch, KA 2012, The science of training and development in organizations: What matters in practice, Psychological Science in the Public Interest, 13(2), pp. 74 101.

Negotiating Agreement Without In Penguin -Myassignmenthelp.Com

Question: Discuss About The Negotiating Agreement Without In Penguin? Answer: Introduction The PATCO (Professional Air Traffic Controllers Organization) union was attempting to negotiate a new labor management contract with the FAA. The contract was rejected by 90% of the members and Robert Poli, the union leader used the tactic of offering better package from the FFA. However, when no fruitless result was found, Poli took strike action against the` FAA. This act of negotiating is considered unethical because according to previously signed contract with FAA, strike action was prohibited and rendered illegal. Hence, by taking this step, the union exceeded its authority. It is necessary for union negotiators to take a fine line and never exceed their authority (Fisher, Ury and Patton 2011). However, by going towards strike action, the union committed an unethical or illegal act. Since the strike action by the union was inappropriate, the government took the step of firing all striking controllers from their job and imposing several million dollars per day fine for violations. Poli was imprisoned and all striking controllers were banned from any further employment. This act of the government is right because when a union negotiator exceeds their authority, they are deemed to be punished. Such acts by the union negotiator should be immediately opposed because such action harms the whole community or members of the community too (Delreux and Kerremans 2010). Hence, the governments action is right because the negotiator is liable to pay compensation or fine when they breach contracts and negotiation rules. Robert Poli, the union representative of PATCO was at fault in breaking down the negotiation because instead of staying in the limits of his authority, he violated the negotiation norms by the breaking the contract signed by FAA. Going on strike in normal when negotiation fails, however Poli did the mistake of ignoring the previous contract signed with FAA where he was strictly prohibited from taking any strike action. Hence, despite signing this contract, Polis instruction to PATCO to strike action against FAA was a mistake. They can display a certain degree of militancy in fulfilling unions demand, however they cannot show their credibility by exceeding their authority. Instead of going for strike, PATCO could have taken the action of communicating with the members again to resolve the conflict. Since the FAA did not agreed to get a better package, Poli could have interacted with members to explain them the benefits of going for labor management contract even without constitution. By looking at the benefits of the contract, the conflict between the two parties could have been resolved and the union would not have to go through harmful consequences (Moorthy and Ghosal 2017). Another approach that Poli could have taken was to handle the matter ethically instead of breaching the contracts. He could have done the negotiation in front of the member of PATCO so that they could understand the reasons for limiting concessions. This would have helped Poli to show to their members that he can only demonstrate solidarity, however he does not has the authority to get the desired concessions from the other party. Some of the communication challenges and barriers that Barry, food service manager at a casual dining restaurant, faces in his work are as follows: Language and cultural barrier in communication: Barry has the role of supervising employees at the back of the house. However, different age group of employees and their different cultural and ethnic background is a challenge in communication for Barry. This is because many do use English as a primary language and during training for food safety issues, they may not follow the advice given by Barry. This is likely to create misunderstanding and communication problems at the restaurant (De Jesus-Rivas, Conlon and Burns, 2016). High turnover rate: High turnover rate and rushed training schedules for employees is another barrier to effective communication with employees as Barry fails to provide adequate food safety trainings to workers Barry can take the following steps to address the challenges and barriers mentioned above: As employees from different language and cultural groups are working at the restaurant, Barry can solve the issue by using interpreters during training session so that all employees understand instructions and give feedback (Badruddin and Arif, 2017). Barry can also address the language gap by showing ways to practice food safety at the restaurant instead of verbally telling them. Since high turnover creates gap in communication, Barry needs to invest time in training session so that no employees gets placed without getting the required training. Additional time and cost is required in this endeavor. Barry can motivate employees by engaging in open communication with employees and inquiring them about any barriers that prevent them from complying with food safety protocol. The act of listening is likely to engage employees and increase their motivation to response during meetings (Mikkelson, York and Arritola 2015). The standards operating procedure (SOPs) that Barry could look to enforce to promote food safety practices in the restaurant are: Barry can create SOPs to list down stepwise procedures to hand washing such given instruction regarding how to wash hand, using soaps from dispensers, washing fingers thoroughly and drying hand using towels or mechanical dryer In the same ways, SOPs can be enforced regarding usage of glove and utensil and personal hygiene The most important priority would be to list down ways to handle, received, thaw and store foods. Barry can act as a motivator for employees to follow safe food handling practices by: Openly communicating with employees and explaining them about the benefits of safe handling practices for their own safety and safety of consumers Taking feedback from employees regarding the challenges they face in implementing food safety protocols Appreciating any employees who comply with food safety protocols. This will motivate others to follow the same routine and such tactics will improve motivation of employees to follow the food safety guidelines. Reference: Badruddin, S. and Arif, S., 2017. Beyond the Language Barrier Speak,See,Help Me.J Nurs Care,6(418), pp.2167-1168. De Jesus-Rivas, M., Conlon, H.A. and Burns, C., 2016. The impact of language and culture diversity in occupational safety.Workplace health safety,64(1), pp.24-27. Delreux, T. and Kerremans, B., 2010. How agents weaken their principals incentives to control: The case of EU negotiators and EU member states in multilateral negotiations.European Integration,32(4), pp.357-374. Fisher, R., Ury, W.L. and Patton, B., 2011.Getting to yes: Negotiating agreement without giving in. Penguin. Mikkelson, A.C., York, J.A. and Arritola, J., 2015. Communication competence, leadership behaviors, and employee outcomes in supervisor-employee relationships.Business and Professional Communication Quarterly,78(3), pp.336-354. Moorthy, D.M. and Ghosal, M., 2017. A study on a rhetorical approach to effective communication to resolve conflicts at industries.People: International Journal of Social Sciences,3(2).