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. Fitness First is the largest gym, health and fitness gro up in the world with more than 1.5 million members and over 550 fitness clubs. (www.fitnessfirst.co.uk, 2009) The Chartered Institute of Marketing defines marketing as â€Å"†¦the management process which identifies, anticipates and supplies customer requirements efficientlyRead MoreMarketing Plan For Product And The Managers1211 Words   |  5 PagesSecond, marketing helps the business find out customer needs, use different selling plan to improve the sale of the goods or services and then satisfy the needs. Marketing design the plan for the product and the managers can follow the four condition, product, price, place and promotion, means the 4Ps of marketing, to decide the final plan. Understanding the customer needs are important in marketing. Because different type of customers have different needs. Then, customer always be the main focusRead MoreBuisness Plan757 Words   |  4 Pagesfollowing department: sales, marketing, accounting, purchasing or procurement, and administrative department. The sales unit is the backbone of the company and will oversee the sales of the products. The organization of the sales department is based on the organizational structure of the company. The sales personnel will be educated on the description of the organization to gain a clear idea, not only of the interrelation of unit’s divisions and subdivision, but the personal points of contact with themselvesRead MoreMary Kay Case Analysis Essay example1272 Words   |  6 Pagesline included items such as skin creams, cosmetics, fragrances and other personal care products. From 1963 through the 1990s, this direct sales force primarily made up the distribution channel. In the case of Mary Kay, the direct sales force was the distributors and consumers. 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Cabela’s employees named the company one of the Top 100 Companies to Work For in Fortune magazine’s January 2000 issue (Cabela s, 2016).† Vision, Mission, and Values Statements â€Å"Cabela’s Mission Statement is as the World’s Foremost Outfitter, we are dedicated to providing safe products of exceptional quality to our customers (Cabela’s, n.d.).† â€Å"Cabela’s strategic positioning incorporates five focal points as Cabela’s â€Å"Focuses on theRead MoreManagement of Company Beldeco Ltd1355 Words   |  6 PagesManagement of Company BelDeco Ltd. Submitted by: Name: Niger sultana Student ID:61222-15-009 Semester: Summer 2012 Course : EMIS – 502(Principle of Management) Course Teacher: Mohammad Moqbul Hossain Bhuiyan Professor Department of Management Information System University of Dhaka Date: 21 July, 2012 INTRODUCTION OF THE COMPANY BelDeco has been associated with the glass ware, ceramic ware and enamel ware industries since 1905. Initially, the business was wholesaling of drink wareRead MoreDiscuss the Management Problems Facing Multinational Companies and Companies with an International Dimension in Various Parts of the World1418 Words   |  6 Pagestastes and value standards. These factors impact on every part of management in multinational companies, especially on marketing management, human resource management and alliances management. Thus, multinational companies have to consider the cross culture issues when they run multinational business. Marketing management Different national culture causes different consume behaviors. According to Gogel and Larreche (1991), marketing across cultures is a complex process of balancing resources andRead MoreApple Inc. Strategy Formulation1720 Words   |  7 PagesStrategic and Marketing Plan of Apple Inc, Which is the biggest consumer electronics provider in the world. It provides wide range of consumer electronics in the market like MAC computers, IPOD, I Phone, LAPTOP, IPAD. It has about 49,400 employs and over 240 Retails Store all around the world wide out of it 218 are in US and 24 in UK rest in other countries. I personally think that before studying the strategy of any organization we need to understand the basic of Strategic Management like What StrategicRead MoreSop for Design Management1004 Words   |  5 PagesStatement of Purpose In writing my personal statement, I have come to find that the entire process is actually a process of introspection and summarizing, and conducting deep reflections on the course of my life over the past ten years. In the high school, I accidentally came across a book about branding and retail management that triggered my vague interest in marketing communication and management. In retrospect, it was precisely this vague notion that developed into a strong desire, an unshakable

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).

Research Proposal on Literacy Essay Example

Research Proposal on Literacy Essay Literacy is the ability of a person to read literary sources to gain knowledge and discover new interesting facts useful for life. Moreover, literacy is also the ability to write using proper stylistic devices and feel the language in the text. Then, a person who is considered to be literary should be able to read critically, that means possess critical thinking skills. Most people who can read never try to understand the meaning of the content, some idea hidden there. Nobody reads between the lines. A literary person who reads much and has smart and sound mind always tries to find more than written in the text: some historical, social, cultural background of the content; motives, which provoked the author write this very work and introduce this very character into the text. Evidently, literacy has not always been on its high level as nowadays. Even several hundreds years ago only narrow circles of people could boast they can read. Every government of every country devotes much time and money to teaching literacy. Every well-educated person who wants to exist normally in out modern society should be able to read. without literacy one will not manage to survive in our difficult stressful times. Even just going along the street one should be able to read, otherwise he will not manage to reach the point of destination. The problem of literacy is very important nowadays, because still there are countries which have extremely low rates of literacy, because of their poor economical background and political problems. A successful research proposal on literacy should be an interesting paper, which presents brand new methods and concepts, which are useful to teach literacy faster, cheaper, easier and more effective. If one manages to complete the paper like that, he will surely impress the professor and receive chance to write a great research paper on the topic. We will write a custom essay sample on Research Proposal on Literacy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Research Proposal on Literacy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Research Proposal on Literacy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Students who need to complete a paper on literacy will have to read much about it. There are many special books, articles in scientific periodicals and encyclopedias dedicated to the topic and they will be helpful for every young professional. Besides, one can read free research proposals on literacy in the Internet and see how a good paper looks like. if one reads such a paper, he will realize how to compose a good paper on the topic, how to analyze the problem, how to support your opinion and how to persuade the professor in the importance of your topic. Nearly every free sample research proposal on financial literacy is a good help and experience for every student for writing an essay on this topic.

The Rise and Fall of the Borgia Family

The Rise and Fall of the Borgia Family The Borgias are the most infamous family of Renaissance Italy, and their history normally hinges around four key individuals: Pope Calixtus III, his nephew Pope Alexander IV, his son Cesare and daughter Lucrezia. Thanks to the actions of the middle pair, the family name is associated with greed, power, lust, and murder. The Rise of the Borgias The most famous branch of the Borgia family originated with Alfons Borja from Valencia in Spain, the son of a middling family. Alfons went to university and studied canon and civil law, where he demonstrated talent and after graduation began to rise through the local church. After representing his diocese in national matters, Alfons was appointed secretary to King Alfonso V of Aragon and became deeply involved in politics, sometimes acting as envoy for the monarch. Soon Alfons became Vice-Chancellor, a trusted and relied upon aide, and then regent when the king went to conquer Naples. While demonstrating skills as an administrator, he also promoted his family, even interfering with a murder trial to secure his kin’s safety. When the king returned, Alfons led negotiations over a rival pope who was living in Aragon. He secured a delicate success which impressed Rome and became both a priest and a bishop. A few years later Alfons went to Naples - now ruled by the King of Aragon – and reorganized the government. In 1439 Alfons represented Aragon at a council to try and unite the eastern and western churches. It failed, but he impressed. When the king finally negotiated papal approval for his hold of Naples (in return for defending Rome against central Italian rivals), Alfons did the work  and was appointed a cardinal in 1444 as a reward. He thus moved to Rome in 1445, aged 67, and changed his name to Borgia. Oddly for the age, Alfons was not a pluralist, keeping only one church appointment, and was also honest and sober. The next generation of Borgia would be very different, and Alfons’s nephews now arrived in Rome. The youngest, Rodrigo, was destined for the church and studied canon law in Italy, where he established a reputation as a ladies man. An elder nephew, Pedro Luis, was destined for military command. Calixtus III: The First Borgia Pope Hulton Archive / Getty Images On April 8th, 1455, a brief time after being made a cardinal, Alfons was elected as Pope, largely because he belonged to no major factions and seemed destined for a short reign due to age. He took the name Calixtus III. As a Spaniard, Calixtus had many ready-made enemies in Rome, and he began his rule carefully, keen to avoid Rome’s factions, even though his first ceremony was interrupted by a riot. However, Calixtus also broke with his former king, Alfonso, after the former ignored the latter’s request for a crusade. While Calixtus refused to promote King Alfonso’s sons as a punishment, he was busy promoting his own family: nepotism was not unusual in the papacy. Indeed, it allowed the Popes to create a base of supporters. Rodrigo was made a cardinal at 25, and a slightly older brother the same, acts which scandalized Rome because of their youth, and ensuing debauchery. But Rodrigo, sent to a difficult region as a papal legate, was skilled and successful. Pedro was given an army command, and the promotions and wealth flowed in: Rodrigo became second in command of the church, and Pedro a Duke and Prefect, while other family took a range of positions. Indeed, when King Alfonso died, Pedro was sent to seize Naples which had defaulted back to Rome. Critics believed Calixtus intended to give it to Pedro. However, matters came to a head between Pedro and his rivals over this, and he had to flee enemies, although he died shortly after of Malaria. In aiding him, Rodrigo demonstrated a physical bra very  and was with Calixtus when he too died in 1458. Rodrigo: Journey to the Papacy German School / Getty Images In the conclave following Calixtus’s death, Rodrigo was the most junior cardinal. He played a key role in electing the new Pope – Pius II – a role that required courage and gambling his career. The move worked, and for a young foreign outsider who had lost his patron, Rodrigo found himself a key ally of the new pope and confirmed Vice-Chancellor. To be fair, Rodrigo was a man of great ability and was perfectly capable in this role, but he also loved women, wealth, and glory. He thus abandoned the example of his uncle Calixtus and set about acquiring benefices and land to secure his position: castles, bishoprics, and money flowed in. Rodrigo also earned official reprimands from the Pope for his licentiousness. Rodrigo’s response was to cover his tracks more. However, he had many children, including a son called Cesare in 1475 and a daughter called Lucrezia in 1480, and Rodrigo would give them key positions. Rodrigo then survived a plague and welcomed a friend as Pope, and stayed on as Vice-Chancellor. By the next conclave, Rodrigo was powerful enough to influence the election, and was sent as a papal legate to Spain with permission to approve or deny the marriage of Ferdinand and Isabella, and thus the union of Aragon and Castile. In approving the match, and working to get Spain to accept them, Rodrigo earned the support of King Ferdinand. On returning to Rome, Rodrigo kept his head down as the new pope became the center of plotting and intrigue in Italy. His children were given routes to success: his eldest son became a Duke, while daughters were married to secure alliances. A papal conclave in 1484 demurred from making Rodrigo pope, but the Borgia leader had his eye on the throne, and worked hard to secure allies for what he considered his last chance, and was aided by the current pope causing violence and chaos. In 1492, with the death of the Pope, Rodrigo put all his work together with a huge amount of bribes and was elected Alexander VI. It has been said, not without validity, that he bought the papacy. Alexander VI: The Second Borgia Pope Hulton Archive / Getty Images Alexander had widespread public support  and was capable, diplomatic and skilled, as well as rich, hedonistic and concerned with ostentatious displays. While Alexander at first tried to keep his role separate from family, his children soon benefited from his election, and received huge wealth; Cesare became a cardinal in 1493.  Relatives arrived in Rome and were rewarded, and the Borgias were soon endemic in Italy. While many other Popes had been nepotists, Alexander was promoting his own children and had a range of mistresses, something that further fuelled a growing and negative reputation. At this point, some of the Borgia children also began to cause problems, as they annoyed their new families, and at one point Alexander appears to have threatened to excommunicate a mistress for returning to her husband. Alexander soon had to navigate a way through the warring states and families which surrounded him, and at first, he tried negotiation, including the marriage of a twelve-year-old Lucrezia to Giovanni Sforza. He had some success with diplomacy, but it was short-lived. Meanwhile, Lucrezia’s husband proved a poor soldier, and he fled in opposition to the pope, who then had him divorced. We don’t know why he fled, but accounts claim he believed rumors of incest between Alexander and Lucrezia that persist to this day. France then entered the arena, competing for Italian land, and in 1494 King Charles VIII invaded Italy. His advance was barely stopped, and as Charles entered Rome, Alexander retired to a palace. He could have  fled  but stayed to use his ability against the neurotic Charles. He negotiated both his own survival and a compromise which ensured an independent papacy, but which left Cesare as both a papal legate and a hostage†¦ until he escaped. France took Naples, but the rest of Italy came together in a Holy League in which Alexander played a key role. However, when Charles retreated back through Rome, Alexander thought it best to leave this second time. Juan Borgia Alexander now turned on a  Roman family  who stayed loyal to France: the Orsini. The command was given to Alexander’s son Duke Juan, who was recalled from Spain, where he had earned a reputation for womanizing. Meanwhile, Rome echoed to the rumors of the excesses of the Borgia children. Alexander meant to give Juan first the vital Orsini land, and then strategic papal lands, but Juan was assassinated and his corpse thrown into the Tiber. He was 20. No one knows who did it. The Rise of Cesare Borgia Mondadori / Getty Images Juan had been Alexander’s  favorite  and his commander; that  honor  (and the rewards) were now diverted to Cesare, who wished to resign his cardinal’s hat and marry. Cesare seemed the future to Alexander, partly because the other male  Borgia  children were dying or weak. Cesare secularized himself fully in 1498. He was immediately given replacement wealth as the Duke of Valence through an alliance Alexander brokered with the new French King Louis XIII, in return for papal acts and aiding him in gaining Milan. Cesare also married into Louis’ family and was given an army. His wife became pregnant before he left for Italy, but neither she nor the child ever saw Cesare again. Louis was successful and Cesare, who was only 23 but with an iron will and strong drive, began a remarkable military career. The Wars of Cesare Borgia Alexander looked at the condition of the Papal States, left in disarray after the first French invasion, and decided military action was needed. He thus ordered Cesare, who was in Milan with his army, to pacify large areas of central Italy for the Borgias. Cesare had early success, although when his large French contingent returned to France, he needed a new army and returned to Rome. Cesare seemed to have control over his father now, and people after papal appointments and acts found it more profitable to seek out the son instead of Alexander. Cesare also became Captain-General of the churches armies  and a dominant figure in central Italy. Lucrezia’s husband was also killed, possibly on the orders of an angry Cesare, who also was rumored to be acting against those who badmouthed him in Rome by assassinations. Murder was common in Rome, and many of the unsolved deaths were attributed to the Borgias, and usually Cesare. With a substantial war chest from Alexander, Cesare conquered., and at one point marched to remove Naples from the control of the dynasty who had given the Borgias their start. When Alexander went south to oversee the division of land, Lucrezia was left behind in Rome as regent. The Borgia family gained great amounts of land in the  Papal States, which were now concentrated in the hands of one family more than ever before, and Lucrezia was packed off to marry Alfonso d’Este to secure a flank of Cesare’s conquests. The Fall of the Borgias As the alliance with France now seemed to be holding Cesare back, plans were made, deals struck, wealth acquired and enemies murdered to take a change of direction, but in mid-1503 Alexander died of malaria. Cesare found his benefactor gone, his realm not yet consolidated, large foreign armies in the north and south, and himself also deeply ill. Furthermore, with Cesare weak, his enemies rushed back from exile to threaten his lands, and when Cesare failed to coerce the papal conclave, he retreated from Rome. He persuaded the new pope to re-admit him safely, but that pontiff died after  twenty-six  days and Cesare had to flee. He supported a great Borgia rival, Cardinal  della  Rovere, as Pope Julius III, but with his lands conquered and his diplomacy rebuffed an annoyed Julius arrested Cesare. Borgias were now thrown out of their positions, or forced into keeping quiet. Developments allowed Cesare to be released, and he went to Naples, but he was arrested by Ferdinand of Arag on and locked up again. Cesare did escape after two years  but was killed in a skirmish in 1507. He was just 31. Lucrezia the Patron and the End of the Borgias Print Collector / Getty Images Lucrezia also survived  malaria and the loss of her father and brother. Her personality reconciled her to her husband, his  family, and her state, and she took up court positions, acting as regent. She  organized  the state, saw it through war, and created a court of great culture through her patronage. She was popular with her  subjects  and died in 1519. No Borgias ever rose to become as powerful as Alexander, but there were plenty of minor figures who held religious and political positions, and Francis Borgia (d. 1572) was made a saint. By Francis’ time the family was declining in importance, and by the end of the eighteenth century it had died out. The Borgia Legend Alexander and the Borgias have become infamous for corruption,  cruelty,  and murder. Yet what Alexander did as pope was rarely original, he just took things to a new extreme. Cesare was perhaps the supreme intersection of secular power wielded to spiritual power in Europe’s history, and the Borgias were renaissance  princes  no worse than many of their contemporaries. Indeed, Cesare was given the dubious distinction of Machiavelli, who knew Cesare, saying the Borgia general was a grand example of how to tackle power.