McDonald’s Faces “Millennial” Challenge Essay

McDonald’s has been around for nearly 60 years and is accustomed to dominating the fast food industry. However, McDonald’s is losing that dominance to the more modern fast-casual restaurants such as Chipotle and Panera Bread. People of ages 22-37, also known as millennials, are a major reason for the decrease of McDonald’s success because they seem to prefer the healthier and more modern option. Fast-casual restaurants big selling point is the freshness and healthiness of the food they provide. While it may be slightly more expensive than the combo-meal choices at McDonald’s, millennials seem to care more about the quality and freshness of their food over paying bottom dollar. Take a fast-casual restaurant like Chipotle, for example. Their â€Å"claim-to-fame† is that they use the freshest meat available and allow the customer to see the food they are getting before they order and eat it. Another popular characteristic of Chipotle is that there is no set menu. There is a list of ingredients which you can pick and choose from; on the contrary, McDonald’s has an extensive menu of pre-selected combo choices which doesn’t allow for much personalization from the customer. Because of this wide variety of options at fast-casual restaurants, McDonald’s is beginning to lose many of its’ â€Å"millennial† customers. Not only is McDonald’s losing customers in the United States, but they are also experiencing a sales and customer decline globally. One recent crisis in China involved the selling expired meats to customers. McDonald’s reported a sales decrease of 7.3% in the Asia/Pacific, Middle East, and African regions. Recently, McDonald’s has admitted to having and overly large menu which resulted in slow service times to customers. In conclusion, McDonald’s will need to make some necessary changes if they wish to regain the coveted business of millennials. First, they could have less preset combos and allow the customer to pick which stuff they would like to pair up. The more power that is in the customer’s hands, the happier that customer will be because they are getting exactly what they want.  Another thing that needs to happen is to become healthier and more modern. Recently, McDonald’s has incorporated wraps into their menu which is a good start. Fast-casual restaurants are appealing to most millennials because they have the healthier/fresher foods. In order for this fast food chain to survive and thrive once again, they will need to make the changes necessary to get them there.

Wide Awake

Literary devices are often used in pop songs to give off a certain mood or setting. Katy Perry uses repetition, imagery, allusion and alliterations in her song â€Å"Wide Awake† to explain how an event can cause a person to grow or change in perspective. Changing how they see someone or something and change how they feel about things. By using these devices it created a realization and regretful mood and tone to her song. This makes her song personal and emotional which allows many people to relate and therefore sells songs. You will find that majority of stars out there choose deep and meaningful things to sing about to sell more albums. One way she created the mood of her song Wide Awake was by using repetition. In the very beginning she states that she's wide awake, meaning that she has come to realize her mistakes and is seeing things from a different point of view now after the fact. Also she repeats falling from cloud nine throughout the song as well. Falling from cloud nine is a figure of speech saying that she was in love and happy but then she fell out of love (falling from cloud nine) and became heartbroken. Falling from cloud nine isn't necessarily considered a good thing and that's exactly what she was saying. Using repetition to create a mood for the song and to hook the listeners into listening to the story behind of the song. Another way she added meaning to her song was by using Imagery. In almost every song that there is there is some sort of imagery warped into it. Because without some sort of story line or description the song wouldn't be any good or entertaining and people wouldn't want to listen to it. In Katie's song she creates the image of thunder rumbling and castles crumbling. That creates a picture in your head of the actual emotion that she's feeling. Describing her heart break like the cracks and loud booms of thunder during storm, a storm like the break up she's going through. And also describing the same thing with an old castle that's finally worn down and falls apart. Lastly I want to talk about the overall meaning of the song. Throughout the song Katy puts in several literary devices as the ones in the paragraphs above but the entire song itself is just a huge metaphor. In the chorus of her song she says â€Å"Gravity hurts, you made it so sweet till I woke up on the concrete. † Majority of her song revolves around these lyrics. Because she's comparing her break up and her realization of what went wrong to earth's gravity. Which states whatever goes up must come down, just like her love for him whoever he is had to come to an end eventually and that hurts. In the end all songs are made up different combinations of literary deices and descriptions of real life feelings. these were just some examples using the famous Katy Perry's most recent song. Songs are just really long poems that speak the truth about life itself and how can you create a poem without structure? You can't, and that's why we use literary devices to build a structure for our writing.

Kindergarten and the 12 years of Elementary and Secondary Education

WTF WTF Katrina Angela Macapagal English 10 10 April 2013 No k in their K-12 Studying in a public elementary school and one of the largest public high schools in Mindanao, I have been immersed in a population of students from different walks of life after kindergarten. Yes, different walks of life. There were kids from extremely rich families and then there were the children of the poor as well. But in my section, an engineering science curriculum, three quarters of the class came from prominent wealthy families, children of provincial politicians, and owners of vast farm lands.And I belong to the remaining fourth of the section. If you take a peek in our class while we have our discussions, in every armchair, there is a seated a student with a thick book on top of the desk. We are always present in class, worried about our homework and doing our best to grasp the topics in advanced Math, Sciences and other electives. Unfortunately, that is not the case in the remaining 30 sections o f our year level which belong to the basic education curriculum (BEC). The real plight of public school students is resonated by the situation of these 30 sections in my year level.Every time I would enter their room, what always invites my attention is the absence of a large fraction of the students. In some rooms, it would seem that the class has a perfect attendance because all of the chairs are occupied, but that is not the real case. The section just simply lacks chairs making it easy for me to assume all the students are present. Also, the books they use in various subjects most especially in Science and Social Studies, provided by the government, contain massive errors in facts and lack the level of academic competitiveness suited for a senior high school.Every time I see documentations in the television about conditions of public schools, I always tell myself that we, the students of my school, are still lucky compared to those kids in remote regions across the archipelago, and even the students in urban areas like Metro Manila. I could not grasp the thought of having a class while my classmates and teachers’ feet are submerged in murky water. I could not imagine having a Science and Health class while all of us are sitting on the ice-cold floor. I could not bear the idea of learning while we are grilled under the scorching sun.I think I cannot survive my papers if our library lacks the wisdom it must possess. I believe we could not have a good class discussion if my teacher does not have the materials for teaching like chalks and pens. I think it would be hard having a class while your room is being used as a shelter for typhoon victims. And lastly, I could not imagine the younger students suffer from this kind of environment for two years more because of an immature and unprepared educational program implemented in an inappropriate haste.Despite such hindrances in achieving a quality education, the Department of Education (DepEd), under the au spices of President Aquino, still pursued the implementation of â€Å"Kindergarten and the 12 years of Elementary and Secondary education† otherwise known as K to12 program last school year 2012-2013. The implemented program added two more years in the old 10-year Basic Education Curriculum (BEC) of the country. Also, before reaching the elementary level, a child must have undergone the kindergarten education.In the K to 12 program, an optional one year pre-kindergarten course is offered, and once a child reaches 5 years old, he or she must be schooled in the mandatory kindergarten curriculum. By K to 12 definition, the elementary level consists of grades one to six, just like the old system. The drastic change is seen as the students go to high school which is now divided into two: the junior and senior high school. In junior high school, the students will spend four years, and two more years in the senior high school where the core subjects Math, Science, and Language will be strengthened.Specializations for the students will be offered to the students as well. The goal of the program is â€Å"to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship,† (Official Gazette) a noble mission indeed, worthy of the Filipino people’s support. But the flaws in the way the government and the DepEd handled and will handle the implementation of the program leads to the bursting of the bubbles of hope in achieving a better educational system and producing high-caliber graduates.They succumbed easily to international pressure and rushed things which were supposed to be planned and funded with adequate budget. It is not the right time for K to 12. Before the K to 12 program started, The Philippines is one of the three countries in the world, and the only one in Asia, with only ten years of basic education along with Djibouti and Angola in Africa. Other countries have 11-14 years of basic and pre-university education. We have been left behind in terms of the numbers, but is that really the problem as of now?Pro K to 12 people always insist the fact that we are behind foreign countries in international tests because of the ten-year basic education curriculum. The Trends in International Mathematics and Science Study (TIMMS) conducted a test in 2008 which was participated by 25 countries, including the Philippines. The results showed that the country, despite the fact that the best students from science schools took the exam, was still 23rd in rank. Also, the scores the takers got were overwhelmingly below average.However, the examination was only taken by grade four and second year high school students. The number of years a student spent on BEC doesn’t dictate how high or low the score he or she would get in the test but it is the curricula and the upbringing during the early years that would greatly affect the performance of the student. Adding two years in the BEC will not do any better for the students, as long as the teaching in lower years is not mended. In K to 12, a student must be schooled in kindergarten before reaching the elementary level.This mandatory one year kindergarten is not as controversial as the additional two years in high school since there is a universal acceptance of the significance of pre-school education in the development of a child. Studies have shown that Early Childhood Care and Development (ECCD) is associated with better cognitive and social skills development. Students who have undergone ECCD tend to learn more and stay longer in school according to the Education for All Global Monitoring Report in 2005 (37) . Indeed, the one year kindergarten is an essential part of the implemented K to 12.But do we have an adequate number of Kindergarten teachers who have studied the field of early pedagogy to sufficiently give the needs of kindergarten pupils? In the urban areas, there is no problem with kindergarten education since it is accessible to all in their barangay centers, but how about in the mountainous regions? Every day, does the DepEd expect mothers to carry their five year-old children while they cross tens of rivers and rough terrains just to reach the kindergarten schools in the low-lands?And if the child did not go to kindergarten and is not allowed to be enrolled in the elementary level, is it the parents’ fault for not letting their kid go to pre-school because they have no access to it in their village at the top of the mountain? As long as we do not have the right budget allocation for this program, we could not vanquish these scruples in our educational system. Sadly, the program was hastily implemented while we still have doubts about the project allocation. Better planning with a slower pace and a higher budget for education is the solution for a program to come into fruition.It is no t the right time for K to 12. In the elementary level, the Mother Tongue-Based Multilingual Education is to be used as a method of teaching in grades one to three. Local languages are the modes of instruction but English and Filipino are still to be taught focusing on oral fluency. During grades four to six, both English and Filipino will be used as languages of instruction in various subjects. Also, Science will not be taught in grades one and two anymore and a spiral curriculum is to be followed.In a nutshell, this spiral curriculum is a method of covering too many topics at the same time without giving focus and priority to a specific area of study. Moreover, there would be fewer hours spent in school for a decongested academic workload, giving students more time to learn their lessons and have extra-curricular activities outside the classroom. Teaching the students with mother tongue is truly an effective way of instruction since in the early years of the children, they have alr eady, somehow, understood the language.But to use three languages in a very early level of grade one is similar to assuming that all of our students are fast learners, and the truth is that only a few of them are. This kind of teaching will just simply bring confusion to most students and might lead to a poorer performance. Incorporating the three languages must be gradual, not instantaneous. With the removal of Science in grades one and two curriculum, I, as a product of public school education, was shocked by this ridiculous idea because Science, in the first place, was not even taught to us public elementary students in grades one and two.Public school students like me only started to learn the parts of the plants and the planets of the solar system when we were in grade three. How could they remove something that doesn’t even exist beforehand? Instead of removing the non-existing Science subject, it must be included in the early years of elementary as well as in kindergar ten. Eschach and Fried argued that children naturally enjoy observing and thinking about nature; exposing students to science develops positive attitudes towards science and; early exposure to scienti? phenomena leads to better understanding of the scienti? c concepts studied later in a formal way (315). Regarding the spiral curriculum in science, teaching basic concepts of general sciences like biology, chemistry, physics, and earth science is highly applicable and attainable in preparing students in the rigorous approach of science in high school. But do we have a sufficient number of teachers? No. As of 2012, the Philippines still lack 61 510 teachers, which the government promised to hire by 2013 (Official Gazette).Once the DepEd have finished hiring all these teachers, are we sure that the younger students are learning science from a science teacher and not from a language teacher? This is one of the most common faults in our BEC in public schools and would most probably be pre valent in K to 12 because of the rush in hiring teachers. In K to 12, thinking skills is prioritized more than memory work and accumulation of facts, a goal so elusive if the teacher just reads a book aloud in the discussion without even asking the students to critically examine the topic because of the lack of mastery in the subject.Last point in the elementary level, is the shorter hours of every day classes. This means there would be more free time for schoolchildren, an opportunity for them to be engaged in child labor. Less hours allotted in school also means more possible time to be spent in the internet, video games, television, and all other factors that greatly affect the sound education of a 21st century kid. And let us not forget the fact that there are students who travel for hours every day just to go to school.The half-day of school every day is not worthwhile of all their efforts just to come to school, most especially those children who have to swim rivers and climb mountains daily. Seeing these flaws in the elementary level, it is not yet time for K to 12. After grade six, like in some private schools, a student would then go to grade seven, not in first year high school. It’s not only the level name that has changed but also the duration of high school and its division into two parts: the junior and senior high school, making up a total of six years.K to 12 promises to hone our high school students in the different areas of learning most especially in science and technical-vocational field to produce well-rounded graduates who could get jobs without getting a college degree in a university. Also, a spiral curriculum is to be followed to ensure â€Å"better† learning process for the students. In high school K to 12, the spiral curriculum, again, is to be applied. The learning of basics in elementary should not be continued in high school.Once a student reaches the secondary level, a layered approach should be undertaken to ensure mastery in the different branches of science. In a layered approach, per year level, there is a corresponding field of science to be studied; Earth Science in 1st year; Biology in 2nd year; Chemistry in 3rd year; and Physics in the 4th year. If the spiral curriculum is to be used again in high school, the focus of the students in a particular subject might be distracted because of a sudden halt in the topic and a rough transition to another branch of science in the next quarters of the school year.Adding two years in high school means two more years of suffering for the parents and the students. Yes, studying in a public high school is free but there are miscellaneous expenses that make â€Å"accessible education† an illusion for the poor. †Although public elementary education is free, school-related expenses like transportation fare, snacks, lunch, school supplies and other learning materials are beyond the financial capabilities of poor parents,† UNESCO said.Th ese expenditures result to a high dropout rate in schools. As a matter of fact, in the year 2010, 8% percent of students leave high school and the leading reasons are high cost of expenses, lack of interest, schools are very far, and looking for work (Roces and Genito). It is true that public education is not for everyone; it is only for the poor who can still sacrifice money amidst their hunger. Does prolonging this agony for the poor produce more graduates who have undergone a better curriculum? I doubt.As the years become longer, the number of school leavers becomes higher, not if the government would provide more facilities and services that could help our elementary and high school students in their everyday education. Out of every 100 Filipino schoolchildren enrolled every year, 66 will complete elementary education, 42 will finish high school but only 14 will earn a college degree, says the Center for Asia and the Pacific Studies. With this trend in the number of graduating s tudents from elementary until college, one could clearly see how poorly the government focuses in educating the youth.And now DepEd is imposing this K to 12 program without even addressing such problems in different levels. Before the implementation of K to 12, 42 students finish high school. With additional two years, it seems that DepEd expect a higher number of graduates in high school considering the current prioritization of the government to education. Taking into account all these insufficient preparations and strategies set by DepEd, it is more likely that K to 12 is bound to fail. We are not yet ready; it is not the right time for the program. If not now, when?It is when our government would give full support to the education of our youth; when one is to one becomes the ratio between the students and the high-caliber books in different subjects most especially in Language and Science; when students in the mountains need not to travel on foot for hours every day just to reac h the â€Å"nearby† school in the other mountains; when we have the right number of excellent teachers to provide the academic needs of our students; when we have already constructed the essential facilities such as classrooms, comfort rooms, tables, and chairs corresponding to the high population of students; when the class size becomes much smaller than today’s 50, 35-40 being the manageable size (Senate Economic Planning Office, 7); when the flaws in the curriculum of our current educational system are corrected to suit best the eternal search of our students for proficiency in the different fields of learning and global competitiveness and; when the government’s budget for education becomes higher than the current 2. 7% spending, preferably at least 6%2 of the Gross Domestic Product (UNESCO) or the share of education to the national budget would rise up to 20% which is the average spending of developing countries (World Bank). Knowing that K to 12 would cost as much as P150 billion, the Philippine government did not do any significant effort to increase the budget for education and while the program is being run, DepEd has been doing its preparations.With these kinds of arrangement being done to fulfill the goals of K to 12, one could clearly see that it is not the right time for the Philippines to add two years to its current 10-year BEC. In 2003, the South Asian country of Bhutan, which is much poorer than the Philippines, has undergone the transition from four-year BEC to six. Two years before this transition, Bhutan has increased its public expenditure for education to 5. 9% and in 2003, it rose up to as much as 7. 2 percent of the country’s GDP. Also, from an average class size of 39, it lowered down to 23 even with the additional two years in secondary education. This is a preparation that should serve as an inspiration for the Philippines’ K to 12, not hurried and given much planning.Truly, two years of extended BE C is another worry for parents and students but if the government would give an undying support to the education of children from kindergarten to high school, it is more likely that the additional two years will not lengthen the burden of the students but will strengthen their knowledge in technical-vocational and scientific fields. Adding two years to the BEC should not be treated by the government as just mere compliance to international standards on paper, but as an essential means of boosting the skills and knowledge of our students to produce graduates that could survive the grueling challenges of life after high school.With two years more, students will be exposed to the field of their interests, and will have a chance to be trained in their chosen elective that could give them a higher chance of having a job or business after finishing high school. TESDA could give examinations to graduating senior high school students to grant them a National Certificate, proof of a studentà ¢â‚¬â„¢s competence in the chosen tech-voc discipline. On the other hand, for the students with an unending pursuit of excellence in Science and Language, the senior high school is an avenue for them to hone their knowledge in the chosen elective. This could also serve as their pre-university education and might lead to the diminution of the number of years of taking up a course in universities like in other countries with K to 12. Good education is expensive but lack of education costs many times more,† this is clearly stated in the Philippine Education For All plan (7) but with the government’s actions in undertaking the K to 12 program, they are contradicting what is wisely expressed in their EFA plan. The state must prioritize education above all, thus giving much more budget for the training of our teachers, accumulation of better facilities, construction of more classrooms and schools in far-flung regions, printing of high quality textbooks, and distribution of sc hool supplies to the have-nots. When we have already fed the hunger of our famished educational system, then we are ready for K to 12, but not their K to 12. Works cited â€Å"Education for All Global Monitoring Report 2005: The Quality Imperative. † UNESCO. 2004. Web. April 2013 < http://unesdoc. unesco. org/images/0013/001373/137334e. pdf> â€Å"Functionally Literate Filipinos: An Educated Filipino. † National Action Plan to Achieve Education for all by the Year 2015. October 2005. Web. 7 April 2013. Haim, Eschach and Michael Fried. â€Å"Should Science be Taught in Early Childhood? † Journal of Science Education and Technology 14. 3 (2005): 315 TCNJ. Web. 8 April 2013. â€Å"K to 12: The Key to Quality Education? † Policy Brief. Senate Economic Planning Office. June 2011. Web. 6 April 2013. < http://www. senate. gov. h/publications/PB%202011-02%20-%20K%20to%2012%20The%20Key%20to%20Quality. pdf> Roces, Lilia and Deogracias Genito. â€Å"Basic Educatio n Information System (BEIS). † 2004. Web. 7 April 2013. < http://www. nscb. gov. ph/ncs/9thncs/papers/education_BEIS. pdf> â€Å"The K to 12 Basic Education Program. † Official Gazette. n. d. Web. 6 April 2013. ——————————————– [ 1 ]. Refers to the 155 member countries of the United Nations Educational, Scientific and Cultural Organization (UNESCO). [ 2 ]. Reflected in the Senate Economic Planning Office’s report â€Å"K to 12: The Key to Quality Education? †

Comparisson of Film and aa Case of Racism Research Paper

Comparisson of Film and aa Case of Racism - Research Paper Example First, the plot of the film is discussed, which is necessary to develop a basic understanding of the backdrop of time and place of the story. This is followed by a discussion on the historical context of the film. Next, an analysis section has been incorporated to assess the effects of the film. Finally, the thesis concludes by justifying the opinion that the historical context of â€Å"The Color Purple† is related to settler racism. The Plot The film â€Å"The Color Purple† has been directed by Steven Spielberg. It is a film under the category of period drama. It is based on the famous novel having the same name written by Alice Walker. The background of the film is set in Georgia (Southern United States). The events of the story take place from 1880s to mid 1930s. The story is mainly centered on a black woman, Celie, who faces incest by her father in her own family. In an environment of isolation and poverty, she is deprived of education and does not know about her le gal rights. She constantly receives rude behavior and is beaten by her father. The same story continues even after she gets married to a widower, named Albert. For a short time, her sister Nettie comes to live with her and her husband. Nettie and Celie spend some good time together, but Nettie had to leave because of Albert’s sexual interest in her. Following several ups and downs, other black women like Shug and Sofia are also introduced in Celie’s life. These women give Celie confidence and help her to face the tortures of her husband. However, Celie develops homosexual relationships with Shug. Sofia, on the other hand, was victimized by circumstances and exploitation. She is beaten up, jailed, and tortured. The story advances through many other events, which exhibit the socio-economic situation of black people together with the plight of Celie. However, the film ends at the reunion of Celie and Nettie, and their children. Albert also changes from a harsh, abusive ma n to a kind and understanding person at the end of the film. Historical Context Prior to the Civil War of America, the black population in the country was subjected to direct slavery and they lived in sub-human conditions. In the middle of nineteenth century, Abraham Lincoln changed the situation significantly. However, political and constitutional changes took time to become socially effective in real sense and this was discernable in the 1880s too. The timeline covered in the film starts at this crucial point. Discrimination towards the black people, economic deprivation, and continued frustration might explain the intolerant and cruel attitude of the black males towards the women in the community at this stage. Socio-economic discrimination and deprivation might adversely affect the socio-sexual behavior of the black males, leading to incest, rape, and sexism. The fight for civil liberties had not begun at that time, and nobody like Martin Luther King had appeared in the scene. T he domestic violence faced by Celie, a black woman, is actually an internal manifestation of the settler racism faced by the black community itself. Notably, when black women faced torture and incest, their white neighbors did not come to rescue them. They did not arrange for economic parity and education †¦ neither for the black men nor the black women. The treatment

Competitve Capability Research Paper Example | Topics and Well Written Essays - 2500 words

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Client brief - Assignment Example It depends upon the generosity and kindness of the West Australian Community for the purpose of funding. The main objective of this organization is reducing the disabling effects of osteoporosis, arthritis and various other related diseases among the people of West Australia by means of conducting various programs in Education and Research, Care etc. The services provided by the organization include Telephony Advisory Service, Support Group Service, Education & Self Management Programs, Public Seminars, Warm Water and Hydrotherapy Exercise Classes, Disease Information etc. Stakeholders and Competitors The employees of the organization provide services for reducing the effect of musculoskeletal diseases. There are members within the organization who provide direction and advice related to how and where the services are needed to be delivered for the West Australian society with musculoskeletal condition. They facilitate the availability of the services to people at right time, with pr oper care, by the most appropriate team and at the right place. Arthritis and Osteoporosis WA is highly committed to take care of those people who are affected by arthritis, osteoporosis and various other related diseases. The organization conducts several programs for curing the disease. It has launched programs which help children in coping up with chronic diseases (â€Å"Arthritis and Osteoporosis WA launch program† 2013). It has been stated that every 1 out of 2 women and every 1 out of 3 men will suffer from the pain due to osteoporotic fracture on reaching above 60 years in Australia. There are various other health organizations, Medicare Local, pharmacies and private businesses in West Australia providing high quality services to the people in the country. Some of the competitors are Asthma Foundation of WA, Australian Red Cross Blood Service, Epilepsy Action Australia, Down Syndrome Association of WA Inc, etc. However Arthritis and Osteoporosis WA has maintained diffe rentiation in its service product by providing focused services (Bosworth and Holland 2004, 48) to the people only affected by the musculoskeletal health disease (â€Å"HBF Run for a Reason† 2013). PESTEL Analysis Political/Legal The Australian Health Industry is one of the most important contributors of the national preventative health strategy against various health factors (Sekendiz 2011). The Government has conducted frameworks which facilitate their successful operation within the country. The country is facing increased problems due to obesity, arthritis, osteoporosis and other diseases. The Government has made various rules which support conducting health programs for reducing these health issues. Economic The concerns related to the health issues are often neglected by the people of the country. This leads to various issues like lack of proper funding ultimately resulting in increased competency within the industry. Social The people in Australia do not have proper kn owledge about diseases like arthritis, osteoporosis and other related factors. They do not consider these diseases to be major reasons of concern and as a result give less importance to chronic pain and osteoporotic frac

Team Leadership and Management Essay Example | Topics and Well Written Essays - 750 words

Team Leadership and Management - Essay Example 33). The solutions and strategies proposed by the authors are really practical in today's multinational organizations. Different tasks make a degree of different contributions to the team's various functions in production, support, and well-being. Although technological changes are usually aimed at modifying the team's production function, they almost always have profound effects on the team well-being and member support functions as well. The sharing among team members of both access to the hardware portions of the new technology and of the expertise needed to use and understand the new systems may provide brand new range of the distribution of status and power within a team, dimensions that compare quite poorly with the prior status structure. In terms of underlying social-exchange dynamics, the principal rewards and costs concern task achievement or success. In modern multi-national companies the affective or emotional factor of teamwork is important to all relationships. It is le ss so in task-based, personal relationships than in purely social roles. Team-based approach plays a much important role in the development of team relations than it does in organizations in general (Northhouse, 2003). I agree with the authors that teamwork should be flexible and fit with environmental changes. I would add communication as one of the most important elements in teamwork. The major reason Critique: Team LED 501 for past success is open communication policy and the ability to get people to work together as team. A team leader sees themselves having an informative meeting with employees. They should emphasize open door policy and encourage employees to use it. The task of the team leader is to inform team members that they would like to have some formal meetings for brainstorming and troubleshooting purposes and some informal meetings just as an excuse to get together. Virtually, members of a multi-national workforce behave the same way as traditional teams but pay more attention to interpersonal communication and interaction. In a virtual or practical environment, working relationships vary in their empathy or understanding, effectiveness, and power. The results of ineffective communication range from minor embarrassment to critical problems. Minor embarrassment occurs when we show up at a friend's house for a party on the wrong night; a critical problem occurs. As a human resource professional, one of leaders' responsibilities is to develop and improve the communication process in organization. The authors explain how effective teamwork or group effort can enhance the communication process. The authors do not pay attention to problems and conflicts take place in virtual environment. The communication process is rich with imagery and descriptions. Words and other forms of communication are symbols that bring to mind mental images. In fact, communi cations is basically the management of symbols or language. It is through use of these mental images that we communicate and convey relationships and promote understanding that generates the necessary action to accomplish organizational goals and objectives. These ideas might be supported by the Bible saying: "And do not forget to do

Cultural issues in management Essay Example | Topics and Well Written Essays - 1500 words

Cultural issues in management - Essay Example Key issues in International HRM In the contemporary environment of competitive business, expanding business must understand the changing socio-cultural background of the country, where one needs to establish the business interests. Social scientists assert that national cultures are vital elements that determine the negotiator’s assumptions and help evolve business strategy based on behavioral pattern (Cohen, 2004; Rubin & Sander, 1991). China has a culturally distinct economy. The socio-cultural value systems are vastly different and business practices are very sensitive to behavioural pattern and intrinsically linked to their socio-cultural value system. Dowling et al (1999) argue that Chinese socio-political and cultural environment is complex, especially as Chinese nationalism remains key obstacle for foreign firms and poses serious challenge to their IHRM. Many scholars strongly support use of local talent and resources as important part of joint ventures that promote loc al economy as people prefer to deal with local professionals rather than expatriate managers (Schuler, 2001; Poole, 1999). This is a highly pertinent issue for foreign firms as they tend to spend huge amount on training and cross-cultural adjustments. There is lot of conflict if the expatriate manager tries to impose his/her own values on the local people. Chinese culture promotes ‘guanxi’, a shared language and a shared culture, where Chinese employees prefer to interact with people who are well versed in their language and culture (Dunning & Kim, 2007; Chen & Starosta, 1998). Thus, IHRM has huge responsibility vis-a-vis managing its human resources and optimizing performances when their business has to be conducted with Chinese, within or outside China. The need to understand the Chinese...Microsoft’s HR strategies were highly creative which were able to exploit human competencies. It promoted a facilitating organization culture that emphasized cross-cultural u nderstanding, trust-building and mutual respect. Preparing cross cultural teams Microsoft promoted multicultural team. Microsoft’s success in China was mainly due to their understanding of Chinese culture and people which was exploited by the HR leadership. Negotiation Business negotiations are intrinsic part of corporate strategy which is designed to reduce conflicts and promote mutually satisfying partnership contract vis-Ã  -vis business goals, financial outcome, terms and conditions, scope etc. In international business across national borders, negotiations are sensitive issues due to different value system, socio-cultural perspective, currency, legal paradigms and market conditions. Culture is integral part of negotiation. Effective CI practices CI practices are intrinsic part of global business planning which rely on information gathering regarding various aspects of business in countries which are perceived to have huge potential for business expansion (Adidam et al, 2009). China, being a major developing economy with vast potential, is highly attractive for foreign businesses. IHRM practices must be dynamic for effective negotiation and running of businesses in countries like China which offers huge opportunities.

Discuss the importance of ethics in business in light of the recent Assignment

Discuss the importance of ethics in business in light of the recent global financial crisis (GFC) - Assignment Example assessment item they should attach all supporting documentation to the completed Request for Extension form which is available from a Student Centre, the UWS website or from the ‘Support’ folder in the BAS vUWS site. Requests for extension must be submitted no later than three working days prior to the due date of the assessment task to Parramatta Campus, School of Marketing, Building ED (Reception) or Campbelltown Campus, School of Marketing Building 22A (Bev Booth). After that period, requests for extensions will not be accepted and students will need to apply for special consideration. If students need to apply for a special consideration, they should attach all supporting documentation to the completed Application for Special Consideration form which is available from the Student Centre, the UWS Website or from the ‘Support’ folder in the BAS vUWS site. Applications need to be submitted to the Student Centre at Parramatta or Campbelltown A student who submits a late assessment without approval for an extension of the due date will be penalised by 10 per cent per day up to 10 days, i.e. marks equal to 10 per cent of the assignment’s weight will be deducted as a ‘flat rate’ from the mark awarded. For example, the essay development assessment task that is worth 20 marks will have 2 marks deducted from the awarded mark for each late day including Saturdays and Sundays. Assessments will not be accepted after the marked assessment tasks have been returned to students who submitted the task on time. Linking different pieces of information in a structured manner is important. The simplest way to ensure that your work is structured in such a way is to prepare an essay plan before you start. Essay plans help with structuring by organising information so that each concept flows logically from the one preceding. An essay plan also can help you work out how you will answer a question and which information you will use. With regard to the recent economic

Information system Essay Example | Topics and Well Written Essays - 2500 words

Information system - Essay Example These products are obtained through the food products manufactures. Fine Food Company finishes and packages these products for resale. This research is based on the detailed analysis of the new technology support implementation at the different business divisions of the Fine Food Company. Here I will present the detailed analytical and technological analysis of the new business and information technology based systems implementation at Fine Food Company. This report will be composed of the different analysis regarding assessment of the feasibility of the new information technology implementation. This will also specify the some of the leading technology solutions for the business setup. The business of the Fine Food Company has obtained a steady growth in the business and organizational structure and offered a better business handling and operational support for the all departments. Despite of extensive enhancements the currently operational paper based working structure; the performance of the business is still lacking high performance. This makes the overall working structure less effective. The management of the business desired to implement a new technology based structure that offers the business enhanced performance and working capability. FFC management desired to implement the new information technology at four main departments or these are listed below: The main strength of the new technology based system implementation. This new technology based structure will standardise the overall business operations and management handling. These systems will automate the overall business operations and will offer the easy handling of business data recording and effective management. The main weakness behind this technology implementation is need for the effective human resource regarding the implementation of the new technology based platform. This will require the extensive investment in all areas. These can be human

Designing a plan for collaboration Research Proposal

Designing a plan for collaboration - Research Proposal Example This demographic data is vital to the proposed collaborative plan as social status and lifestyle characteristics will impact the level of community involvement in the proposed collaborative program development and implementation. Reno maintains considerable volumes of city services designed to facilitate a higher quality of living for its citizens and improve the development capacity of the city. Some of these services related to community function include recreation facilities, the Neil Road Recreation Center, Summer Discovery Youth Camps, and the Community Assistance Center offering shelter and counseling facilities for disadvantaged or at risk citizens (reno.gov). These services are supported by the City Council, the Civil Service Commission, and the Recreation and Parks Commission (reno.gov). Coupled with the high presence of community-minded services is the Neighborhood Advisory Board designed to act as a forum for citizens to lodge complaints or propose suggestions on improving lifestyle in Reno (reno.gov). Active involvement of citizens in improvement objectives are welcomed and required in order for the collaborative program to find ultimate success. High instances of school violence and gang presence in Reno have created considerable community-level problems and impact the city budget significantly. It is proposed for Reno city officials to collaborate with the Washoe County School District, an organization that maintains a very low drop-out ratio in grades 9-12 that is far below the national average (education.com, 2008). Coupled with collaboration between the Regional Gang Unit, affiliated non-profits, and direct community involvement, a plan has been developed to prevent school violence and provide services to reduce gang presence in Reno. There are currently no services in place to provide this support for school and gang-related delinquency and this impacts budget and community lifestyle due to its neglect

Community Health Nursing Essay Example for Free

Community Health Nursing Essay Healthy People provide a 10-year national objective for improving the health of Americans. It has established benchmarks and monitored progress over time in order to encourage collaborations across the country, empowering individuals toward making knowledgeable health decisions, and measuring the impact of prevention activities. The vision is for a society in which all people live long and healthy lives. Objectives new to Healthy People 2020 are related to policies targeting young children through physical activity in childcare settings, television viewing and computer usage, recess and physical education in the Nation’s public and private elementary schools. Physical activity is important as it can improve health and quality of life for all, including those with disabilities. Increased physical activity in children and adolescents can improve bone health, cardiorespiratory and muscular fitness, decrease levels of body fat and reduce symptoms of depression. There is an epidemic of obesity among our children today, this is linked to the over use of computer games and television. Healthy People 2020 have set an objective that sets limits to screen time. It was rather interesting to me that the pediatrician informed me that my infant, now a toddler should not be watching television at all as recommended by the Journal of Pediatrics. As mentioned in The Journal for Nurse Practitioners, there is a dangerous link found between childhood obesity and asthma (Rance, O’Laughlen, 2011). A common assumption is that weight gain occurs because many asthmatic patients avoid exercise since physical activity can trigger their symptoms, though many contributing factors coexist (Rance, et. al., 2011). Interesting enough there has been a suggestion that overweight/obesity as a risk factor for developing asthma (Papoutsaakis, Priftis, Drakouli , Prifti, Konstantaki, Chondronikola, Matziou, 2013). As  an adolescent I was diagnosed with having chronic asthma, as I was extremely active and not an overweight child. Physical activity was a normal part of my daily afterschool routine, I ran track, was a member of the swim team and was on the cheerleading squad. So having asthma one should not exclude physical activity from their life as it helps to prevent obesity and other ailments. A study illustrated that children were more adept at identifying healthy foods and explaining their benefits than identifying activities that make their bodies healthy (Lanigan, 2011). This study also discovered that the media was the primary source of children’s health knowledge. Parents need to become more involved and lead by example as it pertains to the health and welfare of their children. This is why I often volunteer for the various optimist clubs in the community, sharing information on the importance of staying active, hydrated and eating a well balanced diet. I keep my kids in extracurricular activities such as sports, promoting physical activity and a healthy lifestyle. Early-learning professionals and parents need to play a more prominent role in teaching children about the benefits of healthy eating and activity (Lanigan, 2011). There has been a correlation between paternal influences on children’s weight gain, as a review demonstrated fathers who were overweight viewed themselves and their offspring as normal weight (Fraser, Skouteris, McCabe, Ricciardelli, Milgrom, Baur, 2011). The children in this study were more likely to eat fast food, eat at fast pace, eat when bored and were less likely to eat dinner together as a family (Fraser, et al., 2011). As it was hard to discern whether these behaviors are a result of children modeling behaviors displayed by their fathers’, although the heavier the fathers were the greater the number of hours their children spent in sedentary activities such as watching television and usin g the computer (Fraser, et al., 2011). One strategy not mentioned in Healthy People 2020 is mandating parent involvement and modeling, which I consider first line of defense for prevention of childhood obesity and related disease. The Affordable Care Act (ACA), builds on and strengthens the foundation for prevention and wellness established by Healthy People, the nation’s health promotion and disease prevention aspirations for a healthier nation (Fielding, Teutsch, Koh, 2012). The Guide to Community Preventive Services recommends making physical activity the easy choice by creating in our communities accessible parks and  recreation; encouraging the social norm of walking, bicycling, and climbing stairs where these activities can reasonably substitute for driving and riding elevators or escalators; and placing greater emphasis on mass transit and mixed residential and commercial development to encourage greater spatial integration of places where people live, work and shop (Fielding, et al., 2012). In conclusion, community based childhood obesity prevention programs with a school component focusing on both diet and physical activity is more effective at preventing obesity and overweight (Bleich, Segal, Wu, Wilson, Wang, 2013). As previously mentioned one strategy not mentioned in Healthy People 2020 is mandating parent involvement and modeling, which I consider first line of defense for prevention of childhood obesity and related disease. References Bleich, S. N., Segal, J., Wu, Y., Wilson, R., Wang, Y. (2013). Systematic review of community-based childhood obesity prevention studies. Pediatrics, 132(1), e201-e210. doi:10.1542/peds.2013-0886 Fielding, J. E., Teutsch, S., Koh, H. (2012). Health reform and healthy people initiative. American Journal of Public Health, 102(1), 30-33. doi:102105/AJPH.2011.300312 Fraser, J., Skouteris, H., McCabe, M., Ricciardelli, L. A., Milgrom, J., Baur, L. A. (2011). Paternal influences on children’s weight gain: a system review. Fathering, 9(3), 252-267. doi:10.3149/fth.0903.252 Lanigan, J. D. (2011). The substance and sources of young children’s healthy eating and physical activity knowledge: implications for obesity prevention efforts. Child: Care, Health Development, 37(3), 368-376. doi:10.1111/j.1365-2214.2010.01191.x Papoutsaakis, C., Priftis, K. N., Drakouli, M., Prifti, S., Konstantaki, E., Chondronikola, M., Matziou, V. (2013). Childhood overweight/obesity and asthma: is there a link? a system review of recent epidemiologic evidence. Journal of The Academy of Nutrition and Dietetics, 113(1), 77-105. doi10.1016/j.jand.2012.08.025 Rance, K., O’Laughlen, M. (2011). Obesity and asthma: a dangerous link in children: an integrative review of the literature. Journal for Nurse Practitioners, 7(4), 287-292. doi:10.1016/j.nurpra.2010.06.011

How Military Leavers Can Benefit the Private Industry

How Military Leavers Can Benefit the Private Industry ISSUE TO BE EXAMINED Each year British businesses clamour after the best and brightest coming out of business schools. However, these same businesses often overlook a body of potential employees not only with good or better training, but also with the experience to go with it. Given that military personnel provide a valuable and often taken for granted service to our country, often putting their own lives in danger to defend others, it seems more should be done to assist them in the transition back into civilian life. Such personnel also offer a viable resource for British business, leaving the military with some of the arguably best training in the world and often significantly more experience in a wide variety of areas than others their age who did not undertake military service. This research aims to examine the benefits of military leavers’, particularly officers’, experience and training to private industry. It is hoped findings from this study will aid both military leavers and industry in the UK in connecting, so as to encourage productive employment relationships between the two. Possible outcomes of this research may include some type of publication of findings, or recommendations for military leavers and employers, which would assist employers it taking advantage of this valuable resource and military leavers in finding suitable civilian employment. Specifically, this research undertakes four objectives: To examine the success of military officers in private industry, and how their military training contributed to their success. To identify what specific skills are readily transferable to private industry, and how these can best be articulated to those in hiring positions. To increase awareness amongst those in hiring positions of the often overlooked talent pool of military leavers available to their industry sectors. To consider what private industry must do, if anything, to ensure smooth transition for leavers moving into civilian positions. RELEVANT LITERATURE This project will include a review of literature relevant to the four objectives above. This will include reports and research in former military officers and how they have achieved successful employment in private industry. For example, Shuit (2003) describes the training, people skills, and self-discipline former junior officers bring to the corporate sector. Many others offer similar information (Abrashoff 2002; Anon 2004; Bowers 1996; Joinson 1997; Zicarelli 2000). Specific reports of success across a number of military leavers, rather than concentration on a few case-study type accounts, will be emphasised. Also considered will be the specific skills acquired by military officers that are readily transferable into the civilian workplace. As it is necessary to limit skills to a workable group for research purposes, basic management skills will be emphasised. All officers can be assumed to have received both training and experience in these skills, often much in excess of their civilian counterparts. For example, Questionline reports â€Å"service leavers have spent more time being trained than ninety-nine per cent of civilians†¦ They will be valued, if the employer is able to understand what they are† (Anon 2002). They also argue that British military training is among the best in the world, and has â€Å"considerable civilian value when stripped of its purely military elements and translated into the right language† (Anon 2002). Bowers (1996) similarly contends â€Å"business-management experts say the military builds skills th at can be as valuable in the office as in a war zone† (1). Identifying skills common between the military and private industry will assist both military leavers and HR managers in identifying transferable skills (Anon 2004; Joinson 1997; Zicarelli 2000). Examination of literature will document reasons private employers may overlook leaving military personnel as potential hires. This is undertaken to make recommendations on ways the placement of former military officers in private industry may be improved. For example, Zicarelli (2005) notes that HR positions are increasingly held by people without military experience or reference. As such, understanding and appreciate of military attributes can no longer be assumed. Additionally, many military leavers had to perservere in searching for civilian positions, often learning through turn-downs how to finally present their experience in a way understandable to the typical civilian HR manager (Shuit 2003; Investors Business Daily 2004). Methods employers or organisations have found successful in aiding military officers in transitioning into civilian employment will be analysed, with the purpose of developing broad recommendations for use in the private sector. These will include tactics employed by individual HR managers and company-wide programmes. For example, American companies such as Home Depot, Coors and General Motors have programmes specifically designed to recruit military leavers (ICFAI (2004; Zicarelli 2005). British employers with similar programmes, if any, will also be reviewed. It is anticipated that data in this section will included both information for the individual HR manager and concerning developing company-wide initiatives. Finally, the literature considered in this review will concentrate on those leaving the British military who seek and / or obtain employment in the UK. Supporting literature from countries with similar militaries and economies, such as Australia, Canada, and the United States will be additionally considered from a supportive standpoint. METHODOLOGY Data will be collected from two groups of people: former military officers who have successfully transitioned into civilian employment, and HR personnel in charge of hiring. Open-ended questions designed from issues arising through the review of relevant literature will be used. It is anticipated these open-ended questions will solicit a variety of responses, but will also allow documentation of actual perceptions and observations from interviewees, rather than reduce their experiences to a defined group of possible responses. It is anticipated that questions will be framed within the four stated objectives, however, this framework may be adapted if significant findings from the literature review warrant such change. The planned sample size is ten interviews for each group. While this is statistically too small a sample to make relevant statistical conclusions, the purpose of this research is to articulate transferable skills and raise awareness to the benefits in hiring military leavers, neither of which require the statistical justification of a large sample size. This is additionally a large enough group of interviews to allow broad generalisations about issues outlined in the project objectives to be examined without the possible skewing of one person’s atypical experience that might occur with a sample of only two or three interviews. In addition, ten is a workable number of interviews for the researcher to conduct within the project time guidelines. Companies in a variety of civilian pursuits will be examined, with additionally at least two small, two medium, and two large organisations present in the sample of HR managers. A list of companies currently hiring for management positions will be gathered from Internet and newspaper advertisements. These companies will then be drawn at random to establish an order for contact, with each contacted by letter and follow-up phone calls. Interviews of approximately one hour will be requested, with an overview of the questions to be asked provided with the letter. Contact of companies will continue until ten interviews are secured. Former military officers will be identified through two means. First, the researcher will seek recommendations from those in private industry as to successful former military officers. If ten persons willing to participate in interviews are not acquired through this method, HR managers interviewed as part of the first group of this research will be asked to provide names in their companies or others of potential interviewees. Both groups of interviewees will be promised and supplied with a copy of the final research project. Data will be analysed to develop a skills set that is clearly identified as relevant, the benefits and drawbacks of hiring military leavers, and ways to increase companies’ awareness of potential post-military hires. This will be done first by thorough examination of the transcripts of each interview, followed by statistical gathering of the number of times and importance each item considered was provided by the interviewees. Similarities present in items identified in the interviews will be described and supported with relevant quotes from interview transcripts. A summary of the most relevant answers to each question will be included in an appendix to the report. Obviously, it is not possible to consider all types of military leavers with their myriad of training and experience, or all the needs of private industry that such personnel could fulfil. Therefore, this study will concentrate on the basic management skills typically acquired by all military personnel achieving a rank of at least junior officer. It will examine how this basic management acumen translates into successful civilian employment. Also, since a large number of military personnel go into the defense industry and it already typically recruits military leavers, only companies and positions outside the defense sector will be considered. REQUIRED RESOURCES It is anticipated the most significant resources this project will require are time and people. Twenty interviews of approximately one hour each will be conducted, not to mention the time required to arrange such interviews and analyse results. Getting busy workers to provide an hour of their day for an interview that do not immediately benefit them may not be so easy. It is important to line up persons to interview that can make contributions to the areas considered in the research. The project requires little capital outlay beyond letters, copying of the final report and postage. A small tape-recorder may be used to better document interviews, in which case this would be an additional expense. In addition, it may be necessary to interview some people over their lunch times, in which case politeness would require the researcher to foot the dining bill. PROJECT PLAN The literature review will be completed within thirty days of the project approval, and interview questions developed. These questions will then be submitted to the supervisor for feedback and recommendations. Towards the end of this period, a list of companies and individuals that may be potential interviewees will be developed. Interviews should be arranged within two weeks, and completed within the next two to three weeks. After that, data will be analysed and a project report draft written, which will be forwarded to the project supervisor for comments. Finally, the final report will be generated. Tentative Project Plan: Week 1 Begin literature review research. Week 2 Continue literature review research. Week 3 Continue literature review research. Week 4 Write literature review, create interview questions. Week 5 Begin compiling interview list, interview questions to supervisor. Week 6 Finish compiling interview list, write and send out letters. Week 7 Follow-up letters with phone calls, arrange interviews. Week 8 Continue arranging interviews, begin conducting interviews. Week 9 Continue conducting interviews. Week 10 Finish conducting interviews. Week 11 Analyse data, begin writing project report. Week 12 Finish draft of project report, draft to supervisor. Week 13 Make changes to draft as recommended by supervisor. Week 14 Make changes / rewrite draft. This project plan will both ensure the project is completed in a timely manner and is flexible enough to allow for contingencies. REFERENCES Abrashoff, D.M. (2002) It’s Your Ship: Management Techniques from the Best Damn Ship in the Navy, New York: Warner Books. Alkhafaji, A. (2003) Strategic Management: Formulation, Implementation, and Control in a Dynamic Environment, Oxford: Haworth Press. Anon (2002) â€Å"Military skills in a civilian workplace,† Questionline website, October 2002. Available at http://www.questonline.co.uk/ magazine_sections/leaders/military_skills_in_a_civilian_workplace, accessed 21 May 2005. Anon (2004) â€Å"Army is major contributor to UK plc,† Personnel Today, May 4, 2004, p. 4. Bass, B. (1997) Transformational Leadership: Industrial, Military and Educational Impact, Mahwah, NJ: Lawrence Erlbaum. Bowers, F. (1996) â€Å"Generals trade their army boots for wingtips in trek to civilian jobs,† Christian Science Monitor, December 2, 1996, Vol. 89, Issue 5, p1. ICFAI (2004) â€Å"Home Depot’s Cultural Evolution,† Case Study, ICFAI Center for Management Research. Available at www.icmrinda.org, accessed 21 May 2005. Investors Business Daily (2004) Military and Political Leaders and Success: 55 Top Military and Political Leaders and How They Achieved Greatness, Higher Education. Joinson, C. (1997) â€Å"What HR can learn from military veterans,† HR Magazine, June 1997, Vol. 42, Issue 6, pp. 116-119. Shuit, D.P. (2003) â€Å"Combat ready and business prepared,† Workforce Management, November 2003, Vol. 82, Issue 12, pp. 24-25. Wightman, S., McAleer, E. (1995) â€Å"Management development: the neglected domain,† Journal of European industrial Training, Vol. 19, No. 5, pp. 3-10. Zicarelli, R. (2000) â€Å"The Military Advantage,† Veteran’s Business Journal, January / February 2005, pp. 20-26.

Philosophical Justifications for Physical Education

Philosophical Justifications for Physical Education Issues in Physical Education Examine the implications of the various philosophical justifications for Physical Education for the teaching of the subject. The philosophies of the philosophers Within a traditional context, Physical Education (PE) has been perceived as a non-academic subject in comparison to more well established subjects such as mathematics and the sciences. Different philosophers and commentators conjure various justifications by which PE can be placed within the National Curriculum (NC) and how the subject itself should be approached and delivered. This essay attempts to highlight and examine these philosophies, their implications and how they affect the perceptions and delivery of PE in this country. Education is essentially associated with attainment of valuable knowledge. This knowledge, according to Hirst (1974, 1992, 1994) and Peter (1966), is that of theoretical and intellectual attainment. It is knowledge in this context which has an impact on our everyday lives. This is what is often termed as ‘orthodox’ education which arguably excludes PE. Reid (1998) supports this view stating that education must comprise (of) an acquisition of valuable knowledge. (Taking this into account) From Reid’s perspective, it follows that (it can be argued that) PE (does in fact) can be considered to develop valuable knowledge on its particular subject matter. (Moreover) In addition to this, Reid (1998) reinforces his hypothesis by highlighting the link between the theoretical concept and the resulting practical knowledge. This is as a result of a ‘new orthodoxy’ construct within PE, (developed from attempts) which developed from a perceived need to justify PE’s intellectual properties. These include the increase in academic PE through examinations and the establishment of PE degrees and Sports Science degrees. Reid (1998) (believes) suggests that PE fulfils the criteria that education demands, simply by practical knowledge through experience to develop ‘knowing how’. (So) When this is reinforced with theoretical knowledge relating to PE, educators of the subjects are arguably (overstepping) exceeding the currently accepted educational requirements as practical knowledge is deemed a satisfactory justification for inclusion within the NC. You need to put a reference to support this statement. One example of this type of educational justification can be seen in Sport Science degrees where physiology is complementary to pedagogy. This point made in Hoberman, J. (1992). Add the quote if you wish Reid (1998) in fact, states that practical knowledge should not be either linked with or (lessened) reduced to ‘simple’ ability, where a student is able to strike a ball for example. â€Å"It is not the status of PE which is problematic then, but rather the academic view of education† (Reid, 1997, page 21), which is perhaps a little uncertain. It is this indecision which hinders the perception of PE within the subject itself and their resulting arguments of justification of NC status. Reid (1997) further argues that education is not simply an academic endeavour but also the endorsement of personal and social assistance. This hedonistic approach somewhat further blurs the boundaries as to what is and what is not considered to be educational, as it suggests enjoyment is a precondition for education. Enjoyment is totally subjective and what may be perceived as enjoyable by one individual may not necessarily be enjoyable (for) by another. This continued difference in opinion is echoed by Parry (1998). It is suggested that Reid (1998) fails to validate practical knowledge and to justify just how the skills learnt are worthwhile in nature. Where Reid (1997) states that the source of educational value of PE is in fact the pleasure extracted from the subject, it has been suggested that he has fallen (prone) prey to the perhaps arguably misleading notion of hedonism (Parry, 1998). As suggested earlier, pleasure, by definition, is (found) derived only from something a person enjoys. Should an individual fail to enjoy PE, (than) then this contradicts Reid’s (1997) concept. Carr (1997) however states that as much as Reid’s (1997) work challenges some of the standard perceptions of education, it does contain some inaccuracies and misconceptions. It would be sensible to state just what you think these misconceptions are. Although Carr (1997) accepts that PE has certain levels of knowledge acquisition, this does not necessarily mean a concurrence with all of Reid’s (1998) opinions. This is rather messy, and the point is not clearly made. What are the specific points that Carr disagrees with? state. You might find it useful to put parts of the next paragraph in here. The implications of this are that Reid (1998) believes that PE can alter your perception and comprehension of the world. However, people can be perceived as less educationally proficient should their experiences in the sciences and maths for example, be less than others. This is not the case with regard to PE as individuals are seen as ‘non-sporty’ rather than educat ionally deficient. These differing view points again further obscures the boundaries of PE’s educational worth. This point is made in Andy Clark (1996), I suggest that you put in the reference! Carr’s (1997) opinions differ in that his paper raises the prospect of a distinction between education and teaching of ‘life skills’ (or schooling). The implications of this are that Carr (1997) believes that education provides valuable knowledge and understanding, which is the predominant culture within schools, but schools also aim to provide vocational knowledge. It is suggested that sport falls into this appreciation as it teaches skills and abilities that can be applied directly or adapted for life after school and beyond. These abilities can include communication and team work. Parry (1998) has expressed the opinion that education is not purely the quest for ‘valued’ knowledge but is coupled with enhancement of personal virtue due to â€Å"philosophical anthropology and the promotion of Olympian ideas† (Parry, 1998, page 65). (In other words) The implications being that, as a result of philosophical perspectives upon the human race, the promotion of the Olympian ideal that occurs through PE (which) has a lasting effect upon the individual in that it alters their values, goals for excellence, and their relationships. This is supported by McNamee (2005, page 16) who states a less restricted overview of education which is â€Å"the initiation into a range of cultural practices that have the capacity to open up the possibilities of living a full and worthwhile life†. (Yet) Again the implication of this viewpoint is that it supports the notion that PE can help provide and establi sh ‘life skills’, thus supporting its educational value. McNamee (2005, page 15) feels that Peter and Carr (1997) remain too ideological due to their â€Å"traditional liberal distinctions† even though McNamee (2005) states his belief that education is a vessel for dispensing cultural customs. McNamee (2005) continues to highlight some oversights in the work of both Reid and Parry, suggesting that the (forma) former does not describe important epistemological aspects within PE as a subject. Although Reid does cite examples of practical knowledge application, there is a distinct absence of examples that are relevant to PE itself, thus providing evidence to support his view point but not with particular clarity in regard to PE. In fairness, I don’t think that Reid’s paper was specifically about PE as such, it was about education in general although certainly it featured PE do you want to rephrase this point? Additionally, McNamee (2005) believes that Reid’s hedonistic (standing) view point that simply pleasure alone is justification for PE’s place on the NC is not entirely plausible. A point made in: Pekka Elo Juha Savolainen (2000), . Do you want to cite the reference? In comparison, McNamee (2005) draws attention to the cultural (practices) roles sport can play. These include, as Parry (1998) suggests, the formation of identities and the development to values which (is) are suggested to be closely linked to education. People â€Å"have the capacity to develop, evaluate and live out their own life plans based on a combination of projects, relationships and commitments† (McNamee, 2005, page 16). Sport and PE, according to McNamee (2005), (has) have the ability to meet these potentials through a unique assortment of internal, and in turn external values, that are somewhat unique to sport and PE. One example could be teamwork experience from team games. Teamwork blankets many subdivisions including communication. The skills learned and finely developed within PE lessons can help in the attainment of employment, not necessarily only in a sporting context. So it would appear that PE contains the valued principles that Hirst and Peter suggest are key to education. The implications are therefore, according to McNamee (2005, page 17), that the educators of â€Å"cultural rituals† should ensure that â€Å"the values PE has and gives, are kept in good health†. The implication here being that , this argues that PE should remain within the curriculum as it teaches and enriches ‘life skills’. (So) It appears therefore that there is much debate with regard to the implications of the conflicting elements of various philosophies regarding a unified perception of just what PE is and the resulting justification of its place within the NC. Reid argues that practical knowledge alone is in fact as valued as intellectual knowledge. Moreover, Reid also states that the gratification taken from PE further enforces this validation. Carr believes the contrary because philosophers have failed to differentiate between schooling and education. In contrast, Parry takes the view that a more Olympian standing point should be taken, in that PE can be used to promote achievement and excellence. Furthermore, McNamee states that PE contains many cultural values and can be used as a vessel to deliver these. In doing so, PE has an effect on our everyday lives, (therefore) thereby becoming educationally noteworthy as it contains ‘valued’ principles. These somewhat contradictory philosophies and the resulting confusion in the implications derived from them, highlight the fact that (through) by selecting one philosophy as a standard conception of PE’s justification within the NC and not another, will inevitably lead to a dispute as to why it was selected in the first place. Clearly this is a matter of personal evaluation. What must be taken into account are the philosophies and ideologies of the PE teachers themselves. They are the administrators and deliverers of the subject and their opinions and ideologies can greatly influence the notion and (conception) implementation of PE. You could cite Tà ¤nnsjà ¶, T. and Tamburrini, C. (Eds.) (2000) As a reference on this point The philosophies of the Physical Education teachers. The ‘philosophies’ of PE teachers are generally considered to come about as a result of the culmination of experiences within sport, education, and everyday life (within and outside school). Included within these is ‘sport for all’, education for leisure and the continued development of the academic principles within PE (Green, 2000, 2001, 2003). Although these greatly influence the philosophies of PE teachers, health related exercise and enjoyment of the subject appear to be the central focal point of their lessons. According to Green (2000), enjoyment and pleasure formed the basis for PE teacher’s lessons. One could say that a happy classroom is a learning classroom. It is through this that PE offers enjoyment, which acts as a catalyst for increased control over students and in turn heightens learning (Green, 2000). (Their) His justification of this is that PE can often be a ‘release’ of stress and pressure from other academic aspects of school, yet still maintaining its own promotion of the academic virtues in itself (Green, 2000). However, as discussed previously, enjoyment is not considered a prerequisite of education. With teachers adopting a more hedonistic approach to their lessons, the educational value of their lessons arguably become questionable. Do you want to justify this comment? Suggest using reference Savolainen J Elo P 2000 In fact, many PE teachers perceive their subject as secondary to other subjects as they consider PE inferior in an academic sense (Green, 2000). In Green’s (2000) study, many PE teachers associated enjoyment with sport. Understandably, sport is seen as the chief characteristic for the delivery of PE. The implications being that this often falls under a competitive sports bracket, largely in the form of team games. The main emphasis for PE teachers was development of skill acquisition and the resulting competence in performance (Green, 2000). However, this focus on competition within sport (is) can be contradictory to PE teacher’s slant towards hedonism. Many students dislike competitiveness and some even dislike sport in a ‘traditional’ sense (e.g. rugby, cricket, hockey etc.). This is particularly the case with girls (Green, 2001). The implication therefore appears that students can associate a distaste for something which PE teachers perceive as the very essence of their subject, something which they feel (is) should be enjoyable. Another justification for inclusion on the NC from a PE teacher’s perspective is the promotion of health related fitness. One could question whether one hour of PE a week has an effect upon a student’s fitness, but rather highlights the fact that PE lessons themselves do not endorse healthy living but create an association with physical activity which can be carried into life after school. This in turn develops a healthy lifestyle (Green, 2001, 2003). PE teachers see sport as the main conduit for endorsement of a healthy lifestyle (Green, 2000). However, it is important to note that it is an assumption that PE actually has an impact on students and therefore affects their behaviour later in life, although this is perhaps a rather logical assumption. Kirk (2002) suggests that there is little evidence to suggest that PE lessons in secondary schools actually successfully promote lifelong participation. Therefore, it is important to establish what PE teachers are doing, and can do, to reinforce their hedonistic approach to establish current and future healthy living (discussed later). The principal difference between teacher’s philosophies and philosophers philosophies is that teachers are frequently (somewhat) adamant their hedonistic approach is justification enough, where as, by contrast, philosophers are more inclined to persevere a more ‘orthodox’ educational justification. The implications of this statement being that PE teachers tend to feel a greater need to justify their position within the NC, and arguably this is justly so as they perhaps fail to acknowledge the perspective of some philosophers. It could therefore be argued that the philosophies of PE teachers are in fact more ideological in nature, as their attitudes towards justification within the NC, when compared to research by philosophers, are paradoxical. This may be due to the fact that PE teachers are more engaged than removed with their ideas (Green, 2001). Green has suggested that the implications are that these ideologies are suggested to have been formed by what they (the teachers) are accustomed to (i.e. learned practices). This may have stemmed from individual’s (e.g. their own PE teachers) and experiences that have influenced their belief. Green (2000 Pg 79) states that â€Å"It is somewhat unsurprising to find that PE teachers’ philosophies as well as their practices represent something of a compromise (Green, 2000, page 79) between these influences as they perhaps, in terms of opinions and view points, pull them in distinctly assorted directions.† However, Green (2000) does argue that some relationship is present, connecting both philosophers’ and PE teachers’ opinions, although this is perhaps more through coincidence than mindful analysis by PE teachers. The practical implication of this philosophy in this link can be seen in a more leisure-based PE programme. Sport England (2003) note that that the most frequently taught sport within schools is athletics. This is followed by gym, tennis, rounders, hockey and netball. It can be seen that these sports are consistent with the competitive team sports which PE teachers are accustomed to and with those sports in which many students are disinclined to participate (in). There is a stark contrast between this statement and a survey detailing of what sports students enjoy the most. You need to quote the source of this survey. These include basketball, badminton, swimming, cycling, roller skating and bowling (more ‘lifestyle activities’). As it stands, PE lessons are dominated by more ‘traditional’ sports. These appear to be the sports which students find less enjoyable. It is therefore contradictory of their hedonistic approach for teachers to persist with these spor ts. Promotion of lifelong participation is one of their (the teachers) justifications for position within the NC, and as it appears ‘carry over’ of these sports into adulthood is negligible, it would be illogical and contradictory to fail in the inclusion of more ‘lifestyle activities’, even if this goes against their ideologies. These activities are often carried out after school as extracurricular PE, as normal school time and budgets restrict the ability to run them. Fairclough, Stratton and Baldwin (2002) state that under 50% of schools offer lifestyle activities as extra-curricular PE. This is supported by Penny and Harris (1997, cited in Green, Smith and Roberts, 2005, page 28) who state that extra curricular PE is â€Å"more of the same†. This is being of reference again to ‘traditional games’ PE. It is clear that some teachers are taking (into) account of the (findings) beliefs of the philosophers that we have cited above. They understand the importance of ‘carry over’ into life after school as (this is) being best achieved through more ‘lifestyle’ activities. However, more is needed as only half of schools run these activities within their lessons or as extra curricular options. Ideally you need a reference to back up this statement So, it therefore appears that the implication of the thrust of these arguments is that the majority of PE teachers position enjoyment at the forefront of their lessons. This compliments Reid’s argument that PE is, and should continue to be, more hedonistic. A more leisure orientated education has developed, as suggested by McNamee, which runs parallel with, and encompasses, valued cultural practices philosophy (Green, 2003). (However), This is not always the case however, as some teachers are restricted to their ‘comfort zone’ in terms of what sports and activities their lessons include. This is seen in the findings of Sport England (2003) where only 50% of schools offer a more leisure based, ‘lifestyle’ option. By remaining within their ‘comfort zone’, teachers are contradicting their justification of NC status by pleasure, as many students do not enjoy more ‘traditional’ PE. (Moreover, their (the teachers)). Teachers may co nsider that another justification of life long participation is also challenged as those who fail to enjoy PE lessons are more inclined to sever ties with physical activity. In contrast, the view of Carr that PE should perhaps be dissected and analysed separately from the other aspects of the NC has implications that coincide with the view that teachers have formed of their subject. They (consider) regard it in a different way to other more overtly academic subjects, as it is more of a release of pressures from those other subjects. There are various philosophies and ideologies which have formed for, and have formed as a result of, the justification for NC status. This is a bold statement. Can you justify it? Some contradict one another, and some support each other. This is messy and nebulous. If you have a clear point you need to make it overtly. (However,) what is clear however, is that there is much debate on the subject, and a topic which demands so much deliberation must, in itself, justify its importance solely through the vastness and time spent on arguing its case. No. I don’t agree. It must justify itself on the strength of its arguments or the evidence base supporting it. The philosophical justification has nothing to do with the length of time spent arguing about it! This applies whether the argument is for or against NC inclusion. References Carr, J. (1997) Physical Education and Value Diversity: A Response to Andrew Reid. European Physical Education Review, 3(2), page 195-205. Fairclough, S., Stratton, G., and Baldwin, G. (2002) The Contribution of Secondary School Physical Education to Lifetime Physical Activity. European Physical Review, 8(1), page 69-84. Green, K. (2000) Exploring Everyday Philosophies of PE Teachers from a Sociological Perspective. Sport, Education and Society, 5(2). Green, K. (2001) Physical Education Teachers in their Figurations: A Sociological Analysis of Everyday ‘Philosophies’, Sport, Education and Society, 6(2). Green, K. (2003) Physical Education Teachers on Physical Education: A Sociological Study of Philosophies and Ideologies. Chester: Chester Academic Press. Green, K., Smith, A., and Roberts. (2005) Young People and Lifelong Participation in Sport and Physical Activity: A Sociological Perspective on Contemporary Physical Education Programmes in England and Wales. Leisure Studies, 24(1), page 27-43. Hirst, P. (1974) Knowledge and the Curriculum. London, Routledge, Kegan and Paul Hirst, P. (1992) Education, Knowledge and Practices. Papers of the Philosophy of Education Society of Great Britain, April 26-28. Hirst, P. (1994) Keynote Address, National Conference for Physical Education, Sport and Dance, Loughborough University, 1994. McNamee, M. (2005) The Nature and Value of Physical Education. in Green, K. and Hardiman, K. (Eds.) Physical Education: Essential Issues, page 1-20. London: Sage. Parry, J. (1998) The Justification of Physical Education. in Green, K. and Hardman, K. (Eds.) Physical Education: A Reader, page 36-68. Meyer and Meyer: Verlag. Penny, D. and Harris, J. (1997) Extra-curricular Physical Education: More of the Same for the More Able. Sport, Education and Society, 2(!), page 41-54. Peter, R.S. (1966) Ethics and Education, London, Allen and Unwin. Reid, A. (1997) Value Pluralism and Physical Education. European Physical Education Review. 3(3). Page 6-20 Reid, A. (1998) Knowledge, Practice and Theory in Physical Education. in Green, K. and Hardman, K. (Eds.) Physical Education: A Reader, page 17-35. Meyer and Meyer: Verlag. Sport England (2003) Young People and Sport in England: Trends in Participation 1994-2002. Sport England: London. Generally a good piece of work. I have made changes in grammar and syntax directly but have left some changes for your discretion. You must get out of the habit of starting paragraphs and sentences with adverbs!!! In commenting on this piece, I have tried to follow your own thought train and arguments which are largely sound, and have not tried to substantially alter the thrust of your submission. It is important to put in overt references to â€Å"the implications† of the various philosophies, as many of your comments are relevant but rather tangential and do not therefore directly relate to the question. You have spent a fair bit of time arguing that the NC is essentially pivotal in the justification of the various philosophical schema outlined and I’m not sure that the authors would actually agree with you. It is surely the viability or justification of the NC that is secondary to the philosophical outlines. You might want to reconsider some of your stronger statements on this point. The references that I have suggested that you include are:- Andy Clark (1996), Connectionism, Moral Cognition, and Collaborative Problem Solving, in May Friedman Clark (eds), Mind and Morals. Essays in Cognitive Science and Ethics, The MIT Press, Cambridge, Massachusetts, pp.109-128. Pekka Elo Juha Savolainen (2000), Just Learning in Acta Philosophica Fennica vol. 65: New Ethics New Society or the Dawn of Justice, Hakapaino Oy, pp. 149-187. Savolainen J Elo P 2000 Philosophy Teaching As Cultural Heritage: From Bildung Und Urteilskraft To Communities Of Inquiry Bulletin of the Russian Philosophical Society (2000) Hoberman, J. (1992) Mortal Engines: The Science of Performance and the Dehumanization of Sport, New York: The Free Press Tà ¤nnsjà ¶, T. and Tamburrini, C. (Eds.) (2000) Values in Sport: Elitism, Nationalism, Gender Equality and the Scientific Manufacture of Winners, London: Routledge. I think you should do well with this as it is certainly well above the standard of many that I have seen. If you wanted to expand the arguments further you could move into the area of virtue theory as a philosophy and the implications for teaching which are huge Here is an extract from Lumpkin, A.; Stoll, S.K.; Beller, J.M. (1999) Sport Ethics: Applications for Fair Play, (second edition) Boston: McGraw Hill. In the recent past, there has been a revival of virtue theory in mainstream and applied ethics. This has usually taken the form of a resuscitation of Aristotle’s work. Here ethics is based upon good character and the good life will be lived by those who are in possession of a range of virtues such as courage, co-operativeness, sympathy, honesty, justice, reliability, and so on and the absence of vices such as cowardice, egoism, dishonesty, and so on. Sport’s traditional function as role modeller for youth is premised upon virtue theory. Russell Gough’s (1997) admirable book is a user-friendly application of virtue ethics in sports. This language has an immediate application in the contexts of sports in theory but in practice, spitefulness, violence, greed often characterise elite sports. Moreover, we often question the integrity of certain coaches or officials just as chastise players who deceive the officials Ref: Gough, R. (1997) Character is everything: promoting ethical excellence in sports, Orlando: Harcourt Brace.

Ancient Rome Essay -- essays research papers

In this report about ancient Rome I will be talking about a lot of different things. One thing is how ancient Rome was different from ancient Greece, their daily life activities and lifestyles, and also about their religion. The ancients Romans were very different from the ancient Greek. â€Å"The ancient Romans were down-to-earth realists, not idealists.†(Donn2) You can see this in their statues. The Greeks made statues of perfect people. The Romans created real life statues. A good example of this is a Roman emperor statue because his nose will be huge and the ancient Greek would have never done that. The Romans were fierce soldiers and wonderful builders. They built roads all over the empire and all led to Rome. The ancient Greeks had roads, but they were not built nearly as well and the Greek’s roads did not connect in any particular order. Each Greek city-state was its own unit, not like Rome because in ancient Rome, Rome was the heart of the empire. Two thousand years ago, Rome was a busy place. â€Å"It was a crowded, noisy, smoky, and dusty city, with beautiful temples and public building.†(Donn2) The rich had gracious homes, each with an entrance atrium, which was the center of the family life. For those who were not quite as rich, there were apartment buildings and for the poor there were shabby tenements. Some people walked around Rome, others were carried in covered litters, with curtained couches carried on poles by slaves. Soldiers strode through town in chain mail or leather armor. Workmen hurried in belted tunics of dark wool. Before daylight, boys hurried to school. Later in the day, Roman citizens strolled around town in white tunics. Even for the poor, life in the city was lively. There was always something going on, like the Great State festival including shows in the theatres, races, and fights in the arenas. Lower class Romans or plebeians lived in apartment houses or flats as they were called, above or behind their shops. (Davis132) Their own apartment might be quite roomy, sanitary and pleasant, occasionally with running water. In these apartment houses, an entire family might all be crowded into one room, without running water. They had to get their water from public facilities. A very real threat was fire because people were cooking meals in crowded places, and many of the apartment houses were made of wood. Upper class Romans or patri... ...ather instructed his sons in Roman law, history, customs, and physical training, to prepare him for war. â€Å"The most important lessons to be taught was reverence for gods, respect for law, obedience to authority, and truthfulness.†(Lee5) Their mother taught the girls. Girls learned to spin, weave, and sew. Early Romans worshipped nature spirits. â€Å"They came to think of these spirits as god and goddesses, while under Etruscan influence.† (McGraw-Hill 157) This god and goddesses were supposed to guide and control the Roman people. Jupiter, Mars, Apollo, Mercury and Neptune were the chief gods. Juno, Vesta, Minerva, Ceres, Diana and Venus were the principal goddesses. The ancient Romans had gods for nearly everything. Every home had a household god, and honoring their gods was a part of ancient Romans everyday life. â€Å"A new religion grew steadily in strength by striking a fresh note, with its teaching of mercy, gentleness, loving-kindness and charity towards others, even towards enemies. Festival and rites with which the motley collection of roman gods and goddesses were worshipped and for all of whom its substituted a faith in one god, the Saviour of mankind.†(Cowell193)