Selling Concept free essay sample

The showcasing the executives reasoning that holds that accomplishing hierarchical objectives relies upon deciding the necessities and needs of target advertises and conveying the ideal fulfillments more viably and productively than contenders do. The Selling Concept. This is another normal business direction. It holds that buyers and organizations, whenever left alone, will conventionally not accepting enough of the selling companys items. The association must, hence, attempt a forceful selling and advancement exertion. We will compose a custom exposition test on Selling Concept or then again any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page This idea expect that shoppers normally sh09w buyi8ng latency or obstruction and must be persuaded into purchasing. It additionally accept that the organization has an entire battery of compelling selling and special devices to invigorate all the more purchasing. Most firms practice the selling idea when they have overcapacity. Their point is to sell what they make as opposed to make what the market needs. SELLING CONCEPT that customers WII not accepting enough of the associations items except if the association attempts huge scope selling and advancement exertion. Bit of leeway: When the firm have overcapacity, selling idea become valuable to sell their item. lt can likewise be relevant in non-benefit associations or social orders See the model). Weakness: Selling is to a great extent an inefficient action in light of the fact that an organization genuinely working on promoting idea won't have to sell its item. Promoting make selling repetitive. Selling expend a great deal of authoritative assets, as the organization power the item on client. Model: An ideological group, will enthusiastically offer its possibility to voters as an awesome individual for the Job. The up-and-comer takes a stab at selling oneself shaking hands, kissing babies, meeting givers and making discourses. Much cash additionally must be spent on radio and TV promoting, banners and mailings. Competitor imperfections are regularly avoided the open on the grounds that the point is to get the deal, not to stress over buyer fulfillment a while later. The third showcasing theory is known as the selling idea. The selling idea suggests that the essential capacity of the association is to persuade individuals to buy its items. Maybe the known professional of the selling idea in human expressions is Danny Newman (1977), who advocates dependence on membership deals as the methods for guaranteeing endurance. His methodology depends on deals invigorating gadgets, for example, limiting and promoting. Concerning advancement, Newman recommends the significance of floridity of proclamation and dramatic skill we should fill our leaflets with decipherable, engaging, brilliant material. Most importantly, they should be contributed with selling push. The issue with this methodology is that it expect that, for any item, a market can be created through limited time and evaluating controls. This suspicion, particularly in expressions of the human experience, may not be justified. Moreover, the system that goes with the selling idea is regularly undirected and unfocused with an end goal to make mass intrigue. This can bring about an insufficient limited time battle and at last can frustrate clients whose desires are expanded and afterward not understood. The selling idea: Consumer and business, whenever left along, wont purchase enough of the associations items. The idea is drilled most forcefully with unsought products. Merchandise that purchasers don't consider purchasing, for example, protection and reference book. Likewise rehearsed in overcapacity. Point is to sell what is made instead of what market needs. Shoppers will purchase items just if the organization advances/sells these items. The Selling Concept The selling idea holds the thought buyers won't accepting enough of the organizations items except if it attempts a huge scope selling and advancement exertion. Here the administration centers around making deals exchanges as opposed to on building long haul, beneficial client connections. At the end of the day; the point is to sell what the organization makes instead of making what the market needs. Such forceful selling program conveys high dangers. In selling idea the advertiser expect that clients will persuaded into purchasing the item will like it, in the event that they dont like it, they will ossibly overlook their mistake and get it again later. This is generally poor and exorbitant supposition. Ordinarily the selling idea is rehearsed with unsought products. Unsought products are that purchasers don't regularly consider purchasing, for example, protection or blood gifts. These businesses must be acceptable at finding possibilities and selling them on an items benefits. 1 . embraces an enormous scope selling and advancement exertion 2. The Selling Concept is appropriate with unsought goods†those that purchasers don't regularly consider purchasing, for example, protection or blood gifts. . Focal point of the selling idea begins at the creation level. . Any organization following selling idea attempts a high hazard. 5. The Selling Concept accept - clients who are urged into purchasing the item will like it. Or on the other hand, on the off chance that they dont like it, they will potentially overlook their mistake and get it again later. 6. The Selling Concept makes poor suspicions. The selling idea The selling idea hold s that clients and organizations, whenever left alone, will usually, not accepting enough ot the associations items The association must, theretore, ndertake a forceful selling and advancement exertion. The selling idea is encapsulated in the considering Sergio Zyman, Coca-Colas previous VP of promoting: The reason for advertising is to offer more stuff to more individuals all the more frequently for more cash so as to make more benefit. The selling idea is polished most forcefully with unsought merchandise, products that purchasers regularly don't consider purchasing, for example, protection, reference book, and burial service plots. Most firms practice the selling idea when they have overcapacity. Their point is to sell what they make instead of make what the market needs. Be that as it may, promoting dependent on hard selling conveys high dangers. It accept that clients who are urged into purchasing an item will like it; and in the event that they don't, they won't return it or insult it or whine to shopper associations, or they may even get it once more. The business idea By the mid 1930s be that as it may, large scale manufacturing had gotten ordinary, rivalry had expanded, and there was minimal unfulfilled interest. Around this time, firms started to rehearse the business idea ( or selling idea), under which organizations not exclusively would deliver the items, yet additionally would attempt to persuade ustomers to get them through promoting and individual selling. Before creating an item, the key inquiries were: Can we sell the item? Would we be able to charge enough for it? The business idea gave little consideration to whether the item really was required; the objective basically was to beat the opposition to the deal with little respect to consumer loyalty. Showcasing was a capacity that was performed after the item was created and delivered, and numerous individuals came to connect promoting with hard selling. Indeed, even today, numerous individuals us the word advertising when they truly mean deals.

Gypsies in the Holocaust - Forgotten Victims

Tramps in the Holocaust - Forgotten Victims The Gypsies of Europe were enrolled, disinfected, ghettoized, and afterward extradited to focus and concentration camps by the Nazis previously and during World War II. Around 250,000 to 500,000 Gypsies were killed during the Holocaust-an occasion they call the Porajmos (the Devouring.) A Short History Roughly a thousand years prior, a few gatherings of individuals relocated from northern India, scattering all through Europe throughout the following a few centuries. In spite of the fact that these individuals were a piece of a few clans (the biggest of which are the Sinti and Roma), the settled people groups called them by an aggregate name, Gypsies-which comes from the one-time conviction that they had originated from Egypt. Roaming, darker looking, non-Christian, communicating in an unknown dialect (Romani), not attached to the land-Gypsies were totally different from the settled people groups of Europe. Misconceptions of Gypsy culture made doubts and fears, which thusly prompted wild hypothesis, generalizations, and one-sided stories. A considerable lot of these generalizations and stories are still promptly accepted. All through the next hundreds of years, non-Gypsies (Gaje) consistently attempted to either absorb Gypsies or murder them. Endeavors to acclimatize Gypsies included taking their youngsters and putting them with different families; giving them dairy cattle and feed, anticipating that them should become ranchers; prohibiting their traditions, language, and dress just as constraining them to go to class and church. Pronouncements, laws, and orders frequently permitted the slaughtering of Gypsies. In 1725 King Frederick William I of Prussia requested all Gypsies more than 18 years of age to be hanged. An act of Gypsy chasing was basic a game chase like fox chasing. Indeed, even as late as 1835, a Gypsy chase in Jutland (Denmark) got a pack of more than 260 men, ladies, and kids, compose Donald Kenrick and Grattan Puxon. In spite of the fact that Gypsies had experienced hundreds of years of such mistreatment, it remained generally irregular and inconsistent until the twentieth century when the negative generalizations turned out to be characteristically shaped into a racial personality, and the Gypsies were methodicallly butchered. Under the Third Reich The abuse of Gypsies began at the absolute starting point of the Third Reich. Rovers were captured and interned in inhumane imprisonments just as cleaned under the July 1933 Law for the Prevention of Hereditarily Diseased Offspring. Before all else, Gypsies were not explicitly named as a gathering that compromised the Aryan, German individuals. This was on the grounds that, under Nazi racial philosophy, Gypsies were Aryans. The Nazis had an issue: How would they be able to mistreat a gathering encompassed in negative generalizations yet as far as anyone knows some portion of the Aryan super race? Nazi racial analysts in the long run happened upon a purported logical motivation to aggrieve the vast majority of the Gypsies. They discovered their answer in Professor Hans F. K. Gã ¼nthers book Rassenkunde Europas (Anthropology of Europe) where he composed: The Gypsies have in fact held a few components from their Nordic home, however they are dropped from the most reduced classes of the populace in that district. Over the span of their relocations, they have consumed the blood of the encompassing people groups, and have along these lines gotten an Oriental, western-Asiatic racial blend, with an expansion of Indian, mid-Asiatic, and European strains. Their roaming method of living is an aftereffect of this blend. The Gypsies will for the most part influence Europe as outsiders. With this conviction, the Nazis expected to figure out who was unadulterated Gypsy and who was blended. Consequently, in 1936, the Nazis built up the Racial Hygiene and Population Biology Research Unit, with Dr. Robert Ritter at its head, to consider the Gypsy issue and to make proposals for Nazi approach. Similarly as with the Jews, the Nazis expected to figure out who was to be viewed as a Gypsy. Dr. Ritter concluded that somebody could be viewed as a Gypsy on the off chance that they had a couple of Gypsies among his grandparents or if at least two of his grandparents are part-Gypsies. Kenrick and Puxon fault Dr. Ritter for the extra 18,000 German Gypsies who were slaughtered as a result of this increasingly comprehensive assignment, as opposed to if similar guidelines had been followed as were applied to Jews, who had have three or four Jewish grandparents to be viewed as Jews. To examine Gypsies, Dr. Ritter, his right hand Eva Justin, and his exploration group visited the Gypsy death camps (Zigeunerlagers) and inspected a large number of Gypsies-archiving, enlisting, meeting, shooting, lastly ordering them. It was from this examination that Dr. Ritter figured that 90% of Gypsies were of blended blood, consequently hazardous. Having set up a logical motivation to oppress 90% of the Gypsies, the Nazis expected to choose how to manage the other 10%-the ones who were migrant and seemed to have minimal number of Aryan characteristics. Now and again Interior Minister Heinrich Himmler examined letting the unadulterated Gypsies wander moderately uninhibitedly and furthermore proposed an extraordinary booking for them. Assumably as a major aspect of one of these conceivable outcomes, nine Gypsy delegates were chosen in October 1942 and advised to make arrangements of Sinti and Lalleri to be spared. There more likely than not been disarray inside the Nazi authority. Many needed all Gypsies slaughtered, without any special cases. On December 3, 1942, Martin Bormannâ wrote in a letter to Himmler: ... uncommon treatment would mean a central deviation from the concurrent measures for battling the Gypsy threat and would not be comprehended at all by the populace and lower pioneers of the gathering. Additionally the Fã ¼hrer would not consent to giving one area of the Gypsies their old opportunity. In spite of the fact that the Nazis didn't find a logical motivation to slaughter the 10% of Gypsies sorted as unadulterated, no qualifications made when Gypsies were requested to Auschwitz or extradited to the next concentration camps. Before the finish of the war, an expected 250,000 to 500,000 Gypsies were killed in the Porajmos-slaughtering around three-fourths of the German Gypsies and half of the Austrian Gypsies. For a review of all that happened to the Gypsies during the Third Reich, there is aâ timelineâ to help diagram the procedure from Aryan to obliteration. Sources Friedman, Philip. The Extermination of the Gypsies: Nazi Genocide of an Aryan People. Roads to Extinction: Essays on the Holocaust, Ed. Ada June Friedman. Jewish Publication Society of America, 1980, New York.ï » ¿Kenrick, Donald and Puxon, Grattan. The Destiny of Europes Gypsies. Essential Books, 1972, New York.

How Does Denial Affect Addiction

How Does Denial Affect Addiction Addiction Addictive Behaviors Print Addiction and the Power of Denial Acceptance is necessary to begin the recovery process By Elizabeth Hartney, BSc., MSc., MA, PhD Elizabeth Hartney, BSc, MSc, MA, PhD is a psychologist, professor, and Director of the Centre for Health Leadership and Research at Royal Roads University, Canada. Learn about our editorial policy Elizabeth Hartney, BSc., MSc., MA, PhD Updated on April 26, 2019 Astronaut Images / Caiaimage / Getty Images More in Addiction Addictive Behaviors Caffeine Internet Shopping Sex Alcohol Use Drug Use Nicotine Use Coping and Recovery Acceptance is key to accepting and understanding reality, to make change and plan for the future. When we are in a content state, acceptance comes naturally. But when we are hurting, acceptance can be much more difficult and we may enter a state of denial.   What Is Denial? Denial is a state where you deny or distort what is really happening. You might ignore the problem, minimize peoples concerns or blame others for any issues. In terms of addiction, whether its to alcohol or gambling, denial is a powerful coping mechanism to delay facing the truth.   Denial is very common, particularly in those struggling with addictive behaviors. No one wants to identify as an alcoholic, drug abuser or gambling-addict; denial allows them to make the reality more flattering. In denial, a person may resort to various behaviors, including: Minimizing: If the addiction is brought up, the person may act like youre blowing things out of proportion or exaggerating. He or she may say things like its not that bad or people do way more than I do.  Rationalizing: The addicted person will rationalize her addiction, saying shes stressed and needs a little help getting through or that shes earned a reward for her hard work.  Self-Deception: Self-deception is a powerful denial mechanism where the individual convinces himself that things arent that bad or as severe as they really are.   Addicts use denial in order to continue engaging in addictive behaviors. Continued denial can cause destructive consequences, from health issues to harmed relationships.   How Denial Can Be Overcome Unfortunately, overcoming denial is not an easy process. For anyone with an addiction, it often takes hitting rock-bottom, or life gets so difficult that the person is forced to cope with the reality of her problems. It is an opportunity to accept the situation, begin to seek help and move forward.   There are other methods that can help end denial by stressing reality, such as: Therapy: An addiction therapist can help addicts face their problemsJournaling: Keeping a journal on addictive behaviors, whether its writing down how many drinks you have each day or how much money you spend at the casino, can give real proof of the extent of the issue.  Consequences: Negative consequences, such as the depletion of a bank account, end of a relationship or loss of a job due to addiction can be a major wake-up callEducation: Many people simply do not realize they are addicts, but by reading educational materials on specific addictions, may recognize particular behaviors in themselves Denial is a powerful coping mechanism that addicts can use to justify or rationalize their addiction. This is a state that can vary in duration; for some, it may be just a few weeks. For others, it can be months or even years. As long as this state persists, treatment cannot begin in earnest and will often end in relapse. With therapy and support, the addict can begin to accept reality and take the first important steps towards a full recovery.   The 9 Best Online Therapy Programs

Teen Pregnancy Essay example - 1750 Words

Every year over 400,000 babies are born to girls who are younger than 19. 25% of the girls who have a child go on welfare within three years of the birth of their child. By age 22, 34% of those girls have not earned their high school diploma or GED and by age 30, less than 2% have earned a college degree (Foreman 27). I am a child born to a teenage mother, and my mom is a part 2% of girls who had a child before the age of 19 and was able to get her college degree, before she turned 30. Girls in this present time don’t understand the risk that comes with childbearing at a young age. Focusing on how teenage girls become pregnant, ways to prevent early pregnancies, the effect that a teen pregnancy have on the people around them, and the†¦show more content†¦But instead of nipping the problem in the butt, we find ways of pushing it aside, by coming up with the â€Å"day after pill,† â€Å"birth control,† and â€Å"the shot.† We need to do more teachin g and less procrastinating. We’re making products such as these at such a high price, that the girls who need it can’t afford it, so to them it’s as if, the government only cares about the blue collar citizens. Since 1991-2004 a study was done to see what percentage of girl of white, black, Hispanic, and other, has engaging in sex between the ages of 15-19. Over the past 13 years, 60% African American, 44% white, 47% Hispanic, and 43% other have reported ever engaging in sexual activity. (Castrucci C. Brian, Hobbs-Lopez, Angela Lewis, Kayan, Sayegh, Aaron, see table 2) We are lowering the self esteem of our youth and they going to sex for their comfort, because they feel as if they are not wanted. A survey by the National Campaign to Prevent Teen and Unplanned Pregnancy finds that teen parents represent ever socioeconomic and demographic category: 41% of the US teen parents come from homes at or above 200% of the federal poverty line. (Docksai 14) We are not hel ping our teens make wise decisions if we are not assisting them on the consequences and repercussion of their actions. As a Nation we need for funding for programs such as the Personal Responsibility Education Program or PREP and the Abstinence Education Program. The Federal Government is giving over $100 million a year to states toShow MoreRelatedTeen Pregnancy1426 Words   |  6 PagesIntroduction Teen pregnancy is often unplanned and challenging for the future life of mother and child. The increase risk of health problems for both mother and baby occur during teen pregnancy. Teen pregnancy impacts adolescent development in all aspects: physical, emotional, cognitive, and social development. Negative consequences result from teen pregnancy include: low income, increased school dropout rates, lower educational levels, and increased rates of substance abuse (Garwood, Gerassi, ReidRead MoreTeen Pregnancy1023 Words   |  5 PagesDoes access to condoms prevent teen pregnancy? Adolescent pregnancies remain a concern in public health worldwide. The World Health Organization (WHO) has indicated that annually about 16 million girls between 15 and 19 give birth. Indeed, in many countries policies and programs are developed and implemented for the prevention of teen pregnancy and reduction of risks and consequences it might cause. Furthermore, that a teenager becomes pregnant poses a risk to her health, her life and the fetusRead MoreTeen Pregnancy1246 Words   |  5 PagesA topic in American society that has proved to be an ongoing, and growing issue is that none other than teen pregnancy. In recent years, teen pregnancy rates have been increasing, which ultimately led to the topics increase of public and media attention. In American society teen pregnancy is often associated with negligence, as well as being irresponsible. In American society sex education for children is underdeveloped and instead society tends to use fear and shame to highlight/combat the dangersRead MoreTeenage Pregnancy And Teen Pregnancy1546 Words   |  7 PagesTeenage pregnancy is pregnancy in human females under the age of 20 at the time that the pregnancy ends. Low-income communities have the highest teenage pregnancy rates in the United States. Because of the fact that this is a very controversial issue in the United States, it is very important that most questions be addressed. Questions like, why is a teenage girl in Mississippi four times as likely to give birth as a teenage girl in New Hampshire? Or why is the teen birth rate in Massachusetts 19Read MoreTeen Pregnancy : Teenage Pregnancy1404 Words   |  6 PagesLauryn Jones Block 5 4/27/16 What is Teen Pregnancy? Teenage pregnancy is pregnancy in human females under the age of 20. A girl can become pregnant from sexual intercourse after she has begun to ovulate which can be before her first menstrual period, but usually occurs after the onset of her periods. In well-nourished girls, menarche usually takes place around the age of 12 or 13. Most teenage girls don t plan to get pregnant, but many do. Teen pregnancies carry extra health risks to both the motherRead MoreTeenage Pregnancy And Teen Pregnancy1057 Words   |  5 PagesTeenage pregnancy is a common thing here in America. It seems teens are getting pregnant more than the average married couple. There are some risk factors teen moms face and there is also another great turn outs. There is a major difference between the two. It’s important to tell teens the turnouts of teen pregnancy for the good and bad parts. There are risks of having sex, teen moms can make a difference for her and the baby, the risk of having HIV and/or any other STD’s, and the effects on theRead MoreTeenage Pregnancy And Teen Pregnancy1341 Words   |  6 PagesTeenage pregnancy is a prominent dilemma in our nation because it continues to place adolescents into delinquency. According to the United States Health and Human Services, three out of ten American teen girls will become pregnant at least once before they reach the age of twenty. That is nearly 750,000 teen pregnancies in a year (1) (HHS Pg.2 2014). Also according to U.S. Department of State, teen pregnancy budgets the United States and tax payers approximately seven billion dollars annually (2)Read MoreTeenage Pregnancy And Teen Pregnancy1664 Words   |  7 PagesTerrazas English 4 Miss Stahlecker 4 November 2015 Teenage Pregnancy According to cda.org, in 2013, a total of 273,105 babies were born to women that were in between the ages of 15-19 years old. Teenage pregnancy is a major concern in today’s society. This paper will talk about teenage pregnancy, statistics, ways to prevent teenage pregnancy, and after birth options. So why is teenage pregnancy so important? Some people are concerned about teens getting pregnant at such an early age. There are otherRead MoreEffects Of Teen Pregnancy On Teens1643 Words   |  7 PagesEvery teen has dream about how they want to graduate from high school and then go to college, but some teens are not willing to take the challenge. Some of these teens want to drop out of high school and other teens want to keep furthering their education. For some there are obstacle that life throw at them to be able to accomplish their goals. Earning an education is challenging enough, but when there is a teen parent trying to finish their education it becomes more difficult than it would beRead MoreThe Effects Of Teen Pregnancy On Teens978 Words   |  4 Pagesare getting younger in age, and the birth rate is rising higher. Mississippi has the highest birth rates in teen pregnancy, and has held this title for the past few years. This problem has had such a rise to fame becau se this is a problem that can be prevented. Parents and communities should take action to help lower the teen pregnancy birth rate in Mississippi. Since the birth rate in teens is so high that means there is more need of government assistance. This becomes such a problem in states because

Analysis Of The War Hero After The Battle Of New Orleans

Vamika Sharma Mrs. Zierer Period 6- APUSH 11 November 2015 APUSH DBQ: Jacksonian Democrats Andrew Jackson became known as the war hero after the Battle of New Orleans. His victory over the Indians in the battle helped his public recognition and increased his popularity in society. In the election of 1820, Andrew Jackson ran for presidency and won with flying colors. Jackson’s humble background gave him an edge over other candidates - he was the voice for the â€Å"common man† and endorsed the idea of national democracy. His years in office was named the Jacksonian era as he changed the views and ideas of politics forever. Jackson’s supporters called themselves the Jacksonian democrats and viewed themselves as the guardians of the United States Constitution, political democracy, individual liberty, and equality of economic opportunity. Although this is true to a certain extent, Jackson advocated what he thought would be beneficial to the â€Å"common man.† Jackson spread the equality of economic opportunities and remained loyal to the constitutio n, but fell short when considering individual liberties and political democracy. Jacksonian Democrats guarded the equality of economic opportunities. Since Jackson came from a middle class family and understood the hardships the common citizen faced, he made sure that power was held in the majority of the citizens as opposed to the limited wealthy elite class. Jackson vetoed the national bank because he believed it would place a majority ofShow MoreRelatedJoan Of Arc, By Jeanne D Arc2281 Words   |  10 Pages Introduction Jeanne d’Arc, better known as Joan of Arc, was born on the 6th of January in Domremy, which is a village in France. At the time France was in conflict with England. This encounter was better known as The Hundred Years’ War. The Hundred Years War was a series of conflicts which took place from 1337 to 1453 by the House of Plantagenet, rulers of the Kingdom of England, against the House of Valois, rulers of the Kingdom of France, for control of the Kingdom of France. Both of Joan’sRead MoreA Peoples History of the United States vs the Enduring Vision.1917 Words   |  8 Pagesmuch of what we read is a mere, â€Å"partial truth†. In the following paragraphs and analysis, assumptions and generalizations we have made about our country and it’s â€Å"heroes† will be examined in an in-depth interpretation of the standard American textbook, The Enduring Vision vs. Howard Zinn’s, A People’s History of the United States, a strongly worded book meant to offer a different point of view, one not of the hero, but of men they truly were. 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Both brought terrible diseases to the New World, though the Spanish impact was more de vastating because of earlier arrival. The Spanish attempted to integrate Native Americans into their colonial societies through intermarriage and through the establishment of agricultural communities withRead MoreThe Texas Revolution: Its Many Faces3195 Words   |  13 Pagesremained independent until 1845, when it became part of the United States. Now letscontinue with one major key player in the Texas revolution Sam Houston. As a teen, Sam Houston ran away and lived with the Cherokee tribe for three years. After serving in the War of 1812, he was assigned to move the Cherokees to a reservation. In 1827, he was elected governor of Tennessee, but in 1829, he resigned and returned to the tribe. 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Weems, Jr., eds., The African A merican Experience: An HistoriographicalRead MoreMarketing Mistakes and Successes175322 Words   |  702 PagesDESIGN DIRECTOR SENIOR DESIGNER SENIOR MEDIA EDITOR George Hoffman Lise Johnson Carissa Doshi Dorothy Sinclair Matt Winslow Amy Scholz Carly DeCandia Alana Filipovich Jeof Vita Arthur Medina Allison Morris This book was set in 10/12 New Caledonia by Aptara ®, Inc. and printed and bound by Courier/Westford. The cover was printed by Courier/Westford. This book is printed on acid-free paper. Copyright  © 2009, 2006, 2004, 2001, 1998, 1995, 1992, 1989, 1986, 1981, 1976 John Wiley Sons

Observation and Description Free Essays

The teacher used colorful manipulative materials, visual aids, overhead projector, projector screen, blackboard, and chalk in teaching equivalent fractions. The students gathered their desk together and worked in groups.   There were four students in each group. We will write a custom essay sample on Observation and Description or any similar topic only for you Order Now    Each group member has colorful fraction pieces of paper in a plastic bag to help them perform the Mathematical activities on equivalent fractions. The classroom is spacious and there are shelves filled with learning materials.   There is also a television set above the blackboard.   The classroom is well lighted, orderly and the environment is conducive to learning. b. Describe the observed teaching situation in video 2. Students worked in groups.   There are three students in each station.   Every station has a variety of activities designed to help students learn the concepts of geometry.   Students have used the resources available in the station in learning geometry. The classroom is spacious, orderly and well lighted.   There are several learning materials inside the classroom.   The environment is conducive to learning. c. Describe the observed delivery of instruction in video 1. The teacher has an organized way of preparing the class for the lesson.   Before presenting the lesson, the teacher instructed her students to get the materials needed for the Math lesson such as fraction pieces of paper and notebooks.   Then, she asked them to put all the colors of the fraction pieces of paper together so they could easily use the materials. The teacher was able to give instructions in a clear manner.   She initially used her manipulatives and the overhead projector to demonstrate how to find one half of the circle.   This prompted the students to follow what she did and discover different combinations of one half using their fraction pieces of paper. d. Describe the observed delivery of instruction in video 2. The teacher allowed the students to discover the principles of geometry on their own.   She went to the stations to observe and check on what the students are doing.   She guided some students and tell them how other students approach the problem and work on the activities.   Probing was also done when she asked the students â€Å"this one connects to that vertex, is there another one that this one could be connected to?†Ã‚   All instructions given by the teacher were clearly understood by the students. There was a good follow-up on what the students have learned when the teacher asked some students about the types of information that they have used to describe the shapes, and what they have discovered when the vertices were connected.   In addition, she also had a good control of the flow of lesson and classroom situation when she asked the student, who was busy working on the activities in the tangram station, to write a reflection on what they have learned.   The teacher also expressed appreciation on the effort of the students. e. Describe student interaction with the observed instruction in video 1. After the teacher demonstrated how she was able to get the equivalent fractions using her manipulatives, the students use the fraction pieces of paper that they have and they were able to work on their own in discovering the equivalent fractions. The teacher went around the group to ask questions as students work on their fraction pieces of paper.   There were positive interactions between the teacher and the students. f. Describe student interaction with the observed instruction in video 2. Students had positive interactions with their classmates and with the teacher.   They spoke and listened to one another, shared what they have discovered, considered the ideas of their classmates, and sometimes agreed or disagreed with their ideas. Each member of the group contributed to the learning process.   They shared the resources found in their respective stations. Analysis, Exploration, and Reasoning a. Explain the pedagogical purpose of the observed teacher’s lesson in video 1. The teacher has used modeling when she initially demonstrated how to discover the equivalent fractions.   The cooperative learning method has encouraged small groups of students to work together and discover the different combinations of equivalent fractions using the fraction pieces of paper. While working in groups, the active learning environment was established and students learn by performing the activities, discussing their work with their group mates and seeing different combinations of fractions that their group mates have done. b. Explain the pedagogical purpose of the observed teacher’s lesson in video 2. The teacher has used cooperative learning in grouping students in each station.   The activities in each station were structured to help students learn geometry through their own discovery and to make them fully engaged in the learning process. The teacher made some observations, listening and intervening whenever necessary so students can meet the goal in learning the concepts of geometry.   Students have hands-on learning experience, good interaction and cooperation as they share their ideas with their classmates and use the resources that are found in the stations.   This encourages retention of the lesson and appreciation of learning. c. Analyze the observed teacher’s possible purpose for using a specific strategy in video 1. Math is a subject that a lot of students fear and do not appreciate.   The teacher has used her creativity in utilizing manipulatives in teaching fractions to make the lesson interesting to the students. A lot of students are visual learners and the mathematical activities involving the use of colorful manipulatives and overhead projector as visual aids and fraction pieces of paper for hands-on learning develop eye-hand coordination and critical thinking. d. Analyze the observed teacher’s possible purpose for using a specific strategy in video 2. The activities that were structured in every station were observed to be in various levels of difficulty.   Learning about shapes is easy, connecting the vertices and discovering if there are similarities between the number of vertices and the number of lines connecting them has an average level of difficulty.   The tangram station is challenging because students are required to put the polygons together to form some patterns. The possible purpose of using the cooperative learning strategy is to allow students to work at their own pace and within their intellectual capacity.   Asking students to write what they have learned in each station is a good way of checking whether they find the lesson interesting or if they are ready to move to a different station in their next lesson. e. Analyze the impact of the observed teacher’s instructional strategy on student learning in video 1. Students were performing the activities in fractions without realizing that they were adding, subtracting, or multiplying numbers to discover equivalent fractions. Cooperative learning allowed students to work with other students and gain knowledge through their own discovery while interacting with their teacher and with other members of the group. f. Analyze the impact of the observed teacher’s instructional strategy on student learning in video 2. All students were fully engaged in the activities.   Cooperative learning led students to engage in a lot of discussions, sharing of ideas and critical thinking. Students are learning the principles of geometry through hands-on activities.   They also learn through exploration and discovery.   With the variety of activities, students are not bored and they appreciate the lesson. How to cite Observation and Description, Essays

Financial Performance of Bega Cheese-Free-Samples-Myassignment

Question: Discuss about the Financial Performance of the Organisation Bega Cheese. Answer: Financial Statement and Trend Analysis Bega Cheese is one of the leading dairy product selling organisations in Australia. The organisation was started by some dairy suppliers and it was floated publicly in the year 2011. The organisation has so far generated significant amount of revenue from selling dairy products all across Australia. The main income of the organisation is generated through the sales of dairy products sold to the domestic household in Australia and it also sells its products in the international market. The organisation has done pretty good in the recent years and has become a leading dairy product selling organisation in the country. As stated by the organisational statistics the company has been able to generate total revenue of $1000 million in 2013 which is a significant hike of around 8.4% as compared to the previous financial year of 2012 (Dharma, 2012). The organisation Bega Cheese is known for its customer centric business strategy and focuses on research and development to constantly improve its customer service and product quality. The main agenda of the organisation is to reach each and every customer through quality product at a price that the customer wouldnt be reluctant to pay and this has largely helped the organisation to cater to the needs and wants of the consumers effectively. By the financial year of 2014 the organisation recorded sales of over $ 1050 million with a substantial rise by 6.47%. It is normally stated that the rise which has come in the revenue generated is due to the proactive and effective defensive strategy of increasing the amount of market share and also looking to start off new ventures in the form of acquiring Saputo Inc. through a bid of around 19% of the Bega Cheese Group (Smith and Pititto, 2014). The organisation has also focused on securing its gross profit margin which is likely to help the organisation to cement its position in the market and also help to bear much bigger expenses for the development purpose of the business. The gross profit margin of the organisation has fluctuated in the financial years of 2012, 2013 and 2014 respectively with the counting being 12.45 percent, 12.95 percent and 11.06 percent respectively. This is an excellent indicator of the increasing cost of the company to manufacture products. The dip in the gross profit percentage shows that the organisational manufacturing cost is increasing faster as compared to the sale price of the product (Petty et al., 2015). There are number of aspects which have contributed to the increase in the cost of manufacturing some of the major being currency inflation, increase in the labor wage and also due to the increase in the price of the raw materials which are essential for the manufacturing of the dairy prod ucts. It is important for the organisation Bega Cheese to focus on realising certain key avenues. The organisation to consider to expand its business into new markets either with the help of product diversification or through the strategy of penetration pricing in order to achieve cost leadership in the new market to generate higher revenue and balance the gross profit margin (Ho et al., 2013). Talking about the expenditure of the company it could be said that the main expenditure involved in the company is mainly distribution and official expenses. It is important to note that the organisation spends a huge amount of money for effective distribution of the products and administrative expenses which clearly indicate the main reason of the reduction in profit before tax and interest. In order to analyse the net profit of the organisation we have considered a transaction of a WCB stake worth $ 66 million nearly. This has helped to realise the net profit margin which comes to 2.20, 2.53 and 6.18 percent respectively for the three years. The Bega Cheese management has tried to take responsibility to reduce cost especially in the secondary procedures like marketing which contributed to the improvement of the net profit margin (Dharma, Shafron and Oliver, 2012). It could be seen that the total revenue in the financial year of 2014 is just enough to cover up the expenses of the or ganisation as the organisation had to pay up a huge amount of tax which increased by around 177% to be precise and this happened due to the WCB transactions which clearly shows that the organisation couldnt do much except that one transaction which occupies a huge space in the financial statement of the organisation (Smith and Pititto, 2014). In this case it is important to mention that the Net profit margin is considered mainly by the shareholders and the prospect investors to analyse the financial position of the company which helps them to assume the possibility of their investment coming back and bigger transactions like the WCB gives them hope. The proceeds which were received from this transaction was effectively utilised to fulfill long term financial obligations and to improve the liquidity of the organisation. On the other hand the organisation will also have to consider their return on assets as it provides a mirror reflection on the financial utilisation of assets and how their employment contributes to the financial efficacy of the organisation (Brigham and Daves, 2012). The return on asset reckoned shows an increase from 7.03 percent in the financial year of 2012 and moved up to by 11% in the following two years coming to a figure of 18%. Capital Employed is another key ratio which shows the total equity and the debt finance. According to records it could be said that the organisation has just one major long term loan which has been slowly repaid by the organisation. Between the financial year of 2012 and 2014 the maximum share of the loan had been repaid and the total equity has been reported on 27.57%. Even though the value of the financial assets dipped due to the decline in the reserves but the organisation was able to pull back the value due to the sales of new shares that boosted the earnings to a large extent. The return on capital employed climbed up to 19.63 % with increase in profit in the financial year of 2014 as the organisation did generate increased profit, repaid loans which helped to come back on track (Grant, 2016). Liquidity plays an important aspect for every business and through the understanding of quick ratio and current ratio it could be effectively understood. Both of these ratios are effective in understanding the organisational capability of paying back loan and having effective strategy to be able to pay back loans. It could be said that it is suitable for an organisation to have similar current assets to liabilities but higher assets is desirable. The current ratio helps to assess whether an organisation has the ability to pay back loans within a stipulated time (Brigham and Houston, 2012). Current ratio of Bega Cheese has to be stable and as per the information given in the table attached below it shows that there has been fall in the ratio in 2014 as compared to 2012. It could be said that even though the organisations current ratio has dipped but it is still acceptable as the company still has enough to pay the creditors due to the increase in investment of current assets, receivab les. The increase in tax liabilities and payables could be considered as the main reason of decline in current ratio. On the other hand the quick ratio of the organisation stayed fixed on 0.65 which means the organisation has the ability to pay fair amount of current liabilities within a stipulated time (Brigham and Ehrhardt, 2013). The Efficiency of the organisation Bega Cheese is analysed with the help of receivable turnover and inventory turnover which helps the organisation to understand how faster or slower they receive from the debtors and how fast they can develop raw materials and inventories to finished products. It could be said that receivable turnover of Bega Cheese is bit weak and the organisation has started to call up customers more than 5 to 6 times a year now for payment. On the other hand the organisation will have to become strict on quality control which would help to improve inventory turnover effectively. As the latest record shows the organisation could turnover inventory 5 times now with increased need of the products (Higgins, 2012). The Debt ratio of Bega Cheese is at 43 % now which means theres a positive outcome for the shareholders for investment as stated in 2014. Due to increased profit interest repayment has been effective to be precise now it pays 15.64 times interest in a year. The asset turnover ratio also shows effective result showing effective utilisation of asset which clearly shows that the organisation has been able to manage long term solvency (Smith and Pititto, 2014). Limitations of Financial Ratio Calculations There are significant limitations to calculations of financial ratio. First of the entire ratio calculation is done based on the previous data and assumptions and hence changes in accounting standards and policy will impact the calculation (Healy and Palepu, 2012). The financial calculations dont consider the social responsibilities of the organisation and hence reduce the social impact of the organisation. Finally it could be said that financial interpretation are also largely dependent on the skills and expertise of the person doing them and hence the interpretation might differ given the consideration the person makes (Delen, Kuzey and Uyar, 2013). Conclusion From the above discussion it could be said that Bega Cheese has evolved as an organisation over the years and financial year of 2014 has brought remarkable results for the organisation making it well placed in the Australian Market. Its return on capital employed, return on asset, turnovers have been effective which means the company is doing good from the financial point of view. From the parlance of a prospect investor it could be said that this is the best time to invest on this organisation to get suitable returns. Overall it could be said that the information presented in the form of financial statement and trend analysis more or less provides effective data to decide on investment (Ho et al., 2013). References Brigham, E. and Daves, P., 2012.Intermediate financial management. Nelson Education. Brigham, E.F. and Ehrhardt, M.C., 2013.Financial management: Theory practice. Cengage Learning. Brigham, E.F. and Houston, J.F., 2012.Fundamentals of financial management. Cengage Learning. Delen, D., Kuzey, C. and Uyar, A., 2013. Measuring firm performance using financial ratios: A decision tree approach.Expert Systems with Applications,40(10), pp.3970-3983. Dharma, S., 2012.Australian dairy: Financial performance of dairy producing farms, 2009-10 to 2011-12. ABARES. Dharma, S., Shafron, W. and Oliver, M., 2012.Australian Dairy: Farm Technology and Management Practices, 2010-11. ABARES. Gibson, C., 2012.Financial reporting and analysis. Nelson Education. Grant, R.M., 2016.Contemporary strategy analysis: Text and cases edition. John Wiley Sons. Healy, P.M. and Palepu, K.G., 2012.Business analysis valuation: Using financial statements. Cengage Learning. Higgins, R.C., 2012.Analysis for financial management. McGraw-Hill/Irwin. Ho, C.K.M., Newman, M., Dalley, D.E., Little, S. and Wales, W.J., 2013. Performance, return and risk of different dairy systems in Australia and New Zealand.Animal Production Science,53(9), pp.894-906. Petty, J.W., Titman, S., Keown, A.J., Martin, P., Martin, J.D. and Burrow, M., 2015.Financial management: Principles and applications. Pearson Higher Education AU. Smith, L. and Pititto, T., 2014. M and A activity in the food and beverage sector.Food Australia,66(4), p.24. Warren, C.S., Reeve, J.M. and Duchac, J., 2013.Financial managerial accounting. Cengage Learning. Weil, R.L., Schipper, K. and Francis, J., 2013.Financial accounting: an introduction to concepts, methods and uses. Cengage Learning. Weygandt, J.J., Kimmel, P.D. and Kieso, D.E., 2015.Financial Managerial Accounting. John Wiley Sons.

The Awakening Essays (2034 words) - The Awakening, Edna, Grand Isle

The Awakening Carey Coco July 23, 1999 Dr. Jackson English 2070 Kate Chopin and Edna Pontellier as Feminists Kate Chopin is known for her literary works that depict culture in New Orleans, Louisiana, and of womens struggles for freedom. She was born Katherine OFlaherty in Missouri, and later married Oscar Chopin in 1870. He was a Creole cotton trader from New Orleans. Later they moved to a plantation near Cloutierville, Louisiana, where her husband died in 1882. She returned to Missouri with her six children, and began her writing career. She began writing mostly local color stories that earned her consideration as a contributor to Southern regional literature. She later began writing stories about womens need for independence and capacity for passion, such as The Story of an Hour and the well known The Awakening. Her stories of women developing sensuality and individuality attracted a storm of negative criticism. Her career was severely damaged by this and she only managed to publish three more stories, and they were not well received. (Seyersted, 15-19) At the end of the nineteenth century, American thoughts and beliefs were undergoing many changes. It was a period in which Americans were unsure about their feelings concerning the industrialization, urbanization, and changing social standards that were taking place. The first women's right convention was held in July of 1848, in New York. This was the beginning of the modern feminist movement. The women leaders pushed on until 1870, when the 15th Amendment allowed women the right to vote. (Seyersted, 45) This was also the year that Kate was married to Oscar Chopin. Noticing this we can realize how aware Chopin must have been of these changes, and how she used them to feel confident in allowing her novels to grow more liberal. This time of change also caused the awful reaction of The Awakening that Kate Chopin probably did not expect. Although the women in America were advancing, those in state of Louisiana were not. At the time the state operated under a different legal system than the rest of the country. Under the Louisiana Civil Code, article 1388, a woman was still the legal property of her husband, and the male had absolute (legal) control over the family. It also said, in article 1124, married women, babies, and the mentally ill were incompetent in making a legal contract. (Herman, 53) Wives were possessions to be cared for and displayed. They often brought a dowry or inherited wealth to a marriage. Like most of Chopins stories, The Awaking is set in the late 19th-century Creole society of the New Orleans area. It is the story of a young womans struggle to become herself. It concludes that the complete freedom and happiness that she yearns for is not available to her in socially appointed roles as a wife and mother. Edna Pontellier is married to her husband, Mr.Pontellier, a person whom she had married without love as an excuse (McQuade, 1661). The story opens during summer vacation at Grand Isle. This environment allows Edna to explore her own personality. It is on the island that Edna begins her awakening to life. She first realizes her dissatisfaction with her life. Then she learns the pleasure of swimming. It is on Grand Isle that she begins to feel sexual attraction to Robert, although her awakening to sexuality occurs months later. Edna also realizes that she is not a mother-woman this summer. She does love her two sons, but admits to Madame Ratignolle that she would never sacrifice herself for her children, or for anyone (McQuade, 1683). She distinguishes her person independent to the Edna that is a mother and wife. Although her husband, Leonce, would visit the island, Edna spent most of her time bonding with Robert Lebrun. She fell in love with him without even knowing it. Edna was able to be herself that summer. Not having to play all the roles her husband had provided her. Edna also bonded with two other women, Adele Ratignolle and Mademoiselle Reisz. She studied each of the womans life roles. Adele was clearly a mother-woman to her children and her husband. To Edna, Adele looks like a faultless Madonna. An Edna can see that Adele has chosen the roles that

Hypochondriasis

Hypochondriasis is a mental illness wherein an individual is preoccupied with the fear of having or the idea of having a serious disease. It involves the misunderstanding of bodily symptoms. The sensations of most hypochondriacs are intense and disturbing, leading to incorrectly connecting the symptoms to a serious disease. It said that hypochondria is caused by a patients excessive worrying with having or developing a disease. Often these patients seek medical attention, but a doctor's reassurance does not help the situation. Hypochondriacs will still think they are sick no matter what the do. Generally, patients who suffer from hypochondriasis also suffer from anxiety. There are many effective treatments for hypochondriacs such as drugs, support groups and therapy. This paper will discuss the diagnosis, cause and effect of the hypochondriasis. Hypochondria is an unsupported belief or anxiety over having a serious disease that is based on personal interpretations of bodily symptoms. The patient usually misinterprets bodily sensations. Anxiety and persistent reports of symptoms involving any body part is a good indicator the patient might suffer from a somatization disease or hypochondriasis. A patient's symptoms might change from each visit, but the person's belief that a serious condition exists does not. The patient's symptom complaints may shift from being very specific to very vague. Sometimes they might think that they have a form of cancer and other times that might just have a stomachache. Hypochondriacs have an extensive medical history. They often seek medical assistance, but a Doctor's reassurance has no merit for the patient. A patient, who is preoccupied with bodily sensations for less than six months, are classified as having a somatic disorder. If the complaints persist, the patient is then lab! There are many causes for a patient to be a hypochondriac. When a hypochondria learns

Rich and Ruby Case Study Example | Topics and Well Written Essays - 1000 words

Rich and Ruby - Case Study Example The trust is designed to remain in place for the benefit of Harriet and be distributed equally between Rich and Rebecca when Harriet dies. According to the financial statements, Rich and Ruby have a net worth of $22,000,000 at their disposal which comprises various assets and cash and cash equivalents. Rich is involved actively in the family business and is concerned fully about the welfare of his children and their children. Rich also plans to pay for Katie’s remaining education balance for two years to finish her doctorate degree in bio-gastric anthropology and strongly believes that the world is not yet fully exploited by people with opportunities. Rich also plans to support Caryn, Katie’s life partner even though Ruby his wife and Alvin his son do not approve of the relationship. Rich is in a good financial position with the company’s net annual income of $750,000 and a salary of $200,000 annually. The fact also that the company is worth $8,000,000 and is exp ected to grow at an annual rate of 10% for the next 6 to 8 years makes it advantageous for Rich to use the finances at his disposal and allocate them effectively and efficiently. Rich also owns the building in which the Macadam company operates valued at $3,000,000 and is leased for $250,000. Rich has come to the realization that his estate has grown significantly over the years and will continue to grow further in the coming years. He further considers that his estate will increase as a result of the inheritance he receives from his father’s and mother’s estate. Rich is not opposed to a gifting program that will enable him and Ruby to enjoy their retirement’s years which he has set to be $300,000. Furthermore, Rich intends to pass on the company business to his son Alvin should he retire or die whichever comes first. Rich has a good plan regarding the estate inheritance that is aimed at passing on the benefits of the estate to the family descendants and ensurin g that the lives of all family members are stable and comfortable. Rich is aware of the financial constraints that are in the family and wants a plan that is fully beneficial and successive in nature. Rich wants his daughter Katie and Son Alvin to get an equitable distribution of the available inheritance given the efforts of his son to the growth and success of the business. Assuming that Harriet dies in 2013 with an estate of $15,250,000 and a federal state tax of $5.25 million, and the father’s inheritance of $500,000 and an equal inheritance share between Rich and Rebecca his sister, he will receive $7,250,000 of the estate inheritance. According to this case probate assets are those assets belonging to a deceased person which pass to the beneficiaries named in the decedent’s will or decedent heirs if there is no will as determined by law as part of the probate process. These types of assets do not have a beneficiary designation or survivorship feature to control t he reception of the property when the decedent dies. Examples of probate assets include; personal property, proceeds from a life insurance policy owned by the decedent on his or her life payable to the decedent’s estate upon death, banks or brokerage accounts that do not have a beneficiary designation, and, finally the real property owned entirely by the decedent. Non- probate assets, on the other hand, are assets

European History Essay Example | Topics and Well Written Essays - 750 words

European History - Essay Example It was not a matter of helping representatives to resist the king, or even to put paid to royal betrayal; it was a matter of taking to the streets to proclaim the end of royalty, and therefore of the Constitution and the Legislative Assembly. Direct democracy intervened against representatives†¦the power of representatives is sovereign, although it is only secondary (constituted) in relation to constituent will, which is the prerogative of the nation.† (Furet 110-111) One of the most famous political groups at the time when the monarchy was nearing its end was the Jacobin Club, commonly known as the Jacobins. The fact here is that the Jacobins actually belonged to them â€Å"left† politicians in the General Assembly, where they were among the most ardent supporters for the abolition of the monarchy altogether, as well as the creation of a republic in France (Furet 101-150). In this case, by the time that the insurrectionary Paris commune stormed the assembly and pre sented their demands, the Jacobins did not only played a part in supporting them but even inspired them, given their political advocacy for patriotism, liberty, and the establishment of the Republic (Furet 101-150). In fact, the Jacobins were even seen as less elfish than other parties, the most patriotic, and as well as being the most sympathetic to the sentiments of the Parisian populace (Furet 101-150). Aside from the Jacobins, another faction also played a major role in the overthrow of the monarchy: the Sans-culottes. The Sans-culottes were mainly composed of the lower classes, which included the urban laborers, the workingmen, and as well as the small shopkeepers; they were also known as the most â€Å"left† on the groups that composed the French revolution, wherein they mainly forwarded issues of popular democracy, and as well as social and economic equality (Furet 101-150). In this case, the Sans-culottes played a major role in rallying the communards to demand the ou ster of the monarchy, through insurrection if necessary, and the establishment of the republic (Furet 101-150).

Participation and Independence in Health and Social Care

Participation and Independence in Health and Social Care Analysis of how organizational systems and processes are managed to promote participation and independence of users of health and social care service. Imran Table of Contents (Jump to) Explain factors that may contribute to loss of independence, non-participation, and social exclusion for vulnerable people Analysis how organizational systems and processes are managed to promote participation and independence of users of health and social care service. 1.2 Analyse the presenting factors that may affect the self medicate. Question: Identify the risks that may occur. and What measures can be initiated to minimize risks? Question What you would consider to be the advantage and disadvantages of Jeans self medication Question: Do you think Jean should be encouraged for self medication. Give reasons for your answer Question 2: How will you support Mr H to meet his dietary needs? Question: Analyse how will you manage the tension to enable Mr H to cook his meal safely and your responsibility to ensure his safety and that of others. Question 3: Obtain a copy of your organizational risk assessment policy, procedure and analyse the effectiveness of policies procedure in management of risks (AC 3.2) Question 4: Identify and review current legislation, codes of practice, policy on medication administration in a residential home. Obtain copy of your organization policy and procedure, evaluate the effectiveness of the in line with health and social care requirements (AC 4.1 and 4.2) Question: analyse how national service standards promote safe practice in the handling of medication evaluate, using a known setting, the effectiveness of policies and procedures for administering medication in achieving best possible outcomes for service users Question 5: Communication is vital in health and social care, analyse how you can use the effective communication to promote and maximize the right of service -users in health and social care (AC 1.3) Question 6: Explain the factors that contribute to loss of independence, non participation and social exclusion of service (AC 2.1) References Case Study 1 Task -1 Explain how existing legislation and sector skills standards influence organizational policies and practices for promoting and maximising the rights of bob and other service users in similar situations. Also analyse how organizational system and processes are managed to promote participation and independence of users of health and social care service (AC 2.1 and 2.2) 2.1 Explain factors that may contribute to loss of independence, non-participation, and social exclusion for vulnerable people Answer: In the given case Mr Bob Small is a individual with profound deaf (God Bless him) and he is out of work due to sickness related stress. He has got diabetic, suffererred stroke. His physical condition is such that he is not in a position of communicating with general people. Only someone has knowledge in communicating him with sign language can communicate. Or if he needs to go out and mix with others he needs someone who can help him for doing this for him. This is how he would have felt better, mix with other people. In addition when any individual is not physically well they do not feel like communicating with others. Doctors also suggest to take rest. However, as someone is not deaf or not able to speak or has problem with any other physical condition they can communicate their problem which does not happen for physically disadvantaged people. They need care and support from others. Legislation and national service standards: Care Standards Act and relevant current legislation including that for health and safety; Care Standards Commission, inspection processes Following describes a situation of Mr. Small on different issues: Goals of need Desired Outcome Ways of achieving it Who is responsible Time Scale Regular support Mr. Smalls day to day activities is smooth Regular support Government Regular Support in communication Mr Small can communicate with others Therapy Government Until he learns to communicate Encourage Mr. Small to communicate with others Mr Small is communicating with others Motivation Government Until he is comfortable to communicate Treatment Mr small is feeling better GP, Hospital treatment NHS Until he is well Loneliness Mr Small has companion in different times Mixing with people Government Regular Organizational system and processes are there to help anyone in the situation of Mr Small. Followings are the activities can be initiate to encourage individual to promote participation and independence of users of health and social care service 2.2 Analysis how organizational systems and processes are managed to promote participation and independence of users of health and social care service. Answer Organization system and processes can promote Mr Smalls participation and independence or anyone like him who uses the service of social care by (Richards, 1996): 1. Ensuring the performance of the workers who will provide their service are up to the high standard and professional. They do their work in sincerely so that individuals with similar problem can find it motivating to mix with other. The social worker also can help the individual needs care with learning and showing how to communicate and mix with other. This will help to build their confidence for long time. 2. Organizations can provide the information about the individual needs care. Information will help the social worker and other related parties to decide what sort of service and care is needed by the service seeker 3. The organization system and processes can empower the social worker to take decision about the individual in need. So that in terms of the situational issues they can work accordingly. However there has to b enough safety steps and also the person providing social care has to be expert and professional in the job who has detail understanding of handling similar individuals. Case Study 2 1.2 Analyse the presenting factors that may affect the self medicate. Answer In case Ms. Jean Barlow following factors may affect the self medicate: In case of Ms Barlow she was a confident person but her confidence is shaken in 7 months hospital stay. She became nervous and less like to prove her confidence again immediately. Thus she needs a regular support Ms Jean Barlow usually was independent however her situation in the hospital caused her to be dependant. Which is a big factor for Ms. Barlow to affect her self medication Usual nurse support and staffing also play good part of for Ms. Jeans medication. If she is offered support nurse this may vary. Reason being service is not the same for all individual. It varies thus she may receive variety of service in this movement when she needs support. Level dependence also plays a good role in case of persons like Ms Barlow. It can be seen that she needs more support in the initial stages however she is coping with the situation and learning to manage things by herself as much as possible slowly. Health condition of Ms Barlow is also very important. When her health will improve her confidence will also improve. Thus in addition to the social care service it is highly important that she gets proper medication so that her medical condition is getting proper care to improve in time. Question: Identify the risks that may occur. and What measures can be initiated to minimize risks? Answer In case of situation like Ms Barlow there are following risks if not proper care are given. Steps to minimize the risks are also mentioned in the following table Risks involved What can be done to avoid the risks Losing confidence for longer period Enough measures and confidence building activities and mental support needs to be there to avoid this and help her recovering slowly Not have proper medication in time Train and show her how and when to what medicine. Be with her a for a while to show everything. Nervous breakdown There has to be continuous support and mental strength so that she does not reach such stage Never learn properly to be on her own By encouraging her to mix with others. So that she knows that she can manager is very important Forget full and lead to sever disease There has to be training and care so that she can practice to increase her memory Increased anxious person There can be medicine to mitigate her anxiousness. But more than that there has to be constant moral and physical support so that she does not reach such situation. Consider the results of the risk assessment and in writing accept the adequacy of the systems security, i.e., accept the residual risk and the selection of cost-effective controls. Commit to performing on-going, periodic risk management Question What you would consider to be the advantage and disadvantages of Jeans self medication Answer According to NCBI (2001) self medication is a very important and increasing area of healthcare in the UK. It has the following advantage according to the report of NCBI (2001) and WHO (2000): It helps Jean to be self confident It will help Jean to learn how to manage herself and see the result of managing herself with proper medication and feel better With a bit of clinical training by the support worker Jean will be able to manager her, light, medical issues, by herself Ms J Barlow will have more empowerment on herself and will also learn to take her own decision If there is any issue of minor illness Jean will not be panicked or anxious In the NCBI (2001) and WHO (2000) report following disadvantages are there in self medication: Jean may take wrong medicine unintentionally There may be mistake by Jean about the dose. She may take more or less and about the timing as well. If Jean cannot remember when she needs to and when actually does take medicine she may take more or less number and quantity of the medicine These can lead to health risk and also the risk of losing her confidence further on herself. Question: Do you think Jean should be encouraged for self medication. Give reasons for your answer Answer Ms J Barlow should definitely be encourage for self medication undoubtedly. Reasons are She needs to learn how to manager herself for the long time and always She must have her confidence back on herself. This is not only to reduce cost of social care on her but also to make Jean as a normal human being Jean must not be in a satiate where she is alone but very anxious. If she knows how to handle herself alone she will be strong in any satiation However above all the benefits there can be risk of doing that. Thus to avoid any risk proper initiatives has to be there so that it can sure that at least she knows what to do and how to seek help in case of severe situations. Her confidence needs to be built before she is on her own for the medication. Case Study 3: Question 2: How will you support Mr H to meet his dietary needs? Answer Following measures can be taken to help Mr. H with his food Mr H can be encouraged to cook on his own with continuous supervision from begging to end There has to be regular observation of his behaviour and someone knowledgeable and friendly, according to Mr H, has to be with him while he is cooking Otherwise Mr H can be provided with the food he wants Mr. H can also be discussed the benefit and the issues of the other food recommended by the dietician. But this has to be done in a time when Mr H is in proper mood Mr H can be constantly remind about things while he is cooking and also regarding his meal Question: Analyse how will you manage the tension to enable Mr H to cook his meal safely and your responsibility to ensure his safety and that of others. Answer: Safety is a vital issue for anyone. Specially when there is special medical care there is a increased need to be vigilant, observant of any risk of safety. Following things can be done so that Mr H can cook his meal safely and that does not hamper safety of others Someone has good relationship or rapport with Mr H should be there while he is cooking Someone knowledgeable will be there while he cooks so that the carer can identify the risk issue immediately and can take safety initiative The carer can encourage Mr H to behave normally and give the confidence the process can be done smoothly in a proper manner from the very beginning to end Mr H has right to learn to manage things on his own. Thus the carer must take care of that All the risky apparatuses should be kept in a place where Mr H cannot reach easily after finished using those Question 3: Obtain a copy of your organizational risk assessment policy, procedure and analyse the effectiveness of policies procedure in management of risks (AC 3.2) Answer: Agency must develop (SCEI, 2000), implement, and maintain a risk management/assessment program to ensure that appropriate safeguard measures are taken. Analysis of effectiveness of policies procedure in management of risks goes below: It is effective in the sense that it can handle both medical and physical situation of the social care service seeker It is safe for service seeker and providing officer It is vast and wide to cover all the health and security related issues while providing service It is effective overall Question 4: Identify and review current legislation, codes of practice, policy on medication administration in a residential home. Obtain copy of your organization policy and procedure, evaluate the effectiveness of the in line with health and social care requirements (AC 4.1 and 4.2) Answer: For this answer I will choose Dignity Care UK (2008). I will analyse their codes of practices, which is line with existing legislation in residential home (Miller, 1996): The support and care has to be effective, with care and professional Centre must not work with non-trained carer Centre must regularly monitor the situation of care providing by the carer staffs There has to be evidence before taking any action, if necessary, against carer There has to be regular supply of proper care to the individual needs help Centre must appoint assessors who can assess the caring situation and environment on a regular basis There will be proper and regular supervision and assessment The carer must to be qualified and fit for the job according to criteria of the organization The carer must maintain accurate record whenever necessary so that it can be evaluate later with senior staffs Explain the legislation, guidance, codes of practice and policy that apply to the handling of medication Question: analyse how national service standards promote safe practice in the handling of medication evaluate, using a known setting, the effectiveness of policies and procedures for administering medication in achieving best possible outcomes for service users Answer Aim of the policy of Dignity Care (2008) are Ensure that proper care are given to the individuals or advice seeker. There has to be good management of the situations of the clients, proper care for their medicines and health issues whenever necessary The policy is in line with National Service Framework for Older People, Commission for Social Care Inspection Professional Guidance for the Administration and Management of Medicines and the National Minimum Care Standards. There is a good standard of care set by the organization and it is followed always on regular basis Promote and maintain independence by advising service users about safety issues on their own medicine handling Encourage patients to be self sufficient whenever applicable Follow the rules of the UK legislation Continuous development of the service of the care worker Question 5: Communication is vital in health and social care, analyse how you can use the effective communication to promote and maximize the right of service -users in health and social care (AC 1.3) Answer: Communication helps social care providers to provide the best health service. This is very important. Communication is not in the sense of verbal discussion but also covers communicating with patients whatever forms it takes to do that. Following is the analyse how effective communication can be used effectively to promote and maximize the right of service -users in health and social care: Understand the right way of communication with different type of care seekers Follow the rules and regulations of the care providing agency so that a professional standards are met There has to be enough room and encouragement to the care service providers to give feedback to their agency office so that if there is change of carer same level of service is provided. It does not make any different for the care receivers Carer has to have the knowledge of policy of the organization Carer has to have the knowledge of legal requirements to communicate with the service seekers Carer must be trained properly to communicate with different types of care seekers Carer must understand the needs of development of his/ her communication with the care seeker. So that s/he can develop accordingly with the help of their head office Question 6: Explain the factors that contribute to loss of independence, non participation and social exclusion of service (AC 2.1) Answer In case of Mr H there is a room for loss of independence and non participation and exclusion from the society (Denham, 1997). Following issues can contribute to that (NCBI, 2001): Lack of communication ability with others Lack of ability to mix with others Lack of self control Health condition. Poor health condition leaves less room for the care seeker to think about other issues. Thus if Mr H is in good health he will feel good talking and mixing with others Change of carer. If there is always new carer comes to serve Mr H he may not feel comfortable equally with everyone. This may make him down mentally and he may not act the way he should Relationship with the carer. If the relation is not good there will not be any development in terms of providing the best care Shift pattern of the carer may not be as comfortable for the care seeker which may cause insecurity in his mind and make him dependants Anxiousness of the Mr H is also contribute to the fact that he is becoming less independent Mr Hs confidence level may contribute to the fact of being self confident. If Mr. Hs development is slow it can also cause insecurity in his mind and make him less able to manage himself. References: Denham M J, Continuing Care for Older People, Nelson Thornes, 1997, ISBN: 0748731822 Miller J, Social Care Practice, Hodder Arnold, 1996, ISBN: 034065516X Richards J, Caring for People A Lifespan Approach, Nelson Thornes, 1999, ISBN: 0748739009 Toft C, Care and Registered Manager’s Award at S/NVQ Level 4, Hodder Arnold, 2003, ISBN: 0340876050 http://www.dignityincare.org.uk/_library/Regional_Model_of_Good_Practice_Policy_for_Medication_-_Reviewed_08.pdf accessed on March 29, 2014 http://www.ncbi.nlm.nih.gov/pubmed/11735659 accessed on March 29, 2014 http://apps.who.int/medicinedocs/pdf/h1462e/h1462e.pdf accessed on March 29, 2014 http://arcuk.org.uk/publications/files/2011/03/Active-Support-Handbook.pdf accessed on March 29, 2014 http://www.scie.org.uk/publications/guides/guide17/files/guide17.pdf accessed on March 29, 2014 1

Farmers dbq Essay

In the late nineteenth century, twenty years after the Homestead Act, farmers used their land in the western plains to produce both crops and profits. The farmers of this time struggled in the agricultural way of life by facing economic and political obstacles that were impossible to avoid, requiring them to do something about their complaints. Although the farmers had plausible arguments for most of their criticisms, their beliefs of the silver standard and overproduction sometimes could not be backed up. However, farmers continued to struggle between inevitable issues like the currency debate, constant debt and rising costs. The debate over United States currency was a huge obstacle for farmers to overcome because they were in direct relation to the money crisis. In 1890 and 1892 with the Ocala and Omaha Platforms, farmers wanted free and unlimited coinage of silver so they could pay off any debt. A chart showing United States Population and Money in Circulation in 1865-1895 (Document C), shows how after a period of less money in circulation in the 1870s was resolved in the 1880s by the Bland-Allison Act which was later replaced by the Sherman Silver Purchase Act in 1890. Both of these acts were passed in Congress to provide free coinage of silver. The reasoning for the silver standard in the Populist platform in 1892 (Document A) was justified by the same reasoning as William Jennings Bryan in his â€Å"Cross of Gold† speech. Both describe how the conspiracy that the gold standard is better because England still uses it questions why America became an independent nation. However, the farmers still remained defeated on the currency debate because of the gold bug president gaining control of office. One of the biggest struggles for the farmers was not being able to pay off debt. They borrowed extravagant amounts of money from the bank at high interest rates, but this complaint was reasonable because one could not be a farmer without taking these risks. During Grover Cleveland’s second non-consecutive year in office a horrible four-year depression occurred called the Panic of 1893. This panic was caused by over speculation in the stock market and over expansion of railroads; both of these decisions made by the eastern president, Cleveland. As depicted in A Farmer’s Voice, a Chicago newspaper, (Document D) an eastern leader, Cleveland, takes his western slaves, the farmers, to the courthouse because the farms have been foreclosed. Farm foreclosures, a twenty percent unemployment rate and the cause for Cleveland to return to the gold standard, were effects of the Panic of 1893. Ultimately, this depression added to the unavoidable obstacle of debt.

The Role of Ict in Enhancing Education in Developing Countries

Journal of Education for International Development 4:2 December 2009 The Role of ICT in Enhancing Education in Developing Countries: Findings from an Evaluation of The Intel Teach Essentials Course in India, Turkey, and Chile Daniel Light Education Development Center This paper presents findings from case studies of the introduction of the Intel ® Teach Essentials Course—a professional development program focused on integrating information and communication technologies (ICT) into project-based learning—into six schools in Chile, India, and Turkey. We describe four common dimensions of change in learning environments that emerged across the countries: changes in teachers’ knowledge, beliefs, and attitudes; changes in how students engage with content; changes in relationships among students, teachers, and parents; and changes in the use of ICT tools to promote students’ learning. Three of these dimensions relate to shifts in pedagogical paradigms that appear to be prerequisites to effectively using ICT to support students’ learning. Our findings indicate that these shifts must not just occur at the teacher level, but must take hold throughout the educational system and must accompany sustained investment in infrastructure, human resources, curricular frameworks, and assessment. Key Words: ICT, developing countries, education reform I. Introduction Understanding how technology fits into the complex realities of classrooms has been a critical factor in creating real change in schools in the industrialized nations (Cuban, 1993; Honey, McMillan Culp, & Carrigg, 2000; Somekh et al. 2003), yet little is known about educational technology projects in the classrooms of the developing world. This paper examines the influence of an information and communication technologies (ICT)-focused professional development program—the Intel ® Teach Essentials Course—on classroom learning environments in six schools in Chile, India, and Turkey. Over the years, program evaluations have found that teachers across a variety of countries value their experience in the Essentials Course and report using ICT and/or making changes in their teaching practice following the program (Light, McMillan Culp, Menon, & Shulman, 2006; Light, Menon, & Shulman, 2007). However, the evaluations have also suggested that the ways in which teachers in different countries follow up vary, depending largely on factors in their school contexts. The research presented in this paper sought to examine more deeply the nature of the changes that schools in different contexts have made to integrate ICT and student-centered practices and how these changes affect the classroom (Light, Polin, & Strother, 2009). In all three countries, we found that the educators we interviewed and observed felt they had been able to implement new ICT activities and teaching approaches with their students after the Course. We also identified a consistent set of programs and policies that, combined with the motivation and skills of educators, enabled these schools to innovate. We selected the six schools in the study (two from each country) which key local stakeholders—the training agencies, the ministries of education, and the Intel Education Managers—considered to be â€Å"good examples† of using the Essentials Course to create school-level change within their national Light 1 Journal of Education for International Development 4:2 December 2009 contexts. In pursuit of the ideals established by their ministries, the teachers and administrators in these schools are attempting to transform the instructional strategies and the educational tools they use. Although each country is unique and each school is at a different starting place, all are moving toward more student-centered, project-based, and ICT-rich classroom learning activities. Across the diversity of their situations, educators in each school connected the ideas and tools offered in the Essentials Course with their own needs. From our case studies of the six schools, we identified four common dimensions of changes that are emerging to support more project-based and ICT-rich activities in the classroom: changes in teachers’ knowledge, beliefs, and attitudes; changes in how students engage with content; changes in relationships among students, teachers, and parents; and changes in the use of ICT tools to promote students’ learning. Three of these dimensions of change that emerged across schools are pedagogical in nature, supporting the idea that an appropriate pedagogical context is key to successful ICT integration. II. Theoretical Perspective When effectively integrated into a high-quality learning environment, researchers have demonstrated that ICT can help deepen students’ content knowledge, engage them in constructing their own knowledge, and support the development of complex thinking skills (Kozma, 2005; Kulik, 2003; Webb & Cox, 2004). However, ICT alone cannot create this kind of teaching and learning environment. Teachers must know how to structure lessons, select resources, guide activities, and support this learning process; many traditionally-trained teachers are not prepared to take on these tasks. As Bransford, Brown, and Cocking (2000) point out, to use technology effectively, the pedagogical paradigm needs to shift toward more student-centered learning. This shift is not trivial or easily accomplished, particularly in countries with teacher-centered educational traditions. The literature suggests that four broad sets of changes should accompany the integration of ICT and the move toward a constructivist model of teaching and learning. 1. Changes in teachers’ knowledge, beliefs, and attitudes: The literature on education reform highlights the importance of changing teachers’ beliefs and attitudes to create long-term sustainable change (Fullan, 1993). Many studies on ICT integration find that projects fall short of expectations because the educators continue working within a traditional vision of rote learning (Gersten, Chard, & Baker, 2000; Honey & Moeller, 1990; Teacher Foundation, 2005). Teachers need to believe that new approaches to teaching are effective and will make a difference for their students in order for them to continue using new approaches. Teachers’ understanding and commitment are particularly important to sustain changes in areas such as project-based learning or student-centered techniques, which require core changes to a teacher’s instructional practice (Gersten et al. , 2000). 2. Changes in how students engage with content: Research in the learning sciences has established that constructivist theories of learning provide a more reliable understanding of how humans learn than previous behaviorist frameworks (Bransford et al. , 2000). Studies have identified a variety of constructivist learning strategies (e. . , students work in collaborative groups or students create products that represent what they are learning) that can change the way students interact with the content (Windschitl, 2002). The introduction of ICT into schools and project-based approaches should change how students interact with the content through new types of learning activities. 3. Changes in relationships among teachers, student s, and parents: Recent studies suggest that, specifically, a supportive and cooperative relationship with the teacher can be very important Light 2 Journal of Education for International Development 4:2 December 2009 for learning (Marzano, 2007). Research in many different countries has found that the introduction of technology into learning environments changes teachers’ and students’ roles and relationships (Hennessy, Deaney, & Ruthven, 2003; Kozma & McGhee, 2003). 4. Changes in the use of ICT tools to promote students’ learning: The ICT integration in developing country classrooms is challenging (Akbaba-Altun, 2006; Comenius, 2008; Grant, Ross, Weiping, & Potter, 2005; Light & Rockman, 2008; Somekh et al. 2003; Vyasulu Reddi & Sinha, 2003). A number of factors—such as teacher knowledge, time, access to ICT tools, and the alignment of ICT use with pedagogical goals—appear to help teachers integrate ICT and to support students’ increased use of ICT tools for learning (Light & Manso, 2006; Perez et al. , 2003). III. Overview of the Three National Contexts A. India Of the three countries, India is perhaps the country that has most recently begun reforms to promote new teaching approaches and ICT. Across India’s decentralized education system, national and state leaders face big challenges in their efforts to support an education system that must reach so many students (Cheney, Ruzzi, & Muralidharan, 2005; PROBE Team, 1999). Efforts to shift curricula from behaviorist approaches to learning to a constructivist approach that emphasizes the personal experiences of learners are recent (India—National Council of Educational Research and Training, 2006; Pandley, 2007). A growing number of policies support ICT integration, but one expert review (Vyasulu & Sinha, 2003) found that there is still great variation in implementation of these policies and access to ICT is still limited for most students. Although there is variation by state, the duration of the standard school day is five hours, divided into 35-minute lessons. The class sizes tend to be large; the classes we visited ranged from 45 to 60 students. Indian teachers are expected to cover a lot of content, and the textbook often becomes the center of the learning process (PROBE Team, 1999; Rampal, 2002). The state curriculum varies, but in Maharashtra State, for example, the students have a very full schedule by the upper grades and study 11 compulsory subjects. B. Chile Since 1990, successive Chilean governments have pursued a consistent reform effort to modernize teaching and learning, improve and expand school infrastructure, promote student-centered curricula, institute full-day schooling, develop a national examination, invest heavily in teacher professional development, and integrate ICT into schools (Cox, 2004; Ferrer, 2004; Valenzuela, Labarrera, & Rodriguez, 2008). The Chilean school day is eight hours, with the amount of time students spend in core areas (math, language, and science) twice that spent on other disciplines, and there is reserved time for students to engage in enrichment activities or project-based learning experiences. Class periods are typically 50 minutes, with two-hour classes in core content areas. Every school is required to have a Unidad Tecnica Pedagogica (UTP—the Technical Pedagogical Unit) that provides pedagogical support to improve teachers’ practice. Chile also has an ICT program, Enlaces (Links) that, by 2007, had provided hardware, software, and connectivity to 94% of schools in Chile and trained 110,000 teachers (Cancino & Donoso Diaz, 2004; Chile—Ministerio de Educacion, 2008). Thus, most schools have a certain level of ICT infrastructure available in computer labs. Light 3 Journal of Education for International Development 4:2 December 2009 C. Turkey Turkey has been instituting educational reforms to modernize and expand its school system and align it with European Union norms since the late 1990s (Baki & Gokcek, 2005). The reforms include the expansion of compulsory education, efforts to decrease class size, introduction of a new curricular approach and materials, the use of ICT, and efforts to provide teachers with professional development. Announced in 2005, the new curriculum draws upon constructivist pedagogical principles and the theory of multiple intelligences and promotes more student-centered techniques— such as individual and group work—to encourage students to explore and develop skills (Gomleksiz, 2005). As Phase 1 of the Basic Education Program, 1998–2003, the government distributed thousands of computers to schools (Akbaba-Altun, 2006), and many schools now have labs. Turkey is moving toward full-day schooling, but many schools—including the two we visited—still have two, five-hour shifts because they cannot otherwise meet their communities’ demand. The demand for schools also means that Turkey has not yet reduced class size to 30 students. Nationally, the average primary school class size is 38. 6 students (Otaran, Sayn, Guven, Gurkaynak, & Satakul, 2003) but in the schools we observed classes ranged from 50 to 60 students. IV. Overview of the Essentials Course The core goal of the Essentials Course is to prepare teachers to integrate ICT across the curricula as a tool for learning and to design and implement inquiry-driven, project-based learning activities. The Essentials Course involves teachers in a process of developing a complete unit plan that utilizes a project-based approach, engages students in a variety of ICT activities, and organizes learning around an â€Å"essential question† that guides students’ inquiry and exploration of a given topic. Teachers are encouraged to designate time in their unit plans for students to use ICT to conduct research and to create a final product to share their research findings. The Essentials Course also discusses crucial factors for creating high-quality, issues in student-centered learning environments (e. g. , classroom management issues with technology), and approaches to assessing students’ technology products. During the unit plan development process, teachers expand their technical skills and prepare to implement their units back in the classroom. This is a vital feature of the Essentials Course, as it allows teachers to experience and evaluate the new teaching approaches (Guskey, 2002). In addition to Web resources, the Essentials Course uses commonly available software, primarily word processing software and presentation software, to support students in creating presentations, Web pages, brochures, reports, and newsletters. Figure 1: Core Components of the Intel Teach Essentials Course Content Linking ICT use to deeper learning Essential Questions or curricular framing questions Project-based approaches Student created products Internet resources Group work Holistic assessment strategies Structural Features 40 to 60 hour training Focus on commonly available software Teachers create a sample unit plan Teachers learn by doing Trainer is in the same school Emphasis on building communities of trained teachers Light 4 Journal of Education for International Development 4:2 December 2009 Intel, in collaboration with ministries of education worldwide, has offered the Essentials Course to more than 6 million teachers in 45 countries. The collaborative approach to course delivery is important. Although the core messages and goals of the program do not change, Intel works with the ministries and local educational experts to adapt Essentials Course materials to fit local needs; a local agency in each country implements the Course. In Chile, the ministry created a network of universities throughout the country that offers the Course in their regions, and the Pontificia Universidad Catolica de Chile in Santiago oversees the network. In India, the non-profit Learning Links Foundation oversees the program in the participating states. In Turkey, the Ministry of National Education (MNE) oversees the program, and trainers are based at the provincial education directorates and in larger towns. In this study, we used an instrumental case study approach (Stake, 1995) to examine how successful schools and teachers have been able to integrate ICT and new teaching strategies into their classrooms. This approach allowed us to work directly with schools that have been making changes, talk with teachers about the aspects of the Essentials Course that are useful to their practice, and develop an understanding of what teachers are actually able to do in typical schools in each country. During a two- to four-day site visit at each of the six schools, we interviewed school leaders, the Essentials Senior Trainer (ST) or Master Teacher (MT), technology-using teachers, students, and representatives of students’ parents whenever possible. As shown in Table 1, classroom observations of both typical classrooms and students engaged in the computer lab or ICT activities complemented the interviews. Table 1: Data Collected India Mumbai School Interviews Observations Focus groups Interviews Observations Focus groups Interviews Observations Focus groups Interviews Observations Focus groups Interviews Observations Focus groups Interviews Observations Focus groups 2 school leaders; 5 teachers 5 classes 14 parents; 37 students; 12 teachers 4 school leaders; 3 teachers 5 classes 3 parents; 5 students 2 school leaders; 3 teachers 4 classes 7 students 3 school leaders; 2 teachers 3 classes 5 students 2 school leaders; 8 teachers 3 classes 3 parents; 5 students 5 school leaders; 7 teachers 5 classes 5 arents; 19 students Village School Chile Santiago School Village School Turkey Ankara School Village School Light 5 Journal of Education for International Development 4:2 December 2009 As noted, to identify a sample of exemplary schools, we gained input from local stakeholders. We requested that the local training agency, the ministries, and the Intel Education Managers in each country comp ile a list of schools. We asked that they exclude schools with privileged access to resources, technology, or funds. Success was defined by the local stakeholders to represent what they felt would be reasonable expectations for schools and teachers in their country. From the list of schools, the research team made a final selection of two schools in each country. To carry out the fieldwork, we collaborated with local partners. In Chile, we worked with researchers from the Centro Costadigital at the Pontificia Universidad Catolica de Valparaiso, and in Turkey, we teamed with GLOKAL Research Consulting. Unfortunately, the arrangements for a local research partner in India fell through. V. Sites A. India We selected a private school in a middle-class neighborhood of Mumbai and a government school in a Gujarati village. The Mumbai school, with 2,000 students, is an English-medium private school from pre-K to Grade 10 and the village school is a Grade 1 to 8 Gujarati-medium public school with 309 students. In the Mumbai school, every classroom has a computer connected to a TV, there are two computer laboratories each with 60 computers, and there is a computer in the library. The labs have broadband Internet. The Gujarati village school has a lab with 14 computers and a computer on a wheeled table with an LCD projector. The lab is connected to the Internet through a dial-up modem. B. Chile We selected a government-subsidized private school in a lower middle class neighborhood of Santiago Chile and a small municipal school in a rural town. The private school has 2,500 students from pre-K to Grade 12, and the municipal school serves 97 students from pre-K to Grade 8. The private school has five ICT labs, some with as many as 20 computers. The municipal school has a lab with 15 computers, plus four laptops, a digital camera, a TV, a printer, two LCD projectors, and a wireless network. C. Turkey We selected two public schools that serve students from K to Grade 8. One school, in an outlying neighborhood of Ankara, serves 2,300 students. The second school, located in a small provincial capital on the Anatolian Plateau, serves 1,410 neighborhood children and has a population of female boarding students from villages in the province. The school in Ankara has one computer laboratory with 21 computers, 15 classrooms have a computer, and there are 350 Classmate PCs donated by Intel. The lab has broadband Internet and a wireless hub. The Anatolian school has three computer labs with 15 computers each, and five or six teachers also have a computer in their classrooms. The labs have wireless connectivity. VI. Findings: Three Common Themes The Essentials Course was not the only source of information or support for the new student-centered practices and ICT-based activities we observed in these schools, as all three ministries of education are engaged in reform with various changes such as new curricula, new standards, and new in-service Light 6 Journal of Education for International Development 4:2 December 2009 training programs. Education reform is a long and complex process that needs to be supported with multiple strategies, and our findings suggest that the Essentials Course can be one part of that puzzle. A. Changes in Teachers’ Knowledge, Beliefs, and Attitudes Because all schools in the study were considered successful, we explored what teachers had changed in their own practice. In the interviews, we asked teachers to discuss what they had learned from the Essentials Course that was useful for their classroom practice. Three themes emerged across all six schools as the teachers spoke about what they found to be valuable for their teaching: (a) their beliefs about how students learn were shifting; (b) they had a deeper understanding of new teaching strategies; and (c) they had improved their knowledge of how to use ICT as a learning tool, as well as strengthening their ICT skills. a. Teachers’ beliefs shifted to a constructivist paradigm of teaching and learning. Teachers expressed a growing belief that students can learn through exploration and discovery. The Essentials Course and, more importantly, the experience of implementing a project-based or ICT-rich learning activity appear to influence teachers’ understanding of how children learn. The interviews suggested the teachers began to value learning as different from memorization and to see that students can learn by exploring content, conducting research, and applying knowledge to real problems. For example, a Chilean history teacher remarked upon the difference from the traditional approaches of having students memorize information: â€Å"By following a question, the students acquire a lot f content through research. † In all six schools, teachers also expressed their belief that students learn more than just content with projects and Internet research. Many teachers recounted what they did â€Å"before† and â€Å"after Intel,† and their descriptions consistently included how students â€Å"learn more deeply,† â€Å"have more confidence,† and â€Å"are more motivated† by the new ways of learning. They reported that students were developing skills and attitudes such as self-assurance, curiosity, collaboration and teamwork skills, presentation skills, and organizational skills. In appreciating how effective group work had been, a teacher in Turkey reported that, â€Å"Before Intel, students did not do teamwork. [†¦] In Turkey—kids want to learn from teachers, now they have to do research on their own and can learn more deeply. Otherwise students aren’t motivated to learn. † A second Turkish teacher commented that students â€Å"were sharing ideas and thoughts with each other† and learning to â€Å"trust themselves. † B. Teachers deepened their understanding of student-centered practices. Teachers reported improving their skills with innovative teaching practices. Although some countries had more experience than others, across the board, nearly all the teachers we interviewed valued project-based approaches and reported doing projects with their students. Teachers had very clear ideas about how project-based approaches can support student learning by allowing students to explore content as they respond to a research question or problem posed by the teacher. They felt the project approaches made the content more relevant to students and required greater intellectual effort for students to find and synthesize information, which led to students learning and retaining more information. At schools in Turkey and India, principals and teachers credited the Essentials Course with helping them learn how to do projects for the first time. In Turkey, teachers told us the Course helped them better utilize the project ideas offered in their new national curricula. One school in India had been experimenting with projects prior to participation in the Essentials Course, but the teachers reported that this professional development experience gave them a solid template and a set of strategies for Light 7 Journal of Education for International Development 4:2 December 2009 project-based approaches. In Chile, teachers told us that the Course helped them learn about inquirydriven project-based strategies in addition to the problem-based approach supported by their ministry. While teachers from all three countries agreed that the Essentials Course supported their use of student-centered practices, each country’s context and educational goals influenced which topics were of most interest to teachers. For example, while all the teachers spoke about using group work and collaborative learning, the teachers in Turkey were very excited about the collaboration strategies presented in the Essentials Course. Turkey’s traditional approach to teaching is lecturebased and emphasizes individual student activities, and teachers reported that they did not have any previous experience with collaborative learning. Group work and collaboration are, however, part of the new Turkish curriculum and reform efforts and teachers expressed appreciation for how the two programs supported each other. The curriculum contains many group activities, and the Essentials Course offers strategies to facilitate group work, as well as follow-up support to practice these strategies with coaching from their MT. In India, teachers found the â€Å"Essential Questions† strategy to be compelling. Essential Questions (e. g. , â€Å"Why do we need others? †) are intriguing, open-ended questions that organize a project and are an effective way to encourage students to think deeply and to provide them with a meaningful context for learning (Wiggins & McTighe, 2001). The Indian curriculum is very demanding and the school day is crowded, so teachers felt that they could not easily integrate project work into every class. While they could not do projects during the class period, they were, however, exploring the use of questioning strategies to push students’ critical thinking and to allow students to share their perspectives and formulate their own conceptual understandings of the content. For example, one teacher asked her students what they thought the impacts of British Colonial policies were on the farmers, and a social studies teacher asked students what they valued about their community. Teachers felt that asking for student input was a significant change. As one teacher commented, they no longer just â€Å"stand and teach,† but facilitate iscussions and encourage children to share their knowledge. The teachers we visited felt the open-ended questions and ensuing dialogue between teachers and students might be the foundation of a new relationship between teachers and students. One of the schools in Chile, which already had a lot of experience with ICT and projects, focused on the use of rubric assessments presented in the Essentials Course. The principal noted that teachers were facing increasing challenges in assessing students’ work as the school moved toward complex, technology-rich student products such as presentations and websites. Through these products, students master more than just content and teachers wanted to value all aspects of students’ learning. They considered the rubrics—designed to capture the range of skills, attitudes, and content that students develop—as a key way to address these challenges. The teachers were also using rubrics to put students more directly in control of their learning process; students know from the beginning which aspects of the content teachers will evaluate. C. Teachers improved their ICT knowledge and skills. Teachers reported that they had developed the skills needed to initiate or increase the use of ICT with students. Most of the teachers in India and Turkey reported little ICT experience before Essentials, whereas most Chilean teachers had previous trainings and experience using ICT. Regardless of their experience with ICT, all teachers we interviewed who took the Essentials Course reported they increased their knowledge of how to use ICT as an educational tool. For teachers with no prior experience, the Course helped them acquire basic skills. However, all of the teachers commented on Light 8 Journal of Education for International Development 4:2 December 2009 how the Course helped them see ICT as a pedagogical tool. The strategy of having teachers design a model unit of their own choice appears to allow teachers to work on skills and areas that are new and challenging for them. VII. Changes in How Students Engage with Content The introduction of ICT into schools and the use of project-based approaches and Internet research have changed how students interact with the content in a number of ways. In the site visits, teachers and students spoke about three types of new learning activities that would, according to the literature, contribute to a constructivist learning environment: (a) learning through projects; (b) conducting Internet research; and (c) connecting school content to students’ lives (Windschitl, 2002). A. Project-based work gave students a chance to collaborate, use multiple resources, and direct their own learning. In all the schools, student projects were fundamental to bringing student-centered instructional strategies into the classrooms. The Essentials-trained teachers we interviewed spoke of doing projects with their students. Despite variations among project designs, a few core features emerged. In almost every site, projects gave students chances to work collaboratively and challenged them to take on new roles and responsibilities; students worked in groups and often had to coordinate efforts to complete the projects. Also, all of the projects described included research and culminated in a final product that required students to synthesize and share what they learned. For example, in the Gujarati village, the students did a project about water use and irrigation. They visited local experts, surveyed the community, collected data, and researched solutions. As a result of the students’ examination of drip irrigation, and their proposal of how farmers could use this new strategy, the village converted to drip irrigation. Again, the teachers in India could not fit the project into the class time, so students did a lot of the work before and after school. The municipal school in Chile did a multi-grade project on insects in which the younger grades collected bugs and wrote reports and the older grades helped them create a website. B. Independent Internet research gave students autonomy and a chance to develop and share their own perspectives. Internet research was a constant theme in these schools. Teachers, students, and parents all spoke about having students do Internet research for homework and as part of the projects. Teachers often asked students to bring in additional information on topics in the textbook (e. . , in a Turkish project students researched systems of the human body). Or, teachers asked students to research additional topics or themes (e. g. , after a lesson on farmers under the British Empire, a history teacher in India asked students to research the condition of Indian farmers today). C. Connecting school content to students’ lives made learning more meaningful to students. We found that many of the projec ts teachers designed connected students’ school work to their home life and the community more broadly. In a very simple sense, the increased use of practices such as open-ended questions and group work allowed students to share the perspectives and knowledge they bring from home. For example, a teacher in India asked her students what they had eaten for breakfast and then used this as the start of a nutrition lesson, and a Turkish teacher had his first grade students discuss how an animated story related to their own families and lives. Light 9 Journal of Education for International Development 4:2 December 2009 Yet many of the project topics also engaged students in examining real-world issues or concerns that gave them an opportunity to connect â€Å"school learning† with the real world and allowed them to develop their own opinions and perspectives about the issues. For example, the Indian village that did the irrigation project mentioned above also did projects on clean water and public health. Other projects were less ambitious, but still meaningful, such as the Chilean school where students collected stories and images from the community to publish in a booklet for their families. Our interviews ith parents in the Indian and Turkish sites also supported the perception that students were becoming a source of new information for their families. Parents credited their children’s increased use of Internet research with providing them with current information to which they would not otherwise have had access. Students are generally more excited by information they find themsel ves than the contents of a textbook, and parents reported that their children were rushing home, eager to share what they had discovered. VIII. Changes in Relationships among Teachers, Students, and Parents In keeping with the new activities and roles for students, the teachers and students in the schools we visited reported that they were transforming how they interact. The changes in teaching practices in these schools are part of a broader change in relationships within the school and between the school and the community. The educators and students described changes in the ways they collaborate with each other that grew out of the new teaching practices (e. g. , project-based approaches, open-ended questions), integrating ICT into the schools (e. g. Internet research or presentations), or both. We noticed that teachers, students, and parents reported changes in three sets of relationships: (a) among the students; (b) between students and teachers; and (c) between the school, the parents, and sometimes the community. A. Projects and ICT activities fostered collaborative relationships among students. Many of the teachers and parents interviewed said that students were developing a rang e of social and interpersonal skills that they attributed to the projects and the new roles that students were taking on. As noted, students in every school were taking on new responsibilities as they worked on projects—leading teams, conducting research, writing reports, debating with peers, and making presentations to peers, teachers, and parents. A Chilean fifth grade teacher explained how her students were developing the skills and maturity to work as a team, even across grade levels, because of the collaborative techniques she learned in the Essentials Course. Some of the parents also commented on their children’s maturity and responsibility. A Turkish father noticed a change in his daughter’s attitudes since doing the â€Å"Intel projects. † He observed that before teachers participated in the Essentials Course, his daughter did not share her things with anyone. After her teachers participated in the Course, his daughter began to share more with friends and she enjoyed working in teams. The father also said that, as a result of her involvement in projects and team work, his daughter completed her school assignments independently at home and no longer asked him for help. B. New teaching strategies allowed teachers to develop more collaborative and interactive relationships with their students. The teachers reported that, as their teaching practices changed, their relationships with their students also became more open and supportive. Teachers began to allow more intellectual discussions between themselves and their students, and students were more willing to approach teachers and share concerns and opinions. The teachers and parents in Mumbai were, perhaps, the most eloquent. One group of teachers commented that, as children, they had been afraid of their teachers and they Light 10 Journal of Education for International Development 4:2 December 2009 were happy that their students no longer â€Å"fear the teacher† but gladly ask questions and give opinions. The students we interviewed echoed these sentiments. A group of high school students from the school in Santiago, Chile explained that a good teacher is one who encourages students to disagree when they have a well-reasoned argument. A student from Mumbai shared a similar perspective: â€Å"I like that whenever I do a report I can include my own critical opinion—it is not just cut and paste. And I can learn many things outside of the textbook. † C. Innovating with projects and ICT strengthened the relationships between the school, parents, and the community. The parents we interviewed were excited by the introduction of community-focused projects and student research, and they expressed pride in what the schools were doing for their children with technology. A group of parents in India praised their school â€Å"because of the new technology, [the school] is innovative. They have very high performance, but it is not just academics-oriented. † In the four public schools we visited, parents and the community had also initiated efforts to bring additional ICT resources to the schools by donating equipment or paying for improved Internet connections. However, the parents also remarked on the new teaching practices and what these changes mean for their children. All of the parents we interviewed commented on how the school was developing the whole child since the project work was supporting teamwork, independence, and self–confidence. Parents in India and Turkey highlighted their children’s growing confidence and independence to do research or make public presentations, and they also noted the caring relationships between students and teachers. IX. Changes in the Use of ICT Tools to Promote Students’ Learning A core aim of the Essentials Course and a central objective for the ministries in Chile, Turkey, and India is to encourage the use of ICT as a learning aid for students. Although the administrators and teachers we interviewed in all six schools told us they wished they could do more, to the extent permitted by resources, space, and time, students were using ICT for learning activities. PowerPoint presentations and Internet research were, by far, the most common ICT tools that students used. All six schools promoted student use of ICT, but each adopted different strategies to realize its goals. In Turkey and India, with short school days and tight schedules, the teachers had to strategically make time—either by working outside of class, or rationing access—for students to complete their ICT projects. For example, the teachers at the Anatolian school in Turkey told us that they meet as a team each semester to decide which classes will do long-term projects to ensure every student gets a chance each year. The Chilean teachers had more flexibility to schedule lab time during school hours, although they also did afterschool activities. Perhaps the clearest change is that, in all six schools, teachers gave students Internet research activities for homework. For instance, a math teacher in India assigned students to calculate average rainfall in different parts of the world using online databases, and a Chilean history teacher had students analyze online photos for life conditions in 1900s Chile. X. Conclusion This paper presents the findings from our fieldwork that describe the nature of the changes taking place in the classrooms in these six schools as they integrate ICT activities. Since the governments point to these schools as positive examples, their experiences can help contribute to an understanding Light 11 Journal of Education for International Development 4:2 December 2009 of the process of integrating ICT into the schools of developing countries. While some educators we observed are more skilled than others, and some changes in practice are just emerging, all six schools are making changes beyond just the use of new tools. They are developing: new beliefs about learning and new practices, new ways to engage with content, changing relationships, and new ICT tools for learning. That three of the four common dimensions of change are pedagogical shifts, and that they are changes in pedagogy that are supported by the ICT, illustrate the paradigm shift required for effective ICT integration (Bransford et al. , 1999; Hepp et al. , 2004). These findings illustrate the complex sets of changes that have to occur for ICT to be deeply and meaningfully used to support student learning. This would explain why technology integration is so difficult to achieve but also points the way forward. Our findings suggest that necessary changes are much broader than just the introduction of a new tool or one new ractice. Instead, change begins by deeply reshaping life in the classrooms—from educators’ beliefs about learning to the relationships that make up the school community. In each context, the teachers found points of engagement between the model of ICT use and teaching in the Essentials Course and the possibilities and limits of their context. For Indian teac hers, it was most feasible to integrate aspects of the teaching model (i. e. , open-ended questions) into their classroom and the ICT into after-class time. In Turkey, schools brought ICT activities into scheduled lab time and group work into their class activities. And, Chilean teachers used holistic assessment strategies and inquiry-based projects in class because their school day provides a block of time for projects. But, the responsibility for change cannot rest solely on the shoulders of the teachers; bringing about these changes is a long-term, incremental process. Effective reform requires sustained investment and support along multiple dimensions of the educational system, including physical and technical infrastructure, human resources, curricular frameworks, standards, and assessment. 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