Consumer Behaviour Report Assignment Example | Topics and Well Written Essays - 1500 words

Consumer Behaviour Report - Assignment Example Literature Review The main objective of marketing is to understand and satisfy the needs satisfy the needs and demands of the target market customers. The field of consumer behaviour studies the way groups, individuals and even organizations select, buy use, and dispose products or services. The study of consumer behaviour was a relatively new field of study till the mid 1960s (Bagozzi, Gopinath and Nyer, 1999). During that time the study of consumer behaviour did not have any history or body of research (Hines, Hungerford and Tomera, 1987). But then new disciplines were borrowed from various fields and disciplines of management science such as sociology, social psychology and anthropology. Consumer behaviour can be stated as the choice making process as well as physical activity that an individual engages in while acquiring, evaluating or disposing of goods as well as services (Balderjahn, 1988). The study of consumer behaviour and marketing go along parallel. A sound understanding of consumer behaviour is very important to the success of any marketing program. As a matter of fact the study of consumer behaviour is perceived as a corner stone of the overall marketing concept. The study of consumer behaviour has had major impact on the marketing strategies of a company. Study of consumer behaviour helps a company to understand the needs and wants of the customers (Stone and Gronhaug, 1993). Study of consumer behaviour helps marketers to select the target market segment having distinct set of needs and demands. It also helps the marketer to decide upon the marketing mix such as the product, price, place and promotion (Cesi and Olson, 1988). The study and knowledge of consumer behaviour is also quite important for the marketing of non-profit organizations such as hospitals, voluntary agencies. Various non- profit social agencies could be viewed as the sender of ideas looking to target groups of customers. Such organizations also include red-cross blood society (E dell and Burke, 1987). With respect to the present study one of the most important aspects would be the various factors influencing the consumer behaviour. It includes cultural, social, personal, psychological factors (Richins, 1997). The cultural factors include culture which is the most fundamental determinant of the behaviour of a person. Each culture has a set of subculture that consists of relatively smaller subcultures. Social classes are the relatively homogenous divisions of society that are hierarchical in nature. The social factors include reference groups and family (Andreasen, 2002). The reference group of a person include all the groups and individuals that have a direct or in direct influence on the individual. It could include celebrities endorsing product or even the peers and the friends of an individual (Burke and Edell, 1989). The family is also one of the most important parts of the overall consumer behaviour as a person mostly adopts the set of values and attitu des from family only. The personal factors include age, occupation, Economic circumstances, life style and personality of an individual. Psychological factors include motivation, perception, Beliefs, Attitudes, and Learning. Just like the factors influenci

Effects of Peer Pressure on Decision Making Essay Example for Free

Effects of Peer Pressure on Decision Making Essay Our Peer-to-Peer interaction affects us every day. From decisions, we make, to the places we go. It is human nature to listen and learn from other people. Though we would like to think we have control over outside influences, studies show that our surroundings play a key role in how we function. Solomon Asch’s (1950) social experiment demonstrated, consumers often modify their responses, consciously or subconsciously, when surrounded by others with conflicting opinions. Peer Pressure is only rising in today’s society; it can’t be escaped! Our teenagers are the most influenced by peer pressure. Peers influence people because they want to fit in, be like peers they admire, do what others are doing, Its only natural for people to identify with and compare themselves to their peers as they consider how they wish to be (or think they should be), or what they want to achieve. see more:negative effects of peer pressure Peer Pressure is essential to social development. Its cant be escaped! In turn peer pressure can develop a good character, if its learned to be worked the right way. There are 3 main goals that individuals have in the long term: †¢Accuracy – in that individuals seek practical, consistent actions that are reproducible, through the information they already have and the actions that they do. Think of it as a need to achieve goals effectively and with the greatest perceived reward. †¢Affiliation – in that individuals seek gratification that their actions ingratiate them with other individuals. Think of it as a need to create social relationships with others in a meaningful, maintainable manner. †¢Maintenance of a Positive Self-Impression – in that people have a constant want to increase their own self-awareness so that they can feel better about themselves. Think of it as a need to behave in a manner that boosts their pre-existing self image – through action, statement, belief etc.

Schizophrenia Symptoms Are Classified Into Three Categories

Schizophrenia Symptoms Are Classified Into Three Categories Schizophrenia has been defined as split mind. It refers not to a multiple personality split but rather to a split from reality that shows itself in disorganized thinking, disturbed perceptions, and inappropriate emotions and actions (Myers, 2007, p678). Schizophrenia is a disorder of the normal balance of emotion and thinking; is being defined as a collection of severe brain disorders in which the patient sees reality abnormally. In Schizophrenia one or more of the following symptoms are present: hallucinations, delusions, and disordered thinking and behavior. Schizophrenia is a chronic illness that requires treatment for life. The twist of the movie, Beautiful mind, which occurs about middle through the movie, is that Nash is suffering from a severe form of Schizophrenia, and many the situations and places that he think exist in his life, are only part of his mind. Schizophrenia Symptoms: no one single symptom can determine the diagnosis; most of its symptoms can be applied to other mental illnesses. In men, Schizophrenia symptoms typically begin in the teens or 20s. In women, typically is the 20s or early 30s. Its unusual for children to be diagnosed with Schizophrenia. Schizophrenia symptoms are classified into three categories positive, negative and cognitive. The positive symptoms are hallucinations, speech disorganized, delusions, inappropriate laughter, and tears. Patients with negative symptoms are usually quite, toneless voices, expressionless faces, and rigid bodies. Most inappropriate behaviors are usually presented by the positive symptoms, and the absences of proper behaviors are the negative symptoms, last cognitive symptoms are slight and are often discover with a when neuropsychological tests are administer. Cognitive impairments frequently impede the patients ability to lead a normal life and earn a living. They cause great emotional distress Positive symptoms: reveal an excess or distortion of normal functions. These lively, abnormal symptoms may include: Delusions. Is the most frequent, these are beliefs that are not based in reality and usually entail misunderstanding of perception or incidents. Hallucinations. These typically involve seeing or hearing people or other things are not real, while hearing voices is the most common in patients with Schizophrenia, they can be in any of the senses. Thought disorder. Trouble speaking and organizing thoughts may result in stopping speech midsentence or putting together meaningless words, sometimes known as word salad. Disorganized behavior. This can be in many different forms, ranging from childlike silliness to random disturbance. Negative symptoms: is the lack, diminishment or nonexistence of characteristics of normal function. They may appear with or without positive symptoms. They include: Lack of interest in daily activities Display of lack emotions Reduced capability to make arrangement or carry out actions Neglect of personal hygiene Social withdrawal Loss of motivation Cognitive symptoms: involve troubles with thought processes. These symptoms may be the most disabling in Schizophrenia because they interfere with the ability to perform routine daily tasks. They include: Problems with making sense of information Difficulty paying attention Memory problems The Schizophrenia symptoms the viewer of the film A Beautiful Mind takes account of are hallucinations, both auditory and visual, paranoid ideations, delusional thinking, and a distorted perception of reality, all of which are symptoms that psychologists needs to determine and diagnose Schizophrenia. The movie convincingly uses the visual medium to expose stress and mental illness within one persons mind. The plot substitute auditory hallucinations with visual delusions to describe the story of the paranoid Schizophrenia. In the film A Beautiful Mind Nash experiences some of the positive symptoms. The first scene that showed the positive symptoms of Schizophrenia is also Nashs first hallucination in his college dorm room at Princeton University, when his drunken roommate Charles appears. Charles acts as a mentor to Nash by making him realize there is more in life than just study and work, that he must live life in a different way. Throughout his life, Nash has been a lone wolf, and Charles pushes Nash to go out, meets new people, makes some friends, and must learn to have respect for beer. It is then, when his mind relaxes, that he is capable to come up with his ultimate goal, create an original idea, and set himself apart from the rest of the students. Charles, the roommate stay in contact with John throughout his adult life and years later Charless niece, a little girl name Marcee, enters Johns mind as another coinciding hallucination. Nashs second hallucination is a estrange man who he refers to as Big Brother, a.k.a. William Parcher, Nash enters a world of secrecy and imagination when he meets him. While in a visit to the Pentagon, Nash first sees Parcher out of the corner of his eye. Later Parcher approaches Nash about a top secret job in which his lack of personal relationship would be a benefit. Parcher interprets a government secret agent that seeks out Nashs intelligence in the code- breaking area, something that he supposedly is the best because of a special capability he has when he looks in news papers, magazines or any other written document that he comes in contact with. In addition, this job that he has been given arouses his significance because he becomes part of the government where hes relied on. At one point in t he movie, Nash needs to locate and prevent the explosion of a Russian nuclear bomb. This delusional situation created within his mind, where he is completely unaware of its nonexistence is the best portrayal of this symptom in the movie, so real that is not easy for the viewer to identify it until later. The hallucination of Parcher is the key factor in Nashs delusional thinking. Nash delusions takes over his life, his hallucinations are all around the job Parcher assigned him regarding the nuclear bomb, supposedly Parcher places a device inside his arm that allows him to see a code under an ultra-violet light. Also with this implant under his skin Nash gain entrance to a secret location where he is to leave the cracked codes. In reality this top secret place is a vacant, falling down mansion, and the door key- pad that Nash types his entry secret code into doesnt work anymore. Nashs code breaking abilities are partly made possible by his hallucinations. The codes pop out of the pap er to him and everything makes sense. Even though the codes are imaginary since there was no secret- code- breaking- project underway, Nash deciphers complex mathematical formulas and in fact modifies a theory that had been accepted in its field. Around the same time he finds the love of his life in the class he teaches, Alicia one of his most brilliant students that he comes to met in a personal level and they fall in love to each other. Even though Nash is living torment with this delusions and hallucinations, hes able to still be a teacher, but he develops a new symptom wile in class Nash becomes paranoid, he start seeing a man that is staking him outside of the classroom. At this moment the film projects the full illness Nash is suffering, paranoid Schizophrenia, and until now he is unaware of his illness. But Alicia is already noticing signs and she showed him the documents, closed envelops, that she picked up from the dilapidated mansion mail box, and for the first time he is confront with his delusions. The evidence made Nash realize that he was hallucinating. When the conspiracy situation goes wrong in Nashs head he realizes he really needs mental help. He is taken, voluntarily to a psychiatric hospital, and is submitted to a very intense treatment. The scene on this movie that best explain the negative symptoms of Schizophrenia is the one showing Nash holding his baby son while the he is crying and Nash shows totally no sign of having emotions towards the baby or the situation at all. This is just one example, although a loss of feeling is one of the most preponderate negative symptoms. Nash is discharge from the hospital but he is prescribed with a high dose of medication, and while taking this medication to hold back the symptoms, Nash is shown returning to a normal life by becoming self aware. But the medication impedes completely his mathematical thinking as well as the way he feels and works. Although his illness interferes with his relationship, Nash and Alicia decide to stay together. As the relationship progresses, so does Nashs disease and his delusions. It is important to mention how the viewer is capable to observe the impact on Nashs activities of daily living the Schizophrenia has. His relationships with family, friends, and colleagues are disrupted by the intrusiveness of the symptoms of his mental illness, mainly because he is perceived as being so smart and the strange behaviors he exhibits are so contrasting with the perceptions that others had of him. His strange behavior seems even more difficult to understand because the onset of his mental illness occurs at a later age than is typical, in Nashs case, the onset occurs in his thirties. For a time, his family, friends, and colleagues attempt to ignore the symptoms and insist upon Nashs normalcy, but it becomes increasingly clear that Nash has a mental illness and needs to be evaluated for Schizophrenia. Once he has begun his descent into the world of Schizophrenia and goes deeper into it, Nash has increasing difficulty relating to the people around him. Even before the onset of his mental illness, he admits that he is not a particularly personable individual, and he has always been more comfortable and satisfied with numbers and his work than with people. Nonetheless, he is able, before his illness, to forge several significant relationships, including a romantic relationship that leads to his marriage to Alicia. Over time, however, the increased frequency, intensity, and persistence of his symptoms prove to be incredibly distracting, and even dangerous, putting the people that he loves in unsafe situations. However, characteristic of Schizophrenia, when he is in the pick of a hallucination or other symptom, he finds it impossible to distinguish between real and unreal. This state proves difficult for people, even those who love him deeply, to understand. When he is symptomatic, the powers of the hallucinatory figures that haunt him, especially Parcher, encourage him to harm his loved ones, and it is as if he never knew or cared about them. This condition is especially difficult for his wife, Alicia, who is affected most by Nashs illness and who is in the difficult position of making painful decisions about his treatment for Schizophrenia. Causes: Its not known, but researchers believe that a combination of genetics and environment factors contributes to development of the disease. Problems with certain naturally occurring brain chemicals, including the neurotransmitters dopamine and glutamate, also may contribute. Neuroimaging studies show differences in the brain structure and central nervous system of people with Schizophrenia. While researchers arent certain about the significance of these changes, they support evidence that Schizophrenia is a brain disease. Risk factors: Having a family history of Schizophrenia Exposure to viruses, toxins or malnutrition while in the womb, particularly in the first and second trimesters Stressful life circumstances Older paternal age Taking psychoactive drugs during adolescence and young adulthood. Standardized criteria According to the revised fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR), to be diagnosed with Schizophrenia, three diagnostic criteria must be met: Characteristic symptoms: Two or more of the following, each present for much of the time during a one-month period (or less, if symptoms remitted with treatment). Delusions Hallucinations Disorganized speech, which is a manifestation of formal thought disorder Grossly disorganized behavior (e.g. dressing inappropriately, crying frequently) or catatonic behavior Negative symptoms affective flattening (lack or decline in emotional response), alogia (lack or decline in speech), or avolition (lack or decline in motivation) Social/occupational dysfunction: For a significant portion of the time since the onset of the disturbance, one or more major areas of functioning such as work, interpersonal relations, or self-care, are markedly below the level achieved prior to the onset. Duration: Continuous signs of the disturbance persist for at least six months. This six-month period must include at least one month of symptoms (or less, if symptoms remitted with treatment). Schizophrenia cannot be diagnosed if symptoms of mood disorder or pervasive developmental disorder are present, or the symptoms are the direct result of a general medical condition or a substance, such as abuse of a drug or medication. Subtypes The DSM-IV-TR contains five sub-classifications of Schizophrenia. Paranoid type: Where delusions and hallucinations are present but thought disorder, disorganized behavior, and affective flattening are absent. Disorganized type: Named hebephrenic Schizophrenia in the ICD. Where thought disorder and flat affect are present together. Catatonic type: The subject may be almost immobile or exhibit agitated purposeless movement. Symptoms can include catatonic stupor and waxy flexibility. Undifferentiated type: Psychotic symptoms are present but the criteria for paranoid, disorganized, or catatonic types have not been met. Residual type: Where positive symptoms are present at a low intensity only. The ICD-10 defines two additional subtypes. Post-schizophrenic depression: A depressive episode arising in the aftermath of a schizophrenic illness where some low-level schizophrenic symptoms may still be present. Simple Schizophrenia: Insidious and progressive development of prominent negative symptoms with no history of psychotic episodes. Nash is taken to the psychiatric hospital to help him out with his illness. Nash was admitted to the hospital to see a psychiatrist where he was asked to talk about who he sees and what are his complications. During this interview Nash cuts his wrist to look for the implant that Parcher implanted and he discovers that its gone. The psychiatrist Dr. Rosen diagnoses Nash with Schizophrenia, and he receives 10 weeks of Insulin shock therapy, and is prescribes with anti psychotic medications. Upon returning home, the visions are suppressed, but so is every aspect of Nashs beautiful mind. He no longer can think right, feel right, or act right. He stops taking the medication, and loses another battle with his schizophrenia. Instead of going back to the hospital, he tries to battle the hallucinations on his own. He stops taking the medication, this is the turning point of the movie, where Nash learns how to really live his life, and therefore, his hallucinations come back again. As a result of not taking the medication has put Nashs family in danger. Alicia asks him to watch their baby at one point and he goes on with his hallucinations saying that Charles was watching the baby. Alicia becomes very frustrated and asks him to get back to the hospital, she calls Dr. Rosen but Nash runs after her and hurts her. As she was running away from the house Parcher asks Nash to finish her meaning kill her. The near accident with his wife and child changed the balance of power in his mind. Nash was suddenly faced with the prospect of being permanently committed to an institution. As Alicia tried to flee and report his behavior, Nash stepped in front of her car to prevent her from leaving. At that critical moment, a sudden insight appeared to heal him permanently. He said She never gets old. Nash had realized that during his hallucinations over the years, Marcee, Charles niece, had continued to be a little girl. It was a single lightning flash, which illuminated his entire mental landscape. The discovery was partly accidental and partly forced on him by his anxiety to avoid being committed to a hospital. Nash learns that life is more than making a discovery, or solving an equation. There is love and emotion involved; a wife, taking care of your baby, and the everyday joys of life. Instead of focusing on himself, John decides to go back to teaching classes, and shares his amazing knowledge with his students. All this, while ignoring the hallucinations that took over his mind. This is where an amazing inspirational quote is mentioned by Nash: Are the hallucinationsà ¢Ã¢â€š ¬Ã‚ ¦gone? No, but Ive gotten used to ignoring them, and as a result, theyve kind of given up on me. I think thats sorta what its like with dreams and nightmares. Weve gotta keep feeding them for them to stay alive His solution was to treat his demons as though they were real. He thanked Charles for being his best friend over the years, and said a tearful goodbye to Marcee. He told Parcher that he would not speak to him anymore. Gradually they troubled him less. Nash had to prevent new delusions from entering his mind. He used to humorously check with his students and colleagues whether they too could see his new visitors. He was checking for reality. Negative emotions always distort viewpoints and are accompanied by subtle feelings of discomfort. Despite the serious illness he had he worked hard and came up with the game theory and received a Nobel Memorial Prize in Economic Sciences

CD Recording :: Essays Papers

CD Recording CD recording has become increasingly popular for a number of reasons. For one, they are extremely cheap. With a mail in rebate it’s possible to get them for ten cents a disk. A lot of that is due to the simplicity in design. They’re slim. Which means they can be carried easily. A CD can store a vast amount of data. You could put the same information on one CD that it would take hundreds of floppies to hold. CD’s can be used in a wide variety of components. You can play them in your car stereo, on your home stereo, on your computer, in your DVD player, or even game consoles. This site was designed to help clear up some of the confusion that has to do with recording CD’s. We are going to look at some CD formats, different types of recording software, choosing media, and storage options. CD Formats With all of the different type of CDs available there are many formats. A good thing about recording software is it will handle all of the formatting details for you. But it still is an interesting topic to know. A quick summary of standards: Red Book physical format for audio CDs (aka CD-DA) Yellow Book physical format for data CDs Green Book physical format for CD-i Orange Book physical format for recordable CDs Part I CD-MO (Magneto-Optical) Part II CD-WO (Write-Once; includes "hybrid" spec for PhotoCD) Part III CD-RW (ReWritable) White Book format for VideoCD (often written "VCD") Blue Book CD Extra (occasionally used to refer to LaserDisc format) CD Extra a two-session CD, 1st is CD-DA, 2nd is data (a/k/a CD Plus) CD-ROM/XA eXtended Architecture, a bridge between Yellow Book and CD-i MODE-1 standard Yellow Book sectors MODE-2 may be of form-1 or form-2

Great Gatsby: American Dream

As time flows everlastingly on, the dreams which man builds Its self upon are prone to change. Throughout American history the American dream has changed from being one which inspired and fed the hopes of people all over the country, to the twenties' mangled interpretation of it, where everything revolved around money and status. This theme is expressed in multiple characters and more specifically Gatsby who is a prime example of such corruption.The untimely demise of Gatsby in F. Scott Fitzgerald The Great Gatsby, signals the unraveling of the American dream. In the beginning of the novel Gatsby dream is pure in its initial form. Starting out his dream is Just like any other's, one with glory and a better life for himself as he believed he deserved. Eventually he gain his dream of riches, this being reflected In his new life In the West Egg with his mansion being brand new apart from the Ivy coating It possesses along with his vast amount of lawn area. Fitzgerald 9) Gatsby pays spec ial attention to his lawn also, cultivating It as he did with his rise to fortune and controlling most details apart from one section allowed to grow wild, which was a Indo to see the inner turmoil of Gatsby. This anxiety within is helped by the fact that one of Gatsby driving notions in the book was to When the realization hits that Gatsby dream is becoming a false sense of its self, the reader is forced to look deeper into the character of Gatsby and who he really is.This leads to the discovery of Gatsby continually living in the past, often times fabricating a story to make himself seem more outgoing and distanced from what he truly is, leaving the reader wondering â€Å"if there wasn't something a little sinister about him after all. (Fitzgerald 69) These tendencies led Gatsby to boast about what materialistic Items he has today and what he can give himself and others. Such as when Gatsby Is feeling anxious about Daisy coming over for tea he mows his own yard for a sense of con trol then extends his control to also â€Å"[send someone] over to cut [Nick's] grass. (Fitzgerald 88) Eventually, Gatsby possessive feelings lead to the corruption of his dream of winning over Daisy because he begins to want to possess her as well. The final turning point In the novel relating to Gatsby distress with his dream is he climaxing fight between Tom and himself over Daisy. Gatsby being so corrupted now, that he yells and forces his supposed true love to tell her husband she never loved him. (Fitzgerald 139) In the end this actually pushes Daisy away more and back into the arms of her husband, Tom.Within Fitzgerald novel the American dream was once seen as a budding new concept but In the end failed to bloom due to the circumstances in which the characters, specifically Gatsby, took to find their route to their believed happiness. Great Gatsby: American Dream By Instrumentalists As time flows everlastingly on, the dreams which man builds its self upon are In the beginnin g of the novel Gatsby dream is pure in its initial form. Starting believed he deserved.Eventually he gain his dream of riches, this being reflected in his new life in the West Egg with his mansion being brand new apart from the coating it possesses along with his vast amount of lawn area. (Fitzgerald 9) Gatsby pays special attention to his lawn also, cultivating it as he did with his rise to fortune hat one of Gatsby driving notions in the book was to materialistic items he has today and what he can give himself and others.Such as when Gatsby is feeling anxious about Daisy coming over for tea he mows his own cut [Nicks] grass. † (Fitzgerald 88) Eventually, Gatsby possessive feelings lead to the The final turning point in the novel relating to Gatsby distress with his dream is the climaxing fight between Tom and himself over Daisy. Gatsby being so corrupted concept but in the end failed to bloom due to the circumstances in which the

Ethical Analysis of the Eight Mile Road Hearsay

Ethical Analysis of the Eight Mile Road Hearsay Restatement of the Facts I work as a nuclear engineer in the thermal-hydraulic analysis department of a company that builds reactors. During my analysis of a power plant, I had a telephone conversation with an engineer at the Eight Mile Road nuclear power plant about an incident that had occurred at Toledo. The power plant at Toledo had experienced a small over-pressurization.Advertising We will write a custom essay sample on Ethical Analysis of the Eight Mile Road Hearsay specifically for you for only $16.05 $11/page Learn More Consequently, the pressure relief valve opened in order to release steam and to reduce pressure. Unfortunately, the valve did not close, despite giving the indication that it was closed. As a result, the plant’s operator stopped high-pressure injection because of an apparent recovery of the system. However, this action was supposed to be taken only after the primary system had achieved a sub-cooled state. Based on the data obt ained from the power plant, the system was in a two-phase state. Consequently, it lacked adequate capacity to accommodate the termination of high-pressure injection. During the non-injection flow period, significant amount of fluid was lost. Nonetheless, the pressurizer continued to indicate high-pressure level. According to the operator, the core could have uncovered with the fuel being damaged if the incident had occurred in a reactor operating at full power and significant burn-up. Having spoken to the engineer, I wrote a memo describing the situation to my boss. The boss promised to forward the memo to his superior in order to warn similar plants. However, the memo was not forwarded since the information was not obtained through an official channel. I was advised to obtain an official memo describing the problem from the engineer at Toledo in order to continue pursuing the issue. Unfortunately, the engineer said that he could not write the memo immediately due to lack of time. A nalysis of the Situation In this situation, my actions had potential effects on several stakeholders. These include me as an engineer, the company that I work for, the employees of the plant, the community living around the plant, and the nuclear industry. I have various types of duties to each of these stakeholders. As an engineer in charge of thermal-hydraulic analysis, I have a duty to myself to perform my duties to the best of my abilities, as well as, to prioritize the health, safety, and welfare of the public. To the company that I work for, I have a duty to provide information that helps in improving the design and safety standards of all nuclear reactors.Advertising Looking for essay on project management? Let's see if we can help you! Get your first paper with 15% OFF Learn More I also have a duty to the employees working at the plant at Toledo, as well as, the community living around it. In this regard, my duty is to identify potential causes of acc idents and to ensure that appropriate actions are taken to address them. To the nuclear industry, I have a duty to serve the interest of the public in order to improve the image of the industry. Given the sensitivity of the incident at Toledo, I consulted a follow engineer in my department who emphasized the importance of using official communication channels to report imminent accident cases. My colleague stated that I needed to present an official document that describes the situation at Toledo in an objective and truthful manner in order to convince my boss to act immediately. Since I did not have an official document, I began to explore alternative courses of action, which included the following. First, I could persuade my boss to pass on the memo and to warn other plants of similar designs. In this case, I would highlight the seriousness of the problem in order to convince the boss to act immediately. Secondly, I could persuade the engineer at Toledo to create time and write th e memo immediately since averting an accident is more important than other assignments. This would enable my boss to take immediate action to prevent any accidents. Third, I could ignore my boss and forward the memo directly to other plants in order to warn them of an imminent accident. This would enable operators of similar plants to take preventive measures in time and avoid nuclear accidents. Fourth, I could go to the plant and investigate the problem. Consequently, I would be able to prepare and submit an official report to my boss to address the situation. Finally, I could write to the industry regulator about the incident and ask for immediate action to be taken to address the problem. The first course of action is based on the assumption that the boss would change his mind and pass on the memo by considering the seriousness of the problem. However, this might not have been the case if the boss disputed the facts about the incident. In option three, the memo would be rejected due to lack of factual material about the Toledo incident. Besides, ignoring my boss would strain our work relationship. The fourth option would not work since investigating the incident requires a lot of time. The fifth course of action would be inappropriate since I had not exhausted all internal means of addressing the problem. Thus, I would choose option two to address the situation.Advertising We will write a custom essay sample on Ethical Analysis of the Eight Mile Road Hearsay specifically for you for only $16.05 $11/page Learn More Overall Analysis of the Solution The second course of action would be appropriate since the engineer at Toledo would provide facts about the problem to enable my boss to make the right decision. This option fulfills the ethical values of responsibility and integrity. In particular, convincing the engineer to write the memo would enable us to access facts that would enable my boss to exercise good judgment. Additionally, t he facts would enhance accountability, truthfulness, and reliability in my work as I pursue the issue. In this regard, option two would enable me to fulfill my duties to various stakeholders. For instance, I would be able to provide my company with the correct information to facilitate improvement of safety in nuclear plants. Moreover, it would enable me to fulfill my duty of ensuring the safety of the community living around the Toledo power plant. Thus, I would convince the engineer at Toledo to write the memo immediately. If he refused, I would ask him to request one of his colleagues at the plant to write the memo. After receiving the memo, I would make recommendations for a change in the design of nuclear plants such as the one at Toledo. The changes would ensure that faulty pressure relief valves are replaced with functioning ones (USNRC). Additionally, I would ensure that all plants have functioning indicators for pressure level and pressure relief valves. Harris, Charles, M ichael Pritchard and Michael Robins. Engineering Ethics: Concepts and Cases. New York: McGraw-Hill, 2013. Print. Robinson, Simon, Ross Dixon and Christopher Preece. Engineering, Business and Professional Ethics. Oxford: Butterworth-Heinemann, 2008. Print. USNRC. Backgrounder on the Three Mile Island Accident. United States Nuclear Regulatory Commission, 28 Mar. 1979. Web.Advertising Looking for essay on project management? Let's see if we can help you! Get your first paper with 15% OFF Learn More

Corporal Punishment, There are Alternatives essays

Corporal Punishment, There are Alternatives essays "If you strike an animla its called cruelty. If you strike an adult its called asualt. But if you strike a child its called disapline." The man who said this may be unknown, but his reasoning behind the quote isn't. Corporalpunishment has become an all too common aspect of society. The implications of such discipline are still, for most of society, hard to accept or havent even been considered to being related to physical punishment. Spanking children unfourtunetly is still accepted. This paper will discuss the reasoning behind such punishment, why it's become a problem, and what should society use for an alternative. Many people today disagree with abandoning corporal punishment. Some say Spanking is an effective way to manage behavior. In some aspect this is true, however hitting children can lead ot an increase in misbehavior. A study preformed in 1997 shows that the more parents spanked children for antisocial behavior, the more the antisocial behavior increased. The more children are hit, the more likely they are to hit others including their spouses. Some like to use religious reasons to justify and defend their forms of punishment and discipline. In the bible from the book of Proverbs it reads, "Spare the rod and spoil the child' and I must obey God". However the bible justifies slavery, sexual discrimination against women, aswell as incest. Some parents like to use the idea that If we don't spank children, they'll grow up rotten. However in Nova Scotia and Europe, many countries have banned corporal punishment and the rate of violence is at a much lower one than the United States. Spanking children has become an ongoing cycle of destruction to future generations. Many adults who were spanked as a child many times have very distinct memories of times when they were disciplined. In 1995 the American Academy of Pediatrics preformed a study showing that spanking may be ineffective because it does not teach an alte...

English Essay Example

English Essay Example English Paper English Paper Five Sexes: Why Male and Female Are not Enough In the article, The Five Sexes: Why Male and Female Are Not Enough Fausto-Sterling claims that our culture is wrong to put people into categories as either male or female. Fausto-Sterling claimed that there are actually five sexes-and perhaps even more. She defines the sexes as male, female, hermaphrodites (herms), male pseudo-hermaphrodites (merms) and female pseudo-hermaphrodites (ferms). It has provided several insights that show diversity to be an element that is provided in societies but is in great contrast with the commonly accepted idea that there are indeed only two sexes that are present in the society. The diversity is shown to come from the genetic makeup of the individuals together with the environment which they live in. As the society becomes more mature and genetic make-ups produce a set of sexes, diversity comes about in for the people within it to have a greater sense of awareness. In the article, it is clearly shown that it is the society and the norms that are ass ociated with it which dictates what is normal. There are certain notions that are commonly accepted as to how one should act, live, and behave and any deviation from the rule would be considered in negative terms. To a certain extent, there is a boundary that is formed that limits who is accepted and who is not. More often than not, the characteristics that come in greater frequency or that which is considered to be the characteristics of the majority are the ones which are labeled as normal. Definitely, the article has provided several insights with regard to the five sexes that are present in the society. The coming about of these different sexes is due to the genetic makeup and the complicated reasons that are associated with the natural sciences as to how there are the so-called ferms, herms, and merms. However, there is a great role that the society plays because of the norms, values, and beliefs that they create over what is normal and what is not. There are particular sets of limitations that are provided and this makes the situation more complicated for the hermaphrodites. If I were to quiz someone on the article, my question would be: 1) What are the three categories for intersexes that Fausto-Sterling suggests and how are they defined Answer is: herms, merms, and ferms. Herms are those who possess one testis and one ovary, merms in the other hand are those who have testes and some aspects of the female genitalia but with no ovaries. Ferms are those who have ovaries and some aspects of the male genitalia but lack testes. English Essay Example English Essay English Essay I am passionate in learning and always feel joy when I try new things. Therefore I always want to learn alot and like to meet new people in a new places, and I like to do what I want to do. I have a bigger dream and ambition than anyone else. I will never satisfy with where I am but always moving forward to be successful, therefore to advance who I am and to step forward, I joined this program. I first started cooking when I was in high school. Since I was young, I always wanted to be a cook, was passionate in cooking, and I really liked it. It made me cook harder. Due to that, I ended up with acquiring licenses in Korean, Japanese, Chinese, Western, fugu, homemade bread. In addition, I joined various cooking competition and won the prise. I accumulated know-how and built my career by working in different fields of kitchen such as restaurants, buffet, hotel and etc. Therefore I can hold and fulfill my responsibilities no matter what I do or what kind of program I join. In this program, I want to learn more advanced hotel restaurants system and globalized cooking techniques, and through this program I will develop myself by building more extensive personal relations. I want to apply Korean food to advanced culture of United States, and lead the globalization of Korean food. There will be tremedous trials and errors, sufferings, and adversities, but I wont flop down and seek to next step forward. After I finish this program, I will be back to Korea and apply for a hotel in Korea. I will grow and develop myself based on lots of knowledges and experiences through this program. And I wont satisfy with what I am now, but will develop myself even more by maintaining and reinforcing my knowledge and skill that I have learnt. English Essay Example English Essay English Essay Essay Topic: Push Precious The Adventures Of Huckleberry Finn The Rime of the Ancient Mariner 2008 H I G H E R S C H O O L C E R T I F I C AT E E X A M I N AT I O N English (Standard) and English (Advanced) Paper 1 † Area of Study Total marks â€Å" 45 Section I Pages 2â€Å"8 General Instructions Reading time â€Å" 10 minutes Working time â€Å" 2 hours Write using black or blue pen 15 marks Attempt Question 1 Allow about 40 minutes for this section Section II Page 9 15 marks Attempt Question 2 Allow about 40 minutes for this section Section III Pages 10â€Å"12 15 marks Attempt ONE question from Questions 3â€Å"5 Allow about 40 minutes for this section 151 Section I 15 marks Attempt Question 1 Allow about 40 minutes for this section Answer the question in the English Paper 1 Writing Booklet. Extra English Paper 1 Writing Booklets are available. In your answer you will be assessed on how well you: ? ¦ demonstrate understanding of the way perceptions of the journey are shaped in and through texts ? ¦ describe, explain and analyse the relationship between language, text and context Question 1 (15 marks) Examine Texts one, two, three and four carefully and then answer the questions on page 8. Text 1 † Travel Memoir Book Cover (adapted) ? © Katrina Blowers, Pier 9, 2007 Question 1 continues on page 3 â€Å"2â€Å" Question 1 (continued) Text 2 † Travel Memoir: Extract adapted from Chapter One, Tuning Out YOUâ„ ¢RE MAKING THE BIGGEST MISTAKE OF YOUR CAREER, Katrina. Donâ„ ¢t even think for a second that youâ„ ¢re going to be able to stroll back into town and get a job anywhere near as good as this one. I push my bag under the seat in front of me and try not to think about those words. The small black backpack bulges a little and I give it a gentle kick to wedge it further in. Every stick of furniture I own has been packed away in a storage facility. My last breakfast radio show has gone to air. My final pay cheque is in the bank. Even my voice has been lost somewhere in Sydney after too many rowdy farewell parties. All the pieces of the life Iâ„ ¢ve been living have been put away. The loose ends are firmly tied. I am embarking on the trip of a lifetimeâ„ ¢, as lots of people keep telling me. Six months of travelling around the world. Itâ„ ¢s been planned for, saved for and talked about for years. I should be ecstatic. Why not wait until later These are your consolidating years, the most important ones of your entire career. Mess these up and you can kiss it all goodbye. I feel overwhelmed and confused. Instead of focusing on the amazing places I am going, all I can think about is what Iâ„ ¢m leaving behind. Itâ„ ¢s only for six months but right now it feels like an eternity. Iâ„ ¢m scared everything will be different when I get back and my place in everyoneâ„ ¢s lives will have shifted. Most of all, Iâ„ ¢m terrified my career achievements wonâ„ ¢t be worth anything, that Iâ„ ¢ll be forgotten and have to start again. Katrina Blowers ? © Katrina Blowers, Pier 9, 2007 Question 1 continues on page 4 â€Å"3â€Å" Question 1 (continued) Text 3 † Poem Darwin, 1967â€Å"1992 Arriving again after twenty-five years I step nose-first into falling Wet, dragging my body behind: a heavy tail, wagged by a thousand scent-trails that point back into the fragrant invisible past. Nothing has changed except the visible: my childhood Galapagos* of stilt-houses and louvres and rusting tin roofs redecorated by a famous cyclone, become the newest suburb of the South, fitter to survive, but more interior, smelling only of the absence of smell, or the scent-sachets of hire cars and deodorised motel rooms. For years I have travelled everywhere except back, travelled to postpone many things, not least boredom, travelled to avoid meeting myself, travelled also to narrow the mind, to reconfirm each disappointing destination â€Å" including, finally, this. Yet the town somehow survives the city. It fills the nose like a childhood dunked in scented tea, it seeps from the thick-ply landfill of the past, a ghos tly methane, bringing back to the odourless present its most sacred site: a slatted stilt-house that still waits in the sudden tropical night at the end of each adventure, lit from within * Galapagos A group of islands in the Pacific Ocean Question 1 continues on page 5 â€Å"4â€Å" Question 1 (continued) Text 3 † Poem (continued) like a home: a beacon, a ribbed and shining lantern held above the dark and above the green. This is the travel-gift I choose for myself, wrapped in a moist nostril-pocket, tucked against the warm underbelly of the brain as I step backwards onto the plane dragging my nose behind me, and this quicksilver Beagle detaches from the sticky gravity of my precious island and I would glance back once more but cannot, for the Wet is falling again outside the cabin. Inside, perfumed women distribute scented steaming towels to wipe the face clean, and the nose is overwhelmed by the freshness of the here and now, and the past which was present is obscured, nearly completely. Peter Goldsworthy Darwin, 1967-1992 by Peter Goldsworthy, Harper Collins Publishers, 1996, Reproduced with kind permission of Curtis Brown Literary Agents Question 1 continues on page 6 â€Å"5â€Å" Question 1 (continued) Text 4 † Short Story Extract Awaiting copyright Question 1 continues on page 7 â€Å" 6 â€Å" Question 1 (continued) Text 4 † Short Story Extract (continued) Awaiting copyright Question 1 continues on page 8 â€Å" 7 â€Å" In your answer you will be assessed on how well you: ? ¦ demonstrate understanding of the way perceptions of the journey are shaped in and through texts ? ¦ describe, explain and analyse the relationship between language, text and context Marks Question 1 (continued) Text one † Travel Memoir Book Cover (a) Identify one visual feature of the book cover that highlights an aspect of Katrina Blowersâ„ ¢ journey. 1 Text two † Travel Memoir Extract (b) Explain briefly how the author uses language to communicate her ideas about the journey to the reader. 2 Text three † Poem (c) What reflections does the poem offer on returning to the place where one grew up Support your answer with detail from the poem. 3 Text four † Short Story Extract (d) Analyse the language techniques used to establish the motherâ„ ¢s journey to acceptance of the stranger. 4 Texts one, two, three and four † Travel Memoir Book Cover, Travel Memoir Extract, Poem and Short Story Extract (e) In your view, which two of these texts most strongly represent the uncertainties of journeys Explain your view with reference to TWO texts. 5 End of Question 1 â€Å" 8 â€Å" Section II 15 marks Attempt Question 2 Allow about 40 minutes for this section Answer the question in a SEPARATE English Paper 1 Writing Booklet. Extra English Paper 1 Writing Booklets are available. In your answer you will be assessed on how well you: ? ¦ express understanding of the journey in the context of your studies ? ¦ organise, develop and express ideas using language appropriate to audience, purpose and context Question 2 (15 marks) You have been invited to contribute a piece of writing for ONE of the sections in this book. Journeys Contents Memoirs Speeches Stories Choose ONE of the options below for your contribution. (a) Compose a memoir entitled Elsewhereâ„ ¢. OR (b) Compose a speech entitled The Perfect Circleâ„ ¢. OR (c) Compose a story entitled The Curious Travellerâ„ ¢. â€Å" 9 â€Å" Section III 15 marks Attempt ONE question from Questions 3â€Å"5 Allow about 40 minutes for this section Answer the question in a SEPARATE English Paper 1 Writing Booklet. Extra English Paper 1 Writing Booklets are available. In your answer you will be assessed on how well you: ? ¦ demonstrate understanding of the concept of the journey in the context of your study ? ¦ analyse, explain and assess the ways the journey is represented in a variety of texts ? ¦ organise, develop and express ideas using language appropriate to audience, purpose and context Question 3 (15 marks) Focus † Physical Journeys A strong human spirit is essential for a physical journey. Is this your view Write a persuasive response referring to representations of physical journeys in your texts. In your response, refer to your prescribed text and TWO other related texts of your own choosing. The prescribed texts are: Prose Fiction â€Å" Mark Twain, The Adventures of Huckleberry Finn Drama â€Å" Michael Gow, Away Poetry â€Å" Peter Skrzynecki, Immigrant Chronicle * Immigrants at Central Station, 1951 * Feliks Skrzynecki * Crossing the Red Sea * Leaving home * Migrant hostel * A drive in the country * Post card Nonfiction â€Å" Jesse Martin, Lionheart Film â€Å" Phillip Noyce, Rabbit-Proof Fence â€Å" 10 â€Å" Question 4 (15 marks) Focus † Imaginative Journeys A strong human spirit is essential for an imaginative journey. Is this your view Write a persuasive response referring to representations of imaginative journeys in your texts. In your response, refer to your prescribed text and TWO other related texts of your own choosing. The prescribed texts are: Prose Fiction â€Å" Orson Scott Card, Enderâ„ ¢s Game Drama â€Å" William Shakespeare, The Tempest Poetry â€Å" Samuel Taylor Coleridge, Samuel Taylor Coleridge: The Complete Poems * The Rime of the Ancient Mariner (1834) * This Lime-Tree Bower My Prison * Frost at Midnight * Kubla Khan Nonfiction â€Å" Melvyn Bragg, On Giantsâ„ ¢ Shoulders Film â€Å" Robert Zemeckis, Contact Please turn over â€Å" 11 â€Å" In your answer you will be assessed on how well you: ? ¦ demonstrate understanding of the concept of the journey in the context of your study ? ¦ analyse, explain and assess the ways the journey is represented in a variety of texts ? ¦ organise, develop and express ideas using language appropriate to audience, purpose and context Question 5 (15 marks) Focus † Inner Journeys A strong human spirit is essential for an inner journey. Is this your view Write a persuasive response referring to representations of inner journeys in your texts. In your response, refer to your prescribed text and TWO other related texts of your own choosing. The prescribed texts are: Prose Fiction â€Å" J G Ballard, Empire of the Sun â€Å" Louis Nowra, Cosi Drama Poetry â€Å" Ken Watson (ed.), At the Round Earthâ„ ¢s Imagined Corners * Sujata Bhatt, The One Who Goes Away * Ivan Lalic, Of Eurydice ? * Gwyneth Lewis, Fax X * Mudrooroo, A Righteous Day * Janos Pilinszky, The French Prisoner * Vittorio Sereni, A Dream * Xuan Quynh, Worried Over the Days Past Nonfiction â€Å" Sally Morgan, My Place Film â€Å" Roberto Benigni, Life is Beautiful End of paper â€Å" 12 â€Å" ? © Board of Studies NSW 2008 English Essay Example English Essay English Essay Compare and contrast Jane Eyre to Bertha Mason Jane Eyre is a very famous novel written by Charlotte Bronte in the Victorian era. There are a lot of characters in this novel. They come from different social classes and have different personalities. The main character in this novel is Jane Eyre. She comes from a different class and finds herself fall in love with Mr. Rochester who is the husband of Bertha Mason. Jane Eyre and Bertha Mason come from different background and have very different characters. Although they are different, we find in the novel that they themselves are somehow similar. There are some common aspects between Jane and Bertha. By looking to their past, we can find that these two women are similar. In Janeâ„ ¢s childhood, she was lonely, isolated child and no one accepted her neither her family, nor her society. She was not accepted anywhere. She was rejected by her society because her lack of status and money and she was not fit with servant because her relationship with the Reeds. The same can be seen with Bertha mason. She was not accepted anywhere when she was young. She was British who was born in The West India. This alienated her from both classes as a result of being born in the middle and making her belongs to the half of both, not a whole. Next, the character who links between Jane and Bertha is Mr. Rochester. Both of them are dependent on him. Jane as a governess works under his employ. Bertha on the other hand, is Mr. Rochesterâ„ ¢s wife. Mr. Rochester loves Jane, and scorns his wife Bertha. In addition, the most common thing they share is their attitude toward man. During the novel, both Jane and Bertha were influences by male power. They refused to be subjected to men. Jane asks for a relationship based on equalities, similar hearts and souls in the eye of God. She refused to be Mr. Rochesterâ„ ¢s mistress. If she accepted to be, her attitude toward marriage and equality between man and woman will be gone. Men will have the power and the ability to make women under their control and Jane doesnâ„ ¢t want this to happen. Also, Jane told Mr. Rochester that human beings face some conditions in which they become angry, upset or happy. She told him to not have that acceptation of being happy all the time, smiling or acting as an angle. Sometimes she is happy, others she is not and this is the nature of human beings. Bertha on the other hand, refused to be subjected to male power. For example, the times that she sat fire during the novel, when she sat a fire in Mr. Roch esterâ„ ¢s room and he was saved by Jane and when she sat a fire and burned Thornfield. The fact the that Mr. Rochester was trapped by a woman and saved by another shows that women try to be involved in menâ„ ¢s world and they want to change the societyâ„ ¢s view toward women. Even though both Jane and Bertha share things in common, the differences between the two are many. Their reaction toward the things they faces, make them different from each other. On the first hand, Jane is an orphan, not that pretty, lonely and isolated child. Despite the fact that she lives with her wealthy relatives, Jane grew up in poverty. When Mrs. Reed, her aunt, locked her in the Red Room, Jane learned or became aware that it was a hard time when she gave up to her emotions. Being locked in the Red Room symbolizes the society locking Janeâ„ ¢s emotions and freedom. She cannot express her passion and feelings because women at that time, Victorian era, donâ„ ¢t have the freedom to do so. She allowed her emotions to control and guide her when she was in the Red Room. By doing that, she became another person and she lost sight of herself. This frightening experience became a turning point for Jane. She started to change and control her passions and emotions. She is stron g and self assured woman. Her belief in women rights and social equalities challenged the idea of being controlled under menâ„ ¢s power. She became an educated person. She worked at Lowood School for few years and then she worked as a governess at Thornfield. There she fell in love with Mr. Rochester who is from different social class. She is not socially equal to him and they have many differences but both of them saw themselves in each other. On the other hand, Bertha is very beautiful woman and comes from a rich family. She is the wife of Edward and the daughter of a wealthy West Indian family. She has dark hair, dark eyes and was surrounded by admirers. She met Mr. Rochester and he liked her from the first look and he married her in his youth. Both of them were young and married without knowing each other or thinking of their future. She didnâ„ ¢t marry Mr. Rochester by her own well. Both Berthaâ„ ¢s and Edwardâ„ ¢s families placed them in that situation. Bertha as a woman who lived in the Victorian time she couldnâ„ ¢t refuse but comply. She shows that women are controlled by men and they treated as inferior. Mr. Rochester, on the other hand, was pressured into this marriage by his family. After the marriage, he discovered that Bertha is immoral person. She is insane, more animal than a human, as he described her, and very passionate one. Her passion leads her t o be violence and mad person. That was the r eason why Mr. Rochester put her in the third floor. Her society rejected her and she married out of her well. All these turned her to that mad woman who is controlled by her passions. In the conclusion, Jane Eyre and Bertha Mason are two different characters who have different personalities, attitudes and reactions toward the issues they face. But in somehow in the novel both of them share things in common. .

Issues in Financial Reporting Essay Example | Topics and Well Written Essays - 2750 words

Issues in Financial Reporting - Essay Example According to the article, the off–balance sheet financing and pension fund accounting disclose only net liability and asset which lean to misrepresent the balance sheet and create confusion for the investor. Finally there is an issue of electronic accounting. The article states that traditional financial reporting system must move to electronic database format for making analysis easy and correct. Stage 2: Substantive Issues Credit Crisis In the year 2008, the International Accounting Standards Board (IASB) took a series of steps towards resolving the problem of credit crisis. IASB has identified the need to concentrate on new market development to simplify the International Financial Reporting Standards (IFRS). IASB mainly targeted the proposal of Financial Stability Forum (FSF). IASB directly observed the development of US accounting standards to avoid pointless contradiction in accounting in IFRS and GAAP (IASB, 2008). IASB has assigned the following steps: 1. Fair Value Me asurement: IASB has drafted guidelines on fair value measurement of financial instrument in market that are not active anymore. In the process of fair cost measurement IASB has formed a panel which includes expert advisors who will examine the fair cost measurement application. The expert advisors are selected according to practical experience of current market environment. The panel formed by IASB helps to review the valuation process. IASB requested the panel to judge the probable development to the regulation on ‘valuation and disclosure of financial instruments’ but in the mean time not to disclose the aptness of fair value as an approach to evaluate a particular type of financial instruments (IFRS Foundation, 2008). 2. Disclosure of Financial Instrument: IASB worked directly with FASB (Financial Accounting Standards Board) to formulate a common approach which was related to the issue of valuation of financial asset and liability. IAS 32 provides guidelines of the d isclosure about financial instrument, including information of fair cost are shown below: I. The financial asset should be disclosed at fair cost through profit or loss and must be shown separately (Ellis, 2007). II. The financial liability should be considered at amortized cost. In case of loan, the liability must disclose the maximum exposure to credit risk of any loan taken, or similar exposure to credit risk. Liability should disclose the amount of change in fair value of any associated credit or related instrument that has happened during the period when the loan was designated (Ellis, 2007). III. Financial instrument also disclose held–to–maturity investments, available– for – sale financial assets and receivables (Ellis, 2007). 3. Reclassify Financial Instrument: IASB has identified the need to scrutinise the accounting principles of IFRS for financial instruments. IASB has published a report which reflects on the possible alteration of IAS 39 stan dards (IASB, 2008). In the year 2008, IASB published a discussion paper which reflexes public statements about reducing complexity in

Hitler's table talk Term Paper Example | Topics and Well Written Essays - 1250 words

Hitler's table talk - Term Paper Example Despite the almost evil and cynical conceptions that we might have of Hitler, it is still irrefutable that to be able to attain such status, one has to have the charisma and the mental faculties that exceeds normal standards. The book Hitler’s Table Talk offers a different side to Adolf Hitler confined throughout the most important years of his life. The book, derived as transcripts from Hitler’s conversations which extend to the Second World War focuses on the man that controlled Germany. It is divided into five parts, each with its encompassing dates and in reference to the private conversations that he had before his gruesome death of his subsequent fall. There are many controversies surrounding this book but there have been reliable people who have vouched for the authenticity of the recordings for which they are based. There is also the bigger issue of the translations of whether or not they were properly translated but in either case they are interesting for they offer a deeper insight into the mind of Adolf Hitler. What is interesting about Hitler is that he is not a man born into fame and fortune. He was someone who worked his way until an opportunity came for him. He was no even a German per se but an Austrian and his ideals were for a better country and a better future initially. He is as the most common progress of dictators goes someone who had a vision and who wanted for his vision to be a reality. But along the way one thing lead to another which leads to the next and gets off track. The Ideologies Part one begins with the distinction given between Russia and the Aryans. It is an attempt to differentiate the two and how the system proliferated by Bolsheviks and the Stalinists do not work as it is in direct contravention of the very nature of Russia. It is even not without a jab at degrading by referring to the Western distinction given to it as a ‘State.’ This is a clear indication of the second-class view of Russia in t he eyes of Hitler; in contrast, Aryans are portrayed in a very positive light. They are described as being very active in their work and that it does not stop there for they are intelligent beings as well who are not easily satisfied with what is happening in front of them lest there is manifest improvement. Even a positive attribute of being dedicated to work is exaggerated into one of a workaholic and this is instigated as a problem for the race. Analogies are given where Italians are like ants when it comes to diligence and Russia’s civilization is synonymous with vodka. The fascist movement simply is not most appropriate solution for Russia. Hitler’s contemplation on the nature of God and a supreme being is arguably the most interesting of the transcriptions. What we all know is that the genocide that happened in Auschwitz was a product of religious hate as it was bigotry of the utmost form. He does not offer insightful thoughts that are not altogether new nor are they any less refreshing. â€Å"I think the man who contemplates the universe with his eyes wide open is the man with the greatest amount of natural piety: not in the religious sense, but in the sense of an intimate harmony with things† (Cameron and Stevens, p.5). Taken into the weight of these words without any historical referencing, one cannot be denied of the idea that this is not something repulsive. On the contrary, it is a very logical and rather sensible. It is merely an affirmation of a very natural outlook that goes deep

Should SDSu student use ADHD drug to help them study Essay

Should SDSu student use ADHD drug to help them study - Essay Example On the other hand, there are students who abuse these drugs by taking them even though they do not have the condition. This is very common among students who have high expectations to excel. Despite the significant risks associated with ADHD drugs, some students take them without proper medical advice in order to cope with high expectations and academic standards. Even for students with ADHD, the drugs only improve concentration and attention but do not help when it comes to studying. Preliminary investigations show that the primary motive as to why students take ADHD drugs is for study help. Since ADHD drugs are one of the most abused drugs among students, the current paper examines whether SDSu students should use these drugs. Using ethical and logical (health concerns) arguments, we argue that only students with special needs, having been examined by relevant specialists, should be allowed to take ADHD drugs. Application of Appeal of Logic Attention Deficit Hyperactivity Disorder (ADHD) was originally believed to be a pediatric condition. Children who suffer from ADHD continue experiencing the symptoms even in adulthood. Adderall is the most common prescribed drug for students with ADHD, with Ritalin and Dexedrine. . ADHD stimulant is a legal drug as compared to other illegal drugs sold on the street. When one buys these drugs, it is evident that dirty druggies like those who prepare cocaine do not prepare the drug. Therefore, SDSu students with special needs should use ADHD drugs because most people trust the drug’s medical founding. It is quite evident that medical experts would not deceive the public about the ADHD stimulant quality. ADHD drugs are perceived to be stimulants because they expand dopamine in the brain. There has been an increase in the consumption of ADHD stimulants in the United States of America that is, individuals’ expenditure on these drugs rose from 83% to 90% from the year 1993 to 2003. The increase in consumption of th ese drugs does not only apply in United States but also the rest of the world. Usually, students use these drugs to curb exam pressures since sleepiness and fatigue makes it hard for students to study. However, students use these drugs not necessarily to score high but to concentrate during study. In addition, using the ADHD stimulants is not legal because Adderall is a controllable stimulant just like cocaine (Oremus, 2013). Application of Appeal of Emotion Research indicates that some students take ADHD stimulants for the right reason. Students use these stimulants to encourage positive outcomes: good and high grades. For instance, Oremus (2013) explains that these drugs allow one to hold attention for long hours when performing a task. The stimulants also increase individuals’ ability to remember, multitask, and to be faster in handling activities. Crusius and Channell (2010) claims that taking ADHD drug helps students think better and perform successfully and professional ly in schoolwork. However, ADHD drug is for individuals who want success in their work towards achieving their goals. According to Oremus, (2013), Cambridge undergraduate students who employ ADHD drugs in their studies and their consumption has resulted to enhancements such as recollecting of information within a short duration and planning capabilities. If a student wants to experience a

Radio and mobile communication Essay Example | Topics and Well Written Essays - 2500 words

Radio and mobile communication - Essay Example tems developed in the first generation category were incompatible with one another for the reason that all they were operating at different frequencies. For this reason, mobile users had to change their mobiles when they moved to different countries. Since this generation was based on FDMA standard that why it supported only limited roaming and capacity. Hence, in order to deal with the problems of 1st generation, a new generation of mobile computing evolved in the 1990s known as 2nd generation of mobile networks (Joshi, 2012; Patil, et al., 2012). The design process of 1st generation cellular networks started in 1980 but the actual implementations of these networks appeared in early 1991 and continued until the 2nd generation appeared. Basically, this generation included the majority of currently used ubiquitous cellular networks. As compared to 1st generation networks, 2nd generation networks depended completely on analog FM and FDMA. Some of the well-known techniques used by 2G standards included Code Division Multiple Access (CDMA) and digital modulation formats with Time Division Multiple Access (TDMA). These systems are normally known as Personal Communications Service (PCS) in the United States. In this scenario, three TDMA standards (GSM, IS-136, and PDC) and one CDMA standard (IS-95) are believed to be the well-known standards of 2G networks (Joshi, 2012; Patil, et al., 2012). One of the major problems with 2G technologies was that it used circuit-switched data modems for this reason data users were limited to a single circuit-switched voice station. As a result, data transfer rate reduced to a very low rate. In fact, the majority of 2G networks supported a data transfer rate of 10 Kbps for all kinds of users. In this scenario, 2G networks were unable to support sophisticated short messaging capabilities and effective Internet browsing and. Short Messaging Service (SMS) is a popular feature of GSM. Thus, in order to help 2G standards overcome

Transition to democracy Essay Example | Topics and Well Written Essays - 1250 words

Transition to democracy - Essay Example The new political institutions such as the electorate and form of government set up must be voluntaristic, whereby the people contribute to their outcome. Centralization of these is essential in order to promote public policy, rather than personal interests (Lijphart 163-164). Democracies must have functioning political parties and electorate systems as these are the foundation of democratic rule. In this country, a multi-party system is the best approach for political parties. Choosing this ensures that citizens can determine whom they want to govern the country. Unlike a two-party system, a multi-party system gives full representation to the people, especially considering the ethnic diversity of this country (Lijphart 168-170). In this country therefore, multi-party will help in addressing the issue of multi-ethnicity. The most appropriate electorate system for this new democracy is the proportional representation. This allows for the political equality, minority participation, a participatory leadership, and the consideration of the preferences of voters in the polity. Proportional electorate therefore enhances equality and fairness. Unlike majority system, which focuses on the effectiveness of governance only, representation system focuses on effective governance as well as the representation of the minority in the polity. Proportional representation leads to the satisfaction of citizens in their country governance. This system is in alignment with democracy as it allows for personal choice, which is an individual’s right, and allows voting for personalities, and not manifestos. It is also a simple system, which is easy to understand. In addition, this formula has an integrating and concentrating effect for electors and society. The electioneering process must be conducted carefully by th e legislature, which

Math vs English Essay Example | Topics and Well Written Essays - 500 words

Math vs English - Essay Example This essay discusses that Math is a field of science that deals with counting, numbering, and different sorts of calculations. Math is applied in almost each and every deal in the everyday life. The knowledge of Math, at least basic, is necessary in order to be able to buy or sell things independently. The knowledge of Math helps an individual estimate the profit or loss made in a deal. Math is one of the oldest fields of science. Math is applied in a variety of other fields of science that include but are not limited to Physics and Chemistry. Math is one of the most fundamental and essential subjects taught in the coursework of Engineering. To facilitate the calculations, various tools have been introduced in the market including calculators and computers. Sometimes, Math is also used as a language e.g. binary language used in computers. Math is a very interesting subject taught in schools. English is a language. The importance of English can be estimated from the fact that it is an international language. In the present age of globalization, the importance of developing competence in English cannot be overemphasized. One needs at least basic knowledge of English language in order to be able to use a computer. English is a very easy and interesting language. While the basic format of the language is the same, English is spoken in a variety of accents in different parts of the world. There is a British accent, an American accent, and an Indian accent of English among others. The English language has modified over the passage of time in grammar, words, and dialect. Most international courses are delivered in the English language to enable a wider population of students to participate in them.

Radio and mobile communication Essay Example | Topics and Well Written Essays - 2500 words

Radio and mobile communication - Essay Example tems developed in the first generation category were incompatible with one another for the reason that all they were operating at different frequencies. For this reason, mobile users had to change their mobiles when they moved to different countries. Since this generation was based on FDMA standard that why it supported only limited roaming and capacity. Hence, in order to deal with the problems of 1st generation, a new generation of mobile computing evolved in the 1990s known as 2nd generation of mobile networks (Joshi, 2012; Patil, et al., 2012). The design process of 1st generation cellular networks started in 1980 but the actual implementations of these networks appeared in early 1991 and continued until the 2nd generation appeared. Basically, this generation included the majority of currently used ubiquitous cellular networks. As compared to 1st generation networks, 2nd generation networks depended completely on analog FM and FDMA. Some of the well-known techniques used by 2G standards included Code Division Multiple Access (CDMA) and digital modulation formats with Time Division Multiple Access (TDMA). These systems are normally known as Personal Communications Service (PCS) in the United States. In this scenario, three TDMA standards (GSM, IS-136, and PDC) and one CDMA standard (IS-95) are believed to be the well-known standards of 2G networks (Joshi, 2012; Patil, et al., 2012). One of the major problems with 2G technologies was that it used circuit-switched data modems for this reason data users were limited to a single circuit-switched voice station. As a result, data transfer rate reduced to a very low rate. In fact, the majority of 2G networks supported a data transfer rate of 10 Kbps for all kinds of users. In this scenario, 2G networks were unable to support sophisticated short messaging capabilities and effective Internet browsing and. Short Messaging Service (SMS) is a popular feature of GSM. Thus, in order to help 2G standards overcome

Math vs English Essay Example | Topics and Well Written Essays - 500 words

Math vs English - Essay Example This essay discusses that Math is a field of science that deals with counting, numbering, and different sorts of calculations. Math is applied in almost each and every deal in the everyday life. The knowledge of Math, at least basic, is necessary in order to be able to buy or sell things independently. The knowledge of Math helps an individual estimate the profit or loss made in a deal. Math is one of the oldest fields of science. Math is applied in a variety of other fields of science that include but are not limited to Physics and Chemistry. Math is one of the most fundamental and essential subjects taught in the coursework of Engineering. To facilitate the calculations, various tools have been introduced in the market including calculators and computers. Sometimes, Math is also used as a language e.g. binary language used in computers. Math is a very interesting subject taught in schools. English is a language. The importance of English can be estimated from the fact that it is an international language. In the present age of globalization, the importance of developing competence in English cannot be overemphasized. One needs at least basic knowledge of English language in order to be able to use a computer. English is a very easy and interesting language. While the basic format of the language is the same, English is spoken in a variety of accents in different parts of the world. There is a British accent, an American accent, and an Indian accent of English among others. The English language has modified over the passage of time in grammar, words, and dialect. Most international courses are delivered in the English language to enable a wider population of students to participate in them.

Language spoken Essay Example for Free

Language spoken Essay England is filled with a mixture of different dialects and pronunciation. Every area or city has its own dialect pronunciation and specific words only used in that area for example in east London innit. The closer the areas are the more similar they are. In addition people living in a specific area have their own peer groups; these peer groups have their own sociolect. Sociolect basically, means language spoken by a social group, social class or subculture. In this regards it differs to the dialect of that area slightly. Every person in that peer group has their own idiolect. Idiolect means a variety of language unique to an individual. It is manifested when that person chooses the word phrases or idioms which are unique to an individual. The idiolect you speak is influenced by many factors, for example the area you live in, where you are from and who is in your peer group. These could happen simultaneously which will make your idiolect even more unique. I believe that your idiolect is mainly changed by your geographical location. My idiolect has been changed drastically through the years I have been living. Even though I was born in the UK the first language I was taught was Farsi, this was minor setback however I was able to overcome this issue. As I was sent to school, I renovated this issue and I was able to distinguish both languages and I usually never had to code switch. As I grew my knowledge on the English language increased considerably, however my amount of Farsi I knew increased at a really steady pace. This is because in school I was improving my English as it was a requirement at home this didnt happen a lot, my parents only wanted me to know the basics of my language and that was satisfactory for them. In addition my mum and dad wanted me to fit into society better. They done this by the process of primary socialisation, they told me not to swear, not to code switch so that I do not have to be deviant in school and to speak in standard English. At a very young age of 6-7 I was slightly getting confused with the English language. This is because as I spent time with my peer group they taught me their sociolect, at the time I wasnt educated on this topic enough. For example one day my friend told me when we were inside to Look out as there was a ball flying towards our window at a high speed. As I was not educated, I thought he literally meant for me to look outside luckily I did look outside but the ball missed me. This use of a phrasal verb confused me; this is because phrasal verbs also confuse non-native speakers and I wasnt that educated on this new type of dialect. At this time I started to mix both standard English and my sociolect until I reached 8 years old. At this time I was able to make out the type language I should use in school, the one I should use with my friends and the one I should use at home. Even though I was able to differentiate when to speak each language I still had problems. My English at this time was getting better day by day however my Farsi improvements came at a standstill. When I use to speak to my parents, and I could not find the correct term in Farsi, I had to say it in English. This caused me to code switch even more. This automatically made me speak a mixture of English and Farsi when I went home. Did not finish (deliberate), Mrs Hart please tell me what I should add to improve; what I can to make it even better. I was going to talk about my transcript however I am unable as I want to know the mistakes I have made so that I can make it better with the transcript By Wariss Tamim 10. 8.

Issues Affecting Teaching and Learning

Issues Affecting Teaching and Learning The purpose of this assessment is to demonstrate an understanding of pupil learning in relation to learning theories and establish links between effective pupil learning and teaching strategies. In this essay, I will address the key issues that impact on effective teaching and learning strategies for learners of business studies in secondary school. In doing this, I will refer to my own experience and observations in the classroom and to lessons given as well as to objectives and evaluations. I will also refer to learning and pedagogical theories, curriculum, standards and policy documents that inform practice. I will use examples from two specific lessons, on profit and loss and personal budgeting and, from these examples, establish links between theory and practice. It is first of all useful to begin with an understanding of the curriculum expectations of the teaching of business studies and the changes that have occurred over the past thirty years and also in light of recent reforms that aim to â€Å"raise the education and skills levels of students by delivering a curriculum which gives life and social skills,† and prepares students â€Å"for a fast-changing worl d† (Department for Children, School and Family, 2008). Curricular knowledge, as well as subject and pedagogical knowledge are the â€Å"three important aspects† (Hammon, 2005, p. 26) a teacher needs to understand and master. The aim of recent reforms in the education of young people is to make â€Å"education more relevant to todays world.† As such, business studies and the core skills of ICT have become a priority in preparing young people for higher study and employment. This strong shift towards education as preparing students for employment, further study, and becoming citizens in a globalised world, demands that secondary education be used to foster the development of students in terms of their practical and vocational potential. This shift raises, yet again, all the great pedagogical questions (Jephcote and Abbott, 2005) which teachers may not be able to answer, but will nonetheless help in understanding the purpose of teaching business studies in the way informed by government policy and to guide teachers – both experienced and novice – in understanding why and how to best teach their subject. These pedagogical questions concern whether business, career and work-related education in schools should meet the demands and needs of the individual learners or of â€Å"society and economics† in general. These questions also consider whether schools should be concerned with changing society or â€Å"preserving the social order,† whether career and work-related education should be a vehicle for preparing good and morally responsible social individuals, and whether education should prepare learners for their life after school or simply teach students how to successful learners (Jephcote an d Abbott, 2005, p. 6). These questions seem to raise conflicting ideas and goals, but they are mutually supportive: learners who enjoy the learning experience for its own sake will also be able to better employ the concepts, facts and skills learnt beyond their schooling. In any case, the very basis of career and work-related education is founded on instrumental value, regardless of whether or not students students find any intrinsic value in it, any value in learning for the sake of learning, that is. In terms of instrumental value, employers have expectations that career and business education will provide them with a capable and skilled workforce. Students need to gain knowledge and skills that will make them somehow useful in society. Hence the strong shift in policy focus: in 2005, employers were less than satisfied with the level of business awareness that school leavers and graduates had brought to the workforce (Kelly, 2005, p. 21). But apart from employers, both parents and students themselves also hope to gain some instrumental value from their study of career and work-related subjects: they want to become successful at finding jobs. As far as the schools part in all of this, and by extension the teachers, there is a â€Å"legal responsibility† to provide opportunities for â€Å"careers education, work-related learning and enterprise and financial capability† at key stages 3 and 4 (Department for Education and Employment and Qualifications and Curriculum Authority, 1999). By thus understanding the focus of government policy and curriculum expectations teachers then need to find their own ways of improving student outcomes, all the while working within their preferred ideological or pedagogical frameworks and holding their personal beliefs about education and their role as teachers, while taking into account the preferences of students. In light of all this policy change and reform, teachers effectively become â€Å"agents of† decisions made by others, instead of controlling decisions that will impact on their classrooms (Cohen, 2005, p. p. 16). Teachers, instead of feeling threatened by this, find comfort and confidence in knowing exactly what is expected of them and their students. Policy, frameworks and standards provide an excellent scaffolding for teachers to develop their own teaching objectives within the strict framework. After all, when it comes to teaching, â€Å"the way you do it is just as important as what you do† (Kyriacou, 2001, p. 31). It is an acknowledged pedagogical trait that effective teaching of a given subject is influenced by a teachers confidence in the chosen teaching method and resources used as well as a clear understanding of the principles behind lesson objectives, just as much as it is the teachers subject knowledge and expertise. Similarly, effective learning is influenced by student confidence in the teacher and knowledge taught, as well as the freedom to learn via different learning strategies and the ability to control their learning process. A confident teacher will have a clear understanding of pedagogical frameworks and curriculum expectations and also be sensitive to student needs and preferential learning styles (Kyriacou, 2001). When it comes to teaching and learning business awareness, learners will often have to master quite new concepts, such as profit, cost, revenue and budget. As such, teachers might intuitively respond to this need by understanding their role as one in which they must â€Å"impart† or â€Å"transmit† the knowledge that they have about the subject to the students who do not yet have this knowledge. In fact, this understanding of teaching is in line with Wood (1997) who offers four ways of teaching in a type of hierarchy. The first, that of teaching as imparting knowledge, fits into an objectivist (Fox, 1983) understanding of knowledge as something that exists independently of the knower. The process of acquiring knowledge then, is simply one which involves learning something that already exists. According to Wood, as a teacher becomes more experienced, so too will their chosen mode of teaching become more complex. From the understanding of teaching as imparting knowledge, the teacher develops that understanding to teaching as preparing students to use knowledge, teaching as providing opportunities for students to explore different perspectives, and finally, teaching as preparing students to be reflective (Davies and Brant, 2006, p. 182). In the case of teaching profit and loss, a teacher, especially a novice teacher, might well see that these concepts already exist in the world business and the best way to deliver this knowledge to students is when they act as expects who impart this knowledge. This understanding of teaching was observed in a lesson on profit and loss (Appendix I). The lesson objectives were stated as thus: Students should be able to define profit and loss; Students should be able to explain the relationship between turnover, cost of sales, gross profit and net profit; Students should be able to calculate net profit and gross profit and make assumptions about the profitability of a business (Salbstein, 2001). The lesson aimed to impart information, facts and definitions about key concepts in profit and loss, via a traditional method of introducing the language and definitions on the classroom board for students to record in their books. Methods of calculation were also introduced. The teachers role i n this lesson was a central role as the main expert facilitator of the knowledge of profit and loss. Once the concepts had been given and discussed, students were directed to study in pairs on the computers by accessing an online lesson of profit and loss, which included an online quiz (Salbstein, 2001) to test student understanding of the concepts taught. This method is a type of information-processing method, whereby learners are presented with information and then asked to manipulate it, in this instance by quiz work, but also by re-wording learnt definitions and discussing concepts. According to Davies and Brant (2006, p. 121) this theory of learning is based on the idea that when learners learn new information is â€Å"processed and stored in the mind.† While this is suggested as an effective method for applied learning, this method is limiting because it treats all learners in the same way, disregarding individual preferences and learning styles. Another method, which is classic but limiting, is the method based on an understanding of learning as a behaviour that changes in response to environmental factors, such as positive reinforcement. This is Skinners behaviourist model. Learning based on this method suggests that each stage of learning be broken down into parts or steps and rewards given following successful completi on of each step. Davies and Brant (2006) suggest that this method is useful in teaching vocational and ICT-related tasks and skilled, but is limited because it does not provide a holistic view of learning and knowledge acquisition. The lesson outlined above, while presented in a comparatively limiting way, was not unsuccessful. This is because of the appeal of the ICT element in teaching, when students worked through the online tutorial. In evaluating the success of the lesson it was noted that students remained on task longer and were motivated to learn about the subject. ICT is an important and necessary element in career and work-related education when used to â€Å"complement teaching† (Jephcote and Abbott, 2005). ICT is more than merely a teaching tool and has the potential â€Å"empower† students by â€Å"liberat[ing] users from routine tasks† and also by making â€Å"accessible vast amounts of information† (Leask and Pachler, 1999, p. 4). In fact, current education policy in the UK stresses the importance of ICT in the classroom, simply because the increased use of technology â€Å"in all aspects of society makes confident, creative and productive use of ICT an essential skil l for lifeICT capability is fundamental to participation and engagement in modern society† (Department for Education and Employment and Qualifications and Curriculum Authority, 1999a, p. 1). As seen in the above lesson on profit and loss, students were able to locate further information in order to extend and consolidate their newly acquired knowledge of the subject being taught and were able to gain rapid and direct access to ideas and experiences from a wide range of people. In this case, the online tutorial was devised and designed by a teacher from another school. The results of this rather simply designed and planned lesson on profit and loss were positive and showed agreement with findings by Tomlinson (1981) who found that ICT increases motivation in students and increases their commitment to learning their subject. In fact, Tomlinson found that ICT enhanced the confidence and self-esteem of learners, as well as stimulating student determination to learn the subject, the amount of time spent on task, and the level of control over their own learning experience. All of these factors were seen in this lesson on profit and loss. But ICT is not just a beneficial tool for students, it is also a tool that the Qualified Teacher Standards expect teachers will use (Training and Development Agency for Schools, 2007) because it also â€Å"raises the profile† of teachers, makes teachers refresh their perspective on what they are teaching, and offers the potential for a variety of individual and group activities (Leask and Pachler, 1999, p. 5). Teachers should try to vary their teaching style as often as possible and exhibit â€Å"a knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them† (Training and Development Agency for Schools, 2007, p. 8) Teachers should bring in new tools and new ways to present information, and giving students as many opportunities to learn facts and skills in a variety of ways (Davies and Brant, 2006, p. 142) and this is because within any given class a teacher will encounter students with various learn ing styles. For example, visual learners, who enjoy learning with pictures, graphs, artefacts and videos; auditory learners, who enjoy discussion and listening to tapes; and kinaesthetic learners, who enjoy simulations and role play. Ideally, a subject will be approached using all of these methods in the classroom. Moving away from the information processing models which are learning theories that tend to attract teacher-centred learning styles, there are the learning theories that are more student-centred, and these are called experiential learning theories. The theory underpinning this experiential model is one that stresses the relationship between experience and learning. Each individual student, it is theorised, has collected a range of experiences about a phenomenon and it is this range of experience that is called upon to introduce a new topic. Davies and Brant (1999) discuss Kolbs learning cycle and note that lessons informed by the experiential theory begin with student experience and examples instead of teacher-imparted principles and concepts. Kolbs learning cycle begins with the teacher calling on student experience as a way of introducing a new subject. Next students are encouraged to reflect on their experiences, to make generalisations from their experiences and, finally, to act on this new knowledge (Davies and Brant, 1999, p. 168). This theory of learning was implemented in a lesson on budgeting (Appendix II). This lesson aimed to introduce the concept of budgeting and the wide range of costs that might be involved in advertising and promoting a product (which the students had designed in a previous lesson). The learning activity was to plan a promotional event to advertise and promote their product to the public. Students were expected to investigate the costs involved, generate data and produce a projected budget for the event. The role of the teacher in this lesson was to motivate students to discuss their own experiences of budgeting before they began the learning activity. As such, the teacher led a discussion about students spending habits over a typical week. The leading questions were: a) What do you spend your money on in a typical week? b) Do you spend more money during some parts of the week than others? Are there more expensive periods of the week? c) Do you keep track of your spending habits? Or do you just spend until your money runs out? d) Do you feel that you miss out on things youd like to spend money on because you have run out of money? (Appendix II; Mark Your Challenge 2008). It was after this discussion that the actual lesson activity was introduced. Students were asked to investigate where money might be spent in organising a promotional event. The teacher introduced the idea that an effective budget means that one must have good and clear knowledge of where the money might be spent. Students were directed to use the Internet, newspapers and magazines in order to gain background information about what such organising such an event might demand and were asked to present their prospective budgetary conclusions in a format they chose. The lesson ended with group discussion following presentation of student-group findings. This lesson was particularly successful, as students responded confidently. The underlying theory behind this method is strikingly different to the information-imparting and information-processing theory that informed the lesson on profit and loss. Here, knowledge was not understood to be something that the teacher had and that the students did not have, but rather, that the students themselves already knew something about the subject and could further their knowledge with teacher-led guidance. This understanding of knowledge is social constructivist one. Some factors involved in understanding this approach is that learners are essentially being introduced to new ways of â€Å"interpreting the world that has been constructed by academic disciplines or communities of practice.† For these new ways to become meaningful, the students needs to actively construct or reconstruct the knowledge in their own way, and this usually occurs by linking new knowledge to the real world, and to some real context, so as to bridge the gap between what is considered â€Å"school knowledge† and â€Å"everyday knowledge† (Davies and Brant, 2006, p. p. 170). Moreover, students need to do this via dynamic and meaningful social interaction. In fact, it is not enough to simply provide access to the environment about which they are learning, that is, through work placement or even business-related simulations and role-plays, but through authentic interaction with teachers and othe r students, as well as with experts in the subject they are studying. It was Piaget (1968) who stressed the importance of social interaction, because when students participate in discussion with others – peers or experts – Piaget found that they become stimulated to express content in their own language. By re-evaluating content on their own terms and with their own language, they are able to further develop their understanding of the subject taught. It is this social interaction, that enables them to process information learnt and make sense of the subject in an dynamic way, using their own language to articulate and reformulate what they have learnt. In this way, they are not just mimicking concepts, definitions and strategies learnt in the classroom but integrating what they have learnt about knowledge already constructed by a particular community – in this case the business community – and the success of this occurs when learners have experienced posi tive interactions. This understanding of the learning process also links to into what is called the â€Å"zone of proximal development† (Vygotsky, 1978). This idea refers to the understanding that what we already know gives us â€Å"access† to things we do not yet know, so long as there is some help from a guiding expert. In the case of the lesson on budgeting, students already had some knowledge of money spent and the practical use of budgeting to make sure that money does not run out. From this personal knowledge, a teacher can guide learners towards more complex knowledge about a business situation. In evaluating the success of the lesson on budgeting, this social constructivist approach proved to be very useful. In conclusion then, and in light of the importance placed on teachers having â€Å"high expectations† of their students (Training and Development Agency for Schools, 2007, p. 7), when designing lessons informed by various pedagogical theories and curriculum expectations, teachers can foster successful learning outcomes when they integrate their own knowledge of pedagogy, curriculum and subject and their own beliefs and expectations about the teaching and learning experience to produce successful educational experiences. The teachers high expectations of students were met with both lessons discussed above: the lesson on profit and loss with key concepts being delivered and then students encouraged to approach the subject using ICT activities, but also the lesson on budgeting which encouraged students to use their own personal experiences as a way into the lesson. Both lessons met the high expectations the teacher had of the learners and both teachers and students participated i n a fully educational experience which fostered an environment of trust and a strong commitment to learning. Appendix I Lesson plan: Profit and Loss Learning intentions: To introduce the concept of profit and loss and the related concepts of revenue and costs. To introduce simple verbal definitions and a mathematical equation in order to calculate and use the ratios of gross and net profit to understand a companys profitability. Resources: Teachers guided worksheet, and Internet tutorial and quiz (Salbstein, 2001). 1/ Lesson content: INTRODUCTION Time: 5 mins. Teacher: Teaching role, teacher-led. Begin lesson with a story to introduce topic of class lesson an to engage student. The topic is the concept to be learnt – that of profit and loss – and why it is important for business. The story: A business person runs a company which produces mp3 players. These products are sold so that the company makes more money that what the company spends. When a company makes more money than what is spent, we call this profit. Ask the question: Why would profit be an important concept in business? Students give their answers. Teacher confirms: Profit is an important idea in business because it shows us whether a business is successful (Salbstein, 2001). 2/ Lesson content: DEFINITIONS Time: 10 mins Teacher: Teaching role, teacher-led. Introduce key definitions and mathematical equations: Profit, Gross Profit, Net Profit, Revenue, Cost, Ratios. 3/ Lesson content: MAIN PART OF LESSON Time 35 mins. Teacher: Teaching role, guide. Student: In pairs, computer activity, student-led. Students now go to computers to proceed in pairs to complete an online tutorial on Profit and Loss Accounts (Salbstein, 2001). Each student pair is asked to check, compare and rewrite the definitions given by the teacher earlier with definitions given in the tutorial. Students complete the challenge quiz – record answers and and any concepts or ideas to be clarified. 4/ Lesson content: CONCLUSION Time: 10 mins Teacher: Teaching role, teacher-led. Student: group discussion activity. Students are asked how they well the participated in the online quiz and which questions they found challenging or sought clarification about. Students were asked if they reworked the definitions of issued at the beginning of class and asked to consolidate their ideas about why profit is important in business. Appendix II Lesson plan: Understanding budgeting. [This lesson plan is devised from, with slight adaptations, from the Mark Your Challenge 2008 Money Matters Lesson Plan]. Learning intentions: To introduce the concept of budgeting and to understand the variety of costs involved in planning a promotional event to market a student-devised product. Learning activity: To plan a promotional event to market a student-devised product and investigate the overall costs involved. To produce a budget for the project. Resources: Internet, teachers notes, personal experience. 1/ Lesson content: INTRODUCTION Time: 10 mins. Teacher: Teaching role, teacher-led. Student discussion activity. Begin lesson with a discussion about students general spending within a given week. Leading questions: What do you spend your money on in a typical week? b) Do you spend more money during some parts of the week than others? Are there more expensive periods of the week? c) Do you keep track of your spending habits? Or do you just spend until your money runs out? d) Do you feel that you miss out on things youd like to spend money on because you have run out of money? Students respond with their own knowledge based on personal experience. 2/ Lesson content: MAIN PART OF LESSON Time: 40 mins Teacher: Teaching role, teacher-led. Student group work. Teacher introduces learning activity. Students meet in groups to discuss the planned event and potential costs that might be incurred. Students are encouraged to think about all the ways in which money might be spent and to organise expenses into main areas of expenditure. Students are asked to present their data in their own format. 3/ Lesson content: CONCLUSION Time 10 mins. Teacher: Teaching role, guide. Student: In pairs, computer activity, student-led. Students present and discuss their findings and compare to other group findings. Students are encouraged to question their results and data and to compare and contrast differences with other groups. Bibliography Capel, S., et al. 2001. Learning to Teach in the Secondary School: A Companion to the School Experience. 4th Edition. London: RoutledgeFarmer. Cohen, L., et al., 2005. A Guide to Teaching Practice. New York: Routledge. Davies, P., and Brant, J., 2006. Business, Economics and Enterprise. London: Routledge. 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Fox, D., 1983. â€Å"Personal theories of teaching.† in Studies in Higher Education, 8(2), pp.151-163. Hammond, M., 2005. Next Steps in Teaching. New York: Routledge. Huddleston, P., and Oh, S.A., 2004. â€Å"The Magic Roundabout: Work-Related Learning within the 14-19 Curriculum.† in Oxford Review of Education, Vol. 30, No. 1, pp. 83-103. [online] Available from: http://www.jstor.org/stable/4127153. [Accessed: 2 January 2009]. Jephcote, M and Abbott, I., 2005. Teaching Business Education 14-19. London: David Fulton Publishers. Kelly, R., 2005. 14-19 Education and Skills White Paper. [online]. http://www.everychildmatters.gov.uk/_files/5E0841E69802CE6141F82801BC9F9BD6.pdf.[Accessed: 2 January 2009]. Kyriacou, K., 2001. Essential Teaching Skills. Cheltenham: Nelson Thornes. Leask, M., and Pachler, N., 1999. Learning to Teach Using ICT in the Secondary School. London: Routledge. Mark Your Challenge 2008. Money Matters Lesson Plan 2008. [online] Available from: http://www.tes.co.uk/article.aspx?storycode=3002443. [Accessed: 2 January 2008]. Piaget, J., 1968. Six Psychological Studies. London: London University Press. Salbstein, D., 2001. Profit and Loss Accounts. [online] Available from: http://www.teachnet-lab.org/london/dsalbstein/profit/index.htm. [Accessed: 2 January 2009]. Tomlinson, P. D., 1981. Understanding Teaching: Interactive Educational Psychology. London: McGraw-Hill. Training and Development Agency for Schools, 2007, â€Å"Professional Standards for Teachers: Qualified Teacher Status,† [online] Available from: http://www.tda.gov.uk/standards, [Accessed: 15 December 2008]. Vygotsky, L., 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press. Wood, D., 1997. How Children Think and Learn. London: Blackwell.