ITM all case study summary

Those purchasing online have their orders delivered to their coal LOCO store so that the LOCO can maintain its role in ensuring social responsibility and not shipping to minors. LOCO contracted with Robot Systems International to maintain a real-time inventory of products that directly interfaces with the company's warehouse management system. LOCO Senior vice-president Hugh Kelly planned to revamp LOCO. Com to better engage and target its customers through social media.Kelly also planned to bring flat screen kiosks designed to better inform customers about their purchases and get instant feedback. Supply Chain Customers see Vintages and LOCO. Mom first hand; they do not see behind the scenes where technology also plays a key role in the new LOCO. Systems such as the warehouse management system allow them to distribute products in less than a full case, know when a bottle in a case been broken, and accurately reflect the inventory levels so that when a customer orders a bottle of win e they can ensure timely delivery.Other systems allow the LOCO to forecast and replenish stock in a timely manner based on over-the-counter sales information that is fed back to head office. LOCO 2. 0 Internally, the company manages its communications with an extensive intranet that reduces the financial and environmental burdens of paper- based memos and forms. The intranet is used to send internal bulletins, memos, and expense reports, or to lessen the burden on employees when distributing LOCO media reports. It is the primary communication vehicle for the company.APS LOCO on the Go is an app that LOCO provides which allows its customers to browse products from their smart phones. Chapter 2 Information Systems Improve Business Processes at Grocery' Gateway Grocery Gateway is Canada's leader in the online retailing of home and office deliver groceries. Founded by a group of entrepreneurs with the idea that people had better thing to do in life than grocery shop. In 2004, Grocery Ga teway was acquired by Long Brothers Fruit Market Inc, a family owned independent grocery business that has operated physical grocery stores since 1956.Grocery Gateway sells groceries over the internet and deliver them directly to your door. They are open 24 hours, 7 days a week. People who have trouble or cannot have the time to buy groceries such as the elderly find Grocery Gateway to be beneficial. Information Systems Are at the Heart of the Comma/s Business Processes Grocery Gateways has built several key features in its Web site to attract and retain its customers, such as offering an online shopping demo, a getting-started tutorial, and email customer support.Grocery Gateway's Web sites offers a full suite of electronic commerce functionality that allows consumers to browse or find grocery items, see pictures and descriptions of product items (including their price), and to select items in a shopping basket and check out those items for delivery. Grocery Gateway's website must be tightly integrated and coordinate for the Web site to function as a cohesive hole. Using Information Systems to Manage Logistics Business Processes Grocery Gateways focuses on the logistics of quick delivery.Therefore the company has turned to the Descartes Systems Group, an on-demand logistics management solutions provider, to optimize Grocery Gateways selection of delivery routes. The technology allows Grocery Gateway to guarantee its customer a specific 90-minute window of delivery of groceries to their doors, a much narrower window than other retail delivery operations. The software that Grocery Gateway uses must take into account unpredictable delays, such s traffic jams and road accidents, as well as last-minute customer requests or cancellations.GAPS enabled mobile phones allow the logistics software to know the exact position and location of Grocery Gateway drivers to make the best decisions on routes for drivers to follow. The Descartes' software has improve the bottom l ine. Since deploying the On-demand Fleet Management Solution, Grocery Gateway has improved its on-time delivery performance by 14 percent and is exceeding its yearly stops per paid hour by 12. 4 percent. Routes are continually optimized for maximum efficiency. Access to historical ATA ensures that business processes are optimized and customer service needs are responded to more proactively.Chapter 3 Social Media and Gaston Catcher Where celebrities go, fans follow. David Kara noticed after famous artists began using his blobbing service Tumble. Therefore encouraging celebrities to set up accounts on the site has become â€Å"absolutely part of our road map and our business plan,† Kara says. Like Tumble, social sites are going out of their ay to keep the celebrities happy and coming back. Obama on Namespace, Faceable, and Twitter The Obama administration created profile pages on Namespace, Faceable, and Twitter.Namespace has agreed to build ad-free pages and equipped the profi le to get automatic updates from the white House's official blob. Faceable has worked with the handlers of select celebrity members, including CBS news anchor Katie Court and French President Nicolas Karakas, to get feedback on the new design of the site before it was opened to the public. Twitter co- founder Biz Stone credits high-profile users like actor Gaston Catcher and basketball professional Aquiline O'Neal for bringing attention to the site of 140;character messages but says the company doesn't reserve any â€Å"special resources† for them.John Legend Taps Tumble In addition to their promotional value, social networking celebrities represent a potential revenue source for these young startups. Tumble recently helped musician John Legend design a professional-looking blob that matches the look of his promotional site, created by Song Music Entertainment. Inning a website to allow its users to build their own social network. Inning charges its users but many of whom are celebrities $2. 99 a month for their social networks, but charges as much as $59. 9 a month to users who prefer to keep their pages clear of ads or who want to collect revenue generated by ads n their pages. Although Innings services is not exclusive to stars, many of the most successful networks on Inning draw on the fame of their operators, including hip-hop artist 50 cent and Q-tip, rock band Good Charlotte, and Ultimate Fighting Championship titleholder BC Penn. Many big names in business, including Dell CEO Michael Dell, use the professional networking site, Linked more as a business tool than to amass legions of followers.Whatever their reasons for being on the site, Linked uses the fact executives from all 500 biggest companies are among its member to encourage other businesspeople to join the site. Chapter 4 Shell Canada Fuels Productivity with ERP Shell Canada is one of the nation's largest integrated petroleum companies and is a leading manufacturer, distributor, and mark eter of refined petroleum products. The company, headquartered in Calgary, produces natural gas, natural gas liquids and bitumen. Shell Canada is also the country's largest producer of sulfur.There is a Canada-wide network of about 1 ,800 Shell- branded retail gasoline stations and convenience food stores from coast to coast. Mission Critical ERP To run such a complex and vast business operation successfully, the company lies heavily on a mission-critical ERP system. Using such a system is a necessity to help the company integrate and manage its daily operations – operations that span from wells and mines, to processing plants, to oil trucks and gas pumps. The ERP system has helped the company in reducing and streamlining the highly manual process of third-party contractors submitting repair information and invoices.On average, there are between 2,500 and 4,000 service orders handled by these contractors per month on a nationwide basis. Life at Shell Before ERP Before the ERP system, contractors had to send Shell monthly summarized invoices that listed maintenance calls the contractors made at various Shell gasoline stations. Each one of these invoices took a contractor between eight and 20 hours to prepare. Collectively, the contractors submitted somewhere between 50 and 100 invoices every month to Shell. This involved each invoice being reviewed by the appropriate territory manager and then forwarded to head office for payment processing.This alone consumed another 16-30 hours of labor per month. At the head office, another 200 hours of work was performed by data entry clerks who had to manually enter batch invoice data into the payment system. More hours of labor were required to decipher and correct errors if any mistakes were introduced from all the manual invoice generation and data re-entry involved. Detailed information about the service repairs that contractors did was often not entered into the payment system – it was often weeks or eve n months old by the time it made it into the payment processing system.As a result, Shell was not collecting sufficient information about what repairs were being done, what had caused the problem, and how it had been resolved. ERP is Solving Issues ERP solved these issues by providing an integrated Web-based service order, invoice, and payment submission system. With this tool third-party contractors can enter service orders directly into Shell's ERP system via the web. With the ERP system it takes only a few minutes for a contractor to enter details about a service order.Contractors' monthly, summarized invoices can now be generated automatically and fed directly into the ERP system's accounts payable application for processing. The ERP system's benefit is its ease-of-use. Shell offered its personnel both formal and informal ERP training. These proved to be invaluable in teaching end-users the mechanics of the system, gassing awareness of the system benefits, and the efficiencies t hat the ERP system could offer Shell. This not only helped promote end-user acceptance of the ERP system, but also greatly increased employees' intentions to use the system in their daily work.With this new system, employees across the company have gained fast and easy access to the tools and information they need to conduct their daily operations. Chapter 5 Supply Chain Management Inc. Helping Canadians Shop Supply Chain Management Supply Chain Management Inc. (SCM Inc. ) operates several large, state-of-the- art distribution centers for Walter Canada. SCM Inc. Is there to support Walter Canada's operations and commitment to its customers. â€Å"We strive to identify efficiencies that contribute to Walters bottom line, so it can continue to serve millions of Canadians and grow its business. Said Dan Gabbed, president of SCM Inc. SCM Inc. ‘s business is logistics, or in other words get the right products to the right place in the right quantity at the right time to satisfy cu stomer demand. SCM Inc. Was founded in 1 994 by the Tibet & Britton Group. SCM and Logistics at SCM Inc. The conveyors and the technology work together with merchandise flow landing, and highly trained and engaged employees, to provide a â€Å"gold standard† service level in logistics and supply chain management for their customers. SCM Inc. Arks closely with Walter's buying and replenishment teams to ensure best-in-class Store in-stock, quality, and supply chain cost levels for general merchandise and groceries, which includes both non- perishable and perishable goods. How It Works How does SCM Inc. Manage the supply chain so that the right product arrives in the right store at the right time for the retail customer to buy? This is accomplished with a combination of technology and processes. Staple Stock Receiving Staple stock items are carried for stores throughout the year.Data on each store?s sales made before 1 8:00 each day are collected and transmitted to Walter's info rmation processing centre in Bonneville, Arkansas. The information for each of the stores supplied by the Calgary distribution centre is sent back to the distribution centre that same evening. The data is used to generate labels for the product picks the next morning and these labels are then picked and placed on the conveyor and sent to the appropriate shipping lanes. Distribution Assembly Receiving Dock The distribution assembly dock has 43 docks for receiving truck shipments.As the trailers are unloaded, with the aid of the Receiving Dock System (REDS), team members scan the bar codes on the vendor cases and enter the quantity for each item in the system; REDS will then print the required number of labels. The team member labels the freight and places it on the conveyor, which moves the freight to the shipping area after about a 12-minute ride on a conveyor Icepack Modules At each of the seven icepack modules, freight is picked from the slots, labeled, and placed on the conveyor to travel to the shipping lanes.The icepack modules work with all of the full case freight created from the previous night's production (label) run with freight that has been ordered in full-case quantities. Put to Light Department This department handles freight that is less than full-case quantities and that has pre-determined distribution to the stores. The department has three modules and each module is set up I sections. When the operator scans the label bar code created by the receiving department, which is placed on the outside of the carton, a light flashes, indicating what quantities to â€Å"put† into the container designated for a store.In this department the team member moves the stock to a stationary box. Pick to Light Also handles freight that is less than full-case quantities. This department on the other hand deals with staple stock items already in the building, based on the previous day sales of the stores that are not in full-case quantities. It uses the sa me technology as the â€Å"Put to Light† department in the order filling process but in this department the store box moves to the stationary vendor freight. Voice Voice is a process created by Walter that enables the distribution of non- conveyable stock.Product is picked directly from the vendor pallet and striation is given through voice commands to the pickers. The system tells each operator where and how many cases to put to each pallet. Each pallet represents a store. Merge Area at the top of the conveyor system where all the cases from all input lines come together. The cartons pass through tow scanners. The first scanner reads the label and sorts the box to either the north or south side of the shipping building depending on its final destination.The second scanner scans the bar code for billing information and then places the freight into the proper window to be diverted into its respective shipping lane. Shipping Lanes Shipping is the largest department in the distr ibution centre and the final destination in the building for the cartons before they are moved into the trailers for shipping. This department is set up so that each door represents one store in Western Canada. In this area, team members cover multiple lanes, using an overhead lighting system to determine lane priority. Trailer Loading Freight arrives at the shipping lanes from many input lines, in no particular Order.This puts pressure on the team members that are loading the trailers as they build secure loads. Team members must build secure walls of freight n the trailers to ensure safe off-loading and minimal in-transit damage to the stock when it arrives at store level. Loading safe trailers and filling them to capacity is a key initiative for SCM Inc. And Walter alike. The Billing Department Even though the freight has made it to the trailer, the processing is not finished. The Billing department takes over and creates the shipping packets from the paperwork that comes to them from the Data Processing department.Once the shipping packets are created, the Billing department also prepares the bills of lading so that the carriers can deliver the freight. In edition, the Billing department processes claims, credits, additional billing and reprinting of invoices. The Dispatch Department Once the dispatch team receives the shipping packets from the Billing department, they schedule the trailers using the dispatch program. When the trailers are scheduled, the dispatchers forward the information to the carriers to confirm delivery.Dispatch also emails the delivery information to the stores and processes all paperwork prior to each trailer leaving. Drivers pick up paperwork prior to each trailer leaving. Drivers pick up paperwork at the dispatch window prior to hooking up to their trailers. Chapter 6 Harnessing Customer Relationships at Fairmont Hotels & Resorts Richards Story Richard was impressed on his stay at Fairmont Vancouver Airport. His credit card was go ing to expire in less than 30 days so an employee asked Richard to leave his new business card at the desk so that his personal information could be updated in his records after he was checked in.Richard was pleased for receiving this care and attention and he wished other businesses could offer the same level of good service. Guest recognition program Fairmont realizes that information systems are critical to the success of a customer loyalty program like President's Club or any other customer relationship initiative. Consolidating Guest Information Fairmont built one centralized database that gathered information from all its various property management systems. The result was the ability to have one, centralized, and consistent view of each guest, regardless of which hotel a guest stayed in.The guest database provided a way to know and talk to guests, to service their preferences and interests, regardless of whether they are repeat customers or if they were checking in the hotel for the very first time. Enhancing Guest experiences Supersonic Networks provided 24/7 customer support to its guest using high- speed internet services at various Fairmont hotel and resort locations worldwide. Use of Information systems to improve guest relations and customer experience is its consideration of self-service check-in kiosks.Chapter 7 The Case for Business Intelligence at Nettling Companies such as Amazon, Nettling, Best Buy, and RIB financial use databases or data warehouses to collect your search data, purchase data, or track your activities, and then by using data mining tools and business intelligence they turn this data into information that can potentially boost heir bottom lines. Reed Hastings and a $40 Late Fee Reed hasting co-founder and CEO of Nettling was hit with a $40 fee for Apollo 13 at Blockbuster Video which got him thinking about the video rental business model.Why did video stores not work like health clubs where you could use the service as much or a little as you wanted for a flat monthly fee? So armed with IIS$750 million from the sale of a former venture, Hastings co- founded Nettling in 1997. The science and the Art of Nineties The box office success of a movie is only a proxy for awareness of a movie's existence; it does not necessarily translate into demand for the movie in the mental market, and box office success or failure does not mean success or failure of the movie in the rental market.Due to these two facts, distribution managers use their experience to formulate a hypothesis of a movie's possible success in the rental market. They then follow this up with the science of analytics to help them make the final decision as to what movies to distribute. The Analytics Cinematic does the following: It defines clusters of movies, connects customer movie rankings to the clusters, and then uses this connection to recommend movies to a particular customer. In addition, Cinematic also insiders Nineteen's inventory condition in its recommendations.Nettling will often recommend movies that fit the customers profile but that are not in high demand in order to take advantage of â€Å"the long tail. † What does this mean? Business intelligence is important to Nettling as it is a part of it secret of success. By collecting customer data in their database and then analyzing the data, Entail is able to have its Web site adapt to the personal tastes of each of its over 25 million customers in North America, and will do so even more with its plans to expand into Latin American markets in 2012.Chapter 8 Leveraging Knowledge at Bell Canada Bell Canada Canada's largest telephone and telecommunications company is constantly threatened by new competitors and innovative technologies. To stay ahead of the pack, Bell recognizes the importance of providing its employees with easy access to the most current information. Bell built the Market Knowledge Centre (MOCK) portal. The MOCK portal provides employees with e asy access to high quality, relevant information in a forum where this information Can be personalized, pushed, pulled, shared, discussed, summarized and integrated with other pieces of information.Bell believes hat such a tool increases the chance of employees making new discoveries, learning new insights, and strengthening their know-how. Objectives of the MOCK portal are: Enable Bell to meet competitive challenges in the marketplace Enrich the company's hiring and training employees Increase technological literacy among employees Provide resources to employees that can help them develop their knowledge and competencies. The MOCK provides information access from each employee's desktop.Employees are not constrained by physical geography, unavailable copies, or hours of operation. The portal facilitates both search and browse functions. Employees can locate documents of interest through a keyword search. The MOCK portal helps employees do their jobs better. The portal provides key strategic and tactical information needed by employee to support their projects. There are also savings for the company in delivering the MOCK portal.The portal eliminates duplicate spending on consultant reports, trade magazines, and industry documents across the enterprise by centralizing subscriptions to online databases and electronic journals and negotiating corporate-wide distribution licenses with suppliers. Features have been added to the portal in recent years include: 1 . Incorporating Google's Mini Search Appliance 2. Integrating news feeds 3. Creating subject pages MOCK staff also provides end-user customer support to employees.This involves fielding more demanding in-depth research questions from employees, rather than answering quick reference questions that employees can easily address themselves. TO ensure the MOCK portal is responsive to company needs, performance measures of client satisfaction are conducted regularly. Moreover, MOCK portal tool helps turn informat ion into knowledge by giving workers easy access to high quality and relevant information, and he ability to work with, share, and discuss this information with others, leading to gains in understanding and the ability to put this understanding into action.Chapter 9 Embracing Privacy at the City of Hamilton Privacy Concerns Recognizing the real concerns of Canadians over how well governments handle and protect the personal information they collect, the City of Hamilton has taken the lead in ensuring that any risks to the inadvertent release and misuse of personal information are minimized. Protecting Citizens A citizen, attempting to renew a dog license using the new online service, exposed a serious unknown technology vulnerability in the application.By entering an incorrect file number, the user was able to return personal information (name and address) for a different dog owner in the community. Municipal staff reacted swiftly in removing the problem functionality. In the followi ng months, staff from both the municipal Freedom of Information (OFF) Office and the City's information Technology Services (ITS) division worked with the Office of the Privacy Commissioner of Canada (OPAC) to make the breach public and to redesign and ultimately reinstate, new functionality with upgrades to prevent unauthorized access of personal information.Learning from Lessons Technology is just a tool. If is human behavior (Hacking, purposeful misuse, an inability to take proper measures, or mistakes in design and implementation) that ultimately results in privacy breaches. Privacy Impact Assessment The City of Hamilton commissioned its first ever Privacy Impact Assessment (PIP) to identify any potential privacy risks, before proceeding with a User Adoption and Uptake research project conducted by Master University researchers.The project investigated end-user adoption of the millionth. A portal, collecting data from Web tracking information and personal demographic information from Hamiltonians who agreed to participate in the study. Chapter 10 Project Management and E-Learning The Project Marie Wesley was sitting at her office one day and thought to herself â€Å"l wish more Of our stakeholders understood what went into creating these documents and how time-consuming it is for the company to ensure the accuracy and readability of the information. She put together a proposal and sent it to university Learning Publishers and received $25,000 to develop her e-learning concept. Putting the Parts Together While Marie was at the fitness centre she thought of the concept of a stationary bike, the bike could not function without the other parts. This was similar to her project where she then jotted down capabilities that she needed to complete her project; management information systems expertise; securities commission experts; knowledge about writing for the internet; instructional designers; and educational experts.Putting Advisors in Place Marie had much wo rk to do. She needed to form her advisory Committee, determine her target audience, get quotes for various phases of development f the e-learning tool (and identify those phases), hire someone who manage the project while she wrote the content, determine the timeline for software development and implementation, and the how to assess the quality of the software throughout the development and implementation phases.Marie searched for companies that were interested in completing the part of the project that she wanted to outsource. She then found one, Star Communications. However it was difficult to judge the quality Of Star's work and the capabilities of the designers, as Star provided no work samples to help determine what the possibilities were for the final product. Adding Project Management After much consideration of the risks associated with partial outsourcing versus full service, Marie decided to let Star create the first module.

Applying Psychology to Homelessnes Essay

Housing is a basic human want and plays an important role in ensuring the well-being children and adults. Stable housing is a necessary need for positive child and youth development in society. Although proper housing is essential for human biological and social development, statistics have shown a rising cases of homeless families with children in recent years because of inadequate affordable houses (The United States Conference of Mayors, 2006). Homelessness is a complicated socioeconomic issue with several economic and social factors underlying it. The socioeconomic factors include; poverty, inadequate affordable housing, some biological and mental ill health, community disintegration and family breakdown. These are the factors which in combinations, would contribute to the frequency, and type of homelessness (The United States Conference of Mayors, 2006). Homeless means to live without proper shelter; many people experience partial homelessness by living in uncertain, temporary, and sub-standard shelters. Homelessness has become national disaster in some countries. Some of the biological causes of homelessness are mental ill health (The United States Conference of Mayors, 2006). Due to the hard circumstances that befall homeless people throughout their lives, statistics have shown that there are higher rates of mental illness affecting this population. During the year 2008 survey conducted by the U.S Conferences of Mayors, showed mental illness the third largest cause of homelessness in the United States (The United States Conference of Mayors, 2006). Mental illnesses can be biological and medical conditions which affect the normal activity of the human brain and mind. It often affects one’s moods, emotions as well as the thought processes. The functionality of the mind is diminished hence reducing their ability of the affected individuals to take care of themselves or their living environment hence may not care even if they are living in the streets (Nielsen, 2011). Mental illness also affects an individual’s ability to make and maintain friendship and relationships and therefore, issues involving mental illness can push those closer to the affected individual away. In such case the people closer may remain homeless by keeping away or they may dispose the affected individual to be homeless in the streets (National Coalition for the Homeless, 2009). The other biological factor leading to homelessness is depression. Depressive disorders have been proved to be the most common factor causing homelessness with nearly 25% of homeless individuals suffering from depression. It controls individual’s outlook on life and their ability to judge circumstances. It results to low self-esteem, a loss of interest in actions that were once important as well as incapacitating effect on people’s ability to relate to others (Nielsen, 2011). Depression can be trigger homelessness because one feels isolated and lonely being homeless (Ravenhill, 2008). The feelings of isolation and loneliness have adverse effects on the relationship and could trigger rooflessness, for example, parental neglect (Ravenhill, 2008) Identify and describe at least 2 social factors that may be related to becoming or being homeless. Talk about how these factors may play a role in homelessness and support your statements with research evidence, where necessary Social factor that can cause homelessness is economic insecurity in a community or family. According to statistical findings, in the year 2005, almost 60% of individuals earning an income of less than 30% of the HUD were paying more than half of their salary on housing and accommodation, and almost the same percentage of people were also living in poor and inadequate housing (Ravenhill, 2008). Inadequate affordable housing for rental and the high economic recession have contributed to the increasing number of homeless adults and children. Economic recession have led to the high number of unemployed and has also increased laying off of employees hence people cannot afford decent housing due to lack of the rental allowance. Violence at home is another social factor that has led to homelessness in the United States of America. Violence often predicts whether children and adults would experience homelessness or not. Research has shown that most homeless mothers with children have at one point in their families experienced domestic violence. Domestic violence may make somebody run away from home to safety and in the process the affected find themselves homeless in the streets. This social factor has mostly affected women and children. Women and children in homeless shelters and those affected by domestic violence shelters are affected by same experiences like exposure to traumatic lives. Intimate family violence often triggers housing instability and in the process, one partner may run away from home. The domestic violence can be brutal beating or sexual abuse to a partner or a child (Ravenhill, 2008). In solving the problem of homelessness, the government should increase housing subsidies and provide permanent accommodation for those people living in domestic violence affected families, and unaccompanied youths. Research has shown that families who get housing subsidies are likely to have permanent housing stability than those who do not receive housing subsidy (National Coalition for the Homeless, 2008). Reference Nielsen, S. (2011). Psychiatric disorders and mortality among people in homeless shelters in Denmark: a nationwide register-based cohort study. The Lancet, 377, 2205-2214. Ravenhill, M. (2008). The culture of homelessness. Abingdon, Oxon: Ashgate Publishing Group. The United States Conference of Mayors. (2006). A status report on hunger and homelessness in America’s cities. Retrieved April 27, 2014 from http://www.usmayors.org/publicationsNational Coalition for the Homeless. (2008). How many people experience homelessness? Retrieved April 27, 2014 from http://www.nationalhomeless.org/factsheets/families Source document

Good Learning Essay

What are learning outcomes? Learning outcomes specify what learners’ new behaviours will be after a learning experience. They state the knowledge, skills, and attitudes that the students will gain through your course. Learning outcomes begin with an action verb and describe something observable or measurable. Examples At the end of this course you will be able to: 1. Use change theory to develop family-centred care within the context of nursing practice. 2. Design improved bias circuits using negative feedback. 3. Demonstrate the safe use of welding equipment. Learning outcomes often represent discrete units of instruction in a course but each may have several sub-outcomes. Learning outcomes need not be attained by specific instruction in a lesson—they may be woven throughout the course. For example, they may include such things as use problem solving techniques or work effectively in teams. Why are learning outcomes important? Learning outcomes are the most important section of your course outline—the essence of your course. They are essential because they: †¢ †¢ †¢ †¢ †¢ define the type and depth of learning students are expected to achieve provide an  objective benchmark for formative, summative, and prior learning assessment clearly communicate expectations to learners clearly communicate graduates’ skills to prospective employers* define coherent units of learning that can be further subdivided or modularized for classroom or for other delivery modes. †¢ guide and organize the instructor and the learner. *By reading your listed learning outcomes, an employer or professional in the field should be able to identify what knowledge, skills, and attitudes your students will be able to offer them after taking your course. How do learning outcomes fit into program goals? Learning outcomes for a course should fit within the overall course and program goals. This chart shows how they relate. Program aim and goals Course goals Learning outcomes (Competencies) Sub-outcomes (Learning Tasks) 2 †¢ Instructional Job Aid Write Learning Outcomes How many learning outcomes should there be? There should be as many outcomes as needed to clearly reflect what the students will gain from your course. Follow these rough guidelines when deciding how many you need: †¢ Each major topic in the course should have one to three learning outcomes. †¢ Each 45-hour or three-credit course should have between five and 12 learning outcomes. When you are writing the outcomes, you will use only one action verb per outcome. For example, you would use two learning outcome statements for designing and testing a circuit: 1. Design improved bias circuits using negative feedback. 2. Test bias circuits using negative feedback. Sub-outcomes Each learning outcome may be made more explicit by using several sub-outcomes. For example: Learning Outcome 1: Study productively to meet learning goals. Sub-outcome 1. 1: Identify effective generic and personal study habits. Sub-outcome 1. 2: Describe self-motivation strategies. Sub-outcome 1. 3: Select appropriate study techniques to match your personal style and material. Learning Outcome 2: Manage stress constructively. Sub-outcome 2. 1: Identify potential sources of stress. Sub-outcome 2. 2: Predict generic and personal stress patterns. Sub-outcome 2. 3: Select appropriate stress management techniques to prevent or control stress. Sub-outcome 2. 4: Create a personal stress management plan. Learning Outcome 3: Install electrical wiring safely. Sub-outcome 3. 1: Identify relevant sections of the Canadian Electrical Code. Sub-outcome 3. 2: Describe electrical hazards. Sub-outcome 3. 3: Select appropriate tools and materials. Sub-outcome 3. 4: Identify safety rules about wiring on the job site. Sub-outcome 3. 5: Apply safety rules as you wire a circuit. Instructional Job Aid †¢ 3 Write Learning Outcomes Classifying learning outcomes When specifying learning outcomes, think about what you want students to be able to do on the job as a result of their learning. These things fall into three possible categories (domains): †¢ thinking, knowledge (cognitive domain) †¢ doing, skills (psychomotor domain) †¢ feeling, attitudes (affective domain) Of course, some units of learning may occur in more than one domain  at the same time. Each of these categories has different possible levels of learning. These range from simple recall or observation to the complex evaluation or organization of information. Choosing appropriate action verbs The charts on pages 5 to 7 show samples of the action verbs you could use for learning outcomes in each of these categories and levels. Make sure that the verbs you choose match the level of learning you require. Notice that the action verbs listed represent measurable or observable behaviours. Vague verbs such as know or understand are not easily measurable. Substitute, identify, define, describe, or demonstrate. Some subjective terms such as appreciate and be aware of may sometimes be used for outcomes in the affective domain. As you construct your learning outcomes, use the checklist on the back of this job aid. It will remind you of all the important points about learning outcomes. 4 †¢ Instructional Job Aid Cognitive Domain Evaluation Definition: (thinking, knowledge) Synthesis Definition: Judges the value of material for a given purpose. Analysis Definition: Formulates new structures from existing knowledge and skills. Sample Verbs: Comprehension Definition: ? assess ? conclude ? evaluate ? interpret ? justify ? select ? support Knowledge Definition: Remembers previously learned material. Grasps the meaning of material (lowest level of understanding). Sample Verbs: ? describe ? discuss ? explain ? locate ? paraphrase ? give example ? translate Sample Verbs: ? define ? identify ? label ? list ? name ? recall ? state Understands both the Application content and structure of Sample Verbs: material. ? combine Definition: ? construct Uses learning in new ? design and concrete situations Sample Verbs: ? develop (higher level of ? analyze ? generate understanding). ? categorize ? plan ? compare ? propose ? contrast Sample Verbs: ? differentiate ? apply ? discriminate ? carry out ? outline ? demonstrate ? illustrate ? prepare ? solve ? use Write Learning Outcomes Instructional Job Aid †¢ 5 Based on â€Å"Taxonomy of Educational Objectives†, B. S. Bloom Editor. 1956 6 †¢ Write Learning Outcomes Instructional Job Aid (doing, skills) Adaption Complete Overt Definition: Response Definition: Psychomotor Domain Organization Creates new patterns for specific situations. Mechanism Definition: Performs automatically. Adapts skill sets to meet a problem situation. Sample Verbs: Guided Response Definition: Sample Verbs: Set Definition: Imitates and practices skills, often in discrete steps. Perception Definition: ? adapts ? reorganizes ? alters ? revises ? changes ? designs ? originates ? combines ? composes ? constructs Definition: Sample Verbs: ? copy ? duplicate ? imitate ? manipulate with guidance ? operate under supervision ? practice ? repeat ? try Senses cues that guide motor activity. Is mentally, emotionally, and physically ready to act. Sample Verbs: Sample Verbs: ? detect ? hear ? listen ? observe ? perceive ? recognize ? see ? sense ? smell ? taste ? view ? watch  ? achieve a posture ? assume a body stance ? establish a body position ? place hands, arms, etc. ? position the body ? sit ? stand ? station Performs acts with increasing efficiency, Sample Verbs: confidence, and ? act habitually proficiency. ? advance with assurance ? control Sample Verbs: ? direct ? complete with ? excel confidence ? guide ? conduct ? maintain efficiency ? demonstrate ? manage ? execute ? master ? improve efficiency ? organize ? increase speed ? perfect ? make ? perform ? pace automatically ? produce ? proceed ? show dexterity Based on â€Å"Taxonomy of Educational Objectives†, B. S.  Bloom Editor. 1956 Affective Domain Internalizing Definition: (feeling, attitudes) Organization Definition: Integrates the value into a value system that controls behavior. Valuing Definition: Responding Definition: Responds to stimuli. Attaches value or worth to something. Conceptualizes the value and resolves conflict between it and other values. Sample Verbs: Sample Verbs: Receiving Sample Verbs: Sample Verbs: Definition ? act upon ? advocate ? defend ? exemplify ? influence ? justify behavior ? maintain ? serve ? support Selectively attends to stimuli. Sample Verbs: ? accept ? acknowledge ? be aware ? listen ? notice ? pay attention ? tolerate ? agree to ? answer freely ? assist ? care for ? communicate ? comply ? conform ? consent ? contribute ? cooperate ? follow ? obey ? participate willingly ? read voluntarily ? respond ? visit ? volunteer ? adopt ? assume responsibility ? behave according to ? choose ? commit ? desire ? exhibit loyalty ? express ? initiate ? prefer ? seek ? show concern ? show continual desire to ? use resources to ? adapt ? adjust ? arrange ? balance ? classify ? conceptualize ? formulate ? group ? organize ? rank ? theorize Write Learning Outcomes Instructional Job Aid. †¢ 7 Based on â€Å"Taxonomy of Educational Objectives†, B. S. Bloom Editor. 1956 Checklist for writing learning outcomes Use the following checklist to help you as you write learning outcomes. When writing learning outcomes, I need to: 1. Focus on outcomes, not processes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ! 2. Start each outcome with an action verb. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ! 3. Use only one action verb per learning outcome †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ! 4. Avoid vague verbs such as know and understand. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ! 5. Check that the verbs used reflect the level of learning required. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ! 6. Ensure that outcomes are observable and measurable. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ! 7. Write the outcomes in terms of what the learner does, not what the instructor does. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ! 8. Check that the outcomes reflect knowledge, skills, or attitudes required in the workplace. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ! 9. Include outcomes that are woven into the entire course (such as work effectively in teams). †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ! 10. Check that there are the appropriate number of outcomes (no more than three per major topic) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ! 11. List the sub-outcomes for each outcome †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ! 12. Check that the outcomes fit within program and course goals †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. !  ©1996, revised 2003 Learning Resources Unit †¢ British Columbia Institute of Technology Burnaby, British Columbia, Canada All rights reserved. No part of this publication may be reproduced in any form or by any means without the prior written permission of the Learning Resources Unit, British Columbia Institute of Technology.

Reaction Paper on David Cole interviews with Dr Franciszek Piper Movie Review

Reaction Paper on David Cole interviews with Dr Franciszek Piper - Movie Review Example We should start worrying about how history can get corrupted like anything and how any extreme act of inhumanity can go unaccounted for as time passes by. It is a truth that holocaust is always understood as a Jewish holocaust but on the fringes of that narrative, we also see Russians, Poles, Ukrainians and communists. Why should communists take up the Jewish propaganda is a question worth probing. Providing trivial aspects like the growth of Auschwitz into a commercial tourism spot to suggest that ‘Auschwitz’ is more hype than truth, is not adding to the serious tone of this video but only diminishing it. Also the mocking tone reflects of some kind of a prejudice. For example, when the presence of shops selling video cameras in Auschwitz is mentioned it is mockingly added that the visitors need not fear about missing a shot of the â€Å"final solution† (â€Å"David Cole Interviews With Dr. Franciszek Piper†). The contradiction in the statement of two ladie s about the holes on the roof of the gas chamber, is there but the second lady is not asked to explain her statement- that is, why the holes were made if they were not original. Also, I wonder whether the deaths (of all those people who have been killed by gassing in Auschwitz) have ever been properly documented or not. This information is lacking in this video. Did the relatives and friends of each ‘victim’ not try to locate the person, and the cause of death? Even the revised figure of the number of deaths in Auschwitz given by Dr. Franciszek Piper is 1.1 million, which is not a small figure. In any instance of mass death, there happens often a controversy about the death toll. And the version of Dr. Franciszek Piper also need not be the authentic version. The truth can be somewhere between these figures but that does not make irrelevant the question, how did people in such great numbers perish. Dr. Piper is readily

Ethnographic Study Essay Example | Topics and Well Written Essays - 1000 words

Ethnographic Study - Essay Example But one word from her will silence him forever, and he will never bother her again. If, however, her feelings have changed, he has to tell her that she has bewitched him body and soul and he loves her. Lizzie comes forward, just as the sun was rising, and catches Darcy's hand in hers. She kisses it and tells him, your hands are cold. And they slowly bent their heads forward, touching each other's mind. The next part is Jane pacing the front of the door of her father's study. It opens and Darcy went outside, Lizzie rushes forward, without looking at Darcy. Then, as she was asked by her father to close the door, she turns back, gives Darcy a smile full of love, her heart on her eyes, as she slowly took her time to do her father's wish. Inside the study, Mr. Bennet asks Lizzie if she has lost her mind, as he thought Lizzie to despise the man. Lizzie denies the allegation. Mr. Bennet states that Lizzie will have more fine carriages than Jane, and if by being rich will make her happy Lizzie asks him if he has no objections than her indifference with Mr. Darcy, Mr. Bennet says none at all. He then added that Darcy is a proud unpleasant sort or fellow but that it would be nothing if she liked him. Lizzie states that she does. Her father nodded. Until she added that she loves him. Her father was surprised and Lizzie states that of all of them, she was the one who has mistaken him; who has judged him, that he is not a proud fellow. She also added that Mr. Bennet doesn't know him, doesn't know what he's done. Mr. Bennet then asked Lizzie what Mr. Darcy has done, and the scene cuts off to show Mr. Darcy pacing the courtyard, as Mrs. Bennet and Jane was looking out the window to him, telling each other the impossibilities of the situation as they thought that Lizzie disliked the man immensely. Then Jane stated that they must be wrong about Lizzie's true feelings, and Mrs. Bennet states that it isn't the first time, and Jane laughingly said, "No, it isn't. And it certainly isn't the last." While in the study, Mr. Bennet takes the full blow of Lizzie's confession about Darcy. He realizes the grave debt that he has now owed to the man. He wanted to pay Darcy, but Lizzie declined, stating that nobody must know, and that Darcy wouldn't like it. Lizzie then says that they have misjudged him in every way; that they are so much alike, both of them are fools as well as stubborn. And with this admission, Mr. Bennet burst out laughing, saying that Lizzie does love the man. So he heartily gave his consent. Lizzie hugs her father, saying thank you. The first cultural aspect shown in the scene was the apology for the behaviour of Darcy's aunt the previous night. This was to ensure that Lizzie knows that Darcy was against his aunts' actions and that he is sorry for the hurt it may have caused her. In this part, common courtesy was present, even in the early 19th century, where this movie was set, courtesy and respect are two most important factors for the titled and important people; even for the lower ones. Even up to now, common courtesy is still practiced as it is known to be the upbringing of a person's life since childhood. It is a brand and a name and it places people into a bracket of identity. Common courtesy also calls that Lizzie declines the apology, as she knows that

Leadership and Change management Essay Example | Topics and Well Written Essays - 1750 words

Leadership and Change management - Essay Example An effective form of leadership can be recognized as one of the chief determinants for an organization to attain competitive position in the fiercely growing business market (Andriopoulos and Dawson 197-199). The report aims to demonstrate the fundamental concept of leadership and its major significance in organizational success or failure. With regard to proactively recognize the roles and importance of leadership, the discussion of this project report enables to understand the leadership styles and functions of Jeff Bezos, the founder and the Chief Executive Officer (CEO) of Amazon.com, Inc. 2. LITERATURE REVIEW With regard to the study of Collins (2002), certain crucial factors like increased level of internationalization along with globalization and prevalence of extreme business market competition denote the emerging need of performing effective leadership practices within an organization. These effectual leadership practices can encourage the employees to perform better than th e existing efforts perform by them. Moreover, the practices help in enhancing the empowerment skills of every organizational member and generating new ideas in the workplace, resulting in accomplishing predetermined business targets of the organizations (Collins, â€Å"The Effectiveness of Managerial Leadership Development Programs: A Meta-Analysis of Studies from 1982-2001†). ... k of the recent activities and (3) learning about the challenges of working responsibility that occurs during the development level of leadership in an organization. Relating to this significant concern, the above discussed methods clearly define the selection of appropriate individuals as leaders who possess the ability to endure the indistinctness, relativity of knowledge along with the possessiveness of determining and continuing to learn innovative methods of working tasks (McCauley, â€Å"Leader Development: A Review of Research†). 3. COMPANY HISTORY Amazon is regarded as one of the foremost and renowned online retailers, which deals in selling various sorts of products over the web (internet). The company was founded by Jeff Bezos in the year 1994 and started its e-commerce business in the year 1995. With the rapid pace of technological developments along with the fiercely growing online business market, the organization has been recognized to develop its brand position through developing quality products or services to the global clients through online. Currently, the organization tends to offer a huge collection of products or services that include books, electronic goods, computer parts and accessories along with clothing and furniture items to the global customers over the medium of internet (Krishnamurthy, â€Å"Amazon.Com - A Business History†). 4. HISTORY OF THE FOUNDER Jeffrey P. Bezos (Jeff Bezos) is viewed to be a highly renowned name in the global online retailing business industry. The leader became much popular for his exceptional leadership skills that eventually made Amazon to become one of the successful and giant online stores in the respective business industry. Relating to the earliest days of Bezos, the leader graduated from Princeton University

Everythings a arguement Essay Example | Topics and Well Written Essays - 250 words

Everythings a arguement - Essay Example Let me put some logic into your puny gullible minds. First, what is ugly? To make the definition easier for your brains, ugly means â€Å"not pleasant to look at1†. If these stepmothers are actually as ugly as their creators (Hans Christian Andersen and Brothers Grimm are definitely no GQ models2), rich men would never decide to marry them. Rich? Yes. The stepmothers are supposedly after your heroines inheritance, right? Attractive? They must be, or they would never be called â€Å"beauties† worth of royal attention. All these facts just push my point further3. Get real! Do you really believe that Prince Charles during his younger years would marry somebody like Susan Boyle4 --- a poor, hideous nobody? Yea, Prince Charles is not an eye-candy5, but instead of this he is f---ing rich. Second, what is evil? It is quite elementary, Watson6! Evil is the opposite of good. Then so, what is good? Heroes and heroines are good. Yea, I agree to a certain extent (Robin Hood, or anyone else?7). So, thank you for helping me arrive at my point that if heroines are good, they must be known for doing good deeds to people. What exactly did Snow White, Cinderella, and the rest of these women did to be called heroines? All of them are melanin-deprived. Let us take Snow White as an example. She lacks courage. Escaping the huntsman is out of the mans kindness and not out of Snow Whites fighting skills. She even broke into the house of the seven little men who were all taken by her beauty. Sure, she offered her domestic services in exchange for a place to stay. And what about her almost getting killed by poison because of her moronic trust on an ugly stranger who gave her a fruit? This has nothing in common with heroism. Well, she survived several attempts at her life. She had to survive from pure luck and from the perversion of the handsome lord who happened to pass by and used a chance to dmonstrate his necrophilia8. What about Cinderella? Her dissatisfaction

What do you Think Zen Means by Enlightenment Essay

What do you Think Zen Means by Enlightenment - Essay Example This essay considers Suzuki’s perspective on Zen Enlightenment and argues that for Suzuki the notion of Enlightenment is a personal journey toward becoming one with the essential nature of the universe. In properly comprehending Suzuki’s perspective on Enlightenment it is necessary to consider the various modes of articulation he implements. One such perspective is Suzuki’s historical contextualization of Enlightenment. In these regards, Suzuki notes the seminal tale of the Buddha attaining Enlightenment under the Bodhi-tree. This historical consideration is significant as it relates to the very foundational assumptions of Enlightenment in Zen Buddhism as emerging from either traditional forms of Buddhism or as an entirely unique development. Early on it’s clear that Suzuki embraces a notion of Enlightenment as emerging from the foundational values established by the Buddha, yet believes that Zen Buddhism is greatly tempered by the Chinese soil. Suzuki rec ognizes that the very notion of Enlightenment and Buddhism has shifted historically. He states that, â€Å"In the beginning of Buddhism†¦was an exclusive possession of the elite† (Suzuki, p. 74). ... Suzuki states, â€Å"The reason why the Buddha so frequently refused to answer metaphysical problems was partly due to his conviction that the ultimate truth was to be realized in oneself through one’s own efforts† (Suzuki, p. 61). Indeed, there is a prevailing sense that Suzuki believes traditional forms of linguistic articulation are inefficient in comprehensively explicating the Enlightenment concept. Although such a notion seems to indicate that Enlightenment is simply a subjective state, it’s clear that Suzuki believes there are various signposts that add further structure to the concept. While traditional forms of Indian Buddhism embraced ascetic and stoic spiritual approaches, for Suzuki Zen Buddhist approaches to Enlightenment are more prominently linked to an ignorance of traditional means of knowing and an increased acceptance of the true universal essence of nature. While Suzuki firmly entrenches the notion of Enlightenment as a personal journey, he al so established a number of objective elements. Suzuki notes, â€Å"deliverance from Ignorance and passions was the work of Enlightenment† (Suzuki, p. 63). Such notions become thematic throughout the text as Suzuki later considers that one of the elements intrinsic in both sentient and non-sentient beings is an ability to transcend, â€Å"the dualism of matter and spirit, of ignorance and wisdom, of passion and non-attachment† (Suzuki, p. 64). Indeed, the notion that Enlightenment is intrinsic to humanity is further established, as Suzuki seems to embrace this Enlightenment as being firmly linked to the true essence of the universe. One considers 19th century notions Emerson and Thoreau’s Transcendentalism in gaining a

Describe and discuss Key Points of Diversity and Unity within Essay

Describe and discuss Key Points of Diversity and Unity within 'Hinduism' - Essay Example Not only does this word help a vast people affiliate themselves with the same theological faith but also does it pronounce the way to lead the perfect life on earth, given the follies and foibles life encompasses as well as the problems that people are accosted with. Again, as mentioned, Hinduism is no mere binding force that includes people from diverse backgrounds but is like a salad bowl wherein the individualities can be ascertained very easily though they appear to be part of a single entity. This is one unique feature of Hinduism and has lent unity in diversity to the religion. Lipner (2004), in his celebrated book, Hindus: Their Religious Beliefs and Practices, asserts the true meaning of Hinduism. The author is of the opinion that Hinduism as a term in the general order of terms belonging to the ‘ism’ category is unique and differs from all others in form as well as content. According to Lipner (2004), Hinduism is like a banyan tree with all its branches. The sim ile of the banyan tree has been well explained by the author when he opines that the religion is basically an amalgamation of various ancient roots and branches, essentially â€Å"polycentric† though united as well as indistinguishable at times and â€Å"macrocosmically one†. This pattern of diversity is unique and lends variety to the same. However, he has also opined that the simile of the banyan tree is not applicable from all points of views. Since a banyan tree looks the same from all angles, so the simile of the banyan tree cannot be said to be apt from all view points since in case of Hinduism the point of view changes from time to time depending on the basis on which we are trying to take a look at Hinduism as a banyan tree. A further explanation of the reason why Hinduism does not appear to be a banyan tree is because though it may be a homogenous entity since the word Hindu refers to people belonging to a single faith, however, it is also a block reality (Lip ner, 2004). Other theoreticians have also echoed the same thoughts as well as philosophies. Smith (1964) has been of the opinion that Hinduism is something that does not exist in reality given the fact that this particular word envisages encompassing so diverse a range of meanings in itself that it is but an impossible pursuit. Vertovec (2000) has interestingly noted his own interpretation of Hinduism. The author mentions that his definition of a Caribbean Hindu is not one who continually changes as per the demands of the situation but adapts to the social practices that he or she is in and also negotiates one’s position with the externalities that befall the Hindu individual. This again points out to the fact that not only in India but the world over, Hindus or followers of Hinduism have exhibited the same pattern of behavior. This natural propensity towards diversity is what sets Hinduism apart from all other reasons. Lipner (2004) has given another very interesting definit ion that Hinduism stands for a â€Å"family of culturally similar traditions†. This is indeed enough to give us initial insight into what Hinduism actually is. Of course, the homogeneity of existence among the followers of Hinduism becomes apparent. However, it also becomes clear that more than the existence of God or the convergence of religious beliefs, this is one religion that is enmeshed with the social life of the population and this is exactly

Taino Construction Supplies Case Study Example | Topics and Well Written Essays - 500 words

Taino Construction Supplies - Case Study Example Besides the company is environment protection and social oriented. This is reflected in green building and social projects participation, using alternative ways of the extraction of sand. Secondly, Rivera analyses the company’s competitors, customers and market situation. It appears that though Taino does not have direct local competitors there are competitors on the global level and the main of them is Cementos de Mexico which is Tainos partner and client at the same time. Another big customer is House Depot (retail) and some big construction companies. The market analysis shows that the construction market in San Felipe is in time of crisis. However, some segments for example â€Å"do-it-yourself† are stable. Besides the company have faced with other challenges, such as government, environmental groups and partners difficult relations. At the same there are emerging possibilities on the market to raise sales of some products in home market and exporting to other count ries in particular into some states in the USA affected by hurricanes. Consequently, Mario Rivers searches for the ways of turning all the innovation investments in competitive edge of the company.

Apple Inc. and Wall Street Journal Essay Example for Free

Apple Inc. and Wall Street Journal Essay Apple has set the standard and has built a reputation around the world for creative, consumer-friendly, simple devices that are used around the world. They are marketed in such ways that demand for these gadgets are always in high demand. Apple’s innovations and marketing techniques have changed not only the phones and computers we use but their innovation has challenged people to do business outside of the box. For Apple not only have they gone outside the box, but literally outside of the country for the manufacturing of their products. 10 percent of the Apple IPhone is manufactured in the United States, the other 90 percent of the Apple IPhone is manufactured abroad. (Duhigg Bradsher, 2012). To make an IPhone requires hundreds of different parts and not all of these parts can be found all in one place. The advanced semiconductors of the phone are made in Germany and Taiwan, the memory pieces, display panels and circuitry are all from Korea and Taiwan, chipsets are from Europe and the rare metals are found from Africa and Asia. After the materials have been acquired they are sent to China mainly Foxconn City where they are manufactured. (Duhigg Bradsher, 2012). The unscratchable glass screen was perfected by Apple engineers in Kentucky and sent to Foxconn City where they are assembled.(Duhigg Bradsher, 2012). While 90 percent of the parts needed are found elsewhere the software and the marketing of that software in the phone is all American. (Duhigg Bradsher, 2012). Apple employs 43,000 people in the United States and 20,000 overseas, whereas they contract an additional 700,000 people from everywhere but the United States to engineer, build and assemble their gadgets. (Duhigg Bradsher, 2012). As Apple grew around the world the demand for their products simultaneously increased. Apple realized that their production was also going to have to grow and grow out of the United States to meet their expanded quota. The solution was outsourcing. Outsourcing has become the frequent thing to do in hundreds of industries including electronics. Almost all of the 70 million iPhones, 30 million iPads and 59 million other products Apple sold last year w ere manufactured overseas. (Duhigg Bradsher, 2012). When companies decide to outsource Asia always looks to be the best choice among the rest. The workers who are just barely trained are much cheaper, which keeps profits high when labor the main cost of production is kept to a minimum. In Apple’s case this was not their concern, what made Asia the place where Apple contracted Foxconn is  because of the speed of production and the magnitude of people that are trained and hired to work are unthinkable here in the United States. For the needed 208,700 people to work in assembly lines and over see production it has been estimated to take nine months to find that many qualified engineers in United States to work. In China, it took 15 days. (Duhigg Bradsher, 2012). Apple’s worldwide supply demand manager spoke on the subject and commented â€Å"What U.S. plant can find 3,000 people overnight and convince them to live in dorms?† For Apple to make the switch to Chinese workers from American workers was a critical advan tage in their company. (Duhigg Bradsher, 2012). Foxconn City was informally named a city because of the amount of people that works are equivalent to city. This facility employs 230,000 most of the workers spend six days a week working, and up to 12 hours of their day at that same plant. Many of the workers there are forced to live in company dorms where they make less than $17 day. (Duhigg Bradsher, 2012). However, Foxconn can provide companies, like Apple with the scale of people that are needed for efficient production of their gadgets. Since Foxconn has been successful they have opened dozens more of facilities that assemble an estimated 40 percent of the world’s consumer electronics. (Duhigg Bradsher, 2012). With production exceeding everywhere else in the world the consequence of having unseen high production output is also to have harsh and demanding working conditions for employees. Employees at Foxconn work extreme overtime hours, and live in crowded dorms. The owners of Foxconn and Apple have been criticized for these conditions and that underage workers have helped build these products.(Duhigg Barboza, 2012). They are also criticized for safety concerns of hazardous materials that are not disposed properly that eventually harm uneducated workers. The China Labor Watch (CLW) found â€Å"a variety of dangerous working conditions, as well as unfair calculations of work time, low basic wages that compel acceptance of large amounts of overtime in order to have adequate income on which to live, very high work intensity, and failure to pay for social insurance, work-related injury insurance and other insurance required by law.† (Lubman, 2012). Codes of conduct were set by Apple and the CLW in place to help balance working conditions and employees rights. These policies are frequently inspected but are found to be seriously violated on a daily basis.(Duhigg Barboza, 2012). The criticism and investigations of Foxconn  have led them to improve conditions; they plan on improving conditions by hiring more new workers, eliminating unpaid overtime, improving safety, and to upgrade housing and other amenities. (Gupta Chan, 2012). Foxconn said it was â€Å"going to raise salaries by 16 to 25 percent, and was advertising a basic monthly wage, not including overtime, of 1,800 yuan ($290) in the southern city of Shenzhen, Guangdong province where the monthly minimum wage is 1,500 yuan.† (Duhigg Barboza, 2012). Foxconn also alleged to building new housing where multiple workers do not have to cram into a room, and help their workers enroll in union type of structures. As these promises seem hopeful they have not been yet effective. Chen Yamei, 25, who has works at a Foxconn factory, complained that her salary will drop to just over 2,000 yuan a month ($317) from over 4,000 yuan. (Duhigg Barboza, 2012).Which is the complete opposite of what was promised, and shows that the investigations just highlighted the problems of oversea manufacturing companies that without fixing them. Urbanization normally generates more economically productive work, compared to rural areas. The skills needed to survive in an urban area are different, also getting paid for these skills are an increase to rural pay. ( Areddy, Davis, Page 2012). With more people living in an urban center this naturally causes a demand for new housing and buildings. Therefore, an increase in the urban cities would create more jobs an d better pay for people and this could lead to people less likely to work at companies like Foxconn, and utilize their skills somewhere else with a more competitive pay. The urbanization of China not only will open up more cities and jobs and such, but it will change the way that this generation thinks and works. The new generation of workers is less tolerant of the rigid military management style that was used on their parents and grandparents. ( Mozur, 2012). As jobs grow in China, young workers will pick and choose their jobs. This complicates the situation at Foxconn because the newer generation will challenge the manufacturing company and the government to meet the large expectations that will only continue to grow. The younger workers want to work more independently, employees 24 and under desire jobs where they don’t live paycheck to paycheck and can afford to save money for the future. ( Mozur, 2012). Being independent or an entrepreneur, living in a big city where there are more opportunities, not depending on working at a company like Foxconn where you  are told what to do and where to sleep every day. No I do not think it is proba ble to manufacture IPhones and IPods in the United States. Figuring out space, resources, and labor would cost a fortune even before production. While in China they have warehouses already built to accommodate production, with free samples of products, employees available 24 hours a day and free engineering offered. (Duhigg Bradsher, 2012). As a business executive the smart choice for your company would be to move your supply chain to the most efficient place possible. â€Å"The entire supply chain is in China now,† said another former high-ranking Apple executive. â€Å"You need a thousand rubber gaskets? That’s the factory next door. You need a million screws? That factory is a block away. You need that screw made a little bit different? It will take three hours.† (Duhigg Bradsher, 2012). The production that can be done overseas could not be matched here in the United States in the same amount of time, this is why manufacturing in the United States would not benefit Apple as much as it does in China. I don’t believe that companies have an obligation to support American workers. CEOs want to maximize profits, and continue to be competitive around the world, so the most logical thing to maximize profits is lower costs. Labor is a huge cost. The U.S. is a world leader not because Americans are more intelligent than everyone else on earth, but because we have a free market and a free market inspires people to innovate which help American companies to stay a competitive power around the world. It hurts some people’s jobs but for a short term. Globalization needs to happen to thrive, limiting outsourcing inhibits growth, and jobs cannot be made without growth. Acquire new and better skills or perish. Competition needs to continue for growth in jobs, not an entitlement to a job just because you’re American. References: How the U.S. Lost Out on iPhone Work by Charles Duhigg and Keith Bradsher from The New York Times, January 22, 2012, pp. A1 and A22-A23 ( ONLINE version dated January 21, 2012) â€Å"In China, Human Costs are Built Into an iPad† by Charles Duhigg and David Barboza, The New York Times, January 25, 2012 Apple Contractor Ho Hai Says it Hired Underage Workers by Paul Mozur, The Wall Street Journal, October 16, 2012 (also see version printed on October 17, 2012 Foxconn Factory in China Used 14-Year-Old Workers) Working Conditions: The Persistence of Problems in Chinas Factories by Stanley Lubman, The Wall Street Journal, September 25, 2012 â€Å"Apple, Foxconn set new standard for Chinese workers† by Poorima Gupta and Edwin Chan Reuters, March 30, 2012 â€Å"China Population Balance Tilts Urban† by Jeremy Page and Bob Davis, The Wall Street Journal, January 18, 2012, p A10 New Labor Attitudes Fed Into China Riot by Paul Mazor, The Wall Street Journal, September 26 (or 27), 2012

Unemployment research Essay Example for Free

Unemployment research Essay Unemployment From Wikipedia, the free encyclopedia Unemployment (or Joblessness), as defined by the International Labour Organization, occurs when people are without Jobs and they have actively sought work within the past four weeks. [2] The unemployment rate is a measure of the prevalence of unemployment and it is calculated as a percentage by dividing the number of unemployed individuals by all individuals currently in the labour force. In a 2011 news story, BusinessWeek reported, More than 200 million people globally are out of work, a record high, as almost two-thirds of advanced economies and half of eveloping countries are experiencing a slowdown in employment growth, the group There remains considerable theoretical debate regarding the causes, consequences and solutions for unemployment. Classical economics, neoclassical economics and the Austrian School of economics argue that market mechanisms are reliable means of resolving unemployment. citation needed] These theories argue against interventions imposed on the labour market from the outside, such as unionization, minimum wage laws, taxes, and other regulations that they claim discourage the hiring of workers. Keynesian economics emphasizes the cyclical ature of unemployment and recommends interventions it claims will reduce unemployment during recessions. This theory focuses on recurrent supply shocks that suddenly reduce aggregate demand for goods and services and thus reduce demand for workers. Keynesian models recommend government interventions designed to increase demand for workers; these can include financial stimuli, publicly funded Job creation, and expansionist monetary policies. Georgists, half a century before Keynes, also noted the cyclical nature but focused on the role of speculation in land which pushes up economic rent. Because rent must be paid mostly from wages (yield of labor) but also from interest (yield of capital), economic activity cannot be sustained in the rent bubble, which finally burst resulting in recessions or depressions. Once the speculation is wrung out of system the cycle of land speculation begins again. [4] Henry George therefore advocated the taxation of land values (Single Tax) to stop land speculation and in order to eliminate taxation of labor and capital. George opposed land nationalization and Marxs theories. Marxism focuses on the relations between the owners and the workers, whom, it claims, the wners pit against one another in a constant struggle for Jobs and higher wages. The unemployment produced by this struggle is said to benefit the system by reducing wage costs for the owners. For Marxists the causes of and solutions to unemployment require abolishing capitalism and shifting to socialism or communism. In addition to these three comprehensive theories of unemployment, there are a few categorizations of unemployment that are used to more precisely model the effects of unemployment within the economic system. The main types of unemployment include structural unemployment which focuses on structural problems in the conomy and inefficiencies inherent in labour markets including a mismatch between the supply and demand ot laborers witn necessary skill sets . Structural arguments emphasize causes and solutions related to disruptive technologies and globalization. Discussions of frictional unemployment focus on voluntary decisions to work based on each individuals valuation of their own work and how that compares to current wage rates plus the time and effort required to find a Job. Causes and solutions for frictional unemployment often address barriers to entry and wage rates. Behavioral economists highlight individual biases in decision making and often nvolve problems and solutions concerning sticky wages and efficiency wages.

Changing National Curriculum For Physical Education Education Essay

Changing National Curriculum For Physical Education Education Essay Abstract: This essay will embody a critical analysis on the contrasting themes across the differentiated DfEE/QCA 1999 National Curriculum and the newly enforced 2007 published documents, in relation to the subject of physical education. The essay will be formatted and based around discussion on three key curricular themes; creativity, flexibility, and inclusion; ending discussion with a select few more obvious additions to the new National Curriculum for Physical Education (NCPE) To begin it is important to briefly define a general view of physical education within our country; the aim of Physical Education is to develop physical competence so that all children are able to move efficiently, effectively and safely and understand what they our doing. The outcome physical literacy- is as important to childrens overall development as literacy and numeracy. Declaration on Physical Education (2005) The Education Reform Act (1998) outlined the entitlement for all state education pupils to have Physical Education (PE) included as an integral part of the core curriculum. The National Curriculum for Physical Education (NCPE) was introduced for pupils aged between 5-16 years in 1992 and was modified in 1995 (DfC 1995); since revised for schools in England and became fully operational in September 2001, with the New Curriculum being enforced in 2007, meaning the DfEE/QCA 1999 NC is still in place for years 9, 10, 11 and primary schools. Due to the limited word count only the three stated area of discussion will be discussed in explicit detail, but before initiating discussion on these areas, it is important to explain to you the reader the major changes between the two documents; which will bear reference throughout the essay. Firstly the starting point for all the changing in the secondary curriculum is the introduction of the three statutory aims; which give focus for curriculum design, which have never previously existed. Secondly the DfEE/QCA 1999 NCPE has four strands of programme of study, whereas the New NC 2007 has been developed into 5 key processes. The section, key processes most resemble the previous programme of study meaning teaching will be broadly familiar with it. The addition of developing physical and mental capacity recognises the importance of physical qualities and mental determination to the final outcome. The key concepts (competence, performance, creativity, and healthy active lifestyles) ho listically combine what is at the heart of PE giving the learner ideas on what is needed to be physically educated. The breath of study in the DfEE/QCA 1999 NCPE, has been developed further in the 2007 NCPE into a more flexible range and content, focusing the curriculum around pupils developing different ways of thinking that underpin success in a much more flexible array of activities; there is also statutory requirements for pupils to be offered opportunities that engage them with real audiences and real purpose, enabling PE beyond the school context. The first main area of discussion will be based around creativity in the two stated NCPE. Creativity is a diverse slippery concept that is very hard to define; it has variously been described as imaginativeness or ingenuity manifested in any valued pursuit (Elliot 1975: 139); a function of intelligence (Robinson, 2001), or going beyond the conventional agreed (Craft 2000). In relation to an educational context Lavin (2008) notes how the National Curriculum for Physical Education (NCPE) has never taken emphasis towards a creative approach; neither in terms of learning or teaching creatively. Pupils established in the DfEE/QCA 1999 NCPE, have previously been asked to acquire and develop skills, select and apply skills, compositional ideas and tactics; evaluate and improve performance; and have knowledge and understanding of health and fitness. On analyse the only real areas that previously explored the realness of creativity were with dance, games and gymnastic dimensions of the curric ulum. Outdoor and Adventure activities also bared no influence requirement to develop a creative approach; pupils were just expected to enhance problem solving skills which are a very different cognitive process. The National Advisory Committee on Creative and Cultural Education (NACCCE) recognise this by stating that, Creativity and problem solving are not the same thing. Not all problems call for creative solutions or original thinking. Some can be solved routinely and logically. NACCCE (1999:24) Pioneering research like this encouraged an onslaught of new specific initiatives. Over the past few years the notion of creativity has been developed as a constant feature in educational initiatives. In 2003 the Office for Standards in Education (Ofsted) underwent a survey to examine and identify schools good practice in the promotion of creativity. Their report, Expect the Unexpected: Developing Creativity in primary and secondary school, found that there was generally high quality crea tive work. Whats more the Qualifications and Curriculum Authoritys (QCA) creativity project, Creativity find it, promote it (2004) developed a vital resource to encourage the implementation of this concept; by providing practical materials and examples of developing creativity in a school setting. In extension of these initiatives, Roberts (2006) report, Nurturing Creativity in Young People, set out a clear framework to influence the further development of creative approaches to be enforced in the 2007 NCPE. With the launch of the revised Key Stage 3 NC in July 2007, the importance of creative approaches was finally recognised and established. The chief executive of the QCA (2007) quotes; by mixing tradition with more creative approaches to the curriculum, we will achieve our objective of providing successful learners, confident individuals and responsible citizens. As opposed from the DfEE/QCA 1999 NC, one of the five concepts in the new secondary NCPE at Key Stage 3 being creativity. It highlights how pupils need to understand the concept of creativity in order to: Use imaginative ways to express and communicate ideas, solve problems, and overcome challenges. Explore and experiment with techniques, tactics and compositional ideas to produce efficient and effective outcomes. National Curriculum (2007) The Association for Physical Education (Afpe) (2007) state how the importance of creativity within this new curriculum is paramount; being one of the underpinning key concepts of the subject. Young people need opportunity to fire up their imaginations, overcome challenges, explore and experiment with techniques, tactics and compositional ideas, and to be able to express and communicate freely, all to produce efficient and effective outcomes. Kirk, MacDonald and OSullivan (2006) state how creative learners are guided to discover knowledge themselves and to create their own understanding of the subject matter. Which interrelates to the new Personal Learning and Thinking Skills (PLTS) initiative bough in by the government in 2004. This encourages learners personalisation within the curriculum, encouraging them to learn to learn. As a concluding statement for this section of discussion the Afpe (2007) further highlight the much needed government support in association with this educational movement; quoting how the government clearly feel that the nations future in terms of development of a more flexible, dynamic economy, is best served by developing more creativity in our young people. To initiative discussion on curricular flexibility DfE 1995 NCPE, formatted its physical activities through a schedule of units and half units; the 1995 NC stated that; Pupils should be taught Games, at least one other full area of activity (Units A+B), and at least two additional half areas of activity (Unit A) taken from different areas of activity. At least one half area of activity (Unit A) must be either Gymnastics Activity or Dance. (DfE 1995:6) This formatted take of activities made the curriculum very regimented and structured, prohibiting any chance of curriculum change and flexibility of bringing in new activities. Capel and Piotrowski (2000) state how the content in physical education, can be viewed as the passing of traditional culture, meeting the needs of the individual and preparing pupils for life after school. In regards to the creation of a broad balanced content across curricular history; the 1992 NCPE haled considerable bias towards games; whats more in the 1995 DfE NCPE, emphasis on each of the six areas of activity was not equal; games again prevailed as the dominant area. The balance in the DfEE/QCA 1999 NCPE was somewhat re-addressed most notable because games where not compulsory at Key Stage 4. In critical analysis, basing the DfEE/QCA 1999 NCPE on the notion of providing, a broad and balanced curriculum, has featured in many heated discussions about the pragmatic flexibility of the six areas of activity; dance, games, gymnastics, swimming and water safety, athletics, and outdoor and adventures activities. There have been politically based comparisons involving inclusion rates of some of these regimented areas, based on pupils and teachers flexibility and choice. Begging the question, is enough time given to other breath of study areas for pupils to establish a good skill level? It seems not as, Ofsted (2002) alerts us that, time allocated to team games is sometimes between three and five times that for gymnastics, dance and other aspects of the PE curriculum, Ofsted (2002:4) thus completely contradicting the preliminary term; broad and balanced. White (2004) supports this argument further by questioning the appropriateness of the DfEE/QCA 1999 NCPE categories in regards to being institutionalized within our modern culture, as the dominant sports like netball and football, which bare small relevance to modern recreational activities like cycling, jogging and yoga. White (2004) furth er exclaims the non-apparent link to activities pursued in our contemporary youth culture such as skateboarding and BMX biking. The Qcda (2008), bring to light how the new curriculum enforced offers schools greater flexibility and coherence to aid tailor made specific learning to individual learner needs, with less prescribed subject content; although pupils will still be taught the general subject knowledge that was so prevalent in the DfEE/QCA 1999 NC. Crichton Casbon, curriculum adviser for PE at the QCA, divulges how the proposed changes offer teachers more flexibility to be creative; quoting We will know were winning when schools will be designing their own curriculums to suit the needs of their own particular youngsters. Pe and Sport Today (2007:1) The new curriculums range and content aids focus around pupils developing alternative ways of thinking that underlie achievement in altering activities, inhibiting greater flexibility and choice for the pupils and teachers to select alternative activities that engage them with the concept and processes, thus fulfilling aspirations, preferences and needs set. These can include (at least four): outwitting opponents accurate replication of actions, phrases and sequences exploring and communicating ideas, concepts and emotions performing at maximum levels identifying and solving problems exercising safely and effectively. (New Secondary Curriculum 2007) Crichton illustrates this with the example of swimming. If you play water polo you are outwitting opponents, with synchronized swimming you will be replicating movements, in lane swimming youll be performing to your maximum speed, in life saving you are focused on problem solving, while in aqua aerobics you will be exercising to improve fitness, Pe and Sport Today (2007:2) this demonstrates how each activity requires you to swim but also focuses on a different outcome, demonstrating increased activity flexibility, which produces a framework to maintain pupil interest. Jim Knight the labour party policy MP supported in his speech (2008), that the new curriculum will intend to provide greater flexibility, with more opportunity for young people to shape their own learning route, enabling them to make the most of their specific talents and follow a working style that suits them, and as Hayes and Stidder (2003) discuss, any curriculum that captures pupils personal interests and enthusiasm is going to be more effective than one that does not. Greater flexibility will also give teachers more time to help pupils who have fallen behind to catch up, and those eager pupils who our awaiting further challenges. The Qcda (2009) highlight how flexibility in the curriculum gives schools more opportunity to adapt the NCPE to make the most of their local environment, resources and circumstance, to better meet pupils interests. An example could be; if a school was in a town like Newquay who have a fantastic sea-side resource, there is no reason that surfing or body boarding couldnt be established as an activity in the curriculum. The Governments introduction of the National Activities Week will also support time implications to arranging diverse, innovative activities such as this. To conclude this area of discussion the overall impact of this flexibility development to the learner is that it provides them with the support and challenge they need, whilst better meeting their interests and aspirations. As a result this will lead to further engagement with learning, to prohibit better progress and higher standards. Aiding a smoother development progress; and overall enjoyment of the school experience. To bring about discussion on the final area, Inclusion; the revision of the NCPE DfEE/QCA 1999 for England featured for the first time a detailed, statutory statement in inclusion. Penny (2002) states that in doing so re-emphasized the centrality of, inclusion, and inclusive practices in government policy related to education in PE. In broad terms the inclusion statement ensured all pupils were enabled to participate as fully and effectively as possible within the NC and the statutory assessment arrangements, (DfEE/QCA 1999:33) regardless of pupil background, circumstance and potential barriers to their learning. This required teachers to plan the NC with mandatory regard to three principles of inclusion: 1. Setting suitable learning challenges. 2. Responding to pupils diverse learning needs; 3. overcoming barriers to learning and assessment for individuals and groups of pupils. (DfEE/QCA 1999:28) Whilst teachers were expected to employ differentiated strategies to adhere to these principles, teacher understandings and conceptualizations of inclusion were still very much in its infancy. Hayes and Stidder (2003) highlight discussion on how the DfEE/QCA 1999 NCPE needed dramatic re-shaping for inclusivity to be activated; they saw that the organization of learning would have to be infinitely more flexible, with central relevance being based on differentiated practices; which is previously been discussed a prevalent theme in the new NCPE. The new NC has taken inclusivity to the next level, by wearing together previous inclusion programs of study together with the 10 high quality outcomes, the PESSCL work strands and the embedment of the Every Child Matters agenda; into a cohesive curriculum. Every Child Matters is a new approach to the well-being of children and young people from birth to age 19. The Governments aim is for every child, whatever their background or their circumsta nces, to have the support they need to: be healthy stay safe enjoy and achieve make a positive contribution achieve economic well-being. Every Child Matters (2003:6) In aid of inclusion the Youth Sports Trust (YST) and Sport England play a central role in the DCSF and DCMS in the delivery of PE and Sport for young people; aiming to encouraging young people to adopt healthier lifestyles, enjoying sport in a safe environment and striving to achieve success, all of which are key aims of the Every Child Matters agenda. The DfEE/QCA 1999 NCPE permitted pupils to achieve that of two hours of physical activity a week, including the NC for physical education and extra-curricular activities. With a percentage increase of young people doing at least two hours of high quality PE and sport each week raising from, 25% in 2002 to 90% in 2008, (PE and Sport Survey 2008:4) demonstrating how significant developments in inclusion where already prevalent. In the production of the new NCPE, the established links with governing bodies like YST and Sport England where progressed in the development of their first outcome, Guide to Delivering the Five Hour Offer. The a im of this commitment is to enable every young person aged 5-16 to have access to five hours of PE and Sport each week. It is expected that schools will provide three of the five hours; two hours through high quality PE within the curriculum and at least one hour a week of sport for all young people beyond the curriculum. Community and club providers will seek to ensure that an additional two hours a week are available. PE and Sport Survey (2008:6) YST further support specialist sports Colleges and the infrastructure of the school sport partnerships in the implementation of the secondary curriculum. As a brief side note this is where the introduction of School Sports Coordinators (SSCO) within the new NC has become so vital; because as Flintoff (2003) states the essence of a SSCO is to organize and encourage the school and community sport partnerships, freeing up time for PE teachers to develop innovative activities. The five hour offer forms a realization on the fact that young peo ple all have different needs and preferences which continuously change, but still need to be catered for; this supports the flexible ethos of the new NCPE, and links in support to the 2007 NC, Curriculum Opportunities section, 4.d, Following Pathways to other activities beyond school. (2007:195) The main discussion has been based around personal preferences to which are the most changed areas; but there are other more obvious differences that will now be discussed briefly, to end discussion and develop holistic understanding further. The initial obvious difference is the introduction of an Importance Statement that is something that has never existed in a NCPE before; its purpose is to holistically establish a general knowledge to the new NC brief, reading rather like a mission statement for the subject. It describes what PE is really all about; by outlining why PE is important and how it can contribute to the curriculum aims. Thus showing the types of outcomes you would hope to see from a good PE department making an excellent starting point for planning. The differing structure of the NCs is also initially something that strikes you, as the DfEE/QCA 1999 NC is an A4 document, bearing very explicit detailed guidelines; on contrast the 2007 NC is formatted in a small slimed down less prescriptive booklet with short concise instructions, with explanatory notes alongside to aid simple reading, similar to the slimmer DfE 1995 NC. Lastly; cross-curricular dimensions bear major relevance in the 2007 NCPE. These promote coherence between subjects to help learners make effective links in their learning. The Planning Guide for Schools (2009) state how the cross-curricular dimensions are unifying areas of learning that span the curriculum and help young people make sense of the world. They are not curriculum subjects, but are crucial aspects of learning that should permeate the curriculum and the life of a school. In conclusion this essay should demonstrate how important it is to remember how investigation of the past will help aid us see the way forward for the future. Holistically the essay has bought discussion upon how the prevalent contributions the new curriculum has to ensure better coherence. It has further highlights how it presents the curriculum as much more than just a set of content to cover; whilst still maintaining the best of the past yet offering, increased opportunity to design learning that develops the wider skills for life and learning as well as making links to the major ideas and challenges that face society and have significance for individuals. QCDA (2008) However after researching this topic their our areas of concern regarding questioning of the new curriculum being effectively institutionalize within schools; so following discussion in this essay the next area of analysis should be focused around the questions that, once the new innovative curriculum is fully enforc ed through all key stages, can physical education staff actually enforced it effectively, truly following the specific guidelines, can they handle the extra work load, are they to stuck in their old ways for change to actually take place? References: A Planning Guide for Schools: Cross-Curricular Dimensions (2009) London: QCA Association for Physical Education (2007). Physical Education Matters. Official Journal of the Association for Physical Education. Vol.2 No.4 Capel, S and Piotrowski, S (2003) Issues in Physical Education. Oxon: Routledge Falmer. Craft, A. (2000) Creativity across the Primary Curriculum: Framing and Developing Practice. London: Routledge. Declaration on Physical Education (2005). National Summit, London (www.afpe.org.uk) Department of Education and Science (DES) (1992) Physical Education in the National Curriculum.London: HMSO. DfE (Department for Education) (1995) Physical Education in the National Curriculum, London: HMSO DfEE/QCA (Department for Education and Employment/Qualifications and Curriculum Authority) (1999) Physical Education: The National Curriculum for England, London: HMSO Elliot, R. K. (1975) Imagination, a kind of Magical Faculty, Inaugural lecture, University of Birmingham, 1975. Every Child Matters Agenda (2003) Presented by Parliament: TSO; Norwich. Flintoff, A (2003) The School Sport Co-ordinator Programme: Changing the Role of Physical Education Teacher. Journal of Sport, Education and Society; Vol 8, No. 2, pp, 231-250 Hayes, S and Stidder, G. (2003) Equity and Inclusion in Physical Education and Sport. Oxon: Routledge. NationalCurriculum2007-http://curriculum.qcda.gov.uk/uploads/QCA-07-3342-p_PE_KS3_tcm8-407.pdf?return=/key-stages-3-and-4/subjects/physical-education/keystage3/index.aspx%3Freturn%3D/key-stages-3-and-4/subjects/physical-education/index.aspx%23page3_p (Date Accessed 31/10/09) Jim Knight (2008) http://www.jimknightmp.com/ (Date Accessed 11/11/09) Lavin, J. (2008) Creative Approaches to Teaching Physical Education: Helping Children Achieve Their True Potential. London: Routledge. National Advisory Committee on Creative and Cultural Education (NACCCE) (1999) All Our Futures: Creativity, Culture and Education. Suffolk: DfEE. New Secondary Curriculum- http://www.newsecondarycurriculum.org (Date Accessed 6/11/09) Office for Standards in Education (Ofsted) (2003). Expecting the Unexpected: Developing creativity in primary and secondary schools, London: Ofsted. Office for Standards in Education (Ofsted) (2002). Secondary subject reports 2000/1: Physical Education, London, HMSE. PE and Sport Today (2007) http://www.teachingexpertise.com/articles/key-concepts-the-new-secondary-pe-curriculum-2437 (Date Accessed 15/11/09) Penney, D. (2002) Equality, equity, and inclusion in Physical Education and School Sport, in A. Laker (ed.) The Sociology of Sport and Physical Education. An Introductory Reader. London: Routledge Farmer. Qualifications and Curriculum Authority (QCA) (2008) A big picture of the curriculum. London: CCEA Qualifications and Curriculum Authority (QCA) (2004). Creativity, find it, promote it. London: QCA Qualifications and Curriculum Authority (QCA) (2007) http://www.qca_12195.aspx (Date Accessed 13/11/09) Qualifications ND Curricular Developments (Qcda) (2009) The 11-19 Curriculum: From Implementation to Development. London: www.qcda.gov.uk (Date Accessed 7/11/09) Roberts, P. (2006) Nurturing Creativity in YOUNG People, London: DCMS DfES Robinson, K. [2001] Out of Our Minds: Learning To Be Creative. Oxford. Capstone The PE and Sport Strategy for Young People (2009) A Guide to Delivering the Five Hour Offer. Sport England, Youth Sport