Process Essay Example | Topics and Well Written Essays - 500 words

Process - Essay Example Furthermore, to make the point clear, acquiring the pleasure of drinking doesn’t happen instantly, let alone alcoholism. According to Research professor of Psychology Dr. Goldman, there is â€Å"Information stored in memory that prepares people for the circumstances they encounter.† (Children’s images of alcohol, alcoholfreechildren.org) This memory is known as expectancies which functions automatically and saves thoughts and experiences directly into our subconscious minds. Dr. Goldman further explained that according to studies, â€Å"Children begin to acquire alcohol expectancies at a very young age† which yield negative reactions to the substance at first until such time that he strongly emphasized the position that, â€Å"by fifth and sixth grade, these expectancies turn positive, focusing on the arousing and positive effects of alcohol use.† The use of alcohol generally from fifth to sixth grade not only stops there, it naturally serves as a t hreshold to even bigger problem areas. NIAA studied that by the time eighth grade steps in, so does the habit of â€Å"binge† drinking increase, which eventually leads to alcoholism upon reaching adulthood. (2003) Alcohol expectancies turn positive through the hundreds of researches that explain the different factors leading to a young child’s exposure to drinking. The top three are: familial exposure, self risk factors and the ever popular peer pressure. Genetics on the other hand also â€Å"play[s] a role in the development of alcoholism, [but that] this is a disease in which other factors more strongly influence its occurrence.† (Alcohol and Teens. Medicinenet.com) Family exposure is one of these influences. Under-supervised children, family arguments and parental history of drinking all affect the child’s alcohol preferences. There is also the individual factor in which the person may have low coping management and deal with stress and other unfavorable events by drinking.

Discuss how branding adds value with reference to the cases namely 3M, Essay

Discuss how branding adds value with reference to the cases namely 3M, Singapore Airiness, AMEX, Club Med, Haagen Daaz - Essay Example concepts were adopted by its management in order to innovate, reorient, strategically position and redefine its then existing strategic branding techniques. An articulate strategy of brand value creation along with a customer loyalty management approach was adopted in the 1980’s in response to competitors’ threat to its core business, viz. the American Express card. Indeed almost 900,000 federal employees use the American Express card to settle bills to the tune of $250 billion annually though the company has had to do everything under its power to avoid being pushed into the red. The 1980’s were marked by stiffer competition from its parallel rivals like the Visa card, MasterCard and so on. In fact while the total expenditure on credit cards increased from a mere $250 billion in 1985 to $1,000 billion in 1993, the market share of American Express was either stagnant or actually falling. It was around this time that the management of the company realized the relative significance of a strategic shift in its brand management and value creation approaches. Coupled with a mammoth advertising campaign, the company sought convincingly to introduce innovation, value for money, smartness and classlessness as the new dynamic concepts in a customer-oriented promotion campaign. This strategic shift in company’s brand equity policy approach worked to such an extent that soon its rivals began to copy some of its fundamental principles (Neal & Strauss, 2008). The loyalty management program of American Express was probably the best strategic tactic that paid handsome dividends later on. Unlike its rivals, American Express began to innovate with both adverting and loyalty management. For instance its â€Å"Quality People† advertising slogan appealed to people across class and social barriers because it focused on the dynamic value proposition. Every individual person who had some success in their business or profession was chosen to underline and drive home the message

Teaching Phonics in Elementary Schools

Teaching Phonics in Elementary Schools Phonics can be defined as an instruction in sound-letter relationship used in reading and writing (Strickland, 1998). In earlier times an alphabet spelling system dominated the teaching of reading, however, a phonetic method was introduced in which children were taught individual sound letter relation and how to blend to decipher words. Teachers were dissatisfied with the method at the time because much attention was placed on word analysis and little interest was given to comprehension. Children were expected to learn every word as a sight word, making progress slow and laborious. This approach was temporarily abandoned and the basal reading program was introduced. The basal reading programs held predominance over other methods and then teachers became discontented with them as the only form of reading instruction and again returned to phonics. Various changes methodology was initiated in an attempt to solve the reading problem in the elementary schools. The literature based approaches to reading instruction in which phonics is taught in conjunction with other word identification strategies was among the practical application. These newly approaches though widely varied in application teaching phonics continue to be heard today. The support of phonics is combined with demands for a greater emphasis on spelling and grammar. Phonics instruction reveals deep philosophical differences about teaching, learning and leads to power struggles over educational policy. Despite the potential for the phonics debate to polarize educational communities, most educators and parents try to avoid instructional pendulum swings that confuse than clarify issues. They choose to concentrate their efforts on providing effective literacy programs. Types of Phonics There are different types of phonics instruction approaches that vary according to the explicitness by which the phonic elements are taught and practiced in the reading of text, it is important to understand the five specific types of phonics instruction and what they entail. Systematic phonics approach is a sequential that set on phonics elements are taught along a dimension of explicitness depending on the type of phonics method employed (national reading panel2000). Analogy phonics is teaching students unfamiliar words by analogy and to know words (e.g., we distinguish that the rhyme segment of an unfamiliar word is identical to that of the a familiar word, and then blending the known rhyme with the new word onset, such as reading sick by recognizing that -ick is contained in the known word kick, or reading hump by analogy to mumps). Analytic phonics is using phonics to teaching students to analyze letter sound relations and learning words to avoid pronouncing sound in isolation. Embedded phonics is using phonics to teaching students phonics skills by embedding phonics instruction in text reading and a more implicit approach that relies to some extent on incidental learning. Phonics through spelling is when teaching students to segment words into phonemes and also to select letters for those phonemes. Synthetic phonics is teaching students explicitly to convert letters into sounds and then blend the sounds to form recognizable words. According to national institution of child and human development report the national reading panel (2000), that phonics instruction teaches student to use the relationship between letters and sounds to translate printed text into pronunciation of words. But it is surprising that many students and teachers do not understand the basic rules in learning or teaching phonics instruction in the content area. Students knowing the basic phonetic instruction rules will help them sound out words and memorize sight words. Phonics advocates focus their efforts on the primary grades and emphasize the importance of students being able to sound out (read) words based on the phonetic instruction (Reyhner, 2000). Inadequacy of Teaching Phonics The phonological instruction is a remarkably, powerful technique and away to teach every child to reading and spelling. The different strategies of phonics instruction a child must go through before they can acquire phonics lessons, from infancy to beginning of school and at each stage the kind of help the child needs from qualified teachers with the knowledge. There are many elementary teachers who have no idea of teaching phonics instruction to students. Primary teachers education students themselves frequently express concern over their lack of confidence in their phonics knowledge and their frustration having to teach and rely on abstract chapters in textbooks those are quite difficult to understand. Today the education programs are burdened with an overcrowded curriculum, in which phonics has successively reduced in lined with pedagogical trends based on literacy acquisition. Teachers complained that phonics instruction is a difficult subject because they are not receiving sufficient explicit and systematic knowledge especially in relation to phonological knowledge in helping the child to read. Jalongo (1998) has commented that is a virtual conspiracy afoot among educators to keep this superior knowledge to ourselves and deny children access to the keys to the kingdom of reading. Teachers are either too lazy to teach phonics or too obstinate to consider it. Teachers and their trainee teachers do not understand how to teach phonics instruction and they rely on computer exercise and games to supply the phonics activities. Buckland and Fraser (2008) has stated these teachers accepted literary knowledge but they did not have knowledge of building blocks language necessary for the big picture of effective literacy teaching. It is the professional responsibility of teachers to develop extensive knowledge of phonics instruction a repertoire of teaching strategies to adapt to the needs of individual children in order to ensure success. Using Phonics instruction to Improve Reading Many researchers and educators still wondering about the use of phonics instruction help student to improve their reading. According to research has shown that systematic phonics instruction significantly enhances students in kindergarten through to sixth grade and children having difficulty in learning how to read. Children that receive systematic beginning instruction were better able to read text and also the improvement in their ability to comprehend text (NICHD, 2000). Systematic synthetic phonics has a positive effective on student with poor reading abilities and low grade achievement with students in school. A child who has been introduced to systematic phonics instruction in elementary school at early levels is able to read properly. Teaching reading using phonics instruction helps kindergarten better understanding the use of alphabetic principles and better able to give students a faster start in learning to read than direct instruction; these children alphabetic knowledge and reading skills have improved. Teachers need to improve students skills in reading by teaching phonics instruction in a meaningful way with a text and emphasize the role of systematic synthetic phonics in the classroom. There are many students who are moving out of the education system that cannot read because they cannot distinguish between sounds of words while some were not exposed to a book or even phonics instruction. Educators need to be focused on a early interventi on literacy program and mandate a strong phonics instruction which emphasize on reading program across the curriculum that fulfil the reading difficulties in the classrooms. Findings cited in the National Reading Panel Report (NICHD, 2000) on the of systematic phonics instruction including the following: Systematic phonics instruction was shown to produce substantial improvement in reading and spelling in kindergarten through sixth grade, especially for younger children who risk of future reading failure and disable readers. The contribution of systematic phonics instruction to reading provide achievement was greater than that of programs that provided unsystematic phonics instruction and programs that included no phonics instruction. Positive results were greater with younger students (kindergarten students and first graders), indicating that beginning systematic phonics instruction early is helpful. Systematic phonics instruction produced gains when used in a variety of grouping patterns such as one-on-one tutoring, small groups, and whole-class instruction. Gains in reading were demonstrated by children from all socioeconomic levels. Systematic phonics instruction improved comprehension and showed an even greater impact on word recognition (pp.26). This finding encourages the government and educators should be using phonics instruction to improve the quality of their reading program in elementary schools. There are many students moving from grade to grade who cannot read and comprehend the text. The best support for children with significant literacy difficulties to enable them to catch up with their peers, and relationship between such targeted intervention programmes with phonics teaching. The teaching of early reading and phonics in primary schools and early years setting, will improve literacy in school today and including both the content area (Europe Intelligence Wire, 2005). Comprehension using Phonics According to NICHHD (2000), reading comprehension is the act of understanding and interpreting the information within a text. Children exposed to phonics at an early age and understanding methods of decoding words can begin to engage in regular reading by translating letters into sounds of oral language and then using their cognitive processes to facilitate listening comprehension to understand what they have read. Teachers can present relevant scaffolding to help student understand textual meaning, and acquire the cipher for mapping sound onto letter to develop their comprehension skill. The high quality phonics instruction should be taught as the primary approach to student in learning to decode (to read) and encode (to write/spell) that will help in analysis comprehension. Phonics instruction should be emphasized within a broad and rich language curriculum that develop students in the area of comprehension skills and expand childrens abilities of words. Teaching comprehension usin g phonics to elementary children should be multisensory in order to arouse their interest by motivating in an exciting way Gambrell, Marrow and Pressley (2007) explained that students often need concentrated instructional support in phonics approaches in order to learn important skills and strategies that they might have difficulty discovering and principles of comprehension skills. Comprehension is an important development of childrens reading skills in academic learning in all subjects areas and in lifelong journey. Learning comprehension using phonics is a dynamic aspect for readers in the understanding of a text that provides the context within which to comprehend individual words and sentences. In teaching comprehension passages, students need to understand basic phonetic instruction to read words and spell. Cain( 2003) stated that word reading is essential for reading comprehension but does not ensure good comprehension of written text if children do not understand basic phonetics. Children who develop age appropriate word reading lack teaching phonics instruction in the classroom; therefore their reading comprehension is poor. They also have poor listening comprehension, indicating that subtle word reading difficulties can be the source of their reading comprehension problems. The theoretical approaches in the teaching phonics instruction has found to improve childrens success in learning to read and was extensively more effective than little or no phonics instruction in the elementary schools. Phonics instruction has positive effective on reading and comprehension skills on children in literacy and also in the traditional and contemporary methods are lacking, emphasis must be placed on the development of new methods that provide teachers with much needed guidance and explication in these years of reformulation in the classrooms (Wilson and Colmar, 2008). CONCLUSION Teaching students to read is a responsible of every teacher in education system. Teachers have to implement creative and effective instructional practices to in the curriculum. Teaching students to read is a responsibility of every teacher in the education system. Teachers have to implement creative and effective instructional practices in the curriculum. The education system needs to place more emphasis on phonics by using to help combat illiteracy in children. Children who were taught phonics at an early age

Comparing Morality in The Prince, Second Treatise of Government, and Ut

Comparing Morality  in  The Prince, Second Treatise of Government, and Utilitarianism Niccolo Machiavelli, John Locke, and John Stuart Mill present three distinct models of government in their works The Prince, Second Treatise of Government, and Utilitarianism. From an examination of these models it is possible to infer their views about human nature and its connection to the purpose of government. A key to comparing these views can be found in an examination of their ideas of morality as an intermediary between government and human nature. Whether this morality must be inferred from their writings or whether it is explicitly mentioned, it differs among the three in its definition, source, and purpose. Approximately three hundred years separate the earliest of these works, The Prince, from the most recent, Utilitarianism, and a progression is discernible in the concept of morality over this span. Machiavelli does not mention the word "morality," but his description of the trends and ideals of human political interaction allow for a reasonable deduction of the concept. Locke, too, does not use the word, but he does write of "the standard of right and wrong." In contrast, Mill writes explicitly and extensively of morality in its forms, sources, and obligations. A logical starting point in this examination is a look at their relative views of human nature. To Machiavelli, people are children that need order. They are childlike, not in their innocence, but in their passions. They are ungrateful, greedy, deceptive, and fickle. However, they are also rational and interested in avoiding danger. In calculating their interests they can perceive the need to join together to pursue common goals, such as conquest for acquisition, p... ...e driven into civil society by their contentious natures. As such, all three have the need for an organizing and directing influence in society to ensure that it accomplishes the ends for which it exists. For Machiavelli and for Locke, this influence comes directly from the government. For Mill, this influence comes from within society, the associations one forms with other people; however it requires a certain minimal support from the government to keep it on the proper track. This influence is morality, and it is an extension of human nature. Works Cited Locke, John. The Second Treatise of Government, ed. Thomas Peardon, New York, Bobbs-Merrill, 1952. Machiavelli, Niccolo. The Prince. Trans. Hill Thompson. Norwalk: The Easton Press, 1980. Mill, John Stuart. † Utilitarianism Resources. BLTC. 19 January 2003.

Assessment Process

A1 Award 1 – Understand the principles and requirements of assessment. 1. 1 Explain the functions of assessment in learning and development. ? ? ? What is initial assessment and how does this identify learner’s needs? What is formative assessment and how does this track learner’s progress? What is summative assessment and how does this assess learner’s achievement? 1. 2 Define the key concepts and principles of assessment. ? ? ? ? ? How do you make assessment using set criteria in order to make judgements of learners’ knowledge, skills and competence?What is meant by validity and reliability? What role does evidence have in making assessment decisions? What is meant by evidence being authentic, sufficient and current the importance of objectivity and fairness to learners? What is the importance of transparency for the learner? 1. 3 Explain the responsibilities of the assessor: ? ? ? ? ? ? ? ? ? ? How do you ensure that you understand and apply the s tandards and requirements of the award you are assessing? How do you plan assessments to meet learner needs? How do you communicate assessment requirements to learners? Similar essay: Legal Issues, Policies and ProceduresHow do you carry out assessments? How do you compare evidence with set standards? How do you make assessment decisions? How do you record the assessment process and decisions? How do you provide feedback to learners? How do you take part in standardisation processes? What do you do that ensures you take part in continuing professional development? 1. 4 Identify the regulations and requirements relevant to assessment in own area of practice ? How do you ensure you implement the assessment requirements for the awarding organisation (i. e.City and Guilds) or regulatory body (i. e. Ofsted)? ? What do you have to do in order to comply with the above? ? Why do you need to comply with the relevant assessment strategy for that particular qualification? What is the importance of this process? 2. Understand different types of assessment method. 2. 1 Compare the strengths and limitations of a range of assessment methods with reference to the n eeds of individual learners Looking at a range of assessment methods and their strengths and weaknesses of each. 3. Understand how to plan assessment. 3. Summarise key factors to consider when planning assessment ? ? ? ? ? ? ? ? ? ? ? ? How do you know what standards/criteria to be used when planning assessments? How do you pick what type and volume of evidence is required? How do you decide what assessment method to use? What do you communication to the learner about the assessment plan? What needs to be communicated to other people involved in the assessment process? How do you consider location and resources when planning assessments? How do you decide what time and duration the assessment planning process should take?How do you plan specific learner needs and decide on any support required? How do you manage the assessment process? How do you record the assessment processes and the decisions that you have made? How do you feedback to the learner? How do you comply with the relev ant assessment strategy of planning the assessment of a qualification? 3. 2 Evaluate the benefits of using a holistic approach to assessment. ? ? ? ? How can you ensure that you are efficient in the collection of evidence for the learner and for you as an assessor? How can you plan for evidence that can be used for more than one unit?How can you identifying how the learner integrates different areas into their practice to ensure that holistic assessment takes place. Understanding into their practice. 3. 3 Explain how to apply holistic assessment when planning assessment. How do you plan assessments so that a variety of required evidence can be derived from one assessment occasion? 3. 4 Summarise the types of risks that may be involved in assessment in own area of responsibility. How do you ensure that you assess risks in your role as assessor: 3. 5 Explain how to minimise risks through the planning process.How to manage assessments to minimise risks associated with, health and safet y, learner stress and potential for inauthentic evidence, collusion, unjustifiable support to the learner, fairness. 4. Understand how to involve learners and others in assessment 4. 1 Explain the importance of involving the learner and others in the assessment process. What are the benefits of involving learners in the assessment process? 4. 2 Summarise types of information that should be made available to learners and others involved in the assessment process.What information should be given to learners and others involved in the assessment process? 4. 3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. Why should the learner and others contribute to formative assessment? What are the benefits of the learning developing a sense of ownership over the learning and the assessment process? 4. 4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. What types of adapts regarding assessment may need to take place in order to meet the needs of the following: – language requirements / physical disabilities / particular learning needs and working patterns. 5. Understand how to make assessment decisions 5. 1 Explain how to judge whether evidence is valid, authentic, current, and sufficient? 5. 2 How do you ensure that assessment decisions are made against specified criteria and are valid, reliable, and fair? 6. Understand own contribution to the quality assurance of assessment 6. Evaluate the importance of quality assurance in the assessment process How do you ensure that you meet the requirements of quality assurance? How do you ensure the reliability of assessment decisions and the fairness to individual candidates? 6. 2 Summarise quality assurance and standardisation procedures in own area of practice What are the quality assurance and standardisation procedures for the qualifications that you assess? 6. 3 Summarise the r elevant procedures to follow when there are disputes concerning assessment in own area of practice. What are the appeals procedures relevant to own area of assessment practice? . Understand how to manage information relation to assessment of occupational competence 7. 1 Explain the importance of following procedures for the management of information relating to assessment. How do you ensure that you provide accurate information on learner achievement and contribute to quality and standardisation? How do you ensure that feedback is given to the learner and review the learning progress? How do you maintain records if required in regards to an appeal? 7. 2 Explain how feedback and questioning contributes to the assessment process.How does feedback help the learner develop? 8. Understand the legal and good practice requirements in relation to assessment 8. 1 Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welf are. What is the organisation, legal and awarding bodies policies and procedures in regards to the following areas: Health and safety, including leaner emotional welfare, confidentiality, transparency, record keeping, equal opportunities and diversity, compliance with the relevant assessment strategy if assessing a qualification.

Automobile †Stereotypes Essay

‘Stereotypes Of Mechanics’ There are many different stereotypes when it comes to taking your vehicle to a mechanic, whether it is one in your town our out. The stereotypes of mechanics will always be there. There are a lot of things that people label mechanics unjustly for such as, they tend to believe that we as mechanics’ are all stupid and un-educated, that we all are grease monkeys and we want nothing more than to rip them off. That we waste time and our prices are unfairly marked. It seems to me that the most important stereotype that gets me is when they have a tendency to think that if one mechanic did a ‘shady’ or other words un-reliable job, that that is how all mechanics are. That how in some significant way seem to think that somehow their age, religion, gender, race, and or attitude play a role in the way there vehicle is handled and serviced. I can remember a certain circumstance that happened to me in my life; it was a cold day in December 2007 at my friends’ garage, where I moonlight on the weekends. We had been working on a 1996 Toyota corolla when, a large man pulled up in his navigator. He had stated that it had been over heating, and wanted us to take a look at it. I told him it would be a few hours to leave it there because we already had a car that needed to be finished first. Well he didn’t like that, he had got mad and said: that all you mechanics are just a fucking like you rather work on that piece of shit corolla then my navigator. I had told him I am sorry he felt that way, but we do not discriminate from one customer’s car to the next, that they are all the same. He said well where I am from they would have done mine for me now; I wouldn’t had to have waited like this. That it must be are dumb redneck education and location, is why we where not smart enough to do his first, that it must be the way we where raised. So I told him that he was more then welcome to wait, if not he can take it somewhere else, he was a little upset and left. The funny thing was it was not more then an hour, when I heard a car pull up. I looked out and there was that man standing out in the driveway with my boss. They walked in; the boss had called me to his office and, said have you met my brother? I looked puzzled, he said I wanted to tell you thank you for the work you do and, wanted to test you guys to make sure you are all treating the customers’ right. Sorry I had to do this way but, hey you guys did well. So the stereotypes’ will always and, forever be there. You just have to remember that you must keep a level head, not get sucked in to stereotyping someone else. Always remember, hey when there talking about me they are just human and, when there talking about me there leaving someone else alone, even if just for a few moments.