BUSINESS & GOVERNMENT Article Example | Topics and Well Written Essays - 1000 words

BUSINESS and GOVERNMENT - Article Example Further, the directors at Wal-Mart would work intimately with the administration to guarantee that impetuses offered are used for the development of the organization. Government is striving to set up long haul quantifies that will spare organizations, for example, Wal-Mart if there should be an occurrence of a financial emergency. For example, presentation of more prominent ties between the interests of business and society affected activity of Wal-Mart as far as planning its items and administrations for its clients. The new guidelines that the administration has put place expect to advance wanted conduct by keeping the organization from misusing clients. For instance, Wal-Mart Company needed to get some information about its maintainability programs by requesting that they report on their natural concerns such emanation of ozone harming substances. What's more, Wal-Mart is offering financing for the advancement of the second party consortium, which intends to give data about the na tural impression of its items. Other open concerns, for example, formation of natural neighborly items, work environment instruction, and preparing impact how Wal-Mart works. As Wal-Mart plans to extend outside the US, government is diminishing control across national outskirts which suggests that it is anything but difficult to evade intense business guidelines at home while simultaneously getting all the more well disposed standards abroad where the organization will have the option to make benefits (Reich, 2009). The move by the legislature to be less engaged with the activity of organizations has made a nearby working connection among government and organizations. For example, Wal-Mart is opening supercenters and little strip malls over the US to arrive at all clients. All the more in this way, this has empowered it to wander into different organizations, for example, banking, travel administrations, internet providers and trade-in vehicles. Reich (2009), states that, the legisl ature is urging its activities yet not controlling it, which thusly has made the organization effective. On the off chance that the administration occupied with directing conduct, it would have blocked advancement at Wal-Mart yet the presentation of cajoling measures has energized its development and extension in US and different pieces of the world. Besides, the administration has permitted Wal-Mart to conclude how to accomplish its ideal results. For instance, as opposed to drive the organization to offer explicit representative advantages, Wal-Mart has been permitted to offer a base sum for each worker into a typical store open to the individuals who don't get such advantages. Wal-Mart directors connect with the legislature instead of protecting it from partaking in its exercises. As such, it is of extraordinary advantage on the grounds that the framework is effective and reasonable whereby the two players advantage. For any business to succeed, chiefs need to dedicate regard for open concerns and attempt to think of arrangements before those worries form into political activity. For example, it is significant for Wal-Mart to persuade its clients that they will create quality products at low costs. Wal-Mart has been helpless against assaults in regards to moral issues. In this domain, they have been blamed for giving low compensation and helpless working conditions to laborers. Natural issues likewise undermine Wal-Mart’s achievement. This is against government requests, which necessitates that all organizations must be liable for the exercises. Further, they need to create open trust to empower the business flourish. Dealing with the all-inclusive venture Corporate social duty is the capacity of an organization to direct its business

Exploring an Organization - International Student and Scholar Office Essay

Investigating an Organization - International Student and Scholar Office - Essay Example The ISSO is the home for some worldwide understudies and analysts because of it gives organizations and an enticing space. This intriguing affiliation involves the head of the ISSO and three welcoming aides. ISSO is considered as a go-to office for all understudies and scientists, and furthermore workforce and staff in regards to the matter of issues or requests related to overall preparing. ISSO is satisfied with its strange condition of customer organization. The workplace is satisfied with its scholarly staff, two or three whom are comprehensively seen in the all inclusive learning field. The aides of the workplace are open for 15 minutes walk around guidance or researchers could accomplish them by booking a course of action for additional assessments. They give understudies principal differing learning. Other than that, the ISSO pioneers have gone miles in guaranteeing the government assistance of understudies is dealt with. They have enrolled International Student Advisers (ISA) . The ISAs essentially help each one of those on concentrates with the help of their budgetary, culture, movement status, individual concerns and occupation guidelines. Counsels are generally counseled when there are dire or genuine worries that may influence the understudies learning. Understudies get money related help, for example, advances and grants from ISSO. Moreover, the affiliation underpins various ventures for newcomers follow up on. For example, the International Students Council, the companionship universal and the I-Lead. The International Leadership Education Academy for Development (I-LEAD) venture is made out of the International Students and Scholars Office (ISSO) to enable the individuals who to concentrate in prevailing just as in creating administration aptitudes. There is an inspirational award for worldwide understudies who draw in themselves in the program and complete it effectively. The researchers to take an interest and the money was given out can be utilized well to clear school charges and cook for any close to home effects.â Additionally, there are administration abilities that are obtained other than the grant they get.

Cause and effect essay, topic can be general Essay - 1

Circumstances and logical results , point can be general - Essay Example There is a protracted history uniform use in schools, for the most part from the private division until growing all the more so into the open field generally as of late. These variables obviously show the advantages of regalia. Most of the government funded school uniform approaches incorporate moderately regular limitations, for example, khaki or naval force jeans and strong shaded shirts with collars with the school emblem fix just, no brand name or image permitted. Regardless of the advantages of regalia and to some degree loosened up standard of dress there stays extraordinary restriction to uniform strategies by guardians who misguidedly demand that uniform approaches some way or another breaking point a child’s capacity to communicate. The suggestion of requiring K-12 understudies to wear outfits is definitely not another thought. It has been used for over a century to help advance a feeling of educational undertakings alongside regard for oneself as well as other people inside the school setting. By remembering understudies for a specific social gathering as an individual from a particular recognizable understudy body, regalia help to manufacture a feeling of participation and network among youngsters who may not in any case get along. Understudies who grow out of their regalia can give them to understudies who can’t manage the cost of them. Garbs decrease apparel costs for all guardians and are particularly useful to families on an exacting spending plan. Studies into self-articulation and design have demonstrated that an immediate connection exists between the sort of dress we wear and the manner in which we feel about ourselves. Hence, paying little heed to the sort of materials we wear, we are making a declaration about how we wished to be seen and what we need to be related with. Guardians regularly can't help contradicting the possibility of understudy garbs since they think this necessity keeps understudies from communicating. It must be recognized that there numerous kinds of occupations that likewise require a uniform.

Learning a Lesson from 50 Tips on How to Write Good

Taking in a Lesson from 50 Tips on How to Write Good Taking in a Lesson from â€Å"50 Tips on How to Write Good† Taking in a Lesson from â€Å"50 Tips on How to Write Good† By Mark Nichol A week ago, I composed a post I didn’t compose. In the early on passage, I plainly expressed that it was a blend of two comparative and, to numerous individuals, natural bundles of proclamations that delineate the composing blunders (or are they?) they are expected to feature. For what I thought were evident reasons, I didn’t state out and out that this rundown is a satire of composing rules, however I offered an indication with a reference to â€Å"wit and wisdom,† which I considered a tip-off that the article isn't to be fully trusted. In this way, I was astounded to get a whirlwind of messages blasting me for 1) utilizing the expression â€Å"write good† instead of â€Å"write well† in the feature (which, similar to the substance, I obtained from the first authors) and 2) composing a heinously mistake filled post. From the start, I was slanted in this subsequent post to compose, â€Å"Don’t feel awful in the event that you were hornswoggled.† I reviewed the schoolroom present posting apparently arbitrary and pointless errands understudies are told to perform individually in the wake of perusing the whole page first the last thing of which peruses something like â€Å"Do nothing on this rundown aside from compose your name on this paper and put your pencil down.† On the off chance that you encountered this activity, do you review how you laughed while you stayed there in the wake of composing your name and putting your pencil down, priggishly watching your cohorts pat their heads while scouring their stomachs, at that point hoot like an owl multiple times, and adhere to whatever other silly directions went before the order to disregard every single going before thing? Or then again maybe, similar to me, you didn’t read the last thing cautiously. Yet, at that point, when I rehash the chiding reactions to â€Å"50 Tips on How to Write Good† (which, in the event that you didn’t notice, has 52 things, in addition to a postscript that considers number 53), I was reminded that numerous individuals don’t read cautiously. What's more, there’s more to the rundown than meets the eye. A few things just show, through purposeful blunder, the risk of disregarding the exhortation inside. Others, as â€Å"Avoid similar sounding word usage. Always.† and â€Å"Employ the vernacular,† bring up the misrepresentations inside: Alliteration is a legitimate expressive gadget (and one you may see I eagerly grasp), and sesquipedalian sentences capture one’s visual organs simply utilize these techniques sparingly. Months back, I composed a post in which I playfully titled a segment â€Å"Write Good.† When a few perusers remarked on the poor syntax, Daniel, the site’s website admin, and I concurred that the purposeful blunder was diverting, and he transformed it to â€Å"Write Well.† But when I chose to spread keep going week’s comical exercise on composing, I expected that regardless of whether webpage guests were at first shocked by seeing â€Å"Write Good† in the feature, they would, subsequent to perusing the rundown, comprehend why I had failed in my promise decision. For some perusers, clearly, that didn’t occur, and for them, â€Å"50 Tips on How to Write Good† was a waste of time. In any case, what was the other option? â€Å"50 Funny, Fallacious Tips on How to Write Good (You Know I Meant ‘Well’)† is a crashing spoiler. The exercise for me is to compose what works out easily yet to understand that, despite the fact that I have a job in, and some obligation regarding, how my composing is gotten, it is at last the individual peruser who decides the achievement or disappointment of that composition. Need to improve your English in a short time a day? Get a membership and begin getting our composing tips and activities every day! Continue learning! Peruse the General classification, check our mainstream posts, or pick a related post below:100 Idioms About NumbersWhat is the Difference Between Metaphor and Simile?Sit versus Set

Organization Behavior Essay Example | Topics and Well Written Essays - 500 words

Association Behavior - Essay Example He didn't ask on how much raise he would get when he was told about the advancement. Being in the organization, Michael accomplishes his objective as a worker and as an individual. Michael had a slight mishap when he discovered that there were two or three administrators, who came in the organization later than him, were getting more significant compensations. The main comfort that he was thinking in the wake of perusing the notice was that he was the one given the biggest measure of increment. It appeared that regardless of whether he was putting forth a valiant effort, he was as yet given minimal measure of pay among the workers with a similar status as his. There was a point that he needed to leave his place of employment and search for another that will give him a more serious pay than what he was getting. He was confronted with the difficulty however that in the event that he looks for another activity, he would be beginning his profession all once more. He likewise thought of the negative impacts the organization will have when he leaves it for another. The organization may free bills and customers. He may wreck the organization that he assisted with work ing with his objectives and dreams. One reason why compensations are stayed with private by the among their workers is that it might cause jealousy and interests. It will transform a calm and gainful spot into a troublesome one. At the point when Michael and Dave Burton got some answers concerning the errors on their pay rates, other than the conspicuous envy that they believed, they needed to leave the organization. This is ignoring the reality how the organization have helped them and manufactured them to be the workers that they are at the present time. If at any point Michael won’t quit his place of employment, the data that he knew would have positive and negative outcomes on him. He can make this data as a spark for him to endeavor more. It isn't for his supervisor to see that he would require another advancement however yet letting his bosses see that he additionally merits a superior pay simply like different chiefs. Then again, he may get debilitated and turn into

I am Treasured )

I am Treasured ) Mission Log 3042007 Its 6 o clock in the morning, and I ask myself. Bryan, what are you doing today? Im going to GRAD SCHOOL! I surreptitiously jump out of my lofted bed trying to land with a gymnasts dismount onto the floor below without awaking my roommate. I put my contacts in, and stroll down the stairs and ask myself the second big question for the day. Subway or Taxi? Realizing Id filled out a survey online that had a $30 payout, I decided to be a high-roller and take a cab to the airport. After a short ride to the airport, I board transcontinental flight #1 to LAX. Not Lacrosse City, folks but Los Angeles. After a 5 hour nap, I awaken to the sounds of wheels skidding on the landing strip. Woo hoo, Im early. Yay for airlines padding flight times so were always early these days. Anyone else notice that? Looking at the flight departures, I realize that I can make an earlier flight, so I do the My plane is leaving hustle. STOP! yells the TSA officer. Everyone stops in place. Anybody remember Saved by the Bell when Zach would say freeze and then the whole scene would freeze except for him? Yea, I experienced that first hand as I stood in place as the TSA officers wandered through the garden of temporary statues. Hammer Time. The scene resumes. I skidaddle over to my gate and Im off to Oakland. Take Bart from OAK to Downtown Berkeley, and here I am. I call Mitra who is also in the Berkeley area. *Commence really exciting part of my story* This was my first time to the Berkeley area, so it was all new to me. First Stop: Cafe Gratitude Mitra blogged about Cafe Gratitude here. I ordered an I Am Treasured smoothie which included avocado, pineapple, lime, and hazelnut milk. Dont knock it until you try it. Although, I also acknowledge that if I tried to recreate this in my room, it would probably have too much avocado and would just be gross. Other sampled items include: I Am Adored, At the end of the meal, the waitress asks us, What is your gift to life? (This explains the little placeholder I had while I recovered from the sleepless trip I had to Berkeley.) Second Stop: Intermezzo Byline: A four dollar salad feeds four people and stuffs them. =) Monday and Tuesday were pretty similar days. Four interviews each day with faculty member from both the UCSF and Berkeley campuses. The rest of the time is spent with walking around the campus and the city to get an idea of who the people are. Now to reconnect this to you and your college admissions process. I will expand on this topic in a later blog entry, but here are a few things to think about as you visit colleges before making your decision: 1. What are the people like? Both your incoming class and the current students? 2. Ask TOUGH questions to the current students, and if you dont think youve received an adequate answer, ask the question a different way or ask someone else. Youre making a decision that will likely affect the next four years of your life. Make sure you dont have *too many* lingering questions. There will always be some, and its normal. 3. Walk around the campus. How do you feel after the tour? What are people doing? Do you feel like you could be one of them?

I am Treasured )

I am Treasured ) Mission Log 3042007 Its 6 o clock in the morning, and I ask myself. Bryan, what are you doing today? Im going to GRAD SCHOOL! I surreptitiously jump out of my lofted bed trying to land with a gymnasts dismount onto the floor below without awaking my roommate. I put my contacts in, and stroll down the stairs and ask myself the second big question for the day. Subway or Taxi? Realizing Id filled out a survey online that had a $30 payout, I decided to be a high-roller and take a cab to the airport. After a short ride to the airport, I board transcontinental flight #1 to LAX. Not Lacrosse City, folks but Los Angeles. After a 5 hour nap, I awaken to the sounds of wheels skidding on the landing strip. Woo hoo, Im early. Yay for airlines padding flight times so were always early these days. Anyone else notice that? Looking at the flight departures, I realize that I can make an earlier flight, so I do the My plane is leaving hustle. STOP! yells the TSA officer. Everyone stops in place. Anybody remember Saved by the Bell when Zach would say freeze and then the whole scene would freeze except for him? Yea, I experienced that first hand as I stood in place as the TSA officers wandered through the garden of temporary statues. Hammer Time. The scene resumes. I skidaddle over to my gate and Im off to Oakland. Take Bart from OAK to Downtown Berkeley, and here I am. I call Mitra who is also in the Berkeley area. *Commence really exciting part of my story* This was my first time to the Berkeley area, so it was all new to me. First Stop: Cafe Gratitude Mitra blogged about Cafe Gratitude here. I ordered an I Am Treasured smoothie which included avocado, pineapple, lime, and hazelnut milk. Dont knock it until you try it. Although, I also acknowledge that if I tried to recreate this in my room, it would probably have too much avocado and would just be gross. Other sampled items include: I Am Adored, At the end of the meal, the waitress asks us, What is your gift to life? (This explains the little placeholder I had while I recovered from the sleepless trip I had to Berkeley.) Second Stop: Intermezzo Byline: A four dollar salad feeds four people and stuffs them. =) Monday and Tuesday were pretty similar days. Four interviews each day with faculty member from both the UCSF and Berkeley campuses. The rest of the time is spent with walking around the campus and the city to get an idea of who the people are. Now to reconnect this to you and your college admissions process. I will expand on this topic in a later blog entry, but here are a few things to think about as you visit colleges before making your decision: 1. What are the people like? Both your incoming class and the current students? 2. Ask TOUGH questions to the current students, and if you dont think youve received an adequate answer, ask the question a different way or ask someone else. Youre making a decision that will likely affect the next four years of your life. Make sure you dont have *too many* lingering questions. There will always be some, and its normal. 3. Walk around the campus. How do you feel after the tour? What are people doing? Do you feel like you could be one of them?

Tracking Ability Grouping - Free Essay Example

The Effects Of Tracking/Ability Grouping On All Levels Of Students Abstract The research detailed in this paper provides a systematic description and analysis of classroom grouping practices in primary and secondary schools in England. Practices are compared to main findings in developmental and educational literature with regard to effective contexts for learning and recent ideas about pedagogy. The research is based on an analysis of 4924 pupil groupings from 672 Reception, Year 2 and Year 5 classes in 331 primary schools and 248 Year 7 and Year 10 classes in 47 secondary schools. The data came from ‘classroom mapping questionnaires’ that were completed by teachers at a particular point in the school. Completed questionnaires provided information about the nature and use of pupil groupings within their classrooms and focused on the number and size of groupings, type of working interaction between pupils, the presence of adults, grouping composition and the type of task that groupings were engaged with. Results showed that there were changes in grouping practices with pupil age. As pupils increased in age they were increasingly likely to experience whole class ability based sets (tracking) for core curriculum subjects and more formal row/pair seating arrangements. Chapter One: Introduction Statement of the Problem All pupils in schools are grouped in some form or another. At a school level, pupils are organised into classrooms on the basis of decisions about age and ability mix (Dean, 1992; Dreeben, 1984). Classes can be viewed as nested contexts within a school ( Bronfenbrenner, 1979) and within classrooms there are further nested contexts. Within the classroom the teacher is responsible for making decisions regarding these units or nested contexts for instruction and learning, that is, the unit to which learning tasks and working interactions are co-ordinated. This unit we have termed the ‘grouping’ and it can consist of anything from a single pupil to a whole class of pupils. There are many possible grouping contexts and each has different implications for pupils’ learning. Groupings can be of different sizes and compositions, and can vary in the amount of adult support they receive, the curricula and tasks they are given and the degree and quality of interaction between pupils. Decisions on the groupings to use for particular learning purposes should be partly dependent on the pupils themselves. The way children respond to the grouping contexts the teacher sets up and the interactive and learning benefits pupils take from them will depend on the skills and knowledge that they bring to these contexts. Of course, these skills and understandings will vary not only between pupils but also over time within pupils. During the 12 years that children spend in US schools, between the ages of 4 and 16, large and dramatic developments are apparent in childrens social, cognitive and communication skills. Thus particular combinations of grouping structure, learning task, working interaction and adult assistance may be more, or less, supportive of learning and development at different points in childhood. A pedagogic approach to the teaching of, and learning by, pupils of different ages must take account of these interactions b etween grouping and learning. Previous studies have provided clear findings but they have not examined classroom groupings in any great depth and do not systematically examine within-class grouping practices relative to the age (or learning needs) of children. They have tended to focus exclusively on either infant or junior classrooms (and not on secondary classrooms—11–16 years) and thus do not consider grouping contexts in relation to childrens development or consider how teachers treat children differently at different ages. This paper therefore seeks to examine groupings used within primary and secondary school classrooms in terms of a number of core dimensions and further to analyse them in relation to the effective practices suggested by developmental and educational research. The five core dimensions examined are: the size and number of groupings in the class; the working arrangement between grouping members; adult support of groupings; grouping composition; and the curriculum area and task type undertaken by the grouping. Purpose of the study This paper aims to provide a naturalistic and multidimensional description, in terms of the five core dimensions, of the nature of grouping practices as employed in primary and secondary school classrooms. Changes in grouping practices with pupil age will also be examined relative to the practices reported by teachers of Reception, Year 2 and Year 5 classes at the primary school level and teachers of Year 7 and Year 10 classes, at the secondary school level. A further aim is to consider how the description relates to developmental research and theory about the conditions for effective learning. Research Questions What are the effects of tracking/ability grouping on all levels of students? Significance Of Study The current study goes beyond previous work by exploring the nature of the grouping context in relation to learning task, working interaction and adult involvement across d ifferent year groups in primary and secondary schools. In contrast to other papers in this volume, this study is deliberately descriptive of current practice. The study is informed by an ecological view of classroom life and current ideas concerning a pedagogic approach to teaching and learning. Chapter Two: Review of literature Galton and Williamsons (1992) review identified four distinct types of classroom groupings: individuals, pairs, small and large groups and whole class. Yet their existence does not mean that teachers effectively co-ordinate their teaching and learning tasks with them. Research has examined the educational implications of grouping size for effective learning ( Kutnick, 1994) and emphasises that small groups are the most effective for learning ( Lou et al., 1996). However, this research did not relate grouping size to child development and has not examined actual grouping sizes used in classrooms. The number of groupings found in a classroom at any one time also has implications for the learning activity and adult involvement but has not been considered fully in relation to the age of pupils. An analysis of grouping size and number is also important in relation to the working arrangements of the grouping and the task that is undertaken. A central consideration in the nature and us e of groupings is the type of working arrangement between members of the grouping. A range of working arrangement types in classrooms has been described as: individualised work (children work on unique individual tasks designed for their specific needs); individuated work (children work on the same task but are expected to work alone); individuated work with talk (children work on the same task, are expected to do the work alone but are allowed to talk); peer interactive work (children either work on separate sub-components of one task or work together on a single task with a shared goal); and work with a teacher either as a whole class or as a group (Bennett Dunne, 1992; Galton Williamson 1992; Kutnick Rogers, 1994). The research literature on the ‘science’ of teaching and learning highlight the potential of different types of working interactions for learning. Piagetian, Vygotskyan, and socio-cultural theories have prompted much research into individual, adult-c hild and peer interactions in equal (cooperative and collaborative) and unequal (peer tutoring) relations. The general view is that learning is more likely and deeper when pupils are actively engaged in learning. Learning is often more active when pupils work in a shared social context involving interaction with others, whether with an adult or other pupils, rather than when working alone or just listening to the teacher (Wood, 1998; Rogoff, 1990; Doise Mugny, 1984; Topping, 1994; Forman Cazden, 1985; Slavin, 1990; Johnson Johnson, 1987; Tolmie, Howe, Duchak, Rattray, 1998). Research suggests that from at least 6 to 7 years children can begin to engage in and benefit from ‘collaborative’ interaction, though younger children do engage in social learning through co-ordination and cooperation as well as imitation and instructed learning (Azmitia Perlmutter, 1989; Tomasello, Kruger, Ratner, 1993). Collaborative interaction requires the use of cognitive skills, pers pective taking and particular conversational skills to compare others perspectives with ones own ( Baines, 1996; Miller, 1987; Piaget (1928, trans. 1959); Tomasello et al., 1993). Theorists and researchers from a Vygotskyan and socio-cultural tradition emphasise that interaction with others is productive prior to the age 6–7 years and they usually focus on interactions between a child and more able other (adult or child) ( Rogoff, 1990; Hogan Tudge, 1999) and peer interactive contexts where children scaffold each others learning, engage in the co-construction and elaboration of ideas or give and receive help ( Forman Cazden, 1985; Forman, 1992; Webb, 1989). These interaction types may be described as interactants co-ordinating and co-operating in interaction rather than being specifically collaborative ( Baines, 1996; Tomasello et al., 1993). There are indications that, for interactive group-work, smaller grouping sizes may be more suited to younger children or children with limited communication skills (Baines, 1996; Fuchs et al., 2000; Smith, 1994). Younger children will not have the conversational strategies, confidence or experience to enable them to easily interact in large groups. Large and even small group situations make it difficult for children to co-ordinate the taking of turns in conversation and keep interruptions to a minimum, unless regulated by an adult or more able other who can help them stay on one topic ( Dorval Eckerman, 1984). Moreover, in situations where children are expected to plan and organise their interactions, large groupings will make this very difficult. By contrast, dyadic and triadic groupings provide a simpler context within which children can develop many of the conversational and social-cognitive strategies needed for interacting in larger groups. These contexts also reduce the ‘risk’ ( Doyle, 1980) to self esteem that is central to increasing the effectiveness of group work (see Blatchford, Kutnic k, Baines, Galton, this volume). There are, of course, settings where individual work is necessary and more productive than group-work ( Howe, Duchak-Tanner, Tolmie, 2000; Murphy Messer, 1998) allowing children time to reflect on ideas and knowledge. These situations may be used to prepare for group work or to accommodate thinking after group work. In classroom settings, small groupings may be more effective when pupils are expected to interact on a task (Bosert et al., 1985; Nasasti Clements, 1991). On the other hand, a few large groups may allow more control of behaviour and attention as well as enable the targeting of guidance and support. Equally, from a management point of view lots of small groupings may prove unwieldy for teachers, particularly when pupils have difficulties working together on tasks. However, there is little information available on relationships between working interaction type and group size relations at different points in pupils’ education. The composition of groupings may have implications for teaching and learning. From a teaching perspective, homogenous ability grouping is efficient but may not be as beneficial for pupils’ learning. Most experimental research has focused on whether grouping members should be of similar or mixed ability. During peer interaction, the process of cognitive conflict, which theory suggests underlies collaborative group work, requires a difference in perspective and ability (Doise Mugny, 1984; Piaget (1928, trans. 1959)). Furthermore, peer tutoring requires a large difference in ability ( Rogoff, 1990; Vygotsky, 1978). However, similar ability peers may be able to scaffold each other during interaction ( Forman Cazden, 1985). Webb (1989), in her research on peer helping, recommends a compromise position such that high and middle ability pupils work together and low and middle ability pupils work together. This strategy overcomes the common problem of high ability pupils becomin g annoyed with having to help low ability pupils, while maintaining differences in perspectives and knowledge to support learning such that pupils of all ability levels benefit. Homogenous ability grouping within classes is currently recommended by school inspectors in England and Wales ( OFSTED, 1995), despite a scarcity of research into the effectiveness of this form of grouping ( Hallam Toutounji, 1996). Setting classes by ability is becoming ever more prevalent in US primary schools and has been the norm for pupils above 13 years of age in secondary schools despite evidence emphasising negative social, emotional and academic outcomes ( Benn Chitty, 1996; Hallam Toutounji, 1996). Yet little is known about its incidence in primary schools or the prevalence of within-class ability grouping in primary and secondary schools. Adult support of groupings is essential with regard to guidance, instruction and support for learning, but also from a practical point of view in terms of effective management of behaviour and attention. The existence of an adult in a group will affect interactions between pupils and thus may be highly inappropriate under certain task and interactive activities. Theoretically driven research highlights the beneficial effects of an adult scaffolding an individuals learning but holds little faith in the support or instruction of larger groupings where a teacher must know about, and adjust their teaching to, all children in their class (Tharp Gallimore, 1991; Wood Wood, 1996). When taught as a whole class, pupils will vary in their ability and learning needs, even when placed in classes ‘set’ by ability (where pupils are re-organised into new classes for one or more curriculum area on the basis of similarity in ability—also known as tracking in the US), and thus direct whole class teaching can be difficult. This is further compounded by the possibility that not all pupils will be actively engaged all of the time. Re search by Galton and colleagues also illustrates the unfeasibility of adults scaffolding pupils’ learning. They found that while teachers spend most of their time interacting with pupils, each pupil on average received no more than 10 min of focused teacher attention and support per day (Galton, Simon, Croll (1980) and Galton, Hargreaves, Comber, Wall, Pell (1999). Adult support may be more important with younger children as they may have difficulties remaining on-task or working independently as a group or alone, and may need guidance for the learning and elaboration of new knowledge and concepts. Despite the crucial nature of adult deployment in relation to the groupings used in classrooms, little research has examined adult support of groupings of different sizes and compositions and in relation to different curricula and tasks and across different year groups. However, teachers report that small groupings are preferable as they allow better quality input from an adul t, allow better quality work from pupils, are better for pupils’ concentration, and are more manageable generally (Blatchford, Baines, Kutnick, Martin, 2001a). But in large classes teachers feel driven to reduce the number of groupings and thus increase the size of groupings for ease of management and control. Finally, the nature of the curriculum area and task that groupings work on is a key component of an analysis of the effective use of groupings. Particular curriculum subject cultures may lead to different teaching and learning practices (Goodson Managan, 1995). Yet if activities are not appropriate to the particular type of grouping arrangement, then learning may be ineffective or threatening ( Bossert, Barnett, Filby, 1985; Doyle, 1983; Galton Williamson, 1992). Currently, in the US, it is suggested that in the ‘literacy hour’ different activities are conducted at the same time when pupils are working in groups. This may allow teachers to target the ir support to particular groupings but this has implications for the complexity of task types given to other groups where no adult support is available. This may be particularly problematic with young children that are less able to work independently. The type of task undertaken has been conceived across many different dimensions (Alexander, Schallert, Hare, 1991; Bloom, 1956; Norman, 1978; Pica, Kanagy, Falodun, 1993). Norman (1978) suggested that tasks could either introduce new ideas, procedures or skills; demand that an individual discovers ideas; require the practising of new skills on familiar problems; require the application of old knowledge/skills to new areas or problems; or revise or recap knowledge/skill. In the experimental research literature there are clear indications that different types of task are more suited to different types of grouping and adult support of groupings ( Kutnick, 1994). For example, the learning of new skills and procedural knowledge may be best conducted by a tutor ( Howe et al., 2000; Rogoff, 1990); practice tasks may be better suited to working alone with adult support to clarify problems or as a whole class ( Jackson Kutnick, 1996); tasks involving the application of skills to new areas may be best suited to collaborative group working situations as individuals have already honed the necessary skills but need to develop new conceptual understandings ( Howe et al., 2000). There is also an indication that the task needs to encourage ambiguity ( Doyle, 1980), whether in terms of outcome or process, in order to be effective for group work. Different tasks may be evident at different age levels, especially as during the early years children are learning and developing new skills and knowledge. Bennett et al. (1984) found that tasks used in infant classrooms primarily involved the practising of skills. Few studies have examined the types of tasks that are given to different types of groupings in primary and secondary cl assrooms. If teachers are to be effective in their use of grouping strategies, they must be aware of the potential for learning and have the ability to co-ordinate task types with groupings in their classrooms. Chapter Three: Methods Research Design and Data Collection This paper aims to provide a naturalistic and multidimensional description, in terms of the five core dimensions, of the nature of grouping practices as employed in primary and secondary school classrooms. Changes in grouping practices with pupil age will also be examined relative to the practices reported by teachers of Reception, Year 2 and Year 5 classes at the primary school level and teachers of Year 7 and Year 10 classes, at the secondary school level. A further aim is to consider how the description relates to developmental research and theory about the conditions for effective learning. Analysis of Data The data used in this paper come from three separately funded but parallel studies that used the same methodology. One project, the Primary Classroom Groupings Project, examined grouping practices in Year 2 (6–7 years) and Year 5 (9–10 years) classrooms. The focus of the second study was on the effects of class size on pupil learning experiences and involved data on grouping practices in Reception (4–5 years) classes. The third study examined grouping practices in secondary schools (11–12 years and 14–15 years). All three projects involved the use of a ‘grouping mapping questionnaire’ to collect quantitative data on the nature of groupings as used in classes at a specified time and day. This paper only reports part of the total data collected—other articles summarise other sections of the data (Blatchford et al., 2001a; Kutnick et al., 2002; Blatchford, Kutnick, Clark, McIntyre, Baines, 2001b). The grouping mapping questionnaire On an assigned day and sample time in the lesson, teachers were asked to make a quick note (on a predrawn map of their classroom) of the location of individual male and female pupils, the grouping that they were part of, the curriculum and task that groupings were working on, and the nature of the working interaction the grouping was engaged in. The teacher also noted the location of the adults working in the classroom. Later, at a convenient moment, teachers completed a questionnaire where they elaborated on the classroom map and provided further information on the class and themselves (such as whether the class was set by ability and class size). The advantage of this approach is that it utilises the benefits of a large scale questionnaire and an observational approach while avoiding many of the difficulties associated with these methods, such as the lack of detail and expense respectively. The grouping questionnaire completed by Reception class teachers was a simplified version of the questionnaire used with teachers of Years 2, 5, 7 and 10. Sample The primary classroom groupings project Schools were contacted across 5 participating Local Education Authorities (LEAs). Of these 5 LEAs, 3 covered sub-urban areas in the south of England and 2 covered inner city areas, one in the South and o ne in the North West of England. LEAs with schools in rural areas were not approached because of the strong likelihood of mixed age classes which would have required further detailed analyses in areas that the project had not set out to address. Schools in the 4 LEAs in the south of England were contacted prior to sending questionnaires and schools in the fifth LEA were sent questionnaires directly. Teachers were asked to complete the questionnaires at a set time (one of five possibilities), on a particular day (Tuesday, Wednesday or Thursday) during weeks when they were not overburdened (i.e. weeks where Standard Assessment Tasks and OFSTED inspections were taking place and the first and last weeks of term were avoided). Times were selected to avoid school assembly, break-times and the lunch hour. Returned questionnaires were evenly distributed across the five completion times. Just less than half of the schools approached agreed to participate in the project and over half of th ese returned questionnaires. From the 111 schools that participated, 187 teachers returned questionnaires. About half of these teachers were of Year 2 classes and half taught Year 5 classes. Some teachers taught mixed age classes (always consisting of pupils from one year above or below), although all had a predominance of Year 2 or 5 pupils. Over 1000 groupings were described in the questionnaires of the 187 classes and there was a fairly even contribution from both Year 2 and 5 classes. The class size project: Reception class data on grouping practices In the class size study, questionnaires were completed at 10:00 a.m. on a specified day of the week. Questionnaires were returned by 485 Reception class teachers (from 220 schools which were randomly sampled from 8 LEAs). These questionnaires provided data on over 2000 groupings. Further information on this project can be found in Blatchford, Moriarty, Edmonds, and Martin (2002) and Blatchford et al. (2001a). Grouping pract ices in secondary schools project The grouping practices in secondary schools project involved 47 schools in the collection of classroom mapping data, 36 were mixed sex schools, nine were all-girl schools and two were all-boy schools. Questionnaires were returned from 128 Year 7 and 120 Year 10 classes which were spread equally across the four subject areas of English, Mathematics, Science, and Humanities. Teachers were asked to complete questionnaires either towards the start, in the middle or towards the end of the lesson. Percentages of questionnaires returned were in the proportions 20%, 54% 26%, for the different timings of the lesson respectively; very close in number to those sent out. These questionnaires provided data on 1767 groupings. Further information on this project can be found in Blatchford et al. (2001b). Chapter Four: Results Results were analysed using Chi-square, Spearmans correlation and, where appropriate, ANOVA with Tukey hsd post hoc tests. This section will briefly consider class level contextual data before examining the data on within-class groupings. While many comparisons between core dimensions are possible, here we have focused only on those that are relevant to changes in grouping practices over the years of primary and secondary school (see Blatchford, Baines, Kutnick, Martin (2001a) and Blatchford, Kutnick, Clark, McIntyre, Baines (2001b); Kutnick et al., 2002, for further analyses). Streaming and setting classes by ability All Reception classes and the vast majority of Years 2 and 5 classes were of mixed ability. Not one single class was streamed (i.e. where pupils are allocated to a class where they are taught all subjects on the basis of ability) and only a quarter of classes experienced any form of ‘setting’. Year 5 classes were more likely to be set by ability w here as many as 44% were set for a subject compared to only 6% of Year 2 classes (?2(1)=35.98;p0.001). Setting was mainly for Mathematics or Mathematics and English—only once was it found for English alone. However, only 18% of Year 5 classes actually worked as a set when the questionnaire was completed. At the secondary school level setting was much more frequent. At Year 7, 42% of classes were set by ability and this increased to 70% by Year 10 (?2(4)=20.38;p0.001). Setting at Year 7 was primarily for Mathematics and Science where approximately 50% of classes were set by ability and 35% of classes studying English and Humanities (e.g. History, Geography, Art) were set. At Year 10 setting was even more prevalent for English, Mathematics and Science (69%, 100% and 83% respectively) but much less likely for Humanities subjects (19%) (?2(3)=48.40;p0.001). Classroom seating and working arrangements Small group seating was the predominant classroom layout at both Year 2 and 5 levels (59%) (this was not coded at the Reception level). However, there were differences between Year 2 and 5 classrooms in the next most popular class layout (?2(3)=25.0;p0.001). While at Year 2 there was more large group seating than at Year 5 (37% vs 14% respectively), at Year 5 there was more traditional row/pair class seating (0% vs 15% respectively). By secondary school, pair and row seating was the predominant classroom layout (67% at Year 7 and 75% at Year 10) with the remaining classrooms having layouts consisting of a combination of small, large, row and paired seating. Number and size of groupings within classrooms The average number of groupings in classes increased with pupil age. Typically, Reception classes contained fewer groupings than Year 2 classes, and Year 2 classes fewer than Years 5, 7 and 10 (F(4,915)=28.9; p0.001). By contrast, groupings decreased in size with age, with Reception and Year 2 children working in the largest groupings and Year 7 and 1 0 pupils working in the smallest (F(4,4902)=61.5; p0.001). Grouping composition Group composition varied across the age groups (?2(4)=433;p0.001). While pupils of all ages, even Reception, were most likely to be in similar ability groupings, by Year 10 this had reached the point where virtually all pupils were grouped according to similarity in ability. The levels of low and middle ability groupings remained fairly constant across all year groups but during the secondary stage, levels of high ability groupings increased and mixed ability grouping decreased. Curriculum area and task type Age differences were evident in the types of task given to pupils (?2(12)=2913;p0.001). In Reception and Year 2 classrooms, practice and revision tasks were the most common task type while in secondary classrooms pupils were most likely to be working on tasks involving the application of existing knowledge. There was an equal balance between these two task types at Year 5. Thus, as pupil age increased, groupings were more likely to be given tasks where they were expected to apply their existing knowledge to new areas and less likely to be practising or revising their skills. Tasks involving the introduction of new knowledge remained relatively constant over primary and secondary school levels. Working interaction type in relation to grouping size Both the primary (Years 2 and 5 only) and secondary school data show that working alone was common in all group sizes except groupings of 11 or more and in large groupings at the secondary school stage . In primary classrooms, peer interactive work was most often conducted in small groups but, proportionally, dyads and triads were more likely to involve peer interactive work than other types of working arrangement (?2(10)=4231;p0.001). At the secondary level, individuated work was most often experienced in pairs and, proportionally, triads and small groups were more likely to be associated with peer interaction than o ther working arrangements (?2(10)=6102;p0.001). At both primary and secondary school stages, groups of 11 or more pupils (usually whole classes) were most likely to be listening to and interacting with the teacher than other group sizes. Adult presence in relation to the number and size of groupings The relationship between the number and size of groups and adult presence is revealing about the effect adult support has on the organisation of the class, the way teachers allocate their time among the groupings, and the function of different grouping sizes. The number of adults in classes increased with the number of groupings at Reception (r=0.36;n=476;p0.001) and Year 2 (r=0.24;n=92;p0.05) but not at Years 5, 7 or 10. At both primary and secondary school levels, adults were most likely to be present with very large groupings and large groups of 7–10 (Primary—?2(5)=3772;p0.001; Secondary—?2(5)=4558;p0.001). Small groups, triads and especially dyads were leas t likely to have an adult present and were thus the main grouping size where pupils work independently. However, as age increased adults were decreasingly likely to support individuals (?2(4)=128.9;p0.001). Thus in Reception classes individual pupils were more likely to have an adult present than not, but by the Secondary stage very few individuals, dyads, triads, small or large groups were supported by an adult. Task type in relation to grouping size In primary classrooms most types of learning task were conducted in small groups and thus there was no distinct relationship between grouping size and task type. However, some trends are apparent if the data are looked at within rather than across grouping sizes. At the Reception level, large groupings of 7–10 pupils were proportionally more likely to be engaged on tasks involving the introduction of new information (?2(15)=1463;p0.001). At Years 2 and 5, dyads were more likely to work on tasks involving the application of skills than other task types and very large groupings were most likely to be gaining new knowledge than working on other task types (?2(15)=691.3;p0.001). The findings at the secondary school stage indicate a clearer relationship between task type and grouping size (?2(15)=884.9;p0.001). Groupings of 11 or more pupils were most likely to be working on tasks involving the introduction of new knowledge. The application of existing knowledge was most connected to dyads (the most common grouping size at this level) but also small groups. Practice and revision tasks were most often conducted in dyads and very large groupings involving 11 or more pupils. Working interaction type in relation to curriculum area Data relating curriculum area to working interaction type at primary (Years 2 and 5 only) and secondary school levels are consistent. Science was the main curriculum area where pupils worked together as groups and this was least likely in Mathematics. English, at the primar y school level, rarely involved children working together but was increasingly likely to involve peer interaction at the secondary stage (?2(6)=703.9;p0.001). Mathematics most often involved whole class interaction and individual work at primary and secondary stages. Working interaction type in relation to task type data at both the primary (Years 2 and 5 only) and secondary school stages show that no single interaction type was used for a particular type of learning task. At the primary school level, working alone was used for all types of task. However, pupils in primary classrooms were slightly more likely to be working alone on practice and revision tasks. When pupils at this level worked together on a task this most often involved the application of existing knowledge, and when engaged as a class interacting with the teacher this often involved the gaining of new knowledge. At the secondary school stage, the patterns were similar but clearer. Working alone was most likel y to involve the practice and revision of knowledge and other task types; peer interaction was associated with the application of existing knowledge and teacher-class interaction for the gaining new knowledge. Adult presence in relation to task type Although adult presence decreased with age there were some persistent patterns across the different year groups in terms of the data on the relation between adult presence and task type At all ages, adults were most likely to be present during tasks involving the development of new knowledge and skills (?2(3)=926.5;p0.001). Teachers were also least likely to be present when pupils were applying existing knowledge and skills to new areas except at Reception level. Chapter Five: Conclusions Conclusion This paper examined the relationships between the age of pupils and the grouping practices employed by teachers within classrooms in primary and secondary schools. The findings reveal some interesting ways in which classroom organisation and grouping practices change over primary and secondary schooling. It is perhaps of little surprise that pupils were increasingly likely to experience more formal teaching and learning situations from Key Stage 2 (children aged between 7 and 11 years) onwards, seen in terms of a greater organisation of classes by ability into sets, particularly for Literacy/English and Numeracy/Mathematics, and row and pair seating arrangements and the reduced use of seating in groups. Primary school teachers most often used small groups but from Year 5 they used dyads increasingly. Primary teachers decreasingly used large groups of 7–10 pupils and secondary school teachers made greater use of very large groupings of 11+ pupils. In all clas srooms, individuated work was the predominant working arrangement for groupings. Primary age pupils rarely worked together, though small group seating was the most frequent furniture arrangement, but rather engaged in individuated work. As pupils got older, and specifically between primary and secondary schooling, they were more likely to experience whole class interactions with the teacher and peer interactive work, and were less likely to experience individuated work. A key finding was that the number of adults present in classes decreased as pupils got older. Primary classrooms often had additional adults present to support pupils yet by the secondary school stage this was rare. Grouping composition varied with pupil age, though only slightly. The high incidence of homogenous ability grouping was surprising, particularly in the early years of primary schooling, and there was only a slight increase in prevalence at Year 10. The main type of task pupils engaged on varied accordi ng to their age. At Reception and Year 2, pupils were most likely to be practising and revising skills, a similar finding to that reported by Bennett et al. (1984). However from Year 5 onwards, tasks involving the application of existing knowledge to new problems became increasingly predominant. Gaining new knowledge remained relatively constant over primary and secondary school levels. The prevalence of practice tasks in early schooling reflects a greater emphasis by teachers and the curriculum on pupils getting to grips with basic skills. Implications of the study There may, however, be good reasons for absence of peer interactive work in primary classrooms and some secondary classes (e.g. in Mathematics). Throughout primary school, pupils are only just beginning to be able to engage in these forms of interaction and it may be the case that they are not able to do this without considerable support from an adult. These forms of working require pupils to take responsibility fo r their own learning, along with the presence of mind and complex communication skills to be able to resolve disputes and to reach a democratic consensus. This may be a challenge when they are used to being dependent on adults. Research evidence supports this view. Teachers and pupils often have concerns about group work. There is a general belief that children do not learn from peer interaction (Lewis Cowie, 1993). Teachers also suggest that group work can often mean increased disruption, increased pupil conflict and that it is only useful for high or low ability pupils ( Cowie, Smith, Boulton, Laver, 1994; Cohen Intilli, 1981; Lewis Cowie, 1993). Creating effective group working tasks and conditions is harder and more time consuming than a traditional didactic and independent learning approach. Teachers may not feel that they have the skill, time or resources to help them make peer interactive learning work. This may be especially the case since there has been a shortage of re search examining how group work involving high level talk and learning can be used effectively in primary classrooms (though see Mercer, 2000). This is a task currently being undertaken by the current authors (see Blatchford et al., this volume). In summary, our findings suggest that a number of changes in grouping practices take place with pupil age. However, the nature of these changes do not make the most of pupils’ learning potential since there is limited use of peer interactive work in primary classrooms. The main adjustments with pupil age are the maximisation of adult support with the youngest pupils in primary school and the greater use of peer interactive work in secondary classrooms. In Year 5 classrooms the main changes seem to be adjustments to the lack of additional adult support. These changes appear to be driven by teachers’ concern to maximise adult-pupil interaction, teacher control and pupil on-task attention and efficiency in a didactic approach toward teaching and learning. The findings reported here are considered in relation to a social pedagogy of classrooms later in this volume (Blatchford et al., this volume). Bibliography Alexander, P., Schallert, D. and Hare, V., 1991. Coming to terms: How researchers in learning and literacy talk about knowledge. Review of Educational Research 61 3, pp. 315–343. Azmitia, M. and Perlmutter, M., 1989. Social influences on childrens cognition: state of the art and future directions. In: Reese, H., Editor, , 1989. 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Dreaming in Cuban - 1701 Words

Throughout the years, Cuba is known to be a Communist country struggling to determine its own identity. Some Cubans have fought with the decision to stay in their native country or migrate to the United States. Others have decided to settle in Cuba and let their fate be determined by the gods. Santerà ­a, an African religion mixed with Catholic traditions, is practiced by many Cubans and allows followers to establish their destiny by the orishas, or African spirits. It also gives a sense of individuality to the characters in the novel, Dreaming in Cuban which incorporates several elements of the faith into the story. Overall, the Santerà ­a religion affects the Cuban people in many parts of their lives politically, artistically, musically, and†¦show more content†¦The African society in Cuba has been looking for solace in their history of torture and discriminating experience: â€Å"The slave seeks a bit of peace and hope after much suffering and harassment. With rites, o fferings and the sacrifice of blood, he invokes the gods of redemption, from whom he has been brutally separated by inhuman slavery† (Marshall 235). The religion makes them feel more human and therefore helping them live their lives the way the â€Å"gods† what them to live. Felicia wishes to settle peace with her father. Her best friend Hermania told her â€Å"He [the orisha] will bring you and your father peace, a peace you never knew while he lived on this earth† (Garcà ­a 14). Eventually, she decided to give into her friend’s request and sacrificed a goat on the altar. Felicia also went to Santerà ­a for another husband, believing that she can attain her blessings through orishas: â€Å"believers can accomplish many things because the dead are benevolently inclined toward the living†¦Felicia del Pino is fortunate in that she knows unequivocally what she wants: another husband. In this respect, at least, she will be twice more blessed† (G arcà ­a 147). However, they told her she cannot keep her husband: â€Å"What you wish for, daughter, you cannot keep. It is the will of the gods† (Garcà ­a 148). This became true later on when theShow MoreRelated Cristina Garcias Dreaming in Cuban Essay1068 Words   |  5 PagesCristina Garcias Dreaming in Cuban The cyclical nature of time and the supernatural are recurring themes in Cristina Garcà ­as Dreaming in Cuban. Throughout the book, the members of the del Pino family find themselves reliving the same events and situations. This is characterized by the repetition of mental illness, attempted suicide, personal exile, and lovesickness that occurs over three generations. Celia, realizes that time will continue to repeat itself unless the family history isRead MoreCristina Garcias Dreaming in Cuban Essay3280 Words   |  14 PagesCristina Garcia’s Dreaming in Cuban tells the story about three generations of a Cuban family and their different views provoked by the Cuban revolution. 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In This Paper We Will Go Through The Development Of The

In this paper we will go through the development of the keyboard through the nineteenth century in chamber music. We are going to look at three different composers, Joseph Haydn, Ludwig van Beethoven, and Johannes Brahms. We are going to look and see how they treated the keyboard in their lives and compositions. For each of the composers we will look at one keyboard chamber piece so we can learn just a little more about how important it was to each composer and why. [introduction paragraph to be continued] The first composer we will be looking at is Joseph Haydn. He was one of the earliest composer of the nineteenth century, living most of his life in the eighteenth century. Therefore, he becomes the perfect candidate for us to use to†¦show more content†¦Yes, there were many important composers between Bach and Haydn but Haydn stands out from the rest. The harpsichord was already in it’s decline by Haydn’s time and the fortepiano was rapidly becoming popular a mong musicians, professionals and amateurs alike. However, it had not yet become obsolete. There were many amateurs and professional musicians who still owned a harpsichord or two, including Haydn, who owned a few harpsichords himself. (He owned a similar harpsichord as the one pictured on the left.) Haydn grew up learning the harpsichord and even taught the harpsichord when he was a older. Yet, the harpsichord was becoming a thing of the past. While the harpsichord was not yet obsolete, the way music for the keyboard was being written was changing. Edward L. Kottick in his book, A History of the Harpsichord, writes that â€Å"The dynamics in the late sonatas of Haydn can be realized to perfection on an English Harpsichord with machine and swell,†¦,but Haydn’s sonatas are piano music and achieve their full potential only on that instrument.† However, Haydn â€Å"abandoned† the harpsichord a few years before the nineteenth century. Helen Rice Hollis in her book, The Piano - A Pictorial Account of its ancestry and development, writes: â€Å"He [Haydn] urged Madame von Genzinger [a close friend of Haydn’s] to buy a piano saying he could no longer compose for a harpsichord.† So right at the beginning of nineteenth century we already see theShow MoreRelatedLeadership Essay1659 Words   |  7 PagesToday we would like to start this month’s newsletter with a couple of timely questions for all the leadership types. For example, when was the last time that your leadership level grew? In addition, what steps are being taken to fight back the tendency to manage instead of leading oneself and others? Finally, what resources are you using to provide a basis for leadership growth in your personal as well as professional life. In this newsletter, we would like to point out the fact that most leadersRead MoreEdward Thorndike Developed Learning Theory1027 Words   |  5 PagesEdward Thorndike developed learning theory of connectionism. This theory is based on the fact that stimuli and responses interact and learning is the result of the outcome between the two. Transfer of learning depends on the presence of elements in the original and new learning situations. According to Thorndike’s book, Adult Learning, written in 1928, his theory consists of three laws. The Law of Effect, Law of exercise, and the law of readiness (Thorndike, 1928). 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This paper will include a brief su mmary of Jean Piaget’s life, a description of his/her major theories or ideas, and how those ideas impact early education today. One question that was posed and will be touched on during my paper is the question of how Jean Piaget made it easier for childrenRead MoreObservational Taxonomy for Children1342 Words   |  6 Pagesplay and cooperative play (Parten 1932). In particular, Parten designates solitary play as the child who plays away from other children at a distance of 3 feet or greater. For instance, this can be depicted through a scenario where there are a group of kids playing with a ball and a single child sitting away from this crowd is intermingling simply with a doll. Conversely, parallel play as emphasized by Parten is when a child plays self-sufficiently, yet comes within feet of the others while practicing

The Education Of High School Students Essay - 1183 Words

Introduction In today’s education of high school students, are we keeping up with the 21st century, or, are we still doing the same old thing? The British started the idea of traditional schools hundreds of years ago. After the American Revolution around the late 1700’s, and the early 1800’s, government-supported schools started. These schools educated students of all ages in one room with one teacher. These schools were not free. In the late 1800’s, high schools were considered to be preparatory academies for students who were going to attend college. In the early 1900’s, the same schools were transformed into core elements now preparing students for work after high school. By the middle 1900’s, states required students to attend school from the ages of 8-14 and to complete elementary school. They also switched their emphasis back to prepare students for the growing state and private universities. In 2001, the United States entered its current e ra of education accountability/reform with the institution of the No Child Left Behind law. The Every Child Succeeds Act has replaced No Child Left Behind. The 21st century calls for a higher-order of skills, abilities, and learning dispositions that society and workplaces are expecting and demanding. Employers want deeper learning, analytic reasoning, complex problem solving, teamwork, and experience in career fields. I think you can agree that our technology is fantastic. We have gone one-to-one with computers,Show MoreRelatedHigh School Students Should Not Receive An Education Essay1096 Words   |  5 Pagesmy days of being a high school student I have always been dedicated to doing all of my work and trying my best to do well in school. Might have had certain times where I didn’t feel like doing things but majority of the years in high school I have been working hard to get where I am at right now. The fundamental principle in Rich’s article is that females, as students should not receive an education, but to claim one. In Adrienne Rich s commencement speech, Claiming an Education  , Rich expressesRead MoreThe Effect of a Character Education Program on High School Student Achievement 1069 Words   |  5 Pagesa character education program has on high school student achievement. Many of the journal articles that I have come across in researching character education and student achievement indicate more of an indirect relationship where for example, an increase in student achievement is considered a product of improved attendance resulting from character education participation. A majority of such articles include studies on the development and effectiveness of specific character education programs. ThereforeRead MoreThe Effects Of Financial Education On The Financial Knowledge Of High School Students1237 Words   |  5 Pagesand Richard A. MacDonald published their article, â€Å"The Effects of Financial Education on the Financial Knowledge of High School Students,† in The Journal of Cons umer Affairs. The research found in The Journal of Consumer Affairs focuses on consumer behavior and protecting consumer’s interests. The authors’ article investigates whether or not financial education has positive effects on the knowledge of high school students. The study presented within this article takes place in New York, MinnesotaRead MoreThe Rising Poverty Rate Of America Negatively Affecting The Education Of High School Students Essay2087 Words   |  9 Pagesnegatively affecting the education of high school students across the nation? Unemployment, parents’ level of education and a profound list that continues has shown to impact a child’s education. In 2013, â€Å"a majority of of children attending our K-12 public schools [came] from low-income families† (Suitts 35). 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Unfortunately, many high schools are so concerned with high school cr edits that they do not even look into better alternative education programs. Numerous high schools rely on computer programs that assist students in obtaining their high school credits without being in the regular school setting.Read MoreDifferences Between High School And College938 Words   |  4 Pagesperson’s life in based on education. The two main stepping stones in a students life is high school and college. High school and college both play significant rolls in a student’s life for continuing their education. Even though these two levels of education seem similar, they differ tremendously in time management, testing, expenses, scheduling and assignments. Attending high school and attending college are both beneficial to the student and one’s education. High school and college both requireRead MoreThe Benefits of Vocational Education1724 Words   |  7 PagesThe Benefits of Vocational Education Most high schools offer some form of vocational education program. Vocational education is training for a specific career or trade, excluding the professions. Vocational education focuses on practical applications of skills learned, and is generally unconcerned with theory or traditional academic skills. Students at vocational educational typically receive more hands-on, career-minded education than students at traditional schools. Individuals are given the opportunityRead MoreAlternative Education For High School Dropouts1698 Words   |  7 Pages Alternative Education for High School Dropouts Allison V. Alvizuri University of La VerneAbstract This study examined high school dropouts and what the long term consequences, major factors, and characteristics of a student who drops out are.The findings suggest that a school counselor plays an integral role in keeping students in school or finding an alternative choice to finish their education. Effective school program such as Opportunities for Learning Public Charter Schools has been identifiedRead MoreEducation : America Vs. Education1106 Words   |  5 PagesEducation: America vs IndiaWhat is education? What is the educational system? And is education taught the same everywhere? Education according to Dictionary.com is â€Å"the process of receiving or giving systematic instruction, especially at a school or university.† Educational system according to edglossary.org is â€Å"generally refers to public schooling, not private schooling, and more commonly to kindergarten through high school programs.† However, education is taught differently everywhere. For exam ple

The Expectancy Theory of Motivation - 670 Words

In today’s workforce there are many reasons why individuals get up every day and go to work. For most it is because they have bills to pay and this leads to their motivation to work is for the outcome of a paycheck. That is true for most, but how does motivation apply to an individual once they are at work and must perform their daily duties? No matter that is painting houses or a high level CIO building the backbone of a fortune 500 company, these individuals’ performances are based on their expectations of something in return. Some may put out more effort than others for their various reasons. How does a supervisor, director or owner get peek productivity out of there employees? The Expectancy Theory of Motivation was first coined by Victor Vroom at Yale University in 1964. This theory lays outs the process of why individuals choose one behavioral option over another. It also explains how they make decisions to achieve the end they seek. Vroom introduces three variables within the theory which are valence (V), expectancy (E) and instrumentality (I). The three elements are behind choosing one element over another because they are clearly defined: effort-performance expectancy (EP expectancy), performance-outcome expectancy (PO expectancy). (Rao, 2000) In the case of the audio products company there are several issues with the new production process which can be explained by the relationships of the three previously stated elements: 1. Effort-Performance RelationshipShow MoreRelatedExpectancy Theory of Motivation670 Words   |  3 PagesExpectancy Theory of Motivation In a business, what motivates employees to do their best? One theory that may explain the reasons why some employees seem more motivated than others is the Expectancy theory of motivation. The Expectancy theory operates under the assumption that employees will perform well based on self-belief and how much they desire the rewards their actions will render. Three key components and relationships in this theory determine how motivated an employee will choose to be:Read MoreExpectancy Theory of Motivation714 Words   |  3 PagesExpectancy Theory of Motivation, an approach to improving performance. Mark R. Mattox Western Governors University Expectancy Theory of Motivation â€Å"Expectancy Theory - A theory that says that the strength of a tendency to act in a certain way depends on the strength of an expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual.† (Judge 07/2012, p. 224) Explanation of the Three ComponentsRead MoreMotivation Theory And Expectancy Theory Of Motivation1742 Words   |  7 Pagesplace. This problem mainly occurs in organisation when there is lack of motivation, lack of organisational justice, negative culture and low morale. The purpose of this case study is to give brief view about, why employees had to face these problems and how to make positive culture and what and where the changes are required for the WA force. This report introduces MARS motivation theory and Expectancy theory of motivation for improves officers’ behaviours towards force, with that how can they fillRead MoreThe Expectancy Theory Of Motivation917 Words   |  4 Pages3.2 Theories Victor H. Vroom’s Theory (1964) developed the Expectancy Theory of Motivation. This theory is a behavioral theory that one behavior of an individual will be chosen over another type of behavior when positive performance will lead to desirable rewards. Figure 3.3 will illustrate the three components to this theory: expectancy, instrumentality, and valance, and show how the variables of Vroom’s theory is designed. Expectancy is the expectations how people perceive to meet the performanceRead MoreExpectancy Theory of Motivation Essay652 Words   |  3 PagesThe expectancy theory of motivation, which was first produced by Victor Vroom, has become a generally accepted theory for explaining how individuals make decisions concerning different behavioural alternatives. According to Vroom to motivate someone mere offer a person something to satisfy his important needs will not be adequate. In order for the person to be motivated, he must also be convincingly sure that he has the ability to obtain the reward. An employee’s motivation increases when he valuesRead MoreThe Vroom Expectancy Motivation Theory Essay763 Words   |  4 Pagesbeen some lack of motivation from Paul. According to Robbins, S. P. Judge, (184). Motivation is the process that accounts for an individual’s intensity, direction, and persistence of effort towards attaining a goal. In this paper, I will use the Vroom Expectancy Motivation Theory to explain Jeannine Savaria’s motivation and what can her supervisor do to improve her motivation. Savaria’s motivation can be supported through the Vroom Expectancy Motivation Theory. This theory links the performanceRead MoreThe Expectancy Theory Of Employee Motivation868 Words   |  4 Pages This approach of recognizing and rewarding employees for their performance was first introduced by Victor Vroom in 1964 known as the Expectancy Theory. When employees are engaged they will exceed organizational expectations and function with a sense of ownership in their place of employment (Malik, (2012). Hema and Washington (2014) state, employee motivation is gained when subordinates are empowered; giving staff power and authority to make the choices without having to wait for management’sRead MoreMotivation, Self Determination Theory, And Expectancy Theory863 Words   |  4 Pages(2001-2016). Motivational theories can help support an employee to progress in the workplace; a few theories such as Extrinsic Motivation, Intrinsic Motivation, Acquired Needs Theory, Self -Determination theory, and expectancy theory relate to my professional life. I will explain if I agree/disagree with my PsyCap self-assessment and some developing strategies to advance in my career using my strengths. Also, I will talk about how I can employ goal-setting to increase motivation, and how my engagementsRead MoreExpectancy Theory of Motivation at Use in the Workplace1229 Words   |  5 Pages1 EXPECTANCY THEORY OF MOTIVATION AT USE IN THE WORKPLACE Leadership Concepts and Applications LET1 Student#: March 30, 2012 2 What is Motivation? Motivation is a word popularly used to explain why people behave as they do. Some psychologists and scientists view motivation as the factor that determines behavior, as expressed in the phrase â€Å"all behavior is motivated† (World Book, 1992). Some scientists view motivation as the factor that energizes behavior. According to this