Cognitive Development - Reflective Statement - 1996 Words

Thirteen years ago I first started learning to play the guitar and today I am still very passionate about developing my skills on the instrument. Looking in detail at the theories of Piaget and Vygotsky, this reflective statement will explore my learning journey of playing the guitar and a challenge I faced with my development explaining the impact it had with reference to the chosen theories. Jean Piaget and Lev Semanovich Vygotsky were two of the most influential theorists that contributed to how we view cognitive development today. Piaget was born in 1896 in Neuchatel, Switzerland to a father who was a scientist and a mentally ill mother. Like his father, this led him to spend most of his time in scientific study rather than perusing†¦show more content†¦This would have first been shown when introduced to the image of a guitar. By not having any prior schemes connected to this new experience, I would have entered a mental state of disequilibrium. To try fixing this imbalanced state, Piaget describes a process called ‘adaptation’ taking place. This is the process of adjusting to new situations and experiences through the modification of existing schemes or the creation of new schemes by either of two processes called ‘accommodation’ or ‘assimilation’. Accommodation refers to creating fresh information to form a new mental i mage or scheme. An example would be when I first experienced seeing a guitar, a new ‘guitar’ scheme was created and every other experience of guitars was then added to this scheme. As well as accommodation taking place, assimilation is used to adjust existing mental models or schemes to fit a mental experience (Krause, Bochner, Duchesne, McMaugh, 2010). An example of this would be when I previously had only seen acoustic guitars, and then being introduced to the experience of seeing an electric guitar for the first time. Knowing that it looked similar to what I currently thought a guitar looks like, but the shape and size were different, I experienced disequilibrium and then using accommodation I adjusted my existing mental model and scheme to fit the new experience. Once balance between what isShow MoreRelatedReflective Practice And Professional Development921 Words   |  4 PagesTL2125 Reflective Practice and Professional Development Assignment 1 This assignment will critically reflect on experiential learning episodes with further assistance from two critical friends, one who is a 20 year old male based in the outdoor sector and another from outside the outdoor sector who is 29years old also male but based outside the outdoor sector as his occupation is a university lecturer and corporal in the British army. it must be recognised that there may be a possibility thatRead MoreThe Theory And Practices Of Reflection1254 Words   |  6 Pages Critical reflection is the active, organised cognitive process used to carefully examine ones thinking and the thinking of others. It draws upon skills used in other ways of thinking, but is viewed as a broader concept that’s differentiated by its holistic, purposeful, reflective and goal orientated nature. Critical thinking is central to quality nursing practice. It is therefore important that nurses purposefully use and develop their critical thinking ability in order to deliver safe and effectiveRead MoreCritical Thinking And Learning Are Interrelated Lifelong Processes1631 Words   |  7 Pagesconstantly affected by situations where there is no single or absolutely correct response, therefor critical thinking, reflective practice and analysing in health are three of the key components for a successful nurse. The enrolled nurses’ practice is guided by competency standards set out by the Nursing and Midwifery Board of Australia. In relation to critical thinking, refl ective practice and analysing in health, the ANMAC competency standard is â€Å"Demonstrates critical thinking in the conduct of enrolledRead MoreSocial Media Use Impact On Reflective Thought Essay2266 Words   |  10 PagesThe purpose of this research is to determine whether or not social media use impacts one s ability for what D.A. Norman refers to as reflective thought; that is, one s ability to think deeply by questioning and examining information (45). The research revolves around the following questions: Do we, as social media users, too readily accept what we read online, without challenging or questioning the thoughts of others? Or, does social media use encourage us to think reflectively through the propagationRead MoreThe Aging Process : An Unyielding Gauntlet Between The Fantasies Of Eternal Youth And Immortality881 Words   |  4 Pagesprocess can be an unyielding gauntlet between the fantasies of eternal youth and immortality. 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Do not to leave confidential material lying around they must be secured in a locked cabinet. Line of reporting-only talk to authorized personal about confidential material. This confidentially can only be broken when a child

Social Differences In The Awakening By Kate Chopin And The...

Max Connon once avowed, â€Å"people are going to behave however the social norms permit, and beyond that.† Connon is unambiguously implying that the normal ways of society are going to be followed most of the time but, at some point in time these norms are also going to be disobeyed or challenged. A social norm is defined as the informal understandings that govern the behavior of members of a society. As societies grow and culture changes, the social norms of a society change as well. Certain deeds become socially intolerable, while other deeds become socially tolerable. In the vastly different novels, The Awakening (Kate Chopin), 1984 (George Orwell), A Tale of Two Cities (Charles Dickens), and The Road (Cormac McCarthy), social norms are†¦show more content†¦Accordingly Edna states â€Å"I would give up the unessential; I would give my money, I would give my life for my children; but I wouldn’t give myself. I can’t make it more clear, it’s on ly something which I am beginning to comprehend, which is revealing itself to me (Chopin 62)†. Furthermore, this one quote is essentially the epitome of the novel. Edna loves her children, but she would not give up her newly found identity that is independent of the social expectations of her identity. Edna Pontellier contravenes the 19th century social norms in order to find her true self. Likewise, Winston Smith in George Orwell’s 1984 disobeys the social norms in order to pursue an outlawed love affair. 1984 by George Orwell is a dystopian- an imagined place in which everything is unpleasant or bad- novel that tells of the alarming future. The novel tells of a totalitarian government (called the â€Å"Party†) that uses manipulation and intense surveillance to gain control over the minds of its citizens. Orwell writes,war is peace, freedom is slavery, ignorance is strength (6). These three slogans are the core of the Party. Set in Airstip One, which is a province of the superstate Oceania, the protagonist Winston Smith, searches for independence from the social norms. In the beginning of the novel, Orwell describes posters that say â€Å"big brother is watching you (3)†. The â€Å"big brother† these posters are referring to is a man with aShow MoreRelated The Variety of Feminisms and their Contributions to Gender Equality by Judith Lorber1120 Words   |  5 Pagestogether is the oppression of women in general. Though, it is when talking about male dominance, wom en’s resistance, and women’s social roles, that the views on feminism changes. In the book, The Awakening, Kate Chopin greatly reveals women’s resistance within a male dominated society through her main character Edna Pontellier. Similarly, in her short, The Story of an Hour, Chopin emphasized the oppression that married women went through with their husbands during the late 1800s. The Yellow Wallpaper byRead More Love and Self in Kate Chopins The Awakening Essay3484 Words   |  14 PagesLove and Self in The Awakening  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Kate Chopins The Awakening is often said to triumph the exploration on the emotional and sexual needs of women, and the novel certainly is about that to a great extent, but even more importantly, it is a quest for individuality and the meaning of love. Through the protagonist, Edna Pontellier, Chopin describes in her novel one womans journey towards self-consciousness. Several stages of awakenings can be detected on the road, which are discussedRead MoreLiterary Criticism : The Free Encyclopedia 7351 Words   |  30 PagesAppearing to Diminish: Female Development and the British Bildungsroman, 1750-1850, Bucknell University Press, London ISBN 978-0-83875-411-5 12.Jump up ^ Stein, M., The Black British Bildungsroman and the Transformation of Britain: Connectedness across Difference in Barbara Korte, Klaus Peter Mà ¼ller, editors (1998) Unity in Diversity Revisited?: British Literature and Culture in the 1990s, pp. 89–105, Gunter Narr Verlag, Tà ¼bingen ISBN 382-3-35192-3 13.Jump up ^ Franco Moretti, Albert Sbragia (1987) The

Challenges and Strategies Improving Performance

Question: Discuss about the Challenges and Strategies for Improving Performance. Answer: Introduction The human resource management plays the most significant role in an organisation. Managing diversity is one of the most essential responsibilities that have to be maintained by the human resource management (Stone, 2013). When people from different background gather together to perform the organisational functionalities, the diversity becomes the major concerns for the management. CERA, one of the renowned multinational companies, sells the sanitaryware, faucets, wellness, tiles, and bathroom accessories. This multinational company deals with the associates who belong to the diversified cultural background. Therefore, the human resource management of CERA requires concentrating on the welfare of the people who are aligned together to accomplish the business goals. It is sometimes noticed that due to the cultural diversity, the employees face the significant challenges to cope with the other associates (Martn Alczar, Miguel Romero Fernndez Snchez Gardey, 2013). Moreover, the differences in work attribute, languages, and cultural values are sometimes creating the situational crisis. On the other hand, the collaboration of the diverse cultural beliefs helps in introducing the innovative business procedures that are essential for sustaining the organisational position (Ulrich, 2013). The study will provide the detailed analysis of the roles and responsibilities of human resource management for managing diversity at the workplace. Rationale of Business Diversity Management in CERA The case study provides the information about the specific issues that the company have been facing with their workforces. It is noted that in order to bring more innovations in the business process, the leaders have decided to keep the focus on the effective human resource management practices. It is suggested that if the company can concentrate on selecting and recruiting the right people, it would be beneficial for the company to bring more innovations (Cheruvelil et al., 2014). When the efficient workers would assimilate together, the collaboration of their different innovative business procedures would add values to the business functionalities. However, undertaking such initiative is not easy since there is the question of diversity management. Company is much focused on recruiting the suitable, smarter, and right people. Therefore, there is the question if the other people are left behind. The management is concerned about the diverse group that can perform well and accomplish the business goals. The selection and recruitment process will be sensitive to the individual differences (Agrawal, 2012). The process is somewhat ignoring the reinforcements of homogeneity. The gender diversification is thus considered as the major issue in such contexts. However, the human resource management needs to pay the attention on such diversification issues occurred in the business environment. The study will thus discuss the significance of the gender diversification at workplace. Moreover, the study will shed lights on resolving the issues specified in the case study. The efficient human resource management practices will be much helpful in mitigating the probable risks that may occur due to the workplace diversification. Justification of the Rationale The company is much interested in accomplishing the business goals with the proper innovation process in this current competitive business scenario. The management team has recognised that the human resource management practices need more improvisations in the selection and recruitment process. While recruiting people, the management is much concerned about the diverse group of people who can help the management to accomplish the organisational goals (D'Netto et al., 2014). However, if the company needs to bring more innovations in the business process, it will be better to focus on merits and capabilities. The case study highlights that the management is focusing on the diverse group, size, and business size. The company is trying to improve the selection and recruitment process based on the merits and suitability to the business goals. However, the company needs to keep the concentration on providing the equal opportunities to other employees as well. The employees need to receive proper training that can enhance their knowledge and lead them towards success (Ali, Ng Kulik, 2014). Experiences and efficiency of the employees is also necessary in such cases. However, focusing on this argument, it is necessary to explore the conceptual analysis of diversity management. Necessity of Diversity Management in Organisational Performance The multinational companies are associated with the people who belong to diversified cultural and demographic background. Workforce diversity is essential for managing the diversified scenario within an organisation. The workplace diversity has become one of the integral parts in this current globalised business market (Barak, 2013). The establishment of the workplace diversity helps in managing the interpersonal skills among the associated people from different cultural and demographic background. Moreover, it is also noticed that the diversity management helps in bringing more innovations in the business procedures. The innovative knowledge of the employees helps in gaining more profitability in this competitive scenario. However, the workplaces even face several conflicts due to the differences in the work cultures. The human resource management plays the most significant role in managing the workplace diversity and resolving the emerging conflicts. Impact of Gender Diversity Each of the workplace needs to consider the equal rights provided to both the males and female employees. Gender diversity is one of the major concerns that create the significant impacts on the organisational functionalities (Strachan, French Burgess, 2014). It is evident that gender diversity helps in enhancing the overall organisational performance. It is noted that the females have the greater analytical skills and coordinating capabilities, which help in shaping the values of the organisation (Christensen Schneider, 2015). Moreover, the experience candidates can understand the business process more significantly. Mark French has decided to employ the candidates who can bring more innovations to the organisational process. The findings derived from McKinseys Global Institute study indicate that the lack of gender diversity is greater likelihood of below par performance in many countries like UK, US, Canada, and Latin America (Hbswk.hbs.edu, 2016). In fact, it is suggested that the companies, which are promoting the gender diversity is more successful in this current time. Model of Diversity Management at Workplace Many of the workplaces face issues with the diversity management process. It is noted that the organisations need to pay attention on several concerned areas in the diversified scenario (Alvesson, Krreman Sullivan, 2015). The diversity model is thus developed to identify those areas of concerns. The issues are described further: Acceptance and Commitments of the Organisation The initial stage for the organisation is to identify the determined goals and the commitments of achieving those objectives. The top management the company decides the goals for structuring the business functionalities (De Cieri Kramar, 2014). Moreover, the top management needs to maintain the responsibility to communicate the goals with the associated members. The supportive sand ethical manner of the management is also much essential for describing diversity within the workplace. It generates the idea about the commitment level of the associated employees to promote the diversity at the workplace. Understanding the concept of diversity and attributes of the sub-populations The next step is suggesting the training and development procedures for spreading awareness among the associated members. It is one of the most effective ways of promoting workplace diversity (D'Netto et al., 2014). The members need to gain knowledge about the race, gender culture, and ethnicity. In addition to this, they need to know about working with the people who are from diverse background. Therefore, the training and development session would be much useful. This awareness training requires some of the useful techniques that will be effective enough to generate the ideas about the participants experiences. Work Style and Motivation The management needs to pay the attention towards motivating the employees and making them committed towards their works. In this current scenario, the business functionalities have undergone the drastic changes (Harvey Allard, 2015). The employees need proper guidance and motivation to adopt the changing scenario. Hence, the management requires concentrating on the proper employee welfare process that will be beneficial enough in accomplishing the business goals. Workplace Diversification in the 21st Century In this modernised world, the demands of the customers are changing drastically. Therefore, the companies are forced to adopt diversified method of business operations that can satisfy the needs and demands of the customers. The top management of the company needs to restructure the business functionalities accordingly (Doherty, 2015). The emergence of the multinational companies is also gathering the people from diverse cultural and demographic background. The employees from diversified cultural background are working together to meet the organisational goals. Many of the expatriates bring the innovative skills to strengthen the organisational position in this 21st century (Guillaume et al., 2015). Therefore, it is necessary to establish the workplace diversity, which introduces the innovative ideas for the long-term sustainability. It is important to note that the effective human resource management practices and enormous supports from the top management is essential for establishi ng this workplace diversity. Diversity Management Policies The article, Human Resource Diversity Management Practices is identifying the approaches of HR management towards maintaining the workplace diversity (Kramar et al., 2014). In order to establish the workplace diversity, the Australian business departments have introduced an approach named logistic compliance (Kramar et al., 2014). This initiative does not refer that the diversity management is a method of achieving competitive advantage. It is noted that the manufacturing companies in Australia has not provided the essential importance to the workplace diversity aspects. For example, the issues with the absenteeism, workplace ethics, and low turnover rate are not properly addressed. Therefore, it is essential to concentrate on the beneficial policies that are establishing workplace diversity within an organisational scenario (Podsiadlowski et al., 2013). However, there are some of the necessary areas that the human resource management needs to pay the attention on and these areas are described further: The human resource planning on selection and recruitment process In the human resource planning, the recruitment and selection process is interconnected. It is to be indicated that the human resource management planning is the integral part of structuring the organisational functionalities. Selecting the right people for the company is the major motto for each of the organisations (De Cieri Kramar, 2014). However, before recruiting the candidates, it is necessary for the human resource management to understand the needs and requirements of the business. The identification of the requirement helps in recognising the suitability and the eligibility of the people for performing the organisational activities (Barak, 2013). Therefore, it is essential for the human resource management to restructure the organisational practices and associate the eligible people to accomplish the business goals. Applying the Policies in the Organisation Some of the human resource management practices are effective enough in applying the policies in the organisation. The various internal sources of recruitment process are needed to be taken into consideration. For example, the employee referral, internal job posting, and promotions help in internal recruitment procedures. On the other hand, campus recruitment, public employment, direct application, and employment exchanges are some of the external recruitment process that the company can utilise (Strachan, French Burgess, 2014). The positive brand image establishes the business reputation in a significant way. It helps the candidates to apply for the job through the facilities of walk-in-interview process (Christensen Schneider, 2015). Following such methods, the human resource management can implement the better recruitment and selection process for the company. However, this description of the workplace diversification would be helpful enough in presenting the suitable arguments for Mark French. Recommendations for Mark French The above description is focusing on the detailed analysis based on the importance of workplace diversity. It has already mentioned that the management of CERA is planning to bring more innovations in the business process. Therefore, it is necessary to select and recruit the right people for the business. However, after recognising the necessity of the gender diversification and the merit based skills, it can be suggested that Mr. Mark French requires concentrating on the recruitment and selection process more precisely. If the company would be able to conduct the behavioural survey among the candidates, it would be beneficial enough in understanding the suitability of the candidate in performing the tasks. Therefore, it can be argued that merit based recruitment is not enough to bring innovations. The improvement of the recruitment quality, establishment of the proper infrastructure and association of the knowledgeable people are also required to facilitate the innovative business f unctions. If the company can fulfil such standardised recruitment and selection process, it would be beneficial to establish the workplace diversity and bring more innovative approaches. Conclusion The study is focusing on the diversity management in CERA. It is noted that Mr. Mark French is concentrating on improving the human resource management practices. the major focus was in selecting and recruiting the right people from the diverse group. However, the conceptual analysis of workplace diversity is highlighting that merit based recruitment is not enough to bring innovations to the business process. It is essential to improve the selection and recruitment standards for the candidates. Therefore, the study identifies the necessity of workplace diversity by focusing mainly on gender diversity. After recognising the importance, it can be concluded that the improvisation of the recruitment and selection process can be facilitated by providing the proper standards of employee recruitment process. The human resource management needs to bring improvements in their internal and external recruitment process more specifically. References Agrawal, V. (2012). Managing the diversified team: challenges and strategies for improving performance.Team Performance Management: An International Journal,18(7/8), 384-400. Ali, M., Ng, Y. L., Kulik, C. T. (2014). Board age and gender diversity: A test of competing linear and curvilinear predictions.Journal of Business Ethics,125(3), 497-512. Alvesson, M., Krreman, D., Sullivan, K. (2015). Professional service firms and identity.The Oxford Handbook of Professional Service Firms, 403. Barak, M. E. M. (2013).Managing diversity: Toward a globally inclusive workplace. Sage Publications. Cheruvelil, K. S., Soranno, P. A., Weathers, K. C., Hanson, P. C., Goring, S. J., Filstrup, C. T., Read, E. K. (2014). Creating and maintaining high?performing collaborative research teams: the importance of diversity and interpersonal skills.Frontiers in Ecology and the Environment,12(1), 31-38. Christensen, K., Schneider, B. (Eds.). (2015).Workplace flexibility: Realigning 20th-century jobs for a 21st-century workforce. Cornell University Press. De Cieri, H., Kramar, R. (2014).Human resource management in Australia: Strategy, people, performance. McGraw-Hill Australia Pty Limited. D'Netto, B., Shen, J., Chelliah, J., Monga, M. (2014). Human resource diversity management practices in the Australian manufacturing sector.The International Journal of Human Resource Management,25(9), 1243-1266. Doherty, R. (2015). Getting social with recruitment.Strategic HR review,9(6), 11-15. Guillaume, Y. R., Dawson, J. F., Otaye?Ebede, L., Woods, S. A., West, M. A. (2015). Harnessing demographic differences in organizations: What moderates the effects of workplace diversity?.Journal of Organizational Behavior. Harvey, C. P., Allard, M. (2015).Understanding and managing diversity. Pearson. Hbswk.hbs.edu, 2016. Why Does Gender Diversity Improve Financial Performance?. [online] HBS Working Knowledge. Available at: https://hbswk.hbs.edu/item/why-does-lack-of-gender-diversity-hurt-performance?cid=spmailing-12393206-WK%20Newsletter%2011-4-2015%20%281%29-November%2004,%202015 [Accessed 10 Jan. 2017]. Karamessini, M., Rubery, J. (2013).Women and austerity: the economic crisis and the future for gender equality(Vol. 11). Routledge. Kramar, R., Bartram, T., De Cieri, H., Noe, R., Hollenbeck, J., Gerhart, B., Wright, P. (2014).Human resource management in Australia Strategy, people, performance(5th ed.). North Ryde: McGraw-Hill. Martn Alczar, F., Miguel Romero Fernndez, P., Snchez Gardey, G. (2013). Workforce diversity in strategic human resource management models: A critical review of the literature and implications for future research.Cross Cultural Management: An International Journal,20(1), 39-49. Podsiadlowski, A., Grschke, D., Kogler, M., Springer, C., Van Der Zee, K. (2013). Managing a culturally diverse workforce: Diversity perspectives in organizations.International Journal of Intercultural Relations,37(2), 159-175. Stone, R. J. (2013).Managing human resources. John Wiley and Sons. Strachan, G., French, E., Burgess, J. (2014). Equal access to the opportunities available? Equity and diversity laws and policies in Australia.International Handbook on Equality and Diversity Management at Work: Country Perspectives on Diversity and Equal Treatment, 2nd edn. Cheltenham: Edward Elgar, 13-34. Tyson, S. (2014).Essentials of human resource management. Routledge. Ulrich, D. (2013).Human resource champions: The next agenda for adding value and delivering results. Harvard Business Press.

Uncle Toms Cabin Essays (1957 words) - Lost Films,

Uncle Tom's Cabin Uncle Tom's Cabin Uncle Toms Cabin Harriet Beecher Stowe UNCLE TOM -Uncle Tom manages the Shelby plantation. Strong, intelligent, capable, good, and kind, he is the most heroic figure in the novel that bears his name. Tom's most important characteristic is his Christian faith. God has given Tom an extraordinary ability. He can forgive the evil done to him. His self-sacrificing love for others has been called motherly. It has also been called truly Christian. AUNT CHLOE- Aunt Chloe, Uncle Tom's wife, is fat, warm, and jolly. She is a good housekeeper and a superb cook, and justly proud of her skill. She loves Tom, and urges him to escape to Canada rather than to go South with Haley. After Tom is sold, she convinces the Shelbys to hire her out to a baker in Louisville and to use her wages to buy Tom's freedom. She is heartbroken to learn of his death. - MOSE, PETE, AND POLLY - Mose, Pete, and Polly, the children of Uncle Tom and Aunt Chloe, are playful and rambunctious. Polly is Tom's special favorite, and she loves to bury her tiny hands in his hair. ELIZA HARRIS - Eliza Harris is raised by her mistress, Mrs. Shelby, to be pious and good. Described as light-skinned and pretty, Eliza dearly loves her husband, George Harris, and their little boy, Harry. When she learns that Harry is about to be sold, Eliza carries him in her arms to the Ohio River, which she crosses on cakes of ice. Although generally a modest and retiring young woman, Eliza becomes extraordinarily brave because of her love for her son. GEORGE HARRIS- George Harris, portrayed as a light-skinned and intelligent slave, belongs to a man named Harris. He is married to Eliza, who lives on the Shelby plantation, and they have a son, Harry. HARRY AND LITTLE ELIZA - Harry and little Eliza are the children of George and Eliza Harris. Harry, born a slave on the Shelby Plantation, is bright and cute, and sings and dances for Mr. Shelby and Haley. He is so beautiful that he is disguised as a girl in order to escape into Canada . Once there, he does very well in school. Little Eliza is born free in Canada. - SAM AND ANDY- Sam and Andy, slaves on the Shelby plantation, provide comic relief through their mispronunciations and deliberate mishaps. Andy, who likes to makes speeches, is meant to satirize politicians. But Sam and Andy make an important contribution to the novel's plot- their clowning allows Eliza to escape across the Ohio River. MR. SHELBY - Mr. Shelby, the owner of a Kentucky plantation, generally treats his slaves well, but he decides to sell two of them, Uncle Tom and little Harry, to pay off a debt. Although he regrets the sale, Shelby feels he has no other choice. MRS. SHELBY - Mrs. Shelby, a kind, religious woman, tries to raise the family's slaves with Christian values. She attempts to convince her husband not to sell Tom and Harry, and she helps Eliza escape. Warm-hearted Mrs. Shelby treats her slaves like people, crying with Aunt Chloe when Uncle Tom leaves and consoling her when they le arn he is dead. - GEORGE SHELBY- George Shelby, the son of Mr. and Mrs. Shelby, is thirteen years old when the novel begins, and eighteen when it ends. He likes to spend time with Uncle Tom and Aunt Chloe, basking in their kindness and attention. He teaches Uncle Tom to read and write, and reads the Bible at the slaves' religious meeting. On Uncle Tom's grave, he swears to do whatever he can to fight against slavery, and he begins by freeing the slaves on his own plantation. George is one of the few characters who changes during the course of Uncle Tom's Cabin, as he develops from a good-hearted but somewhat self-centered boy into a noble and effective man. HALEY-Haley sets the plot of Uncle Tom's Cabin in motion by insisting that Mr. Shelby sell him Tom and little Harry. Haley curses, smokes, drinks, and dresses badly. He claims to be humane because he is not completely cruel to the slaves he buys. But you can

A Minute To Approximately Three And Hurt His Ability To Defend Himself

a minute to approximately three and hurt his ability to defend himself while he loaded the awkward device. The shortcomings associated with these muzzleloaders were, in a large part, responsible for the style of battlefield tactics of the day. Smokeless gunpowder was the next major advancement to affect gun development. Smokeless gunpowder led to the development of cartridge bullets. These bullets enabled the lead shot to be pre-packaged with the gunpowder and dramatically shortened the time involved with reloading. Additionally, the cartridge bullets were more streamlined than their predecessors and allowed the opportunity to pack more gunpowder with each shot. This additional gunpowder provided greater accuracy over longer distances than would have been imaginable during the time of Napoleon. Without the development of cartridge bullets, the Winchester repeating rifle would not have been possible. The use of smokeless gunpowder would also enable the artillery to move from cannon balls to shells. During all the pre-modern wars, the style of battle was fairly simple on the surface. The aggressor army would position itself to attack its opponent. Once the aggressor had both its artillery and archery units in place, it would open fire on the enemy. This bombardment would continue until the leaders felt that they had sufficiently softened up their opponent's line of defense. At this point the enemy would be attacked on foot by the infantry. During the attack, it was essential for the infantrymen stay in their ranks and maintain the line. The line consisted of three rows of infantrymen. A weak spot in the lines would lower the concentration of fire that the opponent received. Once the line reached the appropriate range, they would open fire. The front line would fire their weapons and kept the fire going while the other two lines reloaded. After the front line had fired, it would shift to the back. The line behind them would then step forward and fire. This was done in fairly quick progression as aiming was at a minimum for the infantryman. They simply lifted their gun high enough to hit the other line and fired. This would continue as long as necessary to weaken the enemy to the point of bayonet charge. The bayonet charge would finish off the enemy as it usually scattered their forces off the field. This methodical technique was clearly developed to allow time for the infantrymen to re-load their slow, awkward weapons. These low speed guns made this type of battle appropriate. The introduction of the Winchester repeating rifle signaled the beginning of the end to the effectiveness of this style of warfare. The Winchester repeaters got one of their first combat experiences during the Russo-Turkish War of 1877. The Turks were greatly outnumbered when the Russians attacked the town of Plevna. The battle started in July of 1877 when the Russians attacked. The Turks, who were encamped with their American made Winchester Repeating rifles, stood their ground against the far superior Russians. The Turks cut down over eight thousand of the Russians in the first major battle. The siege of the town went on for nearly six months, and was not over until the Turkish commander gave up because they were not getting re-supplied . The repeating rifles proved though that traditional warfare would not continue to work. A much larger army, which in Napoleon's day was believed necessary to win, had essentially failed. These weapons were advanced even farther to become more accurate, stronger and generally easier to use and load. This is much the reason that the Gatling gun, the predecessor to the machine gun, was invented. This was invented in 1862 during the American Civil War. With the invention of brass cartridge Gatling felt he could make a gun that fired at a high rate. He mounted ten barrels on a rotating piece, which as it was turned, loaded, fired and unloaded the barrels automatically. The Gatling Gun was an advancement into a new generation of warfare and just like the Winchester Repeating rifle had been created too late for widespread use in the Civil War. The principle difference between a machine gun and the Gatling gun was the way in which the cartridge was loaded. In the Gatling gun, the rotating motion was responsible

Investigate the various types of assessment, and how they impact the Design Technology classroom The WritePass Journal

Investigate the various types of assessment, and how they impact the Design Technology classroom Introduction Investigate the various types of assessment, and how they impact the Design Technology classroom IntroductionBibliography]Related Introduction In the essay I explore the contribution that assessment makes towards learning. I investigate the various types of assessment, and what impact they have on the learner, drawing upon my own experience in the Design Technology classroom. In particular, I review the summative and formative ways of assessing and conclude that formative assessment is more beneficial to the learner as they gain new knowledge and skills to inform their learning, with the feedback given through this process. Conversely, summative assessment can sometimes cause problems within the classroom as children try and ‘be the best’. To bring the essay to a close, I discuss ideas for the future regarding assessment in Design Technology and what I think should happen. The term ‘assessment’ â€Å"is how pupils recognise achievement and make progress, and how teachers shape and personalise their teaching.† (QCA, 2009) In the past assessment was â€Å"seen as something distinct from learning;† (Chater, 1984, p4) contrasting this view in a recent review on assessment Daugherty (2002) found it to be: One of the most powerful educational tools for promoting effective learning†¦ the focus needs to be on helping teachers use assessment, as part of teaching and learning, in ways that will raise pupils’ achievement. (Daugherty, 2002) Daugherty, a member of the Assessment Reform Group, is raising a well-founded point, as he is well researched into ‘assessment,’ making government policy but also works closely with teachers and local education authority staff to advance understanding of the roles, purposes and impacts of assessment. Teachers planning should include strategies to ensure that learners understand the goals they are pursuing and the criteria that will be applied in assessing their work. OFSTED reports can often be seen as biased and its independence questioned, being dubbed the â€Å"Governments ‘poodle’ during a Commons committee hearing† (Stewart, 2009) and inspections seen as an â€Å"instrument of state control† forcing teachers to follow politicians’ agendas.† (Shaw, 2009) Nevertheless, this report raises good points to be considered by teachers who strive to use assessment in their teaching, hence the citation. This type of on-going assessment described in the report is known as formative assessment. It is common for assessment to be divided into either formative or summative categories for the purpose of considering different objectives for assessment practices, although they can overlap. Summative assessment is generally carried out at the end of a course or project. In Design Technology, summative assessments are typically used to assign students an end of topic grade. Formative assessment is generally carried out throughout a course or project and is used to aid learning. Summative assessment is the assessment of learning and in Design Technology it provides evidence of student achievement for reporting and accountability purposes.   Its main purpose is to make judgements about performance. An example of this is the norm-referenced tests (NRT), which classifies students. NRTs draw attention to the achievement differences between and among students to produce a dependable rank order of students across a continuum of achievement from high achievers to low achievers (Stiggins, 1994). Schools use this system to place pupils in ability groups, including Gifted and Talented. However, it is argued that â€Å"Assessment should be a powerful tool for learning, not merely a political solution to perceived problems over standards and accountability.† (ATL, 1996) This is reinforcing Daugherty’s idea, as it perceives assessment as a tool, a working progress- formative assessment, not an end product- summative assessment. Formative assessment is Assessment for learning and in Design Technology it helps to inform the teaching and learning process by identifying students’ strengths and weaknesses.   Its main purpose is to gather information. Diagnostic assessment, which helps to identify specific learning strengths and needs, can fall into both categories. It determines learning targets and appropriate teaching and learning strategies to achieve them. This is important because: Many learners have higher-level skills in some areas than in others. Diagnostic assessment happens initially at the beginning of a learning programme and subsequently when the need arises. (QIA, 2008) Therefore; it can be summative, as it results in a grade and the student is placed in an ability group on what they already know. However, this â€Å"information is used to make links to progression routes and prepare for the next steps;† (QIA, 2008) thus becomes formative, as they discover the gaps in their knowledge and learn how to fill these gaps. A type of formative assessment is a criterion-referenced test which determines, â€Å"what test takers can do and what they know, not how they compare to others.† (Anastasi, 1988, p102) Assessment for Learning ensures that pupils understand what they can do, but are also informed how to improve on what they find difficult, and what type of learning process they must take to achieve this. This formative assessment: Forms the direction of future learning and so the requirement of formative assessment is that the feedback given back to the learner helps the learner improve, but more importantly that the learner actually uses that information to improve. (Marshall, 2002, p48) Feedback for learning in Design Technology is vital. The teacher will take pleasure in rewarding students with praises; however, there is more valuable feedback that they should receive, as Black Wiliam found: Pupils look for the ways to obtain the best marks rather than at the needs of their learning which these marks ought to reflect†¦ They spend time and energy looking for clues to the ‘right answer’. (Black Wiliam, 1998) In Design Technology, a subject in which there is seldom a ‘right answer,’ it is essential that â€Å"we focus on promoting learning instead of encouraging students to seek the easiest way to get the best results.† (Branson, 2005, p76) This indicates that the summative assessment is preventing the student reaching their full potential through learning, as they want to be the best in the class; therefore, will rote learn and be ‘taught-to-the-test’ to achieve this top grade. This could mean that student is not learning, but remembering facts for the test, and once the test is over they will not retain much of the knowledge. Nevertheless, the summative results could be used as part of a formative assessment (Black Wiliam, 1998) if the correct feedback was given to them instead of just a grade. This feedback will only be effective if the quality of teacher-pupil interaction is high and provides, â€Å"the stimulus and help for pupils to take active responsibility for their own learning.†(Black Wiliam, 1998) To create effective feedback we must â€Å"teach less and talk about learning more.† (Branson, 2005, p77) This is known as meta-learning which draws upon goals, strategies, effects, feelings and context of learning, each of which has significant personal and social dimensions: Those who are advanced in meta-learning realise that what is learned (the outcome or the result) and how it is learned (the act or the process) are two inseparable aspects of learning. (Watkins, 2001) If students practise these skills they will be able evaluate work successfully, apply their assessment criteria to their work and their peers’ work. Through this greater understanding of their own learning, the students will have the â€Å"ability of the performance† (Marshall, 2002, p57) and be able to apply the knowledge and strategies they have acquired to various contexts, transferring their skills to suit the situation. Good day-to-day indications of students’ progress are tasks and questions that prompt learners to show their knowledge, skills and understanding. What learners say and do is then observed and interpreted, by teacher and peers, and judgements are made about how learning can be improved. These assessment processes are an important part of everyday classroom practice and involve both teachers and learners in reflection when talking about new targets. The questions posed should be open-ended, allowing the student to fully express themselves and ensuring that they will not ‘lose face,’ as there is not a right or wrong answer. If a student finds answering a question difficult, a peer can step in and help, which can have a positive effect on the class as there are â€Å"things that students will take from each other that they won’t take from a teacher.† (Marshall, 2002, p48) In turn, peer assessment helps develop self-assessment which promotes independent l earning, helping children to take increasing responsibility for their own progress. An example of good practice I have seen in an Design Technology classroom is ‘PEN marking’ Positive, Error, Next Time, in which students would pen mark their own work and assess each others work looking for two good aspects about the piece, and an improvement. This way the students are praising each other; therefore, they are not scared to suggest an improvement. Through assessing their peers work, they also find ways to improve their own. This is subjective as it is my own opinion, but does relate to what Marshall’s theory- that they will take from each other that they would not from a teacher, as several ‘wishes’ from the students sounded harsh but I found that in their next piece of work they had tried harder at it. However, the work may also have improved if the teacher had said it, so this theory is not infallible. The OFSTED report states that: Many pupils were still not clear about what their strengths and weaknesses were or how they might improve. (OFSTED, 2009, p14) Assessment for learning states that for effective learning to take place students need to understand what it is they are trying to achieve, and want to achieve it. Understanding and commitment follows when they have a part in deciding goals and identifying criteria for assessing progress. Communicating assessment criteria involves discussing them with the students using terms that they can understand, providing examples of how the criteria can be met in practice and engaging learners in peer and self-assessment.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I think the problem of pupils not being cle ar about their strengths and weaknesses can be solved with the introduction of Assessing Pupils’ Progress (APP) into schools. The school where I am doing my placement is using the APP process for the first time this year, and so far are finding it successful.   APP is a ‘systematic approach to periodic assessment that provides diagnostic information about individual pupils’ progress and management information about the attainment and progress of groups’. (DfCSF, 2008) A key purpose of APP is to inform and strengthen planning, teaching and learning. This aspect of APP can have a direct and positive impact on raising standards, and can assist in the personalisation of learning. Based on the assessment focuses (AFs) that underpin National Curriculum assessment, the APP approach improves the quality and reliability of teacher assessment. My school have simplified the APP focuses and levels into student speak so they can fully understand the concept and purpose. All students in KS3 are now fully aware that they will have an APP assessment in Design Technology at the end of every half term. The assessment will be based upon the scheme of work studied over the half term. For example the last assessment was to write a character description: the scheme studied being fiction. The Design Technology teacher has an expectation that every individual child should attain two sub-levels a year; the student is also aware of this. Before the student completed the final assessment they assessed a Character Description supplied by the teacher, using the same AF’s that they were going to be assessed on. This allowed the students to see exactly what they had to do to ach ieve a Level 5, as one pupil pointed out that, â€Å"Even though they’ve put their ideas together in order Miss, they haven’t used paragraphs so they can’t get a Level 5 for AF3†. This process of evaluation helps the student progress in their work, as they can see clearly what they have to do to improve. Ultimately, I think that the contribution of assessment has a huge impact on pupils’ learning; with well focused feedback, including thorough marking that identifies clear targets, students can progress and become independent learners, a foundation preparing for their independent life.   I think that APP alongside Assessment for Learning is a good way for the student and the teacher to gauge progress, as the objectives are clear, and the ways to achieve them are made obvious through ‘pupil speak’. This does not mean that I think summative is an incorrect way of assessment, as I echo the thoughts of Black Wiliam (1998) in that if a summative assessment is used to inform the student for progression then it can have a positive effect. When I start NQT year, I hope to be employed in a school that uses APP, and if not I will try and implement it, as I think it benefits students as much as it does the teacher. Bibliography] Anastasi, A. (1988). Psychological Testing. New York, New York: MacMillan Publishing Company Association of Teachers and Lecturers. (1996). Doing our Level Best. Black, P. and Wiliam, D. (1998) Inside the Black Box: Raising Standards through Classroom Assessment, Kings College London. [Online] Available from: www.kcl.ac.uk/education/publications/Black%20Box.pdf [Accessed 20th October 2009] Branson, J. (2005) ‘Assessment, recording and reporting’. In: Goodwyn, A Branson, J. (eds). Teaching English: A Handbook for Primary and Secondary School Teachers. London: Routledge. Chater, P. (1984) Marking Assessment in English. London: Methuen Co Ltd. Daugherty R. (2002) Assessing for learning insides. [Online] 2002. Available from: assessment-reform-group.org/AssessInsides.pdf [Accessed 21st October 2009] DfCSF. (2008) Assessing Pupils Progress (APP) In English. [Online] Aug 2008. Available from: http://nationalstrategies.standards.dcsf.gov.uk/node/16051?uc=force_deep [Accessed 21st October 2009] Marshall, B. (2002) ‘Thinking through Assessment: An Interview with Dylan Wiliam’. English in Education, 36 (3) p47-60. OFSTED. (2009) English at the crossroads. London: Her Majesty’s Stationery Office. QCA. (2005) A national conversation on the future of English. [Online]. 2005. Available from: qcda.gov.uk/libraryAssets/media/qca-05-1835-playback-web.pdf [Accessed 21st October 2009] QCA. (2009) Assessment key principles- National Curriculum. [Online]. June 2009. Available from: http://curriculum.qcda.gov.uk/key-stages-3-and-4/assessment/Assessment-key-principles/index.aspx?return=/key-stages-3-and-4/assessment/index.aspx   [Accessed: 20th October 2009] QIA. (2008) Initial and diagnostic assessment: a learner- centred process. [Online] 2008. Available from sfl-sw.org.uk/userfiles/files/Initial%2520and%2520Diagnostic%2520assessment%2520a%2520learner-centred%2520process.pdf [Accessed 21st October 2009] Scriven, M. (1991). Evaluation thesaurus. 4th ed. Newbury Park, CA: Sage Publications. Shaw, M. 2009. ‘Ofsted inspections are means of state control’. Times Educational Supplement, 15 March. p.7 Stiggins, R.J. (1994). Student-Centered Classroom Assessment. New York: Merrill. Watkins, C. (2001) ‘Learning about Learning Enhances Performance’ in National School Improvement Network Research Matters 13, London: Institute of Education. William, S. (2009) ‘Ofsted accused of being ministerial poodle over school report cards’. Times Educational Supplement, 10 July. p.33

Analyse the external marketing environment &consumer buyer behaviour Coursework

Analyse the external marketing environment &consumer buyer behaviour - Coursework Example In addition, the level of ‘supply and demand’ (Hisrich, 2000, p.16) in a market denotes the market’s economic potentials, thus it is considered as a factor that can influence the market’s economic environment. In regard to the promotion of iPhone 6 in China the country’s economic environment needs to be checked in order to decide whether Chinese consumers would be able to pay for the specific product or not. As for the technological environment, this refers to the ‘means used for transforming materials into goods and services’ (Sahaf 2008, p.57). In other words, in each country the technological environment denotes the country’s performance in regard to manufacturing and services (Lancaster and Reynolds 2005). The technological environment of China would be checked when developing the marketing plan for iPhone 6; indeed, in a market where products of advanced technology are highly appreciated the chances of iPhone to achieve high sales would be more, as also explained in the next section. The economic environment can highly impact the sales of iPhone 6. The influence of economic environment on the particular product would have the following form: a) in regard to local economic environment: in case of the increase of unemployment, as related to the decrease of the income, people in China would face difficulties in buying this product (West et al. 2010); also, if inflation across the country is increased then the prices of products would follow a similar path. In this case, consumers could decide that they do not want to pay a significantly high price for the particular product (West et al.2010), b) in regard to the global economic environment: the increase of turbulences in global markets or the possible appearance of a strong financial crisis at international level could make Chinese consumers less willing to pay for products of high technology, such as the iPhone 6. In fact, in the above case, their priorities in regard to the goods