Discussions 2 Essay Example | Topics and Well Written Essays - 500 words

Discussions 2 - Essay Example When they run off the road, its June Star who mentions that no one has been killed - yet. The reader knows the "yet" is inevitable when the three men get out of the car. In the grandmothers eyes Red Sammy is a "good man." This is why OConnor tells the reader so much about him because she wants to characterize the difference between a good man and a "bad man." This is the classic "good vs. evil" theme. There are only two references to Hiram in the entire story and they are both about him and his expertise of the car. He is not described at all other than saying he has a grey hat. A Narrow Fellow in the Grass -- it seems that she is using personification in that she is giving a snake in the grass the title of "boy." She also uses a lot of simile -- the grass divides with a comb (like hair is divided), the shaft of "hair" that is spotted. Another simile, "Unbraided in the sun" as the snake slithers away instead of being picked up. "A Narrow Fellow in the Grass" is a metaphor because she is actually talking about a snake and not a boy. She also uses imagery because we can see the scene she points out. Using phrases like the first paragraph where she points out that the grass parts and then closes -- the reader can see this happening. Also, the fact that she gets a little scared whenever she sees a snake, though she treats the snake with kindness. Wild Nights -- it seems that the writer is comparing wild desires (aka wild sexual desire) to the way that a ship at sea is thrown back and forth when the winds are highest. It is as thought her sexual desire (maybe she has had this happen before and wants a bit more) is as tempestuous as the sea. 6. Black poets -- all of these men wrote poems about what they believed in and what they understood. They had many references to slavery and to the plight of the black man. All of their poems are vibrant with passion and imagery. Langston Hughes always seems to make the reader see in similes. In "Let America Be America

A Hugo Boss Essay Example for Free

A Hugo Boss Essay The print advertisement that I chose for this paper, is a Hugo Boss advertisement for the sale of its men’s perfume line particularly the men’s gift set. Hugo Boss is a company that was started in Metzingen Germany and was founded by Hugo Ferdinand Boss after whom the brand was named. Hugo Boss is known for specializing in high-end menswear apparel, and has expanded like most other brands to include shoes, accessories and fragrances. I chose this particular print advertisement because after viewing several other print advertisements, this one attracted my attention the most. I was drawn to it because it was colorful and had many images that not only caught my eye, but also seemed to be very dynamic and at the same time able to catch my attention. When you first look at the advertisement, the images seem to jump from the page; at first, it actually looks like a messy piece of artwork or a picture that someone doodled on while they were bored. But when you take a closer look at the advertisement and dissect its different components, the underlying message that it gives to its viewers is actually very interesting and quite alluring. The advertisement is composed of three main images, a young man, standing with his finger to his lips, a Hugo boss perfume bottle with images coming out from the lip of the bottle and at the bottom of the advertisement an image of a sample Hugo Boss Men’s Gift Set. Aside from the images, there are printed words, one is a stamped text of â€Å"HUGO† the perfumes brand and the other is the tagline, which says,   â€Å"it’s just a fragrance. The rest is up to you.† I think that this particular print advertisement appeals to a young market. You have only to look at the images used and the words uttered to see that this is geared towards a younger age group. This particular advertisement targets both men and women ages twenty five to thirty five years old, who are young and excited because they are either just beginning their lives or beginning to rise up in their respective endeavors. I say this because of the composition of the print advertisement. First of all, the man used for the advertisement is a man who looks like he is in his mid to late twenties. Admittedly, when advertisers portray their products they get models that will most appeal to the age group they are targeting and usually they get their models from that precise group. The appearance of the man in the advertisement evokes a feeling of casualness that makes you think of fresh graduates, young, hot and out to get the world. This assessment is based not only on the male image model but the images that can be found beside him, which is the Hugo Boss perfume bottle that seems to be overflowing with other images. The images that are coming out of the bottle make me think of the circus coming into town. I am not sure why that particular image popped into my head, but I suppose it is because as a child, the circus represented a child’s dreams in life and this particular advertisement seems to sell that very image to the public. The bottle spewing these images reminds me of the time when the circus would come into town and as the main tent would unfold you would suddenly see a swarm of animals, animal trainers and performers going about. These animals, animal trainers and performers at first seem to have no direction, but as the unfolding of the main tent continues you begin to realize that they all have a purpose and they are not just randomly moving about. This is what seems to be happening with the Boss advertisement. Upon first glance, the image seems not to make any sense but if you take the time to look at it, the images coming out of the bottle are actually images that correspond to the different aspects of a person’s life. Among the images that can be seen are buildings, people, apartments, and a vinyl record among others. These images as I earlier mentioned correspond to the different parts of a person’s life. How is this you might ask? The answer is actually very simple. If you take a look at all of the images that are placed in the advertisement, you see that the buildings could correspond to the business aspect of a person’s life, their careers or work, while the throngs of people could be interpreted as those people that they interact with every day at work, or out on the streets or even while on a gimmick or night out with friends. In addition to these images, what strengthens my belief that this advertisement was made to target a young group is the tagline that the advertisers used. It’s simple, witty and straight to the point, â€Å"it’s just a perfume. The rest is up to you.† I love that the company used this tagline because it makes you think that anything is within your reach. I feel like the advertisement is telling me that all you need is Hugo Boss, a spray of this is like putting one foot in the door and the rest to quote the advertisement â€Å"is up to you.† The purpose of the advertisers in using this particular tagline in my opinion is to give that ego boost that men and women generally need in order to keep moving forward. We all should be honest enough to admit that we do not want change if we are not sure that we are headed in the right direction. Very few people are actually willing to take uncalculated risks when it comes to their future. This advertisement makes you feel that if you use the product advertised, all the confidence that you need in order to do the things that you want to do will magically appear. It makes you feel that one whiff of this and things will go your way. Your work life will improve because your presence seems to be more pleasing, and this may give you that opportunity to make that sales pitch that you need, or get on the good side of your boss who you have been dying to corner in order to give your ideas on the latest project that you are working on. What is so great about this advertisement is that in spite of the fact that it is actually geared more towards men, the advertisers have found a way of drawing in the women as well. If you think about it, although men are obviously being targeted, not all men will purchase this scent for themselves. This advertisement and its packaging is also perfect for the woman in a man’s life. This advertisement is like candy to a baby. Although women generally know what to give their man, this particular advertisement is something that will attract women who have given the men in their lives practically everything.

Economic Performance of Kolhapur Division of MSRTC

Economic Performance of Kolhapur Division of MSRTC Introduction An attempt is made in this Chapter to analyses the economic performance of MSRTC in Kolhapur division based on selected indicators. The entire division is divided into twelve depots, viz. Kolhapur, Sambhaji Nagar, Gadhinglaj, Ichalkaranji, Gadhingla, Ichalkaranji, Gargoti, Malkapur, Chandgad, Kurundwad, Kagal, Radhanagri, Gaganbawada and Ajra. The activities of the MSRTC are governed by the corporate objectives set by the RTC Act. 1950. The main objective as indicate earlier are to provide efficient, adequate, economical and co-ordinated transport services to the laymen. However, it is to organise itself on business terms, while achieving the aforesaid objective. Financial Indicators Cost per Kilometre (CPKM) For any Road Transport Corporation the main and utmost important financial performance indicator is cost per Kilometre, because it together with CPKM decides the fare. The profitability of an organisation is a function of both costs and prices, which are equally valid in the case of the passenger road transport industry too. An organisation may incur loss either because the costs go up, the price remaining the same or costs remaining the same the price/fare may fall. The second phenomenon of fare coming down does not ordinarily arise in the case of passenger road transport industry for reasons of relative inelasticity of demand for the service monopoly rights conferred on the services and state regulation of fares. The cost of operations in absolute terms does not by itself indicate measure of costs. Costs have to be worked out to compare the cost of providing the service with the rate of earnings. Cost per kilometre is one of such relative measure which is computed by selecting effective kilometre as a unit of measurement. The cost per kilometre (CPKM) is computed by dividing the total cost of operations by the total effective kilometres. The CPKM is expressed in terms of Rupees. The CPKM can be worked out either in respect of the total cost of operations or in respect of each component of the cost separately. CPKM is calculated by the following formula – The direct or operational or variable costs react proportionately with the change in volume of operations and the cost per unit, i.e., CPKM is constant with volume of operation. As indirect or fixed costs of not change with volume of operations the cost per unit, i.e., CPKM declines as volume rises or increases as volume falls. In the Road Transport industry two different types of costs are considered: Fixed Costs The industry incurs fixed costs relating to part of crew wages, general administration, interest and debt charges welfare expenses and part of workshop mechanical wage. This cost per Kilometre varies inversely with the kilometre range achieved but is constant in total rupee amount. Variable Costs Variable costs are uniform per kilometre but fluctuate depending on the volume of activity in Kilometre. Under this head depreciation, HSD Oil, Tyres, Tubes and spare parts and included.   Earnings per Kilometre (Epkm) The earning per kilometre (EPKM) is computed by dividing the total earning of operations by the total effective kilometres. Revenue in absolute terms without reference to Kilometre will not correctly reflect the ‘Profitability’ of the operation. An Earning per Kilometre (EPKM) is one of the useful ratios to indicate the earning potential of a route/depot/division organisation. The EPKM is related to the carrying capacity of the buses, fare structure and the earning potential of route. The EPKM is calculated by dividing total earnings by total effective Kilometres. EPKM is calculated by the following formula – The EPKM is expressed in terms of Rupees. The EPKM may be in relation to either traffic or gross revenue.   Margin The margin is computed by subtracting the total cost from total earning. Positive margin values indicate the profit, while negative margin values indicate loss or deficit. Margin = Total Earnings – Total Cost Depot-wise Economic Performance of Kolhapur Division   Economic Performance of Kolhapur Depot Economic performance of Kolhapur depot is explained in the following table: Table 4.1 Economic Performance of Kolhapur Depot (In Rs.) Year Variable Cost Fixed Cost Total Cost (CPKM) Total revenue (EPKM) Margin 2001 9.09 8.05 17.13 13.67 -3.46 2002 9.14 8.20 17.34 14.47 -2.87 2003 9.91 8.38 18.29 14.47 -3.82 2004 10.57 7.90 18.47 14.48 -3.99 2005 11.50 8.38 19.88 15.29 -4.59 2006 12.79 8.64 21.43 17.75 -3.68 2007 13.51 8.62 22.13 18.92 -3.21 2008 13.69 8.97 22.66 19.45 -3.21 2009 15.13 9.43 24.56 20.99 -3.57 2010 15.06 10.09 25.15 21.03 -4.12 2011 17.26 10.86 28.12 23.70 -4.42 2012 18.95 11.70 30.65 26.19 -4.46 2013 20.86 12.26 33.12 28.49 -4.63 Mean 13.65 9.34 22.99 19.15 -3.85 SGR 129.48 52.30 93.35 108.41 Source : Official Records of Kolhapur Division of MSRTC Above table No 4.1 shows that, cost and earning of Kolhapur depot as per kilometre. Variable cost of Kolhapur depot is increased from Rs 9.09 to Rs 20.86 per km during the investigation period. Average variable cost is Rs 13.65, while its SGR is 129.48. Variable cost is highly increased because of the prices of diesel, spare parts and lubricant is continuously increased. In the study period, fixed cost of Kolhapur depot is increased from Rs 8.05 to 12.26 per km. Average of fixed cost is 9.34 and its SGR is 52.30. Total cost of Kolhapur depot during investigation period, is increased from Rs 17.13 in 2001 to Rs 33.12 per Km in 2013, average total cost is 22.99 and its SGR is 93.35. Total revenue of this depot from year 2001 to 2013 is increased from Rs 13.67 to Rs 28.49 per Km; average total revenue of last thirteen years is Rs 19.15. Its SGR is remained 108.41. Due to the low load factor of the buses, total revenue growth remains low as compare to the total cost of the depot. Margin shows always negative trends during the study period, it means the Kolhapur depot experienced always loss during study period. In the year 2002, loss of Kolhapur depot is minimum i.e. Rs 2.87 while it maximize in 2013 (i.e. Rs. 4.63). Average margin of Kolhapur depot during the study period is Rs -3.85, it means economic performance of Kolhapur depot is insignificant. Above figure No 4.1 reveals the trends in the total cost and revenue, it is found rising in almost same manner. Hence, there is not so much variation in margin, it always perform negatively. The economic performance of Kolhapur depot is not up to the mark, in the study period variable cost, fixed cost and total cost of continuously increased, comparatively rate of variable cost is highly increased i.e. SGR 129.48 and fixed cost SGR is 52.30 and total cost SGR is 93.35. The average of variable cost, fixed cost and total cost (CPKM) is Rs 13.65, Rs 9.34 and Rs 22.99 respectively. In the same duration SGR of EPKM is 108.41 and its average is 19.15. Average margin of CPKM and EPKM is Rs. -3.85. It is clear that in the study period, Kolhapur depot experienced loss in the investigation period.   Economic Performance of Sambhaji Nagar Depot Economic performance of Sambhaji Nagar depot is explained in the following table: Table 4.2 Economic Performance of Sambhaji Nagar Depot (In Rs.) Year Variable Cost Fixed Cost Total Cost (CPKM) Total revenue (EPKM) Margin 2001 9.50 7.54 17.04 13.53 -3.51 2002 9.61 7.57 17.19 13.99 -3.2 2003 10.29 7.70 17.99 14.41 -3.58 2004 10.75 7.66 18.41 14.18 -4.23 2005 11.70 8.13 19.83 14.71 -5.12 2006 13.10 8.22 21.32 17.36 -3.96 2007 13.89 8.41 22.30 18.26 -4.04 2008 13.80 9.07 22.88 18.58 -4.3 2009 14.86 9.74 24.60 20.06 -4.54 2010 14.84 9.93 24.77 20.47 -4.3 2011 16.66 10.84 27.50 23.91 -3.59 2012 17.73 11.89 29.62 23.82 -5.8 2013 19.36 12.34 31.70 24.95 -6.75 Mean 13.55 9.16 22.70 18.33 -4.38 SGR 103.79 63.66 86.03 84.41 Source : Official Records of Kolhapur Division of MSRTC Above table No 4.2 depicts cost and receipts as per kilometre of Sambhaji Nagar depot during last 13 years. Its variable cost increased from Rs 9.50 to Rs 19.36 with Growth Rate of 103.79. Fixed cost also increased from

The Road Away from the Beast :: Personal Narrative Medicien Papers

The Road Away from the Beast It all starts with a dull pain that is inside my head. The starting point varies from the base of my skull, to my temple, or just behind my right eyeball. I know that if I do not catch this nuisance quickly enough, it will become a beast and have the potential to keep me bedridden for days. The beast does not always stay for days. Sometimes, it presents itself and then transforms into a more mild animal, which is more bearable but keeps me company for as long as a week. When I feel him coming, I immediately feel helpless. I force my mind to take me to another place; a place where this beast's strength is weaker than mine. Unfortunately, I can only beat him 10% of the time. The rest of the time, he beats me and I dread even more his next unannounced visit. The second lunch bell just rang and I went back to my desk after approaching my third grade teacher, Sister Patricia Rose. I never liked Sister Patricia Rose and this day, I had even more reason not to like her for she disregarded my request to go home. "Just put your head down on your desk," was Sister's response to my ill feeling. Perhaps she did not agree that a headache was a good enough reason to leave school, but she had no idea as to what kind of headache I was suffering. As I had predicted, my headache was getting worse. The pounding was strong and focused behind my eyes. If I could just rip my eyes out, I would get relief. Then I knew it had gone too far when I began to feel the nausea. With tears in my eyes, I made one last attempt to raise my hand and ask Sister Patricia Rose if I could go to the office, but again, she refuses and strictly replies, "Just keep your head down on the desk." I could feel my mouth started to salivate, like it usually does when I get sick from a migraine headache. While tears rolled roll from my eyes, sympathetic classmates gave me looks of concern. They knew my illness was legitimate because this day was the day I missed the lunchtime kickball game for the first time ever. I tried to talk myself out of getting sick because I hate the way I feel when I vomit.

Conceptions of Curriculum

When looking at the curriculum, there are several conceptions that are used in defining which type of a curriculum will be used in schools the curriculum conception basically affects the material and teaching techniques that will be used in school. Depending on how a school or a country wants to educate its students, a school will have to base its curriculum top specific curriculum conception. One or more concepts can be incorporate when formulating the curriculum. Basically the school curriculum plays an important role in determining and shaping the student’s understanding of education and other important issues.The curriculum Print (1993), in his book discusses the way in which curriculum is understood in terms conceptions. To Print (1993) there are five main curriculum conceptions, these includes †¢ Academic rationalist conception †¢ Humanistic conception †¢ Cognitive progression conception †¢ Social Reconstructionist conception Different school and unde rtake to use one or more than one of the above outlined concepts in developing their curriculum. The choosing of the concepts will depend on the outcome that the school and the teaching professional want to get from students.Let us briefly examine each one of these conception is some details; (Print 1993) The academic rationalist concept The concept puts a lot of emphasis on knowledge, values and skills that are found in different academic fields. Academic rationalism conception curriculum has a distinctive discipline which is different from other concepts. Many curriculum developers today, use this conception. The concept originates from seven liberal arts that are in the classical curriculum. (Eisner, 1979)According to Eisner & Vallance, (1974) academic rationalism, is among the oldest conceptions, the conception puts a lot of emphasis on the responsibility of the school to enable the students to share the academic benefits of those who passed on before. The sharing is not limited to the concepts only, but it also includes any work that has resisted the test of time. for those individuals that embrace the academic rationalism conception, being educated to them means being initiated to methods thought that are represent by the different disciplines in the conception.There fore, the significant aim of understanding the academic rationalism is to pass the knowledge and aesthetics from one generation to another generation. This is attained through education that is organized within academic disciplines that are recognized. (Eisner & Vallance, 1974) Humanistic conceptions This curriculum conception offers opportunities in which to improve an â€Å"individual’s self- concept† and to attain self- actualization, this is according to Print 1993. This is the most common in main of the supporting material that is contained in the curriculum documents.Humanism curriculum conception is a perspective which is founded on the assumption that individuals have a n inclination of developing all their abilities that maintaining them. In general humanism conception, tries to facilitate releasing of present capacity and potential in a student. In humanism the understanding is that if some beliefs and specific conditions are already present in an individual, this individual or students will gradually let their self actualizing ability to override barriers that they have created international.Roger 1961 points out that the tree main aspects in humanism are; Genuineness, unconditional positive aspect; and emphatic understanding. Cognitive processes conception This conception provides students with opportunity and skill or methods to assist them â€Å"learn how to learn† and also to give students a chance to employ and improve the different faculties that they have (Print, 1993) Social theory This curriculum conception takes a critical look on the social aspect of education.One of the main values of the conception is the obligation in penetr ating the world of objective knowledge so that one can expose the social relationships which are underlying that are in many cases hidden . social conception believes that knowledge need to applied for emancipatory political objectives. The main objective of the social conception is to nullify the impacts of ideology in that individual perceptions are free from emancipation, the individual are able to visualize beyond and know the reality. (Kemmis, et al 1994) My personal Conception; Technology conceptionPersonally I will take technology concept, DeVore (1968) defines technology conception as an organization of knowledge and the use of resources in producing outcomes that respond to the human requirements and wants. Thus, this definition characterizes technology as a â€Å"body of knowledge† in the past this body f knowledge was being viewed as knowledge of practice. The conception goes on to explain that, the knowledge is used to gives methods of doing activities and show wh at is really valued through action. Technology is being viewed as a discipline in it self.The view that technology is discipline is justified by DeVore (1968) monograph that outlines technology as a discipline. DeVore (1968) articulates the points that points out that technology as an intellectual discipline; which is organized body of knowledge that has got structure that unites the different parts of the technology structure. Technology have also stood the test of time thus evidence that it is durable. Technology is cumulative naturally, and also technology relates to the future and provides inspiration and stimulation for other ideas and goalsBruner (1960) describes technology curriculum conception as a curriculum which is determined by underlying principles of understanding education purposes. To Bruner (1960) the basic learning purpose is economy. The conception views such learning process as permitting generalization thus making knowledge to be used in other contexts apart fro m the one that the knowledge was gotten from. It also builds the memory in allowing the student to relate what he/she would have forgotten. Thus, this education conception is important and has to be implemented in schools curricula.(Bruner, 1960) Shaping of education; Curriculum development Curriculum development is formulated for all schools and for various classes in manner that it can be taught and develop the students learning procedures. Depending on the curriculum conception/s that is being used it will shape the way the curriculum is developed. Curriculum development goes a long way to defining the way the education system of a school or a country will be. Curriculum development incorporates all the subjects to be taught and how they will be taught in the education program. Designing of a curriculumCurriculum conception plays important role in shaping and defining the education system of a country. Much of the reforms in the education sector occur due to embracing various cur riculum concepts. For instance, recommendations by the Holmes Group for teach reforms on preparations which are discipline based were based on curriculum conceptions. (Kemmis, et al1994) some of the recommendation by the groups was also to having education program for technology teachers, as technology was endorsed as a discipline in the education curriculum. That it was easy to redesign the curriculum in relations to the proposal by the Holmes group.In the same line, where school took technology has a discipline and incorporated technology in its curriculum, the discipline has gained respect and in the academic program. (Kemmis, et al 1994) A good example of how technology has shaped education system in schools is in the Maryland State Department of Education, where high school graduation requirement have been changed. Previously, the education standards in the state required that a one semester course be offered for the â€Å"practical arts† that could be achieved by a cour se in technology education or any other course in vocational education, home economic or computer education.The new standards that have been proposed eliminate the practical arts subjects’ requirements, but, the state department of education has put a new requisite in technology education. The requirements require that a student should take one year in learning technology education in the school before he/she graduates. Therefore technology education has to be elevated top be a main subject. This highly changes the policies and perceptions in the education system and helps to shape education system to be producing a system which embraces technology. (Maryland State Department of Education 1991)Education system is also shaped by new disciplines that are being brought forward by the curriculum conceptions. Education is dynamic and in order to remain relevant to the requirements of the masses and to solve the daily challenges in the education system it has to keep on evolving to cope up with the new challenges. In the same context newer disciplines in education curriculum have become much more appropriate than the old ones. For example, psychology has become more relevant to the education sector as it gives a good understanding of human nature.Thus, these conceptions have a direct impact in education systems as they are used in formulating the curriculum being taught in schools which determine the system of education that will be used. (Kemmis, et al 1994) Assessment In order to monitor the progress of students it is important that proper assessments methods has to be formulated and put in place, for the teachers to know the progress of their students in various discipline. Depending on the type of the curriculum conception that is being used in a particular curriculum in school it will determine the kind of assessment methods that will be used in the schools.Assessment methods are in important in ensuring that the learners are getting what is taught. (Kem mis, et al 1994) Global versus local issues that may impact developing curriculum Globalization plays important role in shaping the education system in the current education institutions. Today, global issues impact students strongly than never before. With the advent of television and internet opportunities to get information from other parts of the world has increased. The significant of education in assisting students in knowing their roles and responsibilities in the global society has increased.Thus, in formulating the school curriculum it is important that the curriculum should incorporate global issues. Some of the important global aspects that affects curriculum are; human rights, interdependence, conflict resolution, values and perceptions, diversity; sustainable development and social justice. Local issues like, culture, politics and education system will also affect the curriculum developed. (Eisner, & Vallance, 1974) Outlined below is a discussion on how teaching of diff erent subjects can incorporate global dimension in a manner that can ensure that progression by the significant stages of education;Developing English curriculum In developing the English curriculum, both fiction and non-fiction books from different countries in the world has to taught in schools so that students can learn different cultures in the world and get an opportunity to enhance their understanding of the world issues and them selves. (Eisner, & Vallance, 1974) Developing Technology education curriculum The curriculum will have to incorporate the current global technology trend and give students opportunities to design different products and analyze how these products work.This will give them also a chance to learn the various needs of people in various cultures and countries. At the same time the students will get an opportunity of knowing how technology can be applied in order to improve and at the same time develop the global society. (Eisner, & Vallance, 1974) Developin g History curriculum In formulating history curriculum in relation to global issues, the students can be given an opportunity to learn about the cultural, religious, ethnic and social diversities in the global societies. And related the information they have leant to the different societies and their own.In doing so, they can then link occurrences in different countries and make a comparison with the lives of those people currently and in the pas. This will highly developed their understanding of those countries and give them an insight on global issues. (Eisner, & Vallance, 1974) Strategic and operations After developing the curriculum it is important to have a clear strategy of how it is going to be implemented and in schools and how it is going to be affected in the learning process. The curriculum developers have to have clear administrative strategy that will be used in administering the new curriculum in schools.A proper structure should be provided that reflects how schools w ill practice and carry out the curriculum. The strategy or planning is important for educators and the practitioners in the education system. Strategies sets will ensure that the objectives of the curriculum are achieved. (DeVore, 1968) Proper analysis offers the educators with tools for planning and carrying out operations of the curriculum. Where necessary they can redirect the curriculum operation. In addition, operations will involve the way the curriculum will be implemented.This involves the teachers of schools and administrators who have to carry out the operations of teaching. The curriculum will only be effectively in operation if the teaching staffs are well prepared and informed about the curriculum. Other wise they may be a hitch in operation of the curriculum. (DeVore, 1968) Conclusion Curriculum remains an important tool in the education system of a country. A curriculum of a school defines the teaching material of a school. In developing the curriculum different curri culum conceptions are used in determining the type of a curriculum that will be used in schools.Curriculum conception affects curriculum development, assessments methods and curriculum alignments among other issues of the curriculum. Currently global issues also play important role in determining the kind of education curriculum that will be developed in school. In order to give students a more global approach it has become necessary that global issues have to be incorporated in the education system. However, strategic planning and operations have to be well formulated to effectively implement curriculum in schools. Reference: Bruner, J. S. (1960): The process of education.Cambridge, MA: Harvard University Press. Commission on Technology Education for the State of New Jersey (1987): Technology Education: Learning how to live in a technical world. Aberdeen, NJ: Vocational Education Resource Centre. DeVore, P. D. (1968): Structure and content foundations for curriculum development. Wa shington, DC: American Industrial Arts Association. DeVore, P. D. (1964): Technology: An intellectual discipline; Bulletin Number 5. Washington, DC: American Industrial Arts Association. Eisner, E W. (1979): The three curricular that all schools teach; The Educational imagination.New York; Macmillan, Eisner, E. W. & Vallance, E. (1974): Conflicting conceptions of curriculum. Berkeley, CA: McCutch Publishing. Eriksson, T. L. (1988): The teacher education reform movement: Tenets of the Holmes group. Journal of Epsilon Pi Tao, 24 Maryland State Department of Education (1991): Requirements for graduation from high school in Maryland. Baltimore, MD. Kemmis, S. , C et al (1994): Understanding Teaching: Curriculum and the social context of schooling. Print, M (1993): Curriculum development and design; Chapter 2. St Lenards, Australia. Unwin & Allen

Anabel Family problems Essay

One year later. After implementing the ethnography students’ achievement plan, the students have developed well. Although not all were able to meet all the goals I set to them at the beginning of the school year, each one of them was able to excel this year. Since all of them have difficulties in reading, writing, spelling, and Mathematics, teaching was basically the same. However, for each one’s special needs, the approaches were different. Some of them were found to be very good in peer to peer tutoring while others were good in one on one tutoring. Aside from academic struggles, problems on behavior, anger and frustration management and lack of confidence were common among them. Dukes and co-authors (2007) argues that problem behavior is causes risk in the effective teaching and learning strategies and also with the safety and convenience of both the students and the teachers. Thus, while honing their academic skills, I also had to be concerned about each other’ behavior problem. Different strategies like joining what they would not want to do and what they want to do in one activity was found effective to encourage the child to do what he needed to do. Letting them feel that they were good in some skills encouraged them to learn even more. Although a lot of strategies regarding behavior problems exist, not all are found to be effective. Some teachers would prefer to do punishments with problem students but this would not frequently change the students’ behavior. Some researchers would suggest the functional behavior assessment (FBA) technique (Dukes et al, 2007). Functional behavior assessment (FBA) is â€Å"the process of identifying the events that reliably predict and maintain problem behaviors before an intervention is determined† (Scott, Nelson, & Zabala, 2003). Such process requires a school-wide or perhaps district-wide training so that FBA will be properly implemented. Moreover, the parents were also counseled so that childrens’ learning could continue at home. A careful guidance of both parents and teachers was still found to be the most effective among all processes of handling a child with special needs. It may also be noted that teaching self management requires follow up procedures especially from the teacher. Some may expect that effective self management would require independence from the teachers and parents, children with disabilities need continuous follow up and monitoring (Sears, 2006). On a more personal note, the students were not just the only learners in the sessions. I also gathered more learning and insights for this school year. Although the students were not aware, the teacher was able to observe them personally. The students have taught me to have more patience, more kindness, and even the technical aspects of teaching special children. Indeed, special education must be put into a higher respect, love, and passion for teaching. More than a profession, teaching was more of motherhood to these children who have special needs that are needed to be given in a special way. Three among my five students were able to fulfill the goals of the course while the other two need more time. Anabel, Mark and Henry fulfilled most of the goals I set for them at the beginning of the school year while Jessica was not able to improve a lot. Lastly, Juan dropped out due to financial problems and problems about his health. The highest among the five is Mark who was able to achieve all the goals. His determination and parents’ support was present throughout the school year. If this would continue, he can excel to class even more in the next grade level. His parents were very thankful because he was able to make them proud whereas Mark was sure inspired by them. They would continue to support them and promised that they would always cooperate with the teacher for Mark’s continuous learning. Second was Anabel who almost achieved all the goals too. This lovely young girl had shown her potential and allowed the teacher to help her develop these. Her behavior was never been a problem towards the end of the school year. She was very willing to learn and wanted to learn even more. Also, her lack of self confidence improved. She was more interactive and participates more in and out of class. The least was Henry. This was duly because of his problem attitude. He refused to participate and failed to show willingness to learn. He was not able to improve a lot because he did not want to practice and follow my instructions to him. He was not able to behave well in class. Thus, I plan to handle with this problem behavior first before really forcing him to study, which is never convenient for him and for me. Jessica is still young. Like Henry, her behavior had hindered her development. Thus, she must undergo behavior management procedures. Also, her parents are also advised not to let her do what she wants to do just to make everything be fine. She needs to be treated in a way that she will learn how to follow authorities and when to do what she does not like to do. This lovely girl has the potential. She only needs to become more responsible so that she can focus more on her tasks. Her great sociable characteristics should be honed so that she will continue to learn more things to more people. Lastly, for Juan, he needs more constant medication with his doctor. I still talk to his parents so that Juan could continue to go to school because he sure has potential. Case Study I: Anabel Family problems often hindered Anabel to come to class. Since her family is not financially stable, some of her needs like school supplies and others stuffs needed to school were not duly given to her. Moreover, she was greatly affected by the fights of her parents and refused to come to class at times. Sometimes, while her mother was out to work, she was left to attend to her younger brother. Family problem is perhaps the greatest dilemma for the young mind of Anabel. It hinders her self development and only adds up to her hang ups. Thus, I advised her parents to undergo marriage counseling not only for their children but also for their family life as a whole.

The Billingual Instructors for Bilingual Educations

The amount of non-English-speaking minorities in the United States is continuously increasing. Be that as it may, there are people in today†s society that feel that English should be the only language spoken. It is for that reason bilingual education may be eliminated from many public schools. Low academic outcomes from students also contribute to possible abolition of bilingual education. If schools don†t obtain better methods to ease the transition from one language to another, bilingual education will be faulty and seen as useless. In turn, many students will be denied the chance for an equal education. American students have learned the language easily because it has been incorporated into everyday events from an extremely early age. An adolescent has had at least 5 years to learn English vocabulary, and continues learning through high school. Many bilingual programs have students on slower learning tracks where they barley learn English and from which they may never emerge. However, society wants bilingual students to learn English and learn it quickly. By eliminating bilingual education, society is telling the student to learn English, but not giving him a place to learn it. The student is not given an adequate chance, which results in bilingual persons having poor reading, writing and speaking skills. Bilingual students can keep up academically with their English-speaking peers if they are taught at least partly in their native languages while learning English. There are many ways that bilingual education can be improved. By hiring bilingual teachers that communicate clearly when giving directions and accurately describing tasks will help ease the transition from a native language to English. If new information was introduced by using strategies such as thoroughly explaining, outlining, and demonstrating, comprehension of instructional tasks may be maintained. Promoting student involvement, communicating expectations of students', and explaining success in completing instructional tasks would give students motivation so they feel at ease. A new language is difficult; approaching bilingual students with methods such as these could improve their learning. An effective way to have positive student outcome is to value and respect students' languages and cultures. This value and respect needs to go further than the food and holiday celebrations that may be the only recognition of cultures in many schools. Teachers should involve themselves by learning about students' experiences in native countries and communities in the United States, while encouraging and supporting the development of the English language. These actions and attitudes show a student she is valued and respected; this, in turn, supports a more comfortable atmosphere for her. Furthermore, it builds self-esteem and improves academic achievement by incorporating the students' cultures into classroom instruction. Building lessons from things in students' experience and backgrounds promote more active engagement and increased learning. The will always be a need for bilingual education. There are many ways in which schools, teachers, parents as well as the student herself can improve. Answers to all of the questions posed by bilingual educators may not be available, but ideas about features of effective bilingual schooling are available. People involved in schooling need to work together to set realistic goals and strategies to promote success of bilingual education.