Internet Activities 9.1 and 10.2 Essay Example for Free

Internet Activities 9.1 and 10.2 Essay 1. What are the key benefits of implementing a supply chain solution such as SAP? The key benefits that any company would achieve from using systems typically like the SAP supply chain solutions include the following: †¢ A quicker response for changes occurring in the market †¢ Having higher margins than the competitors by saving on operational costs †¢ Transparency of information in the business which would lead to a smaller cash recover cycle †¢ Increased synchronization in the business and its operation. The business will be able to set it priorities in an organized fashion †¢ The ultimate result of using such systems would be an increase in the satisfaction of the customers as the system can provide for customization. †¢ The company will also be able to track and monitor the compliance of the company with the regulations in the markets it is operating in. In short the business is able to synchronize the supply of the company with the demand in the market, be more responsive to the changes in the market pertaining to price and supply/ demand fluctuations as well as have a reliable and efficient network which can monitor the supply chain 2. What are the likely challenges in implementing a supply chain solution? The biggest challenge faced by the company in implementing a supply chain solution is to integrate it with the existing business processes at the company. All business tend to be somewhat different in their operation and the business language, but when using a software solution for the supply chain, then the business processes relating to the supply chain activities have to be exactly the same as required by the software. Otherwise the business would have discrepancies existing between the supply chain activities and the supply chain reporting and records stored by the software. In this case the efficiency of the system and the process is sacrificed. Exercise 10. 2: 1. In what ways does Volkswagen’s website illustrate the characteristics of integrated marketing communications? The characteristics of an integrated marketing communication are that it is coherent, consistent, has continuity and is complementary. The website for Volkswagen shows that the different methods of communication like, getting a quote online, emailing the company, registering for a certified car, finding the nearest show room etc, all is integrated on the website and communicated to the customer. Similarly all the messages on the website about the uniqueness of the cars are not contradictory and therefore supporting consistency in communications. The WebPages are continues in their format and play on the same message again and again which is â€Å"when you are in a Volkswagen, it is in you†. The color scheming, the format of the WebPages and the messages and content displayed on the site supports each other and is complementary in nature 2. How does Volkswagen go beyond its own communications to create its unique identity? Volkswagen has been able to differentiate itself from its competitors by handing the design board over to the customer. Using the website the customers can design their own personalized VW and Beetle cars. This provides for extensive customization to the products. The company also invested in a transparent manufacturing plant in Dresden to show the customers how their automobiles are made. The company has also advanced in the RD function by inviting customers to come to the factory and design the car they want. This interactive and two way communication through the website as well as on location has enabled the country to establish its unique spirit while going beyond the scopes of an automobile manufacturer. References 1. SAP Supply Chain Benefits, available at: http://www.marketing-online.co.uk/ch8.pdf

Is Dictatorship Ever Justified Politics Essay

Is Dictatorship Ever Justified Politics Essay Many people take a negative light to dictatorship, even though in some countries it can really help to improve circumstances. Take for example Singapore, in 1960 it was slums and poverty, but in 1965 it became independent from Britain and took on a dictatorship under the Prime Minister Lee Kuan Yew. Lee transformed the slums into a thriving city, which now has one of the highest GDPs per person. This essay will take a look at dictatorships, in Singapore specifically, and answer the question of if they can ever be justified, and the subtopic questions the original raises. To understand the question one must first understand the context. The definition of a dictatorship is when one person or a group of people has absolute power, meaning that they have total control, no one can challenge them.  [1]  Dictatorships come into power when there is a weakness in government due to a financial problem or social problem. Singapore used to be full of poverty and uneducated people in the 1960s  [2]  , and when Lee Kuan Yew saw this, he saw an opportunity. He persuaded his way into power through the PAP (Peoples Action Party),  [3]  and begun to implement his plans for the city. However, he used his power to greater benefit the city and all its inhabitants, and this is called a benevolent dictatorship.  [4]  The other kind of dictator is called a tyrant, and it is the one that most people think of when they hear the word dictator: a cruel person or group who uses his or her power for himself or herself or a small portion of the population. Dictators are basically just the modern version, or word, really, of kings. There have been many famous, or really infamous, tyrants in history, and not so many benevolent ones. For example, there has been Hitler, Stalin, and Kim Jong-Il. All of these tyrants have given a bad reputation to dictatorship. In todays world, dictatorship is linked with cruelness and oppressiveness, but that is not always the case. Singapore is a great example of a justified dictatorship. Singapore was ruled by Britain until 1965 when they declared their independence. However, this meant that Singapore was cut off from Malaysias economy and Indonesia continued to threaten them, drying up their entrepot, a port that can import or export without paying import duties, taxes on the goods.  [5]  This greatly hurt Singapore but they did not despair. Because of this economic crisis, a dictator came into power. Lee Kuan Yew quickly cleaned up the place using a number of techniques. To control birth rates he put up free family planning clinics and ran a campaign while decreeing that women who have more than 2 children would get higher hospital bills, shorter maternity leaves and less income tax relief  [6]  . Lee also gave a $5000 reward to mothers who, after their second child, are sterilized. Sterilized mothers are given better housing and education for their kids.  [7]  On the problem of poverty and econo my, Lee came up with a brilliant solution. He required all workers to save 25% of their salaries, and the money can only be claimed after the age of 55.  [8]  This effectively cut down poverty so much that Singapore is now almost completely poverty-free. Almost all Singaporeans agree with these rules as well. They think that it is reasonable and they make sense. They do not fear the government either, they (most, at least) complain when they feel they need to.  [9]  The amazing part about all of this is that it was achieved through a dictatorship, something once associated with vile and cruel acts and feelings. Nothing comes without a price, unfortunately. Although Singapore is rich economically, they are harsh politically. Is this price worth it? Singapore has a harsh death penalty, which has been criticized before, and freedom of speech is suppressed. However, Singapore has virtually no criminals due to their government, so there were only 11 executions from 2008 to 2010.  [10]  There has also been some ill treatment, namely caning. Caning is when you are beat with a rod, though human rights say that is must be covered in antiseptic beforehand to ensure that there will not be any infections.  [11]  A good number of the offences that are punishable by caning are immigration violations.  [12]  On the other hand, Singapores economy has skyrocketed, it has one of the highest GDPs per person in the world, and their poverty rate is 0.3%. Americas poverty rate is 20%.  [13]  Another thing to address in this question is that although these treatments are incredibly strict and unor thodox, they get their job done. They are barely ever used, and when they are, it is only enforcing the point to people. Over all, most people would agree that these unusual treatments are not without reason, they do what they are supposed to do very well, and that the huge economic benefits outweigh the ethical downsides. Another thing to consider is whether Singapore is considered a dictatorship at all. Singapore is assumed to be a dictatorship because there is one party that runs unopposed, the Peoples Action Party. There are still elections but no one wants to run against them, mainly because the way they run the country is fine with everyone as explained before. Another reason why Singapore is a dictatorship is because Lee was in power for over 30 years, while in typical democracies like the U.S. there are term limits to prevent presidents or leaders from staying in power too long and becoming dictators. Yet another reason why Singapore is not a democracy is that the peoples opinion is very important in most democracies. In Singapore people can complain to the government but that does not mean that their opinion will be taken into effect, it is always the ruling partys decision. Nonetheless, this could have changed easily. If an opposing party ran against the PAP and won other parties may be inspi red to rise up as well, turning the dictatorship into a democracy quite quickly. This is why most dictators must find ways to force their people into submission so that they will not challenge his authority. The ruling party does not need to because they have acted in the peoples best interest and therefore the people have no need to challenge their authority, they already like what they are currently doing. These are the reasons that peoples assumptions about Singapore are right, that it is a dictatorship; it is just under the guise of a democracy. Even if Singapore is a dictatorship, what makes it a benevolent dictatorship? A few reasons have been mentioned before, but those arent fact enough. The problem with a question like this is that considering Singapore a benevolent dictatorship is all an opinion, it is all based on your point of view. So, to answer the question you must ask the people. In this case, the majority of people say that yes, the Peoples Action Party are benevolent dictators. However, people do not consider them to be dictators because they are benevolent. They associate dictatorship with meanness and cruelty, not kindness and the best interest of the people. But what are their reasons behind their decision to support their government? As mentioned before in this essay, the PAP have done much to control birth rates and they have also made savings mandatory so that old people can support themselves and to reduce poverty. Along with that the Peoples Action Party has helped to improve every apartment complex so that it either has or is near to a swimming pool, recreation centre, shopping centre, community centre, and a school. They have also helped to make sure that the apartments not be shabbily built and not tiny, either. The PAP has also practically declared war against bad habits, such as littering, jaywalking, spitting, smoking, gambling, and even anti-social behaviour. The fine for all of these (except for anti-social behaviour) is $250, though gambling in the state lottery is allowed.  [14]  The PAP has especially attacked smoking. During a certain Smoke-Free Week they put up signs everywhere saying, Stub it Out, Singapore! and other signs state the cities smoking deaths, around 10 a day back then. The best part about their campaign against smoking was not the signs, anyone can put up signs, but the Peoples Action Party sent out smiling teens with baskets of apples and the teens offered to trade an apple for a pack of cigarettes. Their campaign was successful in the end, with th e percentage of smokers in the population going from 23% to only 13%.  [15]  The PAP also created new jobs for people, and improved the conditions of working by simply shifting the countrys focus to technology-intensive high value industries. That was in 1989, and that same year 30% of the countrys GDP was from manufacturing alone.  [16]  These are the reasons that people consider the PAP to be benevolent, and with that many improvements plus more unmentioned it is enough to make anyone believe that they are benevolent. However, just because dictatorship worked for one country does not mean it will work for all. One of the worst dictators was Adolf Hitler. He was smart enough to find a way to keep people from challenging him out of power but not enough to not wage war  [17]  . He paid no attention to the state of his country, and left that up to his subordinates, who paid even less attention than him.  [18]  Another example would be Kim-Jong-Il in North Korea. He ignored his people so much that 43% of children under 5 were so malnourished that their growth was actually stunted  [19]  . He monitored everything and kept around 200,000 prisoners in labour camps where they starve and are tortured.  [20]  Many people, if asked, would say that dictatorship is very bad and one person or a group having all the power is just too much. However, Singapore clearly shows that if the right man or woman is chosen for the job, they can really use that power to change their country, and even the worl d. On the other hand, if the wrong person is given power they can misuse it to the point that the rest of the world has to step in to intervene. Unfortunately, this is the most common case. So really, it all depends on the person put in power. So, in conclusion, is dictatorship ever justified? Yes, it is. It is justified in the case of Singapore, under a benevolent dictatorship disguised as a democracy. The way the dictatorship turns out depends on the person put in power. Hitler had no more power than any other dictators he just misused it more. If you can find the right person, than your country can be hugely improved and redesigned to discover new advancements, a perfect example of which is Singapore.

A Thematic Approach To Teaching Education Essay

A Thematic Approach To Teaching Education Essay For this topic I am going to explore the history of the National Curriculum and the thematic approach to teaching. Looking at these areas I am going to create themes within the Foundation Phase and Key Stage 2 to use as an example of a thematic approach to teaching. National Curriculum The National Curriculum has been policy in Schools for many years, it originates back to 1970 when the government focused on education with a desire to educate children to create a better work force. Teaching consisted of no supervision within the classroom and the teachers could teach whatever they wanted as a result of there not being a specific curriculum to follow, or at least relate back to. In 1976 James Callaghan changed the teaching profession. His idea was everyone should be taught the same topics, this led to an introduction of more core subjects. Within a few years, Margaret Thatcher became Prime Minister and decided she didnt like the scheme of teaching within the National Curriculum, so, in 1979 she decided that every Council would write their own policies. These policies had to include maths, English and science which were deemed to be core subjects. The Prime Minister wanted to see a lot more testing of the teaching process so that teaching was far more measurable and what progress and standard the children where achieving. In the 1987, Kenneth Baker, the Education Minister took the concept a stage further. He divided the curriculum into 3 core subjects maths, English and science, and 7 foundation subjects including the subjects of history, geography, foreign language, art, music, P.E and design and technology. He had a syllabus for each subject composed so that all teachers knew what content to cover when teaching each subject. In 1988 the Educational Reform Act became legislation. It was widely regarded as the most important single piece of education legislation in England and Wales in modern times. The Educational Reform Act changed education. After its introduction in 1988, the National Primary School Curriculum had to be presented to the government to ensure standards of teaching were the same for every child. Key Stages were introduced in schools that benched marked milestones in a childs education. At each key stage a number of educational objectives had to be achieved, the impact of this was the curriculum evolved into educational overload. Each teacher had 345 targets to meet! The Key Stages introduced were Key Stage 1 (5 7 year old children), Key Stage 2 (7 11 year old children), Key Stage 3 (11 14 year old pupils) and Key Stage 4 (15 16 year old pupils). Statutory tests were progressively introduced for each Key Stage. The Key Stage 1 statutory tests were introduced in 1991, Key Stage 2 in 1995 and Key Stage 3 in 1993. Sir Ron Dearing reviewed education in 1995, he removed some topics out and reduced the burden of 345 targets to 14 targets that teachers needed to meet. Margaret Thatcher still wanted to change elements of the curriculum whilst Sir Ron Dearing was doing his review. She wanted to name and shame every school that wasnt performing and to rank all schools, hence the birth of school tables to publicly inform parents how individual schools were performing. Sir Ron Dearing wanted a structured numeracy and literacy hour which was structured and dictated what had to be done and was applied by all schools across the Country. This enabled visibility to monitor and evaluate what was being done at any one time. Another huge change arrived 30 years later when Sir Jim Rose looked at the National Curriculum. He led an independent review in 2008-2009 and came to the conclusion that there was still too much going on in the curriculum. He wanted focus on essential life and learning skills and on literacy, numeracy, I.C.T, learning and thinking skills and social and emotional well being. Sir Jim Rose wanted to establish a curriculum for the 21st century that met the needs of individual learners whilst taking account for the broader needs of Wales. The national curriculum changed once again in 2008. The stages of the curriculum Key Stages were and remain divided into sections, Year 3- Year 6 Key Stage 2 (7 11 year olds) and early years which became the Foundation Phase Year 1 Year 2 (3 7 year olds). The curriculum content consists of core subjects (Mathematics, English and Science) and Welsh Language, broader curriculum subjects ( I.C.T, History, Geography, Music, Art and Design, Physical recreation, Design and Technology, Welsh second Language) and basic curriculum (R.E and P.S.E). This ensures subjects are taught via a cross curriculum approach and introduce key skills that includes thinking, number, I.C.T and communication. Assessments have been introduced to enable teachers to monitor childrens learning and baseline assess attainment at the end of the Foundation Phase. At Key Stage 2, pupils are tested on their English and Mathematics and core subjects. then in Year 6 they are assessed in preparation for transition to year 7 in Secondary education. The introduction to the Foundation Phase was set out in Wales and further amplified and explained in the Foundation Phase consultation paper published in 2003. The proposals contained in this paper was supported by 96 per cent of respondents. The Welsh Assembly Government then piloted the Foundation Phase from September 2004. The Foundation Phase provides young children with a curriculum that is more appropriate to their stage of development and that caters for their individual needs. From reading Welsh Assembly Government, March 2009, Foundation Phase Child Development Profile Guidance, Welsh Assembly Government I have discovered the seven areas of learning within the Foundation Phase (3 7 year olds). The seven areas of learning are:- Personal and social development, well-being and cultural diversity Language, literacy and communication skills Mathematical development Welsh language development Knowledge and understanding of the world Physical development Creative development This approach allows teachers to monitor the knowledge of individual childrens development in the key areas of a childs learning and to follow onto the areas of learning to observe and evaluate childrens progress throughout their learning. In the National Curriculum for Key Stage 2, each subject has two sections (skills and range) for a childs programme of study in each different national curriculum subject. This includes levels of understanding, investigating and making. There are also national curriculum skills that are the same for all non-core and core subjects within the National Curriculum. Children develop thinking skills by planning, developing and reflecting on their work in all subjects. Another requirement within the National Curriculum is to develop communication skills. The children learn to communicate across the curriculum by using skills such as oracy, reading, writing and wider communicating in all subjects across the National Curriculum. A further requirement is to develop ICT skills. The children must develop their ICT skills across the curriculum by finding, developing, creating and presenting information and ideas using a wide range of software and equipment. Finally children must develop their num ber skills across the curriculum by using mathematical information, calculating, interpreting and presenting their findings across the whole range of national curriculum subjects. Thematic Approach The cross-curricular thematic approach has been part of education in schools for many years and slowly began to gain popularity in primary schools during the 60s. This was due to recommendations from the Plowden Report (1967) emphasising that children learn better finding out information for themselves rather than being taught directly and supplied with information direct from a teacher. A thematic approach to teaching involves integrating all subject areas together under one theme. The cross curriculum approach helps children relate basic academic skills to the real world. Thematic units are common in the Foundation Phase where children learn through interactive, integrated activities. These themed units incorporate reading, mathematics, science and social studies. To create thematic approaches in teaching a theme is selected for a particular topic which would be applied for a period of a week or a month. The time line would depend on the broadness of the theme and how many subjects are going to be included in the cross curriculum approach. From knowing the themes the teacher develops schemes of work, activities and writing lesson plans. The children are then given aims and objectives within the thematic approach lessons. The activities may consist of being hands-on or physical learning, games on the internet and reading certain books for the skill level the children are reading at. For example, art skills can be developed by drawing exercises related to the theme. There is no end to what national curriculum subjects can be developed within the thematic approach. The benefits of a thematic approach have been examined. Teaching thematically helps children build self esteem and allows the children to understand what they are being taught. Content and subject areas are integrated and not made obvious to the children what subjects they are being taught. The pupils are able to learn and retain more information through a thematic approach, it encourages the involvement of all abilities of children through topics relevant to them and their learning needs, from the learning aspect the children are able to relate to real-world experiences and build upon their prior knowledge learned from previous lessons taught at that particular moment in time. The thematic approach also helps teachers teach to the different learning capabilities of their children. Overall the thematic approach keeps children engaged by making learning activities fun by creating a variety of different experiences within different thematic approaches. The teacher and children are able to be creative, authentic and original, it also allows the teacher to integrate all subjects and use literacy within those subjects. The children can share the same learning goals, is children centred and utilises collaborative and cooperative learning. The curriculum is also compact and saves time teaching multiple subjects at once. The negatives of a thematic approach need to be considered. Some children may lose interest in the theme/subject being addressed. Using one theme for a month may become boring, repetitive and the childrens motivation to learn will decrease and become uninterested and distracted. The children may also not like the choice of the theme chosen by the teacher and may cause arguments between children making them unwilling to participate in the activities created by the teacher. It can be hard for the teacher to find enough resources/information to cover every aspect of the topic and intertwining the benchmarks within that one topic may be difficult, it can also be easy to miss out on some content that could be covered in the theme. Within the thematic approach it may be hard for the lower level children to engage and consequently have a hard time with concepts within that theme, they will then struggle with the work. This child is still expected to connect within the focused tasks causing possible stress for the child knowing their level of capabilities are lower than someone else in the class, so it is difficult for the teacher to provide tasks that suits everyones needs and learning styles. From reading a document Using thematic approach, Bristol, Victoria Clarke and Virginia Braun (Page 2) express a mixed view of the thematic approach. They quote Thematic analysis is a poorly demarcated, rarely-acknowledged, yet widely-used qualitative analytic method. They believe that the thematic approach is rarely acknowledged but is used widely across teaching. Theorists have a mixed view about the statement because they feel that the thematic approach can prove to be successful as long as the theme and subjects used are taught at a level that suits all the childrens needs using an integrated and balanced scheme of work for all abilities . Others also think that the quote is wrong in saying the thematic approach is rarely acknowledged. It is clear from experiences within the classroom that teachers successfully use the thematic approach a lot. My view on the foundation phase and what it has to offer. Within the Foundation Phase, children as individuals are given opportunities to learn about themselves, improve their own knowledge and understanding of the real world and gain better knowledge of personal hygiene and safety. The children become independent and achieve goals that teachers cannot pass on to the children through use of just the direct teaching method. This is why the Foundation Phase is so unique, it allows the children to learn from their own personal experiences and take their learning into their own hands. The children become more confident and assertive and learn values for themselves and from their peers. With all of the above focusing on skills, children can develop in the Foundation Phase. The main thrust of developing skills is by letting children play, it is an essential feature within the curriculum which must be fun and stimulating for the children to enjoy learning. This approach helps children to be pro active and physically interact with objects they woul dnt necessarily encounter day to day. From reading the Rumbold Report (1990) on play, there is a very strong view about using play within the Foundation Phase, it is believed that active educational play supports childrens learning across all areas of learning. I totally agree with this statement as it does create activity for the development of a wide range of skills and also allows the children to develop their own personal skills. Overall I think the Foundation Phase is an all round positive curriculum that appears to work very well in developing children from an early age of 3. My lesson ideas for teaching within the Foundation Phase The subjects I examine as an example for my teaching in a thematic approach in the Foundation Phase incorporates two non-core subjects Geography, Art and Design and also look at the basic curriculum area of R.E. The theme I have chosen is the Amazon rainforest. The class I have chosen to deliver this task to is Year 2. R.E In the R.E lesson, I will read the read the book of Noahs Ark. Maisy, 2007, Noahs Ark, Lucy Cousins I will identify the type of animals and relate them to the Amazon Rainforest. From reading the book I will have a section of play where I will divide the class into groups. The children will have samples of all of the animals referred to in the book along with a boat. They will then have to memorise the list of the animals which relate back to the book and fit them into the boat. This will develop their thinking skills and also their communication skills while working in groups to do the activity. This will be a warm up activity for the children so they are getting their brain into working mode. This relates back to the national curriculum skills for R.E in the Guidance for local education authorities and agreed syllabus conferences, January 2008, National exemplar framework for religious education for 3 to 19-year-olds in Wales, Welsh Assembly Government by using the section listed as developing thinking. For the main activity the children have to create their own story where they save a number of animals onto a certain object, the object can be specific to our day and age so it could range from a boat or train to an aeroplane. To get the children started in their story one can brain storm and list their examples of some animals and objects on a board / interactive whiteboard and show what mode of transport animals can be rescued onto. From the main activity they are developing their communication skills, theyre using their writing skills and oracy by discussing what they are going to include in their story. From the content of the activities created one can monitor the calibre and style of childrens writing. I will select three or four pieces of work to be read out by the children and evaluate everyones work by having everyone on each table to swap and evaluate each others work. Geography (Knowledge and understanding of the world) To teach knowledge and understanding of the world I will focus on the wider world section of the curriculum, illustrating to the children what lives in the Amazon Rainforest, and type of habitats they live in. I would create discussions around particular questions I would continually ask. Questions would raise awareness and explore what is the rainforest. Childrens knowledge and understanding of the Amazon Rainforest will be developed through the handing out of a quiz that can be completed in groups. A class competition can be created to see who has the most questions correct about the Amazon Rainforest. After the quiz, to develop continuity through this subject of geography the children can create pieces of work to put up on the Amazon Rainforest board on the classroom walls. The children can bring their knowledge from R.E and use their drawings they developed in art to put onto the classroom board, this will create a sense of achievement and ownership as the children would be able to look at their own work when in their own classroom and is a clear display of their own work for others to see what they have done. A number of skills will have been developed from using this approach that are taken from the national curriculum book of knowledge and understanding of the world for Foundation Phase. The skills developed consist of enquiring, exploring, describing, asking/ answering questions, investigating, thinking, solving problems and recording their research. All of these are required and used within the theme and tasks set during lessons. Art From reading the book Noahs Ark, children can draw an animal of their choice that relates to the story, a list and a picture of each animal mentioned in the story would be given as a resource for the children to relate back to. A directed task would then be set to use different materials to create a 2D image of the animal from the Noahs Ark story. Materials to be used would include: Coloured pencils Paint Coloured pens Crayons Craft materials to create different textures etc. From creating their animal drawing, the children can try and link them to a habitat within the rainforest. To research the animals habitat the children can use the internet to find an image of the habitat for their animal to be stuck onto. The final outcome will then consist of a hand made piece of artwork of an animal from the rainforest made by every individual child and placed on a background of the habitat the animal would live in within the rainforest. Overall the children would have explored colour using different materials and creatively making an animal by exploring and forming different textures. This relates back to the national curriculum within the foundation phase due to reading the creative development Welsh Assembly Government book. Welsh Assembly Government, June 2008, Creative Development, Welsh Assembly Government The children will have used ICT skills to research on the internet for a habitat picture of the rainforest. From creating the animal design that relates back to the Amazon rainforest, focus can be made upon literacy skills by asking each child to describe what animal they have created and what their habitat looks like. Overall, the children would have used planning and thinking skills by developing and creating the art work. The children can reflect on their work and see if their animal relates to the rainforest to give it a real life effect. Oracy and writing skills are also developed by describing their animal and habitat, so they are expressing their ideas and emotions about their work. The structure of the childs learning will be as it is presented in the essay, I will start off with R.E, and then include Geography and follow integrate Art and Design. When the children take part in these activities the children themselves do not realise they are learning these skills. This is an excellent outcome, as, when they grow up, the children will reflect and hopefully remember what they have done and recognise the skills they had used. My lesson ideas for teaching within Key Stage 2 The subjects I examine for teaching a thematic approach in Key Stage 2 will consist of two non-core subjects of Geography, Art and Design and also look at the basic curriculum which is R.E. The theme chosen is Judaism. The year group chosen for this is Year 5. R.E The children will be made aware what Judaism, different clothing and their names worn at this time would be examined. A group activity for children would be used after explaining the variety of clothes using dolls clothing, some relevant to Judaism and some not relevant. A women and man doll would be introduced for the children to dress and they learn to relate the same back to Judaism culture. From dressing the dolls the children move on to examine a house of a Jewish person. The children will look at dietary make up of Jews and what type of ornaments they have in their houses that are an integrated part of their culture. A group session can be delivered where children can trial some Jewish food and if possible have a Jewish person to come in and talk to the children about their lifestyle. A useful website for a teacher resource would be:- http://www.waupun.k12.wi.us/Policy/other/dickhut/religions/14%20Jewish%20Symbols.html This website describes the clothing and certain items that are found in a Jewish home. This theme will have continuity and appear through other lessons. In other lessons different festivals within the Jewish community would be explored and have a look at videos to demonstrate how they celebrate their festivals. The skills developed throughout these lessons would be communication through talking in groups to discuss issues about the culture and ornaments the children have discovered. The children are also developing thinking skills to execute dressing the men and women dolls into suitable clothing for a Jewish person. Art From the previous lesson on R.E about Judaism children are given a directed task using a hand out sheet with four boxes to draw in. The children are asked to use each box to draw from real life, objects such as Shofar or a type of clothing like a Kippah and use a range of art materials to colour in their drawings. The materials used could include :- Coloured pencils Paint Coloured pens Crayons Charcoal Water paint Mark making Tone Craft materials Each box I will ask The children will be told to use each box to illustrate a different art material so they are experimenting and testing different materials and are using a range of art media. After finishing the drawings the following activity would develop literacy where children have to describe the content and process used in creating each box, stating what material they have used, what the object is and how it is used within the religion of Judaism. Overall children have explored different art materials and creatively making examples relating to Judaism using the clothes they wear or the different items used within the culture. This links to the national curriculum within the Key Stage 2 Art and Design as found through reading the Art and Design national curriculum for Wales book. Welsh Assembly Government, January 2008, Art and Design in the National Curriculum for Wales, Welsh Assembly Government From reading the book listed above I am able to see what parts of the curriculum I have taught. The activities demonstrate that the children have planned, developed and reflected on their work which uses the developing thinking skill and that all of the children have developed their oracy and writing skills that links to the developing communication aspect. Geography In geography focus is on where the Jewish community was founded and where Judaism is sited in different countries. A presentation using PowerPoint for both tasks and the children can do small tasks from worksheets. We will then look at the Star of David flag and what the meaning is behind it. Two follow on from this children will be asked to develop a double page in their book about Judaism. This double page will involve information about the Jewish community, where Jewish people are distributed around the world, some ornaments, clothes and the Star of David flag. The children are being tested on a number of skills across the curriculum in geography. The children are developing thinking skills, they have to plan the double page on Judaism and develop the work on Jews and also to ensure they include Judaism. The childrens communication skills are being developed through them writing about what they have learned about the Jewish community and Judaism. The children are using selected language to describe where the Jewish people live within different countries, and so are discussing geographical issues. The children are conducting their own personal investigation into Judaism and Jewish religion. From developing the double page they are developing creative and presentation of information and ideas from their investigation. Observing children To see the childrens improvement throughout their learning teachers need to pay attention to observing the children in their care. In the observing children book Welsh Assembly Government, January 2008, Observing children, Welsh Assembly Government it is quoted It is important that practitioners listen to children as well as watch them when observing, as they can learn a great deal about childrens learning and understanding through listening to their speech I believe this is a vital quote for teachers observing children because you can definately gain more understanding of the childrens learning by talking to children as well as observing how they play and the standard of their work. The observation of children should be taken into consideration through using the seven areas of learning, this will provide evidence of their development and achievements across the national curriculum. Teachers can also observe different situations children are exposed to through playing on their own or as part of agroup. The main headings mentioned in the Welsh Assembly Government, January 2008, Observing children, Welsh Assembly Government state that teachers need to observe:- Personal development Social development Well-being/emotional development Cognitive development Language development and communication skills Physical development Gross motor skills Fine motor skills There much observation of childrens development of the child as a whole that has to be considered as an essential part of the role of a teacher. From observing the children one can monitor their progress and continuity during lessons to ensure improvement and that children are gaining and benefiting from new learning experiences throughout their years in primary school. This can be achieved by both looking at the development of their work and also how they play alone and within groups. Conclusion To conclude, the National Curriculum has gone through many changes in the past few years and evolved into what is delivered in primary schools today. From the many theorists I have researched and read about, there is a belief that where we are placed today is the better stage of the developed National Curriculum. The Foundation Phase is proving to be a success. The children are able to improve their personal learning without having a teacher to spoon feed them to gain experiences and skills. Key Stage 2 needs improving and attention due to the drop in standards and attainment in literacy and numeracy, this drop in standards has resulted in improvements being demanded by the Welsh Government all across Wales. Welsh Government are implementing literacy and numeracy strategies in every subject across the national curriculum. The thematic approach has been evaluated and is declared a success by many theorists, it allows teachers to choose a theme and teach joint subjects in one integrate d scheme of work/ lessons, this is a definate advantage because the children do not specifically realise how they are being taught. This method of educating primary aged children develops what they know from personal experiences and their involvement develops them through the teachers integrated lessons.

Doing Business in Thailand :: GCSE Business Marketing Coursework

Doing Business in Thailand Thailand’s booming economy has encouraged me to begin a new business relationship with a highly recognized Thai company. I manufacturer a line of products for the sugar processing industry. I recently signed a one-year contract with Thai Chemiclas and Engineering Co. Ltd., located in Bangkok, to be my exclusive representative in the Thailand area. Thai Chemicals and Engineering will promote my product line and get it into the all the sugar mills in the area. They will purchase two containers per month for which we have negotiated a compatible price. The containers will be shipping out of Savannah, Georgia with a final destination of the port of Bangkok. The shipping terms will be CIF: Bangkok. I decided to use a local company to represent my product line for various reasons. First of all, I need someone that knows the culture and business environment who has an established relationship with other locals. Once my products become known, I would like to establish a factory in Thailand. Therefore, I found it necessary to gather all the information required to begin a new business in Thailand. Establishing Business or a Factory Although business can be 100 % owned by foreign investors, some are reserved for 51 % Thai ownership. People of any nationalities can participate in ownership to varying degrees: through sole ownership, a limited company /corporation, an ordinary partnership, a limited partnership, or a branch of a foreign corporation. The Ministry of Commerce's Department of Commercial Registration is directly in charge of company registration. The Stock Exchange of Thailand The Stock Exchange of Thailand (SET) is a well-developed financial institution which welcomes foreign investment. Tax Corporate income tax rate is 30% Transport Bangkok's modern Don Muang International Airport can easily serve your arrivals or connections. Thailand is equipped with an extensive and ever-developing transport infrastructure and an extensive state-run rail system. There are numerous shipping ports including Bangkok's Klong Toey Port and the Eastern Seaboard's Mab Ta Phut and Laem Chabang deep-sea ports within 200 kilometres of Bangkok. Working Hours Typical business hours are : for banks and financial institutions, Monday - Friday 9:30 a.m. - 3:30 p.m.; Government offices, Monday -Friday 8:30 a.m. - 4:30 p.m. (closed noon - 1 p.m.); private business, Monday - Friday from 8:30 p.

Is there truly any justice in the novel The Stranger, written by Albert

Is there truly any justice in the novel The Stranger, written by Albert Camus? Is there truly any justice in the novel The Stranger, written by Albert Camus? This is a question that naturally protrudes throughout the novel, as it is not abundantly clear what Meursault, the protagonist, was, in fact, put on trial for. At the beginning of the second part of the narrative, it is understood that he is put on trial for the murder of an Arab; however, it later comes to our attention that the murder was not the primary reason of his trial, and perhaps not even an essential one for that matter. The fact remains that Meursault was undoubtedly put on trial, not for the murder committed, but for being the way he was: unemotional through the eyes of society, which was represented by the jury. To the reader it seems only natural that one should be put on trial, not for their personality, but for the harmful acts that one may commit to another person. Therefore, the idea is strongly implanted in the novel, as well as the mind of the reader, that Meursault was put on trial for murder. Nevertheless, throughout the course of the novel, it becomes apparent that he was, as a matter of fact, not put on trial for the murder of the Arab, but instead, for acting in such a stoic manner. Being the honest, straightforward man he was, he answered all questions in that same conduct. Once Meursault had been appointed a lawyer, his lawyer inquired over the events of Maman's funeral. Meursault responded rather coldly when his lawyer had asked him if he had felt any sadness that day, saying that he "probably did love Maman, but that didn't mean anything. At one time or another all normal people have wished their loved ones dead." (... ...!"(p. 96) This is a rather profound statement that affects not only the characters in the novel, but the reader as well, rather intensely. Thus, it becomes palpable that society, in other words, the jury attempted to fabricate and impose rational explanations for Meursault's irrational actions. The fact that he was so straightforward and onest was disruptive and threatening to their society as they were not accustomed to it, and therefore, they saw no meaning, which would consequently create chaos in their orderly lives. Meursault appears to do as he pleases, when he pleases, and therefore, follows no pattern throughout his life, hence, society becomes threatened by him, which ultimately leads to his execution. Bibliography 1. Camus, Albert: The Stranger. Alfred A. Knopf, Inc., New York, 1988. The Faade of the Trial: Meusault's "TRUE" Accusation

College Students and Suicide

College Students and Suicide College Students and Suicide By contrast, only 15. 3 percent of Americans overall have had such thoughts, the World Health Organization’s World Mental Health Survey Initiative reported last February. The survey, part of a wider-ranging continuing study on student suicidal behaviors being conducted by David Drum, a professor of education psychology at the University of Texas at Austin, questioned 26,000 undergraduate and graduate students at 70 U. S. institutions. The results raise the startling suggestion that suicidal thoughts could be a common experience on par with substance abuse, depression and eating disorders, Drum said. The survey defined considering suicide as having at least one episode of suicidal thinking at some point. Slightly more than half of students said they fit that category, which is known as suicide ideation. When researchers asked about more serious episodes, 15 percent said they had â€Å"seriously considered† attempting suicide. More than 5 percent of students said they had actually attempted suicide, which is the second-leading cause of death for college students, compared to its ranking of ninth among the U. S. population at large, according to the National Alliance on Mental Health. 2 â€Å"Relief from emotional or physical pain† was the top reason students cited for suicidal thinking, followed by problems with romantic relationships. A generalized desire to end their lives was next, followed by problems with school or academics. The study extrapolated that at an average college with 18,000 undergraduate students, 1,080 of them would seriously contemplate taking their lives in any year, numbers that pose troubling issues for college administrators. The survey identified growing levels of distress among college students and diminishing resources to handle the consequences. They found that half of students who had had suicidal thoughts never sought counseling or treatment. We know only a quarter of suicide patients are our clients, which means 75 percent of them never come through our doors,† said Chris Brownson, director of the Counseling and Mental Health Center at the University of Texas. Drum and other researchers said colleges needed a new model, shifting the emphasis from narrowly focused treatments involving suicidal students and a small number of mental health professionals, to one hat involved the entire campus in addressing student stresses. Suicide is a public and mental issue. The focus on dec reasing the numbers needs to be on prevention, building resilience in students and creating supportive communities. In college students, the warning signs of depression which ultimately leads to suicide are, a previous suicide attempt, talking about suicide, and drug or alcohol abuse

Intro to Ethical Hacking: Ocean’s 11 show Essay

Ocean 11 , perhaps one of the most successful films of all time in bringing together several of the biggest names in the movie business was never really expected to have such a cult following . In the 1960s this heist film was created by Lewis Milestone with the goal of featuring the original rat packers , Frank Sinatra , Dean Martin , Sammy Davis Jr , Joey Bishop and Peter Lawford . During this time , it was never expected that this would be such a success in its later years yet in a 2001 remake of the film , it opened up the franchise to a whole host of opportunities by again featuring some of the biggest names in the business such as George Clooney , Brad Pitt and Julia Roberts. The 1960 ‘s Ocean ‘s eleven movie was based on a series of thefts of Casinos along the Las Vegas strip by a number of World War II veterans which was originally based on a story that was heard from a gas station attendant by Gilbert Kay (Levy 1998 . The basic premise of the movie is the New Year ‘s Eve heist which is planned by the group . The success is virtually ensured as no group as highly trained has ever attempted to commit such a heist . The plan is to blow up the tower to create a diversion and under the cover of darkness , steal the money from the cashier ‘s cages and then load them into garbage bins. Ocean’s 11 shows how elaborate internal control systems can turn out to be. For luxurious 5-star Casinos, making sure no smart-aleck can cheat in a game is already a huge deal but safeguarding of valuable assets is top priority. It is hard to emphasize how Casinos need to have significant amounts of cash reserves in their in house coffers. And this fact is not unknown to the public, more so to schemers. And just like banks and financial institutions, it is imperative for Casinos to invest in a control system that would stop these burglars. No matter how hard an organization strives to protect its assets, the possibility of theft continues to exist. Even a strong internal control is not an absolute deterrent to fraud and crime. There are cunning minds who will stop at nothing to get what they want. Ocean’s Eleven has a happy ending for its criminal protagonists. In real life, though, fraud and theft have led to the sad endings of many companies, such as Enron. Now, more than ever, it has become increasingly important to have a company strategy that highly integrates internal control, and a deep ethical foundation. Without this, a company’s management could be the perpetrator. Effective internal control should be supported by a control environment that promotes ethical decisions. As accountants, we must firmly uphold the ethical standards of our profession, despite the pressures and temptations that we may encounter.