Best Places to Work Essay Example | Topics and Well Written Essays - 500 words

Best Places to Work - Essay Example The accomplishment of Starbucks can be generally ascribed to its high respect to its representatives which it treats as accomplice. The forte espresso retailer is currently perceived as probably the best work environment for due to its authoritative structure, the connection between its representatives, its one of a kind qualities, and its work of present day human asset the board procedures. It ought to be noticed that the business association productively utilizes its human asset so as to upgrade its picture and boost its benefit. In its business activity, it is verifiable that the organization has deliberately adjusted its workforce so as to accomplish its particular objectives and targets. This incorporates planning an authoritative structure which features the upheaval in human asset the board. The essential overseeing body at Starbucks is involved the Office of the Chairman and the Board of Directors which gets generous contribution from other senior level administrators including senior VP of HR (Tripp et al 2005). The mid-level supervisors, who direct and deal with the everyday issues of every claim to fame retail shop is given enough prudence and force for dynamic.

Add Math Essay 2 Essays

Include Math Essay 2 Essays Include Math Essay 2 Essay Include Math Essay 2 Essay Extra Mathematics Project Work 2 Written By : Nurul Hazira Syaza Abas I/C : 940602-01-6676 Angka Giliran : School : SMK Kangkar Pulai Copyright 2011  ©. Hazira Syaza, All Right Reserve Numb| Title| Page| 1| Acknowledge| 1| 2| Objective| 2| 3| Introduction Part I| 3| 4| Mathematics In Cake Baking And Cake Decorating| 4 5| Part II| 6 14| 6| Part III| 15 17| 7| Further Exploration| 18 21| 8| Reflection| 22 23| 9| Conclusion| 24| 10| Reference| 25| Table. of. Content Copyright 2011  ©. Hazira Syaza, All Right Reserve Acknowledge As a matter of first importance, I might want to state Alhamdulillah, for invigorating me the and wellbeing to accomplish this undertaking work. Not overlooked my folks for giving everything, for example, cash, to purchase whatever are identified with this task work and their prompt, which is the most required for this undertaking. Web, books, PCs what not. They additionally upheld me and urged me to finish this errand with the goal that I won't hesitate in doing it. At that point I might want to thank my instructor, Puan Andek for controlling me and my companions all through this undertaking. We had a few troubles in carrying out this responsibility, yet he showed us persistently until we realized what to do. He attempted and attempted to instruct us until we comprehend what we expected to do with the venture work. To wrap things up, my companions who were doing this venture with me and sharing our thoughts. They were useful that when we consolidated and talked about together, we had this undertaking done. Copyright 2011  ©. Hazira Syaza, All Right Reserve 1 Objective The points of doing this undertaking work are: * To apply and adjust an assortment of critical thinking methodologies to take care of issues * To improve thinking abilities * To elevate successful scientific correspondence To create numerical information through critical thinking such that increments students’ premium and certainty * To utilize the language of science to communicate scientific thoughts unequivocally * To give learning condition that animates and upgrades compelling learning * To cre ate uplifting disposition towards arithmetic Copyright 2011  ©. Hazira Syaza, All Right Reserve 2 Introduction Part 1 Cakes arrive in an assortment of structures and seasons and are among most loved pastries served during extraordinary events, for example, birthday celebrations, Hari Raya, weddings and others. Cakes are prized as a result of their onderful taste as well as in the craft of cake preparing and cake enriching Baking a cake offers a scrumptious method to rehearse math abilities, for example, parts and proportions, in a certifiable setting. Numerous means of heating a cake, for example, tallying fixings and setting the broiler clock, give fundamental math practice to small kids. More established youngsters and adolescents can utilize progressively refined math to illuminate preparing quandaries, for example, how to make a cake formula bigger or littler or how to figure out what size cuts you should cut. Rehearsing math while preparing not just improves your math aptitud es, it causes you become a progressively adaptable and ingenious bread cook. Copyright 2011  ©. Hazira Syaza, All Right Reserve 3 MATHEMATICS IN CAKE BAKING AND CAKE DECORATING GEOMETRY To decide appropriate measurements for the cake, to help with planning and finishing cakes that comes in numerous alluring shapes and structures, to evaluate volume of cake to be created When making a clump of cake hitter, you end up with a specific volume, controlled by the formula. The dough puncher should then pick the proper size and state of skillet to accomplish the ideal outcome. In the event that the dish is too large, the cake turns out to be excessively short. On the off chance that the container is excessively little, the cake turns out to be excessively tall. This leads into the following circumstance. The proportion of the surface zone to the volume decides how much outside layer a heated positive attitude have. The more surface zone there is, contrasted with the volume, the quicker the thing will prepare, and the less inside there will be. For an extremely enormous, thick thing, it will set aside a long effort for the warmth to infiltrate to the inside. To abstain from having a stone hard outside for this situation, the pastry specialist should bring down the temperature a smidgen and heat for a more drawn out time. We blend fixings in round dishes since blocks would have corners where unmixed fixings would collect, and we would make some hard memories scratching them into the hitter. Math (DIFFERENTIATION) To decide least or greatest measure of elements for cake-preparing, to gauge min. or then again max. measure of cream required for adorning, to assess min. or then again max. Size of cake created. Copyright 2011  ©. Hazira Syaza, All Right Reserve 4 PROGRESSION To decide absolute weight/volume of multi-story cakes with corresponding measurements, to gauge complete fixings required for cake-preparing, to assess aggregate sum of cream for enhancement. For instance when we make a cake with numerous layers, we should fix the distinction of measurement of the two layers. So we can say that it utilized math movement. When the width of the main layer of the cake is 8? nd the width of second layer of the cake is 6? , then the breadth of the third layer ought to be 4?. For this situation, we utilize math movement where the distinction of the width is steady that is 2. At the point when the distance across diminishes, the weight likewise diminishes. That is the way how the cake is equalizati on to keep it from kiss. We can likewise utilize proportion, since when we set up the element for each layer of the cake, we have to diminish its proportion from lower layer to upper layer. At the point when we cut the cake, we can utilize division to devide the cake as indicated by the all out individuals that will eat the cake. Copyright 2011  ©. Hazira Syaza, All Right Reserve 5 Part 11 Best Bakery shop got a request from your school to heat a 5 kg of round cake as appeared in Diagram 1 for the Teachers’ Day festivity. 1) If a kilogram of cake has a volume of 38000cm3, and the stature of the cake is to be 7. 0 cm, the width of the preparing plate to be utilized to fit the 5 kg cake requested by your school 3800 is Volume of 5kg cake = Base zone of cake x Height of cake 3800 x 5 = (3. 142)( d/2)? x 7 1900/7 (3. 142) = ( d/2)? 863. 872 = (d/2 )? d/2 = 29. 392 d = 58. 784 cm Copyright 2011  ©. Hazira Syaza, All Right Reserve 2) The internal elements of stove: 80cm length, 60cm width, 45cm tallness a) The equation that framed for d as far as h by utilizing the recipe for volume of cake, V = 19000 will be: 19000 = (3. 142)(d/2)(d/2)  ? h 1900/(3. 142)2 = d  ? /4 24188. 415/h = d  ? d = 155. 53/h Copyright 2011  ©. Hazira Syaza, All Right Reserve 7 Height,h| Diameter,d| 1. 0| 155. 53| 2. 0| 10 9. 98| 3. 0| 89. 79| 4. 0| 77. 76| 5. 0| 69. 55| 6. 0| 63. 49| 7. 0| 58. 78| 8. 0| 54. 99| 9. 0| 51. 84| 10. 0| 49. 18| Table 1 b) I) h 7cm isn't appropriate, in light of the fact that the subsequent distance across created is too enormous to even think about fitting into the stove. Moreover, the cake would be excessively short and excessively wide, making it less alluring. b) ii) The most reasonable measurements (h and d) for the cake is h = 8cm, d = 54. 99cm, in light of the fact that it can fit into the stove, and the size is appropriate for simple dealing with. c) I) a similar recipe in 2(a) is utilized, that is 19000 = (3. 142)( )? h. A similar procedure is likewise utilized, that is, make d the subject. A condition which is appropriate and pertinent for the chart: Copyright 2011  ©. Hazira Syaza, All Right Reserve 8 1900= (3. 1420(d/2)  ? h 119000/(3. 142)h = d  ? /4 24188. 415/h = d  ? d = 155. 53/vh d = 155. 53h(1-/? ) log d = log 155. 3h(- 1/? ) log d = (- 1/? )log h + log 155. 53 Table of log d = (- 1/? )log h + log 155. 53 Height,h| Diameter,d| Log h| Log d| 1. 0| 155. 53| 0. 00| 2. 19| 2. 0| 109. 98| 0. 30| 2. 04| 3. 0| 89. 79| 0. 48| 1. 95| 4. 0| 77. 76| 0. 60| 1. 89| 5. 0| 69. 55| 0. 70| 1. 84| 6. 0| 63. 49| 0. 78| 1. 80| 7. 0| 58. 78| 0. 8 5| 1. 77| 8. 0| 54. 99| 0. 90| 1. 74| 9. 0| 51. 84| 0. 95| 1. 71| 10. 0| 49. 18| 1. 0| 1. 69| Table 2 Copyright 2011  ©. Hazira Syaza, All Right Reserve 9 Graph of log d against log h Copyright 2011  ©. Hazira Syaza, All Right Reserve 10 ii) Based on the diagram: a) d when h = 10. 5cm h = 10. 5cm, log h = 1. 21, log d = 1. 680, d = 47. 86cm b) h when d = 42cm d = 42cm, log d = 1. 623, log h = 1. 140, h = 13. 80cm 3) The cake with new cream, with uniform thickness 1cm is brightened a) The measure of new cream expected to enrich the cake, utilizing the measurements Ive proposed in 2(b)(ii) My answer in 2(b)(ii) ==; h = 8cm, d = 54. 99cm Amount of new cream = volume of new cream required (territory x stature) Amount of new cream = volume of cream at the top surface + volume of cream along the edge surface The base surface region of cake isn't checked, on the grounds that were embellishing the noticeable piece of the cake just (top and sides). Clearly, we dont enhance the base piece of the cake Volume of cream at the top surface = Area of top surface x Height of cream = (3. 142)(54. 99/2) ? )x 1 = 2375 cm? Volume of cream along the edge surface = Area of side surface x Height of cream = (Circumference of cake x Height of cake) x Height of cream = 2(3. 142)( 54. 99/2)(8) x 1 = 1382. 23 cm? Along these lines, measure of new cream = 2375 + 1382. 23 = 3757. 23 cm? Copyright 2011  ©. Hazira Syaza, All Right Reserve 11 c) Three different shapes (the state of the base of the cake) for the cake with same tallness which is relies upon the 2(b)(ii) and volume 19000cm? The volume of top surface is consistently the equivalent for all shapes (since stature is same), My answer (with h = 8cm, and volume of cream on top surface =1900/8 = 2375 cm? ) 19000 = base zone x stature base region = 1900/8 length x width = 2375 By preliminary and improvement, 2375 = 50 x 47. 5 (length = 50, width = 47. 5, stature = 8) Therefore, volume of cream = 2(Area of left and right side surface)(Height of cream) + 2(Area of front and posterior surface)(Height of cream) + volume of top surface = 2(50

Framework and production values Essays

Structure and creation esteems Essays Structure and creation esteems Essay System and creation esteems Essay Name: Teacher: Course: Date: : Structure and creation esteems System is the establishment or pattern of a bit of work, article or structure. Creation esteem involves sound, lighting, props and landscape. System and creation esteems improve the characteristics of a film or play. A typical method for applying creation esteems is understudies setting a phase for a play. Understudies use ensembles, props and other creation esteems. The system and creation of a play targets displaying reality. The outfits, props and activities assume a major job in demonstrating authenticity. The stage is set to have the applicable view for the play’s topics (Van, 45). A film’s structure is the reason for a quality film. In this manner, it must be spread out fittingly for effective shooting. The system incorporates the presentation of the film, plot, sort and end. A case of a film is Nikita, which is a contemporary film with quality system and creation esteems. The title of the film is a name of the fundamental character that is opposing. She isn't certain about her cause however trapped in a circumstance where she must be a professional killer to endure. She chooses to change and disassemble the mystery government unit, which prepared her. Her crucial joined by different individuals who concur with her concept of disassembling the unit. The presentation depicts a dazzling introduction. The creation esteems look speaking to the crowd giving them enthusiasm to watch the entire film. The reason of the film is exciting and sensible (Silverblatt, 208). The reason of the film works together with the messages passed on in the film. The plot is efficient and it is made of occasions targeting accomplishing the subject of the film. For example, the story line is to pulverize a malicious and mystery unit of the legislature. The huge occasions of the film are based at cutting down the unit. The film triggers certain inclination in the occasions. A few characters who depict traitorousness or selling out. The film depicts a few acts of neglect done by the genuine government. Such scenes trigger displeasure to the crowd since they comprehend they are depicting terrible conduct of genuine government pioneers. The film is fruitful in activating feelings to the crowd. The crowd reaction is giving more consideration and some will in general give remark about such scenes. All the critical scenes are connected since they have a typical accomplishment (Leonard, 12). They are completely associated with indicating the characters’ endeavors of crushing the insidious unit. The characters in the film assume a major job in building up the subjects and different impacts. The characters are connected by their jobs. The gathering battling abhorrent is connected by having a shared objective of cutting down the unit. The other gathering plans to ensure the presence of the abhorrent government unit. These two gatherings rival one another and it makes the film eccentric. The activities of the characters are improved by the creation esteems. The film has quality sound and soundtracks, which relate with the occasions. The lighting has been redone as per the occasion (Mintz Randy, 100). All the landscapes look practical to the plot of the film. For example, the physical area of the unit takes after genuine government workplaces. It has high mechanical gear and secure area. Introductions with great system and quality creation esteems are described with expensive creation spending plans. One outline of such a film is Abduction. The title alludes to the endeavors made to snatch the principle character. He is a youthful male grown-up called Nathan. The class of the film is ordered as a contemporary activity film (Silverblatt, 209). Nathan understands a few outsiders are searching for him. His natural dad is conveying data, which the outsiders need. The outsiders plan to kidnap Nathan and use him as lure to bait his dad out. Their endeavors are rendered pointless after the arranged data is conveyed to the legislature. They are totally murdered in the battle to recover the data. The presentation of the film begins with a gathering of youngsters hosting a get-together. The primary character is among them however his temporary parents don't know about his whereabouts. His natural dad needed to surrender him for reception after his mom was murdered. The dad works for the CIA and needs to carry on with a private life. This is the reason Nathan lived with temporary parents, who likewise shielded him from foes. The presentation gives the crowd a premise of the movies story line. The reason of the film is coherent and affects the messages in the film. The idea and thoughts are sensible and they follow each other sequentially (Silverblatt, 208). The plot contains a progression of occasions, which build up the subject of the film. The critical occasions involve the fundamental character battling for endurance. The data, which was held by Nathan, was characterized and just explicit government faculty should get to it. The occasion where it was made sure about by the legislature was additionally a noteworthy scene. The film is described by quality lighting, discernible sounds, pertinent scenes and engaging stylistic theme. All these creation esteems and system adds to the achievement of delivering the film (Robert, 75). Works refered to Leonard, Richard. Motion pictures That Matter: Reading Film Through the Lens of Faith. Chicago, Ill: Loyola Press, 2006. Print. Mintz, Steven, and Randy Roberts. Hollywood‘s America: Twentieth-century America Through Film. Chichester: Wiley-Blackwell, 2010. Print. Robert, G. Picard. Media Firms: Structures, Operations and Performance. Taylor Francis, 2005. Print. Silverblatt, Art. Media education: keys to deciphering media messages. Conn.: Praeger. 2008. Print. Van, Sijll J. True to life Storytelling: The 100 Most Powerful Film Conventions Every Filmmaker Must Know. Studio City, CA: Michael Wiese Productions, 2005. Print.

Events Industry and Event Tourism - 1375 Words

Events Industry and Event Tourism (Research Paper Sample) Content: Events Industry and Event Tourism Name Class Affiliation Instructor Date Introduction An event is an occasion, an assembly, ceremony, gathering or a special occasion, where people meet. The field of event management includes the application of project management skills to plan, organise, execute and control of the occurrences of an event. This has currently grown in to a large industry, enabling the growth of the economy. Events such as Olympics, political functions, and other games are among major tourism attractions. According to Damster (2005, p. 1), the event management industry is among the largest employers, making a positive contribution to the economy. The history of event management Robinson, Wale & Dickson (2010, p. 1) state that the history of event management goes back to the early history times, when people used to gather celebrations, worship and games among other events. As societies started creating towns, events became common during the planning process. The planning of Roman cities was done to include amphitheatres and arenas for events and shows, market place for commerce and shrines for worship (Robinson, Wale & Dickson 2010, p. 1). By 12th century, events became famous with annual events such as Lord Mayor’s Show. During the 18th and 19th century, industrial revolution resulted in the need to organise world trade fairs and exhibitions (Robinson, Wale & Dickson 2010, p. 1). These events became common and used to attract people from different geographical locations, leading to tourism and the rise of the hotel industry. By the year 1970s, the development of event venues created a new dimension to event management. The new event venues were now able to accommodate people in a large scale (Robinson, Wale & Dickson 2010, p. 1). The construction of stadiums and cinema halls enabled the hosting of large events. Currently, event management has become more complicated and demanding for the managers. The curre nt event management industry is characterised with creativity, and innovativeness, which has led to extreme use of technology to organise impressive events. In the future, there is expectation that use of technology will drive event management to a higher level of organising and controlling virtual events. The Events industry’s place and importance in today’s Society In the past people would organise their own simple events such as religious gatherings, which did not require much planning and budgeting. Currently, with the economic development and people being too busy to organise their own events, event planning has become one of the highly successful professions (Ellen 2011, par. 1). Managers and event organisers take up all the responsibility of ensuring that an event happens. These include the selection of event dates, selecting the decorations and theme colours, setting up the stage, budget creation, advertisement and even organising for catering services. Even t management has taken a centre stage in the society, creating convenience, employment and enabling economic growth. Due to the increase in the demand of event management, it has recently become a highly successful profession, providing high rates of employment (Ellen 2011, par. 2). This has created financial freedom for those working in the industry, while at the same time it creates economic growth. With the growth in the event management industries, the welfare of organisations as well as that of individuals has been under constant improvement. The growth in the event management industry has highly been due to the changes that the society has encountered. Among them are the change in economy and the advancement in different technological applications (Ellen 2011, par. 3). Growth in economic status has enabled governments to learn how to appreciate exhibitions and the organisation of large events. Companies have also learnt to use these events to market their products and create more sales. With the growth in demand for event management, many companies have come up to organise fantastic events with the aim of earning the reputation of being the best and establishing a big market share. As a result, the event management industry has become highly competitive, leading to the provision of more value to the customers. Event tourism has been a major reason as to why different countries are willing to organise big events. Countries compete to host major world events, such as Olympics, World Cup and Paralympics, due to the benefit they stand to gain through tourism attractions (Pfister & Tierney 2009, p. 6). Organising these events for a nation means that people will come from other nations to take part and others to enjoy. This translates to direct growth in the hotel industry, as the guests require accommodation, food industry and entertainment industry among others, which leads to a substantial growth in the economy. Event managers have experienced high ex pectations from people, who need their events to be successful and retain relevance. According to Ellen (2011, par. 3), event management demands high level of qualification for individuals that work in the industry. This is because they need to plan, budget, organise, market, control and ensure the event is relevant to the customer’s needs and that the customers are in a position to obtain a return on investment injected towards the event organising. Types of events Cultural events Festivals are the most popular forms of celebrating cultural events. Cultural events such as heritage events are characterized by historical themes, and celebrate the cultural heritage of a community (Damster & Tassiopoulos 2005, p. 13). Heritage events bring people together by interpreting community life, which increase appreciation and knowledge of the traditions. According to Damster, arts, entertainment, and recreation events are crucial festival elements, hence they fall under the category of cultural events (Damster & Tassiopoulos 2005, p.14). Business events Trade fairs, conferences, and business meetings are examples of business events. Trade fairs are an exhibition of business productivity, and mainly target specific industries and professions. Trade and consumer shows are meant to increase public awareness (Damster & Tassiopoulos 2005, p. 14). Sports events In the contemporary world, sports events are more competitive and organized, and sports events is a popular and big business (Damster & Tassiopoulos 2005, p. 15). Global sports events attract many people from across the globe, and require effective event management, in order to ensure coordination and overall success of the events. Most of the people who are unable to attend the events physically, watch them from the internet and television, and are able to follow the live events due to technology advancement. The organisers ensure that the audience receive the proceedings of the events, since not every willi ng person is able to attend the events. This can be due to financial constraints, time, and other factors that hinder physically appearance of a person in the event (Pearlman & Gates 2010, p. 254). The future trends of events industry In future, the business events industry will adopt virtual worlds for special events and business meetings (Pearlman & Gates 2010, p.250). Events planners will accept and adopt virtual ways of conducting special events and meetings. The audience who attend business meeting are becoming increasingly familiar with online technologies, and virtual technology is maturing. The accessibility of higher bandwidth, and the probability of decrease in event attendance due to increased travel costs and on the budget, will encourage the use of virtual events (Pearlman & Gates 2010, p. 254). Virtual attendance will reduce prejudice since the attendants cannot be seen physically, as in some cases physically meeting cause discrimination on gender, race, age, appeara nce, and physical appearance, which hinders interactions. Virtual meeting presents an opportunity to cut costs and permits rapid responses (Pearlman & Gates 2010, p. 249). In future, most of the events planners will be forced to improve technological potential, reduce ...

The Application of Zone of Proximal Development and...

Introduction One of the pillars of Vygotsky’ theory of sociocultural development is the zone of proximal development (ZPD). The ZPD is defined as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers (Vygotsky, 1978, p86). The premise of this theory is that students through assistance can boost their understanding of a skill and gain mastery by first observing, receiving guidance and finally independent practice. This zone represents a stage where students are on the verge of understanding but still not capable, however with additional modeling,†¦show more content†¦In order to watch the class as naturalistically as possible, the observation was recorded by video recorder for later evaluation. All of the children’s parents signed permission forms allowing the use video tape in the classroom for professional development. The parents were assured of confidentiality. The students were unaware of the recording. Before conducting the observation, Mrs. â€Å"Brown† described the lesson. One area of focus for her students over the first quarter of the current school year is multiplicative reasoning. The commutative property has recently been introduced and Mrs. Brown has found it to be a roadblock for most of her students. She created a hands on activity to use scaffolding to first provide the students with tools and information, a plan to guide them through a practice exercise and then allow them to work independently. The scaffolding strategy Mrs. Brown is using (watch, try, practice) is also called reciprocal teaching. This strategy relies heavily on teacher-student dialogue, prompting and cues (Hallahan and Kauffman, 2006, p. 98). This lesson is designed to use the principles of ZPD by boosting a student from weak understanding of the commutative property to strong. Observation As the recording began students collected large manila envelopes filled with materials, books and pencil boxes from different areasShow MoreRelatedVygotsky s Sociocultural Theory Of Development2288 Words   |  10 PagesSociocultural Theory of Development as well as Piaget’s Stages of Development. Through outlining each theory and describing the research, a better understanding will be gained in how each can be applied within a primary classroom. Within the sociocultural theory of development lies terms which will be discussed and critiqued in regards to education. The main terms which will be reviewed are the Zone of Proximal Development (ZPD), a more knowledgeable other (MKO), scaffolding, elementary and higher mentalRead MoreConstructivist Theory8093 Words   |  33 Pages It is important to note that constructivism is not a particular pedagogy. In fact, constructivism is a theory describing how learning happens, regardless of whether learners are using their experiences to understand a lecture or following the instructions for building a model airplane. In both cases, the theory of constructivism suggests that learners construct knowledge out of their experiences. However, constructivism is often associated with pedagogic approaches that promote active learning,Read MoreSantrock Edpsych Ch0218723 Words   |  75 Pages02-EdPsy-Chap02-6123 8/22/06 2 3:33 PM Page 32 Physical and Cognitive Development Preview Examining the shape of children’s development allows us to understand it better. Every childhood is distinct, and is the first chapter in a new biography. This chapter is about children’s physical and cognitive development. These are some of the questions we will explore: †¢ Do children develop in distinct stages, or is their development smoother and more continuous? †¢ How do children develop physically, andRead MoreCritical Thinking - Literature Review12815 Words   |  52 Pagesglobal leader in education and education technology, provides innovative print and digital education materials for pre-K through college, student information systems and learning management systems, teacher licensure testing, teacher professional development, career certification programs, and testing and assessment products that set the standard for the industry. Pearson’s other primary businesses include the Financial Times Group and the Penguin Group. For more information about the Assessment InformationRead MoreFS 1 portfolio10152 Words   |  41 Pagesï » ¿ St. Michael’s College College of Education Quezon Avenue, Iligan City FS-1 Portfolio The Learner’s Development and Environment First Semester A.Y 2014-2015 In Partial Fulfillment Field Study 1 Rachel Shayne A. Besangre Student Mrs. Terencia R. Arnejo Instructor October 2013 I. Acknowledgement I am very much thankful to the teachers, faculty, student and parents who helped me and gave me ideas that inspired me and touched me deeply, without them I could not

Essay On Electronic Health Record - 1358 Words

An Electronic Health Record is an electronic version of a patient medical history, that is maintained by the provider over time, and may include key administrative, clinical data relevant to that persons care under a health care provider, including demographics, progress notes, problems, medications, vital signs, past medical history, immunizations, laboratory data and radiology reports (â€Å"Electronic Health Records,† cms.gov, March 26, 2012). In 2009, the Health Information Technology for Economic and Clinical Health (HITECH) Act, to encourage and promote meaningful adoption and use of health information technology by hospitals and health care professionals. Then in 2011 the Center for Medicare and Medicaid Services established the†¦show more content†¦The act also called for the network to be operated by a private, non-profit organization under federal contract (â€Å"History of NOTA,† hrsa.gov, March 14, 2017). In 1984, the United Network for Organ Shari ng was established as a non-profit that runs and maintains the national Organ Procurement and Transplantation Network, contracted through the division of Transportation in the Department of Health and Human Services (HHS). UNOS maintains the national database of recipients that are waiting for a donation of a heart, liver, kidneys, pancreas, lungs, intestines, and or multi-organ transplants. The UNOS organ center responds and maintains patient list requests, recipient status changes, and helps coordinate organ placement 24 hours a day, seven days a week, 365 days a year. The United Network for Organ Sharing cannot operate effectively and efficiently without the help of Organ Procurement Organizations(OPO) that operate across the country. Organ Procurement Organizations must obtain and disseminate timely and accurate donor health information to UNOS to match organ donors and organ recipients as quickly as possible. Organ recipient on the national organ waiting list are highly depende nt on timely access to donor health information. To an organ recipient, timely access to donor health information and complete dissemination of donor health information through the proper organ donation andShow MoreRelatedElectronic Health Records Essay934 Words   |  4 PagesElectronic Health Care Records Electronic health records (EHRs) are an electronic version of a patient’s medical history (Centers for Medicare and Medicaid Services, 2012). The development of EHRs has created a world of opportunity for helping to increase patient involvement, sharing patient data among providers for quality of care improvement and more. 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Clinician’sRead More Electronic Health Record Essay1295 Words   |  6 Pagesbased medical records, a new type of record keeping has surfaced - the Electronic Health Record (EHR). EHR is an electronic or digital format concept of an individual’s past and present medical history. It is the principle storage place for data and information about the health care services provided to an individual patient. It is maintained by a provider over time and capable of being shared across different healthcare settings by network-connected information systems. Such records may include keyRead MoreElectronic Health Records Essay932 Words   |  4 Pagesstudent will discuss the national mandate of electronic health records (EHR), and how this mandate is being implemented at the Cleveland C linic Foundation. Also discussed are how Cleveland Clinic is progressing to achieve EHR, and what challenges this brings to patient confidentiality and self-determination. Lastly this student will provide information on the benefits of EHR in healthcare. According to Gunter Terry (2005), â€Å"The electronic health record (EHR) is an evolving concept defined as aRead MoreElectronic Health Record Essay709 Words   |  3 Pageslive receptionist. Electronic health record (EHR) systems have the potential to transform the health care system from a mostly paper-based industry to one that utilizes clinical and other pieces of information to assist providers in delivering higher quality of care to their patients. With EHRs, information is available whenever and wherever it is needed. An electronic health record (EHR) is a digital version of a patient’s paper chart. EHRs are real-time, patient-centered records that make informationRead More Electronic Health Records Essay2258 Words   |  10 PagesA. What is the issue? An Electronic Health Record is a computerized form of a patient’s medical chart. These records allow information to be readily available to authorized providers during a patient’s encounter with the healthcare system. These systems do not only contain medical histories, current medications and insurance information, they also track patients’ diagnoses, treatment plans, immunization dates, allergies, radiology images and lab tests/results (source). The fundamental aspect ofRead MoreElectronic Health Record Implementation Essay Essay1163 Words   |  5 PagesElectronic Health Record Implementation The purpose of this paper is to discuss the Electronic Health Record (HER) mandate, including its goals and objectives. It will further address how the Affordable Care Act and the Obama Administration connect with the mandate. The plan my facility used to meet the goals of the mandate, as well as what meaningful use is and our status of attaining it will be discussed. In addition, HIPAA laws, the dangers to patient confidentiality, and what my facility hasRead MoreConversion to Electronic Health Records Essay1039 Words   |  5 Pagesexciting time to become part of the health care industry! Medical research makes new discoveries to improve the quality of patient care and save lives on a daily basis. Health care reform is gaining momentum, revolutionizing the industry and requiring many administrative changes, such as the creation of the Health Insurance Portability and Accountability Act of 1996 (HIPAA). Rules and standards evolved from this act provide a way to ensure your protecte d health information remains confidential. In

Of Mice and Men Essay Thesis Example For Students

Of Mice and Men Essay Thesis Many books have titles that are meaningful. The titles can be made of from the character, the theme, or the events that occurred. Of Mice and Men is an appropriate title for Steinbeckss book because the characters are mice and men, the plot moves from mice to men, and the theme applies to unfulfilled dreams of mice and men. The title is appropriate because the characters demonstrate traits of mice and men. Lennie is one of the biggest mice in the book. He depended on George who had to always take care of him. Lennie was a quiet guy that only talked when George told him to. Lennie twisted his neck and looked over his shoulder. Huh? What you want, George. I told you you couldnt bring that pup in here. What pup, George? I aint got no pup. George went quickly to him, grabbed him by the shoulder and rolled him over. He reached down and picked the tiny puppy from where Lennie had been concealing it against his stomach. (Pg. 40) Lennie didnt have any of his own rights; he always had to follow by Georges rules. Also, another mouse in this story is Candy. Candy was a quiet person that tried to mind his own business. One specific incident that seemed like he was a mouse was when Carlson wanted to shoot Candys dog, and he couldnt stop him. He had that dog since he was very young, and when Carlson wanted to shoot i t Candy could not say anything about it. Candy looked about unhappily. No, he said softly. No, I couldnt do that. I had im to long. He dont have no fun, Carlson insisted. And he stinks to beat hell. Tell you what. Ill shoot him for you. The it wont be you that does it. Candy threw his leg off his bunk. He scratched the white stubble whiskers on his cheek nervously. Im so used to him, he said softly. I had him from a pup. (Pg. 42) Carlson shot the dog anyways, but Candy had to let him go, and didnt speak up to anyone. On the other hand, there are few men in this story too. One of them is George. George was the boss of Lennie, and told him when to speak and what to say. He was very independent, and thought he would have been better off without Lennie. He is treated with respect unlike how Lennie is treated. George, very softly. No answer. George! Whatta you want? I was only foolin, George. I dont want no ketchup. I wouldnt eat no ketchup if it was right here beside me. If it was here, you could have some. But I wouldnt eat none, George. Id leave it all for you. You could cover your beans with it and I wouldnt touch none of it. (Pg. 11) That explains a lot that Lennie is scared of George, and George can rule over him. In addition to that Carlson would be considered another man. That is because he killed Candys dog, and thought Candy wouldnt mind. Well, I cant stand him in here, said Carlson. That stink hangs around even after hes gone. He walked over with his heavy-legged stride and looked down at the dog. Got no teeth, he said Hes all stiff with rheumatism. He aint no good to you, Candy. An he aint no good to himself. Whynt you shoot him, Candy? (Pg. 11) The mice all relate in this story and so do the men. Its always good to be the men and be someone, then being a mouse and stay quiet while people just rule your life for you. We will write a custom essay on Of Mice and Men Thesis specifically for you for only $16.38 $13.9/page The Danger in Trifles Essayâ€Å"If I say something, why it’s just a nigger sayin’ it. Once again he puts himself down. Instead of calling him self a negro he could say a black man or he could say it’s jus me. The feeling is starting to wear on him. Another example of being disrespectful is when Curley is being mean to Lennie. In that scenario he’s being mean to everyone else around him just so he can look tough. This shows how he is disrespectful to people around him. Curley yells at Lennie just so he can look good and keep up to his reputation about hating and not being scared of big guys. Curley then starts a fight with Lennie and the Curley punches Lennie. Why? Just so he could live up to the true Curley. What Curley is doing is that he is living up to the true him at others expense. Yells at people and starts fights and punches people at their expense. Now you can see that being mean and unsure of yourself and what you want leads to disrespecting others. Finally when you put all three of these things together, being mean, unsure of yourself and what you want, and being disrespectful, you get a really awkward person. An awkward person is a person who jumps to conclusions really quickly. Curley is a really good example of this. When Curley finds out that his wife is dead he immediately blames Lennie, even thought he has no evidence. You see he jumped to the conclusion right away that Lennie killed his wife. The only reason he blames Lennie is because he wants to get back at him for breaking his arm and Curley has found the perfect opportunity. What Curley doesn’t realize is that it could have been anyone who could have killed his wife. What really surprises me is that he didn’t blame Crooks right way, because Crooks is black and blacks were really targeted back then. That’s another reason that he is awkward, he actually blamed Lennie instead of Crooks. You can tell that he is just blaming Lennie because he wants to get back at Lennie. Curley also wasn’t sitting there sobbing about his wife’s death. He doesn’t even act like he’s truly sorry about his wife’s death. He just sat there and blamed Lennie. He didn’t even think about calling the cops or anyone, he just wanted to go out there and kill Lennie. This a good example showing how people jump to conclusions really quickly when mean, unsure of themselves and what they want, and disrespectful to others. In conclusion the characters in the book Of Mice and Men are really poor communicators because they can’t talk to each other in a descent manner. Because they can’t talk properly the characters in the book are mean, unsure of themselves and what they want, disrespectful to themselves and others, and which leads them jump to conclusions really quickly. If these characters were even half way descent then they are now I am sure that they would have fewer conflicts. This just goes to show you that communication is a key aspect in life and it can go a long way. It also shows you communication is the single most important thing in life.

Interest Rates Essays - Mathematical Finance, Financial Markets

Interest rate essay Causes of interest rates can be explained as -deferred consumption. When money is loaned the lender delays spending the money on consumption goods. Since according to time preference theory people prefer goods now to goods later, in a free market there will be a positive interest rate. Inflationary expectations. Most economies generally exhibit inflation, meaning a given amount of money buys fewer goods in the future than it will now. The borrower needs to compensate the lender for this. Alternative investments. The lender has a choice between using his money in different investments. If he chooses one, he forgoes the returns from all the others. Different investments effectively compete for funds. Risks of investment. There is always a risk that the borrower will default on the loan. This means that a lender generally charges a risk premium to ensure that, across his investments, he is compensated for those that fail. Liquidity preference. People prefer to have their resources ava ilable in a form that can immediately be exchanged, rather than a form that takes time or money to realize. Taxes. Because some of the gains from interest may be subject to taxes, the lender may insist on a higher rate to make up for this loss. The nominal interest rate is the amount, in money terms, of interest payable. The real interest rate, which measures the purchasing power of interest receipts, is calculated by adjusting the nominal rate charged to take inflation into account. There is a market for investments which ultimately includes the money market, bond market, and stock market and currency market as well as retail financial institutions. The CAPM returns the asset-appropriate required return or discount rate - i.e. the rate at which future cash flows produced by the asset should be discounted given that asset's relative riskiness. Betas exceeding one signify more than average "riskiness"; betas below one indicate lower than average. Thus a more risky stock will have a higher beta and will be discounted at a higher rate; less sensitive stocks will have lower betas and be discounted at a lower rate. The CAPM is consistent with intuition - investors (should) require a higher return for holding a more risky asset. Since beta reflects asset-specific sensitivity to non-diversifiable, i.e. market risk, the market as a whole, by definition, has a beta of one. Stock market indices are frequently used as local proxies for the market - and in that case (by definition) have a beta of one. An investor in a large, diversified portfolio (such as a mutual fund) therefore expects performance in line with the market. The risk of a portfolio is comprised of systematic risk and specific risk. Systematic risk refers to the risk common to all securities - i.e. market risk. Specific risk is the risk associated with individual assets. Specific risk can be diversified away (specific risks "average out"); systematic risk (within one market) cannot. Depending on the market, a portfolio of approximately 15 (or more) well selected shares might be sufficiently diversified to leave the portfolio exposed to systematic risk only. A rational investor should not take on any diversifiable risk, as only non-diversifiable risks are rewarded. Therefore, the required return on an asset, that is, the return that compensates for risk taken, must be linked to its riskiness in a portfolio context - i.e. its contribution to overall portfolio riskiness - as opposed to its "stand alone riskiness." In the CAPM context, portfolio risk is represented by higher variance i.e. less predictability. Exactly how these markets function is a complex question. However, economists generally agree that the interest rates yielded by any investment take into account: ?The risk-free cost of capital ?Inflationary expectations ?The level of risk in the investment ?The costs of the transaction The risk-free cost of capital is the real interest on a risk-free loan. While no loan is ever entirely risk-free, bills issued by major nations like the United States are generally regarded as risk-free benchmarks. This rate incorporates the deferred consumption and alternative investments elements of interest. The CAPM says that the expected return of a security or a portfolio equals the rate on a risk-free security plus a risk premium. If this expected

10 ways to turn your expert analysis into an exceptional report

10 ways to turn your expert analysis into an exceptional report 10 ways to make your client love your next report You’ve done your research. You’ve investigated your client’s processes in detail and you’ve analysed your findings. As a result, you’ve come up with some substantial recommendations that you feel your client will be truly happy with. All you have to do now is write your report. This is the point where things can easily go wrong and all that hard work can be undone. You have probably spent a lot of time with your client and may have built up a strong relationship. But this does not change the fact that leaving the right impression will depend on the quality of your report, which will ultimately depend on the quality of your writing. So what can you do to make sure that your report goes to the top of the pile, makes a lasting impression and demonstrates all your hard work, technical expertise and innovation? To help get you started, here are my ten top things to think about before you start writing your report. If you want more, be sure to sign up to our free webinar: How to transform your expert analysis into exceptional documents. Simply click here to reserve your space (places are limited). 1. Know what the client wants First things first. Your report should be client-centred, rather than consultant-centred. The chances are that no sooner do you realise that the report deadline is looming than you fall into the ‘getting it done’ trap. At this point, it’s worth taking a couple of deep breaths and spending a few minutes thinking about what your client actually wants. This may sound obvious. It should be. Yet so often reports follow a standard template structure that poorly reflects an individual client’s brief. Why not ask the client exactly what they want to see in the report and even how long they would like the report to be? Alternatively, ask yourself a few simple but telling questions. What information does the client expect? With what level of detail? How much knowledge do they already have? What will they use the report for? Who will read it? 2. Copy and paste with caution It goes without saying that you should copy and paste only with extreme caution. It is all too easy to forget to change the company name, paste in confidential information from another document or to leave out a vital piece of client-specific information. Your brain tends to see only what it wants to see, and to ignore what it doesn’t. Be VERY careful. 3. Put key messages up front And what about the key messages and recommendations that you want to get across? How can you make sure that these really stand out and are not lost among volumes of peripheral detail and background? Many analysts use a basic structure in which they start with their findings, then outline their conclusions, and then give their main message – their recommendations – at the end. The effect on the client is to keep them guessing or arguing with every point and perhaps ending with a conclusion that differs from your own. A far more effective structure is to start with your main message and then provide the information that supports it. 4. Avoid jargon and ‘businessese’ Then comes the next common trap: falling into jargon or business speak, or using unnecessarily flowery language. Many people believe this shows how much knowledge, intellect or even superior industry expertise they have. But does it really? The truth is that your client has no interest whatsoever in the sophistication of your use of vocabulary. What’s more, the public and private sectors are becoming increasingly cynical about consultants, believing that they produce over-long, over-written reports on purpose to justify their ‘exorbitant fees’. Whatever you do, avoid providing any additional ammunition to that particular argument. The bottom line is that clients will not appreciate long words, complicated language, management speak and ‘businessese’ jargon, nor will they want to plough through lots of acronyms and abbreviations. They will find them irritating, confusing and time-consuming. Take the time to find a more effective way of writing whatever it is you want to say. If using complex technical terms is absolutely unavoidable, make sure you provide a glossary in the appendix. Industry jargon has its place, but only if you’re certain your audience will understand it. (And they usually understand less than you think they do.) 5. Don’t write for robots On the subject of language, remember that when companies and organisations appoint consultants, they hire people, not robots. Language like ‘it is recommended †¦Ã¢â‚¬â„¢, ‘it is estimated †¦Ã¢â‚¬â„¢, or ‘it has been proven †¦Ã¢â‚¬â„¢ does not sound more professional; it simply depersonalises your report and makes it less accessible. Your client wants to know that their advisers are real human beings, so be bold and put people at the heart of your writing: ‘we recommend †¦Ã¢â‚¬â„¢, ‘we estimate †¦Ã¢â‚¬â„¢ or ‘we have proven †¦Ã¢â‚¬â„¢. It is far more interesting and meaningful to read about organisations and individuals taking action than to read about all sorts of actions and events mysteriously occurring. Think ‘Tarvex’s customers are crying out for the new product range’ rather than ‘The new product range has experienced considerable demand’. Or ‘The CEO has transformed the company’s performance in the exports market’ instead of ‘The company’s performance in the exports market has been transformed’. Make your language as lively as you can. If you’re trying to ‘sell’ a particular recommendation, paint a vivid picture of the excellent results it will bring – or of the horrendous pitfalls that will await as a result of not implementing it. And naturally you also need to examine all the pros and cons, including the cost implications, of following – or not following – your recommendations. 6. Make your words count Generalisations or exaggerations are another characteristic of poor writing to be wary of. Take ‘record levels of profit’, for example. Are they truly record levels – ie the highest ever – or do you really mean the highest in recent years? If so, how recent? If you mean for five years, say so. And what about ‘a large percentage’? (Is this 51 per cent or 99 per cent? There’s quite a big difference, after all.) Beware of words and expressions such as ‘record’, ‘significant’, ‘considerable’ and ‘wide section of the community’ unless you can actually quantify them. 7. Punctuate with care We notice words and language and how people use them: pulling people up for poor punctuation, dodgy spelling or dubious grammar is almost a national pastime. And the likelihood is that your client will have a similar awareness of language – and irritation with its misuse. So never delude yourself that it is only what you say that counts and not whether you know how to punctuate correctly. It is amazing the bad feeling and ill will that a misplaced comma or a misjudged apostrophe can cause. If you want more advice on improving your business writing, why not download our free guide, The Write Stuff? Click here to get your free copy today. 8. Structure strategically Another common error is to try to plan and structure the report simultaneously. It is, in fact, much easier to do these two things separately. Start by brainstorming all the information that needs to go into the report. When you’re sure you have covered everything, it’s time to tackle the issue of what goes where and in what format. The structuring process requires an element of detachment – even bloody-mindedness. Only information that is essential to your client should go in the main body of the text; any information that is ‘important’ or ‘of interest’ should be relegated to appendices, footnotes or a separate chapter. Additional detail, figures, references or diagrams are all examples of ‘important’ information. Put yourself in your client’s shoes. How would you react to a report if you felt your valuable time was being wasted on nonessential detail? Yes, your client may be interested in the background to the project and in how you carried out the research and the consultation process. But what they’re actually paying you for is to identify the cause or causes of a problem or challenge and to tell them how to solve it. If you make them wait until the end of the report to tell them your recommendations, the chances are that their patience will be wearing very thin indeed. This brings us to another tip on helping your client to navigate your report. As you start to structure your report, plan how best to divide it into logical sections and give some thought to your subheadings. Subheadings should be clear and meaningful, rather than generic, so that they act as signposts, guiding your client through the report and showing them where to find specific topics. 9. Optimise your executive summary Pay particular attention to your executive summary. As we all know, this may be the only part the real decision-makers read, so make sure it can stand alone and that it contains real information, including hard facts and figures. If your report includes recommendations, the executive summary should make it clear what these are and include their implications, values and costs. What about length? As a general rule, it’s best to stick to a maximum of two pages, using headings and bullets (but not too many), and perhaps a carefully selected graph or pie chart to get your main message across. 10. And always remember A well-written report will influence your client’s thinking and decisions and galvanise them into action. It will also act as a first-rate marketing tool for your firm. But a poorly written one will exasperate your client and jeopardise your reputation and the chances of them implementing your recommendations. It might even lose you business. In your client’s view, you’re only as good as your last report. So which impression do you want to leave them with – incisive must-read or supposed-to-read-because-they-paid-for-it? Want to learn more about transforming your expert analysis into exceptional reports for your clients? Sign up here for our free webinar. Want to improve your team’s report writing? See our report-writing course for companies and our business-writing courses for individuals. You can also call us on +44 (0)1273 732 888 for a no-obligation chat with one of our friendly advisers. Image credit: Dragon Images / Shutterstock

Global Managerial Economics in Mexico Research Paper

Global Managerial Economics in Mexico - Research Paper Example It required the company to purchase a large percentage of the raw materials for manufacturing the vehicles from Mexican-owned suppliers but now that is not the requirement. This means that Mexican-owned suppliers now miss out on the sales and income. Some view this as bad as more powerful countries become more sovereign (there will be an international sovereignty), jobs are reduced in "weaker" countries, and second and third world countries will have less power, income (businesses), etc. Globalization Debates (2000-2001) reports, "Politicians opposed to America's global influence and activists opposed to the inequities of oppressive global capitalism now portray globalization as dangerous. Globalization has thus become an issue in a wide-ranging global debate." Free trade limits states to operate domestically and protect their domestic welfare. These generous welfare states become less competitive. Culture is also lost. Global norms and practices take over what was originally known a s local and authentic. For example, western influence (such as America's way of doing things) becomes a global spread of what is popular and cultural homogeneity results. Some other losses include increased materialism and environmental problems.

Collective Security Essay Example | Topics and Well Written Essays - 500 words

Collective Security - Essay Example To preserve peace after World War I the League of Nations was created in 1920 and the principle of collective security was adopted. . It entails that all members have to accept and obey the rules of international law which forbid any process of employing violent behavior within the group (Stromberg, 2008, p. 1). Three important agreements have been made in this context, those are, The RIO in 1947, NATO in 1949 and WARSAW in 1955, pledging each member to avoid belligerence against each other. (Ishay, 2004, p. 225) The concept of collective security seems to be of major importance in the study of international relations and worldwide politics but the application of the concept in practice has achieved little success. It now suffers a mottled status in the context of international relations. Its significant collapse as exposed by the League of Nations is the focal representation left to the world since 1930. The eternal squabbling and ineffective pretentiousness of the United Nations throughout the Cold War period additionally disgraced the idea of collective security. (Kaloudis, 1998, P.1) As stated by James E. Goodby, in terms of international relations and politics, what seem to work in the past were collective defense alliances like NATO assurance to protect each associate state from exterior hostility.

Values of Public and Private Universities Essay Example for Free

Values of Public and Private Universities Essay In the economy we live in today education is of most importance because at some point in time when enhancing our education we will have to decide between public and private universities. In some cases, if they do not one may be unable to acquire a job or be promoted based of their lack of schooling. When a student attends a community college, knowing the next step in their educational career is relevant to secure a future position in a higher and more conventional university. I believe some students are unaware of the significant differences that divide public and private universities. However by understanding the variance between both public and private universities, this will help assist students. Making a more accurately stable conclusion as to which higher education will best benefit them in both the long and short term. If our economy is in majority powered by a standing of schooling, it is of great importance that we select the correct form of university to help achieve a more beneficiary education. It is significant to compare private and public university’s based on their tuition cost, areas of study, graduation accuracy, and campus magnitude to better apprehend the value of each. First, to comprehend the financial standings of schooling it is important to compare the tuition cost of both public and private universities. Additional areas to consider are the school’s annual tuition costs, scholarships, as well as room and bored. According to Christopher Cornwell, a former Exploration Manager, at Eaglewood Energy Inc. and David B. Mustard, an Associate Professor of Economics in the Terry College of Business at the University of Georgia, illustrates that at Georgia’s average four year private university there is a total of 136,581 awards by which 101.91 millions of dollars were presented in total the year of 2002. However, Georgia’s private average annual tuition is near 8,606 dollars. Cost plays a large role in deciding which one out of the two, private and public higher level universities to select to attend; affordability is of main concern. Conversely, Cornwell and Mustard also explained that in the same year of  2002, Georgia’s four year public university has a total of 389,452 awards offered, out of 840.09 millions of dollars stand granted. One online cite, The College Board.com, highly recommended to all college applicants, states that Georgia’s public universities annual tuition nears 4,207 dollars. The contrast of cost fluctuates depending on attending ether public or private universities. Next, when debating between public and private universities it is essential to deliberate the schools areas of study. This includes majors offered, programs, and teaching. Under private universities, rendering Ronald G. Ehrenberg, the Irving M. Ives Professor of Industrial and Labor Relations and Economics at Cornell University, exemplifies that Cornell University consists of four out of ten colleges on its Ithaca campus, â€Å"the Collage of Agriculture and Life Science, Human Ecology, Veterinary Medicine, and the School of Industrial and Labor Relations†. The public university of Alabama at Birmingham School of Public Health specializes in public health programs. Attending a university that specializes in a specific area of study will benefit applicants by high appraisal when applying for jobs in the same area of work (The American Journal of Public Health). One needs to consider graduate accuracy between public and private universities in order to better understand the worth of each one. A graduate rate is a universities average percentage of the total number of students that graduate with a degree within the average time ratio. Contributions to the increase and decrease of any public of private university are based on graduate rates, graduate time period, and job placement. Swarthmore, a small private Philadelphia-based school, will graduate 91% of students within four years, conferring to, Jane Bennett Clark. The public University of North Carolina at Chapel Hill has a 31% admission rate. At 77%, Carolinas four-year graduation rate is 45 percentage points higher than the average rate for four-year public schools according to an article by Susannah Snider. Before selecting ether public or private universities it is important to reflect on each ones graduate rate. Lastly, it is significant to reflect on the campus size magnitude of both  public and private universities. This includes the student to teacher ratio, and the campus total population. According to a report by, Enrolments, Funding and Student Staff Ratios, Policy Note, the average private university withholds an estimate of 1,799,000 student’s total. The public University of Northern Carolina’s fall headcount enrollment in the year 2001reached a high of 3,293, though in the year 2004, 3,574 total enrollment It is projected that by the year 2012 the total fall enrollment will reach 3,717 students (Snider). It is important to take into consideration the total population of every college to decide which large or small learning environment will benefit ones learning progression. In conclusion, one will have the advantage when understanding the importance between public and private universities. Deciding between each one is a resolution that the grander majority of the nation will come to terms with. The importance of understanding the differences between public and private universities is a major area to consider when deciding which university ones believes will fit them best. Base the decision making off of each universities tuition cost, areas of study, magnitude, and graduate rates will help one in their own comparison for which they value most. It is vital to compare public and private universities in order to better recognize each ones distinct value to better determine which learning environment will have the greatest positive impact toward ones education. Citation Page Assessing Public Higher Education in Georgia at the Start of the Twenty-first Century. Whats Happening to Public Higher Education? By Ronald G. Ehrenberg. N.p.: Praeger, 2006. N. pag. Print. CLARK, JANE BENNETT. BEST VALUES IN PRIVATE COLLEGES. (Cover Story). Kiplingers Personal Finance 66.12 (2012): 43-46. Business Source Complete. Web. 23 Oct. 2013. Cornwell, Christopher, and David B. Mustard. Assessing Public Higher Education in Georgia at the Start of the Twenty-first Century. Whats Happening to Public Higher Education? By Ronald G. Ehrenberg. N.p.: Praeger, 2006. N. pag. Print Ehrenberg, Ronald G. Whats Happening to Public Higher Education? Ronald G. Ehrenberg ed. N.p.: Praeger, 2006. Print. Higher Education. Enrolments, Funding and Student Staff Ratios by Sector. Policy Note. Number 2 (2011): 2. Northewest Vista College library one search. Web. Dec. 2011. . SNIDER, SUSANNAH. BEST VALUES IN PUBLIC COLLEGES. (Cover Story). Kiplingers Personal Finance 67.2 (2013): 50. MasterFILE Premier. Web. 30 Oct. 2013. Tuition and Fees by Sector and State over Time. Collegebored.com. N.p., n.d. Web. 15 May 2013. . US Schools Of Public Health And Graduate Public Health Programs Accredited By The Council On Education For Public Health. American Journal Of Public Health 87.3 (1997): 492-494. Business Source Complete. Web. 30 Oct. 2013.

Essay --

Introduction It all starts when I was watching the ad on TV for the car I always dreamed of, a BMW 528 x drive. The offer was so attractive given that the monthly payments shown were actually within my budget. Though the ad mentioned leasing not selling, therefor I need to know: what is car leasing? How the process works? How it is different than buying? Should I lease or buy my next car? How should I prepare for the lease? What is the deal I am looking for? How to negotiate a good deal? What are the after deal obligations? What are my lease end term options? And what happen if I decided to end the contract before the end of the lease term? As in any other negotiation, I should take enough time to prepare properly before making any decisions that I might regret in the future. What is car leasing? Leasing is paying for the use of a car over a specified period of time, in other words it is a term of financing a car. In leasing a car, it is important to note that the total price of the car is important (even if I am only responsible for part of it) and it can be negotiated with the dealership; the owner of the car is the leasing company not the dealership, the dealership acts as an agent for the leasing company and when the deal is generated I will be dealing directly with the leasing company; I agree to make regular monthly payments for the specified period, maintain the car, pay the car insurance, local taxes and tags fees, and I am expected to stick with the mileage indicated to the end of the lease term. I will be hold accountable for any damages or extra mileage above the specified limits. Also, in a lease the monthly payments are upfront, not like when you buy the car where you pay at the end of the month. This means that i... ...the above and make sure that I will be having a good deal. I will be reminded a month a head of the lease term on the date of returning the car and if I am exploring other options I need to decide within that period. It is not a coincidence to note that â€Å"forced arbitration clauses are included in nearly all car sale contracts and leases. Franchise laws in all 50 states give automobile dealers a special monopoly over new car sales, allowing them power to decide what they want to include in their sale/lease contracts. Consequently, consumers purchasing or leasing a new vehicle are a captive audience with no choice but to enter into the sales/lease contract put before them parties when they cannot be resolved on their own to Arbitration†.( retrieved from http://www.fairarbitrationnow.org) (Please see exhibit 3: Sample of Vehicle Purchase/Finance Arbitration Agreement)

The Extreme Deep Ocean Environment and the Cookiecutter Shark

An environment is the conditions or surroundings in which an organism lives in. An extreme environment has extreme conditions outside of the â€Å"normal range† in which organisms usually survive. These extreme conditions could be things such as very high or very low temperatures, an absence of water or an abundance of water and very high levels of precipitation or very low levels of precipitation. An example of an extreme environment is the deep sea. The sea covers around 71% of the Earth's surface and is sectioned into different ocean zones. The deep sea refers to all ocean zones more than 1,000m below the surface. These zones are; the Bathypelagic zone (Midnight Zone), the Abyssopelagic Zone (The Abyss) and the Hadalpelagic Zone (The Trenches). The different deep ocean zones all have varying extreme conditions that require the organisms which live within them to adapt. One of the creatures that lives in the deep ocean is the Cookiecutter Shark, formerly known as the Cigar Shark. The Cookiecutter Shark lives between the Abyssal and Midnight zones and sometimes climbs to the Twilight Zone. The shark is a parasite which means that it â€Å"eats its prey in units of less than one† and is named after the cookie shaped bites it leaves on its prey. Describe the conditions of the deep ocean zone(s) that require special adaptations for survival of the marine organism. I'm going to be outlining the conditions of the Midnight and Abyssal zones as these are the deep ocean zones in which my chosen organism lives.SunlightIn the Midnight and Abyssal zones there is no sunlight meaning that it is very dark. Most creatures in these zones are dark coloured. The dark colouring acts a camouflage against the darkness of the water to keep the creatures hidden from predators. This increases their chances of survival as it means they are less likely to be found and hunted by predators. Another adaptation that these creatures have is bioluminescence. Bioluminescence is â€Å"the ability to produce light by physiological processes which helps the species lure prey.† If deep sea creatures weren't bioluminescent they would be invisible to prey because of their dark camouflage and would therefore not be able to attract them. Bioluminescence can also serve to produce light in order for creatures to see. Because there is no sunlight in these zones, there are no plants. This is because plants require sunlight to carry out photosynthesis and therefore live. It is extremely difficult to see anything in these deep ocean zones, therefore creatures which live in these zones must have adaptations for their eyes which allow them to see in the dark. Most deep sea creatures have very large eyes and reflective retinas to help them see. They are also helped through the use of bioluminescence as mentioned above.TemperatureThe Midnight and Abyssal zones have a temperature range of 2 – 4 degrees celsius. It is slightly warmer in the Midnight Zone compared to the Abyssal Zone as it is closer to the surface of the water and is therefore closer to sunlight which provides warmth. Most animals in the deep ocean zones travel very slowly because their metabolism is slowed down by the cold temperatures meaning they can't get as much energy as fast as some other creatures in the warmer ocean zones (3 ). Some animals also have fat to stay warm against the very cold conditions.PressureThe pressure of the Abyssal Zone can reach 11,000 psi at times which means that the bodies of the creatures which live there need to adapt so they don't become crushed under the pressure. Most deep sea creatures are made up of liquids that are not easily compressed meaning that they are able to survive under immense pressure. These creatures also have strong bones so that they are not crushed due to the pressure. The pressure is so large because there is tonnes of water pushing down on the organisms which live within the deep ocean. The deeper the ocean zone, the more pressure there is due to the increased weight from above. Describe the adaptations that enable the chosen marine organism(s) to survive in the deep ocean zone(s).Behavioural adaptationsThe Cookiecutter Shark lives between different ocean zones depending on the time of day. During the day, Cookiecutter Sharks stay around 1,000 m – 3,500 m below the surface in the Midnight and Abyssal zones. At night they climb to around 300 m below the surface in the Twilight Zone. The sharks move to shallower waters at night in order to feed. They do this because the shallower ocean zones such as the Twilight Zone, are home to the larger mammals which the Cookiecutter Sharks usually feed on. These include dolphins, whales, tuna and other species of sharks.Structural adaptationsCookiecutter shark is a grey/brown colour with a dark ring around it's gill area and a lighter coloured belly. This adaptation allows the Cookiecutter Shark to remain camouflaged in the darkness of the deep sea environment. Because the shark is camouflaged it means that it can remain hidden from larger predators. This increases the shark's chances of survival. The Cookiecutter Shark is also bioluminescent in order to lure it's prey. The light from the shark's belly attracts larger fish which the Cookiecutter Shark feed on. The dark coloured ring on the throat of the shark, against the glow of the underside of the shark's body, is thought to make the Cookiecutter Shark look like a small fish when viewed from below. The larger prey see this and move in to feed on the seemingly small and harmless fish. This is when the Cookiecutter Shark turns from prey to predator and feeds on the larger creature by leaving cookie cutter shaped holes on the creature's body. The Cookiecutter Shark feeds on larger sea creatures by latching on to them with it's smaller top teeth while cutting the flesh with it's large bottom teeth. The shark spins its body to rip the flesh from it's prey leaving a cookie cutter shaped hole on its body. These bites are not fatal to the prey, but they provide enough nutrition for the Cookiecutter Shark. Because the bites are not fatal and the shark only eats a small part of its prey, they are classified as a kind of parasite. The Cookiecutter shark has adapted to losing all of it's teeth at once as opposed to having only a few fall out a time like other sharks. The teeth are then digested and are thought to increase the levels of calcium in the shark's body which helps keep the shark's bones strong. This is an effective adaptation because it makes sure the shark's bones are strong enough to withstand the immense pressure of the deep sea environment. In order to sea in the dark of the deep ocean, the Cookiecutter Shark has very large eyes on the side of it's head.Physiological adaptationsThe Cookiecutter Shark has an oily liver that is larger compared to the liver of similar sharks. It's large liver makes up around 35% of its total body mass.(1) The Cookiecutter's liver has low density oils which makes the shark able to float in the same place as opposed to sinking to the bottom. This makes the sharks â€Å"neutrally buoyant† meaning they don't float up or down. This allows the shark to save energy because it has no need to constantly swim to avoid sinking. This is good because in the Abyssal and Midnight zones there is not very much food available meaning that energy is very precious and should be saved wherever possible. The adaptations of the liver can also help the shark dive to greater depths. This would be very useful to the Cookiecutter Shark when swimming back down to the Midnight and Abyssal zones after feeding in the Twilight Zone. Explain in detail and analyse how these adaptations work together to allow the marine organism to survive in this extreme environment. In order for the Cookiecutter Shark to survive in this extreme environment, it must have adaptations to withstand the pressure. Two adaptations that work together to do this are; the shark's teeth falling out and the density/size of the liver. The density and size of the liver of the Cookiecutter Shark is a very crucial part of being able to withstand the pressure of the deep ocean. The oil in the liver of the shark is very low density and not easily compressed(3), which combined with the large size of the liver, allows the shark to be able to withstand the immense pressure. As mentioned previously, it is thought that Cookiecutter Sharks lose their bottom teeth and then swallow them in order to increase calcium levels. This increased amount of calcium helps to make the shark's bones stronger meaning that they are less likely to break under pressure. If this didn't happen, the levels of calcium that the shark has would be lower and it's bones would be brittle and easily crushed under the weight and pressure of the deep ocean. These two adaptations both work together to help the Cookiecutter Shark to survive in the Midnight and Abyssal zones. Another set of adaptations that work together to help the Cookiecutter Shark survive in the deep ocean environment are; bioluminescence, camouflage and movement between ocean zones. Because the Cookiecutter Shark lives in such a dark environment it needs to be seen in order to attract prey. The shark does this by using bioluminescence. The underside of the shark lights up against the darkness of the ocean to be seen from below by potential prey. The dark colouring of the shark does the opposite for the shark and keeps it camouflaged. This allows the shark to hide from predators and stay hidden when it moves from the deeper ocean zones to the Twilight Zone during the night. The colour of the shark also makes it seem small when viewed from below by prey. This paired with the bioluminescence fools prey into swimming closer to the shark in the hopes of eating it. When daylight nears, the Cookiecutter Shark then descends back to the Midnight and Abyssal zones where it remains hidden due to its camouflage. Explain in detail anything else that would be relevant to the organism's survival such as how the adaptations allow the marine organism to coexist with other marine organisms in the same ocean zone(s). The adaptation that allows the Cookiecutter Shark to coexist with other marine organisms is the teeth of the shark. This is because the Cookiecutter Shark is a parasite. This means that the shark eats small parts from prey as opposed to eating the entire organism. The shark takes small cookie shaped bites of flesh from the bodies of its prey. This leaves the prey injured but not fatally injured meaning it can live on and recover from the Cookiecutter attack. When I was researching I found it was very difficult to find information about the adaptations of the Cookiecutter Shark that help it coexist with other marine organisms. This means that the Cookiecutter Shark is quite an independent creature and more research needs to be done about the nature and behaviour of this shark.ConclusionThe deep ocean is the largest of many extreme environments on Earth and is home to very many different types of organisms all with their own sets of adaptations which work together to help them survive and coexist with other organisms. The Cookiecutter Shark is one of these deep ocean creatures and although I was able to research enough to write a report about it, more research needs to be done about this mysterious creature.Bibliographyâ€Å"Deep Sea: Cookiecutter Shark – Elasmo-research.† http://www.elasmo-research.org/education/ecology/deepsea-cookiecutter.htm. Accessed 6 Jun. 2018.â€Å"Interesting Facts About the Abyssal Zone That'll Sta rtle †¦ – ScienceStruck.† https://sciencestruck.com/interesting-facts-about-abyssal-zone. Accessed 5 Jun. 2018.â€Å"How Deep Sea Creatures Survive | Water Temperature Ocean †¦ – Fiboni.† 15 Mar. 2013, http://www.fiboni.com/2013/03/the-survival-strategies-of-deep-sea-creatures/. Accessed 6 Jun. 2018.â€Å"Cookiecutter Sharks, Isistius brasiliensis ~ MarineBio.org.† http://marinebio.org/species.asp?id=491. Accessed 5 Jun. 2018.â€Å"The Cookiecutter Shark Is A Weird Species Of Shark – Shark Sider.† https://www.sharksider.com/cookiecutter-shark/. Accessed 13 Jun. 2018.

Music - stimulus for learning across the primary curriculum - Free Essay Example

Sample details Pages: 22 Words: 6478 Downloads: 7 Date added: 2017/06/26 Category Education Essay Type Narrative essay Did you like this example? The teaching of music in Primary Schools is an area of education that has seen dramatic changes in the last few decades. From a situation where music teaching was almost non-existent in some schools, and where in others young children were frequently alienated from music by being banned from choirs or told they were ‘tone-deaf’, music is now strongly represented within the National Curriculum. Current thinking emphasises that there is no such thing as a completely unmusical child, and the curriculum has moved from an emphasis on performance – often for the relatively gifted only – and passive listening to encompass composition, performance and critical appraisal part of the musical education of every child. Don’t waste time! Our writers will create an original "Music stimulus for learning across the primary curriculum" essay for you Create order This study considers music within the broader context of Primary education, considering the benefits of integrating music into other areas of the curriculum, and looking at the implications for learning bearing in mind that music in itself has been linked with improved behaviour and concentration (Glover and Ward 1998: 14), and thus may be considered conducive to a desirable learning environment for all subjects, and, furthermore, to the social and mental well-being of Primary school children. The development of modern Primary music education can be traced back to the introduction of the National Curriculum in 1987, although music at the time was considered low priority, and was not included in the Curriculum until 1991. When the National Curriculum was introduced, many teachers questioned its viability: it moved away from the topic-based teaching which had embraced a number of subjects without specifying distinct areas such as history or music or language. It was felt that by focusing on the topic rather than specific academic subjects, lessons held more interest for children. However, a number of educationalists had criticised the topic-based approach because of its lack of objectives and limited focus on specific achievement, and the National Curriculum sought to address this. Today, best practice is considered to be somewhere between these two approaches: subjects are distinct from each other, but a focus on the links between different disciplines is encouraged, and it is in this environment that incorporating music into cross-curricular activities can be particularly beneficial. The past few decades have seen a significant change in the delivery of music education. The Plowden Report (1967) recognised the importance of ‘non-specialist’ teachers being able to deliver music teaching : â€Å"It is to the musical education of the teacher that attention must first be given†¦ Comparatively few primary schools†¦can, for s ome time to come, expect to have a music specialist as a full-time member of the staff and it is even doubtful whether a specialist responsible for most of the teaching is desirable. It is the musical education of the non-specialist which, in our view, is the key to the problem.†(Web link: Plowden Report para. 690) It was over two decades before this thinking began to be properly implemented. In the meantime, schools relied on music specialists –teachers who were trained musicians, almost always skilled pianists –and this led, at best, to a detachment of music-teaching from the rest of the curriculum, delivered by the class teacher, and, at worst (where a specialist was unavailable), marginalised or non-existent music education. The development of a National Curriculum for music which is intended to be delivered by classroom teachers without any music specialisation has allowed it to be linked with other work more easily.More significantly still, delivery by the class teacher who, through far more exposure to the class than the ‘once-a-week music teacher’,understands the dynamic of the class and the individual pupils’situations, enables that teacher to deliver music teaching in a way that engages the class more readily and meets their specific needs. In 1991, the National Curriculum for Music was developed quickly,with limited research and, in many areas of music teaching, no accepted‘good practice’ that could be incorporated into the plan. In 2000, anew National Curriculum for Music was introduced that could take account of what had been learnt through the 1990s. The announcement of the government’s Music Manifesto in July 2004 suggested a further commitment to music education, with the aim that every child should have the opportunity to learn a musical instrument. Although this could be considered a move away from classroom music teaching, with the requirement for peripatetic instrumental tea chers and the demands made on limited school time, the potential outcome is a future generation who consider a wide range of music to be part of their culture and experience, rather than something for their more gifted or more affluent classmates. In order to consider how music should be used across the Primary curriculum, some thought should be given to the ways in which children learn. There are various theories of learning: at the extremes are maturation, which suggests children should be left to learn through their own experiences, and behaviourism, which advocates learning through instruction from others. Many theories consider learning to be a combination of the two: Vygotsky’s theories reconcile the two approaches. Jean Piaget’s theories tend towards maturation and have been influential in education, though probably more so in the sciences than the arts. Through many years of observation, Piaget drew the conclusion that children establish a ‘framewor k’ within which they construct their vision of the world. As they experience something new, they try to explain it from the perspective of the framework (assimilation). Only if they cannot will their framework develop in some way(accommodation). Much of the experience Piaget considers should be self-generated and not instructional from teachers, parents or other authority figures. Piaget proposed four key stages of learning. For primary school teaching, the second and third stage are most relevant, covering the ages of around 2 to 7 (Pre-Operational) and around 7 to 11 (Concrete Operational) respectively. There is a lack of logic and a focus on the self in the Pre-operational stage, while in the Concrete operational stage, children are able to apply knowledge logically, manipulate information and understand the concept of others’ perceptions as well as their own. While Piaget’s theories are popular, many educators have reservations about them, particularly w ith regard to the specific age ranges linked to the stages. It is widely considered that such developments vary greatly in respect of age from child to child .Criticism of the Plowden Report has at times focused on its emphasis onPiagetian approaches (Gillard 2005). However, Piaget’s ideas are applied widely, including in music education, with its frequent focus on working together in ensembles (which helps develop understanding of others’ perspectives), or experimenting with the sounds that different classroom instruments can make (learning by experience). The behaviourist approach has lost favour in education: certainly in music, where it would be characterised by passive listening and instruction, it has been superceded by a more critical and analytical approach. Pavlov, famous for teaching dogs to salivate at the sound sofa bell, was a key figure in the development of behaviourist theory, and it has some place in musical education: for example, historical or cul tural context of a piece of music is best explained by the teacher before pupils explore its musical qualities. Vygotsky’s theories, which suggest children learn by a combination of experience and instruction are perhaps more relevant to primary music education. Vygotsky took into account the social and cultural environment, particularly the influence of parents. He proposed that children’s development arose as a result of interactions with others. Vygotsky’s theories provide a link to theories regarding the learning of expression through the spoken word. A number of academic shave researched the area of music as a language which might be learned in a similar way to speech. In Barrett (1996), various research into the learning of oral language is explored to construct a framework in which successful learning of music might take place. Key to it is immersion: just as language is practiced all around the child, so too should music be, with parents demonstrat ing good practice as well as teachers. This parallels the Suzuki method of instrumental learning,where the parent learns alongside the child and reinforces at home what has been taught. Barrett endorses a method which leans towards maturation – â€Å"the learner is encouraged to assume responsibility for his own learning,with frequent opportunities provided for the continuous practice of skills† (Barrett 1996:72), with â€Å"the teacher available to assist when help is requested† (ibid). Yet there is also an element of behaviourism: â€Å"The experience of explaining, or teaching an item to another is often instrumental in clarifying the issues within the mind of the learner† (ibid: 69). In Mills’ exploration of the development of musical skills in the primary years (Mills 1996), a New Zealand study is discussed which supports Barrett’s theories. Through extensive fieldwork, Roger Bucktonfound that Polynesian children in New Zealand sc hools sung with moreconsistent vocal accuracy than those from European families. Millsattributes this to the difference in culture: â€Å"[Polynesian] children sing with their families and in church from anearly age. Children of European ethnic background†¦often arrive atschool with little background in singing.† (Mills 1996: 119) As will be seen, these various schools of thought have implications forboth the study of music and of other subjects, and hence forcross-curricular activity too. To consider music’s use across the curriculum, we must first consider its place as a subject in its own right. The National Curriculum addresses the following core areas: Performing skills: controlling sound through singing and playing Composing skills: creating and developing musical ideas Appraising skills: responding to and reviewing music Listening and applying knowledge and understanding. The scope of the National Curriculum for music is broad. By the end ofKey Stage 1, pupils are expected to reach a standard where they arecapable of organising sound, of using symbols to represent music, ofperforming with an awareness of others and of responding to the mood ofmusic. Beyond the practical, they are also expected to learn aboutvarious music from history and around the world – this provides auseful opportunity for cross-curricular work – and to understand thefunctions of music such as for dance, again offering cross-curricularopportunities. This kind of background knowledge continues to form a core part of thecurriculum at Key Stage 2, with the practical element further expandedthrough ICT, with the statutory requirement to â€Å"capture, change andcombine sounds†. Technological developments and greater affordabilitymean this is an area that has been practical to include in thecurriculum only in recent years, and for many teachers unfamiliar with music technology, this creates an additional challenge. However, it isagain a practical area to apply cross-curricular teaching in. At Key Stage 2, pupils are expected to develop a sense of musicalexpression along with more advanced ensemble skills. They should alsobe able to evaluate and suggest improvements to pieces of music by thetime they leave Primary School. This corresponds to a time when pupilsare developing their own tastes, influenced by a range of externalfactors such as family (particularly older siblings), or artistsspecifically marketed at ‘tweens’. An awareness of such subcultures canhelp the Primary school teacher to relate elements of the music lessonto them to create a particular resonance with pupils with suchinterests. A 2002 study by a team of researchers from Southampton Roehampton and Keele Universities carried out as part of the QCA’s (Qualifications andCurriculum Authority) Curriculum Development Project in the Arts andMusic Monitori ng Programme produced some interesting findings(Hargreaves, Lamont, Marshall and Tarrant 2002). Many of the study’ssubjects were KS2 pupils. Across the study, which used interviews andquestionnaires to look at pupils’ and teachers’ attitudes to andengagement with school music teaching, children responded positively tothe performance aspect of the curriculum. Although many spent a gooddeal of time listening to music outside school (particularly popularmusic on the radio or on walkmans), little reference was made tolistening and appraising music in school music lessons, nor tocomposition. Given the government’s commitment to enabling every child to havethe opportunity to learn an instrument, it is perhaps surprising thatonly 17% of children thought this was something a school should offer,although the majority were learning or wanted to learn an instrument.While instrumental lessons may seem to offer limited scope forcross-curricular activities, and inde ed may take up additional teachingtime, their indirect effect on other subjects is positive as thelearning of an instrument helps develop a range of skills includingco-ordination, concentration and self-expression. The Southampton/Keele study noted that a number of teachersexpressed concern over time and financial resources available toimplement a music programme. The time constraints suggest thatcombination of subjects through cross-curricular activity may be anattractive solution if managed appropriately. The study also showed that the use of external music specialists inPrimary music teaching was widespread and, furthermore, help fromspecialists was seen as vital to the success of the music curriculum.The aim that music teaching should be deliverable by non-specialistteachers is still not met entirely: â€Å"Technical demands of the curriculum are mentioned by many teachers:even those with musical qualifications and expertise feel unable tocover the entire spectrum of the music curriculum.† (Hargreaves,Lamont, Marshall and Tarrant 2002: Section 3) This is not expanded on. Teachers responded positively to theschemes of work, particularly as a tool for less musically-experiencedteachers, but it is possible that the breadth of the music curriculumis a challenge for teachers to deliver. The government’s increasedfocus on learning an instrument is likely to maintain this situation.It will be interesting to see whether, in future years, the generationof teachers that has benefited from the National Curriculum for Musicas pupils and who have had more opportunity for learning an instrumentthan previous generations of Primary teachers find it easier to deliverclassroom music lessons. The response from schools in the Southampton/Keele survey wasoverwhelmingly positive and it appears that the National Curriculum hasbrought classroom music teaching out of the margins by demonstratingthe many benefits of musical activity, notably those beyond mu sicalskills such as the social aspects and positive impact on behaviour andconcentration. In addition to focusing purely on music for a period within thetimetable, many teachers practise combining music teaching with othersubjects. This has roots in pre-National Curriculum teaching, wherelearning was frequently cross-curricular and based on a topic. Incertain situations, it appears that music is highly relevant in theteaching of another subject. This section explores the opportunitiesavailable and shows how there may be significant benefits for learningin all subjects in a cross-curricular lesson. Glover and Ward warn that there is a danger of attempting tocombine subjects in a way that has little benefit. They particularlydraw attention to themed songs which have no musical relevance: â€Å"In a topic on ‘food’†¦young children might be encouraged to sing ‘FoodGlorious Food’†¦ the links with the topic are spurious†¦the song may be a poor musical choice for a class who find difficulty with pitching thedemanding interval leaps.† (Glover and Ward 1998: 153-4) Glover and Ward also draw attention to the practice of linkingcomposition too closely to topic work, so that children are invited tocreate the sound of, for example weather, producing sound effectsrather than an appropriately-structured and thought-out piece of music(Glover and Ward 1998: 154). Bearing these points in mind, how can music teaching be productively combined with other subject areas? History lends itself to an exploration of music from other times. Astudy of the Tudors might incorporate a look at Tudor instruments andmusic, which provides further opportunities to consider Tudor life.Many pieces are dances, and pupils might participate in a dance of theera. Pupils can find out more about the function of the music, aboutwho would have been able to afford the instruments and who would haveplayed them. This might link with study of lif e for the wealthycontrasted with the majority of the population or of leisure pursuitsof the time. This helps reinforce what has been learnt about life inTudor times, while consideration of the stylistic qualities of themusic benefits musical understanding. Geography provides the chance to consider world music within its socialand cultural context rather than in isolation. Glover and Ward advocateexploring various musical styles from the same geographical area: â€Å"A little research goes a long way towards getting things intoperspective. Children will be interested in the detail and thedifferences between different music within a culture.† (Glover and Ward1998: 160) Through exploration of the elements which go to make a particularmusical style, children can learn about musical devices such as dronesor call-and-response structures. Simultaneously, by understanding therole of a type of music within a particular culture, they gain abroader understanding of different s ocieties. Science lessons can provide a framework for the study of soundproduction. Through a focus on a range of instruments and othermaterials and their sonic properties (the production method of thesound, its qualities and pitch range, for example) causes pupils tofocus on the detail of sound. Composition activities linked toexperiments with sound production are enhanced: pupils consider thescope of their instruments in a broader range of musical parameters.Their scientific understanding of sound also benefits. Maths has particularly strong links with music, and various studieshave established a link between aptitude in maths and musical ability.Rhythm in music has a significant mathematical component: an obviousexample is the US note-naming system, where a crotchet is aquarter-note, a quaver an eighth-note and so on. Musical patterns offerthe opportunity to explore principles of symmetry, by playing a patternin its original form and in reverse. The inversion of a melody ca n belikened to reflection. A number of composers have incorporatedmathematical concepts into their music: many of these are rathercomplex for consideration at primary level, although the works ofXenakis may be useful for older Primary pupils. The construction of aparabola through a series of overlaid straight lines is visible in someof Xenakis’ scores, with lines performed as a string glissandi (slidesthrough pitch). Xenakis’ involvement with architecture, again using thescience of curves, may also be linked to lessons in this subject area.In addition to obvious connections with mathematics, Xenakis’ scoresare a useful example of how modern composers develop their own notationsystems and graphic scores, which may inspire children in compositionactivities. Literacy also has a close affiliation with music. The inflections inspeech are melodic and it has distinct rhythmic qualities. The settingof text to music draws on these connections. Explorations of language and words – for example, rhyming words or short poem – can be takenfurther by turning them into chants or songs. A recent trend which underlines the links between language andmusic is the frequency with which children write a ‘rap’ rather than apoem. This could be taken further with a look at rap music payingattention to the dialect, fulfilling the requirement of the NationalCurriculum for English that children understand about language variety.However, any rap music should be selected with care due to subjectmatter and vocabulary in many rap tracks being unsuitable for use inschool. Narratives in literacy can also be explored through music, but itis important that children understand the concept of music without aprogramme and can link musical devices to punctuation: a cadence is afull stop, a musical phrase correlates with a spoken phrase (Glover andWard 1998: 166). The National Curriculum for Physical Education promotes the explorationof music through dance, and schools have a long tradition of music andmovement lessons. Dance and music together are included in thegovernment’s Schemes of Work: â€Å"Unit 31†¦In this unit children focus on popular dance styles ofdifferent eras. They explore a range of dances, using step and gesturepatterns, body shapes, contact work, and contrasts in dynamic andrhythmic patterning. They learn more about both dance style and music.†(Weblink: Schemes of Work: PE/dance) This unit has links to history and possibly geography too, so is truly cross-curricular. Response to music through movement is pertinent throughout our culture(the inclination to tap a foot to the beat, for example), and in youngchildren a physical response to music is common. Ben-Tovim and Boydinclude this as a criterion in a ‘Musicality Test’ to be applied whenconsidering whether a child should learn a musical instrument(Ben-Tovim and Boyd 1995: 18). Possibly the most difficult sub ject to establish effectivecross-curricular links in is art. While music and art can be seen asclosely connected, they both function in a similar role in terms ofproviding an outlet for self-expression through organisation ofelements, whether visual or aural. The temptation to play a piece ofmusic as an ‘inspiration’ for painting may result in the childinventing a programme for the music which is then represented in apicture. One must question the benefits of this regarding the verylimited extent to which it might benefit musical understanding, andalso its unintentional promotion of the idea that music must beprogrammatic. Also, is the music a background element compromising thechild’s concentration on the art, or vice versa? Overall, there is a wide range of opportunity to combine music withother subjects to the benefit of both curriculum areas concerned. Thepractical applications discussed above also fulfil a balanced model ofinstructional teaching and self- discovery: for example, the teacherpresents a recording of music from another era or land, and providesbackground information, but the pupils are encouraged to explore itscharacteristics for themselves. This promotes a blend of thebehaviourist and maturation theories discussed earlier. The opportunities for mutual support between subjects throughcross-curricular teaching demonstrates the importance of classroomteachers having adequate support and training to incorporate music intoother lessons; it is even more relevant in cross-curricular teachingthan in music lessons. By ensuring this is the case, benefits may beseen across almost all curriculum subjects. In addition to combining music with other subjects in order to teach itdirectly, music has further applications in the curriculum. The connections between language and music have a further benefit thatcan be utilised across various subjects. Text set to music is moreeasily committed to memory, and the use of songs to lear n key facts iswidespread – for example, to learn numbers or the alphabet.Number-learning by song is effective, as one SEN teacher using singingin Maths comments: â€Å"Even if pupils don’t understand the concept of numbers, they can sing up to 10†, (Maynard 2004) Colwell’s research with Kindergarten children in the US (Colwell 1994)demonstrated that when children practised a reading text set to music,they read it with greater accuracy than a group who had practised thetext without its musical setting. However, although this researchsupports the findings of previous experiments, it used a sample of only27 subjects. Research undertaken by Dr Frances Rauscher, a former professional’cellist with a Ph.D. in Psychology, and her colleagues suggested alink between playing music to a group of subjects and a simultaneousincrease in their spatial-temporal reasoning abilities (Rauscher, Shawand Ky 1993). Since then, further research has been undertaken whichboth supports and questions these results. A further study in 1997 on preschool children showed a 34% increasein spatial-temporal reasoning tests among children who had receivedprivate piano and singing lessons compared to those who had not –including a group who had received private computer lessons. Theconclusion drawn by the researchers was that learning music was ofbenefit to learning potential in maths and science subjects, and moreso than computer skills. This research raises many questions. Firstly, it is widely thoughtthat the ideal age to begin learning an instrument is no younger than 7: â€Å"the second most common factor in musical failure was starting at thewrong time – too early†¦a six year old who goes on and on about wantingto play a musical instrument is experiencing the promptings of hisdeveloping instinct to make music, but he is not yet ready to do muchabout it.† (Ben-Tovim and Boyd 1995: 20) . It is therefore somewhat surp rising that very young children engagedwith their music lessons in a way that increased their more generalmental capabilities. This has clear implications for the government’sMusic Manifesto; could earlier instrumental learning have a greaterbenefit in other subjects? The second issue is the findings themselves: as the computerlessons had little impact on test results while the music lessons madea significant difference, it is clear that private teaching alone isnot the cause of the improvement; rather it is the learning of music.However, it does not necessarily follow that by simply listening tomusic, a child’s academic potential in mathematics or any other subjectis enhanced. Rauscher’s research has created a great deal of interest bothwithin more general media and among psychologists and other academics.It has, to some extent, been mythologised with the label â€Å"The MozartEffect†. Rauscher’s findings have been disputed by a number of aca demics.Heath and Bangerter (2004) argue that the original 1993 research, oncollege students, showed only a small effect which was not prolonged,and that a number of research projects have failed to replicate theresults. They also demonstrated a link between the level of attainmentin various states in the US and the amount of local newspaper coveragepromoting the Mozart Effect: the lower the attainment, the morecoverage. Heath and Bangerter attributed this to the recognition of aparticular problem and the possibility of a ‘quick fix’. In a number ofstates local government reflected media endorsement by subsidisingprojects to expose children to Mozart recordings, but it appears therestill needs to be more research in the area Rauscher herself has moved to clarify her research: â€Å"Our results on the effects of listening to Mozarts Sonata for TwoPianos in D Major K. 448 on spatial-temporal task performance, havegenerated much interest but several misconceptions†¦ the most common ofthese [is] that listening to Mozart enhances intelligence. We made nosuch claim. The effect is limited to spatial-temporal tasks involvingmental imagery and temporal ordering.† (Rauscher 1999) However, a number of studies have shown some evidence of a Mozarteffect in various different environments. Most relevant is Ivanov andGeake (2003) which found a Mozart Effect and a Bach Effect on Primaryschool children listening to music while undertaking a paper-foldingtask (again, this is demonstrating spatial-temporal competence ratherthan intelligence). This study also established that general musictraining was not a factor in the results – this suggests that playingmusic has a temporary effect on reasoning, and might not enhancelearning in other subjects subseq uently unless music is played on thatoccasion. The Mozart Effect continues to be debated by academics because ofthe conflicting research findings. However, it is notable that limitedresearch has been done on the elements of music which might contributeto the effect, although reference to an unspecified study by Dr WilliamThompson (Weblink: Research relating to the ‘Mozart Effect’ (2)) notesthat the effect is evident when lively classical music, includingMozart and Schubert, is played, but not with slower music by Albinoni. Many teachers report using background music in a variety of situations with positive results: â€Å"For many years I have used music during lessons. It helps youngchildren relax in handwriting lessons, and helps their concentrationduring imaginative writing sessions.† (Hume 2004) It appears that there is certainly some evidence supporting playinglively classical music in a variety of class situations to boostpupils’ performan ce, and a number of teachers are using backgroundmusic in class and feel it to be beneficial. However, much research isstill needed in this area. Music teaching has a variety of uses within the curriculum for pupilswith special educational needs (SEN). The term SEN is used to refer topupils with special needs arising from a wide range of situations andconditions such as physical disability, emotional and behaviouralproblems, autism, school phobia, a background of abuse or stress ordyslexia. Many of these children may be academically gifted, others mayfind very basic concepts challenging. Music in SEN, as a result,fulfils a range of functions. For all SEN music lessons, there is the potential to cover areasincluded in the National Curriculum: listening and appraising,composing and performing. The nature of SEN teaching means that thesemay have to be adapted according to the needs of pupils. Cross-curricular activity can be useful tool: for example, whilepupils with concentra tion problems may struggle to sit and listen tomusic, they may be more receptive if asked to draw a picture respondingto music that is playing while they do so, although there can be adifficulty with children focusing on their art and barely noticing themusic. Perry (1995: 56) suggests using a 5 minute excerpt introducedwith a story – thus using literacy – to create an initial engagementbefore moving on to children drawing. Music may also be used as a form of therapy. For younger children,activities undertaken while standing in a circle are of particularbenefit in helping child a child with attention difficulties to engage.An activity might involve passing a teddy around a circle while musicplays until it stops, at which point the child holding the teddy has achance to play briefly on an instrument. The teddy helps those childrenwho might be resistant to the activity to accept it (Weblinks: Becta). For autistic children, music can contribute to establishing arout ine. With songs, for example, for lunchtime, for playtime and forgoing-home time, where the same piece of music is used consistently forthe same activity, singing can help maintain the sense of stability androutine which is particularly important for those with autism (Maynard2004). While musical activities can benefit children with specialeducational needs, care must also be taken not to cause a detrimentaleffect. Packer (1996: 136) identifies that certain methods of musicmaking can create stress for a child who is particularly sensitive toit, quoting Nordoff and Robbins, pioneers in music therapy. Sheexpresses concern, however, that fear of causing harm can eliminate anychance of benefit if it results in less music being used in SENteaching. The role of music in SEN teaching effectively falls into twodifferent categories: music to try and lessen the SEN – for example,for children with behavioural problems – and music as a means offulfilling a number of needs fo r children whose underlying condition –say, visual impairment – will not be improved by the musical activities. For children who struggle to engage with mainstream activitiesbecause of a condition such as visual impairment or dyslexia, music hasan important role because many musical activities place them on anequal footing with pupils without special educational needs. This canenhance confidence and fulfil social needs. It is important to include deaf children in musical activities.Those with no hearing can sense vibrations and pulses, and theopportunity to play an instrument can have a significant effect on ahearing-impaired or profoundly deaf child. The organisation Music andthe Deaf, founded by Paul Whittaker, a gifted organist who isprofoundly deaf, has undertaken a number of projects to promote musicin the classroom for deaf children (Weblink: Music and the Deaf). Gifted children also fall within the category of SEN teaching, andcan prove a particular cha llenge in classroom music teaching. It is notunusual to find a Primary School pupil who has achieved AssociatedBoard Grade 5 or 6 on an instrument and for the non-specialist musicteacher this raises the issue of their own expertise being scrutinised.In practice, many of the activities in the QCA’s schemes of work adaptwell to cater for children of a wide variety of standards: for example,a composition or improvisation exercise allows each child to perform atthe level of their choosing. With many Local Education Authoritiesrunning Saturday music schools and similar activities, the provisionfor the musically-able pupil is often more than adequate. In conclusion, it is clear that music teaching in Primary schools has awide range of potential applications, including learning specificmusical skills, the reinforcement and exploration of concepts in othersubject areas, the enhancement of social aspects of school and apositive impact on behaviour and concentration. However, his torical neglect of classroom music teaching has resulted inthe ideal situation, of all Primary School teachers confident andcompetent in the delivery of classroom music lessons, still lacking inmany schools. This creates a situation where music is being taught veryinclusively, with the aim of engaging all pupils and the belief thatall pupils are capable of musical expression, by teachers with littleor no experience of being included themselves. The effect on a child’sconfidence of being told they are ‘no good’ at music, or of not beingallowed to join in with their peers in singing or playing activities,can have a lasting effect and it might be that issues with Primaryschool music teaching have more to do with teachers’ confidence thancompetence. It could be argued that the Music Manifesto’s emphasis oninstrumental teaching is in danger of perpetuating this. While seemingto offer children from all backgrounds an opportunity to participate inwhat c an be an expensive activity, there is the risk that thosechildren who are not inclined to learn an instrument are ‘made’ to takeone up by parents, that children who struggle with their instrumentfeel marginalised and compelled to abandon the instrument and theirenjoyment of music with it. The Southampton/Keele study showed that 45%of children surveyed from upper Primary and lower Secondary classes didnot learn an instrument and furthermore had no wish to. However, manyof these children enjoyed playing CDs, DJing, karaoke and singing alongto recordings at home, and it may therefore be desirable to incorporatethese activities into future plans (Hargreaves, Lamont, Marshall andTarrant 2002: Section 2). It is notable that instrumental lessons require specialist teaching,taking music education outside the remit of classroom teachers. Thesame could be argued for a credible supervised DJ-ing or karaokesession. These lessons potentially leave less time for classroom musicmak ing or for other subjects where music can be used incross-curricular situations. Yet the benefits of music in the classroomhas been established and it is important that, having become moreprominent within the curriculum, and with the support of teachers andheads, music does not become a more peripheral subject. Widespreadinstrumental proficiency would give a broader range of opportunitiesfor music-related activities, for example, the opportunity for allchildren to play in ensembles or sing with their peers providingmusical backing and to compose using the various instruments they andtheir peers are learning. The recent announcement by Ruth Kelly, Secretary of State forEducation, of an extended school day with breakfast clubs andafterschool activities may go some way to addressing the pressures onthe school timetable created by increasing the remit of school musiceducation. The future development of music education needs to be considered inthe context of music not merely as a c urriculum subject with a certainset of skills attached, but for its possibilities in other subjects andto fulfil a broader role in the school and community. Another area which needs further consideration is the broadereffects of music such as use as a therapy or as a tool to aidconcentration. Evidence suggests that research is still in its earlystages and causing some confusion over the potential of such uses ofmusic. It appears that there is no standard ‘good practice’ developedfor these applications. Given that many researchers are in conflictover what music can and cannot achieve, and that research largelyreports effects (or lack of them) with little exploration of whatspecific qualities in the music might be causing an effect, it is notsurprising that so little guidance seems to exist in this area.However, the number of studies reporting some kind of beneficial effectis too significant to ignore. As the research continues, it should beviable to put together infor mation on best practice and to implementthis in Primary – and other – schools with a greater consistency andpositive results. Another area of inconsistency is the links in schools with externalcontacts. One of the main reasons the Southampton/Keele studyestablished for children liking music lessons was â€Å"contact with ‘real’or professional musicians† (Hargreaves, Lamont, Marshall and Tarrant2002: Section 4). Many orchestras and other ensembles have outreachprojects involving musicians visiting schools. However, with many suchensembles London-based or in large cities, and professional musicianshaving many other commitments, there is a limit to how many of the UK’sapproximately 25000 Primary schools can be visited, with a notableeffect: â€Å"Smaller schools without these opportunities find this a significantproblem, whilst schools who benefit form contact with the world ofprofessional musicians report this as extremely beneficial ins upporting their in-school music teaching and activities† (ibid:Section 3). With inevitable limits on funding and time, the use of resources, evenwith the guidance of the National Curriculum and Schemes of Work, issubjective. However, the growing research into music, learning and itsbenefits for Primary school children supports a continued focus on thissubject which for so many decades has been neglected. To summarise, the recommendations for Primary music education in the future are: To continue training and support to increase classroom teachers’ confidence and competence in delivering music in a range of classroom situations To promote the use of music in cross-curricular situations with a mutual benefit for the two (or more) subjects taught in conjunction with each other To consider ongoing research into the broader benefits of music, both in mainstream education and SEN teaching, and to implement findings where applicable To continue to develop an inclusive Primary music strategy With the above points implemented, the growth of music as a forcewithin education with broad benefits for children and the widercommunity, will be set to continue. 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