Ethics Essay Example | Topics and Well Written Essays - 250 words - 30

Ethics - Essay Example the local community was that the company had to deal with a major blow to this reputation given that it is the world’s largest private employer with approximately 2011 sales of $421.85 billion (Brown and Mitchell 592). The scandal prolonged the struggle within the company that pitted publicized commitment to the highest moral and ethical standards against its relentless pursuit of growth. The company lost customers due to the scandal and it is working hard to rev up growth in its U.S. business (DePree and Jude 21). For instance, it is tailoring merchandise to clusters of stores which can attract similar shoppers it had before. At the company’s Sam’s Club division which saw its small business members increasingly strapped, the company lowered its prices on key items to attract customers back (Brown and Mitchell 596). The company is also working hard overseas to increase profitability and sales in markets like Brazil and China. The impact of this ethical issue to other stakeholder groups like Fayetteville Ark who are the company’s executives are expected to make the case to improve the way the company does business overseas as well as outlining new growth opportunities at the world’s largest retailer (Dharmendra & Haikm 1). The company’s stakeholders have faced increased scrutiny from investors over how it has handled allegations of bribery in its Mexican operations which surfaced like a year ago (Heinman 13). Activist shareholders of the company have been denied a chance to vote out the board members like the descendant of the company who is the founder and owns around 50% of the company’s shares (Anja 1). Despite this, the fact remains that the growing dissent has shown a loss of confidence wit the board. The company’s customers and stakeholders no longer have the confidence they had for the company before it was involved in the

Effects of Commercialization Essay Example for Free

Effects of Commercialization Essay Effects of Commercialization Commercialization is often confused with sales, marketing, or business development. â€Å"The rise of commercialization is an artifact of the growth of corporate power† (Gray Ruskin and Juliet Schor 487). Ruskin and Schor states that â€Å"corporations fostered the anti-tax movement and support for corporate welfare, which helped create funding crises in state and local governments and schools, and made them more willing to carry commercial adverting (487). Open-source communities have learned over time to integrate commercial interests into their development ranks without capitulating to those commercial interests. â€Å"Economists often assume that markets are inert, they do not affect the goods being exchange (Michael J. Sandel 492). Commercialization process has three key aspects: The Funnel it is essential to look at many ideas to get one or two products or businesses that can be sustained long-term, stage-wise process, and each stage has its own key goals and milestones, and vital to involve key stakeholders early, including customers. There are so many outlooks of commercialization. The effects of commercialization are black Friday, attack on family values, and environment. The rise of commercialization is an artifact of the growth of corporate power† (Ruskin and Schor 487). Black Friday is one of the biggest shopping days of the year. Black Friday is the following Thanksgiving Day in the United States. Black Friday is not a holiday. Black Friday has become popular. Better than last minute Christmas sales. Retailers put their items on sale on Thanksgiving Morning. We realize the importance of Black Friday to retailers. It’s the day that the yearly sales finally move from the red deficit column into black profit. But its impetus, the blood sport of bargaining hunting, overshadows the meaning and the reason for Thanksgiving. Instead of giving thanks for what we have, too many salivate over what can be acquired. â€Å"Economics was becoming an imperial domain. Today, the logical of buying and selling no longer applies to material goods alone† (Michael J. Sandel 494). The family is the most  fundamental of society’s institutions, for it is within the family setting that lifetime behaviors and beliefs are established and values nurtured best in children including adolescent behavior. â€Å"The mother of the household says having less means her family appreciates p ossessions more† (Anna Quindlen 502). One key form of capitalist attack on the family lies in a process called commodification, in which capital seeks to undermine the natural forms of human interaction in all spheres of life and exchange them with commercial relations. In particular, capital strives to turn loving family relations. Healthy families are a challenge to capitalism. Family values and family ties are important institutions which, among others, affect numerous economic decisions. An historical perspective reveals that the conflict over the family may only be beginning and that we may be on the verge of a wider confrontation that will decide not only the survival of the family but fundamental questions about the scope and nature of the modern state. Political attacks on our families involve so many issues, there are many ways you can begin to talk to your child about them. â€Å"We did not arrive at this condition through any deliberate choice. It is almost as if it came upon us† (492). There is a massive environmental impact just in the sheer activity level of the community. The commercialization environment, the microeconomic and strategic conditions facing a firm that is translating an idea to a product, determines the most effective commercialization strategy, the process for bringing innov ation to the marketplace. â€Å"As corporations consolidate their control over governments and culture, we don’t expect an outright reversal of commercialization in the near future† (491). The crucial element of a firm’s commercialization strategy is whether it competes or cooperates with established firms. Commercialization strategy is thus one of the most crucial decisions a firm makes in terms of its ability to profit from technologies developed within the firm. Effective commercialization strategy results from careful analysis of the commercialization environment. Considering the benefits and costs of other strategies for securing profits and competitive advantage through innovation. â€Å"We live in a time when almost everything can be bought and sold (492). In conclusion, commercialization is often tangled with sales, marketing, or business development. Black Friday is one of the largest shopping days of the year. Black Friday is the following Thanksgiving Day in  the United States. The family is the most fundamental of society’s institutions, for it is within the family setting that lifetime behaviors and beliefs. There is a considerable environ mental impact just in the complete activity level of the community. Many technologies begin in the laboratory and are not practical for commercial use in their infancy. Works Cited Quindlen, Anna. â€Å"Stuff is Not Salvation.† Perspective on Contemporary Issues: Reading Across the Disciplines. Rd. Katherine Anne Ackley 7th ed. Stamford, CT: Cengage Learning. 2015 502-04. Print. Ruskin, Gray, and Schor, Juliet. Every Nook and Cranny: â€Å"The Dangerous Spread of Commercialized Culture.† Perspective on Contemporary Issues: Reading Across the Disciplines. Rd. Katherine Anne Ackley 7th ed. Stamford, CT: Cengage Learning. 2015 487-91. Print. Sandel, Michael. â€Å"What Isn’t for Sale?† Perspective on Contemporary Issues: Reading Across the Disciplines. Rd. Katherine Anne Ackley 7th ed. Stamford, CT: Cengage Learning. 2015 492-97. Print.

Essay --

I have grouped some past literature on the topic and investigations I will be pursuing. Economic growth and how conflict affects GDP per capita growth will be discussed theoretically and through previous empirical analyses. Observations will be made on the assumptions they reach and what they indicate for this paper. 2.1 Economic Growth I first look into the theory and previous studies on economic growth. The reason behind this is to get an idea of what model I will use and which variables to include in my regressions. There have been many empirical studies analysing possible variables which are significant to economic growth. Barro, QJE 1991 uses the neoclassical Solow model (Solow, 1956 and Mankiw et al., 1992) to test for the theory of convergence which states that countries with an initial lower GDP grow more rapidly. This makes economic sense as the country that has been involved in the conflict has a greater amount of growth potential. The country will simply need to recover its lost resources and will fulfil conditional convergence. The neoclassical theory states as a country reaches the steady state an increase in investment will result in diminishing returns on capital. Poor countries, which have lower capital and higher rates of return on capital, will pull alongside to the income levels of rich countries with faster growth rates. As for the variables tested, for 98 countries in the period 1960-1985, the growth rate of GDP per capita is positively related to initial human capital and negatively related to the initial level of real per capita GDP. Growth is inversely related to the share of government consumption in GDP. Growth rates are positively related to measures of political stability and inversely related to a... ...nds. As for the previous empirical studies according to Koubi, there are three different studies conducted on the topic. The existing empirical studies of the relationship between war and economic performance are one of three types: a) Those that study the unconditional relationship between war and economic growth. b) Those that examine the conditional relationship. And c) those that attempt to identify the mechanisms through which war affects economic growth (Koubi, 2002). My particular study focuses more on the first type as I am not particular examining the intensity, duration or severity of war, however focusing on a particular region and the different effects of civil war within the countries and interstate wars within the region. I will also observe previous studies of another topic that may become of interest as my paper progresses, the spill over effect.

The Nature of Love Explored in A Midsummer Nights Dream Essay

â€Å"The course of true love never did run smooth,† comments Lysander of love’s complications in an exchange with Hermia (Shakespeare I.i.136). Although the play A Midsummer Night’s Dream certainly deals with the difficulty of romance, it is not considered a true love story like Romeo and Juliet. Shakespeare, as he unfolds the story, intentionally distances the audience from the emotions of the characters so he can caricature the anguish and burdens endured by the lovers. Through his masterful use of figurative language, Shakespeare examines the theme of the capricious and irrational nature of love. As the play opens, Theseus, Duke of Athens, and Hippolyta, his fiancà ©e discuss their upcoming wedding. With the introduction of Theseus and Hippolyta, Shakespeare presents the backdrop for the multi-faceted love relationships which take place in the play. In an effort to celebrate the occasion with â€Å"pomp, triumph and reveling†, (Shakespeare I.i.20) Theseus instructs Philostrate, Master of the Revels, to â€Å"stir up the Athenian youth to merriments† (Shakespeare I.i.13) as well as to provide entertaining distractions for him and Hippolyta until their wedding. These simple, innocent instructions for merriment and entertainment set the stage for Shakespeare to intricately weave the young lovers, the fairies and the rustics into the story. Introducing the main conflict, Egeus, an Athenian citizen seeking the wise counsel of Theseus, arrives. Egeus’ complaint is against his daughter, who refuses to wed Demetrius, the suitor he has chosen. Although Demetrius loves Hermia, she has given her heart to Lysander and therefore refuses to obey her father and Athenian law. Interestingly, Demetrius not too long ago professed his love for Helena,... ...ss of love. The audience must wonder if Demetrius will have another change of heart or if he has truly matured. Thomas Marc Parrott asserts of Shakespeare’s A Midsummer Night’s Dream, â€Å"It is his use of language, as in so much else in this play, that Shakespeare shows himself the master† (Kehler 22). Through Shakespeare’s intricate weaving of figurative language throughout the play, he leads the audience on an imaginative, melodramatic, and enchanting parody of exploration into the complexities of love. As Parrott contends, Shakespeare’s true expertise lies in his artful handling of the complexities and subtleties of both the written and spoken word. Work Cited Shakespeare, William. â€Å"A Midsummer Night’s Dream.† The Norton Shakespeare: Based on the Oxford Edition, 2nd ed. Eds. Greenblatt, Stephen et al. New York: W.W. Norton & Company, Inc, 2009. Print.

Learning Outcome Essay

Be able to conduct and record assessments in accordance with internal and external processes and requirements 2.1 Review the assessment requirements and related procedures of learning programmes (AQA. 2012).Assessment is the process by which a learner’s skills and knowledge are reviewed in order to evaluate what they have learnt or in the case of NVQs, how they are performing against the competencies they are required to demonstrate. I see classroom assessment as having four main purposes. The first three include: Diagnostic or needs assessment purpose: To determine what students already know so teachers can decide the topics and approaches to use. Formative purpose for teacher: To assess student knowledge or performance on some key topic or dimension to inform instructional plans. Summative purpose: To judge or evaluate student performance (i.e., give a grade). In addition, research is increasingly clear that the quality of the feedback teachers give students relative to how to improve is an absolutely critical aspect of classroom assessment.(Serve, 2006) This leads to the fourth purpose: Formative purpose for students: To help students develop the skills to reflect critically on their own work. By asking students to assess themselves, teachers encourage students to engage in the type of higher-order thinking necessary for life today. The aim of assessment therefore is primarily to educate and improve student performance, not merely audit it. Assessment will ensure that learners are fairly, accurately and regularly assessed in a consistent manner, provide diagnostic information that assists both staff and learners/ candidates to provide, appropriate support to enable achievement of the learning outcomes (initial assessment), allow learners/ candidates to monitor their own progress, enable tutors to review and develop their learning programmes to achieve their intended learning outcomes, provide evidence of progress and achievement to enable accreditation and progression to take place, enable a dialogue between the learners/ candidates and tutor / assessors to ensure progression within the provision (tracking) and provide a measure of the learner’s achievement on qualification based courses (grades). (Barnet College Assessment Policy, Jan 11, 2010) FIG.1 Scheme of Assessment It is imperative that internal assessments are conducted by staff that have the appropriate knowledge, understanding and skills, that assessment evidence provided by candidates has been produced and authenticated according to the requirements of the specification and also that the consistency of the internal assessment is secured through internal standardisation as necessary. (www.llantarnamschool.net/). In recent years, assessment of student achievement has been receiving the attention of teachers, parents, researchers and education systems. This attention has highlighted assessment as integral to the teaching and learning process. Current assessment practices need to reflect changes based on new understandings of learning theories, new curricula that are being developed, new knowledge and skills that are necessary for the 21st Century and the accountability requirements of systems and governments. In this respect assessment of student achievement is changing as today’s stude nts face a world that demands new knowledge, skills and behaviours that have not yet been defined (Segers et al 2003). Students, in this fast and ever changing context, need not only develop deep understandings of disciplines but also develop the ability to analyse, synthesise and make inferences as well as think critically and problem solve. Assisting students to develop these knowledge, skills and behaviours and become life-long learners requires changes in the assessment processes at the school and classroom level. Assessment may be initial, formative or summative. (Hampshire Learning Policy and Procedures for Assessment and Internal Verification, Nov, 2012) As a history teacher I use different types of assessments to assess whether teaching has taken place in my lessons. When teachers’ classroom assessments become an integral part of the instructional process and a central tenet in their efforts to help students learn, the benefits of assessment for both students and teachers will be boundless. The purpose of these assessments is to ascertain the student’s levels of understanding and see if there is any room for improvement and whether there are any weaknesses so as to be able to correct them. My focus is to improve my assessments to make them motivating and to enhance student learning. Assessment challenges that have been identified are as follows: Figuring out what really is important  for students to know and be able to do in history. Teaching the skills of â€Å"doing history† in a world of testing that often seems to value only factual knowledge. Identifying and using assessments that provide teachers with better information than only multiple-choice exams. Getting students motivated to do a good job on essays and other written work. Helping students learn to improve their own work and produce quality products. Holding students accountable for quality work, as opposed to them just turning in something. The assessments have to be conducted and recorded in accordance with internal and external processes and requirements. I use these assessments to evaluate my practice and to identify any opportunities for improvement. FIG. 2 Assessment objectives Good assessments should follow these basic principles or the acronym AVRFI. Authenticity: All assessment activity must have in place processes to ensure that the achievement is the learner’s/ candidate’s own work. Learners/ candidates must sign a statement to this effect. Awarding Bodies boards have their own rules and regulations about authenticity and tutors/ assessors must make themselves familiar with them and abide by them. Validity: The method of assessment and the evidence provided must be appropriate and capable of demonstrating the achievement of learning outcomes/ competencies and related assessment criteria of the provision at the appropriate level. Reliability and consistency: The assessment results should be standardised across levels and provision. Moderation and standardisation must follow the College and Awarding Bodies board procedures. Fitness for purpose: Assessment must be fit for the learners/ candidates and the learning. The assessment strategy must be clearly appropriate for the target group of learners/ candidates in the correct context in which they are learning e.g. homework must be supportive, or initial diagnostic must not be intimidating. The criteria and methods which are being used to judge the work must be clear to the learner, staff and internal and external moderators /verifiers and meet and exceed the requirements of QCA/QAA, the awarding bodies and our learner/ candidate charter. Inclusiveness: Assessment should be based on learners’/ candidates’ needs. It must allow all learners/ candidates to demonstrate their achievements regardless of individual circumstances. Students, in this fast and ever changing context, need not only develop deep understandings of disciplines but also develop the ability to analyse, synthesise and make inferences as well as think critically and problem solve. Assisting students to develop these knowledge, skills and behaviours and become life-long learners requires changes in the assessment processes at the school and classroom level. Current learning theories attempt to capture all the parameters of human learning and provide information on how people learn. Common threads through learning theories indicate directions that have important implications for the educative process. (www.barnetsouthgate.ac.uk/ ) My assessments are divided into three distinct classes, which are: initial/diagnostic, formative and summative assessments. Initial/diagnostic Assessments: This is a crucial part of the learning process that provides the information needed to decide a learner’s starting point. These assessments take place prior to the course commencement and it helps teachers to know and recognize about learners needs or aspects. Practically it helps me to identify the learners prior knowledge, such as learner needs or difficulties for which I may plan an additional support for them (Reece, I. and Charlton, M. 2007). This can also help me to check if they have any evidence based recognition of prior learning (RPL). Initial assessments can assist me check their literacy, numeracy and ICT levels and are considered to evaluate student skills, knowledge, strength and areas for developments. Formative Assessments: These are on-going assessments that take place throughout the course process. Formative assessment is focused on improving student motivation and learning with the goal of producing higher–quality work or thinking. There are two different audiences for formative assessment. One audience is the teacher. That is many teachers might check student understanding by asking questions or by observing students as they discuss a topic in small groups. These teachers are informally collecting data that will help them determine what needs to happen next in instruction. So the teacher is therefore the data user. The second audience for formative assessment is the student. Students need to know what will move their essay answer on a particular question from a C to an A. They need to know what it means to read content deeply for understanding and how their strategies for studying content can be improved. Research shows that providing students with effective feedback can increase  student achievement significantly (Marzano, Pickering, & Pollock, 2001). Feedback is most effective when it is timely, occurring within one to two days of the work; when it provides feedback specific to the student’s work; and when it is relative to a criterion or standard. Formative assessment can therefore be said to assess learners’ performance and understanding levels during the course and learning session. In my classes I use different methods to assess my learners. They can be questions and answers (Why, When, How, What), multiple choice questions (A, B, C, D), Practical tests, Assignments, and the final project (Reece, I. and Charlton, M. 2007). These assessments can be set as an internal assessment, for example before I start my lesson, I can do a ten minutes quiz test on my pervious lesson in order to find out and monitor my students learning process (How much they understand), highlight any areas which need further development, and lastly to see if they are able and ready for the last assessment on the course or what’s so called summative assessments. Types of Formative Assessment There is a large range of formative assessment methods available. This includes, Question and Answer in the Lesson This is perhaps the most commonly used method and is almost instinctive for teachers. It gives instant feedback, can be used to develop motivation but is largely ephemeral – that is to say that it is momentary and difficult to record. Short Tests and Quizzes These are either from textbooks or devised by the teacher. These are informal, can be fun and marks can be simply recorded. Used with care they can become part of everyday teaching and learning. Homework Exercises These vary in purpose, design and complexity. ‘Purpose’ is the key word here. Students will make good use of homework if they feel it is useful, for example, preparation of material for a class discussion, seeing how a piece of writing ends, developing a skill, are all appealing tasks. Skills Assessment using Formal Assessment Criteria These may be the foundation for many skills-based courses. This method  requires experience in ‘on the hoof’ assessment and systematic recording. Observation of Performance This is often used in the arts such as music and skill assessment such as team and leadership exercises. It needs expert and experienced assessors. Assignments This term spans a vast range of tasks but an example might be individual research assignments say for a group project. A very useful and increasingly used method, especially in conjunction with homework. May involve library and internet investigations, visits and interviews. However it is difficult to manage and assess. Projects Increasingly used in modern education as it is felt that developing your own learning material/methods gives you an ‘ownership’ of your own learning experience. The assessment methods of the various project components need careful design and clear communication to the students. Written Questions / Exercises with Short, Extended or Multiple-choice Answers Very widely used. Easy to design, mark and assess. Simulations, Business Games Almost guaranteed to produce lively learning sessions. Can teach a number of skills imaginatively and effectively. The better ones contain useful directions to possible methods of assessment. May well be time-consuming. Conferencing / Reviews / Audit This involves sitting down with learners and reviewing their written work/homework/progress in general. A very useful and beneficial process for teachers and students. Can be used to introduce care, involvement and motivation into the teacher-learner relationship. Three points to watch when operating it as a method. 1. It can be time consuming as you have to give all students a review session. (If you do not – those who are omitted will feel rejected!) 2. If you do it in class you must ensure that those not involved have something useful to be getting on with. 3. Make notes on student performance immediately after the review, not during it. Summative Assessments: Summative assessment looks at whether a student has achieved the desired learning goals or met standards. In the classroom, summative assessments usually occur at the end of instruction and document what  students have learned. Looking at the grades in a teacher’s grade book should give an idea of what the ke y instructional goals or outcomes were for a grading period. These grades most likely represent summative assessments (tests, quizzes, projects, reports, written assignments etc) that tell the teacher whether the student has mastered the skills or learned the content. A key aspect of summative assessment is determining which level students need to master the content or thinking. Tests that define mastering content at the level of memorizing events, names and facts are less likely to building students’ thinking skills than tests that ask students to write about big conflicts or themes that recur over time. Therefore good summative assessments are useful. The assessment must provide you with useful information about student achievement in the course. The assessment must be tied to the learning goals you have and those learning goals must be important. If you assess unimportant or trivial concepts or just use chapter tests without really looking at the items critically in terms of whether they reflect your teaching, what have you learned a bout what your students know? Valid for your purposes, the assessment must measure what it is supposed to measure. For example, if you ask students to draw a map reflecting the change in U.S. borders from 1789-1820, you will need to ensure that the assessment is scored based on students’ understanding of the concepts not based on their ability to draw. Sometimes, the way the test is presented (e.g., small print with lots of complicated or confusing directions or too many items) can make it a less valid measure of the content being tested. It may be more a measure of student persistence than a measure of their knowledge of the content. As a teacher, taking a test yourself before giving it to your students will help ensure that the items reflect content you actually taught. It will also help you to decide if there are some aspects of the questions or layout that are content irrelevant, representing extraneous hurdles for students that could be simplified. Reliable, reliability has to do with the extent to which the score you give a student on a particular assessment is influenced by unsystem atic factors. These factors are things that can fluctuate from one testing or grading situation to the next or from one student to the next in ways that are unrelated to students’ actual achievement level (e.g., luck in guessing the right answer, lack of time to complete the assessment on a  particular day, teacher bias or inconsistency in scoring of essays across students or from one test to the next). Thinking about how to reduce these factors such that the scores given are likely to be the most accurate reflection of students’ true achievement levels on the task or test should be an on-going process for teachers. Fair. The assessment must give the same chance of success to all students. For example, a large project that is done at home can be biased against low-income students, favouring students whose parents have extra time to help them over those whose parents need to work. In this type of assessment I can participate in forming and marking final examinations, selection type questions (Explanations, Definition and Diagrams), nature type questions (Alternative, Multiple choice, or Compulsory), and dissertation assessments (Reece, I. and Charlton, M. 2007). Whether learning can be called the process of human change and transformation or the acquisition of knowledge and expertise, it â€Å"always entails participation in relationship and community transformation both of the person and of the social world† (Packer & Goicoechea, 2000). Summative Assessment Methods currently in use include: Unseen Examination in controlled conditions (e.g. 3 questions in 3 hours) Seen exam paper in controlled conditions (as above, but you know the question(s) in advance) Open Book or Take-Away exam Multiple Choice Test in controlled conditions (paper-based) In-class test Essay or Report (e.g. on an individual or group project) Portfolio Dissertation Presentation (may be peer-assessed and/or tutor-assessed) Performance (e.g. musical or dramatic) Oral examination (e.g. foreign language speaking skills) Attendance Participation in lectures and/or seminars/online discussion boards, or group work (may be peer-assessed and/or tutor-assessed) Creation of a web page Learning theory emphasises learning with understanding. This means that teaching approaches should emphasise understanding rather than memorisation and teachers should assess for understanding rather than surface knowledge  and recall of facts. Current learning theory emphasises the importance of earning with understanding (Bransford et al, 2000). Bruner (1915-) supports this with his discovery learning theory. This is an inquiry- based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her past learning experience or and existing knowledge to discover facts and relationships and new truths to be learned. He states that children are better off discovering facts and relationships for themselves. This means that curriculum and teaching approaches should emphasise understanding rather than memorisation, should provide opportunities for in-depth study to allow for firm foundation of knowledge and conceptual development and should enhance student abilities to recognise and use meaningful patterns of information. Assessment processes, then, demonstrate deep understanding of concepts rather than surface knowledge and recall of facts. Learning Outcome 3 Understand expectations in relation to the minimum core in assessing learners in lifelong learning 3.1 Review ways in which minimum core elements can be demonstrated in assessing learners in lifelong learning. Key skills have become established as an integral part of the vocational curriculum. They are also becoming an increasingly important part of many academic programmes. There has been a longstanding concern in this country with the standards of literacy and numeracy of the population. The 1992 DES discussion paper on Curriculum Organization and Classroom Practice in Primary Schools stated that to function effectively in the 21st Century, our children will need higher standards of literacy and numeracy than ever before’ (DES, 1992:11) and led to the introduction of the literacy hour in schools in 1998 and the establishment of the teaching assistant role in an attempt to raise the standards of literacy and numeracy. Functional skills now form a core part of all four of the different qualification routes open to young people such as GCSE/ A Level, Foundation, Diploma and Apprenticeship as well as being a stand-alone qualification in their own right at Entry Level, Level 1 and Level 2. The minimum core identifies two requirements placed on teachers working within the sector. The first of these requires teachers to recognise the ways in which low levels of  literacy, numeracy and ICT skills might constitute a barrier to the learning of their students. This means that within the teaching of their own particular subject specialism, teachers should be able to support learners in these areas, which then leads to the second requirement that they themselves should possess a minimum level of personal skills in these areas, currently set at level 2. FIG.3 Functional Elements In my practice, I formally and informally assess the learners’ literacy skill by demonstrating the ability to read, write clearly and improve on their vocabulary during the lesson with their self / peer / group work through talking with, listening to and observing them, and after the lesson; through reading and marking learner work, then give a positive feedback as emphasized by Lewis and Wray (2001, P51). For example, during one of the history classes titled important dates with the LO: To be able to read and write big numbers in words. Using Q & A, I listened to each learners as they try to call out the number (1910) written on the smart board, and observe their work as they try to write it down in words (one thousand, nine hundred and ten) in their individual notebooks. I checked their work for the spelling, correct placing the comma, before ticking in front of the sides of each correct work with a red pen to encourage and praise the learners efforts, and commenting positiv ely with well done, good effort feedback (Ellis. 2011). Learners that made mistakes got a dot at the side of the error to help them visualize and adjust their work accordingly. FIG.5: STIRRING LEARNING (2013) Diagnostic assessment for learners as required by the national curriculum can be used to identify and improve their minimum core skills, and knowledge through observation and questioning as they show competency and understanding towards the subject. The proposal for reform in the 14-19 sectors suggest that the teaching and learning of functional skills can be achieved through a number of different approaches ranging from discrete lessons through to fully embedding them within subject delivery. The Excellent Gateway defines embedding as teaching and learning which combines the development of literacy, language and numeracy with vocational and other  skills and suggests that the skills acquired should provide the learners with the confidence, competence and motivation necessary for them to succeed in life, at work and in life. Embedding therefore seeks to integrate the teaching of subject matter and functional skills, taking advantage of naturally occurring circumstances in which the two come together. This type of approach is quiet resource –intensive but it is expected that in the long term functional skills will remain the responsibility of specialists in this area but will be reinforced in the rest of the curriculum in all the other sessions.(DCSF: 2009:6). The issue was felt to be so important that the LLUK suggested in 2007, that all initial teacher training courses must equip all the trainees so that they are able to teach their own learning programmes in ways that take account of the language, literacy, numeracy and ICT needs of their learners. They also added that all the teachers need to be confident in working with colleagues to ensure that the development and needs of language, literacy, numeracy and ICT of their learners are met. The three skills of communication, application of number and information technology are now normally an integral part of all GNVQ qualifications. Teachers have to demonstrate through assessment and verification how they are including th ese skills in their assignments for the course. The Dearing Review of 16-19 qualifications (Dearing, 1996) highlighted the importance of students developing these skills on each of the main routes into the National Qualifications Framework. Accordingly QCA in conjunction with the main awarding bodies has developed key skills units from level one to level three which can be incorporated into different courses. â€Å"Coverage of the minimum core is intended to provide a teacher with the minimum level of skills in language, literacy, numeracy and ICT (LLN & I) that are essential to teachers who work in the lifelong learning sector.† City and Guilds (2008:3) Learners’ particular literacy, language, numeracy and ICT needs can be established through initial assessment, talking to learners, observing them completing activities or using simple self- assessment tests. â€Å"Recognizing and using a variety of different teaching styles is particularly important to support literacy, language and number skills development. Learn ers working towards literacy, language, and numeracy goals will benefit from teaching which work to their strengths. The teaching styles which you adopt will have an impact on the type of language skills  your learners will need to acquire. A didactic approach for example, may require listening and note taking skills predominantly, whereas a more learner – centred approach may require higher level reading skills as learners are asked to interpret information for them. Even when we are trying to adapt to individual learning styles, the variety of activity used will have an impact on the language skills required within a particular programme of study. The language demands placed on learners are a direct result of teacher led mediation of learning.† [Skills for Life Quality Initiative Training Materials] Teachers of all areas of specialism in the lifelong learning sector increasingly work with learners whose literacy, language, numeracy and ICT skills are below Level 2 of the Qualifications and Credit Framework (QCF). Learners’ difficulties in these areas can be a barrier to achievement of their goals. Teachers and trainee teachers will have high levels of skill in their own area of specialism. They are not expected to be specialist teachers of literacy, language, numeracy or ICT. However, there will be many naturally occurring activities for developing these skills within all areas of learning. The minimum core provides a foundation upon which all teachers can develop their own skills as well as their ability to identify when it is appropriate to work with subject specialists. (Minimum Core of Teachers’ Knowledge, Understanding and Personal Skills Pg. 3, LLUK 2007, updated LSIS 2013). Therefore they also need the knowledge and skills to identify opportunities for their learners to develop the increasingly higher levels of skills in literacy, language, numeracy and ICT required when taking other qualifications and in the workplace. Work done by teachers who specialise in teaching literacy, language, numeracy and ICT forms part of the solution, but there is also much that teachers of other areas of specialism can do to ensure the success of their learners. Functional skills are focused on the practical skills that allow individuals to engage confidently, effectively and independently in life, further learning and work. The intended added value of functional skills was that they equip people to apply English, ICT and mathematics in practical situations, choosing appropriate skills and techniques to solve problems. So functional skills should be integrated into the curriculum and allow learners to apply these skills in real life. The knowledge within the subject has to be linked with the practical skills, helping them to think  creatively. Wilson (2009) In the context of the Skills for Life strategy, embedded teaching and learning combines the development of literacy, language and numeracy with vocational and ot her skills. The skills acquired provide learners with the confidence, competence and motivation necessary for them to progress, gain qualifications and to succeed in life and at work. Individuals at any age who possess these skills will be able to participate and progress in education, training and employment as well as develop and secure the broader range of aptitudes, attitudes and behaviours that will enable them to make a positive contribution to the communities in which they live and work. (National Numeracy, For Everyone for life, 2013) Literacy skills help build the confidence of an individual while reading, writing, speaking and listening. It helps effective communication where information can be passed clearly through either speaking or writing. It helps understand information and act appropriately. It helps to make presentations, write reports, take part in group discussions and analyse ideas and information. It helps present information in a logical sequence, in the correct format usi ng correct grammar. I used the question and answer as well as the brainstorming method to assess the literacy skills of my learners. In groups learners also constructed sentences from jumbled up words, making sure that the sentences were grammatically correct. It is important that learners master literacy skills so they can converse and communicate adequately in a globalised community. I found that some people would struggle in their chosen work as they lack the requisite literacy skills to communicate and be understood. Numeracy skills help to understand various mathematical concepts, and also how to apply them. It helps increase analytical, problem solving and reasoning skills, identify errors and validate results. It helps use numbers and calculations to process data, solve complex problems and helps with logical working, interpretation and comparison of results in various forms like tables, graphs, charts and diagrams. These skills are the cornerstone of an increasingly computerised and scientific world and it is vital that learners are proficient in them. Although my lesson was history I used numeracy skills by asking different dates of major historical events like the start of the Second World War. Learners were able to state how long the conflict took by subtracting the start date from the end. ICT skills help an individual to confidently use  ICT systems for various purposes. Individuals can use ICT to interpret information and can also enhance their learning and improve the quality of their work. They can find information from a variety of sources. It also helps with digital or electronic communication, interpretation, storage and retrieval of information. Learners will also use ICT to look for more information regarding their work on the web, and gain ideas from different sources and also be able to compare, review or evaluate their results or conclusion with the results of the other various sources available, thereby improving their ICT skills. They can also be motivated to use spread sheets to draw tables and graphs, and use word processor to edit the literature. I used an interactive board and a web based presentation to illustrate the use of ICT in my lesson. Most educational research on literature and numeracy development is based on children. Key educational theories tied to child development provide a useful starting point for a description and contrast with some of the available models of adult learning that can be drawn on by vocational and academic tutors. ( Hickely, J. 2013 ) I am going to reflect on the strategies that can be used to support learners as they develop their literacy skills within an embedded setting. I am also going to use this opportunity to reflect upon the rationale for embedding functional literacy skills into vocational and academic settings. There are a number of theories relating to how language is acquired but in general terms it is accepted that language development is innate but must be developed through exposure to language. In effect this means that language is developed through nature and nurture. Behaviourist learning was made popular by Skinner, (1973) and is based on what can be seen and described. He suggested that children acquire language skills through imitation and reinforcement through positive reinforcement by those around them. The main basis for this belief is that children who do not hear language spoken do not speak and that children who are exposed to language acquire language skills gradually. In this instance it is therefore important for the learners to be totally immersed in language skills as they learn. This will help them master literacy skills as they learn other subjects. Learning Outcome 4 Be able to evaluate own assessment practice Review the effectiveness of own assessment practice, taking account of the views of learners As well as assessing the learners, self-evaluation is a mark of professionalism in teaching. Hounsell (2009:20) calls it â€Å"an integral part of good professional practice†. Self- assessment involves learners taking responsibility for monitoring and making judgements about their own learning. This is a process that does always not come easily to all learners as they do not always value or trust their own judgements, or have the necessary skills to make a judgement. As a result self-assessment often requires a strong structure in the initial stages until learners or teachers feel more comfortable with it as a process and have acquired the skills required to make it a worthwhile activity. Just as many of us, consciously or unconsciously, tend to use those teaching strategies we experienced as learners, so our own experience of being assessed plays a key role in the development of our r epertoire as a teacher. (Armitage et al, 2003:154) The nature and impact of assessment depends on the uses to which the results of that assessment are put. A system whose main priority is to generate information for internal use by teachers on the next steps in pupils’ learning may have different characteristics and effects from one where the drive is to produce a qualification which will provide a grade on which an employer or a university admissions tutor might rely in order to judge the suitability of a candidate for employment or further study. (Mansell et al 2009:5) Novice teachers often have intrinsic motives for evaluation. They want to know whether they are doing well or as expected. They might wish to discover their own strengths and weaknesses and compare their performance with that of experienced colleagues whom they respect Hounsell, (2009:23). However, once the novice has achieved a desired comfort level with the teaching role, continued self-evaluation guards against complacency and enables on-going improvement and freshness, helping to maintain job satisfaction. Assessment and instruction are often conceived as curiously separate in both time and purpose†. The measurement approach to classroom assessment, â€Å"exemplified by standardized tests and teacher-made emulations of those tests,† presents a barrier to the implementation of more constructivist approaches to instruction. (Educational Researcher, Vol. 29, No. 7, pp. 4) The central ideas of social efficiency and scientific management in the curriculum circle were closely linked, respectively, to  hereditarianism theories of individual differences and to associationist and behaviourist learning theories. These psychological theories were, in turn, served by scientific measurement of ability and achievement. For John Franklin Bobbitt, a leader in the social efficiency movement, a primary goal of curriculum design was the elimination of waste (1912), and it was wasteful to teach people things they would never use. Bobbitt’s most telling principle was that each individ ual should be educated â€Å"according to his capabilities.† These views led to a highly differentiated curriculum and a largely utilitarian one that disdained academic subjects for any but college preparatory students. Alongside these curriculum theories, Edward Thomdike’s (1922) associationism and the behaviourism of Hull (1943), Skinner (1938, 1954) and Gagne (1965) conceived of learning as the accumulation of stimulus-response associations. (Educational Researcher, Vol. 29, No. 7, pp. 5) Thorndike was both the originator of associationist learning theory and the â€Å"father† of â€Å"scientific measurement. The cognitive revolution reintroduced the concept of mind. In contrast to past, mechanistic theories of knowledge acquisition, we now understand that learning is an active process of mental construction and sense making. From cognitive theory we have also learned that existing knowledge structures and beliefs work to enable or impede new learning, that intelligent thought involves self-monitoring and awareness about when and how to use skills, and that â€Å"expertise† develops in a field of study as a principled and coherent way of thinking and representing problems, not just as an accumulation of information. (Educational Researcher, Vol. 29, No. 7, pp. 5) In my experience I have found out that the data you collect for yourself can be formative and forward looking, whereas other available feedback data tends to be more summative and backward looking. Extrinsic motivations for evaluation cannot be ignored. There may be requirements connected with your formal status as to probation and ‘tenure’, monitoring by external bodies such as the Quality Assurance Agency, and you may wish to seek personal recognition of your teaching expertise through schemes such as that of the Higher Education Academy. In the context of my own teaching practice I would begin initial assessment within the classroom using an ice breaker. This not only allows the group to get to know each other, but also identifies participants existing knowledge or skills and gives further  indications of preferred learning styles and tendencies. Based on the key questions within the CIF (The Common Inspection Framework used by Ofsted and the Adult Learning Inspectorate (ALI) as the basis for inspecting post-16 education and training focuses on the learner and learning. is : How well do learners learn, progress and ultimately achieve ?(Jones 2005:20) Alternatively other forms of assessment such as questions and answers or a quiz could be used. This gives a good starting point for work on students Individual Learning Plan (ILP) which will constantly evolve with the use of feedback and communication between student and tutor giving a clear picture of progress a and revised goals. I would endeavour to use all of the above assessment activities particularly focusing on those that provide an active learning experience, where learning is more enjoyable, better understood and recalled more effectively, teaching by doing. All activities would be supported by hand outs given at the start of the session. Assessment makes teaching effective teaching. Mere presentation, without assessment of what the learners have made of what you have offered them—is not teaching. So assessment is not a discrete process, but integral to every stage of teaching. So, that at the end, learning is believed, with evidence to have taken place (Jones 2005) In conclusion recording provides the platform from which teachers can base their reporting to others and is a mechanism for evaluating learning and teaching. A succinct account of teaching and learning aims as in a scheme of work. This usually follows the curriculum and is a brief indication of the teaching methods REFERENCES (1) Wilson 2009, Synthesising Affect and Cognition in Teaching and Learning, Social Psychology of Education: an International Journal 12 (2) (2) Shepard, L.A, The Role of Assessment in a Learning Culture, Educational Researcher, Vol. 29, No. 7, pp. 4-14 (3) Segers et al 2003, the role of scaffolding and motivation in CSCL, Computers & Education, November 2012 (4) Reece, I. Walker, S. 2007, Teaching, Training and Learning: A Practical Guide, 6th Edition. Sunderland Business Education Publishers Ltd (5) National Numeracy, For Everyone for life, 2013 (6) Edward-Gray, D, Griffin, C, Nasta, T. 2000, Training to Teach in Further and Adult Education, Nelson Thornes. (7) Burhuss Fredrick, Skinner, 1976, About Behaviorism, Vintage Books Edition (8) Julia Hickely, 2013, Literacy for QTLS: Achieving the Minimum Core, Routledge (9) Bransford et al 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition, Brain matter (10) Packer & Goicoechea, 2000, Sociocultural and Constructivist Theories of Learn.pdf (11) Hounsell, D. Enhancing Teaching & Learning in Higher Education, NU2010, Dialog for Là ¤rande, University of Stockholm, 13-15 October 2010 (12) Barnet College, Assessment Policy, www.barnetsouthgate.ac.uk/ (13) Inclusive learning approaches for literacy, language, numeracy and ICT, Companion guide to the minimum core, November 2007 (14) Minimum core of teachers’ knowledge, understanding and personal skills, LLUK 2007, updated LSIS 2013 (15) Hampshire Learning Policy and Procedures for Assessment and Internal Verification, 2012 (16) Bruner, J.S. On Knowing: Essays for the left hand. Cambridge, Mass: Havard University Press, 1967 (17) www.llantarnamschool.net/ (18) Armitage, A. et al ,2003, Teaching and Training in Post-Compulsory Education, 2nd Edition, OUP (19) Gould, J and Roffe-Barentsen, J. 2014. Achieving your Diploma in Education and Training, SAGE (20) Mansell et al., 2009, Nfer, Evidence for Excellence in Education, and Assessment Reform Group. Assessment in Schools: Fit for Purpose? A Commentary by the Teaching and Learning Research Programme. London: Teaching and Learning Research Programme [online]. Available: www.tlrp.org/pub/documents/assessment.pdf[18 September 2014]. (21) Jones C. A. (Dr) 2005: 13-25), Assessment for learning, Published by the Learning and Skills Development Agency. www.LSDA.org.uk (22) AQA. 2012:23. GCSE Specification, Mathematics For exams June 2014 onwards for certification June 2014 onwards, A (3 units, terminally assessed) 4 3 6 0 (23) Barnett. C. A 2012 How to create assessment opportunities that meet the need of learner H34. Cited in SCCD Hand Notes: 2012 Developing Differentiation and Lesson Panning skills. ‘‘Teaching and Learning Styles – Lesson Plans† (24) Coffield, F, Moseley, D.,Hall, E., & Ecclest Celestine 2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. (25) Ellis, V. (2011: 1-34), Learning and Teaching in Secondary Schools, 4th Edition.115. (26) Gravels, A (2012:96-112). (2nd Edn) Passing PTLLS Assessments Chapter 10, 11, 12 Sage Publications, UK. BIBLIOGRAPH 1) Bagnall, G. et al (2004) the effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice. 2) Biggs J. Teaching for quality learning at university. Buckingham: Open University Press, 1999 3) Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. 4) Brown, S., Rust, C., Gibbs, G. (1994) Strategies for Diversifying Assessment Oxford Centre for Staff Development, UK 5) Hatfield, Susan. (1992) Department Level Assessment: Promoting Continuous Improvement 6) Nightingale, P., Te Wiata, I.T., Toohey, S., Ryan, G., Hughes, C., Magin, D. (1996) Assessing Learning in Universities Professional Development Centre, University of New South Wales, Australia. 7) Shepherd, Lorrie, (2000) the Role of Assessment in a Learning Culture, Educational Researcher, Vol. 29, No. 7, (Oct., 2000), American Educational Research Association Educational Researcher, Vol. 29, No. 7 8) Tummons J, (2007) Becoming a Professional Tutor in the Lifelong Learning Sector Learning Matters, Exeter. 9) University of Hull, (2014), The UK Professional Standards Framework for teaching and supporting learning in higher education.pdf WEBSITES Assessment, Recording & Reporting for Learning http://www.charterhousesquareschool.co.uk/assessment-recording-reportingfor learning.html ASSESSMENT, RECORDING AND REPORTING POLICY (2012) http://www.qehbristol.co.uk/media/PDFs/Policies/assessment%20policy %20juniors%20-%20dec%202012.pdf Assessing learners in lifelong learning – http://qualifications.vtct.org.uk/ unit pdf/UV40815.pdf Difference between Assessment and Evaluation? – http://Uk.ask.com/ question/difference-between-assessment-and-evaluation Engage in assessment; Different ways to assess your students http://www.reading.ac.uk/engageinassessment/different-ways-toassess/ Formative Teaching Methods – http://geoffpetty.com/wp-content uploads/2012/12/FormativeTeachingMethods2.doc How to create assessment opportunities that meet the need of learner H3 – http://charlottepttls.blogspot.co.uk/2012/04/how-to-createassessment- opportunities. htmlScheme of Assessment – http:// filestore.aqa.org.uk/subjects/AQA-4365-W-SP-14.PDF The Data Protection Act 2003- httl.www.regulatorylaw.co.uk/data protection.html

Step to Writting a Good Essay Essays

Step to Writting a Good Essay Essays Step to Writting a Good Essay Essay Step to Writting a Good Essay Essay Upon deciding the topic for my final paper I decided on , Credit scores are a fair measure to help lenders to estimate potential risk. My point of view considering this topic is that I will explain why I agree with the issue then follow with supporting facts and details. I will proceed to explain the reasons why lenders and banks use scores t evaluate the risk. I will show that most people which have a repeated and unsatisfactory credit history usually, don’t change. I will share information on those with good credit established and how to maintain it. I will show how having good or bad credit affects your daily living. I will discuss how credit bureaus come up with credit scores, where their information comes from, and what to do if it is not correct. I will present factual evidence to support my views and opinions. I will begin my paper with enthusiasm, and confidence to keep my audience focused and interested. In my essay, I will disclose a number of issues that can destroy your credit. I will provide some ways to go about correcting your credit. I would like my audience to understand that your credit has a huge impact on not only your lifestyle but the economy as well. I want the audience to know that credit is something that you can without a doubt destroy within a matter of weeks or in as little as a month. I would like my audience to also be informed that it can be corrected as well, but it is a long and tedious process. I will facilitate my audience to understanding the pros and cons of both sides of credit scores. Having good or fair credit is always a must or a must try to have in this day in life. Once I finalize my persuasive essay, I hope to have my audience in my court, and understanding why it is so critical to have credit scores to measure risk up front for lenders and bankers. Unless you resolve your old credit tribulations, it is almost impossible to obtain a new line of credit at a reasonable interest rate. People need to become conscious and aware that having good credit is critical and positive aspect in life. Potential employers can even check your credit and credit scores. If your credit or credit score is substandard then it is doubtful you will get the job, even if you are the best person for the job or highly qualified due to your credit or credit scoring. Furthermore, most people do not realize how their credit can affect their lifestyle, future wealth and wellbeing. We as consumers should become more aware that it is our behavior and decisions that we make used to determine our credit worthiness. The fact of the matter is that lenders have used this technique for years, and I doubt it will ever change in the near future.

Legal Drinking Age essays

Legal Drinking Age essays Motor vehicle crashes, alcoholic poisoning, violence, and addiction are just some of the ways children under age 21 are being devastated by the inappropriate and illegal use of alcohol. Alcohol is the number one drug of choice among the nations youth and it can have serious, often lifelong, consequences for them, their families and their communities (Alcoholism). Underage alcohol use is a significant threat to the health and safety of our children, noted Steven A. Shroeder, M.D., President and CEO of The Robert Wood Johnson Foundation. The extent of alcohol consumption by children ages 9 to 15 is startling, and preventing it must become a national priority. Consider these facts: - 3 million children ages 14 through 17 are regular drinkers who already have a confirmed alcoholic problem. - 24 percent of eighth graders say they have used alcohol in the last 30 days. - More than 100,000 12-13 year-olds binge drink every month - Ninth graders who drink are almost twice as likely to attempt suicide as those who dont. - 40 percent of children who begin drinking before the age of 15 will become alcoholics at some point in their lives. (Alcoholism) Alcohol consumption is one of the leading causes of death and injury among teenagers (Alcoholism). If you can join the Army and get killed fighting for your country, you should be able to drink, said Tim Maloney, who was a junior at Grandview High School when he participated in the survey. Yet nearly anyone who has studied the effects of alcohol on teen-agers will disagree with Maloney (Bradley). Researchers have determined that alcohol kills a large number of persons between the ages of 18 and 21 (Bradley). And liquor packs a more powerful punch for teen-agers, even 20-years-olds, because they still are developing physically, emotionally, and socially (Bradley). The maturing process can last until age 24 (Alcoholism). Frequent drinking can stunt ...

Sample MBA Leadership Recommendation Letter

Sample MBA Leadership Recommendation Letter As part of the admissions process, most MBA programs ask students to submit recommendation letters from a current or former employer. The admissions committee wants to know more about your work ethic, teamwork capability, leadership ability, and work experience. This information helps them to determine whether you would be a good fit for their business program. Tips for a Great MBA Recommendation Letter The  best MBA recommendation letters  support the rest of your business school application by providing details about your work experience, leadership, and personal qualities. They can push borderline candidates into the acceptance stack. Choose your recommenders wisely.  Business schools would rather see professional recommendations than academic recommendations, preferably from your current supervisor. Your MBA recommenders should be able to speak in detail about your qualifications, supporting the points you made in your essays.  If you dont know many people who can do this, start cultivating some. Prepare your recommenders well.  While its not advised to write your own recommendations for others to sign, you should provide your recommenders with the necessary background information to write compelling letters.  This should include: The resume you plan to submit with your application.A statement of purpose indicating how you’re presenting yourself in your application. If you havent written it, provide a rough outline of what you plan to say.Talking points. Remind them of projects you managed that they can use to highlight your skills.A list of schools to which you are applying.A list of deadlines.  Ask for recommendations well in advance of deadlines.Instructions for how to submit letters, through  the school’s online system or by mail. If your schools require mailed letters, include envelopes and postage. Send a thank-you note.  Send it two weeks before the deadline, which will also provide a gentle reminder if the recommendation  hasnt been written. Once you get your decisions,  let your recommenders know how it turned out. Sample Leadership Recommendation Letter This sample letter of recommendation was written for an MBA applicant. The letter writer made an effort to discuss the applicants leadership and management experience. To Whom It May Concern:Janet Doe has worked for me as a resident manager for the past three years. Her responsibilities have included leasing, inspecting apartments, hiring maintenance staff, taking tenants complaints, making sure common areas look presentable, and keeping track of the property budget.During her time here, she has had an amazing impact on the appearance and financial turnaround at the property. The property was near bankruptcy when Janet took over. She turned things around almost immediately. As a result, we are expecting our second year of profit.Janet is highly respected by her co-workers for her willingness to help anyone anytime she can. She has been instrumental in helping institute new companywide cost-saving procedures. She is very well organized, diligent in her paperwork, easily reachable, and always on time.Janet has real leadership potential. I would highly recommend her for your MBA program.Sincerely,Joe SmithRegional Property Manager Source How to Get A Great MBA Letter of Recommendation. The Princeton Review, TPR Education IP Holdings, LLC, 2019.

Paper Essay Example | Topics and Well Written Essays - 2500 words

Paper - Essay Example Indeed, the premium quality seafood seller had inducted new trawlers in the fleet and replaced old outdated boats with the newly manufactured. In addition, the company also modified its processing system thereby improving the shelf life of its seafood products. The abovementioned initiatives enabled the American seller to ensure better catch and enhance internal productive capacity and efficiency. Demand increased considerably for premium quality Neptune Gold products, yet the inventories stockpiled as supply side had easily offset existing demand patterns. The top management had been expecting that situation would aggravate further because it was not practically possible to bring supply and demand forces in equilibrium by reducing supply or fish catch. In short, Neptune had been facing a grave strategic issue of rising stocks for which no immediate solution was available in the short run. Rita Sanchez’s recommendation about introducing a new low priced brand, for which qualit y would be similar to that of existing Neptune Gold line products, indeed have both positive and negative consequences that will be discussed in detail in the following paragraphs (Kesner and Walters, pp. 2-3, 2005). After analyzing the internal and external business environment of Neptune Gourmet, I would endorse the new strategy regarding the introduction of a new brand, namely, â€Å"Neptune Silver† of premium quality products. It would not really matter if this strategy could lead to short-term migration of customers of premium quality brand toward low-priced yet similar quality seafood products. Indeed, the reason being the fact Neptune could implement it as a short run strategy and reduce its inventory levels in next two months. Obviously, this strategy would not only attract existing customers but also entice new customers who have not yet tried Neptune’s optimal quality seafood. Once,

Visual art Essay Example | Topics and Well Written Essays - 750 words

Visual art - Essay Example In this regard, it is evident that most of the bush meat that the hunters normally look for come from animals within the valley at the far end, as the hunters are seen going down the valley in their hunting mission. On the upper part of the village are a few trees and buildings to sustain life, which is contrary to what happens down the valley that depicts few signs of life. Since the piece of work is an example of composition design, it is best described using certain basic principles that mainly take into account the physical aspects of the image. The artist in this case has used these principles of visuals arts to organize the various elements of art in the image. This enables that the artist came up with an aesthetic piece that described the natural environment and certain cultures using harmony, movement, unity, balance, variety, rhythm, contrast, pattern, emphasis, and proportion. To this effect, these principles of art describe the piece by the artist in an explicit, accurate, and visual manner that giving relevance and significance to the piece of art. From the onset, there is an element of movement in the image as depicted by the group of people and their animals. In the piece of art, the group of hunters conspicuously faces the same direction that is downhill together with their dogs. They have their legs apart with one foot forward, an aspect that is repeated in their dogs. Indeed, all these aspects depict that the people in this case are involved in a range of motion making the viewer of the image to look at the direction of their motion, which is down the valley. The artist carefully uses the hunters’ scenario to direct the viewer’s eyes down the snowy valley that seems to have a host of activities by several people. When it comes to proportion, the artist has demonstrated significance difference between the sizes and quantity of the elements in the image in that there is a clear scale between the foreground and middle ground in terms of topography. In this regard, the three hunters on top of the valley appear more enlarged than those people situated down the valley, although the number is not that big. Thus, every aspect of the drawing especially on the left foreground and left middle ground places an emphasis on the culture and living environment. Although the presence of snow in all parts of the drawing creates a sense of uniformity, it is apparent that life is more pronounced on the upper part of the valley as evidenced by people, trees, and buildings that are crucial for human survival. The motion downhill also depicts that people mainly reside on top of the hill together with their domestic animals as enhanced by various proportionalities. The artist also makes appropriate use of variety in the drawing by including various aspects such as humans, animals, trees, buildings, topography, and snow. These elements when used together in the same drawing, as are the case creates a sense of harmony. Additionally, the close collaboration of the hunters carrying spears and heading towards the same direction as their dogs creates the impression of uniformity and harmony. The trees are arranged in the same direction down the valley to create a sense of balance in addition to uniformity due to their almost equal heights. Lastly but more importantly, the artist makes accurate use of patterns and rhythm in the drawing in the sense that the hole drawing is in color while depicting the fact that the art is a snowy region that covers almost entirely down the

How Hooliganism Is Seen in the Contemporary World Coursework

How Hooliganism Is Seen in the Contemporary World - Coursework Example It is evidently clear from the discussion that to give a reason for some of the key attributes of hooliganism, a division between impulsive, relatively secluded confrontations of spectator violence and the conduct of socially organized fan groups which participate in aggressive violent behavior should be drawn. This division is historically apparent through a change from a pattern in which assaults on football match officials and opponent players preponderated over assaults on opponent fans, to a practice in which fights against fans and the police became the dominant form of watcher muddled state. Pearson defines hooliganism as a violent, raucous and disparaging behavior. Hooliganism has closely been associated with sports activities due to violence among the spectators. There are numerous theories on the history and origin of hooliganism. In reference to the Oxford dictionary, hooliganism originated in the late years of the 19th century from the surname of an illusory unruly Irish family, Hooligan, in a musical-hall song of the 1890’s. Hooliganism has been used since the late 19th century. It described a street bunch of criminals in London in the 1890’s, just about the same time Manchester street mob were achieving disrepute. Exact first usage of the term hooliganism and how it came to be used in the present meaning is not well known. The Daily News reported a case at Southwark Police Court in London where it indicated that Clarke, 19 years old, arraigned for the attack on police was the ringleader of â€Å"Hooligan Boys†, a gang of youth. This gang had graced with their presence a music hall and caused disturbances which led to the police being called. Later the next month, two young men were brought before a court in London for unruly behavior.

African American treatment by the police Essay Example | Topics and Well Written Essays - 2500 words

African American treatment by the police - Essay Example Most African Americans, particularly those victimized by crime is a disproportionate manner, have little trust that the police would treat them in a fair manner. On the contrary, the population believes that law enforcement officials should treat all people equally regardless of their race, gender, or religious affiliation. This issue has attracted considerable attention, in different parts of the country based on the growing rates of victimization and exaggeration y the media in the United States (University of Texas, 2013). This paper will depict the issue of victimization of African American by law enforcement officials. It will also discuss how the media influences the perception of the public towards a criminal, and how media depiction of an incident affects individuals involved in a criminal activity. Researchers have revealed that a large number of black young men feel targeted by the police, particularly when driving or walking. In this case, they feel judged by stereotypes, which fuel resentment, hopelessness, and fear. Statistically, when targeting issues such as implementation of a drug policy, pulling individuals over, or implementing a death penalty, various racial disparities prevail. As such, just as most black Americans are influenced by crime in a disproportionate manner, the police equally scrutinize them unfairly (Fiducia Project, 2012). In 2010, for instance, African-Americans, representing 13% of the total population, accounted for about 55% gun homicides victims. These conflicting feelings have resulted to creation of incompatible policies. During the mid-1980s, a time when cocaine epidemic was dominant, tearing apart communities and families, and fueling murders, black lawmakers were on the forefront to facilitate in the establishment of laws that would help control the menace. This issue led

Info technology Essay Example | Topics and Well Written Essays - 500 words

Info technology - Essay Example This article mainly focuses on the approach to be implemented to improve the Supply Chain Management in order to effectively cut down on excess costs. The author discusses how different companies implement the present Supply Chain Management principle and expect different and better results whereas this is not possible. The author states in this article that to gain better profit margins and to gain a better hold over the market, each company has to come up with its own Supply Chain Management principle which suits that company. Despite the changes such as Globalization, Real-Time Supply Chain Process, Lean Management for Waste Reduction, Accounting Rules and Transparency of sales and acceptance, companies present since ninety years back function the same way as they did then. The author suggests the old business principles to be dropped and new improvised ones be implemented. The approach should be more of a strategy than being jut a principle. The first step is to design the a new architecture for the Supply Chain Management. The second step is to define the process, people and technology. The third step is to use resources effectively. The fourth and the final step is to include the scope, breadth and complexity of supply chains. Discussion: Supply Chain Management involves co-ordinating and integrating the flow of materials, information and finances from supplier to manufacturer to retailer to consumer both within and among companies (Ayers, 2000). The product flow involves the flow or movement of raw materials from the supplier to the manufacturer and the movement of products from the manufacturer to the wholesaler to retailer to the consumer. The information flow involves the flow of information such as transmitting orders and updating the status of delivery. Flow of finances includes transfer of credit, payment schedules, etc. Supply Chain Management makes use of

African American treatment by the police Essay Example | Topics and Well Written Essays - 2500 words

African American treatment by the police - Essay Example Most African Americans, particularly those victimized by crime is a disproportionate manner, have little trust that the police would treat them in a fair manner. On the contrary, the population believes that law enforcement officials should treat all people equally regardless of their race, gender, or religious affiliation. This issue has attracted considerable attention, in different parts of the country based on the growing rates of victimization and exaggeration y the media in the United States (University of Texas, 2013). This paper will depict the issue of victimization of African American by law enforcement officials. It will also discuss how the media influences the perception of the public towards a criminal, and how media depiction of an incident affects individuals involved in a criminal activity. Researchers have revealed that a large number of black young men feel targeted by the police, particularly when driving or walking. In this case, they feel judged by stereotypes, which fuel resentment, hopelessness, and fear. Statistically, when targeting issues such as implementation of a drug policy, pulling individuals over, or implementing a death penalty, various racial disparities prevail. As such, just as most black Americans are influenced by crime in a disproportionate manner, the police equally scrutinize them unfairly (Fiducia Project, 2012). In 2010, for instance, African-Americans, representing 13% of the total population, accounted for about 55% gun homicides victims. These conflicting feelings have resulted to creation of incompatible policies. During the mid-1980s, a time when cocaine epidemic was dominant, tearing apart communities and families, and fueling murders, black lawmakers were on the forefront to facilitate in the establishment of laws that would help control the menace. This issue led

Organizational and Societal Functions Essay Example | Topics and Well Written Essays - 1250 words

Organizational and Societal Functions - Essay Example These, when clubbed are categorized as the Organizational and Societal arenas, where the PR man has to function. Public Relations is reaching out to the world to create an image of the company, its products and services so as to have a positive competitive impact, which in turn makes for a good long term bottom-line. Apart from the traditional public relations function of working with the media and exposing the good side of the organization, now the hectic pace of all the domestic and global industries demand the following functions too: The last, becoming more and more urgent and forceful as the organizations are impacting globally, by their multi-country locations. These generate a plethora of economic, social, cultural and even religious issues, which have to be resolved. 2. Relationship management - This demands great tactical skill that adequately addresses the strategies formulated, to be played right across the board. It is all inclusive and in dire need nothing is excluded. Traditionally the directions required are {a} Internal Within the organization and {b} External Outside the organization. 3. Media Relations - The core area of public relations is media relations. Efforts are desired to properly publicize products or the company to the members of the mass media TV and Radio, newspaper, magazine, newsletter and Internet. 4. Publicity - Products or events are to be successfully publicized when launched through various media and Brand Ambassadors or influencers. 5. Marketing communications - This focuses on the products or produce and/or services. Marketing communications {marcom} is primarily concerned with demand generation, product, produce and/or service positioning. 6. Employee relations - It begins with sharing of the corporate vision to enable every one in the organization, to work in tandem to successfully realize it. Build cordial relationship between the employer and the employee with the existence of mutual respect for each other. Derive immense benefits of team sprit to directly effect improved production, employee motivation, customer satisfaction and reputation of business. Public Relations 5 7. Investor relations - The larger the organization gets the more complex are the financial structuring. Therefore, most large companies, investor relations (IR) or financial public relations is a specialty in itself guided by specific disclosure regulations dictated

Human Resources Presentation Outline Essay Example for Free

Human Resources Presentation Outline Essay Complete a slide-by-slide outline of your Human Resources Presentation using Microsoft ® PowerPoint ®. Consider the layout and the speaker’s notes for each slide in addition to the wording on the slide. Include the following in your outline: On each slide: List the main topics. List two or three subtopics. In the speaker’s note section: Describe the layout or appearance of the slide. Include a brief description of the text the speaker notes will contain. Human Resources Presentation â€Å"Team Presentation† As senior members of the human resources team, you have been asked to give a presentation on the state of the union to the board of directors. The presentation must include past, present, and future legal issues. Create a 12- to 15-slide Microsoft ® PowerPoint ® presentation with detailed speaker notes summarizing your findings to the board. Use complete sentences, with correct grammar and punctuation, to fully explain each slide as if you were giving an in-person presentation. In your presentation, include at least two main points for each of the following bullets: †¢State and federal statutory and regulatory enactments related to patients’ rights and responsibilities †¢Current principles of patient consent and the resulting implications for the health care industry †¢The current state and future trends of physicians’ rights and responsibilities in the delivery of health care †¢Current components and implications of the Health Insurance Portability and Accountability Act (HIPAA) (LINDA’ part) †¢Brief summary of current and future trends for statutory, regulatory, and common law requirements of confidentiality in the health care industry  (LINDA’s part) †¢Current and future legal and ethical obligations relating to the documentation, retention, storage, and use of medical records Format your presentation consistent with APA guidelines and References. Each one of us is doing a total of 4 slides 2 for each bullet, so I only need a total of 4 slides.

What is attributes are required in HR department.

What is attributes are required in HR department. 1.Introduction This report will cover my findings on what is attributes are required in HR department. I particularly choose HR because I see myself in this occupation in the future and this assignment would give me a head start. I am going to look at different types section in HR and see what is best fitted to me. By looking at six organisations, I want to find out what are their requirements to have perfect candidates. With this knowledge I will go on and compare my skills and attributes to the requirement of the organisations. This is going to tell me what skills I lack and to make a plan on how to gain those skills. 2.Occupational Research 2.1 Terms of research The research and report is based on what is required to become a graduate in HR. the research will came across sectors that make HR. (See appendix 1) the information, will give a better insight of Human Resource manager this will help in the decision making process as it would give a better idea on what is required to work in a HR sector. The outcome of the research will be to see what skills are needed to become a HR manager. 2.2 Methodology The target, in this section was to get the latest information on the six organisations. The focus would mostly be on large organisations due to the current credit crunch. The credit crunch has affected many businesses and the small business would have been affected the most. This would also mean that, those businesses would not be able to expand in the near future, which would affect the graduates. Internet sources would provide the opportunity of getting up to date information. It is a good chance to review the latest information about the organisation through looking at sites like BBC, or any news article that was relating to the six organisations which would provide sufficient information on the current state of affairs. The advantage of using internet is that similar information can be access online rather than having to look at newspaper articles which are time consuming. Another advantage is if any query came up they would be easily accessed via email. 2.3 Main Findings Organisation one is, Royal mail. The profits have been surprisingly high, considering the economic situation. The high profit has resulted in nearly 2500 post offices closing down. (See appendix 2) This meant that many staff was redundant. This will have a major impact to the hiring of graduates. On the other hand this would an ideal opportunity to hire graduates as they would start on a low salary and work as hard as other employees In the role of HR Royal mail would offer a graduate a chance to build on their general and specialist HR skills. The program will give the graduate a chance in experiencing in number of HR areas; this would be an opportunity to find out where you want to grow your career. To help you to identify which roles are most suited to your experience and interests. The graduate will have experience on various roles including recruitment, learning, reward and recognition, corporate social responsibility and advice and support. (See appendix 10) The requirement for this role see (bottom of appendix 10). The application process see appendix 11. Second company is Shell, they are getting stronger and stronger in terms of their profits the current crisis has had little or no effect on the organisation (see appendix 3). Oil is the most actively traded commodity. This is shown in terms of the increase in profits. The increase in profit means that the company put vast amount money into their recruitment process. Shell encourages students and graduates to come to their recruitment days, and they would help you to make career choices. (See appendix 4). Shell will have the graduate focusing on recruitment, performance management, learning and development or another specialist area. Shell require their graduates to be able to able to absorb information, analyse problems, make objective decisions and come up with ideas of their own. You also need sensitivity and influencing skills to work as part of a team. (See appendix 12) The organisation has three ways of which to recruit staff and you have to choose a path during the application process. (see bottom of appendix 12) Nestle is the third organisation. Nestle is a controversial organisation, pressurised by trade unions, governments and by the press, but they cannot take away the fact that they are a very successful company. The career options for graduates is very well organised and give a sense of welcome into the organisation. (See appendix 5). Nestle are creating jobs in New York (appendix 6) this is good news as the credit crunch is causing other organisation to cut jobs. Even if the jobs are in New York, there is a good chance that the trend is going to continue in to the UK. For graduates there is a two year two-year programme designed to give you an overall perspective in HR they will be working in areas such as Recruitment, Learning Development, Information and Advice (see appendix 13). Nestle are looking for graduates who has a HR degree or Masters they have other needs see appendix 13 for rest of them. Also in appendix 13 there is the application process. Forth company is Marriot, this is a big hotel chain specialising in hospitality. The economic crisis will have a major impact on the organisation because people are looking to save money. To save money they are cutting down on luxury and Marriot hotels fall under this category. In terms of working the Sunday Times named them in the top 20 best Big Company to work for in 2008. (See appendix 7). Marriot offers graduates to a get an insight on how the HR side of the business works. They are looking for graduates who are innovative, guest-focused way of thinking. (See appendix 14). In appendix 15 shows the application process in which a graduate must go through. The fifth company is Lloyds TSB. Lloyds are going through a tough period the credit crunch has hit them hard and they are on the verge to be taken over by HBOS (see appendix 8). The plan could result in job losses, but on the other hand this would ensure the organisation save millions of pounds. And in the future Lloyds would look to hire staff with a low starting salary to ride out the crisis. And this could be a great opportunity to hire the graduates who would bring fresh ideas into the organisation together with great challenge and commitment to help the company out of the sticky situation. Again similar to other companies Lloyds will help the graduates to see what HR is all about. The difference lies in the organisation helping graduates towards your chartered institute of personnel development (CIPD). They break the programme down into three section first is the generalist placement duration: 9 months, second is, front line placement duration: 6 months, finally generalist/spe cialist HR placement duration: 9 months. They require the graduates to bring excellent judgement, drive, influence and the ability to successfully deliver and exceed even your own expectations (see appendix 16). They have a section on educational criteria which you can view in (appendix 17). This shows what the requirement to become a graduate at Lloyds is. Furthermore in appendix 18 shows, the process in which the graduates will be chosen. The sixth company is British Airways. BA profits have declined due to the credit crunch, looking at the positive they are hoping to make some profit in the financial year. (See appendix 9). The future looks bright as they have opened a new terminal and are expecting high profit from this. The new terminal would require more staff and to save money they could hire graduates. They have recently created a programme in which the HR graduates can benefit see appendix 19. They are very clear on who they are looking for in graduates which is Personal Credibility, Delivering Results, Customer Service, HR Mastery and Business Mastery. (See appendix 20). They have clearly stated the requirements i.e. 2:1 Honours Degree in any discipline. The application has to normally be completed on line, if successful you would be going through tests like psychometric tests personality questionnaire, a group discussion, work related exercise and interview. (See appendix 21). 3.Personal Reflection In this section I will be analysing my skills and relating it to the skills which is required by the six organisations. Through using tools such as Gap analysis and Action Plan. 3.1 Personal Analysis I have gained valuable skills through various activities, whether it is during Cricket, group work or individual. My coaching badge has enabled me to implement and improve various skills such as communication skills and leadership skills, as well as acquiring new ones such as adaptability. I was given a chance by Stanmore Cricket Club to implement these skills. I was able to coach different groups such as under 14s, as well as manage the under 10 year olds. Individual and group work in both college and university has enhanced my ability to communicate and work as a valuable team member. Currently I have grasped the skills like Adaptability, Leadership, Organisational skills, and Communication Skills and Excellent time management. 3.2 CV and Covering Letter See appendix 22 and 23 3.3 Gap Analysis In appendix 24 I have set out what all the companies require the skills their graduates should have. I am going to compare those skills to my current skills which are on appendix 25. I have a skill gap in areas, such as the ability to absorb information and experience. The areas I am deficient are Analyse problems, Make decisions, Presentation, Knowledge of HR, Interview skills and Numerical skills. (See appendix 26) 3.4 Career Action Plan (CAP) My career action plan has various activities that I need to address. Firstly I need to improve on my interviewing skills. Interviews are used as a mean of selection by the six organisations which I have looked at. The action that I will be taking is by arranging an appointment with the placement office to practice my skills, in which they will sit with me and rehearse the interviewing process. I will be also using my friends to practice the process. I am planning to do this as soon as possible. Secondly I need to improve on my numerical skills, again all six organisations will require men to give an numerical test, I always lacked this skill and after finding out that there is a maths drop in sessions I will be attending those classes as soon as possible. To deal with experience I need to get a part time job in a HR department this would give me valuable knowledge of how the department is run. This would also give me an advantage over other candidates as this could mean the difference between me getting a job or not getting the job. I will search for the job using newspaper, job offices on the internet and going to universitys placement office. To improve my presentation skills first step is to book an appointment with UHSU and attend workshops i.e. training sessions in presentation skills. In which they will give me good information on how to present from planning, preparing, helping me on how to use visual aids, using PowerPoint, using graphs and charts, help me practice and assist me on non-verbal communication. I am planning to achieve this by the end of the course. To gain a 2:1 I need to do the basics right i.e. attending all the lectures and seminars. This would not be enough because to further my knowledge I need to ask for help more often by attending various classes or talking to lectures if I am stuck. In my action plan I have not included my weakness of absorbing information and analysing problems because I feel that by following the action plan this would automatically be addressed. (See appendix 27, for the summary of the action plan) 4.Conclusion I have learnt a lot both about myself and about the requirements of the organisation in the HR position. This assignment has made me think about aspect of employment which previously had eluded me for example made me think long and hard about my future. Whereas before my idea of a job in HR, was purely based on paper work and staying in a office and now realising that there is more to it i.e. meeting new people having various tasks to do, it has increased my desire to work as a HR manager. Now knowing the skills that I lack, encourages me to put the CAP into action.

My Uncle Killed Himself Essay -- Death, Suicide

As I grumbled and griped about having an honors band rehersal only hours before the concert - as i complained about the growing callus on my thumb, about the gay kid with the neckstrap who was first chair clarinet, as i lamented the fact I could NEVER play this music, that i wouldn't get any better in that small practice, so WHY bother- my uncle killed himself. in the basement of his very own house at that, with a gun. his two little girls and pregnant wife left him, and he took his own life. at the memorial, our pastor spoke of God, of how even "Jesus wept" at a friend's death (excuse my ignorance, i know not much of religion.). he said that he knew we were angry, that he knew we would harbor hate and such for a long time, that we would always struggle to understand what happened. i was fine until that point. because i had never really thought about it. I hadn't grieved, I hadn't cried, I wasn't even able to find a friend to cry to. it's our new dark family secret. A promising, handsome, charming young man, with two beautiful daughters, a third on the wa...

Shakespeare :: essays research papers

Personal life His life was a good one for the times, no money struggles or divorced parents. His father didn’t expect him to fallow in his footprints like most parents, but, he would have liked it. Instead his father wanted what was best for him. In turn he fallowed his dreams of acting, writing and producing plays. His childhood was hard working; he went to the king’s new grammar school. He also studied Latin and Greek which he incorporates in his plays. When he was 18, he was married to Anna Hathaway, aged 26. Their kids names were Susanna, Hamnet and Judith. Burbage’s influence on Shakespeare Both Shakespeare and Burbage were 20, interested in theater, both part of the lord’s chamberlain’s men and both seeking success. Burbage invented the actual name â€Å"theater† and paying at the doorway of the theater instead of in it. The Theater had to be taken down so they took it apart and set it back up on the bank side of London and named it the â€Å"Globe†. For the observers eye of Shakespeare’s plays in the Globe The performances would start at approximately 2 o clock in the after noon unless the flag was up, which meant that the weather was too bad to host the play. Part of the Globes roof was open and the rest was thatch making it easy for the weather to cancel performances. Its octagon, kind of circular shape and being 3 stories tall helped to create its name, the Globe. Up too 3000 people could fit in the Globe and payments went 1 penny for a ground view and 2 pennies for a gallery seat. The stage was a thrust stage with secret entrances and great performances until it burned down from a shot of clothe in a cannon that landed on the roof. The Globe was no longer a Theater. Life as an actor There are 10 key points to the life of an actor. 1. It was a long day 2. You had to repeat shows lots 3. Memorizing your lines 4. You had to be very skillful in portraying different personalities 5. Had to be entertaining for the audience