Applying Theories and Principles for Planning and Enabling Inclusive Essay

Applying Theories and Principles for Planning and Enabling Inclusive Learning and Teaching - Essay Example The best way to understand Brain-based education is through three words namely: principles, strategies and engagement. Thus, learners have to be engaged and it has to be done with strategies, which are real science based (Darling-Kuria, 2010, p. 02). Brain-based learning effectively ensures to produce a more efficient learning process, which assists the student through comprehension on how the brain delivers, and learns the valuable learning environment possible. Therefore, brain-based learning is the vigorous engagement of strategies that are purposeful on principles, which are effectively derived from neuroscience. Brain-based learning is done in accordance to the way the brain is designed naturally to learn. This study will extensively discuss the various merits of the curriculum, which are taught through instructions, where it is taught, how it taught, the environment, how it measured, and the assessment (Call & Featherstone, 2010a, p.05). A research done recently shows that adul ts have a paramount role in facilitating for the children an early environment that is stimulating. There is therefore a need of the classrooms to have a link that is nearly close to the real-world environment. The curricula being taught should include problem layers, cultural and many sensory layers that effectively stimulate and excite the noble neural networks of the brain. It is also evident that an individual cannot learn in the same way to the other people and thus each individual has his/her own learning style. Evidently, artificial stress on the children is inevitable if the children are forced to learn under ineffective conditions, which greatly interfere with how they learn. These conditions reduce and depress their performance results as well as their motivation. Educators should therefore ensure to embrace the children as individuals and not as a collective class that deserve uniform practices since they are supposed to incorporate diverse teaching skills (Taylor & Macke nney, 2008, p.18). Additionally, educators must provide complex instructions, which effectively enhance and develop learning profiles individually. Complex instruction is multifaceted and it involves providing a variety of resources, groupings, instructional materials, and assessment instruments. Additionally, structured classroom time devoted to emotional and social skill building, group problem solving, and team building strengthens academic learning. Research conducted recently on learning and brain indicates that the brain effectively responds more to learning environments that are enriched and which involve as many of its processing centers as possible. Thus, educators have to allow the children to have rich experiences and then give them time and opportunities to make sense of their experiences by finding and reflecting connections in how things relate to each other. Lessons stimulating emotions, senses, and memory aid cognition and future retrieval in real world situations (C all & Featherstone, 2010b, p.35). The student usually benefits from a type of captivation in which wide selections of motivations are integrated so that the experiences are more genuine and engaging. These experiences should have problem-solving skills in learning different theories and facts since they are personally and meaningfully rewarding to the learners and thus being more inspiring and rewarding. Learners learn

International business management Assignment Example | Topics and Well Written Essays - 3000 words

International business management - Assignment Example 3- Socio-Cultural Factors: Majority of the organizations avoid introducing their products in the international market due to socio-cultural factors. Organizations fear that introducing any product or operating their business activities in a different culture with unusual traditions may risk their reputation and this could have an adverse affect on their potential growth. Therefore, it is important to know that it is the sound understanding of the social and cultural factors that distinguish the business operations of an international and domestic firm. Domestic firms possess better understanding of the social and cultural factors unlike an international firm which struggles hard to analyze and understand them. An international business may lose the business opportunity in the host country, if it fails to understand the local environment, behavior, attitudes and various other cultural factors. 4- Technological Factors: Technological factors play an important role in creating issues fo r an international firm to start their business activities in such a country that has little or no proper technological and communication infrastructure. This would increase the cost of producing or starting a venture in the host country. Differences between Domestic and International Strategy: Factors Domestic Conditions Global Conditions Culture Homogeneous Heterogeneous Currency Standard and uniform Different currencies and exchange rates Economy Stable and consistent Uncertain economical conditions Government Stable Unstable and uncertain Labor Easy availability of skilled workers Hard to find the skilled labors. Language Single Language Different languages with different dialects Marketing Many media, broad exposure and few restrictions. Fewer media, minimum... The paper tells that globalization has helped the economies to improve their trade, investment and how these economies can enhance their international businesses. There are different issues that a firm takes into an account before entering the global market. It is highly important for an organization to carefully analyze all the key issues and factors that can affect on the international operations before entering into global market. These key international issues are: economic forces; political and legal factors; socio-cultural factors and technological factors. Corporate social responsibility refers to the set of obligations on a firm for its approach towards social contribution in the society it operates. As we know that, multinational corporations operate in a culturally and socially diversified structure therefore, they are under more challenges to fulfill their share of corporate social responsibility in the country they are operating as compare to domestic/local firms. Multina tional corporations operate in the host country with the intention of benefiting the host country by bringing employment opportunities to them, giving boost to their economy and by introducing the latest technology in the country. However, there are certain factors that MNCs should consider while operating in any other country such as taking care of the corporate social responsibility which is an obligation to be fulfilled on all the MNCs. This is mainly due to the fact that these international businesses face more challenges as compare to domestic firms and local businesses.

Self-esteem and Self-image Essay Example for Free

Self-esteem and Self-image Essay If we feel good about ourselves that may lead us to brighter futures and an enjoyable life, or it may lead to dilemma and problems in managing or surviving in life.  Influences on self-concept  Age  Age makes a huge dissimilarity to the way children illustrate themselves and to the way adults think about their lives. Our self-concept grows and changes as we grow older. When you are in a young age you are not as much anxious about the way you illustrate them selves, but when you are more mature and elder you are more conscious. see more:explain how individual identity and self esteem are linked Appearance  Somewhere between 10 and 12 years of age, children start to analyse the ways which they are alike or not like others. The physical shape of our body, our height, weight, hair, eyes and skin colour all have an influence on our self image. Most people especially teenagers believe that there is an ideal image. When we view ourselves as good looking and give ourselves positive images this builds up our self-esteem, whereas giving ourselves a negative image then it may make us feel awful or affect our self-esteem. Gender  Basic matters such as sexual characteristics and civilization will be most important reasons why a person creates a self-image. Most people arrive at a specific age which they start to decide that they do not like or feel comfortable in the gender that they are. For examples: homosexuals.  Culture and Socialisation  People produce an icon of themselves based on information obtainable in their background. People have diverse traditions and ways of thinking, this consist of the following:  Different beliefs about marriage, for instants, dissimilar faiths and neighbourhoods have different viewpoints about marriage and sex Media  People may judge themselves with the representations of other people depicted in the media. Media represents things like internet sites, magazines, television, newspapers, music, radio and DVDs. Families choose what they feel is appropriate media for the children, but as we grow older we began to become independent and choose what we feel is appropriate for us to watch.  Income  Developing in a Low-income household may persuade a persons self-image and self-esteem. This can persuade an individuals self-concept because of the opportunities connected with our familys income. Relationships with family and friends  Self-image and Self-esteem is extremely influenced by family members and friends. This is because of the way we are spoken to and the ways are families and friends act around us. If an individual gets along with their family and friends, they may feel love and wanted by them.  Abuse  If a person is mistreated this may damage the view of themselves and my end up with a low self-esteem, they may insolate themselves and finish off by taking their own lives. Education  Learning success may manipulate a persons self-esteem. Later in life we experience life at college and university, this also verifies change and what we think about ourselves and others, having a good education may let students have easy access to a well-paid job.  Emotional health and well-being  Poor emotional health may produce trouble with self-concept. The way we see ourselves is influenced by our school. But later on in life we may experience change in the way we see ourselves for the reason that we have different college and university friends.  Environment  The area we live in may persuade us to see ourselves in a different way, e.g. we may feel that we are different from people who receive good income and receive good quality education and health.

Risky play in early years setting

Risky play in early years setting Introduction: There is an ongoing debate whether to prioritise the safety of children or the benefits of risky play in early years setting. More particularly, the contention is on the issue of making certain children are safe against allowing them to play in emotionally and physically motivating and challenging contexts. The emphasis is currently on the right of children to participate in risky play. Thus far, there are no investigations classifying risky play. This study will attempt to accomplish this. In the present study, risky play is defined as stimulating or thrilling varieties of play that involve a possibility of physical harm. Children usually want to and participate in risky or challenging varieties of play although, and to a certain extent, it involves the risk of getting injured or hurt. Because of the safety concerns of the Western culture, the issue of risky play in early years and the degree such play should be monitored and regulated are crucial and continuous debates (Greenfield 2003). These debates on play safety have generated safety proceedings and legislation from concerned child care workers and parents. This has invoked further disputes on the balance between the benefits of risky play for child development on one hand, and safety proceedings and litigations on the other hand (New, Mardell Robinson 2005). Normally, play occurs under the supervision of adults, hence controlling what children are permitted to do and where they are permitted to go (Gill 2007). For this reason, adults are influencing the safety of children when playing, and, simultaneously, they embody the greatest limitation on the childs capability of experiencing challenges and risks that are eventually favourable for development (Gill 2007). A persistent argument in the literature is the children gain developmentally from taking risk, and that too much protection from risk can hamper development. Historical and Current Context of the Debate In a continuously evolving world, environmental and social aspects have significantly affected childrens opportunities for emotionally and physically challenging play. Where previously youngsters may have played in the street, playing ball games, riding bicycles or playing other outdoor activities, increased road hazards has made the streets and play opportunities restricted to children as the risk or perils are extremely high. Children nowadays are confined to their houses or designated areas for relatively secured places to play. Still even these are transforming (Ball 2002). With increasing populations, the enlarged need for housing in several areas, specifically urban areas, is weakening the play spaces of children. High-density housing is increasingly becoming widespread and housing units are becoming smaller (Rivkin 1995). Coupled with diminished opportunities for parents to allocate time for the supervision and participation in their childrens play due to expanded work obligat ions, this condition has led to greatly decreased opportunities for childrens participation in risky play (Rivkin 1995). In addition to this, diminished risky play experiences have been ascribed to the fears of parents for the safety of their children. A UK survey discovered that, although 91 percent of the grown-ups asked understood the benefit of risky play, 60 percent said they were worried about their childrens safety when playing in unsafe places (Valentine McKendrick 1997). Consequently, parents place higher constraints on their childrens independent plays. Their worries have aided the development of overprotective or domineering parenting, by which the world is viewed as a naturally unsafe place from which children have to be protected (New et al. 2005). This concern for safety is present on several levels, involving concerns linked to safety stemming from stranger danger (p. 49) and increased street hazards, as well as those linked to harm inflicted by the use of play equipment, such as skateboards, roller blades, etc., and playground. In contrast, Ball (2002) emphasises that, because the advantages of risky play are not simply determined using recognised western scientific processes, they have a tendency not to be properly regarded in discussions about risk and play. He argues: If the purpose of an activity is not directly considered, then a balance between risk and benefit cannot be struck and one is in danger of considering only one side of the equation (p. 51). It is claimed risk taking can have favourable effects in terms of childrens emotional, social and developmental needs, as well as their general well-being (Ball 2002). Advocates of risky play tend to argue that removing risks deny children the opportunity to evaluate them competently, and hence they are unprepared to cope with any circumstances they may experience in later life (Childrens Play Council 2004). It is argued that, by giving chances to children to deal with their own risks in a regulated environment, they will become skilled at important life capabilities required for adulthood, and acquire the experience required to confront the changeable nature of the world (Childrens Play Council 2004). Gill (2007) claims that depriving children this opportunity may generate a society of risk-disinclined population, or citizens incapable of dealing with daily situations, or in children easily locating more hazardous areas to perform their risk-taking behaviour; risk-taking is regarded to have additional advantages, which contribute to the cultivation of favourable personality attributes, such as creativity (Ball 2002). Through exposure to cautiously supervised risks children become skilled at sound judgment in evaluating risks themselves, thus developing self-esteem, resilience, and confidence, attributes that are crucial for their later independence (Ball 2002). Moreover, a developing culture of litigation has led to the elimination of playground paraphernalia from numerous public places and a growing anxiety amongst educators and child care workers that they will be held responsible for any harm sustained by a child while in their supervision (Childrens Play Council 2004). Moreover, children who adopt and use more minor techniques to play may be open to the more threatening possibilities of chronic illness linked to diminished levels of activity. Experimental data with children in preschools (Smith Hagan 1980) and early school years (Pellegrini Davis 1993) shows that participants who have been denied of physical play for a given period of time will, when provided with the opportunity, participate in physical activities that are much more challenging and persistent. This effect of deprivation was discovered to be more intense for boys than for girls and indicates that risk reduction techniques that limit physical activities are prone to have a direct effect on the plays quality (Mitchell et al. 2006). Hence, the benefit of risk-taking in facilitating childrens development and learning in the context of risky play will be explored in the present study. Current Debate Providing opportunities of risk-taking for children in physical play does not imply that safety is taken for granted. Instead it implies that parents and educators have to be highly aware of the dangers and carry out all the essential steps to make sure that the environment is safe, and to have sufficient number of staffs to supervise risky play (Mitchell et al. 2006). Even within the field of playground safety and harm prevention there is recognition of the benefit of risk-taking during play. As argued by Mitchell and colleagues (2006), children should have opportunities to explore and experiment in an environment that provides a degree of managed risk (p. 122), because eventually, regardless how secure the play environment is, it will fall short in meeting its goal if it is not thrilling and appealing for children. Inopportunely, the concept risk-taking is generally understood with negative implications, with danger and risk usually viewed as synonymous (New et al. 2005). However, Greenfield (2003) thinks a differentiation should be made between these two concepts; risk links to the childs doubt about being capable of attaining the desired result, involving a decision whether to take risk or not, whilst danger is something the child does not perceive. Grown-ups can mostly perceive the dangers and try to get rid of them. The way is in that case certain for children to confront the challenge and take the risk should they decide to do so (Greenfield 2003). This also requires giving sufficient assistance and supervision and being conscious of those features of the childs activities that may contribute to severe injury, particularly as an outcome of improper use of playground tools (Ball 2002). The concept of finding the symmetry is integral if children are to have the chance to encounter some risk in their lives. This symmetry can be realised when adults respond perceptively to individual behaviour patterns (Gill 2007); to recognise and develop childrens capability of evaluating and managing risk, as well as their need for stimulation and challenge in their play. Conclusions Risk is a crucial deliberation within the play field, but it remains a comparatively under-studied field. The studies that have been conducted appears to assume that play is both pleasurable and favourable to children, and there is a number of substantiation that children have a higher understanding of and capability of handling risk than they are credited for. It also proposes that chances for children to evaluate and encounter risk in play are constrained because of several attitudes and structural limitations. Several authors call this a risk-averse society due to the carefulness of risk evaluation in childrens play opportunity, and the prevailing judgment adults adopt towards risky play. There is substantiation to indicate that several of the measures that have been adopted to build safer play for children are not needed or efficient. Scholars appeal for acknowledgement of the potential impacts that thorough safety norms have for children, and propose using a new strategy of risk evaluation. References Ball, D. (2002) Playgrounds: Risks, benefits and choices, Middlesex University: HSE Books. Childrens Play Council. (2004) Childrens Play Council Policy Positions: Risk and challenge in childrens play, http://www.ncb.org.uk/dotpdf/open%20access%20-%20phase%20only/policyrisk_cpc_2004.pdf. G. Valentine J. McKendrick. (1997) Childrens outdoor play: Exploring parental concerns about childrens safety and the changing nature of childhood, Geoforum , 219-235. Gill, T. (2007) No Fear: Growing up in a risk averse society, London: Calouste Gulbenkian Foundation. Greenfield, C. (2003) Outdoor play: The case for risks and challenges in childrens learning and development, Safekids News , 5. Mitchell, R., Cavanagh, M. Eager, D. (2006) Not all risk is bad, playgrounds as a learning environment for children, International Journal of Injury Control and Safety Promotion , 122-124. New, R.S., Mardell, B. Robinson, D. (2005) Early childhood education as risky business: Going beyond whats safe to discovering whats possible, Early Childhood Research and Practice , 7. Pellegrini, A.D. Davis, P. (1993) Relations between childrens playgroundand classroom behaviour, British Journal , 86-95. Rivkin, M. (1995) The great outdoors: Restoring childrens right to play outside, Washington, D.C.: National Association for the Education of Young Children.

cell theory :: essays research papers

Cell Theory   Ã‚  Ã‚  Ã‚  Ã‚  The Cell Theory states that all organisms are composed of similar units of organization, called cells. The concept was formally articulated in 1839 by Schleiden and Schwann and has remained as the foundation of modern biology.   Ã‚  Ã‚  Ã‚  Ã‚  Formulation of the cell theory In 1838 Theodor Schwann and Matthias Schleiden were talking about their studies on cells. It has been suggested that when Schwann heard Schleiden describe plant cells with nuclei, he was stuck by the similarity of these plant cells to cells he had observed in animal tissues. The two published his book on animal and plant cells the next year. Schwann summarized his observations into three conclusions about cells. 1. The cell is the unit of structure, physiology, and organization in living things. 2. The cell retains a dual existence as a distinct entity and building block in the construction of organisms. 3. Cells form by free-cell formation, similar to the formation of crystals.   Ã‚  Ã‚  Ã‚  Ã‚  We know today that the first two tenets are right, but the third is wrong. The cell theory include: 1. All known living things are made up of cells. 2. The cell is structural and functional unit of all living things. 3. All cells come from pre-existing cells by division. 4. Cells contains hereditary information whish is passed from cell to cell during cell division. 5. All cells are basically the same in chemical composition. 6. All energy flow of life occurs within cells.   Ã‚  Ã‚  Ã‚  Ã‚  With any theory, its tenets are based upon previous observations and facts. The cell theory is no different being founded upon the observations of many. For the first 150 years, the cell theory was just a structural idea. This stuctural view whish is found in most text books describes the components of a cell and their fate in cell reproduction.

The Deception of Visual Memory :: Photography Essays

The Deception of Visual Memory What is visual memory? And what does it mean to remember through images? Unlike verbal memory, visual memory functions primarily through a dependence on its materiality, on the texture and availability of the paintings, icons, photographs, films, and video clips that give it shape. We remember whole events through condensed images that reduce complex and multidimensional phenomena into memorable scenes. The meanings of wars, political conflicts, tragic romances, and cataclysmic disasters can all be found within a painter's brush or a camera's lens, as in Emanuel Leutze's 1851 rendition of George Washington crossing the Delaware River or Joe Rosenthal's photographic capture of the flag-raising atop Iwo Jima during World War II. The materiality of visual memory is deceptive, in that it overstates elements of the visual that cater particularly well to memory work. Visual memory depends on images that are simplified, conventional, schematic, and often composite. These images tend to arbitrarily connect with the event or object being remembered, rarely making explicit how they construct what we see and remember. Collectively held images thus act as signposts, directing people who remember to preferred meaning by the fastest route. These signposts are deceptive, favoring certain strategies for making, collecting, retaining, storing, recycling, and forgetting images that privilege certain ways of remembering over others. With photographs, visual memory's deception is particularly acute.We need only think of the photo of a dazed Jackie Kennedy gazing upon the swearing-in of Lyndon Baines Johnson as the next U.S. President or of the image of a small boy, his hands stretched above his head, being herded out of the Warsaw Ghetto by German soldiers, to recognize how well photographs work as vehicles of memory. But their strength is offset by the fact that in memory, one function of photography - its ability to "tell it like it is," commonly called its verisimilitude - is understated in order to privilege a second function - the ability of the photo to act as a symbol. In memory, then, contingent details matter less than the way in which contingent details are made part of a larger interpretive scheme. Holocaust photography bears this out with troubling implications for our understanding of contemporary atrocity. Photos of the liberation of the Nazi concentration camps in 1945 were recorded with inaccurate or incomplete captions, with few credits, and with an uneven relationship to the words at their side.

Difficult Transition Essay

Q1.Identify different several concepts and characteristics from the field of organisational behaviour that this case illustrates. The Organizational Behaviour between the two firms were very different and identifiable. Tony Stark started working at O’Grady and things had been great there. The firm made sure that people who worked there, their personal goals be met and broadened their perspective towards work thereafter. O’Grady was a decentralized firm giving everybody a chance to grow and feel like a part of the firm as their opinion would be incorporated while the managers did decision making. The surroundings were very friendly and socially psychological. There was a lot of freedom given to the workers in terms of the work they did. The firm practiced managing workforce diversity. Tony Stark had a sense of job satisfaction and would have continued working there if the firm did not shut down. Now if we look on to the firm that Tony Stark had to take up after the closure of O’Grady was the Reece Enterprise. This firm had an entirely different way of operation. There was reward based on how long they had been there and played the politics. Top managers only were concerned about the work being complete and not how it was done or who did a good job. Even though Reece was a much more organized and structured organization, it still failed to be practicing a decentralisation. There was a requirement of three signatures from the higher authority without which any decision making would not have proceeded and therefore made the entire process really slow as reaching the top managers wasn’t easily accessible and interoffice memos had very low priority. The environment among the workers wasn’t very pleasing either. They did not accept anyone new which was appointed at the same stature. This not only was ignorant but also very demeaning. Tony Stark regretted accepting the offer without researching about the firm. Q2.what advice can you give tony? How would this advice be supported or tempered by behavioral concepts and processes? Tony Stark could look for another job and perhaps this time research about the company and then join it or he could make a difference in the firm he was working and bring about a change. Changing working situations in such a huge firm is very difficult but its not impossible. He probably is not the only one facing the problem. There might be a few others and would join him to help him take the decision of change. This change could be bought about by effectively talking to the high authority. Letting them know that people don’t have a job satisfaction nor are they excited about the work, which would eventually lead to the downfall of the firm and further shut down. This could be avoided if decision making was made more efficient and incorporative. If there was an introduction to a suggestion box or if any other form of easy communication with higher authority, making the work more target attached. Q3. Is it possible to find an ‘ideal’ place to work? Explain. It is not easy to find an ‘ideal’ work place or maybe possible. You have to make a place ideal according to your goals and perspective. The definition of ideal will vary from person to person. It may mean friendly environment for someone and work oriented for the other. It may be too philosophical but that’s how human behaviour works. Its unpredictable. It will vary from person to person. Humanized Robots Q1.How successful do you think helen bower’s new plan will be ? Helen Bower was a young lady who had a very different way of running the business as compared to her father from whom she inherited it. She was a very business oriented woman. She knew where she wanted her company to be in the next few years. She knew her competitors and was aware of the market conditions. The problems that came along with the way she handled business was workers  not being satisfied or involved in the process. She treated them like hired help or rather as machines, who were paid to work for her. She paid them average wages and expected them to work to their full capacity and produce as much as they could. She didn’t think of herself as a leader but as a boss. She was interested in the profit and not sharing the profit among the workers who made her earn that profit. This sort of behaviour led to marginal changes in production and the growth of the corporation. To understand the reason as to why the company wasn’t growing enough she hired a consultant. He carefully researched the organization and recommended to go back to his fathers way of supervision which she thought was ‘humanistic nonsense’. She took steps that she thought were the best for the company from her point of view and announced a 10 percent cut for those who failed to increase their productivity. She did not realise that this would worsen the condition. Workers might start a protest or even worse quit. Worker satisfaction should be the utmost priority of any company or firm. Q2.What challenges does helen confront? Helen was a very straight forward person. She knew what she was doing and knew what steps would help her company grow. She never treated the people working for her as humans. Since she was paying them the average wage she thought she was doing more than enough for them. But she had to realise that at the end of the day they also had some desires to fulfil and a family back home. They needed to be paid more than average and treated more than as merely machines. Her behaviour towards workers led to problems. She had to face challenges like keeping them motivated to work, reach the target, retain in the competitive market. Q3. If you were helen’s consultant, what would you advice her to do? If I was Helen’s consultant I would have advised her to change the way she approaches her target. She has to not only focus on the global market but also the work that’s being conducted in her business. She needs to built a more systematic way of functioning in which workers also have a say. They need to be heard and given a choice to voice their opinion. It should be like how the government works- Democratically. Being like Hitler would only help you keep power in your hands but not earn respect from people. As a consultant I would also advise her to be like her father just as the consultant in the case study does. Maybe that path would lead to a slow growth of the company but it will be an everlasting growth. A growth with very strong pillars. Also being a businesswoman and always thinking about workers well being would also lead to too much pampering of the workers. They should be handled with a lot of attention. They need to be focused on the targets and help you reach the productivity with low cost. They should be understanding enough.