Deviance - 1701 Words

The Objective/Subjective Dichotomy Objectivism: Deviance as an Act The assumption that there is something inherent in a person, behavior or characteristic that is necessarily deviant Statistical Rarity If a behavior or characteristic is not typical, it is deviant. Harm If an action causes harm, then it is deviant. Folkways: If you violate these norms you may be considered odd, rude or a troublemaker Mores: Those standards that are often seen as the foundation of morality in a culture Consensual view: The law is perceived as arising out of social consensus and is then equally applied to all Conflict view: Perceive the law as a tool used by the ruling class to serve its own interests. They believe that the law is†¦show more content†¦Societal tensions can be reduced when there is some sort of scapegoat that can be blamed for a social problem 2. Individuals engage in small acts of minor deviance that act as a safety valve and let off some steam Parsons and Smelser suggest that letting off steam through minor acts of deviance activates social processes that return deviant actors to their acceptable roles in society - Socialization, profit, persuasion and coercion Durkheim noted that suicide rates were here in more individualistic communities – less social integration and lower levels of moral regulation†¦ Mechanical solidarity (before industrialization) – a society that is bonded together by likeness or by a collective commitment to conformity Organic solidarity (with industrialization) – society was bonded together by difference or interdependence Social integration and moral regulation have the potential to keep deviance at a functional level Merton’s Anomie and Strain Theories: The (North) American Dream Gone Awry Merton suggested that deviance originates not only from the individual, but also from the structure of society Merton said that in North America, the goals we are to aspire to include wealth, status/power, and prestige -Society is structured in a way that gives benefit to or rewards those who haveShow MoreRelatedWorkplace Deviance972 Words   |  4 PagesWorkplace Deviance Workplace deviance is a voluntary unethical behavior that disobeys organizational norms about wrong and right, and in doing so, threatens the wellbeing of the organization, and/or its members(Robinson and Bennett 555-572). According to Robinson and Bennett, â€Å"workplace deviances behavior varies along two dimensions: minor versus serious, and interpersonal (deviant behavior directed at other individuals in the organization) versus organizational (deviant behavior directed at theRead MoreWhat is Deviance?847 Words   |  4 PagesDeviance is defined as actions or behaviors that violate socials norms. In turn the concept of deviance is dependent on the social observation and perception. â€Å"By it’s very nature, the constructionism through which people define and interpret actions or appearances is always â€Å"social.† †(Henry, 2009 , p. 6) One’s perception of a situation may be completely different from another depending on cultural and social factors . The way someone talks, walks, dresses, and holds themselves are all factors thatRead MoreDeviance Essay911 Words   |  4 Pagesï » ¿Theories Of Devaince Presented In There Are No Children Here The four theories of deviance are The Learning Theory, The Strain Theory, The Social-Bond Theory and the Labeling Theory. These theories alone can explain the reasoning behind someone’s deviant behavior. But, in There Are No Children Here we see all of these theories being demonstrated. This lets us have an understanding of exactly why we are seeing the deviant behavior that we are. This learning theory is basically the idea thatRead MoreEssay on Deviance in the Film Sleepers1084 Words   |  5 PagesDeviance in the Film Sleepers Deviance is the behavior and the standards of expectations of a group or society. It is also behavior that is considered dangerous, threatening or offensive. The people that are deviant are often labeled to be weirdos, oddballs, or creeps. In the United States, people with tattoos, drug addicts, alcoholics, and compulsive gamblers are all considered deviant. Sociologists believe that everybody is deviant from time to time. They believe each person will violate a socialRead MoreActs Of Deviance From Members Of Our Society1494 Words   |  6 PagesOver the course of four days, I’ve observed numerous acts of deviance from members of our society. The ones that stood out to me the most were as follows... April 1, 2016- In the Tanger Outlets, I observed a woman deliberately skip a line of at least 10 people. This caused negative spontaneous reactions from everyone in line. As I was waiting in line to pay for my shirt, a woman walked right ahead of everyone who was already in line and then went to the next available cashier. Immediately, the firstRead MoreIs Deviance And The Deviant Label That Is Put Upon Female Athletes?1814 Words   |  8 PagesTopic- The topic that I have chosen for my research paper is deviance. More specifically the deviant label that is put upon female athletes. Given that they are scrutinized for becoming their own people and dismissing the traditional ways a female should behave, I would like to look at not only how these athletes are treated, but how they respond to it. Also focusing on if this process has changed over time. Thesis- Throughout the course of history, the consensus regarding traditional genderRead MoreDeviance is defined as being conduct that is not segment of the averages in specific civilization.1000 Words   |  4 PagesDeviance is defined as being conduct that is not segment of the averages in specific civilization. This can be distinctive throughout the places because certain societies have very dissimilar standards. Conduct condition is a psychological syndrome acknowledged in juvenile that gives itself through a recurring and obstinate display of conduct in which the simple privileges of others and main age-appropriate standards are disrupted. Conduct disorder gives as destructive and discourteous conduct. TheseRead MoreDeviance : Deviance And Deviance1335 Words   |  6 Pages Deviance is defined as the fact or state of departing from usual or accepted standards, especially in social or sexual behavior. There are many different forms of deviance in today s society. Something that is viewed as being deviant in one culture might be seen as normal in another. There are many different types and theories in which define deviance, however their are 3 broad categories, these 3 categories are positivist, relativist, and critical conceptions of deviance. These 3 categories areRead MoreDeviance : Deviance And Deviance1292 Words   |  6 PagesCharacterizing deviance All Sociologists characterize deviant conduct as conduct that is seen as disregarding expected standards and principles. Deviance is significantly more than simply basic non-similarity; it is conduct that hauls out fundamentally from social desires. The sociological meaning of deviance puts accentuation on social connection, not ones conduct. Sociologists view abnormality as far as procedures inside of a gathering, judgements and definitions, not generally as curious individualRead MoreDeviance : Deviance And Deviance987 Words   |  4 PagesQuite frequently in our day-to-day lives we hear the word deviance†, but we never really know the concepts behind it, although, deviance exists in almost every society. It is recognized as a term with many theories behind it which gives an immense range of interpretations of what deviance is and is not. According to Brym and Lie, deviance is defined as â€Å"departure from a norm that evokes a negative reaction from others† (2015:96). In other words, when someone is doing something that the rest of the

Calculus Oaper - 13589 Words

http://www.terry.uga.edu/~dawndba/4500compulsoryhet.htm Compulsory Heterosexuality and Lesbian Existence †¨ Adrienne Rich Adrienne Rich s essay constitutes a powerful challenge to some of our least examined sexual assumptions. Rich turns all the familiar arguments on their heads: If the first erotic bond is to the mother, she asks, could not the natural sexual orientation of both men and women be toward women? Rich s radical questioning has been a major intellectual force in the general feminist reorientation to sexual matters in recent years, and her conception of a lesbian continuum sparked especially intense debate. Does lesbianism incorporate all support systems and intense interactions among women, or is†¦show more content†¦In none of these books, which concern themselves with mothering, sex roles, relationships, and societal prescriptions for women, is compulsory heterosexuality ever examined as an institution powerfully affecting all these; or the idea of preference or innate orientation even indirectly questioned. In For Her Own Good 150 Years of the Experts Advice to Women by Barbara Ehrenreich and Deirdre English, the authors superb pamphlets, Witches, Midwives and Nurses: A History of Women Healers, and Complaints and Disorders: The Sexual Politics of Sickness, are developed into a provocative and complex study Their thesis in this book is that the advice given American women by male health professionals, particularly in the areas of marital sex, maternity, and child care, has echoed the dictates of the economic marketplace and the role capitalism has needed women to play in production and/ or reproduction. Women have become the consumer victims of various cures, therapies, and normative judgments in different

The advantages and disadvantages of a business plan Free Essays

string(129) " the owner is not used to making business plans, people who will look to it will find out the weaknesses of his business skills\." Entering the world of business is not that easy. When starting a new venture, one should never come unprepared. If you started a new venture without planning anything first, chances are, you will end up going wherever the wind takes you. We will write a custom essay sample on The advantages and disadvantages of a business plan or any similar topic only for you Order Now That is why a business plan is a necessity for someone who is interested in starting a new venture. In the world of business, a business plan is treated like a bible for it lets investors and lenders know about the business you are trying to put up. It also serves as a manual for suppliers and other stakeholders of the business. A business plan may have its advantages but it also have its disadvantages. In this part of the paper, we shall look at the strong and weak points of developing a business plan for a new venture. However, a business plan is supposed to be an advantage to the business that is why the advantages, as expected, outnumber the disadvantages. Advantages One advantage of developing a business plan for a new venture is that it identifies what the consumer really wants. Of course, a business plan is all about making your target market patronize the product or service you are offering in your new business. Before you can make profits, you must first identify your target market and know what they really need or want. This is one important advantage of a business plan especially for those who are new in the business scenario. Once you identify what your target market really wants, you are most probably headed to indentifying the demand for the service or product you intend to offer. Identifying the demand for the product is also very important in launching a new venture because from this, you will know whether the service or product you are to offer is needed by the people. Of course, you cannot just think about your supplies and your suppliers. Those things will come after you determine the demand for your product. Aside from identifying the target market and the demand for the product or service, the advantages of a business plan also include assistance in designing your product that are appealing to the senses of the consumers. Since your purpose in developing a new venture is to make profit, the consumers’ senses are your main target. Designing your product is very important. It includes the packaging of the product and other advertising tools to make the people buy the product. This is also an important aspect of the business plan for it contributes a lot to the success of the business. Of course, if you are developing a â€Å"for-profit† business, making profit and paying debts will have to be included in your business plan. Aside from paying debts, your plan should also include measures on how to generate daily income. In this aspect, a business plan is very helpful because you already have your plans on how to manage the financial aspects of the business (which is one of the most important aspects). If you know exactly the financial path of what you are venturing, you are most likely to succeed in terms of profit. Another advantage of a business plan is that it makes the proprietor identify his competitors. When you have the knowledge about your competitors, you will be able to identify your competitive advantage over the competitor’s firm. Since you are developing a new business, it is important that you know exactly your edge in the business scenario over the others. If you have planned beforehand about your competitive advantage over the competitors, chances are, there will be product differentiation in the market. That is actually a good thing because it lessens competition within simi8lar firms. By analyzing your competitors, you will be able to create strategies that are effective even if there are many competitors in the market. A business plan is also advantageous because it enables us to indentify new product and service areas, and new or potential customers. In business, it is not only important to find the customers for some of them will not be loyal to your firm. It is hard to find new customers when you are just developing a new venture but it is much harder to retain them. The good thing about a business plan is that it helps the owner of the firm to identify potential customers. If it is hard for the owner to retain his customers, it would be very helpful to identify new or potential customers. In that way, at least, you will have your next resort. Lastly, an advantage of a business plan is that it allows the business owner to evaluate his business strategies and if his strategies are giving the desired results. What is good about a business plan is that it enables the owner to assess whether his strategies are effective or not. If he found out that his strategies are not effective enough to make the business succeed, he can immediately formulate new strategies to make the business succeed. As we all know, business strategies are very important, be it human resource, financial, etc. The business plan serves as a test for the formulated strategies and also serves as way to make room for improvement. If the owner finds out that there is something wrong with his first strategies, he will be able to change it right away and save his business from falling apart or incurring losses. Disadvantages Although we mentioned a lot of advantages in making business plans, it also has its drawbacks. If the owner is new in the world of business, he may not have all the business skills that a new venture requires. If he happens to be the one making his business plans, the business plan can be one way of identifying his weaknesses in dealing with business. If the owner is not used to making business plans, people who will look to it will find out the weaknesses of his business skills. You read "The advantages and disadvantages of a business plan" in category "Essay examples" Suppliers, investors, and lenders will most likely not to participate in the business when they find out that the person they are dealing with is not that skilled in business. Also, if the other stakeholders of the business find out that the person they are making arrangements with is not as skilled as they thought, they might not trust him with the success of the business. They might even plan to use his weaknesses or his business plan against him since they know that he is not a skillful businessman. Another disadvantage of a business plan is when it is not properly thought of. If the data in a business plan is not properly analyze, it may result to improper marketing decisions which will eventually have a bad effect on the business itself. Although a business plan helps a lot in making the business successful, it may also make the business fail if not done correctly. What makes it hard for a business to succeed is the impulsiveness of the business owners when it comes to decision making. Sometimes, the data in business plans are not analyzed properly that is why decisions are also made incorrectly. If the one who made the business plan is not a professional business consultant or is not really familiar with making a business plan, information can be interpreted incorrectly. The faulty interpretation of information can result to unrealistic financial projections. In a business, financial matters are very important that is why if financial statements are understated or overstated, it could greatly affect the business. If the information in the business plan is interpreted incorrectly, wrong decisions can be made. The owner can also make unrealistic projections about the financial aspects of the business which can cause further problems. This would greatly affect the future of the business. Since the business plan somewhat includes the mission and vision of the business, it would be a great problem if the business plan fails to make correct projections for the firm. If the business owner is not familiar with making business plans, he may opt to hire a business plan consultant. It is very advantageous actually since they offer quality service and they have been making business plans for many successful businesses. The disadvantage is that the service of these consultants is very expensive. Although they offer good service, it would cost you a lot. The money that can be added to your investment in the business will just go to the payment for the business consultant. If the business owner happens to be saving up for his new venture, he can resort to hiring an inexpensive business consultant which is not always good for the business. Sometimes, inexpensive consultants are not as good as the expensive ones. There are also some which uses software that makes business plans. They will just ask the owner of the business certain questions and then enter the information in the software they use. This will eventually lead to improper analysis of data and information in the business plan which will not do the business any good. Assessment of the Biz Air Plan Just by taking a look at the business plan’s executive summary, we can already have an idea that the financial projections are overstated. With only 6 aircrafts, their projected revenues were  £17.4 million. What I am trying to point out here is that what they are trying to build is an airline company and not just a convenient store or a clothing company. There were statements in the executive summary that seem to understate the losses in the first year. They even projected that there would be a 12% improvement in profits in the company’s second year and a long term 16% of sales in the third, fourth, and fifth year. Aside from wrong financial projections, I find the business plan full of assumptions.   For example, in the part where in they conducted customer analysis, they chose to conduct the study during lunchtime and interviewed people who dress like a business person. In other words, they just assumed that if a person is in corporate attire, he or she could be a potential customer since they assumed that he or she is a businessperson. There is also a part in the paper in which it is stated that â€Å"as long as the flights are not delayed, the post experience evaluation should be favourable.† I find this very assuming because it is not only the delay of the flight that affects on whether the customer will or will not like the new airline company. The satisfaction of the customer does not rest solely on the factor that their flight is on time. Factors such as cleanliness, safety, or the friendliness of the staff also affect the satisfaction of the customer. It is also mentioned in the business plan that through satisfying customers (that is in terms of not delaying their flights), they will serve as salesmen for the airline company who will try to suggest the company’s service to other people. I find this a little idealistic for business does not just go that way. Business does not only succeed through word of mouth. When they said that the customers will serve as the salesmen for the airline company, it gave me the impression that they were already assuming that the delay of the flight solely determines customer satisfaction which would later on result to advertising the company. It is very idealistic since they were sort of assuming that all the satisfied customers will endorse their company. Another thing that I found very disturbing about the paper is its being overconfident about the services it offers. Of course it is very important that you have confidence in the business that you are putting up but not to the point that you will sound boasting about your business that has not even tried by the people. You can see this in the part where in they discuss the advertising of the service. They mentioned that they are just going to advertise through newspapers and billboards near airports. I have nothing against that idea, actually. But you don’t have to say that you do not have to advertise in televisions because you are sure that once the news broke, there would be much television publicity that will come out. I think it will seem very unprofessional for those who will take a look at the business plan. Potential investors will have the impression that they are dealing with unprofessional people. Lastly, there are several faulty analysis and incorrect financial projections which can be the main cause of the failure of the business. Reference: 2004. Creating Your Business Plan. [Online]. Available: http://www.nvbdi.org/howto/biz_plan.php.   [29 July 2007] BELLIS, M. 2007. Creating A Marketing Plan for the Independent Inventor. [Online]. Available: http://inventors.about.com/od/licensingmarketing/a/tutor_marketing.htm. [29 July 2007] 2001. Approaches to Writing A Business Plan. [Online]. Available: http://www.caycon.com/plan_options.php. 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Organizational Learning Creating - Retaining and Transferring

Question: Discuss about the Organizational Learning for Creating, Retaining and Transferring. Answer: Introduction The purpose of this report is to examine the systems thinking to a learning organization to evaluate the concept of team learning and personal mastery to become proficient in work. Learning can occur individually by certain situations in an organization or it may occur within the organization system through team work. Team work enables development of the whole organization as well as achieving individual proficiency through team work (Hitt, 2013). Therefore, the team learning concept will be evaluated by comparison of system thinking and integrating it with personal mastery. Compare systems thinking to a learning organization Learning organization is one which embraces creative thought from employees in work environment to seek solutions to work-related problems. In such learning organization, employees act as active participant in transforming work flow and systems thinking is the key to promote organizational function. A learning organization can prosper by means of effective system thinking. To achieve the purpose of learning in organization, system thinking pattern needs to be change to develop team and individual employee. A leader or work manager in a learning organization can promote systems thinking by the ability to see wider angle of any action and seeing the inter-relationship between the cause and effect of any action.They do not operate in a limited vision and provide equal opportunity of learning to all workers (Senge, 2014). System thinking is an initiative to bring change in organization by shifting the paradigm of work culture from an unconnected team to interconnected team having the common objective of achieving the goals of the learning organization. Learning organization try to adopt continuously to change and achieve this by means of shared vision and commitment to consistently improve the quality of product and services. The whole team works together in response to change in business environment and learn from the experience too. This form of systems thinking helps a learning organization to go ahead of competitors in the market and achieve success in business by brining improvement in the service in a systematic manner (Fullan, 2014). However, another important point is that a learning organization can prosper not only by system thinking, but also by factors of personal mastery, mental models, building shared visions and team learning (Senge, 2014). Personal mastery is related to the employees e ffort of striving to work to their full potential and mental model is the management of mental conflicts by means of self-reflection and changing belief structure. As systems thinking emphasizes on connectedness of the organization as a whole, shared vision is extremely essential so that a team operates wisely and learns in the process (Dieleman, 2013). System thinking provides the learning organization with the support needed to create a culture of change. Employees working in such organization are very competitive and are committed to learning. Leader in learning organization provide a reference point to team member so that they create an ever-evolving structure that is based on future vision of the company. Therefore, systems thinking in team work teaches team member to manage changes and stretch their perceived knowledge limits to realize their new potential. Efficient leaders provide this competitive work culture to team members by exchange of ideas and shared vision to initiate new practice (Goetsch Davis, 2014). Integration of personal mastery with team learning concept Team work has many important benefits for a learning organization as it increases efficiency of work, increases production, leads to fast response to problem by taking feedback of other team members and helps to build mutual support in the organization. Organizations completely rely on team to execute their business strategy and team members learn in the process by adapting to organizational strategy and operations. However a team cannot be successful unless individual member commit to learn and give their best for the company. Their personal mastery is needed to balance the concept of team learning. This is because individual efforts translate into a team effort and their skills and knowledge in work act as a source of learning for the whole team. Commitment of each individual team member leads to the success of the team and it promotes organizational learning (Argote, 2012). Personal mastery is the skill and will required by every team member to learn and strengthen personal vision according to the needs of organization. The willingness of employees to grow and develop in job and achieve special proficiency leads to a team learning environment and they try to collect new ideas with the vision for a better future for the company. The personal competency and talent in job inspires other team members to achieve the same position and such talented transfer their positive vibes and attitude to other team members. These events ultimately create a mechanism in organization by which team learning is integrated in daily practice (Mehrabi et al., 2013). Therefore, such employees with high level of motivation to accomplish personal mastery is hard to find and leaders can play a role in creating a culture that allows them to pursuit excellence in job by means of awards and incentive schemes. In such situation, all employees will commit to learn and achieve mastery in developing professional skills according to the demands of the job. People with personal mastery can overcome the gap between reality and vision and they always seek new opportunity to learn. Such individual can be beneficial for team learning to sustaining and support challenges faced in work (Frese Keith, 2015). Conclusion From the report, it can be conclude that learning organization can be developed by means of system thinking and personal mastery. Learning organization try to plan strategies so as to facilitate team work by means of shared learning to bring positive results for team, staffs as well as the individual. The alignment between system thinking and personal mastery is necessary to promote continuous learning as part of organization practice. Relevant actions in team learning initiative encourage effective collaboration between team members and empower people towards a collective vision. Reference Argote, L. (2012).Organizational learning: Creating, retaining and transferring knowledge. Springer Science Business Media. Dieleman, H. (2013). Organizational learning for resilient cities, through realizing eco-cultural innovations.Journal of Cleaner Production,50, 171-180. Frese, M., Keith, N. (2015). Action errors, error management, and learning in organizations.Annual review of psychology,66, 661-687. Fullan, M. (2014).Leading in a culture of change personal action guide and workbook. John Wiley Sons. Goetsch, D. L., Davis, S. B. (2014).Quality management for organizational excellence. pearson. Hitt, W. D. (2013). The learning organization: some reflections on organizational renewal.Employee Councelling Today. Mehrabi, J., Soltani, I., Alemzadeh, M., Jadidi, M. (2013). Explaining the Relationship between Organizational Structure and Dimensions of Learning Organizations (Case study: Education Organization in Boroojerd County and the Related Departments).International Journal of Academic Research in Business and Social Sciences,3(4), 116. Senge, P. M. (2014).The dance of change: The challenges to sustaining momentum in a learning organization. Crown Business.

Creating a marketing proposal Essay Example

Creating a marketing proposal Essay In this assignment I am going to find out more information about Rubicons mouth-watering exotic juice drinks. Two ex-employees of a major international soft drinks company introduced by Rubicon in 1982. They got together ; decided to start company specialising in Exotic Tropical Drinks. The love affair with exotic fruits started in one of the founders kitchen, which was also used as a lab, and that is where the first product was born. They named it Passionate a sparkling Passion fruit drink. Passionate was a huge success when it was launched in the market. There was little marketing support at launch the success was solely due to the authentic premium taste. The reason why they call their company as Rubicon is that Rubicon is the name of a river and The mythological meaning of Rubicon comes from the Roman era, when a senate told Caesar that his boundary to the empire should be restricted to the river Rubicon; however, Caesar ventured past the river against instructions and ended up with a large Roman empire. He was adventurous daring much like our founders. And now is continuing its success of they developed the second product, Sparkling Mango Crush. And today they have a delicious range of exotic fruit drinks, not only Passion fruit but there is a wide range of flavours available in Rubicons product: Mango, Guava, Lychee, Guanabana and etc. In fact Rubicon is leading the market in single flavour exotic juice drinks in the UK. We will write a custom essay sample on Creating a marketing proposal specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Creating a marketing proposal specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Creating a marketing proposal specifically for you FOR ONLY $16.38 $13.9/page Hire Writer All Rubicon drinks taste more like the real fruit than any other drink. Rubicon drinks are created to produce the best taste and mouth feel for the consumers overall enjoyment. The recipes include water to gain the correct consistency for the perfect drink and sugar is added to regain the perfect sweetness level of the original fruit. (If this pulp were left as it is, then we would have to eat it with a spoon). Rubicon drinks aim to replicate a near perfect fluid version of the named exotic fruit and have the same number of calories as a 100% juice. Rubicons USP (Unique Selling Point) are the drinks that taste like the real fruit, dinks that are strong, full-bodied, with a wonderful, satisfying mouth-feel, drinks that have an original and authentic taste is that the Rubicon does not anglicise its flavours and drinks that are recognisable exotic single-fruit juice drinks; they are not blended with commodity fruits. Rubicons target group is the primarily consists of the ethnic market of all ages, as well as the mainstream market ranging for young adults, families, students and children of varying ages. Rubicons competitors are all other major brands in the soft drinks market, ranging from juices, juice drinks, smoothes, and shakes and also own label brands (such as Wait rose own label single and blended exotic juice drinks). They prime competitors in the juice market consist of Tropicana, Del Monte, Ocean Spray, Welchs. The type of market research that they conduct depends on various factors, e.g. objectives is that they want a number of people to sample, time, and budget it, whether it needs to be quantitative or qualitative, etc. Quantitatively, they continually monitor their position in the market place against competitive products. Qualitatively, one of they last pieces of market research was to carry out a Usage and Attitude Study, amongst a fair cross section of the public, both users and non-users of the brand, to ascertain their perceptions and views on Rubicon. They always enjoy supporting a range of exciting events and organisations. In 2004 they are worked in association with Channel 4 (Bollywood star), KISS 100 FM (drive time show), Notting hill Carnival and style in bars. TASK: 1: MARKETING We Are launching a new product called Rubicons Peach and Passion fruit Sparkling twist, the reasons and special things about this product is that we are launching is a sparkling drinks and the drinks taste like the real fruit, dinks that are strong, full-bodied, with a wonderful, satisfying mouth-feel, drinks that have an original and authentic taste is that the Rubicon does not anglicise its flavours and drinks that are recognisable twist single-fruit juice drinks; they are not blended with commodity fruits. An overview of the marketing process Marketing is the part of the process of production and exchange that is concerned with the flow of goods and services from producer to consumer. In popular usage it is defined as the distribution and sale of goods, distribution being understood in a broader sense than the technical economic one. Marketing includes the activities of all those engaged in the transfer of goods from producer to consumer not only those who buy and sell directly, wholesale and retail, but also those who develop, warehouse, transport, insure, finance, or promote the product, or otherwise have a hand in the process of transfer. In a modern capitalist economy, where nearly all production is intended for a market, such activities are just as important as the manufacture of the goods MARKETING OBJECTIVES The marketing objectives are the goals that a business attempts to achieve through its marketing activities. The reason why the set the marketing objectives is the marketing is just one of the functions that make up a businesss activities. Marketing decisions should complement decisions taken in other functional areas of the business and help the business to achieve its overall objectives. Marketing and corporate objectives In the business our aims are: * To attract a new customer to our product * To understanding customers needs * Aware of new products * Improve market shares * Increase customer base To attract a new customer to our product attract new customers is a common objective in business. There are many ways to attract new customers to your business, by Advertising the product the people getting to know about your new existing, if people dont know where you are and what you do, they cant buy from you. Advertising greatly increases your chances of success. Make the customer feel comfortable with your product or service. Provide an environment that they will feel safe in. Make them feel good about spending their money. Dont scare the customer. Be nice to the customers and wear smart clothe so the customers feel welcome, Businessmen wear suits. Policemen carry guns. You are reading this article because we look the part. We effectively display our ability to attract new customers. So from this Rubicons new product (passion fruit and peach sparkling twist) need to attract its new customers from doing all the things that included in the first place. To understanding customers needs it is vital for all businesses, small and large, service or manufacturing, to know their customers needs ad fully as possible. A well-manages business finds out what customers want and attempts to supply goods and services that meet these needs. It is also important for the business to be able to anticipate trends and developments, which could influence customers buying habits in the future. For our new product we have used focus groups analysis as well as asked our target audience to taste the new products that we are developing. This provided considerable feedback and helped us to ensure that our products would meet with customers approval Aware of new products for Rubicons new product the business needs to reach potential customers if it is to generate sales. An important marketing objective, therefore, for any new firm is to raise consumers awareness of the business and its products. This may be done through advertising, by giving away free samples and by attempting to get televisions or newspaper coverage of the new business. Well-established companies may equally seek to raise the profile of their business and their existing products and brands. Some businesses, for example, Rubicon can use its strength of the existing brand names to develop and market our new products. To increase customer base to increase the customer base, Rubicon Company needs to keep its current customers (customer retention) and to gain new ones (customer acquisition.) Ideally, Customer retention is achieved through customer loyalty based on customer satisfaction. Customer retention may be achieved without customer loyalty when access to a product is restricted, supply of product is restricted, value chain interfaces are controlled, and product interfaces are controlled. Customer retentions reap maximal benefits when based on true customer satisfaction and loyalty. Otherwise, customer retention may be falsely interpreted as loyalty although customers will switch vendor immediately once control factors change. The potential to acquire new customers depends on the size of the market, the companys and competitors brand images, closeness of fit between current and new target markets and product, marketing and sales strategies in place, and implementation skills of the marketing a nd sales strategies. So for Rubicons new product we have to develop a brand image and increase the size of the market. Improve market shares Increasing market share is one of the most common objectives used in business. Market share is the percentage or proportion of the total sales in a market achieved by one business. Unless the overall market is growing significantly, a business can only increase its market shares that the expense of its competitors. Setting an improvement in market share as a marketing objective therefore, that a business aims to out perform its competitors, this is a very aggressive marketing objective and is likely to provoke a response form rival businesses. Competitors might decide to reduce their prices or to launch major advertising campaigns to hold on to share of the market. Improving market share is a difficult marketing objective to achieve. It is likely to require significant spending on marketing activities such as advertising, special offers and price cuts. The main advantage of using market share is that it abstracts from industry wide macro environmental variables such as the state of the economy, or changes in tax policy. FUNCIONAL AREAS OF A BUSINESS WHAT ARE FUNCTIONAL AREAS`? Most businesses consist of a number of different departments, each of which has a specific job or task to do these are called functions. ROLE THEY PLAY WITHIN THE BUSINESS AND HOW THEY RELATED TO EACH OTHER MARKETING The marketing department try to find out what customers want from the business in terms of the goods and services they provide. They use this information to develop strategies to ensure that the business can meet the needs of customers but at the same time make a profit or at least cover their costs if they are a public sector organisation. So I need to understand that the small to large sized business, carry out complex business activities. The business that I have chosen was involves with whole range of activities, including new products, packaging and promoting the products, and setting the price. The purpose of marketing is to match the abilities and strength of the firm to the needs of the market. The business deals with marketing to support their role in identifying and anticipating customer needs market involves and there are four different roles of marketing in the business there are: Market analysis- this dials in supporting the examinations of the market conditions and to help identify new opportunities and outcomes of the market. Market research- supports to gather and analyse information to make better marketing decisions from primary and secondary resources. Market research discovers the demands for the customers are prepared to pay for the market. Marketing strategy- supporting to develop a plan detailing how and where to compete a product. Marketing mix- which covers the decisions all business have to make regarding selling prices which the consumers will pay, how the product and where the product is sold and promoted, the image of the product and the precise nature of the product itself. Dealing with customer service A business need to deal with customer service by Providing a good customer services to the customers who are external and internal and giving help, information to them on any matters calming in product or money, Being aware of internal customers who receive service within in the company or organisations and Being aware of external customers who shops daily in a day or service provided outside the organisation Links with other departments Marketing has a links with other departments within the business. Customer service:-Marketing some times deals with customers complaints Production:-The marketing department discovers the needs of the customers and advises the production function accordingly. Administration: Marketing has more links with the administration, if the business had effect of its advertisements or if customers complaints than administration department have to put into its records Finance: Finance department has to make sure that advertisement carried out within agreed costs. PRODUCTION The job of this area depends on whether the business produces a good or a service. If it is good, then someone has to make it. To do that you need equipment, materials and good planning to make sure everything gets done properly. You also need to make sure that what is produced meets the quality standards that customers expect. If the business produces a service then, again, it has to be planned, monitored, organised and delivered. The production/operations department carries out these tasks. Job production This production is for to make a single product. Every item made will be different, to meet the customers individual and specific requirements, for example wedding or birthday cake. It needs an individual recipe and method. It will probably require specialised skills from experienced workers. It takes more time and is more labour-intensive than other production methods. It makes for a high quality product, but normally at a high cost. Batch production This is for making a specific quantity of a product on a large or small scale. Batches can be repeated as many times as required. The machinery and labour used need to be flexible, so they can quickly change from making one batch to making another batch of a similar product. The time between batches, when machines have to be cleaned or changed around, is called down time. This is unproductive and needs to be kept as short as possible so the manufacturer doesnt lose money. Mass/Flow production Mass production is the name given to the method of producing goods in large quantities at low cost per unit. But mass production, although allowing lower prices, does not have to mean low-quality production. Instead, mass-produced goods are standardized by means of precision-manufactured, interchangeable parts. The mass production process itself is characterized by mechanization to achieve high volume, elaborate organization of materials flow through various stages of manufacturing, careful supervision of quality standards, and minute division of labour. To make it worthwhile, mass production requires mass consumption. Until relatively recent times the only large-scale demand for standardized, uniform products came from military organizations. The major experiments that eventually led to mass production were first performed under the aegis of the military.

Subprocesses of Assimilation essays

Subprocesses of Assimilation essays The subprocesses of assimilation are processes that occur in order during the assimilation process. The various subprocesses are: (1) cultural assimilation by substitution and cultural assimilation by addition, (2) secondary structural assimilation, (3) primary structural assimilation, (4) marital assimilation, (5) identificational assimilation, (6) attitude receptional assimilation, (7) behavior receptional assimilation, and (8) civic assimilation. Cultural assimilation by substitution is when the subordinate group abandons their cultural practices and takes up those of the dominant group. According to Gordons Theory of Assimilation Subprocesses, cultural assimilation occurs most rapidly. Cultural assimilation by addition is when the subordinate group keeps most of its own heritage and also adopts some from the dominant group. In this type of cultural assimilation, the subordinate group remains distinguishable. Secondary structural assimilation refers to equal-status relationships between subordinate and dominant group members in the public sphere, such as relationships with people at work, in schools, in commercial transactions, at political meetings, and in places of public recreations. Primary structural assimilation refers to close, personal interactions between subordinate and dominant group members in the private sphere, such as relationships within families, friendship groups, and social clubs. Secondary structural assimilation appears ahead of primary structural assimilation, because people typically meet and interact with one another in impersonal settings before they become close and interact in personal settings. Marital assimilation is the subprocess, which refers to the gradual merging of subordinate and dominant groups through intermarriage. Marital assimilation is the fourth subprocess to becoming fully assimilated into American society. Even groups within high levels of intermarriage...

Employee Engagemet Essay Example | Topics and Well Written Essays - 750 words

Employee Engagemet - Essay Example Various strategies and tactics which focus on eliciting employee Engagement have been massively influenced by the intensive research of various organizational scholars and researchers. According to Armstrong & Baron (2000), the optimum level of skill, task variety, significance of the task and task identity which has brought along the state of employee engagement is directly connected with the concept of job enrichment. From the perspective of employee engagement, an organization needs its company managers to define specific organizational goals and objectives which are realistic and vivid and are achievable. To constantly engage employees and make them feel a part of the company, an organization has to appreciate their publicly if their employees have been to achieve the company objectives and should train and develop employees who have been unable to demonstrate satisfactory performance (Cartwright & Holmes, 2006). One of the key components of an elicit employee engagement strategy is that they should be able to clearly communicate an organization’s strategy and should also help in fostering healthy relationships with their employees. A company must be able to clearly demonstrate how important the consistent performance of their employees is to the company and have to prove that its employees have been valued as valuable contributors to the company’s operational activities and should also provide them with a sense of empowerment (Zadek, 2001). Employee voice - An employee’s view regarding the overall significance of his job and his organization has a much more significant influence on his customer service and loyalty towards his organization, in comparison with all the other employee factors. Engaging managers. One of the most important tool for managers for improving employee performance is communication and staff engagement. In order to provide the employees with a sense of

Homework 5 Speech or Presentation Example | Topics and Well Written Essays - 500 words

Homework 5 - Speech or Presentation Example 2) Historically, the average amount of time to assemble an electronic component on a production line has been 14 minutes. The supervisor of this production line is interested in determining whether this is no longer true. Assume that assembly time is normally distributed with a known population standard deviation of 3.4 minutes. The supervisor times the assembly of 25 randomly chosen components, and finds that the average time to assemble is 12.6 minutes. Is there sufficient evidence to suggest that the population mean assembly time is not 14 minutes at the 1% level of significance? What is the p-value? 3) The manufacturer of a new chewing gum asserts that at least 80% of dentists prefer their type of gum. An independent consumer research firm decides to test their claim. The findings of a sample of 200 dentists indicate that 76% of respondents actually prefer the manufacturers gum. At the 5% level, is there sufficient evidence to suggest that the population proportion of dentists who prefer the manufacturers gum is less than 80%? What is the p-value? 4) A college professor is interested in determining the relationship between the number of hours a student sleeps prior to an exam and a students exam grade. The joint distribution is assumed bivariate normal. The professor draws a random sample of four students and records each students exam grade and hours of sleep preceding the exam. These data are found in the table below. The professor runs a simple regression, but has misplaced her regression output. Recognizing that Exam Grade is the dependent variable and Hours of Sleep is the sole independent variable, she asks you to perform the

Grants Essay Example | Topics and Well Written Essays - 500 words

Grants - Essay Example Grants from funding agencies to help promote literacy in primary schools: SAMPLE GRANT NO. 1 . Summary Information : Government Education Grant. Supplemental Education Service Providers’ Program: Study Center. The subject area is: Reading K-4. One on one tutoring: one student for every one instructor. Maximum cost: Rs. 32/- per hour. Target group: Students living on the South side of District Hometown or attending school there. Following the standard elements of a proposal, the main guidelines: First, The Title Page. Then, The Abstract: Regular and consistent classes for improving the reading skills of economically backward children, to make a difference in their lives in all areas. Lesson plans include CIERA (Center for the Improvement of Early Reading Achievement) strategies through guided reading. The over-all focus is on the six dimensions of reading instructions: phonemic awareness, phonics, fluency, vocabulary, text comprehension, and motivation. Introduction: Statement of the problem: Poor academic performance of non-native English speaking children, from poor families. Purpose of the work: To improve young children’s reading skills before they are caught in a cycle of failure.

Internal Development and Strategic Alliance

Internal Development and Strategic Alliance Should firms go it alone or pursue a strategic alliance? This essay will compare internal development (organic development) with strategic alliances and look at whether it is better for the organisation to go it alone or partner with other organisations.   Internal development is where strategies are developed by building up the organisation’s own resource base and competences, Johnson and Scholes, (1999). Strategic alliances are when two more parties form a collaborative agreement to exchange or combine resources to pursue a development strategy, but remain separate legal entities, Bennett (1996). Joint ventures, licensing, networks are examples of types of alliances. There are many benefits that can be achieved from going it alone that may not be available through an alliance.   First of all, when an organisation develops a highly technical product the organisation through the process of development, may begin to understand its organisation better, and thus learn ways of building up or acquiring competences.   This type of learning and development may not be as extensive if alliance partners are involved in the development process.    Similarly when an organisation enters new markets through direct investment (going it alone) it can gain advantages (e.g. local market knowledge, competences in selling to new markets) that it may not have gained through working through distribution alliance partners. By going it alone – the organisation receives the full benefits of undertaking a development venture – including all the profits, patents, technical know-how and resulting competitive advantages. With alliances, depending on the agreement, any success (profits, patents, know-how) has to be shared between partners.    By undertaking internal development the organisations can exercise greater co-ordination and control over the investment and the objectives of development. With an alliance (e.g. JV), however, organisations may lose that autonomy and find it harder to control the development because decisions have to be taken on a joint basis.   Many alliances have failed due to differing objectives or motives by alliance partners.   For example, one partner may go into an alliance for short term learning gain, whereas the other partner may see the alliance as more strategic, long term and replacing one area of its value chain, Wit and Meyer (1998). With internal dev elopment there can be a greater degree of control and co-ordination, and perhaps a greater chance of the development objectives being met, without disputes. Going it alone may be a preferential route for those firms who are particularly sensitive about exposing or giving away core competences or skills that provide the organisation with a competitive advantage in the market place.   If an organisation believes that the risks of exposure of its core competences are too great through an alliance, it is more likely to use internal development – because core competences can be internalised.   Going it alone may make sense to an organisation which is pursuing development which is characterised as â€Å"fit led innovation†.   When the organisation is able to use or realistically grow its resources and competences to meet the market opportunity.   However, if the level of innovation required is more â€Å"stretch led† the organisation may have to carefully consider whether it should pursue internal development or other methods of development in order to meet its market opportunity.   For some organisations going it alone may be the only option available to them – especially if they are working in a field which is breaking new ground or where there are no other suitable partners available, (Johnson and Scholes, 1999). Therefore going it alone can offer organisations many benefits over other methods of development. However, the method is often criticised for being a slower form of development (Johnson and Scholes, 1999), requiring a higher overall capital outlay (Wit and Meyer, 1998) and has the downside that the organisation bears the full costs and risks if the development (e.g. product development or market development) fails.   By going it alone an organisation can miss out on all the benefits available to them from alliances.   The benefits of alliances will now be discussed in relation to the Xerox-Fuji 50:50 joint venture alliance case study, (Hill, 2000). The alliance between Xerox and Fuji gave each company significant benefits over and above, them going it alone.   Firstly, both companies benefited from sharing the costs of their market and technology development.    Fuji and Xerox, were able to bring the â€Å"best of the best† from both companies.   They were able to pool their resources, competences, skills, technology know-how together to create a new, fresh entity, with defined objectives for both parties Wit and Meyer (1998).   Fuji, had the local knowledge of markets, distribution channels and Xerox, excellent skills and know-how in manufacturing and sales, thus the alliance enabled both companies to benefit from each other’s competences.   Through an alliance mutual l earning can take place which can complement each other’s companies strengths or weaknesses.   By going it alone you can limit yourself to the organisation’s own skills and competences and only what you can realistically develop internally. The Xerox and Fuji alliance meant that both organisations were able to limit their risks of development. Xerox was able to test the market for its products before committing itself to a new market (Hill, 2000).   It could remove its investment without too much difficulty.   If it had gone it alone, market entry may have been harder and more risky for Xerox.   Certainly alliances can be preferable if an organisation is undertaking a risky development – as failure can shared between partners. Alliances due to their nature, can also provide faster methods of development than which can be created through internal development. However, alliances have been criticised for: i) their high failure rates – 60% after 2 years fail, (Dawes, 1994) ii) Risk of exposing competences and technical know-how to partners iii) Disputes, relationship issues that result from working with other partners iv) Profits and advantages having to be shared between partners iv) the less autonomy and control available to partners compared with going it alone. In answer to the question should firms go it alone or pursue a strategic alliance – I   believe it really depends on the current situation of the organisation (internal and external).   There may be circumstances where an organisation would be better to go it alone – especially if the organisation was concerned about exposing its core competences, felt that its existing resources and competences would be sufficient to meet the market opportunity, and it needed high levels of control over its development decisions.   In other circumstances – the organisation may find it cost prohibitive to develop in-house, be experiencing strong competitive pressures and thus need to seek partners to support them on high research and development costs, or obtain specific skills, technical know-how to take advantage of a market opportunity.   As outlined above internal development (going it alone) and alliances have different advantages and disadvantages for different orga nisations.   Therefore the choice over which development method would need to be taken on a case by case basis. BIBLIOGRAPHY In the preparation of this assignment I have consulted the following research sources: Bennett, R. (1996) International Business: Pitman Publishing Oxford University: (1990) A Concise Directory of Business: Oxford University Press Hill, C. (2000) International Business: Competing in a Global Marketplace: McGraw Hill Needle, D. (1995) Business in Context, An introduction to Business and its environment, Second Edition: International Thompson Business Press Bleeke J. and Earnst D. (1992) Collaborating to Compete: Wiley and Sons Dussauge, P. Garrette B., (1999) Co-operative Strategy: Competing Successfully through Strategic Alliances: Wiley Lorange P. and Roos J., (1993) Strategic Alliances: Blackwell Lynch R. (1993) Business Alliance Guide: The Hidden Competitive Weapon: Wiley Sandaram and Black (1995) The International Business Environment: text and cases:  Prentice Hall Rugman and Hodgetts (1995) International Business: A Strategic Management Approach: McGrawhill Matsura, N. (1991) International Business, A New Era: Harcourt Brace Jovanovich (HBJ) Dawes, B. (1994) International Business: A European Perspective: Stanley Thorne Johnson and Scholes (1999), Exploring Corporate Strategy, Prentice Hall

The Mexican War as an Exercise in American Imperialism Essay -- Papers

The Mexican War as an Exercise in American Imperialism The US government believed firmly in the doctrine of Manifest destiny, the government argued that they had the right and duty to expand through North American because it was necessary and inevitable. During the 19th century Mexico dominated a large amount of North America which was inhabited by American settlers and the American government aimed to expand the USA from the Atlantic Ocean to the Pacific Ocean and were ready to achieve this by any means. The American government saw the lands of Texas and California as grand prizes with the opportunity of lush agricultural prospect and the possibility of a gateway to the Pacific Ocean. The lands though belonged to the nation of Mexico, which seen by the Americans was a backward nation and did not deserve to have the lands. President James Polk intended to use full extent of his power to expand America and he devoted his time during his reign as President in negotiations with Mexico over the lands of California. Yet Mexico refused to give away the land and yet it had such a weak economy and could use the money that President Polk was offering them to rebuild the economy and develop the nation. But the Mexican government still did not intend to sell the land because it would not be popular with the people if the nation shrink half in size and also because of the rivalry that was associated with Americans and Mexicans. So President Polk was left with no choice but to provoke the Mexicans to war, General Zachary Taylor was sent to a disputed region between Mexico and US with 4000 troops. Polk was anxious to start war but did not intend ... ...the Mexicans had attacked his country and in order to defend his nation he needed to attack Mexico. Thus it can be said that America did not force Mexico into war but Mexico forced America to war and thus America reacted to the Mexican aggression by taking the lands of California and Texas justly. Although it is easy to see that America did in some way force Mexico into a war the Mexicans did attack first and the Americans had the right to wage a war upon Mexico. Thus concluding the statement it can be said America did use the Mexican war to show off their military power and policy of Manifest Destiny and thus was an exercise in American imperialism. Yet it was the Mexicans who attacked first and who forced America to fight back thus the Mexican war was not an exercise in American imperialism but in American defence.

Science Teaching: Yesterday, Today, and Tomorrow

Science Teaching: Yesterday, Today, and Tomorrow Science instruction can take on many forms. From the lecture hall, to the laboratory there are a variety of ways science can be taught. This essay explores the historical events and changes that have effected science education and made it what it is today and where it may be heading in the future. (Martin, 2009) Science education was created to share scientific data and events with students who are not part of the scientific community but benefit from scientific understanding. It is a way to make students scientifically literate about general concepts that pertain to scientific discovery. Elementary science education usually includes the subject areas of physical, life, earth, and space sciences. (Martin, 2009) The early days of science education began in the United Kingdom near the end of the 19th Century. Decades later the push for science education reached the United States. In the US science was taught in a somewhat disorganized manner until it was standardized in 1890. Following standardization, science curriculum slowly evolved without a great deal of mainstream excitement and focus until the 1950’s with the dawn of the space age. After the Soviet Union’s Sputnik program successfully launched several objects into space the United States became painfully aware that they were behind in science technology. From this point on in true American fashion the desire to compete on the world stage became the driving force for scientific discovery, specifically a race into space. This awareness that the United States had some catching up to do in order to rival the advances of other countries inspired support for higher quality science programs in classrooms across America in hopes that a crop of science- minded students would emerge. Martin, 2009) With the new focus on science education came billions of dollars to fund it. Educators were given the materials to teach ever-changing scientific concepts as well as the tools to provide a hands-on experience to students in the form of laboratories and field studies. Because discovery was changing at a rapid pace, science curriculum during this time was based on concrete scientific theory rather than the latest discoveries. The main goal was for students to gain a general understanding of science and to inspire students to become inquisitive and scientifically minded. Martin, 2009) Science teachers of the past and present share a common responsibility. They must convey a positive attitude about the subject of science to their students. Science teachers must present materials in and interesting, factual and creative way. They must engage their students in hands-on experiences. Teachers must give students the sense that they are able to gain an understanding of the world of science and build upon it to add to their knowledge. Teachers must make scientific understanding obtainable for students, sparking future inquisition and research. Martin, 2009) The ability for students to understand general sciences and beyond is a necessity. In the modern world, students will be required to use scientific information as they make choices on a daily basis. Also, students who are scientifically literate benefit from their ability to discuss, in an informed manner, many of the scientifically based issues the world community faces. Additionally, students will use scientific literacy in an ever-demanding workplace environment where they will be required to think creatively, solve problems, reason, and make decisions. National Academies Press, 1996) The science curriculum of today is moving in the direction of making students of the Unites States competitive on a worldwide stage. With technology changing at an extremely rapid pace it is essential that American science education prepare students to stay on pace with advances as well as forge new paths in the science of technology. Also, the sciences that focus on the natural Earth have taken center stage as the world addresses issues like global warming, and the availability of natural resources. In an article that promotes the new National Science Education Standards it is proposed that new American standards â€Å"will require major changes in much of this country's science education. The Standards rest on the premise that science is an active process. Learning science is something that students do, not something that is done to them. †Hands-on† activities, while essential, are not enough. Students must have â€Å"minds-on† experiences as well. † (National Academies Press, 1996) Today’s science curriculum should continue on their current path and focus on technological science and physical science. Although the space sciences are still fascinating, given the current needs for the United States to lead the world community in other areas it important that the most relevant sciences receive the most focus. References Martin, D. J. (2009). Elementary science methods: A constructivist approach (5th ed. ). Belmont, CA: Thomson Wadsworth. National Academies Press. (1996). National science education standards: An overview. http://www. nap. edu/openbook. php? record_id=4962&page=1

Catch22 A Study in PostWar Attitudes essays

Catch22 A Study in PostWar Attitudes essays Catch-22: A Study in Post-War Attitudes In 1961, Joseph Heller published Catch-22, his first novel. Based on his own war experiences, the novel wickedly satirized bureaucracy, patriotism, and all manner of traditional American ideals. This was reflective of the increasing disdain for traditional viewpoints that was growing in America at that time. (Potts, p. 13) The book soon became championed as another voice in the antiwar movement of the 1960s. However, Heller himself claimed that his novel was less about World War II, or war at all, than it was an allegory for the Cold War and the materialistic Establishment attitudes of the Eisenhower era. (Kiley, pp. 318-321) Thus, Catch-22 represents a rebellion against the standards of the Eisenhower era. Catch-22 follows the experiences of Yossarian, a bombardier stationed near Italy during World War II. Yossarian is clearly representative of Heller; indeed, he could be considered an everyman. (Kiley, p. 336) Because of a traumatic experience, which is revealed bit by bit throughout the novel, Yossarian is terrified of flying. Yet Colonel Cathcart keeps raising the number of missions the men must fly. Yossarians attempts to avoid flying are met with the Armys Catch number 22, which is a sort of mythical stumbling block to free will and reason. In the end, Yossarian defects and takes a stand against his situation by running away from it. The moral of the story seems to be that nothing is truly worth dying for, but there is plenty worth fighting for. Yossarian is an antihero: the reader sympathizes with him despite, or perhaps because of, his unsavory beliefs and actions. (Potts, p. 84) It is easy to sympathize with him: he seems to be the only sane person in a crazy world, which may be why everyone keeps telling him hes crazy. Yossarian does battle with bureaucratic authority as personified by Colonels Cathcart and Korn, General Dreedle, and ex-P.F....

The Overview of Accounting

The Overview of Accounting IntroductionAccounting provides information that is useful and relevant for interested parities when making decisions regarding the company and its operations. In order to do that effectively, a specific language and subsequent rules have been developed for users of the information. Accounting is a specialized language that describes the financial position of a company. Accounting, a required component of most companies is composed of three main categories; Operating information, financial accounting information, and managerial accounting information.Operating information describes what is needed on a daily basis to conduct business in an organization. It encompasses employee payroll, sales, debts, credits, and inventory to name a few functions. Collectively these functions can be identified as financial statements. Operating information is what comprises the maximum amount of accounting information and is the basis for financial accounting information and managerial accounting opera ting information, also called financial statements, addresses specific audiences and has a purpose and a nature.English: BoT and BoE financial statement 2010 meet...PurposeFinancial statements provide information about a company's financial status. It examines where the money originated from, where it is being spent and the current status and balance. A financial statement has four components; balance sheets, income statements cash flow statements and statements of shareholders' equity. Balance sheets show what a company owns and what it owes at a fixed point in time. Income statements show how much money a company made and spent over a period of time. Cash flow statements show the exchange of money between a company and counterparts over a period of time. The fourth financial statement, called a "statement of shareholders' equity," shows changes in the interests of the company's shareholders over time. Accounting has been defined as "the process of identifying, measuring, recording and communicating economic information to permit informed judgments and economic decisions ( Accounting, 1) ". The primary purpose of accounting...

Egyptian Wonders of the Ancient World Essay Example | Topics and Well Written Essays - 1000 words

Egyptian Wonders of the Ancient World - Essay Example The building of these pyramids took a vast labor force and a vast amount of resources. Often, prisoners and slaves of conquest were subscripted into the labor force, but the citizens were also used. In archaeological sites, it is found that in areas where these pyramids are built that they stimulated village economies. As a result, there are many different types of shops and buildings that have been uncovered showing how the Egyptians were able to support and supply such a massive workforce. The pyramids were not a static structure but rather evolved over time as the Egyptians became more and more sophisticated in the field of mathematics, materials construction, and architecture. The first pyramids were less sophisticated and represented more rectangular flat structures called mastabas. This is why there is an observable trend in the change in the construction of the periods between the Old Kingdom and the New Kingdom as better methods of construction were discovered. Pharaoh Djoser constructed the first pyramid. His pyramid was made of mud brick and other materials that were soon replaced with the stone architecture. In addition, his building plan left the burial chamber and passageways below the surface and they were eventually plundered. Subsequent burial chambers in the next pyramids were built deep within the heart of the pyramid with a subsequent mirage of multiple mazes. In order to protect the contents and body of the Pharaoh that was buried, Egyptian architectures started looking at improving security systems in order to protect them. The most common method was through the creation of booby traps in order to keep grave robbers from reaching the burial chamber by either scaring them away or killing them. There were also decoy chambers designed in order to make robbers think they were in the rear chamber. The use of multiple mazes also created additional protection by offering many different routes, some of which lead to dead ends designed to confuse th ose that entered the tomb without permission.

Prosecution of Drug Cases inside and outside of the Court System Essay

Prosecution of Drug Cases inside and outside of the Court System - Essay Example The conclusion will entail what the best tactics are found to be to keep drug trafficking and abuse down to a minimal problem in society. One main problem with illegal drug distribution and correct prosecution is that judges have to do a job that would normally take two of them. Illegal immigrants are constantly smuggling drugs in over the border, and the state of Arizona is swamped with cases in the federal court because of this issue (Gustos 2001). Because of this and the lack of judges many offenders on this charge walk, which leads to many more complications. The border courts don't even prosecute some of these offenders (in certain areas) unless they have been apprehended at least ten times. Therefore the border control is left with a heavy burden outside the court system. They officially file how many times an offender has been arrested and when it reaches the ten mark limit they will go to trial and be federally prosecuted (Gustos 2001). The South West Border initiative, which was launched by the Clinton Administration, works well outside of the court system by controlling what comes across the border and who. However, even though this iniative helped keep control of the criminal drug activities seeping into America, it did little to helping the Federal Court system because there remained a shortage of judges while there was an increase in border control officers, immigration officials, and drug enforcement administration agents. It is the border control itself that seems to be the strongest point of the U.S. in gaining control of the drug trafficking problem. Containing those who would distribute drugs inside the U.S., at the border, is where the federal government is focusing its strengths to minimize this heavy concern and to also lift some of the burden from the border control court system. To further assist inside the courts there are two versions of a bill from 2001 which were introduced to the House and Senate for approval. This has allowed for 18 more judges to be instated into the border court system to properly prosecute these cases (Gustos 2001). The Actions of the Court System on Drug Cases The court system has found an alternative to incarceration and it is found to be that for those with lower drug charges, they are better suited for rehabilitation by psychological counseling rather than serving jail time (Koopman 2006). The Behavioral Court system works with offenders who obviously have mental incompetence of their actions and criminal behaviors. The greatest achievement of this specific courts process is how well they have the offender monitored for continuing drug use by the courts three person staff (Koopman 2006). These types of offenders receive the proper treatment; go through rehabilitation services, as well as mental health clinic agencies to achieve a life free from drug abuse and criminal interactions with it. In this regard

Is Downsizing unethical Essay Example | Topics and Well Written Essays - 1250 words

Is Downsizing unethical - Essay Example Insofar as the actions that managers take are in accordance with their moral and legal obligations toward the firm's owners, any decisions resulting from those actions would not necessarily be perceived by them as unethical. Based on this reasoning, decisions made by top management to adopt and implement the downsizing alternative, with the objective of ensuring the financial health of the firm, would be in the best interest of the firm's owners. Subsequently, the ethics of downsizing is not likely to be a conscious consideration as top management formulates downsizing decisions. According to Kantian theory, employee rights are irreducible - that is, they are not to be abridged arbitrarily. This theory also suggests that employees are legally entitled to free and equal access to any rights guaranteed them by law. Legally, employees are entitled to information (i.e., advance notice) concerning layoffs (Cabot, 1988). The concept of rights suggests that employees have the right to as much information as possible about the organization they work for, their job, possibilities of continued employment, and any other information necessary for job enrichment and development (Werhane, 1985). In downsizing situations, particularly during the process of communicating to employees aspects of the downsizing that will affect them and their job, violations of this concept often occur. Pompa (1992) suggests that less than full disclosure of information concerning the downsizing represents the most blatant violation of employee rights. He states that "Deontologically, if withholding information constitutes deception which limits employees' informed choice about their work status, then it violates the Kantian imperative to treat others as ends in themselves, not merely as means" (pp. 148-149). With respect to downsizing, the concept of rights would argue that employees have rights that must not be violated during the formulation and implementation of the downsizing alternative. When these rights are denied, employees are likely to perceive that ethical violations have occurred. Downsizing and the violation of implied contracts What makes a discussion of the ethical implications of downsizing problematic is that there are (save for situations in which collective bargaining is in force) no explicit contractual, legal, or regulatory violations involved. Because employment-at-will is the dominant paradigm for workplace relationships in the United States, recourse to specific legal remedies is limited for employees who have experienced downsizing. There is, in short, no statutory or common-law "right" in American jurisprudence to have continuous employment with a particular employer, although workers in statutorily-protected classes (like women, older workers, and African-Americans) may have claims if they can demonstrate that their individual dismissals were due to unlawful bias (Lee, 1995). A discussion of the ethics of downsizing that focuses on contractual claims will therefore necessarily rely on psychological and social contract theory rather than a legal analysis. In short, the fact that many societal (and for that matter, personal) expectations of employers are neither codified into law nor included in a formalized contract is not necessarily fatal

Assessing Learners in Lifelong Learning Essay Example for Free

Assessing Learners in Lifelong Learning Essay Critical reflection is an important aspect of teaching and learning effectively; as stated by Petty (2009:520) ‘as you reflect, your ‘theory in use’ improves, and so you become not only more effective, but also more adaptable and better able to solve problems.’ Through critically reflecting on your own practice, you become more able as a teacher and thereby improving your learner’s ability to achieve. This unit will be exploring assessment by way of critical analysis and evaluation. 1.a) How you select and apply assessment types and methods to meet the needs of learners, ensuring that the assessment evidence that is produced is valid, reliable, sufficient, authentic and current. Due to the vast array of assessment types and methods available, it is important that I research effectively which assessment methods and types meet the needs of my learners. Within AS and A Level Psychology that I teach, there are formal assessment methods used at the end of topics and the course that are marked in accordance with AQA guidelines. These tend to be similar methods of summative assessment, including mock exams and essays, as these are the most appropriate and effective methods of summative assessment in terms of what my learners need to know. However, upon exploring assessment in more details, it is clear that I could diversify in terms of the summative assessment methods I use. As stated within DTTLS Course Day Five Reflective Journal; ‘Whilst I am quite diverse with regards to formative assessment, I tend to use the same assessment methods with my learners for summative assessment. This is normally case studies and essays at the end of topics, and mock exams at the end of modules. Even though I understand that the reason I do this is to ensure that learners are prepared for their exam at the end of the year, I am not developing my learners as fully as I can.’ This has become an area of development for me for future planning and preparation; ‘As a result, I will be exploring ways to increase diversity within my summative assessment methods over the next few months.’ (DTTLS Course Day Five Reflective Journal). Through exploring summative assessment and researching this in more detail, I have been able to use different methods of summative  assessment to ensure that it meets the needs of learners and the course type; ‘The latter part of this session involved learners working together to present the three definitions of abnormality. In order to meet the needs of learners, I ensured that all learners were involved in presenting a different definition of abnormality than the one they completed the leaflet on. This is to ensure that learners get maximum exposure to the different definitions and are able analyse and evaluate at least two effectively.’ (Session 6 Self Evaluation Form, Individual Differences, 27/03/14). Through mixing up the assessment methods, so that learners were able display what they had learnt through written English, verbally and using ICT to produce a PowerPoint presentation ensured that this form of summative assessment at the end of the topic meet the needs of all learners within my learning environment. By giving learners the opportunity to present the definitions of abnormality in a variety of ways at the end of a topic enabled me as a teacher to identify whether learners had acquired the correct type and quantity of knowledge, and by not giving them a mark or grade ensured that they did not feel in competition with each other, or that they were being compared to other peers by way of national standards (Petty, 2009). By researching assessment and using a variety of formative assessment methods to assess learners during the courses and subjects that I run within my organisation, I am more able to identify those assessment methods that meet the needs of learners as well as the requirements of the course. This is supported by knowledge obtained on informal assessment. For example, ‘Such informal assessment includes question and answer to confirm understanding, which I use regularly throughout the session plans†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..This is largely due to ensuring that I getting immediate feedback on what learners know so I can check understanding to ensure that all learners have grasped the concept, to work individually with learners that have not, and enable those learners that have to move on. This is to ensure that I am meeting all learners’ needs, and engaging learners effectively.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). Ensuring that assessment types and methods are valid, current and reliable is an important factor and is an area I have identified for improvement within  my own self reflections; ‘In order to ensure that I am assessing effectively, I should be reviewing my assessment methods regularly to ensure that they are fair, valid, reliable and ethical (Gravells, a. 2012). This will be an area of development for me for future sessions and topics.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). Through completion of DTTLS Day Courses, I have become more confident in identifying assessment methods that are valid; ‘Working with the whole group on assessment methods we currently use was an activity that was useful in exploring how we all use assessment, as well as reinforcing how I use assessment. When I was discussing an assessment method I used to test learners knowledge of validity and reliability, I felt more confident when encouraged by my other membe rs of the group that it was a valid assessment method.’ (DTLLS Course, Day Five Reflective Journal). Having discussed in detail assessment on Day Five DTLLS Course has given me more confidence in identifying current, reliable and up to date assessment methods; ‘Another group activity that I found helped to encourage deeper understanding and acquisition of knowledge of assessment was exploring what things assessment criteria should be. Within the group, we came up with some key words that we felt were important, such as validity, reliability, up to date/current, reliable, specific and achievable. Anne then put up on the window other things that assessment criteria should be, and this enabled me to acquire more knowledge about assessment criteria. I hadn’t thought about transparency as part of assessment criteria before, and thinking through the variety of topics within assessment criteria, I was able to understand more clearly expectations of assessment. As a result of this, I am becoming more aware within my teaching practice of why assessment is used and what assessmen t criteria are about. I now feel more able to develop methods of assessment more effectively using this.’ (DTLLS Course, Day Five Reflective Journal). I feel that I am becoming more aware of how to use assessment within my teaching and learning so that it is effective, reliable, and current and meets the needs of learners. Trying out assessment methods and types is an area that I have been exploring, as supported by evidence within self reflections; ‘Trying out different assessment methods is supported by Petty, G (2009), whereby through trial and error of resources, teaching and learning methods and assessment, we are able to, as practitioners, develop  learners holistically and enable them to achieve their full potential.’ (Session 5 and 6 Self Evaluation Form, Positively Girls, 26/06/14). Through trial and error, I have been able to adapt session plans and schemes of work to ensure that a variety of assessment types and methods are used; ‘Within the session plans that I have created, I have given myself various opportunities to assess learners. Having explored the difference between formal and informal assessment has enabled me to become more confident in how I assess learners; I use a variety of informal assessments throughout my session plans’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14) 1.b) ways of using peer and self assessment to promote learner involvement and personal responsibility in the assessment for and of their learning Throughout my teaching and learning practice, I regularly use self and peer assessment to promote learner involvement; ‘I also observe learners when they are peer assessing, completing activities through role play or discussion so I can see informally how learners are getting to grips with knowledge and whether they are able to apply it effectively.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). Looking at prior self-evaluations and self-reflections has enabled me to focus on peer-assessment specifically within my teaching practice; ‘Through exploring previous self-evaluations, and identifying areas of development, I focused on identifying ways to encourage more peer assessment.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). When identifying ways to introduce peer and self-assessment, it is important to ensure that any disadvantages are considered and thought through; ‘Through researching both self and peer asse ssment, it has been indicated that learners are more likely to be harder on themselves than on others (Hillier, Y 2002. ‘Reflective Teaching in further and adult education)’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). The research that I have conducted into peer assessment gave me the knowledge to trial it as an assessment method within my teaching practice; ‘In order for learners to feel more confident, as well as give them new ways to reflect and assess on others work and equip them with more life skills, and a as result of the  research I have undertaken, I opted to explore the use of peer assessment more regularly first. Within my session plan, there were several ways that I enabled this to take place. For example, when learners were trying to meet learning objective ‘Demonstrate understanding of relationship breakdown through research and context’ learners had the opportunity to present findings back to the class, and other learners to give feedback.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). This activity enabled learners to assess each other’s learning within the session, and gave them the opportunity to critically consider other lea rner’s work. Within this session, I have also shown how peer assessment can be used to promote learner involvement; ‘This worked quite well, as learners were very positive about their peers, but due to having spent nearly a year with this class, most felt comfortable to give constructive feedback. I was surprised at the level of maturity that learners displayed, and everyone participated well.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Self-assessment also has many advantages as an assessment method within teaching and learning; When supporting learners to achieve objective ‘demonstrate understanding of learning objectives’ they were given key questions to answer, and then a model answer sheet for learners themselves to ascertain whether they had been correct. This enabled the learners within my classroom to clarify goals and make a judgement about their own work (Petty, 2009).’ (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/ 14). Through self- assessment, learners within this session developed skills that they may not have otherwise had the opportunity to; ‘learners discussed with their peers their answers, and this encouraged deeper thinking, and therefore, retention, about what they had learnt in this session.’ (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/14). It also gave learners personal responsibility for their learning; ‘It appeared that giving learner’s responsibility for their own learning through self-assessment motivated them to do well.’ (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/14). Throughout exploring self and peer-assessment with my learners, I have been able to promote learning, motivate learners and engage them for significant amounts of time; ‘Through self and peer assessment in these sessions, it is clear that learners are more engaged and making significant progress in understanding what emotional  and physical health is, as well as identifying when emotional or physical health is not at its optimum level.’ (Session 5 and 6 Self Evaluation Form, Positively Girls, 26/06/14) I have been able to identify many benefits to learners through the use of self and peer-assessment, and will be continuing to use and develop these as assessment methods within my session plans and schemes of work. 1.c) how questioning and feedback contributes to the assessment process Questioning and feedback contribute to the assessment process in a variety of ways. Within the learning environment itself, questioning techniques have been shown to have positive impact on learners progress in terms of assessment; ‘I used questioning techniques, such as prompting and re-directing when learners were not relating feedback specifically to the presentation, and this enabled learners to stay on track (Reece and Walker, 2007).’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). This enables learners to engage in the topic at hand and successfully complete the assessment activity. Questioning effectively also enables learners to identify areas that they need to acquire more knowledge on, and to identify how they are doing in terms of assessment Tummons, 2011). Through research and knowledge acquired on assessment and questioning, ‘I have been able to encourage learners to think more deeply by how I question them based on knowledge obtained from concepts on deep and surface learning (Reece, I. And Walker, S. 2007). (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14) This has contributed positively to the assessment process as learners are re-directed and re-focused to the topic at hand, and are given immediate feedback on their discussions via questioning. Feedback to learners is an important part of the assessment process, as it enables learners to develop and grow by providing them with constructive information about how they are doing and how they could do better, as well as providing guidance and support where needed (Tummons, 2011). It is important that feedback given is positive and constructive, and that learners do not feel demoralised or overwhelmed as a result of feedback; Learners that were presenting were pleased with their feedback, and also had areas for development for future presentations.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). I have researched the  importance of feedback to learners and have tried to ensure throughout my teaching and learning practice that I give effective feedback to learners; ‘I was able to provide constructive feedback to learners one on one as well as a group, supporting their discussion and providing appropriate feedback so that learners were able to identify if they were completing the activity correctly, and support and guidance given to them if they were not. I am realising the importance of feedback from and to learners and am exploring ways to increase formative assessment throughout the session so that I can pick up learner’s difficulties more quickly and get them back on track (Hillier, Y 2005. ‘Reflective Teaching in Further and Adult Education’).’ (Session 4 and 5 Self Evaluation Form, Individual Differences, 25/03/14). Feedback from the learners themselves is an important aspect of the assessment process, as without their input, it would b e very difficult as a practitioner to identify what your learners enjoyed, engaged in, found difficult etc†¦. Feedback should be clear and unambiguous, understood by learners, timely, and delivered appropriately (Tummons, 2011). I continually ask learners for feedback through the courses and subjects that I deliver to ensure that assessment is effective and meets requirements of feedback as stated above; ‘Following previous self-reflections completed within my teaching file on evaluation of topics, I asked all learners to complete an anonymous evaluation at the end of the last session in order for learners to let me know their views on how the session had been planned and delivered, the use of resources, assessment at the beginning, during and at the end of the topic, and how inclusive teaching and learning approaches were within the sessions.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). I have found that, by asking learners for feedback, it increases their self-esteem and confidence, as they feel that they have an input into how they are being taught and assessed, and this in turn, has a positive impact on their motivation, which is an important aspect of feedback that I have noted within self-reflections; I will be using comments made within their feedback for future sessions, as it is important for learners to feel that they are being listened to, and how they feel they work best (Armitage et al, 2012. ‘Teaching and Training in Lifelong Learning’). (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Lastly, questioning and feedback not only contributes to the assessment process, but to my own  professional development, and how I provide feedback to others; ‘It also gave me insight into critical evaluation of myself and others; this task enable me to explore giving feedback to others and being able to do so supportively, and positi vely’.(Day Four Reflective Journal) 2.a) the assessment requirements and related procedures of your learning programme The learning programme that I regularly teach within my organisation is AQA AS and A level Psychology. This learning programme is subject to assessment requirements as defined by AQA and I ensure that schemes of work and session plans are completed accurately to ensure that assessment can take place that is accurate and specific to the programme requirements; ‘The planning of this session was done in accordance with scheme of work that has been produced by myself in line with AQA specification requirements. As a result of this, I have specific aims to meet in a set period of time, which does not give me much room to be creative.’ (Session 1 Self Evaluation Form, Individual Differences, 20/03/14). As mentioned within this quote, it is important to ensure that I am knowledgeable about types and methods of assessment so that I am able to complete activities and tasks that are relevant and valid for learners as well as the programme. It is also important that I ensure that all requirements of each topic within AS and A Level Psychology are met; this means that it can be difficult to ensure that learners have a deeper understanding of a topic and to develop skills such as critical analysis and evaluation, but it is an area of development for me for future topics and Psychology courses; ‘The planning enabled me to meet AQA specification requirements, but it did not enable learners to discuss Psychopathology in detail and therefore gain a deeper understanding of it. As a result of this, I will be exploring more ways in which I can do this next year.’ (Session 1 Self Evaluation Form, Individual Differences, 20/03/14). 2.b) How you carry out and record assessments to meet internal and external processes and requirements There are a variety of ways in which I carry out and record assessments to meet internal and external processes and requirements. Within my organisation, our internal processes are in line with external process in terms of assessment, which provides a consistent approach and overview to how learners are assessed. For example, AQA has a mark scheme in accordance with how they mark specific elements of the Psychology Course. I have used this within activities used for assessment, such as through PSYA2 Individual Differences; Assessment for Learning Booklet (appendix one). This booklet enables me to assess how learners are doing throughout the topic of Individual Differences, and within the Scheme of Work for this topic; there are opportunities for learners to complete parts of this booklet. During Session 7 Monday 31st March, the assessment activity is ‘to complete pages 1-8 of PSYA2: Individual Differences Assessment for Learning Booklet.’ Each section is marked and I record learner’s marks in my teaching and learning assessment folder. These marks are also evident within learners Individual Learning Plans, which are introduced at the beginning of the year for each learner, and developed partly due to information acquired throughout the DTLLS course; ‘I have had one to one sessions with all learners since Day Two DTLLS to review their individual learning plans, and this has enabled me to see if all earners are on track, progressing, and if not, why not? As a result of this, further support for some learners has been identified and learners can see that I am keeping track of where they are and that, most importantly, I am interested in how they are doing.’ (DTLLS Course, Day Two Reflective Journal). However, it is clear from exploring self reflections from DTLLS Day courses and my teaching portfolio that I do not evidence how I carry out and record assessments in detail, and this is an area for devel opment for me for future self reflections. 2.c) How you communicate assessment information to other professionals with an interest in learner achievement It is important, when conducting assessment, that it is shared with colleagues appropriately within the organisation that I work in. Through training days that are held within my organisation, I have ensured that colleagues have appropriate information given to them in regards to assessment, particularly with regards to sharing good practice and exploring how we can effectively assess our learners;  Ã¢â‚¬ËœWithin discussions had on assessment on this training day, we explored sharing assessment information with colleagues. Having thought about this and looking at how this is currently done within my organisation enabled me to come up with a few ideas to ensure effective communication and support for assessment within the sixth form. I have discussed this in more detail within my review of teaching and consider it important enough for learner’s progress to identify i t as a development need for teaching practice’. (DTLLS Course, Day Five, Reflective Journal). Through communicating assessment information to others, I have become aware of the need to do this more regularly to ensure that all relevant colleagues and professionals have up to date information regarding assessment, as well as providing support and development within assessment for all; ‘I have become more aware of communicating assessment information to colleagues and other relevant people within my organisation. Whilst we have meetings and do discuss learner’s progress, I feel that it would be useful to have a professional development session once a term to share good practice on assessment and learners progress and ensure the session was interactive, and that staff could share resources and assessment methods with others.’ (DTLLS Course, Day Five Reflective Journal). Following this, sixth form meetings now take place once every half term in which assessment is the sole agenda item. This has enabled all colleagues to place importance on assessment, and enco urages colleagues to develop assessment types, methods and practice for the benefit of the learners, as well as the sixth form as a whole. 3.a) ways in which minimum core elements can be demonstrated and applied in assessing learners in own specialist area Throughout my teaching and learning practice, I identified early on my limited knowledge of Minimum Core. Since starting the DTLLS Course, I have had many opportunities to demonstrate and apply minimum core in assessing learners in my own specialist area of Psychology AS and A level. I regularly show my capabilities in terms of evidencing some areas of the Minimum Core, such as writing and language; ‘I felt that I demonstrated writing within the minimum core well, by presenting information on PowerPoint and through Abnormality booklet clearly, effectively, with a font size and type that was easy to read and legible, as well as using appropriate language that was in line  with learners ability.’ (Session 2 and 3 Self Evaluation Form, Individual Differences, 24/03/14). The Abnormality booklet was designed to be used as an assessment activity, for learners to work through during the course, and supports the use of Minimum Core and application to assessing learners. I have also been able to recognise areas of development within the Minimum Core and have worked on these to ensure that learners within my classroom are benefiting from valid and up to date assessment; ‘However, it is clear that there is a lack of numeracy within my session plans, and this is an area of development for future sessions.’ (Session 2 and 3 Self Evaluation Form, Individual Differences, 24/03/14). Following this, I researched numeracy within the Minimum Core and how I could apply it within my teaching and learning practice, in particular to assessment; ‘One of my areas for development in previous sessions (Session 2 and 3 self-evaluation form Individual Differences) was to research ways to increase numeracy as part of the minimum core†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. I explored ways in which I could do this†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. I ensured that I communicated processes within drug therapies and treatment of schizophrenia effectively, by use of video as well as practical demonstrations that I completed during this session. I also put drug treatment and treating schizophrenia into context and supporting learners to make sense of this and how it could be represented by exploring key studies, as well as analysing and evaluating drug treatment as a valid approach. This enabled learners to compile evidence, with support, and to think through processes logically to enable them to develop their learning skills.’ (Session 9 and 10 Self Evaluation Form, Individual Differences, 01/04/14). By using numeracy within the formative assessment activity as described above, enabled me to effectively demonstrate use of the Minimum Core within assessment. As a result of becoming more aware of numeracy within Minimum Core, I now feel more confident to demonstrate competency of this within the learning environment and within application of assessment activities for learners; ‘I did use diagrams during this session, and this supported numeracy within the Minimum Core, as I evaluated and assessed the diagram, mad e decisions concerning content knowledge and skills to ensure pupils were able to understand the concept of the diagram, and selected appropriate format and style to communicate this to pupils (through use of diagram).’ (Session 12 to 15 Self Evaluation Form, Individual Differences, 07/04/14 and  09/04/14). Due to extensive research on the Minimum Core and how to apply this within my own specialist area, I have become more competent in a variety of areas, including demonstrating competency within language and ICT; ‘As stated in previous self-evaluations, I have found it difficult to differentiate between minimum core and functional skills, and having researched this, as well as using the information gleaned from DTLLS Day 4, I am becoming more confident in doing this. For example, I can evidence personal ICT skills, personal language skills and explicit knowledge about active listening within minimum core for future sessions (Lifelong Learning UK, 2007 ‘Inclusive Learning Approaches for literacy, language, numeracy and ICT).’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). However, I also recognise that further development is needed within this area to ensure that I am skilled, capable and experienced with regards to Minimum Core and its application to assessment; ‘This will be an area of development for me for future sessions, as I am still not confident in evidencing this and will need to ensure an adequate time frame and approach to gain more knowledge and evidence this successfully.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). 4.a) the effectiveness of own assessment practice taking account of the views of learners It is important, when looking at assessment, to explore the effectiveness of my own assessment practice taking account of the views of learners. I regularly ask learners for feedback on the session that they have completed, and value their input with regards to teaching and learning; ‘I also asked the learners how they found this resource and what I could do differently next time. Learners were pleasantly surprised that I had asked them; they stated that they were not used to teachers asking them for feedback and stated it made them feel valued. I resolved to ensure that I do this more regularly, as I understand the importance of learner feedback to ensure that they reach their full potential and I am able to become more successful in my teaching and learning practice.’ (Session 6 Self Evaluation Form, Individual Differences, 27/03/14). Input from learners on the AS and A Level Psychology Course that I run has an impact on how I complete assessment, and  the effectiven ess of assessment methods used. It is clear through exploring self reflections that I use a variety of assessment types of methods, as supported by quotes from self reflections within this assignment. However, learner feedback on individual vs. group assessment methods showed that; ‘[learners] enjoyed group work as opposed to independent work on tasks or activities; learners stated that they preferred working with their friends, as they were more comfortable and it enabled them to discuss the task more confidently.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Whilst it is important that learners are listened to, I need to ensure that I balance this up with evidence and knowledge gained through research and support from colleagues and tutors;’ However, it is also important to note that moving learners out of their comfort zone enables them to use skills they might not know they had, and give them the opportunity to grow and become expert learners (The Excellence Gateway Treasury, [online] Available at: http://tlp.excellencegateway.org.uk/tlp/xcurricula/el/ ). ‘ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). I also ensure that I explore the effectiveness of my own assessment practice throughout self reflections completed as part of the DTLLS Course; ‘Due to regularly assessing learners work and activities that they participate in, it is clear that learners meet objectives and progress through the course, but I need to explore different ways to assess to enable pupils to become expert learners and challenge them more (Day Five DTLLS Course).’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). I am able to identify areas for development, as shown in the quote above, as well as areas in which I am effective with regards to assessment; ‘My observation report clearly shows that I use formative assessment during sessions, as well as informal summative assessment through the plenary from the first part of the session. This ensures that I know where my learners are at before starting the second session, so I am able to adapt or change any part of the session plan or resources if required to ensure all learners have grasped the concepts they are required to know before moving on.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). Whilst completing this DTLLS Course, it is clear that I understand the importance of assessment and its effectiveness, as well as demonstrating ways in which I can ensure that assessment is  effective within my teaching and learning practice; ‘I recognise more and more the importance of assessment, and am more aware of how I use assessment and the effectiveness of this within my session plans and on how learners learn. As stated by Gibbs (cited in Bryan, C and Klegg, K 2006. ‘Innovative Assessment in Higher Education’); ‘Assessment has more impact on learning than teaching’ and this is something that I consider more often when constructing session plans and putting them into practice. For example, written English ensures that I have evidence of concepts that learners have grasped and how effectively they have managed to do so, and this feeds into future session plans.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). 4.b) ways to improve own assessment practice Having had the opportunity to explore self reflections from DTLLS Day Courses and my teaching portfolio, I have been able to identify ways in which I can improve my own assessment practice. With regards to assessment types, I have identified initial assessment as an area of improvement within my professional practice; ‘I have since been exploring ways in which I can use initial assessment with my next cohort of learners who will start in September to identify skills of new learners, find out more about them and how I can support their needs.’ (DTTLS Course, Day Two Reflective Journal). It is also important to remember where and how initial assessment occurs, to ensure that learners come into an environment that is comfortable, engaging, well signposted and is inviting; ‘It helped me to think about how learners enter my learning environment- were reception friendly? Do they feel comfortable? Were people rude or welcoming to them? I did not put much thought into this before, I think I had focused too much on learners first impressions when they meet me and come into the learning environment. This has led to me thinking of the bigger picture and discussing with colleagues how we run sixth form induction days, open days etc†¦Ã¢â‚¬ ¦Ã¢â‚¬â„¢ (DTLLS Course, Day Three Reflective Journal) I could also improve my own assessment practice by diversifying with regards to types of assessment; ‘When looking at how I used assessment within this session, it is clear that I tend to use the same types of assessment; observation, written English, through completion of  tasks and question and answer to confirm understanding. Whilst these are all relevant assessment methods, it is important to ensure that I am creating diversity in my assessment method to ensure all learners can achieve.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). Ensuring that I have a clear understanding of assessment methods and researching the variety of methods will enable me to provide variety to learners with regards to assessment. Lastly, I have found that through completing self reflections, that I am able to critically consider how I use assessment within my teaching practice and am always striving to develop myself with regards to this; ‘Evaluating each session during this topic is enabling me to critically consider the teaching and learning approaches I use, as well as assessment and learner involvement. This benefits not only me but the learners within my sessions, and I will strive to complete self evaluations more often to improve my teaching practice.’ (Session 4 and 5 Self Evaluation Form, Individual Differences, 25/03/14). Conclusion There are many ways in which I explore assessment, and completing this critical reflection has enabled me to identify where I complete assessment well, such as meeting learner’s needs through assessment methods and types, and demonstrating competency within minimum core, as well as identifying areas for improvement, such as carrying out and recording assessment information. It is important that I continue to critically reflect on my own practice to ensure that I am applying theory gained to practice in teaching and learning, and developing myself as a practitioner;’ Reflecting on my teaching practice has enabled me to think more critically about how I meet the needs of learners, how I challenge learners but ensure that they are not overwhelmed, how I ensure I meet equality and diversity needs within the classroom, and how I assess.’ (Session 12 to 15 Self Evaluation Form, Individual Differences, 07/04/14 and 09/04/14). As stated by Tummons (2007:71) ‘if we use our reflective practice to explore critically the assumptions and preconceptions on which we base our training and teaching practice, we can build on our understanding of learning and  teaching and enhance our professional knowledge.’ References Gravells, A (2012) Preparing To Teach In The Lifelong Learning Sector. London: Routledge. Hiller, Y (2005) Reflective Teaching in Further and Adult Education. Continuum; London. Petty, G (2009) (4th Edn) Teaching Today. London: Cheltenham Nelson Thornes. Reece, I. Walker, S. (2007) (6th Edn) Teaching, training and learning: A Practical Guide. Tyne and Wear: Business Education Publishers Ltd. Tummons, J (2011) (3rd Edn) Assessing Learning in the Lifelong Learning Sector London: Learning Matters Tummons, J. (2007) Becoming a Professional Tutor in the Lifelong Learning Sector. London: Learning Matters Jones, P. (2014) Session One Individual Differences; Psychopathology. Introduction to Psychopathology (20/03/14) Jones, P. (2014) Session Two and Three Individual Differences; Psychopathology. Definitions of Abnormality (24/03/14) Jones, P. (2014) Session Four and Five Individual Differences; Psychopathology. Failure to Function and Definitions of Abnormality (25/03/14) Jones, P. (2014) Se ssion Six Individual Differences; Psychopathology. Presentations on Definitions of Abnormality (27/03/14) Jones, P. (2014) Session Nine and Ten Individual Differences; Psychopathology. Biological Approaches and Therapies (01/04/14) Jones, P. (2014) Session Twelve to Fifteen Individual Differences; Psychopathology. Evaluation and Analysis (07/04/14 and 09/04/14). Jones, P. (2014) Positively Girls Self Evaluation Session Three and Four; Stress, Worries and Relaxation (25/06/14) Jones, P. (2014) Positively Girls Self Evaluation Session Five and Six; Emotional and Physical Wellbeing (26/06/14) Jones, P. (2014) Positively Girls Self Evaluation Session Seven and Eight; Friendship and Communication (27/06/14) Jones, P. (2014) Session Three and Four A Level Psychology; Maintenance of Relationships Self Evaluation (24/06/14) Jones, P. (2014) Session Five and Six A Level Psychology; Breakdown of Relationships Self Evaluation (25/06/14) Jones, P. (2014) Reflective Journal Day Two (February 2014) Jones, P. (2014) Reflection Journal Day Five (May 2014) Appendix One; PSYA2 Individual Differences; Assessment for Learning Booklet