SUMMARIZED ARTICLE Example | Topics and Well Written Essays - 500 words

Summed up - Article Example The president advised the media that he would not preclude US activity in Iraqi against the Sunni Islamic local army bunch who have spread out towards Baghdad and are taking steps to separate the nation and build up their own jihadist country (Moon1). The stock market’s misfortunes quickened quickly following president Obama’s remarks, with businesses and shopper optional divisions fronting the decay. The VIX, Wall Street dread meter, extended to eight point three percent to end at 12.56% (Moon1). The Dow Jones Industrial mean dropped 109.69 focuses or 0.65%, to end at 16,734.19. The S&P 500 tumbled 13.78 focuses or 0.71% to 1,930.11 (Moon1). The Nasdaq composite slid 34.30 focuses or 0.79 percent to 4,297.63. The Dow arrived at an intraday low at 16,703.73 while the S&P and the Nasdaq tumbled to a meeting low at 1,925.78 and 4,284.528 separately. Retail deals, in macroeconomic news, rose 0.3 percent in May, and practically a large portion of the development rate that market analysts had anticipated. American’s new cases for joblessness awards rose out of the blue in the earlier week (Moon1). Regardless of both financial pointers being underneath desires, nor was viewed as sufficiently frail to change the assessment of bettering monetary states and the market’s ongoing upswing is as yet thought to be unblemished. Vitality shares positioned among one of the ongoing not many gainers. The S&P vitality area record rose 0.3%. Oil costs hit nine-month highs on worries that strengthened brutality in Iraq could meddle with oil supplies from the key OPEC exporter (Moon1). Significant US Airlines’ shares dropped for the second day continuously as oil costs expanded. American Airline Group Inc, the world’s biggest transporter, slid 4.9 percent to $40.2 while United Continental Holdings Inc slid 5.9 percent to $42.60 (Moon1). One of Nasdaq’s most dynamic stocks, Geron Corporation, flooded 21.2

Analyzing the American Revolution and the American Civil War Research Paper

Breaking down the American Revolution and the American Civil War - Research Paper Example Regardless, after the war, the new state had run its self in gigantic obligations (Middlekauff 96) because of the advances it had taken so as to battle the war. The Revolution was very indispensable from a social perspective too. It demonstrated to the world that the solid and amazing military of England were exposed. It consented to an arrangement with France and a great deal of different nations. It would moreover be the base of America's partnership with Britain. The American unrest was not just war. It was because of this war America picked up its autonomy. After the Civil war, America experienced a ton of changes. The change which the Civil War brought has permanently affected the quality of America. It has transformed the nation into a superpower. The Civil War enormously influenced the country. President Lincoln had asserted that he was not going to meddle with subjugation anyway the south had no certified option to pull back from the Union. So dark experts proceeded to possess slaves in any event, when the association armed force was planning to attack South Carolina in 1864 (Koger 85). South Carolina was the principal state to pull back however different states before long followed, Lincoln realized that he would need to assume control over this issue and sanctioned his capacity as both the Commander in Chief and the Chief Executive. In Document A South Carolina felt diversely about this issue. They felt that there is nothing written in the Constitution that says that can't withdraw and on the grounds that the individuals were miserable they had the right, as a sovereign state, to withdraw. The southern states withdrawing was the initial move towards the requirement for remaking. Not for the equivalent rights basically, however for the unlawful subjection that was occurring.â

Biography of John Lee Love, Black Inventor

History of John Lee Love, Black Inventor John Lee Love (Sept. 26, 1889?â€Dec. 26, 1931) was a dark creator who built up the versatile pencil sharpener, which he licensed in 1897. Not much is thought about his life, yet he is associated with two developments, the other being a plasterers sell, which works a lot of like a specialists palette for a plasterer or bricklayer. In the pantheon of African-American designers, Love is associated with conceiving little things to make life simpler. Quick Facts: John Lee Love Known For: Inventor of the Love pencil sharpenerBorn: Sept. 26, 1889? in Fall River, MassachusettsDied: Dec. 26, 1931 Charlotte, North Carolina Early Life John Lee Love is accepted to have been conceived on Sept. 26, 1889, however another record records his introduction to the world year as at some point somewhere in the range of 1865 and 1877 during Reconstruction, which would have placed his place of birth in the South. Very little else is thought about Loves early days, including whether he had any conventional tutoring or what incited him to tinker with and improve certain regular articles. We do realize that he worked nearly as long as he can remember as a woodworker in Fall River, Massachusetts and that he licensed his first creation, an improved plasterers peddle, on July 9, 1895 (U.S. Patent No. 542,419). First Invention The plasterers sell generally had been a level, square wooden board, around 9 inches in length on each side, with a handle-essentially, a post-like grasp that is opposite to the board and joined to its base. By putting the mortar, mortar, or, later, plaster on the board, the plasterer or bricklayer could get to it rapidly and effectively with the device being utilized to apply it. The new plan worked a lot of like a specialists palette. As a craftsman, Love was likely very much familiar with the utilization of mortar and mortar. He accepted that the birds of prey being used at the time were too cumbersome to ever be compact. His development was to plan a bird of prey with a separable handle and a foldable board made of aluminum, which probably been significantly simpler to clean than wood. Compact Pencil Sharpener Another of Loves innovations, and one preferable known over the plasterers sell, had an a lot more extensive effect. It was the straightforward, convenient pencil sharpener, the ancestor of the little plastic gadget that has been utilized by schoolchildren, instructors, understudies, architects, bookkeepers, and specialists the world over. Preceding the innovation of the pencil sharpener, a blade was the most well-known instrument used to hone pencils, which have been around in some structure since Roman occasions (in spite of the fact that pencils werent mass-created in a structure natural to us until 1662 in Nuremberg, Germany). Be that as it may, shaving a point on a pencil was a tedious procedure, and pencils were turning out to be increasingly well known. The arrangement before long hit the market as the universes first mechanical pencil sharpener, designed by Parisian mathematician Bernard Lassimoneâ on Oct. 20, 1828 (French patent number 2444). Cherishes improving of Lassimones gadget appears to be natural now, however it was progressive at that point. Essentially, the new model was convenient and incorporated a compartment to catch the shavings. The Massachusetts carpenterâ applied for a patent for what he called his improved deviceâ in 1897, and it was approvedâ on Nov. 23, 1897 (U.S. Patent No. 594,114). His plan didnt look a lot of like todays versatile sharpeners, however it worked by a comparable standard. The pencil was embedded into a conelike sheath and was moved around, making the sheath and the cutting edge inside it pivot around the pencil, honing it. Rather than turning the pencil against the cutting edge, likewise with todays compact sharpeners, the edge was betrayed the pencil by the roundabout movement. Love wrote in his patent application that his sharpener couldâ also be structured in an increasingly elaborate manner to be utilized as a work area trimming or paperweight. It in the end got known as the Love Sharpener, and his rule has been in constant use since he presented it. Inheritance We dont know what number of more developments Love could have given the world. Loveâ died, alongside nine different travelers, on Dec. 26, 1931,â when the vehicle they were riding in crashed into a train close to Charlotte, North Carolina. In any case, his thoughts left the world an increasingly productive spot. Sources John Lee Love Biography: Inventor. Biography.com.John Lee Love: Inventor of the Portable Pencil Sharpener. KentagePage.com.Pencil Patents: John Lee Love’s Portable Pencil Sharpener. Pencils.com.

Lord Henry Is the Root of Dorian Grays Corruption - Free Essay Example

In the novel The Picture of Dorian Gray, written by Oscar Wilde, the main character Dorian Gray is corrupted by his acquaintance Lord Henry, who ultimately leads to Dorians demise. Throughout the story Lord Henry fills Dorians head with all types of immoral thoughts and lies. Lord Henrys flawed philosophical theories alter his mind and eventually lead Dorian down the wrong path. As a result of this, Dorian ends up murdering his dear friend Basil Hallward, after he confronts Dorian. Later on, Dorian then commits suicide. Dorians suicide was indeed influenced by no one other than Lord Henry, for he is to blame for poisoning Dorians pure mind. When Lord Henry and Dorian Gray first meet it is almost premeditated that their friendship would lead to Dorians demise. Just before Basil Hallward introduces Lord Henry to Dorian, Basil expresses to him that Dorian Gray is my dearest friend, he said He has a simple and a beautiful nature Dont spoil him (Wilde 15). Basil knew Lord Henry would indeed be toxic to Dorians nature, which is why he proceeded to keep the two apart. Basil explicitly states, Dont try to influence him. Your influence would be bad because of prior knowledge of what Lord Henry is capable of doing to Dorians mind (Wilde 15). Lord Henrys philosophy is obviously flawed if Basil questions Dorian even being able to meet him. Additionally, when Basil finally introduces the two, Basil is described as, looking worried, and when he heard Lord Henrys last remark, he glanced at him, hesitated for a moment, and then said, Harry, I want to finish this picture to-day.Would you think it awfully rude of me if I asked you to go away? (Wilde 17). It is evident that Basil is trying to protect Dorian from Lord Henrys corruption for the simple fact that he is deliberately going out of his way to isolated from each other. Lord Henry patently has the power to alter Dorians mind into something evil since basil is extremely concerned from the beginning. Additionally, Lord Henry knows the potential his influence holds. He says himself, There is no such thing as a good influence, Mr. Gray. All influence is immoral (Wilde 18). Lord Henry admits that all influence is corrupt in this line. He furthers his philosophy stating to influence a person is to give ones own soul. He does not think his natural thoughts, or burn with his natural passions which proves that he is very much aware of what he is doing (Wilde 18). Lord Henry continues on to mention that the person who is receiving influence is no longer themselves. According to Lord Henry they transform into an echo of someone elses music, an actor of a part that has not been written for him (Wilde 18). By Lord Henry expressing these thoughts it is conspicuous that he would have to believe these statements true of himself. A major component in Lord Henrys philosophy that is has the greatest impact on Dorian is the belief that beauty is what is important. Dorian is a very handsome young man, who was an orphan, meaning he didnt receive much guidance during his childhood. This makes him more vulnerable to being persuaded by Lord Henrys flawed philosophy. Whatever Lord Henry feeds to Dorian, he believes. For instance, Dorian and Lord Henry are in Basils garden and Lord Henry suggests, Some day, when you are old and wrinkled and ugly, when thought has seared your forehead with its lines, and passion branded your lips with its hideous fires, you will feel it terribly. Now, wherever you go, you charm the world.. (Wilde 22). He basically says that Dorians life will be worthless once his youth is gone. His live will become stagnant and wont have any meaning that once Dorian is old and no longer beautiful. By Lord Henry planting this in Dorians head, it shapes the way he lives for the rest of his life. When Dorian comes to the realization that he will not be young, beautiful, and charming forever, it is hard for him to swallow. The thought of not having his good looks to rely on causes him uneasiness. As he ponders growing old, a sharp pang of pain struck through him like a knife and made each delicate fibre of his nature quiver which exemplifies him not being able to handle the fact that his beauty will run out (Wilde 25).. By Lord Henry convincing him that his beauty is all he has to offer in the world, his life then begins to spiral out if control. In addition, Dorian gains feelings for an actress named Sibyl Vane and when he invites Lord Henry to her show, Lord Henry says to Dorian that she isnt that good of an actress. Dorian becomes upset and treats Sibyl poorly and she eventually commits suicide. Once again Dorian is manipulated by Lord Henry. Furthermore, around the town it is rumored that Dorian is corrupting younger boys and one of them even commits suicide as well. As Do rian continues down his path of destruction, he ends up murdering the only person who generally cared for him, which was Basil. Basil had his best intentions for Dorian unlike Lord Henry. Lord Henry ruined Dorian and altered his mind into doing evil things. Conclusively, Lord Henry is at fault for Dorian being immoral. He originally exposed Dorian to his sin filled philosophy. He knew Dorian seeked leadership and he took advantage of that. Instead of giving him positive reinforcement and good advice such like Basil. Which is why he is responsible for Dorians negative acts. Had the two ever met, Dorian would have never murdered Basil. At the end of the day, the blame should not be placed on anyone other than Lord Henry. References: Wilde, Oscar. The Picture of Dorian Gray, by Oscar Wilde. Ye Olde Paris Booke-Shoppe, 1913.

Carpenter Bees and How to Get Rid of Them

Carpenter bees can be a real nuisance. They resemble large bumblebees and can be found buzzing around dwellings and other structures where they like to build their nests. Every year, they cause millions of dollars in  damage to dwellings by tunneling into decks, porches, and other wood structures. They can also be aggressive, especially during mating season, and will fly very close to human beings and even bump into them. Fortunately, they rarely if ever sting people and their nests can be removed. Carpenter Bee Basics There are several species of carpenter bee in the United States, but the most common one is the Virginia carpenter bee (Xylocopa virginica). These bugs are found throughout the Southeast but range as far as Connecticut to the north and Texas in the west. Carpenter bees range in size from about 5/8 of an inch to 1 inch and look very similar to bumblebees, but theyre not the same.   Bumblebees (genus Bombus) nest in the ground, usually in abandoned rodent nests, and live in social communities. Carpenter bees (genus Xylocopa) are solitary bees that burrow into wood. You can differentiate the two by examining the dorsal (upper) side of the abdomen. If its shiny and hairless, its a carpenter bee. A bumblebee, by contrast, has a hairy abdomen. Both are considered beneficial insects because they are  excellent plant  pollinators. Therefore, you should avoid eliminating these insects unless absolutely necessary. Carpenter bees usually live for about one year. Each new generation is hatched in the late summer, emerging from nests in August and September to grow and feed, pollinating flowers as they go  before  settling in for the winter and hibernating. Survivors emerge in April and May to mate. The female carpenter bee excavates a tunnel for her offspring. In each brood chamber, she stores food and lays an egg. Having reproduced, adult carpenter bees die off in July, leaving the new generation to continue the cycle when they emerge a month or so later. Most people encounter carpenter bees during April and May when theyve just emerged to mate. During this time, male carpenter bees tend to hover around nest openings, looking for receptive females. It can be rather unnerving being around them, as the males will also hover aggressively around people who approach the nests. They may even fly right into you. Despite this tough act, male carpenter bees cannot sting. Female carpenter bees can sting, but almost never do. How to Identify Nests If you see a bee emerging from a hole in the ground or within a structure, thats a good indication that youre looking at a carpenter bee nest. To be certain,  look at the entrance holes. A carpenter bee makes an entrance hole slightly bigger than her body, or just about  ½ inch in diameter. The first inch or two of the tunnel is usually made against the wood grain. The bee will then make a right turn and extend the tunnel another 4 to 6 inches in the direction of the wood grain. Carpenter bees will often eliminate their waste before entering their nest, so you might see yellow stains on the surface of the wood, just below the entrance hole. Stavros Markopoulos / Getty Images Though they burrow into wood, carpenter bees dont eat wood like termites do. Since their nest tunnels are limited in size, they rarely do serious structural damage. However, because such excavation requires a lot of energy on her part, a female carpenter bee will often prefer to refurbish an old tunnel to digging a new one. If carpenter bees are allowed to tunnel in the same structure year after year, however, the cumulative damage can be significant.   How to Control Carpenter Bees Your best defense is a good offense. Carpenter bees prefer to excavate untreated, unfinished wood. You can prevent carpenter bees from nesting in the first place by painting or varnishing your homes exterior. If an infestation has occurred, you will need to use an insecticide to eliminate the carpenter bees. Many professionals recommend sprays or dust, which can reach the interior surface of the entrance holes. Apply the pesticide at dusk, when carpenter bees are less active.   For the insecticide to work, the bees much come in contact with it as they crawl through the entrance hole of the nest. Apply the appropriate insecticidal dust in the spring, just before adults emerge to mate. Once you see the bees emerge, wait a few days before filling in the nest holes with wood putty or filler. If you didnt apply the insecticide before the spring adults emerged, you will need to treat the nests in the spring, and again in late summer, when the next generation of adults is foraging. In the fall, seal the nest holes with steel wool, then close off the hole with putty, wood filler, fiberglass, or asphalt.   A professional pest control service is your best choice, especially if you have a large infestation because theyll have specialized tools that can reach deep into crevices. However, if you want to do it yourself, any name-brand insecticide formulated to kill flying insects should work. If youd prefer to use a natural remedy, there are several, including boric acid,  Diatomaceous earth, and citrus spray. You can also contact  your local extension office  to find out which insecticides are effective and legal for use on carpenter bees in your area. Sources Bamabara, Stephen and  Waldvogel, Michael. Residential, Structural, and Community Pests. North Carolina State University. July 2009.Houseman, Richard. Carpenter Bees. The University of Missouri Extension.  Jacobs Sr., Steve. Carpenter Bees. Pennsylvania State University. January 2014UC Davis staff. Carpenter Bees Management Guidelines. The University of California. June 2014.13 Home Remedies to Get Rid of Carpenter Bees. HomeRemedyHacks.com. 27 January 2015.

The Rational Decision Making Model - 766 Words

Most of us have to make decisions from the time we wake up until the time we go to bed at night. Answering questions like what should I eat for breakfast, can I make that yellow light and should I go to the gym or go out for pizza all require us to make a choice or a decision (Robbins, S.P., Judge, T.A., 2009). At work I am challenged with collaborating with managers and other leaders to make decisions based on scenarios and events that occur in the hospital. The challenge when working with others to make a decision is that we all have our own methods of coming to a conclusion. The rational decision-making model is comprehensive in the fact that it requires the decision maker to define the problem, identify criteria for making the decision, weight the criteria, develop alternatives, evaluate alternatives and finally select the best alternative (Robbins, S.P., Judge, T.A. 2009). The challenge with utilizing this method is the fact that most of the time in real world situations, fa cts are either limited or missed, time compression causes an oversight on all potential alternatives and people tend to choose the easier route to make decisions (Robbins, S.P., Judge, T.A., 2009). Intuition is a powerful tool, however it can also lead to quick and potentially bad decisions (Robbins, S.P., Judge, T.A., 2009). I can recall a conversation with a leader about an employee that made an error administering a medication. The manager had not spoken with the employee orShow MoreRelatedRational Decision Making Model1679 Words   |  7 PagesAbstract What is a decision? The word decision can be defined as, the act of reaching a conclusion or making up ones mind (American Heritage, 2000). Essentially, a decision is a choice that an individual or a group of people makes. A decision can be a single action, an entire process, or even just a single spoken word or gesture. Decision-making is one of the defining characteristics of leadership. Making decisions is what managers and leaders are paid to do, and is an integral part of theirRead MoreThe Rational Decision Making Model1066 Words   |  5 Pageswe do the most. All of these things, both small and large require a process that is commonly referred to as the decision making process. Decisions make up every aspect of our daily lives that is remotely imaginable. One of the most common decision making model is called the, rational decision making model. The first step in the model is to construe the problem or the actual decision to be made. Then, you will identify the information needed for the process to go forth. After that, you will weighRead MoreRational Model Of Decision Making1287 Words   |  6 Pagescompany and will be understood by every employee. The first step within the rational model of decision making is to identify the problem or opportunity at hand. This can be anywhere from customer compliments to turnover of staff or mergers that can take place to hiring a new top executive. This stage is all about making improvements and diagnosing them in the proper way. The second step within the rational model of decision making it to think up alternative solutions. This can be either obvious or creativeRead MoreRational Model Of Decision Making1036 Words   |  5 Pagesand/or how would you apply these to your workplace? Tools for decision making is interesting topic to me. I used probability theory some time using actual values. Often everyone use the probability concept based on the previous experience and knowledge. This the first time came across decision making software. I searched internet about decision making software. Those program leads the user through the steps of the formal decision making process. These days I am looking for Laboratory Management SoftwareRead MoreThe Rational Decision Making Model Essay1796 Words   |  8 Pagesrecommendations of the report. The rational decision making model is utilized to make the best decision possible. â€Å"The rational decision making model is the best-known prescriptive model; the model involves several sequential steps: identifying the problem, determining the goals and objectives, identifying and evaluating alternative policies, choosing from the alternatives, recommending actions, implementation, and evaluation (Smith, 2014).† The use of this model is justified as it provides structureRead More Rational Decision Making Model Essay1605 Words   |  7 PagesRational Decision Making Model Abstract What is a decision? The word decision can be defined as, â€Å"the act of reaching a conclusion or making up ones mind† (American Heritage, 2000). Essentially, a decision is a choice that an individual or a group of people makes. A decision can be a single action, an entire process, or even just a single spoken word or gesture. Decision-making is one of the defining characteristics of leadership. Making decisions is what managers and leaders are paid toRead MoreDecision Making : The Rational Planning Model969 Words   |  4 PagesThe process of decision-making, and the models used during this process, has long been a focus in the field of Urban Planning. Part of this focus has been a discussion regarding which decision-making model is best suited for this profession. One often employed but highly controversial model for decision-making found in this field is the rational planning model. This model, which was first adopted by planners in the 1950’s and 1960’s, fo cuses on addressing the problems of cities and their inhabitantsRead MoreRational Decision Making Model Of An Intuitive Model941 Words   |  4 PagesI would use rational decision-making model to assist Catherine in her decision-making. First of all, because a rational decision model provides structure and discipline to the decision making process. In contrast an intuitive model is basically making decisions based on feelings. Catherine cannot afford to make a decision just based on feeling because at this stage in her life, she wants to make a decision that is going to be logical and based on facts. Therefore, Catherine will have full and perfectRead MoreThe Rational Model of Policy Decision Making2813 Words   |  12 PagesLefoko O. Molebatsi (2001) --------------------------------------------------------------------------------------------------------------------Public Policy and Policy Analysis: The Rational Model Question: The rational model of public policy making, though h eavily criticized, is the most widely used and or talked about model. Discuss why. By Lefoko O. Molebatsi (University of Botswana) Instructor: Prof G. S Maipose 2001 1 Selected Essays by Lefoko O. Molebatsi (2001) -----------------------------Read MoreThe Rational Model of Policy Decision Making2827 Words   |  12 PagesLefoko O. Molebatsi (2001) --------------------------------------------------------------------------------------------------------------------Public Policy and Policy Analysis: The Rational Model Question: The rational model of public policy making, though heavily criticized, is the most widely used and or talked about model. Discuss why. By Lefoko O. Molebatsi (University of Botswana) Instructor: Prof G. S Maipose 2001 1 Selected Essays by Lefoko O. Molebatsi (2001) -------------------------

Understand Children and Young Peoples Self Directed Play free essay sample

Freely chosen, self directed play. Refer back to assignment 1. The play cycle A play cycle begins in the pre conscious thoughts of the child, it is at the point of daydream where the playful impulse is created and given out as the play cue. Once this cue is taken up by a responding partner the play cycle begins. The metalude signals the start of the play process and while it supports a single play thought in the Childs consciousness it can change in seconds to become another playful thoughts or an extended version of its original self. The play cue can be given out in many ways, facial expressions, eyes contact, body language or simply through using materials I. e. a ball or a colouring pencil. Looking back through my reflective diary I noticed a very clear cue I had received, it was very clear and understandable a child simply kicked a ball in my direction and gave me clear eye contact so naturally I kicked it back in seconds we were a having a football match and within minutes other children were coming over to join so I stepped back and facilitated. The play cue is followed by the play return example; kicking the ball back. which can come from another person, the environment or from the child playing. Then comes the Play frame, the process or space that is created by cues and returns. Its a boundary that keeps the play intact. It begins with the childs play drive and includes all that allows play to continue. It may be as big as a football pitch or as small as a chessboard and the two people playing. As a play worker you can be inside or outside of the frame depending on the level of the play workers involvement.Play Cycle, the full flow of play from the first play cue to the return and the further development of play- with more cues and returns until the play is complete. Play Annihilation: The end of the play frame. Children take what they want from the activity and then it is finished. A play worker can cause play annihilation if they intervene inappropriately in childrens play. In my setting when it is tea time we have 5 minutes which means they finish what they are doing and then wash hands ready for tea, this way play annihilation is not done by the play worker and children can finish play how they want to.Play space A child’s play space is any area that supports and enriches the potential for children and young people in self directed play. Children and young people should have a variety of play spaces which stimulate them in different ways e. g. : an outdoor play space for physical stimulation and to encourage a healthy active lifestyle, story corner for cognitive stimulation, it has been proven that stories and rhymes help to improve memory and concentration skills.Books and rhymes also help to develop children’s imaginations, but more importantly stories can help children understand and discuss their own feelings which could otherwise be left unheard. All play spaces should be welcoming and varied with different resources, with sufficient quantities so that children and young people do not have to wait to participate and have opportunities for social interaction with both children and play workers . My setting has a variety of play spaces associable to all children and young people for all different needs.All children have the choice to help us to create new play new spaces of to freely choose there own play space which they will do naturally. All resources are accessible for all children and young people which enables all children play to continue un interrupted giving them freedom of more choice and to explore there own chosen activities in there own way and time. Loose parts The theory of loose parts over the last 40 years become increasingly known and used by play workers and play space designers. It was first suggested in 1971 by an architect called Simon Nicholson.He believed that loose parts in our environment empowere d our creativity. According to the Oxfordshire play association loose parts are items and materials that children and young people can move, adapt, control and manipulate within their play. Loose parts provide a high level of creativity and choice as there are endless possibilities for how they can be played with. In my setting yesterday the children used loose parts such as cardboard boxes, bottle tops and shiny paper to make a robot, the robot then became a bus and later a child’s hideout.Simon Nichols theory of loose parts argues that creativity is not for the gifted, he believes that it is our education and cultural conditions that lead us to believe this . He said that ‘in any environment, both the degree of inventiveness and creativity and the possibility of discovery are directly proportional to the number of loose parts and kind of variables in it. ’ You do not have to be a gifted musician to make music, the children and young people at my setting often make there own musi c, with pots, pans and trays or even banging small sticks on surface areas. Play preferences. Preference for outdoor play. Child A plays mostly outdoors as he believes it is more fun, and loves to investigate the surroundings. The choice of indoor play is often related to the weather, child A only plays inside when its cold or raining. It is only in severe weather conditions children have to stay in doors as in our setting we believe the children can learn and develop much more outside even when the weather is poor. Play preferences are the child’s own choices ; the freedom ; opportunities to be able to make those choices by enabling varied resources that are always accessible to encourage development.Different play types 10 examples Symbolic play: Play which allows control, gradual exploration and increased understanding, without the risk of being out of ones depths. In our setting I observed a child making a doll feed another doll. Rough and tumble play: Close encounter play which is less to do with fighting and more to do with touching, tickling, gauging relative strength, discovering physical flexibility and the exhilarations of display. For example, a lot of the boys at my setting like to play fight, I feel this is natural so I set there boundaries and just facilitate until the risks go to ar. Socio-dramatic play: The enactment of real and potential experiences of an intense personal nature. For example child may pretend to take care of their baby doll as this is what they see there parents do with younger siblings, through pretend play, a child can experience and learn what it may mean to love and care for someone else. Social play: Play during with the rules and criteria for social engagement and interaction can be revealed, explored and amended.Looking through my reflective diary a good example for social play would be when two children at my setting were setting up a ‘pretend’ shop selling toys and books to other children the ‘customers’ . Creative play: Play which allows a new response, the transformation awareness of new connections with an element of surprise. Creative play can be many things, not just arts crafts. I observed a child building Lego brinks, when he had finished he told me it was the Eiffel tower in France, I think is a lovely example of creative play as I thought the tower could have been anything but he new exactly what and where it was.Communication play: Play using words, nuances of gestures. For example joke telling, story telling, play acting, singing. Role play: Play which dramatises events in which the child is not a direct participator. In reflective practice I saw a child sitting in a box using an imaginary steering wheel ,he told me he was â€Å"driving to spaceâ€Å". Role play doesn’t even have to have props it can be completely imaginative with or without play equipment. Exploration play: Play to access factual information consisting of manipulative behaviours such as handling, throwing, banging, or mouthing objects.For example playing with, sand, bricks, water clay, play dough. Dramatic play: Play which rearranges the world in the child’s way, a way in which is unlikely to occur. At the moment every day at tidy up time the children ask if they can play factor, most of the children love to be one of the contestants, they all make me and other staff be judges, but there is always one particular child who wants to be Dermot O’Leary the TV show presenter. Fantasy play: Play where the conventional rules, which govern the physical world, do not apply.For a good example I read in one of my reflective diary a couple of months ago a child asked me for a role of tin foil I, asked him what for, he replied I want to be an astronaut, I gave him the role of tin foil and he spent the whole session making his costume. When his dad came to collect him , he put the costume on and was running around so proud of what he had made. How you encourage risk and challenge, its importance and the awareness of balancing health and safety, give examples of risks within 5 of your different play types.Refer to risk and challenge sheet 310. 3. Observation and reflection, how you do this and its importance. Part of a play workers role is to observe all children on a daily basis, This observation involves the gathering of information about a particular child behaviour and their stage of development. Reflections is the process of thinking about and critically analyzing your actions with the intention of changing and continually improving our working environment.It is vital that these observations and reflections are done in order to understand and meet each child’s individual needs, and to identify which areas of development a child is particularly good at. Frequent observations also help me to under stand a child’s behaviour and what provokes the child’s bad behaviour. Observations also help to plan for future sessions, as it gives the play worker an idea of what the child is interested in, or good at. E. g. t my setting child 2 was enjoying playing snakes and ladders, the child was keen to show their counting skills, so for the next session we developed on this with a game of frustration. The effectiveness of reflective practice I feel can only make me a stronger play worker and my setting a more supportive environment. As a play worker in my setting I understand that reflective practice is important as this is how we can improve things in our setting and also improve on a personal level to be consistent in giving the best care to all those who use my setting. Reflective practise is increasingly used as a way of improving services to children and their families. Reflective practice is like taking a mirror to what you and your setting are doing and considering how effective it is. This process is great not only to children and their families but also for me as a play worker personally. As a result of reflecting on your practice, play workers might decide to adapt a routine, activity or even approach towards an individual child.Reflecting on my practise could also result in me attending further training or doing additional courses. The setting should be providing a safe environment for all and being supportive of each individual child who attend and their family. When reflecting on practise it is worth while to stand back a little and notice what is being done in the setting to create the safe and supportive environment. By looking at all areas in which we care for children and reflecting on practice we are always improving on how we make the setting a safe environment for all who use it.To be effective in my practise is being willing to learn, I feel that by understanding the importance of a safe and supportive environment for children there is room for improvement, by continuing and not being complacent in my caring for each individual child. I must always be flexible in my working practise. Your impact on play and when it is/is not appropriate to intervene This links into freely chosen play and why it is not acceptable to intervene unless necessary during play. Play workers should know when and when it is not acceptable to intervene, for instants if a child is struggling or upset r a risk is to high then a play workers should stop being the facilitator and intervene. In most play scenes children will self directly choose how to carry on, end or change play. In our setting when it is tea time we have a system called 5 minutes, all children are aware of what this is. It is the process that we use so children can end play how they like and not have an adult intervene and annihilate play. A play worker intervening can sometimes put children off what they are doing and some times can bring positive to there play.In my setting I was observing a boy who was playing with the car mat and garage he was quite content and concentrating on his own play, I notice he was struggling to fit all his cars on one matt, so I got the other matt out of the cupboard and just gently walked past and placed it on the floor beside him then carried on walking. From the other side of the room I could see he was now much more happier as he could use more cars, I thought this was a good intervention style as I did not ruin play but intervening made him achieve a better outcome.

Understand Children and Young Peoples Self Directed Play free essay sample

Freely chosen, self directed play. Refer back to assignment 1. The play cycle A play cycle begins in the pre conscious thoughts of the child, it is at the point of daydream where the playful impulse is created and given out as the play cue. Once this cue is taken up by a responding partner the play cycle begins. The metalude signals the start of the play process and while it supports a single play thought in the Childs consciousness it can change in seconds to become another playful thoughts or an extended version of its original self. The play cue can be given out in many ways, facial expressions, eyes contact, body language or simply through using materials I. e. a ball or a colouring pencil. Looking back through my reflective diary I noticed a very clear cue I had received, it was very clear and understandable a child simply kicked a ball in my direction and gave me clear eye contact so naturally I kicked it back in seconds we were a having a football match and within minutes other children were coming over to join so I stepped back and facilitated. The play cue is followed by the play return example; kicking the ball back. which can come from another person, the environment or from the child playing. Then comes the Play frame, the process or space that is created by cues and returns. Its a boundary that keeps the play intact. It begins with the childs play drive and includes all that allows play to continue. It may be as big as a football pitch or as small as a chessboard and the two people playing. As a play worker you can be inside or outside of the frame depending on the level of the play workers involvement.Play Cycle, the full flow of play from the first play cue to the return and the further development of play- with more cues and returns until the play is complete. Play Annihilation: The end of the play frame. Children take what they want from the activity and then it is finished. A play worker can cause play annihilation if they intervene inappropriately in childrens play. In my setting when it is tea time we have 5 minutes which means they finish what they are doing and then wash hands ready for tea, this way play annihilation is not done by the play worker and children can finish play how they want to.Play space A child’s play space is any area that supports and enriches the potential for children and young people in self directed play. Children and young people should have a variety of play spaces which stimulate them in different ways e. g. : an outdoor play space for physical stimulation and to encourage a healthy active lifestyle, story corner for cognitive stimulation, it has been proven that stories and rhymes help to improve memory and concentration skills.Books and rhymes also help to develop children’s imaginations, but more importantly stories can help children understand and discuss their own feelings which could otherwise be left unheard. All play spaces should be welcoming and varied with different resources, with sufficient quantities so that children and young people do not have to wait to participate and have opportunities for social interaction with both children and play workers . My setting has a variety of play spaces associable to all children and young people for all different needs.All children have the choice to help us to create new play new spaces of to freely choose there own play space which they will do naturally. All resources are accessible for all children and young people which enables all children play to continue un interrupted giving them freedom of more choice and to explore there own chosen activities in there own way and time. Loose parts The theory of loose parts over the last 40 years become increasingly known and used by play workers and play space designers. It was first suggested in 1971 by an architect called Simon Nicholson.He believed that loose parts in our environment empowere d our creativity. According to the Oxfordshire play association loose parts are items and materials that children and young people can move, adapt, control and manipulate within their play. Loose parts provide a high level of creativity and choice as there are endless possibilities for how they can be played with. In my setting yesterday the children used loose parts such as cardboard boxes, bottle tops and shiny paper to make a robot, the robot then became a bus and later a child’s hideout.Simon Nichols theory of loose parts argues that creativity is not for the gifted, he believes that it is our education and cultural conditions that lead us to believe this . He said that ‘in any environment, both the degree of inventiveness and creativity and the possibility of discovery are directly proportional to the number of loose parts and kind of variables in it. ’ You do not have to be a gifted musician to make music, the children and young people at my setting often make there own musi c, with pots, pans and trays or even banging small sticks on surface areas. Play preferences. Preference for outdoor play. Child A plays mostly outdoors as he believes it is more fun, and loves to investigate the surroundings. The choice of indoor play is often related to the weather, child A only plays inside when its cold or raining. It is only in severe weather conditions children have to stay in doors as in our setting we believe the children can learn and develop much more outside even when the weather is poor. Play preferences are the child’s own choices ; the freedom ; opportunities to be able to make those choices by enabling varied resources that are always accessible to encourage development.Different play types 10 examples Symbolic play: Play which allows control, gradual exploration and increased understanding, without the risk of being out of ones depths. In our setting I observed a child making a doll feed another doll. Rough and tumble play: Close encounter play which is less to do with fighting and more to do with touching, tickling, gauging relative strength, discovering physical flexibility and the exhilarations of display. For example, a lot of the boys at my setting like to play fight, I feel this is natural so I set there boundaries and just facilitate until the risks go to ar. Socio-dramatic play: The enactment of real and potential experiences of an intense personal nature. For example child may pretend to take care of their baby doll as this is what they see there parents do with younger siblings, through pretend play, a child can experience and learn what it may mean to love and care for someone else. Social play: Play during with the rules and criteria for social engagement and interaction can be revealed, explored and amended.Looking through my reflective diary a good example for social play would be when two children at my setting were setting up a ‘pretend’ shop selling toys and books to other children the ‘customers’ . Creative play: Play which allows a new response, the transformation awareness of new connections with an element of surprise. Creative play can be many things, not just arts crafts. I observed a child building Lego brinks, when he had finished he told me it was the Eiffel tower in France, I think is a lovely example of creative play as I thought the tower could have been anything but he new exactly what and where it was.Communication play: Play using words, nuances of gestures. For example joke telling, story telling, play acting, singing. Role play: Play which dramatises events in which the child is not a direct participator. In reflective practice I saw a child sitting in a box using an imaginary steering wheel ,he told me he was â€Å"driving to spaceâ€Å". Role play doesn’t even have to have props it can be completely imaginative with or without play equipment. Exploration play: Play to access factual information consisting of manipulative behaviours such as handling, throwing, banging, or mouthing objects.For example playing with, sand, bricks, water clay, play dough. Dramatic play: Play which rearranges the world in the child’s way, a way in which is unlikely to occur. At the moment every day at tidy up time the children ask if they can play factor, most of the children love to be one of the contestants, they all make me and other staff be judges, but there is always one particular child who wants to be Dermot O’Leary the TV show presenter. Fantasy play: Play where the conventional rules, which govern the physical world, do not apply.For a good example I read in one of my reflective diary a couple of months ago a child asked me for a role of tin foil I, asked him what for, he replied I want to be an astronaut, I gave him the role of tin foil and he spent the whole session making his costume. When his dad came to collect him , he put the costume on and was running around so proud of what he had made. How you encourage risk and challenge, its importance and the awareness of balancing health and safety, give examples of risks within 5 of your different play types.Refer to risk and challenge sheet 310. 3. Observation and reflection, how you do this and its importance. Part of a play workers role is to observe all children on a daily basis, This observation involves the gathering of information about a particular child behaviour and their stage of development. Reflections is the process of thinking about and critically analyzing your actions with the intention of changing and continually improving our working environment.It is vital that these observations and reflections are done in order to understand and meet each child’s individual needs, and to identify which areas of development a child is particularly good at. Frequent observations also help me to under stand a child’s behaviour and what provokes the child’s bad behaviour. Observations also help to plan for future sessions, as it gives the play worker an idea of what the child is interested in, or good at. E. g. t my setting child 2 was enjoying playing snakes and ladders, the child was keen to show their counting skills, so for the next session we developed on this with a game of frustration. The effectiveness of reflective practice I feel can only make me a stronger play worker and my setting a more supportive environment. As a play worker in my setting I understand that reflective practice is important as this is how we can improve things in our setting and also improve on a personal level to be consistent in giving the best care to all those who use my setting. Reflective practise is increasingly used as a way of improving services to children and their families. Reflective practice is like taking a mirror to what you and your setting are doing and considering how effective it is. This process is great not only to children and their families but also for me as a play worker personally. As a result of reflecting on your practice, play workers might decide to adapt a routine, activity or even approach towards an individual child.Reflecting on my practise could also result in me attending further training or doing additional courses. The setting should be providing a safe environment for all and being supportive of each individual child who attend and their family. When reflecting on practise it is worth while to stand back a little and notice what is being done in the setting to create the safe and supportive environment. By looking at all areas in which we care for children and reflecting on practice we are always improving on how we make the setting a safe environment for all who use it.To be effective in my practise is being willing to learn, I feel that by understanding the importance of a safe and supportive environment for children there is room for improvement, by continuing and not being complacent in my caring for each individual child. I must always be flexible in my working practise. Your impact on play and when it is/is not appropriate to intervene This links into freely chosen play and why it is not acceptable to intervene unless necessary during play. Play workers should know when and when it is not acceptable to intervene, for instants if a child is struggling or upset r a risk is to high then a play workers should stop being the facilitator and intervene. In most play scenes children will self directly choose how to carry on, end or change play. In our setting when it is tea time we have a system called 5 minutes, all children are aware of what this is. It is the process that we use so children can end play how they like and not have an adult intervene and annihilate play. A play worker intervening can sometimes put children off what they are doing and some times can bring positive to there play.In my setting I was observing a boy who was playing with the car mat and garage he was quite content and concentrating on his own play, I notice he was struggling to fit all his cars on one matt, so I got the other matt out of the cupboard and just gently walked past and placed it on the floor beside him then carried on walking. From the other side of the room I could see he was now much more happier as he could use more cars, I thought this was a good intervention style as I did not ruin play but intervening made him achieve a better outcome.

Understand Children and Young Peoples Self Directed Play free essay sample

Freely chosen, self directed play. Refer back to assignment 1. The play cycle A play cycle begins in the pre conscious thoughts of the child, it is at the point of daydream where the playful impulse is created and given out as the play cue. Once this cue is taken up by a responding partner the play cycle begins. The metalude signals the start of the play process and while it supports a single play thought in the Childs consciousness it can change in seconds to become another playful thoughts or an extended version of its original self. The play cue can be given out in many ways, facial expressions, eyes contact, body language or simply through using materials I. e. a ball or a colouring pencil. Looking back through my reflective diary I noticed a very clear cue I had received, it was very clear and understandable a child simply kicked a ball in my direction and gave me clear eye contact so naturally I kicked it back in seconds we were a having a football match and within minutes other children were coming over to join so I stepped back and facilitated. The play cue is followed by the play return example; kicking the ball back. which can come from another person, the environment or from the child playing. Then comes the Play frame, the process or space that is created by cues and returns. Its a boundary that keeps the play intact. It begins with the childs play drive and includes all that allows play to continue. It may be as big as a football pitch or as small as a chessboard and the two people playing. As a play worker you can be inside or outside of the frame depending on the level of the play workers involvement.Play Cycle, the full flow of play from the first play cue to the return and the further development of play- with more cues and returns until the play is complete. Play Annihilation: The end of the play frame. Children take what they want from the activity and then it is finished. A play worker can cause play annihilation if they intervene inappropriately in childrens play. In my setting when it is tea time we have 5 minutes which means they finish what they are doing and then wash hands ready for tea, this way play annihilation is not done by the play worker and children can finish play how they want to.Play space A child’s play space is any area that supports and enriches the potential for children and young people in self directed play. Children and young people should have a variety of play spaces which stimulate them in different ways e. g. : an outdoor play space for physical stimulation and to encourage a healthy active lifestyle, story corner for cognitive stimulation, it has been proven that stories and rhymes help to improve memory and concentration skills.Books and rhymes also help to develop children’s imaginations, but more importantly stories can help children understand and discuss their own feelings which could otherwise be left unheard. All play spaces should be welcoming and varied with different resources, with sufficient quantities so that children and young people do not have to wait to participate and have opportunities for social interaction with both children and play workers . My setting has a variety of play spaces associable to all children and young people for all different needs.All children have the choice to help us to create new play new spaces of to freely choose there own play space which they will do naturally. All resources are accessible for all children and young people which enables all children play to continue un interrupted giving them freedom of more choice and to explore there own chosen activities in there own way and time. Loose parts The theory of loose parts over the last 40 years become increasingly known and used by play workers and play space designers. It was first suggested in 1971 by an architect called Simon Nicholson.He believed that loose parts in our environment empowere d our creativity. According to the Oxfordshire play association loose parts are items and materials that children and young people can move, adapt, control and manipulate within their play. Loose parts provide a high level of creativity and choice as there are endless possibilities for how they can be played with. In my setting yesterday the children used loose parts such as cardboard boxes, bottle tops and shiny paper to make a robot, the robot then became a bus and later a child’s hideout.Simon Nichols theory of loose parts argues that creativity is not for the gifted, he believes that it is our education and cultural conditions that lead us to believe this . He said that ‘in any environment, both the degree of inventiveness and creativity and the possibility of discovery are directly proportional to the number of loose parts and kind of variables in it. ’ You do not have to be a gifted musician to make music, the children and young people at my setting often make there own musi c, with pots, pans and trays or even banging small sticks on surface areas. Play preferences. Preference for outdoor play. Child A plays mostly outdoors as he believes it is more fun, and loves to investigate the surroundings. The choice of indoor play is often related to the weather, child A only plays inside when its cold or raining. It is only in severe weather conditions children have to stay in doors as in our setting we believe the children can learn and develop much more outside even when the weather is poor. Play preferences are the child’s own choices ; the freedom ; opportunities to be able to make those choices by enabling varied resources that are always accessible to encourage development.Different play types 10 examples Symbolic play: Play which allows control, gradual exploration and increased understanding, without the risk of being out of ones depths. In our setting I observed a child making a doll feed another doll. Rough and tumble play: Close encounter play which is less to do with fighting and more to do with touching, tickling, gauging relative strength, discovering physical flexibility and the exhilarations of display. For example, a lot of the boys at my setting like to play fight, I feel this is natural so I set there boundaries and just facilitate until the risks go to ar. Socio-dramatic play: The enactment of real and potential experiences of an intense personal nature. For example child may pretend to take care of their baby doll as this is what they see there parents do with younger siblings, through pretend play, a child can experience and learn what it may mean to love and care for someone else. Social play: Play during with the rules and criteria for social engagement and interaction can be revealed, explored and amended.Looking through my reflective diary a good example for social play would be when two children at my setting were setting up a ‘pretend’ shop selling toys and books to other children the ‘customers’ . Creative play: Play which allows a new response, the transformation awareness of new connections with an element of surprise. Creative play can be many things, not just arts crafts. I observed a child building Lego brinks, when he had finished he told me it was the Eiffel tower in France, I think is a lovely example of creative play as I thought the tower could have been anything but he new exactly what and where it was.Communication play: Play using words, nuances of gestures. For example joke telling, story telling, play acting, singing. Role play: Play which dramatises events in which the child is not a direct participator. In reflective practice I saw a child sitting in a box using an imaginary steering wheel ,he told me he was â€Å"driving to spaceâ€Å". Role play doesn’t even have to have props it can be completely imaginative with or without play equipment. Exploration play: Play to access factual information consisting of manipulative behaviours such as handling, throwing, banging, or mouthing objects.For example playing with, sand, bricks, water clay, play dough. Dramatic play: Play which rearranges the world in the child’s way, a way in which is unlikely to occur. At the moment every day at tidy up time the children ask if they can play factor, most of the children love to be one of the contestants, they all make me and other staff be judges, but there is always one particular child who wants to be Dermot O’Leary the TV show presenter. Fantasy play: Play where the conventional rules, which govern the physical world, do not apply.For a good example I read in one of my reflective diary a couple of months ago a child asked me for a role of tin foil I, asked him what for, he replied I want to be an astronaut, I gave him the role of tin foil and he spent the whole session making his costume. When his dad came to collect him , he put the costume on and was running around so proud of what he had made. How you encourage risk and challenge, its importance and the awareness of balancing health and safety, give examples of risks within 5 of your different play types.Refer to risk and challenge sheet 310. 3. Observation and reflection, how you do this and its importance. Part of a play workers role is to observe all children on a daily basis, This observation involves the gathering of information about a particular child behaviour and their stage of development. Reflections is the process of thinking about and critically analyzing your actions with the intention of changing and continually improving our working environment.It is vital that these observations and reflections are done in order to understand and meet each child’s individual needs, and to identify which areas of development a child is particularly good at. Frequent observations also help me to under stand a child’s behaviour and what provokes the child’s bad behaviour. Observations also help to plan for future sessions, as it gives the play worker an idea of what the child is interested in, or good at. E. g. t my setting child 2 was enjoying playing snakes and ladders, the child was keen to show their counting skills, so for the next session we developed on this with a game of frustration. The effectiveness of reflective practice I feel can only make me a stronger play worker and my setting a more supportive environment. As a play worker in my setting I understand that reflective practice is important as this is how we can improve things in our setting and also improve on a personal level to be consistent in giving the best care to all those who use my setting. Reflective practise is increasingly used as a way of improving services to children and their families. Reflective practice is like taking a mirror to what you and your setting are doing and considering how effective it is. This process is great not only to children and their families but also for me as a play worker personally. As a result of reflecting on your practice, play workers might decide to adapt a routine, activity or even approach towards an individual child.Reflecting on my practise could also result in me attending further training or doing additional courses. The setting should be providing a safe environment for all and being supportive of each individual child who attend and their family. When reflecting on practise it is worth while to stand back a little and notice what is being done in the setting to create the safe and supportive environment. By looking at all areas in which we care for children and reflecting on practice we are always improving on how we make the setting a safe environment for all who use it.To be effective in my practise is being willing to learn, I feel that by understanding the importance of a safe and supportive environment for children there is room for improvement, by continuing and not being complacent in my caring for each individual child. I must always be flexible in my working practise. Your impact on play and when it is/is not appropriate to intervene This links into freely chosen play and why it is not acceptable to intervene unless necessary during play. Play workers should know when and when it is not acceptable to intervene, for instants if a child is struggling or upset r a risk is to high then a play workers should stop being the facilitator and intervene. In most play scenes children will self directly choose how to carry on, end or change play. In our setting when it is tea time we have a system called 5 minutes, all children are aware of what this is. It is the process that we use so children can end play how they like and not have an adult intervene and annihilate play. A play worker intervening can sometimes put children off what they are doing and some times can bring positive to there play.In my setting I was observing a boy who was playing with the car mat and garage he was quite content and concentrating on his own play, I notice he was struggling to fit all his cars on one matt, so I got the other matt out of the cupboard and just gently walked past and placed it on the floor beside him then carried on walking. From the other side of the room I could see he was now much more happier as he could use more cars, I thought this was a good intervention style as I did not ruin play but intervening made him achieve a better outcome.

Marketing and Unilever free essay sample

Their mission is â€Å"TO ADD VATILTIY TO LIFE† UNILEVER INTERNATIONAL HISTORY †¢ †¢ †¢ †¢ †¢ Unilever is a multi-national corporation, It was created in 1930 by the Lever Brothers and Dutch margarine. Today the company is fully multinational with operating companies in over 100 countries, Employing about 179000 employees With 400 brands spanning 14 categories of home, personal care and foods products, no other company touches so many peoples ives in so many different ways. From feeding one’s family to keeping one’s home clean and fresh, Unilever brands are part of everyday life. †¢ UNILEVER PAKISTAN LIMITED †¢ †¢ †¢ Lever brothers was established in Pakistan in 1958 first site in Pakistan was RAHIM YAR KHAN Largest FMCG company now operating at six locations in Pakistan The enjoys a leading position in most of its core Home and Personal Care and Foods categories, e. g. Personal Wash, Personal Care, Laundry, Beverages (Tea) and Ice Cream. It operates through 4 regional offices, as well as 4 wholly owned and 6 third party manufacturing sites across Pakistan. We will write a custom essay sample on Marketing and Unilever or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page †¢ SUNSILK †¢Launched in 1954, in the UK, sun silk had quickly become Unilever’s leading international shampoo brand. By 1959, it was available in eighteen countries worldwide. †¢In the 1980’s, Pakistan had a largely under-developed market in terms of personal care products. †¢The launch of Sun silk in 1983 introduced FMCG industry in Pakistan to redefine the lives of its people. BCG MATRIX OF UNILEVER BCG MATRIX OF UNILEVER STARS High growth rate high market share QUESTION MARK High growth rate low market share CASHCOW Low growth rate high market share DOG Low growth rate low market share PRODUCT SUNSILK is one of the star Products of Unilever, and comes under the category of personal care products. Variant: Soft and smooth Label color: Yellow Benefit: Keep hair strong and beautiful Variant: Black Label Color : Black Benefit: Rich and shine black hair Variant: Soft and smooth Label Color : Pink Benefit: Shiny and beautiful dry hair Variant: Long and thick Label Color : Green Benefit: Shiny manageable thin and limb and thin hair Variant: Damage Repair Label Color : Orange Benefit: damage Repair Shampoo Variant: Anti dandruff Label Color : Blue Benefit: removes dandruff SUNSILK SHAMPOO 400g 100g 200g 6ml PRICE SUNSILK is the market leader and it therefore sets the market price. SUNSILK SHAMPOO Rs 200 to Rs 300 PKR Rs 150 to Rs 170 PKR 400g Rs 88 to Rs 95 PKR 200g Rs 5 PKR (Sachet) 100g 6ml PLACE SUNSILK available in all †¢ †¢ Small stores Supermarkets †¢ Utility stores †¢ General Stores †¢ Medical stores †¢ Shopping malls PROMOTIONAL ACTIVITIES †¢Door to Door Services †¢One -On -One Selling †¢Special Channel Distribution †¢Road Shows †¢Schools programs †¢Spot Selling †¢Store Intercepts †¢Stall activities †¢In store conversions †¢Television advertisement †¢Product labels †¢Websites †¢Call centers †¢Free washes and gift hampers SEGMENTATION SUNSILK shampoo will be using gender and age as the basis for segmentation. †¢ This segmentation is demographic. †¢ Market age of segmentation of female of age 16-21, then 21-40 and then above 40. TARGETTING †¢ Main target market is Females between age 16-40 but they target the whole market. POSITIONING †¢ When every young adult want to give himself a new look , SUNSILK offers him FAMILY SIZE bottle in 165 PKR. †¢ It changes packing and size to attract new customers DIFFERENTIATION †¢ It does different things like gang of girls. †¢ It offers expertise of hair care experts. The product is relevant among wide masses because of its quality, affordability and constant innovation. †¢ Hierarchy is horizontal so that all the managers have good collaboration with each other that’s why UNILEVERS hierarchy is so much supportive in this regard. SUPPLIER †¢ They have no threat from supplier’s specifically as they have made a contract with suppliers. †¢They gave them raw material like chemical’s other thing’s. MARKET INTERMEDIREIS †¢ As far as financial intermediaries concern, UNILEVER have good name in this matter. They are using old chain with the popularity of their product’s. CUSTOMER †¢ They are well defining with their target market and market segmentation. †¢ Unilever? s product is neither gender specific nor for only one social class. So, we have enough people to cater with. PUBLIC †¢ Public is interested in their product as it may bring a financial interest to our stakeholders and other major factor of this is our media public. †¢ It’s a very good source for them as it lounge under unilever’s company n a very respectable product SUNSILK. The product of UNILEVER (SUNSILK) is not for the specific age, it covers the following area †¢Female †¢Male †¢Kids †¢So the demographic area is huge for that product ECONOMIC †¢ As the social class we cater are economically sound and the product of UNILEVER is give also comfort with respect to prices. NATURAL †¢ Our natural environment is quite sound in this regard. As the raw material we use is nether injurious to health nor damages the environment. †¢So people prefer to use that of product . TECHNOLOGICAL Unilever is using latest technology for making the product and for handing the operations. Technology helps in making the products and fulfilling the demands on time.

Running of Multinational Internet Firm

Running of Multinational Internet Firm Introduction Running a multinational internet firm necessitates a clear understanding of increased existence of values within the diverse cultures involved in the online business. Advertising We will write a custom essay sample on Running of Multinational Internet Firm specifically for you for only $16.05 $11/page Learn More The subsystems of the firm have to adjust to an effective organizational structure in order to facilitate different values in the organization. Effective integration of values can be achieved by increasing knowledge in leadership, as this helps in highlighting the changes that are taking place in a given segment. This goes along with creating competent staff as well as evaluating the structure used in relation to the organizational culture. But what type of structure best suits multinational internet retailer? How can someone build a diverse culture that creates room for creativity amongst the technical staff? And how would someone eval uate the success of organizational structure and culture? Type of Structure That Would Best Suit Multinational Internet Retailer In the recent past, it has come to the attention of multinational internet retailers that a number of cultural practices affect their business operations, namely, language used, religion, laws and politics, the level of education, social organizations, and technology, among others (Weitz, 2002). And in this regard, a vast majority of the multinational internet retailers has taken the initiative of evaluating organizational structure that would best suit multinational organizations. The fact that understanding customers’ needs enhances productivity and better management of a given firm makes regionalized organizational structure best suited to a multinational internet retailer. This emanates from the fact that a regionalized organizational structure creates an avenue for corporate culture, thus facilitating decision-making process for each segment. More so, a regionalized organizational structure is in a position of recognizing synergies, and this makes it easier to reform them. It works under the platform of midway between the centralization and decentralization, thus facilitating local operations that are based on a global framework.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition, a regionalized organizational structure suits a multinational internet retailer because, despite the fact that it would want to operate under a centralized structure in a bid to retain the company’s values and standards, it is extremely hard to achieve organizational goals due to differences in culture and economic status between diverse countries across the globe (Weitz, 2002). Hence, a multinational internet retailer can only acquire speed and comprehensive information of diverse cultural practices and economic capabiliti es of different regions by strategically placing several regional headquarters, especially in areas characterized by diversity. How Would You Recommend Building a Culture That is Inclusive of Diverse Cultures and Accommodates Highly Creative Technical Staff? In order for an organization to achieve long-term benefits and survival, it must learn how to build a culture that accommodates diverse cultures and highly creative technical staff. However, even though diversity is characterized by innovation, it does not mean that any organization characterized by diversity has creative technical staff (Mead, 2005). Therefore, it is of utmost importance for multinational companies to not only entertain diversity but also acquire knowledge on how diversity can lead to creativity. This knowledge should involve two major factors: accommodating core beliefs of workers and formulating global goals. In accommodating core beliefs of workers, the management should highlight workers beliefs with regar d to performance achievement, enhance their faith in education by revealing perseverance, exhibit equal value for each worker, and encourage collaboration through promoting inquiry and teamwork that facilitates implementation of new practices (Mead, 2005). global goals, on the other hand, can be achieved by enhancing an effective leadership program that promotes diversity in workplace, increasing the level of engaging employees in the decision making process, increasing the level of challenges in the multinational firm, offering bonus for challenging jobs, and enhancing technology in the operations of the multinational organization (Mead, 2005). How Would You Measure The Success Of Your Organizational Design In Structure And Culture? It is of utmost importance for the management of multinational firms to note that even though cultural diversity is closely associated with performance improvement, it is also faced with a number of challenges. With this is mind, the measurement of suc cess of an organizational structure and culture should emanate from assessing the impact of culture on the organizational structure adapted, assessing the impact of culture while adapting to a new organizational structure, and assessing the impact of culture on performance of the organization (Mead, 2005).Advertising We will write a custom essay sample on Running of Multinational Internet Firm specifically for you for only $16.05 $11/page Learn More It is a fact that multinational organizations are greatly influenced by the culture of people within a given locality. For instance, developed countries are more inclined to coming up with products that take due diligence in environmental conservation than the developing countries. Therefore, the structure adapted by a multinational organization can be termed as successful if it takes consideration of people’s culture living in a particular locality. The impact of culture while adapting to a new organiza tional structure should also be measured since cultural diversity without innovativeness does not amount to profitability (Mead, 2005). The multinational organizations are normally characterized by changes, and therefore they change their vision and mission overtime. In this regard, the structure adapted by a multinational organization can be termed as successful if the workers are ready to approve the innovative ways of carrying out business operations. Culture plays a crucial role on performance of an organization, and this necessitates coming up with an organizational structure that shares a common organizational culture. This emanates from the fact that organizations that lack a discernable culture are characterized by unpredictable performance (Mead, 2005). Therefore, the structure adapted by a multinational organization can be termed as successful if workers from diverse cultures are able to resolve their differences to a level where they can achieve a common ground. Referen ces Mead, R. (2005). International management: Cross-cultural dimensions. Malden, Mass: Blackwell.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Weitz, B. A., Wensley, R. (2002). Handbook of marketing. London: SAGE.

Explain the different rules and approaches taken by judges when Essay

Explain the different rules and approaches taken by judges when interpreting an Act of Parliament, giving examples from case law, and critically analyse their advantages and disadvantages - Essay Example These rules were developed many years ago in the English law and have been used through the doctrines of stare decisis and judicial precedent. Historically, there are various reasons why there may be need for interpreting statutes. One reason is that people making and drafting the laws may, sometimes fail to give meaning to certain words that they are necessarily implied. In other cases, the rules may be described by broad terms and judges have the discretion of give meanings depending on the prevailing situations. In other instances, certain words may be ambiguous. On the same note, development of situations and prevailing circumstances are often unforeseeable hence need for interpretation of the situations. Lastly, certain errors may occur during drafting and inadequate wordings which may call for interpretation by the judges (TOLLEY 2009). This rule received its foundation in the 16th century in the Heydon’s case( 1584). The judge relayed several rules that should be used for mischief rule to be effective. The courts consider the common law before the enactment of the legislation. Secondly, the courts normally consider the defect that the inception of the law was supposed to tackle. Thirdly, the courts consider the remedy that parliament had in mind while making the law. Fourthly, the judges have a duty to ensure that they recognise the significance of the remedy and make any necessary rulings that would counter the mischief that the law sought to rectify (SPICER et al 2006). During the formulation of the mischief rule, most of the laws that the court relied on were common law developed through precedent, and not parliament legislations. In that regard the use of the concept was still new and has changed over time. In Smith v Hughes of (1960), the court deliberated on this issue. In this case, contrary to the provisions of the law that prohibited soliciting for prostitution within premises and streets, the

Thorstein Veblen Paper Essay Example | Topics and Well Written Essays - 1500 words

Thorstein Veblen Paper - Essay Example In his first, famous book, the theory of Leisure Class, he coined the system of spending as being â€Å"conspicuous consumption†. He was intensely critical of businessperson concerning their greedy and the tendency of spending money for things, which are not even productive. Thorstein Veblen described the wealthy class using hyperbole and some humours in order to show hierocracies of people who are wealthy. This paper will try to analyze the impacts of economics that Thorstein Veblen has contributed to, in the field of the economics (Peil, 2009, p.121). Impact of Thorstein Veblen in the field of economics Veblen in the field of economics makes his readers aware of American small-scale, which was intensely competitive was giving its ways for the large-scale monopoly trusts. He further explained by emphasizing that the monopolistic practices administered prices, which meant that, there was a charge in what the traffic will bear; as well as, the limitations of producing high qual ity for the sake of raising the prices and maximizing the profits. However, the case of the emergence of the leisure class which led to wasteful as well as, conspicuous consumption for status. ... While technological knowledge to be the common stock that is held as well as, carried forward by the community collectively, but it is not a creative achievement of the individuals who are working in isolation of self-sufficiently (Veblen, 2004, p. 103). Veblen continued to argue that every new invention in addition to innovation comes in, to a given degree, which is made by individuals. However, he is a social individual because every change made must always be made by individuals who are immersed in a community plus exposing to disciplines of the group life because it runs in the community and all life are group life. Subsequently, welfares that are generated by the social wealth are substitutes to the material output; however, it is a necessary condition, which is suggested to be for the long-term developments of the material output (Krugman, 2009, p.124) The bonds of interaction may be fragile, while the human society may be at a lower level of development if there fails to be st ructures of the community as well as, trust. Technology knowledge has become a common theme that is used in economics today. However, the study shows that, in some states for example Kerala, which is in India, the social wealth provided a foundation for high standards of living but less Gross Domestic Product (GDP) per capita. A similar notion that seemed to have the same meaning to that of Veblen was developed. The notion was all about the social structures of schools accumulations. The institution is that to be suitable for providing a reproductive foundation for the growth and accumulation, since social wealth is able to promote growth at the same time to be essential to dimensions of the quality life. He explains further by analyzing that when

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