Monday, September 30, 2019

Benifits of Foreign Travel Essay

Specific Purpose: To inform my audience of the benefits of traveling to other cultures. Title:Another Life Thesis/Central Idea Sentence: It’s very important and beneficial to take care of ourselves physically, mentally, and spiritually, but few ever think to use traveling as a tool to assist in the restoration of all three. Introduction: [Attention Getter] Taking a vacation is on everybody’s to do list but according to a study conducted by the Families and Work Institute only about half of Americans use their full 2 weeks of vacation each year. Motivate audience to listen] I found this odd, but when I examined my own life I found I haven’t taken an actual vacation in over 10 years. [Credibility]It just something I’ve always seemed to brush off by saying â€Å"Oh well, I’ll just take a nice vacation next year, but the following year the same thing happens and before you realize it you haven’t had a vacation in over a decade. Europeans embrace this idea of vacation almost religiously. In Europe vacations are guaranteed by law. In countries like Germany, the United Kingdom and the Netherlands, employers are required to provide up to 20 days of paid leave. Americans, on the other hand, get an average of 12 days every year and on average use about half. [Central Idea] It’s important to remember that we are not machines and that we can and do become burnt out. When this happens it can affect everything from our productivity in the work place to our personal relationships with our spouse, children, friends, and family. Depression can become a real side effect and take control of a life we once loved. So it is important to catch a break from our everyday life and take time to â€Å"Stop and smell the roses† (Unknown). Travelling to foreign cultures is just one way to experience different thoughts and ideals for dealing with day to day life. [Preview of points]While many Americans realize the importance of staying fit by exercising it is way more important and beneficial for healthier, happier living to understand that staying fit means more than lifting weights or going for a run, but working out our bodies, our minds, and our spirit in order to live a true healthier life style. Transition Sentence: So let’s begin by discussing the physical benefits of foreign travel. Body: I. First and most obvious there will be a few physical benefits from foreign travel that will be very noticeable from the very first day. A. Walking 1. Whether you vacation in Europe or Asia it really doesn’t matter so long as you get away from America or Canada. Everyone else in the entire worlds seems to walk everywhere. This may sound scary for those who haven’t seen the inside of a gym in a while or in some cases ever, but after awhile you won’t even notice how much you’ve walked. You’ll become so immersed in all that you’re seeing and experiencing that it’s not until you return to your room at night or until you sit for a while that you begin to notice that both you’re feet now have a pulse. 2. The second sounds a bit unbelievable, but after a few days of walking around and once I begin to recognize the landscape. I usually have made a few friends with some of the locals even if I don’t speak the language. There is a lot than can be said with hands, faces and a smile, but once this happens I can’t help but to begin to feel like this could be my second home. B. Food 1. While Europe and Asia do have fast food franchises most will opt out in order to experience more of the culture being visited. This is very true especially if you’re a fan of the food back home. In my case nothing beats authentic Spanish Paella or Italian anything. But in most cases you’ll be eating a bit healthier while visiting and may not even notice. Most food around the world is not processed like it is here in the states. Don’t get me wrong Wendy’s and McDonalds can be pretty delicious, but I’d rather eat real food everyday; I just can’t cook as well as those guys in Italy or even the guys Olive Garden for that matter. . Throughout the day you may dabble in a few different wines, but for the most part you’ll find water to be the beverage of choice. Unless, you’re a beer or soda connoisseur wishing to try some of the local but undiscovered to â€Å"you† refreshments. Towards the end of the day you may finish a bottle or two of wine, but in your defense†¦ One, you’re in a new country representing America and you wouldn’t want to be rude. Two, wine itself in reasonable quantities is actually good for the blood stream therefore good for your heart so â€Å"BAME, Double Whammy†! Three, what better way to socialize with locals or other fellow tourist than over a couple glasses of wine or beer under a star lit canopy dinning â€Å"Alfresco†? II. Next we will discuss a couple of the mental benefits that you will become aware of throughout the trip. A. So, First in order to begin this awesome adventure it is absolutely crucial to learn this one lesson about vacation otherwise you should’ve stayed home and burnt every dollar you spent for this trip. So here is the first mental benefit of going on vacation. It’s learning how to actually take a vacation! The very first thing we must learn is actually the most difficult we must be honest and true to ourselves that we are on vacation for the sake of nothing more than our own well being and revitalization. With that being said we must let go of our old lives if only for the week or two we are on vacation. 1. So first, it’s absolutely important not to work, discuss work or think about work even as a second thought. Your life back home is on pause until you return. 2. Second sever any and all easily available ties to your life back home. Of course if you have children and have to check on them that is an exception, but leave your cell phone, laptop and tablet, PDA, pager in your room. Give the number to the front desk to anyone back home in case of emergency. There is always someone at the front desk and you never have to worry about reception. 3. The first two steps is to ensure that your mind receives the break it deserves from normal life. B. So now that you have accepted the fact that you’re on vacation and are enjoying or not enjoying all this walking. You will definitely notice things that are different; compared to home. 1. Your mind will definitely become broadened by every one of your senses. As every sense becomes titillated each sensation will become forever locked in your memory and you may notice to compare a lot what you experience to something similar back home. 2. As each day passes you may begin to see how differently other cultures deal with life problems. I mean everyone around the world has to deal with work problems, relationships, and out of control children, but its how we deal with them that tends to get the better of us. You may take a few notes just by watching how people just seem to not sweat the small things in Europe and Asia. It seems to me they as we as Americans live to work, the rest of the planet works just enough to live. Perhaps that’s why they get more vacation and work less hours. When was the last time an American labor force took a siesta? III. Finally we will discuss the spiritual benefits that come from foreign travel. A. First off, I must make myself clear that when I use the word spiritual I do so in a general sense of the word. I do not mean to use it in direct connection towards any God or religion. While most people do believe in a supreme being of some kind some believe in science or no God at all, but regardless of what we believe we all have a sense of self therefore we all have a sort of spirit. 1. A very possible but unlikely event of spiritual revitalization is the adaptation of religion. 2. A more likely form of spiritual revitalization may perhaps come from the peace and tranquility that one may find while visiting a spa or in a quiet location away from everything. 3. Once a peace has been given to the spirit, you will become refreshed and ready to continue with life annoying little problems but after a while you will become more aware of when you need a break. Transition Sentence: So let takes one last quick look at all we have covered today. Conclusion: We now know that a vacation is a lot more than time away from work. We have discussed the three parts of us that benefit from vacation the physical, mental and spiritual and the importance of keeping all three areas in shape in order to obtain a more happy existence.

Sunday, September 29, 2019

A 20th Century Leader

‘Robert Kennedy: His Life’ is the autobiography of Robert F. Kennedy (popularly referred to as RFK). It was written by Evan Thomas, a former senior editor of Newsweek in Washington.He was the first biographer to have access to Kennedy’s personal papers as attorney general. Thought the book contains no shocking revelations, there is a lot of fresh information gathered from Robert’s surviving colleagues, files and other sources. In the book, Thomas gives an elucidation of the man’s strengths as well as failures, and discloses the complex web of relationships in the Kennedy family.Depicting RFK as a man whose ‘house had a lot of mansions’, Thomas refers to him as ‘the lucky one’. Throughout the book, Thomas brings out the many phases of Kennedy’s personality. He was a very rich individual who could act like a spoiled child one day, and show sympathy to the minorities the next. Though the book honors a man whose potential was cut short too soon, Thomas’ book focuses on a man, a family and an era about whom Americans will never fully understand.Robert was the younger brother of U.S. President John F. Kennedy (JFK). Born on November 20, 1925, he was the seventh born of Rose Fitzgerald and Joseph P. Kennedy. After living in Brookline, Massachusetts for two years, Robert and his family moved severally to mansions located in different parts of New York such as Riversdale and Bronxville.Robert schooled at Riversdale and Bronxville elementary schools till 5th grade, and then moved to Riverdale Country School for 6th grade. In 1938 when 12 years old, Robert took his first trip abroad with his family to England, where his father was serving as an American envoy. After finishing high school in 1943, Robert was drafted into the U.S. Naval Reserve as a trainee seaman.Robert Kennedy’s involvement in politicsAccording to Brian (1996), when World War II broke out, Robert took a break from studies at Harvard and joined the U.S. Navy. After the war, he went on to complete his studies and graduated with a law degree from University of Virginia. In the 1950s, he served as a counsel to a US Senate committee probing labor unions, leading to his open feud with the Teamsters leader Jimmy Hoffa.Robert’s political career is more closely associated with his brother, JFK. He oversaw JFK’s successful campaigns for the US Senate in 1952 and the presidency in 1960, and then was appointed as Attorney General in John’s administration.He was at the forefront of enforcing civil rights measures in the South and became the president’s closest adviser on all issues, for example foreign policy matters such as the Cuban missile crisis. After his brother’s assassination in 1963, Robert continued to serve in the Lyndon Johnson government as Attorney General and was unhappy that Johnson overlooked him for vice-presidency in 1964.Robert ran successfully for senator of Ne w York. As senator, he was loved by African Americans and other minorities such as immigrant groups and Native Americans. He spoke convincingly in favor of the excluded, disaffected and impoverished, hence getting the support of social justice campaigners and leaders of the civil rights struggle.He backed President Johnson on domestic matters, particularly civil rights and the war on poverty, but did agree with him over the war in Vietnam. By 1968, he was one of the most vocal advocates against the American policy on Vietnam. On domestic policy however, he became more and more liberal and developed a soft spot for the dispossessed and the minorities.Robert declared his candidacy for the US presidency in early 1968. He was assassinated on June, 5, 1968 at the Ambassador Hotel in Los Angeles just after delivering a speech to his supporters upon capturing the California primary. He was pronounced dead the following morning.Attitudes and ApproachAccording to Brian (1996), Robert as a ch ild was frequently the target of his father’s domineering temperament. However as he got older, he won the admiration of his father and brothers through his competitiveness. During his brother’s campaigns, Robert was more tenacious, passionate and involved than the candidate himself, aggressively tackling every detail and fighting every battle.

Saturday, September 28, 2019

Tide Pods

My written assignment will focus on Proctor and Gambles most recent success in the market Tide Pods. The Pods current market situation turns out to be better than P&G could have dreamed of. Considering the trials and tribulations it endured before ever making it to market. In a recent online article written by Jack Neff, for adage. com it notes, â€Å"Pods came to market six months later than planned and without the originally scheduled retail promotions because of supply shortages. † (Neff, 2012). In addition, one of its competitors, Sun marketer of All Mighty Pacs, sued P&G for patent infringement.Perhaps most devastating, the Pods came under direct scrutiny from Senator Chuck Schumer, due to children accidentally eating them, which reportedly happened nearly 500 times according to The Center for Disease Control and Prevention. These things would likely be the death of a product, but P&G overcame adversity, persevered, and have since reaped the benefits. The Pods are expecte d to gross $500 million in first year sales. P&G predicts Tide Pods will account for 30% of the laundry market in the next 10 years. I would say the number in sales and the product demand speak volumes to the Pods potential.Customer interest seems to be high. In a recent report from http://www. consumernews. com(para. 3) Tide Pods were the only single use product that cleaned well enough to make their recommended list. The â€Å"SWOT ANALYSIS† for my product I kind of touched basis on in the beginning of my paper. I think the biggest strength is the reputable brand it is a part of. Tide has been a proven and trusted brand for many years. Consumers can depend on the quality and dependability of the Tide brand.Second to that is market share. P&G has claimed 68% market share in the laundry pods category, a growing segment representing 7. % of the $7 billion U. S. laundry market. Weaknesses I found were consumers not being familiar with the product, negative connotations due to s ome of the scrutiny it came under from the Pods being accidentally eaten by children, and lastly because of launch delays, many competitors were able to release their single use product before P&G. The threats I think are minimal for this product. I say that because most of the threats that had the potential to do harm have already been taken care of. Its innovative design has given it an edge over the competitor.The Pod has a whitening component that the other single use laundry products don’t have. The specific industry targeted for Tide Pods is the laundry industry. In Dan Monk’s recent CincyBizBlog (www. bizjournals. com) he writes, P&G hails it as its biggest laundry innovation in more than a decade according to (Monk, 2013) the article also notes P&G as saying, â€Å"many of its new customers switched from bargain brands†. After conducting some secondary market research on the Pods I found the targeted demographic market to be young people (i. e. , college students, young adults moving out on their own for the first time).I don’t think it is gender specific, men and women could appreciate the convenience and unique compact design of the product. I don’t think it is geared towards the single family home with multiple children either. The young person living in the apartment would be a better fit for the Pods. Lastly, the on the go, early adapter/innovator would also be the ideal consumer for the Pods. The consumer purchasing process for the Tide Pods starts with the Buyer Decision Process (Kotler & Armstrong, 2012) (pp152-156) need recognition. Every household in America needs laundry detergent to wash their clothes.The question is do they need the Pod instead of traditional liquid or powder laundry detergent. The next step in the process is information research. Once the need is there now you are aware and must search for information about the product you intend to purchase. How the Pod is compared to its competitor the All Mighty Pacs? Is more cost effective for me to use the pod as opposed to my regular powder detergent? The next step is evaluation of alternatives. Normally this step consists of comparing the alternative brand to see if it will give you the same result. Will my clothes get as white using the Mighty Pac as does with the Pods?The next step is the purchase decision. More often than not I and other consumers tend to buy the preferred or trending brand. Pods are a Tide brand. As previously stated this alone gives the Pod selling power and the advantage simply because of the reputation of the brand alone. The last stage of the process is post purchase behavior. This is the â€Å"did it me my expectations phase? † In this part of the process, the most important part of the process. The consumer determines if the Pod is worthy of leaving the other brand and continuing to use and purchase Tide Pods or it didn’t meet the expectations and I’ll never buy another Pod in life.In closing the Tide Pod has proven to be a great product launch for Proctor and Gamble. They were innovative, took a risk, invested a lot of money in this product, and it paid off. The two ways in which it could improve are safety development and design. The addition of fragrances would definitely be a plus, coupled with better packaging designs to safeguard against future accidental kid poisoning incidents. The expected growth, potential, earnings, and overall success for the Pods are endless.

Friday, September 27, 2019

Global teamwork and management through network technologies are now Research Paper

Global teamwork and management through network technologies are now available to all companies, large or small - Research Paper Example t virtual teams are, there characteristics, their merits and demerits and finally how to ensure that one succeeds in using them now and in the future. From literature there is no unified definition of what virtual teams are. However from the numerous definitions the recurring descriptions are that they are teams working across boundaries of space and time – here referring to geographic or temporal dispersion – with coordination of work done predominantly through the use of electronic information and communication technologies (Ebrahim, Ahmed, and Taha 2654; Ganguli and Mostashari 3). That said the most widely accepted definition of virtual teams is that they are â€Å"a group of geographically, organizationally and time dispersed workers brought together by information technologies to accomplish one or more objectives of the organization (Powell, Piccoli, and Ives 10).† From these definitions we identify three predominant characteristics of virtual teams. The first is that at least a member of the team has to be located in a different location, time zone or organization. Secondly, communication within the team is done mainly through the use of Internet and electronic media. Lastly, most of the virtual teams are created to do projects. This implies that virtual teams get disbanded on project completion. So if these teams often get disbanded at the end of a project the question is why should an organization choose to go through the trouble of establishing virtual teams? To begin with virtual teams provide organizations with unprecedented levels of flexibility and responsiveness (Powell, Piccoli, and Ives 15). In today’s rapidly changing business environments due to disruptive innovations organizations cannot afford to be laggards. It is quicker to set up a virtual team to strategize on short-term response measures to mitigate the effects of a competitor while the company devises a long-term strategy. This is because with virtual teams the company can

Thursday, September 26, 2019

Contemporary Developments in Business and Management in Tesco Essay

Contemporary Developments in Business and Management in Tesco - Essay Example TESCO is one of the leading international retailers in the world. It was started in the mid of 1920s with the trading name TESCO. Since then the company has slowly expanded and marked its presence in different markets and sectors (TESCO) . The growth strategy of the company is a long-term strategy based on four key parts: growth in the Core UK business to expand by growing internationally to be as strong in non-food as in food and to follow customers into new retailing services. Knowing this little information about the company, the environmental analysis of the company is done and presented in the forthcoming paragraphs. PESTLE analysis is a useful tool for understanding the "big picture" of the environment, in which you are operating, and the opportunities and threats that lie within it. By understanding the environment in which you operate (external to your company or department), you can take advantage of the opportunities and minimize the threats. (RAPIDBI) Specifically the PEST or PESTLE analysis is a useful tool for understanding risks associated with market growth or decline, and as such the position, potential and direction for a business or organization. Political Environment: Political forces influence the legislations and government rules and regulations under which the firm operates. Every company faces political constraints in the form of antitrust laws, fair trade decisions, and tax programs, minimum usage legislations, pollution and pricing policies, administrative activities and many other actions, aimed at protecting the consumers and the local environment. In 2001, The Department of Trade and Industry (DTI) introduced a Supermarkets' Code of Practice to regulate trading relationships between the four largest UK supermarkets and their suppliers. Tesco is a signatory to the Code and has met its obligations for implementing the Code. The company is committed to maintaining strong mutually advantageous relationships with its suppliers. Economic Environment: Economic factors clearly indicate the nature and direction of the economy in which a firm operates. Every market is unique and consumption patterns change along with the wealth of the consumers in various market segments. For strategic planning all the economic trends at national and international levels have to be considered. Tesco makes a significant contribution to economic activity in all the places in which it operates. Every week over 400,000 staff serves over 30 million customers in 13 countries. The company has to its credit a track record of providing value for customers, creating jobs and training, providing opportunities for suppliers and regenerating deprived areas. The business relationship of Tesco is with nearly 2,000 own-brand primary suppliers in 98 countries. Social Environment: The social environment is an important factor as changes in the values, beliefs, attitudes, opinions and lifestyles in society create potential opportunities for an organization. For

Response to All But My Life Essay Example | Topics and Well Written Essays - 750 words

Response to All But My Life - Essay Example The writings also give analytical views or interpretations of any information given earlier. Finally, there are the concluding statements (CS) of the paragraph. These rephrase the main idea but are shorter. The sentences are also joined by words that effectively provide transition, and thus connect ideas (De, 104). An example of Jane Schaffer’s strategy for writing a two paragraph chunk would be as follows; TS, CD, CM, CM, CD, CM, CM, and CS.     It is about her experiences during World War 2. Jane Schaffer’s writing and applications Gerda has used Jane Schaffer writing strategy in displaying various themes in the book. One of the themes is the sustaining power of hope that act as clear encouragement incentive. The topic sentences of paragraphs that contain bad information are powerful and convey information about hope. Gerda went through severe life misfortune, for example, her parents died mysteriously after being sent to camps. However, she never lost hope and th is is shown in her preamble sentiments as contained in her work. She applied words like â€Å"less suffering and less happiness† (Klein, 150). ... An example is a sentence in which she tells the story of what happened to Lotte in Bolkenhain. The sentence is structured in a way that it brings the significance of bearing witness about any unfortunate occurrence in the world. The sentences give actual information and put the information within the context of the theme. The other sentences in the paragraph give additional information for example names of prisoners and the atrocities they suffered while in prisons. She does this to recognize that the prisoners go through the same troubles that her family members went through. She knows these victims of the Holocaust died in gloom and thus their story has to be told (Zuckerman, 34). The paragraphs are organized in a way that brings the important message of bearing witness, are respectful and capture readers’ emotions. The paragraphs are also organized in a way that brings out the theme of morality. She shows that individuals have their free will. The circumstances or situation s people are in should never take free will from them. People always have the options of being morally upright and humane despite their circumstances. This theme is displayed by giving information about individuals who displayed some unexpected behavior. Information about how Frau Kugler saved her life is contained in a paragraph that follows Jane Schaffer writing strategy. She contained the important information in the first sentence then the other sentences gave an explanation that brought this theme clearly. Frau Kugler worked for the SS yet he saved Gerda’s life, thus showing humanity. This was unexpected as she was a German while Gerda was a Jew.  

Wednesday, September 25, 2019

The Red Blood cells Lab Report Example | Topics and Well Written Essays - 1500 words

The Red Blood cells - Lab Report Example of RBCs in one smallest square = 1036/5 = 207.2 No. of RBCs in 1mm3 undiluted = 207.2 x 10000 = 2072000 / mm3 The Red Blood cell count according to the improved hemocytometer is 2.07 x 106 mm3. According to this reading the person seems to be anemic which may be due to iron deficiency, folate deficiency, genetic disorders or immune dysfunction. The difference between two readings could be due to many reasons. The high value in the second test can be attributed to inadequate wiping of pipette, improper mixing or uneven distribution in counting chamber. The low value can be due to dilution of contents in pipette by saliva and use of non standard counting chamber and improper cover slip adjustment. Error calculation can result in both high and low values. Even if the second value is correct the women is still anemic. To confirm the findings of both tests a packed cell volume (PCV) or hematocrit test may be done which will give the correct percentage of erythrocyte volume in the blood. S ection B B1 i) According to the JNC 7 Report the BP reading of subject N which is reported to be 125/78 is classified as prehypertension stage since it is greater than the prescribed systole limit of ? 120. Subject K on the other hand will be classified as a patient of hypertension stage – I which has a systolic range of 140-159 and a diastolic range of 90-99. The reading of subject K reported to be 150/90 comes under this category. ii) Mean arterial pressure (MAP) can be estimated through the following formula MAP ? DP + 1/3 (SP – DP) Accordingly subject N has a MAP of 93.67 mmHg while subject K has a MAP of 110 mmHg iii) Auscultation : A phenomenon describing the use of stethoscope in order to listen the internal sounds of the body clearly. It requires considerable clinical experience and is an integral skill which is a part of the examination of three organ systems of the body namely cardiovascular (heart sounds), respiratory (breath sounds) and gastrointestinal (bo wel sounds) Korotkoff sounds : A sound heard during the measurement of blood pressure by a sphygmomanometer. The pressure differences created in the cuff results in turbulence of blood flow which leads to the audible sound known as first korotkoff sound. Korotkoff sounds can be classified into five types. First heard when the pressure in the cuff is equal to the systolic pressure, second and third can be described as murmurs and tapping sounds respectively. Fourth sound is heard at 10mm above diastolic pressure while the last korotkoff sound is heard at the precise diastolic pressure. Oscillometric principle : Another method of measuring blood pressure. It makes use of the same instrument but in addition uses a transducer which gives the oscillation readings of the blood flow. As the pressure in the cuff varies with simultaneous expansion and contraction of brachial artery an oscillation is produced. Hypertension : A medical phenomenon indicating an increased systemic blood pressure . Normal blood pressure is described as ? 120 systolic and ? 80 diastolic. Generally it is classified as primary and secondary hypertension with primary meaning with no apparent cause. Hypertension is a risk factor for many diseases and its control is necessary for a healthy long life. iv) S1 and S2 heart sounds are produced due to the closure of valves in the heart namely the atrioventricular valves and the semilunar valves. On the other hand korotkoff sounds are produced when the pressure in the cuff varies and creates turbulence for the blood flowing through the brachial artery. v) Though appearing to be quite similar heart rate denotes the number of times a heart contracts or a number of apical contractions of the heart which is measured directly with an auscultation on the chest. However the

Tuesday, September 24, 2019

The problems of development ( advencement raising quality of life in Research Paper

The problems of development ( advencement raising quality of life in Africa - Research Paper Example â€Å"In the midst of the election process, the people in the east of the  Democratic Republic of Congo(DRC) are in danger. Why? Because of the fighting between the army and the militia groups. The United Nations World Food Programme sounds the alarm.† (Food Crisis in Congo) There is very wrong perception of the rich people that there is no food shortage in the world and this is because they have all the luxuries in the world, but they have just noticed the sharp increase in food price. However, food is becoming a scarce resource and this increase in prices is a result of food crisis which is one of the most important global issues. According to The Oxford Committee for Famine Relief (OXFAM), there are 967 billion people who do not have enough amount of food to eat (2008). It is found that the global food crisis exists because of several causes. Oil crisis is one of the main factors which have a direct impact on the food crisis, the prices of food transportation and agricult ural fertilizers have increased because of the oil crisis and the same directly affects the food crisis. Population growth is another cause especially in middle class countries such as India the same has led to an increase in the demand of meat that apply more grain in order to be produced than other commodities. Climate change has also affected food production where drought covered several parts of the world such as south Asia. Trade is another cause of food crisis because imported goods might be cheaper than goods produced in the country, so poor farmers are forced to reduce the price of their products. Finally, Biofuel production is considered as one of the biggest causes of food crisis since the price of food has increased at the same time as biofuel production has increased. The food crisis not only affects the developing countries but it has also started taking a toll on the developed countries. This essay considers the responses to food crisis in Congo which is a developing c ountry in South Africa. To understand this issue, we fist need to explain the reasons for food crisis in Congo. Then, we will discuss and evaluate the current responses to this problem there. Finally, other appropriate responses to solve the food crisis in Congo will be presented. As a poor developing country in Africa, Congo has been suffering from economical Decline since its independence from the British in the year 1980, and this is exactly the main factor for food crisis. Weak economical situation in Congo brings about less than 30 per cent of employment as a result of which, hunger expands in the country and more people live in extreme poverty (IRIN, 2008). 5.5 billion dollars as dept on the Congo government to be paid to other countries, this goes to show how fragile the Congo government is. According to the same source, irregular and delays in dept payment led some countries to stop trade with the Congo government. Many areas in Congo receive less rain than before which resu lts in less food production (Care, n.d). For instance, maize, which is the stable food in Congo, harvests declined by one third from the production ten years ago (IRIN 2, 2008). Even in areas where it rains regularly, many people are still hungry because farmers do not have enough amounts of seed and fertilizer to cover the demand (Famine Early Warning System Network, 2008). Now it is clear that economical decline, unemployment,

Monday, September 23, 2019

Comparison Between the American Constitution and the Italian Research Paper - 1

Comparison Between the American Constitution and the Italian Constitution - Research Paper Example Italy approved its constitution in 1947 while American’s constitution was in 1789. There are very many amendments and articles that these constitutions of the two countries contain. They share both similarities and differences in their structure. This paper will show the deep sides of both Italian and American constitution. The American constitution has seven articles. It has also experienced 27 amendments. Framers were the first people who wrote these articles in 1787. They were 55 of them who wanted a better government for the people of America. They came up with these articles after intense debates and discussions. People were involved because these framers made speeches everywhere they went and explained what they wanted to do. It required nine states to approve these articles, and thirteen states voted for these first articles. A constitutional convention conveyed in Philadelphia agreed to pass these articles (Bardes 11). Article 1 approved the powers of the congress. Limits for its functions were also in this article. Congress had the senate and House of Representatives. There functions looked similar, but looking deeper there were some differences. Both had the responsibility of making laws before forwarding it to the president for approval. Senate had the special power of impeachments and signi ng treaties. Article 2 was mainly concerned with the executive branch. This is the administration part of the government; the president and his cabinet secretaries. It outlined the presidential powers and the roles of each secretary in their allocated department. Article 3 was the base of the formation of the judiciary. These are the court systems in America, both the state and federal ones. Definition of treason is also available in this article. The role of judiciary was to interpret the law. It also gave the courts powers to convict a criminal. It bared the courts from convicting citizens of foreign countries. Article 4

Sunday, September 22, 2019

Evolution of building materials Essay Example for Free

Evolution of building materials Essay In chapter 12 we explore the artistic development in Architecture. When conceptualizing a building architects incorporate three things: function, form, and structure. Function is how the building will be used, form is how the building looks, and structures is how the building remains standing. Architects need to design structures that hold up under any combination of three physical forces; compression, tension, and bending. To days architects have a plethora of materials at their isposal, they benefit from the evolution of materials and have the opportunity to use them how they wish, but it has not always been this way. Primitive buildings were built using dry masonry, which is a simple technique of stacking stones in a consistent pattern without using any mortar. Buildings such as the Great Pyramids of Egypt, and the Great Zimbabwe(190) in East Africa are perfect examples of this type of masonry. In both of these structures the stones are dressed meaning they are cut or shaped before use. Post and beam and arch structure systems were used predominately before the wentieth century, in places like Greece, Rome, and Egypt. The form on post-and- beam structures has to due with the materials used. Stone beams have to be shorter and thicker because stone is brittle and not flexible. Wood however is more flexible so they can be thiner and longer in turn they can be use to create a more open interior space. Arch structure uses stone in a semi-circle atop two columns or piers, bigger versions of columns, creating a Round Arch. There is a stone placed center that hold the arch together known as a keystone. When a round arc is extend in a epth dimension, the effect is known as a Barrel Vault. When two Barrel Vaults intersect the point of intersection creates a Groin Vault. These types of structures were used by early civilizations of western Asia and the Mediterranean area for underground drains and tombs. Romans were the first to use the technique aboveground and there were able to use it to build things like the Roman Coliseum and the Pont du Gard(192), the aqueduct, which was both a bridges for travel as well as a bridge for water. When an arch is rotated 180 degrees it forms a dome, that is sed in to create huge interior space. Gothic style architecture introduced a new type of arch, a pointed arch which allowed for wider bases and a more pointed arc, but is uses no keystone. The absence of the keystone creates a weak structure that could not hold up under the tension force. The create the flying buttress, which is a support placed at a 90 degree angle to the arch and holds the structure in place. The next major step in the evolution of Architecture was truss and balloon frame architecture. Trusses are triangular framework use to span air support, such as a russ of house roof, or one used as a side of a bridge. Balloon framing refers to the use the replacement of thick timbers with thin studs held together by only nails, at first though of as flimsy and weak, but is used today in housing development. The evolution ot metals in the architectural world nave been immense. T development of cast iron allowed for buildings to be put up very quickly, because it is stinger that wood or stone and can span greater distances, The Crystal Place was built in only six months and covered 19 acres of land, it was a marvel of the building world. Next Came Steel and reinforced concrete buildings. The strength of steel frames and the recent invention of the elevator allowed for the first conceptualized and built skyscrapers. This resulted in the International Style meaning the use of modern material like glass, steel, and concrete to create these types of structures. Domino Construction System, were six supports made of steel are placed in concrete slabs, alleviates the need for support walls, opening the door to building for rooms for how they need to be used, and the ability to make walls almost completely out of lass known as curtain walls. Carbon fiber is the latest material to surface, not yet used for building, it is extremely light, and very strong. Architects are now conceptualizing how they might be able to use this material in the future. Carbon fiber has the potential to revolutionize the building world. Many building now days are trying to reach a harmony with nature in both design and energy efficiency. Buildings like Guggenheim Museum Bilbao(200) are putting in to practice the ever changing face of nature in the design of the buildings. Green uildings are springing up everywhere either new construction or renovating existing buildings to make them energy efficient and revolutionary at the same time. They evolution of building materials and design allow for architects of today the opportunity to implement beauty in their designs. The ability to incorporate any material from stone steel and glass concrete and wood into a building has resulted in some of the worlds most beautiful and elegant structures dating back to completely stone building, to todays hi rise structures, architecture is a beautiful thing.

Saturday, September 21, 2019

Montessori method in developing childrens creativity

Montessori method in developing childrens creativity How effective is the Montessori method in developing childrens creativity, both during early years education and throughout primary school education? There are currently approximately 700 Montessori schools operating in the United Kingdom, and this number is growing annually (Montessori St. Nicholas, 2010). The vast majority of these schools cater for children between the ages of three and six. However, in more recent times, there has been a gradual establishment of Montessori schools that provide primary school education for children older than six. There are now about thirty such primary schools in the United Kingdom (Montessori St. Nicholas, 2010). Although this is still a relatively small number of schools on a national scale, it is nevertheless an interesting increase to investigate further. These schools use the Montessori method to both educate children, and further their holistic development. Before a brief discussion of what differentiates the Montessori method of education from other educational pedagogies, it is important to know and understand the underlying principles that all Montessori schools adhere to for the benefit of the children who attend them. The Montessori method is based on the ideas and theories of Maria Montessori, an Italian physician who experimented with giving young children more freedom, both to direct their own learning, and work and learn at their own pace. In the process, she arrived at two pivotal (and, at the time, somewhat controversial) conclusions. Firstly, she surmised that young children possessed an innate desire to learn (Montessori, 1994). Secondly, she found that young children, contrary to popular belief, were capable of exhibiting high levels of independence and cognitive development for their age under the right conditions. In this respect, it can be argued that they are being treated as individuals. Montessori (1964) strongly believed that all young children were unique beings and should, therefore, be treated as individuals. Furthermore, she reasoned that young children, as well as having the benefit of self-directed and child-centred learning, should also experience a hands-on approach to educ ation (Lillard, 1980), using learning materials that stimulate all five of the human senses. The interaction with, and the manipulation of, ostensible Montessori materials is, arguably, one of the most renowned aspects of the Montessori method. Broadly speaking, these materials are organised into five basic categories: language, mathematics, sensorial, practical life and culture (Lopata et al, 2005). Pickering (1992) believes that these materials help children to understand what they learn by associating an abstract concept with a concrete sensorial experience. Furthermore, Montessori materials are carefully designed to be both sensorially stimulating to young children, and multifunctional to allow for a more open-ended, divergent approach to learning. Another important theme common to all Montessori materials is that they are of gradually increasing difficulty and complexity (Oberle and Vinson, 2004). It is vital that these learning materials meet these criteria, because, as Montessori (1964) stated: little ones†¦can work only on the materials we give them. In other wo rds, if the materials provided for the children are uninteresting, irrelevant or unviable, then it can be argued that a child is unlikely to be able to fulfil their potential. One final issue in relation to the background of the Montessori method regards the layout and features of the learning area. It can be seen that it visibly reflects the child-centred nature of Montessori education. For example, desks and chairs are not only child-sized, but also spread wide apart (Mooney, 2000) and arranged in rafts (Oberle and Vinson, 2004) allowing children to move around the whole area freely whenever they so wish, and helping to prevent crowding. Materials are kept in accessible places, such as appropriately low shelves (Lopata et al, 2005), so they can easily be obtained and utilised by the children at any time. It is the presence of child-orientated considerations such as these that create Montessoris (1964) ideal of the prepared environment. Such environments allow [children] to take responsibility for their own education, giving them the opportunity to become human beings able to function independently and hence interdependently (Montessori, 1964, cited in Lo pata et al, 2005). In summary, Montessoris approach to education advocated that childrens innate desire to learn could be successfully nurtured and accommodated, as long as they are provided with the right environment and the appropriate materials (St. Nicholas Montessori, 2010). Having briefly discussed the principal background information regarding the theory and practice of the Montessori method, it is now important to consider the principal teaching and learning differences between a Montessori and a traditional primary education. One important organisational and structural difference is that each class in a Montessori setting has an age span of at least three years (Isaacs, 2007). These classes share two features in common with traditional education, however: they are mixed-ability, and contain a similar number of children per class (around thirty) to a traditional primary school (albeit not all the same age). The timetable is scheduled differently to traditional settings. Instead of children taking part in a series of lessons in different subjects between the duration of thirty minutes and one hour, the day is split into two three-hour, uninterrupted work periods (Oberle and Vinson, 2004). An important point to note here is that Montessori defined work as childrens instinctive tendency to develop through spontaneous experiences in the environment (Montessori, 1964), further advocating her idea of children acting in a self-directed way. Moreover, in addition to being encouraged to work independently at their own pace, children are never interrupted by the teacher if they are busy working on a task or activity. One final notable difference between a Montessori and a traditional learning environment relates to the role of the teacher. Montessori did not use the term teacher to describe the adult charged with the education and well-being of the children in their care; instead, she used the term guide or mediator (Lillard, 1980). This symbolises the idea that the adult in a Montessori setting should be seen by the child as a facilitator to their educational development, not an authority figure. Generally speaking, teachers operate on a one-on-one basis with different children, and there is little whole-class work (Lopata et al, 2005). The teaching approach is much more indirect than in mainstream education: the adult acts in a more observational and advisory capacity. Montessori (1964) maintains that the combination of the learning environment and this indirect teaching method encourages self-discipline, even in the case of younger children. If, however, a child displays undesirable or disrupt ive signs of behaviour, then the adult will seek to amend the childs focus to some positive activity, rather than reprimanding them or imposing any kind of sanction. Although, according to Pickering (1992), such instances are comparatively rare due to the childs level of self-discipline, when they do happen they can be dealt with in a supportive manner without undue disruption to others. As mentioned before, a popular view exists among many people that the Montessori method is solely both suitable for, and aimed at, young children under the age of six (Montessori St. Nicholas, 2010). However, there has been a recent increase in the number of purpose-built Montessori primary schools, catering for children aged between six and eleven. The classes in such schools comprise two vertical age groups: the first for children aged six to nine; the second for children aged nine to eleven. Montessoris underlying theoretical principles remain the same for this older age bracket; however, there are some practical and organisational differences associated with a Montessori primary schools provision for older children. Such differences include the fact that the children no longer just choose what to work with (Montessori St. Nicholas, 2010). Furthermore, they are empowered to manage a weekly plan with activities both of which they negotiate with their teacher (Montessori St. Nicholas, 2010); this is tailored to the individual childs needs. This suggests that the learning is still child-centred and self-directed to a certain extent, but there is an increase in autonomy and responsibility for ones own learning. To begin with, children are assigned weekly tasks in mathematics, literacy and science; as they get older, these tasks begin to encompass all curricular subjects (Montessori St. Nicholas, 2010). In accordance with Montessori thinking, however, the child can choose when to complete the tasks and engages in frequent tutorial discussions with the teacher (Montessori St. Nicholas, 2010). It can be argued that the reason for this is to encourage and nurture childrens developing time and task manage ment skills, and to take an active and co-operative role in their personal development and learning. This sense of collaboration also extends to working with other children in small groups, which happens on a more regular basis than in a Montessori early years setting. Together, they can share ideas and collaborate on various projects. Other important differences include the notion that Montessori primary schools make no attempt to work to an externally developed curriculum (Mooney, 2000); however, Montessori St. Nicholas (2010) claims that the curriculum not only fully meets the requirements of the National Curriculum (an example of an externally developed curriculum), but also goes beyond it in certain subjects. Many activities relate to National Curriculum subjects, although they will not appear as such to the children (Oberle and Vinson, 2004). This nonconformity to external guidelines also stretches to the method of assessment. There is no formal testing in Montessori primary schools (Lopata et al, 2005): conversely, teachers make continuous observations to evaluate childrens progress and allow children to participate in the evaluation of their learning (Montessori St. Nicholas, 2010) during their education in a Montessori primary school, further highlighting the child-centred approach taken. A central aspect of a young childs development and learning, one which will serve them and be a useful attribute to them, both as they progress through the educational system, and through adulthood, is creativity. As a concept, it is somewhat difficult to define; however, the Department for Education and Employment (DfEE) published an influential report in 1999 entitled All our futures: creativity, culture and education, which attempted to do so. The report defines creativity as follows: imaginative activity fashioned so as to produce outcomes that are both original and of value (DfEE, 1999). This definition is then broken down into four characteristics. Firstly, they [the characteristics of creativity] always involve thinking or behaving imaginatively. Secondly, overall this imaginative activity is purposeful: that is, it directed to achieving an objective. Thirdly, these processes must generate something original. Finally, the outcome must be of value in relation to the objective. (DfEE, 1999). It is important to consider whether all of these constitutional elements of creativity are present in any particular aspect of the Montessori method, in order to argue their effectiveness in developing childrens creativity. The importance of developing childrens creativity is highlighted in a 2003 report by the Qualifications and Curriculum Authority (QCA). The report states that learning to think and behave creatively can transform pupils lives†¦it increases their motivation, self-esteem and levels of achievement. Beyond school, it enriches their lives and prepares them for the world of work. Therefore, it is crucial for each individual child to be given the means and opportunity to develop their creativity throughout their educational careers: by becoming creative individuals, they can both make valuable economic contributions and become valued members of society (Cropley, 2001) According to Oberle and Vinson (2004), there are a number of critics of mainstream education frameworks who argue that they stifle creativity. However, in stark contrast, Berliner (1975), cited in Pickering (1992), states that other critics have raised objections against the Montessori method. These critics believe that it is the Montessori method, and not mainstream methods of teaching and learning, that inhibits creativity, due to its cognitively-oriented nature. The fact that opinions seem to differ on the subject suggests that the Montessori method has some advantages and some disadvantages with regard to the aim of developing childrens creativity. The other factor to consider is whether creativity is encouraged and fostered both during the time when a child attends an early years Montessori setting, and during the time when they attend a Montessori primary school. The effectiveness of a number of key aspects of the Montessori method with regard to the development of childrens creativity, both during early years education and throughout primary school education, will be discussed. These particular aspects have been chosen because they contrast with aspects pertaining to mainstream early years and primary school education. Some of these aspects are universal to both Montessori early years settings and Montessori primary schools; others solely pertain to older children (in this context, those aged six to eleven) in Montessori primary schools. Children are given the chance to direct their own learning. This can help to provide them with the self-confidence they need to be inventive and take risks with their learning; this is an important aspect of the creative process. It also allows children the freedom to experiment with different learning styles, such as visual, auditory and kinaesthetic (Jones and Wyse, 2004), through their individual manipulation of the materials available. It can be argued that this will increase the chance of a child discovering their preferred learning style, thus making them more receptive to new ideas and ways of thinking. This can also assist with their creative development, as they can use these new approaches to solve new and existing problems. Children are allowed to work and learn at their own pace. This illustrates the notion that Montessori settings are completely inclusive, allowing an education for all approach to be embodied in their framework. It is well documented that children develop at different rates, so this can make children feel more comfortable about their learning. More able children have the opportunity to extend themselves; less able children do not feel left behind (Pickering, 1992). This can prevent children at both ends of the ability spectrum from becoming uninterested or frustrated, both of which have the potential to inhibit creativity if the childs mind is not on the task at hand. The Montessori method offers a child-centred, hands on approach. Montessori (1964) believed that true creativity stemmed from individual freedom of expression. It can be argued that this hands on approach offers children the opportunity to express themselves in creative ways through, for example, drawing, cutting, gluing, painting and so on. However, it is important that the child has a sense of purpose when undertaking such activities, in order to fulfil the criteria of creativity. As the teacher is often not directly involved in what the child is doing, the danger exists that the child may be acting randomly, thus not working towards a particular objective. The materials used allow for multi-sensory learning. This is another way in which children with different preferred styles of learning can benefit. Isaacs (2007) argues that creative development has significant links with the sensorial materials area, particularly if [we] understand the childs creativity to be the ability to use their imagination. Through various combinations of visual, auditory, tactile and kinaesthetic materials, it is possible that children will increase their knowledge and understanding of the world, and, more importantly, retain this knowledge and understanding through recalling these multi-sensory experiences. It can also be argued that this will foster childrens curiosity about the world around them and how it works; Fishkin and Johnson (1998) emphasise that a link exists between curiosity and creativity: they fuel each other. The materials are multifunctional; learning can therefore be open-ended and divergent. Divergent thinking can help children to generate creative ideas by exploring many possible solutions to a particular problem (Craft, 2002). It is the childs decision how they choose to utilise the materials: it can be said that this encourages an independent thought process. According to Starko (2005) having the means and opportunity to think independently is one of the building blocks of creativity. The materials are of gradually increasing difficulty and complexity, as the children learn new concepts, and apply their previous knowledge and skills to solve new problems. It can be argued from this that these materials are cognitively oriented (Berliner, 1975, cited in Pickering, 1992), as they allow children to make connections and perceive relationships between what they have learnt before, and building upon these connections and relationships to allow them to progress to the next stage of learning. Montessori (1964) argues that, without this type of cognitive scaffolding structure, true creativity simply cannot exist. Materials are kept in accessible places; appropriately low shelves facilitate this easy access. Moreover, early years children are shown how to use sharp scissors and adult-sized tools safely (Mooney, 2000): although this is perhaps the most controversial aspect of the Montessori method (Isaacs, 2007), it serves to further highlight the Montessori self-directed approach, and makes children more responsible for their own learning. Children need to consider what best tools and materials are for whatever purpose they have: it can be argued that being given the opportunity to choose allows them to think in creative, novel ways about what to do and how to do it. Desks and chairs are child-sized and arranged in rafts. Each raft has a particular activity assigned to it; these typically change on a daily basis (Isaacs, 2007). Children have the freedom not only to move around the rafts (and there is ample space between them to allow them to do so), but also to work with other children. A fundamental aspect of a Montessori setting is that all children respect and care for each other, and that caring attitudes are adopted at all times, towards peers, teachers and life itself (Oberle and Vinson, 2004). This fosters collaboration between children; by sharing ideas and information, they can work together creatively and discover new ways of thinking and working. Children have freedom of movement around the learning area: they can move of their own volition between one learning activity and another, rather than being directed to them at any particular time or in any particular order. This highlights another aspect of how Montessori believed childrens creativity could be developed: the freedom for them to select what attracts them in their environment (Nunn, 2010). This sense of freedom also gives children the opportunity to act with a degree of spontaneity, which can allow the generation of a large number of novel and diverse ideas (Jones and Wyse, 2004), thus instigating and developing the creative process. Each mixed-ability class has an age span of at least three years. Particularly in Montessori early years settings, older children can act in a mentoring capacity to younger children (Lillard, 1980). This can help to scaffold childrens learning and thinking, as the older children can, if they wish, help the younger children with whatever they are doing, so that the younger children will eventually be confident enough to work and think independently, and thus begin to think and work more creatively. It is important, however, that the older children do not spend too great a proportion of their time doing this, however thoughtful and considerate it is; they need to further their own knowledge and understanding too. The day is split into two three-hour, uninterrupted work periods. According to Oberle and Vinson (2004), it has been suggested that children taught under the Montessori method are not allowed enough time to simply play. This is problematic to an extent, as research evidence suggests that childrens creativity can be developed through play (Duffy, 2006; Craft, 2000; Smith, 1995). A possible negative implication of this is that children are not encouraged to use their imaginations due to a notable deficit of creative play time factored into a Montessori setting (Seldin, 2009). Children are never interrupted by the teacher when they are engaged in an activity. This allows children to persevere with what they are doing. This can be beneficial to creativity to an extent, as it gives children time to think through the activity in different ways before arriving at a final solution. However, on a cautionary note, it is important that the teacher, though generally involved in an indirect capacity, monitors what children are doing in order to ensure that this perseverance is constructive, and, more importantly, purposeful. The teaching approach is much more indirect. Pickering (1992) argues that because the classes are run to a very large degree by the children, with only the degree of adult guidance necessary to ensure order and safety, the setting becomes emotionally safe and secure. If this ideal can be practically adhered to in a Montessori setting, then children can relax and be authentic individuals instead of trying to be cool. This, in turn, helps to allow their creativity to blossom (Cropley, 2001), as it diminishes the risk of social issues such as wanting to be popular, and alienation. Some aspects that only predominantly relate to Montessori primary education will now be discussed in relation to their effectiveness in developing childrens creativity beyond the early years. Children negotiate weekly activity plans with their teacher. This gives children the opportunity to pursue an area or topic that interests them, which the child will not only enjoy, but from which the child will also gain a sense of purpose and direction: a key aspect of creativity. However, this does not necessarily have to be the case (Montessori St. Nicholas, 2010). A child may be curious to find out about an area or topic that is new to them. In this instance, they can work and think independently. This combination of independent thinking and curiosity can help to develop their creativity by asking new questions and thinking in new ways about new ideas and concepts. Moreover, children are allowed to choose when to complete assigned weekly tasks, and engage in frequent tutorial discussions with the teacher. Referring back to a previous issue, this allows the child to work at their own pace, as it allows them to set themselves achievable goals, and work to these goals through this weekly planning. It can be argued from this that the childs opinions are greatly valued, and, to a certain extent, this collaborative process treats the child as an equal by making them more autonomous about their learning. As discussed before, this can boost their self-confidence, which, in turn, helps them to be more inventive and take risks with their learning: a key aspect of the creative process. During the primary school years, children begin to work in small groups, although there is still very little whole-class work. Working with others can allow children to compare ideas and thoughts, solve problems and assimilate new knowledge. According to Craft (2000), working with other children in small groups can nurture creativity, as it stems from social processes as well as individual processes. Sharing ideas and thoughts, and solving problems by thinking creatively, is one such social process. Montessori primary schools meet the legal requirements of the National Curriculum, although they do not follow it to the letter. This allows the childrens educational experience to be based on their own particular needs (Montessori, 1964), which can be informally, but constructively observed and assessed. There is no formal testing or assessment (for example, Standard Attainment Tests). It can therefore be argued that this helps to eliminate competition between children. Competition can be a barrier to creativity (Starko, 2005) because, on a social level, some children compare their achievements to others, which could adversely affect some childrens self-esteem. Fishkin and Johnson (1998) argue that a childs fear of failure also inhibits the childs creativity, as they may lose the self-confidence required to think in a creative way. Montessoris view on this is also made clear: the child in the Montessori classroom is†¦free from the judgement by an outside authority that so annih ilates the creative impulse (Nunn, 2010). In conclusion, the evidence suggests that both early years and primary school settings that follow the Montessori method can help to develop childrens creativity throughout this age range through its support of independent, self-directed, purposeful learning activities with stimulating, multifunctional learning materials in a free, accessible learning environment. Children have the opportunity to think and behave imaginatively through the processes of curiosity and exploration. This is not to say that the Montessori method is the only type of pedagogy that can develop childrens creativity. Mainstream early years settings and primary schools are certainly capable of doing so: although there is more emphasis on teacher-led, carefully planned, systematic learning, there is still scope for the development of childrens creativity. The Montessori method, while different to traditional learning methods in many respects, achieves the same outcome, but in a very different way. In Montessori s ettings that faithfully follow Montessoris underlying principles, children can acquire and develop the three qualities that Montessori believed were necessary for creative endeavours: firstly, a remarkable power of attention and concentration; secondly, a considerable autonomy and independence of judgement; and, thirdly, an expectant faith that remains open to truth and reality (Nunn, 2010). Montessori believed that all children possessed tremendous creativity. This creativity is directed towards becoming a developed individual, endowed with a sensitive soul, an eye that sees and a hand that obeys (Nunn, 2010). This was Montessoris idea of the basic qualities inherent to a creative individual: these qualities, if given the chance to develop through the correct implementation of the Montessori method, will serve the child throughout their educational career and subsequently during their adult lives. Evaluation of my learning and its management I needed to ensure, for the purposes of this module, that I supported my transfer from an initial teacher training course to an educational studies course. In order to build a bridge between the two, I needed to find a topic that related, in some way, to one module from my previous course, and another module from my new course. In order to support my transition between courses, I needed to investigate a topic of which I had prior knowledge and experience of writing about, and think about it less in terms of the practical teaching context, and more in theoretical terms of how children learn, with the possibility of considering broader educational issues. In truth, my reason for choosing to focus on the Montessori method of education happened somewhat by chance. The idea was not suggested to me, nor did I harbour any previous interest in it. I first became interested in the Montessori method, however, when a lecturer gave me a piece of advice on another piece of written work for a different module. I was advised to consider Montessoris ideas on fantasy play, as the lecturer felt that it would lead to an interesting argument. It was because of this advice that I decided to investigate the Montessori method in more depth, forming an interest in it in the process, which also helped me to complete the piece of work from the other module. The Montessori method of education, so I thought, focused on early years education; I therefore felt that it could be regarded as an early years issue. Consequently, the first module chosen as the basis for this independent learning module related to early years issues. Before I began this assignment, I knew very little about the Montessori method of education. I was aware that they used an array of specialised Montessori materials, but I was unaware of what was particularly different or unique about them. I then discovered that, although comparatively few in number, Montessori primary schools existed in the United Kingdom. This meant that I could investigate an aspect of the Montessori method in the context of one of my previous modules, which were tailored to primary school, as opposed to early years, education. I chose to link this to a module from my previous course concerning creativity in the primary curriculum, as, honestly, it was the only one at the time that I thought I could attempt to link to the early years module on my current course. As I mentioned, my first discovery was that there are some Montessori settings, albeit not many, that cater for children beyond the early years. I also discovered that the implementation of the Montessori method was completely different to anything I had read about or observed before. Its principles were based on self-directed, independent learning; children seemed to enjoy a considerable amount of freedom. Each class had an age range of three years. Children were even taught how to use sharp knives from a very early age. All of these ideas, and many others, surprised me, and I wondered how this system could possibly work. However, I knew that the system must work; otherwise Montessoris ideas and theories would not have made it past the drawing board stage. It was then my task to find out how this system worked on a daily basis, which I found interesting as it made what I considered to be an improbable educational system possible. Regarding the development of childrens creativity, when I found out about the implementation of the Montessori method, both in early years and primary school education, I found out that it was the children themselves, and the learning environment, that were responsible for nurturing the skills and attributes necessary to promote their creative development. It was not the teachers overall responsibility, although they could intervene as and when necessary. As before, I found this interesting as it was a new concept and a new way of thinking to me. On reflection, I might have chosen differently. There are two reasons for making this statement. Firstly, the idea of creativity with regard to the Montessori method is a comparatively small area for discussion, and it was difficult to find suitable research materials. I found it difficult to make sense of, and synthesise, the information available to me. Although, as I discovered, Montessori did have her own views on

Friday, September 20, 2019

Diversity Statement - I am Korean :: College Admissions Essays

Diversity Statement - I am Korean My first interaction with the cruelty of the "real" world was in fourth grade, in a small suburban town in South Carolina. "You Chinese freak! Come on, use your karate against me!" boys would shout mockingly, then start spouting phrases of nonsense as if they meant something. Pshaw. I was, am and will always proudly be a Korean. When I interact with new people, they spend their time guessing my heritage. Chinese and Japanese are always the first nationalities they guess. Others who are familiar with people of my ancestry catch on more quickly. And then there are those who automatically assume. A very small number of people can guess correctly on their first try. We live in a country that drills into our heads ideas about freedom and equality. Wars have been fought, violence has been used and many have suffered so that this country can live up to its ideals. Could such a great country make false promises and hopes? Perhaps, because, after all, the U.S. is run by humans, and that means mistakes will be made. But shouldn't the U.S. have learned its lesson by now and not make the same mistakes repeatedly? In 1997, a Civil Rights lawsuit against the City of Atlanta was brought by Korean-American store owners about riots that took place in their business. Police watched the destruction and did nothing. The city's attorney argued that the Federal Civil Rights statues were written exclusively for the protection of African-Americans, not other minorities, including Korean-Americans. Atlanta's position in this matter was rejected by the United States Eleventh Circuit Court of Appeals, but many are appalled that a city so involved in civil rights could hold such an insulting view against our "certain unalienable rights." Their view was not only discrimination against Korean-Americans, but against descendants of other minority groups residing, visiting or working around Atlanta. Koreans, as well as other minorities in Atlanta, might have to deal with the fear that we will not be protected by the laws of the city because of prejudice. Signs of prejudice are everywhere.

Thursday, September 19, 2019

Lee Iacocca :: Essays Papers

Lee Iacocca Lee Iacocca grew up in Allentown Pennsylvania, very close to my hometown of Boyertown Pa. My geographic connection with Iacocca is one of the reasons I chose to read his autobiography. We are both very interested in automobiles and automotive history, which connected me even further with Iacocca . Iacocca believes that you can become and achieve anything in life as long as you have strong determination and motivation. I too share this belief. Lee Iacocca did not focus his life on goals that others set for him; he followed his heart and his dreams, which someday is something I hope to be able to say about myself. Iacocca, the son of Italian immigrants grew up in an upper middle class family. His father started out with nothing and over many years, he managed to build a successful chain of hotdog restaurants in Pennsylvania. Because of his father's success and strong beliefs in the value of education, Iacocca grew up attending private schools and eventually found his way into Lehigh University. While attending, Lehigh Iacocca earned a degree in Mechanical engineering. Upon his graduation, he landed a very prestigious job with Ford Motor Company. In August 1946, Iacocca began his work in the engineering department of Ford. After a year of engineering Iacocca discovered that it was not what he wanted to do with his life, he wanted to be in sales. Ford agreed, which was the start of a very successful venture for Iacocca and the Ford Motor Company. Through many years of hard work, Iacocca was promoted to top management. This is where he found himself living his dream. He never wanted to leave work at the end of the day and could not wait to go back the next morning. Although Iacocca was doing very well and could not be happier, the Ford Motor Company was going through hard times. General Motors was really hurting Ford in sales and in innovations. In the late 50's and early 60's Ford produced cars that were just not selling and were real failures in the industry. Iacacco knew something had to be done, and he convinced president and CEO Henry Ford Jr. that he was the man to do it. Through many months of close arduous work with Ford's design team, Iaccoca came up with the Idea of the Mustang .

Wednesday, September 18, 2019

Unappreciated Characters of Franz Kafkas The Metamorphosis :: Metamorphosis essays

The Unappreciated Characters of Metamorphosis The story of The Metamorphosis is one that is very subtle and very delicate. Kafka wrote in a fashion that would allow a reader to interpret the story in a way that may be different each time it is read. From the beginning, we see that a young, hard working, man, Gregor, has turned into a bug, and as the story continues, one can see that he was much more than an insect. What else could he be? Even after his death, it is obvious that Gregor was there for a cause. His family depended on him for their happiness. The purpose for his existence was to serve his family. His mother and father created him and were the driving force behind his physical change. There was a lack of communication that existed throughout the story that revealed how unappreciated they were of Gregor and his sister, who was on her way towards becoming like her brother. Gregor was very important to the family's welfare. At first he was the only working member of the family, and his job was very important; the whole future of Gregor and his family depended on it (p.84). For so long he wanted to quit his work, because he wasn't happy with it. But he said to himself, " Besides, I have to provide for my parents and my sister. (pp. 82-83)." He felt that his family was too dependent of him. When Gregor wouldnt let anyone in his room in fear that they would be horrified by his condition, he thought that his family was harassing him because he was in danger of losing his job, and because the chief would begin harassing his parents again for the old debts" (p. 76). At this point, everyone was angry and wanted him to get up for work. All that mattered to the family was what Gregor was able to provide. After his secret of change to an insect was discovered, they realized that he was no longer of any use to the family, and he was unappreciated in every way. He didn't have his job and no longer had anything to offer. "The house soon started to fall apart; the household was reduced more and more "(p.

Tuesday, September 17, 2019

Montessori’s Observations Essay

†¢ Children make a match with mom/parent. This is the reason that consistency is such a key issue in early childhood development. Children feel comfortable with routine because they know what to expect †¢ Children need order. As above, when the environment has inherent structure and order, children feel safe. Children need to feel safe to explore their environment. †¢ Children have an innate desire to learn. Our brains are hard-wired to learn. Children will learn spontaneously. Our role is to facilitate this as much as possible without interfering in the natural learning patterns of each individual child. †¢ Children have a drive for spontaneous activity. Any person who has been near a young child knows this is true. In a Montessori environment, children are free to move about the classroom within the guideline of being respectful to others. †¢ Children must be active to gain self-discipline. When a child chooses a work from a shelf, does the work to the best of their ability and returns the work to the place that they found it. This is a completed work cycle. Adults often marvel at the child’s ability to focus on a task with such deep concentration. This is because they chose the work. It called to something within the child. No adult, parent or teacher could ever coach this concentration. It is innate within the child. Through the choosing of works and full completion of tasks, the child becomes self-motivated, self-disciplined and self-directed. †¢ Children learn through imitation and trial and error. This was not a new concept even one hundred years ago. However, Montessori utilized the principle. In a Montessori environment, the teacher/guide shows the child how to do the work. She then invites the child to do the exercise. The child may repeat the exercise as many times as they like. The way in which the child does the exercise gives the guide clues abou t the child’s development. †¢ Children learn best in a multi-sensorial environment. There is a lot of discussion these days concerning what kind of learners we are: i.e. auditory, visual, or kinesthetic. Most of us learn in a variety of ways. Montessori set up a multi-sensorial environment where she utilized didactic materials to â€Å"educate the senses† that were originally designed to test the senses. Montessori children learn to not only look, but see, not only listen but hear. Since all learning comes to us from our senses, this multi-sensorial approach enables children to comprehend at a deeper level. †¢ Children learn best when they get to put their â€Å"hands on† the materials. Rather than have a child sit at a desk and be lectured, Montessori felt that children would learn best if they were able to touch and manipulate the materials. This of course combines with the other observations that she made about how children learn. †¢ Children learn best in multi-age group settin gs. â€Å"Gifted and Talented† classrooms are beginning to make use of this model. Montessori noticed that children imitate and learn more easily from older children. Montessori classroom are set up in three-year cycles so that a child will come into a classroom as the younger child and progress to being the older child. As the younger child, they will learn more quickly, trying to emulate and keep up with the older children. As the older child, they become strong leaders. They will learn how to assist the younger child. This not only boosts their self-esteem and self-worth, but also gives them an opportunity to repeat exercises that they have already done and in doing so, gain a deeper understanding. †¢ Children have â€Å"sensitive periods† for learning. Human brains are designed to learn specific things at specific ages. A three-year -old child can become trilingual (by absorbing the languages in their environment) without difficulty. They will be able to keep the languages separate. This is not possible for the adolescent, who must work hard to gain a second language. (Most language programs do not begin until junior high school.) Each Montessori classroom, Infant/Toddler, Primary, Elementary and Adolescent are prepared with developmentally appropriate works. Montessori’s observations concerning the â€Å"windows of opportunity† for the development specific areas of abilities in language, math, cultural, social, physical continue to be corroborated by brain research. Dr. Montessori recognized that children have specific needs, the need to experience order, independence, movement, language, discipline, love and security. With true cooperation of school and home and a clear understanding of how to meet the child’ s needs, a healthy child will emerge.

Monday, September 16, 2019

Colonial America to Modern America Essay

All the colonies that were founded in the seventeenth century contributed to the values of perennial America. The three colonies that made the most significant contributions were the colonies of Virginia, Pennsylvania, and Connecticut. These colonies displayed the democratic government that we are ruled under today, their educational opportunities were strong and sound, and the religious toleration of these colonies was strong and many religions shared the colonies in peace. Their social plurality kept them safe from the Indians and helped them build relationships that made their colony successful and thrive, while other colonies struggled to survive. These relationships that were formed helped their economic materialism, trade. The colonies of Virginia, Pennsylvania, and Connecticut contributed greatly to the type of government that we use today. Although Virginia was first ruled by crown, the people, under Nathaniel Bacon, created a document, Declaration in the Name of the People (primary source, document 9). This document convicted the governor of Pennsylvania of crimes against the people and they over threw him and took control for themselves. Pennsylvania, unlike Virginia, was governed right from the start by the people. The type of government in which they were ruled by was a proprietary government, ruled by the land-owning people. Although the proprietary government is not a true democratic government, matters that needed to be resolved were discussed by all (Richard Townsend). Connecticut was completely self-governing. All the control was under the power of the people locally, no outside force had control (pg 37). The educational value of these colonies was very important. Not only did they show that befriending the Indians would prove to be valuable but also very deadly. The social plurality also had a factor in how the Indians responded to the colonies, whether they were welcoming, or hostile. These colonies showed the good and the bad of treating people who were native to the lands. Pennsylvania for example the people were very friendly towards the Indians that were occupying the lands. This kindliness and love created a bond between the Penn’s and the Indians that was not found in many colonies (Richard Townsend). Virginia was different. Although the governor of Virginia was friendly to the Indians, the Indians still attacked the people of the colony. The colonists, lead by Nathaniel Bacon, wanted the governor to attack the Indians and take vengeance for what had happened to the slain colonists. Berkley, the governor, did not attack, so the colonists took matters into their own hands and chased the governor out of town and attacked the Indians brutally (pg 68). This event was important for the educational value because it showed that rulers needed to listen to the people and act for the people to keep them under control and in the rulers favor. The social plurality in Virginia was that the Indians did not want the colonists there, so they attacked the colonists trying to rid them of lands only to create an uprising that killed many people. This shows that not all the Indians had the same views on the colonists. Connecticut both befriended Indians and created war with the Indians at the same time. The Narragansett Indian tribe helped the people of Connecticut in the Pequot war (pg 52). The powerful Pequot Indians took up war with the people of the area. With the Indian allies, the colonists crushed the Pequot threat. The educational value of this war was that although some Indians are hostile, others are kind when there is a common enemy; this idea carries over to modern America. Virginia was the most economically sound colony, other than Massachusetts, because of the tobacco that the colonists grew and exported to England and other countries (pg 67). Ships exported about 1. million pounds of tobacco out of the Chesapeake Bay by the 1630’s. By the end of century, approximately 40 million pounds of tobacco was exported out of the Chesapeake Bay (pg 67). These Virginian farmers needed a major amount of indentured servants. These indentured servants, or slaves, were paid very low wages from their masters. Pennsylvania was not as economically sound as Virginia because they did not have the direct access to the sea, but they did flourish. The colonists of Pennsylvania befriended the Indians which created trade with them, this added culture to both the Indians and the people of Pennsylvania. They also built mills in which the people from all around brought their corn to be ground up and used in many of the foods that were cooked (Richard Townsend). The trade among the people inside Pennsylvania was sound and very vast. Religious toleration is a key part of modern America. Virginia had a vast population of Scots and of the Irish. These people who immigrated to Virginia where allowed to build churches in which they could go and pray and have masses (pg 88). This created diversity in Virginia and made them a prospering colony. Pennsylvania, who was accepting of anyone, allowed people to practice their religion in freedom (Richard Townsend). Connecticut had a harsh religious toleration. The Blue Laws of Connecticut, forbid people to have any other worship than Lord God, or they would be put to death (The Blue Laws of Connecticut, Deuteronomy 13. 6. Exodus 22. 20). There were many other laws that forbid people of other religion to do certain actions. These laws were not accepted vastly, only to the people who read the bible. The colonies of Virginia, Pennsylvania, and Connecticut are three colonies that contributed the most to modern America. Their economic materialism was sound which made them all successful colonies and allowed them to expand and thrive. The democratic values of these colonies helped shape the democracy that we use today. Their educational opportunities gave us the knowledge of knowing what no to do when events like theirs arise again, so history does not repeat itself. The religious toleration made America a country in which any religion is accepted.

Sunday, September 15, 2019

Employee Is the Most Important Asset Essay

â€Å"Human Resource is the most important asset of an organization†. In Singapore, where there are no natural resources, human capital is one of the valuable resources that the country depends on to attract foreign investors. The skills, knowledge and experience of each individual contribute to the growth of organizations, communities and the development of the nation. With today’s workforce becoming more diverse, the importance of employee has also been increasingly highlighted in the organizations. QUALITY OF STAFF People are employed to perform the various hierarchy roles in the different divisions of an organization. They are mainly the Admin, Sales & Marketing, Finance, Production, Information Technology, Customer Service and Human Resource. In order to gain a competitive advantage in the market, it is vital to have the correct people in their respective role in these functional divisions as the staff can then perform their scope of work to produce excellent results for the company. Particularly when employees’ talents are valuable, rare and difficult to imitate, an organization can achieve a sustained competitive advantage. Human resource is always related to one organization profitability and their ability cannot be replaced by machines as discussed by Hargreaves and Jarvis (1998: 3). ORGANIZATION AND ITS PEOPLE Every business and organisation will have its own unique culture, based in the prevailing beliefs and values within the business and organization. The advanced equipment, new technology, good marketing strategic, excellent customer services and many other elements can be the factors to build up for the success of an organization. In every business people are playing different roles with defined responsibilities and accountability. Take for example, in the manufacturing and production industries, the factory and machines are considered very important just as the people. However, I agree to a large extent that human resource is still certainly an extremely valuable asset to determining the success or failure. In an industry that depends on highly skilled professionals in a service firm, without their support, the organization’s daily business function will not be done well and ready. In my opinion, one good example of a successful organization that values its employees as an important asset of its business would be CapitaLand Limited. CapitaLand is one of Asia’s largest real estate companies and it believes that people are the core assets. This is made true with its philosophy of â€Å"Building People to Build for People†. A second example would be Sheng Siong Supermarket Pte Ltd. The managing director, Mr Lim Hock Chee is a hardworking man who believes in treating the employees well. His staffs get one free meal every day – a buffet-style one for those who work in the Woodlands headquarters and boxed meals for the rest. He always has the employees’ interests at heart and will go out of his way to help anyone who has problems at home e.g. giving cash incentives to those with young kids. He believes that only when the employee is happy at home will he be able to concentrate at work. Ultimately, a motivated employee can make a significant difference to the company’s bottom line in terms of bringing in new orders, meeting customer needs, developing new products and thus meeting the goals of the organization. NEEDS OF THE STAFF Employees’ talent and efforts have tangible effects on an organization’s productivity and stability. As such, efforts are often been neglected and fail to satisfy employees’ needs. When employees’ efforts are not recognized, there will be a lack of commitment to the organization. Thus, employees will not be motivated and will be less creative. It is important to have a common understanding of having a work-life balance environment for its employees. CONCLUSION As people’s talent, ability, and grasp of the business improve, some group members are likely to realize their own high growth potential. Organisations will probably suffer minor setbacks when losing a valuable team member to a better job or even another company. On the contrary, it means the organisation is giving its people important skills. Hence by helping the people to scale up their critical skills, it can establish skills accountability and foster continuous learning – a key strength in today’s marketplace of constantly changing environment. Let’s create and promote a culture of knowledge and innovation in our organization, and respect Human Asset – the most valuable Intangible Asset.

Saturday, September 14, 2019

Retail Store Manager

Retail Manager as TrainerBy  Malcolm Fleschner, Monster Contributing Writer Since founding The Friedman Group, a global retail consulting and training organization, in 1980, Harry Friedman has heard plenty of excuses from retail store executives who refuse to provide much training to their front-line store employees. One of the most common is: â€Å"What if I train them, and they leave? † Friedman says this is the exact opposite approach they should take. He suggests a better question is, â€Å"What if I don't train them, and they stay? † Cost of Not TrainingThe unfortunate reality, which anyone who ventures into a mall these days can confirm, is that today's retail store employees often lack basic sales and  customer-service  skills. This is especially true at the big-box stores where management is unconcerned about high turnover, Friedman says. Retailers that expect high turnover essentially ignore training but pay a price for doing so. â€Å"The decision to ne glect training is typically made by someone at the top who does not appreciate the value of a human asset and what they can mean to sales and the bottom line,† Friedman says. Retail is a merchandise-driven business, not a people-driven business, after all. † Nevertheless, Friedman estimates that with more effective training, most retail organizations could increase sales 15 percent to 25 percent. â€Å"That's a lot of money,† he says. â€Å"There's no chance they could hit those numbers any other way. † Management by Numbers Individual store managers would no doubt also appreciate increasing the six to eight hours that Friedman says retail stores typically devote to training new employees.But since a boost in training time is unlikely to happen, store managers must focus on those aspects of employee management they can control. To start, he suggests looking at two key numbers. The first is conversion rates, which means if a sales associate talked to 10 cust omers, how many bought something? â€Å"If you sold two out of the 10 people you talked to and you can bump that up to three of the 10 people you talked to, you've just increased your sales 50 percent,† says Friedman, author of  No Thanks, I'm Just Looking: Professional Retail Sales Techniques for Turning Shoppers into Buyers.The second number is average sale per customer. â€Å"There are two ways to increase this number,† he says. â€Å"One [is] by selling them the $40 item instead of the $30 one. Second [is by selling] the customer the $30 [item] and also $10 in batteries to make it work. † What Seems to Be the Trouble? Armed with this information, store managers can then determine which sales associates are performing well and which aren't. The next step is to uncover the source of any problems.If you have one sales associate with a low conversion rate, for example, you need to determine whether the problem occurs when the associate is demonstrating the mer chandise or when he is trying to close the sale, Friedman says. â€Å"You might find out it's up front,† he says. â€Å"[The associate] keeps approaching customers and saying, ‘Can I help you? ‘ and the customers say, ‘No thanks, I'm just looking. ‘ It doesn't matter whether he can close, because he's not getting out of the blocks in the first place.That's the opportunity for the manager to intervene and explain to this guy that he's using a terrible opening line. † Hit the Floor This type of hands-on coaching leads to another of Friedman's suggestions for store managers: Get into the fray. â€Å"The biggest missing ingredient I see in retail today is that managers are not running the store from the floor,† he says. â€Å"A lot of managers are either too busy with operational paperwork or making sales for themselves to do more than just hope their salespeople are doing a good job. The best store managers, Friedman says, are always  "pointing, pushing, doing and working the floor. They listen in, see how employees behave and what they say so that they can step in to reinforce the good behaviors and correct areas that need improvement.A good store manager is like a cop with a whistle directing traffic at a busy intersection. † You Can Survive the Behavioral InterviewBy  Carole Martin, Monster Contributing Writer When asked a traditional question like, â€Å"What would you do if you had a customer who wasn't interested in buying the product? you can make up a story. But when you're asked behavioral questions, the interviewer is listening for specific examples of how you have handled situations or problems in the past. When presented with interview questions beginning with phrases like â€Å"tell me about a time when† or â€Å"give me an example of† the interviewer wants to hear your real-life examples. When interviewers ask such behavioral interview questions, they are listening for example s of how you handled situations similar to the ones you may handle for this company. This is your chance to talk about your accomplishments.If you can demonstrate through examples (preferably recent ones) that you've succeeded in certain areas of interest, you'll likely be considered a strong candidate for the position. After all, if you did it somewhere else yesterday, you can do it for this company tomorrow. Your success stories should include the situation, the action you took and the result. Here is an example if you were interviewing for a sales position: The Situation:  I had a customer who did not want to hear about the features of my merchandise because of a prior interaction with my company.The Action:  I listened to her story and made sure I heard her complaint. I then explained how I would have handled the situation differently and how I can offer her better service. I showed her some facts that changed her mind about dealing with the company again. The Result:  She not only bought the merchandise, but also complimented how I handled her account. She is now one of my best customers. One way to prepare for behavioral interview questions is by writing out your stories before the interview. Determine what stories you have that would be appropriate for the position based on its job description.If the job requires dependability, write your story about a time when your dependability was recognized or made a difference with a customer. You can use the stories you prepare even when the interviewer does not ask behavioral questions. If you are asked a traditional question, use your prepared story and preface it with, â€Å"I can give you an example of a time when I used that skill on a previous job. † By  preparing for the interview  ahead of time and recalling your past successes, you will be able to have examples in mind and will not be caught off guard.There is no way you can predict what the interviewer is going to ask you, but you can p repare what you want him to know about your past as a predictor of your future performance. Retail Manager Job Interview Questions and AnswersHere are some of the retail interview questions that are related to the career in retail management: Tell us a bit about your professional background/educational qualificationThis question is asked, basically because the person applying for a retail management position would either have an educational degree as well as experience or a great experience in sales.Therefore, this question is aimed at finding out the professional details of the person. What do you feel is the role of a retail manager? This question is basically asked to find outfit you have a general idea of a retail manager’s job. Therefore, this is your chance to speak to the interviewer about what you know of the retail management business and what you think would be your responsibilities. Once you present the fact to the interviewer that you are aware what the role of a retail manager is, they will also be convinced that you are ready to take on the role of a retail manager.Some duties and qualities required of the retail manager are:†¢   Team leader and Team development†¢Ã‚  Ã‚  Hiring process, HR activities and employer’s training†¢Ã‚  Ã‚  Workplace scheduling – Day to day operations†¢Ã‚  Ã‚  Problem solving skills – Communications skills†¢Ã‚   Sales management†¢Ã‚  Ã‚  Product and project management – proffesional qualities and priortizationIf you have worked as a retail manager before, what did you like the most in your job and what did you not like?All jobs have their advantages and their disadvantages. Therefore, if you have worked somewhere as a retail manager, you would certainly have some good things to share as well as bad things to share. This question will give a deeper insight into your experience as a retail manager and whether you are fit for the job. What would you consider your biggest advantage as a retail manager?As a retail manager, or even as a novice, you would have a fair understanding of what would be the biggest advantage that a retail manager would require, or what is that something that a person learning to be a retail manager should have. Possible answers could be – Leadership (a born leader), sales manager or good communications skills. What do you feel are the basic qualities that a retail manager should have? The post of a retail manager is one that requires the person to have experience.Rarely will a novice be hired as a retail manager. Therefore, these questions will be posed at you to understand whether you have the knowledge required for a retail manager. If you are asked about the basic qualities of a retail manager, the safest answer would beplanning and vision. A retail manager is more or less the proprietor of the store and has many responsibilities as compared to the other store employees. If a retail manager is good at planning and has a vision for the future, he or she can take the company to the next level.Deliver excellent customer service and maintain a high standard of customer management, at all times Take full responsibility for the set-up and effective operation of the pub, within company policy, at all times Take full responsibility for the results achieved in the pub, including profit and loss (P&L) performance, Megastock, standards, Cask Marque and audits Ensure that opening and closing procedures are adhered to, in line with company policy, taking account of security and the health & safety of people and property Work in all areas of the pub, bar, floor, cellar, kitchen and office, to ensure that best practice is maintained by the team and that any areas requiring improvement may be identified Control all aspects of finance in the pub, including sales, gross profit, stock control, core wages and controllable expenditure Control all office administration procedures and ensure th at the management team complies with company standards Be accountable for all cash management throughout the pub, including third-party providers (such as ATMs, Securitas, AWP and SWP Machines etc); conduct thorough investigations for all cash-loss issues Review P&L account monthly with the team and area manager, agreeing on clear targets for improvements for any targets not achieved Maximise all sales opportunities in the business, including quality of food and drink service and availability, using all company point-of-sale as directed; have an understanding of all promotions and point-of-sale requirements and work with the team and area manager to maximise sales at every opportunity Forecast sales and wages weekly/quarterly, using the standard forecasting planner Be responsible for accurate rota-planning, based on forecast sales and core wage budget Plan all rotas in line with budgeted targets and forecasts, taking the necessary daily action to reduce/increase hours, in line w ith sales Manage all delivery processes, including checking in orders, storage, stock rotation, security, loss investigation and staff training Manage all stock-management processes, including timely stock counts, line checks, wastage reports, loss investigation and staff training Complete roduct-ordering on time, every time; ensure full availability of all drink, food and non-consumable items Follow all company security procedures, including loss prevention measures and procedures for the security of staff and premises, at all times Carry out risk assessments to ensure staff and customers’ safety; ensure the adherence to children-specific guidelines Monitor and manage all maintenance issues and manage third-party contractors, including cleaners, where applicable Be aware of and adhere to licensing, data protection, Health & Safety at Work and COSHH legislation, at all times Carry out commercial activities as instructedManage the pub team, including motivating and leading the team to work to the highest standards, at all times Identify and monitor training needs and take an active role in developing people Manage the day-to-day performance of staff and managers, in line with company personnel policies and procedures Manage the day-to-day attendance of staff and managers, in line with company sickness and absence management policies and procedures Deal with any employee complaints and/or grievances promptly, in line with company guidelines Manage and maintain correct staffing levels, in line with targets and in relation to sales-forecasting Communicate effectively with the team, through regular meetings – manager’s meetings to be held weekly and staff meetings to be held monthly, in line with the communications calendar Manage the timely distribution and briefing-in of all company communications Manage and maintain employee personnel & training files Identify recruitment needs and take an active role in search and selection activiti es and the appointment of staff, in line with the company recruitment process, ensuring that all paperwork (including ‘proof of right to work’ documentation) is certified, copied and completed, in line with Home office and company guidelines Maintain personal knowledge by completing in-house training, attending courses and completing workbooks Always adhere to all company policies and procedures and licensing laws Carry out any duties as instructed by area manager and head office