Students as Catalysts Of Peace Essay Example for Free

Students as Catalysts Of Peace Essay Friends, let me begin by quoting you a line lifted from Eleanor Roosevelt. â€Å"It isn’t enough to talk about peace. One must believe in it. And it isn’t enough to believe in it. One must work at it.† This ladies and gentlemen challenges Juan De la Cruz, the majority common Filipino people. And what is more moiling to this are the sweet and sour additives and influences of the society. My friends, as we all know Philippines is somehow ignorant to peace, particularly Mindanao. The island in this country that has 63% Christian majority and 32% Muslim population resulting in many violent conflicts due to misunderstanding. According to Jose Rizal, â€Å"Youth is the hope of the fatherland.† It is indeed a privilege for every Filipino youth to show patriotism and responsibility in raising the country through bringing back peace. Peaceful resolution of conflicts is more likely the choice of an ideal youth. But how can we encourage the youth? Simply, envelope them in a world where they can have a stronger sense of self-esteem; more solid connections to their own community; sense of empowerment to make decisions affecting their own future; adequate opportunities to get to know youth who are different than themselves and; access to programs to improve leadership, communication and basic conflict resolution skills, in short develop them inside the home and education, thus students must be seen as the pioneers and catalysts for peace. There are lots of organizations and projects being built globally to foster peace. One of these is the â€Å"Empowering 900 Filipino Youth in Peace Building†. The project that aims to raise schoolchildren as peacemakers. Creating a library involving students as volunteers, organizing trainings for the whole community, creating a student service club that will then become the basis for a volunteer and peace movement are the ways they are doing to realize their goal of connecting people to peace through service.

East Goes West :: essays research papers

One of the first works of fiction written by an Asian immigrant to the United States, Kang's novel describes his early adulthood with a poignant humor that touches not only on his most positive experiences in a new country--such as being befriended by other Korean Americans--but also on some of his worst: the time when college classmates convinced him to run a race in long underwear. Kang, however, never forces us to feel sorry for him; simply by relating his experiences to us in a uniquely crafted language that reflects both his extensive literary training and his own quirky sense of style, Kang manages to win our sympathy for an obviously gifted young man who faces discrimination and hardship during his first years away from home His struggle was long and hard, but he made the reader see the full picture. The joys, the downfalls, and even the times where he thought he could just give up. By making us relate to him, the reader could understand what they so previously where obliviou s to. I responded very favorably to his view of Korean culture but found his criticism of American culture distasteful.I did not fully receive the effect of Kang's humor until reaching the final sentence of the story. Before the final scene, Kang's wit serves the purpose of elevating the Asian Han in the eyes of his audience, but ultimately, it has a more serious, lingering effect. Ironically, it reveals the life of this character to be tragic, hopeless, and not at all amusing. The final line, delivered by Han's mistress, dismisses him from his post, for she requested "a house servant, not a comedian" (2001). Kang thus suggests here that regardless of the amount of effort Han puts into his work and no matter how honest his intentions, he will never be taken seriously nor given a chance to assimilate and improve upon his mistakes. Although he was expected "to work from morning to night" and "had never had to work so hard in his life with no time to himself," his intentions were never regarded as anything but lazy and laughter provoking. Upon learning that he is to be fired, he offers one final, wholehearted attempt to please an unsatisfiable woman: "But hoping still to make good, I dragged the vacuum cleaner in to do the living room, my usual morning task. The girl as usual giggled when she saw me. East Goes West :: essays research papers One of the first works of fiction written by an Asian immigrant to the United States, Kang's novel describes his early adulthood with a poignant humor that touches not only on his most positive experiences in a new country--such as being befriended by other Korean Americans--but also on some of his worst: the time when college classmates convinced him to run a race in long underwear. Kang, however, never forces us to feel sorry for him; simply by relating his experiences to us in a uniquely crafted language that reflects both his extensive literary training and his own quirky sense of style, Kang manages to win our sympathy for an obviously gifted young man who faces discrimination and hardship during his first years away from home His struggle was long and hard, but he made the reader see the full picture. The joys, the downfalls, and even the times where he thought he could just give up. By making us relate to him, the reader could understand what they so previously where obliviou s to. I responded very favorably to his view of Korean culture but found his criticism of American culture distasteful.I did not fully receive the effect of Kang's humor until reaching the final sentence of the story. Before the final scene, Kang's wit serves the purpose of elevating the Asian Han in the eyes of his audience, but ultimately, it has a more serious, lingering effect. Ironically, it reveals the life of this character to be tragic, hopeless, and not at all amusing. The final line, delivered by Han's mistress, dismisses him from his post, for she requested "a house servant, not a comedian" (2001). Kang thus suggests here that regardless of the amount of effort Han puts into his work and no matter how honest his intentions, he will never be taken seriously nor given a chance to assimilate and improve upon his mistakes. Although he was expected "to work from morning to night" and "had never had to work so hard in his life with no time to himself," his intentions were never regarded as anything but lazy and laughter provoking. Upon learning that he is to be fired, he offers one final, wholehearted attempt to please an unsatisfiable woman: "But hoping still to make good, I dragged the vacuum cleaner in to do the living room, my usual morning task. The girl as usual giggled when she saw me.

Certificate in Assessing Vocational Achievement Essay

Certificate in Assessing Vocational Achievement Assignment 3 Understanding the legal and good practice requirements in relation to assessments It is imperative for all assessors to have an in depth understanding of the legal and good practice requirements in relation to assessment. Furthermore, the Awarding Body have their own stipulations regarding assessment. These include; educational centres must ensure that they employ assessors that are suitably qualified and meet the occupational competency requirements of the sector assessment strategy and ensure that the assessment process is robust. Assessment carried out by an unqualified assessor must be countersigned by a qualified assessor who is occupationally competent. The assessment process should be informed by best practice and the latest NOS for Learning & Development. Centre assessors are responsible and accountable for: a) Â  managing the assessment system, assessment planning, making and recording assessment decisions b) Â  assessing evidence of learner competence against NOS and the requirements of the assessment criteria in the qualification c) Â  ensuring that learners’ evidence is valid, authentic and sufficient ) Â  maintaining accurate and verifiable learner assessment and achievement records. The assessment process should support learners towards the achievement of their qualification aim, whilst ensuring that the requirements of the NOS for assessment and the sector are met. Part of the role of the assessor is to raise the quality of assessment through: a) engaging learners at an early stage in t he assessment process b) Â  effective and efficient assessment of naturally occurring activity c) Â  holistic assessment to maximise assessment opportunities ) Â  using interim assessment to provide advice and support at an early opportunity e) Â  encouraging access through using the range of assessment methods f) Â  using technology to reduce the assessment and administrative burden Assessors should always be aware that assessment needs to be fair, consistent and transparent, with all students having the opportunity of attaining the assessment criteria. All learners should be treated as individuals to ensure that no learner is discriminated (directly or indirectly) against and to uphold a ‘fair playing field’ in respect that no learner has any advantage over another. In order to ensure this happens the assessor has a legal and moral obligation to share the same information to all learners, along with appropriate support and development of all learners in order for them to complete assessment tasks. Therefore, one additional aspect of assessment is an appeals procedure for candidates not happy with results. Assessment within NVQ is ongoing with the candidate fully participating in the assessment process, e. g. through assessment planning and reviews of performance. If this participation is taken seriously then it must be accepted that there will be times when the candidates and assessors perceptions, of whether agreed evidence (agreed during assessment planning/review stages) meets the standards, are going to be different. If this occurs, the candidate should have the right to appeal via an accessible and open system. The characteristics of our appeals structure related to NVQ will include: Access to fair and reliable assessment Clear and prompt response times Stages that provide all parties with the opportunity to put their case Clear outcomes Constructive feedback Be related to the Candidates assessment records A formal recording system Evaluation of appeals Response times to appeals will be measured in days rather than in months or years and not be so bureaucratic as effectively to nullify the purpose of having such a system. From a legal standpoint it is an Assessors remit to enforce strict guidelines with regards to the difference between guiding and supplying the learners with answers for assessment tasks. Legally, assessors cannot give assessment answers or condone learners copying each others learning and assessment material. As an NVQ Assessor I am aware of the duty of care encompassing the legislation and code of practice regarding the following: Health and Safety Act of 1974 Equal opportunities Act of 1974 Data protection act of 1998 Disability discrimination Risk Assessment Lone working The Health and Safety Act 1974 (HASAWA) places certain responsibilities on the employer, or in this case, the Assessor. The Assessor has to provide a safe working environment, provide information on health and safety, such as emergency exits and fire assembly points, and also undertake risk assessment of all hazards in the working/assessment environment. However, risk assessments are primarily the responsibility of the owner or manager of the facility. Moreover, all staff must be CRB checked in order to confirm that there is no risk whatsoever to the learner, in line with the Child Protection Act of 1984. Equal opportunity Act of 1974 also needs to be implemented, as was alluded to in the above paragraph, by adopting an inclusion policy and understanding that each learner will have specific and unique needs and that it is the job of the Assessor to differentiate tasks and lessons to meet these individual needs. For example, in my NVQ class I had a variety of needs from, learners with dyslexia, partial sighted and also with speech impediments. Therefore I made sure that I always used a variety of tools in which to teach and assess, such as, reading material in larger print, visual aids on the projector which explained what I was teaching and also electronic recording equipment (video and dictaphone) as another option for learners to utilise in learning and assessment. However, due care needs to be taken and strict adhesion to the Data Protection Act of 1998 in order for any material not to fall into the wrong hands. In terms of confidentiality regarding assessment all exams papers and any other marking material must not be shared with the learners before assessment in accordance with Award Body regulations. Assessment guidelines and assessment criteria can be shared as long as it is not providing answers that can be used by learners. This can be done by formulating individual action plans with learners, to highlight how learners can improve. Furthermore, all completed assessments must be located securely as to ensure no students can acquire papers or material and duplicate answers. In the case of my NVQ group all assessment material was locked away in head office and was only accessible to me and senior management. Senior management would have the final say if ever an event occurred in which a learners welfare was at risk and then safeguarding the learners welfare becomes the higher priority (Safeguarding Vulnerable Groups Act, 2006) The welfare of learners, whether that be my NVQ learners, school pupils or any other individuals in the community, is paramount and also a legal requirement. In the community that we serve there are many vulnerable individuals who’s safety can be at risk without any obvious signs, and also individuals with many kinds of underlying medical conditions which need to be considered by the assessor. During the first week of my NVQ class we had a ‘Protecting child welfare’ course in which we were taught how to identify warning signs of; abuse, depression and other mental health issues. Therefore, it is always of paramount importance that as an assessor you are vigilant and aware of all your learners behaviours at all times and if need be intervene and assess steps that may need to be taken. As far as the physical health related issues are concerned, we (NVQ class) used confidential pro-forma’s to identify any issues of individuals so that we could be prepared and have any relevant equipment close at hand and maybe also adapt sessions accordingly with respect to individual needs. Health questionnaires are in the award body regulations and can be found in the Health Related activity book. Technology can vastly improve the assessment process as it makes it a more dynamic process in which all learners have an opportunity to show their true understanding of the subject matter covered and their particular skill set. I also believe that it interlinks with fair assessment as no learner is at a disadvantage due to the fact they cant show their understanding in one medium. Therefore everybody has the same opportunity to display their knowledge. For example, a learner may have a great understanding of subject matter, yet may not be able to put their understanding down in words. Therefore, if they could be video recorded displaying their knowledge practically (with written consent from themselves or carers if pre 16 years of age) or audio recorded giving answers to questions they could be graded accurately and attain the optimum level of achievement. Another great advantage to the integration of technology is that it is relatively simple and easy to use, sometimes even more straight forward than traditional assessment, and brings a new exciting dimension to learning which in turn can inspire and motivate learners to achieve more. Some great wall displays have been produced and a good database full of information due to the integration of technology in class and assessment. Furthermore, greater feedback can be given as learners can see themselves in real time on video instead of trying to decipher pages of feedback. They can see exactly where they need to improve and develop in a very clear and concise manner. Another main area of concern regarding the principles and practices of assessment is equality and diversity (Equality Act, 2010). There are many issues which need to be taken into consideration regarding assessment with respect to equality and diversity. Individual needs, beliefs and cultures need to be respected and treated with the appropriate sensitivity. For example, in my NVQ class I had learner ‘O’. Learner O was of Muslim faith and was celebrating the festival of Eid, which requires followers to fast for a large part of the day for a month. During this month all learners were scheduled to perform their practical sessions and take part in other sessions. However, it would not have been ethical to expect learner O to take part in these sessions as he would be depleted of energy and could be at risk of negatively effecting his health. Therefore, special dispensation was afforded to learner O to take part in these sessions the following month. Furthermore, I was aware that concentration may decrease during this month. Other areas which need to be considered from equality and diversity prospective are; gender, race, sexual orientation and age (Disability and Equality Act, 2010). These factors give rise to a number of individual needs. Assessment needs to be age specific and be compared to relevant performance criteria, along with being written in age appropriate language as to not confuse or patronise learners. Moreover, topics covered need to ensure that no offense will be incurred by any party with regards to the above categories. For example I would not start a debate regarding the idea of male dominance in sport or peoples view of homosexuality. Another aspect of diversity in the assessment process may be a language barrier, especially in the case of my NVQ class who were predominantly from an ethnic background. There are ways to overcome such barriers. The use of an interpreter could be used for assessment (a dialogue being recorded and sent off) with the aid of assessment material converted into the required language. If one thing is abundantly clear in the nature of assessment, it is the need for individuals to constantly develop. Nobody has ever learned enough and there is always room for improvement. Therefore, this goes for the assessor themselves. It is imperative that assessors constantly monitor their own progress with self assessment, peer review, learner feedback and continued development of CPD’s. The act of reflective practice is the driving force that spearheads future development and evolves the assessment process by ascertaining what aspects work best, when, how and why. Furthermore, sharing this reflective practice with other assessors fosters an environment and situations which aid the effective use of assessment and help reach the goal of accurately and fairly assessing learner knowledge along with realising potential. Without reflective practice the assessor risks walking blindly down a ‘dark alley’ of assessment where they fail themselves, but more importantly fail the learner, which is wholly unacceptable. Effective planning also aids the reflective process, as you can see the amount of work covered and the result of certain class dynamics, i. e. group work, group size etc. This gives you a great visual format in which to adapt your future plans in order to maintain optimum, effective performance in sessions and assessment. Assessment will always carry some for of risk at some level. Perhaps one of the greatest risks posed in my NVQ group was the risk of injury and participant health & safety whilst taking part in a variety of sports. The best way to protect against the risks are to have effective planning in place with all relevant risk assessment completed, checking pitches for broken glass, making sure goals are anchored and equipment checks, along with alternative provisions incase your first plan of action cannot go ahead. Moreover, another challenge is not discriminating against any learners. This could involve taking all learning types into consideration to ensure that all learners understand what they have to carry out through agreement on the assessment action plan that the learner signs, so effective communication is extremely important, which means the assessor listening as giving input. Furthermore, clear guidelines on discipline are needed in order to prevent any hazards occurring and also to foster a safe, productive learning environment.

Community Learning And Development Provision For Esol...

Learning Outcome 1. The purpose of this assignment is to discuss the Community Learning and Development provision for ESOL learners in aim to support their assimilation and settlement process into the community as well as empowering them to use skills, they posses and gain, in the best possible way. Assuming the fact, that they would come from very different backgrounds, with different learning experience, it would be crucial to asses every one individually, based on their knowledge of English language and adjust the learning styles and pace of education to each person. According to the British Government statistics showing the increase of the immigrants coming into UK (Statistics, 2015), so there seems to be a demand for the provision of ESOL classes across the country to prepare the newcomers to live and work in UK. As it would mostly be work with adults, the facilitator will have a variety of approaches available, for example andragogy (from Greek andr– meaning ‘man’, agogos meaning ‘leading’), which focuses on adult education and uses different technics. The term itself points that it deals with adult learners who do have some life experience, are self-directed and responsible for their own learning; and could be a useful resource for one another. (Smith M. K., Andragogy, the encyclopedia of informal education, 1996) The whole process can be conducted in formal (structured, traditional setting e.g., school) or informal, outcome based way, away from established rules orShow MoreRelatedStudents who are English language learners have been discriminated against and have had more1300 Words   |  6 Pages Students who are English language learners have been discriminated against and have had more challenges than any of the normal students in all school district around the United States. Teachers were not given the necessary tools and provided the necessary training to teach them. Teachers and Students encounter ESOL related problems almost daily. It has taken decades of trials, Acts, and Decrees for the United States to implement plans that not only teachers and administrations canRead MoreCritical Reflection on the Extent to Which Learning Can Contribute to the Personal Development, Economic Growth and Community Regeneration of Your Learners882 Words   |  4 Pagesreflection on the e xtent to which learning can contribute to the personal development, economic growth and community regeneration of your learners ‘For people to consider improving their skills, they need to be aware of and motivated by the benefits of doing so. They must see a link between skills development and achieving their own personal ambitions’ (Leitch Review of Skills Final Report, 2006). There is no doubt at all that learning has a great impact on personal development and socio-economic successRead MoreArinze Nwagwu Essay3828 Words   |  16 Pagesï » ¿ DTLLS UNIT 7 Assignment 1 2 Curriculum Development for Inclusive Practice ARINZE NWAGWU Content Pages The contexts in which education and training are provided 3 - 6 In the lifelong learning sector Theories, Principles and Models of Curriculum Design on Inclusive learning and 7- 11 Teaching in our learning environment. References 12 1. Understand contexts in which education andRead MoreResponsibilities and Challenges of Teachers2028 Words   |  8 PagesIn discussing and exploring whether the recent changes and implementation of the Further Education Sector will actually lead to dramatic improvements in the teaching of English to second language learners, one must consider a variety of factors. Some of these factors are subjective such as questions about the dynamic of teachers and student interactions and pedagogical philosophies; some however, are more objective and are concerned with testing requirements and the empirical efficacy of variousRead MoreCurricular Implications for Students Who Fall Under Section 5042008 Words   |  9 Pagesstatutes include identifying and delivering specified instructional lessons for students who qualify for services under Section 504 of the Rehabilitation Act of 1973, Individuals with Disabilities Education Act (IDEA), and the students who qualify for ESOL (English for Speak ers of Other Languages). Academic leaders who ensure compliance among these regulations and educate themselves on the appropriate instructional practices, will properly assist their teachers and students in finding academic successRead MorePlanning and Enabling Learning2617 Words   |  11 PagesENABLING LEARNING DTLLS FEB 2010 PLANNING AND ENABLING LEARNING Rationale. I believe by researching different assessment areas and learning styles I will become a better lecturer. This would help my planning and thus allow learning to happen or take place. I am hopeful that by researching and learning about different methods of negotiating, integrating skills whether functional, life or trade and communication methods it will help me have an inclusive learning classroom;Read MoreThe Philosophy And Practice Of Assessment3098 Words   |  13 PagesDefinitions Relating to Assessment 1. Assessment: In education, â€Å"assessment† is used to refer to both the underlying philosophical framework and methods of measurement that are used to document or inform student readiness, progress towards objectives, and learning generally by stakeholders with potential implications for future actions. Allen, M. J. (2003). Assessing academic programs in higher education. San Francisco: Jossey-Bass. Astin, A. Antonio, A. (2012). Assessment for excellence: The philosophyRead MoreRoles and Responsibilities of a Teacher9859 Words   |  40 PagesPreparing to Teach in the Lifelong Learning Sector [pic] Executive Summary This paper will focus upon the roles, responsibilities and boundaries in planning, managing and delivering learning based around the teaching training cycle. This covers the application of learning styles to identify the differences of my learners. The issues of entitlement, equality, diversity and Inclusitivity will be addressed. It will also address the relevant legislation in my area of expertise and the importanceRead MoreSupporting the Development of English Literacy in English Language Learners22851 Words   |  92 PagesSUPPORTING THE DEVELOPMENT OF ENGLISH LITERACY IN ENGLISH LANGUAGE LEARNERS Key Issues and Promising Practices Diane August August Associates Report No. 61 February 2003 This report was published by the Center for Research on the Education of Students Placed At Risk (CRESPAR), a national research and development center supported by a grant (No. R-117-D40005) from the Office of Educational Research and Improvement (OERI), U.S. Department of Education. The content or opinions expressed

Essay about Emotions in Group Interactions - 670 Words

Emotions in Group Interactions When most people are in any type of group setting they or someone else may feel as if they are in control of the situation, but are they? Im afraid that the answer is no. Instead the hidden dynamic is in control; formerly know to the rest of the world as emotions. These emotions which play a big role in all communication transactions are the biggest, but most frequently looked past part of verbal, and in some cases, non-verbal communication within groups. In work, as well as in our personal lives, we can no longer succeed without taking down the walls of our emotions that often separate us in groups settings (Ralston, 2). By walls, I am referring to the suppression of our emotions or†¦show more content†¦This definition alone helps to understand that all groups, by and large, are not really groups at all. By groups, I am referring to families, teams, work groups, etc. who feel because they have personal ties to one another are a group. Unfortunately, they are not all the times a good/ positive group. Which makes them less of a group than they are aware of, and instead of recognizing the group is or has dysfunction and working on it, they tend to ignore the dysfunction and accept it as a way for them to function. People, for the most part, especially in business settings, tend to forget about the vital need for the presence of emotions. Emotions can be used to improve communications, identify the underlying cause of problems, increase individuals ability to work as a team, reduce interpersonal conflict, enhance personal performance, and gain commitment to new initiatives (Ralston, 8). However, in cases where people try to suppress their emotions, they are rarely successful because people have sort of an inner gyroscope that acts as a survival instinct and tells us when something isnt right. In a sense, emotions are our human bond with one another (Ralston, 9). Due to the fact they (emotions) connect us racially, economically, and socially, they help us to better understand our feelings inside and outside of such groups. And is understanding this,Show MoreRelatedAnger And The Family :877 Words   |  4 PagesCameron Group topic: Anger and the Family In today’s group, patients had an opportunity to evaluate how anger and other emotions were expressed in their family, and learned how past family interactions affect their current thoughts, feelings, and behaviors. PO moderately participated in the group process, stated â€Å"I burned a lot of bridges with my family when I was using, but I am not going to do anything to destroy my relationships with my family again. My son needs me†. It appears that PO’sRead MoreInteraction Is The Basis Of Social Understanding Essay1565 Words   |  7 Pagesultimately lead Gallagher to the conclusion that interaction, not observation, is the basis of social understanding. Quoting De Jaegher, he defines interaction as â€Å"a mutually engaged co-regulated coupling between at least two autonomous agents where the co-regulation and the coupling mutually affect each other, constituting a self-sustaining organization in the domain of relational dynamics† (Gallagher 2012, 3 392). According to this definition, interaction constitutes, not just causes, intersubjectiveRead MorePaper On Anger And The Family777 Words   |  4 PagesGAMBLE Group topic: Anger and the Family PO was on time, completed the handout, and actively participated in the group discussion. Group discussion included how anger and other emotions were expressed in the family while growing up, what role you took in the family, and the connection between past learned and current addictive behavior. PO had positive interaction and shared appropriately in group, stated that his family expressed sadness and frustration â€Å"in many different ways. It depends howRead MoreDr. Brian Parkinson s Research And Teaching Positions At Liverpool, Leicester, And Sheffield Universities1052 Words   |  5 PagesAssociate Editor of Cognition and Emotion, and is currently the co-editor of the Cambridge University Press book series called Studies in Emotion and Social Interaction (http://www.ox.ac.uk). Scope of Research Dr. Parkinson’s primary research focus has been on how emotions have an demonstrative impact on other people. This notion suggests that emotions are in tune with our relationships, in addition to aiding in the overall construct of said relationships. Emotions are in charge of controlling interactionalRead MoreWhat Are The Independent Variables?1285 Words   |  6 Pages1. What are the independent variables in this study? What are the dependent variables? ANSWER: The independent variables in this study is treatment gender. The dependent variables in this study are worry emotion. 2. Why is a factorial MANOVA appropriate to use for this research design? ANSWER: A factorial MANOVA is appropriate to use for this research design because there is more than one independent variable, each independent variable is discrete variables. The study has more than one dependentRead MoreTo What Extent Do Cognitive and Biological Factors Interact in Emotion1338 Words   |  6 PagesTo what extent do cognitive and biological factors interact in emotion? Example exam approach: In this answer I will discuss the interaction of cognitive and biological factors with reference to three theories. Psychologists have long debated the role physiological, cognitive and behavioural factors play in emotions. Originally believed to be a physiological experience, research now suggests that emotions are an interaction of both physiological and cognitive factors. Different theories debateRead MoreEvaluation Of A Cohort Study Involving Thirteen Students Between The Ages Of Six And Ten Years Old Essay1122 Words   |  5 Pagesyears old. The study focused on the interactive tool vSked used in a classroom based setting. Unlike some other studies in this systematic review, vSked focuses on the classroom as a unit rather than just the individual. The use of vSked encourages group practices within the classroom using visual schedules, choice boards, and a token-based reward system (Cramer et al., 2011). The study was conducted in two autistic classrooms over the course of a year. Focusing on a sense of classroom community, theRead MoreThe Adolescent Social Emotional Management Program1644 Wo rds   |  7 Pagesteach adolescents how to effectively understand and manage their emotions, as well as understand the emotions of others. Additionally, adolescents will learn skills necessary to lead successful lives outside of treatment that include self-awareness, motivation, and responsibility, among many others. Due to the nature of the group, participants will need to be between the ages of 13-18 and reside in the same unit; this is to ensure that group totals range between 10-15 members and contain individuals withRead MoreThe Black Table By Lawrence Otis Graham964 Words   |  4 Pagesestablishes that people tend to view teenagers that separate themselves into a solitary group as anti-social individuals that do not like to mix in with others. In this case, Graham felt that those African Americans that would sit at the black table were isolating themselves. He would make these theories while in solidarity, only to realize that forms of isolation still currently take place in all social groups. Adolescence are the years that teenagers develop their emotional states largely throughRead MoreVygotsky s Theory Of Identity Development Essay1570 Words   |  7 Pageswith out social interaction, the moment they are born they are being interacted with, typically social development happens to everyone throughout their life, with the rare cases of adults becoming hermits, there is no escape from developing socially to fit in with those around you, or to stand out. works along side emotional development as how we develop socially affects our emotions and the emotions of those around us. While how we act out our emotions can effect our friend group thus our social

Sherwin-Williams Industry Analysis Essay - 903 Words

Introduction to Sherwin-Williams Two young entrepreneurs and a lot of dedication and drive. That’s how it all began. Henry Sherwin, a native of Cleveland OH and graduate of Western Reserve College, weighed all of his career options and decided to go into business for himself. He pulled all of his resources and bought a stake in Truman, Dunham and Co, a firm that sold painter’s pigments, linseed oil, colors, brushes and other finishing and decorating products. Although this was not high on his list of choices, he saw potential in the industry. It was the post civil war era and Cleveland was experiencing an economic boom. His plan was to develop the market for paint and coatings to not only corporate America, but to the untapped consumer†¦show more content†¦Sherwin-Williams surpassed the $6 billion in sales for the first time in history. Three of their four operating segments grew their sales and operating profits. Sherwin-Williams faced rising raw material costs but still declared a 20 percent increase in quarterly dividends payable to shareholders in 2004. In 2004, annualized yearly raw material costs for the industry increased more than any time in the last decade. This resulted in pressure on their consolidated gross margin. Sherwin-Williams has put forth efforts to offset raw material cost increases through manufacturing efficiencies, higher fixed cost absorption, alternative technologies, tight expense control, and measured price increases. nbsp;nbsp;nbsp;nbsp;nbsp; There were an increased number of contractor sales and architectural paints along with related supplies. An increase in Do-It-Yourself customers has also helped with strong sales growth. The increase in the Do-It-Yourself market resulted in higher sales of paints, wood care products and aerosol products. The services of professional painting contractors were in high demand, and those customers shop at Sherwin-Williams paint stores. These customers continue to shop at the paint stores because of Sherwin-Williams quality products and services which have made their business more successful. Net sales for their Paint Stores segment increased by 14.6 percentShow MoreRelatedThe Sherwin Williams Company, One Of The World s Largest Paint Companies Essay1942 Words   |  8 PagesThe Sherwin-Williams Company is one of the world’s largest paint companies. It is third behind PPG Industries and AkzoNobel in the Fortune 500 list. Some of Sherwin-Williams strengths are relatively high profitability, they have a very strong brand name, they also have a wide area of distribution, as well as creating the reputation of being of high quality and reliable. Some of their weaknesses include having little to no reaction to trends in the decorative paint industry, as well as having onlyRead MoreStartegic Analysis (Sherwin Williams) Essay2213 Words   |  9 PagesThe Sherwin-Williams Company SHW (NYSE) Strategic Analysis ------------------------------------------------- SWOT ANALYSIS Strengths Weaknesses Strong financial performance High debt to equity ratio Wide product portfolio Increase in current liabilities Strong market presence Opportunities Threats Global demand for coatings market Consolidation in chemical industry Opening new stores Foreign exchange risks Strategic acquisition Environmental regulationsRead MoreThe Sherwin Williams Paint Company2041 Words   |  9 PagesThe Sherwin Williams Paint Company was started in 1866 by Henry Sherwin and Edward Williams in Cleveland, OH. Since the company’s inception there has always been a focus on providing customers with high quality goods and services. As one can imagine the organization has undergone some changes since its inception to becoming one of the top paint manufactures in the United States. The company kicked off 2016 with a bang by naming its 9th Chief Executive Officer (CEO) of the company, John Morikis, onRead MoreHenery Sherwin And Edward Williams Essay2482 Words   |  10 PagesHenery Sherwin and Edward Williams founded Sherwin Williams in Cleveland in 1866. They first started by selling paints and coating and industrial and marine products. They are the largest producer of paints, varnishes and specialty coating in the United States. The company has also extend ed into home improvement items, motor vehicle finishes and refinishing products. To date they have 2,046 stores nationwide well all of the merchandise along with a direct sales staff. Sherwin Williams being theRead MoreJones Blair - Strategic Marketing Management1108 Words   |  5 PagesThis case is discussing the U.S. paint industry and especially the case of Jones Blair Company under the direction of Alexander Barrett. This industry contains almost 600 paints firms and is divided into three broad segments: architectural coatings, original equipment manufacturing coatings, and special-purpose coatings where each segment serves a specific need. Jones Blair Company produces and markets architectural paint and original equipment manufacturing coatings under the Jones Blair brand nameRead MoreJanmar Coatings Inc902 Words   |  4 PagesMarketing Management: Case Analysis: Janmar Coatings, Inc. Presented by, Uma M. Venkatesan Tuesday 17th 2015 Read MoreEssay on Lowes’ Porters Five Forces Competitive Analysis1098 Words   |  5 PagesLowes’ Porters Five Forces Competitive Analysis Michael Porters Five Forces analyze the external and internal environment of a company to increase the awareness of threats and structure of the industry that company competes within. Thus, the Five Forces is an ideal tool which can help companies to maintain their competitiveness with a higher profitability. Porter’s Five Forces is defined as threats of new entrants, bargaining power of suppliers, power of buyers, the threat of substitutes and rivalryRead MoreThe Major That Our Group Chose To Represent Is Finance.Finance1444 Words   |  6 Pagesprovides a firmer understanding of time value of money concepts, portfolio theories, pricing of stocks and bonds, risk and return, and capital budgeting. The class also required us to perform a financial analysis of two companies including their current trends in the economy and industry, DuPont analysis and their weighted cost of capital. Considering that our group is focused on finance, our set of skills are aimed to focused on how to analyze financial or economic problems in the workplace and developRead MoreJones Blair Case Analysis Essay example3063 Words   |  13 PagesJones Blair Case Analysis          1) How might the architectural paint industry be characterized? a) The US paint industry b) Architectural paint industry 2) How might the JB market area be characterized? 3) How can this market be segmented? 4) Which market to pursue? a) Non-DFW Household, a high potential for growth b) Urban professional, wants high quality paints c) Non-DFW Professional, already dominant d) Urban Household, very price- sensitive 5) What competitive position does JonesRead MoreJones Blair Company Case Study1362 Words   |  6 Pagesinvest in RD and it is also likely that the company will not see its costs of production decrease due to the activities of RD. - SWOT Analysis: Strengths • High quality products • High quality service with • Knowledgeable sales representatives that know customers personally • Mature market 1-2% sales growth long-term • Shelf goods 43% of total industry dollar sales • Specialty paint stores lumberyards most frequently patronized • Distributes through 200 independent paint stores • Maintaining

Military Psychology Free Essays

Military Psychology Military psychology is a broad market of psychology in which virtually any and all subfields of psychology where the lessons of personality, organizational and abnormal psychology among others are applied to the needs or desires of military planners and strategists. Reasons for their application may be immediate or sustained. The application of psychological research or theory to the military can be used to analyze either enemy or friendly forces, exemplified by perfecting an attack on an enemy or strengthening the weakness of an ally. We will write a custom essay sample on Military Psychology or any similar topic only for you Order Now By extension, military psychology could be used to examine the differences in attitude to the battlefield in terms of philosophy and execution of operations. The field has developed its greatest recognition through the variably sustained or ineffective post-combat programs for troubled veterans. Conditions like â€Å"shell shock† and â€Å"post-traumatic stress disorder† (PTSD) have figured prominently in the development of military therapy programs. Strategically, intelligence and personality testing have been applied to placement exams for prospective military recruits. The events of World War I had a formative effect on the application of psychology to the realities of the battlefield, giving the nascent field crucial legitimacy. Co-founder of the British Psychological Society and the National Institute of Industrial Psychology, Dr. Charles Myers, was selected as the primary advisor on psychological matters to the British armies in France during the war. His work is considered foundational and he himself describes in statements that it was a frustrating endeavor to have British military elite recognize the legitimacy of his claims that soldiers deserved psychological consideration for their inability and perceived unwillingness to perform in battle. Coining the term â€Å"shell shock,† he engraved an enduring term into historical consciousness that defines the apparent psychological damage inflicted by war. The term today is the most recognizable in defining so-called â€Å"combat stress reactions† (CSRs) which entail extreme battle fatigue and subsequent poor performance in war. Simultaneously, American psychologist Robert Yerkes initiated widespread intelligence and aptitude testing in the American military by devising standard intelligence tests for literate and illiterate recruits, given the names Army Alpha and Army Beta tests respectively. The tests analyzed recruits’ ability to draw analogies, recognize patterns and perform arithmetic, among other tests, in order to judge their intelligence regardless of their formal educational backgrounds. The dramatic rise in recruits with World War II provoked a massive effort to streamline draftees. Based on the experiences beginning with World War I testing, several committees and divisions were created devoted to evaluation and placement on a psychological basis. The massive effort analyzed roughly 800,000 new soldiers every year during World War II, having a tremendous influence on the development of organizational and industrial psychology. The systemic methodology played well into the 1950s as veterans returned to the workforce or advanced their own businesses on a similarly organized recruitment and placement model. The tests, developed in conjunction with the Committee on Classification of Military Personnel, constituted the next stage in the evolution of American military aptitude tests. They replaced the earlier Alpha and Beta tests, and laid the foundations for the standard ASVAB test used by the American armed forces as of 2011. The uncertainty and anxiety of the Vietnamese theater gave rise to new levels of battle-induced psychological problems, most prominently in post-traumatic stress disorder. The support system for American veterans, particularly sufferers of this condition, is notorious in American culture and often criticized. Many argue the American military has demonstrated it has learned the appropriate lessons from the mismanagement of the PTSD outbreak after the Vietnam War. A stronger cultural support structure for returning American veterans from Iraq and Afghanistan is thought to have displaced cultural hostility, and advances in clinical psychology have been referenced. The use of psychology to intimidate or analyze the weaknesses of an enemy has been called â€Å"psychological warfare. Additionally, practical applications like individual profiling and organizational psychology techniques have devised studies on enemy commanders, even their methodology, and guided philosophy in making decisions about war. This application has been applied with equal vigor to perceived allies, such as comparative analyses between American and NATO military commands. Hesitation and ambiguity have been pointed to as crucial weaknesses in European military culture, whereas American commanders have been cited as quicker and less reluctant to use force to accomplish a mission. Simultaneously, American commanders have been criticized for institutionalizing a tendency to diminish the importance of the aftermath of military operations and the threat the resulting social conditions may constitute against consolidating military gains. Military psychology is a broad area of psychology where the lessons of personality, organizational and abnormal psychology among others are applied to the needs or desires of military planners and strategists. Reasons for their application may be immediate or sustained. The application of psychological research or theory to the military can be used to analyze either enemy or friendly forces, exemplified by perfecting an attack on an enemy or strengthening the weakness of an ally. By extension, military psychology could be used to examine the differences in attitudes to the battlefield in terms of philosophy and execution of operations. The field has developed its greatest recognition through the variably sustained or ineffective post-combat programs for troubled veterans. Conditions like â€Å"shell shock† and â€Å"post-traumatic stress disorder† (PTSD) have figured prominently in the development of military therapy programs. Strategically, intelligence and personality testing have been applied to placement exams for perspective military recruits. The events of World War I had a formative effect on the application of psychology to the realities of the battlefield, giving the nascent field crucial legitimacy. Cofounder of the British Psychological Society and the National Institute of Industrial Psychology, Dr. Charles Myers, was selected as the primary advisor on psychological matters to the British armies in France during the war. His work is considered foundational and he himself describes in statements that it was a frustrating endeavor to have British military elite recognize the legitimacy of his claims that soldiers deserved psychological consideration for their inability and perceived unwillingness to perform in battle. Coining the term â€Å"shell shock,† he engraved an enduring term into historical consciousness that defines the apparent psychological damage inflicted by war. The term today is the most recognizable in defining so-called â€Å"combat stress reactions† (CSRs) which entail extreme battle fatigue and subsequent poor performance in war. Simultaneously, American psychologist Robert Yerkes initiated widespread intelligence and aptitude testing in the American military by devising standard intelligence tests for literate and illiterate recruits, given the renown Army Alpha and Army Beta tests respectively. The tests analyzed recruits’ ability to draw nalogies, recognize patterns and perform arithmetic among other tests in a way to judge one’s intelligence regardless of their formal educational backgrounds. The dramatic rise in recruits with World War II provoked a massive effort to streamline draftees. Based on the experiences beginning with World War I testing, several committees and divisions were created devoted to evaluation and placement on a psychological basis. The massive effort analyzed roughly 800,000 new soldiers e very year during World War II, having a tremendous influence on the development of organizational and industrial psychology. The systemic methodology played well into the 1950s as veterans returned to the workforce or advanced their own businesses on a similarly organized recruitment and placement model. The tests, developed in conjunction with the Committee on Classification of Military Personnel, constituted the next stage in the evolution of American military aptitude tests. They replaced the earlier Alpha and Beta tests, plus laid the foundations for the standard ASVAB test used by the American armed forces as of 2011. The uncertainty and anxiety of the Vietnamese theater gave rise to new levels of battle-induced psychological problems, most prominently in post-traumatic stress disorder. The support system for American veterans, particularly sufferers of this condition, is notorious in American culture and often criticized. Many argue the American military has demonstrated it has learned the appropriate lessons from the mismanagement of the PTSD outbreak after the Vietnam War. A stronger cultural support structure for returning American veterans from Iraq and Afghanistan is thought to have displaced cultural hostility, plus advances in clinical psychology have been referenced. The use of psychology to intimidate or analyze the weaknesses of an enemy has been called â€Å"psychological warfare. † Additionally, practical applications like individual profiling and organizational psychology techniques have devised studies on enemy commanders, even their methodology and guiding philosophy in making decisions about war. This application has been applied with equal vigor to perceived allies, such as comparative analyses between American and NATO military commands. Hesitation and ambiguity have been pointed to as crucial weaknesses in European military culture, whereas American commanders have been cited as quicker and less reluctant to use force to accomplish a mission. Simultaneously, American commanders have been criticized for institutionalizing a tendency to diminish the importance of the aftermath of military operations and the threat the resulting social conditions may constitute against consolidating military gains. How to cite Military Psychology, Essay examples