Design and Analysis of an Algorithm

Question: Examine about plan and investigation of a calculation? Answer: Arranging calculation Here choice of two arranging calculation is- Air pocket sort. Choice sort. Time unpredictability of air pocket sort calculation In the air pocket sort calculation time unpredictability of best case is O (n), in time intricacy of normal case is O (n2) and the time multifaceted nature of most pessimistic scenario is O (n2). Articulation for the most pessimistic scenario time estimation of the calculation bubble sort For the of size n exhibit, into the situation of most pessimistic scenario: The most pessimistic scenario estimation occurs at the hour of effectively arranged cluster however in the diving request. The significance of this is the into the principal level of emphasis this would need to take a gander at the components of n, after then that would look the keep going component is n-1, this is the greatest number at end. Along these lines, forward till happen one examination. The last entry through the circles of internal is the examination with n-1 and the trades of trades n-1. The (n-1)st through their entry the one entomb circle trade promotion one examination Together all: c((n-1) + (n-2) + (n-3)+ +1), I this setting c is for the necessary chance to do required one trade, one of the correlation, internal circle checking for increase advertisement condition. Likewise to invest energy steady k announcing j, and I introducing I advertisement temp. Execution of external circle to the n-multiple times that cost assumes of circle checking condition and to decided the I is c1 C ((n-1) + (n-2) + (n-3) + 1) +k + c1 + (n-1) (n-1) + (n-2) + (n-3) + 1= (n-1)/2 That is the reason the capacities are equivalents to C n* (n-1)/2 + k + c1 (n-1) = 1/2c (n2 n) + c (n-1) + k Along these lines, the O (n2) is the intricacy of most pessimistic scenario (Haution, 2015). Air pocket sort calculation Space multifaceted nature The space multifaceted nature is estimated eventually the amount of the additional memory is required. The allotment of the additional number of exhibit of n size, at that point the multifaceted nature for the space is O (n) (Janowitz, Yan Shyam-Sundar, 2014). Articulation for the most pessimistic scenario space count of air pocket sort Te calculation is as of now O (n2) and O (n) space Along these lines, this is fundamentally O (n) is the subset of O (n2) This is to take note of that the O (f (n)) is the capacity set tat to upper asymptotic obligation of f (n) At that point, for the every g (n) h (n) f (n), here is the (n) answerable for the upper asymptotic bound of g (n), at that point likewise the f (n) is asymptotic additionally upper obligation of it. Along these lines the g(n) is in O( h ( n)) this is in likewise O (f (n)) For this situation, the capacity multifaceted nature T (n) is likewise the O (n). Determination sort calculations Time multifaceted nature The most exceedingly terrible, best and normal case, time multifaceted nature is O (n2) (Jin-youthful Lee, 2011). Articulation for time estimation to the most pessimistic scenario calculation of Selection sort This isn't difficult to dissect the in contrast with another of arranging calculation since there no circles are information subordinate in the exhibit. The least component to choose is required for n component filtering here n-1 correlations and ten in the wake of trading this in the spot of first position. The discoveries of the following component most minimal expecting of checking the rest of the component of n - 1and so on, for the (n-1) + (n-2) + (n-3) + 2 + 1 = (n-1)/2 O (n2) Comparisons (Ma, 2014). Articulation for the space of most pessimistic scenario figuring of the calculation Selection sort Into the choice sort calculation unpredictability of the space is the O (1) (Negut, 2015). Reference List Haution, O. (2015). Recognition by normal plans in degree two.Alg. Geom.,2(1), 44-61. Janowitz, T., Lu, L., Yan, H., Shyam-Sundar, V. (2014). Cross-sectional and longitudinal examination of disease immunization preliminaries enrolled on the US Clinical Trials Database shows scarcity of immunological preliminary endpoints and decrease in enlistment since 2008.Drug Design, Development And Therapy, 1539. Jin-youthful Lee,. (2011). Examination of Graphic Characteristics applied to Contemporary Restaurants - Focused on the Completed Works since 2005 - .Journal Of Digital Design,11(1), 311-324. Mama, S. (2014). Soundness of some tetragonal loci.Alg. Geom.,1(3), 271-289. Negut, A. (2015). Moduli of banners of stacks and their K-theory.Alg. Geom.,2(1), 19-43.

BRAND COMMUNICATION Essay Example | Topics and Well Written Essays - 1250 words

BRAND COMMUNICATION - Essay Example This bit of research paper is an endeavor to give a concise report on the IMC plan for Tango for the following a year. This report investigations the basic ideas and hypothetical point of view of IMC and analyzes how these can be applied with an arrangement for Tango, a brand by Britvic Company UK. This report diagrams how a company’s brand and data can be adequately imparted to different objective markets with model from Tango. As indicated by Schultz and Schultz (2004), coordinated promoting correspondence is a procedure by which organizations quicken returns by adjusting correspondence destinations to business objectives (p. 3). IMC has been viewed as a vital administrative and showcasing approach that can assists organizations with increasing upper hands and brand steadfastness in the market. Burp and Belch (2007) underlined that IMC is a vital business process used to plan, structure and create composed and quantifiable brand correspondence programs with clients, workers, prospects and partners for a specific timeframe. It assists work with shorting term budgetary advantages and long haul brand esteem (p. 11). As portrayed by Lamb, Hair and McDaniel (2008), incorporated showcasing correspondence is a cautious coordination of every limited time message including conventional publicizing, individual selling, deals advancement, occasion promoting, intelligent and pubic connection for item or administrations so as to guarantee the consistency in each message at every single contact that the organization meets it clients (p. 413). The principal objective of IMC is to create showcasing correspondence program that causes the executives to arrange and coordinate all components of deals advancement, promoting, individual selling, open connection in a compelling route as the organization can keep up a consistent message. IMC is fundamentally trying to oversee wellsprings of brand and picture or business contacts with existing too

Are you thinking about Graduate School

Are you thinking about Graduate School Its never too early to start thinking about what you want to do after graduation. If grad school is in your list of goals, then this is especially true. You can check out U of Is offered graduate programs here. Generally, there are 4  major requirements for admission into grad programs: A GPA of 3.0 or higher, with 3.5 or higher being preferable. If your GPA is lower than a 3.5, you should be able to compensate for it through your leadership or research activities. GRE or GMAT test scores, depending on the nuances of your program. At least 3 letters of recommendation is the norm Ive seen for most grad programs. Some indication of interest in your selected program, whether it be through coursework, organizations, or extracurricular activities. Its not uncommon for someones undergraduate field to be unrelated to their desired grad field, but if you dont have anything to show for your interest, schools are going to have a hard time believing that you will excel through their masters or PhD  program. So what does this mean for your undergrad?   Your grades matter. No, its not always fair. People take easier classes, bad professors can screw you over, or life just comes at you and its hard to be your best self. But think of it as a gateway your GPA doesnt define you, but it shows how much you tried despite lifes difficulties. Its never too early to start relationships with professors. As a freshman, it will be hard since professors from gen eds wont be teaching your future classes. However, start looking at upper level classes and who teaches them. Plan out your classes so you can repeat with some, have small class sizes with others, and always always feel free to reach out to them via email. But if you do, make sure you do your research and have a specific goal in mind for a discussion with them; you want to be mindful of their time and have specific things you want to learn more about. Think about what you need to get involved with. Are you going into a program like anthropology that will require you have a research background? Take steps to get an undergraduate research certificate. Planning on getting an MBA? Join a professional organization for projects and case studies you can talk about in interviews with prospective schools. I know theres a lot to research when youre a freshman. You get burned out with 30 tabs in your browser of things you dont want to miss. But trust me, those nights you take to plan your future will be so worth it; you dont want to be graduating with any doubts about what you could have done when you can do it now! ?? James Class of 2016 I’m an Advertising major also pursuing a minor in Anthropology. I’m heavily involved with the American Advertising Federation on campus. I'm from Naperville, Illinois.

Essay on Slavery in The Adventures of Huckleberry Finn

Slavery in The Adventures of Huckleberry Finn In the Adventure of Huckleberry Finn, written by Samuel Clemens, a young boy by the name of Huck gets into various situations while trying to discover himself and just have fun. To keep the novel unified the author uses the recurrent motifs of slavery, violence, and caring. Slavery has held good men like Jim captive in society. Slaves are not given any of the rights that the white people receive and have virtually no freedom. Men like Pap, being on a lower scale than most of the other white folk as he may be, his views do accurately depict and even parallel those of the average white person at the time. Pap is disgusted with the government and wont stand for the fact that they give the†¦show more content†¦Huck was taught by the world that slavery was right. It was the way of life and the way it was supposed to be. All right, then, Ill go to hell. (206) Even though he thought this way he still knew the kind of man Jim was and disregarded what he knew to be right and wrong t o save Jim Throughout the story violence is used as a way to settle disputes or for a way for the people in the story to get what they want. Pap, for example, returned to find Huck so that he could take his money from him. While Huck stayed with his father for that short period of time, he was beaten. His father would constantly get drunk and usually beat him for no reason. The fact that Huck would not hand over the money and even went to court about the whole matter wasnt helping. Buck Sheperdson was caught right in the middle of the feud between his family and the Grangerfords. While Huck was out in the forest with the slave that wanted to show him the water moccasins, Buck was shot and killed by a member of the Grangerfords. He had paid the ultimate price for the feud as his cousin Bud did only 4 months prior to his death, and as many of his other relatives have done so in the past. Once again violence takes its toll as the heroic Tom Sawyer and Huck Finn try to rescue Jim. While risking his lives to take Jim away with them, Tom was shot in the shoulder by a pursuing town member. Throughout the novel Huck grows mentally and become somewhat more mature, thanksShow MoreRelatedSlavery in The Adventures of Huckleberry Finn1193 Words   |  5 Pagesupon, hindering their mental freedom. Throughout Mark Twain’s The Adventures of Huckleberry Finn, two captives take a journey in order to free themselves, one for mental freedom, and the other, physical. The first, Huck, is a young boy attempting to break free of his upbringing as well as the oppressive caretaking of his guardian Miss Watson and his dad, Pap. 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Sample of MBA Essay

Sample of MBA Essay My Career All my life I have been trying to find my own career path. My aunt has graduated from a business college. She has been offered an interesting government job in China that she continues to hold up till now. In 1993 my aunt continued her studies and left the U. S. to get an MBA; later on she became a successful businesswoman in Washington. My father’s career path started in a similar way. He also managed to earn a business degree. That is why I had a good chance to realize my goals in the future and make the right choice of career path, as I could see how independent, flexible and self-confident my relatives are. In order to learn more about business, I have earned my degree in a business college. I have completely understood that a career in a famous company would enhance my professional skills and knowledge and provide me with an excellent introduction into the business. Moreover, I could be introduced to the business world. At the beginning of my career path I fulfilled a lot of challenging and interesting assignments with enthusiasm. Thus I improved my analytical skills and studied businesses from various angles. I worked there for a year and a half and â€Å"earned† an effective and beneficial experience but then I made up my mind to get better opportunity than my department was able to offer. Thus, when there was an opportunity to have practice in China, I decided not to miss this chance and try myself in a new service line. During the last two years I gained new skills, considerably enhanced my project management and development abilities. Moreover, my risk management capabilities as well as enterprise risk issues improved greatly.

Distance Time Walking Relationship Experimentation Free Essays

Physics Lab Report Distance Time Walking Relationship Experimentation For Mr. Williams SPH3U1-02 Sept. 13/10 Written by: Dong Chang, Gloria Chan, Sanjay Tanirige, and Waleed Shehzad Image credits Distance Time Walking Relationship Experimentation Purpose The purpose of this experiment is to determine the amount of time in seconds that it takes to walk a distance of 84 metres on the running track. We will write a custom essay sample on Distance Time Walking Relationship Experimentation or any similar topic only for you Order Now In addition, the person that is the most reliable to perform this test will have to be determined. Hypothesis We hypothesize that it will take approximately 103. 7 seconds to run the 84 metre of track by an average person. This value was derived from the average time that it takes to walk one metre from the person with the most average walking speed out of the group. Procedure Materials and Apparatus: †¢ Metre Stick †¢ †¢ Method Part A: Finding most reliable walker 1. Place the metre stick on a sufficient space on the ground with some distance before and after it. Let the zero metre mark be the origin. 2. Start walking some distance before the origin (in the negative x-axis area). When the person’s stride is over the origin, the stopwatch is started. The person will keep on walking and maintain the same speed and heading with no acceleration until they have walked some distance past the 1 metre mark. Stop the stopwatch once the person’s stride is over the 1 metre mark. 3. Record the time that it takes to perform the action of walking 1 metre. Repeat Step 2 two more times so that you have three trials. Find the average time that it took the person to walk the 1 metre. 4. Repeat Steps 1-3 for each member of the roup. 5. Find the average that it takes for all members of the group to walk 1 metre by adding their averages and dividing by the amount of people in the group. Stopwatch with accuracy of 1/100 seconds Pre-marked area 84 metres long Distance Time Walking Relationship Experimentation 6. The person that has the closest personal average to the group average will be the most reliable walker for the group. Part B: Finding the time that it takes t o walk 84 metres 1. Mark the 84 metre track with the start and the finish. 2. Using the most reliable walker found in Part A, start walking some distance before the start line in order to achieve a constant velocity and have zero acceleration. Start the stopwatch when the person’s stride is over the start line, and stop the stopwatch when the person’s stride is over the finish line. 3. Record the time that it takes the person to walk the 84 metre length of track. Observations Record of the amount of time in seconds for a person to walk one metre. Walker Time 1 (seconds) 0. 90 0. 93 1. 08 1. 28 Time 2 (seconds) 1. 23 1. 16 1. 10 1. 08 Time 3 (seconds) 1. 6 1. 16 1. 18 1. 18 Time Average (seconds) 1. 13 1. 08 1. 12 1. 18 Dong Chang Gloria Chan Sanjay Tantirige Waleed Shahzad Therefore, the total average of everyone’s time to walk one metre is: (1. 13s+1. 08s+1. 12s+1. 18s)/4 =4. 51s/4 =1. 275s ?1. 3 seconds The person with the closest personal average is Dong Chang, with an average time of 1. 13 seconds. Therefore, he is the most reliable to run the test. Distance Time Walking Relationship Experimentation The average time of the most reliable person to walk one metre. Walker Dong Chang Time (seconds) 1. 21 1. 37 1. 19 1. 5 1. 17 1. 28 1. 18 1. 12 1. 21 1. 25 Therefore the average of the time to walk one metre is 1. 233 seconds. To estimate the time it takes to walk 84 metres: Let x be the estimated time to walk 84 metres x=time*distance x=1. 233 seconds * 84 metres x=103. 572 seconds x ? 103. 57 seconds Therefore we estimate it would take 103. 57 seconds in order to walk 84 metres. Actual result of test to walk 84 metres: 106. 75 seconds Distance Time Walking Relationship Experimentation Percent Deviation of Test [(experimental value – theoretical value)/theoretical value] * 100% [(106. 5s-103. 57s)/103. 57s]*100% =(3. 18s/103. 57s)*100% ?3. 07% Therefore the deviation is 3. 07% away from the hypothesis. Percent Difference of Trials (maximum difference in measurement)/average measurement * 100% [(1. 37s-1. 12s)/1. 233s]*100% =(0. 25s/1. 233s)*100% ?20. 3% Therefore the difference between the trials was 20. 3% Analysis 1. a) How did you choose the walker? We first had each person walk 1 metre three times each and timed them. An average time was assigned to each person based on their performance. Then we found the average that it takes for all members of the group to walk 1 metre by adding their personal averages and dividing by the amount of people in the group. The person that has the closest personal average to the group average will be the most reliable walker for the group because they are the most average. b) How did you design your classroom trials? We placed the metre stick beside the straight surface of the wall so that the walker can walk perpendicular to it as to not have any change in direction while conduction the trials. We set the 0 metre point of the ruler as the origin, and that was where we would start timing and we set the 1 metre point to where we would stop timing. The walker would start walking before the origin so they can maintain a constant velocity and have zero acceleration. When their stride is over the origin, we would start timing, and then their stride Distance Time Walking Relationship Experimentation is over the 1 metre mark, we would stop timing. We did this three times each for every group member to find who was the most reliable walker, and ten times more for the most reliable walker. . a) How did your classroom trials approximate the final verification? Our classroom trials help us obtain a proper hypothesis that was extremely close to our final test during the final verification. By using mathematical models and calculations with real world small scale measurements, we were able to predict the outcome of the experiment down to approximately 3% off. However, such trials seem mundane for such a low scale experiment which would probably have been done a lot faster if the final verification was done earlier. ) Who was the most reliable walker? Why? Dong Chang was the most reliable walker because his personal average time to walk 1 metre of distance is the closest to the group’s total average to walk 1 metre. On average, the total group took 1. 275 seconds to walk 1 metre, with Dong’s time of 1. 30 seconds average the closest. 3. a) How accurate was your estimate? Our estimate was very accurate and only presented a 3. 07% deviation (see observations for calculations) from the final verification time. b) Area your results reliable to science? Our results are reliable to science due to the good design of our trials and experiments. We had a 3. 07% error, which is less than the 5% that would deem our results acceptable to science. Conclusion In physics, motion is a change in location or position of an object with respect to time. In this experiment, the walker exerts motion in order to change their position down a track. We were able to estimate the amount of time that it takes one to travel a certain distance with a set of scaled down trials. Distance Time Walking Relationship Experimentation How to cite Distance Time Walking Relationship Experimentation, Essays

Distance Time Walking Relationship Experimentation Free Essays

Physics Lab Report Distance Time Walking Relationship Experimentation For Mr. Williams SPH3U1-02 Sept. 13/10 Written by: Dong Chang, Gloria Chan, Sanjay Tanirige, and Waleed Shehzad Image credits Distance Time Walking Relationship Experimentation Purpose The purpose of this experiment is to determine the amount of time in seconds that it takes to walk a distance of 84 metres on the running track. We will write a custom essay sample on Distance Time Walking Relationship Experimentation or any similar topic only for you Order Now In addition, the person that is the most reliable to perform this test will have to be determined. Hypothesis We hypothesize that it will take approximately 103. 7 seconds to run the 84 metre of track by an average person. This value was derived from the average time that it takes to walk one metre from the person with the most average walking speed out of the group. Procedure Materials and Apparatus: †¢ Metre Stick †¢ †¢ Method Part A: Finding most reliable walker 1. Place the metre stick on a sufficient space on the ground with some distance before and after it. Let the zero metre mark be the origin. 2. Start walking some distance before the origin (in the negative x-axis area). When the person’s stride is over the origin, the stopwatch is started. The person will keep on walking and maintain the same speed and heading with no acceleration until they have walked some distance past the 1 metre mark. Stop the stopwatch once the person’s stride is over the 1 metre mark. 3. Record the time that it takes to perform the action of walking 1 metre. Repeat Step 2 two more times so that you have three trials. Find the average time that it took the person to walk the 1 metre. 4. Repeat Steps 1-3 for each member of the roup. 5. Find the average that it takes for all members of the group to walk 1 metre by adding their averages and dividing by the amount of people in the group. Stopwatch with accuracy of 1/100 seconds Pre-marked area 84 metres long Distance Time Walking Relationship Experimentation 6. The person that has the closest personal average to the group average will be the most reliable walker for the group. Part B: Finding the time that it takes t o walk 84 metres 1. Mark the 84 metre track with the start and the finish. 2. Using the most reliable walker found in Part A, start walking some distance before the start line in order to achieve a constant velocity and have zero acceleration. Start the stopwatch when the person’s stride is over the start line, and stop the stopwatch when the person’s stride is over the finish line. 3. Record the time that it takes the person to walk the 84 metre length of track. Observations Record of the amount of time in seconds for a person to walk one metre. Walker Time 1 (seconds) 0. 90 0. 93 1. 08 1. 28 Time 2 (seconds) 1. 23 1. 16 1. 10 1. 08 Time 3 (seconds) 1. 6 1. 16 1. 18 1. 18 Time Average (seconds) 1. 13 1. 08 1. 12 1. 18 Dong Chang Gloria Chan Sanjay Tantirige Waleed Shahzad Therefore, the total average of everyone’s time to walk one metre is: (1. 13s+1. 08s+1. 12s+1. 18s)/4 =4. 51s/4 =1. 275s ?1. 3 seconds The person with the closest personal average is Dong Chang, with an average time of 1. 13 seconds. Therefore, he is the most reliable to run the test. Distance Time Walking Relationship Experimentation The average time of the most reliable person to walk one metre. Walker Dong Chang Time (seconds) 1. 21 1. 37 1. 19 1. 5 1. 17 1. 28 1. 18 1. 12 1. 21 1. 25 Therefore the average of the time to walk one metre is 1. 233 seconds. To estimate the time it takes to walk 84 metres: Let x be the estimated time to walk 84 metres x=time*distance x=1. 233 seconds * 84 metres x=103. 572 seconds x ? 103. 57 seconds Therefore we estimate it would take 103. 57 seconds in order to walk 84 metres. Actual result of test to walk 84 metres: 106. 75 seconds Distance Time Walking Relationship Experimentation Percent Deviation of Test [(experimental value – theoretical value)/theoretical value] * 100% [(106. 5s-103. 57s)/103. 57s]*100% =(3. 18s/103. 57s)*100% ?3. 07% Therefore the deviation is 3. 07% away from the hypothesis. Percent Difference of Trials (maximum difference in measurement)/average measurement * 100% [(1. 37s-1. 12s)/1. 233s]*100% =(0. 25s/1. 233s)*100% ?20. 3% Therefore the difference between the trials was 20. 3% Analysis 1. a) How did you choose the walker? We first had each person walk 1 metre three times each and timed them. An average time was assigned to each person based on their performance. Then we found the average that it takes for all members of the group to walk 1 metre by adding their personal averages and dividing by the amount of people in the group. The person that has the closest personal average to the group average will be the most reliable walker for the group because they are the most average. b) How did you design your classroom trials? We placed the metre stick beside the straight surface of the wall so that the walker can walk perpendicular to it as to not have any change in direction while conduction the trials. We set the 0 metre point of the ruler as the origin, and that was where we would start timing and we set the 1 metre point to where we would stop timing. The walker would start walking before the origin so they can maintain a constant velocity and have zero acceleration. When their stride is over the origin, we would start timing, and then their stride Distance Time Walking Relationship Experimentation is over the 1 metre mark, we would stop timing. We did this three times each for every group member to find who was the most reliable walker, and ten times more for the most reliable walker. . a) How did your classroom trials approximate the final verification? Our classroom trials help us obtain a proper hypothesis that was extremely close to our final test during the final verification. By using mathematical models and calculations with real world small scale measurements, we were able to predict the outcome of the experiment down to approximately 3% off. However, such trials seem mundane for such a low scale experiment which would probably have been done a lot faster if the final verification was done earlier. ) Who was the most reliable walker? Why? Dong Chang was the most reliable walker because his personal average time to walk 1 metre of distance is the closest to the group’s total average to walk 1 metre. On average, the total group took 1. 275 seconds to walk 1 metre, with Dong’s time of 1. 30 seconds average the closest. 3. a) How accurate was your estimate? Our estimate was very accurate and only presented a 3. 07% deviation (see observations for calculations) from the final verification time. b) Area your results reliable to science? Our results are reliable to science due to the good design of our trials and experiments. We had a 3. 07% error, which is less than the 5% that would deem our results acceptable to science. Conclusion In physics, motion is a change in location or position of an object with respect to time. In this experiment, the walker exerts motion in order to change their position down a track. We were able to estimate the amount of time that it takes one to travel a certain distance with a set of scaled down trials. Distance Time Walking Relationship Experimentation How to cite Distance Time Walking Relationship Experimentation, Essays

Business Communication of Exchanging Information

Question: Discuss about the Business Communication of Exchanging Information. Answer: Introduction: It is evident that communication is a process of exchanging information accurately and is a connecting aspect for deepen the connections to others and improve teamwork (Griffin, 2013). In recent times, it is seen that Chinese people are taking interest to travel to Australia for visiting the tourist places to explore the beauty and culture of this nation. However, the difference in their culture and language results in a communication gap that needs to be reduced for effective communication (Orey, 2014). Thus, the following report will provide an illustration regarding improving communication skills within the organization. The two of the most effective areas of the training programs that will be considered are developing good interpersonal skills among the staffs and international tourists especially Chinese and developing the culture of the entire organization so that tourists can rely on the company for getting accurate information. Furthermore, some recommendations will also be p resented for the future progress of these programs so that more people from China can visit Australia for acquiring knowledge and beauty of the nation. Information and analysis International people especially Chinese often face difficulties in communication with Australian people and thus they did not get proper information and details regarding tourists places, hotels and routes for these destinations (Eisler Frederiksen, 2012). Thus, it is crucial to develop a good interpersonal skill among the staffs with international tourists. This process comprises of improvement of nonverbal communication, improvement of interactions with international tourists and managing people's impressions on the staffs (Robles, 2012). Thus, it can be said that not only appropriate non-verbal communication is crucial but effective listening and based on that offering effective feedback is also important that has to be developed for improved communication skills within the organization. O'Neil (2014) stated that firstly it is important to improve the non-verbal communication and understands all its activities like facial expressions, use of touch and voice for communication. It is thus, further stated by Griffin (2013) that Visual cues are more important to deliver and interpret that of the audio cues. Thus, staffs of Coit's Outback Adventures must have to attain a positive gesture and a smiling attitude while attending any international tourists. However, Cheruvelil et al. (2014) highlight that these non-verbal cues can be attained if the staffs understand the importance of nonverbal communication. The staffs have to comprehend the nonverbal communications that they receive from the tourists and then clear all their queries for providing them all the necessary details on Australias tourists destination along with the hotels and route details. Furthermore, learning of comfortable body language is also necessary for effective interpersonal skills. Griffin (2013) deno ted that a friendly gesture makes people share their confusion and queries to other. Thus, it will be beneficial for Coit's Outback Adventures staffs to learn comfortable body language for clearing all the queries of tourist. This program for body language comprises of actively listening by nodding, relaxed and formal gesture, eye-to-eye interaction; gender differences influence nonverbal communication, less interruption while tourists are explaining their queries and regulation of emotional cues. Keyton et al. (2013) moreover portray persuasiveness regarding the suggestion the staffs are giving to their clients, learning to incorporate a welcoming body language in their behavior and being strategically assertive should be goals for improving the interactions. Staffs of Coit's Outback Adventures should also learn a simple and direct language to communicate with the international staffs. The contribution of information that others did not know and provide relevant and true information to clients also makes a goof communication (DuBrin, 2014). Additionally, staffs must also learn to follow social expectations about being polite and should avoid bragging or being self-centered as it will diminish the number of clients in future. Developing an effective organizational "culture" The term organization culture refers to the aspect of shared assumptions, values and beliefs that make people of the organization attain organizational goals (Alvesson, 2012). Orey (2014) furthermore depicts that communication in this context plays a crucial role in team management and their collaboratively work for attaining those goals/objectives for the organization. In this area of the training programs, the staffs of Coit's Outback Adventures can learn how to manage the tourist's impression on the staffs and the nation. The staffs can learn to find common ground. Taken for instance, to find an efficient tourism package based on common ground between the staff and tourist, staff can suggest the best service available n their affordable budget. In this way the conflicts can be avoided. Shahzad et al. (2012) furthermore define that the staffs should learn the culture for actively listen to the tourist and not to assume things on behalf of the client's. However, staffs have the libe rty to share their ideas and concepts or an alternative acceptable on which the clients/tourist can agree. Moreover, the staffs should not find any faults in the client's view or the working procedure fellow workers. Instead of this, they should suggest them with alternative ideas by explaining its benefits. Nica (2013) stated that in this way the culture of the organization could be well represented by the international clients. Acceptance of challenges also drives the organizational culture as solving these challenges will provide them a competitive advantage. Staffs of Coit's Outback Adventures must learn all the tourist schemes and packages they have so that effective package can be offered as per as the flexibility of the budget. Lastly, superiors must be accessible to all the organizational functionalities and operation and offer services and suggestion to staffs and clients while they are clearing their queries (Alvesson, 2012). Moreover, in the training programs also these managing authorities should present and evaluate their performance so that best candidates can be offered wit h proper recognition and challenging job responsibilities and roles for their motivation (Goetsch Davis, 2014). This also improves the organization culture through formal communication. Training Activities Benefits Completion time Nonverbal Communication 1 Comfortable body language Allow tourists to share their queries 2 Days 2 Active listening Allow staffs to understand queries 2 Days 3 Relaxed Gesture Formulate a healthy environment 2 Days 4 Recognition of cultural norms Make staffs behave according to the culture of the tourists 1 Week 5 Understanding gender differences Make staffs to help tourists according to their preferences 1 Week 6 Regulating emotional cues Allow staffs to understand queries 5 Days Improving Interactions 1 Persuasive Behavior Allow tourists to share their queries 3 Days 2 Learning to be strategically assertive Allow tourists to share their queries 5 Days 3 Equal communication Allow tourists to share their queries 3 Days 4 Contribute relevant information Allow the tourists to get appropriate information 3 Days 5 Politeness Allow tourists to share their queries 2 Days Developing effective organizational culture 1 Finding common ground Allow tourists to share their queries 1 Week 2 Conflict Management Maintain the organizational culture by retaining their employee as well as staffs 2 Weeks Table 1: Training activities (Source: Created by Author) Conclusion Thus, it can be concluded that Coit's Outback Adventures should mainly focus on Developing good interpersonal skills and effective organizational culture for improving the communication skills among the clients and staffs. The training program majorly highlights the aspects of improvements in nonverbal communication while understanding their importance in assisting international tourists. Learning comfortable body language, recognizing cultural norms and influence of gender differences in nonverbal communication and regulation of emotional cues are the chief concern of this training activity. Improvements in interactions can also be achieved by learning from being persuasive, strategically assertive and appropriate body postures so that tourist and clients can clear their queries and get effective suggestions. Lastly, with this training program, the staffs also come to learn about the conflict management that can be achieved by giving the tourist a chance to speak and behave friendly with them. Lastly, accessibility of managing authorities for helping staffs during the training programs and on-job performance along with the provision of the liberty to speak and actively listen the queries of tourists represents the organization culture of Coit's Outback Adventures. Recommendations This section highlights some of the future development consequences that can be implemented to strengthen the training programs so that staffs can assist the tourist effectively and suggesting them with best possible options. In this way, both employee retention and customer retention can be ensured. Recognition in training- Managing authorities can provide recognition to the staffs, which perform extraordinary so that they can get the motivation to give their best to the organization. Providing them other job and challenging responsibility can also enhance their competencies. Thus, to achieve recognition every staff will intend to show their best and learn all the communication skill to perform extraordinary. Diversification- As Coit's Outback Adventures is providing tourism suggestions to international tourists, recruitment of people belonging from different culture and nation will be beneficial for the organization. In this way, staffs can get aware of the knowledge regarding their nation and cultural values. This will not only help them in training but understand the preferences of the tourists from their culture. In this way, effective suggestions can be provided to the tourist irrespective of their cultural and traditional differences. Incorporation of e-learning training programs- In this technological world, people spent more time with electronic gadgets. Thus, incorporation of video conferencing allows the staffs to know the experiences and business proceedings in tourism from experts and tourism professionals of leading organization. Reference List Alvesson, M. (2012).Understanding organizational culture. Sage. Cheruvelil, K. S., Soranno, P. A., Weathers, K. C., Hanson, P. C., Goring, S. J., Filstrup, C. T., Read, E. K. (2014). Creating and maintaining high?performing collaborative research teams: the importance of diversity and interpersonal skills.Frontiers in Ecology and the Environment,12(1), 31-38. DuBrin, A. J. (2014).Human relations: Interpersonal job-oriented skills. Pearson Higher Ed. Eisler, R. M., Frederiksen, L. W. (2012).Perfecting social skills: A guide to interpersonal behavior development(Vol. 56). Springer Science Business Media. Goetsch, D. L., Davis, S. B. (2014).Quality management for organizational excellence. Upper Saddle River, NJ: pearson. Griffin, R. W. (2013).Fundamentals of management. Cengage Learning. Keyton, J., Caputo, J. M., Ford, E. A., Fu, R., Leibowitz, S. A., Liu, T., ... Wu, C. (2013). Investigating verbal workplace communication behaviors.The Journal of Business Communication (1973),50(2), 152-169. Nica, E. (2013). Organizational culture in the public sector.Economics, Management, and Financial Markets,8(2), 179-184. O'Neil, H. F. (2014).Workforce readiness: Competencies and assessment. Psychology Press. Orey, M. (2014).Communication skills training. American Society for Training and Development. Robles, M. M. (2012). Executive perceptions of the top 10 soft skills needed in todays workplace.Business Communication Quarterly,75(4), 453-465. Shahzad, F., Luqman, R. A., Khan, A. R., Shabbir, L. (2012). Impact of organizational culture on organizational performance: an overview.Interdisciplinary journal of contemporary research in business,3(9), 975-985.

Analysing Changes Needed To Reduce Domestic Violence Social Work Essays

Analysing Changes Needed To Reduce Domestic Violence Social Work Essays Analysing Changes Needed To Reduce Domestic Violence Social Work Essay Analysing Changes Needed To Reduce Domestic Violence Social Work Essay The purpose of this assignment is to foreground the job of domestic force in the London Borough of Barking and Dagenham. Domestic force is any incident of endangering behavior, force or maltreatment ( psychological, physical, sexual, fiscal or emotional ) between spouses or household members, irrespective of gender or gender ( Hester and Westmarland, 2005 ) . Harmonizing to the British Crime Survey ( 2009 ) there were 293,000 incidents of domestic force in 2008/2009 in the UK. ( Cited by The National Health Service { NHS } , 2009 ) . As domestic force is likely to be under-reported, the true figure for incidents of domestic force is likely much higher. Although both work forces and adult females can be affected, 77 % of those who experience domestic force are adult females. Domestic force is increasing each twelvemonth and alterations need to be addressed shortly in the borough of Barking and Dagenham. This assignment will place why alterations are needed to cut down victims of domestic force in the borough of Barking and Dagenham. The borough has one of the highest rates of domestic force across London with 4,506 incidents reported to the Police in 2009/10. Tackling and cut downing domestic force is one of the cardinal precedences for the Community Safety Partnership and the Council. Domestic force histories for 22 % of notifiable offenses in Barking and Dagenham, and hence poses a serious concern for a alteration ( Barking and Dagenham Domestic Violence Forum, 2009a ) In Barking and Dagenham intoxicant abuse besides impacts on domestic force figures and it is of import that the borough set up schemes that will turn to the injury caused by intoxicant to both culprits and victims of domestic force. Domestic force demands to be addressed because it can hold an tremendous consequence on people A ; acirc ; ˆâ„ ¢s mental wellness. It is now good accepted that maltreatment ( both in childhood and in big life ) is frequently one of the chief factor in the development of depression, anxiousness and other mental wellness upsets, and may take to kip perturbations, self-harm, self-destruction and attempted self-destruction, eating upsets and substance abuse ( Golding J 1999, Humphreys et al 2003 ) . Children who live with domestic force are at increased hazard of behavioral jobs and emotional injury, and mental wellness troubles in big life. There should be different attacks in this borough in order to forestall farther exploitation of domestic force. These attacks should affect multi-agency coaction and information-sharing between the constabulary, instruction and wellness attention professionals and societal services. The London Borough of Barking and Dagenham has a Multi Agency Risk Assessment Conference ( MARAC ) which meets on a monthly footing. It addresses the demands of high hazard victims and it besides measures the domestic force repetition exploitation rate. Current public presentation in 2009/2010 is 24 % against an one-year mark of 28 % . This shows that there is much to be done in order to make the one-year mark. ( Barking and Dagenham Domestic Violence Forum, 2009b ) Domestic force affects all societal groups, including rich and hapless, heterosexual, bisexual, transsexual or homosexual people and even kids. Hegarty and Taft ( 2001 ) suggested that adult females will unwrap information about maltreatment more readily if wellness professionals inquire them to. It is of import, hence, that wellness professionals create a private environment where it is safe to speak about force. Work force are besides abused by female spouses. However, domestic force against males is non ever acknowledged ( Lewis and Sarantakos, 2001 ) and small is known about the Numberss of work forces who are abused or treated violently by their spouses. Many of the effects of maltreatment are the same for work forces as for adult females. They are likely to experience profoundly ashamed, frightened, see a loss of self-worth and assurance, feel isolated, guilty and confused about the state of affairs ( Leonard, 2003 ) . The function of wellness professionals A ; acirc ; ˆâ„ ¢ proactive intercession in the early designation of domestic force instances is important for victims and their kids. A survey found that 80 % of adult females in a violent relationship had sought aid from the wellness service at least one time Department of Health ( DH, 2000 ) . Similarly one of the most of import demands of victims flying force is entree to safe, procure lasting lodging, and the function of lodging professionals can help in the initial phases of designation of the issue. Awareness of domestic force through public instruction demands to be raised. Research shows that in the first case, most domestic force victims turn to households and friends for support ( Humphreys, 2000 ) . Increasing the consciousness of domestic force amongst the general populace is hence an of import portion of increasing support for victims. Public information demands to be readily available in different linguistic communications, and be culturally relevant to black and cultural minority communities within the borough of Barking and Dagenham. In order to efficaciously raise consciousness amongst cardinal professionals, domestic force and good pattern preparation must be compulsory. Such preparation must, nevertheless, be supported by the development of clear policies and processs within organisations that set clear criterions of pattern and answerability. Healthcare professionals are the first-line response for many people who experience domestic force ( Du Plat-Jones, 2006 ) . Therefore consciousness should be raised about the issue in pattern and there should be in-depth preparation for wellness professionals with in the borough. Staffs require appropriate preparation and supervising to increase consciousness and cognition of how to recognize and cover with domestic force. Prosecuting with kids and immature people at the earliest chance is important to forestall future domestic force. It is besides of import to supply those populating with domestic force of which kids form the largest group with information and support to better their safety and seek aid. Equally good as safeguarding and advancing the safety of kids, schools need to include domestic force in their course of study scheduling. Domestic force is a cardinal issue in the borough of Barking and Dagenham and in UK as a whole, because it affects the wellness and public assistance of work forces, adult females and kids. It is non restricted to any one group in society. It is of import to educate the populace about the rhythm of force and the serious and durable consequence this has on kids and besides to admit that domestic force against work forces is an increasing wellness issue. All wellness professionals should go actively involved in interrupting the silence environing force, so that they can supply an appropriate and effectual service. There is much work underway to turn to this issue with in the borough in footings of victims and culprits. Whilst good advancement is being made within the borough of barking and Dagenham, there is still important work to be done.

How to Get a Student Visa to the United States

How to Get a Student Visa to the United States Students who want to travel to the United States in order to study need to meet specific visa requirements. Other countries (UK, Canada, etc.) have different requirements that play an important role when deciding where to study English abroad. These student visa requirements may change from year to year. Types of Visas F-1 (student visa). The F-1 visa is for full-time students enrolled in an academic or language program. F-1 students may stay in the U.S. for the full length of their academic program, plus 60 days. F-1 students must maintain a full-time course load and complete their studies by the expiration date listed on the I-20 form. M-1 (student visa). The M-1 visa is for students who participate in vocational or other recognized nonacademic institutions, rather than language training programs. B (visitor visa). For short periods of study, such as a month at a language institute, a visitor visa (B) may be used. These courses do not count as credit toward a degree or academic certificate. Acceptance at a SEVP Approved School If you would like to study for a longer period of time, you must first apply and be accepted by a SEVP (Student and Exchange Visitor Progam) approved school. You can find out more about these schools at the Department of State Education USA website. After Acceptance Once you are accepted at  a SEVP-approved school, you will be enrolled in the Student and Exchange Visitor Information System (SEVIS) - which also requires the payment of  a  SEVIS  I-901 fee of $200  at least three days before submitting your application for a U.S. visa. The school to which you have been accepted will provide you with a form I-20 to present to the consular officer at your visa interview. Who Should Apply If your course of study is more than 18 hours a week, you will need a student visa. If you are going to the U.S. primarily for tourism, but want to take a short course of study of less than 18 hours per week, you may be able to do so on a visitor visa. Waiting Time   There are several steps when applying. These steps may differ, depending on which U.S. embassy or consulate you choose for your application. Generally speaking, there is a three-stage process for obtaining a U.S. student visa: 1) Obtain an interview appointment 2) Take the interview 3) Get processed Allow six months for the entire process. Financial Considerations Students are also expected to show financial means to support themselves during their stay. Students are sometimes allowed to work part-time at the school they are attending. Student Visa Requirements Acceptance by university or learning institutionKnowledge of English language (usually established through TOEFL scores)Proof of financial resourcesProof of non-immigrant intent For more detailed information visit the US State Departments F-1 information page Tips Double check requirements at the consulate or embassy near you before beginning the process.Find out which school you would like to attend and make sure that it is SEVP-approved.Apply to the school you would like to attend before applying for a visa.Pay the SEVIS I-901 fee well before your visa Interview. Source Your 5 Steps to U.S. Study. EducationUSA.

Organizational Structure and Culture Essay Example | Topics and Well Written Essays - 1000 words - 1

Organizational Structure and Culture - Essay Example As indicated in the earlier paragraph, such an organizational set up uses charts that show the hierarchy of responsibilities and how their roles are divided. An organizational chart is a diagrammatic expression of the positions and departments found in an organization. It is also important in defining the relationship between them. An organizational chart is important in playing a number of roles that include;- showing the formal organizational relationships between different people and departments in the organization, enhancing channels of communication and hence improving the way information flows in the organization and lastly it helps one to know whom they are accountable to. This is very important in any nursing set up to eliminate the confusion that can be created if they could be working in an informal set up where the role s and responsibilities of the various people playing part was not clearly defined. Organizational charts include vertical ones which run from up to bottom while left to right have the highest rank on the left and the others follow to the right. In our study I used a vertical chart. An example used has the board of directors as the premier heads of the organization. They are responsible for making core decisions regarding the organization. In case the hospital is government owned or accountable to a higher body they are the ones who will be accountable. They decide on what is good for the hospital and through the suggestions laid before them by people in the lower levels in the rank they can decide on how to address each problem in the organization. The hospital administration follows in the rank. This is a group of people who are selected to oversee the day to day running of the hospital and trouble shoot problems as they emanate. They handle different departments in the hospital which makes the positions very delicate and need to be handled by diligent personnel who cannot

MOVE Philadelphia Bombing Research Paper Example | Topics and Well Written Essays - 1750 words

MOVE Philadelphia Bombing - Research Paper Example As such the news media plays a fundamental role in helping an individual understand each of these complex interpersonal and societal dynamics. Due to the history of race and class oppression in the United States, an overwhelming racial tension and undercurrent of class struggle exists at almost every level of American society. When groups that have suffered from the media’s bias, such as African Americans, have taken up cause and struggled against their portrayal in the media, they have been met with an even more aggressive media bias. Because of this, negative racial perceptions of African-Americans and black activism have been far more prevalent than those that exist within white activist individuals or communities. The MOVE bombing in Philadelphia shows the disparity in treatment and representation of black activists, both for their tactics and their presentation. In the aftermath of the MOVE bombing, those responsible downplayed the racial undertones of the decision to bom b the activist. However in a culture where racism is accepted in action but denounced in public, political projects such as the bombing of MOVE, â€Å"Overtly claim to hold colorblind views, (but they) covertly manipulate racial fears in order to achieve political gains†. (Omni & Winant 58). ... t even though the civil rights era had begun a full 30 years previously, United States officials and the society at large, was still very much afraid of the perceived threat of black nationalism, black activism, black terrorism, and any other activism carried out by African-Americans (King & Smith 79). As such, the response to almost any form of black activism, crime, drug usage, or any other illegal, or conceivably illegal, activity was extreme to say the least. For years, pundits and political analysts have pointed to the unjust treatment of African-Americans under the criminal justice system of the United States. The violent reaction to the Philadelphia MOVE community was one that can only be understood as a response motivated primarily by racial fear, suspicion, and a great deal of prejudice and preconceived notions with respect to the way in which this particular group was expected to behave. Ultimately, the events that took place in 1985, with regards to the Philadelphia MOVE g roup, helps to illustrate the disparity between the way in which black separatism and white separatism was treated. For instance, an individual who might have espoused a radical ideology that promoted rabid antigovernment views and promoted a degree of racial discord and white supremacy would not likely have been engaged in the same manner that the individuals of the Philadelphia MOVE group were treated. Interestingly, a complete and thorough analysis of the incident up to and including the bombing of this group denotes the fact that even though a high percentage of the group’s members were in fact African-American, a unique level of black separatism, racism, and other racial motivations existed in the media portrayal of this incident. However, the lack of evidence for this media

The Impact Of Technology On Family Communication Media Essay

The Impact Of Technology On Family Communication Media Essay There is no doubt about it-the way we communicate with our family members today has changed dramatically in recent years. Just a decade ago, text messaging, blogging, and emails were not methods of family communication. Today, they are widely used by families around the world. For example, parents use text messages to remind children of their curfews. Children send emails to their parents to give them their Christmas lists. College students use Web cameras to say good night to their family member who live hundreds of miles away. These are just a few of the many ways in which technology has changed the way families communicate with one another in todays modern world. Some people say that technology is impacting families in a negative way. For example, instead of playing games or eating dinner together, more and more families are instead turning on the television, using the computer, and constantly text messaging on their phones. Some people believe that families are ditching the real world in favor of the cyber world. Other people argue that technology is essential to good family communication in todays society. As parents and children have different agendas and interests, the widespread use of cell phones and the Internet help them stay in touch and communicate regularly. Does Technology Improve Family Communication? A new study by the Pew Internet and American Life Project (2008) suggests that technology improves communication among families. The study revealed that technology, such as cell phones and email, seems to be helping create a new connectedness within families, as family members communicate with each other every day via cell phone, texts, and emails. The survey showed that 70 percent of couples in which both partners have cell phones contact each at least once a day just to say hello and 64 percent contact each other to make plans. In addition, 42 percent of parents call their children at least once a day using a cell phone. The majority of study participants reported that technology has either helped their communication with other family members or made no difference. Few said technology has worsened communication in their families. Still, the poll showed that technology could have negative effects, as well. Families with many communication devices were less likely than other groups to eat dinner together daily and to feel satisfied that they spent enough time as a family. However, researchers said the heaviest technology users were also those with the heaviest work schedules, which is likely to contribute to these negative reports. According to the study (Pew Internet and American Life Project, 2008, p.20), Todays married couples use a variety of tools-landline phones, cell phones, instant messaging, and email-to manage their schedules and stay connected with each other throughout the day. The adoption of cell phones is a particularly important component of the way todays families stay in touch and coordinate their lives together. Couples communicate frequently just to say hello and chat (28 percent of couples do this several times a day, and an additional 36 percent do so at least once a day) and also to coordinate daily schedules (20 percent do this several times a day, and 39 percent do so at least once a day). However, many also communicate regularly for weightier reasons: discussing important matters and planning future events. The Families Commission Blue Skies Fund recently published a different report, titled New Communication Technologies and Family Life (Weatherall and Ramsay, 2006), which looked at how technology, such as computers and mobile phones, is shaping family life and how families are shaping the use of technology. The twelve participants in the study overwhelmingly felt that Internet access can improve communication between family members. Families that are geographically separated are especially helped by technology. However, participants felt that there needed to be more family and public discussion about the opportunities and dangers new communications technology brings. For example, parents need to teach their children how to stay safe online, they said. New technologies, especially those that utilize the Internet, create many new opportunities for communicating with family and friends. The Internet also offers many new avenues for social interaction through social networking sites, online support groups, and chat rooms. Many families find email and chat rooms useful for keeping in touch with family members who live far away or even for keeping better tabs on those who live nearby. But can technology replace face-to-face time? Most experts say no. When it comes to communicating feelings and attitudes, human beings use more than just words. They also use physical gestures, tone of voice, and body language to express themselves (Fitzpatrick, 2008). These are all important elements of communication. Therefore, some people argue that, if you do not regularly communicate face-to-face with family members, you may miss important signs that they are sad, frustrated, or depressed. Still, others argue that technology does not replace face-to-face interaction. Rather, it complements it. In response to concerns that technology isolates and pulls people apart, the Pew study (2008) found the opposite. It revealed that couples use their phones to connect and coordinate their lives, especially if they have children at home (p. 14). American spouses often go their separate ways during the day but remain connected by cell phones and to some extent by Internet communications. When they return home, they often have shared moments of exploration and entertainment on the Internet. Tools help parents keep kids safe online The article, Tools help parents keep kids safe online, suggest valuable information regarding parents monitoring their children. Theres also a way for parents to monitor video games online. Facebook is a site where children are at risk. The author mentions a Family Safety Center page called facebook.com/safety. Facebook is a social place for families and friends and how important it is too know what your children are doing without violating their privacy. Software developers are focusing on Facebook as their project in finding ways to keep it safe for children (Gallaga, 2011). Gallaga remarks on MinorMonitoring as being a new way for parents to check out Facebook interactions from their child. MinorMonitoring look for signs of cyber bullying or other kinds of misconduct on Facebook. Such monitoring could give out a red flag and alert parents if internet predators are showing up on Facebook. MinorMonitoring is in the process of being a tool for e-mail in the near future as well as for other networks. (Gallaga, 2011). Bridging Distance Gaps For families that live far away from one another, technology helps them connect. Many families live far apart and do not see each other on a regular basis. Even when families live under the same roof, it can be challenging to find the time to eat dinner together or sit down to chat. Todays technologies make it easy to communicate, some people believe that they create interruptions to family time and make it easy to avoid face-to-face time. Communication is extremely important between family members, especially when some of them live far away. For this reason, todays technological advances are very helpful to families with busy schedules or widely spread families. Chinese Radio International (2008) provides an example of how families use technology to improve communication. When 70-year-old Li Zhenming and his wife, who live in eastern China, celebrated a Chinese holiday in 2008, they received greetings on their mobile phone from their daughter who lives in Shanghai and chatted on video with their son who lives in Demark. Before computers were widely used, the family relied on letters as their primary form of communication, which meant that several days passed before they received communication from one another. However, once the family invested in computers and webcams, their communication improved dramatically. Seeing them via the webcam assured me they were doing fine, said Zhenming. Now, I dont worry anymore. Young kids and computers a balancing act Sue McAllister commentates on how monitoring children while they are online is vital. I cant help but be in disbelief on how young a child is when accessing a computer. According to the author, PBSKids.org is a site for children to play online games. Ellen Wartella comments on how parents find computers as a useful tool but there should be a balance between interacting with friends and playing outside, read a book and do their school work. In addition, the author remarks on how a lot of kids are going past the two-hour point watching TV, playing on the computer, using handheld devices. Furthermore, McAllister acknowledges on how the computer should be out in the open not in a childs room so parents could keep an eye on their child. This would also encourage children to ask questions. (McAllsiter, 2011). Technology Fosters Independence Russell Hampton, president of the Walt Disney Companys childrens book and magazine publishing unit, recently told a reporter a story that exemplifies just how big the text messaging trend is (Holson, 2008) and also shows how technology can help children feel more independence. His daughter Katie and her friends were sitting in the back seat of his car and he saw his daughter sending a text message on her cell phone. He told her she was being rude to her friends by texting when they were spending time with her. But, Dad, were texting each other, she replied with a harrumph. I just dont want you to hear what Im saying. Hamptons story shows how young people use personal technological devices like cell phones to create social circles apart from their families, changing the way they communicate with their parents. New Opportunities to Keep Tabs on Family Members Throughout history, innovation has sparked societal changes and has changed the dynamics of families for years (Holson, 2008). Telephones created a private and easy way for children to communicate with others. Automobiles created a way for children to go on dates far from watchful chaperones. And the computer, along with the Internet, allows children to live virtual lives separate from their parents and other family members. Experts believe that mobile devices will further accelerate these trends (Holson, 2008). By 2010, 81 percent of Americans between the ages of 5 to 24 will own a cellphone, up from 53 percent in 2005, according to IDC, a research company that tracks technology and consumer research. For this reason, companies are now marketing mobile devices to very young audiences. Firefly Mobile introduced the glowPhone for preschool children, which has a small keypad with two speed-dial buttons depicting an image of a mother and a father. For many parents, having the ability to reach their children whenever they want is a benefit that outweighs the negative aspects of the mobile technology trends (Holson, 2008). Many parents live in different cities or states than they children do, for reasons such as divorce or kids going off to college. Such parents are especially grateful to have a way to reach their children, anytime, anywhere. And most children feel the same way. In an article, Ben Blanton, a college student, said that he enjoys the ability to text his parents when it suits him (Holson, 2008). Texting is in between calling and sending and e-mail, he said. Due to text messaging, he does not need to worry about writing letters. Its too time consuming, he said. You have to go to the post office. Instead, I can sit and watch television and send a text, which is the same thing. Some experts, such as Anita Gurian, a clinical psychologist, are concerned that the prevalence of mobile communications, may cause people to become more alienated from those closest to them-their family members (Holson, 2008). Cellphones demand parental involvement of a different kind, she said. Kids can do a lot of things in front of their parents without them knowing. In a survey released 18 months ago, ATT found that among 1,175 parents the company interviewed, nearly half learned how to text-message from their children (Holson, 2008). More than 60 percent of parents agreed that it helped them communicate, but that sometimes children didnt want to hear their voice at all. When asked if their children wanted a call or a text message requesting that they be home by curfew, for instance, 58 percent of parents said their children preferred a text. Improving Family-School Relationships A study by the Harvard Research Project (Bouffard, 2008) revealed that technology positively impacts families because it promotes more meaningful and frequent communication between families and schools. According to researchers, many families and teachers now use email and websites to communicate. According to the report (Bouffard, 2008): Internet-based communication methods, including email, websites, and newer social networking technologies such as blogs, present new opportunities for family-school communication. These technologies may reduce scheduling barriers that pose challenges to traditional forms of family-school communication, can convey information to multiple families at once, and can efficiently share and archive information about student progress, school policies and assignments, tips for family involvement, and other topics. However, the report cautions that this new type of communication presents new challenges to families and schools, as well. Websites and email contact can be difficult for schools to maintain, may intimidate some families, and lack visual and nonverbal cues (e.g., tone of voice or body language), according to the report (Bouffard, 2008). Most significantly, many families do not have access to Internet technology. The studys findings suggest that technology offers many new opportunities for promoting family-school communication. It is especially beneficial during adolescence, a time when family involvement tends to decline. The Internet in particular may represent an opportunity to maintain or even increase communication between schools and families of adolescents. Digital home technologies and transformation of households. Alladi Venkatesh, author for Digital home technologies and transformation of households explains how a household is changing because of a growing technology. Also new words in our technology are expanding. The PC was out and about in the 1980s and families had to slowly adjust to the ever going technology. When internet connection was available for the first time it changed the way families communicated with each other. When mobile phones and other wireless forms of communication came about technology has found infinite ways to advance. Families are trying to keep up with technology. As our technology grows our household appliances makes it easier and much more convenient for a family to operate. Now, in this day of age you have options to select cable or satellite instead of black and white TV. Technology is changing the typical household family, in hopes for a stronger connection. (Venkatesh, A., 2008). Table 1 Home as Living Space. Venkatesh, A. (2008). Digital home technologies and transformation of households. In a 2006 study by Yahoo, the majority of participants said that email, instant messaging and mobile devices brought families closer together, whether they be siblings living in different countries or parents of moody teenagers (China Daily, 2006). A lot of mums said they had surly teenagers who wont talk to them in person, said one researcher (China Daily, 2006). But over IM (instant messaging) they have much more dialogue than they ever would face-to-face. More than half of those surveyed said that without computer technology, they would not be able to stay in touch with their family members. They also said that the Internet helped children overcome shyness and being a homework aid for school children. The studies examined in this research paper suggest that technology has improved family communications for most. While there are some pitfalls to the increased reliance on technology, researchers believe that communication problems stem from other sources, rather than technology. One cannot deny how dependent our society has become on electronic communication devices. The predominance of computers, text messaging, PDAs, cell phones, video conferencing, web camera, and other devices all demonstrated that people are communicating more than even with each, and that most of that communication is taking place using technology. In conclusion, technology appears to be an excellent way to communicate with family members. However, it may be important to create guidelines to help ensure that adequate face-to-face communications take place, as well. For example, there are certain situations in which face-to-face communications are important. If someone is delivering bad news, such as the death of a family member, text messaging may not be the right medium in which to deliver the news. In addition, when discussing confidential information, it is important to respect the privacy of others and putting something private out in cyberspace is not the best way to do this. Face-to-face communication would likely work best in these situations because the communicator can use all of his or her communicating skills in the delivery of the message, making it more personal and less likely to come across as insensitive. In summary, families have a lot to gain from modern technology that allows us to interact virtually and instantly with family members. Without technology such as cell phones, email, text messaging, and blogs, we would have a more difficult time connecting with nearby and long-distance family members on a regular basis.   However, while technology supports maintaining relationships, it should not replace face-to-face communication. In order to fully connect with family members, it is important to see them in person regularly.     

Education in the Philippines Essay

During the period of colonization by the United States, Education in the Philippines changed radically, modeled on the system of Education in the United States of the time. After theSecond World War, changes in the US system were no longer automatically reflected in the Philippines, which has since moved in various directions of its own. Filipino children may enter public school at about age four, starting from Nursery up to Kindergarten. At about seven years of age, children enter elementary school (6 to 7 years). This may be followed by secondary school (4 years). Students may then sit for College Entrance Examinations (CEE), after which they may enter tertiary institutions (3 to 5 years). Other types of schools do exist, such as Private schools, Preparatory schools, International schools, Laboratory High Schools and Science High Schools. Several ethnic groups, includingChinese, British, Americans, and Japanese operate their own schools. Elementary schooling is compulsory, but 24% of Filipinos of the relevant age group do not attend, usually due to absence of any school in their area, education being offered in foreign languages only, or financial distress. In July 2009 DepEd acted to overcome the foreign language problem by ordering all elementary schools to move towards mother-tongue based learning initially. The order allows two alternative three-year bridging plans. Depending on the bridging plan adopted, the Filipino and English languages are to be phased in as the language of instruction for other subjects beginning in the third and fourth grades Secondary schooling is of four years duration only. Although secondary schooling is compulsory, some Philippine news media have reported that since the 2000s, many Filipino students who began studying at private high schools, are forced to transfer to public high schools because of increasing cost of living and private school fees and financial distress. Many public elementary/high schools in the country are already overcrowded. The school year in the Philippines starts in June of one year and ends in March of the next, with a two-month summer break for April and May, one week of semestral break (the last week of October), and a week or two of Christmas break. History and development Earlier times Further information: Ancient Philippine scripts In pre-Spanish times, education was informal unstructured in some areas. Children were provided more vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors. When the Spanish arrived in Manila, though, they were surprised to find a population with a literacy rate using a system of writing known as baybayin which was higher than the literacy rate of Madrid. Spanish period Main article: Philippines education during Spanish rule Under the Spanish, education indigenous population was initially left to religious orders, with primary education being overseen by parish friars who generally tolerated the teaching of only religious topics. The friars, recognizing the value of a literate indigenous population, built printing presses to product material in Bambayin. The friars, generally poorly educated themselves, were especially hostile to local population, termed indios learning to speak and read Spanish, which would have made available access to the same body of knowledge the friars had. Secular education was completely neglected; with only one public primary school operating in Manila as late as 1830. A 1714 royal decree creating secular universities was never implemented. A 1702 decree creating seminaries for natives was implemented only in 1772. Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863 which provided for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government; and the establishment of a normal school for male teachers under the supervision of the Jesuits. Primary instruction was secularized and free and the teaching of Spanish was compulsory. In 1866, the total population of the Philippines was only 4,411,261. The total public schools was 841 for boys and 833 for girls and the total number of children attending these schools was 135,098 for boys and 95,260 for girls. In 1892, the number of schools had increased to 2,137, 1,087 of which were for boys and 1,050 for girls. By 1898, enrollment in schools at all levels exceeded 200,000 students. First Republic. The defeat of Spain by American forces paved the way for Aguinaldo’s Republic under a Revolutionary Government. The schools maintained by Spain for more than three centuries were closed for the time being but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of the Philippines were established. A system of free and compulsory elementary education was established by the Malolos Constitution. American period Main article: Philippines education during American rule. Further information: Thomasites An adequate secularized and free public school system was established during the first decade of American rule upon the recommendation of the Schurman Commission. Free primary instruction that trained the people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President William McKinley. Chaplains and non-commissioned officers were assigned to teach using English as the medium of instruction. A highly centralized public school system was installed in 1901 by the Philippine Commission by virtue of Act No. 74. The implementation of this Act created a heavy shortage of teachers so the Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines more than 1,000 teachers from the United States called the Thomasites between 1901 to 1902. These teachers were scattered throughout the islands to establish barangay schools. [7]The same law established the Philippine Normal School (now the Philippine Normal University) to train Filipino teachers for the public schools. The high school system supported by provincial governments, special educational institutions, school of arts and trades, an agricultural school, and commerce and marine institutes were established in 1902 by the Philippine Commission. In 1908, the Philippine Legislature approved Act No. 1870 which created theUniversity of the Philippines. The Reorganization Act of 1916 provided the Filipinization of all department secretaries except the Secretary of Public Instruction. Two decades later, enrollment in elementary schools was about 1 million from a total of 150,000 students in 1901. [7] After World War II In 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed to â€Å"Department of Education. † During this period, the regulation and supervision of public and private schools belonged to the Bureau of Public and Private Schools. Marcos era In 1972, the Department of Education became the Department of Education and Culture by Proclamation 1081. Following a referendum of all barangays in the Philippines from 10–15 January 1973, on 17 January 1973 President Marcos ratified the 1973 Constitution by Proclamation 1102. The 1973 Constitution set out the three fundamental aims of education in the Philippines, to: ? foster love of country; ?teach the duties of citizenship; and ?develop moral character, self discipline, and scientific, technological and vocational efficiency. On 24 September 1972, by PD No 1, the Department of Education, Culture and Sports was decentralized with decision-making shared among thirteen regional offices. In 1978, by PD No 1397, the Department of Education and Culture became the Ministry of Education and Culture. The Education Act of 1982 provided for an integrated system of education covering both formal and nonformal education at all levels. Section 29 of the Act sought to upgrade education institutions’ standards to achieve quality education, through voluntary accreditation for schools, colleges, and universities. Sections 16 & 17 upgraded the obligations and qualifications required for teachers and administrators. Section 41 provided for government financial assistance to private schools. The Act also created the Ministry of Education, Culture and Sports. Fifth Republic On 2 February 1987, a new Constitution for the Philippines was ratified. Section 3, Article XIV of the 1987 Constitution contains the ten fundamental aims of education in the Philippines. In 1987 by virtue of Executive Order No. 117, the Ministry of Education, Culture and Sports, became the Department of Education, Culture and Sports . The structure of DECS as embodied in EO No. 117 remained practically unchanged until 1994. On 26 May 1988 Congress enacted Republic Act 6655, the Free Public Secondary Education Act of 1988, which manndated free public secondary education commencing in the school year 1988-1989. On 26 May 1988 Congress enacted RA 6655 which made free public secondary education to become a reality. On 3 February 1992, Congress enacted Republic Act 7323, which provided that students aged 15 to 25 may be employed during summer or Christmas vacation with a salary not lower than the minimum wage. 60% of the wage is to be paid by the employer and 40% by the government. On 3 February 1992, Congress enacted RA 7323 which provided that students aged 15 to 25 may be employed during summer or Christmas vacation with a salary not lower than the minimum wage. 60% of the wage is to be paid by the employer and 40% by the government. The Congressional Commission on Education (EDCOM) report of 1991 recommended the division of DECS into three parts. On 18 May 1994, Congress passed Republic Act 7722, the Higher Education Act of 1994, creating the Commission on Higher Education (CHED), which assumed the functions of the Bureau of Higher Education, and supervises tertiary degree programs. On 25 August 1994, Congress passed Republic Act 7796, the Technical Education and Skills Development Act of 1994, creating the Technical Education and Skills Development Authority (TESDA), which absorbed the Bureau of Technical-Vocational Education plus the National Manpower and Youth Council, and supervises non-degree technical-vocational programs. [17] DECS retained responsibility for all elementary and secondary education. This threefold division became known as the trifocal system of education in the Philippines. The trifocal education system of the Philippines. In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). RA 9155 provides the overall framework for (i) school head empowerment by strengthening their leadership roles and (ii) school-based management within the context of transparency and local accountability. The goal of basic education is to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens. [8] In January 2009, DepEd signed a memorandum of agreement with the United States Agency for International Development to seal $86 million assistance to Philippine education, particularly the access to quality education in the Autonomous Region in Muslim Mindanao (ARMM), and the Western and Central Mindanao regions.

Ptlls Understanding of Inclusive Learning

In inclusive learning we need to consider the diversity of a student body and make efforts not to exclude anyone be it intended or unintended. â€Å"Some students could feel excluded during your session if their particular needs are not met,† Gravells (2012:56). Inclusive learning is simply â€Å"involving all students, treating them equally and fairly,† Gravells (2012:56). The field of self-defence includes physical, philosophical and physiological elements which allows for a large range of learning and teaching strategies.A new course would begin with the filling out of an enrolment form and discussions which give participants an initial platform to put across any concerns or specific needs, the initial discussion can also be used as an icebreaker that everyone is involved with. A great deal of self-defence training will be scenario based giving the students the freedom to work and discuss their own scenarios and also those from other student’s viewpoints. When the discussions and enrolment forms are completed I would be able to better tailor the learning and teaching strategies some of which are: The participants will be shown a technique/drill with explanation which can include a handout. This method is directed by the instructor to allow the students to see and come to some understanding of what is expected and some of problems they may face. (Presentations – the didactic approach/ the psychomotor domain). †¢ They will then move on to practice the technique so that there can be a greater understanding of how it feels to do, rather than see or be told (Participative/interaction/ the psychomotor domain).The student can be individually assessed and alterations can be suggested, finally an open discussion and general assessment of that which has been learnt will allow the students to put forward any queries or suggestions. †¢ Group work will be introduced in which the group can discuss various self-defence scenarios, role playing or work in a team when analysing case studies, before presenting their findings (Discovery/search/ the affective domain/ the cognitive domain).The range of learning strategies used in a typical self-defence lesson allows for a more effective lesson and more motivated students, â€Å"studies have shown that over a period of three days, learning retention is as follows. †¢ 10% of what you read †¢ 20% of what you hear †¢ 30% of what you see †¢ 50% of what you see and hear †¢ 70% of what you say †¢ 90% of what you say and do. (Pike 1989) If your students can incorporate reading, hearing, seeing, saying and doing during your session, their learning retention should increase. Gravells (2012:30) Because the fields of read, hear, see, say and do are covered in the self-defence class the opportunity for a learner to participate fully are increased. Flemings VARK: Visual, Aural, Read/Write, Kinaesthetic Gravells (2012:31) also looks at the differing lear ning styles which are used within the lessons to support learners. From a self defence perspective: demonstrating and explaining a technique (Visual/Aural) with the added handout (Read/write) followed by practice and discussion (kinaesthetic) follows Fleming’s principles of the four learning styles.Aspects of inclusive learning include: †¢ Entitlement: everyone is entitled to fair treatment and the chance to learn. There can be no bias towards an individual or group because of who they are their background, lifestyle, or situation. There must be an understanding that even getting to a course for some can be problematic whether it be financial, childcare, access or any number of reasons, there are many ways to help a student access the learning they require, whether it be via private organisations, charities or government funding. Equality: â€Å"can be described as everyone is different, but having equal rights. † Gravel (2012:54) Although students will have their individuality they should be treated equally regardless of their, race, sexual orientation, disability, religion or belief, gender , gender identity, pregnancy and maternity, marriage and civil partnership or age. â€Å"Students seem keen to fit in at university and tend to focus on the similarities between themselves and other students.But when it comes to classroom learning, they value having their individual academic and social identities acknowledged and their particular needs addressed. † Hockings (2008:3) †¢ Inclusivity: It is of importance that the tutor makes all efforts to include all students in the learning environment. Correctly planning lessons, creating a friendly non judgmental atmosphere and including a range of teaching styles will help learners feel included.By understanding the needs of the individual, social, physical and academic the tutor can eliminate any feelings of exclusion. †¢ Diversity: Everyone is different and these differences need to be valued, the tolerance of different cultures, beliefs, races, ages and gender to name a few, needs to be of importance not only to the tutor but the students as well. Creating a classroom atmosphere of valuing and understanding individual experiences and views can be achieved through ground rules and by the example set by the tutor. Differentiation: With the understanding that all students are different the tutor will need to plan the lessons around these differences by using the various teaching methods available or acquiring the resources that will make the students learning experience a productive one. The inclusion of inclusive learning techniques will be selected in response to an individual’s needs; this information can be garnered via enrolment forms, induction or an informal chat.Sometimes a learner will not want to divulge information or may not be aware of or think certain information is important the tailoring of teaching techniques may then come into effect due to formal or informal assessments. Once the assessments and enrolments are completed I would then be able to plan the lessons to suit, some examples are: †¢ Role play: an important part of self-defence training is working through realistic scenarios one way of accomplishing this is through role play.This method of training can be good for those that aren’t confident in their literacy or language and although some may find it embarrassing, it can be a good way for a class to bond while developing the social skills needed in self-defence. †¢ Handouts or PowerPoint: A good way to reinforce some of the physical training is to precede or follow up with some written material, this will engage those that learn better through reading and writing, it can even have a different impact with the use of interesting visuals. Handouts can also be taken home for future reference. †¢ Demonstration and imitation: demonstrating a technique by breaking it down nto easily manageabl e sections whilst giving accurate and precise instructions will give the student a good grounding in how the movement should be performed, but the real learning will be achieved when the student begins to practice the move themselves. This method allows the students to find or feel their way through a technique and will allow both the tutor and student the opportunity to assess and make alterations where needed on an individual basis. There will be many resources available to meet the needs of the learner which again would need to be assessed on an individual basis.Correctly chosen resources can help to engage learners and promote a fuller learning experience although the methods used would need to be constantly evaluated for effectiveness. Examples of this could be: †¢ video: The use of a short film or can be beneficial for those that have language or reading difficulties or prefer to learn by seeing as this resource can introduce effective images which at times can explain an idea better than words alone. A film can also alter the momentum of a class if attention spans begin to suffer from prolonged periods of work.Questions can be put to the students to assess what they have learned from the film. †¢ Assistant (voluntary or paid): Within any course there may be learners that need extra help, be it physical, emotional or academic. When this is identified the tutor can begin the process with their organisation for a learning support assistant to support those in need. †¢ Flip chart: this can be an invaluable and versatile resource as it can be used actively in the lesson to show brainstorming ideas or have pre-prepared material which can be revealed at the appropriate time.It will be limited to the literacy or artistic abilities of those using it (tutor or student) and may be hard for some to follow if their reading ability or eyesight is at a low level, the tutor will also need to make sure that what they put down is legible. Within the self-d efence scenario assessment opportunities can be created by: †¢ Viewing: viewing learners repeatedly practicing techniques on striking pads or working with a partner will allow assessment and alterations on an individual basis.This is an informal method which also allows for discussion between the tutor and student to clarify any queries that may arise and can be used by the tutor to gage a student’s understanding of a technique. The downfall of this method is that it can be time consuming, to alleviate this problem the tutor can monitor from a distance and involve the whole group in any alterations which need to be made, in this way no one person needs to be singled out. Group work (large or small): a group can work though and discuss awareness scenarios or drills such as assessing the dangers and opportunities in a room before presenting their findings. This method can bond a group and promote discussion which can also become a self assessment exercise. This method may become a problem for those who are less confident and may feel overpowered by those with greater confidence. †¢ Formal assessment: Formal assessments can be set up within the syllabus at certain points to allow students to show their progress.The tutor would need to make clear any requirements or what the student will be assessed on and when assessments will take place at the beginning of the course, they will need to include a written list, maybe a tick box sheet which can be used to gage a students’ knowledge or skill. In a self-defence course a discussion can be added to the end of the assessment for the student to self assess their feelings on being put under scrutiny allowing them to come to an understanding of their own emotions and reactions when put under pressure.Learners can gain opportunities to practice their Literacy and language skills via the handouts or slide presentations associated with the course or being involved in course discussions, presenting and listening to ideas, researching laws and visiting self protection websites. A section of the self-defence course will be the ability to explain what one saw verbally or on paper or accurately reading back information, handouts with purposeful mistakes or with lists of objects previously seen on a slide can be used to develop the skill of accurately seeing.Numeracy can be practiced when taking into account details such as times of events, amounts of people involved or distances with regards to accurately giving statements. ICT skills can be practiced when researching laws, viewing websites relevant to the subject or course, writing statements or using phones or camera’s to capture evidence. Motivating learners in an inclusive environment can be achieved by first nderstanding what it is that motivates those being taught, â€Å"motivation is either intrinsic (from within) meaning the student wants to learn for their own fulfilment, or extrinsic (from without), meaning there may be an external factor motivating the student. † Gravells (2012:40). Once established there are numerous ways to engage and motivate, some examples are: †¢ Creating a relevant learning experience which can be achieved by allowing the students to use their own experiences to form the basis for a lesson (in self-defence this can be achieved by having individuals put forward scenarios to discuss or work through). Keeping the class momentum up by being aware of student attention spans and the need to alter teaching methods if those used are not effective with the current students. †¢ Praise and encourage individual achievements by giving ongoing and constructive feedback through informal assessments or discussions. †¢ Ask open questions which create relevant discussions which will engage students. †¢ Have clear and defined targets so that students are clear as to their goals and what is required on the course. †¢ Use different teaching approaches. Keep the learning interesting and relevant to the course and the individuals attending. Within the learning environment it is necessary to establish ground rules early on, usually in the first lesson so that learners have a framework from which to work which will promote respect for others and set appropriate boundaries so that everyone will understand what is expected from them during the course/lesson. â€Å"If not set, problems may occur which could disrupt the session and lead to misunderstandings or behaviour problems. Gravells (2012:91). Ground rules which are set to promote respect for others must take into account those things which some may regard as innocent but may have a negative effect on other classmates. Often a discussion at the beginning of the course can be used to involve students in the setting of ground rules, some examples are: †¢ Smoking: a no smoking policy can be agreed (smoking indoors is banned although some locations can be exempt), although it would be pru dent and fair to have agreed smoking breaks for those that need them. Offensive language or behaviour: agreeing amongst the group the boundaries set with regards to the use of inappropriate jokes, stereotyping etc. This can be incorporated into a self-defence class with a discussion on how the seemingly innocent actions of an individual may seem offensive to another and cause conflict due to differences in perception. †¢ Respecting others views: Respecting that everyone’s voice has the right to be heard and every opinion is valid, this can be achieved by understanding that it is inappropriate to interrupt or speak over a classmate. Being punctual: It can be put forward that having to wait for an individual disrupts the class flow and can show a lack of regard for those that are punctual and ready to learn. †¢ Turning off mobile phones: again this can be viewed as a disruption and off-putting for those that have the come to and have the right to learn. †¢ The in structor: is integral in the attitude towards others within the lesson, being punctual, professional, respectful and polite from the outset will set the mood of the class and the standard by which others will act.Constructive feedback is an important part of the communication process and can be used to reinforce positive behaviour and alter negative behaviour. Effectively delivered feedback can boost self-esteem and encourage progression. Some ways to give constructive feedback are: †¢ Informal: speaking to an individual or a group during or after an observation or task, allowing for a two-way discussion to clarify any points and focus on positive development. †¢ Formal: written feedback or discussion, again this should also be a two way process where the individual has the opportunity to discuss the feedback.This could be done in two parts, the written feedback and then an individual meeting to discuss the positive steps available for further development. †¢ Specific : Feedback will need to include facts which increase progress. When practicing a physical self-defence technique it can become necessary to alter a student’s movements to improve the technique, this feedback would also need to include the reason for the adjustment to help facilitate better understanding. Awareness: of a student’s reactions to feedback will allow for alterations so as not to offend and hinder progression. A tutors positive body language, tone and use of language can help make the feedback a positive experience. †¢ Praise sandwich: praising the things a student has done well will make them more receptive when listening to the things they need to improve on, following this up with another positive will create the praise sandwich. Research listing:Ann Gravells 2012 Preparing to teach in the lifelong learning sector: (5th edition) the new award. Hockings 2008 Teaching and learning research briefing, Learning and teaching for diversity and difference in higher education: http://www. tlrp. org/pub/documents/Hockings%20RB%2041%20FINAL. pdf Christine Hockings, April 2010 Inclusive learning and teaching in higher education: a synthesis of research, http://www. heacademy. ac. uk/resources/detail/evidencenet/Inclusive_learning_and_teaching_in_higher_education_synthesis