Human Noise Pollution on Whitetail Deer Population Essays

Human Noise Pollution on Whitetail Deer Population Essays Human Noise Pollution on Whitetail Deer Population Paper Human Noise Pollution on Whitetail Deer Population Paper and Dash J. , 2008). Noise pollution also affects workers that work around noise pollution (Toothache, Z, 201 1 the study showed how noise effects workers, and the environment while the building of a dam. Because of the amount of the noise that the workers and the environment has to take in during the day while the job is being conducted, there for making the workers loose there hearing. This relates to this project because this research tested what the noise did to the environment and the organisms that were within. In 1997 K. Swisher and Identical researched how whitetail deer are becoming major problems in communities today. The stated, Many communities are trying to regulate the deer populations that are closed from hunting. As long as adequate food sources are available deer populations will double every two to three years. Which is mainly due to the over population of the wildlife in that area because of the deforested area that was used to construct the communities. And what those members of the communities dont realize is that they are the cause for the abundance of whitetail deer in their area because were there house is those animals used o live. Another study conducted by S. Webb and K. Gee in 2009 was based on the survival and fidelity of the whitetail deer. They examined marked deer recaptures and sightings over a thirteen year period on an enclosed population of whitetail deer in Oklahoma, LISA. The researchers tested the survival and fidelity parameter. They found that the number of animals that are enclosed by fences have increased which created issues with the breeding habits and individual populations. The researchers also found that male deer had a 58% survival rate during hunting season compared to the 78% of the females during the hunting season. A study conducted by F. Wickedly and J. Foster in 2009, researchers used a Powders estimator to find the number of whitetail deer in a two hundred and fourteen hectare area in Texas. The researchers also used a corn supplement to attract the whitetail deer to their testing area. However in this research there will be no corn supplement used in conducting this research, the sample will be completely natural. B. Miller and R. Denying in 201 0 conducted research on the whitetail deer on the amount of whitetail deer in a given area. Clover Traps were used which are baited traps with kernel corn that the deer eat. These researchers collected data from whitetail deer from Feb.. 27th 1999 to the 19th of March 2005. These deer where physically restrained, blindfolded, and given an intramuscular injection of Calamine hydrochloride (1 00 MGM/ml) which is a tranquilizer shot, at a dosage of 2. 2 MGM/keg body mass. Then those deer were fixed with plastic ear tags which told there estimated age. Methodology The procedures that the researcher will need to follow if in need of conducting this project are as follows. Obtain a wooded area of which there is a population of whitetail deer that the researcher may conduct the experiment on. Note that the researcher must have at least a 5 acre perimeter of woodland area around the researchers test sight so that the research will not affect other populations. Then, Obtain a Wildlife Infrared Extreme trail camera. This is a water proof outdoor camera that uses a motion detector to take pictures during the day and at night. Obtain an alarm motion detector that is suitable for being outside and being wet. Drive way alarms for cars seem to work very well. (Note: Have not found the alarm product name yet and still needed for project) After the materials have been gathered, in researchers wooded area find a suitable place to place the Wildlife Infrared Extreme trail camera so that it will have a good view of the area that will be tested. Post it on the suitable tree and make sure that the camera is taking pictures by moving in front of the camera and seeing if a red light comes on when the researcher goes by. Place the remote control motion detector underneath the trail camera so that the camera can take the picture of any whitetail deer in that area when the alarm is going off, and when the motion detector is not in use (Control Variable No Noise). Next depending on what independent variable (Noise) that is being tested set the allotted time or the motion detector to run, before leaving again make sure that the two materials are working by walking in front of the materials. The camera should blink red and the motion detector should sound. After, let the materials sit out in the woods for the 2 week trial periods. Finally, after the 2 week trial period is over go back to the research area and retrieve the Wildlife Infrared Extreme trail cameras memory card. Then replace the memory card with a new blank memory card by inserting it into the designated slot. Make sure to leave the camera out there so the researcher would not have to repeat steps and 4. Repeat steps 6, 7, and 8 for the other independent variables. After receiving the memory chip: First, manually count each deer seen in each picture so that the researcher may record you data in their lab notebook. The researcher might also want to record dates, an times so that they find the mean, and mode for each day and time. So that there is data on what day out of the trial period the Whitetail deer moved the most and what the mean and mode was for the time of day also during the 2 week trial lengths. To better understand the Whitetail deers movement patterns due to the noise pollution. Next, plug in the researchers data in Maintain to get the mean, and mode for the movement patterns due to the noise pollution in the Whitetail deers environment. Record researchers data in their lab notebook, and then repeat steps 1-3 for each independent variables trial. Data Interpretation The levels and options of my independent variable are a control which will be the environmental noise that is already in the area that I will be testing. This means that will have to be done on this trial period is set up the motion detector and the trail camera. Another level of this project is the low noise eating which will be a certain time period that the noise will be on so to speak. The next variable will be the medium noise setting which will be a time period that fall be extend from the low setting. The final noise setting will be the high which will be the noise being produce 24 hours at a time for each day. The units and measurement technique for my dependent variable is that the researcher will be manually going through and counting each deer that are seen in all of the pictures. Then they will see what noise setting the picture was taken during and calculate my data. The researcher will also see hat the mean number of deer there was that came in the testing area for each day and noise level. The descriptive statistics that will be used in this research is mean which is due to the need to find out what the mean number of whitetail deer there were in that particular area at that time and what the mean number of whitetail deer there were in that particular area at that time and what the mean number of deer was that came in that area in that two week trial period every day. An NOVA test will be used for inferential statistics so that sample data can be compared to the overall population. This ill allow the researcher to see the number of whitetail deer out of that population that is affected by each noise level. The overall outcome (hypothesis) that is thought to happen in this experiment is, if there is a substantial amount of human population noise in a given area, and then the number of Whitetail deer in that area will be lower. This means that when there is an increase in the amount of noise in this experiment then the number of deer visiting that area will decline. Data Collection Table: Trial # I Control of Deer) I Low (# of Deer) I Deer) I High ( # of Deer) I Trial #1 h weekly h weekly h weekly h weekly Trial #2 h weekly h weekly h weekly h weekly Above is the data collection table that includes three trial periods for each independent variable. With each trial period lasting for two week periods, that are being tested one after another a day apart. Data Analysis Figure 1 shows that the number Of deer in the picture if counted manually was 4, the time was at 8:40 in the morning and it was 9-2-11. There were a total number of 493 pictures like the one below that had more and less than the one below. Figure 1 shows that the number of deer in the picture if counted manually During this research 493 photographs were used to collect qualitative and initiative data, like the one shown below. The photographs show that there are deer coming into the area, what time they came in, the date, and if it was during the day or at night. The photo below is a photo taken from the control period of this experiment.

Women of the Black Arts Movement

Women of the Black Arts Movement The Black Arts Movement began in the 1960s and lasted through the 1970s. The movement was founded by Amiri Baraka (Leroi Jones) following the assassination of Malcolm X in 1965. Literary critic Larry Neal argues that the Black Arts Movement was the â€Å"aesthetic and spiritual sister of Black Power.† Like the Harlem Renaissance, the Black Arts Movement was an important literary and artistic movement that influenced African-American thought. During this time period, several African-American publishing companies, theaters, journals, magazines, and institutions were established. The contributions of African-American women during the Black Arts Movement cannot be ignored as many explored themes such as racism, sexism, social class, and capitalism. Sonia Sanchez Wilsonia Benita Driver was born on September 9, 1934, in Birmingham. Following the death of her mother, Sanchez lived with her father in New York City. In 1955, Sanchez earned a bachelor’s in political science from Hunter College (CUNY). As a college student, Sanchez began writing poetry and developed a writer’s workshop in lower Manhattan. Working with Nikki Giovanni, Haki R. Madhubuti, and Etheridge Knight, Sanchez formed the â€Å"Broadside Quartet.† Throughout her career as a writer, Sanchez has published more than 15 collections of poetry including Morning Haiku  (2010); Shake Loose My Skin: New and Selected Poems  (1999); Does Your House Have Lions? (1995); Homegirls Handgrenades  (1984); I’ve Been a Woman: New and Selected Poems  (1978); A Blues Book for Blue Black Magical Women  (1973); Love Poems  (1973); We a BaddDDD People  (1970); and Homecoming  (1969). Sanchez has also published several plays including Black Cats Back and Uneasy Landings  (1995), I’m Black When I’m Singing, I’m Blue When I Ain’t  (1982),  Malcolm Man/Don’t Live Here No Mo’ (1979), Uh Huh: But How Do It Free Us?  (1974), Dirty Hearts ‘72  (1973), The Bronx Is Next  (1970), and  Sister Son/ji  (1969). A children’s book author, Sanchez has written A Sound Investment and Other Stories  (1979), The Adventures of Fat Head, Small Head, and Square Head  (1973), and It’s a New Day: Poems for Young Brothas and Sistuhs  (1971). Sanchez is a retired college professor who resides in Philadelphia. Audre Lorde Writer Joan Martin argues in Black Women Writers (1950-1980): A Critical Evaluation that Audre Lorde’s work â€Å"rings with passion, sincerity, perception, and depth of feeling.† Lorde was born in New York City to Caribbean parents. Her first poem was published in Seventeen magazine. Throughout her career, Lorde published in several collections including  New York Head Shop and Museum  (1974),  Coal  (1976),  and The Black Unicorn (1978). Her poetry often reveals themes dealing with love, and lesbian relationships. As a self-described â€Å"black, lesbian, mother, warrior, poet,† Lorde explores social injustices such as racism, sexism, and homophobia in her poetry and prose. Lorde died in 1992. bell hooks bell hooks was born Gloria Jean Watkins  on September 25, 1952, in Kentucky. Early in her career as a writer, she began using the pen name bell hooks in honor of her maternal great-grandmother, Bell Blair Hooks. Most of hooks’ work explores the connection between race, capitalism, and gender. Through her prose, Hooks argues that gender, race, and capitalism all work together to oppress and dominate people in society. Throughout her career, hooks has published more than thirty books, including the noted Ain’t I a Woman: Black Women and Feminism in 1981. In addition, she has published articles in scholarly journals and mainstream publications. She appears in documentaries and films as well. hooks notes that her greatest influences have been abolitionist Sojourner Truth along with Paulo Freire and Martin Luther King, Jr. hooks is a Distinguished Professor of English at the City College of the City University of New York. Sources Evans, Mari. Black Women Writers (1950-1980): A Critical Evaluation. Paperback, 1 edition, Anchor, August 17, 1984. Hooks, Bell. Ain’t I a Woman: Black Women and Feminism. 2 Edition, Routledge, October 16, 2014.

Review of the HR function Essay Example | Topics and Well Written Essays - 1500 words

Review of the HR function - Essay Example Facilities Management Catering (FMC) was formed in 1999 by Frank McCartney, Collin Botting and Martin Joyce. Three of them have put in more than 25 years into the running of the largest business portfolio of sports, and social and event catering in Europe. Since it inception the FMC has developed into a leading specialist in the sports stadiums and event market. Now it is the catering arm of the Sports and Leisure Division of Compass Group. The Compass Group is the biggest catering company in the world. recruitment to country level projects, including processing factories that are put under the direct supervision of senior HRM managers who, in turn, are answerable to the HRM director in the US head office. FMC has been outsourced to provide all food and beverage supplies of the Chelsea Football Club(CFL) on home match days and for non-match day functions. My role in the company is to carry out all recruitments along with another manager and some assistants. Our recruitment department is responsible for the provision of staff for all non-match day functions and a further 700 staff for home match days. It is my function to provide staff to all our retail units on the site. There are 23 bars and 31 food units which require 310 staff members to man them during every match.. The staff members are usually recruited as casual employees on a seasonal engagement plan. Those current and newly recruited employees are inducted and trained and at the end they are required to sign a contract of employment at the beginning of each season. The above organizational chart illustrates how the various HRM links at different levels operate and interact to achieve the corporate objectives of the company. In my capacity as a recruitment manager I am responsible for the following integrated functions and make all strategic options and choices (Armstrong, 2006,

Japanese Multinationals and the Management of Human Resources in Essay

Japanese Multinationals and the Management of Human Resources in United Kingdom Subsidiaries - Essay Example In the present day and age, the conduct of business leans increasingly towards international operations and managing human resources is increasingly critical to the success of business and . However, published research supports the notion that construction of human resource management for a business takes place within strong national boundaries. Thus, although information and communication technologies continue to transform organisational structures and business processes, breaking down organisational and geographic boundaries, national human resource management traditions engrained in the culture of a multinational headquartered in a country often intermingle with culture and traditions of the country in which a subsidiary is located. Although multinationals from a host country retain elements of traditional and cultural values, including those from Japan, United States of America and elsewhere, it is difficult for multinational corporations to exhibit core traditions from Japan, Am erica, etc. in subsidiaries located overseas for managing employees. When expanding overseas, a failure to integrate successfully managers and other key personnel from host countries into the management process of foreign subsidiaries is likely to present severe negative outcomes for a parent company. After all, foreign multinationals must serve clients in a host nation, comply with its laws and compete effectively in a nation with its own traditions, culture, business values and needs. A multinational must have due regard for national culture and organisational culture in a subsidiary, which must cater to the locals while shaping effectively the collective. Material and spiritual culture in a host country together with aspirations of employees, their preferences and tastes influence the treatment of employees and success of a subsidiary. (Keeley, 2001, Pp. 15 – 20). Multinational enterprises must have due regard for local employment laws, industrial relations and ethics

Choka Enterprises Essay Example for Free

Choka Enterprises Essay An effective reward system is organized to stimulate, inspire and motivate individuals to enhance their overall job performance. Our system is designed to appeal and retain staff of the right quality with an understanding of the financial status of the organization. This reward ststem is designed to boost the functions and core values of the organization that our employees will continue to with success. The factors to consider are: †¢ Performance associated pay †¢ Incentive †¢ Job Evaluation †¢ Monitoring the recruiting and retaining of staff †¢ Cost control mechanism by reviewing salaries and wages

Diversity Incident Analysis :: essays research papers

Diversity Incident Analysis For this assignment, I chose to analyze the diversity incident that is related to multiculturalism. It’s the first case scenario in the exercises section of chapter 9. The case is related to a Mexican immigrant that has been using his available sick days to take his wife to the doctor, even though she is not ill; they are only going for regularly scheduled physical exams. This case involves multiculturalism, and it shows us how, by employing immigrant workers, an organization can start having all kinds of problems when the right policies and procedures regarding diversity and multicultural environments are not in place. â€Å"One of the difficulties of accommodating multiculturalism is that defining a multicultural society or institution seems to be determined by one's perspective. A commonly held view suggests that being multicultural involves tolerance towards racial and ethnic minorities, mainly in the areas of dress, language, food, religious beliefs, and other cultural manifestations.† Most organizations nowadays have to deal with multiculturalism in one way or another. The globalization phenomenon has reached most of the civilized world, and organizations that don’t understand or don’t realize multicultural workforces are the way of the future are going to be displaced and left behind. This case in particular involves a person using his sick days to take his wife to the doctor, even for just a scheduled check-up. Although company policy states that sick days may only be used for the illness of an employee or the illness of a member of his/her immediate family, this is a case where multiculturalism in the workplace plays a big role. Due to the fact that in the Mexican culture it’s the husband’s responsibility to take care of the well being of his wife and family, the employee sees his behavior as normal or allowed. On the other hand, the employee’s supervisor, a white male, sees the situation as a violation of the company policy and wants to take further action. But, what is the company’s human resources department supposed to do? In my opinion, the company should create a more detailed policy regarding sick days, one that takes into account the many different cultural factors that may affect the organization based on the diversity of the ir workforce. If a better detailed and ‘fair-to-all’ policy is put in place, little problems like this would be less frequent or inexistent. It’s the company’s responsibility to modify, add or create policies that are more inclusive and that can be interpreted in a way that seems fair to all participants, being employees, stakeholders and/orients.

Communication and Learners Essay

Much of my research was carried out online and I have included my written research notes and sources. Teacher net (2010) says â€Å"Adopting an approach to your teaching which draws on research and evidence should help you in reviewing and developing your practice†. With this in mind I considered Maslow’s Hierarchy of Needs motivational model which we often refer to in teaching, although the original model was designed as a business motivational tool. Maslow claims that needs 1-4 are deficiency motivators and are generally satisfied in order when the previous need is fully or partially satisfied (Businessballs, 2010). If the lower level needs of the model are met then I can begin to help the learner gain the top level and realise their own potential however, in order to help others reach this level I must first achieve this myself, by researching I am furthering my own knowledge and developing myself on an ongoing basis. 1a – Negotiating With Learners – 753 words Gravells and Simpson state that â€Å"Initial assessment of you learner’s skills, knowledge and preferred learning styles should take place before you begin teaching the programme content.† (Gravells & Simpson, 2010, P17). Here they are saying ‘before the program content’, so an initial assessment is valid even if it is at the beginning of the session itself. I do however slightly disagree with the necessity to always know the learners preferred learning style from the outset. If we accept that learners are different then we must accept that we will be teaching learners during each session with differing learning styles, and must therefore accommodate those differing styles. I usually do not get chance to assess my learners for learning styles before a session so I must compensate using a progressive style of assessment, this enables me to adjust my teaching methods and styles to suit and include my learners. It is therefore not so important to know what th e learning style of an individual from the initial assessment but, it can assessed as the teaching progresses. Learners enter the learning environment with varying needs and expectations; it is my responsibility as the teacher/tutor, through processes such as initial assessment, to ensure that the learner is on the correct path/course or at the right level. Failing this then I should be able to help the learner choose a more appropriate path. According to Walklin â€Å"It is important to assess all people seeking access to education and training opportunities, the purpose being to help them to plan their future education and training programme. Initial assessment helps the provider and the learner sort out what it is they wish to achieve†, (Walklin, 1993, p.290). The initial assessment is a way of evaluating what the learner will need to achieve the goals set and indeed a way of setting future goals with the learner. I have recently experienced this myself when an experienced teacher found that I was in fact following an unsuitable path, he was then able to change the course I had appl ied for, to a more suitable and achievable course. Having an understanding of a learners previous experience is also beneficial to the teacher, I myself train professional drivers who often have many years experience within the industry. Using a short pre-session initial assessment which consists of an informal one to one chat and note taking, and group introductory sessions allows me to make a connection with these more experienced learners, who often feel disgruntled by the process of having to train within an industry they feel they already know. It is important then to be aware that experience will affect learning and that it may have a positive or negative influence. After an initial assessment I can ascertain what the learners knowledge and skills will be to date and a learning action plan can be completed, this plan is specific to each individual leaner to ensure their needs as a learner are met. A tutor should spend time with each individual learner and agree learning goals and further actions. Further actions may include additional help that may be needed, for a student with learning disabilities for example. Once the learners needs have been identified and agreed the trainer would focus on the teacher/training cycle, Kolb (1984) which is made up of the following 5 points, keeping in mind that this is an ongoing cycle. * Identify needs and planning * Designing * Facilitating/deliver * Assessing * Evaluating Further actions that should be agreed prior to the course commencing is the establishment of ground rules. Ground rules are commonly referred to as, â€Å"the minimum necessary conditions for getting learning work done in the class.† (Atherton, J S 2009). I agree with Atherton here and would add that, establishing ground rules in a learning group can also be negotiated between the learners and the teacher. WestOne (2010) discusses various strategies for negotiating with learners, it suggests that It can often be effective to give learners some responsibility for rules, such as what time breaks and dinner is taken, these small items of negotiation will give learners a sense of control within the environment and encourage them to take part in the learning process as they will begin to have shared ownership of it. I would say though that to give too much away to learners may lead to a loss of control for the teacher, one must always consider the fine balance here. I looked at a company called Novadata, they provide training similar to mine but also have a larger portfolio of courses. Their main initial assessment is carried out over the telephone or via an online internet form. While I will consider the option of the online form in the future I do think it may be a little impersonal and I would have doubts about getting the right quality of information, telephone based initial assessment is however a possibility that would allow me to connect with learners better. 1b – Inclusive Learning – 748 words Gravels & Simpson discuss inclusive learning and suggest that â€Å"inclusive learning is about recognising that each of your learners is different from other learners in many ways†, and â€Å"you should plan your teaching and learning sessions to enable all of your learners to take part†. (Gravells & Simpson, 2010, P25). There are various methods to ensure this, we can for instance use different teaching methods to appeal to the different learning styles, for instance VAK or VARK(Visual, aural, reader and kinaesthetic), kinaesthetic learners prefer to touch whilst visual learners will prefer to see demonstrations and, aural learners will be more attuned to a discussion while readers prefer the written word. In all of these cases it should be noted that any given learner may have a preference for learning but will to differing degrees have traits of all styles. I use this as the basis for any planning but keep myself aware that it is just that, a basis or starting point for a flexible plan. It is once we begin to understand that learners are individuals with varying needs that we realise that relying on the VAK descriptions alone is inadequate in order to be inclusive. Inclusion UWE states â€Å"The aim is not for students to simply take part in further education but to be actively included and fully engaged in their learning† (2008). It may be that a particular learner is a kinaesthetic learner but for one reason or another cannot take part in an exercise. In order to agree with the UWE statement I had to recently change the way I carried out a practical exercise as one of my learners could not look at a small computer screen for very long, by pairing him with another learner and allowing them to use a projector connected to the computer they were able to complete the exercise together thus ensuring inclusivity. But inclusivity goes further than just planning sessions and resources. Huddleston and Unwin discuss how teachers must no longer be concerned with their own subject and transmitting knowledge but, â€Å"as managers of learning, teachers will need to seek the help and support of other professionals in their college, including non-teaching staff.† (Huddleston and Unwin,1997, P117). While I do agree in principle with what they are saying, for example, a student with problems of childcare can easily be helped by being pointed toward crà ¨che facilities within the learning establishment, I would also have to point out that it is important to facilitate a solution rather than be the solution. I think a teacher must maintain a certain distance from the student, so it is better to offer information on transport subsidies than to offer a lift. Another example of how we can be flexible to promote inclusion recently happened to me, When I arrived at a site to carry out training many of the delegates found that in order to start for their working shift the following day, they would have to finish 45 minutes early, as the requirements for the training to be completed meant they had to carry out a full 7 hours of training I could not legally cut the course short. We then came to an arrangement whereby tea breaks would be taken as we carried out practical exercises thus allowing for the full session to take place. By making this small adjustment I was able to cater to the individual needs of a few of the learners which again placed them in a position where they did not have to worry about working the following day and, could continue the learning process. Preparing to Teach Inclusively states â€Å"There are many issues to consider when identifying a student’s needs, but it is important to remember that they may fluctuate from day to day. As the course progresses, try to review with students whether you are meeting their needs.† (2006). Students needs do change constantly, it may be that a bus service is delayed and a number of students will be late by 10 minutes or another may have employment difficulties, while it is not the job of the teacher to fix these problems, it is the responsibility of the teacher to make provision for them and to suggest agencies or information that can help. A solution can be as simple as asking another learner to take extra copies of handouts and pass them on, whatever the action, the aim is always to enable the student to return to a successful learning environment. 1c – Integrating Functional Skills – 557 words QCDA says that â€Å"Functional skills are practical skills in English, information and communication technology (ICT) and mathematics. They allow individuals to work confidently, effectively and independently in life† (2010). Functional Skills are often given different names such as â€Å"Key Skills† or â€Å"Minimum Core†, but they all amount to the same thing, the basic integration of Maths, English and Information & Communication Technology. Petty states â€Å"The alternative to integrating key skills is to teach them separately. The problem with this approach is that students tend to see them as an irksome irrelevance to their main course of study†.(G Petty, 2009, P538) Whilst I agree with his point and I agree with the methods and reasons for teaching Functional Skills in this way, I also believe that this statement pays little attention to those of us who would thrive in a situation where those key skills are taught separately, people such as myself, I trained as a chef when I was young, attached to this course I did a C&G in communicating and in computer programming. I enjoyed having a separate learning session for this and was able to gain another certificate to be proud of; in conclusion I would say that this is again an area where we can see how people differ in so many ways. Gravells and Simpson state that â€Å"As a teacher, you should be able to demonstrate your own competence in the areas of literacy, language, numeracy and ICT.† (Gravells & Simpson, 2010, P59). As a teacher I believe it is important to have a good understanding of Functional skills, spelling and maths mistakes within a handout or presentation will be transferred to learners, why should they not believe you if you are the teacher. To this end it is important as a teacher to continually give consideration to improving my own Functional skill on an ongoing basis. The embedding of these skills within a teaching session is not difficult but should be given careful consideration at all times, for instance, I recently had a learner who was dyslexic, I try where possible to provide printed material on different coloured papers as this can often help people with this condition. It turned out that this was the first time this particular learner had come across this aid to reading, so instead of just ignoring the reading exercise he became interested enough to ask about further help. I was able to give him a contact at Learndirect. This particular learner now has the confidence to learn to read and write at higher standards than he thought possible. It is this gaining of confidence and belief in oneself that will cause the attitude change that is conducive to learning. In order to integrate Functional Skills into any given session you could consider exercises such as multiple choice quizzes for reading, discussion sessions for language skills. By adding in maths questions to a PowerPoint presentation you can elicit answers from learners, by watching the reaction of other learners it is often possible to see if anyone is struggling with these concepts thus allowing you to go over the question in more detail until you are sure the learner has grasped it. ICT can be integrated in just as many ways, for instance asking learners to find and print a particular style of picture for the next session. 1d – Communication – 677 words Just out of interest I typed into a leading search engine â€Å"verbal non-verbal communication†, within the first five listings I found the following (MinorityCareerNet, 2010): â€Å"Nonverbal Communication According to A. Barbour, author of Louder Than Words: Nonverbal Communication, the total impact of a message breaks down like this: 7 percent verbal (words)   38 percent vocal (volume, pitch, rhythm, etc) 55 percent body movements (mostly facial expressions)† This is a misquote that can be found time after time in books, on websites, and more worryingly within training courses. In fact, this statement is based on the work of Professor Albert Mehrabian in the mid to late 1900’s. The research actually concentrated on the communication of feelings and attitudes, it has since been misquoted to define all types of communication. It is somewhat ironic that his message has been so misused and misunderstood. I raise the point of this because I am guilty of using it in the incorrect context, assuming that because those that have taught me use it, then it must be so. It really does not matter how I contort my face wave my arms in front of learners, unless I explain verbally or with written instructions very few of them will understand what I am trying to communicate. Different people respond to different forms of communication, when we teach we give consideration to the varying types of learners, Visual, Aural, Readers, Kinaesthetic (VARK), we try to design our lessons to include all of the styles. I asked myself the question, â€Å"Why do people learn in these different ways?† My research results led me to investigate a condition known as synaesthesia, in which one sensory input produces unexpected results for example, a synaesthete may see the colour red when they see the number 2 and blue if they see number 3, in some cases sound caused a visual effect for the synaesthete. It occurred to me that this may go some way to explain why one person responds better when information is given in a verbal format, another responds better if it is visual and so on. The connections between these different sensory areas of the brain mean that we all have our own unique way of perceiving what is being taught or communicated (please refer to my micro teach for more information). For me the advantage of this seemingly odd line of research had the effect of allowing me to empathise with learners of different styles and gave me meaningful reason to consider how I communicate to learners with differing learning styles. â€Å"Communication is the art of successfully sharing meaningful information with people by means of an interchange of experience. The important word is ‘successfully’, which implied that a desired behaviour change results when the receiver takes the message† (Walklin, 1993, p.164). I think what Walklin is trying to tell us is that it is not enough to communicate the instructions, it is also important to deliver praise or constructive criticism in order to encourage and guide the learner into new discovery, if you ask the learner to complete a task a feeling of accomplishment will encourage behaviour conducive to further learning. This is important to me when teaching as my own learners can often be hostile to the learning process, feeling it has been imposed upon them. It is also important to listen to the students, if you set tasks that are above the student’s current abilities then you are likely to create a barrier to communication whereby the student will close in on themselves not wishing to admit they cannot continue and the learning process will cease. Achieving two way communications with our students is not straightforward. Barriers can often present themselves. It is crucial that a teacher can identify barriers and help students overcome them. Petty (2009) suggests that inappropriate level of work, jargon, vocabulary and other use of language, environmental factors, fear of failure and an inapproachable teacher can be barriers to students learning experience. Whilst I agree in principle to this, I also believe that introducing new vocabulary and language usage is essential to the student’s further development. ATHERTON J S (2010) Learning and Teaching; Ground rules for the class (Online) Available: http://www.learningandteaching.info/teaching/ground_rules.htm (Accessed: 03 January 2011) Anne Gravells and Susan Simpson (2010) Planning and Enabling Learning (2nd Edition), Learning Matters Businessballs (2011) Maslow’s Hierarchy of Needs, (Online), Available: http://www.businessballs.com/maslow.htm , (Accessed: 15 February 2011) Inclusion Further Education (2008)(Online) Available: http://inclusion.uwe.ac.uk/csie/tmlnsn.htm (Accessed: 10 January 2011). Minority Career Network Inc. (2011) Non Verbal Communication, (Online), Available: http://www.minoritycareernet.com/newsltrs/95q3nonver.html , (Accessed: 15 February 2011) Open University (2006) Preparing to Teach Inclusively (Online), Available: http://www.open.ac.uk/inclusiveteaching/pages/inclusive-teaching/preparing-to-teach-inclusively.php (Accessed: 20th January 2011) Prue Huddleston and Lorna Unwin (1997) Teaching and Learning in Further Education (2nd Edition), Routledge Farmer. Petty G (2009) Teaching Today (4th Edition), Nelson Thornes. QCDA (2010) Introduction to Functional Skills (Online), Available: http://www.qcda.gov.uk/qualifications/30.aspx, (Accessed: 11 January 2011). Teachernet (2010) (online), Available:http://www.teachernet.gov.uk/research/Learning_about_research/ (Accessed December 15 2010), (Note-now removed) Walklin, A. (1993) Teaching and Learning in Further and Adult Education. Cheltenham: Stanley Thornes (publishers) Ltd. West One (2010) How to negotiate learning (Online) Available: http://www.westone.wa.gov.au/toolbox8/taa/elearn/toolbox/resources/e_space/e_sources/quickguides/interaction/negotiating/howto.htm (Accessed 03 January 2010)

Students Participation in Co-Curricular Activities

Group Discussion| October 29 2012 | John Cheok, Wai Wai and Sin Ping| Sorry, If your name are typed wrongly and please voice out if you have any problem. TQ| John: Well, we shall discuss our task given to us by Ms. Low today. So do you have anything to bring up? WW: Sorry for the interruption, but I did not pay attention during English class last week. Do you mind to explain what are we supposed to discuss? John: Everyone in the class is divided into groups and we are supposed to discuss the question that are given and present it to the class.WW: I’d appreciate it if you could enlighten me further on the question given. SP: Wai Wai, the question given to us is about students participation in co-curricular activities has not been encouraging. We are must discuss the reason and implications and not to forget, the ways to overcome it. John: I’m glad someone actually listens in class. Co-curricular activities are non-academic activities that are conducted in schools or coll eges. Furthermore, the objective of these activities is to help prepare the physical strength and mental state of students.These activities may vary from football to public speaking. WW: From my point of view, these activities help the students a lot, so I can’t understand why are their participation discourage? SP: In general, college students have not enough time. They have to juggle around with many things. Students not have many lecture and tutorial classes to attend. For example, I finished my lecture at 10am, my next tutorial class is at 10. 30 and I have to race all the way to the class that is situated so far. Let alone co-curricular activities, I don’t even have enough time to finish up my homework.John: I think we share the same opinion on this matter, there are so many assignments that I have to pass up. And the deadlines are all right next after the previous. I don’t think 24 hours for a college student is enough. I think I need 30 hours a day to joi n a co-curricular activity. WW: I agree with you on that, but if we manage our time properly, we will find out that we spend a lot of our time on unnecessary matters, for example many students are now addicted to Facebook. They log on to Facebook like every hour. And also many are addicted to Korean dramas.Instead of wasting time streaming for an episode. Why not join a co-curricular activity? SP: I’m afraid I’m not really convinced by you. One of the reasons is activities in co-curricular are not interesting. Students are learning what they have learned in secondary school again and again. The repetitive and common activities will not attract the students to participate. John: I think it is fair to say that the way to overcome this problem is by adding more interesting activities that can attract many young adults to participate and most important have fun while doing certain activity.WW: It suddenly rang in my mind that many of my friends told me this before, the act ivities conducted in co-curricular are not helpful in their future career. On one hand it may not be helpful but on the other hand it may also be less encourage because of parents objection. SP: I totally agree with you. If students take part in these activities, they will have to stay longer in college. It is normal for the parents to be worried. I understand this because my mother will also get worried of me. They are afraid that I will mix with the wrong group or even play truant.John: I rather blame student themselves to be lazy than blaming parents for not letting us join the co-curricular activities. WW: May I interrupt you for a moment? John: If I may just finish, As I was saying, if a student is hardworking and responsible, I am sure that their parents will believe them and not worried that they will mix with the wrong people neither will they play truant. WW: In that case, I’m sorry to say that I may not be able to accept that. SP: Let’s not argue further but discuss about ways to overcome this problem. John: I think a campaign will help.WW: Could you explain this matter further? John: What I was thinking just now is that the college should held a campaign to encourage the students to take part in co-curricular. In that campaign, students should be given with more details and they can also ask questions about the activities that they are keen to join. By doing this, the students might gain more interest or even be exposed to new things. SP: I see eye to eye with you about this. Besides organizing a campaign, the college can also make it compulsory to join co-curricular activities.If students refused to join, they will never graduate. WW: I concur with you on this issue, but if the college forced their students to take part in the co-curricular activities, they students will not enjoy themselves but it will even male them more stress. From my point of view, the college should reward students with credit hour. For example in Tar College, i f you join the co-curricular units, at the end of the semester, you will earn two credit hours. John: Wow, by doing this, students will gain more knowledge and also do something for them to graduate by earning those credit hours.I’m sure students in TAR College are all willing to take part in their co-curricular units. I think students will gain more experience by participating in co-curricular activities. I believe, Co-curricular activities will expose students to many new things, hence it have many benefits. To conclude our discussion, the main reason for students not to take part in the co-curricular activities is lack of time or has bad time management and to overcome it, students must learn to distribute their time not only for their academic but also for some co-curricular activities.

Eq Is Better Than Iq Essays

Eq Is Better Than Iq Essays Eq Is Better Than Iq Essay Eq Is Better Than Iq Essay EQ IS BETTER THAN IQ! Government points| Opposition’s rebuttals| Necessary social skills that a student needs are associated with high levels of EQ or emotional intelligence. If a student does not develop the EQ skills needed to successfully transverse the maturation process he or she will be left in a situation of having the intelligence to functionally work or play but not have the emotional skills to successfully work or play, thus limiting their potential future. They may have received good grades on tests in school classes but without a working high level of EQ they are unable to function as adult people in an adult world| A persons IQ, on the other hand, measures concepts like logical reasoning, word comprehension, and math skills rather than creative potential or emotional abilities. People with a  high IQ  may be able to learn certain subjects very quickly and make connections between ideas that others miss. Its correlation coefficient is . so in most cases the higher IQ someone has, or the higher their potential to learn is, the higher their emotional intelligence is. | IQ tests are used as an indicator of logical reasoning ability and technical intelligence. A high IQ is often a prerequisite for rising to the top ranks of business today. It is necessary, but it is not adequate to predict executive competence and corporate success. By itself, a high IQ does not guarantee that you will stand out and rise above everyone else. Research carried out by the Carnegie Institute of Technology shows that 85 percent of your financial success is due to skills in â€Å"human engineering,† your personality and ability to communicate, negotiate, and lead. Shockingly, only 15 percent is due to technical knowledge. Additionally, Nobel Prize winning Israeli-American psychologist, Daniel Kahneman, found that people would rather do business with a person they like and trust rather than someone they don’t, even if the likeable person is offering a lower quality product or service at a higher price. What good does a  high IQ  do for you? The conclusion is: quite a lot. In our society intelligence is highly appreciated. If you have a high IQ, you have a better chance of being successful at school and professionally. | In 1995, psychologist Daniel Goleman released a book called Emotional Intelligence: Why It Can Matter More than IQ. Goleman tried to unravel how someone who graduates at the top of the class c an spend years hoping for a promotion, whereas someone who barely cracked a book might be that classs top earner. He hypothesized that when it came to predicting success, standard intelligence mattered less than emotional intelligence. Its not what you know, but who you know and how well you get along with them, to borrow an old adage. According to Golemans research, a high IQ didnt help when it came to networking or collaborating, while those who could understand and regulate emotion could sail straight to the top of the corporate ladder. | | | | | | | | | |

How to Write a Conclusion for a Lab Report - Paperell.com

How to Write a Conclusion for a Lab Report How to Write a Conclusion for a Lab Report? Many people lack writing experience in order to perform some written tasks. This especially applies to those who major in some sciences like chemistry, physics, biology or similar – they just have a different set of mind. The problem arises when these people attend a university. It is not a secret that a large number of academic papers are essential components of the educational process, which means that there is no way one can avoid writing papers for college. And even a bigger problem arises when a student has to perform such a complex task as a laboratory project, which requires not only inThere is not a single foolproof way of writing a conclusion in lab report. There are many approaches that can point you in the right direction. Feel free to use this lab report writing guide. Alternatively, take a look at this example of a lab report conclusion for the following experiment:Experiment goal: To create the best environment for fish in the aquariumThe aim is to work out a rel ationship between the water’s temperature and the amount of oxygen dissolved in it (to find the optimal temperature to provide more oxygen for fish in the water). An experiment is set up. Ice and a hot plate are used to alter temperature of water. The amount of dissolved oxygen present in the sample of water is then measured (using a chemical set).Hypothesis: Oxygen levels decrease as the temperature water is increased.Conclusion paragraph: The purpose of this experiment was to measure the effect of altering water temperature on the amount of dissolved oxygen in the water. The graph shows such results. The coldest temperature water contained most oxygen in it – about 6.3 mg / L at 10 °C; the warmest temperature water contained least oxygen in it – about 4.9 mg/L at 30 °C. The trend seems to be linear – as the temperature is increased, the amount of available oxygen decreases. This data supports the original hypothesis. In this work, it was difficult t o maintain a stable temperature long enough to test it accurately (the water rapidly warmed up as one went through the oxygen testing procedure). Perhaps future tests could be done more quickly to prevent temperature changes and minimize error. Future experiments could test for other factors that can affect oxygen levels in water. The assumption is that adding plants to the aquarium could affect oxygen levels (when they photosynthesize).This above example is a basic high school trial. But pay heed to how all necessary information regarding the experiment is neatly presented. It is done in such a way that the reader gets a clear understanding of the concept even without reading the rest of the lab report and without being a scientist. This  resource includes another sample lab report.Just a few final tips left to share with you: write your paper in the third person, avoid using â€Å"I† or â€Å"we†. Once you have completed your work, read through it again checking fo r any inconsistencies. Make sure you don’t contradict yourself and your conclusion reiterates what you have learned from the experiment show you understand your topic! On your final reading proofread your writing to avoid any grammatical or spelling errors that could lower your overall grade.We hope all above information will help you produce your perfect paper. However, you can also use a professional lab report writing service  which is guaranteed to get you a top grade in your discipline.

Developmental psychology Essay Example | Topics and Well Written Essays - 1500 words - 1

Developmental psychology - Essay Example In the preoperational stage, the child is in a later stage of development, early childhood, and they tend to be more and more focused on the world around them. In the concrete stage, â€Å"accommodation increases. The child develops an ability to think abstractly and to make rational judgements about concrete or observable phenomena, which in the past he needed to manipulate physically to understand† (Piaget, 2010). And the stage of formal operations can be roughly equated to adolescence. There are various tasks that Piaget attributes to each stage; for example, in the conservation task of the concrete stage, â€Å"They also see that when one of the vessels is emptied into a taller and thinner receptacle, the level of liquid is higher in the thinner vessel than in the other original vessel. Pre-Concrete Operations stage children conclude that there is more liquid in the thinner vessel† (Conservation, 2008). The results of this task may be that the child is not able to d ifferentiate between different volumes in vessels of different shapes. Although, as mentioned, some argue that there are confounding variables, Piaget has general support in today’s society. Piaget’s concepts of assimilation and accommodation are important to consider in the construction of a childs schema. Accommodation is the tougher concept, in terms of the cognitive effort that the child has to put forth. In assimilation, it is basically like the child taking in new information that fits into a sort of pre-fabricated place in their brain—it is new information that fits seamlessly with old information. Accommodation, however, is more about conflict and compromise. â€Å"In accommodation, the internal world has to accommodate itself to the evidence with which it is confronted and thus adapt to it, which can be a more difficult and painful process.   In the database analogy, it is like what happens when you try to put in information which does not fit the

ON orientalism Essay Example | Topics and Well Written Essays - 1250 words

ON orientalism - Essay Example As the empires extend across the world historically, the British and the French have been the mainly significant in terms of the East. The empires required to be acquainted with how they could comprehend the citizens they come across so that they could surmount and suppress them without difficulty. This method of using hefty abstract categories to describe those who look dissimilar, whose skin is a different colour, has been going on for a protracted time, as far back as there had been ring up linking different cultures and people (Sheng 180). However, orientalism makes such all-purpose procedure official in that it presents itself as intent knowledge. American orientalism is to a large extent meandering, and what differs in the American knowledge from British and French Orientalism, is that the American orientalism extremely politicised by the existence Israel for which America is the key partner. Many individuals trust the way that Americans recognize the Muslim world is extremely difficult. Anti-Arab racism seems to approximate the official sanction. Repeating the lines of persons who contain the majority influence, for whom Islam is a useful foreign fiend, to twist concentration away from the inequalities and trouble in the personal culture. America truly desires to think about racism. Racial discrimination that comes from the United States to Muslim individuals and towards Arabic persons, and that something that has to end and the United States has to begin regarding people from the Middle East in order to stumble on a way out to the trouble that has been building up over the years. This violence occurred in April of 1995. It appears to contain a recognizable mark. It got done to cause as many fatalities as possible. The reality that it was a dominant bomb in Oklahoma City, right away drew investigators to regard as fatal parallels that most of them have