Business Context And Strategic Environment Essay

In the modern business arena, stiff competition has made many companies to diversify their product line in order to retain the existing customers and attract new ones. In addition, firms have established strong ties with their customers through effective fulfillment of ethical and social obligations. This has not only resulted to high profits for such companies but it has also enhanced strong customers’ loyalty and good image to both the government and the general public. This paper keenly discusses the ways in which Easy Jet, an airline company based in London fulfils its ethical and social obligations. Easy Jet Company is a major airline company in Britain which is known for its large number of routes and high number of passengers. With more than 500 routes the company is able to effectively carry its passengers to different regions including North Africa, West Asian and in European countries. One of the major reason as to why Easy Jet Company has been performing well in the market is due to the application of the acquisition strategy. By acquiring other smaller companies, Easy Jet Company has been able to widen its customer’s base leading to higher profits. Ethically the company has been in the fore front in ensuring that passengers have been provided with quality services. In order to ensure that passengers are attracted towards the company services, the management team led by Carolyn McCall, the CEO has reduced the prices of its services. This in turn has created a strong positive relationship between the customers and the company (Dunn and Graham, 2007). Environment conservation strategies are other social aspects which Easy Jet Company has effectively established. This is based on the fact that due to its high number of routes, the company aircrafts emits high amount of carbon which is a major cause of global warming. In order to address noise pollution which is also a major challenge facing the company Easy Jet has adopted ICAO which is a strategy aiming at improving their aircrafts and reducing noise. In the same way, the company has undertaken some major strategies in collaboration with other companies in order to reduce environmental pollution. The first strategy is that the company has reduced unnecessary flights. This has been achieved through introduction of point to point technique. This implies that aircrafts will minimize extra routes in order to reduce the level of carbon emitted in the air. In addition, the company has adopted the policy of taking the shortest distance between any two destinations. As a result, the amount of carbon emitted by the Easy Jet aircrafts has drastically reduced leading to environmental benefits. Secondly, the company effectively utilizes its resources and aircrafts. This entails maintaining an average flight time of 1. 9 hours and 20 minutes turn around time. Thirdly, Easy Jet uses the services of new aircrafts in its operations. By retiring old aircrafts and adopting modern ones the company has been able to maintain environmental friendly policies. This has also been achieved through replacement of the aircrafts after every 10 years of operations. Similarly Easy Jet has adopted modern technology which aims at reducing the amount of fuel used and giving information to the cabin crew about the rate of fuel consumption by the aircrafts. Through the introduction of a modern aircraft referred to as A319, the company has been able to reduce the consumption of fuel by 2%. As a way of showing its commitment in conserving environment, Easy Jet greatly contributed in the formation of European Single Sky regulations which are geared towards reduction of negativities brought about by flight delays. The company has also participated in various meeting with other European based companies in order to ensure that air pollution is effectively addressed. Use of modern technology is another factor which has made Easy Jet maintains a high level of professionalism. This involves adoption of paperless office. Through the use of computers and scanners, the hard copy documents are scanned and then disposed. The company has a well maintained recycling facility which ensures that all the papers used are reused and sensitive company information effectively is properly secured. In the same way the company packaging policies ensures that the materials used in packing its products can be easily recycled. In order to ensure that waste materials from the company are at minimal level, the company has emulated products which are not perishable. Easy Jet Corporations has taken various measures in order to fulfill its social obligations. Open office policy is one of the major aspects which have been adopted by the company in order to create an effective interaction between the employees and the senior managers. In turn, this has enhanced high level of motivation among the employees leading to a rise in their level of productivity. Another significant social aspect adopted by Easy Jet is the use of intranet. This has improved the operations of the company in that the employees and other stakeholders have been able to contribute in the decision making process in the company (Jones and Lois 2007). In addition, the use of intranet has enabled the employees and the customers to be informed about the daily and long term operations of the company. In order to make the employees be part of the company, senior managers have provided opportunities through which employees can publish various issue which affects them during their duties. Such issues include technical, costs of operations and employment aspects. Through regular updates via intranet, customers are able to arrange with the company regarding their journeys. Easy Jet social obligations have also been achieved through the use of online chart forum which is initiated monthly in order to create a strong connection between the directors and the employees. In order to supplement the benefits of the intranet within the company, directors have also introduced magazines which have wide range of information regarding the company. Examples of such magazines are Plane times, Cabin fever and The stable approach. Extrinsic motivation of the employees is also an imperative social issue that Easy Jet Company has initiated. This has been achieved by adopting GoMAD rewards scheme whose aim is to recognize and reward the hard working employees (Brignall and Miles, 2006). This has reduced the rate of employees’ turnover leading to more profits and reduced costs of training new employees. In order to ensure that there is no racial segregation within the company, Easy Jet is an equal opportunity employer. This is based on the fact that anyone can apply for a job in the company regardless of the age, disability or sex. As a result the company employees’ fraternity is comprised of people from different backgrounds. Provision of efficient and safe working environment is another fundamental social issue that Easy Jet has initiated. This has produced positive results in the form of increased productivity by the employees and high level of profits for the company. In addition, the interrelationship between the senior managers and other employees has been positive due to the involvement of all the stakeholders in the decision making process. Conclusion Based on the above analysis, it is clear that Easy Jet Company has successfully achieved its ethical and social obligations. The directors have come up with rules which are geared towards maintaining high level of ethics among the employees. These rules includes keeping accurate and full records, keeping all dealing legitimate and refusing bribes from suppliers or customer. The strict following of these rules and environmental conservation policies has made the company attain a competitive edge in the air transport industry.

Generalist Practice in Social Work Essay

As generalist, social workers operate from a base of diverse skills which enable them to help individuals with personal problems, while simultaneously confronting the larger issues which are problematic for communities or organizations. Based upon the Generalist Intervention Model, today’s social worker must be equipped with a skill set that is able to address micro, mezzo and macro systems in order to effect change and address issues at each of these levels. Micro systems are defined as individuals, mezzo systems represent small groups and macro systems are large organizations and communities. This book outlines the bases of these three areas of practice in the form of a guide. We are shown the commonalities between the three systems. More importantly a practical model for initiating macro change in organizations and communities is provided in detail; along with analysis of the specific skill set required to enact these changes thru the macro intervention process. This book i s essential for helping the social worker to understand how to effectively advocate for client resources and services, by using agency skills within a community context. The ability to navigate from community to agency, in providing client services is the bases of achievement within the social worker profession. Knowledge of the macro system as it pertains to the role of the agency is germaine to establishing what a social worker can and cannot accomplish for their client. Similarly community issues must be understood for the impact that they present on the social workers ability to perform. The core of the book’s ideology on generalist practitioners is that they possess a wide diverse skill set along with comprehensive understanding of organizational functioning, to perform as a liaison helping their clients (micro system) to benefit from the macro system. Specifically, the book delineates the need for social workers to be thoroughly aware of how organizations function within the community and within towns, counties, states, the national and on the international level, to have a working framework that will enable them to help individual clien ts, groups, families and communities. This book seeks to address the means of accessing resources and contributing to effecting change within the organization to this end. In exploring the macro systems, diverse methods of intervention are presented, from the perspective of how they affect the social worker’s ability to provide services at the community and  organizational levels. The strategies offered in the exploration of the generalist intervention model have proven effective when utilized to present ideas involving changes at the macro level, which are based upon experiences encountered in providing micro services. This is an essential part of the social worker’s role, helping the agency to improve service to clients, from input gained from the social worker in actual practice. Generalist practice is an outgrowth from historical social worker practice, in its expansive approach which incorporates a wide knowledge of skills and professional values enabling the social worker to work across the board, i n providing specific client services. This model represents a change in the historical practice of having practicitioners specialize in one area of practice, such as with individuals or administration. In employing the generalist approach the overriding benefit is that problems are now dealt with from numerous perspectives that may involve all three systems. Presenting the foundation for generalist practice the authors define knowledge, skills and values as the basic three areas needed to be assessed when evaluating any problem. This paradigm is further broken down into the steps to be undertaken to put the model into usage. These fundamental critical thinking skills include engagement, assessment, planning, implementation, evaluation, termination and follow up, with room for reassessment or discontinuation of contact as the basis of the the generalist intervention model. Specific case histories are given as examples of how these steps can be effectively enacted to address the wide range of problems that social workers confront. To this end, the authors target the basic requirements for social workers necessary to enacting the generalist practice as: extreme flexibility, wide base of knowledge about many aspects of life and the mastery of a range of problem solving skills that may be utilized at the micro, mezzo and macro levels. Therefore the ability to apply this knowledge, combined with professional values thru the use of recognized skills and practices, forms the basis of generalist practice. In possessing these skills, the social worker is able to work within any size system in a wide range of professional capacities. Some of these may include mediator, education, initiator, negotiator, advocate, and general manager, as examples. Presenting the varied roles, necessary for the social worker to perform, the author’s elucidate upon a variety of topics related to professional ethics, exploring the values and  mindset that the social worker needs to adapt to their professional role effectively. Special attention is given to the aspects of diversity, and how this relates particularly to populations who are at risk, where special attention needs to be given to insure that social justice is being enacted in the care for oppressed people who may have been marginalized. How these values are encoded in the NASW’s code of ethics is also touched upon. In addition to discussing the importance of utilizing critical thinking skills in social work, practitioners are prese nted with the hierarchy of steps necessary for effecting planned change at the micro level. From the micro level, a similar protocol is furnished for planned change at the macro level, which encompasses many of the same steps but utilized in an expanded version of the first model. This problem solving model is based upon The Prepare Process, which is given an in-depth treatment demonstrating how the practitioner may put this model into actual effect. Basically, the authors treat the three practices using the same fundamental process, as it is stressed that the skills acquired to work with each group, simply are expanded to incorporate the needs of the preceding groups. To this end, the book delves into the specific use of micro skills for addressing planned change at the macro level. Social worker practitioners are shown how to utilize professional communication skills such as an examination of nonverbal and verbal communication patterns, in an effort to show how to initiate and deal in relationships with professional colleagues, community members, political contacts and th ose in administrative positions. Practical subjects such as conflict resolution and effective supervisory skills are explored in depth. In offering an overview of basic communication skills needed to interact effectively at the micro level, the discussion addresses eye contact, listening attentively, nonverbal cues from facial expressions, body language and the conveyance of warmth and empathetic responses to convey feelings of genuine concern for the clients. The impact of these nonverbal signals is explored from the context that this type of communication may have in varying multicultural applications. Many practical examples are presented enabling the social worker to learn the appropriate verbal expressions to convey the desired sentiments. These are offered to the practitioner thru a series of vignettes, illustrating the key points discussed. Branching out into a discussion of communication as it relates  to the macro level, the authors present additional specific tools and techniques for enhancing the commun ication process such as clarification, encouragement, sensitivity to cultural norms, paraphrasing and reflective responding. Specific treatment of the topic of assertiveness, which encompasses aggressive communication as it is applicable to the macro context, is explored in depth. A good deal of detailed strategy and discussion of aspects of the role of and the resolving of conflicts are handled adroitly. Case studies are provided to help assimilate the factual information as it is most often to be encountered in the field. The complex role of the supervisor is addressed, from the perspective of the most efficient means of communicating as a worker being supervised or as the one administering the supervision. A detailed analysis of the way that workers evaluate supervisors, according to their level of expectation is presented as a highlight. This important basic information on the dynamics of the supervisory role is then broken down and addresses the entire gamut of factors that those in a supervisory position need to be cognizant of, to do their job effectively. This encompasses the educational and administrative functions that accompany the supervisor’s role, which include record keeping, agenda planning, and commitment to improvement of communication skills, showing enthusiasm for work activities, and engaging other employees by using a spirit of cooperation. Problems that confront those functioning in a supervisory capacity are explored in detail. An exploration of the challenges that the social worker practitioner may encounter from the supervisor, as the supervised is presented with an eye toward thwarting some of the routine occurrences that staff confront in the dispensing of their duties. Some of these areas discussed in this book include misunderstood communication, addressing the supervisor who assumes credit for the work that others have produced, incompetence on the part of the supervisor and the aspect of the lazy supervisor. A series of potential scenarios illustrating the above aspects of supervisor to supervised conflicts requiring use of the techniques previously described under this heading, provide actual applications for the models suggested. Networking and the importance of utilizing this tool in the mezzo and macro practice areas, is explored in-depth. This is elaborated upon to include concepts in teamwork including effective functioning as the team leader or team member. As these  applications are most o ften used in the larger macro and mezzo contexts, detailed discussion on parliamentary procedure, along with other strategies for meeting planning and implementation are provided. Regarding networking as it relates to being an important tool for social workers, the authors goes into detail as to how clients can gain benefits being engaged in informal networks designed to help with their needs. These frequently include the church, gangs, and groups based upon friendship. Additionally, this concept has strong implications within the cultural context, as these forms of networking for support may be strongly developed within some of the core groups that the social worker provides assistance to. The authors then move into a synopsis of the macro system as it relates to working in organizations, explaining in depth the nature of organization as they function. Even for the beginning practitioner of social work, it is important to understand how social services and social agencies are formulated and work. In this regard, a lengthy discussion of the major organizational theories are addressed, which include a look at classic science based theories of management, theori es of human relations, theories x,y and z, and the dynamics accounting for cultural perspectives, economic perspectives and contingency plans. A lengthy description of the PREPARE and IMAGINE models for the assessment of organization or community change is presented detailing the steps necessary to enact this model at all levels. A continuation of an examination of the IMAGINE model assesses how the implementation of projects and the development of programs at the macro level may best be achieved. The model stresses the importance of adopting a positive mental framework when seeking to undertake change in the macro system; avoiding feelings of hopelessness that may be associated with the perceived largeness of the task, due to the size of the infrastructure. Specific steps are outlined so that the social worker may strategize a plan to implement a project for planned change, and examples of macro projects are provided. Related to this is The a discussion of the use of PERT charts to strategically implement planning using 5 key elements is discussed in detail, illustrating examples of this model and the action steps required to put it into usage. Examples of these models as they are applied to current systems for change abound, with specific cases centering on sexual harassment issues, under the SHAPE model, which is presented as a program  designed to tackle sexual harassment in large organizations. Additional examples of steps necessary to enact such a program for change at the macro level, is delineated providing the example for the introduction of similar programs addressing other areas of planned change. In looking at organizational operations the authors discuss the subject from the perspective of systems. In this regard, they relate the basic nature of organizations which encompasses the agency setting, the organization’s goals, and culture and structure of the organization. Further elaboration on organizations includes a look at the larger picture or macro contact effecting the organization. The changing macro environment, effected by diminishing resources, legitimating, client sources and the need for resources and relationships with other organizations are all covered in detail. The idea of working for a bureaucracy, from the perspective of what the atmosphere is actually like, along with tips for surviving within this environment are delved into in detail. Varyi ng approaches to management style within a bureaucracy are contrasted and compared; and, problems frequently encountered by workers within the bureaucracy are explored. The role of social workers as it relates to communities and neighborhoods is presented in great depth by the authors. It is important for the social worker to comprehend the needs of their clients, within the specific context of the neighborhood in which they live. Paramount is the explanation of the various types of communities and neighborhoods and how they function from the ecological point of view and as that of a social system. To this end, social stratification and the actual economic and political systems that define the community are explored as essential points of evaluation when working as a generalist seeking to institute systemic change or to provide micro services. Elaborating, the authors maintain that it is necessary for the social worker to comprehend the dynamics and movers and shakers of a given community, understanding power as it relates to the context of community. The relationships of the community members as this translates into their role as helping networks i s examined; and, methods of working within these established groups are explored. Discussions defining the various types of communities, with elaboration on their function follows. Presenting the social systems model in enacting systems theory is explained, along with defining the client system, action system and target system  theories for addressing change at the macro level. This is followed with an elaboration on the community roles in functioning as both ecological and social systems. Various theories utilized in the generalist practice to access and make changes in the macro system are defined including the ecological theory, human behavior theory, and rational theories are explored from the perspective of their impact upon the community. This is in addition to a breakdown of the major concepts that the social worker needs for greater understanding of community dynamics including competition, centralization, concentration, gentrification, invasion and succession. Finally a summary of the models needed to provide community assessment, in order to expand soc ial services or improve the functioning of the community in the provision of resources is elaborated upon. Emphasis goes back to the generalist’s required skill set and tools needed to effect change at the macro level. This is handled in great detail utilizing the models previously presented in the PREPARE AND IMAGINE models, as they apply to macro practice for communities. Central to implementing these models is a grasp of the pragmatic steps that the social worker must be prepared to take in following the PREPARE model to approach change at the community level. In summary, these critical steps include identification of the problem; personal assessment of the worker’s macro reality; establishment of major goals; identification of influential community people; and performance an assessment of the financial costs. They add that a review of both the personal and professional risk; along with an evaluation of the potential for successful change within the macrocosm, is also essential. The elucidation of the implementation of macro system change by using the IMAGINE modelâ€℠¢s seven steps is broken down in detail. Illustrated with a case scenario, the authors shows how the various components of the model are effectively utilized in other contexts, with many highlighted examples illustrating how the model may best be put to work. When exploring the process of evaluation as it pertains to the macro practice, the authors demonstrate the necessity of evaluating with an eye toward demonstrating success, as this is instrumental to receiving continued resources. As such, the social worker learns how to develop the correct contextual overview and provide actual definitions needed for proper evaluation. This is combined with descriptions of the purpose for the evaluation, and singling out  problems that presented during the course of evaluation representing a barrier to the achievement of the desired results. Summarizing the dynamics of the evaluation process, the discussion includes an overview of monitoring, summative, and efficiency evaluation techniques. Methods for implementing successful evaluations include discussion of both quantitative and qualitative analysis, with a specific look at examples that include client satisfaction surveys, goal attainment setting and target problem scaling. Providing an expande d summary of the various evaluation designs to be utilized for macro intervention, the authors present a detailed look at sampling and measuring program effectiveness. Various forms of random sampling techniques and methods of data gathering are presented with focus on using six established evaluation designs focusing on various stages in experimental designs. Specifically, the authors go into great detail on sources for measurement instruments and tests, concluding with details of utilizing data analysis and the presentation of the acquired data. A targeted look at the generalist’s role in providing advocacy with an eye toward effecting change within the macro is analyzed from the perspective of how this can be best accomplished when dealing with populations-at-risk. Essentially, the concepts for social action, empowerment as it applies to Hispanic Americans, native Americans and Alaskan natives, women, Asian Americans, women, lesbian and gay persons and clients receiving public assistance are explained, as these groups define the at-risk population. The social worker’s role in working with these specific populations and the opportunity to provide advocacy to these groups within the macro level are explored from the perspective of a series of specific guidelines designed to help in the attainment of these goals. Of importance to the attainment of the above, is a look at the steps required to enact macro change through utilizing the legislative process, which is explored in great detail starting with the drafting of a bill as the initial step in legislative advocacy. This is form of macro intervention at the upper echelons of society and is offered as a blueprint over viewing how the process may be effectively by the generalist social worker. Other forms of political advocacy and social action are presented as alternative means of goal attainment that are more complicated than convention methods. The specific dynamics of Sal Slinky in his Social Action Approach are defined, with a  case history demonstrating the model in action as it relates to the homeless as an example. In presenting a discussion on the role of ethics and concepts of ethical dilemmas within the macro context, the authors present a look at the NASW Code of Ethics which elucidates six of the core values for professional social workers. At the top is service to clients, followed by social justice and individual dignity, human relationships, competence and integrity are also reviewed in detail as to how these concepts effect ethics within macro practice. They describe how working within the macro environment may expose the social worker to uncover laws and policies that may pose a conflict of interest to the ethics platform that has been enacted as a model for providing care, as professional values are part of the basic foundation. A detailed analysis of the application of the code of ethics within actual practice, is provided, and covers areas that include self determination, informed consent, competence, social diversity and cultural competence, conflict of interest and confidentiality and the issue of privacy. Additionally, other pragmatic issues under this heading discussed include access to records, sexual relationships, physical contact, sexual harassment, derogatory language, and payment for services. All of these categories have great impact upon the functioning of the social worker and their ability to interact effectively with clientele. Similarly, the ethical responsibilities governing social workers interaction with colleagues involves many of the same components and includes a review of sexual relationships and harassment, referral for client services, consultations, colleague disputes, respect, interdisciplinary collaborations and confidentiality issues such as impairment or colleague incompetence and reporting unethical behavior. The application of the tenets of the code as it relates to the social worker in practice is explained, from the perspectives of billing, client transfer and records, administration, evaluating performance, continuing education and development of staff, employee commitment and disputes between labor and management. Ethical considerations that the social worker must maintain, when considering their role as a professional are defined and include comp etence, discrimination, private conduct, deception, dishonesty and fraud, impairment, solicitations, misrepresentation and the acknowledgement of credit for work done. The discussion on ethic concludes with a look at the aspect of ethical conduct  affecting the social workers reponsibitly to the social work profession as well as to society at large. This subject is treated from the context of personal values, and we are given a look at the types of ethical issue that the social worker is likely to confront. This is presented along with a synthesis of the ethical absolutism approach comparing it to ethical relativism as a model. Specific examples on handling ethical dilemmas are provided as the principles involved in ranking ethical perspectives are reviewed, which includes a study of the specifics as it presented in Liebenberg and Logoff’s Ethical Principles Screen outlining the hierarch of ethical rights. As there are bound to be stumbling blocks involved with the application of ethics within the macro context, the dilemmas that the social worker may confront me this regard are handled in depth. The challenges for the social worker, engag ed in working with the courts, are detailed with special emphasis on the key terms used to explain courtroom processes. Differences in the application of social work and courtroom protocol are defined, in addition to presenting a plan outlining how the social worker can best prepare to testify in the courtroom. A basic explanation of the adjudication process is consolidated, but specific address to the various cross-examination strategies utilizing is presented in welfare protective services cases. The role of the social worker in court is explained and highlights include an actual court petition for removal of a child from the mother’s residence is the case example presented, in order to see how these concepts would apply to events likely to be encountered at some point in the professional social worker’s career. Special attention is given to juvenile court process as this is a specific area in which the social worker will ultimately gain much familiarity. The management of agency resources is explored from several different perspectives including working with the media and building eff ective media relations. General guidelines for achieving harmonious and beneficial relations with the media are presented in a 10 point program detailing the basics of effective media communications. Pragmatic applications of technology, asset relates to computer programs and software are explored, offering new concepts in the management of information systems and how these effect the services offered in generalist practice. Fund raising principles and the various applications of techniques designed to solicit resources are offered from the many  different perspectives that these tools may be employed to raise resources. Specific examples of fund raising that may be effectively enacted include direct solicitation, benefits and variations, individual donors, creating an organization with this purpose and seeking out group giving. The procurement of grants and contracts are treated separately as this source of funding for social work programs is a favored means of adding resources necessary to enact macro c hange. Business grants, foundation grants and government grants are defined as separate entities, and the basic principles needed to navigate through these areas are provided. The how top’s of grant application are succinctly covered, allowing the social worker to grasp the actual steps necessary to enact this form of funding thru traditional grant proposal writing. Several in-depth examples illustrating various components of the grant proposal process are offered, with specific case histories utilized to illustrate how these techniques have been successfully applied in the past. Addressing personal issues that the social worker needs to address in order to function effectively in their capacity, include a discussion of stress management from the perspective of the General Adaptation Syndrome. Looking at the inception of stressors within the agency context, the authors discuss the psychological, physiological and behavioral problems resulting from stress, with a look at numerous techniques that may be employed for effective stress management. Exploring variations in personal style that are utilized to combat stress, along with an analysis of the effects of time management as they play into the paradigm are offered. Practical suggestions for setting priority and realistic goals focusing on time management are offered along with specific techniques to be used in the management of time. Finally, the authors present concise information for the social worker as it pertains to the attainment of personal professional goals, focusing on the resume, interviewing skills and getting a job. The practical information is geared toward helping the social worker assess their capabilities and areas of interests, as it relates to the type of employment being sought. Presentation of the abilities, in the format of the resume are offered in detail with comprehensive tools and techniques for making a positive presentation being explored in detail. Resources for locating jobs that match the defined objectives and preferences for a career are offered and include a look at newspapers, NASW publications, networking  and state merit system lists.

Critical evaluation of lean strategy (strength and weaknesses) Essay - 1

Critical evaluation of lean strategy (strength and weaknesses) - Essay Example Critical success factors that improve the execution procedure are distinguished through human asset reviews, administration style, hierarchical vision of organizations, cultural aspects of the organization and external forces. Lean strategy directs the company to reduce or remove waste along with whole value creation channels. This makes operations that require less human exertion, less space, fewer assets and capital, and less time to manufacture items and deliver services. This process undertakes fewer expenses and with much fewer discards and operational errors as compared to traditional business frameworks. The main objective of the lean strategy is to give perfect and ideal worth to the customer through a sound value formation process that supports no waste. Further, the paper also outlines the difficulties that organizations experience when they change their plan of action towards executing another strategy and innovative system to the organization framework that is lean strategy. For superior understanding of the lean strategy, the paper proposes definitions from the developers of the system recognized in the field. As the world is turning into a global village, internationalization and globalization have taken up the majority space in the corporate world. Now business processes have developed into more efficient and effective processes. This has made the businesses more complicated and has created the vigorous competition in every industry. In such case, strategy lends a helpful thought to corporate to efficiently adjust their business operations while remain aligned with corporate mission and vision, in order to run their successfully and gain competitive edge over others. Pace, effectiveness, and client worth are basic concerns in driving productive outcomes in company. Lean strategy is also one of the strategies that seek to manage and incorporate the operations of the different

Methodology Proposal Essay Example | Topics and Well Written Essays - 2750 words

Methodology Proposal - Essay Example Questionnaire method will be used to collect information from employees while the company’s manager will be interviewed. In a study to find out the employee engagement in IT organisations and manufacturing organisations, one hundred middle level executives , fifty of whom were from a car manufacturing firm and fifty from an IT service provider were interviewed (Desai, Majumdar, & P.Prabhu, 2010, p, 86). The car manufacturing firm and the IT service provider belonged to a large Bengaluru based conglomerate. Two principal questionnaires were sent to two hundred willing participants (Desai, Majumdar, & P.Prabhu, 2010, p, 86). Questionnaires were used because they could collect reliable and valid data from the middle level executives conveniently. The use of questionnaire was tested and reliability was found to be very high. Therefore, the study was found to be sufficiently valid (Desai, Majumdar, & P.Prabhu, 2010, p, 87). In this study a t-test was used to ascertain whether there was any significant difference between the sample from the two organisations, as far as employee engagement levels were report ed at work levels, and how employees perceived them. T-statistics were used to identify specific predictors that were perceived to have significant different levels in the two organisations. A two way analysis of variance was used in determining if there was any difference in employee engagement due to the perceived status of the organisation. A correlation analysis aimed at finding out the extent to which employee engagement and employee engagement predictors were expected to coexist in an organisation, was carried out (Desai, Majumdar, & P.Prabhu, 2010, p, 88). Andrew and Sofian, in their research, Individual Factors and Work Outcomes of Employee Engagement, which sought to find out uncertainty about the influence of individual factors of employee engagement on work outcomes, used a questionnaire survey to collect information (Andrew

History 1118 United States History and Culture Term Paper

History 1118 United States History and Culture - Term Paper Example Here, the law allows for two senators for each state in the United States. In addition, the minimum term allowed by law to all senates is six years, with each senate having one vote. This part of the US constitution also has a provision that the senators will be elected into office by the specific legislatures of the state in which they seek rulership. Nonetheless, the 17 amendment has the same provisions like those in the article one, section three, except one difference with regard to the method of election for the senators. Therefore, while the number of senators, number of votes, and term of office is similar in both cases, the 17th amendment considers popular vote or electors as the main method of election of senators. In addition, the 17th amendment included that each senator seeking office must meet certain qualifications, including specific age and residency qualifications (Gailmard 324). Nonetheless, this amendment is responsible for various changes in the United States. Bef ore the 17th amendment, the constitution of the United States had specified that only the legislatures of a senate would elect a senator. Therefore, the American citizens did not participate in the election of their senators. However, beginning the mid 1850’s this election system of senators by the government began to raise concerns among the American citizens, who felt they were being excluded from this important practice. Meanwhile, in 1866, in order to control this election approach, the US Congress passed a law, which was considered the main influence of the 17th amendment. However, this law did not change the election method of senators, thus was less useful, as most people wanted to be involved in voting in their senators. In the year 1893, the proposal for constitutional amendment in favour of direct elections of senators was first made. However, for a long time, this was not implemented, despite it being proposed every year. In 1903, this proposal was made in the US C ongress, but the senate rejected it. However, in May 1912, the Congress passed direct elections of senators as the 17th amendment, and had it ratified in April 1913. Apart from allowing for direct elections of senators, it also allowed for a way of replacing senators, when the senate seat became vacant before the end of a term (Gailmard 324). As seen the government of the United States only allowed the legislatures in a state to elect the senator of their state. Various parties, including the founding fathers who wrote the constitution, as well as President James Madison, influenced this decision. In 1787, various delegates from different states were invited to Philadelphia to attend the Constitutional Convention meant to improve various confederation articles. James Madison attended and kept he took notes during the convention. From Madison’s notes, it is possible to understand the main reasons why the founding fathers, who created the US constitution, were opposed to a Cong ress made up of a single house, thus, supporting the senate. In addition, one might understand why the founding fathers were of the opinion that state legislatures, and not the majority, elect senators. Nonetheless, deciding that state legislatures appoint senators was in a bid to prevent or avoid the election of unethical or incompetent individuals into the senate. The founding fathers

Global Strategy Essay Example | Topics and Well Written Essays - 2500 words

Global Strategy - Essay Example These are ownership, location and internalization. Ownership is analogous to Porter's competitive advantages and is concerned with ownership of "such things as proprietary technology, superior marketing skills, economies of scale in production, superior management skills, and other firm-specific capabilities". Location is ability of a company to use location advantages in reducing manufacturing costs. Finally internalisation deals with whether activities are performed in the company or outside the company. This case study done by Liu, H. and Li, K. (2002) discusses Haier, a leading Chinese company specialising in home electronics. This company in its short time has grown from a small enterprise employing 600 people to its present status as a leading multinational enterprise (MNE) which is in the Fortune 500. Haier's path to internationalisation has been unique and highly effective. According to Liu, H. and Li, K. (2002) the analysis of its internationalisation strategy can be viewed in terms of the environment - strategy - performance framework. The environment being classified into two classes of positive factors collectively referred to as the impetus and the negative factors collectively referred to as constraints. The end of the cold war which came as a result of collapse of communism in Europe created an international environment with reduced polarisation. At the same time China was liberalising and opening its market in the 1990s. China has had the longest sustained economic growth since the 1980s. The annual average growth rate has been more than 8% for more than 20 years. Haier's history of growth started in 1984 with the appointment of current CEO Zhang Rulmin. At that time China's economy was drastically changing. Competition among the domestic producers of home appliances was hotting up. Liberalisation of the economy brought foreign players to compete in an already saturating market. The admittance of China into the World trade Organisation (WTO) in 2001 opened the floodgates. Many companies from developed countries were rushing to enter the Chinese market. Not willing to compete using a price war Haier was forced to look outside China for further growth in its business. The external constraints on Haier in its internationalisation strategy were lack of financial resources. The company was under-equipped and under-financed. For the company to expand it had to develop innovative strategies for financing its overseas expansion. The Government was supportive of Haier and allowed them to form a bank and use it as a vehicle of financing its own expansion abroad. The Japanese firms which internationalised followed two generic paths as shown in the diagram below. Figure 1 Internationalization paths for Japanese Companies, Liu, H. and Li, K. (2002) The Type I path was popular as it allowed the company to use the ventures in developing countries to acquire skills for international operation. These skills are used to enter developed countries. This strategy also favors a low cost strategy where the lower costs of manufacturing in developing countries are used to service the market in developed countries. The Type II strategy which starts with entrance into developed markets and then expansion into

Ronald Dworkin's views Personal Statement Example | Topics and Well Written Essays - 750 words

Ronald Dworkin's views - Personal Statement Example 4) Mill Stuart's ideas on freedom of ideas may be better choice. Though it doesn't completely agrees with it, it does agree with the idea of allowing the free flow of ideas so for complete human development as one doesn't know what will turn out to be beneficial for human beings in future. Thus human beings, their society and their civilization to complete flourish, free flow of all kinds of ideas should be allowed 5) If we give value to free expression, then any law prohibiting free expression or dictating to people to live their lives in certain manners should be prohibited/banned. However, it can argued that certain free expression may lead to social destruction, and thus the law continues to be implemented. But then, we don't know, as Mill's said, what sort of ideas will be beneficial for human beings and what shouldn't be. And thus for complete development, all ideas must be allowed to be circulated. 6) But in order to ban pornography one needs to being in evidence showing the harm caused by increase of pornography. However, the committee has been unable to bring in any such evidence. Restriction is not much of problem as it doesn't seriously curtail the ideas that pornography might contribute to society 7) This report is goal based. It seeks not a definite goal but a goal where most people have what they want. It doesn't consider pornography outright wrong, crude and disgusting but doesn't admit that it is a less desirable contributor to intellectual development. It assumes that society, with allowance of free flow, will make intelligent ideas of what is good for them and live accordingly. But it admit that not all ideas are conducive to human development or will produce the best society some time in future, thus some curtailment and restriction of pornography must be practiced. 8) Why should live sex be prohibited' Is complete ban of live sex, supported by the report' If yes, why' What the report says bring forth the idea that it is because "others" (those not involved, neither audience or performers) suffer from mental distress knowing that other people are involved in it. But the report had, initially rejected all harms of mental nature. And if people should stop doing what they want to do, only because others don't like it, it means that they don't have complete liberty to live their lives as they wish. --- This cannot be true or supported by the report that " others" find it degrading. It is supports its ban because it is indeed degrading. That means it can lead to cultural pollution. However, the report does admit that it takes place so rarely that its effect would be minimum. Thirdly, in its case, slippery slop argument will be too strong. However, writer finds no strong argument to ban it. It believes that's the live sex is intolerable even in restri cted form, should be banned even wen the committee have no strong argument against it. 9) Why prohibit some material and restrict another' In case of restriction of open advertising, it offers 3 arguments in its favor. 1) More harm in public display than personal consumption 2) cultural pollution is greater 3) the slippery slope is less of a danger because material of any value is still be exchanged, though privately. 10) Considering argument number 1) by limiting the pornographic material to those who want it, does not defeat the purpose of its publication that is valuable exchange of ideas still takes place, except lesser income for its author.

Code of Ethics Essay Example | Topics and Well Written Essays - 250 words

Code of Ethics - Essay Example To attain continuous patronage from our customers, the supermarket has to meet the level of expectations of our customers. One of the more critical elements required to improve the services of a Supermarket is to implement a set of code of ethics which will be adhered to by all personnel group from top to bottom. What is this set of code of ethics? A Code of ethics is a set of standard rules, procedures, guidelines and policies disseminated, understood and imposed by top management to all the people who work at the Supermarket. They are all to comply with this code of ethics. These are standard policies and standard procedures that will â€Å"guide the organization to steer conduct, both for the organization itself and its employees, in all their internal and external business activities† (Code of Ethics, 2005). This is healthy in the system of any organization as it would â€Å"signal to the suppliers, patrons, bankers, traders, government, among others the supermarket's exp ectation from them and vice versa. This would also be a good strategy to enhance the supermarket’s reputation and achieve excellent culture that would strengthen public confidence in the organization† (Code of Business Ethics, 2010). Finally, the monitoring of operations, security and accountability become more effective with the adoption of a code of ethics.

Rip Van Winkle by Washington Irving Essay Example | Topics and Well Written Essays - 250 words

Rip Van Winkle by Washington Irving - Essay Example The love, affection, and warmth for Rip Van Winkle would not be limited to humans. Even the dogs recognized him and would not bark to see him. Rip Van Winkle is known to others as an extremely useful man who can extend his hand of help in any kind of work needed. This is understandably, the main reason why so many people love him since Rip keeps proving his friendship again and again with different people; â€Å"a friend in need is a friend indeed† (â€Å"Cultural Dictionary†). Indeed, the same friendship becomes the cause of the twist in the story, when one day, while helping the Dutch strangers carry the keg up the mountain, Rip happens to drink a bit and then goes on to sleep for almost two decades. When he wakes up, he finds that his wife is dead. In a way, Rip’s habit of being â€Å"the friend in need† (â€Å"Cultural Dictionary†) rids him from all sorts of tensions and depressions in life so that he can have a wonderful and peaceful time sleeping, where he does not have to get berated by his wife everyday, or think, â€Å"what excuse shall I make to Dame Van Winkle?† (Irving

Babylonian captivity Research Paper Example | Topics and Well Written Essays - 1250 words

Babylonian captivity - Research Paper Example This paper seeks to discuss the Babylonian Captivity (Michael 36). Following the capture of the Babylonians city, a certain number of Israelis, who perhaps were selected basing on their importance and prosperity, were deported back to Mesopotamia. The number that remained is still being disputed by various scholars, but the deportations were the common places in Babylon and in Syria policy. The exiles made sure their links with their relatives back at home was maintained as clearly explained by the Ezekiel who was the early year’s prophet of exiles. In about 538 B.C, Cyrus the great, who was by then the new master of an empire put initialized a new attitude geared towards the restoration of worship, as well as the decreed and nations at Jerusalem. The centaury that came after this decree was essential in the Jews history given that it was the time that the Jews got reintegrated into a religious and national unit. In certain parts of this period, Nehemiah and Ezra are regarded as the best source. Notably, it is during this period that the prophesied seventy years of captivity were all fulfilled at a time when the new template was completely finished in 516 B.C. The exile to Babylon and the act of destroying the temple do represent a magnificent shock to the Jewish persons. Formerly, there lacked a basis of comparison given that during early days, normative Judaism was taken to imply constantly living in presence of God, which was an act well acceptable at the temple. There are numerous miracles that did occur on a daily basis at the temple and could easily be witnessed by many people. For instance, whichever way wind blew, the smoke of sacrifices obeyed and went ascended straight to heaven. In this case, feeling spiritual while in the temple was such an intense spirituality and it was a clear indication that God was together with the Jewish people. It was the same for the land. One specific miracle exhibited by the land, was that after every six years, th ere was a bumper crop harvest, which provided the Jews an opportunity to take the seventh year (the sabbatical year). However, it is worth contenting that as it presently stands, the temple, God’s presence and the land are all gone. This explains why they wept at the rivers of Babylon. History has it that whenever the Babylonians attacked Israel, they took with them 10,000 of the brightest and the best that appeared to be as a disaster. However, with the Jews coming to Babylon, it seems to be a blessing because with their arrival, the Jewish infrastructure is implemented. It is from this that it can be observed that the Yeshivas were established, with there being a mikever and butcher. This, therefore, implies that the Jewish life continues and hence there can hardly be seen any assimilation during the period of Babylonian exile. LIFE IN EXILE As widely noted, the Babylonians were notably quite cruel while pursuing their wars and conquests, as well as attitudes towards the Je wish community who were living and let live (Michael 23). It happened that that life while in Babylonian turned out not as such too awful as expected. Therefore, they went ahead to point at the community leader who at the time was their representative to the Babylonian authority for the Jewish commun

The History Boys Essay Example for Free

The History Boys Essay What elements of Bennetts own educational experiences has he used in â€Å"the History Boys†? Bennett says that he was made fun of at school for coming to school in a suit on the day of his exams. He says he did this because he thought the exam was an occasion and he must rise to it. This show us how he felt towards his exams and probably shows how some of the boys in his book would have felt like when taking their exams. This shows how important he thinks exams are and this theme will probably reflect in the book. Bennett then goes to talk about taking his finals at oxford, this is where the boys in the book are aiming for and he has already been there and knows what it’s like to pass so he will probably talk about the emotions that he felt when he passed. Bennett talks about his Head teacher and describes him as a â€Å"snob† and as we already know that the Head teacher in the book is a snob. Bennett being from a working class family and the boys in the books being from a working class family then he will probably share his experience of feeling like a second class citizen compared to the boys from Eton or the other private schools down south. Bennett says that the â€Å"History Boys† has nothing to do with his â€Å"contemporaries† but this is hard to believe as the subject of the book is so close to his life. He could be telling the truth or trying to hide the embarrassment of whatever happens in the book. Bennett goes to chapel and says in the play that Scripps also goes to chapel this could be show the subtle differences between the boys in the play. He also talks about his teacher getting upset with his class which he also uses in the book. Bennett being a homosexual is also reflected in one of the boys in the book so Bennett’s sexuality is also in the book so it’s like the boys in the book all make up Bennett rather than just one. Bennett felt like he wasted his time at university although I doubt we will see the characters in the book reach university because the book is about the seventh term but some of the boys may end up feeling like this at the end of their school careers. Bennett fe els like a fraud for just retaining information onto a page, he may reflect this feeling onto one of the boys in the book. Bennett states that reading a book about the working class going to university often tires them out and it reflects poorly in their efforts at university and he portrays these feelings into Posner.

Multiple Intelligences Theory Mi Was Developed Education Essay

Multiple Intelligences Theory Mi Was Developed Education Essay Multiple Intelligences Theory was developed by Howard Gardner in 1983 which suggests that all humans understand and perceive the world in different ways (Learning-Theories.com 2007-2013). Howard described them as seven   intelligences which are Linguistic, Logical-Mathematical, Visual-Spatial, Body-Kinesthetic, Musical-Rhythmic, Interpersonal (insight, metacognition) and Intrapersonal (social skills). The theory of multiple intelligences applies to all ages. This theory defines human nature from a cognitive perspective i.e. all humans have personal styles and preferences to learn and develop and implies that people have preferred learning styles, behavioural and working styles. Therefore teaching strategies, learning resources and activities should appeal to different types of intelligence learners represent and should encourage learners to use their preferred intelligences in learning (instructionaldesign.org, Multiple Intelligences (H. Gardner) . This theory implies that we are all intelligent in different ways and any individual may possess one type of intelligence and a mixture of intelligences. From the teachers point of view, all learners have their own strengths and weaknesses, so teaching, designed and planned according to their strengths and preferences, will not only stimulate their development but also build their confidence. Teaching learners with a mixture of intelligence types can be hugely challenging. All learners have different levels of abilities and potential and it is vital to address the multiple intelligences of the learners in order to help them develop and fulfil their potential. Logical -Mathematical  learners like reasoning, calculating whereas visual-spatial learners think in terms of physical space and enjoy illustrations and pictures. They are very conscious of their environments. Bodily-kinesthetic  learners learn best through movement and like making things, touching and role play. Interpersonal  learners like interacting with others and learn best through cooperative activities whereas Intrapersonal  learners are independent and understand ones own interests and goals. They understand their inner feelings; intuition and motivation, confidence and opinions. According to Gardner, verbal-linguistic learners enjoy expressing themselves orally and in writing. They often think in words and like reading, playing word games, making up stories etc. It can be very challenging to teach and satisfy different types of learning styles. The important thing is for teachers to understand that all learners have different ways of learning and doing things and therefore need classroom activities and techniques which appeal to their intelligence type. I strongly feel that a careful selection and use of classroom activities that cater for different types of intelligence profiles of the learners can encourage learning and at the same time provide meaningful and enjoyable learning environment. teaching strategies Gardners theory of multiple intelligences claims that there are numerous ways in which people learn to gain knowledge and understand the universe. Reber (1995) defines a cognitive style as the characteristic style or manner in which cognitive tasks are approached or handled. Thus an individuals cognitive style reflects his or her preferred manner of perceiving, remembering and thinking (TPPEL Reading 3.1 Individual differences and Learning). This theory identifies seven different ways in which a student might learn and provides some ideas on how to apply multiple intelligences to ESOL learners so that teaching methods appeal to their intelligence type and they all have the same opportunity to learn and develop. This theory can be applied to teaching ESL students because they all have their own preferred way of learning that is determined by their cultural and educational background and their personalities.  In order to apply this theory to ESL students, you need to observe and communicate effectively with your students to determine their types of intelligences because each intelligence also identifies a specific learning style which can help you choose appropriate teaching methods and plan effectively to reflect different intelligences in your classroom. Teaching strategies to meet multiple intelligences should include a variety of teaching strategies. Independent and group work provides opportunities to respond to different intelligence types and enhance learning because some students might be strong in interpersonal intelligence whereas others in intrapersonal intelligence. Group work providing body movement activities also helps bodily-kinaesthetic students. Effective planning should incorporate multiple intelligences teaching methods as some students might learn through more than one. For example, a student who is strongly verbal-linguistic might also have strong visual-spatial and interpersonal intelligences. Effective way to implement teaching methods (e.g. a lesson on job interview) to cater for these multiple intelligences can include some vocabulary (linguistic learner) or a video clip (visual-spatial) and a job interview role-play (interpersonal). Bodily-Kinaesthetic Intelligence learners like working with their hands and cant sit still for long time. Teaching method should combine body movement activities with linguistic activities. Total Physical Response is a good method for them. They remember material best if they act it out. Verbal-Linguistic Intelligence learners learn through using language effectively both in speaking and writing. They enjoy expressing themselves orally and in writing and doing different kinds of word games. Teaching method should focus on using language which should include reading a text or a book aloud or tell a story, debate a current issue. The Language Experience Approach (LEA) will be good for teaching reading skills. These students will also benefit from whole language approaches to reading. The Interpersonal Intelligence learners like group activities. They like talking to other people or like teaching people what they know. Teaching method should focus on cooperative learning strategies allowing students to work with others to carry out the tasks and complete activities. The Intrapersonal Intelligence learners prefer to work individually, therefore teaching method should focus on providing independent tasks and activities. Visual-Spatial Intelligence learners like drawing, r eading books that have lots of illustrations, doing puzzles and mazes. visual clues can help them to remember language. There are a variety of teaching strategies that can be used to improve learning.   Creating intelligence-based lessons can help all students to understand and develop their abilities and strengths as well as work on their weaknesses. This will build their confidence and boost their achievement. It is very important for teachers to adapt lessons to meet and develop different intelligences in the classroom to enhance learning and facilitate second language learning. resources, The theory of multiple intelligences claims that we are all different in the ways we understand and perceive the world. Although it will be difficult to incorporate all intelligences into one lesson, I would try to integrate resources and materials which will allow students to work according to their multiple intelligences as much as possible. Careful selection and design of suitable resources is important for making sure that each intelligence learning style is addressed at some point. Below are some suggestions for working with different intelligence types in adult ESL classroom which are organized by multiple intelligences (Alan Chapman 2003-2012). Language exercises respond to linguistic, intrapersonal and also interpersonal learners. Verbal-Linguistic learners learn best through   reading and writing and enjoy telling stories and thinking in words. Basically they learn effectively through using words i.e. hearing and seeing words and also enjoy talking, so learning activities could include debates, discussions, role play, reading and writing tasks, word games and crosswords. Other suitable activities could be oral presentations, writing letters, stories or instructions. Visual-Spatial learners enjoy learning by looking at pictures, flashcards. They learn best through   working with pictures, colours and visualizing. Use of videos, visualization (posters, leaflets), colours, jigsaw puzzles and text with illustrations would be effective. Bodily-Kinaesthetic learners like to move around and act things out. They are tactile i.e. they learn by touching and manipulating objects. Learning activities could include role play, hands-on experience, construct human sentences to practice punctuation or word order, playing board games and following instructions to make something. Interpersonal learners are intuitive and are strong in understanding people, leading and organizing groups, communicating and persuading. They learns best by   working with others, socialising, sharing, comparing, and interviewing. Activities and resources such as co-operative tasks, group projects, interviewing, role play will build interactions amongst learners and therefore promote a sense of sharing and interaction. Peer coaching and discussions or debates will also work well with these learners. Intrapersonal learners are logical and strong in understanding self, recognizing strengths and weaknesses, setting goals. Intrapersonal learners enjoy working alone and like to pursue their own interests independently, therefore effective learning resources and activities would be making a diary, listening to audio tapes, independent reading or research. For example, a lesson on healthy eating including resources such as whiteboard, smartboard, picture and word cards, word search or cross, online self-assessment questionnaires, PowerPoint presentation, Internet for search and word processor for typing, leaflets or posters etc can respond to multiple intelligences in your classroom. Activities in this lesson can be surveys, interviewing, matching, Find Someone Who, making a poster, reading a leaflet or a text in silence or aloud, making a list in groups or individually, write about own eating habits, express likes and dislikes etc. and they can develop different types of intelligences of your learners: verbal-linguistic, naturalistic, visual-spatial, musical, interpersonal and intrapersonal. As a teacher, I think of my learners as individuals who represent many different ways of understanding, learning and developing skills and therefore need different types of classroom activities and approaches. Awareness of their abilities, strengths and weaknesses, styles and preferences will help you determine different intelligences you have in your classroom and plan teaching and learning resources based on the preferred multiple intelligence learning styles. Accommodating multiple intelligences of your ESL students in the selection and design of resources will significantly affect students learning and success. Choice of assessment methods Gardners theory (1985) proposes that all humans possess many different ways of knowing, understanding, and learning about our world. As a teacher, it is important for me to be aware of how my learners learn and develop skills according to their intelligence. My students demonstrates so many different individual strengths and weaknesses. MI theory offers teachers many suggestions to examine their assessment techniques in the light of intelligence differences. The teacher needs to develop different assessment techniques to address different intelligences   and focus on the type of intelligences being developed in the lesson. Pen-and-paper assessment methods work well the linguistic intelligence whereas survey or interview responds to the bodily-kinaesthetic intelligence as well as the interpersonal intelligence.  Mostly assessment tasks include quizzes, reading comprehensions, and writing tasks, which work best with verbal-linguistic learners. I use open questions frequently to check learners understanding which, I feel, is a very effective method of assessment. When my students are working in small groups, I ask each member of the group a different question or ask them to comment or explain the answers given by others. To address different learning styles, its important to ask different  types  of questions. A  comprehension question  can be used to assess Intrapersonal or verbal-linguistic learners to write a short text about a familiar topic or do a reading comprehension. To assess bodily-kinaesthetic learners, I might ask the student to stand up and interview other learners, describe a picture either verbally or in writing (visual-spatial), How can you ..? (Intrapersonal learners). Asking different kinds of questions allows students to express themselves and demonstrate their learning in their preferred way. Varying questioning techniques helps me to cater for various types of intelligences, because each student has individual way of learning and developing skills. I ensure that all the students have the opportunity to answer a different type  of question. In order to support multiple intelligences and different learning styles in the classroom, its important to incorporate written assessment like tests and homework and it contributes towards making your classroom friendly for all types of learners. How can you tell if your students really understand? (Maggie Meyer and Jenna Glock, 2004) Howard Gardners MI theory offers some useful suggestions in designing our lessons and assessments based on the multiple intelligences so that all students have the opportunity to learn, succeed and demonstrate achievement. When students have choices in ways to demonstrate their understanding, the evidence is more accurate. Students can choose from a variety of ways, designed by implementing the multiple intelligences, to demonstrate their understanding of learning outcomes. Many teachers use true/ false, multiple choice, and short answer tests to assess students knowledge and skills but they do not really give an accurate evidence of what students have learnt and whether they can reflect their learning and knowledge in practical ways. Gardners Theory of Multiple Intelligences proposes that each student has his or her own intellectual, strengths and weaknesses. Therefore, many different types of intelligences and learning styles can be found within a classroom and in order to get an accurate picture of the students strengths and weaknesses, appropriate assessment methods should be used. Therefore, it is important to have an intelligence profile for each student which will enable the teacher to employ appropriate methods of assessment. Traditional tests (e.g., multiple choice, comprehension text or writing tasks) do not allow students to show their knowledge in their own ways. Students should be given opportunities based on Multiple Intelligences to demonstrate their understanding and knowledge in their own preferred ways. Assessment methods might include presentations, independent work, group discussions / projects, peer assessment, sequencing, matching and tasks involving use of ICT. Gardners Theory of Multiple Intelligences implies that students may be weak in one area but they may be strong in other areas. Teachers should be aware of the great diversity in the intelligence types and learning styles of the students which could be influenced by their social, economic, cultural and educational background and can have a significant effect on students learning process. I feel that assessing learning, taking into consideration different intelligences, helps students to successfully participate in classroom learning. inclusive learning Howard Gardners multiple intelligences theory assesses seven different types of intelligence which indicate that people have their own individual way of understanding, learning, performing and developing skills. These intelligences are verbal/Linguistic, logical/mathematical, visual/spatial, music/rhythmic, body/kinaesthetic, interpersonal and intrapersonal. Gardner suggests that all of the intelligences must be addressed in teaching in order for learning to be effective but it can be difficult to apply this in every lesson. Nevertheless, the teachers should try to address these intelligences as much as possible. The teacher should be aware of the fact that all students are unique and have their own individual abilities, interests, characteristics and strengths. Understanding students will enhance their progress considerably. Gardners theory of multiple intelligences offers useful ideas to address a range of intelligences and styles. Teachers need to take into account a wide range of learners in their planning to ensure inclusive learning environment. Therefore, teaching strategies and learning materials need to be matched with individual students intelligence type. First of all, as a teacher, you identify your students strengths and weaknesses and their personal way of learning i.e. learners with leadership qualities, logical thinking and intuitive, sociable, inquisitive learners etc. Questionnaires can provide useful information about multiple intelligences in your classroom. Structured planning should include a variety of ways to present materials (visual, multimedia), incorporate peer and group work, real-life situations activities, access to technology providing a range of opportunities for students to demonstrate learning. Including a variety of approaches to teaching and learning can make a significant difference to learning environment enabling different types of learners to successfully engage in their learning and the process of learning becomes more inclusive which supports widening participation and increases achievement. Individual differences and needs of students should reflect in teaching instruction and learning activities and must be relevant, challenging, meaningful and engaging. The following suggestions include presenting material in different format and styles. For example, for a spelling activity in an ESOL Entry 1 class, students may choose to write the missing letters, label the pictures, write the words, use letters to make the words, spell words in a team or individually. Such activities take into consideration multiple intelligences and learning styles. This allows students to use their own strengths. Another example include a reading activity, for which students can read on their own/aloud, re-tell the story, answer the questions individually or in a team, sort out the story in the correct order or match text with the illustrations. A learner-centred approach responds well to cater for diversity in the students as all students do not learn in the same way i.e. bodily-kinaesthetic learner prefers learning through touch/movement and hands-on learning is important for them. A visual learner, on the other hand, would prefer to see information in images or pictures. Interpersonal learners enjoy interacting with others, therefore, they work best in groups and through discussion with others. These learners can work equally well in groups or on their own whereas intrapersonal learners prefer to solve problems independently. It is crucial to provide materials and activities that address the multiple learning styles and enable students to make choices because students come from a variety of ethnic, cultural, social and educational backgrounds. Teachers can improve the learning environment for their students by planning tasks so that different intelligences are catered for. The possible impact on the progress and achievement of learners. (Workshop: Tapping into Multiple Intelligences) Applying Gardners MI theory helps students learn better because they realise and understand how they are intelligent. In Gardners view, learning is both a social and psychological process. When students understand the balance of their own multiple intelligences they begin to manage their own learning and to value their individual strengths. Teachers understand how students are intelligent as well as how intelligent they are. Awareness of students strengths in particular intelligence will help the teacher to plan opportunities for the students to have choices to work in their preferred way. Howard Gardners Theory of multiple intelligences proposes people develop different intelligences which influence their way of thinking and learning. It is important for the teacher to identify individual differences (strengths, preferences, and abilities) through careful observation and plan instruction, focused on multiple intelligences, to provide opportunities for students to experience and work with different kinds of material in different ways. Fostering different types of intelligences will make learning environment interesting, meaningful and engaging for all students. Using multiple intelligence teaching techniques increases student motivation, enhances learning and therefore, raises students achievement. The activities which allow students to learn in their preferred ways increases their self esteem as well as achievement. For example, verbal/linguistic students can be given activities including discussion, presentation , communication, proofreading, listening, creative writing and reading aloud whereas students who are body/kinaesthetic, can be given hands on experiments activities, role-plays and interview activities involving room arrangement and cooperative groups activities. Cooperative and leading a group discussion learning activities work well with interpersonal students whereas independent work which involves focus and concentration skills responds well to intrapersonal students. The aim of multiple intelligences based activities is to enable students to realise their learning potential and build on their strengths, so that students stay motivated and feel successful in their learning. (2000 words) Task 2 The class I observed was ESOL Entry 1 which had a very mixed group of students. The class consisted of 15 students between the ages of 25 and 65. 60% percent of students were Muslim from different nationalities- India, Iraq Kurds, Afghanistan and Somalia including 3 Gujarati learners and 1 Sikh learner. There was a great diversity in their educational and employment backgrounds. Most of them were unemployed but looking for work. There was a mix of men (6) and women (9). Some had spent 20 or more years in the UK and some came recently. Some have had no education in their countries of origin, some have never worked and some have had work experience in their native countries and also in the UK. One thing they all have in common is the need and desire to be able to communicate effectively in day to day life situations. However, they have very diverse levels of English language abilities and therefore have diverse learning goals. Before the observation, I talked with the teacher about her students and the things I would focus on. The topic of the lesson was job interviews to prepare students for the forthcoming speaking and listening exam as well as provide experience for real life situations. During my observation, my focus was on communication in the classroom. It was very interesting to see a very high level of interaction amongst the students and how everyone seemed so motivated and actively engaged in learning. When I entered the classroom, the teacher introduced me and then teacher began the lesson with showing some pictures and PowerPoint slides of job interview. To introduce the topic, the teacher asked learners some questions which they discussed with each other and in groups. The teacher asked the students to predict what they were going to learn which promoted student engagement as well as thought. While the teacher was introducing new vocabulary, all students were listening attentively. Some students had very limited knowledge of English, nevertheless it was amazing to see them enjoying their learning experience. Stimulating real life situations were created by making interview panels and swapping their roles as an interviewee and an interviewer. Learners had choices to pick their roles and were left free to experience the target language. The teacher used communicative language approach, pair-work and group work appropriately. Job interview role-play activity helped the less motivated learners to participate. I noticed that there were two students who were not very talkative, but they still participated and expressed themselves really well. All students in class were very motivated to learn English. The students very respectfully listened to the teacher and peers. All the students seemed to get along very well. Seating arrangement was adjusted according to the activities and the flexibility of the room space and it was apparently very relaxing, pleasant and safe Tables were organized in U shape for students to see the video of the job interview and listen to the teachers instructions. Tables were also moved and arranged for group work which encouraged students to participate in discussion. I was impressed with the teachers non-verbal communication techniques. He used gestures and facial expressions for his instructions and explanations. The teachers moved around the classroom to monitor and observe the groups during the activities. The teacher demonstrated interview skills rather than explaining and repeated if needed. His voice and tone was audible. He maintained eye contact while explaining and listening to students. He used gestures, eye contact and facial expressions such as smiling face to communicate with the learners and convey the messages. Different questioning techniques were used to check understanding and learning. Open-ended questions were used allowing students to discuss in groups, compare their answers and comment on the answers given by other learners or groups. The teacher aimed questions at each student. Some of the questions were what do you tell about you in the interview?, What things should you do or avoid during the interview? What do they ask y ou in the interview? What are strengths? etc. It was clear that the students felt very comfortable with each other and the teacher. The teacher used humorous strategies, a variety of visuals and activities to make the class lively and fun. All 4 skills were integrated i.e., reading, writing, speaking and listening. The teacher was very careful not to dominate the discussions or speaking, but rather gave the students opportunities to speak and practice their communication skills. Visual aids included question cards/answer cards, video, smart board, whiteboard. These visual aids were used effectively to present the topic and as part of language practice. Matching (Q/A) cards were used to reinforce learning and allow students to physically interact with each other. Video of job interview helped student to learn some important skills including body language and gestures. Listening to each other, to the teacher and watching the video improved their listening ability. Worksheets and the handouts were prepared taking into consideration the diverse range of learners, the individual needs of the learner (large print, colo urs, pictures and laminated). The teacher was careful about grouping the students as he did not want to have students working with students who spoke the same language or at the same ability. He had to stop two of the Kurdish students interact with one another in their own language. It was very interesting to watch the students work together and help each other. It showed that the students were very respectful and supportive of each other. On the whole the content and the function of talk were benefitting them. Task 3 As a teacher, I ensure that my teaching methods and learning resources match students preferred learning styles and intelligences. I strongly feel that choice and variety increases self esteem and motivation which has a very positive effect on learning. I believe that if learning is interesting, meaningful and successful, it establishes good relationship between the teacher and the student. From my experience and careful observation, I have identified many different types of intelligences and preferred learning styles of my students and in order to maintain students motivation to learn and achieve, I implement different approaches to teaching and a variety of activities and resources in my planning. (Gà ¶khan Bas, May 2008) As Gardner (1993) suggests, there are several kinds of intelligence in which people understand, learn and develop skills. The theory of Multiple Intelligences offers eight ways of teaching and learning styles. In this regard, teachers can ensure they provide enou gh variety in the activities they use so that as much of their pupils learning potential can be tapped as possible (Berman, 1998). Most of the students strive to improve their oral communication skills to enable them to improve their employment prospects and to cope with day to day life situations. One of the teaching methods, I use to provide students with the opportunities to improve their communication competence, is Communicative Language approach. As a teacher, I am very aware of my own body language as well as students and I often use eye contact, smile, move around to communicate and convey messages to students. Although I use a variety of questioning techniques and also let students to practice questioning skills, I feel that I need to explore more ways of assessing learning using levelled questions such as knowledge, comprehension and application questions as suggested by Reece and Walker (2003). Id also like to develop and explore more ways of getting student feedback. In order to develop my own practice, I would like to do more reading and attend staff development sessions such as teaching and learnin g master class sessions. I intend to read a book by Susan Wallace, Teaching and Supporting Learning in Further Education 2001.

Nano-diamond Powder Layer Effect on Fast Neutrons Reflection

Nano-diamond Powder Layer Effect on Fast Neutrons Reflection A. Taghian, D. Rahi, H. Sadeghi Abstract: This paper has investigated the effect of nano-diamond powder on reflection of fast neutrons. It compares the effect of graphite and nano-dimond layers on reflection of fast neutrons. Nano-diamond as a new article that theres carbon in families of many of the behaviors and properties of carbon and other members of the family, the impact of the application of this article accepts it without knowing so, and understand it without understanding the carbon carbon and other members of the family is not possible. Nano-diamond in addition to diamonds, diamond properties such as hardness, resistance to different environments and The small size and a shell with active groups that it has different properties to conventional diamonds. On the one hand the diverse applications of properties and provide new and on the other hand, production and working with this article difficult. Of course, the proper use of diamond in different applications when possible, which is a non-diamond carbon and other impurities as possible are separated from it in addition any application requires special surface properties as well. The amount of impurities in synthetic diamond production depends on the extreme ways. We used 241Am-Be 100  µCi, BF3 and LiI detector in the present study. Two materials have been coated. The experimental and simulated results have good agreement with consideration of errors. The results show that fast neutrons reflection could be carried out by nano-diamond powder better than graphite. Keyword: 1-Nano-diamond powder 2-Graphite 3-Neutron 4-Neutron reflection 5- BF3 detector 6-LiI detector 1-Introduction Neutrons shielding is based on the fast neutrons reflection as prompt and delay gamma are produced by neutron capture [1]. The scattering cross section of hydrogen is high for neutrons. So, hydrogen containing material such as polyethylene and hydrocarbon are used for neutron shielding [1]. Diamond has cubic lattice structure [2]. In this structure, one carbon atom is surrounded by four atom of carbon with covalent bonds. Very strong covalent bond of a carbon adjacent atom is caused by increasing of elastic modulus and ultra-high temperature stability [2]. Therefore, they make the strongest natural material. The structure of bulk material is 3D. But, the structure of nanomaterial is 2D (thin film), 1D (nanorod and nanotube) and zero dimensions (nanoparticle and nanocrystal). In addition to change properties of material, this technology increases the surface to volume ratio. Therefore, the ratio of surface reaction increases on the material. By development of nuclear technology over the past 40 years, rules and standards of the IAEA have become more difficult and smaller for absorbed dose of personalities and environments in different conditions. There have been many limitations for neutron shield construction such as mass and volume of the shield [3]. 2-Investigatin of neutron reflector Reflectors are used in reactors to prevent neutrons escaping. The best reflector has small absorption cross section and large scattering cross section. Graphite and beryllium (according to solid phase) are usually used for reflection of neutrons. Actually, the size of structural units (a) must be comparable to the wavelength of neutrons (ÃŽ »). Coherent and efficient scattering of neutrons is proportional to the ratio of ÃŽ »/a. A neutron can be described by wavelength, ÃŽ » and wave vector . The neutron energy is equal to , and are mass, energy and Plank constant respectively [2]. The neutron beam intensity is decreased by transmission across material. The neutron beam intensity reduction is equal to , , and are thickness of material, number of atoms in unit volume and total cross section respectively [1,4]. 3-Experimental setup 3-1-BF3 detector BF3 detector is used for detection of thermal neutron. It works on proportional region. The isotope of 10B is used in the BF3 gas detector. The absorption cross section of 10B is large for absorbing of thermal neutrons. The BF3 counter detects the alpha and the lithium particles produced by the reaction [4,6,5]: The efficiency of BF3 detector is proportional to absorption cross section of 10B and it changes for neutrons with different energies. 3-2- LiI detector In addition of BF3 detector, LiI detector has been used for detection of neutron. 6LiI is an inorganic scintillator. Neutron detection by 6Li is based on the reaction The cross section for this reaction is of the l/v type up to 10 keV, with a value of 937 b at 0.025 eV [3, 6]. 3-3- The used material The neutron source was 241Am-Be 100  µCi. The BF3 and LiI detectors were used with 2 cm diameter and 20 and 14 cm height respectively. The BF3 and LiI detectors were located on polyethylene base. 3-3-1- The origin and fabrication method of the nano-diamond powders Diamond powder production properties depend on the method. Desired characteristics are obtained by purification and properties are determined. A manufacturing process for milling the nano-diamond to the appropriate size is explosive method. Diamond powder production common methods are carried out in dry (environmental gas synthesis) and wet (water base) mediums. The Nano-diamond powder production was carried out by blasting method which could lead to the Carbon dioxide, carbon monoxide, nitrogen, nitrogen monoxide and etc. creation. The tiny particles of diamond are formed along with some solid impurities mixed with gases in the blast chamber. Table 1 shows the chemical analysis of ash samples. The results recorded in the table indicate the chemical analysis of ash residue from the combustion of the samples by wet chemical methods which are XRD, ICP. Table 1: The chemical analysis of ash samples are presented In the nano-diamond powder manufacturing process through blasting, diamond particles are formed at pressures higher than 200 kilo bars. At temperatures above 1000  ° C, the low pressure converted particles into graphite. Methods of separation and purification of gas and liquid nano- diamonds are divided into two groups that raise the cost of investment. After all purification of the resulting material is carried out as the carbonic compound still has many types and amounts of impurities such as O, N, H, a small amount of metal and carbondioxide. Nano- diamond is then purified and turned ashen while the ash explosion leads to a large amount of black and dark -graphite production. Powder used in these experiments was purified by liquid method. In this method, different oxidizing agents such as acids, mixed acids, bases and salts are used. All these methods are only carried out in laboratory scale. Characteristics of nano-diamond powder used are shown in Table 2. Table 2: The properties of the used nano-diamond powder in experiments Figure 1 shows the measured spectrum of 100  µCi 241Am-Be neutron source supplied by I.R. Iran Atomic Energy Agency and figure 2 show absorption cross section of 10B and 11B. Figure 1: Neutron spectrum of 241Am-Be Figure 2: Variation of neutron cross section of 10B and 11B isotopes 3-4-Geometry The experimental setups have been sketched in figure 3 and 4 for investigation of graphite and nano-diamond layers effect on reflection of fast neutrons. Figure 3: The experimental setup for investigation of graphite and nano-diamond layers effect on reflection of fast neutrons Figure 4: The experimental setup for investigation of graphite and nano-diamond layers effect on shielding of fast neutrons In the present study of neutron reflection, the height and radial of the cylinder are 35 cm and 11 cm respectively with one side open and the other closed. The neutron source is in center of the cylinder and the detector is placed in front of the open side. The cylinder is made of polyethylene with 2 mm thickness. Graphite and nano-diamond are coated with polyethylene in cylinder. The distance of the detector lateral surface and the open side of the cylinder was 20 cm. The thicknesses of coated graphite and nano-diamond were 1, 3, 5, 10, 15, 20, 25 and 30 mm. The background neutrons are originated from walls, floor and other instrument in the around environment. A polyethylene cube with 10 cm thickness and a lead block with 2 cm thickness are located between source and detector for absorption of emitted gamma rays and neutrons from source. This geometry detects gamma rays background and neutrons. This work repeats for each measurement with and without absorbers. The first and second counts are foreground and background respectively. If background subtracts from foreground count, the result will be net count of reflected neutrons from cylinder to detector. To investigate the neutron shielding properties, neutron source has been located in center of graphite cubic with 2 mm thickness. Also, the LiI detector has been set in front of one side of the graphite cubic. Graphite and nano-diamond are coated on the same side of graphite cubic. The distance between the detector lateral surface and the open side of the cubic was 15 cm. The thicknesses of coated graphite and nano-diamond were 1, 3, 5, 10, 15, 20, 25 and 30 mm. 4-Results of measurements As mentioned above, the thicknesses of graphite and nano-diamond were 1, 3, 5, 10, 15, 20, 25 and 30 mm respectively. In each measurement, the same thicknesses were compared at a margin oferrorequal to  ±23 percent. The errors come from neutron source and count measurement as the error of neutron source was  ±15 percent and the count measurement (N) one was N1/2.The neutron counts in different thicknesses of graphite and nano-diamond are shown in figure 5 and 6. Figure 5: Neutron count diagram for graphite and nano-diamond layers with different thicknesses (Reflection) Figure 6: Neutron count diagram for graphite and nano-diamond layers with different thickness (Shielding) 5-Simulated results by Monte-Carlo method All the system parts have been simulated by Monte-Carlo method. We have used MCNPX2.6 to calculate the absorbed dose. MCNPX2.6 is a general purpose of Monte Carlo radiation transport code designed to track many particle types over broad ranges of energies. Form of molecule, bond and density are changed in a nano chemical composition. Coulomb force determines the form of molecules. The total charge of the neutron is zero. Therefore, there is no effect on neutron cross section with matter of nano scale. Also, the neutron reaction is nuclear and it is independent of charge or electron cloud so that it can be simulated by MCNP code. Therefore, it is not important to consider the nano-scale of the nano-diamond. However, nano-scale affects density and it must be noted in Monte-Carlo input. The neutron flux has been calculated in the sensitive volume of BF3 and LiI detectors with different thicknesses of graphite and nano-diamond. The results are shown in figure 7 and 8. Figure 7: Calculated neutron flux in sensitive volume of BF3 detector in different thickness of graphite and nano-diamond layers (Reflection) Figure 8: Calculated neutron flux in sensitive volume of LiI detector in different thickness of graphite and nano-diamond layers (Shielding) Because of hydrogen presence in the nano-diamond composition, it can reflect neutrons better than graphite. The neutrons counting is increased by graphite and nano-diamond thickness enhancement. However, determining thenumberofneutrons is faster for nano-diamond layer. Fig. 4 and fig. 6 show that the reflected neutrons are increased by thickness enhancement. The differences arise from the measurement method as the measurements are done by BF3 detector which measures thermal neutrons. The simulated results are considered the all of neutrons. Also, Fig. 7 and 8 show that nano-diamond has a more shielding effect in comparison with graphite because the net count rate becomes smaller by using nano-diamond shielding. The differences are because of the measurements done by BF3 detector and the simulation results are considered as the spectrum of neutrons. 6-Conclusion Two main factors effecting on neutron reflection are cross section and density. Nano-diamond (C10H16) contains hydrogen and it has larger cross section interaction in comparison with graphite. In addition, the density of nano-diamond and graphite are 3.5 and 1.8 g/cm3 respectively. According to the results, true count of nano-diamond reflector is 2 times of graphite reflector. The simulated and experimental results have good agreement by consideration of errors. Also, the number of low energy neutrons in nano-diamond reflector is larger than in graphite one. Therefore, conventional material can be put aside and nano-diamond is used for neutron shielding. References Glenn F. Knoll, â€Å"Radiation Detection and Measuremen†, Fourth Edition, 2010, , John Wiley Sons, Inc T. Taler, Characterization of Isolated Nnaodiamond Particle, Material Science and Engineering, North Carolina State University, 6-18 (2004). Nicholas Tsoulfanidis; †Measurement and Detection of Radiation†; 2th edition, university of Missouri- Rollapress. 706 (1995). V. A. Artem’ev, †Atomic Energy†, Vol. 94, NO. 4, 282(2003). H.W. Schmitt, R.C. Block, R.L. Bailey, Total neutron cross section of 10B in the thermal neutron energy range, Volume17, June–July 1960, Pages 109–115. K. Kleinknecht, Dtectors for Particle Radiation, Cambridge University Press, London New York New Rochele, 120-125(1986). [1] Isfahan University, Faculty Of Advanced Science And Technologies, Department of Nuclear Engineering, Isfahan, Iran Ahmad Taghian; Email: [emailprotected]; Telephone: 00989128482357 Davood Rahi: Email: [emailprotected] [2] Malek Ashtar University Of Technology, Health Physics Department, Shahin shahr, Isfahan, Iran Hosein Sadeghi: Email: [emailprotected]