Essay --

â€Å"And I, of ladies most deject and wretched, that sucked the honey of his music vows, now see that noble and most sovereign reason [†¦] out of tune and harsh (3.1.13). Ophelia is a very interesting character in the book â€Å"Hamlet† written by William Shakespeare. She displays several qualities that make her interesting. Ophelia is ordered around and never speak up for herself until she finally cracks. The evidence is when her father orders Ophelia to talk to Hamlet for the first time in weeks after he told her to stop seeing Hamlet. Ophelia is also a sweet and innocent young girl. We witness this when the narrator tells the readers she follows all her father’s request without asking any questions. This shows she is innocent for not having a reason to not trust her father. Lastly, she seems depressed in some scenes. The author shows this when the narrator mentions she was feeling pressured for sex with Hamlet. It was oblivious too much for her to handle at th e time. This essay will show that Ophelia possesses the three qualities just mentioned. This essay will show how the events and examples just mentioned show Ophelia unique qualities. Things are becoming unbalanced in the kingdom of Elsinore. The old King’s brother Claudius married the King’s widowed wife Gertrude. The King’s son Hamlet thinks his mother is moving on too fast. She didn’t even grieve for over enough time; she only grieved for two months and for her son Hamlet that wasn’t enough time. Meanwhile two guards outside the castle notice a ghost that looks oddly familiar. They later discover its old King Hamlet hunting the castle. One of the two guards goes seek to find Hamlet and tell him about his father being a ghost. When Hamlet meets the ghost he realizes it’s actually... ...ent on men and sweet and innocent. When Ophelia follows her father demands for her to stop seeing Hamlet, she agrees immediately. Although she is in love with Hamlet and it breaks her heart to not be with him anymore she still obeys her father. When Polonius wants use her as bait to spy on Hamlet for King Claudius, she does exactly what she's told and still doesn’t question her family motives. We witness Ophelia dependent on men quality since she is not married she has to live by her father's rules. Even if she were married she would have to follow her husband’s rules. Lastly, when Hamlet is verbally insulting her in the theater, she doesn’t reply back. Given the fact she is sweet and chooses to ignore him. Ophelia is a dynamic and interesting character who hasn’t learned to stand up for her. Later on she falls into depression for not stopping this from happening.

Eagle Poem Essay -- Literary Analysis

â€Å"Explication† In the poem by Joy Harjo called â€Å"Eagle Poem,† Harjo talks about prayer and life and how they revolve around mother-nature. She suggests that while being one with nature, we feel we are in a place in which we haven’t imagined and the things in which we would love to do in that magnificent and calming place. After one reads the poem, he/she enjoys the lyrical type of it. This is because â€Å"Eagle Poem† sticks to one idea and extends it throughout the entire poem. For instance, it talks about prayer, nature, and animals from start to finish. In the first three lines of the poem, Harjo talks about opening oneself up to nature where you feel yourself. She does this by connecting the human body to the sky, earth, sun, and moon. The next six lines talk about the concepts and aspects during prayer and how you are in a whole other place. In these first nine lines, Harjo uses repetition with prayer and shows parallelism with the peacefulness nature and prayer can bring to oneself. Harjo also uses similes in lines ten and twenty two. She compares the circle of life to that of the eagle as well as the eagle to an angle. Joy Harjo did a tremendous job in explaining to the reader that one can relax oneself through prayer and nature. We can all relate to the idea of allowing ourselves into places not yet imagined and feeling at peace. She connects the idea of peacefulness with nature and prayer in a well thought language that allows her to still connect herself to her Native American ancestry. Harjos metaphors and images of nature and prayer are effective in getting her point across as well as making a deeper connection with her Muskogee Creek heritage. Before reading this poem, one might not be too intrigued by its title, but ... ...t really catch the readers’ attention. Although she wasn’t writing in the major eras, she did write in the era where the style of writing was changing. This allowed her to be able to write freely and truly express herself through her words and illusions. Works Cited "Characteristics of Modern Poetry - Poetry - Questions & Answers." ENotes - Literature Study Guides, Lesson Plans, and More. Web. 09 Jan. 2012. . "Eagle Poem." Poetry Out Loud. Web. 28 Nov. 2011. . "HARJO, JOY (1951- )." Oklahoma State University - Library - Home. Web. 04 Jan. 2012. . "Joy Harjo: The Poetry Foundation." Poetry Foundation. Web. 04 Jan. 2012. .

Purchasing Behaviour on Skin Care Products Essay

ABSTRACT The purpose of this study is to analyse the purchasing behaviour of the younger generation on skin care products. A total of 200 respondents took part in this survey. From the analysis, it was found that Environmental Concerns was ranked the highest among the six variables chosen for the study. The other remaining variables are price, packaging, promotion, branding and self Image. Keywords: Skin care products, consumer behaviour, purchasing behaviour, image, marketing, life style INTRODUCTION Facial skin care product is a personal usage (Rence, 2004). Consumers have many different attribute beliefs toward a product or a service. These bundles of beliefs form one‟s attitude toward that product or service. Marketers need to figure out the buying pattern of external and internal factor which affect customers intention to purchase. It is important to comprehend the buying habit of consumer due to changing technology and uncertain future perception and caused the buying pattern of consumer become fickle with every generation (Rence, 2004). Up till now, facial skin care has played a hand in Malaysia market. Malaysia‟s consumer lifestyle has been changing due in part to give a rising in affluence and education levels. In order to shape the consumer buying behaviour, the high profile international retailers and the global mass media have also take a role on it. Malaysians are becoming more westernized, sophisticated and cosmopolitan. Sales of skin care products are designed to moisturize, cleans, tone, and otherwise maintain the skin. Eight products are included in this category as depicted in Figure I. Figure I: Sales of skin care product 2002 Source: http://www.greyhouse.com/pdf/rcos_pgs.pdf The potential of youth market has gain an insight of the marketers in today‟s‟ market. Consumers are now more aware of what they are wearing on their bodies, and they are willing to pay for products which enhance appearances and keep them looking  young and fit (Nair 2007). 20 year olds now use anti-aging products (Mouthong et. al. 2008). Consumers do really care about the type of product applied on their face or skin to beautify themselves. In the craze of skin care industry, marketers need to be alert with any opportunity to buzz the market. Marketers have long coveted the youth market for its buying power, 8 International Journal of Undergraduate Studies, 1(1), 8-14, 2012 influence on family spending, and willingness to try new products and brands. This show the younger generation are a force to be reckoned with. Hence the purpose of the study is to analyse the purchasing behaviour of skin care products among the younger generation. REVIEW OF LITERATURE The skin care in Asia has growing rapidly in recent years. The main aim of any cosmetic product is, to modify the appearance and/or correct body odour, and/or protect or keep the different outer surfaces of the human body in good condition (Cuadrado 2007). Six out of ten Hong Kong people have a low self-esteem on their facial skin qualities (MVA Hong Kong Limited, 2010). People are starting at a younger age and spending more on facial skin care products and facial treatment services. In Thailand, whitening skin care lotion has been very popular in Thailand for the past few years. In 2003, it commanded 60 percent of the total skin care product market. The leading brand in this sub-sector includes Nivea, Ponds, and Oil of Olay. Skin repair lotion and cream commanded approximately 20 percent (Estee Lauder, Clinique, Lancome, Eucedrin, Oil of Olay); facial oil reduction lotion and cream commanded 5 percent (Johnson and Johnson, Ponds, Oil of Olay), and general skin care and moisturizer commanded 15 percent such as Johnson and Johnson, Baby Mild, Nivea, Ponds, Vaseline, Citra, Care (Mouthong et. al. 2008). Skin care is defined as the maintenance of the hygienic state of the skin under optimal conditions of cleanliness and comfort. Effective in skin care are proper washing, bathing, cleansing, and the use of soaps, detergents, oils. Face is the reflection of an individual‟s physical appearance. Generally, the beauty of a person is described by the look of one‟s face. The industry manufactures products like astringent, face cream, face scrub, face toner, moisturizer, cleanser, etc. Some of these products are used for clarification and purification of the facial skin from dust and harmful rays of the sun while others are used for toning. There is no guarantee of skin  beauty retention, but a regular face skin care program is essential for a youthful maintenance. Purchasing decision of consumer sometime is unpredictable. Based on some studies, consumers can be very selective in what they are choosing, which makes consumer-orientation vital for firms in order to gain a so-called â€Å"share-of-mouth† (Kotler and Keller, 2006; Van Trijp and Meulenberg, 1996). According to Duncan, (2005), consumer motive is defined as â€Å"internal impulses that when simulated initiate some type of response.† Consumer motive is one of internal impulses to fulfill their wants and needs. The marketing mix which applies by most companies no doubt is one of the elopements to meet consumer motive. Consumer motives will be affected by price, place, promotion and product (Peter and Donnelly, 2007). Several authors have agreed that the traditional marketing mix has been defined as a set of controllable instrument to manage the controllable and dynamic marketing environmental and consists of four major (P‟‟): price, product, promotion and place (Stanton et. al.(991); McCarthy and Perreault 1993). One vital proposition in research is that the choice objective and the nature of consumption situation are critical because they influence all phases of perceived risk processing through decision making (Aqueveque 2006). People normally purchase facial skin care according to their needs. Since the body skin has a slightly different cellular structure than the skin care product, a facial skin product is essential to cleanse the dirt and grime off easily while at the same time rejuvenate skin cells so that the healthy glow will show. Batra and Kazmi (2004) „‟asserts the broader stages of a consumer’s decision making process that includes problem identification (feeling need of a new car), information search (on internet and showrooms), evaluation of alternatives (comparing brands, for instance’ on basis of repute and features), outlet selection and purchase (purchasing selected item) and post-purchase action (satisfaction or dissonance)‟‟. As for facial skin care product, the factors that influence the buyer would include: beliefs in product attribute, environmental concern, demographic and personal characteristic which induce the consumer to purchase the facial sk in care product. Lower prices do not really affect the purchasing decision. Evidence shows some consumer even failed to recall the purchase prices (Dickson and Sawyer 1990). Most people understand the basic premise of supply and demand, and realize the impact these factors have on prices  (Bolton et. al. 2003). However, according to Bobinski et al. (1996), consumers tend to purchase products during the discount period. It was reported that over 60 percent of US department store volume is sold at â€Å"sales† period. In general, lowering the price is a common method used by many companies. Majority of consumer respond to lower price and quality improvement and also design and packaging of container. Consumers responded to lower price, improve quality and sophisticated container design (Lee, 1993; Lee, 1998; Kim, 2001). International Journal of Undergraduate Studies, 1(1), 8-14, 2012 Packaging and design of skin care product plays an important role to grasp the customer‟s attention. Just as important as the package‟s language, appeals could lead consumer to make an aesthetic-based decision which is a vital step in targeting personal care goods to male consumers (Schaefer, 2007). Product with good design and packaging can be attractive and allure consumer make unplanned decision. Consumers not only respond to lower price and improve quality but also to sophisticated container design (Lee, 1993; Lee, 1998; Kim, 2001). Packaging design has an influence in consumers buying decision process. People tend to like aesthetics. Sales Promotion is defined as .marketing activities usually specific to a time period, place or customer group, which encourages a direct response from consumer or marketing intermediaries, through the offers of additional benefits (Peattie and Peattie 1994). Sampling is one of the promotion methods that are used often by companies. Samples are a good way to test market response. McGuinness et. al. (1995) considers product sampling as a sales promotion technique used by marketers to encourage â€Å"consumer trial†. The main purpose is to increase product sales by providing incentives to consumer directly. Kim (1998) insisted that discount stores were the popular place consumer considers visiting. Berger and Mitchell (1989) found that indirect experiences, such as advertising, are just as influential as direct experiences in changing the accessibility of attitudes. Advertising arouses consumers‟ buying decision, influencing them to buy on impulse (Kollat and Willett, 1969). However, according to Rotfield (1999), advertisement fails  to persuade consumers to make an initial purchase decision. Hawkins et al. (1998) indicated using â€Å"emotions† in advertisement has gained consumers‟ attention. Advertisement acts as a language to convey or expose information to public. Using celebrities is another form of advertising. Celebrities are able create awareness and good image of their own in the minds of the consumer (Seno and Lukas 2007). It enhances brand recognition of products and services. Celebrity endorsement can be described as â€Å"any individual who enjoys public recognition and who uses this recognition on behalf of a consumer good by appearing with it in an advertisement† (McCracken 1989). Branding is one of the strong elements to influence the consumer‟s purchase intention. A brand is a distinguishing name and/or symbol (such as logo, trademark, or package design) aimed to identify the goods or services, and to differentiate those goods or services from other competitors (Ghodeswar 2008). Brand runs very high in facial products. In general, brand figures out† how and who we are† (Seabrook, 1999). Trust is a feeling of security held by customers that the brand will meet their expectation (DelgadoBallester and Munurea-Aleman, 2005). Brand acts as a promise of future (Deighton 1992), which can increase the image of the company and also repurchase intentions. About 33% of women switched skin care brands during the past 12 months. They have a high level of curiosity and they wish to try something new (Household and Personal Products Industry, 2007). However, according to Engel et.al (1982), brand loyalty has great influence over the purchase intention. Brand identity is an important factor when making a purchase decision. For the last few decades, concerns about environmental degradation have been increasing (Chan and Lam, 2002; Laroche et al., 2001). Environmental concern refers to an affective attribute that can represent a person‟s worries, compassion, likes and dislikes about the environment (Yeung, 2005). As consumers have been recognizing the importance of protecting the environment, environmentalism has become a major issue in the marketplace (Brown, 1996; Kalafatis et al., 1999). Consumers are willing to pay higher price to purchase a products/ services that purport environmental friendly. Alston and Prince Roberts (1999) found, in their research on environmental strategy and new product development, that there was a willingness to pay slightly more for environmental improvement in cleaning products than to sacrifice product performance. Self image can be an element  which can enhance the confidence level of an individual. People try to become the being they desire to be by consuming the items that they imagine will help to create and sustain their idea of themselves, their image, their identity (Bocock, 1993). Some people believe selfimage leads to success. The concept of being a beautiful is identified as the key to success (Irons 2001; Peiss, 1993). Self image build up self-confidence and self esteem. People tend to make a purchase when they believe it will improve their appearance. The consumption of products has been identified as the contributing factors to the creation and attainment of desired self-image, identity and self- concept (Featherstone, 1993; Firat, 1993; Kellner, 1992; Mort, 1988; Schouten, 1991; Thompson and Hirschman, 1995). METHODOLOGY A total of 200 respondents have been randomly identified to participate in this survey. Data for this study is collected by means of a structured questionnaire. The questionnaire will be personally administered and collected. The independent variables to be tested would be the price, packaging, promotion, branding, environmental concerns and self-image. The purpose of the study is to determine which factors influence the buying behaviour of the consumer. DISCUSSION Respondents were asked to rank which variable was more important to them. 60 respondents (30%) ranked Environmental Concerns as the top variable when it comes to purchasing skin care products (Table I). The findings indicate that consumers do really care about the type of product applied on their face or skin to beautify themselves. There were reports of carcinogenic chemical found in many cosmetic products -including more than half of all baby soaps (Whitney 2007). Internal studies in the cosmetics industry show that many of their products can be contaminated by a carcinogenic impurity called 1,4-dioxane, and the EWG’s independent study showed that 1,4-dioxane is fairly widespread among cosmetic products. Consumers are concerned with their skin as once it has been contaminated the results will be a disaster for them. (Ranking: 1 = Highest 5 = Lowest) In terms of the correlation analysis, it was found that Environmental Concerns had the highest correlation value (r = 0.887) and since the p value is less than 0.05, this relationship is significant as seen in Table II. As consumers have been recognizing the importance of protecting the environment, environmentalism has become a major issue in the marketplace (Brown, 1996; Kalafatis et al., 1999). Consumers are willing to pay higher price to purchase a products/ services that purport environmental friendly. Branding was found to have a correlation value of 0.627. Brand acts as a promise of future (Deighton 1992), which can increase the image of the company and also repurchase intentions. Brands are also link with the activities of the companies. As such, if their products do not meet the safety regulation, consumers may not want to risk their skin. Promotion was found to have an r value of 0.595. Sales Promotion is defined as .marketing activities usually specific to a time period, place or customer group, which encourages a direct response from consumer or marketing intermediaries, through the offers of additional benefits (Peattie and Peattie 1994). From the average value, consumers are not really influenced by it. As for Packaging, the r value was found to be 0.485. Packaging and design of skin care product plays an important role to grasp the customer‟s attention. Just as important as the package‟s language, appeals could lead consumer to make an aesthetic-based decision which is a vital step in targeting personal care goods to male consumers (Schaefer, 2007). Price has a correlation value of r = 0.431. Lower prices do not really affect the purchasing decision. The findings agrees with the suggestion that consumer sometimes fail to recall the purchase prices (Dickson and Sawyer 1990). Self Image was found to have the lowest correlation value of r = 0.353. Self image build up self-confidence and self esteem. From the findings, it was found that consumers do care for it. The potential of youth market has gain an insight of the marketers in today‟s market. Consumers are now more aware of what they are wearing on their bodies, and they are willing to pay for products which enhance appearances and keep them looking young and fit (Nair 2007). From the analysis, it was found that Environmental Concerns was ranked the highest among the six variables chosen for the study. The other remaining variables are Price, Packaging, Promotion, Branding and Self Image. People do care for whatever will be applied to their skins. Skin cancers threats as a result of carcinogenic materials used for the preparation do affect the consumer‟s intention and decision to purchase the skin care product. After all, to most people, the face is the fortune. If the face is disfigured, it will be for life. No one would want this situation to happen to them. For future research, it would provide a better insight if more variables would be tested. Other variables that can be considered includes: company trends and company image. Besides that, it would be an interesting finding to be able to compare the different purchasing behaviour of people of various age groups. The older and younger generation thinks differently and would rank certain variables differently. An analysis to examine this would be beneficial and also important not only from the academic point of view but also the commercial sector.

Help Improve Own and Team Practice in Schools Essay

Outcome 1.1 How you take note of children and young people’s responses to your own practice It is extremely important to take note of children and young people’s responses to your own practices as by doing this you – †¢Can ensure learning activities are effective in the pupils learning †¢Can recognise the pupils abilities and identify strengths and weaknesses †¢Can reflect on how effective the delivery methods were †¢Can identify if anything needs to be altered for next time Things I monitor during lessons or learning activities – †¢Children who are putting their hands up to answer questions †¢Children who are not contributing much to the lesson (not putting hands up/if working in a group not offering suggestions) †¢Children who seem to be lacking concentration/not showing much interest/not staying on task †¢Children who are behaving differently (maybe because they do not understand the work or are finding it too easy) †¢Children who do not seem to understand the work as much as others or are finding the work particularly difficult (I find this out by checking over their work/answers and by asking them questions about the work/task) I personally always take notes during lessons and activities and always give feedback to the teacher either formally or informally. Read more:  Essays About Team Work in Schools Below are some of the other ways we review learning activities – †¢Letting children feedback (asking them to traffic light their work) †¢Group/pupil reflection †¢Parents evening †¢Pupil’s learning journal – literacy, numeracy, targets †¢Previous progress – read reports, reviews †¢Ask pupil to explain how they achieved the learning objective †¢Writing comments on lesson plan, report card, reading diary †¢Termly assessments †¢Marking work and writing comments †¢Homework Outcome 2.2 The importance of continuing professional development There are many things you can do to continually develop professionally, these include: †¢Do your research to ensure you are kept up to date on new teaching methods, resources and legislation †¢Work based training †¢Participate in further training/courses such as first aid, ICT and SEN training †¢Regularly observe your peers †¢Ask others for help and advice Continual professional development is extremely important for the following reasons – †¢It helps you to understand your role more effectively †¢To apply new policies and procedures †¢To upgrade and enhance your knowledge †¢To enable you to become confident in your job role †¢It enhances and promotes good team work †¢To keep up to date with any changes in legislation †¢To improve the quality of the teaching environment, pupil learning and achievement †¢To ensure you are working to the best of your ability †¢To share good practice relating to different teaching methods †¢To ensure there is a good standard of work in the workplace and standards are kept high and do not slip †¢To ensure that as individuals we have personal goals and also the skills that need updating for our job Outcome 3.1 Why teamwork is important in schools T – Together E – Everyone A – Achieves M – More The ability to work together with others as part of a team is a vital skill used in all areas of life. Teamwork requires people to work cooperatively with others towards a shared purpose or goal. For a team to work together effectively, it takes all members of the team to respect each other’s abilities and opinions. Teamwork is a highly social activity and involves much interaction and exchanging of ideas and actions. Below are some examples of why team work is so important in schools- †¢Effective communication is a key element needed to meet the needs of children †¢By communicating with each other and working in a team you can ensure that you do not miss any vital information †¢It creates a positive and safe environment for both pupils and staff †¢It sets an excellent example to pupils †¢It creates a good working environment and community for staff and pupil †¢It helps ensure that all goals and objectives are being met †¢It helps raise moral and create a positive atmosphere †¢It ensures that the schools aims, values and mission statement are carried out †¢It promotes consistency throughout the school †¢It helps build confidence †¢Enables you to share good practices and ideas †¢It helps ensure that the work load is being shared and completed effectively †¢It ensures children are getting the most out of their learning experience †¢It helps create a conflict free environment †¢It means that constant support and advice is available Outcome 3.2 The purpose and objectives of the team in which they work Princethorpe Junior Schools mission statement – â€Å"Our vision for the school is to create a successful, caring school in which everyone can achieve to the best of their ability.† It is important that every school demonstrates and upholds their aims and values. Princethorpe Junior School have a set of aims for all staff and pupils to follow that support their mission statement. General Aims – †¢At Princethorpe Junior School we aim to provide a safe, secure and happy environment in which all our children can develop and learn. †¢We aim to create a bright and stimulating environment in the classrooms and around the school. †¢We aim to help all our children to achieve their full academic, artistic and physical potential. †¢We aim to enable all our children to have access to all aspects of school life. †¢We aim to promote harmony and understanding of each individual in an environment where all the children are encouraged to flourish whatever their race, gender or ability. †¢We aim to develop a partnership with parents and the community and encourage all parents to share in the education of their children and to feel welcome in the school. Academic – †¢We aim to provide for all the children a broad and balanced curriculum with a strong emphasis on the development of numeracy and literacy †¢We aim to develop our own policies and schemes of work in line with the National Curriculum and the Religious Education agreed syllabus, through a wide range of learning activities. †¢We aim to equip our children with the necessary ICT skills to support their learning across the curriculum. †¢We aim to  provide opportunities for additional activities, which enrich the curriculum e.g. educational visits, clubs and visitors to school. †¢We aim to equip our children with the knowledge, skills and understanding required for the next phase of their education. Spiritual, Moral, Social and Cultural – †¢Through our Collective Acts of Worship we aim to equip all our children with an understanding of differing faiths with the greatest emphasis on Christianity. †¢Through Religious Education and the curriculum we aim to foster a sense of awe and wonder. †¢We aim to value everyone by developing each person’s self-esteem and sense of individual worth. †¢We aim to teach our children to know the difference between right and wrong, to be honest and to have respect for adults, each other and the environment. †¢We aim to develop the children’s awareness of their responsibility to and for their school and the local community. †¢We aim to help the children to take their part as responsible citizens. †¢We aim to enable our pupils to co-operate, to work together, to take turns and to share. †¢We aim to develop the children’s ability to think about others as well as themselves. †¢Through our curriculum and school life we aim to develop knowledge and understanding of other cultures and traditions. †¢We aim through music, art, literature and creative work, to contribute to the cultural development of the children. Behaviour – †¢We aim to equip our children with the skills to be responsible for their own actions and to develop a strong sense of self-discipline. †¢We aim to provide positive attitudes throughout the school for work and behaviour. †¢We aim to provide a positive system of rewards and sanctions. †¢We aim to work in partnership with parents to maintain the behaviour policy of the school. Below are examples of how Princethorpe Junior School uphold these aims and therefore support the mission statement – â€Å"We aim to value everyone by developing each person’s self-esteem and sense of individual worth† †¢All staff members ensure to always offer praise and rewards whenever a child participates in an activity or really tries hard at the work. †¢Every child is acknowledged, the Head Teacher makes a conscience effort to learn every new child’s name at the start of the year and also stands at the front door every morning greeting each child with a ‘Good Morning’ †¢All children are encouraged to have confidence in themselves, the TAs are on hand to ensure this is the case in every lesson with giving the children constant reminders to â€Å"have confidence in yourself† †¢Children are issued certificates and awards for certain achievements for example spellings, reading, writing, attendance and good behaviour â€Å"We aim to develop a partnership with parents and the community and encourage all parents to share in the education of their children and to feel welcome in the school.† †¢Princethorpe Junior School tries to involve parents in their child’s school life as much as possible for example – Parents are daily invited to join their children at breakfast club Parents are regularly given opportunities to volunteer on school trips All parents are invited to a ‘celebration assembly’ every Friday where children receive certificates and awards for various achievements †¢The School holds regular curriculum meetings and workshops for parents, both during and after school, to consult, inform and discuss curricular issues. †¢Each year group organises family workshops during the year so that parents can work alongside their children in class. Various courses are also organised for parents. †¢Termly parent’s evenings are held so parents and carers can be updated on their children’s progress. †¢Parents are always welcome to chat to a member of school staff, without an appointment, about any worries or concerns they may have before or after school. The Head Teacher operates an ‘open door’ policy to enable parents to come and speak to her anytime she is free †¢A school newsletter is sent home with children every Friday updating parents on the week’s activities, reminder of term dates and weekly attendance and behavioural reports †¢Parents are made aware of any behavioural issues their child may be having and together with the parents either the Head Teacher, Teacher, Teaching  Assistant and/or Pastoral Care Worker can then work together to resolve these issues. â€Å"Through our curriculum and school life we aim to develop knowledge and understanding of other cultures and traditions† †¢Children are taught about different cultures and religions by termly topics being held on different countries, cultures and religions †¢There are regular assemblies about different countries, cultures and religions †¢A variety of different festivals and events are acknowledged and celebrated in school †¢Alternative food options are always available during breakfast club tuck and lunch such as halal meat and vegetarian and vegan options to ensure all children are made to feel included and welcome â€Å"We aim to equip our children with the necessary ICT skills to support their learning across the curriculum† †¢Each room is equipped with an interactive whiteboard which is used during most lessons †¢Every child has a personal computer login that enables them to logon to a school computer to access its programs and any saved work †¢Princethorpe Junior School have an ‘ICT suite’ where there are enough computers for a class of 32, classes are on a rota to use this room and every class will use this rooms and its facilities at least once a week †¢The school also has 35 laptops which are again shared out on a rota based system †¢Princethrope Junior School has invested in EducationCity.com’ an internet based program that creates new ways of delivering curriculum content. Children are set homework on this site which they have the option of accessing at home or at school. â€Å"We aim to equip our children with the skills to be responsible for their own actions and to develop a strong sense of self-discipline† †¢Children are taught the difference between right and wrong †¢All children are constantly made aware that they are responsible for their own actions and that their actions will have consequences – either with a sanction or  reward. For example if a child does not complete their homework on time they will receive a detention, whereas all the children who do hand their homework in on time will receive a sticker †¢Children are given opportunities to work independently and make their own decisions â€Å"We aim to enable our pupils to co-operate, to work together, to take turns and to share† †¢Certain lessons and activities require the children to work in pairs or groups with the teacher and TA ensuring the same children are not always working together †¢Playground toys and games that require children to share and play together such as building blocks, skipping ropes, footballs and bat and balls are provided for children during break times. †¢The school offers many different after school activities such as after school clubs, sports matches and the choir which gives children from different classes and year groups chance to work and play together †¢Teachers and pupil support staff are always on hand to monitor the children and to help children work out any friendship issues they may be having Outcome 3.3 Own role and responsibilities and those in the team Working in a primary school as a Teaching Assistant I work alongside a class teacher during guiding reading, maths, literacy, art, ICT and listen and respond lessons. The role of the Primary school teacher is to work with children between the ages of 4 and 11 years. They are responsible for teaching either a number of, or every, area of the National Curriculum, this will most likely mean covering Key Stage 1 (5 – 7 years) and Key Stage 2 (7 – 11 years). Key responsibilities as a primary teacher – †¢Ensuring the optimal development of children, both socially and academically. †¢Preparation and delivery of lessons that cater to the wide ranging abilities of the class. †¢Instill interest to learn, through  enthusiastic and motivating presentation of lessons. †¢Recording and monitoring student progression. †¢Meeting with carers/parents giving feedback regarding child’s performance. †¢Organising activities, classroom displays and class trips †¢Ensuring the curriculum is covered and up to date. †¢Prepare pupils for secondary education and examinations. As part of my role as a Teaching Assistant I am required to support the class teacher with the planning, delivery and evaluation of all learning activities. Whether the learning activity is for an individual pupil, group of pupils or the whole class, all activities must be properly planned, delivered and evaluated in order to work effectively. Planning is usually the first step when organizing a learning activity. Planning is important for the following reasons – †¢To understand learning objectives and what needs to be achieved by the end of the lesson †¢To identify children’s individual needs †¢To identify different teaching methods †¢To review feedback from previous lesson †¢To ensure health and safety is met – Complete risk assessments †¢To ensure you are organised and can allocate enough time for each task Every teacher completes the class planning for the week before school starts on a Monday morning. The teacher will then give a copy of the planning to the class TA. The planning will include the expectations and learning objectives of each lesson, resources needed, if any children need any extra support and how they require the TA to support during each lesson. After I have this information I then have my own planning responsibilities as a Teaching Assistant, these involve the following – †¢Look over previous observations †¢Ensure all learning resources are ready for use – photocopying, workbooks, stationary, laptops, etc. †¢Find out children’s individual needs and prepare different resources to aid them – white boards, enlarged worksheets, etc. †¢Organise seating plans – are there any children that may need to be moved – disruptive, easily distracted, hearing or sight difficulties †¢Prepare extra work for any children who may finish early †¢Think of key questions to ask to support the children during the lesson †¢Feedback to teacher on what you think of the planning, is there anything you could add or change Whether it is myself delivering the learning activity or a teacher I am supporting, it is always important to remember and follow the below every time – †¢Explain to the pupils the expectations and what they need to do †¢Ask questions and observe their reactions, ensure they understand, if they are struggling to understand find other ways to explain/demonstrate/simplify/step by step instructions/adapt lesson plan to child’s needs ensuring it still meets the lessons outcome †¢Give praise and encouragement †¢Rewards – follow schools procedure with giving rewards; let pupils know what rewards they will receive †¢Give one to one support where needed †¢Ensure you are using appropriate body language and eye contact †¢Give good balance of support and letting pupil work on their own †¢Encourage independence †¢Using sanctions when needed – moving children if necessary †¢Using the right teaching methods with the different ability children †¢Keep pupils interested and motivated †¢Re-enforce timing to children e.g. with projects and learning objectives †¢Take notes on children’s understanding, what is working well, what isn’t, etc. It is always important to review every learning activity as this will help plan for the next time. Whether it be having a formal review of a learning activity or an informal chat it is important as a Teaching Assistant to  discuss the following with the Teacher – †¢How the teacher felt with your support? †¢Did the children achieve the learning objective in the given time? †¢Were there any learning needs you picked up (who struggled? who finished early? who asked questions?) †¢Were the resources useful? †¢The overall enjoyment of the lesson †¢Did resources suit learning activity? †¢Is there anything you would have changed or can improve next time? †¢Did anything work particular well? †¢Were there any issue that you need to report to SDP/SENCO? Outcome 3.4 The importance of respecting the skills and expertise of other practitioners It is important to always respect the skills and expertise of other practitioners for the following reasons – †¢It can help us to develop as professionals because we can learn from others †¢Their expertise can provide career aspirations to others †¢To ensure the pupils wellbeing is promoted and we have the knowledge and understanding to provide them with the best education †¢By not respecting other practitioners you are effectively undermining them which will result in having a negative effect on the pupils and overall will not be promoting good team work †¢Those practitioners are there for a reason; they have the skills, knowledge and know the strategies that work †¢It means the work load is shared effectively and fairly resulting in everyone’s job being made easier †¢It ensures consistency in practice †¢It promotes good working relationships †¢It creates a positive working environment †¢It helps children reach their full potential Outcome 4.6 How you respond to differences of opinion and conflict constructively When working in a professional role as a Teaching Assistant, it is important to consider how you can improve your own practice effectively to meet the needs of the children or young people you support and the team you work with. You will be responsible for meeting your own continuing professional development needs. Continuing professional development (CPD) or Continuing professional education (CPE) is the means by which people maintain their knowledge and skills related to their professional lives. CPD will affect you as a member of the team in your workplace for the following reasons- †¢You and your team will be confident with personal job roles, skills and abilities. †¢As a team you will be able to help each other with your own CPD as constant support and advice is on hand from other team members †¢It ensures everyone is working to the best of their ability and therefore creates a stronger team As a TA at least once a year you will have a ‘Performance Management Review’, this may be with the Head Teacher or your team leader. This review offers you the following- †¢An opportunity to reflect and to review your progress and development †¢An opportunity to ask yourself and your team leader ‘How am I doing?’ †¢An opportunity to consider and celebrate your role in raising standards and in meeting the targets in the departmental action plan †¢An opportunity to consider where you are going in your career †¢A discussion about any areas for development †¢An opportunity to set targets †¢An opportunity to identify any training needs †¢A forum to provide information for management †¢An opportunity to look back at your previous review and decide if targets have been met †¢An opportunity to set new targets and goals for the following year There will be times when there is conflict in the workplace, when this happens it is important to recognise why conflict may arise and how you should resolve issues. Below are some examples of conflict in the workplace – †¢Not listening to what the other person has to say †¢Not sharing the work load fairly †¢Taking advantage of the good nature of others †¢Not working to the best of your ability †¢Not working to high standards †¢Not offering the necessary support and advice to others †¢Not being thoughtful and considerate to other’s ideas, opinions and beliefs †¢Not asking for help when needed Scenario: You were asked to plan and prepare an activity for the phonics group that you support. The activity you came up with was fun, eye-catching and included the whole group. When you came to use it with the group, the activity worked really well and, at the end of the lesson, you felt the children had worked hard, even though they became very excited and got quite loud. However, a Teaching Assistant who was supporting another group has since told you that you were not in control and should have training in how to assert yourself. Was the other TA correct to tell you this? Yes, I believe they were but I believe that they should have gone about it in a different way. When working with children it is important that the staff work as a team and offer each other help and advice when necessary but it is also important to be tactful in doing so. Who should you discuss this with and will you ask for help, knowing that you do struggle to gain control? I would let the TA know that I do appreciate their feedback and agree that I did struggle at times to keep my group under control, however overall I was pleased with the activity and felt the children achieved the learning objective of the task. I would also ask if they have any techniques they use to help keep children quiet and calm during activities. I would also speak to the teacher to find out how they felt the activity went and if they had any advice on what I could do differently next time.

Research on football Essay

Most people in Germany enjoy watching football on television or live in the stadium. Football is not only sport number one, but also the number one topic of conversation. Although it is so popular, many people, fans or not fans, discuss whether the football players are good value or not. So, is it fair that they earn so much more than others? Of course stars like Ronaldo, Zidane or Beckham, but also all the other professional football players have a high training intensity with a minimum of two trainings per day and additional duties like for example meetings with sponsors or fan clubs. Many of them are engaged in social organisations and do a lot for poor and disabled people. They do a lot for the money they get. On the basis of the high number of trainings and at least one game per week during the season means a high strain for the players. They get injured † often seriously † because of this high strain and the fact that their body is their capital. They have to give everything for the money, even their health. These are arguments why professional football players are good value. The training intensitiy, the strain, the injuries that result from the strain and of course the age lead to the realization that the players are not able to do their sport for such a long time. They need the money because they have to built reserves for their later life. The players deserve the money they get, for the clubs make huge profits with the player. Real Madrid for example expands – or at least wants to in the market of merchandising products in Asia because of the engagement of David Beckham. Madrid had to pay Ã'‚Ð’Ð ¼ 35 million, but experts say, that only the sell of the jersey with Beckham’s number brings at least Ã'‚Ð’Ð ¼ 50 million back to Madrid. So the club has great economic advantages. In the case of the most famous players, who are always in the spotlight, it is fair that they earn so much. They really have no private life because of their popularity. They are accompanied by photographers and journalists all the time and do not have a single moment for themselves or their families. They have to bear a lot. In the worst case, they are even blackmailed. â€Å"Nine people have been arrested in connection with an alleged conspiracy to kidnap Victoria Beckham and seek a 5m ransom. † This happened to David Beckham in 2002 and is an evidence for the great pressure the players have to stand. The money compensates them for this pressure. On the other hand you could say that the â€Å"work† of a football player can not be compared with the â€Å"real work† of a factory-worker or a manual worker. For the football player it is a hobby with a maximum of three to four hours of training per day, which is not too hard. For the factory-worker it is at least eight hours of hard physical work per day. You could also say that not only football players get injured. Manual workers can be seriously injured in their jobs too. They could fall down from a scaffolding and break their bones or Another fact is that professional football players get so much more than for example a professional handball player, although the handball player trains as often and as hard as the football player. He just gets more because football is the number one sport in Germany and not because he does so much more. Some people say that the stars bring a lot of money for their clubs or even a whole region. But many people criticize, that the players ( and not only the best ones)still get contracts, that guarantees them millions of euros, despite the fact that the current economic situation is not the best. The point that football players have no private life because of their celebrity and the permanent presence of media that is closely connected with it, could be invalidated by the fact that this happens only to the most popular players. â€Å"German football captain†¦ has had to tell his pregnant wife he had a mistress† wrote â€Å"The Mirror†. It is only interesting when the 34 year-old and very famous goalkeeper Oliver Kahn leaves his wife and his daughter for a 13 years younger party-girl, and not when an unknown player from Energie Cottbus does the same. So most of the players can still enjoy a calm private life and nevertheless get plenty of money. In this discussion you have to take into consideration, that football players have much more free time than anybody else. The worker has about 4 weeks holiday per year, while the season of a football player lasts only for about 7 months. That means that they have about 5 months holiday. Ironic people would say that they need so much money because they have so much time to give it out. The majority however, thinks, that it is just unfair with regard to the rest of the working people. So for both sides you can find several arguments. Everybody should decide for himself whether it is just that they earn so much or not. In my opinion it is not. â€Å"Beckham said he was delighted to be moving to Spain, though most people believe he’s delighted to be cashing cheques for Ã'‚Ð’Ð ¼ 6 million a year in salary. † That means he gets about 500,000 Ã'‚Ð’Ð ¼ per month, 125,000 Ã'‚Ð’Ð ¼ per week, 17,800 Ã'‚Ð’Ð ¼ per day and 740 Ã'‚Ð’Ð ¼ per hour. I think that is unfair with regard to the hard working people. Nobody is worth so much.

Monitor children and young people’s development Essay

Observation informal observations will be those which staff carry out each day as you work with pupils. These may be small but over time will enable staff to build up a picture of each pupil. Staff may notice, for example, that a pupil is able to understand new concepts very easily, or that they are holding a pencil incorrectly. It is likely that teaching assistants will discuss your observations with teachers as part of the feedback process after your work with pupils. A disadvantage of informal observations is that they may not be recorded and you might forget to pass on what you have seen to others. Staff may also be asked to carry out formal observations on pupils to support the teacher in assessing pupil’s levels of development. The assessments that are made – do you have progress charts or records that map children’s development, that you then have planned and unplanned times to evaluate, enabling you to support children’s development / be aware of t heir current stage of development? Assessment frameworks involve methods such as England’s EYFS profile, possibly baseline assessments for children entering a new setting, the way a setting assesses development for a possible 2 year progress check, P-scales are another method that may be used to assess the development of children with learning difficulties. Other materials from Early Support might be used. Standard measurement – school tests/cognitive aptitude tests that demonstrate a snapshot of children’s academic ability or skill at retaining taught information and that might then be used to compare outcomes between a larger population of same-age children. Health programmes that might measure head circumference, weight, height, visual and auditory functioning. Educational psychologists may use reasoning tests to assess an intellectual age in contrast to a chronological age.

Air Pollution and Global Warming on Aboriginals - Free Samples

Climate change is one of the issues germinated through the diabolical policy problem around the world. Rapid growth of the industries and the capital boom in the world market has leading to deterioration in the air pollution, which ultimately causing global warming (Knibbs and Sly 2014). One of the most threatened groups of indigenous population lives in Australia who is seemed to be suffering from the adverse effect of the climate change (Scarano and Ceotto 2015). Under this stringent condition of the aboriginals around the world, this report is aimed to consider the effect of the air pollution and the global warming on the indigenous population of the Australian population. According to the intergovernmental Panel on Climate change’s Third Assessment Report (TAR) it has been found that the Australian aboriginals are one of the two most threatened indigenous groups in the world that has been suffering heavily due to the adverse effect of the climate change (Intergovernmental Panel on Climate Change 2015). Now, the irony is that, there have been plenty of researches on the environment and development issues in Australia during last thirteen years; however most of them are concerned about the climate change laws of Australia other than the northern territories and fragmented in nature. Previous researches have failed to provide any long term engagement program between the community and government, which can assess the climate change and global warming effect on the Australian aboriginals (Race et al. 2016). Thus, this research is aimed to assess the effect of air pollution and global warming on the aboriginal of Australia through comparative analysi s of population living in northern region of the country with the non indigenous population of Australia. Over the time various foreign communities has came to the Australia and captured the land of the aboriginal people during the seventeenth century (Gilbert 2016). Since then, indigenous people have shifted to the northern territory of Australian and non indigenous population has exploited the country’s natural resource to a great extent leading to air pollution and global warming. According to Flora (2018), there has been various researches regarding the challenges and issues faced by the non indigenous population due to air pollution and global warming, however very few has addressed the case of indigenous population. There are more than 100,000 Australian indigenous people who presently live in remote areas of the country, whose majority section can be found in the Northern territory of the Australia and according to the TAR report their health condition and resource availability is getting deteriorated day by day (Intergovernmental Panel on Climate Change 2015). Under this s cenario, this research is essential for assessing the magnitude of the effect of air pollution and global warming from the point of view of the Australian indigenous population, The potential threat to the existence of aboriginal peoples is at stake due to the institutional and legal barriers raised through the various governmental programs regarding the environment and development. Under the purview of the situation of the Australian indigenous populations, this research is aimed to discuss the effect of air pollution and global warming on the aboriginal population of Australia. 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Living on climate-changed country: Indigenous health, well-being and climate change in remote Australian communities.  EcoHealth,  11(2), pp.263-272. Hugo, G. and Wall, J., 2015. Climate change and environmental influences on australia’s population distribution.  Health of People, Places and Planet: Reflections based on Tony McMichael’s four decades of contribution to epidemiological understanding, p.177. Maru, Y.T., Race, D., Sparrow, A., Mathew, S. and Chewings, V., 2015. Adaptation as a trigger for transformation pathways in remote Indigenous communities. In  Innovation in the Rangelands, Australian Rangeland Society 18th Biennial Conference. Schwerdtle, P., Bowen, K. and McMichael, C., 2018. The health impacts of climate-related migration.  BMC medicine,  16(1), p.1. Spencer, B., Lawler, J., Lowe, C., Thompson, L., Hinckley, T., Kim, S.H., Bolton, S., Meschke, S., Olden, J.D. and Voss, J., 2017. Case studies in co-benefits approaches to climate change mitigation and adaptation.  Journal of environmental planning and management,  60(4), pp.647-667.