BUSINESS ECONOMICS COURSEWORK Essay Example | Topics and Well Written Essays - 2000 words - 1

BUSINESS ECONOMICS COURSEWORK - Essay Example In this labor contract, wages and benefits are specified. However, Bhagat is free to choose the quantity of labor it employs. Bhagat has announced a $3 price increase for its machine parts. This figure represents the projected $3 increase in labor costs due to its new union contract. It is Gina’s responsibility to evaluate this announcement. Many firms use cost-plus pricing for supply contracts as the changes in cost-plus contracts are more likely to become a responsibility of the purchaser of the product. Thus, fluctuations and volatility of labor costs, price for fuel and other resources are the risks of the purchaser of the product rather than supplier/manufacturer. Cost-plus pricing mitigates the risks of the supplier/manufacturer of the product and therefore, makes him feel more relaxed and less motivated to reduce costs associated with production of the product. Purchaser of the product has to pay for these costs, which incurs increase of the price of the product sold and therefore either decreases his mark up or weakens his competitive position on the market. Personal video recorders (PVRs) are digital video recorders used to record and replay television programs received from cable, satellite, or local broadcasts. But unlike VCRs, which they replace, PVRs offer many more functions, notably the ability to record up to 80 hours of programs and easy programming. A PVR consists of an internal hard disk and micro processor. After the owner installs the hardware, the PVR downloads all upcoming TV schedules to the hardware via a phone or cable connection. Users merely enter the name of the show(s) they want recorded and the system finds the time and channel of the show and automatically records it. Users must subscribe to a cable or satellite system if they wish to record programs off these channels. Besides ease of programming and much larger recording capacity than video tape,

A Tiger came to tea Essay Example for Free

A Tiger came to tea Essay Ive never seen so many children so excited about having a snack, It was like when animals are at a zoo, waiting to be fed, when they can see the zookeeper coming towards them. And the hustle and loud noises from the children was like the anticipation of crowds waiting for their favourite singers to come on stage. As soon as the children scoffed their snacks and gulped down their drink, we made our way to where the bouncy castle was outside. Every child was having a great time whether it was running around on the grass, bouncing on the castle or eating its picnic; it looked like the wonderful picture if a stranger was to come in to see what a playgroup did on the days of the summer. A perfect picture of summer with children having fun and enjoying themselves, the sun shining and everyone with huge smiles on their faces.  As I was sitting reading A Tiger came to tea to one little girl, Charlotte, all of a sudden a heard this all mighty cry, I jumped up so quickly that my heart all most stopped. The parents also looked stunned to see what an earth had gone on. I hurried to where the noise was coming from. Some children had even stopped bouncing on the castle, to see what had happened and to get them to stop bouncing on some thing they loved must have been something of a terrible shock. I came to the brightly coloured bouncy castle that had a tiger on the front the noise that usually was quite loud from the air at the back. This noise had somewhat been drowned out completely but the amount of commotion from worried parents and intrigued children. This enjoyable, blissful afternoon had turned into a worrying afternoon of turmoil.  My heart racing, I didnt know what to expect. I could feel my hands and forehead getting more and more sweaty, just like my first day starting. It wasnt a very nice feeling at all.  Still having this little girl sitting comfortably in my lap, I decided that I would go and look to see what the entire disturbance was and if I could do anything to help. I lifted Charlotte off my knees, placed the book down and slowly started to make my way over to the bouncy castle. The weather had turned from sunshine and clear skies, into black clouds and wind, making the atmosphere even more chilling. Approaching the giant inflatable I was feeling tremendously nervous and anxious.  Behind it was a little boy, Nathan, lying there crying and screaming like he had been punched hard in the stomach. The sight of his poor defenceless body made me just want to go and hug him. So that he wouldnt feel alone, that he could find comfort in my arms.  Had he stopped breathing? What if he would never be the same clever, ecstatic little boy that he was?  Blood was pouring from one of his legs and his arm was in an awkward position as if he had fallen on it funny. At that point I knew he had had a nasty plunge. I dint know what to think, I had never experienced anything like this before, especially on such a ting delicate boy. I was shaking, all that was going on inside my head were negative things and this point in time I couldnt think of positive.  Call an Ambulance, shouted Marion who looked very disturbed. Its Nathan, hes hurt  Nathans mum came running to the scene, her face had turned as white as snow, obviously from the shock.  Its on its way shouted one of the other leaders who had gone to call the ambulance. The ambulance turned up within a few minutes and Nathan was rushed off in it, the blue lights flashing, the siren going off, at this point all the children were just amazed at the ambulance. You could hear,  Look, lookambulance or Nee noor. Nee noor from the children.  I looked on in disbelief thinking how could that have happened within the half an hour of everyone enjoying themselves, then this terrible accident that Nathan had encountered. I just wished that he would be ok, that the broken arm and cut leg was the only thing that he had done.

Impact of Trilingualism in Kazakhstan

Impact of Trilingualism in Kazakhstan Identify any ONE education reform policy/measure recently adopted by a Ministry of Education that you are familiar with, critically examine how different stakeholders have tried to shape this education policy and how the change has been introduced. Analyse and evaluate the selected education reform policy/measure in light of the literature you have read. Introduction In Kazakhstan, as in many other countries, education is highly influenced and controlled by the state education policy-makers. Tensions and difficulties arise within various stakeholders due to new policies and reforms adopted by Ministry of Education. This paper aims to analyse potential issues related to one of the new adopted reforms, namely trilingual education in schools. In this essay I will discuss how this reform was introduced by government. Intentions and strategic plans expressed through education system will be also analysed. Then perspectives of various stakeholders regarding trilingualism are discussed, drawing on data from different case studies and interviews. This topic might be important because of its novelty and scope in nowadays realities, where governments around the world try to apply different reforms to correspond with global trends. I would like to focus on this topic in order to examine potential outcomes and consequences for the future education of Kazakhs tan. I will also compare and take into account my own experience since I studied and worked in a multilingual school. Introduction of the Trilingualism in Kazakhstan What is the ideal model of education system? There is no simple answer to this question in the international professional community. In 2016, Kazakhstan celebrates the 25th anniversary of independence. Kazakhstan is actively integrating into the global community; where a fierce competition of economy, technology, education systems and etc. take place. Consequently education reforms should be done according to global mainstream. Nowadays, two trends are becoming more popular among the global education systems: (Smith Sandvik (2012)) The rapid development of information and communication technology education (e-learning, smart training, etc.) Improving the educational level of the population, primarily due to the expansion of access to education. Moreover, the education reforms carried out by developed countries can be divided into four main blocks: Education system management Lifelong learning The content of education and ensuring its quality The development of vocational education system Analysis of Kazakhstans educational policies in the framework of the State program of development (2010) shows five changes in the education system: Expansion of pre-school provision Implementing trilingual education in schools. E-Learning Developing pedagogy through the Centres of Excellence programme Extension of secondary education to 12 years of schooling According to this reform, from the 2019 year science lessons will be taught in the English language. In this section, I will discuss how this debatable and controversial reform was introduced by the government. Ongoing reforms in the education sector of the Republic Kazakhstan provide a number of initiatives, including the introduction of the trilingual education system at all levels of education, which aims to shape the future generation, fluent in Kazakh, Russian and English languages. While this reform might seem positive and meaningful, indeed due to several reasons as a time to implement the change and teacher training thus makes schools and management team struggle in the successful implementation of this reform. The objectives of language policy of the modern Kazakhstan reflects in the address of President of Republic of Kazakhstan, N. Nazarbayev, Kazakhstan in the new world (2007), in which the framework of competitiveness of country and its citizens, proposed phased implementation of the cultural project called The unity of three languages, aimed to the development of three Languages: Kazakh as the state language, Russian as the language of international communication and English as the language of successful integration into the global economy. And worth to note that, the University of Cambridge became a strategic partner of Kazakhstan in this education reform process. (10) Wilson, Reform at Scale: Teacher Development in Kazakhstan (2013). There has been created Kazakhstan Programme by the cooperation of Kazakh and English educators. The university of Cambridge, the faculty of education website states: The University of Cambridge Faculty of Education supports an ambitious and far-reaching programme of educational reform in Kazakhstan through training, research and consultancy all designed to build local capacity. [15] In accordance with the State program of development Education of Kazakhstan for 2011-2020 (2010), the English language should be studied not only as a foreign language but also be used as the language of instruction at all levels of education. Starting from September of 2016 elementary schools must implement some changes. For instance, first-grade students will be taught English in a very accessible and entertaining way. Major innovations await children and their parents from 1 September 2019 in all schools, regardless of the language of education, history of Kazakhstan will be taught in the Kazakh language, and world history in Russian. In the 2019-2020 academic years, the 10-11-graders will be conduct four subjects in English chemistry, physics, biology and Computer Sciences. Learning the terminology in English on subjects like Computer Sciences and Natural Science for students of 5 and 6 grades will begin in 2017-18 and 2018-19 academic years respectively. Due to large-scale implementation of trilingual education, there is an urgent need for teachers who can teach their subject in the English language. This problem requires special attention since the English language is not widely used in everyday communication, unli ke Kazakh and Russian languages. And this is in line with Ball (1997) who states, policymakers expect that teachers are familiar and be able to successfully implement changes; also individual policy-makers do not normally take into account complexity of the environment where changes intended for. The Ministry of Education and Science of the Republic of Kazakhstan (MoES) is currently developing the Roadmap development and implementation of trilingual education. According to State Programme of Education Development for 2011-2020 and Roadmap (2010), its expected that the percentage of the population speaking state language, by 2020 will reach 95%, in the Russian language will be speaking 90% of the population, and 20% of people will speak English. In fact, the policy of trilingualism will create the conditions for the children to study Russian and English language rather than the Kazakh language. However according to Minister of Education and Science of Kazakhstan, Erlan Sagadiyev: Why do we need to develop trilingualism? Today there is no doubt that the future of knowledge, science, information, and the competitive ability of any nation, will depend on the knowledge of the English language. This must start from school. And gradually increase the amount of English language in order to start school subject teaching at the senior school. However we need to understand the most important meaning of the implementation of trilingual education in Kazakhstan is the total knowledge of the Kazakh language by our population. The priority of the learning the Kazakh language was, is and remains. [11] It is expected that current reforms probably will slow down usage and development of state language. A shift in language knowledge and usage of it in the workplace and private lives of citizens has taken place over the past decades. Due to historical events, the North Kazakhstan is dominantly Russian-speaking, while South part of the country mainly Kazakh speaking. According to the 2009 census, the urban citizens tend to be linguistically speaking Russian-dominant. The Russian language remains the most widely spoken, with 94.4 % population indicating that they understood spoken Russian and 84.8 % indicating that they can read and write the language. In comparison, 74% reported that they understood spoken Kazakh and 62% reported that they could read and write Kazakh. This is huge numbers for the country where 65.5 % of the population are Kazakhs and 21.5 % are Russians (2014 census) [14]. All these lead to the logical conclusion that the government must take a mission to improve the q uality of Kazakh language. Kazakh-medium education needs to be improved and Kazakh people will have to use Kazakh more often in their work and private lives. In order to pilot the trilingual education in the sector of secondary education in 2007 Daryn network of educational institutions for gifted children was created. According to Ministry of education, currently trilingualism is being successfully implemented in 117 secondary schools, in 33 Daryn specialised schools, 30 Kazakh-Turkish lyceums, 20 Nazarbayev Intellectual schools (NIS). Its worth to specifically note that, the Kazakh-Turkish lyceums (Grades 7 to 11), are actively implementing trilingual education. Subjects like Maths, Physics, Biology, Chemistry and Computer Science are to be taught through English. Kazakhstan History, Kazakhstan Geography, Physical Education and Military preparations are to be taught through Kazakh. Turkish and Russian are to be taught in language arts classes. These schools are one of the most prestigious and successful in the country. I have graduated from one of Kazakh-Turkish lyceums. Moreover after graduated from university I have experience working there for 2 years as a teacher. The main reason for their success is quality teachers, teaching material and excellent management and leadership skills of school administration. Additionally, apart from English language Turkish is also taught there. The presence of native Turkish teachers also plays a big role in the quality learning of the Turkish language. The next reason is that those lyceums are situated in cities; therefore they have sufficient funding from government and different private sponsors for implementing various projects. Then there is an entry examination to get enrolled in lyceum. There are only 30 lyceums in Kazakhstan, so this makes 1 or 2 lyceums in each city. There are only 2 new classes accepted each year; this means 50 new students per school get a chance to study there. Still, there is a strong competition among students, and mainly excellent and good students get accepted. The policy makers perspective The general task of the Ministry of Education and Science (MoES) is controlling the education system by making policy and legislative decisions in order to improve. The MoES website states that: The mission of the Ministry of Education and Science of the Republic of Kazakhstan: Development of intellectual potential of the nation, the formation and implementation of state policy in the sphere of education and science, ensuring competitiveness and sustainable socio-economic growth. Although the primary focus of MoES is nations education, its undeniable that government is highly aware of the nation as a part of the economic structure of the country. It is clear that education must be looked at from this point of view since the purpose of education in large part is to protect the economy of the nation. Nevertheless, the economic way of treatment education paying more importance to money than the intellectual progress of the nation (Ball, 1997, Tikly and Barrett, 2011) However, there are some people who support changes. One of them professor B.Bekturganova The evidence is that the information in English-language on a global scale is greater than in German, Spanish, Chinese and any other language. To keep up with the latest innovations and developments students must be proficient in English. The educators perspective A bottom-up approach works best when new policies, reforms and changes are introduced. Jones, Potter Ebrahim (2001) also suggest that teachers should be given the opportunity to express their ideas and opinions; this will lead to the creation of shared approach for effective change. Another reason is that majority of teachers are willing to influence the design of quality systems in order to bring meaningful change to themselves and their students as shown in Jones, Potter Ebrahim (2001). Knowing and speaking three languages is wonderful skill, but this should not be done at the expense of other important subjects. For example, in rural areas, where the teachers are incredibly insufficient, who teach several subjects, trilingualism might turn to complete disaster. In my opinion, the first thing that happens after the start of the implementation of educational reforms teachers will leave schools, who taught all their lives in the same language. There is a doubt that universities will not have time to prepare a sufficient number of specialists who will be able to replace the old cadres within three years. Moreover, there is no guarantee that the young teachers will be willing to travel to distant villages and rural areas. Additionally, there is a lack of quality teachers even in cities. More teachers are leaving state schools in order to work for private schools, where the salary is considerably higher. The level of education will deteriorate, due to which the reform had begun. No doubt that trilingual education is a matter of time, and in the near future, it would be probably implemented. It seems current reforms do not fully calculated, and are made for the sake of short-term economic and political interests. If the Ministry of education, in fact, decided to modernise the education system, he would have understood that this would take time for preparation and implementation. Action should be done step by step. Firstly to prepare teachers, secondly the material base and then introducing a novelty in one sector, then in another, etc. However, in fact, government frantically trying to implement reforms altogether. Unfortunate teachers do not rest at all and taking language courses to be able to work at school. For example, Anatoly Mazura Physics, a teacher with 30 years of teaching experience says: Teaching Physics laws and rules in English Terminology is already complicated. Then, I guess Ill just have to leave a school. Not all children are able to learn in such way. There are, of course, children who can learn material fast, on the other hand, there are children who need more time, and if they all will be taught in English, unlikely that they will understand anything. There are a lot of teachers who are in the same situation as Anatoly Mazura. These teachers are thinking seriously about his future career. They need to make a choice: stay in school or to change the profession. Anatoly is not sure that he will be able to learn English in two years and to communicate with students properly, as required by the new educational reform. Innovations made by Ministry of Education scare not only teachers but also school head teachers. Irina Smirnova said that teacher staff is not able to perfectly speak, write, and also qualitatively explain the subject in English since most of the teachers are of old age. The school administration organised compulsory English classes for all teachers. Every teacher must study ten hours of theory and practice of English ten hours per week. Studying grammar and rules take most of their time. In the remaining time, teachers must practice speaking and writing skills. According to Irina Smirnova Majlis deputy, ex-principal of the school-lyceum à ¢Ã¢â‚¬Å¾- 48 Almaty, Kazakhstan Tough we have experience in trilingual education through Kazakh-Turkish schools and Nazarbayev intellectual schools. However, nowadays according to state program there are not any English classes for 4th-grade students in secondary schools and only one hour a week at 1,2,3rd grades. It is impossible to learn a language in this situation. If we want students to know three languages, not necessarily mathematics, physics, chemistry should be taught in the English language. It is better simply to teach the language more intense, and maybe one subject which will not affect cognitive abilities of students could be taught in English. The subject technology why not do in English? I think this is a hasty decision that could lead to serious problems. Although a positive viewpoint on the subject is that Ministry of Education officials know about the level of training of Kazakhstani teachers and therefore prepare to massively retrain teachers all over the country. According to Minister of Education Erlan Sagadiyev, there are 365,000 school teachers in Kazakhstan. In general 32 000 senior school teachers who know English needed for successful implementation of the reform. As the Ministry of Education reported, teacher training for the implementation of the program and trilingual education is already being implemented as following: Nazarbayev University will prepare 675 subject teachers (chemistry, physics, biology, computer science); Nazarbayev Intellectual School and JSC Orleu will prepare 69 teachers through the updated program KATEV will teach 18,250 children in summer language camps; 680 subject teachers (chemistry, physics, biology, computer science) 84 teachers from regional specialised school for gifted children; 800 science teachers. In accordance with State Programme of Education Development (2010) teachers who teach science and math in English, is expected to increase to 15% by 2020. (3) However, rural schools in distant regions of the country will face most problems. Because even physics or chemistry teachers not enough there. In some rural schools, teachers combine two roles of math and physics teachers. According to the Ministry, the solution to this problem is to provide internet access to such schools and retrain teachers by distance learning technologies. The Ministry plans in the next three or four years to provide 90% of Kazakhstani students access to broadband Internet (today it is 76%). Also, apparently this reform will cost huge money and resources for the government. The students perspective According to the information-analytical centre and the Public Opinion Research Institute, 1055 pupils of 9 and 11 grades (66% from school with the Kazakh language of instruction, 34% from the Russian language of instruction) participated in the survey. A survey showed that only 15% of students are fluent in English. The vast majority of students (68%) do not want to study computer science, physics, chemistry and biology in English. They believe that they will learn neither English language nor the subjects due to the low quality of education, many of them consider it would be useless for their future work. It is important to note that students of schools, colleges and universities of the country are already living in a trilingual environment, so for children learning English is not a problem. Fear of studying languages is projected by parents, thus hindering students development says officials from Ministry of Education. In my perspective, I think the choice of the student to study subjects in a foreign language must be voluntary and not compulsory. Parents should have a choice whether they let their children study or not in trilingual school. Subjects in the English language should be taught only in senior schools, and only as an optional. Because today level of English language of secondary school students is not enough to adequately understand the teaching material. School teachers, who will teach subjects in English, should have an appropriate certificate, for example, TKT, CELTA, CELTYL (Certificate in English Language Teaching to Young Learners), ICELT (In-service Certificate in English Language Teaching). This will mean that teachers completed needed course. Therefore head teachers and more importantly parents will know that subject teacher has qualifications and certification to teach in English. The Parents perspective Most parents in Kazakhstan still support the introduction of trilingual education in schools. For voted 66% of mothers and fathers, while 81% said they want their children to know especially English. The information-analytical centre in cooperation with the Public Opinion Research Institute studied parents opinion about the transition to a new model of education and the level of students training. 1000 parents (urban 53.5%, rural 46.5%) took part in the survey. Researchers found that half of the respondents fully satisfied with the quality of English education in Kazakhstani schools, rest satisfied partially, the negative attitude expressed by 6%. As already mentioned the implementation of trilingual teaching was supported by 66% of parents. A quarter of respondents were against MoES initiative and 9% of parents had problems to answer. Main reasons of their concerns are related to the lack of teachers personnel and weak educational methodological base. Conclusion Kazakhstan is steadily changing its educational system towards corresponding to global trends. Educational reforms of Kazakhstan undoubtedly implementing to improve knowledge of students to become competitive in modern world realities. However, there are potential problems which may occur when implementing the reform. The main issues: a lack of teachers who can teach through English, lack of high-quality language learning materials, insufficient level of knowledge of teachers and students in rural areas. There is a general agreement amongst parents that subjects should be taught in the English language, however, some educators believe this is not possible in the current circumstances. In general, there is a concern that after implementation of trilingual education reform, development of state language will probably decrease as students will devote more time for both Russian and English language. The government should pay more attention to the development of intellectual and academic potential of students rather than the political and economic way of treatment education as shown in (Ball (1997), Tikly and Barrett, (2011)). Particularly research of Jones, Potter Ebrahim (2001) has been useful in providing ideas that educators should be given the opportunity to express their ideas and opinions; this will lead to the creation of shared approach for effective change. A full-scale launch of the trilingual education can be successful if a sufficient number of teachers who could teach in English in rural areas would be trained. One solution could be hiring foreign subject teachers for a long term. This might considerably support the implementation of trilingual education; however, it will cost a lot for the government. Overall, a wide range of work must be done, which requires sufficient human resources, time, effort, and financial investments. In this essay, I focused on the introduction of trilingual education in Kazakhstan and potential consequences of this reform in different stakeholders perspectives. I confirm that this topic should be investigated in more details since it was not possible to cover all the nuances due to resource, time and word limit constraints. The future research appears to be needed in the field of leadership and management of trilingual education in Kazakhstan. References Baimanov, D. (2016) Astana is experiencing the shortage of teachers and educators [online] Available at: http://dknews.kz/nehvatku-uchitelej-i-vospitatelej-ispy-ty-vaet-astana/ [Accessed 13 January 2017] Ball, S. J. (1997) Policy Sociology and Critical Social Research: A Personal Review of Recent Education Policy and Policy Research, British Educational Research Journal, 23, 3, pp.257-274. Bekturganova, B. (2016) We are responsible for our childrens future [online] Available at: http://www.inform.kz/ru/b-bekturganova-o-reforme-obrazovaniya-v-rk-my-otvetstvenny-za-buduschee-nashih-detey_a2892951 [Accessed 13 January 2017] Bridges, D (2014) Educational Reforms and Internationalisation: the case of School Reform in Kazakhstan, Cambridge University Press. Jones, Potter and Ebrahim (2001) Managing Curriculum Change in Schools, ERIC p20 Kapital. (2016) 66% of parents for the three languages in schools [online] Available at: https://kapital.kz/gosudarstvo/50391/za-trehyazychie-v-shkolah-66-roditelej.html [Accessed 14 January 2017] Kuchma, V. (2016) Reward and punishment of the Ministry of Education (Why the extension of the school year being criticised?) [online] Available at: https://kapital.kz/gosudarstvo/49389/knut-i-pryanik-ministerstva-obrazovaniya-rk.html [Accessed 13 January 2017] Kuchma, V. (2016) Big change in Kazakhstans schools [online] Available at: https://kapital.kz/gosudarstvo/49775/bolshaya-peremena-v-shkolah-kazahstana.html [Accessed 13 January 2017] Nazarbayev, N. (2007) Address of the President of the Republic of Kazakhstan, to the People of Kazakhstan. [online] Available at: http://www.akorda.kz/ru/addresses/addresses_of_president/poslanie-prezidenta-respubliki-kazahstan-nnazarbaeva-narodu-kazahstana-28-fevralya-2007-g [Accessed 18 January 2017] Nazarbayev, N. (2012) Address by the President of the Republic of Kazakhstan, Leader of the Nation, Strategy Kazakhstan-2050: new political course of the established state [online] Available at: http://www.akorda.kz/en/events/astana_kazakhstan/participation_in_events/address-by-the-president-of-the-republic-of-kazakhstan-leader-of-the-nation-nnazarbayev-strategy-kazakhstan-2050-new-political-course-of-the-established-state-1 [Accessed 14 January 2017] Sagadiev, E. (2016) The meaning of the introduction of trilingualism in Kazakhstan the total knowledge of the Kazakh language by population [online] Available at: http://www.inform.kz/ru/erlan-sagadiev-smysl-vnedreniya-treh-yazychiya-v-kazahstane-total-noe-znanie-kazahskogo-yazyka-naseleniem_a2897529 [Accessed 13 January 2017] Smith Sandvik (2012) Four Global Trends in Education (And Why They Matter) in MetaMetrics. The Ministry of Education and Science of the Republic of Kazakhstan(2010) State Program of Education Development in the Republic of Kazakhstan for 2011-2020. [online] Available at: https://kaznmu.kz/eng/state-program-of-education-development-in-the-republic-of-kazakhstan/ [Accessed 18 January 2017] The Ministry of national economy and of the Republic of Kazakhstan Committee on statistics (2014) [online] The official statistical information Available at: http://www.stat.gov.kz/faces/wcnav_externalId/publBullS14-2014?_adf.ctrl-state=17nhn6hpxp_4_afrLoop=14098389396800612#%40%3F_afrLoop%3D14098389396800612%26_adf.ctrl-state%3Dere6z4bhw_9 [Accessed 13 January 2017] Tikly, L. Barrett, A. (2011) Social Justice, Capabilities and the Quality of Education in Low-Income Countries, International Journal of Educational Development. University of Cambridge (2017) Kazakhstan Programme [online] Available at: https://www.educ.cam.ac.uk/centres/kazakhstan/ [Accessed 13 January 2017]

Disney Techno-Nature Essays -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Disney Techno-Nature Like most Disney material, nature themes were incorporated into the earliest parks, including Adventureland, Frontierland, Nature’s Wonderland, and the newest, Animal Kingdom. Disney carefully edited these â€Å"natural† settings that show the less wild side of the wilderness. However, how does the tourist comprehend the illusions? How are the plants and animals adapting to reflect the illusion, and how are they accented by the interactions with both human nature and Disney’s technological nature? These questions and more will be answered within the following sections: Definitions, Technological Nature, Kilamanjaro Safari, and The Final Answer. The Animal Kingdom is a modern exhibit designed to follow the â€Å"natural pattern† of an African community. The most eye-popping attraction, the Kilamanjaro Safari, is an open-air, nearly barrier-free animal reserve at Florida’s Walt Disney World. It was a major shift from a cow playground to a zone of care for other wise caged animals. Here, African animals freely roam through acres of savanna, rivers, and rocky hills. The rider is advised to be aware, â€Å"You never know what could happen in the wilderness† (Tate 1).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Definitions Before I can begin to consider the â€Å"nature† of the Animal Kingdom, the definitions of nature and technology must be established. Webster’s American College Dictionary lists nature as â€Å"the natural world as it exists without human beings or civilization.† In the case of the Animal Kingdom, this definition is inappropriate because Disney itself is a man-made civilization, with merchants, restaurants, and restroom facilities. Technology is defined as that â€Å"branch of knowledge that deals with applied science, engineering and the industrial arts.† This definition of technology can be reworked to fit the Disney model of nature. What exactly does Disney do? Disney applies technology to the Florida area. Technology has allowed for hundreds of acres of Florida land to be safely destroyed by means of controlled burning. With the help of technology, Disney has transported lonely zoo animals and put them in their â€Å"original† surroundings once again. Technology uprooted pieces of Africa to better care for African anim... ...hat make it real and separate it from the dangerous possibilities of nature. It is not to say that Disney’s Kilamanjaro Safari is naturalistically correct or incorrect; it is a representation, and not a reproduction of the true African savanna. How can nature be surpassed, you ask? Disney. That’s how. Works Cited Corliss, Richard. â€Å"Beauty and the Beasts.† Time Magazine; 20 April 1998:   Ã‚  Ã‚  Ã‚  Ã‚  66-70. Gunther, Marc. â€Å"Disney’s Call of the Wild.† Fortune Magazine; 13 April 1998:   Ã‚  Ã‚  Ã‚  Ã‚  120-124. King, Margaret J. â€Å"The Audience in the Wilderness: The Disney Nature Films.†   Ã‚  Ã‚  Ã‚  Ã‚  Journal of Popular Film and Television 24.4 (1996): 60-68. Phillips, Dana. â€Å"Is Nature Necessary?† The Ecocriticism Reader: Landmarks   Ã‚  Ã‚  Ã‚  Ã‚  In Literary Ecology. Eds. Cheryl Glotfelty and Harold Fromm.   Ã‚  Ã‚  Ã‚  Ã‚  Athens, GA: University of Georgia Press, 1996. 204-22. Mongeau, Lionel, former Disney Imagineer. Telephone interview.   Ã‚  Ã‚  Ã‚  Ã‚  19 March 2000. Shklyanoy, Polina. â€Å"Out of the Bottle.† Advertising Age; 1 February 1999: 4.   Ã‚  Ã‚  Ã‚  Ã‚  

Nail Biting

Nail Biting Do you constantly find yourself biting your nails off for no reason at all? Or have you ever thought about the damages caused by nail biting? Many people do not realize and know that there are medical affects and explanations for nail biting. Adults usually do not find themselves with this bad habit because nail biting is most common among kids and teens but mainly more within guys than girls. However regardless of gender or age nail biting can lead to unwanted consequences caused by stress, nervousness, or hunger. Unwanted consequences mainly consist with dental complications such as the chipping of your teeth.For most people, chipping a tooth is the only negative effect that biting your nails might have on your teeth. In fact, the book Pediatric Dentistry by Pinkham states: There is no evidence that nail biting can cause dental change other than minor enamel fractures. Nail biting can also cause a gap between your two front teeth. If the nail biting habit begins when th e child is very young, it has been reported to cause a gap between teeth. In addition causing gaps between your teeth can cause the roots of your teeth to become weaker. Nail biting during braces has been shown to cause root resorption.Last but not least nail biting can cause gingivitis. For example in the case report of a nine-year-old boy whose father called the dental office to describe his son's complaint of swelling of the gums surrounding the top front tooth. The patient came to the office the same day. The initial clinical examination revealed swelling of the gingival. During discussion with the parent and patient, the dentist noted that the patient's fingernails were bitten off. The patient and parent confirmed a habit of nail biting. Therefore the dentist removed from the gums a piece of nail that was compressed in.Nail biting can cause many dental complications however, what causes people to bit their nails? Many doctors and psychologists state that medical and psychologic al situations cause nail biting to occur without even realizing it. For example nail-biting is a common stress-relieving habit. Stress is that feeling you get when you're really worried about something. There are general factors that can lead to stress such as threats which include physical threats, social threats, financial threats, fears, and uncertainty. Therefore a common way people to react to stress is nail biting.A child or even an adult uses nail biting as a coping mechanism to relieve stuffed emotions. It has been documented that some people bite their nails in their sleep, sometimes wholly. This has been linked to stress while dreaming. Secondly, nervousness also leads to nail biting. When people are nervous, they fidget. Fidgeting involves moving with excitement. Hands, legs and other parts of the body make quick movements, with no particular aim. This is a reflex movement, initiated by the subconscious mind. This is a reaction to a tense situation. We do not know what to do but we know that we have to do something.Nail biting is one way of the body's response to the call for doing something. Children sometimes face an unpleasant situation. They commit a mischief and are caught. When they are confronted by their parents or teachers, they just stand biting their nails. This is a defense mechanism to prevent the children from doing an absurd act that could make the matter worse. Thirdly, as simple as this may sound, it has been revealed that some people who suffer from biting on their nails complains that they will only do so when they are feeling extremely hungry.Some will even go as far as to say that when they are hungry and they chew on their fingernails, they will get a soothing, as well as a comforting feeling that will sometimes drive away the hunger sensation. Several treatment measures may help you stop biting your nails. For example keeping your nails trimmed and filed, taking care of your nails can help reduce your nail-biting habit and enc ourage you to keep your nails attractive. Also try substituting another activity, such as drawing, writing when you find yourself biting your nails.Substituting nail biting can reduce the chances of getting dental complications. However it is important to keep in mind that psychological factors contribute to the bad habit of nail biting which is stress nervousness or hunger. These factors should be considered in stopping the reoccurrence of nail biting. http://www. nail-care-tips. com/nail-biting. php http://www. ehow. com/about_5097901_reasons-nail-biting. html http://www. tellinitlikeitis. net/2009/04/nail-biting-causes-consequences-cure-how-to-stop- biting-your-nails. html http://www. webmd. com/healthy-beauty/guide/stop-nail-biting-tips

Barriers To Effective Planning †Business Paper

Barriers To Effective Planning – Business Paper Free Online Research Papers Barriers To Effective Planning Business Paper Cronje, Du Toit, Marais and Motlatla (2004:141 142) statement is that, â€Å"planning is the starting point of the management process. Planning is the fundamental element of management that predetermines what the business proposes to accomplish and how it intends in realizing its goals. In other words, planning involves those activities of management that determine the mission and goals of an organization, the ways in which these are to be accomplished, and the deployment of the necessary resources to realize them. In short planning entails a systematic and intelligent exposition of the direction a business organization must follow to accomplish predetermined goals. Planning encapsulates the following three dimensions: ? The determination dimension: The business must determine what it wants to achieve by a specific date in future. This means that goals have to be formulated that will serve as guidelines for the business and its various departments and sub-departments. ? The decision-making dimension: The goals determine the actions that are necessary, or the way in which they might be accomplished. ? The future dimension: A goal is something to be accomplished in the future. Planning establishes a connection between the things that have to be done now to bring about a certain situation in the future.† ? As a fundamental element of management, planning is not only the starting point of the management process, but in a sense also the point around which management activities revolves. The goals and the plans determine the type of organization needed, the leadership required, and the control to be exercised to steer the business as productively as possible towards its goals.† My own statement about planning: â€Å"Planning include the organizations objectives or goals, establishing an overall strategy for achieving those goals, and developing a comprehensive structure of plans to integrate and coordinate activities.† The focus on the first question will be to identify the barriers to effective planning and the measurements to overcome the barriers. First part: Identify barriers to effective planning: Stephen P. Robbins and David A. Decenzo (2004: 79 80) identify the following barriers to effective planning: ? â€Å"Planning may create rigidity: formal planning efforts can lock an organization into specific goals to be achieved within specific timetables. When these objectives were set, the assumption may have been made that the environment wouldn’t change during the time period the objectives cover. If that assumption is faulty, managers who follow a plan may have trouble. Rather than remaining flexible- and possibly scrapping the plan-managers who continue to do what is required to achieve the original objectives may not be able to cope with the changed environment. Forcing a course of action when the environment is fluid can be a recipe for disaster. ? Plans can’t be developed for a dynamic environment: Today most organizations face dynamic change in their environments. If a basic assumption in making plans-that the environment won’t change-is faulty, then how can one make plans? We describe today’s business environment as chaotic, by definition, that means random and unpredictable. Managing chaos and turning disasters into opportunities require flexibility, and that may mean not being tied to formal plans. ? Formal plans can’t replace intuition and creativity; Successful organizations are typically the result of someone’s vision, but these visions have a tendency to become formalized as they evolve. Formal efforts typically follow a methodology that includes a thorough investigation of the organization’s capabilities and opportunities and a mechanistic analysis that reduces the vision to a programmed routine. That can spell disaster for an organization. For instance, the rapid rise of Apple Computer in the late 1970s and throughout the 1980s was attributed, in part, to the creativity and anticorporate attitudes of one of its co-founders, Steven Jobs. But as the company grew, Jobs felt a need for more formalized management, something he was uncomfortable performing. He hired a CEO, who ultimately ousted Jobs from his own company. With Job’s departure came increased organizational formality-the very thing Jobs despised because it hampered creativity . ? Formal planning reinforces success, which may lead to failure; we’ve been taught that success breeds success. That has been an American tradition. After all, if it’s broken, don’t fix it.Right? Well, maybe not! Success may, in fact, breed failure in an uncertain environment. It is hard to change or discard successful plans-to leave the comfort of what works for the anxiety of the unknown. Successful plans, however, may provide a false sense of security-generating more confidence than they deserve. Managers often won’t deliberately face that unknown until they are forced to do so by changes in the environment. But by then, it may be too late†. Second part: And discuss the measures to overcome such barriers: Cronje, Du Toit, Marais and Motlatla (2004: 141 142) Identify the following measurements to overcome the barriers: ? â€Å"Management should recognize the limitations of planning and understand that Plans will require adjustments on an ongoing basis (Cronje,et ,al,2004). With respect to the degree of variability, the greater the uncertainty, the more plans should be of the short-term variety. That is, if rapid or important technological, social, economic, legal, or other changes are taking place, well-defined and precisely chartered routes are more likely to hinder an organization’s performance than to aid it. Shorter-term plans allow for more flexibility. ? Management should ensure effective communication of organizational plans at all levels (Mancosa Business Management 101 guideline). Planning establishes coordinated effort. It gives direction to managers and non-managers alike. When all organizational members understand where the organization is going and what they must contribute to reach the objectives, they can begin to coordinate their activities thereby fostering cooperation and teamwork. ? Planning compels managers to look to the future. It eliminates crisis management by obliging future-oriented management to anticipate threats in the environment, and to take steps in time to avert them. By looking back over the past and forward to the future, management can organize the present so that the future will be as prosperous as possible. ? Planning ensures that business keep abreast of technology. The influence of modern technology on contemporary businesses, especially in the development of complex products using complicated processes, makes heavy demands on planning. It takes about ten years to develop a supersonic aircraft or a military helicopter. It is very expensive in both time and money to launch such a project, and proper planning is critical to its success. ? Planning promotes stability. Probably the most important single factor-even in smaller or less complex business-that makes planning indispensable is rapid change in the business environment. Indeed, strategic planning has its origins in the very instability that has been one of the main characteristics of the business environment since the 1960s. Planning, therefore, encourages proactive management. In other words, management plays an active part in the future of the business†. Research Papers on Barriers To Effective Planning - Business PaperThe Project Managment Office SystemLifes What IfsBionic Assembly System: A New Concept of SelfInfluences of Socio-Economic Status of Married MalesOpen Architechture a white paperDefinition of Export QuotasIncorporating Risk and Uncertainty Factor in CapitalThe Hockey GameResearch Process Part OneMarketing of Lifeboy Soap A Unilever Product

Lab Animal Experimentation essays

Lab Animal Experimentation essays My research paper is about lab animal experimentations the pros and cons of experiments, and alternatives to the experiments. I am discussing three types of experiments they are biomedical research specifically vivisection, the LD-50 test, and Draize testing. Each of the experiments is performed on many types of animals, however I will be focusing only on rabbits. I. Background on Lab Animal Experimentation A. Information that has been consulted about these experiments B. History of lab animal experimentation IV. Conclusion: How the alternatives produce better results Laboratory animal experimentation is performed to find cures for the ill and medicine to prevent illness. Sounds like a good idea to me. But have you ever thought of experimentation from the perspective of an animal? Put yourself in their shoes. Lets take it from the beginning. You are born in a laboratory, then bred in the laboratory, meanwhile being caged in the laboratory. You are constantly tortured in the laboratory, and finally you die in that laboratory. Not the way I ever would expect my life to be, but then I am a human, not an animal. Yet are not humans animals? We are classified as being in the same kingdom. So what gives humans the right to give and take the life of an innocent animal? Not just one animal but also millions of animals. "Every second of every day of every year, an animal dies in an experiment in the United States"("Last Chance For Animals" 1). There are millions of animals killed each year in laboratories some are recorded some are not. There is little rep orted about laboratories because of their strict security and confidentiality. Never the less I have found many sources telling of the agonizing tests rendered to these helpless animals. I found it very intriguing that many of the authors are scientists themselves, or were scientists at one point in their life. The first book I came across is, Lab Animal Abuse: Vivisection Expose...