Long Term Health Care

The long term health care problem has been acknowledged by many health care institution and health care organization as difficult to address.   Dennis Robbins admitted that the difficulty lies in obtaining â€Å"accurate and up-to-date guidance† (p. 1), towards addressing conflict, developing policies, and also the many ethical problems that usually come up in health care context. Robbins noted that despite of those vast arrays of health care institutional settings. Many legal cases came up when the patient was no longer confined in these institutions.   Robbins pointed out that there are about 21,000 long term care facilities, 14,000 hospitals, and 38,000 nursing and personal care facilities that caters to these problem of long term health care.   He emphasized that long term care are services provided in institutional settings, yet, he also disclosed that estimates showed that almost â€Å"three quarters of the seventy disabled who receive home care services received that care from family members or volunteer care givers (p.1). However, long term health care institutions are not exclusively the sole provider of a long term health care.   Home care is an alternative; those who need long term treatment may opt to choose considering cost of hospital bills.   However, the problems that need to be solve both by the long term health care and home care is the lack of sufficient â€Å"health care professionals to staff many of these committee in home care and long term care† (Robbins, p. 16). Robbins pointed out that these problems are resulting to a diminished or lacking in post accurate care settings that include quality assurance and risk management committees, attending physicians and related groups.   Thus, long term care facilities are viewed by some as â€Å"necessary evil† (p. 17). Beyond the many legal and ethical issues that surround long term health care, are the problems that deserve to be addressed.   These are: under-funding of the long term health care, high staff turn over, and quality of report card. According to an advisory issued by the committee on ways and means sub-committee on health of the United States House of Representatives â€Å"about nine million adults are receiving home term care assistance, either in community settings or in nursing homes† (p.2).   This report cited that â€Å"nearly sixty percent of these elderly persons receiving long term care assistance and rely wholly on unpaid care givers mainly their immediate families either their spouses or the children; only seven percent of these elderly can afford of paid services. The report further cited of around one hundred thirty five billion dollar on long term care for the elderly through the different agencies that caters to the needs of these groups such as Medicard and Medicare and other private insurance (p. 2).   However, this budget did not include any amount devoted to long term care provided by the informal care givers. In this report, United States law makers are alarmed of the growing numbers of elderly people and booming problems of long term care in the face of diminishing numbers of professional health care givers.   The hearing of the committee was to address the current financing for long term care services and the range of services available in the continuum of care from home as well as community-based services to nursing home care† (p. 2). According to some studies presented in this hearing, there was actually substantial funding for the long term health care.   The Director of Congressional Budget office pointed out a total of over two hundred billion dollar was spent in 2004 equivalent to twenty four thousand dollars per senior with impairment (p. 9).   The problem that they see was not on funding but rather on government rules that hinder public from preparing for their own future.   The statement says, â€Å"Those rules create incentives that discourage people from making their own financial preparation and encourage them to rely on government assistance† (p. 9). The anticipated increase of number of elderly people by two and a half times poses another problem as the number of adult eighty-five and older who uses long term care are likely to increase by five percent in 2050, triple more than the 1.5 percent in 2000.   Thus, the committee on health is encouraging to promote alternative delivery systems such as an â€Å"early intervention and care management in nursing homes and the community as well as greater use of home and community based care† (p. 36).   They saw institutional long term care as costly and in efficient and leads only to poor outcome. Dr. Meghan Gerety of the University of Texas, College of Health and Sciences, testified that the current system is lacking of necessary incentives for promoting â€Å"alternative delivery systems† (p. 36).   Dr. Gerety said, â€Å"Many people have signified their desire for care in the home and community yet, the current financing system has a strong institutional bias (p. 36). Dr. Gerety revealed that of the 83 percent who need long term care, seventy-eight percent of their help come from unpaid sources such as family and friends (p. 37).   The problem therefore of under funding does not necessarily pose problem in such a way that there is sufficient funding being allocated for elderly and those adults with impairments.   What is lacking is a more creative, more practical approach into this part of the society. The next question that needs to look into is the high turn over of staff. Various orientations on nursing home administrations provide training for long term care workers.   Learning modules are easily available and it seems that there are pretty much demands of long term health care workers all over as the number of elderly people are looming and those who are seeking long term care are doubling. As we have seen in the committee report of the Subcommittee on Health by the United States Congress, there is an anticipated increase of numbers of elderly people of about five percent by 2050, as the so-called baby boomer generation is coming to end.   Not only this pose financial burden but it also needs additional long term care personnel.   But according to Douglas A. Singh, despite of efforts to identify the cause of turn over, and despite efforts to prevent the erosion of manpower, â€Å"staff turn over remains one of the most daunting problems of nursing home industry† (Singh, p 468).   Singh noted that the efforts to address the issue have produced only a little success up to this time.   He disclosed that despite of the turnover, there was no attempt to increase staff retention given the fact that turnover is expensive.   Singh identified two major costs related to turnover problem namely the placement cost and the training cost for the new worker (p. 468). Singh identified one of the staff turnover causes is easily burnout among new employees.   He noted that consistent shortages of staff and often picking up of employee to fill the slack is demoralizing and leaves feelings of disillusion powerless and incompetent for the position (p. 471). Another source of turnover of staff is sexual harassment on the part of women health workers.   Jeff Hearn said, there was a very â€Å"high turn over of female care staff in this area.   Hearn noted that management knew about the high staff turnover in this area and which the reason was just to choose not to act on it.   Hearn observed that â€Å"grievances were simply ignored and never got any action; and that management is likely to prefer to replace female care worker than dismisses the officer† (p. 116). The high turnover of staff therefore is not simply related to compensation but rather more personal reasons which the management often chooses to ignore or not act on it.   Solution to this problem according to Douglas A. Singh is to impose an effective Human Resource and Staff Development orientation which would offer learning modules to all personnel, concerning their duties, obligation, rights and accountabilities.   This module also serves as encouragement as they will be oriented of their benefits and other incentives that would keep them stay in their work without fear of harassment or exploitation. The Report Card Florence Kavaler and Allen Spiegel said that â€Å"Health care providers’ helps consumers make informed about a provider refutation through the report card.†Ã‚   But they noted that the report made by a United States Health Plan Employer Data and Information in September 2001 indicates â€Å"declining member satisfaction with the New York Health Plan (p. 105).   They also noted the decline in satisfaction of members with diabetes from 53.7 percent in 1994 to only 49 percent in 2000 (p. 105). This report card is one of the three clusters-smarter markets through report cards.   It seemed that this card offered only limited benefit for the holder as it only provides option for a better choice of a service.   This is probably the reason for the decline of report card use.   As one observer commented, report cards have not the desired effects because consumers are not aware of the quality problems that have been observed in health care.   Therefore, it is not surprising then the decline of the use of this report card. What to do with this card? I would suggest they dissolved it and think of a more relevant initiative that would cater to better health care option. Work Cited Dilulio, John and Nathan, Richard (1994) Making Health Reform Work: The View from the States.   Brookings Institution Press Hearn, Jeff (1989). The Sexuality of Organizations. Sage Publications. Kavaler, Florence and Spiegel, Allen D. (2003) Risk Management in Health Care Institutions: A Strategic Approach.   USA: Jones and Bartlett Publisher, Inc. Long Term Care: Hearing before the Subcommittee on Health of the Committee on Ways and Means.   US House of Representatives One Hundred Ninth Congress (April 19, 2005, Serial 109-46). Diane Publishing Robbins, Dennis A. (1996) Ethical and Legal Issues in Home Health and Long Term Care: Challenges and Solutions. Jones and Bartlett Publishing, Inc. Singh, Douglas A. (2005) Effective Management of Long Term Care Facilities. MA, USA: Jones and Bartlett Publisher, Inc.   

Indian Motorcycles: America’s First Motorcycle Essay

The specific purpose of this presentation is to inform the audience and give a brief insight into the history of the Indian Motorcycle Company. The desired outcome of this presentation is to give a sense of understanding to the audience with regards to Indian Motorcycles. 1. Introduction Indian Motorcycles – An exquisitely designed machine, a thrilling history and a wellknown rivalry with its competition Harley Davidson, makes the Indian Motorcycle a legend in its own time. The history of the Indian Motorcycle dates back to the turn of the 20th century. They have taken our troops into two World Wars and have set land speed records, one of which still stands today. a. America’s love for the motorcycle began in 1900 with bicycle racer George M. Hendee and engineering wizard Carl Oscar Hedstrom. In 1901, the partners, who were both former bicycle racers, unveiled their first creation, the 1901 Single. This was a 1.75 bhp, single cylinder engine in Hendee’s home town of Springfield. b. The Indian Motorcycle was produced from 1901 to 1944 under the Indian name. In 1945, the company was sold and consolidated into the Torque Engineering Company. Later, the company was divided, with manufacturing going to the Atlas Corporation and distribution to The Indian Sales Corporation. Following the war, Indian struggled with re-entry into the public market. In 1953, with sales continuing to plummet, Indian was forced to halt production. c. After numerous attempts to revive the Indian name since its close in 1953, several formerly competing companies merge to become the Indian Motorcycle Company in 1998. Manufacturing begins in 1999, but the venture proves unsuccessful, and 2003 is the company’s final model year. d. In 2004, Stephen Julius and Steve Heese, business partners who resurrected the dying Chris-Craft Boat Company, turned their attention to Indian. They acquired the trademark rights and in 2008 production began. In 2009, Indians start rolling of the assembly line in Kings Mountain, NC. and production continues through today. 2. Competition and the Indian a. One of the American firm’s best early results came in the Isle of Man TT race in 1911, when Indian riders Godfrey, Franklin and Moorehouse finished first, second and third. b. Indian star Jake De Rosier set several speed records both in America and at Brooklands in England, and won an estimated 900 races on dirt-tracks. He left Indian for Excelsior and died in 1913, aged 33, of injuries sustained in a race crash. c. In 1967, New Zealander Herbert â€Å"Burt† Munro, a 68 year old grandfather, used a self-modified 1920s Indian Scout to an under-1000cc land-speed record at the Bonneville Salt Flats which clocked him at a top speed of 206 3 miles per hour. Forty four years later, Munro and his Indian’s record still stands. This was dramatized in the 2005 film â€Å"The World’s Fastest Indian†. 3. Modern Marvels a. In 1904, Indian wins the Gold Medal for Mechanical Excellence at the St. Louis Exposition. b. In 1906, Indian released the first American production V-Twin. More than 100 years later, the V-Twin engine remains most popular cruiser-motorcycle engine design. c. In 1940, Indian engineers incorporate the use of â€Å"plunger†. This is a spring, coupled to an oil-dampened shaft, and together becomes rear suspension. d. In 1943, Indian wins the coveted Army-Navy Production Award for its highly advanced shaft-drive, four-speed motorcycle built for the military. 4. Indian Models a. Indian introduced the Twin in 1907. b. In 1920, Indian expanded the model lineup to five. c. The revolutionary Scout, the 95 mph Chief, the even more powerful Big Chief, the lightweight Prince and the awesome 4-cylinder Four. d. In 1932, The Pony Scout and the Sport Scout were both introduced. 5. Conclusion In conclusion, Indian Motorcycles have withstood the test of time, although hard times did fall upon them and bankruptcy was filed. Production was halted for a number of years, but in the end America’s First Motorcycle has solidified its name in America’s history books. Indian Motorcycles proved to be engineering marvels from the first moment of conception through today. From the battlefields of World War 1 and 2 to the racetracks of days gone by, Indian Motorcycles are an American Icon. References Johnstone, G. â€Å"Classic Motorcycles† p. 44, 46-47 Tiger Books International PLC, 1993 Franklin’s Indians: â€Å"Irish motorcycle racer Charles B Franklin, designer of the Indian Scout & Chief†, by Harry V Sucher, Tim Pickering, Liam Diamond and Harry Havelin, pp. 46-50, Panther Publishing Ltd, 2011 Wilson, H. The Encyclopedia of the Motorcycle p. 11 Dorling-Kindersley Limited, 1995 Wilson, H. The Encyclopedia of the Motorcycle p. 108-109 Dorling-Kindersley Limited, 1995 â€Å"Online Museum for Indian Bicycles†. Retrieved 2011-10-03 Wilson, H. The Ultimate Motorcycle Book p. 31 Dorling-Kindersley Limited, 1993 Wilson, H. The Encyclopedia of the Motorcycle p. 271 Dorling-Kindersley Limited, 1995 Wilson, H. The Ultimate Motorcycle Book p. 37 Dorling-Kindersley Limited, 1993 http://www.indianmotorcycle.com/ Description of Visuals Title Slide 1– This slide introduces my presentation, states my name, date, class/number and Professor. Introduction Slide 2 – With this slide, I formally introduce my presentation. I used colors that are appealing to the eyes and relevant to the colors of my topic. The picture is a vintage Indian sign displaying one of Indians first logos. Main Point Slide 3 – This slide displays pictures of each of the two men that started Indian Motorcycles and gives a brief history of the men. Slide 4 – This slide describes more history and the picture represents a 1940’s logo. Slide 5 – This slide continues with history and the picture is of the traditional Indian Head Fender Light. Slide 6 – This slides finishes out the history portion of my presentation and the picture is of Indians biggest motorcycle â€Å"The Big Chief†. Slide 7 – With this slide, I introduce the competition part of my presentation and the picture is of an Indian hill climb race. Slide 8 – The slide talks about the racing efforts and the pictures are of two of Team Indian’s top racers. Slide 9 – This slide talks about the record setting Herbert â€Å"Burt† Munro and his top speed of 205 mph. The picture is of Mr. Munro and his machine. Slide 10 – With this slide, I introduce the engineering achievements and awards that Indian won. The pictures are of a V-Twin engine, a military Indian and the Indian corporate factory. Slide 11 – This slide list the various models that Indian produced and the pictures are of the Sport Scout, the V-Twin and the Pony Scout. Conclusion Slide 12 – This slide re-visits the main points of the presentation and finishes off with a Famous Indian Motorcycle quote. No pictures as of yet.

Ariannadenyse A. Gagonia

Arianna Denyse A. Gasgonia III-Hosea Reaction Paper in Filipino (Noli Me Tangere) When we watched the stage play of Noli Me Tangere, I was excited but not until we knew that we were headed to the Star Theater, and not at the CCP Theater as we expected. When we got out of the bus, we brought or jackets with us because we expect it to be cold as the AFP Theater. But once we were inside, it was hot and eventually, we had to fan ourselves with the hand-outs that we bought. When the play started, I was a bit disappointed because some parts of the scene were just played with a projector.We thought it was very boring and uninteresting because of the lack of props. The last 2 years, we watched Ibong Adarna and Florante at Laura at the AFP Theater and they gave us their full performance which is interesting enough. While at the Star Theater, I really thought that it sucks compared to the AFP Theater. They lack in props (as I had already said) and even the ones that they have are old and looks battered. Their costumes look cheap and I don’t find it entertaining. They have a projector background and we thought it was so uncool.At the AFP Theater, they have backgrounds and props colorful and pretty enough to be entertaining for us. At the Star Theater, they even lack characters. In some scenes, I find it odd because it was different from what I’ve read and I was looking for my favorite chapters and lines and I found out it was the ones that they’ve cut. I really thought that it was poorly directed, though the characters portray their roles well and I found no fault in them. They are good at acting but sometimes their mic would just turn on and off at their slightest movements. Overall, I think it was a tiny bit unpleasant (no offense! and I would prefer watching at the AFP Theater if given the chance. For me, everything was almost always out-of-placed, except for the characters. Well, at least they’re worth watching. They are the only ones that I liked at the play and I particularly enjoyed the last scenes where there we loud booms enough to prattle our bored minds. At least it was exciting even though it’s the only one I found interesting. It was the least of what we expected and I know its an awful lot of expecting. One thing I know is, though, is I would never ever prefer Star Theater from the AFP Theater. Ever.

China's Military Rise over the Long Term Essay Example | Topics and Well Written Essays - 1000 words

China's Military Rise over the Long Term - Essay Example As a result of this modernization, many countries and leaders have promulgated their views, which express their opinions on such policies. Most countries argue that it has become hard to deny that, over the last two decades, tremendous economic growth has allowed China to involve itself in robust military modernization (Fisher 88). Nature of China’s Military Rise China’s economic growth has led to robust modernization of its military. Experts argue that the defense budget in China ranges over two percent of the entire country’s GDP. Through this rapid increase in its military, China has become a potential threat to regional as well as international peace and security. The chief focus of most countries in regard to the rising China’s military lies in two main developments of the military. These two developments in the military include increasing rapid growth in the military budget allocation and developments of nuclear arsenal (Kondapalli 29). The allocatio n of finances to the military department has risen; this has led to the growth in the military. The defense budget increases annually with approximately 12%, which has made China emerge as a massive military spender in the entire world. China has not given up investing with its military and has ensured the growth through constant increase in the amount allocated to the department. This is evident through China’s modernization of its air and naval forces and its nuclear and missile forces. The increasing use of finances to modernize its military has tremendously improved the military; this has made China rank top in the world since it has the largest army (Shambaugh 67). In terms of military strength, China ranks second in the entire world. The country has also improved its military through the acquisition of modern and advanced nuclear weapons. China’s Military Rise and its Impacts on Asia The military build up in China has caused an alarm to its neighbors in Asia. The Asian countries fear that the build up of military by China might draw to its sphere of influence. As a result of China’s military rise, countries in Asia have decided to spend more in their defense budget than they used to spend. Among the countries that have increased their military spending include South Korea, Japan and India. These countries have tried to modernize their military in order to reach that of China (Kondapalli 77). China has influenced these countries to acquire modern military equipments in fear that China might have a hidden plan of attacking them. Building up of China’s military has increased the military strength of Asia. The military of Asia was not regarded strong in the last two decades, but due to the increasing rise of China’s military, some Asian countries have strengthened the continent’s military. This has led to overall improvement in the strength of the Asian military. The increase in strength of the Asian military has mad e the international community view Asia as a security threat to the entire international community; however, this may not be the case (Fisher 89). Although the strengthening of China’s military has been viewed as frightening to the Asian countries, the build up of China’s military must not be carried with hysteria since China is less formidable to its neighbors. This is because China’s army has less than 30 years combat experience. Impact of

Taxonomy of Learning Research Paper Example | Topics and Well Written Essays - 1250 words

Taxonomy of Learning - Research Paper Example Benjamin as a committee chairperson, wanted to improve the level of understanding in students so as to deepen their understanding of the subject matter. Anderson has various believes in relation to excellence in a real life situation. Anderson’s argument and interpretation on intelligence of excellence is based on the Triarchic Theory on Intelligence. This theory entails three types of knowledge sub-sections that are; creative, analytical and practical knowledge and skills. All these sub-section of intelligence, have their basic roles to play. Creative part of the intelligence offers or creates room for acquiring and learning new things. This enables one to venture into various activities that need a lot of understanding and wise decisions. The analytical part of intelligence is used in planning, monitoring and evaluating the performance level of different tasks. This makes one to arrive at wise and ideal decisions that can help in making or enhancing academic success. Practic al sub-section of intelligence is used in performing to various tasks. This gives one the potentiality to apprehend positively to their duties and responsibilities. Generally, intelligence can be linked to education in which all the qualities and sub-sections of intelligence are needed for a student to successfully accomplish their set goals and objectives in life. The goal of education is always based on promoting high level of thinking and the ability to interpret information. Education in this case should always major on individual strengths as they think or find more ideal or genuine ways of curbing their weaknesses through the implication of all the three sub-sections of intelligence. Some bits of efforts to enhance the successful implementation process successfully should also accompany the three sub-sections of intelligence. Intelligence as a basic factor of education should be handled with a lot of care. This cannot be handled physically but by the kind of actions involved i n the school management system (National Association of Secondary School Principals, 2007). Learning institutions should also provide a conducive environment that can support the learning process so as to favor the comfort of scholars. This can really contribute in boosting the performance level of various institutions. There are also some of the things a part from intelligence instillation that various scholars and principals should know as far as the learning process is concerned. All the learning facilities should be availed to scholars so as to enable them have good reference and practical items that can enable them to understand their various subjects of study. Though the curriculum involved in the education systems of various institution in the world are effective There are still some little problems that tend to interfere with the whole thing. Some of these things are mainly centered on the quality of services received by the scholars. The school management system should ensu re that all its staff members perform their duties and responsibilities to perfection. On the other hand, scholars are also supposed to apprehend positively to some of the rules and regulations of the school (Woollaccot, 2009). The strategic position of the school should also be considered so as to enhance a conducive position that can support learning process. The school or learning institution should be position or built in places free from excess noise

Tidball's Category of Churches (Discussion) Assignment

Tidball's Category of Churches (Discussion) - Assignment Example Indeed these classifications of church made by Tidball (2008) bears some substance because their existence has confirmed their legitimacy. The main theme of his book is to lay emphasis on the importance of church in mission today as well as ministry today. In the present times, various churches have become endangered due to their dispersed geographical location around the world. Not all cultures are welcoming and may show hostility towards church expansion or ministry work. In any case, the functioning of a ministry is greatly impacted by the culture in which it operates. Culture is an important factor when considering how a ministry operates in a particular environment. The cultural context plays a dominant role because churches operating in different circumstances and settings are characterized by a specific pattern of functionality. This pattern of operation may be distinct in many cases and thus, culturally driven churches are likely to have a different model of working. What Tidball (2008) has tried to communicate is that the cultural context is significant in determining the specific model being followed in a particular church. The endangered church is widely reflected in the Epistle of Jude and 2 Peter. Similarly, references of a despised church and compromised church are present in 1 Peter and John’s letters respectively. Tidball (2008) has explored ministry quite extensively as they are referenced in the New Testament. Tidball (2008) has laos considered the cultural and environmental context in which they operated where they sometimes involved an unwelcoming atmosphere. The main point which Tidball (2008) has tried to explain is that ministry work should be guided by the gospels and the New Testament. The New testament contains a wide range of cultural environments where churches operated during a particular period of time. Hence,

Haifa Almansour (director) Essay Example | Topics and Well Written Essays - 500 words

Haifa Almansour (director) - Essay Example However, Haifaa is determined to succeed in adopting creative ideas to help in sailing through the challenges (IMDB). Haifaa directs movies that fall into the genres of comedy and drama. Though the movies seek to address some of the issues facing her contemporary society, they portray a feature of romance and drama. The film Wadja that was the first film entirely shot in Saudi Arabia and directed by Haifaa is an example of a drama movie. The drama is expressed in a little girl’s endeavors to overcome taboo in the country in trying to own a bicycle. Her other film Who is also a drama and a comedy. Who entails a woman who dreams of her sister being strangled by a man only to be strangled the following day by a man dressed in a woman’s veil (Abu-Nasr, 2003). Haifaa focuses on addressing issues that face the women in Saudi Arabia and most Islamic States. In her movies, she addresses issues that not many women would dare speak about in real life. In Saudi Arabia, women are oppressed by their customs and tradition. For example, in the movie Wadja, a young girl has the desire to own and ride a green bicycle. However, she cannot buy and ride a bicycle as the actions are considered a taboo in the community. In most countries in the contemporary society, traditions have been abandoned and people are adopting new ones. In Saudi Arabia, however, the traditions hold firm, and these are some of the issues being addressed by Haifaa in her movies (S, 2013). Though not openly, Haifaa’s movies have a trace of feminism. In all her major works, Haifaa addresses the issues of women and the oppressions by the men. In her movies like the Women Without Shadows, Who, Wadja, and The only way out, the main characters are female. However, Haifaa be justified as she might be said to be creating a career and inspiration for women into achieving success like their colleagues in

Body Image and the Media Article Example | Topics and Well Written Essays - 1250 words

Body Image and the Media - Article Example The magazine is complex, reaching out to many people of different ages. With that in mind, the publishers have to devise a marketing plan that would cater to the people who read the magazine and these readers have a lot of age difference. Therefore, their ads and their articles must be generic enough to accommodate African-American women of all ages. However, they must also be specific enough to cater to African-American women and enable them to identify themselves with the magazine. The magazine also caters to the fact that people of another color would be wanting to read the specific title. This paper attempts to analyze the contents of the magazine. How it is formatted to fit into the tastes of the readers. The first ten pages of the magazine are more on advertisements. As the magazine is catered for American-American women, the advertisements are geared towards women and are mostly of beauty products. Hair product advertisements are also numerous, as it is known that African-American women value their hair a lot. The advertisements feature black women as well. The black women models project the image of being successful, beautiful and having it all. There is also an ad that features a non-African-American woman, but that is the only advertisement that features a non-colored model. It was an advertisement for Loreal. Skin products are also advertised, such as lotions and baby oils. These products promote skin moisture. The skin of African-Americans is quite prone to dryness, and when the skin gets dry, ash-like substances appear on the skin. Thus, the advertisement is understandable as its major clientele needs the product as part of their grooming. There are at least three skin moisturizing products that are advertised in the first ten pages of the magazine.

Employee resourcing Essay Example | Topics and Well Written Essays - 3000 words - 1

Employee resourcing - Essay Example The contrast between these two classifications is that in external selection process, employments are not constrained like corporate recruiters (Tong & Shivanand, 2005). Companies have taken up advanced methods to perform their human resource practices like recruitment, selection, preparing and promotions and appraisals, execution evaluation and so forth. Online recruitment is successful regarding fast data accumulation of seeker, giving definite and uniform information to the petitioner sand efficient (Internet Recruiting: Is It Right for you, July 2001). This discovering is further backed by Hopkins & Markham (2003) study which contends that to accelerate the recruitment process, online recruitment is acknowledged as the best practice. Online recruitment is likewise compelling regarding performing ability administration process (Burbach & Royle, 2010). These discoveries are tested by the report dependent upon the point of view of top official. It states that top executives normally stay away from web selecting because of their hesitance towards the utilization of web to seek work (Top Executives Shun Internet Recruiting, April 2000). As stated by these executives, web does not give itemized impression of their encounter that is essential for indicating their learning range. It could be contended starting here that still there is a need to enhance the discernment of top executives to make them understand that online recruitment and choices are powerful. It is additionally recognized that Davenport Management Limited, a UK firm has attained colossal profits after the execution of contracting administration framework (HMS), an online recruitment and choice regarding diminished recruitment expense, employing of value hopefuls and speedy determination process. At NHS, E-recruitment methodology takes after an orderly approach to enroll individuals in a practical manner and spares time of applicants (Recruitment

Disney World Value Driven Term Paper Example | Topics and Well Written Essays - 1000 words

Disney World Value Driven - Term Paper Example Value driven management has a significant goal of value maximization over a given period. The aim of this work is to show how Disney World is linked to value driven management. Disney World is a diversified mass media corporation for multination. It is the biggest in terms of revenue generation. It was founded in 1923 as a cartoon studio. It has its products ranging from cable television, publishing, movies, theme parks, broadcasting, radio, web portals, and offers licensing services. In order for Disney World to be successful, it took value driven management into action. The owner, Walt Disney, had a form of self-assessment and the knowledge to operate the company. He was committed towards bringing new products to the market. This led to the growth of the company that enabled it to survive even in tough economic times of the US that existed in the late 1930s and early 1940s (Capodagli & Jackson, 2006). This self-assessment tool is a feature of value driven management. One other grea t feature that connects the Disney World to value driven management is its diversification of products. The company did not focus only on film production but it also thought of introducing new products to meet the competing customer needs. It had some other products like television debuts and theme park that quickly became successful. In order to achieve this, Disney solicited sponsorships that acted as cost subsidizers and it merchandised (Capodagli & Jackson, 2006). Value driven management aims at value creation in order to cope with the changing times and to meet customer needs. Companies that do nothing about their products end up failing and therefore there is need for companies to keep on differentiating their products as time changes. The products of a company have to be unique at all times as this maintains the competitive nature of the company. This is what has maintained the growth of Disney World from the founding times to its present days. Walt Disney was a pioneer in cr eating unique animations that impressed both children and adults (Capodagli & Jackson, 2006). He always applied skills and knowledge to his creativity making the products to be unique. Value driven management aims at no stopping even in adverse conditions. Value driven management is built with optimism. Disney had discouragements even from his family members and one of his projects was even termed as Disney’s Folly. His projects got him bankrupt at some points but he never had the attitude of stopping. He tried to look for funding of his work from film producers and in the process, he found one that funded snow white, which became a successful film and this is what made him begin his feature films (Capodagli & Jackson, 2006). The real study of ideas by the World Disney has also played a major part in its success. On top of that, the management always believes in new projects. The confidence that that members have enables them to build ideas out of everything. His idea of Disn ey Land for example, was based on a park in Missouri. The idea of train had run in his mind at childhood age and he brought it to his creation of Disney Land (Capodagli & Jackson, 2006). Revision and reform is a feature of value driven management that ensures that ideas are more than static. The success of Disney’s world also comes from Disney’s commitment for success. His dreams played a major role in the development of Disney’

Responsibilities of an Authorized Supervisor Essay

Responsibilities of an Authorized Supervisor - Essay Example The Regulation necessitates facilities to install safety glass – if the Building Code of Australia necessitates the area to be furnished with safety glass, or put on glass treatments to glass installed on the buildings below 75 meters in areas reachable to children. As an all-purpose rule this would only be valid for glass – in doors, windows however, where there is other glass in these areas that is deliberated to pose a threat to children, the facility should safeguard the glass from breakage, put a an obstruction in front of it, or take it away from the area (Services, 2004).1.3 Maintaining the Group sizesThe largest group size for children from three to five years of age is condensed from 25 to 20. This does not alter necessary recruitment numbers, just the way children are systematized. Maintaining the group size is another responsibility of the supervisor.1.4 Mobile servicesThe Guideline presents a procedure indicated as a ‘venue management plan’ by w hich mobile child care facilities give a plan telling how the security and comfort of children at the school premises will be dealt with.1.5 Numbers of School Age Children Child care centers that offer care for school children on their approved premises can take bigger numbers of very young school children. If the children being taken care of are in Playgroup or Year 1, a center may take 20% of their authorized numbers. In classes above Year 1, the 10% maximum endures to relate. Where the above proportions of school age children appearing in the service.

Education and Teacher Essay Example for Free

Education and Teacher Essay The word â€Å"teacher† does the profession no service. A teacher is really a combination of the most important professions in the world. Besides the parents, an educator is the biggest influence in a child’s life. The age span in which children are in school is the most impressionable years of their lives. A student’s educational experience can mold the events of his or her future. That is why I want to become a teacher. I want to be a mold for younger generations, and I hope for students to remember a knowledgeable and ethical teacher. Beliefs I feel the student should come to school willing to learn and the teacher should come ready to teach! The student’s role is just as important as the teachers; the student’s expectations of the teacher should be for her to teach and help them learn at all times. Teachers also play an important role in the classroom when it comes to the environment. If the teacher prepares a warm, happy environment, students are more likely to be happy. An environment set by the teacher can be either good or bad. If students feel the teacher is angry, students may react badly to that and therefore learning can be harder. I think teachers are responsible for the social behavior in their classrooms. This behavior is primarily a reflection of the teachers actions and the environment he/she sets. Metaphysics We are all here for a purpose and I believe that, that is to live for God and follow his way of life. It is hard to know what you are really on earth for until you find it through him! Some teachers will find it hard to keep the focus on the classroom do to all the other outside distractions but, I strongly believe that is you were meant to be a teacher then you will find a way to look past the bad and find the good. Why am I here? I think I am here to help children follow their dreams and make it through school easier than I did. When I become a teacher I want to be the best ever! I want to see that smile on the kids’ faces after I teach them something amazing. Progressivism I want to teach from some aspects of the progressivism style which focuses on respect for individuality, high regard for science, and learning from experience. I want to teach the children in my classroom to have respect for each other. This is a quality that will help them to be successful in society because if they respect others, then others will have respect for them. Having respect for others also shows that they have respect for themselves. I also want children to learn by hands-on activities. I will direct them from step to step and demonstrate how to do each step in the activities they perform. These activities make learning more interesting for the children because the children are able to get involved instead of just always watching the teacher do everything. Speaking of the children getting involved, they can really get involved when learning in a different atmosphere when on field trips. I feel taking children on field trips is an effective learning experience for them because it allows children to get out of the classroom setting and learn from a different perspective. In addition I want to focus on sciences because they are an important area in the knowledge of children. I think this growing area of our society should be focused on thoroughly because science advances and improves every day and I feel children should be aware of their changing world. Constructivism I feel like this is the main reason why I should teach and why I want to teach, I have learned so much though school and it has molded me to become who I am today. I learn a lot through experience and what I know will make me a better teacher it will help me relate to the ones that hate school or the ones that think they can’t do it. It’s all a process and the way you take the steps is how I think you will show others so you have to help them with their process and make sure that it doesn’t go bad or in the wrong direction. I plan to continue my education so that I may make teaching my profession. After graduation, I hope to find a position in an elementary school teaching in one of the first through sixth grade classes. I feel that elementary education is extremely important because it is here that children establish their foundation for the rest of the educational career. My goal and desires are to have the opportunity to touch a child’s life.

Learning Irregular Verbs In English

Learning Irregular Verbs In English INTRODUCTION The present report contains the results of the investigation carried out at Higà ¼erito Basic School. It is evident that the goal of grammar instruction is to enable students to carry out their communication, Purposes, thereby getting involved with all those difficulties students have had for years to learn and use irregular verbs is highly important for teachers of English as a foreign Language. This Research has three Different Chapters: Chapter I, Presents the historical context of the Educational Center, it shows the External or geographic aspects of Higà ¼erito Basic School, There ´s an analysis of the Socio Economic and cultural characteristics of the Educational Center, In addition the philosophy of Higà ¼erito Basic School. The second chapter of this investigation states the difficulties in Learning Irregular verbs which is the basis of this research, It is analyzed here different aspects and methods of teaching irregular verbs such as; Infinitives matching and grouping, presentation, infinitives, unfamiliarity with infinitives, infinitives matching, The present continuous tense as matter of priority, categorization of irregular verbs and some strategies to teach irregular verbs. Chapter III, Is where the result of the investigation is presented. Firstly this chapter shows the results of the interview directed to the English teachers of Higà ¼erito Basic School and the results of the survey applied to the students of this Educational Center. JUSTIFICATION Teachers are always trying to find new and easily comprehensible ways to teach different parts of grammar, especially for the challenge that teaching irregular verbs represents. It hasnt been easy to deal with irregular verbs or make students understand how to use them. We felt motivated to investigate about it, because as English students we have also had difficulties with the acquisition and usage of irregular verbs. It is highly important to have all kind of information about the process of teaching irregular verbs, because we are thoroughly sure that as future English professionals will need to use them in a current conversation or in the classroom. This research will not only be important for us, it will also be important for those readers who share the benefits of the results of this investigation. The advantages of overcoming the difficulties that most teachers and students have with irregular verbs will contribute to improve the teaching and learning process that so far has been obstructed. METHODOLOGY This investigation was documentary and it was carried out in the field too, considering these, and the best and ideal ways to obtain excellent results and to count with the correct tools to understand the target problem of this research. In this investigation were used the descriptive and analytical methods, this report starts with a problem that is affecting most of the schools of our country in order to analyze a particular situation that is happening in Higà ¼erito Basic in San Juan de la Maguana Dom. Rep. All the possible elements that concern to this research were summarized and the results of the analysis were summarized. For more credibility and trying to give a realistic out look to Different sources were analyzed: Research, Books, on line technology and surveys at Higà ¼erito Basic School; teachers and students were interviewed CHAPTER I: CHAPTER I GENERAL CHARACTERICTISC OF THE HIGUERITO BASIC SCHOOL 1.1- Historical context of the Educative center. 1.2 External or Geographic Aspects 1.2.1- Socio Economic and Cultural Characteristics of the Center. 1.3 Internal Characteristics of the School 1.3.1 Description of the infrastructure. 1.3.2 Philosophy of the Educative Center. 1.3.3- Strengths and weaknesses of Higà ¼erito Basic School. 1.3.4- Problems of the Educative Center. 1.3.5- Statistics of Higà ¼erito Basic School CHAPTER I General Characteristics of Higà ¼erito Basic school This chapter I presents important information concerning to the historical context of the Educational Center, the Geographical location of Higà ¼erito Basic School, The Socio Economic and Cultural Characteristics of the Sector; This chapter also presents the internal characteristics of the school, it focuses the infrastructure; In addition it presents the philosophy of the Educational Center, the Strengths and weaknesses of Higà ¼erito basic school whereas the problems of the Educational Center and the Statistics of Higà ¼erito basic School. I. I. Historical context of the Educational Center. The first pavilion of the school was made of wood in 1953, by this time the principal was Mrs. Batida Ruiz, later they built three more classrooms, and three more teachers were hired. In 1970 teacher Ana Isolina de la Cruz was in charge of the school, in 1970 there was a staff of 2o teachers. Under Mrs. De la Cruz administration a second pavilion was built in 1982. Finally in 2001 Higà ¼erito Basic School was managed by Lida. Francisca Mirella Rodriquez. 1.2 Geographical Location of the Higà ¼erito Basic School This Urban School Belongs to Region 02 District 02-06. It is located in the Northern part of the city at 151 Anacaona Avenue in San Juan de la Maguana Dominican Republic. In the northern part of Higà ¼erito Basic School theres a neighborhood called, project 20 of the Ensanche Anacaona. South of the school theres a belt way Better Known as Circumvallation San Juan Bautista. East of the school, its located the Fire Fighter building and to the west La Altagracia Neighborhood. 1.2.1- Socio Economic and Cultural Characteristics of the sector. To talk about the Educational preparation of the, or background of the people, who live in this area it is necessary to present this topic focusing on the different sectors that are surrounding the educational center. The people, who live in the Eastern part of the school, are teachers, some of them are working and others are retired. Those people who live north of the school have an average level of education, most of the students that attend this school belong to this area, and they come from humble homes lots of economic adversities. San Juan de la Maguana is well known as El Granero del Sur, for its grain production, there by most of these people income depends on agriculture this activity is the economic support of the citizens, all around this educational center there are, some liquor stores. Concerning to cultural aspects, it is well known that every educational center that provides any kind of service to the community has its own beliefs and culture, which is well identified in students behavior. San Juan owns a rich culture with multiple traditions such as saint patrons party, in honor of John the Baptist. These parties are celebrated from June 15th to June 24th each year. This belief is part of every child and it is part of the school and the community. The school participates in all the activities promoted by different institutions of the community. 1.3- Description of the Infrastructure of the Higà ¼erito Basic School. The infrastructure of Higà ¼erito basic school looks in good conditions, Nowadays the School is made of blocks. It has 17 classrooms, Higà ¼erito School has an area of 466, 43 Mts. And each classroom measures 5.29mts. And 6.44 mts. There are only two bathrooms for the students which are not enough for the amount of pupils. The furnitures are not in good conditions, they need to be fixed. In the inside part of the school it could be observed certain amount of garbage in the yard and in the halls. There is a bad smell that comes out of the bathrooms this situation is affecting the students health. 1.3.1 Internal Characteristics of Higà ¼erito Basic School At present this School is been managed by a principal, for a better management it also has a procedures Staff, a cooperative team and a pedagogic team pretending to guarantee the application of the contents proposed by the curriculum. 1.3.2 Philosophy of the educative Center The project of Center of Higà ¼erito Basic School States the vision and mission of this school, it pretends to guarantee the preparation of all of the students increasing the reinvestment of values, attitudes and talents, making of those teenagers competent people. With the effort of dedicated teachers and following the guidance of the curriculum the image and the prestige of the school is going up. Some important values that make part of this school priority are: dignity, love, solidarity, discipline, responsibility, respect, collaboration, empathy, partnership, faith, honesty, creativity, humbleness, hygiene and sincerity. 1.3.3 Strengths and weaknesses of Higà ¼erito Basic School. According to the information compiled from the project of center this school, it may be quoted the following strengths: The teachers who come to this school are qualified teachers, willing to work with a high spirit of compromise, responsibility and desire to improve. The school is located away from disturbing places in benefit of those who take classes in this Educative Center. This Educative center contemplates as weaknesses: Lack of Library equipment, counseling Department, equipment and adequate school supplies. 1.3.4 Problems of the educative center The problems that are quoted in the project of center of this school are : indiscipline in the classroom, the student have reading problems, The process of teaching technical areas has become one of the biggest problems of the school because those technical areas as English and French require experienced teachers and this school doesnt have these teachers yet. CHAPTER II Difficulties in Learning Irregular Verbs 2.1 Difficulties Learning Irregular verbs. 2.1.1 Infinitives Matching and grouping. 2.1.2 Presentation, practice, production. 2.1.3 Unfamiliarity with infinitives 2.1.4 Infinitives matching. 2.1.5 The present continuous tense as matter of priority. 2.1.6 Categorization of irregular verbs. 2.1.7 Database making and strategies to teach irregular verbs. THE Difficulties in Learning Irregular verbs The chapter II of This research is based on the analysis of the difficulties in learning irregular verbs, here it is presented the infinitive matching and grouping activities and some methods such as presentation, practice and production, it is also treated here the unfamiliarity with infinitives, infinitive matching, the present continuous tense as a matter of priority as well as the categorization of irregular verbs and some strategies to teach irregular verbs. 2.1 Difficulties Learning Irregular Verbs. For learner of English, irregular verbs represent one of the most difficult aspects of the language. Normally because they are presented in the form of alphabetical lists. Never take into account the actual occurrence of these verbs. Irregular verbs haunt learners of English from the beginning to the end of their studies. Teachers are always trying to find new and easily comprehensible ways to teach different parts of grammar. The past tens and the perfective aspect on the verb are two rather difficult areas for ESL Learners all over the world. ESL Learners usually try several hypotheses before they can handle the past tense confidently. Especially, the irregular past poses problems for learners. If they could be organized in a morphonemic classification, to make it easier for the learners to create file/ folders that they can easily accommodate them in their learning process, and if the learning load can be reduced thereby, learners can grasp and remember them better and faster. In English, majority of the verbs go through 4 forms, with an exception of modal auxiliary verbs. These forms are: 2 tense forms and 2 aspects for The verbs in English behave in four different ways in the past tense: I. There is a regular past tense form: 2. There is an irregular past tense form wherein it takes any shape, which is not easily predicted. 3. There is a vowel change past tense form in which on vowel in the verb changes to form the past tense, while the rest of the verb shape remains the same. 4. There is a no change past tense form wherein the verb remains as it is. The irregular verbs have hardly any resemblance with the original form of the verbs and therefore their past form is unpredictable. 2.1.1 Infinitives matching and grouping The students are encouraged to match and group infinitives in a logical way. Hence, when they star dealing with the past simple tense, they have become familiar with the infinitives, so the primary barrier is eliminated. The list of irregular verbs with all three forms is then cat into pieces and the students are asked to categorize the irregular verbs on the basis of resemblance. This proceeds from a classification of irregular verbs as stated in a comprehensive grammar of the English language. The students are encouraged to create their own positive negative compound sentences, which they can as the fourth step- develop in stories. The fifth step is fixing phase, during which the students organize and reorganize the irregular verbs depending on how familiar the students are with them having learnt the infinitive, past and past- participle forms by heart, however, the students are found unable to recognize any of the forms if written in English, there is a method elaborated by: Jeremy Harmer, consists of the following elements: Engage, Study, Activate. In the engage phase, the teacher s effort is to awake the students interest, arouse their curiosity, and engage their emotions, employing numerous means, such as games, pictures, audio or video recordings, or dramatic stories. Most of us can remember lessons at school which were uninvolving and where we, switched off from what was being taught. We may also remember lessons where we were more or less paying attention, but where we were not really hooked. We were not engaged emotionally with what was going on; we were not curious, passionate or involved. Yet things are learnt much better if both our minds and our hearts are brought into service. Engagement of this type is one of the vital ingredients for successful learning. ¨ Harmer, (200:52). Hence, instead of being passively taught the infinitives of irregular verbs, students are encourage to play with them, in the activate phase, those exercises and activities are comprised, which gave been designed to make students use the language communicatively. The students are discouraged to focus on the language construction or practice of its particular patterns. On the contrary, the activities are to help the students to use their full language knowledge in the selected situation or task. The objective in the activate phase is, to use all and any language which may be appropriate for a given situation or topic. In this way students get a chance to try out real language use with little or no restriction, a kind of rehearsal for the real life. Story making is an activity typically employed within the activate phase. The students are assigned to create a story, being allowed to use limited or unlimited group of vocabulary. 2.1.2 Presentation, practice, production. This is a widely spread approach, in terms of which the teacher present the language and then encourages the student to practice it at first by means of highly controlled activities the p.p.p model is employed efficiently when most isolated grammatical items are being dealt with. From the teachers point of view, it is highly favorable since it allows the teacher to time each stage of the lesson fairly accurately and anticipate and solve the possible problems the students may encounter. 2.1.3 Unfamiliarity with Infinitives According to the structure of a elementary English course, students are expected to acquire the principles of the past simple tense and past forms of numerous irregular verbs, one difficulty the have is that the encounter approximately one hundred verbs fewer than half of which are irregular for example. Buy, come, cost, do, draw, drink, drive, eat, fall, find, fly, get, give, go, have, hear, know, leave, make, mean, meet, put, read, ring, run, say, see, sing, sit, sleep, speak, spend, stand, swim, take, tell, think, understand, wear, write. Then the biggest problem the students have is that they are not given enough opportunities to get familiar with them. When they have managed to learn the infinitives of hardly twenty irregular verbs, the students are confronted with both a new grammatical phenomenon the principles of making the past simp0le tense, and a flood of irregular verbs. They become showered with the infinitives and past forms of so many new irregular verbs that they star t drawing, losing their motivation 2.1.4 Infinitives Matching. Its a teaching aid that consists in encouraging students to match and group infinitives in a way which they find logical. This method is of double benefit to the students. First it makes the infinitives easy to remember, and secondly, it forces the student to enrich their vocabulary by looking up synonyms to the given verbs. Vocabulary cannot be taught. It can be presented, explained, included in all kind of activities, and experienced in all manner of associations, but ultimately it is learned by the individual. Language teachers must arouse interest in words and a certain excitement in personal development in this area. Teachers must help the students by giving them ideas on how to learn, but each will finally learn a very personal selection of items, organized into relationships in a individual way (1983). Wilga Rivers. 2.1.5 The present continuous tense as a matter of priority Dealing with the present continuous tense before starting to do the past simple one is another way how to imprint on students memory as many infinitives of irregular verbs as possible, before confronting the principles of making and using of the present continuous tense is considerably easier than the past simple. Describing various pictures, a method typically applied when teaching present continuous, encourages students to look up a considerable number of verbs in a dictionary. This method. By choosing appropriate pictures, the teacher can give the students the right direction towards irregular verbs without the students realizing that they are being controlled. Successful language learning in a classroom depends on a judicious blend of subconscious language acquisition and a kind of study activities. Harmer. The inquired system is according to krashen, A product of a subconscious process very similar to the process children under goes when they acquire their first language The learned system, on the contrary, is defined by krashen as a product of formal instruction, comprising a conscious process with results in conscious knowledge about the language. In other words learning is less important than acquisition with the method of describing pictures being applied, students are able to learn the infinitives of all the eighty or ninety most commonly used irregular verbs on cards, which they are encourage to employ when describing routines or making bubble diagrams. In this way, the students are able to get familiar with a substantial number of verbs in an easy, natural manner. Other problem when teaching irregular verbs is that having instilled the infinitive forms of the most commonly used irregular verbs into the students, teacher are sometimes confronted with another problem. They have to decide whether to involve past participles and teach all three forms at once, or to postpone teaching of the past participles until the present perfecto tense is being done. 2.1.6 Categorization of irregular verbs. The students are expected to memorize all three forms of the following eighty- six irregular verbs. Be, beat, begin, break, bring, build, burn, buy, catch, choose, come, cost, cut, deal, do, draw, drink, drive, eat, fall, feel, find, fly, forget, forgive, get, give, go, have, hear, hit, hold, hurt, keep, know, leave, lend, lie, lose, make, mean, pay, put, read, ride, ring, run, say, see, sell, send, sing, sleep, speak, spell, spend, stand, swim, teach, tell, think, throw, understand, wake, wear, win, wrote etcà ¢Ã¢â€š ¬Ã‚ ¦ Irregular ones in that either the past inflection or the ed participle inflection, or both of these, are irregular. The irregular verbs either do not have the regular -ed inflection According to a comprehensive grammar of the English language irregular verbs differ from else. Irregular verbs typically, but not invariably, have variation in their base vowel; irregular verbs have a varying number of distinct formsà ¢Ã¢â€š ¬Ã‚ ¦ The base form past and the ed participle. These are traditionally known as the principal parts of the verb- most irregular verbs have, like regular ones, only one common form for the past. The 250 or so irregular verbs can be, classified on the basis of criteria derived from similarities and differences. In other to make the irregular verbs easier to memorize, the students Endeavour to discover as many similarities and differences as possible. There is a method that consists in students creating positive negative questions triplets of sentences. This method is called reversing the students choose a card with the infinitive are asked to provide a triplet in the past simple tens. For example: see I saw Jane yesterday but I didnt see Bob Did you see Antonio? This method of reversing is possible to extend and apply later on when dealing with the present perfect tense. Not only do the students practice recalling the past form and past participle of the particular verb, they also learn to recognize the difference between the past simple tense and the present perfect one in terms of usage. Come: Pedro came to our house last Saturday but Jessica didnt come. Did Robert come? Pedro has come but Jessica hasnt come yet. Has Robert come? When learning irregular verbs other strategy very effective for learning them is creating story, employing the cards with the past forms of the irregular verbs on them. At the beginning, the students are preferably supposed to use verbs within a group or subgroup, in order to fix the patterns in their minds. Gradually, however, they are encouraged to introduce verbs from the other groups or subgroups. 2.1.7 Database Making and strategies to teach irregular verbs In order to conclude the process of intensive irregular verbs learning, the students are asked to create a database of the cards witch they made and used during the process itself. Such a card index is to be at the students disposal ever after while revising or when they are confronted with a new tense or grammar. There lots of useful programs teachers could use as a support for teaching irregular verbs. These programs focus on high frequency irregular verbs and train them in their base, present. Present progressive, past, and past perfect forms, some of the resource that these programs use are: Flash, multiple choice with sentences not read, spelling activity. In all activities, there are teacher choices to set interface, level of difficulty, speech and /or text options, response time, and background reinforcement animation. Games (to memorize form), there are several games that can easily be adapted to practice past tense verbs. Bingo: Students are asked to make a 33 grid on a piece of paper, look at their list of irregular verbs and to complete their grid with infinitive verbs. When they have finished, start reading student hears the past form of a verb they have on their grid, they cross it out. The first to cross out all the verbs on the grid calls Bingo and wins. Follow this up by asking students to work in pairs and to prepare a story using the verbs on their grid, in the past tense. Tennis or volleyball, this activity involves students calling out verbs to each other, as if they were passing a ball over and invisible net. Ex. Student I. Says the infinitive of the verb (Run) Student 2. Says the past form. (Ran) Student 3. Says the past participle (Run) If a student gets a word wrong (or pauses for more than 10 seconds), they lose. Students can do this in pairs, although with smaller classes you may set up two facing chairs in front of the class and have students come up and play each other in front of the others. The students who win stays (as the reigning champion) and another student come up to challenge. Permanism (or Memory), prepare a set of cars with the infinitive on them (set A), and a set of cards with the past tense on them (Set B). Put both sets face down on a table. Invite a student to pick up two cards. He / She must read the verbs aloud on the cards and decide if they match. If they match, he/she keeps them- If they dont match him /she shows them to the others and puts them back down. Another student comes up and tries to get a matching, pair in the same way. It could be done with large or small classes. With a large class put the students into groups of four and ask each group to prepare their own cards. Working with pronunciations: give students a list of irregular past tense verbs and ask them to group them according to the main vowel sound in each. If this seems too hard, you could give them verbs and find others that sound the same. For example, find the matching pairs of verbs in this list: wrote could taught read eat drank gave had waked went took bought. You could group the irregular verbs according to similar sounds and put them and a poster on the wall. Meaningful practice, Listen and recap: In this activity you give the students a list of irregular verbs in the students a list of irregular verbs in their infinitive form (on a worksheet, or written on the board). You then tell a personal story, incorporating the past tense of the verbs. Its best to prepared this ahead of time, bearing in mind what your students understands. As the students listen, they must number the verbs they hear in order. When you finish, tell the students to compare their order in pairs. They should then write the past form of all the verbs they heard. Check the answers with the whole class. Then ask the students to try and are tell the story together using the past tense verbs as cues. Finally ask students to tell a similar story based on their own experience. Monday morning conversation, one way of getting a lot of past simple verbs out of the students is to simply start an informal chat with them at the beginning of the class, The simple what did you do last weekend? On Monday morning should throw up some past simple verbs. You can also go around ask the students some questions and allow them to answer. Teaching English irregular verbs is indeed challenging. However the goal of grammar instruction is to enable students to carry out their communication purposes irregular verbs are verbs themselves. The fourth grade is when those verbs start getting hammered into kids brains so that they might not mess them up quite so much when they re older. Irregular verbs are verbs that dont follow normal conjugation rules as thy traverse temporal space. They are the source of a great deal of frustration if you let them, unfortunately the only way to learn irregular verbs is to memorize their freaky conjugation as you encounter them. The irregular verbs might be the hardest part of fourth grade grammar. Chapter III Presentation and Analysis of the datas of the investigation In this chapter are presented the results of the investigation carried out in the Educative Center Higà ¼errito basic School. The results of the interview to the principal of the School and the surveys applied to teachers and students of this Educative Center. 3.1. Interview Applied to the Principal of the Educative Center Higà ¼erito basic School. In this section are analyzed the answers obtained from the interview to the director of the school. The principal of Higà ¼erito basic School was asked if she supervises the English teachers while they are on duty and her answer was affirmative, but she specified, that is the teacher in charge of the grade who teaches English because they dont have a teacher for the area so far. She was also questioned if she has received any kind of complaints from the students for the lustration they receive, and she answer,54 not yet she was asked if the school trains the teachers in order to have better results during and after the process of teaching and learning She replied, no. She was also questioned about the resources that the teachers of English need as a complement to their teaching process and she said that is a teacher ´s responsibility because public Schools do not provide these resources, when she was asked how she evaluates the English teachers ´ work, her reply was, that she evaluates it very good, because they are not English teachers actually, and believe it or no t they have been teaching well taking in to considerations the limitations. Here ´s the key of the problems, as this Educative Center is Subsidized by the State and the fact that there arent languages teachers: The teachers in charge of the grade are obliged to mange to teach. In the project of center the principal States as an advantage the preparation of the teachers who work for this school but they dont have qualified English teachers, and this is a serious problem because either the teachers or the students might feel frustrated, the teachers feeling unable to do their job and the students getting drowned in their attempt for learning the language. 3.2 Survey elaborated for the English teachers of Higà ¼erito basic School. In this section are analyzed the answers obtained from the survey applied to teachers of English of Higà ¼erito basic School. I. Years of experience of Higà ¼erito basic school English teachers. Category Frequency % 1-5 3 60 5-10 2 40 10-15 0 0 Total 5 100 In this square it could be observed that 3 teachers have from 1-5 years of experience teaching and 2 teachers have from 5- 10 years of experience. These years of experience are a good indicator to guarantee the quality of teaching of the Educative Center Higà ¼erito. 2. Techniques used by teachers of the Educative Center Higà ¼erito to teach irregular verbs. Category Frequency % Participation in class Oral Practice 1 20 Home works Written Exams 4 80 All the previous Alternatives None of the Alternatives Total 5 100 According to what it seen in this chart, 20. % of the English teachers use as a teaching technique, the oral practice and 80 % use written ex

The Paris Peace Conferences Justified History Essay

The Paris Peace Conferences Justified History Essay The relations between France and Germany up to the 21st century have never been outstanding. Ever since Napoleons domination of Germany, and Germanys later victories in their domination of France, the two countries have always been rivals with one another, to the point where they hated one another. In the decade prior to World War I, Germany had a massive buildup of military strength. When World War I began however, Germany seemed to be stuck up against all of Europe. Their defeat in the war spurred the creation of the Treaty of Versailles, a treaty directed at the losers of the war, that was greatly influenced by their enemy, France. Frances aims during the discussion of the treaty during the post war peace conferences were evidently the intent of crippling Germany until they would never be able to rise up as a threatening power in Europe. This statement seems one sided at first, but through further analysis, I found Frances thoughts and situation at the time to be justifiable to so me extent, and that their cruelty towards Germany understandable. I have therefore decided to investigate just how much of Frances aims towards Germany can be justified by their fear of Germany invasion, and a sense of national security. This paper will analyze acts of aggression between France and Germany prior to the peace conferences after the war, and uncover the extent of the hate between the two countries. Because the peace conferences consisted of multiple European personalities, including Woodrow Wilson of the United States of America, a number of their mindsets at the time will be analyzed. This analysis will allow for a further look into Germanys mental position in the minds of European leaders at the time. The specific points of the treaty will also be assessed in whether or not they follow through with Frances situation at the time, and their necessities. Through all of this analysis, it was found that Frances aims towards Germany were justifiable, in that Frances proximity of German territory evoked fear and a want for heightened security against Germany. Germany had invaded France many times, and each time had been complete domination, so their fear of German strength was understandable at the time. However, at the same time, there were some French aims that seemed to be abuses of their power over Germany after World War I, such as their confiscation of many natural resources including the German Saar Mines, and the massive reparations Germany was forced to pay. Introduction It was evident, ever since the Franco-Prussian War of 1870-71, that France and Germany had tensions that had the potential to catalyze a future war between not only them, but the entire world. The initial rule of Napoleon ruined future relations with Germany, with his conquest of all of the German states into his French Empire, and the forceful conversion of the German states into those of France. Along with the Franco-Prussian War, and the German annexation of Frances Alsace-Lorraine, a French state that consisted of all French peoples  [1]  , the hate that France had for Germany was unimaginable, and the brutal war debt that Germany forced France to pay certainly didnt mitigate the tensions. Prior to World War I, Germany was undoubtedly the only country that had military strength rivalling that of Great Britains, and this gave reason for the French to fear German invasion, because they did not stand a chance against the overwhelming military strength of Germany. World War I how ever, was a turning point in the balance of powers in Europe, and as a result of Germanys defeat to the Allied countries of France, Britain, and Russia  [2]  , Germany was ultimately placed into Frances position pre-World War I. It was during this time that France felt a sense of control and power over Germany, and it seemed that they wished to utilize this newfound power to implement the long awaited revenge they had for Germany since the 1800s, to be done during the post-World War I peace conferences, and namely the Treaty of Versailles. The conference for the discussion of this treaty was organized by Woodrow Wilson, the democratic President of the United States, who hoped that the shape of Germany and the successor states in central and eastern Europe would be clearer, to ensure a sustainable peace in Europe.  [3]  The members of the Allied winners  [4]  , feeling more antagonistic, felt that Germanys terms of defeat, fate of its colonies, indemnities, military limit s, and reparations, should be implemented upon them without actual conference nor discussion with Germany themselves, because they were clearly the loser of the war.  [5]  This aim was most apparent in Clemenceau, the Prime minister of France at the time, who saw Germany as a permanent enemy, and knew that France was not the lone victor of the war  [6]  . He, along with all of France, had experienced multiple German invasions and feared that Germany could start another war, and France would be its first target, due to the proximity of both countries. These fears were spread to its allies, and as a result, Germany had restricted military numbers in soldiers and vehicles, large amounts of land confiscated, and unlimited reparations  [7]  to pay. Germany was crippled to the point where not only could they not start another war, but also being on the verge of collapse. It is arguable that France was justified in their aims of the treaty for their own and national security, b ut was this massive amount of restrictions just an abuse of power for revenge? This paper will argue that Frances aims were bent on revenge for Germanys superiority in Europe prior to World War I, but will also give a discussion for other factors such as national security, and a fear for Germany, that may have influenced their offensive position towards Germany during the post-World War I peace conferences. Franco-German Relations Pre-World War I Even when Germany didnt formally exist, but existed as the country of Prussia, France never had good relations with the Germans, which is especially evident during the rule of Napoleon during the 19th century. During this time, he invaded Germany multiple times, and after the Battle of Jena-Auerstedt in October 14, 1806  [8]  , Napoleon converted the divided thirty-nine German-speaking states into his Confederation of the Rhine, and destroyed the former Holy Roman Empire that ruled over Germany. A treaty that Napoleon implemented onto Prussia as a result of their victory in this battle was the treaties of Tilsit  [9]  , which resulted in large reparations owed to France by Prussia, and stripped them of almost half of their owned territory. Anger in the German states because of this defeat evoked German nationalism in later generations in these states, views in opposition of France domination, and Napoleons rule  [10]  . During this time, one of the most hated views of Fra nce was that under Napoleons rule, the monarchs of the German states were referred to as his vassals, and all the German states were just part of the French empire  [11]  . Being conquered by France, Germanys initial view on France was a hostile one, and posed a rocky road for future relations between the two countries. At this point, France had been the dominant power in Europe, towering over all of the European countries, especially Germany. The control that France had during this time may have angered the envious Germany, giving them a mind set on reorganizing the balance of power in Europe, with France at the bottom. However, with Napoleons unstoppable empire at Frances borders, the Germans would seek their revenge later after Napoleons fall of power, in the Franco-Prussian War. The Franco-Prussian war in the 1870s between France, ruled by Napoleon the 3rd (Napoleons son), and the Kingdom of Prussia, ruled by Otto von Bismarck, ended in the defeat of Frances second empire, and a laid foundation for Germany as a significant power in Europe. This meant more than a great victory over France for Prussia, but also the unification of its states with itself being the capital, into one unified Germany in 1871  [12]  . Frances defeat in this war also meant the German annexation of Alsace-Lorraine, a French city that was purely Francophone, but forcibly taken under German control. The German annexation of this particular state was guaranteed to make France a permanent enemy, and at the time even Bismarck knew this and opposed the annexation, but was overruled by his general (General Moltke) insisting it was necessary as a defensive barrier.  [13]  The indemnity that was imposed on France after this war, was identical to the amount that Napoleon charged on Prus sia during his rule, which portrays the mindset of revenge that Germany had for France, because they wanted France to experience the same suffering that was imposed on them by France. With their faltered relations leading up to World War 1, it seemed as though the anger towards the other country would not end here, as there were acts of blatant aggression from Germany towards France that later became the actual beginnings of the war. For instance, the Schlieffen Plan of the early 20th century must be addressed, a historical event that was the catalyst for the First World War. This plan called for German troops to invade France through the neutral country of Belgium, and assume domination of French troops, then immediately turn around and defeat Russian troops on their East side, in order to consecutively engage troops from two countries  [14]  . The organization and follow through of this plan portrays the overzealousness of Germany, and their overestimation of their control over Europe, possibly because of their domination by Napoleons enormous army back in the 1800s. Even though the entire plan was flawed, due to the need for the German army to fight two con secutive battles against two different countries with no rest, there was one particular flaw that questions the thoughts Germany had at the time. The plan was originally created by Count Alfred von Schlieffen, and modified by General Molkte, as mentioned previously. The flaw was that in order to cross over to France undetected, the German army was required to march through the neutral country of Belgium, whom was in an alliance (London Treaty of 1839) with Great Britain at the time. Their invasion of Belgium caused Britain to immediately declare war on Germany, which was the start of the war. According to German records, Germany was completely aware of this alliance, but didnt believe Britain would honor their treaty with Belgium and retaliate, a major mistake on their part  [15]  . They were surprised to hear that, The Britons will go to war for a mere scrap of paper.  [16]  Although this particular flaw in German logic can be blamed on ignorance, this ignorance was arguabl y as a result of their desire to invade France, without any setbacks, which furthers the view of German-Franco hatred prior to the War. Aggression between France and Germany during World War 1 The anger towards one another between Germany and France was one of the main contributors to the war, but these feelings didnt end with the declaration of war in Europe. Throughout the course of the World War (1914-1918), it was evident through the acts of aggression from both countries, that Germany and Frances hate for one another was everlasting. One of the first major battles of World War I, on the Western Front, was the Battle of Verdun in 1916, where Germany forced France into a battle of attrition on a French city called Verdun  [17]  . A German general by the name of General Falkenhayn, saw this ancient stronghold as a vulnerable target. His strategy was to continually bombard Verdun with heavy artillery shells, and this would divert Frances attention here, thus drawing them away from the Western Front, to Verdun. This plan, he believed, would bleed France dry of troops, and win the war  [18]  . The outcome was as he had planned, with French soldiers forming a defensive position, but unaware that they were vulnerable to German attacks from all sides simultaneously. The two sides were composed of two million German attackers against two hundred thousand French defenders, however France kept sending in reinforcements, which just ended in more casualties on the French side. France suffered considerably more casualti es and deaths than Germany did.  [19]  Although this strategy of attacking Verdun and forcing a battle of attrition was a cruel act, it is arguable that because the alliances of the war were favored towards France anyways (Triple Entente), Germany had no other choice but to use such tactics to gain an edge over the war. Another arguable point revolves around the already evident German relations with France. This particular act could very possibly be another unveiling of Germanys overwhelming power onto France, and by angering France by attacking one of their most precious ancient strongholds, Germany gave France a reason to be more grim and merciless in future encounters, namely the peace conferences when the war ends, and defeat was handed to Germany by the Triple Entente Alliance. Prelude to the Treaty of Versailles When World War 1 was over, and Germany was declared the loser, and the Allies the victors, preparations were set to create a sustainable peace in Europe, and to make sure a war of the same magnitude was prevented at all costs. This fight for peace was led by Woodrow Wilson, the democratic president of the United States since 1912  [20]  . Along with him, there were several other European leaders who joined the Paris Peace Conference in 1919. These personalities were Lloyd George of Britain, Clemenceau of France, Orlando of Italy, and of Wilson himself. Each leader had a separate view of how the peace treaty should have proceeded, and the kind of peace they wanted. Woodrow Wilson Wilsons perspective on European peace was expressed through his famous Fourteen Points. His points specifically demanded the end of all secret treaties (to prevent incidents like the Schlieffen Plan), freedom of the seas, removal of barriers and discrepancies in international trade, the reduction of weapons by all powers, even land distribution, evacuation of occupied territory, a redrawing of European boundaries along borders, and an international organization with a task of solely preventing war (To be called the League of Nations)  [21]  . In Wilsons point of view, he wanted to create a new type of treaty, because he believed that it was the old treaties that focused on policies of power, secret deals that excluded mention to the victimized countries, and the creation of secret alliances made between countries  [22]  . These were significant factors that led to the first world war, and Wilson wished to reform these kinds of treaties to avoid another war. However, Wilsons F ourteen Points had much difficulty in being accepted by the Allies, because each country had a different idea of peace, and how it was to be attained. Specifically, each of the Allies had a grudge for Germany, either because of its military presence during the war, or from past relations. At the end of the war, Germany accepted an armistice in preparation for upcoming peace treaties because their initial belief was that the Treaty of Versailles was to be created on the basis of Wilsons proposed Fourteen Points, with only minor modifications  [23]  . As well, because Germany was coming under a new rule of socialistic and democratic perspectives after having overthrown their current Kaiser, they had a belief that this new democratic Germany would be treated considerably by the victorious Allies, because they would re-emerge into Europe as a new Germany  [24]  . The Allies had a considerably different perspective towards Germany, after its previous accomplishments and increase in power, and being unaware, Germany accepted the Armistice of 11 November 1918  [25]  . Demands of the Allies with the Treaty of Versailles Lloyd George of Britain Germany was arguably the most hated country during World War I, because it was the enemy of the Triple Entente, but primarily because of its enormous increasing military powers. Germanys naval power was imminent when it became Great Britains top rival in the National Arms Race  [26]  , where countries raced to construct a greater amount of weapons to show military superiority. Britain was originally the richest country with a veto over naval warfare, with all countries not daring to fight with Britain in sea battles. However, with Germanys dramatic increase in power prior to World War 1, Britain lost their control over the seas, because although the numbers of ships they had were greater, Germanys naval power was great enough to rival that of Britains  [27]  . After the war, to consolidate their power over the seas once more, Britain wished to remove Germany from naval warfare, and the treaties they had control over gave them the authority to do so. Observing the demands Geor ge had against Germany and the reasons for their weak relations, seems only because Britain was envious of increasing German strength, and wanted to uphold their previous title of the most feared naval force in Europe. Georges Clemenceau of France France had placed Germany on the top of their list of hated and feared countries, with reasons as mentioned earlier, such as the earlier German annexation of Alsace-Lorraine, which they demanded be returned at the Paris Peace Conference, and the complete domination of France by Germany during the Franco-Prussian war  [28]  . But the most evident reason was their argument that most of the war had been fought on their soil, and they demanded that Germany pay for all the damages done. At the time, there was no numerical total, but it was certain that the amount in damages that Germany had to pay was well over nine trillion francs, a sum that even Clemenceau himself said, would lead to nothing practical,  [29]  meaning that this sum of money France was demanding wasnt solely because of the damages, but with a motive to cripple Germanys economy as well. Clemenceau also insisted on their demand for security against Germany, claiming that if Germany retained ownership of their lands , enough support could start another war. However, his paranoia for security from Germany has evidence, because having seen two German invasions of France during his rule, and being dominated in both of these, Clemenceau knew full well that France was not the lone victor of the war, but rather the Allies as a whole. Because Germany almost directly borders France, it seemed understandable that Clemenceau would be so desperate for a greater sense of security from Germany. France proposed to cut down Germany to almost French size, that the west parts of the Rhine be set up as independent states under the Allies control. (The land that was taken away from Germany can be found in the appendix). If not for the rejection of the request by Wilson and Lloyd George, this confiscation of land would have been approved. Clemenceau battled the rejection, but failed and agreed to put down his request on the condition that Britain and the USA would immediately come to their aid if Germany were to l aunch an attack on France. As well, instead of the control of the Rhineland, Clemenceau proposed the demilitarization of it instead. This alternate suggestion seems justifiable, in that France craved national security, because the Rhineland was indeed a direct border between France and Germany, and if Germany stationed troops in this area, France could be in danger of an attack. However, Frances demand for the confiscation of Germanys Saar coal-mines seems to be a far stretch from security. A large portion of Germanys income came from the export of coal from these mines, and without them, the amount of reparations France set on Germany would be almost unattainable, along with the economic setbacks on Germany as a result of restrictions on its economy in the treaty. These mines, along with the return of Alsace-Lorraine to France, a small strip of Schleswig to neutral Denmark, and two tiny districts Eupen and Malmedy, to Belgium were the only territorial losses that Germany suffered f rom their loss of the war, which is relatively small and modest, considering the magnitude of their loss. Clemenceaus desire to maximize the amount of power to be taken away from Germany, even if not all of their proposals were accepted by the Allies, seemed to be solely to fulfill a sense of security from a country that was directly bordering the Rhineland and had the likelihood of invading France at any time if the opportunity was available. End Result of the Treaty of Versailles The demands in reparations that the Allies placed on Germany were massive, and as mentioned, was well over any kind of sum Germany could afford to pay. The only possible way for Germany to come up with such a sum would be from export profits. This course of action would however, compete and interfere with the Big Fours economies. This economic reasoning was ignored by the Allies, because of their mind being set on repaying their enormous debts to the USA at the time. They regarded the debt they forced onto Germany as simply another means of righting their wrongs and of putting off the danger of a German revival.  [30]  When the Treaty of Versailles was completed in May 1919 and ready to sign, the Germans initially refused, due to obvious reasons of unjust conditions. The Allies threatened Germany with hostile action in response to their refusal, and this threat caused chaos in Berlin due to conflicting perspectives. The Germans knew that there was no possible way to retaliate aga inst the victors of the war, with their damaged and insufficient army, but every German citizen (and the Allies) knew that the conditions were completely absurd and meant to collapse Germany into a state where it was impossible to revive itself, rather than simply the pursuit of peace, as initially proposed by Wilson in his Fourteen Points but later rejected by the sheer influential power of the maddened Allies. Wilson was willing to abdicate to the demands of the Allies, in return for the acceptance of his proposal of a League of Nations (Germany was excluded however). The League of Nations was formed at Geneva during the Paris Peace Conference, but the United States didnt join ironically even though Wilson suggested it, nor did Germany until 1926, or Russia until 1934. The Official Treaty of Versailles was completed in three months. During its process, the Germans did not have the right to make or suggest decisions, and the Russians were not present during the making of the treaty . According to Wilson, the formation of the League of Nations was supposedly made to adjudicate international relations and be a means to solve problems between international powers. It is arguable that the systems only purpose seemed to be for maintaining the status quo in powers, in favor of France and Britain, and the exclusion and isolation of Germany, which was completely contrary to Wilsons initial proposal. Conclusion: Germany, prior to World War I, was one of the most feared and hated powers by France along with its Allied countries. During the era of Napoleons rule of Germany in the 19th century, Germany had been near the bottom in the balance of powers in Europe. With Napoleons domination of Europe at the time, Germany was inevitably one of the targets for his invasions to conquer all of Europe. Under his rule, Germany felt like a useless French state, and vowed to seek revenge on France. When Napoleon was defeated, Germany took this fantastic news as a turning point in their position of power, by dramatically increasing their military strength to the point where they rivaled Britain in the Arms Race. Germany put their newly built army on display during the Franco-Prussian War of 1870, ensuring the defeat of France, and the result of their victory was the annexation of the French state of Alsace-Lorraine, a large factor of Frances hate for Germany in their later encounters. However at the same t ime, Germanys presentation of their massive buildup of military strength evoked fear in France at the same time, because an invasion from Germany could happen at any time, considering the proximity between the two countries. The defeat of Germany by the Triple Entente Alliance in World War I, gave France a chance to revert their fear of Germany, because with their influential power in the Paris Peace Conference of 1919 and the creation of the Treaty of Versailles, France being one of the victors, could impose almost any amount of reparations and restrictions on Germany as they felt necessary. Clemenceaus fear of Germany was still evident during this time, because he wished to cripple Germany to the point of no revival. Frances hate for Germany, as well as their fear of them, were significant factors to Frances aims for crippling Germany in the Treaty of Versailles. The question is which one was the main contributor? With further research, it is possible to find the answer to this question. With the current evidence, it seems reasonable that France had the same mindset as Germany had after their buildup of power. 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