Commerce Education and Employability

COMMERCE EDUCATION AND EMPLOYABILITY It is commonly agreed that education should aim at ‘holistic development’ of the individual. Further, such development should be in harmony with the society and the nature. To quote the great Indian philosopher Sri Aurobindo, education should aim at â€Å"all round development of the personality, which includes education of the sense, body, mind, moral and spiritual education. † The concepts of ‘all round development of personality’, or ‘holistic development’ include all the aspects of development-intellectual, spiritual, moral, economic, etc.However, some philosophers have defined the economic aims of education. Christopher Winch1; a British scholar says ‘education is broadly, although not exclusively concerned with preparation for life or for particular phase of life’. He gave three aspects to this concept of education, which are ‘fulfillment’, ‘civic participationâ₠¬â„¢ and ‘vocation’ and specifies that the individual conception of education, as they can be found in particular societies at particular time, consists of distinct combination of these different aspects.In order to define the objectives of commerce education, it may be important to go a little into its history. The origin of commerce education can be traced to the 19th century. It started with the teaching of skill based courses of ‘typing’ and ‘book keeping’, to meet the emerging manpower requirements in these areas. With an increase in commercial activities and expansion of banking, insurance, transportation and other related services, the nature and scope of commerce education changed. From a vocational bias in the initial years, the focus changed to providing liberal business education.Some experts even gave different objectives for different stages or levels of education. For example, Prof. Dasgupta (1959) used three different expressions to indicate ‘business education’, at three different levels. At the junior level (higher secondary stage), it was referred to as ‘commercial education,’ covering specific skills programmes; at the first degree stage, the term used was ‘commerce education’, to cover general stream courses for preparing semi professionals and at ‘post graduation’ level, it was termed as ‘Professional Business Education’, with the aim of preparing experts in specific areas.In other words, commerce education, at less than degree level was referred to as ‘commercial education’ or ‘vocational business education’. However, the commonly accepted view at present is that commerce education at higher secondary stage is not merely to satisfy the skill or vocational needs of pupils but provides basic understanding of the various principles, procedures and practices related to business. It also fosters an understanding of the economy, of the community in which activities related to business and industry takes place. It prepares the learners to take up business career.The secondary schools should therefore, provide the students with knowledge of the background of commerce and of the way it affects the life of the community, apart from the commercial knowledge and skills. This integrating approach to the liberal and vocational education has the support of many modern thinkers on education. It is argued that education should turn the people to something he knows well and can do well. Thus, commerce should be taken as both a knowledge subject and a skill subject. The specific objectives of academic stream of commerce education i) To provide knowledge of principles, practices, procedures, etc. bout business, trade and industry and its relationship with the society; ii) To provide basic knowledge of technological tools including computers and its application in business; iii) To develop an understanding of the environment in which we live and undertake various activities relating to business; iv) To develop basic skills needed to undertake different commerce related activities; v) to educate learners in different functional areas and develop their basic understanding about the same; vi) To develop right aptitude and qualities for undertaking business and commerce related activities; and vii) to encourage the spirit of entrepreneurship and prepare learners to enter into a business career. Linkage with the Industry The present curriculum has been found to be only moderately useful to the industry. In order to make it more useful it is suggested that the students should be exposed to practical knowledge, a) by engaging them on project work, or attachment with industry, and b) establishing interaction with industry through field visits, involving professionals in teaching, and organising lectures by industry experts/successful entrepreneurs.It was generally perceived that the present cur riculum offered low degree of opportunities of skill development to the students of commerce As a result, the pass-outs of higher secondary course only have theoretical or conceptual background of various aspects of business and trade. When it comes to the practical knowledge when they are asked to perform an activity, the results are rather poor because the required skills have not been developed in them. This is a common situation, which affects the acceptability of the students by the industry as well as the users of services. The industry looks for skilled people who have a practical exposure to various commerce related activities and possess generic skills like communication skills, problem-solving skills etc. As the present curriculum offers low opportunities of skill development, need for rectifying the position has been strongly felt.Various suggestions received to improve the situation in this regard include organization of field visits, on the job training of the students, improving the infrastructural facilities and provision for establishment of commerce laboratories in the schools. Strengthening linkages Any serious effort to make the commerce curriculum relevant to the industry and increasing its acceptability would require strengthening of linkages between the school and the industry. Various suggestions have been received in this regard, from the responding stakeholders. These are discussed as follows. Firstly, it is strongly felt that organising field visits to business ecommercial establishments etc. would be of great help in exposing the students to the real work of business.For example, the student may be taken to a factory and shown how goods are being manufactured or packaged. This will give them a real feel of the various processes and an opportunity or relating these to what is being taught in the class. This is very important for sustaining their interest in the subject and making them useful to the employers as well as to the society in general. Second, it is suggested that industrial internship, to three to four week’s duration, during the summer vacation (or some other vacations), would be quite helpful in providing the students an opportunity of actually working in an office or in the field environment.Third, the students may be assigned some project work relating to the subject of study. Let us say while teaching the chapter on marketing, the students may be asked to go to their local market and find out which brands of a particular product, say toothpaste or toilet soap are available in a retail outlet; which of these are preferred by a particular class of buyers (say people belonging to lower income group) and why? Further, the schools may regularly organize seminars, workshops and discussions where experts from industry are invited to participate and interact with the students. For example, sharing of experiences by successful entrepreneurs may be of great interest and utility to the student.Fifth, the schools may be encouraged to set up commerce laboratory where the students can practice through charts, models, computer games, exploration on internet, etc. some of the practical aspects of what is taught in the class. Other important suggestions received for strengthening the linkages include making a provision for extensive training of the teachers and inducing industry for adoption of schools so that the course can run efficiently. If the teachers are not trained regularly, they would not be able to impart knowledge and skills about the latest developments in their field. Moreover, the role of teachers is changing fast. They have to work like facilitators, in the present day world of information and fast changing technological and economic environment.Thus, periodic training of teachers is very important for effectively running a course. As regards the strategy for development of linkages, it is agreed enterprises, it is agreed that the industry should be persuaded to coope rate with the schools. Entrepreneurial Values The present curriculum was perceived to be offering low degree of opportunities for development of entrepreneurial values, attitudes and skills. As a result most of the pass-outs were included to look for some wage employment opportunities, after completing their studies. This creates a lot of stress on the already soaring list of unemployed youth in the country and need improvements. The students may be induced towards entrepreneurship.The entrepreneurial values, attitudes and skills should be groomed from schools days so that the pass-outs can be prepared to set up their own ventures instead of looking for wage employment to improve the situation, various suggestions. Include organization of field visits, adoption of case study approach, teaching of biographies of successful entrepreneurs, use of small Business Games and Mock stock exchange proceedings for teaching these aspects and bringing change in the orientation of curriculum and textbooks, to incorporate entrepreneurial value and attitudes. Commerce Education needs the infusion of fresh ideas so as to provide a stimulating, supporting and sustaining environment. The Social Context of Education The education system does not function in isolation from the society of which it is a part.Hierarchies of caste, economic status and gender relations, cultural diversity as well as the uneven economic development that characterize Indian society also deeply influence access to education and participation of children in school. But at the same time, globalisation and the spread of market relations to every sphere of society have important implications for education. Business Studies Syllabi and Textbooks The syllabi and textbooks in commerce have been prepared according to the principles of the National Curriculum Framework. 1. The chapter on Social Responsibility of Business discusses how a business unit has to take care of the society of which it is a part.Every busi ness needs to act in a socially desirable manner and respect its employees, the community and the environment in which it operates. Our objective is to sensitise the student to social issues and concerns and the fact that business can do a lot for society, while fulfilling its social obligation. Environmental Protection also forms part of the chapter where conservation and industrial pollution are discussed. Business Ethics is also included to make students aware of ethical and responsible behaviour of a business. This also instills in a student value of personal ethics and standards and a code of conduct which can be applied in personal life also.Interrelationships however between business ethics and individual ethics need to be drawn by the teachers. 2. The global and local perspective and rural development needs to be taken care of. Small Business has been included in the syllabus and covers tiny and cottage industries and assistance to business provided by the government to smal l business reasons of including this in the syllabus. Rural Development and growth is a priority area and has been given a special emphasis in the latest year plans and all documents pertaining to economic development. In fact, marketers are depending on the rural demand and markets. Examples from rural business have been given throughout the book to sensitise children to the rural aspect of the country.Local perspective needs emphasis as a student is always able to relate to his local surroundings, therefore, local examples are better understood by them. 3. Connecting knowledge to life outside school. The environment in which a business operates forms an important aspect of management. A business unit has to constantly interact with the economic, political, legal and social environment. The business environment is dynamic in nature and examples can be taken from all around us, newspapers, business magazines, business TV programmes and the internet. Management has to respond to all these changes and this chapter has been specially included so that students are aware of what is going on in the economic, political, legal and social environment.A business has to analyse the environment before taking decisions. 4. Projects, activities and case problems have also been included to ensure that learning is shifted from rote methods. Creativity is a value that needs to be fostered. At the end of each chapter projects, activities and case problems have been given. 5. Boxes includes enrichment material taken from newspapers, business magazines and the internet. We hope these will enable students to connect textual knowledge to the business world Students should draw interrelationships between the text and the news in the print and electronic media. The Objective is to give students an idea of what is happening inside a business. 6.We live in an age of unprecedented violence, local regional, national and global. Values of love, cooperation, non violence, peace are univers al and need to be emphasized again and again. Social equality and justice is an integral part of peace education. Our chapter on social responsibilities emphasizes social equality and justice but teachers need to revisit the concept and connect it to place in society. The topic on cooperative societies and international business are based on the spirit of cooperation. Cooperation as a value needs to be re emphasized by teachers and then lead the student to imbibe the value of cooperation. International agreements, WTO and GATT are all based in international cooperation.Since management involves doing work systematically and resolving conflict situations, while we are teaching management we can revisit the idea of maintaining peace and harmony within an organization. Coordination of activities ensures harmonious relationships which is what manage motivation which again is related to peace and harmony. The teacher in the class needs to draw interconnections between the text and values of peace and non-violence. This has become almost an essential and moral duty of every teacher. 7. India is a multicultural society and all groups have equal rights to coexist and flourish. In our texts we have tried to give business examples from all regions.When the social environment of business is taught then certain examples can be taken up so that students have a fair idea of the pluralistic society in which we live. 8. Any economic development affects the Financial Market and ultimately every business unit in some way or the other. The role of major financial institutions and banks are becoming prominent in the financial markets. The fluctuations in the capital market are due to a variety of reasons. How the political, economic and social changes affect the markets can be studied, it will be going beyond the textbook. However, students will find it very interesting. These topics are important, current issues and students need to be aware of such topics as they shape the coun try’s future and economic development.In fact, the whole world is looking at India and China since they are relatively strong economies because of the regulatory mechanisms in the financial markets. Reference 1. www. ncert. nic. in/programmes/teacher_edu/pdfs/Commerce. pdf In Service Teacher Education Manual for Teachers and Teacher Educators in Commerce. 2. Emerging Trends in Commerce and Management, Santosh Gupta, Published in University News41 (05) 2003 3. Recent Trends in Commerce and Management Education, Dr. V. V. Khanzode, Strling Publishers Private Limited. 1990 4. National Policy on Education1986 an Appraisal, DoabaHouse, New Delhi. 1989 5. Commerce and Management Education in India,Ed. K. V. Sivayya,Ashish Publishing House, New Delhi. 1990 Commerce Education and Employability COMMERCE EDUCATION AND EMPLOYABILITY It is commonly agreed that education should aim at ‘holistic development’ of the individual. Further, such development should be in harmony with the society and the nature. To quote the great Indian philosopher Sri Aurobindo, education should aim at â€Å"all round development of the personality, which includes education of the sense, body, mind, moral and spiritual education. † The concepts of ‘all round development of personality’, or ‘holistic development’ include all the aspects of development-intellectual, spiritual, moral, economic, etc.However, some philosophers have defined the economic aims of education. Christopher Winch1; a British scholar says ‘education is broadly, although not exclusively concerned with preparation for life or for particular phase of life’. He gave three aspects to this concept of education, which are ‘fulfillment’, ‘civic participationâ₠¬â„¢ and ‘vocation’ and specifies that the individual conception of education, as they can be found in particular societies at particular time, consists of distinct combination of these different aspects.In order to define the objectives of commerce education, it may be important to go a little into its history. The origin of commerce education can be traced to the 19th century. It started with the teaching of skill based courses of ‘typing’ and ‘book keeping’, to meet the emerging manpower requirements in these areas. With an increase in commercial activities and expansion of banking, insurance, transportation and other related services, the nature and scope of commerce education changed. From a vocational bias in the initial years, the focus changed to providing liberal business education.Some experts even gave different objectives for different stages or levels of education. For example, Prof. Dasgupta (1959) used three different expressions to indicate ‘business education’, at three different levels. At the junior level (higher secondary stage), it was referred to as ‘commercial education,’ covering specific skills programmes; at the first degree stage, the term used was ‘commerce education’, to cover general stream courses for preparing semi professionals and at ‘post graduation’ level, it was termed as ‘Professional Business Education’, with the aim of preparing experts in specific areas.In other words, commerce education, at less than degree level was referred to as ‘commercial education’ or ‘vocational business education’. However, the commonly accepted view at present is that commerce education at higher secondary stage is not merely to satisfy the skill or vocational needs of pupils but provides basic understanding of the various principles, procedures and practices related to business. It also fosters an understanding of the economy, of the community in which activities related to business and industry takes place. It prepares the learners to take up business career.The secondary schools should therefore, provide the students with knowledge of the background of commerce and of the way it affects the life of the community, apart from the commercial knowledge and skills. This integrating approach to the liberal and vocational education has the support of many modern thinkers on education. It is argued that education should turn the people to something he knows well and can do well. Thus, commerce should be taken as both a knowledge subject and a skill subject. The specific objectives of academic stream of commerce education i) To provide knowledge of principles, practices, procedures, etc. bout business, trade and industry and its relationship with the society; ii) To provide basic knowledge of technological tools including computers and its application in business; iii) To develop an understanding of the environment in which we live and undertake various activities relating to business; iv) To develop basic skills needed to undertake different commerce related activities; v) to educate learners in different functional areas and develop their basic understanding about the same; vi) To develop right aptitude and qualities for undertaking business and commerce related activities; and vii) to encourage the spirit of entrepreneurship and prepare learners to enter into a business career. Linkage with the Industry The present curriculum has been found to be only moderately useful to the industry. In order to make it more useful it is suggested that the students should be exposed to practical knowledge, a) by engaging them on project work, or attachment with industry, and b) establishing interaction with industry through field visits, involving professionals in teaching, and organising lectures by industry experts/successful entrepreneurs.It was generally perceived that the present cur riculum offered low degree of opportunities of skill development to the students of commerce As a result, the pass-outs of higher secondary course only have theoretical or conceptual background of various aspects of business and trade. When it comes to the practical knowledge when they are asked to perform an activity, the results are rather poor because the required skills have not been developed in them. This is a common situation, which affects the acceptability of the students by the industry as well as the users of services. The industry looks for skilled people who have a practical exposure to various commerce related activities and possess generic skills like communication skills, problem-solving skills etc. As the present curriculum offers low opportunities of skill development, need for rectifying the position has been strongly felt.Various suggestions received to improve the situation in this regard include organization of field visits, on the job training of the students, improving the infrastructural facilities and provision for establishment of commerce laboratories in the schools. Strengthening linkages Any serious effort to make the commerce curriculum relevant to the industry and increasing its acceptability would require strengthening of linkages between the school and the industry. Various suggestions have been received in this regard, from the responding stakeholders. These are discussed as follows. Firstly, it is strongly felt that organising field visits to business ecommercial establishments etc. would be of great help in exposing the students to the real work of business.For example, the student may be taken to a factory and shown how goods are being manufactured or packaged. This will give them a real feel of the various processes and an opportunity or relating these to what is being taught in the class. This is very important for sustaining their interest in the subject and making them useful to the employers as well as to the society in general. Second, it is suggested that industrial internship, to three to four week’s duration, during the summer vacation (or some other vacations), would be quite helpful in providing the students an opportunity of actually working in an office or in the field environment.Third, the students may be assigned some project work relating to the subject of study. Let us say while teaching the chapter on marketing, the students may be asked to go to their local market and find out which brands of a particular product, say toothpaste or toilet soap are available in a retail outlet; which of these are preferred by a particular class of buyers (say people belonging to lower income group) and why? Further, the schools may regularly organize seminars, workshops and discussions where experts from industry are invited to participate and interact with the students. For example, sharing of experiences by successful entrepreneurs may be of great interest and utility to the student.Fifth, the schools may be encouraged to set up commerce laboratory where the students can practice through charts, models, computer games, exploration on internet, etc. some of the practical aspects of what is taught in the class. Other important suggestions received for strengthening the linkages include making a provision for extensive training of the teachers and inducing industry for adoption of schools so that the course can run efficiently. If the teachers are not trained regularly, they would not be able to impart knowledge and skills about the latest developments in their field. Moreover, the role of teachers is changing fast. They have to work like facilitators, in the present day world of information and fast changing technological and economic environment.Thus, periodic training of teachers is very important for effectively running a course. As regards the strategy for development of linkages, it is agreed enterprises, it is agreed that the industry should be persuaded to coope rate with the schools. Entrepreneurial Values The present curriculum was perceived to be offering low degree of opportunities for development of entrepreneurial values, attitudes and skills. As a result most of the pass-outs were included to look for some wage employment opportunities, after completing their studies. This creates a lot of stress on the already soaring list of unemployed youth in the country and need improvements. The students may be induced towards entrepreneurship.The entrepreneurial values, attitudes and skills should be groomed from schools days so that the pass-outs can be prepared to set up their own ventures instead of looking for wage employment to improve the situation, various suggestions. Include organization of field visits, adoption of case study approach, teaching of biographies of successful entrepreneurs, use of small Business Games and Mock stock exchange proceedings for teaching these aspects and bringing change in the orientation of curriculum and textbooks, to incorporate entrepreneurial value and attitudes. Commerce Education needs the infusion of fresh ideas so as to provide a stimulating, supporting and sustaining environment. The Social Context of Education The education system does not function in isolation from the society of which it is a part.Hierarchies of caste, economic status and gender relations, cultural diversity as well as the uneven economic development that characterize Indian society also deeply influence access to education and participation of children in school. But at the same time, globalisation and the spread of market relations to every sphere of society have important implications for education. Business Studies Syllabi and Textbooks The syllabi and textbooks in commerce have been prepared according to the principles of the National Curriculum Framework. 1. The chapter on Social Responsibility of Business discusses how a business unit has to take care of the society of which it is a part.Every busi ness needs to act in a socially desirable manner and respect its employees, the community and the environment in which it operates. Our objective is to sensitise the student to social issues and concerns and the fact that business can do a lot for society, while fulfilling its social obligation. Environmental Protection also forms part of the chapter where conservation and industrial pollution are discussed. Business Ethics is also included to make students aware of ethical and responsible behaviour of a business. This also instills in a student value of personal ethics and standards and a code of conduct which can be applied in personal life also.Interrelationships however between business ethics and individual ethics need to be drawn by the teachers. 2. The global and local perspective and rural development needs to be taken care of. Small Business has been included in the syllabus and covers tiny and cottage industries and assistance to business provided by the government to smal l business reasons of including this in the syllabus. Rural Development and growth is a priority area and has been given a special emphasis in the latest year plans and all documents pertaining to economic development. In fact, marketers are depending on the rural demand and markets. Examples from rural business have been given throughout the book to sensitise children to the rural aspect of the country.Local perspective needs emphasis as a student is always able to relate to his local surroundings, therefore, local examples are better understood by them. 3. Connecting knowledge to life outside school. The environment in which a business operates forms an important aspect of management. A business unit has to constantly interact with the economic, political, legal and social environment. The business environment is dynamic in nature and examples can be taken from all around us, newspapers, business magazines, business TV programmes and the internet. Management has to respond to all these changes and this chapter has been specially included so that students are aware of what is going on in the economic, political, legal and social environment.A business has to analyse the environment before taking decisions. 4. Projects, activities and case problems have also been included to ensure that learning is shifted from rote methods. Creativity is a value that needs to be fostered. At the end of each chapter projects, activities and case problems have been given. 5. Boxes includes enrichment material taken from newspapers, business magazines and the internet. We hope these will enable students to connect textual knowledge to the business world Students should draw interrelationships between the text and the news in the print and electronic media. The Objective is to give students an idea of what is happening inside a business. 6.We live in an age of unprecedented violence, local regional, national and global. Values of love, cooperation, non violence, peace are univers al and need to be emphasized again and again. Social equality and justice is an integral part of peace education. Our chapter on social responsibilities emphasizes social equality and justice but teachers need to revisit the concept and connect it to place in society. The topic on cooperative societies and international business are based on the spirit of cooperation. Cooperation as a value needs to be re emphasized by teachers and then lead the student to imbibe the value of cooperation. International agreements, WTO and GATT are all based in international cooperation.Since management involves doing work systematically and resolving conflict situations, while we are teaching management we can revisit the idea of maintaining peace and harmony within an organization. Coordination of activities ensures harmonious relationships which is what manage motivation which again is related to peace and harmony. The teacher in the class needs to draw interconnections between the text and values of peace and non-violence. This has become almost an essential and moral duty of every teacher. 7. India is a multicultural society and all groups have equal rights to coexist and flourish. In our texts we have tried to give business examples from all regions.When the social environment of business is taught then certain examples can be taken up so that students have a fair idea of the pluralistic society in which we live. 8. Any economic development affects the Financial Market and ultimately every business unit in some way or the other. The role of major financial institutions and banks are becoming prominent in the financial markets. The fluctuations in the capital market are due to a variety of reasons. How the political, economic and social changes affect the markets can be studied, it will be going beyond the textbook. However, students will find it very interesting. These topics are important, current issues and students need to be aware of such topics as they shape the coun try’s future and economic development.In fact, the whole world is looking at India and China since they are relatively strong economies because of the regulatory mechanisms in the financial markets. Reference 1. www. ncert. nic. in/programmes/teacher_edu/pdfs/Commerce. pdf In Service Teacher Education Manual for Teachers and Teacher Educators in Commerce. 2. Emerging Trends in Commerce and Management, Santosh Gupta, Published in University News41 (05) 2003 3. Recent Trends in Commerce and Management Education, Dr. V. V. Khanzode, Strling Publishers Private Limited. 1990 4. National Policy on Education1986 an Appraisal, DoabaHouse, New Delhi. 1989 5. Commerce and Management Education in India,Ed. K. V. Sivayya,Ashish Publishing House, New Delhi. 1990

Research Essay- Living Life to the Fullest Essay

For one to live their life to the fullest, a person must have a purpose to live. One must have a reason to wake up every day and feel the sun shine or the rain fall, as cold as ice, on your skin. A law of life is necessary for one to have this sense of a calling as to why they walk the earth every solitary twenty-four hour day. A law of life is to surround yourself with people who make you a better person, inside and out. This holds accurate because the people your surround yourself with can either make you or break you, being social with others can either aid or inhibit in self-esteem, and surrounding yourself with better people can help you achieve goals through others’ positivity. Initially, there is a quote saying, â€Å"Surround yourself with only people that will lift you higher, because friends are the family you choose yourself. –Anonymous† The people who you are surrounded by can either make you a better person as a whole, or break you down until you are as low to the ground as a tiny bug, small and easily squashed. If you surround yourself with the people who will make you a better person, then you will become a better person just by association with positive, balanced people. On the contrary, if you surround yourself with people who are adverse and irrational, then you will become adverse and irrational, also just by association. For example, â€Å"Let’s say you have plans to see a friend who is lighthearted, enthusiastic and embraces life with eagerness and zest. Thinking about this friend brings a smile to your face because you know you’ll be having fun and enjoying each other’s company. After your time together, you’re excited about the rest of your day. You want to capture every moment and see all the beauty that’s about you. Your friend may not have intentionally tried to alter your thinking, but her positive approach and attitude was infectious (Par.2-The Importance of Surrounding Yourself w/ Good People).† The people who you let be in your company ultimately affect you as a person, and this can either make you a better person or a worse person. Another example of this would be if you’re in a group of people with a less than stellar attitude, eventually, you will become a less than stellar person. In order to become a better person, inside and out, then you must surround yourself with those people who possess the qualities to make you a better person. Clearly, being a social individual aids in your self-esteem, it can either make your self-esteem skyrocket or it can make it plummet. Self-esteem is no doubt a massive part of you becoming the person that you wish to be. For instance, when you are speaking to your social group of friends, and they have a positive self-image, then you too should have a somewhat positive self-image. Another example of this would be inferiority. â€Å"People who feel inferior to others always keep comparing themselves to them and they always try to find problems with themselves. So how can such friends affect your self-esteem? Simply because they got used to scanning for any possible flaws they will try to find as many flaws in you as they can (Par. 6- How Friends Affect Your Self-Esteem).† Your friends can also limit your potential as to what you can and cannot achieve. Case in point, â€Å"If you were an ambitious person who was surrounded by non-ambitious friends then most likely they will try to put you down whenever you attempt to do something that they never managed to do (Par. 7 How Friends Affect Your Self-Esteem).† Self-esteem has the ability to support or hinder your self-esteem, and self-esteem in a colossal part of the way you, and your peers see yourself. Your vision of yourself can either make you better or bitter, and through a law of life, your self-esteem should make yourself better. Subsequently, picture yourself in a race on the track outside of your school. The blistering heat is beating down on your back as you’re running through the last lap of the race and you’re in the lead. You have your group of great friends on the sidelines cheering your name as you pass the finish line! Surrounding yourself with virtuous people will help you achieve your goals through their positivity. When you surround yourself with those people who cheer you on instead of bring you down, those people will help you reach your goals, not break you down to the point where you don’t want to reach them. There are two types of people, optimists and pessimists, these types of people are on opposite sides of the spectrum. For example, â€Å"It’s just that the optimist chooses to expect happiness, success, and pleasure and as a result, that’s what they find. The pessimist chooses to replay negative thoughts which lead to negative results. (Par. 5- The Importance Of Surrounding Yourself w/ Positive People).† Adjoining yourself with optimistic people will help you reach the success, not make you feel that you can’t, that’s what a pessimist would do. For instance, if you’re around people with an attitude of being too good to reach a goal, you will not reach the goal, but if you’re around people who will be your personal cheerleaders, than you’ll most likely get the desired result. Surrounding yourself with the people who are virtuous and optimistic, then they will aid you in reaching your goals, long or short-term. Conclusively, to live a life worth living, you must have a law of life to follow. In this case, a law of life is to surround yourself with the people who bring out the best in you, and these people will make you the best you, you can be. To surround yourself with the kinds of people that will make you better, not bitter these people must possess the qualities of the people your surround yourself with can either make you or break you, being social with others can either aid or inhibit in self-esteem, and surrounding yourself with better people can help you achieve goals through others’ positivity. Works Cited 1. Radwan, M. Farouk. â€Å"How friends affect your self esteem | 2KnowMySelf.† 2KnowMySelf | The Ultimate Source for Understanding Yourself and others. N.p., n.d. Web. 23 Mar. 2013. . 2. Silber, Debi. â€Å"The Importance of Surrounding Yourself w/ Positive People.† All About Nurses, Nurse Communication, Nurse Community | NurseTogether. N.p., n.d. Web. 23 Mar. 2013. .

Advantage And Disadvantages Of Fixed Wing Versus Rotor Wing Engineering Essay

Advantage And Disadvantages Of Fixed Wing Versus Rotor Wing Engineering Essay Since 1919, law enforcement agencies have used fixed wing and rotor wing aircrafts to assist in enforcing the law. In 2007, data from the Bureau of Justice Statistics showed that large law enforcement departments provided aerial enforcement in the District of Columbia and 46 states. There were 295 airplanes and 604 helicopters being operated, which flew more than 330,000 missions. http://bjs.ojp.usdoj.gov/content/pub/pdf/aullea07.pdf The types of airplane that are used by law enforcement are Cessna 182, Cessna 206, Pilatus PC-12 Spectres, P-3 Orions, Citations, Learjets, Gulfstream jets, King Air 350s and 200s and some larger airliner-type aircraft. Some of the helicopters used are the American Euro-copter EC120/130/145, AStar AS350/355N/350 B2, Dolphin HH-65C, Blackhawk UH-60, Maverick, Raven II R44, Cayuse OH-6 and McDonnell Douglas MD 600. The types of missions these aircrafts conduct are surveillance, drug interdiction, fugitive searches, routine patrol or support, search and re scue, personnel transport, prisoner transport, SWAT operation, traffic enforcement, speed enforcement, homeland security, photographic, medical support and evacuation. Both types of aircrafts have their advantages and disadvantages in airborne law enforcement. http://www.kansas.com/2010/08/01/1427779/aviation-sees-growth-in-law-enforcement.html. The advantages that a helicopter has over an airplane are that they can land and take off without the need for run ways. Their airfoil shape rotors are like the wings of an airplane, as the rotor spins, air flow faster over the tops of the blades than it does under, thus creating lift for flight. Their unique rotor design allows for them to takeoff vertically, fly in any direction including sideways, backwards and hover over an area. Their ability to hover provides coverage for the ground units on the street and if needed land to assist in foot pursuits. They can be equipped with a winch for the purpose of lowering or picking up personnel or equipments on the ground, at sea or on mountains during a search and rescue mission, where there is no place to land . They are better able to maneuver around tall structures at lower altitudes. manhttp://library.thinkquest.org/J0112389/helicopters.htm. On 14 November 2008, San Diego Police Department ABLE helicopter used the FLIR camera to catch a man facing murder charges for beating another with a crutch in the middle of the street. http://www.policeone.com/police-products/tactical/night-vision/videos/5954944-police-helicopter-catches-bizarre-street-fight-on-flir-camera On 30, January 3013 the NYPD police helicopter rescues a shipà ¢Ã¢â€š ¬Ã¢â€ž ¢s captain who was having a heart attack. A dramatic nighttime helicopter rescue in New Yeark Harbor may have saved the life of a shipà ¢Ã¢â€š ¬Ã¢â€ž ¢s captain. Police say they received a call Tuesday night that the captain of the Panamanian cargo ship Grey Shark was having a heart attack. The NYPD harbor medical team stabilized the 6 0 year old captain before calling the help of a police helicopter. A basket was lowered to hoist him up into the chopper, which then flew him to Staten Island University Hospital North. He was listed in stable condition. http://www.ny1.com/content/top_stories/176246/police-helicopter-rescues-ship-captain-who-was-having-a-heart-attack The helicopters are force multipliers for ground units, because they can monitor the tactical environment, give alerts or observe things which the ground units are unable to detect. Additionally, they can respond and cover ground more quickly than ground units. The flight deck of a helicopter can be equipped with multiple electronic equipments. Electronic Flight Instrument System (EFIS) also know as glass cockpit that provides flight and system information to the crew, Forward Looking Infrared (FLIR) camera allows the crew to see images created from infrared energy, moving map system show their location, satellite phones provide direct communication, di gital video downlink gives real time images, night vision goggles can be used in low light situation if needed, loudspeakers for communication or message deliver to the ground, tear gas dispensers, police and aviation radios . Disadvantages helicopters are that they cost more to operate and maintain. A fully equipped helicopter can cost from $500,000 to $3 million and the flying costs ranges from $200 to $400 per hour. http://usatoday30.usatoday.com/news/nation/2007-09-30-cophelicopters_N.htm Maintenance, fuel, leasing and financing cost are three times then the cost to operate and maintain airplanes. Due to its abilities to fly lower and hover over areas it creates lots of noise and is easily detectable. The capacities of passengers that a helicopter can carry are limited. The Robinson RA-44 can carry 2 to 4 personnel and others like the Blackhawk UH-60 can carry 11 personnel or the Bell UH-1 that can be configured to carry 15 personnel. The general commercial helicopters used by t he law enforcement agencies have a flight time of two to four hours, with top speed from 50 to 200 knots and an average range of about 200 miles. The operations of fixed wing aircraft have some advantages over rotor wing aircrafts in law enforcement. They can perform a wide range of missions which requires them to stay airborne longer then a rotor wing aircraft is able to. Fix wing aircraft can carry more payloads and engine performances are great then those of rotor wing aircrafts. Aero surveillance, homeland security, speed enforcement and transport of people or gear are mostly the missions performed. http://www.lawofficer.com/article/patrol/fixed-wing-aircraft-law-enforc They are equipped with a variety of high tech equipments just as their rotor wing counterparts. The cabins are pressurized and allow for higher altitude flights. They can perform surveillance 5,000 ft to 6,000 ft and not be undetected. The average costs to maintain and operate a fixed wing aircraft per flight is about $54 for maintenance and $45 for fuel compared to a rotor wing aircraft. http://bjs.ojp.usdoj.gov/content/pub/pdf/aullea07.pdf The Custom Border Patrolà ¢Ã¢â€š ¬Ã¢â€ž ¢s P-3 AEW Orion airplane has a large fuel capacity of 60,000 lbs; flight time up to 10 to 13 hours, maximum range at low altitude is 2,500 NM and at high altitude 3,800 NM. Average cruising speed is 300 to 330 knots. It can carry a crew of 12 to 21 personnel. Normal crew consists of four systems operators, three pilots, two flight engineers and three maintenance crew members. This aircraft is integration with the E-2 Hawkeye aircraft radar system, which allows for it to see 200 NM in all directions. They coordinate and direct Navy and Coast Guard ship and aircrafts to the location of drug smuggling boats or planes. Primary mission are interdiction, over water operations, surveillance and homeland security. The use of this aircraft between the Jacksonville, Florida and the Texas office have contributed to the cap ture and seizure of 50 metric tons of drugs worth a roughly about 2 Billion dollars. http://www.youtube.com/watch?v=vqCtrB_FZvE Fixed wing light sport aircraft generally cost between $60,000 and $130,000 to purchase and $50 per hour to fuel and maintain. They can fly at wide range of speeds of 35 to 125 knots making them an excellent platform for performing a broad range of law enforcement missions. It can carry up to 500 lbs and travel twice as far as a helicopter could. http://nij.gov/nij/topics/law-enforcement/operations/aviation/types-of-aircraft.htm The disadvantages of fix winged aircrafts are they require a runway to take off and land, assembling of the flight crew, delay on taking off due to congestion at airport, unable to see the other side of the aircraft. They cannot monitor the tactical environment very well and or unable to alerts or observe things which the ground units are unable to detect. Unable to land and assist with foot pursuits, canà ¢Ã¢â€š ¬Ã¢â€ž ¢t hover, t he aircraft is not equipped with rescue winch.

Life Journey Essay Example | Topics and Well Written Essays - 1000 words

Life Journey - Essay Example After graduating from law school, I traced my way back to Chicago where I practiced as a civil rights lawyer with the firm of John and Carter Man. I taught constitutional law at the University of Chicago Law School, first as a lecturer and then as a professor and I helped in organizing voter registration drives during presidential campaigns. My lecturers usually told me that a lawyer is "a minister of justice, an officer of the courts, a client's advocate and a member of an ancient, honorable and learned profession." While, in this firm, it was my duty to serve the cause of justice, promote the interests of the state, be faithful to the clients, maintain the authority and dignity of the courts, demonstrated personal integrity and I was candid and courteous in relations with other lawyers. I married at the age of 25 to a beautiful wife, Rose Keane and we were blessed with two daughters, Shirleen, and Kate. I struggled to balance my time as a lawyer and as a dad too. However, it was fortunate enough to be surrounded by women, my wife, and the two daughters. They formed the most important part of my life, and they are the people who shaped me the most. I can term them as my sanctuary in this job. I usually attend the tennis matches of my firstborn and the oral recites of the second one during my offs. I usually feel persistent on the table while trying to stave off the passage of time as long as possible and I find myself enjoying every minute of the whole family together under one roof.

Case Study Example | Topics and Well Written Essays - 500 words - 3

Case Study Example Personally, the most appropriate alternative would be to delay the decision and initiate the detailed cost accounting studies. These studies are precisely to determine product profitability in the company. Taking this alternative is informed by a number of factors, all of which address the operational and performance crisis that the company faces. To start with, taking the other two alternatives would drastically affect the overall operations of the company. This would not be a good choice due to the fact that not all operations of the company are affecting its performance. Some of the company’s business aspects are actually doing well in terms of performance. The most appropriate alternative would need an intensive evaluation and assessment of the specific operations or activities in the company that led to the crisis being experienced (Forssell 113). The intended cost accounting studies will have to evaluate the profitability of the company’s products. Doing so will subsequently inform the course of action to be taken. The slow-moving products may not be the problem, and the second production line may pick up in due course, or fail altogether. However, this is a scenario that cannot just be speculated. Delaying the decision would allow adequate time to analyze all company departments and production lines. On the same note, company trends in terms of operations and performance can be assessed within the same period. Therefore, delaying the decision only makes it possible to make an informed and rational decision, as opposed to making a haphazard decision that may end up maintaining the status quo in the firm. The cost accounting studies have a critical role to play in determining the specific company aspect that is in dire need for change in order to address the underlying crisis. Product profitability is arrived at after factoring in all fundamental aspects of the production line in question. This is the outcome of the production

Customized Competitive Intelligence in International Environment Essay

Customized Competitive Intelligence in International Environment - Essay Example The authors believe that it is a continuous process of assimilating environment information about the changing socio-cultural and political environment within which business operates. Businesses fail not because of lack of competency and financial backup but because of failure to exploit the cultural competencies of the new market and market paradigms. The qualitative research has used wide array of literature and interview with 12 CI consultants, working in different countries to provide guidelines and approach for effective CI. CI is primarily the methodology of gathering of information about the changing business paradigms across the countries with business potential. It provides the business with strong database of knowledge that can be judiciously exploited to gain and maintain competitive advantage. CI is a complex process and must be understood within the broader context of varying socio-cultural, political and legal imperatives of the nations. The understanding of various ext ernal factors facilitates in collecting relevant and authentic information that can be exploited by businesses for sustainable growth across globe. Research has analyzed CI practices for developed and developing nations where the scope of expansion exists for US firms which are as follows: 2. CI in developed countries Applications of CI practices are different for myriad reasons which are distinct in their perspectives vis-a-vis culture, technology, political and legal environment etc. 2.1 Europe European Union has huge market potential but cultural diversity across nations necessitate cross cultural understanding. Business must use different strategies to glean information about businesses in different European nations. Telephonic and email is acceptable and cost effective means of communication. Face to face interview should only be followed for competitors. Language barrier is important factor and native language, wherever possible, should be used to gain trust. CI practitioners must flexible in their approach and be prepared for differences in opinions. They must also corroborate data from wide sources. Last but not the least important is that 2-3 weeks before and after main holidays must be avoided as Europeans tend to focus on their holiday plans or busy finishing their backlog. 2.2 Japan Japan has maintained its technological superiority in digital goods like camera, electronics goods etc. in the international market. Government facilitates CI support to its domestic businesses which, unfortunately, they do not exploit due to lack of analytical tools. But at the same time, it also offers huge business potential for international firms. Due to government support to CI practices, Japan lacks publicly available data regarding businesses. CI practitioners should therefore, focus on developing trust which is critical factor in Japanese culture and use social networking to collect information. 3. Developing countries These are emerging markets which offer hug e scope of business opportunities for international businesses. Due to socio-cultural diversity and different political systems across emerging economies, CI practitioners need to be discriminatory in their approaches while gathering information. 3.1 China It is one of the most important and fastest growing economy which uses CI approach to exploit new opportunities across the globe. There is huge competition in the Chinese market which makes CI practices an intrinsic part of

Sociology of the body Essay Example | Topics and Well Written Essays - 2250 words

Sociology of the body - Essay Example This study is being undertaken in order to establish a well supported notion or social construct in the sociology of the body. Discussion Different members of society often fashion or build their bodies based on accepted societal views of masculinity and femininity. In so doing, they often try to shape and use their bodies to fit their gender and cultural expectations. This practice seems to emphasize not so much on the distinctiveness of our bodies, but more on what society dictates as acceptable forms or shapes (Lorber and Martin, 2007, p. 227). Our genes partially determine our biological make-up and other environmental factors complete our physiology. Outside such biological constructs, cultural and social factors and attitudes attached to gender-based practices are also a crucial part of our overall make-up. Such practices create bodies which some social groups classify as masculine or feminine. In effect, the longing for better looking bodies have manifested in trends which len d greater support to cosmetic surgery, growth hormones, anabolic steroids, bodybuilding, and other fitness regimens for both men and women (Lorber and Martin, 2007, p. 227). Many advertisements for plastic surgeries also target men and women in their vulnerabilities. Men with gynecomastia or enlarged breasts, and women with small breasts have been exposed to ads which declare solutions to their issues – for men wanting to be rid of their gynecomastia and for women wanting bigger and perkier breasts (Lorber, 1994, p. 3). Women have also been exposed to the societal notion or expectation that having perky, large, and firm breasts, as well as slim bodies is the accepted shape to be in. In effect, many women wanting to fit the accepted societal demands have given in to breast lifts/reductions/augmentations and to puffier lips, toned abdomens, and shapely buttocks (Grogan, 2008, p. 52). Advertisements for plastic surgeries have capitalized on the portrayal of ideal images of beaut y – young, fresh, thin, and shapely forms. Millions of Americans have heeded these demands with about 6.9 million of them giving into the cosmetic surgery in 2002 alone; 88% of these are actually women (Lorber and Martin, 2007, p. 278). Most of these surgeries have included liposuction, eyelid surgery, nose reshaping, breast augmentation, breast reduction, as well as hair transplants and ear reshaping for men. In terms of age, most of those seeking plastic surgery fall in the 34-50 year age group and most of these surgeries have been carried out among the whites, with few having been performed on minority groups (Lorber and Martin, 2007, p. 8). Due to its high cost, these surgeries have mostly been carried out in the affluent population, however, considering the general population’s obsession with losing weight through exercise machines and diet pills, it is a trend which still covers many people regardless of financial capability or ethnic affinities. Bodies are socia lly constructed because they are tools used by many people in order to gain some form of progress or advancement in their life (Davids, Evans, and Lorber, 2006, p. 55). Even if the business and employment world may capitalize on one’s skills, talents, knowledge, and educational background to determine employment, still, it cannot be denied that one’s looks affect a person’s success and employment status. One classic example is the fact that there has

Market Research Essay Example | Topics and Well Written Essays - 1000 words

Market Research - Essay Example The product being launched is that of a rival company to Microsoft, Apple; therefore the paper entails a detailed analysis of the major areas that can be utilized to overcome the market power of Microsoft and promote the sale of the new product. Marketing Research: Competing Company and Product SWOT Analysis for the Launch of a New Product When a company conducts a SWOT analysis, it does not mean that it is in a state of crisis, but this is only a measure designed to understand whether it is suitable or not. It is usually conducted in the wake of a company’s launch of new major projects and business undertaking the organization wishes to embark on (Cleland & Ireland, 2007). To launch a new product, the organization has to conduct a detailed analysis of its current position so as to determine the means with which the launching of the project can be addressed based on the findings. Microsoft Corporation (SWOT Analysis) Strengths First, Microsoft has the advantage of being popula r as the largest software company usually associated with software and hardware products that are highly innovative. This is displayed by the presence of more than 500 offices in 160 countries (Drucker, 2007). Secondly, the basic operating systems used globally are Windows 7, Vista and XP accompanied by suitable products such as Microsoft Word, Excel and Access among others. These offer the company a competitive advantage via the ease of integrating the products and setting of standard prizes for their standardized products (Hafner & Hibbert, 2001). Another major strength of Microsoft is the nature of rapid development of products and provision of timely updates as well as its strong, flexible and elevated quality of its staff. One of the other strengths of Microsoft PCs is the size. The design of its tablets and laptops makes them easier for portability and they are widely spread globally (Hafner & Hibbert, 2001). Weaknesses One major weakness of Microsoft is its failure to articul ate the growth of its products, thus being overtaken by competitors with respect to productions. Similarly, the products are usually sold with an assumption that the customer is running a Microsoft operating system (OS) for its compatibility which has resulted in declining sales of the OSs and server software (Hafner & Hibbert, 2001). In addition, employee exhaustion is evident owing to intense deadlines for products and their launching. As Drucker (2007) reports, Microsoft is characterized by recurrent restructuring, many rules and regulations with a domineering atmosphere that causes employee morale to reduce and sometimes loss of instrumental employees. This slows down the company’s innovative process. Microsoft has been dormant in the Internet space up to the time MSN was released although it still faces tough competition from Yahoo. With the increased consumer demand of the products, there has been limited human resource to deal with these needs in good time. Opportuniti es Microsoft has the opportunity of having access to cheaper international telecommunication and new markets since many people around the world are connected to the Internet (Drucker, 2007). With the demand for personal computers (PCs) and software components increasing worldwide, despite the market being flooded by attractive handheld devices, Microsoft can still produce more and increase their sales. Finally, Microsoft has

Comparison between Policy Alternatives in the Company Assignment - 15

Comparison between Policy Alternatives in the Company - Assignment Example It is very important that at this point and time to understand the sentiments of the employees and not react on impulse decisions. Currently there are many issues facing the company. Company is going through a lot of changes, and to make the implementation of the changes through caution, steps related to change management are required to be taken. The issues that are being faced are: The only option other than taking the employees on board is to do massive hiring, which will be very costly for the company. Also, many people who could be beneficial for the company will shy away due to the company’s fear of massive layoffs. Technology implementation is a process that will require timeas it cannot be implemented in a snap and the policy makers have to be patient. Employees are an asset for any company. In todays world, creating a product that is unique is one thing but today the competition is not only on product basis but majorly upon the kind of employees that the company has. Employees need to be aboard if the company wants to remain successful (Cameron & Green, 2004). Implementing the Lewin change model is the best possible solution. In this case, the employees need to be told that technology is being implemented to benefit them, not to replace them. The new technological change must be discussed with them, and this process will be known as the unfreezing part. The employees should be told how with the use of technology they can get more tasks done in lesser time and how it is going to make their lives easier for them. A proper analysis should be conducted and the employees’ technical capabilities reviewed. A workshop divided into three levels must be conducted and each and every employee placed in the levels accordingly depending on their knowledge of the technology. This will help the management make decisions about the length of training that needs to be conducted.

Halleys Comet arrives Essay Example for Free

Halleys Comet arrives Essay The poem begins with Good evening, little visitor, in this first line two things are brought to our attention. First, Good evening is a very formal greeting, it implies a great deal of respect and shows us the poets opinion of the comet as a thing that should be revered and appreciated. Second, the words little visitor present a slightly different opinion of the comet, one of smallness and insignificance, in fact, its almost diminishing, but still retaining the same fondness we found in the first half of the line. These contrasting ideas of importance and insignificance are maintained throughout the remainder of the poem. Still very near the beginning of the poem another significant line can be found: But whod have thought youd be so shy, the significance of this line lies partly in the beginning But whod have thought this establishes the idea that the shyness is unexpected, the world was expecting a fantastic display but have yet to see it. Also with the introduction of contracted words whod and yould which are the beginning of a far less formal and more relaxed style of writing. The informality is associated with the theme of insignificance, almost as if the comet, being nothing more than, a dirty undense snowball is not deserving of such respect. Also, the subject of shyness, also an important theme, is first brought to light in this line. Furthermore, here it becomes noticeable that the poem is divided into a few distinguishable parts the first of which is Abrahams physical description of the comet in the sky. Continuing from the theme of modesty and the comets description is a statement of the worlds presumption of the comets behaviour; that it would streak through, flashing that famous double tail, / autographing the prophetic sky. These actions are not dissimilar to the behaviour you would expect from a celebrity, because to the people of the world the comet is a celebrity, it has been on the news, theyve heard of its awesome mysteries and, above all, they have been expecting its return for years. However, this is not what they actually discover. Instead, they find it has done an elusive Garbo act the use of Garbo is strikingly apt as she was an incredibly famous and beautiful actress who was widely known and held in great regard by most of the world at the time, but she also shunned the spotlight and the attention she gained from her career, she rarely made public appearances and therefore developed a great air of mystery, rather like Halleys Comet. Equally, the use of prophetic is meaningful as the notion of prophecy becomes very important it the latter parts of the poem. The second section of the poem deals with the effect of modern science on the comet. It returns to notion of shyness, and, more specifically, the reason for it. The reason being that people know too much, that modern technology and science have stripped the comet of its ancient awesome mysteries and revealed that it is, in fact, nothing more than a dirty undense snowball () that only shines because the sun / lends it a bit of common light during this phrase Halleys Comet is no-longer personified, it is no-longer directly addressed as you but, instead, is referred to as it, this implies that that the poet is paraphrasing somebody elses opinion of the comet and, while these facts are true, they do not, in Abrahams opinion, retract from the importance he gives the comet in the opening line, he feels that these revelations combined with the comets new subtlety, as it hides among our city lights, only serve to make it more moving. This transition between the worlds opinion of the comet and Abrahams opinion of the comet is marked by the line I like it, in a way. What is also significant about this line is that it marks a definitive change in the style of writing Abrahams is now using very informal language which not only serves to re-engage the reader but also allows for a clear division between his own point of view and the rest of the worlds. Essentially, Abrahams is saying that the comet has lost its majesty due to our technological advancements, such as the city lights which make the comet seem inconspicuous. However, this leaves the reader curious as Abrahams has not explained why this makes the comet important. During the next part of the poem Abrahams discusses how he believes the comets journey to be one that requires a heroic effort, how it is only barely making its orbit by the skin of its momentum. We should applaud like mad he writes that you make it again on time. This sentence reiterates that the comet is barely managing to arrive at Earth, and as the poet believes we should be applauding the comet for this achievement shows that, in his opinion, the fact that the comet returns is incredible when the vast distances it crosses on its long, lonely orbit are taken into account. Youve shed the scary Nostradamus mask says Abrahams, meaning that through our scientific discoveries the comet is no-longer a symbol of anything as it used to be, can no-longer move the likes of the old Wise Men, King Harold and Mark Twain as we do not believe it to be prophetic anymore. Instead, he likens the comet to some private rare Aunt Maud, the generic distant relative that nobody really knows but will occaisionally drop by merely to show herself and check our face. The casual dropping by in this sentence continues the theme of insignificance surrounding the comet, that its visits are no more important than those of a friend we see every day. This idea is re-enforced in the line No more fortune-teller, dearest Aunt, though the word dearest shows that this guise of the comet is far more friendly than scary Nostradamus. However the use of the word private is also noteworthy, it demonstrates that while the comet is not important to the world at large it is still important on a personal level, this is the clear message of the poem, because as Aunt Maud arrives she gives she gives us her gift, allowing that we achieve a stroke of prophecy. Meaning that the comet is prophetic of itself returning and it is one of the few things that we can predict. Continuing with this idea he closes the poem by saying We thank you, little comforter: / that the dark potent emptiness ahead / contains one probable smear of light firstly, in this sentence Abrahams returns to the use of we showing that he speaks for the entire globe as he says this giving a lot of weight to the next lines of the poem. Secondly, use of little comforter mirrors the little visitor at the beginning of the poem, drawing more attention to these lines but also mirroring the feeling on fondness that we saw at the beginning of the poem. The comet is not seen as a foreteller of great events as it used to be. It has shed its scary Nostradamus mask and is not prophetic of human events anymore, but it is prophetic of its own return and in doing so fulfils its own prophecy, an this is the important message of the poem; that despite all we have done to damage the comets image, it is, perhaps, more important than ever as because of our advances in technology we cannot possibly conceive what the world will be like the next time Halleys Comet arrives, but the one thing we can be sure of is that it will.

Implications For Maximising Pupil Learning Education Essay

Implications For Maximising Pupil Learning Education Essay Adults play an important role in extending and enhancing childrens learning. Research has shown that adult involvement, from both parents and teachers, is a key factor in improving childrens academic attainment as well as their behaviour towards learning (Desforges Abouchaar, 2003). The parents are the prime educators for a child until they reach the early years setting where teachers then begin to take on the main role of teaching. It is clear from research that both teachers and parents have important roles to play in the education of a child (Desforges Abouchaar, 2003 and Department for Children, Schools and Families, 2008). Although research has shown that teachers and parents have an impact on childrens education what is less clear is the impact that other classroom based staff and in particular teaching assistants have on their learning. Since 1997 the number of teaching assistants present in classrooms in the UK has trebled (Blatchford et al, 2012) and the number of teaching assistants has been steadily rising since the introduction of the SEN Code of Practice in 1994 which required additional support staff to assist with SEN children accessing mainstream schools (Blatchford et al, 2011). In 1998 the National Literacy Strategy (NLS) was introduced and a year later the National Numeracy Strategy (NNS) was launched. These drives involved significant input from teaching assistants and led to an increase in their responsibilities. Reports from Ofsted indicate that teaching assistants continue to play an important and effective role in the daily mathematics lessons and the literacy hour (Ofsted, 2003, pg. 4). This, therefore, highlights their value and effectiveness in delivering learning in schools. The introduction of the National Workforce Agreement (NWA), raising standards and tackling teacher workload, (Department for Education and Skills, 2003a) also aimed to raise standards and tackle the workload of teachers by increasing the number of teaching assistants in schools. This rapid increase in teaching assistant numbers in schools has been a cause of concern and research into the impact of teaching assistants on childrens learning has begun to become more evident. Most recently, the findings of the Deployment and Impact of Support Staff (DISS) project has raised concerns about the deployment of teaching assistants, their impact on childrens learning and has highlighted the need for further research (Blatchford et al, 2009a). The main assumption was that the increase in teaching assistant numbers would be beneficial to maximising pupil learning (Brown Harris, 2010 Blatchford et al, 2007). However, there is currently little systematic evidence available to confirm whether teaching assistants have a positive impact on pupil outcomes (Blatchford et al, 2011 and Alborz et al, 2009 and Rubie-Davies et al, 2010). The increasing and changing role of teaching assistants in classrooms is of importance as they have both a direct and indirect impact on childrens learning. This essay will focus on the role of teaching assistants and their impact on pupil learning. Firstly, this essay will define and review the role of the teaching assistant and what is meant by effective learning. It will then go on to critically review the current research on the impact of teaching assistants on individuals, the class as a whole and whether they are maximising or holding back pupil learning and progress. The Role of the Teaching Assistant It is apparent that there is confusion as to what the role of the teaching assistant is and there is still a lack of clarity and consensus as to how they should be utilised in schools (Blatchford et al, 2012 and Butt Lance, 2009). Teaching assistants have been prompted to take on more teaching roles in recent years and the publication of the Excellence and Enjoyment document in 2003 has encouraged the use of teaching assistants in teaching whole classes, which has added to the confusion of the role (Department for Education and Skills, 2003b). The Department for Education and Employment (DfEE) guide suggests that teaching assistants have four areas of work in supporting the school, the curriculum, the teacher and the pupil (DfEE, 2000). In 2001 the Secretary of State also suggested that the work of teaching assistants should include supervising classes, and working with small groups (HMI, 2002). In school X the definition of the role of the teaching assistant was defined as being to work alongside teachers in the classroom and help pupils with their learning on an individual or group basis (School X Role of the Teaching Assistant). The role of the teaching assistant has clearly moved from acting as a classroom helper to a direct role in supporting teaching and learning in the classroom (Vincett et al, 2005 Groom, 2006). The lack of coordination and training for teaching assistants was transformed in the DfES (2004) document which announced plans for vocational qualifications and introduced training for the higher level teaching assistant (HLTA)(Vincett et al, 2005). The HLTA responsibilities in school X were to plan and deliver learning activities under the direction of a teacher and assess, record and report on pupils progress (School X Role of the Higher Level Teaching Assistant). The range of responsibilities and the lack of clarity of what is involved in these different roles can create confusion. Teaching assistants work in a variety of roles in the clas sroom working directly with small groups, individuals and in some cases taking intervention programmes. The role of the teaching assistant and how they impact on the pupil ranges from school to school and although much of the research available suggests that teaching assistants are in fact hindering pupil progress there is some evidence that they are assisting and maximising pupil learning (Brown Harris, 2010). This essay will focus solely on the role of the teaching assistant and whether their presence maximises pupil learning. There are a variety of different terms used to describe staff that are in paid employment and assist in supporting the teacher; these include learning support assistant, paraprofessional, teaching assistant, and classroom support assistant. The DfEE states that teaching assistant is the preferred generic term (DfEE, 2000, p.3) and this essay will use the term teaching assistant to refer to all staff that support the class teacher. Effective Learning Learning is a complex and dynamic term as there are a number of different learning styles and theories about how we learn (Arthur Cremin, 2010). Learning is individual to every person and the consensus seems to be that it occurs when we assimilate knowledge through our experiences in life (Arthur Cremin, 2010 and Pritchard, 2009). The learning process does not necessarily take place in the classroom environment and it is a continuous process throughout our lives (Pritchard, 2009). Research suggests that everyone has a preferred learning style and this is the way in which we are able to learn most effectively (Pritchard, 2009). Therefore, for learning to be effective it needs to be presented in a number of different learning styles so that each individual has the opportunity to learn using their own preferred learning style. Provision also needs to be made for the sharing of ideas and concepts by the use of talk which is vital if effective learning is to take place (Arthur Cremin, 2010). In terms of learning, the three main things which were found to influence pupil progress were teaching skills, professional characteristics and the classroom climate (Haymcber, 2000). For learning to be effective in the classroom children need the opportunity in all of these areas to learn using their preferred learning style so teachers must be aware of the children in their class and use a range of strategies to promote effective learning. Essentially, effective learning can be defined in the context of this essay as being the most efficient way of concepts and knowledge being assimilated by the child. Reducing Teacher Workloads The primary expectation of the NWA was that the increase in teaching assistant numbers would release teachers from their clerical tasks so that they could focus on teaching and increasing standards (Blatchford et al, 2012). Butt Lance (2009) found that teachers agreed that their workloads had been reduced by 79% in 2009 due to the increase of teaching assistants who took over many of the clerical day to day tasks. Teachers were also found to consistently describe teaching assistants as having a positive effect on their job satisfaction (Webster et al, 2010). In school X the class teacher in Year 5 routinely commented on the benefits of having a teaching assistant in the classroom. She also described the teaching assistant as being worth her weight in gold. This was due to the amount of clerical work that the teaching assistant took away from the teachers role allowing her to do more teaching. This indicates that teachers are, therefore, able to concentrate more time on effective tea ching and planning for different learning styles which in turn maximises pupil learning. However, other research has not found this to be the case (HMI, 2002). HMI (2002) found that teachers workloads had actually increased as a result of having the responsibility for planning for the teaching assistant and managing them. In school X the teaching assistant in Year 6 was responsible for noting evidence of childrens talk for assessing pupil progress (APP) during the lesson. Although this allowed the teacher more freedom to focus his energies on teaching and planning for the lesson he also had to plan in extra time to meet with the teaching assistant so that they could discuss the progress and next steps for specific children. In this instance although the teaching assistant was meant to be freeing up time for the teacher by taking away some of the clerical tasks the teacher was, in fact, having to create extra time to review and reflect with the teaching assistant. Therefore, this see ms to go against the NWAs aim to reduce teachers workloads. The Presence of Teaching Assistants in the Classroom There is also research available that indicates that the presence of a teaching assistant in the classroom has a positive impact on pupil learning as they become more focused and there is a general reduction in the amount of teacher talk dealing with negative behaviour (Brown Harris, 2010 and Blatchford et al, 2009a and Bassett et al, 2011 and Webster et al, 2010). Blatchford et al (2007) found that more attention was paid to the teacher when a teaching assistant was present in the classroom. This in turn led to more individualised attention from the teacher when the teaching assistant was present and more on task behaviour. Although not directly related to maximising pupil learning it does suggest that when a teaching assistant is present in the classroom there is more on task behaviour which in turn leads to a better learning environment (Blatchford et al, 2007). In school X the class teacher felt that the role of the teaching assistant was primarily to deal with the behaviour of the most challenging pupils so that she could teach the rest of the class. In this scenario the teaching assistant was maximising learning for the rest of the class by allowing the teacher to continue teaching without any disruptions to the lesson. However, this is only one example of how teaching assistants are utilised in class and not all schools would necessarily use their teaching assistant in this way. Brown Harris (2010) also support the idea that teaching assistants increase attainment levels as they found a positive correlation between the increase in teaching assistants in schools and rising attainment levels. However, the study primarily looked at the relationship between expenditure on staff and changes in attainment without considering other external factors which may have influenced the results (Brown Harris, 2010). In contrast, Finn et al (2000) and Reynolds Muijs (2003) both reported that there was no effect on pupil learning when a teaching assistant was present in the classroom. It could be argued that although the presence of the teaching assistance has an impact on the learning environment how they are deployed and utilised in the lesson is what really impacts on maximising pupil learning. The Individual Child Although not always the case, teaching assistants are generally allocated to a particular individual on a one to one basis if they have SEN or behavioural issues (Webster et al, 2010). An overview of the literature by Farrell et al, (2010) suggests that teaching assistants can have a positive impact in raising academic achievement of groups of pupils with learning difficulties provided that they are deployed and trained effectively. Alborz et al, (2009) and Blatchford et al, (2009a) both support the suggestion that teaching assistants are essential for the integration of SEN pupils within mainstream schools. Alborz et al, (2009) found that out of the 14 studies four showed that teaching assistants have a positive impact on SEN in maintaining their engagement and supporting them with communicating with peers. This links into Maslows hierarchy of needs as the teaching assistant may be providing the child with the emotional support such as raising the childs confidence and self esteem. The teaching assistant therefore plays a vital role in the childs development as the child can only move onto the next stage of higher order learning once the other stages have been met (Maslow, 1943). In addition, Woolfson Truswell (2005) assessed the changes in attitudes of pupils rather than solely looking at attainment levels in a small scale sample and found that the teaching assistants enhanced the quality of learning experiences and had a positive impact on the personal and social development of the children. This can be explained partly by Maslows hierarchy of needs as the child is receiving the emotional support that they require to move on to higher order levels. Some children may find working in larger groups or speaking out in front of others difficult and the teaching assistant can help to support and encourage them to engage in the lesson. This, therefore, allows the child to access the lessons and in turn encourage their learning by becoming more confident in their o wn ideas. Teaching assistants also provide increased attention and promote a more active role in the interaction of questioning by the teacher. The teaching assistant can also increase whole class engagement during lessons and maximise the learning outcome of the lesson. In this way the teaching assistant is assisting in the scaffolding of the learning by providing a more knowledgeable other that the child can interact with (Bruner, 1986). This extended interaction between an adult and the pupil also provides an enhanced opportunity for learning. As Vygotsky says, what the child is able to do in collaboration today he will be able to do independently tomorrow (Vygotsky, 1978, p.  211). This supports the notion that by being supported by the teaching assistant and having the extended interaction they will be able to develop their learning so that eventually they will be able to carry out the task unaided. In contrast to this, Alborz et al, (2009) suggest that in some cases there was too much reliance on the teaching assistant and this undermined the opportunity for self determination. Much of the research available indicates a negative trend for those children that receive extra support compared to similar children who had less support (Blatchford et al, 2011 Giangreco Broer 2007 Giangreco et al, 2005). In this case it is difficult to determine what similar means especially as research has shown that everyone has a different learning style. Therefore, the research may have been comparing children who actually had different learning styles which may explain the trend. In other studies children who had one to one support were found to be over reliant on their teaching assistant for support and assistance with their work (Giangreco Broer, 2007 Giangreco et al, 2005). Vincett et al, (2005) went on to describe the relationship between the teaching assistant and the child as Velcro syn drome (Vincett et al, 2005, pg.5). The presence of the teaching assistant on a one to one basis may, lead to less effective learning as the presence of the teaching assistant reinforces to the child that they are different and are in need of additional support. Instead of maximising pupil learning it appears that working on a one to one basis reinforces to the child that they are only able to work at this one level. The lack of pupil progress can be explained by Bruners theory of scaffolding which is based on Vygotskys premise that learning is socially constructed (Vygotsky, 1978). The scaffolding process refers to the assistance of support that enables a child to complete a task which they are unable to manage by themselves (Bruner, 1986). It is important that the teaching assistant who is assisting the child in carrying out the task removes the support so that the child can function independently. It could be argued that although teaching assistants are providing the necessary sca ffolding for the child to complete the work they are unlikely to remove the support and allow the child to become independent as they are more concerned with the quantity of work that is produced rather than the process of learning. In some cases and particularly in school X the teaching assistants were more focused on the quantity of work that was completed rather than the learning and thinking skills that were taking place. During a maths lesson on mental subtraction strategies the teaching assistant advised a group of children to use the written method so that they could get through the work quicker. In this case the teaching assistant, although trying to be helpful, undermined the learning that the teacher was trying to promote. In this example the teaching assistant did not effectively maximise pupil learning but instead created a barrier to their learning by providing them with a quicker solution rather than scaffolding their learning. When children are working on a one to one basis with the teaching assistant there is also less contact time between the teacher and the child. The child working on a one to one basis is therefore missing out on important interactions with the teacher. Blatchford et al, (2009b) found that the amount of contact time with the teacher declined when teaching assistants were present. This may hinder academic progress as they are not getting the teacher talk which is very important in learning. However, those children that are assigned a teaching assistant are generally more in need of assistance than those who are not assigned one and this may explain why even with support they are not progressing as well. In addition, Fraser Meadows (2008) found that children view the role of a teaching assistant as useful and important to their learning because they help them with their work and are able to explain things more clearly to them. Fraser Meadows (2008) also found that those children who di d not work directly with the teaching assistant found that the teaching assistant improved the teaching in the classroom as it freed up the teacher to do more teaching with other groups. In a sense teaching assistants are maximising the learning for the other children in the class by allowing the teacher to focus more attention on the rest of the class. Webster et al, (2011) put forward the wider pedagogical role model to interpret results of teaching assistants and their impact on pupil progress. Teaching assistants can unintentionally separate the pupil from the teacher and although they receive interactions from the teaching assistant they are not always of the same quality as that of the teacher (Webster et al, 2011). In the study by Webster et al, (2011) teachers were found to open up talking situations and to provide an environment which allowed questioning whereas teaching assistants more commonly closed down talk. This is of great concern as Wilkinson Silliman (2000) point out To a great extent the language used by teachers and pupils in the classrooms determines what is learned and how learning takes place. (Wilkinson Silliman, 2000, pg.37) Teaching assistants are not as highly trained as teachers in the pedagogy of talk and these interactions and the quality of talk that children receive is very important in maximising l earning. Although there are clear benefits of assigning children to a teaching assistant so that they are able to access the curriculum, the support can sometimes be restrictive. It is clear that teaching assistants should be carefully considered when working on a one to one basis with a child and be well trained and deployed so that they can maximise the childs learning effectively and not unintentionally restrict their learning. Pedagogical Role Research has shown that teaching assistants are spending an increased amount of time in a direct pedagogical role with children in the classroom (Blatchford et al, 2011 and Blatchford et al, 2009a and Blatchford et al, 2009b and Butt Lance, 2009). Rubie-Davies et al, (2010) reviewed the nature of talk between teaching assistants and children and compared it with the nature of talk between teachers and children. The analysis was general and only included a small sample but it did show that there were some similarities in the type of talk experienced by children. However, it also showed there were some major differences in the type of talk. While teachers spent time explaining concepts and questioning children, teaching assistants tended to provide the pupils with the answers and in some cases completed the work for them (Rubie-Davies et al, 2010). In this case teaching assistants are not allowing the child to maximise their learning by building up their own thinking. The research als o indicates that that the dialogue between the teaching assistant and the pupil is more concerned with the communication of knowledge rather than allowing pupils to come up with their own thinking (Rubie-Davies et al, 2010). This dialogue does not allow the sharing and development of ideas which children require so that they can build their own personally constructed ideas. Teachers on the other hand tended to engage in more dialogic teaching which allows the pupil to engage in thinking (Rubie-Davies et al, 2010). Alexander (2008) has clearly stated that talk is arguably the true foundation of learning. (Alexander, 2008, pg.9) If this is the case then it is clear that teaching assistants need to be better trained in effective talk so that they are promoting learning through discussion of new ideas rather than closing down talk. During a science lesson in school X the teacher used higher order questioning to engage the children in dialogic talk. The teacher also scaffolded the talk b ut as the children began to come up with their own concepts and ideas he took on a more passive role in the talk. This links in with Bruners concept of scaffolding as understanding and learning can only be attained with the guidance of a more knowledgeable other, which in this case was the teacher (Bruner, 1986). On the other hand, the teaching assistant was more concerned with correcting the childrens misconceptions and gave them the answer to the question rather than letting them talk to each other and to eventually construct their own thinking. Group Work Teaching assistants that work with small groups allow the teacher to provide differentiated and targeted learning support in the classroom. This therefore allows all the children to maximise their learning as every group is being encouraged to achieve their potential. In many cases teaching assistants are generally found to be placed with the lower ability groups and these children spend less time being taught by a qualified teacher (Ofsted, 2010). A report by HMI (2002) stated its concern over the very common problem that the least qualified people are often working with the most demanding pupils and that teaching assistants are rarely used to support and challenge the higher attaining pupils. At school X the higher ability and middle ability groups worked periodically with a teaching assistant who had excellent subject knowledge in maths to extend their learning. The teaching assistant was therefore, maximising pupil learning by extending their knowledge further than the teacher wa s able to provide. When teaching assistants are well trained and are effectively deployed they seem to be effective in raising standards. Intervention Strategies Intervention strategies are frequently used in schools to assist children in attaining better attainment levels in the core subjects of English and Maths. These intervention strategies are most commonly run by teaching assistants. The Ofsted (2010) report indicates that teaching assistants who were well deployed and trained properly made a difference to pupil learning when they provided intervention programmes. Alborz et al, (2009) also agrees that teaching assistants make a positive contribution to maximising pupil learning in learning literacy and language. However, these surveys were of a small scale and are therefore not a fair representation of all teaching assistants. Intervention programmes are generally run during other foundation subjects and the children are therefore missing out on other areas of the curriculum so although the intervention programme may maximise their learning in that particular subject it actually prevents them from accessing other areas of the curriculum . At school X the children were removed from science to do their intervention programme for literacy. Despite the children getting better APP levels in literacy as a result of the intervention programme their APP levels in science dropped and this was most likely due to the fact that they were missing the majority of the science lessons for the literacy intervention programme. However, although their APP levels increased in literacy it could be argued that this was down to the teacher making sure that what was learnt during the intervention was then consolidated in the lesson to maximise the learning rather than solely the intervention run by the teaching assistant. The conceptual framework model (Todd Powell, 2004) can also be used to expand on this idea as the child does not have access to the whole curriculum and therefore does not have all the elements available to enhance their behaviour to learn. Without these in place the chid is therefore not able to maximise their learning . Intervention programmes are clearly important for those children who require additional support in English and Maths, as without them the children would not reach expected levels. Removing the children from the class for the intervention programme also means that the teaching in the class can focus on the ability range and deliver effective learning. In turn this maximises learning for the children in the class as the intervention programme reduces the class size, therefore creating an alternative to reducing class size (Reynolds Muijs, 2003). The smaller class allows the teacher to focus the teaching at the ability level in the class and therefore gives the children more direct and focused learning. It is clear that the most effective intervention strategies do not see intervention in isolation from the lesson but look to consolidate and develop what has been learnt in the intervention into the classroom (Ofsted, 2010). When teaching assistants are effectively prepared and deployed they are able to offer effective learning opportunities in intervention programmes. Conclusions Current research on the role of teaching assistants and pupil learning suggests that the presence of teaching assistants does not improve pupil learning. (Blatchford et al, 2007) However, Blatchford et al, (2007) warn that we should be careful not to suppose that teaching assistants do not have a role to play in pupil learning as it is not always easy to assess the subtle impacts on learning and the attitudes to learning that result from the teaching assistant being present. When teachers and teaching assistants work in partnership they are able to create an effective learning environment for children. It is important that with the changing role of teaching assistants to a direct pedagogical role that they are trained and deployed effectively so that they can successfully contribute to maximising pupil learning. It is evident that more research is needed in this field especially due to the increased number of teaching assistants present in classrooms. There also needs to be a more clearly defined boundaries between the role of the teaching assistant and the teacher as these boundaries are becoming more blurred (Butt Lance, 2009). In addition, teaching assistants and teachers need more non contact time to plan and reflect on lessons together so that they are able to clearly define and clarify the roles and responsibilities during the lesson (Butt Lance, 2009). It is also important to have the reflection as to what strategies are working in providing max imum learning and whether there are other strategies which may be more efficient. Finally, research and reviews have shown that the increase in teaching assistants needs to be carefully managed so that they can successfully fulfil their role and provide excellent learning opportunities for children. When teaching assistants are prepared and deployed effectively they are able to extend and develop childrens learning. However, whether they effectively maximise pupil learning is an ongoing debate. What is clear from the research is that teaching assistants are taking on a more pedagogical role and if they are to be effective in maximising pupil learning they need to be well trained in the pedagogy of teaching. Word count: 4692