The Physical Education Teacher’s Role free essay sample

This essay will discuss the roles of a teacher in Physical Education, how their motivational practices and teaching styles can influence lifelong participation, how the different key stages of the National Curriculum for Physical Education (NCPE) affect the role of a teacher in their aims aim to promote health and lifelong participation, as well how government strategies have affected teacher practice. Although there is no specific for Lifelong Participation (LLP), Vanreusel (1997) suggests the basis of participation can be described as an activity that raises pulse and is enjoyable in nature. By continuing this from early childhood all the way through to adulthood and the later years of life, it establishes the lifelong link with participation in physical activity. A Physical educationalist can help promote a healthy active lifestyle and recruit people to the notion of participating for the rest of their lives by providing quality teaching and essentially through the use of motivational theory, which shall be touched upon later in the essay. We will write a custom essay sample on The Physical Education Teacher’s Role or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Many people group physical activity and physical education together. Physical activity is the movement of bodily parts that result in heart rate increase and expending of energy. There are differing types of physical activity, such as low, medium and high levels of intensity. These can be further grouped in to the type, such as individual and team based or recreational and competitive (Shimon, 2011). Hilton and Bramham (2008) propose physical activity can constitute non-sporting alternatives that still provide pleasure and fitness gains, such as walking the dog or gardening. They finish with the notion of sport and exercise being two ‘significant and meaningful forms of an overarching, generic concept’ (Hilton and Bramham, 2008: p167). In essence, it is a teacher’s role to maintain high levels of physical activity throughout a session, whilst also educating students through the physical. As cited in MacNamara et al. (2011) the UK Department of Education and Science pronounced in 1992 that promoting physical development and capability that ensured lifelong involvement via competitive and non-competitive physical activity was physical education’s purpose. Using the work of Shimon (2011) to help define Physical Education, he proposes by using physical activity as a process of learning, we mature the mind and body. Physical education plays a part in the holistic educational progression by aiding the development of children and adolescents in a physically active environment. Jenkinson and Benson (2009) summarises the subject of physical education, suggesting it is a tool to provide opportunities for learning of the physical and through the physical. It is also instrumental in developing domains such as psychomotor and cognitive. Shimon (2011) articulates that physical education is the only area of a school curriculum that focuses on lifelong skill acquisition and development. In addition to this, because the importance of quality instruction within the school setting has now intensified, the occupation should not be taken lightly. It is recognised that school based physical education programmes are pathways for children to acquire knowledge to lead healthy and active lifestyles (Wuest, 2006; Gao, Lee and Harrison, 2008). Teachers have a mandatory two hours a week of physical education that is expected to be high in quality. This can be achieved by engaging students’ personal emotions, resulting in intrinsic motivation to absorb knowledge and thrive in the learning environment. By providing a positive environment, it impacts on student’s motivation to continue involvement with sport and physical activity. NCPE The introduction of the National Curriculum for Physical Education in 1992 is seem as the biggest attempt of change to school based physical activity in England and Wales (Curtner-smith et al, 2001). Reasons for this relate to a shift in governmental thought in the direction they wanted physical education to head in. Previously, physical education was about improving athletic ability, a more military style approach. This meant that teachers predominantly required a good skills knowledge-base, with the primary role of helping students throw further, jump higher and run faster. A shift in focus meant teachers were being asked to develop students holistically, such as improving personal, social and communication skills (Mawer, 1993). The role of a teacher had altered due to the change in emphasis, and was now required to involve students in decision making processes, as this could help such cognitive abilities such as problem solving (Goldberger and Howarth, 1993). By helping the students appreciate the knowledge being passed on to them, it can have a positive effect regarding extra-curricular participation, potentially resulting in a festering love for sport and activity that will last a life time. Curtner-Smith et al (2001) argue that after a few years, the government intervened with the aims of the NCPE, which differed from views of the original task force and had now opted to head back towards a more performance based agenda. With another change in emphasis, confusion could be caused for teachers. Assuming teachers had made efforts to evolve their thinking and styles concurring with the new roles implemented by the original NCPE, this move could have triggered frustration for the teaching public. Despite these assumptions, data collected in two separate studies by Curtner-smith and colleagues (Curtner-Smith et al, 2001 and Curtner-Smith and Hasty, 1997) had shown the introduction of the NCPE had little or no effect on teaching behaviours. Direct styles of teaching remained common-place during the starting years of its implementation. This suggests that the sample of teachers had failed to adapt their roles for the benefit of their students. A central theme within the curriculum has been to encourage teachers to plan, deliver then evaluate sessions. This allows for critical reflection of performance. Teachers can assess what they are doing right, in terms of promoting the aims of the NCPE, and also where they are going wrong, i. e. are the students not engaging? Does the learning environment have the right ‘motivational climate’? Teaching styles Teaching styles in physical education found distinction thanks to the ‘Spectrum’ model proposed by Mosston (Mosston and Ashworth, 2002) many years ago. Mosstons Spectrum has been highly successful in underpinning the conceptualisation of teaching styles in many PE domains across the western hemisphere (Sicilia-Camacho and Brown, 2008). The ‘Spectrum’ was a timely notion as the need for a model on teaching styles was emphasized by Mawer (1993) after the inception of the newly formed NCPE in 1992. He suggested that a variety of approaches to teaching were required as teachers were now required to form professional relationships built on respect and coherence however primarily because of the terminology used in NCPE policy texts, which included â€Å"‘setting goals,’ ‘exploring and selecting outcomes,’ ‘refining’, ‘adapting’, ‘improvising’, ‘describing’, ‘comparing and contrasting’, ‘analysing’, ‘judging’ and ‘reviewing’† (p. ). With a broader scope of achievement for pupils, styles differing from those previously more reproductive in nature (teacher-centred) required evolution to a more productive in nature (learner-centred) (Curtner-Smith et al, 2001). Failure to implement such procedures could have resulted in the probable inability of a) teachers to facilitate the required learning wanted by the government, because of a more autocratic approach, where teachers would tell, shout and demand things from a student rather than ask questions regarding improvement or improvisation, and b) pupils to achieve the personal and social skills, as well as problem solving abilities proposed by following the NCPE (Mawer, 1993). Hall (2004) suggests that having a PE department geared towards the same goals and outcomes regarding the ‘Why? ’, ‘What? ’ and ‘How? of PE teaching will lead to a successful educational programme because of the understanding teachers garner for their roles. These practices form high standards of teaching and help provide year on year continuity in classrooms, sports halls and playing fields throughout many schools that have optimised these ideals. Methods of providing high quality, inspirational teaching in the physical environment consist of non-stop, challenging and enjoyable activities. Teachers who appreciate the important part they play in a child’s education can help form confidence and motivation in youths, which provides a platform for lifelong participation. If children are to reap the benefits of a healthy active lifestyle during our school years, in to the remainder of their adult life, Caune et al (2012) view it as an important factor that schools and teachers establish a lasting impression regarding the significance of lifelong participation to students. This is achieved by teachers educating and motivating students to engage in term-time physical education as well as extra-curricular activities, which can help prepare them for a life of physical activity (Corbin, 2002). Methods of further involvement for the recommendation of extra-curricular activities can be simply asking students if they are currently participating in any. Also, by researching local sports teams and opportunities to become involve in extra physical activity, a small bulleting could be produced and introduced to students, providing contact numbers or websites, thus allowing them to take responsibility of the situation regarding participation. These club links can provide greater positive exposure to sport, motivating young people to remain in physical activity after they have left school. Motivation When looking at lifelong participation, it is simple to see the underpinning philosophy of what is required from a person to participate in an activity for the duration of their life, motivation (Caune et al, 2012). Concerns have been raised over the past decade or so, regarding the low level of physical activity participated in by the younger public. As a result, the motivation of students has come to the forefront of investigative research, prompting many scholars to look at the setting of physical education (Caune et al, 2012). While Roberts (1992) offers a complex definition, suggesting that â€Å"motivation and achievement behaviour are manifestations of cognitions and thought processes within dynamic social contexts† (p. vii). A more user-friendly definition is provided by Shimmin (2011), that motivation are the feelings of want and desire that push us to act on something. By applying this to physical education, he then draws on many factors that can influence a student’s reason for participation; interest in a task, belief in own ability as well as striving to improve ability are but a few. Furthermore, the numerous identities possessed by young people indicate learning can be achieved in a variety of ways and means (MacDonald, 2002), thus requiring many different strategies to provide the environment to do so for each and every child. Learning and motivation go hand in hand. When motivation is provided by a teacher within the learning environment, it facilitates engagement. While it is impossible to make people motivated to learn, it is possible to affect the ‘motivational climate’ of a learning environment using motivational theories and strategies (Shimon, 2011). Physical educationalists should always remain enthusiastic, engaging and confident. A teacher lacking in confidence will be the demise of all thoroughly planned sessions, clearly because a student will have little or no faith in what he is being told by his teacher if they are not seen to be confident in their delivery. By assessing the situation and monitoring how your students are engaging with your lessons using a certain theory or strategy, you can plan sessions and alter feedback and body language to suit the needs of individuals, thus potentially increasing motivation. Theories can be considered as a toolbox, where by if you identify a problem, you can go back to the toolbox (theoretical framework) and provide a solution with the available tools. Self-Efficacy Self-efficacy is a motivational theory related to expectations, which is situation specific. When considering a task in hand, students consider confidence in their own ability before undertaking a task. Roberts (1992) speaks about adaptive and maladaptive achievement behaviours in this strand of motivational theory. When weighing one’s situation up, if they consider their ability is high enough to achieve a positive outcome, then adaptive behaviours occur. This is where individuals are fully committed, consider the task worthy of effort and will persist until completion. Maladaptive achievement behaviours occur at the opposite end of the confidence ladder. When fear of failure, due to perceived ability, is rife students usually avoid effort and perseverance. This is critiqued and applied concisely by Gao, Lee and Harrison (2008), who give key factors behind how self-efficacy is produced. They suggest the procedure is a complicated cognitive process of four key areas; past mastery experience (have I been successful with this action before? ), vicarious experience (am I as capable as the person I am seeing complete the task? ), verbal persuasion (Is the teacher breeding confidence in me? Using positive reinforcement and/or attribution theory), and somatic, emotional states (is the student feelings anxious or nervous about the situation or in the environment? ). The model combines the managements of confidence and expectations. Analysing the concluding paragraphs of Gao, Lee and Harrison (2008) I can summarise that by applying theory to practice and creating realistic yet relatively high expectancy goals for individuals can avoid creating a sense of incompetence. To differentiate for a mixed ability group, it would be sensible to have a low starting threshold, where success is guaranteed, thus giving every child positive past mastery experiences (the starting point of self-efficacy). Using a student with low ability for group demonstration can positively affect a whole class, as it breeds confidence in that individual, as well as impacting the vicarious experiences of the rest of the group. For stimulus response to be effective, praising students is not enough. It is imperative that value is added by specifically stating how they achieved success, such as â€Å"that was a good jump because your knees were bent and then you drove through your heels and fully extended your knees and hips†. By stating the positives outcomes at the start of a program which students are about to commence, it can help develop a vested interest, adding perceived value to task or outcomes. It is important to realise that motivation is borne from self-efficacy, not vice versa. Government Efforts Green (2002) infers efforts in the UK made by the government to encourage lifelong participation and promote health, the supposed main role of school based physical activity, are visible by way of policies produced from the government (see, for example, DOH, 1999; NAO, 2000). This is backed up by Flintoff’s (2003) assumptions that since the start of the 1990’s, the younger public has had an emphasis progressively placed on them regarding UK sport policy. The early 1990’s reoccurs as a turning point in the government’s emphasis towards sport in schools, with Collins and Butler (2000) proposing no real investment had been made before this time, reverberating solid policy commitments from the Labour government with both Major and Blair at the helm. Flintoff (2003) also states the reasons for this as being a rise in levels of childhood dormancy, resulting in issues such as obesity. The government further acknowledged that an interest in other activities outside of sport and physical activity are an important factor behind drop-out rates and increasing levels of inactivity (DCMS and Strategy Unit, 2002). Coupled with a shortage in international success, the government has reacted by aiming an excess of policies and initiatives geared towards young peoples and increasing their participation levels. They have also produced announcements which commonly refer to PE as vital in educating and providing prospects for young people to gain independence in activity for the rest of their lives (Harris and Penney, 2000). Houlihan (2000) argues the value of producing so many policies and initiatives, as this has led to the saturation of ‘policy space’. He suggests that public policy is now a congested field, where each member is challenging for position over implementation of future issues. Another significant implication of ‘policy space’ progressively running out, it can lead to issues of individual policies becoming inter-reliant, whereby the effects of one policy can produce implications for the functioning of other policies (Houlihan, 2000), having an adverse effect on achieving their aims, which in some cases are increasing lifelong participation. One such policy, the School Sports Co-ordinator (SSCO), was a multi-departmental design. It linked with the Government’s efforts to create combined thinking, â€Å"in this case between sport (the Department of Culture, Media and Sport, DCMS) and education (the Department of Education and Skills, DfES)† (Flintoff, 2003. p232). The purpose of the role was to create opportunities in sport, by developing links between the physical education delivered in schools and the local sports clubs belonging to the broader community. The government has made efforts to bring teachers to the forefront of developing the strategies for SSCO, which appears a sensible decision, as they are the deliverers on the front line of the initiative. If the School Sport Co-ordinator programme is to achieve the aims set out, then professionals taking the post will require adequate knowledge of young people, the different motivational practices and be able to positively change attitudes towards physical activity (Flintoff, 2003). When given greater opportunity to experience a wider range of activities during younger life, this can have a positive effect in increasing lifelong participation as I shall look at in the next section. Early learning experiences Work from Kirk (2005) debates that while early learning experiences are critical to continuing involvement in physical activity, only a select few groups of the population are exposed to quality experiences in both schools and community clubs. Those lacking exposure to such experience range from youths with a lower socioeconomic background, girls and the young disabled. In contrast to young people from a higher socioeconomic background, boys and the able bodied, the aforementioned groups miss out on quality experiences, potentially affecting introduction to a rich volume of sports and activities that could impact lifelong participation. Kirk (2005) later suggests primary schools are inadequately equipped to give children the competency, insights and inspiration to progress in to secondary schools with the ambition to be involved in sports for the rest of their lives. A lack of quality early learning experiences in primary schools leaves little chance of the specialist PE teachers in a secondary school to impact on young student’s transition of learned knowledge to adults positively. Green (2004) reiterates Kirks (2004) thoughts that the PE, School Sport and Club Links strategy (PESSCLS) strategy ultimately failed, i. e. failed to raise participation rates of youths and linking school sport to outside clubs, due to the powers that implemented the role never had a solid research base from which to create an agenda for the position. Therefore teachers in the position were never fully able to fulfil the roles that they potentially never realised they were given. Consequently, the large scale investment by the UK government only had marginal bearing. Because of this, achieving the desired outcome of impacting on the bulk of the school-age population’s, through the use of teachers in a community based role, continuity with lifelong physical activity was debatable. Fairclough, Stratton and Baldwin, 2002) It is widely believed that active participation in sports during youth is an important prerequisite for adult involvement in sports (Yang et al, 1996; Green, 2010; Vanreusel et al, 1997). A quantitative study from Scheerder et al (2006) indicated that sport experiences and social background characteristics only partially explain the sport participation behavior of adults, whereas participation during adolescence is a better predictor of adults involvement in sports than educational level or arental socioeconomic status In the sports socialization process. Twilight adolescent sports involvement, along with the school program in which an adolescent is involved, appears to be a central role in the involvement of sport during later life. It is shown age is a significant factor of participation levels in physical activity, with national statistics suggesting there is a heavy decline when reaching the age of 45 and beyond (ONS, 1999). In spite of this, a notably active minority of over 45’s remain committed to vigorous physical activity well in to later life and for the remainder of their good health. Green (2010) suggests this can be attributed to a positive childhood participation in physical activity, usually deriving from a school’s physical education programme, and the impact of the deliverers. These past tendencies are a good evaluator of how a person will participate during later life (Roberts, 1996) Socialization Vanreusel et al (1997) offer insight to the long-term socialization process within sport, suggesting it is an on-going and complex process. Yang et al (1996) cites school as early starting point for this process, acknowledging the evolution, leaning and ingestion of skills, values, norms, self-perceptions, identities and roles. This suggests that primary school teachers, who are not specially trained for delivering physical education as a subject, will be a catalyst for the levels of activity or inactivity of their students. It can be argued that involvement in sport is not just a starting point of sport socialization but can be considered a by-product of it. Longitudinal studies (Vanreusel et al. 1997, Yang et al, 1996) have shown that strong links exist regarding the amount of physical activity during childhood and early teen years directly correlate with levels of physical activity in to adulthood. They also propose that the definitive years, that impact the sport socialization process, are the late adolescent years (16-19). This data then shifts the emphasis towards the importance of secondary school PE teachers, who are directly trained to deliver the subject of physical education, and the important role they play in the lifelong participation of the students they engage with on a weekly basis for a substantial amount of time, usually 5 years. Patters of inactivity are formed in this period that follow people throughout the rest of their lives (Vanreusel et al, 1997). Seefeld, Malina and Clark (2002) propose that ersisting with the extensive socialization process that ensues when involved with sport and physical activity during childhood and adolescence can be credited towards adult participation. They also discuss that persistence should not be on a sole of few activities, but a wide range of activities. It is the richness of early learner’s sport socialization that is important. This array allows a young person to experience many different actions and environments, usually provided by the PE teacher, which permits choice. This is where it becomes the teacher’s responsibility to provide exposure to many different sports. Although the NCPE provides guidelines on what should be taught, competent teachers are in a position and should possess the ability to differentiate activities and relate obscurer sports to more mainstream ones (Bocarra et al, 2008). The transition between adolescence and adulthood is a predominantly decisive time in relation to lasting participation. Roberts and Brodie (1992) support this with claims that as we reach adolescents and progress through to adulthood, lifestyles lean towards a reduced number of favoured pastimes that have been retained, increasing pressures on teachers to be a catalyst for lifelong participation. Conclusion After discussing at length the roles a physical education teacher plays in promoting lifelong participation and active lifestyles, as well as factors affecting their potential to do so, I can conclude that PE teachers play an extremely critical part in the facilitation of lifelong participation. There have been disputes over the effectiveness of physical educationalists in the UK regarding the success of promoting lifelong participation. Kirk (2002) claims very little evidence exists suggesting lifelong participation has been promoted during the time in which a national curriculum has been provided. Further to this, Kirk (2002), cited in Green, Smith and Roberts (2005), places blame towards a lack of similarity regarding the predominantly sports orientated physical education programmes and the lifestyle activities of adults. This is contended by Green, Smith and Roberts (2005) who say it is apparent in nature that sport and physical activity is engrained in present-day youth culture, citing the use of physical education programmes and the range of activity provided by the teachers that have developed comprehensive sporting repertoires and how this as helps promote healthy lifestyles. As touched upon earlier, motivation is another important subject, as it forms the basis behind all actions and desires that consistently appear in somebodies life. I have cited the motivational theory of self-efficacy as an ideal framework in which to build upon. By positively impacting the self-efficacy of a student, via the four components I mentioned earlier (past mastery, vicarious experiences, verbal persuasion and emotions), it can develop the intrinsic motivation required for prolonged engagement. Despite all the other sections of this essay I have critiqued towards the role a physical education teachers plays in promoting lifelong participation and an active lifestyle, I place motivation at the top of the totem when analysis the factors towards lifelong participation.

First Person Indentured Servitude Essay †Creative Writing

First Person Indentured Servitude Essay – Creative Writing Free Online Research Papers First Person Indentured Servitude Essay Creative Writing I would agree to travel to America as an indentured servant because my life in Europe is not going well. My life is bad because my father has recently died leaving me as the last living member of my family. In my country, I often see painful reminders of him everywhere in the cold and lonely streets. I am no greater than a commoner and have no land thus no social standing what so ever. Going to America as an indentured servant would give me free passage to the country in return for my services for a period of my life in which everything would be arranged for me. I wish to leave my country because I have no family left and no job. During the cold nights I am surrounded by murderers and petty thieves as I sleep on the street and in bake alleys. If I had one pound in my pocket, I would be dead in mere seconds. The town I live in is always dirty and I often wake up to find rats eating out of garbage cans on the corner. As an indentured servant, I will be able to buy land. I hear the colonies give it to anyone at a reasonable price. This will raise my social standings since it is judged by how much land a man owns. It will also bring me respect, which is something I have never had and something I have always craved. I have heard some past indentured servants have even joined the ranks of the colonies most powerful. Lastly, in America I will be fed, lodged, and guaranteed wages by my master. I will have some say in these matters because he will need me to agree to the conditions on a contract. In addition, I will be guaranteed fair treatment from my master by the colony court system. It will be easier to go as an indentured servant than to try to raise the money my self with no job and no safe place to keep any money. Thereafter my arrival to America I will be able to acquire everything and anything I want in time. It will only take me a small period of my life working fairly for conditions that I have some say in. Also I will get free meals and lodging with wages. In these new frontiers, I will be able to get land at cheap prices gaining me respect and some value in society. Therefore, I will go to America to start a new, better and happier life. I will go in the pursuit of my own happiness. Research Papers on First Person Indentured Servitude Essay - Creative Writing19 Century Society: A Deeply Divided EraThe Effects of Illegal ImmigrationTwilight of the UAWNever Been Kicked Out of a Place This NiceWhere Wild and West MeetCapital PunishmentUnreasonable Searches and SeizuresComparison: Letter from Birmingham and CritoQuebec and CanadaThe Spring and Autumn

Ethics in Management Consulting Case Study Example | Topics and Well Written Essays - 250 words

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Current Trends in the Tourist Infrastructure Development Literature review

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Population and immigration in relation to hospitality market in the UK Essay

Population and immigration in relation to hospitality market in the UK - Essay Example People1st, the Sector Skills Council (SSC) for the hospitality, leisure, travel, and tourism sector, UK, envisages an additional 15,000 new jobs between 2002 and 2012, in addition to the 846,000 replacement jobs lost through labor turnover. AGCAS also believes industry will require 30,000-35,000 trained people at management and supervisory level year on year until 2010. Meeting labor requirement is a perennial problem in the industry. This essay will examine why this sector is not popular with the British local people and why there are so many immigrants in this industry. The rationale for the labor requirement can partly be attributed to the Olympic Games being held in London in 2012 (People 1st). According to Lockwood and Guernier (1990), Travel and Tourism analysts, hospitality sector in the developed countries are experiencing labor shortages and can expect to face greater shortages in the future (cited by Choi et al, 2000). The world has shrunk due to advanced technologies and hence finding labor round the globe is easier than it used to be. Due to globalization and free market economy, the recruitment strategy too has to undergo change. Migration of labor worldwide in the hospitality industry is very common. According to People 1st, 11 percent employers find it difficult to fill up the vacancies, as there are not enough people interested in the jobs. Not many skilled people can be found in this industry, and this is a customer-driven industry. Customer satisfaction in this industry is vital. This sector traditionally recruits a young workforce yet the biggest challenge that this sector faces is that of skills shortages. Skills in this industry range from the unskilled porter to the highly skilled managers. The majority comprises the unskilled staff including the food and bar service staff, semi-skilled including the commercial and clerical staff and the kitchen staff (Choi et al). While

Ethical Dilemma Summary and Analysis

Ethical Dilemma Summary and Analysis Hardeep Kaur   Ã‚   An ethical dilemma is a situation in which often includes a clear mental clash between two things or decisions. In ethical dilemma if we obey one decision than it would bring about disobeying another. Ethical dilemma is also known as moral dilemma. Ethical dilemmas make the situations too difficult. A person has to choose only one way from two of them- a moral or an immoral way. Ethical dilemmas can be seen everywhere in our daily lives. However everybody has their own particular experience towards ethical dilemma. In reality, good values participate in everybodys life. We need to oversee and take a look after our moral values and in addition towards our desires also. There are three conditions that must be available for a circumstance to be viewed as a moral problem. The primary condition happens in circumstances when an individual, called the operator, must settle on a choice about which strategy is ideal. Circumstances that are awkward however that dont require a decision, are not ethical dilemmas. The second condition for moral situation is that there must be distinctive strategies to look over. Third, in a moral situation, regardless of what game-plan is taken, some moral guideline is traded off. As it were, there is no immaculate arrangement. In any case, the ethics of care focuses on the moral hugeness of tending to the necessities of the general population for whom we accept risk; it is in a general sense about associations. Beyond this, the ethics of care is shown as a record of significant quality that adversaries traditional approaches and hypothetical frameworks about consideration on rights, commitments, value, independence and sensible reason. By following good values, individuals make issues and disarray in their life. Everybody has distinctive purpose for the moral issue. For example, social issues, financial issues and emotional issues. In this document, I am going to talk about an ethical dilemma that I faced personally. Education is described as a moral enterprise and many of the professional dilemmas teachers encounter have an ethical aspect. (Ulvik, 2016) I am going to explain an ethical dilemma in my one year of teaching experience. After my IELTS exam, I started teaching in a school as an English teacher. I was a fresher teacher, so I did not knew much about the schools of my area. After few weeks of my job in school, I noticed that the management of the school was really bad. They did not appoint required staff. There were only few teachers in the staff. In Indian schools, students pay fees monthly, they increased the tuition fees after two-three months and did not gave any proper education to students. Parents expected a lot from the school. They expect a bright future of their children, but the future of students was dark in that school. The student- teacher relationship was not good. Teachers did not care about the students. Positive student-teacher relationships are related to students academic achievement and behavioral and emotional adjustment (Sointu, 2016)   I saw that some teachers ask children to do their personal tasks, such as bringing something from the market for them and some male teacher s also asked children to bring food for them from home. I know that schooling system in India is not so good and but it was worse. I tried my best to teach students everything very perfectly. I cannot help those students to get rid of this management because if I will raise my voice or take any action, I can lose my job and it was against my profession, I cannot go against that organization in which I work and if I will not take any action then I will let the future of those children going into dark. So, at that time I had two options, and I chose to keep quiet. But I think that I did wrong. I became selfish at that time. I should think for those children at that time instead of thinking about me. But I was helpless at that time. Ethical dilemmas affect our societal, professional and personal values. I think that the decision I made at that time was good but now I think that it was not good. Many values were affected. Taking the social values in account, teachers are the second person after parents on which a child believes the most. In India, it is said that teachers are the second parent of the children. Teachers are the member of society from which society expects a lot. They are professionally respected and are provided with high level of education. They teach them like the parents, they also protect them if they are in any problem. A student can share his problem with teacher if he hesitates from parents. It is said that teachers cannot cause harm to their students. I violated all these societal values. I became selfish and did not protect my students from that school management. I feel ashamed and guilty now. Beside this, my profession was teaching, a teacher is second parent of students. Education is d escribed as a moral enterprise and many of the professional dilemmas teachers encounter have an ethical aspect. Parents and students trust a lot on the teachers. But because I was in fear of losing my job and I cannot go against the organization in which I work, I violated some of my professional values also. I was unable to maintain that trustworthy band between parents, teachers and students. Even none of them know this at that time, but whenever they will know they will blame every teacher. Apart from this, I personally feel guilty. My personal values were spoiled. The values such as service of humanity, trust which my parents, my teachers taught me were violated. I violated the rules of my religion that we should help everyone regardless of our own selfishness. I cannot forgive myself thinking that I how did not I care for those kids. There are various ethical standards that are being challenged in this situation. Numerous professions all through the ages have set themselves moral rules that express the states of mind and awareness of others expectations that individuals are required to appear towards their work, articulating the basic qualities and rule that they ought to have regarding their calling. The teaching profession depends on the idea of instructors as specialists who have been appointed particular errands by society, which has likewise set them up for such undertakings by furnishing them with the vital state of training. The profession then requests that the delegates chose to play out these undertakings ought to exhibit high moral measures in all circumstances. An exclusive expectation of professional ethics is a standout amongst the most vital assets accessible to educators, controlling their work and their intelligent relations at the expert level. The work of educating ought to incorporate thought and assessment of the morals of ones own objectives and intentions. ln this sense the reason for the present record of an educators expert morals is to classify and advance the feeling of what is morally right that has dependably been a piece of practice a professional level of expert ability. I think that I have violated all these ethical standards of teaching profession. Now I am going to explain the theories and model that I will use to solve this dilemma which I think that I should use at that time. Utilitarianism is the theory that says that an act is right (moral) if it is useful in bringing about a desirable or good end (Thiroux, 2017). There are two types of utilitarianism: Act utilitarianism and Rule utilitarianism. Act utilitarianism says that everyone should perform that act which will bring about the greatest amount of good over bad for everyone affected by the act (Thiroux, 2017) whereas rule utilitarianism says that everyone should always establish and follow that rule or those rules that will bring about the greatest good for all concerned (Thiroux, 2017). In my situation, I should apply utilitarianism theory. To give a better future to students, I should act against the school to bring a desirable and good end. Acting according to act utilitarianism, I should had act against the school to improve the condition of school that will bring the greatest amount of good over bad for students and everyone (like parents and society) affected by that act. Personally, at that time, the decision that I made was good. But I regret afterwards. As rule utilitarianism says there should be some strict rules that should be followed to improve school standards. The ethical decision making model that I will use to solve my ethical dilemma is The Ethical Problem-Solving Model. The first step of this model is identifying the problem or dilemma. The dilemma was that the students were not given proper education in the school in which I used to teach. I was professionally appointed in school as a teacher and I see that students are not given their rights. I was unable to help them because I was in fear of losing my job. Also I cannot go against the organization I work. So this was the dilemma. Second step of this model is to identify potential issues involved in the problem in terms of rights responsibilities and welfare of all involved. The rights and responsibilities of teachers are to help students in every situation, regardless of their own selfishness. So I should help students to gain better education and raise voice against students. Students should be given proper and quality education as if they will be given proper education then the future of country will be secured. It is my responsibility towards the nation and society. I should create awareness among students. It should help them and the society also. The third step of this model is to review relevant code of ethics if they apply. According to me, on behalf of a social worker, a social worker shall respect the intrinsic worth of the persons served in professional relationships with them. So if I apply this to my situation, I should respect the peoples i.e. students, parents, society and nation as well and act on behalf of serving them as best as I can. The fourth step of the model is to review applicable law s and regulations regarding the dilemma. There was right to education act in India that every Indian has right to get education, so according to that they should be given proper education. The RTE Act says that there is the right and access to quality education to all children in India (Kothari, 2016). Although, there are not proper accurate laws relating exactly to the dilemma. But the students as a citizen of democratic nation, have the right to know that they are being discriminated. They are not given proper education. They have freedom to fight for their rights. They have freedom to speak against the school. On basis of humanity, every individual have the right to expose off a bad management or a bad activity harming the society. No organization have the right to spoil the future of the students. They management should be punished and closed. They are spoiling the future of the country not only the students. So, they government should act upon them. The fifth step of the proble m solving model is consulting to get other perspectives about the problem. When I observed the problem in the school, I discussed it with a few of my close teachers and asked about their views on the problem. Most of those said that just dont interfere in anything. Just let go on how it is going previously. The students which were studying from nine ten years in the same school were used to of the situation. They dont think that the system should be changed. A minority group agreed with my decision, but we alone cannot raise voice against such a big organization. The sixth step of the model is to consider courses of action. In this step, as a teacher the courses of action that I can take are, the first thing is that I should aware the students about the bad management and convince them to fight for their rights. I should help and support students in every situation of their fight for rights. Or the other side of this is that I should not speak anything and just watch the future of s tudents spoiled by the management which I did at that time. Despite this, the other course of action is that I should aware the society to protest and start a reform against the schooling managements that they are spoiling the future of the students. I could also go to the head of the organization and warn him or her to improve the situation of the school and the quality of education. The seventh step of the model is that enumerate consequences of various courses of actions. So in this step, is I consider the first course of action, the students will be aware of the problem and they can fight for themselves. If in their future life, they face the same problem they can fight for themselves and against the injustice. It will give students a power and strength to be independent for their rights and justice. The second course of action will protect my job as it already did because I applied it but it is not good to be selfish in any profession. The next course of action was that I shoul d create a feeling of protest in society. It will create awareness in public against bad management. But it will also create imbalance in society. The other course of action was to approach to head of organization and warn them. This will protect the organization from being disrepute. The problem will be solved politely and without any disputes. The last step of the model is decide on best course of action. According to me, awareness in students and helping them to fight for their rights is the best solution. The students will learn to fight for them. They will not accept injustice in their future life if they will be taught to fight against it in the school life. If students will be aware, then these kind of schooling management will fear and will not even think of doing discrimination with students by not giving them proper education. They will fear that the students can take an action against the management. So this action is best one. The other plans can be applied but I dont th ink so that they will be that much effective. In the textbook, chapter 3 values and professional ethics, it lists the core values of social service worker profession that were very helpful in developing the resolution for dilemma. The core values include respect for inherent dignity and worth of persons; pursuit of social justice; service to humanity; integrity of professional practice; and competence in professional practice (Miller, 2007). These are the values listed for social worker profession. But I think that every profession should follow these values. According to me, in this ethical dilemma situation, the teacher should act in accordance to respect the dignity and value of students and expectations of society. A teacher should act in regard to provide justice to students and he/ she should work for providing good service to humanity. A teacher should not tolerate this for his own child so he should not tolerate this for other students of the society. The code of ethics that implies to the situation is that a social worker shall not behave in a manner that discredits the profession of social work or diminishes the publics trust in the profession. So as a teacher, I should help the students and not be selfish. I should not act in a way that publics trust should be diminished. I should act against the school because that would be best for the society, regardless of thinking about the school. And another code of ethics is that a social worker should promote excellence in the profession. So in the situation, the teacher should help the students and create a good example in the profession. It should be a lesson for other teachers also. To conclude, I can say that the decision that I should aware students is the best and if I would had made this decision at that time it could save their future. But I was not this much aware of it at that time.   Students are aware of teachers actually caring about them; they are able to immediately sense hypocrisy and are aware of the differences between snobbish and authentic behavior. The moral impact on students is important with regard to what they can see and hear around them. (Gluchman, 2016) So if I will help students then it will make a good bond between teacher and students and they would respect the teachers. The students of that school thought that the teachers are cruel. But if I will create love and affection in their hearts and a feeling of getting rid of bad management then they will respect the teacher. At that time, I had a little idea to help students, but I never thought to prepare students to protest for their rights. At that time, I was a bit worried abou t students, and a lot about my job. But now I think that we should not be selfish. Student power can do anything. So, if this decision would be made at that time it would be much better. References Gluchman, V. . (2016). Ethical relationships in the teaching profession in Slovakia. Journal Of Educational Sciences Psychology, 01-20. Kothari, J. a. (2016). A battle of rights: the right to education of children versus rights of minority schools. Oxford University Commonwealth Law Journal , 195-218. Miller, P. (2007). Ethical Decision Making. Nelson Education. Sointu, E. T. (2016). Longitudinal associations of student-teacher relationships and behavioural and emotional strengths on academic achievement. Educational Psychology, 457-467. Thiroux, J. a. (2017). Ethics: Theory and Practice. Pearson Education. Ulvik, M. S. (2016). Ethical aspects of professional dilemmas in the first year of teaching. Professional Development In Education, 236-252.

Thurgood Marshalls Fight for Equality Essay -- essays research papers

It was Thurgood Marshall who helped end legal segregation in the United States. He won Supreme Court victories creating transportation for children, which proved that separate but equal, is not equal. Marshall was able to prove to the Supreme Court that separate but equal was not equal by using his legal expertise. Marshall was able to have a more direct influence on society and the way the government was treating blacks at the time. Thurgood Marshall also had the help of lawyer Kenneth Clark to solve the case of segregation. Kenneth Clark conducted an experiment with the colored children at the school. To conduct the experiment, Clark had several baby dolls, some were white, and some were colored. Clark asked the children of the colored school a number of questions such as, ?Which one of the dolls is your favorite or, ?Which one of the dolls is ugly Of all the subjects questioned, 65% of the black children said that the white doll was the nice doll. The majority of the colored children rejected the black doll. This was obviously due to self-esteem issues. A little colored boy was forced to walk several miles home, the school had no money in their budget to pay for a bus for the black school. But, the white school had over 40 buses, which clearly proves that they were being discriminated against. Marshall started a petition and fought for equal rights. The principal of the school for the colored children had his job taken away from him and his house was burned down all because of segregation. The KKK started to threaten colored people. The KKK were doing everything in their power to make the black people feel inferior and to punish them for going against the whites. This event helped the case go to Supreme Court. It was pr... ...rked a turning point in the history. The Supreme Court ruled against the Board of Education and Kenneth Clark. Marshall forced rights to be extended equally from colored school children to full-grown colored individuals. In conclusion the roles of the NAACP and individuals such as Thurgood Marshall, Chief Justice Earl Warren, and Mr. Kelly made history and proved that separate but equal, is not equal. Marshall?s use of the courts led to rulings that judged the discrimination of colored children given equal rights to use a school bus. Clark?s experiment was powerful. It showed that segregation psychologically harmed the colored children. The NAACP worked very diligently on the case. But it was Marshall that was able to have poignant control on the public and the way the government was treating blacks at the time. Thurgood Marshall was truly an American revolutionary.

Every business should be online Essay

The first of the three I am going to discuss is Tesco. Tesco have become a very large household name over the past 50yrs. When the Internet was introduced to the world Tesco was one of the first supermarkets to put a website up. They put images of products on the website and showed everyone their product range. In doing this, their sales went up and they were, yet again, becoming an even larger company worldwide. Seeing that they were able to expand on the web, Tesco made it possible to apply for a membership card online, which proved to be a great success for them. Tesco saw this as a way to ‘get to know’ their market and made sure that they provided the products people wanted. Also it gave Tesco the image of good ‘Customer Relationships’, which was, and still is, a big thing for any major company. As the years went by they brought the idea of online shopping to life. It means that people were able to purchase goods without having to leave the house. You could choose all products they desired and have them delivered to your house. The only catch to the purchases is that you have to pay for the products online with a credit card, which some people are reluctant to do in case someone else gets hold of the details. Since Tesco had grown so much they also started to advertise jobs on the website for different area’s of the world. They have a link on the site, which takes you to whichever country you are in the world. Say for example I chose the English site. It would give me a list of counties then a list of all the Tesco supermarkets in that county. After going through this process it gives a list of job possibilities. This is the home page of the Tesco website. All their products are broken down into categories and then into sub categories that helps you find the shopping you need. If unable to find a specific product or service the website has a search button which enables you to locate what you are looking for. I believe that Tesco made the right decision when putting this site onto the Internet and that they have successfully become the leading supermarket in their Market. Barclays Among others Barclays bank has been one of the longest running banks we know. Even before designing a website they were very popular and have always been that, and in making their website this image has been upheld. Creating a website meant many possibilities for Barclays. It meant that people could look at all the sources of finance available to them if they were starting up a business, loans if they are in need of one, mortgage rates, etc. I managed to find a press release from Barclays website that I think represents how much they are looking out for their customers demands on the net by giving them information about upcoming events that they are holding. The press release is shown below. Barclays has developed a brand-new seminar to help small business owners and managers to boost their sales and marketing power. From April 19 until June 29 the bank will be running a programme of 22 seminars across the country – â€Å"Bright Marketing for Smarter Business†. Barclays research shows that entrepreneurs want to increase the time they currently spend on business development and marketing activity by at least 50% to 12 hours per week. Developing new business ideas and finding new customers are essential for any business and attendees of the seminar will receive a wealth of information, tips and advice on everything from differentiating themselves from competitors through to better understanding customers and how best to attract them. Alison Hopkins, Managing Director of Small Business at Barclays said: â€Å"Good marketing can be the key to success. It is vital to be able to identify and meet the real needs of customers, whilst at the same time remaining profitable. The Bright Marketing seminars provide valuable advice to help small businesses continue to succeed and grow†. The seminars have been developed by Barclays and is being delivered by leading business and marketing guru, Robert Craven. Robert is author of ‘Kick-start Your Business’ and ‘Customer is King’. He is also managing director of The Directors’ Centre, has run his own restaurant, sound recording studio and training company and was formerly head of small business programmes at Warwick Business School. The seminar is free of charge and is open to all small businesses whether they are Barclays customers or not. Businesses who wish to attend Barclays â€Å"Bright Marketing for Smarter Business† can book online by visiting www. business. barclays. co. uk/bb/seminars or call 0800 028 4002. By allowing the public view press releases on the Barclays website it gives customers an idea of what Barclays are doing with their time and how they try to help everyone they can. Not only has Barclays accumulated a lot of information for their website, they have shown their customers, and potential customers, what is available to them when they bank with Barclays. Below is an image of the home page of the website. On the front page of their website Barclays have included a long list of options, into which you can search through their site to find what you are looking for. So in this instance of Barclays I believe that they have been very triumphant in producing this website for the public. Warner Bro’s Being one of the largest production companies of films and T. V shows, it is obvious that Warner Bro’s would have a website.

Economics Market structures Essays

Economics Market structures Essays Economics Market structures Essay Economics Market structures Essay The answer o Mr. Mark Fish is prolongations are able to charge what they please because they are in a monopoly. Which exits as their market as there is no competition. Will illustrate market forces and how organizations respond by using graphical charts. The report will also illustrate how the business can achieve growth by raising internal capital or mergers and takeovers, I will also discuss how they achieve a competitive advantage by either selling the product/service for very cheap or create a differentiated product which is better than their rivals. The report concludes by discussing the relevance of he factors discussed. 2. 0 Introduction In this report we shall look at how market structures, market forces and business and cultural environment affect a business. This report has been created to provide understanding and knowledge of, how businesses perform and react in each market structure, how market forces and organizational responses are related and how a business and the cultural environments surrounding it, shape the behavior Of an organization. This report will begin by looking at market structures 3. 0 Market Structures 3. 1 Introduction Recently here at Midas we encountered a comment from a linen who was concerned with, how business within certain market types are allowed and I quote get away with extortionate pricing policies without having to appear to innovate or offer exceptional customer service or even quality of offer I just dont get it! Why do customers continue to support them? Fairly sure our business (Event management services to corporate business) wouldnt get away with it!! Mark Fish, Director ME Holdings Group Pl. This section of the report aims to answer this question, as well as, giving the reader a clearer understanding of market structures. It is traditional to vivid industries into categories according to the degree of competition that exists between the firms within the industry (Slogan, 2006). Figure 1. Shows the four categories in to which industries are divided So what is perfect competition? Perfect competition is made up of four occupations, they are as follows: Organizations are price takers -? This means that because there are so many firms in the industry that each one produces an insignificantly small portion of total industry and therefore has no power to effect the price Of products. The price Of products are dictated by the emend for that certain product. Freedom of entry (No Barriers of entry) Existing organizations within the industry are unable to stop new organizations setting up in business Organizations produce identical products All products are homogeneous or identical which would mean no branding or advertising Producers and consumers have perfect knowledge of the market. Producers are fully aware of prices, cost and market opportunities. Consumers are fully aware of the price, quality and availability of the product At this point, you should take note that few, if any industries in the area world et these conditions. The closest markets to perfect competition would be found in agriculture and the primary sector, fresh vegetables such as carrots and potatoes are a good example as each products are almost identical and prices are set in relation to the demand 3. 3 Monopoly Unlike perfect competition which I have just described, where there are many organizations involved in an industry, at completely the other end we have a monopoly where only one organization exists in an industry. Although, whether an industry can be classified a monopoly is not always clear. For example, a pharmaceutical company may have a monopoly of a certain drug, but there may be alternative drugs for treating a particular illness. Considering a monopoly exists only when one organization controls an industry there must be barriers to entry unlike perfect completion where there are none and new organizations can enter freely. In a monopoly barriers to entry must be high to block entry of new organizations. Barriers to entry are anything that prevents or impedes the entry of new firms into an industry and thereby limits the amount Of competition faced by existing firms Slogan, 2006). There are various ways in which barriers can be created: Lower costs for an established firm An established monopoly is likely to have have developed specialized production and marketing skills. It is more likely to be aware of the efficient techniques and the most reliable/cheapest suppliers and it can also have access to cheaper to cheaper finance. Legal protection The firms monopoly position may be protected by patents on essential processes by copyright by various forms of licensing. Some examples of organizations which are protected by legal protection are Microsoft Words operating system and Monsanto Which modified genetically modified plant varieties and pesticides Muggers and Takeovers The monopolist can put in a take over bid of any new entrant. The shear threat of takeover may discourage any new entrants Aggressive tactics An established monopolist can probably sustain losses for longer than a new entrant. Therefore it can start a price war, mount massive advertising campaigns and introduce new brands to compete with the new entrant Domination The monopolist may resort to various forms of harassment legal and illegal to drive a new entrant out of business It also should be noted that, unlike perfect competition where organizations are price takers in a monopoly organizations are price makers. They can charge what ever they feel adequate to their product/service due to the lack of competition. Referring back to Mr. Fishers comment this would seem the answer to his quirky. If the organization he is consuming with are a monopolist, it would explain the reason that they get away with extreme pricing policies with little or no innovation to customer service because there is no competition, they have zero competitors. Thus allowing them to charge as they wish. . 4 Oligopoly A oligopoly exists when there are just a few organizations between them share the majority of the market. Within a oligopoly, organizations behave differently. Organizations may produce virtually identical products such as, metals, sugar or petrol, however most oligopolies produce differentiated products such as, cars, washing up powder or soft drinks. Just like a monopoly structure, in oligopoly there are barriers to entry, the same tactics can be used to prevent new entrants into an industry. In contrast, unlike a monopoly, organizations have to consider one another because there are so ewe, they are interdependent. Each competitor is affected by anothers actions. This can lead two things competition our collusion: Collusion The interdependence of firms may make them collude (join) with one another. This in turn would almost make it like a monopoly, they jointly maximize and share market profits. Competition Despite the above, they may also be tempted to compete with one another to gain a bigger share of industry profits for themselves. Organizations you will find in an oligopoly include Warner Pros music group, Kellogg, Mills and Pearson Publishers, all of which have around four to five competitors. . 5 Monopolistic Competition Monopolistic competition or imperfect competition lies between perfect cooperation and monopoly. Organizations in this market sell products that are differentiated in some way from rival competitors. The differentiation may be slight, for example, on packaging or branding. In contrast the differentiation may be considerable. In monopolistic competition: The goods and services are NOT homogeneous There will be some form of barriers to entry Consumer and producers will NOT have perfect knowledge of the market Organizations are able are able to point out areas of differentiation between vials In a monopolistic competition organizations are able to charge prices which are higher than the marginal cost of producing a product. Resources are therefore not used in the most efficient way. 4. 0 Market Forces Organizational Responses Now that you understand the different market structures within an economy and how they work. I would now like to illustrate how market forces and organizational responses are related. I will illustrate this by first, discussing what market forces means and secondly using graphical illustrations to help give you a better understanding. Market forces is the term that relates to the interaction of demand and supply. As you know demand is quantity of a good or service that consumers will buy at a given price and supply is the quantity that manufacturers will provide for a price. A balance when then be created called an equilibrium when the quantity that producers will provide for a price meets the quantity that producers are willing to sell at the same price. Figure 2. 0 illustrates when the equilibrium is achieved As you also know the UK is a market economy where consumers are free to spend their money on what they want. This, in a sense, gives the consumer a good amount of power to effect if a business grows or declines. So given the fact that customers decide what they want and what they dont, this creates what is known as elasticity in demand. Prices change regularly increasing and decreasing. Some prices rising will have little effect on quantities bought, although, when prices do change this could affect how consumers and suppliers react. A rise in price can see consumers buying less of that said product and in turn demand drops for that product. In contrast if price falls, demand shall rise. Figure 2. Elasticity of demand Figure 2. 1 shows you the change in demand when price rise and fall. Price of a product is measured on the vertical axis and the quantity of products produced is on the horizontal axis. As you can see PA and Q is where price is lower and thus demand for the products is greater but notice that when the price rises the demand for the product reduces (Pl IQ It is then crucial that you price your product/service correctly because if not this may deter customers in to shopping elsewhere. Another market force which could also affect your business is consumer wages/income decreasing. If the national income falls, it means that consumers have less money to spend on goods and services. This occurs when the demand for a product rises, producers have to employ more staff to keep up with the rising demand and thus wages rise. In contrast if demand for products decrease wages shall fall Figure 2. 2 Decrease in national wages shown by GAP Figure 2. 2 illustrates GAP which as you know is the average national wage in the UK as you can see at times of recession wages fall very low, whilst in periods of boom wages rise because consumers are spending more and here is a greater demand for products. It is critical that in each stage of the economy you are prepared to take the knock on effect of a recession or a boom. Obviously in a recession you will see a decline in demand for your product/service whilst in a boom you may see a increase in demand. In recessions you may have to let staff go and close on certain days to keep expenditure low and in a boom period you may need to employ more staff and stay open longer to keep up with the rising demand. 5. 0 Business and Cultural Environment Now that I have talked over market structures and forces I would like to issues what your business may look like in the future and the factors which will affect your business 5. 1 Growth To get a good picture of what things might look like if you manage your business correctly and carefully would like to discuss growth or scale expansion. Growth of your organization will involve moving from a small to a large organization, which would be financed through your internal profits, investment from shareholders or by borrowing from banks and external lenders. Generating profit is a very important way of financing growth. There is also another way which your organization could grow. This can be seen as a quicker more dynamic way of growth. You can merge or takeover another business. A merge is a situation in which two or more organizations cease to exist (Dave Needed, 2003). In other words two enterprises join together, share the market and the profits. A takeover is like a merger but is where one organization buy the majority (more than half) of the shares within a company. What you MIDST consider is what growth brings. You will need more resources such as staff and land. How will you acquire this? Will you support it through your internal profit or investment from shareholders or loud it be in your best interest to merge or takeover a rival? 5. 3 Competitive Advantage If and when your business has growth how and what is competitive advantage. According to business writer Michael Porter there are two ways be competitive. The first, a business gains competitive advantage from becoming the producer that produces at the lowest cost. This can be done wither by, producing goods in a very efficient way using the best technology or it can be done selling in large quantities. The second, a business can create differentiated products, which involves making the product better than that of vials whilst at the same time making sore that he products is bought by the customer. There is also a third concept which we can use, choosing a market to compete in. Some business products compete in a very large market. Whilst other business compete in a narrower range of products to more select group of customers. Take note that businesses that focus on low cost will have to have a large share of the market allowing them to produce more cheaply than others. Businesses which focus on creating a differentiated product, ensure that their goods and services meets he customers needs deter than their rivals. For you to develop a competitive advantage you must combine your understanding of market forces and the marketing mix. Choosing the most competitive market should help stimulate demand. . 3 Factors which affect growth Now that you have an understanding of growth and how to gain competitive advantage, you need to consider what could affect your growth. 5. 31 Technology We live in an age Of dramatic technological developments (Dave Needed, 2003). Consider gaming for instance, young people today enjoy gaming and are willing to spend a loft money on games and consoles. The more young people who take up gaming may not want to ride their push bike or trial bike anymore/as much, as they are more concerned with the game they bought. Today, also, games console can access to the internet, which allows gamers to play with their friends online instead of playing together in the same room. This gives people the chance to communicate without being together. If gaming trajectory continues on the same path there could be a decline in demand for your product. 5. 32 Cultural Environment Another element which may hinder your growth is the cultural environment in which our business exists, for yourselves its Gaston. Your organization must have a good understanding of the cultural characteristics of people in the societies in which they operate (Dave Needed, 2003). The majority of Godsons population is elderly. What will you do to ensure you do not offend them? Considering they are the majority population, they could impact your growth hugely. If offended they could begin protesting about the trial/bike track which in turn could lead to the closure of your track. Consider also, the level of young and available who can work at the BMW/Trail bike track. There is only small pocket of Gaston who are unemployed, where will you obtain your labor resources? A lack of staff will lead to lack of good service, discrediting your BMW/Trait bike track Future customers could be discouraged by this review 6. 0 Conclusion To conclude this report, I would like to state that all of the subjects have covered in this report are extremely relevant to you and your business model. The type of market structure you enter will determine the price you charge for your good/service and also who your competitors will be (if any). The market force will pull and push your organization, demand for your product ill drop and rise in conjunction with the local economy. Your growth will develop as long as you manage your business correctly, always baring your cultural surroundings in mind and also the advancements in technology. The decisions which lay ahead will be tough and hard to make, ensuring you make the correct ones is the key. Hope this report has helped answer questions and gave you a solid understanding of how the market structure and forces will influence your organization.

How to Write For a Global Audience [16 unexpected examples]

How to Write For a Global Audience [16 unexpected examples] As businesses become more international, so must our writing. Most of the time, good business writing skills transfer very well to global audiences, but there are some things that you want to keep in mind aboutintercultural relations. Lots of research has been done on this topic, so I’ll include links for further reading. I am hesitant to add in examples because they may not be true even five years from now - I have seen so much change in the time that I have been teaching! With that said, I will add in some examples to make these concepts clearer. Do your research on honorifics and attitudes towards hierarchy The way that we show respect to our superiors and our coworkers varies dramatically across cultures. From the outside, the U.S. looks like it has a fairly casual and egalitarian work structure. For example: We are comfortable working on teams and in groups with people older and younger than us, and with more and less seniority. We tend to address people the same way throughout an organization. We would say, â€Å"Good morning, John!† to the boss and to the janitor. Eye contact is a sign that we are paying attention to someone, i.e. that we respect them enough to listen to them. You may be interested in our English Business Writing Course for non-native writers (ESL). This is not the case in many other cultures/countries. In some places, hierarchy, class, status, and rank are very important, and they require you to act and speak very differently depending on the content. For example: Japanese culture is a good example of this. The language itself requires different grammatical structures, and sometimes completely different words, depending on the hierarchical relationship between the speaker(s) and the listener(s). These grammatical differences reflect the cultural attitudes towards hierarchy and status. Indian culture is similarly stratified. It is often inappropriate for a lower level worker to speak or work with more senior employees. In many parts of Latin America, it is (or was!) socially inappropriate to make eye contact with your superior. hbspt.cta._relativeUrls=true;hbspt.cta.load(41482, '213460bb-69d3-4e2a-a04c-3c219b7fe780', {}); Use the key words â€Å"honorifics + country name† or â€Å"attitudes towards hierarchy + country name† to do a bit of research when starting a new project with a global group. This could avoid a lot of problematic misconceptions about your team mates and how they are responding to you! Be flexible in how you think about time management Ideas about time are tied to culture. It could be the culture of your particular workplace, or the culture of the larger society, but how we think about time varies dramatically. Some places value how many hours you work, while others value how much work you complete in those hours, and still others are a mix of the two. Some places value making decisions quickly, while others put much more time into making a decision. Some places see due dates and start times as if they are absolute, while others see them as if they are flexible suggestions. These are often cultural differences, but they can vary widely across work places. (I work in higher ed, and the decision making process is painfully slow compared with the private sector places I worked before!) It’s important to remember that a missed deadline may not be due to laziness, but a difference of opinions about what deadlines actually mean. If you find yourself getting frustrated with your global team, take a deep breath and do some research on time management and decision making. Use the key words above, as well as attitudes about time, + country name. Doing this before a meeting or project begins can prevent a lot of frustration. Honor ideas about change Depending on where you work, ideas about change can vary widely, even within the U.S. For example: Some cultures or workplaces value innovation and new ideas. This attitude is common in the U.S. Other places value and respect tradition and the time-tested ways of doing things. This attitude is more commonly found in places with more hierarchical societies. Clearly, a group with different ideas about change will have difficulty finding a suitable solution! Finding a middle ground that values the traditional approach while allowing for innovation is tricky, but invaluable when working with global teams. This could be as simple as acknowledging that the current innovation wouldn’t be possible without the groundwork laid by the traditional approach. Write simply, but powerfully We'vewritten several other blog posts onhow to improve your business writing skills, but the overall message is this: Write simply and directly. Do not use colloquialisms, idioms, highly technical language, or complicated grammatical structures. Use lists and headings to help break up content and make it easy for the reader to know what to do. (like I am doing here!) Do not rely on implicit messages, or something mentioned in a meeting or previous email. Say everything you need to say clearly, directly, and in language that someone outside of your field could understand. A combination of straightforward written communications and consideration for cultural differences will greatly improve your business communications, increase effectiveness, and save time. Instructional Solutions offers Business Writing Coursesthat can help you to achieve this type of writing. More info here: Further reading: â€Å"Managing Multicultural Teams† The Harvard Business Review â€Å"Global Teams that Work† The Harvard Business Review â€Å"How to Run a Meeting of People From Different Cultures† The Harvard Business Review

Attacking Cryptography Computer Security Essay Example | Topics and Well Written Essays - 1500 words

Attacking Cryptography Computer Security - Essay Example Operating Systems store information about commonly used programs and through the network, programs such as KeePass can read encrypted files, posing a serious attack to cryptography as a data protection technique. Even so, the challenge for KeePass is that it operates for a limited duration beyond which it does not have the capability to read encrypted files. A number of encrypted data files stored in the various cache locations are at risk of attacks by such malicious program as KeePass. These programs can study the number of times a cryptographic system used the same cache locations (Dong & Chen, 2012). This study investigates and presents cryptographic attack trees which illustrate the methods Charlie can use to read Alice’s data files in the data transfer channel. KeePass can use the memory address information in the network to access the locations of the files using a set of secret coded access keys in the operation (Vacca, 2012). The attack trees demonstrate a clear and r eliable procedure for studying the access keys considering the information on the patterns of memory access. The trees have to show the possibility of KeePass increasing its speed of data search in order to access the secret keys within a fraction of a second to enable the actual attack on cryptographic process to be successful. 2. Possibilities of Attack Out of the study, the expectation is to discover ways of improving cryptography as a means of data protection. Various computer security firms provide information about data protection methods, encryption and decryption being one of them (Echizen, Kunihiro & Sasaki, 2010). The experts in the field of information security use special software applications to block hackers from accessing information from their servers and in the entire unsecure channels in the networks. These hacker-proof programs are the targets of cryptography attack, using the same strategies as KeePass. Another common open source hacker-proof application in the g lobal network is triple-DES security. In essence, it is intriguing to realize that secure channels are also at risk of being broken into at any time. Cryptography has for a long time been among the safest methods for transferring information in the global data transfer networks. With the possibility of breaking through the unbreakable security calls for newer ways of improving the cryptographic designs apart from discovering other alternative options of data protection (Handschuh & Hasan, 2005). The capability of KeePass and other key cracking software programs is a real proof that even strong cryptography keys get broken into. This implies that there are attacks that are beyond the capability men. Information security experts must first exhaustively identify the sources of cryptographic attacks (Anupam, 2009). This can be done through designing ways of modeling threats of attacks against computer systems. This requires a god understanding of all possible ways through which system a ttacks can be possible. This study focuses on ways of designing counterattacks methods such as access key protection in order to frustrate the possible attacks. 2.1. Key Protection The possibility of information attacks emerges as a result of ignorance of information

Synthesize a biology topic Essay Example | Topics and Well Written Essays - 750 words

Synthesize a biology topic - Essay Example The DNA is the repository of information relating to an organism. Forensic science has utilized this fact to conduct DNA testing of blood samples, which identifies a person without any room for ambiguity. The importance of DNA in studies relating to medicine and evolution is cardinal. DNA and genes are consequential for inheritance, disease, evolution and biodiversity. Specifically, I have been much impressed by DNA replication which could provide a cure for a number of incurable or intractable diseases. Several breakthroughs in cancer therapy have been achieved, on account of DNA replication. DNA replication has great significance for the heredity. In the furtherance of this function, a cell has to utilize hereditary information. Replication ensures transmission of such vital hereditary information. On occasion, hereditary information is not transmitted verbatim, and some changes are effected to the DNA. This results in biodiversity and evolution. At times, such change makes it possible to even find cures for chronic ailments. Thus, the practical value of DNA replication is undeniable. The transmission of hereditary characteristics from one generation to another is effected by genes, which in turn consist of DNA. Replication of the latter results in the copying of genes, which is a semi conservative process that uses just one strand as a pattern for subsequent new strands. Deviations in the replication process have profound effects on human health, and could even lead to diseases like cancer. DNA technology has resulted in crops and vegetables that have higher yield, are more nutritious, better able to withstand disease and drought, and have a longer shelf life. The stability of the genome is not possible in the absence of accurate DNA replication; and the S – phase checkpoint mechanism stops this process, immediately on detecting errors. Resumption of replication is dynamically controlled by the protein Ddk. Any inaccuracy in the DNA