Ethical Dilemmas Of A Drug Company s Regional Sales Manager

It can be hard to make a decision, especially when an ethical dilemma is involved. Ethical dilemmas pose a challenge because there is good to be found with both choices. The problem arises when one’s personal ethics are challenged. This paper will discuss an ethical dilemma with which a drug company’s regional sales manager was faced. It will discuss: the case and explain the ethical dilemma; the four functions of management; ethical issues; ethical relativism; four values; case resolutions; and Christian values in relation to the case. The Case Tim has worked for ACME Pharmaceutical for 12 years and is currently a regional sales manager. He has been selling a synthetic hormone that treats multiple medical issues including†¦show more content†¦The Four Functions of Management The company has put a lot of managerial effort into introducing this new drug. Managerial effort is referring to the four functions of management which is made up of: planning, organizing, influencing and controlling (Certo Certo, 2016). The company has spent time planning to introduce a drug that they believe will be an excellent replacement for the old drug. This is because the new drug treats all of the same conditions the old drug treated but without the side effects. They also know that it will expand their customer base because in higher doses it can also be used as an abortion pill. The organizing function can be seen when looking at the way tasks have been assigned (J. Krob, personal communication, September 27, 2016). ACME Pharmaceutical has two parent companies, one in the United States and one in Japan. The Japanese parent company decided they want ACME Pharmaceutical to sell this new drug. Because of Tim’s experience, ACME Pharmaceutical would like him to be the point person to launch the new drug. Tim’s supervisor tried to influence him by telling him that not taking the position could be a career-limited decision. One way the controlling function is used is when the company evaluates finances. By selling this drug, the company’s profits will increase: the drug is more marketable due to its’ multiple uses, ability to be used by different types ofShow MoreRelatedEthical Decision Making and Behavior13474 Words   |  54 Pages7 Ethical Decision Making and Behavior As we practice resolving dilemmas we find ethics to be less a goal than a pathway, less a destination than a trip, less an inoculation than a process. —Ethicist Rushworth Kidder WHAT’S AHEAD This chapter surveys the components of ethical behavior—moral sensitivity, moral judgment, moral motivation, and moral character—and introduces systematic approaches to ethical problem solving. 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The Return Shadow Souls Chapter 44 Free Essays

Elena was wakened by shouting. She’d already once awakened to unbelievable bliss. Now she was awake again – but surely that was Damon’s voice. We will write a custom essay sample on The Return: Shadow Souls Chapter 44 or any similar topic only for you Order Now Shouting? Damon didn’t shout! Throwing on a robe, she went dashing out the door and downstairs. Raised voices – confusion. Damon was kneeling on the floor. His face was blue-white. There wasn’t a plant in the room that could be strangling him. Poisoned, was the next thing Elena thought and immediately her eyes darted around the room to see a spilled drink, a dropped plate, any sign that poison had done this. There was nothing. Sage was clapping Damon on the back. Oh, God, could he have choked? But that was idiocy. Vampires didn’t breathe, except for talking and building Power. But then what was happening? â€Å"You have to breathe,† Sage was shouting in Damon’s ear. â€Å"Take a breath, as if you were going to speak, but then hold on to it, as if for raising your Power. Think about your insides. Get those lungs working!† The words only confused Elena. â€Å"There!† cried Sage. â€Å"You see?† â€Å"But it only lasts an instant. Then I need to do it again.† â€Å"But, yes, that is the point!† â€Å"I tell you I’m dying and you laugh at me?† a disheveled Damon shouted. â€Å"I’m blind, deaf, my senses are haywire – and you laugh!† Disheveled, thought Elena, bothered by something. â€Å"Well.† Sage seemed to be at least trying not to laugh. â€Å"Perhaps, mon petit chou, you should not have opened something that was not addressed to you?† â€Å"I put wards all around me before I did it. The house was safe.† â€Å"But you were not – breathe! Breathe, Damon!† â€Å"It looked completely harmless – and admit it – we were all going – to open it last night – when we got too tired – !† â€Å"But to do it alone, to open a present from a kitsune†¦that was foolish, yes?† A choking Damon snapped, â€Å"Don’t lecture me. Help me. Why am I muffled in cotton wool? Why can’t I see? Or hear? Or smell – anything? I’m telling you I can’t smell a thing!† â€Å"You are fit and sharp as any human could be. You could probably defeat most vampires if you fought with one right now. But human senses are very few and very dull.† Words were swimming in Elena’s head†¦opening things not addressed to you†¦bouquet from a kitsune†¦human†¦ Oh, my God! Apparently, the same words were going through the mind of someone else, because suddenly a figure dashed in from the kitchen area. Stefan. â€Å"You stole my bouquet? From the kitsune?† â€Å"I was very careful – â€Å" â€Å"Do you realize what you’ve done?† Stefan shook Damon. â€Å"Ow. That hurts! Do you want to break my neck?† â€Å"That hurts? Damon, you’re in for a world of hurt! Do you understand? I talked to that kitsune. Told him the whole story of my life. Elena came to visit and he saw her practically†¦well, never mind – he saw her crying over me! Do†¦you†¦realize†¦what†¦you†¦have†¦ done?† It was as if Stefan had started climbing a series of steps, and that each one lifted him to a higher level of fury than the last. And here, at the top†¦ â€Å"I’ll KILL YOU!† Stefan shouted. â€Å"You took it – my humanity! He gave it to me – and you took it!† â€Å"You’ll kill me? I’ll kill you, you – you bastard! There was one flower in the middle. A black rose, bigger than I have ever seen. And it smelled†¦heavenly†¦Ã¢â‚¬  â€Å"It’s gone!† Matt reported, producing the bouquet. He displayed it. There was a gaping hole in the center of the mixed flower arrangement. Despite the hole, Stefan ran to it, and stuck his face into the bouquet, sucking in great heaving breaths of air. He kept coming up and snapping his fingers and each time lightning flared between his fingertips. â€Å"Sorry, bud,† Matt said. â€Å"I think it’s gone.† Elena could see it all now. That kitsune†¦he was one of the good ones, like the stories Meredith had told them about. Or at least good enough to sympathize with Stefan’s plight. And so, when he had gotten free, he had made up a bouquet – kitsune could do anything with plants, although surely this was a great feat, something like finding the secret of eternal youth†¦to turn vampires into humans. And after Stefan had endured and endured and endured and should have finally gotten his reward†¦right now†¦ â€Å"I’m going back,† Stefan shouted. â€Å"I’m going to find him!† Meredith said quietly, â€Å"With or without Elena?† Stefan stopped. He looked up at the stairway, and his eyes met Elena’s. Elena†¦ We’ll go together. â€Å"No,† Stefan shouted. â€Å"I would never put you through that. I’m not going after all. I’m just going to murder you!† He swung back on his brother. â€Å"Been there, done that. Besides, I’m the one that’s going to kill you, you bastard! You took my world away from me! I am a vampire! I’m not a† – some creative cursing – â€Å"human!† â€Å"Well you are now,† Matt said. He was just barely not laughing out loud. â€Å"So I’d say you’d better get used to it.† Damon leaped at Stefan. Stefan didn’t step aside. In an instant there was a ball of thrashing, kicking, and punching, and cursing in Italian that made it sound as if there were at least four vampires fighting five or six humans. Elena sat down helplessly. Damon†¦a human? How were they going to deal with this? Elena looked up to see that Bonnie had carefully made up a tray of all sorts of things that tasted good to humans, and that she’d undoubtedly done it for Damon before he had worked his way into hysteria. â€Å"Bonnie,† Elena said quietly, â€Å"don’t give it to him yet. He’ll just throw it at you. But perhaps later†¦Ã¢â‚¬  â€Å"Later he won’t throw it?† Elena winced. â€Å"How is Damon going to deal with being human?† she asked herself aloud. Bonnie looked at the cursing, spitting ball of vampire/human fury. â€Å"I’d say†¦kicking and screaming the whole way.† Just then Mrs. Flowers came out of the kitchen. She had a huge mound of fluffy waffles stacked on several plates on a tray. She saw the rolling, swearing, snarling ball that was Stefan and Damon. â€Å"Oh, my,† she said. â€Å"Did something go wrong?† Elena looked at Bonnie. Bonnie looked at Meredith. Meredith looked at Elena. â€Å"You†¦could say so,† gasped Elena. And then the three of them gave way to it. Gales and gales of helpless laughter. You’ve lost a powerful ally, said a voice in Elena’s mind. Do you know that? Can you foresee the consequences? Today, when you have just come back from a world of Shinichis? We’ll win, Elena thought. We have to. How to cite The Return: Shadow Souls Chapter 44, Essay examples

Health Lesson and Observation Essay Example For Students

Health Lesson and Observation Essay Mrs. Tuttle is currently incorporating Health into the curriculum. The second half of the year is when the children learn their Health lessons. More often than not, it takes the place of Science. This is just the beginning of basic Health, nothing too intensive. The lesson I am going to teach, was my own idea. It will incorporate Health and Physical Education Activity, and will take place in the gym. When I told Mrs. Tuttle about it, she thought it was absolutely the cutest idea. The lesson I am going to use is a relay race game called Dem Bones. The students will be in teams of about 5 children. They will all be at one end of the gym. At the other end of the gym, there will be a pile of laminated bones. The children will have to run down one at a time, and retrieve the bone that is written on a card that they will draw from a hat. They will bring that bone back, and begin to create a skeleton on the wall with masking tape. The first group to have a I will provide my own made up lesson plan for this lesson. No materials will be needed from the teacher. I will have my own already prepared. I attended Chestnut when I was in grade school, so I already knew what I was going to see when I got there. The classrooms are all still set up the same way they were when I left 10 years ago. They are all very clean. The desks are spaced well, to avoid tripping, and too much talking. Physically the school is the best one in my town. This school is also very emotionally excellent. The teachers are very warm and friendly. There are lots of colors, posters, pictures and signs on the walls, to emphasize the warmth and friendliness. The children, mostly, are very polite. The only thing that surprised me was the amount of helpfulness. They were willing to do anything for Mrs. Tuttle. I think it was because her style of teaching was so effective. She never raised her voice, she simply stopped talking. They all got quiet, and she started again. They were very attentive after that. I think she only had to do that one time in the time that I was there. They seemed very excited to hear what she had to say. I think this was mostly because this is the first time they have has an actual Health class, and book. I am not apprehensive at all about teaching this lesson. I know it is a good lesson, and I am very comfortable in front of a classroom. Also the children seemed to like me. Bibliography: .

Missionary Work Of Early Missionaries Like Paul, Barnabas, And Timothy

Missionary work of early missionaries like Paul, Barnabas, and Timothy, was different from the missionary work of missionaries in the Dark Ages, such as Patrick and Boniface. These differences arose because of the differences in political, religious, and cultural environments. It made the missionaries different by making them adapt to the customs and environment of the area. One main area of difference was the way the gospel was preached. The early missionaries worked in different political, religious, and cultural environments compared to the missionaries of the Dark Ages. The early missionaries worked in an environment that was against Christianity. People were persecuted for even talking about it. This just made it that much harder to spread the news of the Gospel. Most of the people were Jews and some were Gentiles. Most of the Jews rejected Christianity but some did accept it. However, most of the Gentiles accepted Christianity. The culture of the people in the early ages was based on the synagogue. Life revolved around the synagogue. These differences made it hard for the missionaries to spread the word. Paul, for example, came across many situations where his life was in danger. Paul traveled with Barnabas, Silias, and Timothy on at least one of his journeys. As they traveled from city to city, rejection was common. With most of the population Jewish, Paul had a hard time preaching the Gospel. Jews rejected Christianity because it was completely against their beliefs. Instead of wasting his time, Paul traveled on to other cities to preach the word. Since the life of the people revolved around the synagogue, Paul had to do much of his preaching there. This was very dangerous because sometimes the people he was preaching to would become unruly and violent. Because of this, Paul began to preach the Gospel in a different way. He began writing letters, called Epistles, to many different church communities. Each of the letters addressed topics specific to the church he was writing to. These letters were read aloud during community prayers and the Eucharist. Copies were also sent around to neighboring communities. This helped spread the word of the Gospel even farther than his preaching did. In his letters Paul used the word "church" and made the Christians feel that they were an assembly of people to celebrate their belief. This made them stronger. It led to these people spreading the word also. These differences in the way the gospel was preached existed for a very simple reason: the people and the environment were different. Paul had to curve his message to fit certain groups. He also had to make sure the people understood him. The missionaries of the Dark Ages had to work in a different environment than the early missionaries had to work in. The political situation of the Dark Ages was somewhat vague. There was not always a definite ruler. Sometimes they had to turn to the local bishop or church to help them. The religious environment was mostly Pagan, much different from the Jews that Paul had to deal with. The cultural environment in which they had to work was also pretty vague. People tended to hang around in groups and were influenced by outside sources. The environment in which Patrick and Boniface had to work, effected their work dramatically. Pagans were a hard bunch to please. They didn't really want any outside sources trying to convert them. If you made them angry you could possibly end up dead. For those people who were not pagans, they sometimes looked up to the missionaries and accepted what they said as fact. One major thing that the missionaries of the Dark Ages did differently was set up monasteries. These were places that monks and others would go to learn about Jesus and Christianity. They also learned other subjects in the process which made monasteries attractive. This drew in people and eventually converted them to Christianity. In these monasteries, word of the gospel was spread by reading and copying books. These books were preserved for others to read and learn about Christianity. Another way they preached the Gospel was by using logic. Logic was a very resourceful tool for the missionaries. Boniface, for example, used logic in one incidence with

Causes and Effects of Government Shutdowns

Causes and Effects of Government Shutdowns Why would much of the U.S. federal government shut down and what happens when it does?   The Cause of Government Shutdowns The U.S. Constitution requires that all expenditures of federal funds be authorized by Congress with the approval of the President of the United States. The U.S. federal government and the federal budget process operate on a fiscal year cycle running from October 1 to midnight September 30. If Congress fails to pass all of the spending bills comprising the annual federal budget or continuing resolutions extending spending beyond the end of the fiscal year; or if the president fails to sign or vetoes any of the individual spending bills, certain non-essential functions of the government may be forced to cease due to a lack of congressionally-authorized funding. The result is a government shutdown. The Current Border Wall Shutdown of 2019 The most recent government shutdown, and the third of the Donald Trump presidency began on December 22, 2018, when Congress and the White House failed to agree on the inclusion in an annual spending bill of $5.7 billion requested by President Trump for the construction of an additional 234 miles of fencing to be added to the existing security barrier along the U.S. border with Mexico. On January 8, with no end to the impasse in sight, President Trump threatened to declare a national emergency empowering him to bypass to fund the border fencing. However, by January 12, what had become the longest lasting government shutdown in U.S. history had shuttered nine of the 15 federal executive branch agencies, and left over 800,000 federal workers- including Border Patrol officers, TSA agents, and air traffic controllers- either working without pay or sitting at home on furlough. Trash began piling up and visitor safety became an issue at national parks as park rangers had been sent home. Although Congress had passed a bill on January 11 providing eventual full back pay for the employees, the strain of missed paychecks became obvious.   In a televised address on January 19, President Trump offered a proposal he hoped would bring Democrats back to the bargaining table to negotiate on an immigration reform for border security deal that would end the then 29-day-long government shutdown. The president offered to back immigration policies Democrats and had long requested, including a three-year revival of the DACA- Deferred Action for Childhood Arrivals- program in return for approval of a permanent $7 billion border security package, including $5.7 billion for the border wall. DACA is a currently expired immigration policy enacted by President Obama allowing eligible individuals who were brought to the United States illegally as children to receive a renewable two-year period of deferred action from deportation and become eligible for a work permit in the U.S. Less than an hour after the president’s address, Democrats rejected the bargain because it failed to offer permanent protection for the DACA immigrants and because it still included money for the border wall. Democrats again demanded that President Trump end the shutdown before negotiations continued. On January 24, Government Executive magazine reported that based on salary data from the U.S. Office of Personnel Management (OPM), the then 34-day-long partial government was costing U.S. taxpayers more than $86 million a day in back pay promised to more than 800,000 furloughed workers. A Temporary Agreement Reached On January 25, President Trump announced that an agreement had been reached between his office and Democratic leaders in Congress that would temporarily reopen the government until February 15 without the inclusion of any funding for construction of additional border fencing. The agreement also provided that all federal employees affected by the shutdown would receive full back pay. According to the President, the delay would allow for further negotiations on funding of the border wall, which he said remained a necessity to national security. Finally, the President stated that if funding for the border wall was not agreed to by February 15, he would either reinstate the government shutdown or declare a national emergency allowing him to reallocate existing fund for the purpose. However, on February 15, the president signed a compromise spending bill averting another shutdown. The same day, he issued a National Emergency Proclamation redirecting $3.5 billion from the Defense Department’s military construction budget to the construction of new border wall. Under the terms of the Antideficiency Act, the shutdown may not have been legal in the first place. Since the government had the $5.7 billion needed to build the border wall, the shutdown had been based on an issue of political ideology rather than an issue of economic necessity, as required by the law. The Ghosts of Shutdowns Past Between 1981 and 2019, there were five government shutdowns. While the first four went largely unnoticed by anybody but the federal employees affected, the American people shared the pain during the last one.   1981: President Reagan vetoed a continuing resolution, and 400,000 federal employees were sent home at lunch and told not to come back. A few hours later, President Reagan signed a new version of the continuing resolution and the workers were back at work the next morning. 1984: With no approved budget, 500,000 federal workers were sent home. An emergency spending bill had them all back at work the next day. 1990: With no budget or continuing resolution, the government shuts down during the entire three-day Columbus Day weekend. Most workers were off anyway and an emergency spending bill signed by President Bush over the weekend had them back at work Tuesday morning. 1995-1996: Two government shutdowns beginning on November 14, 1995, idled different functions of the federal government for various lengths of time until April of 1996. The most serious government shutdowns in the nations history resulted from a budget impasse between Democratic President Clinton and the Republican-controlled Congress over funding for Medicare, education, the environment, and public health. 2013: For 17 tedious days, from October 1 through October 16, the perennial disagreement between Republicans and Democrats in Congress over spending forced a partial shutdown that saw more than 800,000 federal employees furloughed, U.S veterans locked out of their own war memorials, and millions of visitors forced to leave national parks. Unable to pass a conventional annual budget, Congress considered a continuing resolution (CR) that would have maintained funding at current levels for six months. In the House, Tea Party Republicans attached amendments to the CR that would have delayed implementation of President Obama’s healthcare reform law–Obamacare–for one year. This amended CR had no chance of passing in the Democrat-controlled Senate. The Senate sent the House a â€Å"clean† CR with no amendments, but Speaker of the House John Boehner refused to allow the clean CR to come to a vote of the House. As a result of the impasse over Obamacare, no funding CR was passed by October 1- the end of the government’s 2013 fiscal year- and the shutdown began. As the shutdown drug on, public opinion of Republicans, Democrats and President Obama began to plummet and, to make matters worse, the U.S. was set to reach its debt limit on October 17. Failing to pass legislation raising the debt limit by the deadline could have forced the government to default on its debt for the first time in history, placing the payment of federal benefits in danger of being delayed. On October 16, faced with the debt limit crisis and increasing public disgust with Congress, Republicans and Democrats finally agreed on and passed a bill temporarily reopening the government and increasing the debt limit. Ironically, the bill- driven by the government’s need to reduce spending- also spent billions of dollars, including a tax-free gift of $174,000 to the widow of a deceased senator. The Costs of Government Shutdowns The first of the two government shutdowns in 1995-1996 lasted only six days, from November 14 to November 20. Following the six-day shutdown, the Clinton administration released an estimate of what the six days of an idled federal government had cost. Lost Dollars: The six-day shutdown cost taxpayers about $800 million, including $400 million to furloughed federal employees who were paid, but did not report to work and another $400 million in lost revenue in the four days that the IRS enforcement divisions were closed.Medicare: Some 400,000 newly eligible Medicare recipients were delayed in applying for the program.Social Security: Claims from 112,000 new Social Security applicants were not processed. 212,000 new or replacement Social Security cards were not issued. 360,000 office visits were denied. 800,000 toll-free calls for information were not answered.Healthcare: New patients were not accepted into clinical research at the National Institutes of Health (NIH) clinical center. The Centers for Disease Control and Prevention ceased disease surveillance and hotline calls to NIH concerning diseases were not answered.Environment: Toxic waste clean-up work at 609 sites stopped as 2,400 Superfund workers were sent home.Law Enforcemen t and Public Safety: Delays occurred in the processing of alcohol, tobacco, firearms, and explosives applications by the Bureau of Alcohol, Tobacco, and Firearms; work on more than 3,500 bankruptcy cases reportedly was suspended; cancellation of the recruitment and testing of federal law enforcement officials reportedly occurred, including the hiring of 400 border patrol agents; and delinquent child-support cases were delayed. US Veterans: Multiple veterans services were curtailed, ranging from health and welfare to finance and travel.Travel: 80,000 passport applications were delayed. 80,000 visas were delayed. The resulting postponement or cancellation of travel cost U.S. tourist industries and airlines millions of dollars.National Parks: 2 million visitors were turned away from the nations national parks resulting in the loss of millions in revenue.Government-Backed Loans: FHA mortgage loans worth more than $800 million to more than 10,000 low-and-moderate-income working families were delayed. How a Government Shutdown Might Affect You As directed by the Office of Management and Budget (OMB), the federal agencies now maintain contingency plans for dealing with government shutdowns. The emphasis of those plans is to determine which functions should continue. Most notably, the Department of Homeland Security and its Transportation Security Administration (TSA) did not exist in 1995 when the last long-term government shutdown took place. Due to the critical nature of their function, it is highly likely that the TSA would continue to function normally during a government shutdown.Based on history, here is how a long-term government shutdown might impact some government-provided public services. Social Security: Benefit checks would probably keep coming, but no new applications would be accepted or processed.Income Tax: The IRS will probably stop processing paper tax returns and refunds.Border Patrol: Customs and Border Patrol functions will probably continue.Welfare: Again, the checks would probably continue, but new applications for food stamps might not be processed.Mail: The U.S. Postal Service supports itself, so mail deliveries would continue as usual.National Defense: All active duty members of all branches of all armed services would continue duty as usual, but might not get paid on time. More than half of the Defense Departments 860,000 civilian employees would also work, the others sent home.Justice System: Federal courts should remain open. Criminals will still be chased, caught, prosecuted and thrown in federal prisons, which would still be operating.Farms/USDA: Food safety inspections will probably continue, but rural development, and farm credit and loan progra ms will probably close down. Transportation: Air traffic control, TSA security personnel, and the Coast Guard will remain on the job. Applications for passports and visas may not be processed.National Parks/Tourism: Parks and forests will probably close and visitors told to leave. Visitor and interpretive centers will be closed. Non-volunteer rescue and fire control services might be shut down. National monuments and most historic sites will probably be closed. Parks police will probably continue their patrols.

How to Read an Italian Menu

How to Read an Italian Menu If you’ve been to northern regions, like Milan, and the south of Italy, like Cosenza, you know that the items on restaurant menus won’t be similar and, depending on where you’ve chosen to eat, may be written in an Italian that isn’t so standard. That’s because each region of Italy, and oftentimes, individual cities, have their own piatti tipici, or traditional dishes. What’s more, sometimes the same thing can be called different things from the north to the south, like how the popularly-known is called schiacciata in Tuscany. Despite the variations you will most definitely encounter, there are some standards that you can learn about in advance when it comes to eating in Italy, and more specifically, being able to read an Italian menu. In this quick guide, we’ll go through the types of restaurants in Italy, how make a reservation, the order of Italian dishes during a meal, how to ask for the bill, and a few other cultural tidbits that may be useful for you. Types of Restaurants in Italy Autogrill - Roadside snack bar Pizza al taglio - Shop that sells slices of pizza cut by how much you want. Tavola calda - Informal restaurant, like a cafeteria as you often order buffet-style. Osteria - Informal restaurant, like a diner. Trattoria - Medium-priced restaurant that’s often family-run. Ristorante - Restaurant. You can learn some vocabulary that’s specific  to the dining experience here. If you want to learn some phrases that will help you find the most authentic restaurants and get the best recommendations, explore our article on Italian phrases thatll allow you to experience authentic Italian food. How to Make a Reservation While it’s not common practice to make reservations at all restaurants in Italy, it is recommended at places that tend to be busier or are the pià ¹ gettonate, the most popular. Youll, of course, have to know some common Italian phrases and how to say the time in Italian for this. To make a reservation for two people at 8:00 PM, use this phrase: Vorrei fare una prenotazione per due, alle otto. Order of Italian Dishes In Italy, dishes are usually served on separate plates in a specific order. In order of appearance on a typical menu there is: Lantipasto, which literally means before the meal and includes hot and cold appetizers, such as crostini  and  bruschetta.Il primo, or first course usually consisting soup.Il secondo, or second course, and is the main course.Il contorno, or side dish, which consists of vegetables such as (eggplant), (spinach), or (mixed salad).Il dolce, or dessert, which includes such favorite sweets as  tiramisà ¹, torta della nonna  (custard shortbread pie), or (custard of egg yolks with wine and brandy). Get the Bill (Or Should You Leave a Tip?) To ask for the bill, say: Il conto, per favore. Unless you ask, it’s not likely that they’ll bring the check to you. When it comes to tipping, by Italian law, gratuity is included in the bill, and extra tipping isnt necessary. Remember that a coperto - a cover charge - is included as well. If the service warrants it, feel free to leave your waiter a little extra. If you want the waiter to keep the change, say: Tenga pure il resto. Extra Tips In Italy, those milky concoctions - cappuccino and caffà ¨ latte - are consumed only at breakfast, so before 11 AM.Al dente means to the tooth, or slightly chewy. It is used to describe pasta and rice. The inside should be somewhat crisp-tender.Italians often say Buon appetito! or Enjoy your meal when the first course is served, and Salute! or To your health when toasting with a drink.Most likely you will have to purchase water. You’ll have a choice between bubbly water - frizzante or con gas - or regular water - liscia or naturale.

Safety Plant Essay Example | Topics and Well Written Essays - 5000 words

Safety Plant - Essay Example In the 1980s, the platform received an overhaul to allow for natural gas production, which changed some of the dynamics of its operational and technological systems. Piper Alpha was a fixed platform in the North Sea, consisting of four modules that were segregated by a series of firewalls. Two modules were isolated for gas and oil production, with one module for gas compression and a fourth containing platform wellheads. Later analysis indicated that these firewalls were inefficient for the multiple activities occurring on the platform. The remaining levels of Piper Alpha contained control rooms, helipad operations, and personnel areas (e.g. sleeping quarters and recreational centres). On board were a variety of life rescue boats to facilitate evacuation in the event of emergencies. The events leading to the disaster and occurring during the series of fires were attributed to operational deficiencies, management failures, and process/procedure dysfunction, making this a complex scena rio of human and tangible factors. This report highlights the inter-connectivity of these failures as well as discussion of the sweeping safety and procedural changes that occurred in the industry post-disaster. The events leading to Piper Alpha destruction Piper Alpha maintained two different condensate pumps (Pumps A and B). A condensate pump is designed to remove excess condensate (water vapour) to facilitate compression and production functions. On the morning of July 6, routine maintenance was scheduled for Pump A which called for the removal of the pressure safety valve. For reasons unknown, the actual maintenance was delayed and instead of reassembly, Pump A was closed off with a temporary metal flange and scheduled for lock out. As was part of the Piper Alpha operations and safety processes, a work permit was handwritten by the current technician with information that Pump A should not be turned on due to the temporary inability to handle pressure loads. Up until this point, the safety and operational processes were in-line with platform practice and expectations. Six hours later, the written permit indicating that Pump A should, under no circumstances, be turned on was somehow misplaced by the next shift working in the operations control room. Unknown to the technician who wrote the permit, there was a supplementary permit already posted that authorized construction overhaul of Pump A in the control room. No verbal exchanges occurred between the technician in charge of Pump A lockout and the control room operators as another problem was being dealt with on the platform at the time (Caplan 2005). Thus, the permit was left in the control room and the technician returned to the employee housing area. Earlier in the day, Piper Alpha had been experiencing blockage problems caused by hydrate buildup, a form of ice produced when gas and water molecules form solids under certain temperature and pressure conditions (Sheen 1987). This hydrate blockage stopped P ump B and the control room was unable to get the pump back online. The significance of this was that operations of Pump B were inter-connected with every power system on Piper Alpha, therefore there were only a matter of minutes after Pump B ceased production to ensure no power supply disruption. The control room identified an overhaul permit for Pump A, but no indication about the warning of not turning on Pump A since, as previously identified, it had been misplaced. Therefore, the manager of the control room determined that Pump A was an effective

Religion Essay Example | Topics and Well Written Essays - 250 words - 11

Religion - Essay Example In numerous occurrences, Jesus usually started his sermons by giving statements that equated the kingdom of God to various aspects. This use of metaphors enabled Jesus to link unknown things to those that were known and thus increased the understanding the people had of the known. Jesus employed the aspect of reversal in several parables that involved the characters, which were considered as most desirable behaving in a manner that was in contradiction to what the God’s kingdom required. For instance, when Jesus was recounting the story of the Pharisees, Jesus created a reversal of how his disciples understood the Kingdom of God through demonstrating that it did not value splendor, instead, it valued sincerity. The main attributes of the Christianity are dependent on the four ancient biographies of the life of Jesus and if they provide an accurate account of His life, then the faith they have in Jesus is completely ratified and all the opposing perceptions become illogical. If Jesus taught the aspects that were the gospels stated, then believing in Him is the only means of attaining unending salvation while any other ways would result in an everlasting parting from

Learning Notes Essay Example for Free

Learning Notes Essay |STAGE 1 | |CONTENT STANDARD: The learner understand the different types and forms of drama, the features ,elements and conventions which distinguish | |them from narratives thereby leading him/her to produced a reaction paper. | |PERFORMANCE STANDARD: The learner writes a meaningful reaction paper on a drama presentation. | |ESSENTIAL UNDERSTANDING: The learner exhibits understanding and appreciation of drama by making sense of and reacting to the different issues| |presented in it.. | |ESSENTIAL QUESTION: How does one show appreciation of Philippine Drama? | |Learners will know: | |Types of Drama | |Forms of drama | |Drama conventions | |Expressions showing agreement and disagreement | | | |Learners will be able to: | |Explain types of drama | |Distinguish various forms of drama. | |Apply various graphic organizers to illustrate key concepts in a drama. | |Perform an array of reading techniques to concretize and unlock drama concept. | |Respond in various ways to express understanding of drama. | |Relate how drama mirrors real life. | |Deduce authentic experiences that can be incorporated in a drama. | |Analyze descriptions, dialogs and actions to discover, articulate, and justify characters in a drama. | |Draw insights on main and sub issues presented in a drama. | | | |STAGE 2 | |Product Performance Task: A meaningful reaction paper on a drama presentation. | | | |Evidence at the level of understanding: The learners should be able to demonstrate understanding by covering the six (6) facets of | |understanding. | |Explanation-Explain how the playwright justifies the actions, feelings, and attitudes of the character. | |Describe characters, and situation to show how drama reflects culture. | | Interpretation- interpret the series of connected events in a drama plot. Using events line | |Application-Apply role playing strategies in delivering dialogs between the protagonist and antagonist in the play | |Perspective- Develop perspective by evaluating a drama presentation. | |Empathy-assume role in Critiquing a drama presentation. | |Self-knowledge- self-assess one’s strengths and weaknesses in presenting assessment of a drama presentation. | |Evidence at the level of performance: Performance assessment of an original extended dialog for drama presentation based on the following | |criteria: | |1. Focus/Theme | |2. Accuracy | |3. Language | |4. Unity | |5. Coherence | |6. Style | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |A. EXPLORE- At this stage, the teacher should be able to do the following: | |Make the learners aware of the desired result that is, for him/her to demonstrate understanding of understanding of the different types and | |forms of Philippine drama as well as the features, elements, and conventions which distinguish them from narratives | |Introduce the Essential Question (EQ), â€Å"How does one show appreciation of Philippine drama? † with the learners. Make them answer the questions| |as exhaustively as possible and cue them into the big ideas by activating their prior knowledge or past experiences. | |Use non-formative assessment procedure to check/evaluate learners’ readiness and competence on the prerequisite skills to the tasks at hand. | |Inform the learners of how they will be assessed. Their major output after the lesson is a meaningful reaction paper on a drama presentation. | |Likewise explain the rubrics. | |Activities |Materials |Date |Remarks | |1. Life is a drama TG. P. 4 |Types of Drama listed on a manila |August 15,2011 | | | |paper. | | | |2. Illustrate it TG. P. 4 |1. Manila paper |August 16,2011 | | | |2. Pentel pen/ pencil | | | | |3. crayons | | | |Note: | |1. Pre-test is given to students. To test their prior knowledge. | |2. Ask the EQ-essential Question | |3. Clarify expectation | |4. Hook and engage interest. | |5. Give the essential understanding. | | | | | | | | | | | | | | | | | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |B. FIRM UP- At this stage, the teacher should be able to do the following: | |Make the learners enhance their knowledge of the different types and forms of Philippine drama, as well as the features, elements and | |conventions which distinguishes them from narratives. | |Highlight the grammar item by providing sufficient examples of word/phrase showing agreement or disagreement. | |Provide the learners with activities that are motivating and challenging | |Maximize learners’ participation in various tasks from controlled practice to free association phase of learning | |Provide feedback to check for understanding. | |Activities |Materials |Date |Remarks | |1. Which one are you TG. P. 6 |1. A copy of the words â€Å"JOLOGs and | | | | |â€Å"CONOS† | | | |2. A day for a play TG. P6 | | | | |- Read and write words in the play |2. A photocopy of the Drama- â€Å"Call | | | |that shows AGREEMENT and |Me Flory† by Wilfrido Ma. Guerrero | | | |DISAGREEMENT. | | | | |3. Lexicon TG. P6 | | | | |- Write the meaning of the phrases. |3. Manila Paper with the Phrases | | | | |taken from the play. | | | |4. Simple Recall TG. P7 | | | | |- Comprehension Questions |4. Manila paper with the | | | | |comprehension questions. | | | |5. Agree or Disagree TG. P9 | | | | |- Expressing agreement and |5. Manila Paper with two column A | | | |Disagreement |and B Agreement and Disagreement. | | | | | | | | |6. In my opinion TG. P10. |6. Various topics written on a | | | |- Choose one topic then write an |Manila paper. | | | |opinion paragraph stressing their | | | | |greatest argument for agreeing or | | | | |disagreeing. | | | | | | | | | |Note: Discuss and explain | | | | |expressions on agreement and |Outline of the topic | | | |disagreement. | | | | | | | | | | | | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |C. DEEPEN- At this stage, the teacher should be able to do the following: | |Provide learners with thought – provoking questions that will make them reflect, revisit, rethink, and revise earlier assumptions about the | |types and forms of Philippine drama, the features, elements, and conventions that distinguish them from narrative. | |Enable learners to apply the grammar items learned by giving them activities within the confines of higher order thinking skills. | |Address the learners’ uniqueness, their strengths and weaknesses by providing them with differentiated instruction as needed. | |Provide them with meaningful and challenging activities that will reinforce what they have learned. | |Engage them in meaningful self-evaluation. | |Give feedback. | |Activities |Materials |Date |Remarks | |1. Curtailed Freedom TG. P. 11 | 1. Topic on specific reality or | | | |- Have them agree or disagree†¦ |game show. | | | | | | | | |2. Mock Election TG. P11 | | | | |-Write and express their ideas | | | | | |2. â€Å"Written issue on a manila | | | | |paper- â€Å"Are you in favor of using | | | |3. Drama Inventory TG. P12 |the Filipino language during | | | |- Complete the table after |English time? † | | | |watching/listening to various drama| | | | |media. |3. Written CHART on a manila paper | | | | |as guide to the activity. | | | |4. Airing Feedback TG. P12. | | | | |- Role play any situation | | | | | | | | | | | | | | | |4. Rubrics | | | |Notes: | | | |1. Discuss the Elements of Drama | |2. types of drama | |3. drama conventions | | | | | | | | | | | |D. TRANSFER- At this stage, the teacher should be able to do the following: | |Have the learners make independent application of the various processes (drama review, play reaction paper production, critiquing an original | |extended drama script, ect) they have learned. | |Make them do independent performance or project using varied and complex assessment procedure. | |Harness the learners’ growing proficiency by letting them establish the interface among the activities they have performed. | |Have them see the connections between tasks and the world. | | | |Activities |Materials |Date |Remarks | |1. Drama Review TG. P13 | 1.evaluation Chart | | | |- Complete the evaluation chart | | | | |after watching a scene in a drama | | | | |or play. | | | | | | | | | |2. DRP (Drama Reaction Paper) TG. | | | | |P13 | | | | |- evaluate the strength and |2. List of criteria written on a | | | |weaknesses of a play or drama. |manila paper | | | | | | | | | | | | | |References: | | | | |Laarni- A Dream by Loreto | | | | |Paras-Sulit | | | | | | | | | |Call Me Flory, by Wilfrido Ma. | | | | |Guerrero | | | | |The World is an Apple | | | | | | | | | | |Prepared by | | | |FERDINAND A. SANGAO | |Subject Teacher Noted: | |NORA D. DALAPNAS | |Head Teacher In Charge | | | | | | |

Death, Why Do They Write Thee Essay -- Literary Analysis

The medical world affects our qualms and contemplations every day, whether it is that disease one may struggle with every day or that stomach ache one may have tussled with after consuming some horrendous food. Today, although it may not seem like it, we are privileged to have our prime worries be that of cancer, Alzheimer’s, and mental ailments. All of those terrible infirmities, that we have yet to conquer, seemingly slip into occupations, conversation, compositions, and the routine of our everyday lives. This dilemma has always been a part of history, since colds were life threatening. At one point in time life expectancy was young, almost half of what it is today, many infants didn’t survive birth and diseases went rapid. One can imagine how petrified the people of those periods were. Scientific advancements in the medical field certainly affect the emotions and actions of death in daily life; this correlation is evident in literature throughout the ages, in arrange ments by authors, such as John Dunne, Jonathan Keats, and Elizabeth Barrett Browning. From the ages of superstition and homemade remedies arose the foundation of a complex medical world. The 1600s marked the termination of the Renaissance; however, the urge to learn more about the sciences persisted. One improvement was found in the previously women ran apothecary shops or pharmacies (Strocchia). The medical world was reformed when William Harvey discovered how blood circulates in 1628, which became â€Å"the basis for modern research on the heart and blood vessels† (Strocchia). Blood endured as a topic of interest and several years later in 1656 experimentation began on blood transfusion (â€Å"Medical Advances Timeline†). Towards the end of the decade blood cells, tissue,... ...y Reference Bank (H.W. Wilson). Web. 2 Apr. 2012. "The Life of Elizabeth Barrett Browning." The Victorian Web: An Overview. Web. 20 Mar. 2012. . â€Å"Medical Advances Timeline†. Infoplease. Web. 19 Mar. 2012. . Mulrooney, Jonathan. "Keats In The Company Of Kean." Studies In Romanticism 42.2 (2003): 227-250. Academic Search Premier. Web. 21 Mar. 2012. "Renaissance Medicine." ThinkQuest. Oracle Foundation. Web. 20 Mar. 2012. . Strocchia, Sharon T. "The Nun Apothecaries Of Renaissance Florence: Marketing Medicines In The Convent." Renaissance Studies 25.5 (2011): 627-647. Academic Search Premier. Web. 21 Mar. 2012. Thomas, Christina. "Jonathan Keats." English IV. Wheelersburg High School, Wheelersburg. Winter 2012. Lecture.

Accidents, Illness and Emergencies in the Early Years Setting

Describe the policies and procedures for dealing with accidents, injuries, illnesses and other emergencies that are in place within the school setting (P3). These policies and procedures of accident, injury, illness and other emergencies are in place within the school setting to govern working practices and provide quality and an agreed framework for action. The management within the school setting is responsible for creating the policies and for checking that they are being followed, and the staffs are responsible for implementing the policies.As all staff and parents must be aware of these policies, you will often find them on a notice board, or in the settings brochure. It is also important that new staff are informed of these policies and procedures during their induction.The school policy states, â€Å"†¦Our paramount importance is to regard the health and safety of all employees, pupils and other visitors to Windwhistle Primary School†¦Ã¢â‚¬  The following statement s, dealing with accidents, injuries, illnesses and other emergencies is issued in pursuance of the Health and Safety at Work Act. 1974 and the policy of the County Council.Accidents and Injuries Policy and Procedures†¢All accidents must be reported to the Head Teacher and entered into the accident book which is found in Health and Safety Rep's first aid folder.†¢Fatal or Major Injuries must be reported immediately by telephone to Health and Safety Office and also to the Chair of Governors. This must be followed up by the completion of an accident report form and sent to the Education Health and Safety Officer.†¢Dangerous Occurrences must also be reported immediately by telephone to Health and Safety Officer as above.First Aid – Dealing with Accidents, Injuries, Illnessess and Other Emergencies.The appointed person(s) by the head are qualified to administer first aid to casualties. The responsibilities of the appointed person(s) are: †¢To take charge in the situation where personal injury or illness has occurred and where further medical help is needed.†¢To ensure that the first aid boxes/cupboards are fully stocked with designated items only. In the case of serious injury (other emergency), responsibility of the appointed person ends when the patient is handed over to medical care or parent/guardian.The first aid boxes/cupboards in Windwhistle Primary School are located in: †¢The Main Office †¢The Staff Room †¢Class Year 4D †¢And Class Year 1J All outside class rooms hold basis first aid equipment. Notices giving details of whereabouts of first aid facilities will be displayed at appropriate sites.The Head Teacher will assume responsibilities of the appointed person in the absence of the appointed person. However, these instances should be very few and far between as planned cover should be achieved and only in the case of unplanned absence will this situation occur. All teaching staff act in loco parentis du ring the time that the school is open for children.All injuries, whether to staff, pupils or visitors, must be recorded via the school accident book or for more serious injuries, on the accident report forms. North Somerset's guidance for accident reporting should be followed at all times (covered later on). Any serious injuries or illness should be transported to hospital by ambulance as the patient's condition could worsen. Accidents or illnesses of this type should be reported by telephone or fax in the first instance to the Health and Safety Officer and then followed by a written report/investigation using appropriate North Somerset paperwork.No attempt to move an injured person should be made until a proper  examination and assessment has been completed. There is clear evidence that premature handling of the casualty has worsened injuries.Minor injuries and may be treated on a self-help basis or by any members of staff in loco parentis.THE CARE OF SICK CHILDREN (DEALING WITH ILLNESSESS)Windwhistle Primary School recognises its responsibility to promote a learning environment that is safe for all. In order to maintain a clean and healthy environment this policy provides guidance for staff and parents as to when children should or should not be in school if showing signs of illness. The health and wellbeing of all children is of paramount importance to enable them to be successful learners and to be the best that they can be.Guidance†¢Children should not be brought to school if they are displaying signs of illness. If parents do bring children to school and staff feel that they are unfit for school, parents / carers / emergency contact will be contacted and requested to come and collect their child and requested not to return their child to school until symptom free.†¢If a child is thought to be unwell while at school they will be seen by a qualified first aider as the condition of the child needs to be assessed. This should be done in a kind an d caring manner. The Head Teacher of should be informed of any sick children.†¢Should a child become ill whilst at school, a member of staff will contact the parent / carer / emergency contact. While awaiting the arrival of parents, the staff will ensure the comfort of the child in the school office, taking appropriate action, which would include seeking medical advice if necessary. If the child is in danger, the staff will seek medical advice immediately. Should a member of staff consider an illness / situation to warrant immediate medical attention, they will report to a First Aider and Head Teacher who will contact emergency services or take the child directly to Hospital and the parent / carer notified accordingly.†¢Staff will report any worries about a child's health to the parents / carers immediately. Parents are responsible for keeping the school informed about their child's health.†¢Children with infectious or contagious diseases will be excluded for certain periods. If staff suspect that a child has an infectious or contagious disease, they will request that parents / carers consult a doctor before returning the child to school and the school will seek advice from the Health Protection Agency.†¢We recommend that children do not attend school while suffering from one of the communicable diseases and they should be excluded for the minimum periods recommended by their Doctor. Although exposure of children to a communicable disease in itself is not sufficient reason to require their absence from school, any child who becomes a home contact of diphtheria, poliomyelitis, typhoid and paratyphoid fevers will be requested to remain absent from school for the recommended time. The school will take advice from the Health Protection Agency.†¢Coughs and colds do not normally require the child to be absent from school but this depends on the severity and how the child is able to cope with the school routine. A child who is, or who appears to be unwell may be asked to return home.†¢A child who has sickness or diarrhoea whilst at school should be collected immediately and kept absent from school for 48 hours following the last bout of sickness or diarrhoea.†¢Parents will always be contacted and informed if their child has a high temperature of 101F / 38C or above.†¢To prevent the spread of conjunctivitis, suspected cases will be reported immediately to parents who will be requested to take their child from school  to seek medical advice. When treatment commences, the child may return to school.†¢Chicken Pox – children need to be absent from school for a minimum of 5 days from the onset of the rash. After this time, if all spots have dried and scabbed over, the child can return to School. Parents / carers will also be contacted if their child develops a rash or suspected thrush. This will need to be checked by a Doctor whose advice should be followed.†¢If your child has not been his/he r normal self at home but is not showing signs of illness when brought to school, parents should mention this to staff and ensure that contact details are correct and that they are obtainable.†¢The school understands the needs of working parents and do not aim to exclude children from school unnecessarily. However the decision of school is final when requesting the exclusion of a child for illness or infection. Decisions will take into account the needs of the child and those of the other children and staff in school.OTHER EMERGENCIES – FIRE DRILLSFire and Emergency Procedures†¢Each week the alarm will be tested to ensure that it is effective. Points from different zones should be used to trigger the alarm to ensure that all break glass or other points are in working order. Details should be recorded in the Fire Log Book.†¢Fire drills must be carried out at least once per term to enable everyone to become familiar with the evacuation procedure. Details should b e recorded in the Fire Log Book.†¢In each room there should be a diagram showing exit and line up points.†¢The location explosive substances such as gas and paint should be known and the Senior Fire Officer informed upon arrival.†¢At present gas cylinders are stored in locked safety cages outside the classrooms†¢Temporary heaters are located in the storage area at the foot of the stairs.†¢Other highly flammable/explosive substances are not held on this site.†¢Fire exits and fire exit routes should be free from obstruction. At all times all exit doors must be unlocked whilst there are people in the building.†¢All fire exits must be clearly labelled and comply with legislation e.g. should be pictorial rather than just writing.†¢The use of display materials must be controlled in fire exit corridors. Display/notice boards should be covered in Perspex to limit combustible materials in fire corridors.†¢All visitors spending any length of time i n the school should be made aware of arrangements in case of fire.†¢The fire log book is kept in the Care Takers cupboard. Full and detailed records are kept of evacuations, call point testing, alarm system servicing, fire fighting equipment checks etc.On Discovery of A Fire†¢Operate the nearest alarm call point †¢Go to the nearest telephone and dial 999 †¢Carry out any previously arranged duties to be done in the event of fire or go to the nearest line up point.†¢On sounding the alarm, the fire brigade will be summoned if necessary by senior management. All staff, pupils and visitors must leave the building immediately, closing doors behind them as necessary.†¢Line up points have been designated and a diagram displaying where they are is placed in each room.†¢Only if there is no risk to personal injury should attempts be made to tackle a fire using a suitable fire extinguisher. In addition, if there is no risk of injury, mains services such as gas and electricity should be turned off.†¢The mains isolator for gas can be found †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..N/A†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. and the mains isolator for electricity can be found in the downstairs stock cupboard.Action on Hearing a Fire Alarm†¢Teacher or responsible adult will supervise children leaving the building by appropriate exit, closing the door when the last person is out. (Diagrams located in each room).†¢Proceed to line up point in the allocated playground.†¢Walk quickly. Do NOT run.†¢Keep calm.†¢Do not stop to collect any personal belongings or books.†¢Registers will be taken to the line up points by the secretary and distributed to teachers for roll call.†¢If the fire brigade has been called there must be clear access to the site by emergency services.Explain how the school should ensure that the policies and procedures are followed effectively (M2).To ensure that the policies and procedures are followed effectively the s chool should: †¢Ensure that all staff are aware of the policies and have a duty to co-operate with them.†¢Ensure that all policies and procedures are easily accessible for reference.†¢Provide adequate training and instruction to enable all employees and pupils to perform their duties safely and efficiently.†¢The Head Teacher, Senior Members of staff and School Governors should make regular reviews on the policies and procedures to make sure they are in a good working order.†¢Teaching staff could try to incorporate the health, wellbeing and safety procedures into activities for pupils. For example, role modelling activities in what to do in case of a fire or what to do if a peer falls ill.†¢Routines as stated by policy and procedure, for example fire drills, should be practiced on a regular basis. This is to ensure on real occurrences, the routines can be followed effectively.

Becky

The government, business, and consumers all have an important role a play in the field of environmental protection. The three components should form an interrelated system in which the government and consumers exert pressure upon businesses to act ethically in environmental matters, and business executives are committed to the issues of sustainable development that forms part of corporate social responsibility.Alan Larson in his remarks on corporate social responsibility addressing the National Policy Association Conference noted that although he believed in profit maximisation as the CEO’s primary objective, â€Å"in a global marketplace where reputation matters deeply, shareholder value depends more than ever on corporate values† (Larson 2001). Thus, corporations cannot be interested in profits as the only priority; instead, they should be interested in the situation on the planet in general.Just as â€Å"sustainable development† is an appropriate measure for s ocial progress, so â€Å"sustainable profits† should become part of the accounting vocabulary indicating that the corporation can â€Å"increase shareholder value by communicating to shareholders, employees, customers, regulators, and the general public how it is practicing environmental stewardship and social consciousness in its operations† (Larson 2001). Thus, business has an independent incentive to act ethically. However, Larson notes, the government can enhance this incentive by offering, for instance, the Award for Corporate Excellence only to environmentally conscious companies.Another way is to include the government regulations into guidelines of state structures, for instance, OECD Guidelines on Multinational Enterprises or guidelines of the World Bank and the International Finance Corporation (IFC). Consumers in the 1980s and later decades became aware of the influence of their purchasing choices upon the environment. Their responsibility to the environment , among other things, was included for discussion at the 1992 Earth Summit in Rio under Agenda 21 (Yu ). Their role in sustainable consumption has to be defined through a range of consumer initiatives.Thus, the three parties can cooperate in enhancing environmental protection. References Larson, A. (2001, June 11). Role of the U. S. Government in Promoting Global Corporate Responsibility. Remarks to the National Policy Association Conference. Retrieved November 25, 2005 from http://www. state. gov/e/rls/rm/2001/3526. htm. Yu, N. (n. d. ). The Green Consumption Movement: The Roles of Government, Business, Academia, NGOs and Consumers. Retrieved November 25, 2005 from http://www. apo-tokyo. org/gp/e_publi/gsc/0315RES_PAPERS. pdf.

Free Essays on The Education Of Odysseus And Gilgamesh

The Education of Odysseus and Gilgamesh Odysseus and Gilgamesh are both characters in epics who become heroes through the challenges they face on their respective journeys. During each character’s journey he learns the qualities that a good leader and hero must possess. They both start off as flawed men and leaders- and the tests they face on their journeys teach them to overcome their flaws and become better leaders as well as heroes. A true leader must be comfortable in his solitude and able to act alone. In each epic both characters are in situations where they are both isolated and feel overwhelmingly lonely. Gilgamesh encounters loneliness more than once throughout the epic. In the beginning, he is so lonely that he acts as a tyrant, ignores his duties as a king and pursues young children and maidens throughout his kingdom in a quest for companionship. Later on Gilgamesh becomes lonely again after the death of Enkidu which sets him off into deep depression and he feels as though he has no purpose for living any longer. Odysseus, on the other hand, is stuck on an island with Calypso for seven years with almost no hope of returning home. He longs to return home to his wife and son, but he has no ship and no crew to help him get there. Both Odysseus and Gilgamesh are able to overcome this unbearable loneliness with help from their gods. To keep Gilgamesh out of trouble and less lonely, the gods Anu and Aruru create Enkidu as a rival for Gilgamesh. Enkidu is Gilgamesh’s match and equal in terms of mind and strength and after a brief initial battle, the two become good friends right away. However, Enkidu proves to be only a temporary fix to Gilgamesh’s loneliness and when he dies Gilgamesh is miserable once again. But Enkidu’s death is the event that ultimately sends Gilgamesh on his quest for immortality. And at the end of the epic when Gilgamesh comes back to his homeland, he realizes that it isn’t the en... Free Essays on The Education Of Odysseus And Gilgamesh Free Essays on The Education Of Odysseus And Gilgamesh The Education of Odysseus and Gilgamesh Odysseus and Gilgamesh are both characters in epics who become heroes through the challenges they face on their respective journeys. During each character’s journey he learns the qualities that a good leader and hero must possess. They both start off as flawed men and leaders- and the tests they face on their journeys teach them to overcome their flaws and become better leaders as well as heroes. A true leader must be comfortable in his solitude and able to act alone. In each epic both characters are in situations where they are both isolated and feel overwhelmingly lonely. Gilgamesh encounters loneliness more than once throughout the epic. In the beginning, he is so lonely that he acts as a tyrant, ignores his duties as a king and pursues young children and maidens throughout his kingdom in a quest for companionship. Later on Gilgamesh becomes lonely again after the death of Enkidu which sets him off into deep depression and he feels as though he has no purpose for living any longer. Odysseus, on the other hand, is stuck on an island with Calypso for seven years with almost no hope of returning home. He longs to return home to his wife and son, but he has no ship and no crew to help him get there. Both Odysseus and Gilgamesh are able to overcome this unbearable loneliness with help from their gods. To keep Gilgamesh out of trouble and less lonely, the gods Anu and Aruru create Enkidu as a rival for Gilgamesh. Enkidu is Gilgamesh’s match and equal in terms of mind and strength and after a brief initial battle, the two become good friends right away. However, Enkidu proves to be only a temporary fix to Gilgamesh’s loneliness and when he dies Gilgamesh is miserable once again. But Enkidu’s death is the event that ultimately sends Gilgamesh on his quest for immortality. And at the end of the epic when Gilgamesh comes back to his homeland, he realizes that it isn’t the en...

Biography of Nathaniel Hawthorne

Biography of Nathaniel Hawthorne Nathaniel Hawthorne was one of the most admired American authors of the 19th century, and his reputation has endured to the present day. His novels, including The Scarlet Letter and The House of the Seven Gables, are widely read in schools. A native of Salem, Massachusetts, Hawthorne often incorporated the history of New England, and some lore related to his own ancestors, into his writings. And by focusing on themes such as corruption and hypocrisy he dealt with serious issues in his fiction. Often struggling to survive financially, Hawthorne worked at various times as a government clerk, and during the election of 1852 he wrote a campaign biography for a college friend, Franklin Pierce. During Pierces presidency Hawthorne secured a posting in Europe, working for the State Department. Another college friend was Henry Wadsworth Longfellow. And Hawthorne was also friendly with other  prominent writers, including Ralph Waldo Emerson and Herman Melville. While writing Moby Dick, Melville felt the influence of Hawthorne so profoundly that he changed his approach and eventually dedicated the novel to him. When he died in 1864, the New York Times described him as the most charming of American novelists, and one of the foremost descriptive writers in the language. Early Life Nathaniel Hawthorne was born July 4, 1804, in Salem, Massachusetts. His father was a sea captain who died while on a voyage to the Pacific in 1808, and Nathaniel was raised by his mother, with the help of relatives. A leg injury sustained during a game of ball caused young Hawthorne to restrict his activities, and he became an avid reader as a child. In his teens he worked in the office of his uncle, who ran a stagecoach, and in his spare time he dabbled with trying to publish his own small newspaper. Hawthorne entered Bowdoin College in Maine in 1821 and began writing short stories and a novel. Returning to Salem, Massachusetts, and his family, in 1825, he finished a novel he had started in college, Fanshawe. Unable to get a publisher for the book, he published it himself. He later disavowed the novel and tried to stop it from circulating, but some copies did survive. Literary Career During the decade after college Hawthorne submitted stories such as Young Goodman Brown to magazines and journals. He was often frustrated in his attempts to get published, but eventually a local publisher and bookseller, Elizabeth Palmer Peabody began to promote him. Peabodys patronage introduced Hawthorne to prominent figures such as Ralph Waldo Emerson. And Hawthorne would eventually marry Peabodys sister. As his literary career began to show promise, he secured, through political friends, an appointment to a patronage job in the Boston custom house. The job provided an income, but was fairly boring work. After a change in political administrations cost him the job, he spent about six months at Brook Farm, a Utopian community near West Roxbury, Massachusetts.   Hawthorne married his wife, Sophia, in 1842, and moved to Concord, Massachusetts, a hotbed of literary activity and home to Emerson, Margaret Fuller, and Henry David Thoreau. Living in the Old Manse, the house of Emersons grandfather, Hawthorne entered a very productive phase and he wrote sketches and tales. With a son and a daughter, Hawthorne moved back to Salem and took another government post, this time at the Salem custom house. The job mostly required his time in the mornings and he was able to write in the afternoons. After the Whig candidate Zachary Taylor was elected president in 1848, Democrats like Hawthorne could be dismissed, and in 1848 he lost his posting at the custom house. He threw himself into the writing of what would be considered his masterpiece, The Scarlet Letter. Fame and Influence Seeking an economical place to live, Hawthorne moved his family to Stockbridge, in the Berkshires. He then entered the most productive phase of his career. He finished The Scarlet Letter, and also wrote The House of the Seven Gables. While living in Stockbridge, Hawthorne befriended Herman Melville, who was struggling with the book that became Moby Dick. Hawthornes encouragement and influence was very important to Melville, who openly acknowledged his debt by dedicating the novel to his friend and neighbor. The Hawthorne family was happy in Stockbridge, and Hawthorne began to be acknowledged as one of Americas greatest authors. Campaign Biographer In 1852 Hawthornes college friend, Franklin Pierce, received the Democratic Partys nomination for president as a dark horse candidate. In an era when Americans often did not know much about the presidential candidates, campaign biographies were a potent political tool. And Hawthorne offered to help his old friend by quickly writing a campaign biography. Hawthornes book on Pierce was published a few months before the November 1852 election, and it was considered very helpful in getting Pierce elected. After he became president, Pierce paid back the favor by offering Hawthorne as diplomatic post as the American consul in Liverpool, England, a thriving port city. In the summer of 1853 Hawthorne sailed for England. He worked for the U.S. government until 1858, and while he kept a journal he didnt focus on writing. Following his diplomatic work he and his family toured Italy and returned to Concord in 1860. Back in America, Hawthorne wrote articles but did not publish another novel. He began to suffer ill health, and on May 19, 1864, while on a trip with Franklin Pierce in New Hampshire, he died in his sleep.

Impacts of Johann Carl Friedrich Gauss as a Mathematician Term Paper

Impacts of Johann Carl Friedrich Gauss as a Mathematician - Term Paper Example In his lifetime, Gauss had hardly made a contribution to the field of mathematics. It is said that the German mathematician was aloof to the pubic world of the mathematicians notable in his days. Gauss only communicated to a few of his trusted friends who were also strongly inclined to mathematics. Besides Bolyai, Schumacher was one of Gauss’s trusted correspondence in which the latter confided to the former about his spending a â€Å"considerable time on geometry† (Tent, 2006, p. 214). On the other hand, upon the death of the gifted mathematician -- and the subsequent discovery of his mathematical notes and ideas -- the world of mathematics had never been the same. Particularly his contribution to the shaping of the so-called non-Euclidean geometry, Gauss had made an impact to the sphere of geometry. His schoolmate Bolyai had asked him, for several times, pertaining to his view to Euclid’s fifth postulate -- also known as the parallel postulate. But Gauss did no t disclose his discovery concerning the existence of the non-Euclidean geometry for the reason that he did not want to â€Å"rock the boat† (Tent, 2006, p. 215). True, Gauss’s non-Euclidean geometry -- first he called it as anti-Euclidean -- had caused a stir in the area of mathematics marked in the late 18th century. Non-Euclidean geometry is basically defined as an area in geometry in which Euclid’s first four postulates are held but the fifth postulate has a quite different and distinct version in contrast to what is stated in the Elements (Weisstein, 2011). Among various versions of non-Euclidean geometry, the so-called hyperbolic geometry is where Gauss belongs to. In one of their conversations, Gauss revealed to Schumacher about his anti-Euclidean geometry: â€Å"I realized that there also had to be triangles whose three angles add up to more or less than 1800 in the non-Euclidean world. I had it all mapped out† (Tent, 2006, 214, my italics). Here, Gauss categorized the fundamental elements of his newly found mathematics. That is to say, Gauss’s non-Euclidean geometry is a departure from two-dimensional geometry characterized in Euclidean mathematics. Gauss’s hyperbolic geometry, in fact, works greatly in three-dimensional geometry or space. Thence, the impact of Gauss’s mathematical discovery, if not innovation, was quite evident especially within the field of mathematics. For one, Gauss had opened up a new world or knowledge about the wider space or scope of mathematics, particularly geometry. That is, man does not live in a narrow two-dimensional space. Based from this paradigm (i.e., hyperbolic geometry), one can explore the multifarious possibilities laid open by non-Euclidean geometry. Perhaps the greatest impact of Gauss’s hyperbolic mathematics is found in the sphere of astronomy. In 1801, for instance, Gauss’s mathematics had greatly facilitated the discovery of a dwarf planet named Ceres (Tyson, 2004). Evidently, this is the triumph of mathematics. Utilizing the non-Euclidean geometry, it became possible for man to calculate the universe even without the use of advanced technology such as the telescope. Using Gauss’s hyperbolic geometry, man is able to see the cosmos beyond the Euclidean geometry can offer. Space, after all, is three-dimensional -- be it space in/on earth or in the universe. Generally, non-Euclidean geo

Inter Industry and Intra Industry Trade Essay Example | Topics and Well Written Essays - 1750 words

Inter Industry and Intra Industry Trade - Essay Example on, and import goods to countries they lack their own production, or where products can be manufactured with poor cost-effectiveness, owing to factor scarcity, intensively used for goods production. Under such circumstances, a country does not generally export and import the same product type. Inter-industry trade is in direct contrast to intra-industry trade that is a result of ‘imperfect’ competition between nations having identical factor endowments (Falvey and Kierkowski, 1987, 143-161). Examples of intra-industry trade include technology, beverages, minerals and automobiles. As per the definitions provided by OECD, intra-industry trade can be viewed through intra-industry trade measurements: a) â€Å"Trade in similar products (â€Å"horizontal trade†) with differentiated varieties (e.g. cars of a similar class and price range); b) Trade in â€Å"vertically differentiated† products distinguished by quality and price (e.g. exports of high-quality clothi ng and imports of lower-quality clothing)† (OECD, Glossary of Statistical terms, 2007). There are two different forms of intra-industry trade: Horizontal intra-industry trade: this comprises of simultaneous imports and exports of products categorised within an identical industry, and at an identical processing stage, therefore, based primarily on product differentiation, as for example, Korea’s export and import of cellular phones at the same time, at a same processing stage (Grubel, and Lloyd, 1975). Vertical intra-industry trade: This comprises of imports and exports of products at the same time within the same industry sector, but at a different processing phase. It is based on a growing ability to arrange for production fragmentation into various stages, each occurring at different places, and taking advantage... This report approves that countries export products where factors can be intensively used for goods production, and import goods to countries they lack their own production, or where products can be manufactured with poor cost-effectiveness, owing to factor scarcity, intensively used for goods production. Under such circumstances, a country does not generally export and import the same product type. Inter-industry trade is in direct contrast to intra-industry trade that is a result of ‘imperfect’ competition between nations having identical factor endowments. This report makes a conclusion that currently under increased instances of globalisation, intra-industry trade has turned into an essential part of global macro-economic activities, which is beneficial as regards bringing in stability at a macro-economic level, increasing the number of products of the same type within the market giving a consumer more choices and advocating innovation. This trade is primarily based on the advantage where it allows consumers to have at their disposal a larger range of products at cheaper rates, while allowing producers to acquire economies of scale in goods manufacture by giving them an access to a wider global market. With an overall rise in output, fixed costs are disseminated over a wide range of units, thus decreasing the corporation’s average production cost. Therefore, despite various debates on its rightful place within the realms of economic theories, intra-industry trade occupies an important position within the realms of modern intern ational trade.

Annotated Bibliography with 5 sources (you need at least 3 for your

With 5 sources (you need at least 3 for your final essay) 100 - Annotated Bibliography Example Martin elaborates on the genesis and etiology of racial segregation in the college and competitive college sports. He elaborates being a previously white-dominated program has progressively become famous to the black population. However before the currently accepted participation of blacks and colored folk in sports there existed contentions and racial segregation. The historical background of racial discrimination will likely give the reader understanding of the driving forces of the practice. Tischauser describes the history and beginning of the Jim Crow laws and their implications on the colored populations. The attitudes and perceptions that led to their institution and legislation are also reviewed. Segregation has its genesis also in sports. The present professional football faced its share of racial interference. Levy analyzes the history of racial discrimination in sports and the eventual acceptance of colored people in its participation Over the years, racial segregation has undergone a metamorphosis. Previously openly demonstrated it is currently practiced under a well concealed itinerary of regulations and legislature. Tischauser explores the evolution of racial and ethnic conflict over the centuries and its current hallmarks in the

Case study remedial writing programme

Case study remedial writing programme The purpose of this study programme is to determine if students from the elementary level of Hin Hua High School (Chinese Independent School) improved in their ability to write in English after having studied specifically developed curriculum. The 7-hour remedial programme is to be conducted once the academic department releases the final assessment grades. Fifteen students with the lowest score were selected using the criterion method to undergo the remedial programme. the importance of all six major aspects of writing measured in the English Test which comprises mainly punctuation, grammar and usage, sentence structure, strategy, organization, and style. It is believed by attending the remedial programme selected students would be able to show the ability to make and articulate judgments by taking position on an issue or problem. Besides sustaining a position by focusing on the topic throughout the writing. They are alson expected to develop a position by presenting support or evidence using specific details and make inferences based on support or evidence. Most importantly, they should be able to organize and present ideas in a logical way by logically grouping and sequencing ideas. Hence communicate clearly by using language effectively and by observing the conventions of standard written English INTRODUCTION As a language teacher, I often select writing tasks from language textbooks to help students improve their writing ability. Behaviorists, communicative, cognitive, and discourse theories could influence writing approaches in language textbooks. Each theoretical framework has provided us with a better understanding of the multiple dimensions and purposes of teaching writing. A review of the developments in writing pedagogy leads us to conclude that we could teach writing as a means to improve linguistic, rhetorical and communicative competence or as a discovery and cognitive process. The writing tasks that we select from language textbooks and assign to students could reflect one or some of these pedagogical purposes. As teachers, we need to question and understand the pedagogical assumptions of textbook writing tasks so that we can select tasks that will help our students become confident writers and independent thinkers. Primary students entering the secondary school level (high School) are challenged not only to learn new content in the disciplines but also to communicate this. A significant number of students will not have adequate academic literacy levels to be able to do this successfully (Jones and Bonanno, 1995 (1). Atlhough traditionally students were expected to develop academic literacy skills without any explicit teaching of these skills, schools now recognize the increasingly diverse backgrounds of their student populations and have put in place mechanisms for helping students develop their academic literacy. These have included the establishment of literacy and learning units as well as the requirement for school curricula to address the teaching of writing skills including communication skills. English Learning Centre of Hin Hua High School Klang, like other literacy and learning units, has been involved in a number of collaborative projects with teachers involved in teaching Junior One to integrate the teaching of communication skills into the curriculum (Webb et al, 1995, Taylor and Drury, 1996). These initiatives have resulted in the development of new teaching materials and approaches as well as new practices of assessment and feedback. However, as subject area curricula are being adapted to computer-based forms of learning, it is also necessary to consider how the teaching of communication skills can be integrated into these programs or how the teaching of communication skills can be contextualized within the learning of subject area knowledge. With the current demand for propheciuency in English Language great importance has been given to developing programs to instill good writing modes to the elementary learners which aims to help students become successful editors of their own writing. 1.1 LITERATURE REVIEW Writing skills have been identified as to improve students thinking. Moffett and a few others have developed cognitively sequenced curricula for elementary and secondary writing, college composition, when it is sequenced at all, tends to rely on structural or rhetorical arrangements, which are neither sequential nor cumulative. Progressions from word to sentence to paragraph to theme confuse quantitative with qualitative growth, while rhetorical sequences confront students with cognitive problems of different but equal complexity. In short, from a cognitive perspective, most writing instruction in higher education is consistent with that in secondary education: what Stephen Judy described as Advanced Hodgepodge in high school gives way to Arrogant Hodgepodge in college. A large and growing body of research, however, shows that cognitive development follows a hierarchical sequence of stages and suggests that a curriculum can be sequentially organized to promote cognitive development. Blooms Taxonomy of Educational Objectives provides some essential connections between the cognitive abilities we expect of college students and a curriculum that can stimulate those abilities Blooms Taxonomy is one solution to the cognitive hodgepodge of the writing curriculum. It allows us to sequence instruction and assignments in ways that speak directly to students developmental needs. From least to most complex, For writing instruction the taxonomy provides a flexible model of what happens cognitively in the learning process Bloom described a six stage sequence: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. (See Figure 1) Figure 1.0 The flow chart of Blooms Taxonomy At each new level, thought processes build on and encompass previous levels. Implicit in this structure is the assumption of an ascending scale of difficulty and comprehensiveness. Thinking at the comprehension level is more demanding than at the knowledge level; cognitive problems requiring synthesis or evaluation encompass all the preceding levels. A review of Blooms definitions for each taxonomic level suggests what such a cognitively-based writing course might entail. Although the focus of each level is cognitive, rhetorical issues of audience and purpose are equally appropriate and can be specified for any assignment. Most of all, the taxonomy allows us to contemplate the value and feasibility of a cognition-based curriculum in writing. Such a curriculum would reflect the hierarchical relations of the various thought processes and would help to control for cognitive complexity in writing and thinking about distorting natural discourse. In this form, writing or writing-intensive courses would systematically develop students thinking skills rather than leaving them to chance or, worse, blunting the writers still-developing ability to explore and express ideas. In short, a cognition-based curriculum ensures that students participate fully in using writing as a mode of learning. 2.0 INTENDED PURPOSE The remedial programme is targeted for the elementary learners who are in the process of upgrading their writing skills to the pre -intermediate level. A total of 15 students are selected from the age group of 13 years old based on the final semester examination results. The examination basically structured in accordance to the textbook currently used in the school curriculum ,New Opportunities (Pearson Longman-Cambridge). Basically the (Stiggins to highlight achievement differences between and among students to produce a , 1994). School systems might want to classify students in this way so that they can be enhance their competency level even further. The major reason for using a norm-referenced test (NRT) is to classify students. NRTs are designed on dependable rank order of students across a continuum of achievement from high achievers to low achievers be properly placed in remedial or gifted programs. These types of tests are also used to help teachers select students for differe nt ability level reading or mathematics instructional groups. As the selected students fall under the below average group in Paper 1(Writing Assessment) whereby there are two parts that the had to complete here: SECTION A Notes Expansion and SECTION B Continuous Writing (Choose one topic out of five given) From the academic analysis it was found that majority students failed in Section B where it consists of 25% of the total marks of 40% of the Writing paper. Thus they are required to attend a 7 hour remedial programme to improve their writing skills by at least 85%. FINAL SEMESTER : PAPER 1 RESULTS (40%) NAME CLASS SECTION (15%) SECTION B (25%) 1 LIM WAI MENG ELEMENTARY 8 8 2 CAROLINE TAN ELEMENTARY 7 7 3 CHONG YOKE LAN ELEMENTARY 9 6 4 LIM CHEN PHANG ELEMENTARY 8 6 5 LEE AI VIN ELEMENTARY 8 7 6 SOO HUI YING ELEMENTARY 5 5 7 TAN KUI ROU ELEMENTARY 6 8 8. TEE WAN RU ELEMENTARY 5 9 9 NG JIA JI ELEMENTARY 9 7 10 LIM SHAO YI ELEMENTARY 9 4 11 KELVIN LAI ELEMENTARY 6 8 12 TAN MAY LI ELEMENTARY 8 8 13 TOO MEI LING ELEMENTARY 5 5 14 LIM TAI YONG ELEMENTARY 6 9 15 TEO JOYCELYN ELEMENTARY 7 6 Table 1 REMEDIAL PROGRAMME STUDENTS NAME LIST 3.0 PURPOSE OF REMEDIAL WRITING PROGRAMME The reasons for the remedial program to be initiated is to better the learners in their writing skills and strengthen it so that they have all capabilities to be promoted to the next level but due to certain minute factors they fail to adhere to the standards of the pre-intermediate level. Thus these students are carefully selected using the criterion method to undergo the 7 hour remedial programme. In order to drill and motivate these students in the remedial programme an enriching lesson plan is formulated to create a positive outcome at the end of the the 7 hour remedial programme. The purposes for emphasizing writing skills are to produce who can comprehend teaching and learning in a positive mental attributes. There is a wide body of research suggesting that assessing students written performance is a valuable undertaking. Not only is an instructor able to help a students progress, but also the instructor can facilitate the learning process and the learning outcomes by being aware of student performance throughout the academic session. Purpose for teaching writing Writing for Language Practice Writing for Rhetorical Practice Writing for communication Writing as a Discovery and a Cognitive process Figure 2.0: The Purpose for Teaching Writing Undeniably, 3R skills are important and necessary in daily living. They are also needed to support the development of a knowledge-based economy. Recognizing these needs, the school has initiated and implemented programmes to identify students who have not mastered the 3Rs. These programmes are designed to specifically address and overcome the inability of students to master the 3Rs. This is in line with the essentialism which instills students with academic knowledge and character development. Among the programmes that have been implemented in schools are the Early Inter ­vention Reading and Writing Class, Basic Skills for Reading, Writing and Counting Programme and the Literacy and Numeracy Programme at Level One. 3.1 Sub-skills of Writing Besides drilling and enriching the remedial learners with the core writing skills , there are also exposed to the importance of sub-skills in their learning such as: I Manipulating the script of the language: handwriting, spelling and punctuation. II Expressing grammatical [syntactic and morphological] relationships at the sentence level III Expressing information or knowledge in writing: explicitly implicitly IV Enrichment of Vocabulary PART B 4.0 Objectives of the 7-hour remedial programme The main aim in introducing and implementing the remedial programme particularly in the aspect of writing skills is to mainly: to develop competencies in writing skills among learners to move from a teacher-centered didactic model to a student-centered constructivist model to acquire the ability to write in a more clear, concise and acceptable manner 5.0 Instructional Design : Using the ADDIE Model to Build Writing Competency Among Remedial Learners Table 2.0 ADDIEs Model 5.1 Framework The generic term for the five-phase instructional design model consisting of Analysis,Design,Development, Implementation, and Evaluation.   Each step has an outcome that feeds into the next step in the sequence.   There are probably over 100+ different variations of the generic ADDIE model. Instructional design aim for a learner -centered rather than a traditional teacher-centered approach to instruction, so that effective learning can take place. This means that every component of the instruction is governed by the learning outcomes, which have been determined after a thorough analysis of the learners needs. This phases sometimes overlap and can be interrelated; however they provide a dynamic, flexible guideline for developing effective and efficient instruction. Figure 3.0 Instructional Design: Using the ADDIE Model 5.2 ADDIES Theory The ADDIE instruction model for this desin is outlined by Smith and Ragan(1995) in their book entitiled Instructional design. The focus is n 5 points Analysis, Design, Development, Implementation and Evaluation. From this theory the analysis has proved that there was a need to conduct remedial programme for the elementary low scorers where an opportunty was given to learn and develop basic essay writing skills. 6.0 Remedial Education Programme In Malaysia, the importance of remedial education gained attention in the 1960s. Results of a pilot project in nine schools between 1967 and 1970 showed a need for remedial education, especially for pupils in rural areas. This paved the way for remedial education programmes in primary schools. The pioneers in the field attended a two-year intensive course on remedial education in the United Kingdom. Subsequently, a national series of seminars and workshops on remedial teaching were organized. With the exception of small schools or under-enrolled schools, every school is allocated one remedial education teacher. At the school level, a Remedial Education Committee is formed, comprising the headmaster, remedial education teacher, class teacher, subject teacher, resource centre coordinator, and other teachers as members. The introduction of a new curriculum for primary schools in 1983 implied a return to the basics in education. The ultimate goal was to ensure that no pupil is illiterate by the year 2000. The implementation of the remedial education programme for children in Primary 1-3 is to ensure that they master the 3Rs. Children who have been recommended for remedial education are required to attend remedial classes. As of 1999, 54,000 primary school children have undergone the intervention programme. In addition to improving and enhancing teacher development, the Malaysian government also works towards improving the curriculum at school to meet the changing needs of the economy. During the Fourth Malaysia Plan, the primary school curriculum was revised with the aim of providing and establishing a firm education in reading, writing, and arithmetic. This led to the development of a new curriculum emphasizing the 3Rs. Studies looking at the returns to education in Malaysia have found positive results in those who have had some form of formal education, thereby providing support to the government guidelines on the primary curriculum which emphasizes the acquisition of basic skills.Education in Malaysia , changing very rapidly responding to the emerging focus of lifelong learning; the growing emphasis on learning; as opposed to reaching and the development of the new delivery systems 6.1 The Educational, Philosophical and Psychological foundation Elementary education shall aim to develop the spiritual, moral, mental and physical capabilities of the child, provide him with experiences in the democratic way of life, and inculcate ideas and attitude necessary for enlightened, patriotic, upright and useful citizenship. To achieve these objectives, elementary education curriculum shall provide for the: inculcation of spiritual and civic values and the development of a good citizen based on an abiding faith in God and genuine love of country; training of the young citizen in his rights, duties and responsibilities in a democratic society for active participation, in a progressive and productive home and community life; development of basic understanding about Malaysian culture, the desirable tradition and virtues of our people as essential requisites in attaining national consciousness and solidarity; teaching of basic health knowledge and the formation of desirable health habits and practices; development of functional literacy in English as basic tools for further learning; and acquisition of fundamental knowledge, attitudes, habits, and skills in science, civics, culture, history, geography, mathematics, arts, and home economics and livelihood education and their intelligent application in appropriate life situations. The Elementary Basic Education Curriculum focuses on the tool learning areas for an adequate development of competencies for learning how to learn.    The goal of Instructional design is to support the cognitive processes that result in learning (McGriff). The expected outcome of instructional design is to provide knowledge and skills to people. The three major learning theories are Constructivism, Behaviorism, and Cognitive. Instructional Design is based on constructivist principles. Instructional design is associated with instructional systems development (Leshin et al, 1992). An Instructional System is the arrangement of resources and procedures to promote learning (Berger and Kam). 6.2 Programme Design: ADDIE Model ADDIE is a general-purpose model, which can be used to create instructional products and program design. ADDIE is the acronym for Analyze, Design, Develop, Implement and Evaluate and summarizes the five steps in the Instructional Design process. The instructional designer makes decisions critical to ensuring the effectiveness of the educational experience in each phase of the process. In accordance with the process improvement model, the five phases are a loop, with the improvement of learning outcomes as the goal. Dick and Carey and Kemp (Kemp, et .al, 1998) expanded the ADDIE Model into nine elements. The Dick and Carey Model uses a Reductionist approach in breaking instruction down into smaller segments targeting sub skills. The learner is required to master of sub skills, which are aggregated to achieve overall skill mastery and learned behavior. It provides a systematic approach to curriculum and program design. Teaching is essentially a philosophical endeavor and therefore educational activity can be conceived within the context of a philosophy or worldview. The curricukum refelects the art and craft of teaching. Educational technology can provide diversity of thinking regarding curriculum and instruction which would be curriculum theorizing. 6.2.1 Analysis Basically the nature of the students whom the remedial programme to be conducted are students who learn English Language as a second language. They are originally from Chinese speaking families with a minimum exposure to English Language. Due to the expectation of the school and the educational needs in adhering English as one of the core subjects in school these students are required to have in depth knowledge and skill in it. All of them have been educated in the Chinese primary school education system. Based on the final semester examination results 15 students are selected to undergo remedial programme as they fall in the border line cases .The students acquire poor writing skills, while being able to construct sentences fairly well, they seem to have great difficulty in organizing and developing their ideas into the form of an essay that has an introduction, body and conclusion. In order to promote these students to the next level that is the pre-intermediate phase from their origin elementary level the English Language Department found it vital for them to attend a 7-hour remedial programme in order to find solution to this situation. All of them need to further develop their writing skills in term of cohesion and coherence; time and practice. 6.2.2 Design The main design goal for our programme would be on the cognitive strategies of being able to develop an idea for writing since all of them com e from a very similar background and have basic sentence writing skills. Besides the development of language in the mechanics of sentence construction such as syntax, grammar, structure, etc given priority. R.Gagne(1965) divided learning into 5 categories: Verbal or declarative knowledge, intellectual skills, cognitive strategies, attitudes and psychomotor skills. The learning goals are also in connection to these categories to try to put educational value behind our goals. At the same time the goal also reflects competences outlines by Benjamin Bloom (Bloom,1956). These include: Knowledge, Conprehension , Application, Analysis, Synthesis an Evaluation. These give our goals validity whereby competencies are incorporated in bringing about concrete task for learners that we assign in order to achieve their goals. Hence in the evaluation phase, we can use this aspect to find out the validity and the accomplishment of the learners in implementing the programme. Learning Goals and Type of Learning OBJECTIVE STANDARD GAGNES DOMAIN BLOOMS TAXANOMY Learners will identify an essay topic and 3 sub-topics Criteria established by Hin Hua High School, English Language Department Cognitive strategies Synthesis Learners will be able to write a 3 paragraph essay with an introduction, 2 sub topics to include their opinions, ideas and conclusion Criteria established by Hin Hua High School, English Language Department Declaration Knowledge Intellectual Skills Synthesis Evaluation Application Learners will be able to use the library and Handouts to research printed information on their topics Criteria established by Hin Hua High School, English Language Department Procedural knowledge (declaration knowledge) Knowledge Learners will be able to use proper mechanics of grammar syntax Criteria established by Hin Hua High School, English Language Department Intellectual Skills Application Learners will be able to present their topics in class Criteria established by Hin Hua High School, English Language Department Declaration knowledge Comprehension Table 3.0 Learning Goals and Type of Learning 6.2.3 Development In order to establish a approachable remedial programme for the elementary learners , we English teachers have developed a remedial programme which will undertake a 7 hour learning process. The teachers from the same level have brainstormed and come up with a course content for the 7-hour teaching and learning programme. The teachers from the same teaching level are the best person to create the lesson as they deal with the same competency level of students all the time and are considered experts in their area. Besides this, they will be able to make he printed and computer materials and added step of getting the right content for the level. On top of that since they have already been teaching in the same scope so they will be undoubtedly familiar in the process of teaching and guiding the learners in order to make the remedial programme a success. 6.2.3.(1) Procedure The remedial programme would be in the English medium since the main objective is to improve writing skills among elementary learners. The programme consists of 6 regular sessions and followed by a review and a test day. Each hour is scheduled to be conducted for 60 minutes ***Details on the whole programme given on Part D 6.2.4 Implementation Further to the development to the development the teachers would be equipped with intact course content for he programme. The module would be prepared in balance with the time frame allotted for the programme. Any teacher who is selected for this task should be ready to undertake the teaching process based on the scheme that has been prepared. Al l 15 students will be instructed to attend the programme for 7 hours. These are the various aspect of implementation emphasized in the learning process: Approaches Discovery and guided discovery- instructional techniques Observation-modeling examples by teachers Guided participation cooperation of teachers and learners in a task Strategy instruction Direct Explanation Self Instruction Training Dyadic Instruction Table 4.0 Learning Process Implementation 6.2.5 Evaluation The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users. Primarily the evaluation is done in two parts. The first phase will be the evaluation of student work based on the objectives in the Learning goals and type of learning listed above. Students will be rated by their teacher based on the A,B,C,F criteria set by the English Department. An A is excellent work, B is average, and C will mean student needs improvement. An F would mean that student failed the writing assessment with below 60% of mark. Students will be evaluated at each stage of the course. The department will use this evaluation in order to find out how they might need to modify the programme in the future. A summative evaluation will be conducted as outlined by Smith and Ragan(1999,p.352). Those authors explain that in order to evaluate the effectiveness, appeal, and efficiency of instruction, a collection, analysis and summary of data on students ia essential. In our designed programme an exam is built to access students of their mastery on the abilities taught during the programme.Students are to show their capabilities in their understanding and knowledge taught to them by completing the set of homework targeted to them. Students will be graded on from 1 to 5 for their abilities in each of the following sections: Student name Student able to choose a topic n sub-topics Student able to use handouts information Student able to complete the essay Score dated from 1 to 5 1 : poor 2 : Able to understand the writing concept with some guidance 3 : Able to complete the task with help and support 4 : Able to understand the concept and complete the task individually A pre-test and post-test can measure how well learners achieved the learning objectives. However, it usually takes more time and effort to measure things such as whether the learners will use their training. This evaluation phase can extend for months. Upon completion of the programme the students feedback will be collected to further gauge the success of the programme. Questions are also answered on a scale of 1 to 5. 1 is low and 5 is high. The standard questions constructed are as below: Were you satisfied with the content of this course? Were you able to understand the teachers explanation? Were you able to put into practice elements that you learnt? Did you fond the course interesting? On a scale of 1 to 5, what is your general feeling about the course? PART C 7.0 REVIEWERS COMMENTS Below is the summary of the feedback received from two of the Senior Teachers from the English Language Department of Hin Hua High School regarding the 7hour remedial programme on writing skills. Reviewer 1: Mdm Annaletchumy Reviewer 2: Ms Sastina The strengths and weaknesses of the newly developed Remedial Programme for Elementary Students Strengths 1. Learning by actively participating in group discussion 2. Encouraging students to construct their own ideas and knowledge of the topic 3. Student-centered rather than teacher or subject-centered 4. Teaching aid contributed to students visualization on the topic given 5. Suitable to students development level 6. Group work enables students to self express, to be self-confident and self- awareness 7. Encourage teacher to develop students creative thinking abilities 8. Emphasizing the concept of group work and peer evaluation where no student Is left behind 9. Encouraging the co-operation among students and teacher positively 10. Enables student to have a positive mindset in creative writing Weaknesses 1. Unsuitability of activities for crowded room 2. Lack of materials used as aid for pre-writing task 3. Lack of teachers evaluation on the first phase of writing 4. Certain task may take more time than the planned time 5. Peer evaluation on writing inappropriate approach for elementary learners 8.0 Summary of Review Summarized below are some of the accomplishments and challenges I personally went through in construction the remedial programme: 8.1 Strengths 8.1.1 Improved students attitude and motivation Students are mentally prepared to participate in the programme because students agree to a particular pace, workload, and learning environment from the beginning. 8.1.2 Creating Learning Communities: Classes function as teach communities both teacher and their students benefit in both social and academic areas from working with each other over a entire programme. 8.1.3 Eliminating Stigma of Dependency: The concept group work and peer evaluation removed the stigma of being too dependent on the teacher Writing materials. 8.2 Weaknesses 8.2.1 Students participation Some learners will not contribute in due to the lack of interest o