A Summary of the Manager Interview Questions

With the growth of worldwide globalization systems, it could not be denied that many people are transferring from one country to another. Some for business reasons, some for educational reasons and others just transfer for tourism purposes.Whatever it is that the different races transfer places, it could not be denied that in many ways, the said progressive movement of the human society towards the future raises several points of consideration in the human identity belonging to a certain ethnic group.Along with the global development comes the exchange of culture and other aspects of racial contributions such as language has been exchanged through immigration activities. This is the reason why it is very important for people to see to it that even though there is so much diversity in the world, language is still one of the keys by which a certain race’s ethnicity could be identified amidst diversity.With regards this fact, an interview was held by the author with an assistance manager named Andy Grady. He is a personnel manager in a high end clothing store named Kenneth Cole. The said business company is known for hiring people of different ethnicity and culture.This then drives the interviewer to have an interest with regards the capability of the manager in handling conflicts that may be considered in connection with hi ability in relating to the communication and personal development needs of the people. To be able to summarize the answers of the manager with regards the issue brought up herein shall be presented in the paragraphs that follow.Summary of interviewAccording to the interviewee, cultural diversity has usually been pointed as one reason why many companies around the world fall down. The fact that the differences include diverse preferences as well as individual personalities, the companies involved in such situations are naturally subjected to challenges of keeping the peace and unity within the community existent.The said five spheres of culture are mainly referred to as the region, industry, Company, Function and Profession. These five major factors making up the cultural diverse effects of having people from around the world work within a single company, usually identifies the importance of intercultural connection existing within the organization.These spheres are the ones pointed by many organizations as core reasons of dispute between members. With the use of the said spheres, the said company had been able to learn how to deal with many people of different cultures around the world. The barriers which were preempted to ruin the organization became the key for everyone’s united understanding of society not only within the business but also with the external communities that the members need to deal with everyday (Whitehead 2002).

Power, Office Politics, and a Career in Crisis

rP os t 2095 MAY 1, 2008 W. EARL SASSER HEATHER BECKHAM op yo Thomas Green: Power, Office Politics, and a Career in Crisis Another long day at the office had drawn to a close. Thomas Green felt the pulsing in his temples that usually preceded a migraine. As he stepped outside Dynamic Displays’ corporate headquarters in Boston, the brisk air made him catch his breath. It was now February 5, 2008. Green could not believe that in five short months his dream promotion had turned into a disaster.When Green had been promoted to his new position in September, he was a rising star. Now, he would be lucky to celebrate his one-year anniversary with the company. His boss, Frank Davis, had sent the division vice president, Shannon McDonald, two scathing emails criticizing Green’s performance. Green and Davis had yet to see eye to eye on work styles or market trends. Tension had also risen when Green did not enthusiastically endorse the sales forecasts made by Davis. Green felt the forecasts were either overly optimistic or outright fabrications. tCBefore he left for the day, Green had reread the series of emails regarding his performance and was certain that Davis was setting him up to be dismissed. Davis’s most recent email had made it clear to Green that his position as a senior market specialist was in jeopardy. He did not have much time to rectify the situation. McDonald had emailed a formal request to him that afternoon, asking for his perspective on his performance and how he was going to improve the situation. With this in mind, Green started his commute home and began to analyze what went wrong and what he could do to save his job. NoCompany and Industry Background Do Dynamic Displays was founded in 1990 as a provider of self-service options to banks via Automated Teller Machines (ATMs). In 1994, Dynamic Displays launched a new division aimed at the travel and hospitality industry, and deployed their first self-service check-in kiosk for Discov er Airlines. In 2007, Dynamic Displays’ Travel and Hospitality Division had 60% market share with over 1,500 self-service kiosks in use at more than 75 airports. Customers included regional, national, and international airline carriers, as well as various hotels and car-rental agencies.Eighty percent of the Travel and Hospitality Division’s 2007 revenue came from airline carrier clients, 15% from hotels, HBS Professor W. Earl Sasser and Heather Beckham prepared this case solely as a basis for class discussion and not as an endorsement, a source of primary data, or an illustration of effective or ineffective management. This case, though based on real events, is fictionalized, and any resemblance to actual persons or entities is coincidental. There are occasional references to actual companies in the narration.Copyright  © 2008 President and Fellows of Harvard College. To order copies or request permission to reproduce materials, call 1-800-545-7685, write Harvard Bus iness Publishing, Boston, MA 02163, or go to http://www. hbsp. harvard. edu. This publication may not be digitized, photocopied, or otherwise reproduced, posted, or transmitted, without the permission of Harvard Business School. This document is authorized for use only by Usman Chaudhry at Fatima Jinnah Women University until March 2013. Copying or posting is an infringement of copyright. [email  protected] harvard. edu or 617. 783. 7860. rP os t 095 | Thomas Green: Power, Office Politics, and a Career in Crisis and 5% from car-rental agencies.The company was a full service provider, offering hardware, software, engineering, and maintenance support. op yo Kiosks were an attractive option for airlines to quickly and easily check in passengers while reducing processing costs. Dynamic Displays’ kiosks not only reduced costs but also improved customer service, shortened passenger wait times, and provided valuable information to these travelers. In 2006, Forrester Research estim ated the average cost for an airline passenger to check in through an agent was $3. 2, versus a range of $0. 14 to $0. 32 for kiosk check-in. 1 This impressive savings was realized by allowing the repetitive tasks of selecting or changing seat assignments and printing and distributing boarding passes to be handled by the passengers themselves. Airlines reduced headcount or assigned the agents to more value-added tasks, such as solving complex customer service issues and ensuring compliance with safety and security standards. The cost savings were particularly important for the airline industry during a period when margins were razor thin and fuel costs were continuing to climb.Airlines were also aggressively promoting another self-service option for travelers. Web check-in allowed passengers to complete the entire check-in process via the internet from a remote location, utilizing their personal or office computer. Cost savings using online check-in was of even greater benefit becau se the airline did not have to purchase and install a kiosk, and passengers printed their own boarding passes using their own paper. According to a 2006 Forrester report, airport kiosks were a mature application with 75% of U. S. leisure passengers using kiosk in 2006.Web check-in on the other hand, was still experiencing dramatic growth, increasing from less than 45% of U. S. leisure passengers in 2005 to 64% in 2006. 2 Thomas Green: Path to Senior Market Specialist tC Thomas Green was born in 1979 in Brunswick, Georgia, the son of a postman and a school secretary. At the University of Georgia, he worked in a warehouse and washed cars while earning a bachelor’s degree in Economics. His first full-time job was in sales for National Business Solutions in Atlanta. Green enjoyed impressive success in the Banking Division, focusing on ATM sales to regional banks in the Southeast.In March 2007, Dynamic Displays recruited Green for an account executive position in the Southeast ter ritory for the Travel and Hospitality Division. To Green, Dynamic Displays seemed to present a great chance for a fast climb up the managerial ladder. No Green hit the ground running at Dynamic Displays. In his first four months as an account executive, he completed a contract for one of the largest airline carriers, Journey Airlines, to accelerate rollout of kiosks in 20 airports and purchase upgraded software for kiosks in the majority of their locations.Green had told a close friend, â€Å"I wanted to come in and dazzle them at Dynamic Displays. This was no easy feat. But I wanted more than an account executive position. I had heard there was a lot of opportunity for fresh talent at corporate headquarters and I made it my mission to get noticed immediately. † Do Senior executives at Dynamic Displays quickly took notice of Green’s performance and were eager to strengthen his relationship with the company. In July 2007, Green attended a week-long training session at c orporate headquarters.Shannon McDonald, the division vice president, and Mary Jacobs, the national sales director, made a concerted effort to get to know him better. Green and McDonald 1 Harteveldt and Epps, â€Å"Self-Service Check-In Clicks with Travelers,† Forrester Report, February 23, 2007 2 Ibid. 2 BRIEFCASES | HARVARD BUSINESS SCHOOL This document is authorized for use only by Usman Chaudhry at Fatima Jinnah Women University until March 2013.Copying or posting is an infringement of copyright. [email  protected] harvard. edu or 617. 783. 7860. rP os t Thomas Green: Power, Office Politics, and a Career in Crisis | 2095 ere both University of Georgia alumni and Georgia natives. They had an instant connection, and McDonald seemed to take Green under her wing. McDonald had several informal meetings with Green, and by the end of the week Green became aware of an open position for a senior market specialist. Green aggressively campaigned to be considered for this position. Over the next month, Green made several trips to corporate headquarters to meet with McDonald. Green discussed his various client relationships, and McDonald agreed that in a short time he had developed unique insights into their markets.Following a dinner meeting at which Green offered lengthy explanations of the client opportunities he perceived and his strategies for winning them, McDonald promoted him to the position of senior market specialist. op yo McDonald told Green, â€Å"Tom, you are obviously a bright and ambitious account executive. You have a great rapport with your clients. You have made a strong case for your promotion and I’m willing to take a chance on you. I think this group needs a fresh perspective. However, I do have a couple of reservations about your lack of managerial experience.You have only held sales roles, and the senior market specialist position is very different. This new job will require you to think strategically as well as tactically, and y ou will have to coordinate between several different functions and layers of corporate management. I am hoping you compensate for your lack of experience by seeking out guidance from some of our more seasoned managers. † Green was assigned to work out of corporate headquarters in Boston. The division’s organizational structure is shown in Exhibit 1.The promotion had been a giant step upward for Green; an account executive interested in joining the marketing team usually moved first to a market specialist position and then put in a number of years in the field before reaching â€Å"senior† status. The other senior market specialists in the division were in their forties. Green was 28. His salary was now $125,000, a 50% increase over his previous salary. tC Senior market specialists were responsible for identifying industry trends, evaluating new business opportunities, and establishing sales goals.In addition, specialists developed general market and specific clie nt trategies to help the account executives obtain a sale. Green directly supervised the two market specialists in his region. Green reported to Frank Davis, the marketing director. Davis had recently been promoted from the position that Green assumed (see Exhibit 2 for relevant bios). No After Green’s Promotion Green’s promotion became effective on September 10, 2007. McDonald stopped by Green’s office that first day and told Green, â€Å"Tom, you are walking into a tricky situation with Frank Davis. Frank had expected to choose the new senior market specialist and it would not have been you.You’ll have to deal with any fallout that might result from that. You are getting an unusual opportunity with this promotion. Don’t let me down. † Do Green used most of his first week to review 2006 and 2007 year-to-date sales. He spent the next week with his boss, Frank Davis, making a rapid tour of major airline industry clients. At the end of the wee k, Davis told Green, â€Å"We had some good meetings this week and the clients responded well to your ideas. However, I think we would have been more effective if we had been able to provide the clients with some market data.When you are on your own I expect you to spend a significant amount of time preparing for client meetings and developing supporting detail for your proposals. I know you will need a little time to get up to speed on your new position, but I expect you to start developing some new market strategies for your region soon. † HARVARD BUSINESS SCHOOL | BRIEFCASES This document is authorized for use only by Usman Chaudhry at Fatima Jinnah Women University until March 2013.Copying or posting is an infringement of copyright. [email  protected] harvard. edu or 617. 783. 7860. 3 rP os t 095 | Thomas Green: Power, Office Politics, and a Career in Crisis Green next visited clients, market specialists, and account executives in New York, Atlanta, and Orlando. In addi tion to the travel, Green’s personal life was very busy. He was searching for a house in Boston, arranging to move belongings there, and still trying to maintain a relationship with his girlfriend in Atlanta. op yo On October 8, Green attended the 2008 Budget Plan meeting in which Davis presented sales projections for the upcoming year. This was the first time Green had been exposed to the planning and forecasting process.Since Davis had held Green’s position when the estimates were due, the numbers for the Eastern region had been developed without input from Green. At the meeting, Davis assigned 2008 performance commitments for all senior marketing specialists and their teams. Performance reviews would be based upon their ability to meet or exceed the objectives. Green was surprised by the numbers that Davis was proposing. Davis estimated 10% growth in the Eastern region. According to Green, â€Å"Frank Davis was way off base with his pro forma numbers. I had been ta lking with our account execs and there was no way we could achieve double-digit growth in 2008.The sales goals Frank set for my region were totally unrealistic. In the meeting I expressed my concern that my goals would be impossible to meet. I couldn’t believe I was the only one with the guts to speak up. After the meeting, Frank stopped me in the hall and told me about all these big opportunities for the market. I listened politely, but the time I’d spent out on the road with clients gave me every reason to doubt Frank’s expectations. † tC Davis was visibly upset that Green openly challenged him at the meeting. Davis commented to McDonald, â€Å"Thomas’s negative attitude is not what we need on this team.Corporate expects this division to be a growth engine for the company. We’ve realized a 10% CAGR over the past 5 years. The market indicators are positive, and with the right sales strategy my projections are attainable. The hotel and car-r ental markets are virtually untapped right now. Thomas’s problem is that he’s too conservative in his outlook. He is thinking like an account exec who is only concerned with the sales target. In the senior market specialist position, he has to think outside the box and develop strategies to capture that aggressive growth target. † Meeting with Frank Davis NoIt was customary for employees at Dynamic Displays to have an informal evaluation in the first or second month after a promotion. When Green saw a meeting with Davis regarding his performance pop up on his Outlook calendar, he was not the least bit worried. On October 15, 2007, Green met with Davis to discuss his performance to date. Quite to Green’s surprise, Davis had prepared a list of problems he had encountered with Green’s work in the first month after his promotion. Do Davis sternly looked Green in the eye and began. â€Å"Thomas, you have not done a good job of keeping me informed of you r schedule.For example, this past Thursday, I was trying to locate you and your Outlook calendar said you were in Orlando. I needed you to send me some information on one of our accounts. You didn’t answer your cell phone. I ended up calling the account exec in Orlando and was told you had left the previous day. To make matters worse, I had asked you to deliver on that same day a brief report on that new kiosk opportunity in Tampa—and I didn’t receive it. † Flabbergasted, Green responded, â€Å"I decided to go to Atlanta a day early because I had run out of good opportunities in Orlando.I was able to get a meeting with the VP of purchasing at a client in Atlanta and thought that would be more productive than sitting around Orlando talking to nobodies. † 4 BRIEFCASES | HARVARD BUSINESS SCHOOL This document is authorized for use only by Usman Chaudhry at Fatima Jinnah Women University until March 2013. Copying or posting is an infringement of copyrigh t. [email  protected] harvard. edu or 617. 783. 7860. rP os t Thomas Green: Power, Office Politics, and a Career in Crisis | 2095 Davis continued, â€Å"On September 20, I asked you to check why VIP Hotel Group had not purchased any of our kiosks.After three reminders, I still have not received a good answer from you. In the same vein, two weeks ago, I requested the status of the regional jet division of Journey Airlines. I have not received any update from you yet. I also asked for organizational charts on two clients in Charlotte and Raleigh. Do you remember your reply? You said, ‘What’s the value of charts like that? I have that information in my head. ’ Thomas, we can make good use of those charts—they can help us lay out a strategy for getting to the decision makers in a company. I expect the charts on my desk by end of the week.Davis and Green spent the next two hours going over various incidents and discussing a plan to improve the situation. op yo Later, Green told a manager outside his group, â€Å"I can’t shake this nagging suspicion that Frank’s criticisms of my performance are a direct result of my questioning the validity of his forecasts in the Budget Plan meeting. I was blindsided by his negative assessment of my work. Frank spent two hours picking apart my work style. You would think he would be concerned with bigger issues than how often I update my Outlook calendar. †A few days after the meeting, Davis wrote an email to McDonald, who had promoted Green, outlining the points covered in the meeting and copied Green on the communication (Exhibit 3). Three Months Later: Trouble Continues tC After the October 15 meeting, Green met with the national sales director and director of software development. Green was focused on developing a new up-selling and cross-selling software program that would allow airline passengers to upgrade seating; have meals, magazines, or books delivered to the flight; and book hotel rooms or cars at their destination.According to Green, â€Å"The only way for us to capture growth is if we can convince the airlines that our products have revenuegenerating opportunity and other advantages over web check-in. However, these programs may take months to develop and will not impact our sales in 2008. † No Green spent most of November, December, and January working independently on his special software project and traveling to meet with his market specialists and various clients. According to one of the market specialists who accompanied Green to several meetings, â€Å"Thomas is great when it comes to selling the clients on his ideas.He is very charismatic and can think quickly on his feet. I can tell he has put a lot of thought into his strategies and I really like working for him. However, the clients are starting to ask me for hard data to back up his claims of cost savings. They are also requiring memos and presentations to bring to their super iors that justify the expenditure. Thomas doesn’t really work that way. He would rather talk through the issues face to face. † Do During this time, Green avoided interactions with Davis whenever he could. Green continued to tell people outside the group he did not agree with his boss’s projections for 2008.Green stated, â€Å"With the continued financial distress in the airline industry and preference for web check-in, I don’t foresee a lot of growth in spending next year. Davis is holding firm with his upbeat projections. I deliberately steer clear of him. I know my mood is terrible. The excitement’s gone from work. I must say, though, I’ve had a couple of good chats with managers from another part of Dynamic Displays, and they‘re supportive. They told me to stand my ground. † On January 28, Davis held another performance review meeting with Green, focusing on the continuing deficiencies in Green’s work and attitude.Afte r the meeting, Davis sent an email to McDonald outlining his issues with Green (Exhibit 4). Green was not copied on this email, but someone sent him a copy by interoffice mail. McDonald met with Davis the following day to flesh out HARVARD BUSINESS SCHOOL | BRIEFCASES This document is authorized for use only by Usman Chaudhry at Fatima Jinnah Women University until March 2013. Copying or posting is an infringement of copyright. [email  protected] harvard. edu or 617. 783. 7860. 5 rP os t 2095 | Thomas Green: Power, Office Politics, and a Career in Crisis the issue. Davis told McDonald, â€Å"I am truly disappointed with Thomas’s work.He is an intelligent and capable young man, but I do not believe he is making a strong effort. † In response to Davis’s complaints, McDonald sent a short email to Green (Exhibit 5) asking for his point of view on the situation. Green told a close friend, â€Å"It’s clear that Frank intends to get rid of me. He’s jus t putting his argument together. † Green’s Next Move op yo As Green entered I-93 on the way to his new home in North Andover, he replayed in his head the series of events and subsequent emails. Green recognized that he had not paid much attention to office politics when he’d taken on his job.He had met one-on-one with McDonald only twice since he moved to the corporate headquarters. He had been preoccupied with the job itself, and with living up to McDonald’s expectations. Now it seemed as though he had no allies in the company. McDonald’s email today struck a nerve. Because McDonald sponsored his promotion, Green had taken for granted that she would watch out for him. If Davis was indeed trying to fire him, Green wondered who McDonald would side with. Do No tC Several questions persisted in Green’s mind. What steps should he take next? Set up a meeting with McDonald?Write McDonald a detailed memo? Do what Davis tells him and keep his mouth s hut, even though he was convinced that the forecasts were inflated? Was it his responsibility to expose Davis’s overstated projections? Maybe contact a head hunter and start looking for another job? He had to sort through before he responded to McDonald’s email. Next week, his first mortgage payment was due and the new furniture he’d picked out was scheduled to be delivered. This was certainly not a good time to be out of work, for 2008 was shaping up to be a very stressful year for Thomas Green. 6 BRIEFCASES | HARVARD BUSINESS SCHOOLThis document is authorized for use only by Usman Chaudhry at Fatima Jinnah Women University until March 2013. Copying or posting is an infringement of copyright. [email  protected] harvard. edu or 617. 783. 7860. This document is authorized for use only by Usman Chaudhry at Fatima Jinnah Women University until March 2013. Copying or posting is an infringement of copyright. [email  protected] harvard. edu or 617. 783. 7860. Exhi bit 1 No (3) Northwest US, West Canada, Alaska, Hawaii (4) Southwest US North American Western Region Sales Manager Kent Walsh Technical Specialists2 (4) North East US, Eastern Canada (3) Southeast US North AmericanEastern Region Sales Manager Mark Washington National Sales Director Mary Jacobs op yo tC Service/ Maintenance Director John Kofalt (3) North Central US (3) South Central US rP os t North American Central Sales Manager Christine Raven Software Development Director Robert Hartley 2 There were six technical specialists (one for each territory) There were three senior market specialists (one for each region) and six market specialists (one for each territory). Thomas Green was the market specialist for Eastern Region 1 Account Executives Market Specialists1 Senior Market Specialists1 Thomas Green Jack Brown Michelle Jones Marketing DirectorFrank Davis Travel Division Vice President Shannon McDonald Abbreviated Organization Chart, Travel and Hospitality Division of Dynamic Di splays, 2007 Do 2095 -7- Exhibit 2 Relevant Bios Thomas Green (Age 28) – Senior Market Specialist rP os t 2095 | Thomas Green: Power, Office Politics, and a Career in Crisis Thomas Green began his career as an account executive for National Business Solutions in Atlanta, Georgia. He spent six years as an account executive in the Banking Division, selling ATMs to regional banks throughout the Southeast. In March 2007 he joined Dynamic Displays as an account executive in their Travel and Hospitality Division.He is currently the division’s senior market specialist for the Eastern region of North America. Green graduated summa cum laude from University of Georgia with a bachelor’s degree in Economics in 2001. op yo Frank Davis (Age 45) – Marketing Director Frank Davis is a 17-year veteran of Dynamic Displays. He joined the company in 1990 as an account executive with the Financial Services Solutions Division. He has also held positions as an account executive , market specialist, and senior market specialist with the Travel and Hospitality Division. Frank Davis is currently the marketing director for the Travel and Hospitality Division.Prior to joining Dynamic Displays, Davis worked as a sales representative for Advanced Telecommunications Services selling PBX phone systems to large corporations. He holds a bachelors degree in history from New York University (1986) and an Executive MBA from Suffolk University, Sawyer Business School (2002). Shannon McDonald (Age 42) – Division Vice President Do No tC Reporting to the Dynamic Displays Chairman, Chief Executive Officer and President, Sam Costello, Shannon McDonald was promoted to Division Vice President in November of 2006 and is responsible for all aspects of the Travel and Hospitality Business.Previously, McDonald was the director of national sales for the Travel and Hospitality Division (2000-2006). She was responsible for driving Dynamic Displays’ self-service business w ith the largest airline carriers in the United States. Ms. McDonald has also held positions as a strategic consultant with Chicago Consulting Group’s Travel and Tourism practice and as a marketing analyst with Quest Airlines. She holds a bachelors degree in marketing from the University of Georgia (1987) and an MBA from Northwestern’s Kellogg School of Management (1992). 8 BRIEFCASES | HARVARD BUSINESS SCHOOLThis document is authorized for use only by Usman Chaudhry at Fatima Jinnah Women University until March 2013. Copying or posting is an infringement of copyright. [email  protected] harvard. edu or 617. 783. 7860. Exhibit 3 rP os t Thomas Green: Power, Office Politics, and a Career in Crisis | 2095 10/19/07 Email Regarding Green’s Performance FROM: â€Å"FRANK DAVIS† TO: â€Å"SHANNON MCDONALD† CC: â€Å"THOMAS GREEN† SENT: FRIDAY, OCTOBER 19, 2007 3:48:32 pM SUBJECT: THOMAS GREEN op yo Since Thomas assumed the position of senior marke t specialist on September 10, 2007, numerous incidents of poor judgment and questionable behavior have concerned me.Thomas and I talked about most of these incidents as they occurred. However, I concluded that we needed to have an overarching discussion about his performance and to develop a strategy for improving his work style. At that meeting, held October 15, 2007, we reviewed a range of problems. Among them: 1. Thomas fails to inform me of his plans and keep me updated on his schedule. 2. He does not follow up when information is requested of him. 3. Thomas’s lack of enthusiasm is troubling.He has a right and an obligation to question aspects of our plans if he finds them illogical or unfeasible, but the kind of negativity he displayed in the Budget Plan meeting on October 8 is dangerous to the organization and unacceptable to me. tC Thomas seemed to accept my criticisms in a thoughtful manner and assured me he will do what is necessary to succeed in his position. He and I plan to discuss his overall performance again in midNovember. Meanwhile, he’ll be expected to take the following corrective measures: Plan to make focused calls when dealing with market specialists, account executives, and clients.Have a specific communication strategy going into a call, and have all sales collateral and other necessary materials available. Stop making calls purely for the purpose of meeting people. 2. Update Outlook calendar regularly and always return calls from our office promptly. No 1. 3. Provide feedback to my requests in a timely manner. Thomas says he now recognizes that my requests are not merely â€Å"reminders†; they are a call for information that I genuinely need. 4. Demonstrate a more positive attitude both inside and outside the company. Do Frank R. DavisTravel and Hospitality Marketing Director Dynamic Displays 212-314-1420 HARVARD BUSINESS SCHOOL | BRIEFCASES This document is authorized for use only by Usman Chaudhry at Fatima Jinna h Women University until March 2013. Copying or posting is an infringement of copyright. [email  protected] harvard. edu or 617. 783. 7860. 9 Exhibit 4 1/30/08 Email Regarding Green’s Performance rP os t 2095 | Thomas Green: Power, Office Politics, and a Career in Crisis FROM: â€Å"FRANK DAVIS† TO: â€Å"SHANNON MCDONALD† SENT: WEDNESDAY, January 30, 2008 4:28:12 pM SUBJECT: THOMAS GREEN op yoOn October 19, 2007, I sent you an email communicating my concerns with Thomas’s attitude and job performance. On January 28, 2008, Thomas and I had another meeting on this subject. I would like to summarize that conversation. Thomas wastes a great deal of time complaining about the problems of selling to our current and prospective clients and far too little time developing strategic marketing approaches and effective sales tactics. I informed him that his job is to sell the accounts, not to agree with our clients’ assertions about alleged disadvantages of our products or the current excess capacity in the industry.I told Thomas his lack of effort and enthusiasm are not consistent with the standards of Dynamic Displays and could lead to an outcome he likely would not find pleasant. Thomas then said he felt I was micromanaging his activities. It was here that I think we uncovered the root of the problem. I inquired as to what new or even slightly imaginative marketing approaches he documented in the past five months. His answer was, â€Å"None that are documented. † When I see no new targets and no thoughtful, creative marketing, I feel I must micromanage, and I communicated this to Thomas. tCI then pulled up several Power Point presentations, spreadsheet models, and associated emails that Michelle Jones, the Western Region senior market specialist, had used to shape her region’s strategy and to support their selling efforts. As we paged through her work, Thomas stated that all those email updates and fancy presentations and models were â€Å"political† and didn’t match up well with his personal approach to selling. I told him this was not only good politics, but also proved to his boss that he was working effectively. No Thomas ultimately conceded the mistakes and personal shortcomings that I explained to him..He pledged to develop creative marketing approaches and keep me updated on his progress. I hope these promises materialize in the next 30 days. If not, I recommend we part ways with Thomas Green and quickly seek out a competent replacement for this extremely important position. Do Frank R. Davis Travel and Hospitality Marketing Director Dynamic Displays 212-314-1420 10 BRIEFCASES | HARVARD BUSINESS SCHOOL This document is authorized for use only by Usman Chaudhry at Fatima Jinnah Women University until March 2013.Copying or posting is an infringement of copyright. [email  protected] arvard. edu or 617. 783. 7860. Exhibit 5 2/5/08 Email from McDonald to Green rP os t Thomas Gr een: Power, Office Politics, and a Career in Crisis | 2095 FROM: â€Å"SHANNON MCDONALD† TO: â€Å"THOMAS GREEN† CC: â€Å"FRANK DAVIS† SENT: TUESDAY, FEBRUARY 5, 2008 8:38:53 AM SUBJECT: PERFORMANCE op yo Frank Davis has explained to me his point of view on your performance. I think all of us want to improve the current situation, which is regrettable. At this point I would like to get your perspective on your recent performance and to understand your ideas about specific areas that need improvement.I look forward to resolving this issue ASAP. I would be glad to discuss this matter with you in detail, but first I would like to receive your statement in writing. Do No tC Shannon A. McDonald Travel and Hospitality Group Vice-President Dynamic Displays 212-314-1415 HARVARD BUSINESS SCHOOL | BRIEFCASES This document is authorized for use only by Usman Chaudhry at Fatima Jinnah Women University until March 2013. Copying or posting is an infringement of copyright. [e mail  protected] harvard. edu or 617. 783. 7860. 11

How the Media Treat and Report the Minority Essay

The topic I chose is about’How the media treat and report the minority group of people?’. My research problem formulated from this topic is’Why the media treated and reported the Zhang Guorong–Leslie’s death and Foxconn workers suicide so differently?’. Leslie is a famous actor in Hong Kong and due to many reasons he jumped from a hotel building and suicided in April1st,2003.After the media reported his suicide grandly, his fans all over the world felt truly sorry for him and held his death anniversary very April 1st. The Foxconn is a big factory and in year 2010, 14 workers jumped from the building and suicided. At first, the media didn’t pay much attention to report it until the number of the suicide kept increasing. The media reported that because of the large amount of the same work the kept doing day by day, they felt their life meaningless and as a result, they chose to suicide. According to the internet(Baidu) and also my social experience, the media took Leslie’s suicide more seriously than the Foxconn worker’s suicide. When the public thought about Leslie’s suicide, most of them felt truly pity about his death and will memorize him every year. But when came to Foxconn’s suicide, most people only felt sorry for them and felt angry about the Foxcoon’s rules, obviously there is no memorize activities for the died workers held by the pubic. The reason why both media and the public took the death of Leslie–a famous celebrity more seriously is that the workers suicided in Foxconn are migrant workers–which we called the social minority group. As we know, migrant workers are special group of people came into being during he past 30 years in China, millions of farmer’s sons with dreams left their countryside and came into the city, became a new important group of labors. They have low salary, living in bad accommodations and can’t enjoy the same welfare as the citizensï ¼Ë†Baidu internet Encyclopedia). People care more about and respect more to the celebriti es rather than the migrant workers. In other words, migrant workers are just like the bottom level people who don’t deserve to get other’s attention. The reason I think my research is important is that on the one hand, I can find out that how the society cares about the minority group like migrant workers, on the other hand, I can find out the relationship between media and the public through the research. In my opinion, the result of my research shows that the society still not care about the minority group much and this is what we should improve. Also, the relationship between the media and the public is complicated related–the media influenced the public’s interest and their focus, the public also influenced the media as well. My research came from ‘the media and the journalism’ area which is belongs to my major–communication. As a communication student, I want to know more about the media nowadays. During class, teacher told me that the media and the reporters should be ‘watchdogs’–select what should be reported and what shouldn’t, and also give the truth to the public(Agenda setting and the media’s construction of reality). So I want to prove that the media should not only give the truth to the public, but also should care more about the society minority group through my research. My methods to collect the primary data in the field is, first, surf the internet to look through the events and make sure my information is exactly right. Second, I clarify the information and judge it critically whether it is useful to my research. Third, analyzing the information and find out which is suitable for my report and mark where the quotations came from. At last, I select the quotation I can use and put it in to my report.

Kingdom Centre Tower in Riyadh Essay Example | Topics and Well Written Essays - 5750 words

Kingdom Centre Tower in Riyadh - Essay Example The project gives brief recommendations concerning the intent and design of the project. The inclusion of multiple entities - including residential areas, possible recommendations concerning the project would include support for these other entities. This theme could be expanded upon by surrounding out-buildings supporting the central tower. According to the research findings, it can, therefore, be said that the 'Necklace' for the city of Riyadh, the Kingdom Center tower is an iconic structure truly worthy of study. The tallest building in Riyadh, it is a modernist/postmodern architectural design intended as a crown jewel, and hub of commerce for the Kingdom in general, Riyadh specifically. The most distinctive feature of the tower is the inverted catenary arch encompassing the top floors of the structure. Unique in the Middle-East, the Kingdom Center Tower has been retained by Prince Alwaleed as integral for a Kingdom Centre Tower construction project in Riyadh, Saudi Arabia. Among the firms consulted during the design and construction process was Kramer Design, for consulting and design assistance in terms of development and installation of the various, advanced features of the structure; including what purports to be the largest outdoor video display system along the outer surface, utilizing LED (light-emitting diode) technology. But the video system was also developed with the intent of allowing unimpeded interior views from within the interior offices, and retail centers. The Kingdom Center tower possesses a curtain wall mullion system, the strategic development of which prevents the obstruction of the outside world, while permitting revenue-generating advertisements and announcements of interest to aid in the promotion and marketing for the unique hub of commerce. (Kramer-design.com, 2012) The Centre was the winner of the 2002 Emporis Skyscraper Award, a rigorous process by which it was selected in that year as the best new skyscraper, due to its innovati ve design and functionality. (Emporis.com, 2012) Upon entering the main lobby, the visitor is greeted by an elliptical area with ribbed vaulting, a fountain, and elevated walkways decorated with rows of palm trees. The inverted arch theme is also found on commemorative souvenirs, and influences light fixtures surrounding the structure in its parking lot with a capacity for 3,000 automobiles. (Skyscraperpage.com,

The Game of Love and Chance Assignment Example | Topics and Well Written Essays - 500 words

The Game of Love and Chance - Assignment Example The plot is appropriate in its context and makes sense. The plot has sense in it and very easy to follow. The plot also is very surprising and not that much predictable. â€Å"The Game of love and Chance† is charmingly written to show the inadequacies of the servant taking the masters’ role and the masters taking the servants’ role. The realism portrayed is how love can control someone once truly fallen in love by the other person. Silvia truly falls in love with Dorante not realizing that she has already fallen in love with the real suitor and the same is also true with Dorante; as Edwin Wilson puts it, â€Å"the manner in which a performance depicts the real world (Wilson, 46).† it is very hard for such a coincidence to take place in the real world; this is what contains the unrealistic portion of the same. The characters hoist their double standard in the entire play; in the first place, the mistress and maid conduct an expository dialog in a corridor to the accompaniment of much screaming and slamming. But while Trish as Silvia undergoes these motions with intelligence, a wit, and a command of changing tones that turn to be even keener as the day progresses; this is her excellent performance. Gemma as Lisette seems and sounds as if she was watching a carry on movie, all flutter and twitter and causal of innuendo. This seems to be a hit for equality; in most occasions, male comics have the monopoly on being crude and lewd. The costumes are ancient which suit the sexual and social context. The actors performed their roles appropriately which made the audience believe in the roles they were having. None of the actors seemed to miss the point while on stage; this was evident when the actors changed characters. The set drew the real world at the back of audiences’ mind which made t he performance be livelier (Marivaux, Pierre, and Neil 87). The play utilized enough space to host different scenes that made the play be interesting and made

2. Compare and contrast the motivations of a Middle Eastern terrorist Essay

2. Compare and contrast the motivations of a Middle Eastern terrorist organization with those of a domestic terrorist group. What are the similarities and differences - Essay Example In addition, the gravity of a threat passed by terrorist organization or group is dependent on organization or group’s degree of capability and intent. Domestic terrorist groups function usually within and against their nation of residence. The general motivational categories of domestic terrorist group include nationalism, ethnocentrisms, separatism, and revolution. In the context of nationalism, domestic terrorist groups are motivated by national consciousness and devotion as well as loyalty to the nation. The group’s intent can be to split the existing nation or establish a new one that incorporates the alleged national identity. Revolutionary motivation involves group’s attempts to put an end to a conventional order and reinstate governance with a novel social or political structure. Ethnocentric motivation of domestic terrorist group regard racial or ethnic characteristic as major societal defining factor. Furthermore, separatist motivation involves separation from entities or systems through political autonomy, independence, or religious domination or freedom. Separatists promote ideologies such as anti-imperial ism, social equity or justice, and opposition to occupation or conquest by foreign power. The overall ideologies of domestic terrorist group are framed by social, religious, or political purpose (U.S. Department of State, 2007). On the other hand, Middle Eastern terrorist organizations such as al-Qaeda primarily operate in their geographic region and between nations. Al-Qaeda usually operates in multiple countries, and maintains focus for its operations with the co-ordination from a particular region. Al-Qaeda focuses on the value of notoriety because of the resultant spectacular attacks and mass media exploitation. One of the common motivations of al-Qaeda and other Middle Eastern terrorist organizations is the Islamic

Top business management teams Essay Example | Topics and Well Written Essays - 2000 words

Top business management teams - Essay Example Wrong approach on these issues has seen different companies; organizations and firms topple while as correct measures have seen their excellence and succession. Recently, each and every firm has its human resource management department on the spotlight. Even though the situation is so, critics and analysts point out that it the high time line managers and human resource professionals rethought and redefined the exact meaning of human resource (Bowen and Ostroff, 2004). As a result, human resource managers are responding to scrutiny by applying new thinking and approach. They are trying to transform from the earlier concept of do-ables to focusing on more proactive measures, the deliverables. While the do-ables usually dwell on improving HR practices, upgrading HR professionals, and re-instituting or re- engineering of human resource departments. Activities involved here are emphasizing on taken actions, activities and an organizations happenings, occurrences and events. Deliverables deal mainly in outcomes, values and results that emerge from carrying out or under taking human resource upgrading or practice. Survey done on aspects towards managing performance and development of workers: shows a variety of differences depending on the nature of business. Some of the strategies applied included strategies, policies and employee recruitment, promotion, appraisals, pension payment and compensation: job design, complains handling and labor management. Managers must take competence of their workers into account very serious, technically/functionally that is individual achievements in finance, marketing and customer care, core basically in organization, crisis management, logistics and manufacturing. Social capabilities like leadership, setting directives, diversity, commitment, teamwork and credibility among other reasons. They should also consider organizational merits such as long distance work, time, speed and intellectual capital. Competencies result to correct total income and balance sheet reflection. Incase of errors or omissions, reports annual reports published would reflect a lie, even from a slight discrepancy. Competence also ensures that final products or services are of high standards thus increasing customer in flow and a growth in demand (Bowen and Ostroff, 2004). Managers should make change happen by being the change agent: In an environment that is unpredictable or even unforeseeable, they should emphasize on the ability to quickly change rather than investing on policies that might not work in such cases. They ought to prepare their workers for anything anytime. Change in the sense of perceptions and euphoria about the company is also worth consideration in efforts towards HR management. They should create an intellectual capital and play employee champions: the challenge lies in what they have and how to increase it. With keen interest on workers progress, managers can encourage and campaign for even better working conditions. By championing for their welfare in turn morale can be boosted among employees. Human resource managers need also to improve on their employee relations in order to create that friendly atmosphere. This involves understanding of their pros and cons, practicing empathy and creating a close relationship between them and the working team in their company. By showing that they really care, the workers will feel

The CCPI, ICCS, FutureGen Project and FutureGen 2.0 Project Essay - 233

The CCPI, ICCS, FutureGen Project and FutureGen 2.0 Project - Essay Example It was established to retrofit an existing Illinois coal plant and ensure carbon dioxide emission reduction by 90 percent. The project aimed at massively reducing carbon emission by utilizing safe pipeline technology to ship carbon dioxide and permanently store it underground in a designated storage site located near Ashland (Folger, 2012). FutureGen projects were viewed as the solution to ensuring clean future while using dirty fossil-fuel plants, thus received enormous backing from potential private investors to boost the clean technology. However, numerous challenges rocked the project and would never let it reach its maturity stage and deliver the much-anticipated results of reducing the emission of carbon dioxide by 90 percent. According to Folger (2012), one of the challenges that led to the failure of the FutureGen projects is increasing production costs. The existing technologies for capturing carbon dioxide did not cost cost-effective in the dimension of giant power plants ( Folger, 2012). Another challenge that led to the failure of FutureGen projects was development issues surrounding the project and inadequate incentives for private investors to venture into the projects. The sluggish development in the projects, both new and old, can be attributed to the laxity on part of the private investors to inject their finances into the project. This is because private investors were risk averse, especially because of the uncertainty surrounding the future of the projects and high project costs (Folger, 2012). According to Marxa et al. (2007), uncertainty makes people wary of the future. It was a huge challenge to secure funding from the private sector to meet the increasing cost of the project. Time constraint was also a major challenge for successful implementation of the project that was proving to be over the budget and competition from other countries made the project appear less feasible.

Business Law Essay Example | Topics and Well Written Essays - 500 words - 5

Business Law - Essay Example This implies that the consumer understands the reason for the six hoteliers raising their accommodation prices. The issue of price increase is quite acceptable and there is no question of breaking any Trade and Consumer Protection Law because this law is applicable only where goods have been purchased or services provided. In the case of Port Utopia it will be difficult for any client of Port Utopia hotels to argue that the price increase is not authentic. The services provided are average and befitting the environment in Port Utopia. Even if there is complaint that the price of $300 is too high, the hoteliers can argue that they are not compelling the clients to stay at their hotels and pay the price (Trade and Consumer Protection Law). The general costs have risen and the rises in prices of these hotels’ accommodation are justified with the rise in prices of the raw materials and other overheads. The seller has the right to sell good and pass good title. The prices have increased after due consultation between the existing six hoteliers. Only if there is any breach in the provision of services by any of the six hotels, the client could lodge a complaint under the Trade and Consumer Protection Law (Trade and Consumer Protection Law). Sally has done a good job in designing and manufacturing a new boat engine for speed boats which reduces fuel consumption by 40% and noise by 60% and costs approximately 20% less than the comparable models (Trade and Consumer Protection Law). There is no mention of the price that the two major engine manufacturers who together hold about 70% of the speed boat engine market are selling their boats for. It must be substantial enough for them to offer their boats at 30% discount. However, their condition that this discount applies only if the buyers agree not to buy and use Sally’s engine contradicts the provisions of the Trade and Consumer Protection Law. As manufacturer, Sally

Structural Fesign Essay Example | Topics and Well Written Essays - 2250 words

Structural Fesign - Essay Example Structural engineers are thus very important in the construction supply chain. Structural design encompasses the design of the support structure, selection of materials, computation of the member size, evaluation of the effect of the environment on the structural elements, selection of the member types and lastly the configuration of the structure in the most effective, affordable, safe and serviceable manner (Heyman, 1999). The structural designer must work according to the building standardization codes. He may have several designs of which he selects the most affective and affordable design. The design selected must not fail. To ensure proper functionality especially in the factories, the beams must not sag as this may lead to improper functioning or derailing of the cranes. Failure of the structural members results in machines drive shaft fail, machine table misalignment and burning of the bearing due to warbling. Simply supported beams; there are supported vertically at two points. One point is fixed permanently while at the other point, an allowance is given to enable the beam to move horizontally due to expansion (Hosford, 2005). Hollow section: there are several hollow sections that are used in structural design. ... Continuous supported beams; supported at several points. There are several types of beams; these include; Universal beams; they are I shaped beams and are effective as supporting structures, they don't fail easily, they are also referred to as H section beams. Angle sections; they are 'L' shaped are mainly used for roofing where struts and ties are required to make trusses. T-sections; these are structural members that have a 'T' shape. Hollow section: there are several hollow sections that are used in structural design. These include; rectangular hollow section that have a rectangular shape, round hollow section that have a round tubular cross-section and shape, Square sections which have a square cross-section and elliptical cross-section which have an ellipse shape but are hollow inside. Trusses; they are mainly used for roofing; there are sometimes preferred in that they may span for long distances without sagging or deflecting. There are very versatile and can be redesigned easily to add more struts and ties to accommodate greater loads or span longer distances. Bars and rods; bars are rectangular while rods are circular; the are solid unlike the hollow section. Plates. Plates are metallic sheets with a thickness greater than 6mm. Concrete; One of the most widely used structural materials. It is cheap and last long as compared to all the other materials. Concrete comprise of a mix of sand, cement and aggregate in different proportions. The strength of concrete depends on the mixing ratios. Ratios with more sand and cement have greater strength and are used in industrial constructions. Nearly all concrete mixes are reinforced with steel bars. The inherent advantages of reinforcing concrete are; The composite structure resulting from the mix is more

Understanding Science through History Essay Example for Free

Understanding Science through History Essay The inquisitive of science and its blend in history is important in understanding the book â€Å"E=mc2: A biography of the World’s Most Famous Equation† written by David Bodanis. It is seen that in order to understand the empirical evidences of a technical concept, it is important to go back to the history of the concept and put this in the context of the events. Thus, it is seen that history plays an important part in understanding science. The book traces the historical events, the same as a biography would do, in order to understand the said formula. It proceeds from the time where this formula is created by Albert Einstein and proceeds to the important events in history which are related to the said formula. In gaining understanding, the author also mentions events such as the Second World War and mentions women such as Cecille Payne and Lise Meitner. Moreover, the author makes use of ordinary examples in order to relate to the birth of the formula. The author slowly made his way into defining the E, M, C, and 2 components of the formula through these examples. The connection of the present and the past is immediately established by the author as he mentions that â€Å"the world of 1905 seems distant to us now, but there were many similarities to life today† (Bodanis 4). It is with much realization that the author wishes to make a connection between what is present in today’s society with that of the past. Moreover, there is the establishment of the foundations of the present to be rested on the past. This is further emphasized by the author where he recognizes the importance of the past to the present. In the words of the author, â€Å"the year 1905 was also when Einstein wrote a series of papers that changed our view of the universe forever† (Bodanis 4). In bringing about this particular information, the author shows that there is always something in the past that led to what is in today. This is especially true for science where there are constant developments that are made in order to enhance the theories and the field of research. This book is definitely a must-read for those who are interested in understanding and gaining further knowledge of the formula. Despite the complexity of the concept, it becomes easier to read because of the relationship to more familiar concepts. Thus, the familiarity makes understanding a better experience in reading the life of a formula. Work Cited Bodanis, David. E=mc2: A Biography of the World’s Most Famous Equation. New York, NY: The Berkley Publishing Group.

How far did World War One effect the lives of people living in Britain between 1914 and 1918 Essay Example for Free

How far did World War One effect the lives of people living in Britain between 1914 and 1918 Essay Introduction How far did World War One effect the lives of people living in Britain between 1914 and 1918? World War One had many short-term effects on the people living in Britain between 1914 and 1918, some small and others large. However, I do not think that it had any large long-term effects, on Britain or on the people living in Britain at that time apart from on womens social standing. First I will look at large, short-term effects. D.O.R.A Or the Defense Of the Realm Act had quite a large-scale effect on Britain. It was also the cause of many other issues to be discussed in this essay, such as rationing. It originally began by allowing the government to control many aspects of the country completely; they could take over industries, factories and even people private land and houses for use in the war. They could also control how much people found out about the war through censorship. One of the first things the government did under DORA was to take control of the coal industry, and turn it towards helping the war effort, rather than putting money in private peoples pockets. During the war more changes were made, a lot of them affecting many aspects of peoples daily lives, under DORA people could not: Talk about military matters in public or spread rumors about military affairs anywhere Trespass on railways, bridges or allotments Fly kites or light bonfires or fireworks Buy binoculars Melt down gold or silver Give bread to dogs, chickens or horses Use invisible ink when writing abroad Buy whiskey or brandy in a railway refreshment room or a similar place Ring church bells As you can see there is a long list of things people were not allowed to do, as well as the government having the new powers already mentioned, the government also ordered for beer to be watered down, pub opening hours to be shortened and to not let people buy rounds or drinks in a pub. They also introduced the idea of putting the clocks forward by 1 hour during the summer, so that people could work longer while it was still light. These things altogether had quite a large short-term affect on the people of Britain, so much so that by the end of the war, people were used to the government controlling their lives completely, clearly this is something rather detrimental to Britain, it meant people could not always do what they wanted to do, restricting their right to free will. They could not fly kites, ring church bells, buy binoculars etc, and all of these smaller things, coupled with the larger things would have made a big difference to the people of Britain. I say D.O.R.A was a large short-term effect because at the end of the war, most of the acts passed under DORA were removed, the state no longer controlled buildings, or aspects of daily lives, apart from the new pub opening hours, which remained in effect until 1989, even though they were meant only for the war. DORA also had many other effects, which are in themselves issues to be discussed in this essay: Rationing Another example of Doras power can be seen in the form of rationing, because the government was able to take over and control land, they could take over farm land and turn its usage to producing what they wanted to be produced. They hired women to work the land (because men were away fighting), and did this in order to keep the country fed, but by 1917 the situation had become dire, German U-Boats were sinking one in every four of our supply ships, and there simply was not enough food for everyone to have exactly what they wanted. Food prices rose to double what they were in 1914, and since people had not asked for higher wages because they had wanted to support the war, they could not afford to pay. Rich people bought much more than they needed and hoarded it, whilst poorer people could not even afford to buy bread. Shops closed early because their stocks had run dry, and there were serious strikes over poverty level wages. The government then attempted to encourage people to economies on their food usage; leaflets, posters and articles were produced to try to get people to save as much food, particularly bread as possible. But none of their measures proved to be effective, so rationing was introduced, this meant that everyone had a set weekly allowance of food, comprising of sugar, meat, butter and beer, and they were issued with coupons that enabled them to get their set amount of food. As it turned out, by the end of the war, people were actually more healthy than they had been at the start, because they were eating a more balanced diet, the rich and the poor could only get the same amount of food as each other, so it also proved to be a much fairer method of supplying everyone in the country with enough food to live on. This was another short term affect, one under DORA, as once the war was over and the food supply was back to operational speed again, rationing ended and people were able to get as much, or as little food as they were able to before. Propaganda This will have had a much larger affect on the mind of the British citizen than any other effect of the war, although not being able to eat exactly what you wanted or do exactly what you wanted, these things were more physical when compared to propaganda, which had large physiological affects on people. DORA gave the government the right to control newspapers and other forms of media, in order to limit what the civilian population found out about the war. During the first few months of the war, where thousands of men were dieing in terrible ways, the government only reported good news, no reporter could go to France or to Belgium, and the control the government had was so incredibly totalitarian, they even kept the house of commons in the dark as to the full reality of the front line. For the first two years of the war most propaganda was rather crude, with many tales of British heroism and German atrocities, all highly patriotic, and completely supportive of the war. However as popular opinion changed the government had to adapt their propaganda strategies to cope with it. In 1916, appalling losses were being made at the battle of the Somme, with thousands of soldiers on both sides dieing daily, the government took this opportunity to attempt to show the people what the war was really like. What they filmed however was pre staged mock battles and scenes of soldiers going of the top bravely, and achieving much, they also showed pictures of dead and wounded men, something that had never been done before. This supposedly wakened a lot of people up to the harsh realities of the war, they were seeing so much that shocked and disgusted them, when really most of the footage was fake, and only half of the true story was being told. Propaganda was a powerful short term effect on what people thought of the war, it meant that because people did not know the full harsh reality of war, they kept on supporting it, it is likely that had the real story been told from the outset, the people may well have decided against the war. In its defense however, propaganda helped to keep the morale in Britain up when things were going badly, as the government could easily churn out a patriotic poster, or an awe inspiring leaflet. Below is a large effect, which had a lot more knock on effects than anything else. Women At War The countries male population had been severely reduced, because they were all out fighting on the front lines, so there were very few men left to farm, make munitions, and do all the other jobs that they used to do before the war, such as being a delivery driver. So women had to take over, the government formed the W.L.A or Womens Land Army, and women who signed up to this would work on farms around the country, planting, harvesting and looking after crops. They were also employed in industry, most commonly the munitions making industry, and as other forms of laborer. People found that the women were just as able to do the jobs as well as all the men were, and although they were not paid as high a wage as the men, the women found that they enjoyed working and earning a lot more money than they would have done in previous jobs, if they were employed at all. This was a much larger effect of the war, particularly as it led to women getting the vote in 1918 under the representation of the people act, they had proved they could do everything a man could do, and they had helped their country get through the war, although the right to vote was not given under equal terms until 1928, 10 years later, up until then only land owning women over 30 could vote. Women working in previously male jobs also led to help in the breakdown of the class system, because all women were involved, a rich land owner could be working on the field or in the factory right next to a poor dressmakers daughter. They found that it was possible to make friends with the lower classes, and most thoroughly enjoyed it. The same was happening to the male population, as all soldiers on the front line were equal unless they were higher up in the chain of command, so a rich man could find himself in a position of having his life saved by a poor lower class man, or vice versa. Some smaller, short-term changes Conscription A conscription act was issued in 1916, this stated that all men aged between 18 and 41 had to fight in the war, there was no option, because although at the start of the war they could not get people out to the front lines fast enough, as it carried on, the numbers of people wishing to lose their life for Haig and country began to dwindle, so conscription was the only thing that would ensure a steady flow of soldiers to be. After this all married men had to fight as well, and this then led to a huge shortage of workers in vital industries, which then led to women taking their places in the workplace, which then led to women getting the vote, and the eventual breakdown of the class system. Of course some people did not want to fight at all, even when they had to, these people were called conscientious objectors or conchies for short, however they did have to prove that they were really objecting to fighting for a reason of conscience, e.g. their religion or a deeply held belief that war is wrong. A lot of conchies were very badly treated, a lot were banded as criminals and placed in jail, some not even let out after the war was long over, and others could even be shot for being traitors. This was the first time conscription had been introduced in Britain, but like many other things, when the war finished, so did conscription. Conclusion There were many things that the First World War affected in Britain: food, the way people viewed the war, lively hoods and more were all altered in some way, most of the effects were temporary though, after the war they simply went away, and people went back to how it used to be before the war. All except for one effect, the way women had been treated before the war was as housewives and maids, fit only to do womens work at home, or at somebody elses home, they were thought of as the child bearers, and nothing much else. The war allowed women to prove they could be more than just that, after the war there were 400,000 less maids than there had been before it, women knew now that they could do whatever men could do, and do it well also. For their hard work, women won the vote, and eventually on equal terms as men, however, all did not change instantly, when the war finished many women went back to what they used to be doing, and the men came back to their old jobs as well, but I do not think this matters, as the ball had already been set rolling, women had proved that they were mans equals, and they could, and would do it again. I do not thing that World War One deserves to be called a Total War when compared to World War Two, although compared to previous wars such as the Boer war and the Napoleonic wars, World War One was the closest that had come to being a total war, people were much more involved in it than they ever had been before, there was conscription, bombing, women were commissioned to work in jobs previously only ever done by men, and the civilian population was being constantly bombarded by hundreds of propaganda messages. This was something people had never experienced before, never had a civilian felt so touched, so involved by the war, never had women worked in factories or had the vote, and civilians had never been bombed as they lay in bed before. Yet, compared to World War Two, WW1 was not total war, the bombing was really not at all severe, neither were the casualties, the weapons, the rationing or the everyday dangers when put next to World War Twos figures.

Portrayal Of Vampires In Literature

Portrayal Of Vampires In Literature His face was a strong, a very strong, aquiline, with high bridge of the thin nose and peculiarly arched nostrils, with lofty domed forehead, and hair growing scantily round the temples but profusely elsewhere. The mouth, so far as I could see it under the heavy moustache, was fixed and rather cruel-looking, with peculiarly sharp white teeth (Stoker, 1897). For many centuries this crude, bloodcurdling image prevailed what is now known to us as the blood sucking vampire. This description of Dracula, as illustrated by Bram Stoker in 1897, compares nowhere near the handsome, romantic, and charming figure vampires have become in modern day film and literature. Yet what is most interesting, in a rather peculiar way, is to see the irony of such a thoughtless creature becoming a prevalent reflection of modern culture; their unchanging, dead existence representing the ever-changing situations of our conscious and unconscious fears. This essay will seek to critically analyse two well known lit erary texts portraying vampires. Through the description of the vampires appearance, role, function and purpose and the several motifs and cultural myths such portrayals and images are drawn upon, this essay hopes to provide several reasons for the human fascination of such creatures and further suggest vampires represent several cultural beliefs and actions implemented by human society. An obscure sort of figure and a likely representation of both erotic anxiety and corrupt desire, the literary vampire is one of the most powerful archetypes bequeathed to us from the imagination of the nineteenth century (Gordon Hollinger, 1997). Yet, interestingly as times change it seems each age embraces the vampire it needs (Gordon Hollinger, 1997). Prior to the 1970s, the ideal vampire was a portrayal of Bram Stockers Dracula; the captivating, cultured, yet evil Eastern European Count. Since then, as a result of numerous novel publications, including Anne Rices Vampire Chronicles and Stephanie Meyers Twilight, the illustration of the vampire has changed, due to the ongoing transformations in the broader cultural and political mise-en-scene (Gordon Hollinger, 1997). It is mainly through certain motifs and cultural beliefs, both of the past and present, in which the figure of the vampire has transformed. As a prominent figure of time, vampires have represented metaphors for sex uality and power. As of late, while still powerful and appealing, vampires have become a symbol for alienation, choice, societys attitudes towards illness, their definition of evil, and can also act as representations for individual obsession, free agency, self-control, sacrifice and faith. Anne Rices Interview with the Vampire (1976) and Stephenie Meyers Twilight (2008), are just two texts incorporating the fascination of the vampire. However, the texts present several differences; each utilising contrasting ideas in the illustration, function, roles, and purpose of the vampire. Anne Rices Interview with the Vampire accounts the life of a 200-year-old vampire, Louis du Pointe du Pac. Turned into a vampire at the age of 25 by Lestat, Louis story gives audiences two representations of the vampire. Rice steers away from the old portrayal of the creature, captivating this through Louis and Claudia, while also using Lestat as an illustration of the evil, crude, and self-centred vampire. Lestat and Louis are two different vampires; in their appearance, their function, their roles, and their purpose. Louis is the good vampire; humane, genuine and honest. Depicted as beautiful, with utterly white and smooth(Rice,1976) skin, his face a seemingly inanimate as a statue, except fo r two brilliant green eyes( Rice,1976), his hair black, the waves combed back over the tips of the ears(Rice,1976), his shoulders broad(Rice,1976), his figure tall and slender (Rice,1976), his lips silken and delicately lined like any persons lips, only deadly white(Rice,1976), Louis is the image of a different vampire from the one normally envisioned. Lestat, on the other hand is described little in the novel. He is however the opposite to Louis. Illustrated in this book as being 6ft tall with curly blond hair and grey eyes, a short and narrow nose and a mouth that is slightly large for his face(Rice, 1976)), Lestat is charming, attractive and charismatic, but evil. Throughout the novel, Louis relives the moments of how he became indoctrinated, unwillingly, into the vampire way of life (Rice, 2010). He also describes his longing to not hurt but rather to comfort Claudia, who is his only friend and his life. He somewhat becomes a father figure to her, taking it upon himself to care and love her with the last breaths of humanity he has inside (Rice, 2010). Both Louis and Claudia struggle to understand themselves, their purpose, their hatred of Lestat and both become desperate to find somewhere they belong, to find others who understand (Rice, 2010). This is in contrast to Lestat who believes vampires are killers Predators. Whose all seeing eyes see a human life in its entirety, not with any mawkish sorrow but with a thrilling satisfaction in being the end of that life, in having a hand in the divine plan(Rice, 2010). He believes his life has no purpose, a least none that involves being honest and caring, but rather a killer and a monster. Similarly, Twilight, a novel written by Stephenie Meyer, further illustrates the idea set by Anne Rice in her novel. When Bella Swan moves back to her childhood home in order to be with her father, she discovers some things that she never thought were possible. She meets the very mysterious Edward Cullen, who while irresistible and charming, has a certain past which he would rather keep hidden. Determined to find out his dark secret, Bella befriends Edward and the two become close. What she does not realise is that the closer she gets to him, the more she is putting herself and those around her at risk (Meyer, 2008). Although Edward warns her on several occasions that he is not the good guy he seems to be, soon Bella puts together the pieces and comes to the evident conclusion that is a vampire. Meyers vampires are in certain ways very different from Anne Rices image in Interview with the vampire. While chalky pale, palest of all the students(Meyer, 2008), with dark eyes(Meyer, 2008) yet all their features were straight, perfect and angular(Meyer, 2008), their faces all similar, yet different; devastatingly, inhumanly beautiful(Meyer, 2008), as Louis in Rices story, the Cullens are humanised with features most cannot resist. To add to the already humanistic vampire image, Meyer also gives her characters gifts above and beyond the norm (Meyer, 2008). In subtle ways these gifts represent their role and function, and as Edward explains their strongest human traits (Meyer, 2008). Each character brings their gift for good; Edward with his ability to read minds, Alice with her gift to see the future, Carlisle brings his compassion, Esme her ability to love, Emmett his strength, Rosalie her tenacity and Jasper his ability to control peoples feelings and emotions. As with the characteristics of the vampires, Meyer challenges the image of the old vampire by means of changing their purpose. Part of the story revolves around what is means to be a vampire. Constantly, Edwa rd is reluctant to befriend Bella as he still believes deep down he is not superhero, but rather the bad guy. He struggles with his existence, describing himself as the worlds best predator, dangerous (Meyer, 2008) and even at one point he confesses to Bella of his struggle to keep himself from killing, to control his thirst for blood. He does still however feel, as any human, revealing to Bella numerous times he cannot live with himself if he killed her(Meyer, 2008), sounding in a way confused and saddened at the prospect. It is important to also mention the Cullen philosophy. It is explained through Edwards father, Carlisle Cullen that their kind are not killers. Carlisle rebelled against being a vampire, he went to great lengths to destroy himself (Meyer, 2008), fighting hard to resist drinking other peoples blood and looking for an alternative to being the vile monster he feared(Meyer, 2008), finding a way to exist without being evil (Meyer, 2008). Both Interview with the Vampire and Twilight, utilise several motifs, metaphors, and cultural beliefs to illustrate the existence, images, and purpose of vampires. The vampire can in several ways, provide a metaphor for sexuality and power, but can also represent alienation inflicted by society, societys attitude towards illness, its definition of good and evil and can even reinforce individual feelings of obsession, free agency and choice, self-control, sacrifice and faith. Present in both texts, however more profoundly in Anne Rices novel, the original representation of the vampiric metaphors, images and purpose related to sexuality and societys attitudes towards illness are explored. It is interesting to see the close similarities between the idea of death from a vampires bite and the death by disease, associating to a vampires wasting, with paleness, with blood flow from the mouth, night restlessness and alternate burning and chills (Gordon Hollinger, 1997). Interview with the Vampire is of the two texts more inclined to present audiences with the vampire-as-a-disease metaphor, coincidently incorporating cultural events and beliefs present in America at the time. Rice utilises the metaphor to illustrated societys awareness of AIDS and homosexuality. This changing metaphor of sex and violence leads to the homoeroticism of Least and Louis' (Grey,2003) relationship, encouraging mainstream audiences to accept this new way of society and accept homoeroti c protagonists with fewer qualms that normally evincible (Grey,2003). It also uses sexuality to reinforce the image of the old vampires seduction, its ability to attract both men and women, and of the vampire taking the life of its victims. Twilight however, while describing Edward as attractive and mesmerising, it is important to note the metaphor of a vampire being a crude creature is not heavily present in this novel. Instead, Meyer uses the vampires as metaphors for kindness and sincerity, even in some respect using Edward as a figure of goodness and love. Their romance, cosmically disproportionate, is a parable or transparency of the inequalities and responsibilities of the divine-human synergy (Granger, 2009). Edwards love for Bella is forever unchanging and respectful, while Bellas love for him in return is selfless and sacrificial. Written from a religious point of view, the choices which both Edward and Bella make support the idea of free agency; the power for humans to mak e their own decisions and at the same time be responsible for these choices. Both of them pay the consequences for their choices, whether good or bad. In earlier vampire literature, it is important to note vampires were considered related to the Devil. Very few people befriended such creatures, rather using certain symbols to eliminate them. As a result, the belief of faith and religion can be related to the figure of the vampire. The most common for victory were few: armed with crucifixes, wooden stakes, holy water, garlic and occasionally fire and sunlight, good always prevailed (Gordon Hollinger, 1997). Before long anything capable to fend off the vampire, meant those against them possessed great faith. This implied that symbols of faith, when handled by those of less-than-perfect or non-existent faith, might prove ineffective. (Gordon Hollinger, 1997) As in the 1960s and 70s, culture took on a secular view of the world, victims died because of their lack of faith. But as society quickly confronted its loss of faith, vampires lost their ability of their magical arsenal (Gordon Hollinger, 1997). Little is seen of a vampires ab ility to transform into bats and wolves, to crawl on surfaces and disappear in a puff of smoke. And as Louis explains in Rices novel, no such myths exist any longer. The more contemporary vampire exhibits little of the metaphysical, magical, anti-Christian act, but rather his/her own acts are expressions of individual personality and condition (Gordon Hollinger, 1997). This decrease in focus on the vampires metaphysical and religious status supports a loss in the past folkloric characteristics of the vampire. The change from the metaphoric Anti-Christ to secular sinner, from magical to mundane permeates the appearance of and indeed, permits the existence of good as well as bad (Gordon Hollinger, 1997) vampires. And as Edward states in Twilight just because weve been dealt a certain hand it doesnt mean we cant choose to rise above- to conquer the boundaries of destiny that none of us wanted. To try to retain whatever essential humanity we can. (Meyer, 2008) Many argue the contemporary vampire story often represents the very intriguing condition of what we now known as postmodernism, this idea of good and evil. And what better example than the most central motif present in Anne Rices novel. Lestat represents the vampire of the postmodern era; he dismisses any faith, except faith in himself. On the other hand, Louis is the vampire which struggles against becoming the postmodern, evil creature, taking his loss of faith as an illustration for his loss of humanity. The book also portrays Louis as being aware of the question of good and evil, of struggling to accept Lestats philosophy and belief. Claudia also finds herself in a situation where she is caught between two different examples of what a vampire could be and as a result becomes determined to find out the origin of her existence. Good and evil also appears a central theme within Twilight. Meyer uses the Cullens as the good vampires, who harm no one, and James and Victoria as the bloo dsuckers and murderers. On a more personal level, Edward battles between good (his human desire to not harm) and evil (the fact that he is a vampire) suggesting an example of a conscious and human thought process. Thus, it is not what you are born as or what you are made to be that defines your existence, but rather what choices you make based on your own ideas and identity. The vampire today has transformed from an figure of super evil to being simply an alien other, no longer embodying metaphysical evil, no longer a damned soul (Gordon Hollinger, 1997), but rather an metaphor for our awareness of multiculturalism merely ethnic, a victim of heredity (Zanger, 1997 in GH). Both Interview with the Vampire and Twilight depict vampires as outsiders. In Twilight Bella describes her feelings towards this alienation, feeling pity towards the Cullens, pity because, as beautiful as they were, they were outsiders, clearly not accepted (Meyer, 2008). The idea of being alone is also evident in Edwards distance from his family and his school friends. While his brothers and sisters have moved on and formed close relationships, he remained alone. Incidentally, vampires are forced to live away from society in order to keep their existence a secret. Interview with the Vampire also suggests Louis and Lestat are not accepted within society, constantly being illustrated as outcasts, needing acceptance from society but it seeming as if this acceptance can only be found in another of his kind. This theme speaks to almost every individual, as almost everyone has felt alone or alienated at some point in their lives and illustrates societys attitudes towards certain groups of people. Sacrifice, self-control and obsession are several other themes which vampires represent in both texts. Sacrifice is a dominant theme throughout Twilight. While Bella sacrifices everything to be with Edward, it is Edward who makes a decision to be with Bella, to trust her and her intention of keeping his secret. He sacrifices his secret to be with Bella, and while he may be at a loss, his sacrifice can be seen as acceptable when it may be a free choice to gain something greater. Again, the same takes place in Interview with the Vampire, when Louis makes a decision to leave Lestat and sacrifice his life to take care of Claudia and to find more of his existence. Self-control is equally evident in both of the texts. Self-control is very important in Twilight, as it is closely linked to free agency. In order to have free-agency, the Cullens must have self-control, and as a result self-control is in this case a way of overcoming their instinct and a way to create ones wanted life and princ iples. Vampires in both of the texts are not saints, but just like real people they have flaws. And just like real people, they are under the driving force of obsession. Bellas love for Edward, Louis cling to humanity and Lestats belief to kill goes beyond reason, beyond practically. In a way all of these attributes apply to society today, from the ways we make choices, to the sacrifices we make for those we love and our obsessions with love, humanity, and death. The literary vampire has entertained and captured audiences for many years, changing but never completely disappearing. For it is evident every ages does seem to embrace the vampire is needs (Gordon Hollinger, 1997), guiding us along our paths of socialisation, separations and individualisation. Whether the fears are personal, societal, internal, or external, the vampiric metaphor transforms as time passes. The themes of sexual desire, disease, political and social indifference, religion, alienation, good versus evil, and many more represent the vampire figure. All of the themes discussed mirror our current views of boundaries between individuals and society, between one group and the rest. How intriguing it is to see that such social anxieties and personal beliefs are represented through such a creature, one that breaks boundaries between life and death, good and evil, love and fear. And how interesting it is, that the vampire lives on in this modern society of constant conflict, b etween what is real and what is not, between what is private and what is public, in such a way as helping to dissolve the numerous conflicts and the fixed boundaries by means of representation and example. Vampires encourage creative thought and emotional stability, they act as beings we would all rather be, even examples of how we should be. Providing us with a desire to be good rather than evil, vampires have captured the imagination of the twenty-first century. Like flowers perfuming our dreams and beliefs, vampire will continue to capture us with anticipation and dread for years to come.

Gender and Underdevelopment in Non-western Societies :: Gender Equality Women Third World Essays

In Western societies women usually hold respectable jobs, the ability to make the choices of having and taking care of the children, cleaning their homes, cooking meals, doing the laundry and, most importantly, are allowed to be seen as an equal in society. In non-western societies women usually hold degrading jobs, deliver and take care of the children, clean their homes, cook meals, do the laundry and are seen as unequal. In Third World countries, women are seen as the poorest of the poor. They are rarely ever given the same opportunities as the women in western countries, or even the ones their own husbands have. There are two main problems which afflict non-western women. The first is the lack of access to productive resources. This means that the women of less developed countries have no capability to possess resources such as land, capital or skills. Land is not available to them because it is considered a male inheritance only. Capital is more accessible than land, due to the recent ability of women to own credit cards. Until recently, though, money was not something women could obtain very easily. Money, like land, is mostly controlled by the males of the society. Skills are not an option to women because it entails schooling which brings up the next difference. Unequal access to education and health care is the last difference. Schooling is not usually offered to women in less developed countries. The rate of illiteracy in women is a considerable amount higher than men. In some countries the rate between illiterate women and men is doubled. Health care is more available for male children. Baby girls often die at birth, either from lack of health care or by murder. The disappointment of the family's newborn being a girl often leads to murder. Male children are seen as more valuable than female children in Third World countries. Violence and injustices also greatly affect non-western women. Female circumcision, polygamy, the ease of divorce and violence against women, as well as the lack of access to productive resources and unequal access to education and health care, plague the women of the less developed countries. For the modernization of these non-western countries women must play a larger role than they do now. Without equality for women less developed countries cannot move forward. These affiliations are severe but they are resolvable. The Grameen Bank is a possible solution.

office apace Essay -- essays research papers

The Life of Peter: Idealism vs. Realism When asking a child what they want to be when the grow up, they will most likely tell you a doctor, teacher or some other public service occupation. They have the ideal that a career helping people is the best job a person could have. When those same kids get into high school their ideals become even greater (this really only applies to middle-upper class). They want to be artist, musicians, actors, or free lance writers who travel the world for the next big story. In college the ideals of the student are usually pushed to the back burner so that there is room for reality. Peter’s character in the movie Office Space is an example of the ultimate idealist. Throughout the movie we are shown his conflict between â€Å"good and evil† (otherwise known as idealism and realism). Peter’s character is placed in the toughest battle zone to live out his ideals: the corporate world of cubicles. Americans have the idea of an â€Å"American Dream† which in tales having a good job, family and happy home (for most people this is all that is needed to be content in life). Peter though can’t accept the idea of the â€Å"American Dream† and comes to make his own idealistic ideas a reality that most would laugh off as being a nothing but pipe dreams. It must be hard to spend 40-50 hours a week in a little box with no windows or connection to the outside world. Office workplaces tend to invent annoying saying like â€Å" Do you have a case of the Mondays?† that in itself ... office apace Essay -- essays research papers The Life of Peter: Idealism vs. Realism When asking a child what they want to be when the grow up, they will most likely tell you a doctor, teacher or some other public service occupation. They have the ideal that a career helping people is the best job a person could have. When those same kids get into high school their ideals become even greater (this really only applies to middle-upper class). They want to be artist, musicians, actors, or free lance writers who travel the world for the next big story. In college the ideals of the student are usually pushed to the back burner so that there is room for reality. Peter’s character in the movie Office Space is an example of the ultimate idealist. Throughout the movie we are shown his conflict between â€Å"good and evil† (otherwise known as idealism and realism). Peter’s character is placed in the toughest battle zone to live out his ideals: the corporate world of cubicles. Americans have the idea of an â€Å"American Dream† which in tales having a good job, family and happy home (for most people this is all that is needed to be content in life). Peter though can’t accept the idea of the â€Å"American Dream† and comes to make his own idealistic ideas a reality that most would laugh off as being a nothing but pipe dreams. It must be hard to spend 40-50 hours a week in a little box with no windows or connection to the outside world. Office workplaces tend to invent annoying saying like â€Å" Do you have a case of the Mondays?† that in itself ...

Patterns In Medicinal Advertising :: essays research papers

One of the most innovative trends in print advertising is medicine advertisement. The content of these particular advertisements (ads) are intriguing to me. I intend to analyze five medicinal ads to find the tools used by advertisers and to explore the positive and negative aspects of advertising medicine through print ads for the public. The people who develop ads to market prescription medicine products must have an inkling of what the reader wants to see. For instance, the ads in a parenting magazine most often target mothers. The ads in a sports magazine predominately target athletes. How do the advertisers know what the reader will respond to? Patterns are tools that help us to narrow our thinking down and put thoughts into categories that we identify with. Patterns allow us to store information in blocks so that we do not have to relearn information that has already been learned. Some patterns are universal and most people have some categories or patterns that other people have. An example of a universal human pattern is using language to communicate. Other patterns that we have, may be derived from our own experience and unlike those of others. Patterns are useful in advertising because advertisers can target their reader by tapping into specific categories. Perception is a person's understanding of the information they receive. Depending on their experience or their understanding they will categorize their perception and in turn it will become a thought pattern. For instance when a person talks to a priest their perception of him may be that he is perfect or does not sin. They may categorize all priests this way and not judge them in the way that they would any person who is not a priest. I feel that patterns and perception work hand in hand. Sometimes patterns are formed based on perception, sometimes perception is based on a pattern. What came first the chicken or the egg? I'm not quite sure, but I do know they affect each other. Ads are designed by using patterns that target a specific audience. The reader's perception of the product may form exclusively based on the ad. The patterns that I noticed specifically amongst the five medicine ads that I've chosen to analyze is the break through effect. In one ad there was a woman with her child and they were breaking through glass. Another ad featured a woman and her child with clear blue skies breaking through the clouds above.

Ptlls Level 3

ASSESSMENT 1 a. Explain what your actual or perceived role, responsibilities and boundaries are as a teacher in terms of the teaching cycle. Why are these necessary? b. Identify the legislative requirements and codes of practice that directly impact on your teaching. c. Identify the legislative requirements and codes of practice that directly impact on your learning environment. ANSWERS 1. 1. †¢ Explain what your actual or perceived role, responsibilities and boundaries are as a teacher in terms of the teaching/training cycle.I intend to continue to be a trainer in management and in the security sector. The role, responsibilities and boundaries of a trainer are ever changing and adapting to changes in the society. It is more than simply lecturing and marking students works. Learners come from different backgrounds and with different problems, hopes and expectations which have to be understood and addressed before effective learning can take place. As such in addition to my prima ry role of being a facilitator, I will have to play the roles of parent, psychologist, protector, motivator, role models to some learners.I will also have to collaborate with some agencies and organisations in order to facilitate effective learning. Boundaries are anything that may have direct impact to my teaching or delivery. This may include time constrains, my subject knowledge, the size of my class and location of the training room, the ability to cater for students with learning disabilities. In this I must have a reasonable evaluation to know what I can do and what are outside my ability and to call for supports. Reece and Walker describe a modern teacher as being a facilitator.Unlike the traditional teaching methods which encourage learners just to be talk into, the modern method places more emphasis on the ability of the teachers to motivate and encourage students to be actively involved in the process of discovery, exploitation of issues and be able to think around the sub ject matters without being a mere regurgitation of given facts (Reece & Walker, 2002, P4). For this to take place, I will have to be able to facilitate an environment where learners fill safe and without any feelings of internal or external threats, discriminations or insensitivity to language or cultural barriers to learning.Coffield, F (2008) supports this line of thought when it states that teaching and learning are not separate activities but â€Å"intertwined elements of a double sided, interactive process† which is enabled by the understanding and implementation of the key stages of the teaching/training cycle. The Constructivism theory (Jean Piaget, 1967), also support this line of reasoning. Despite the ever expanding or the elastic roles of trainers, it is essential that in order to be effective at impacting knowledge and to act within the law, trainers are aware of their roles, responsibilities and boundaries.In this respect, they are guided by the teaching/training cycle which provides a systematic approach to teaching and a cohesive structure within which roles, responsibilities and boundaries can be assessed and reflected upon (Gravells, 2010: 11). Gravells (2008) describes teaching as a cycle made up of five points- Identify needs and planning, designing, facilitating/deliver, assessing, and evaluating. When planning to train learners, I would be guided by the teacher’s cycle.I will first seek to identify needs; training is about satisfying needs, therefore a good beginning point at preparing a training programme is to know the task to be performed. I will then identify the existing skills possess by learners and then produce the training content that would be required in order to close the known gap. This is known as training-needs-analysis. Information about the existing ability of learners can be drawn using various methods such as asking them to complete purposely designed application forms and or questionnaire, or through telep hone or direct interviews.The initial assessment would give me the opportunity to identify needs and provide me with a starting point to plan the course with regards to the pace of delivery and resources to be used and in collaboration with the learner to formulate an individual learning plan (IPL). Overall, this information would help me to plan my content and delivery strategies. These have some advantages: i. Understanding the learners learning styles can make my course to be engaging. Flemming (1987) noted three different styles of learning; visual, kinaesthetic and aural.In order to know which method(s) to use to benefit my students the first lesson on my course will centre around discussions on what they already know, the resources they are familiar with, and a learning style questionnaire which will provide me with information on preferred learning styles. Effectiveness can also be enhanced if I adapt my teaching style to give maximum benefit to learners. ii. Another importan t factor I must consider when identifying the needs of my learners is their learning process.A commonly used theory of learning process is that of Kolb (1984) who describes four different stages of the learning process as; Concrete experience, observation and reflection, abstract conceptualisation, and active experimentation. This theory particularly gained insight into the fact that greater understanding is achieved by learners when different and appropriate means are deployed to teach the same concept. Plan and Design Plan and Design of training involves defining and meeting the aims and objectives of my course, preparing the environment, suitable delivery resources, methods and handouts.Planning and design of the lesson will require myself to study the aims, objectives and the set learning criteria set by the awarding body which I may be dealing with. I will state what the learners would learn, what I will do to support learning, what the training will cover and learning outcomes . My scheme of work will be practical and motivating. I will ensure that the working environments are safe and conducive for learning. I will also ensure that all the equipment needed for the course is made available on time. Deliver Once I have identified the needs of the learners and planned and designed y course I will proceed to deliver it. I will seek to use the learning methods that enhance their ability to achieve the most from the course. My teaching style would be mainly andragogical because, been an apprentice is a hand’s on role, this will allow the learner to carry out the task therefore learning the theory and learning how to apply those theories. In terms of learning styles, I will deploy all the three styles; visual, audio and kinaesthetic. I would deliver the theory, view videos and show practical examples and give the learner the opportunity to carry out the task themselves.I will allow my assessment of the group to determine the ice breaker to use, but my ob jective will be to run an inclusive training through the distribution of ability and cultural mix and to encourage them to fill free to communicate and to get to know me and each other. I will also define my pace and pitch of delivery, which will be influenced by the learning needs of the students and group dynamics. In setting my ground rules, I will be guided by two factors; the safety of all parties involved in the learning process. This will required that some rules are rigidly implemented.I will also be guided by the need to involve learners in negotiation over other issues, such as answering mobile phone, leaving early, etc. Assessment The delivery of courses will be followed by assessments to determine if learning has taken place, the level of understanding and to check if training strategy and tactics are appropriate. Various methods can be employed, such as setting group work which test understanding, direct questions and interview with learners. Another method to use in ev aluation is the use of questionnaire. This allows for more truthful responses as these could be filled in independently and without the learner’s name.Evaluation is a hugely important part of the process specifically for me as this would allow me to identify any weakness and help me improve for the following modules. For all I will be asking for the course to be formally evaluated at the end of each module, I would make my learners feel confident that if there is any improvements they think I could make within the duration of the course they can approach me and make suggestions. Evaluation should be constant during the teaching process to ensure I am teaching to the best of my ability and the learners are learning to the best of theirs.ANSWER 1. 2. †¢ Identify the legislative requirements and codes of practice that directly impact on your teaching and learning environment. It is most essential that trainers are aware of key aspects of legislation and codes of practice th at are relevant to their subject area and be able to put them into practice. This includes legislative requirements and codes of practice which determines what constitutes a suitable environment. A learning environment is an environment where teaching/training takes place. This could be a school, college or a building or room.But it should be suitable for the purpose because this is an important part of ensuring a successful session. It should for example, provide suitable access for all learners and sufficient toilet and refreshment facilities. As a Security and management trainer, the key aspects of current legislative requirements and codes of practice that are relevant to my subject area are as follows:- The Health and Safety at Work Act 1974, The Disability Discrimination Act 2005, the Manual Handling Operations Regulations 1992 and the Lifelong Learning UK (LLUK, 2008). a. The Health and Safety at Work, etc Act 1974The main piece of legislation affecting the management of heal th and safety in educational establishments across all sectors is the Health and Safety at Work, etc Act 1974 (HSWA). This Act provides a framework for ensuring the health and safety of all employees in any work activity. It also provides for the health and safety of anyone who may be affected by work activities in e. g. pupils/students and visitors to educational sites, including parents and contractors. Employers and employees (as well as manufacturers, suppliers and the self-employed) must comply with the duties set out in the Act.This legislature is very important as trainers own a duty of care to learners and the need to provide a safe environment. b. The Disability Discrimination Act 2005 The Disability Discrimination Act 2005 is a piece of legislation that needs to be taken into account when teaching adults with learning disabilities. It provides legal rights for disable people in the areas of employment, education, access to goods, services and all facilities including large r clubs and land based transport services; buying and renting land property and functions of public bodies, for example, the issuing of licences.This piece of legislation ensures that all learners are given necessary adaptations to allow them to participate fully in their learning environment. This may be something as simple as ensuring the classroom has a wide enough areas for a wheelchair to pass through. c. The Manual Handling Operations Regulations 1992 A compulsory part of the training in security is known as physical intervention. It involves teaching learners on how to arrest and hold people. I will be teaching learners in the different types of safe ways to hold suspected offenders.This will include lifting and physical handling of fellow trainers. The Manual Handling Operations Regulations 1992 require employers to minimise the health risks associated with manual handling, a term used to describe activities which involve lifting, carrying, moving, holding, pushing, lowering , pulling or restraining an object, person or animal. Employers should, avoid the need to lift, carry, push, pull, lower or support loads wherever possible. They should mechanise such tasks where they cannot be avoided by the use of trolleys, barrows, lifts or hoists.They should carry out risk assessments, which take into account the work task, the activity involved, individual capacity, working environment and other factors. It is essential that as a trainer, I observe this legislature in order to safe guard the safety of the learners. e. Lifelong Learning UK (LLUK, 2008) As a trainer in the UK, I will be govern by Lifelong Learning UK (LLUK, 2008), the professional body responsible for the professional development of all those who work in further, higher and other areas of education.The body sets standards in six areas to guide a trainer like myself. The areas are: i. Professional Values and Practice ii. Learning and Teaching iii. Specialist Learning and Teaching iv. Planning for Learning v. Assessment for Learning and vi. Access and Progression. The professional values and practice area sets standards on values, part of which requires trainers to motivate learners to seek further develop. The learning and teaching section deals with the needs for the establishment of a purposeful learning environment for learners.Specialist learning and teaching area set out to ensure that trainers are aware of current legislation, their implications and be able to apply appropriate strategies to work with those who may require specialist training. The planning for learning section deals with the needs for trainer to be able to plan for their session and create an inclusive learning environment. Assessment for learning section deals with the needs for appropriate assessment and feedback from learner as a means to encouraging progression.Access and progression allows for the trainer to encourage and support the learner into further or appropriate courses or learning for the future. f. The Equality Act 2010 The Equality Act 2010 provides a legislative framework which protects the rights of individuals and advances equal opportunities for all without discriminations on the grounds of age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership, pregnancy and maternity.It’s protections extend to some groups not previously covered; this group now enjoys what is known as protected characteristic. In education and in training, it is a key part of the legislation that trainers must seek to enforce that learning and assessment must be accessible to all. The Equality Act 2010 The Data Protection Act 1998 is a United Kingdom Act of Parliament which states UK law on how to process data on identifiable living people and as such the protection of personal data.It was enacted to bring UK law into line with the European Directive of 1995 on the obligations of member states to protect people’s fu ndamental rights and freedoms and in particular their right to privacy with respect to the processing of personal data and in practice, it provides a way for individuals to control information about themselves. Its eight core principles states that personal data must be: processed fairly and lawfully and only for one or more specific and lawful purpose.The information collected shall be accurate and not excessive and not be kept longer than necessary for the defined possess. It shall also be processed in line with the rights of individuals in mind. Such information shall be secured and not transferred to countries where they cannot be made secured. As a trainer who will be dealing in handling personal data that belongs to others, I’m obliged to obey this law in all my dealings with students. ASSESSMENT 2 ANSWER 2. 1 Explain the ways in which you would establish ground rules with your learners, which underpin appropriate behaviour and respect for others. Ground Rules Ground Ru les are a series of mutually agreed rules between the teacher and the learners, which are formulated for the direct benefit of all members of the group. They are mainly rules on rights and responsibilities of each member and team, which directly or indirectly contributes to the smooth running of the programme. They are rules within the existing laws and code of conducts.As my learners are expected to come from different backgrounds and reflect our multi-cultural society, the establishment of ground rules can go a long way toward contributing to the smooth running of my classes. It allows learners to be aware of rules, acceptable standards, practices and expectations throughout the course of tuition. Ultimately, rules are tutor’s responsibility and it takes the lead in leading the effort in setting the acceptable standard for the smooth running of the courses.But the success of cooperation varies and they are greatly influenced by the way those rules were set up. Using the sty le which favours the learning styles of the learners and their involvement in the process can go a long way toward securing greater cooperation and compliance. Using a cognitive domain (Bloom 1951 & 56), a trainer may simply tell the class ‘these are the rules, take it or live it’. It may have a measure of success but its effectiveness may be limited if it does not accommodate the learning styles of all learners.While a learner with preference for reflective style of learning (Honey and Mumford 1986) may find this appropriate, because they are able to listen and watch from the outside; learners with preference for a more activist role (Honey and Mumford 1986) may not get enough of activities and stimulation from such method and therefore unmotivated by it. Such learners may feel sideline from the rest and as such become disruptive and show less respect for others in the class. There are many ways in which a trainer can establish ground rules with his or her learners, ho wever the trainer must be aware of their learner’s learning styles.Using a variety of activities and manners to determine ground rules could be effective as it then will reach out to a multitude of learners within the classroom. Ann Gravells (2008, pg 34) suggested that better results are achieved by andragogical approach (mainly learner centre) which allows learners to create their own ground rules; instead of rules being seen as imposed on them by an higher authority, it permits them to take ownership, as such responsibility and encourages empowerment as a result of which, more often than not, learners are likely to abide by those rules.In particular, this approach work well with individuals who use an aural style of learning (Fleming 1987) because they enjoy talking to others, while those who use a visual style of learning may find it less stimulating as they often prefer to observe rather than offer their opinion. Following an activity such as discussion regarding rules, feedback from the tutor would encourage positive behaviour from the learners and hence respecting others learning experiences. Skinner (1974) believed that the learner would repeat the desired behaviour if positive reinforcement were given.ANSWER 2. 2. †¢ Explain and describe the types of resources that you have available to meet the potential needs of your learners There are three main teaching resources; facilities, people, and materials and equipment. Most of the learners in the security sector are adults and the syllabus of what to teach, the number of ours to be assigned to each sector, such as trainings in class, physical exercises and the examinations to be taken have been designed by the Security Industry Authority, SIA.The content of the training to be instructed is also on the website of SIA, it is fairly standard with very little modifications to be carried in the choice of language; to accommodate the interest of the learners who have a poor master of the English la nguage. All learners wishing to train with me will be required to complete an application form which will provide me with some information, such as their level of education and pass experiences. The review of this data will provide me with the information which will influence my modification of the choice of language used in the handout which will be supplied to learners.It will also afford me the opportunity to gauge the individual learning plan, in collaboration with the learners. It will provide valuable information for me in the planning of scheme of work and session plan. Some of the learners may have stayed out of education environment for a long time. Because of this they may not like reading and their listening span may be short. I will have consideration for all these factors when determining how reading-friendly the booklet should be, the intervals at which to have brakes, the icebreaker, the energiser and the pace and phase of delivery.In order to avoid giving one big han dout which may put the learners off, I will give out two sets of handouts, one at the start of the lecture and the second will be giving out on the third day after the contents of the first had been covered and after I might have gone through each page with them to highlight the important points. The same will be done with the second handout, which will be shorter in order to allow them time to go through it. I may also have learners whom I’m either not competent to meet their needs or have the resources to meet their needs.In such instances, I will have to seek the support of organisations that are able to provide such needs. I will be failing in my duty if I do not correctly identify what I cannot provide. I will equally be failing in my duties if I identified such needs but failed to refer them to where they could get help. For example, it could be that a leaner has learning difficulties; this is an area which I am not qualified to handle. My duty then will be to seek the support of professional group such as the British Dyslexic society.Those with language problems will equally be assisted; some to attend evening classes, some of such courses are subsidise by the government. I can assist learners to contact their local government council for such help. I will also adopt a communication style that will assist them in getting this type of functional skill. Materials and equipment are the resources that trainers physically use during teaching. I will give out handouts because it would provide them with a lot of reading materials and reference points. It would assist in improving their reading and writing functional skills.Learners will benefit from the use of multimedia approach which combines beneficiary resources in the interest of learners. I will use Computer based interactive presentation programmes, such as PowerPoint, because it would provide learners with the opportunity to visually see some of the information in their handout and assist them w hen reading their handouts. I will use flip chart, so that both the learners and myself can use them whenever it is more convenient to write out information or for group work to be presented to the class.I will use information provided on CDs, Videos/DVDs; to assist in the presentation of case studies that are current or provided by professional organisations such as the fire service, searches carried out at Airports and CCTV images showing the management and control of crowds. I will use Newspaper articles because it will present learners with the opportunity to see the most current relevant information on subject matters. This will reinforce learning and provides them with the opportunity to be on the lookout for similar information.Role plays will be used to demonstrate how to carry out searches, how to man the entrance to a Club and how to communicate with customers. Physical objects/models will be used to allow learners to see examples and to come to the front of the class to m ake presentations. Photographs/posters showing the different warning signs and different types of power extinguishers will be made available to learners. I will also make available OHP screen and Market board. ANSWER 2. 3. †¢ Identify any other organisations which may be used as a referral point to meet the potential needs of the learners: British Dyslexic society for those with learning disabilities. ? To those with language barrier, I will refer them to organisations receiving funding of English for speakers of other languages (Esol) for support. ASSESSMENT 3 ANSWER 3. 1. †¢ Explain how you could promote, establish and maintain equality, diversity and inclusion within the classroom environment. More often than not, trainers will be looking after a ray of learners with different abilities, motivation and other forms of differentiations.In particular, on a typical SIA Door Supervisor Course, differences are often recorded on the basis of gender, education, age, sexual orie ntation, motivation, comprehension of English language, ethnicity, cultural and religious backgrounds. A trainer is faced with the challenges of ensuring that it delivers inclusive sessions which motivate all learners. Diversity Part of the inputs which promote inclusion for all learners through the structure of the session on my courses will be decided during the session plan construction phase.Some of the information gained from the initial assessment form completed by learners will have given me some information, such as the differences in age, ethnicity, social background, learning or physical disabilities and previous learning experiences of learners. On the basis of this information, I will be able to make a group analysis and the course or session can be devised to accommodate methods which can cater for their differences.The assemblage of learners whom because of their differences are able to see things from different perspectives crates an opportunity for me as a trainer to harness this opportunity so that learners can learn from each other, to see that each learner is appreciated and their talents utilised for the betterment of all. Moreover, it provides opportunities for a multidimensional approach to learning and for learners to appreciate the importance of team work. Inclusion The promotion of inclusiveness will always form part of my planning at the session plan stage.This will be base on the information received at the initial assessment. Additional updates will then be made after collecting additional information on the basis of engaging the learners in the classroom. Specific incidents of real or potential discrimination will also be address. It is quite common that that during trainings, learners tend to sit together on the basis of certain commonness or preferences which could be base on gender, culture, attitude, e. t. c. I will adopt the strategy of seeking to mix the group by increasing group work that encourages group challenges.I will a lso adopt the tactics of mixing the class on the basis of gender, culture, race, disabilities, abilities and motivation. I will also choose the most appropriate icebreakers to achieve objectives which promote inclusiveness and use different teaching methods to cater for the different needs in the class. The choice of various teaching methods will ensure that no group is excluded from participating in my class work. Equality Learners will be treated as individuals and not just one of those in a team or another leaner.My trainings will be designed and delivered in ways to accommodate and appreciate the fact that we all learn in different ways, we assimilate at different speeds and we are all talented in our own different ways. Every care will be taken to ensure that the class is for all and every participant benefits from my courses. Referral Mechanisms I will also recognise my boundary in my dealings with learners. If for example there are special needs learners that I do not have th e ability to teach, I will refer such learner to other specialist.If I alone cannot cope with some of the practical work or I would need assistant, I will surely do this and prevent avoidable accidents. 3. 2. †¢ Explain ways to embed elements of Functional Skills, in your specialist area. In our multi-cultural and mixed ability society, three subject areas; English language, Mathematics and Communication Technology (I. C. T. ) have been identify critical and certain minimum levels of knowledge, skills and understanding of those subjects have been identified as essential for individuals to be able to operate confidently, effectively and independently s active member of our society. This can promote an inclusive society that is also competitive. In the SIA Security courses, I will be working with a lot of immigrants, who have been put into the margin of the society because of their inability to communicate well using the English language. Among them are people whom their knowledg e of mathematics fall below the set standards of Level 2. Some are not confident and capable when using ICT systems and tools to meet a variety of needs in a range of contexts.Others will not be able to communicate well in English language. Among the migrants are some qualified professionals who are frustrated and unable to secure jobs due to language and cultural barriers. Either when dealing with the public or giving instructions internally, the ability to communicate is an essential factor in security. It is essential to be able to understand the time and to use the IT for simple task such as keeping records, log in and out, etc. i.I will teach English to this group, encourage active participation from them and show to them that being able to communicate well is an essential tool in the security field and it can make the difference between life and death, between keeping their job or not and an essential tool in achieving customer satisfaction. ii. I will incorporate group discus sions where learners will practice English speaking skills. iii. I will set them written assessments where learners will be able to practice writing skills. iv. I will use PowerPoint in the classroom and give learners handouts so that they will be able to use their English reading skills. . I will ask them to complete accident reports, handover notes, and sick leave form and make radio and telephone calls. vi. I will introduce into the course problem solving schemes that allows learners to use their general maths skills. For example, in the teaching of the CCTV, learners will be encourage to record when images were recorded, how long it takes before certain events were concluded and how to keep log books. vii. Learners will be given half-a-day learning on how to operate the CCTV, including how to record images, using the keyboard and joy stick. viii.In group discussions, I will ensure that those who have a poor knowledge of the language are mixed with those who are good in it. This will encourage them to take greater interest and participation in the course and they will be better off than when they stick with people of their culture or who share similar limitations, and may not be in a position to assist them. ix. Using ICT with learners with disabilities has its own peculiar challenges. Since some of them have sensory or physical disabilities alongside learning disabilities, accessing the mouse and keyboard can often be a problem.It is often necessary to find alternative ways to interact with the computer. Using what is known as a tracker ball, which replaces the mouse for people with poor manual dexterity can be helpful. Also, the employment of keyboard with larger keys can be helpful for learners who have poor motor skills. Learners with learning disabilities who do not have reading or writing skills may be assisted with the use of symbols or pictures on the computer so they can recognise and relate to them. Partially sighted or registered blind learners c an be assisted with voice activated computer programs.Using a multi-sensory approach to learning creates opportunities for learners to have ICT skills without needing advanced levels of technical skill. ASSESSEMENT 4 ANSWER 4. 1. †¢ Explain the three main types of assessments used and fully explain how you conduct, or could conduct, an initial assessment of learners. Assessment is a means by which evaluation is carried out on whether learning has taken place and the level of learning. It is also a means by which trainers are able to assess whether their training strategies and tactics are appropriate and effective. Initial or diagnostic assessments are conducted before a learner begins a course.It is an evaluation of a learner’s skills, knowledge, strengths and areas for development. ’ (Gravells, 2008 page 75). This assessment assists in the determination of training needs analysis. The information gathered assists the trainer in planning the material content, tra ining methods and strategies to ensure that learners gained the maximum learning from trainings. Various methods are employed to achieve this objective. In some cases, the completion of a well structured and specifically designed application form followed by telephone interview is enough to complete this diagnosis.In orders, learners are invited to sit for written examination or examinations in addition to sitting for one or more face to face interviews and or skills or psychometric testing. The qualifications presented can provide information to trainer about the qualification attainment, at what level and how long ago the learner was in an academic environment. The written answers on the form can present trainers with the opportunity to evaluate the learners written English and presentation skills.Formative assessments are tools for progressive gauging of learning by learners and testing both learning strategy and tactics deployed by trainers. Trainers break their sessions into st ages and at each turn examines whether learning has taken place before moving on into the next stage. The information derived from it allows both side in the learning process to know whether objectives are been met, whether to deploy more effective strategy, tactics and resources toward effective achievement of stated goals or to redefine or fine tone the goals (Minton 1991, pg 183).The benefit of formative assessment is that a teacher can continually evaluate the learner and correct learners’ mistakes. Formative assessment is often informal and very low key to the point of the learner being unaware of the assessment. It can be done by oral question and answers, group work, multiple-choice test, practical demonstrations, such as singing or acting. Summative assessments are used at the completion of a course. It is often formal and demanding and carried out under controlled exam conditions. They are used to generate a grade that reflects the learner’s performance.While most summative assessment takes this form, many have argued that the stress it generates among some group of learners who may suffer from one disability or another, does not make it a fair means of ascertaining the knowledge gained. Many have argued that it is fairer when it is combined with formative assessment. There are various ways of assessing a learner’s knowledge of a subject and competence. These can be by question and answer sessions, practical tasks, evidence from others, self-evaluation, observations, tasks and examinations.All of these methods of assessments have advantages and disadvantages. It is necessary to keep records of these assessments to ascertain whether a learner Is learning from the course and if they are improving. Also, outside agencies such as governing bodies may want to see records of your learner’s performance as well as the leader of your facility. ANSWER 4. 2. †¢ Explain how you utilise assessment methods. Following assessment, it is vital that trainers give feedback to learners on their achievements. This can be presented verbally or in written format.In order not to de-motivate learners or destroy their confidence, such session should normally start with the presentation of the positive or strong points followed by the negative points. This should be followed by an agreement on how to improve the week points and how to keep up the good sides. Learners should always be encouraged to ask questions and to seek clarifications and trainers should be positive when stating areas for development. ’ (Gravells, 2008 pg 86). As a trainer, it has become very evident to me that assessment is a critical component of education.First, it is essential for a trainer to know the level of knowledge and potentials of the learners before learning materials are prepared. This includes the pace of delivery and the depth of information provided and the method of training. When delivering training, it is equally essential to continuously monitor progress in order to ascertain the level of learning. At the end of training, overall progress are assessed in order to be able to give feedback both to trainer and learners on the level of learning that has taken place and the success or failures of strategy and tactics.I will have to employ the three methods of assessments in my trainings. Each is important in the sectors of the training they serve. The three combined make an immense contribution to training efficiency. However, when working with adults with learning disabilities who have limited literacy skills it is often better to rely on practical tasks or question and answer sessions as the learners have often absorbed information more effectively if it has been given in a visual or oral manner. The information gathered from an initial assessment will provide me with a guide on how to plan the structure of the session.It could help in deciding the pace and the pitch of the session and also the choice of r esources to use. Formative assessment can help the teacher to make informed decision on whether or not to progress with, or to re-teach and or to change the method and style of teaching. Once training is complete, summative assessment provides the trainer with the opportunity to assess the overall learning that has taken place, the overall assessment of the success or failure of strategies, tactics and choice of resources. The information received is also used to give feedbacks and suggestions on how learners could make further improvements.ANSWER 4. 3. †¢ Explain the importance and the requirement of keeping records including those relating to assessment. It is imperative that as a teacher I should complete and retain records on my learner’s assessments. This is evidence of how the learners are progressing. There are many other numerous reasons for a teacher to keep records. Records, such as assessment grades, registration details, class registers and learner informatio n may need to be accessed at anytime by the teacher, learner, course leader or governing bodies.Therefore it is important to keep these records up to date. Good record keeping is critical to training. As such it is vital that records are kept by the trainer as part of a learners learning structure. This is because: i. Some schools and awarding bodies made record keeping and up to a given period mandatory. ii. It shows standardisation, meeting of criteria and form a vital part of the audit chain. iii. A good record of history of past events and a reference point. iv. Generally it aids efficiency and management of training resources. . It aids continuation if a staff is absent as records of the past can be accessed and follow. ANSWER 4. 4. †¢ Describe the types of records you would maintain. Some of the records to be kept are mandatory while others aid efficiency and good management. I will keep the following records: i. Summative assessments such as paper examinations. ii. Teach ing logs, signed appeals procedures, application forms and funding documents. iii. Learners’ records (Gravells 2008:89), including application forms, progress sheets, contact details. Tracking sheet† of all learners` progress clearly identify their achievements over the teaching period as outlined in (Gravells 2008:89). In addition to this I also carry out and file their initial assessment that all the learners undertake at their interview this ascertains if they need extra support with their communication, numeracy, spelling, and social needs. I also complete an individual work plan with the learner, which gives timescales and work schedules needed to complete their apprenticeship. iv. Records of other trainers and resource sources will be kept.ASSESSMENT 5 †¢ Produce a scheme of work for a minimum of four seasons. †¢ Produce a session plan for your 30 minute micro-teach session. †¢ Use a range of teaching and learning approaches which engage and motivat e the learners effectively. †¢ Demonstrate effective communication with learners. †¢ Observe a micro-teach session delivered by a member of your cohort and provide positive feedback. ANSWER 5. 1. †¢ Produce a scheme of work for a minimum of four seasons. A Scheme of Work is a document which allows the teacher to plan the overall programme for a learning project.Its component includes the programme title, how much time is available for each session, what are the learning outcomes being covered for each session, what topics will be covered and what resources are required. It could also include guiding learning hours, the assessment criteria being met and the Awarding Organisation issuing the certificate. [Morley & Wordsworth 2010: p66]. In addition to the fact that some external verifiers demands for Scheme of Work, it enables the trainer, the verifiers and learners to have and to see that there are plans to cover the entire programme of study for the given subject.It e nsures that session is planned at the appropriate level for learners, using an up-to-date scheme of work. Scheme of work Teacher: Trainer Date: 12 August 2011 Location: Croydon College Aim of session or course: To complete the theoretical training for the award of SIA Stage 2 Certificate in Door Supervisor. |Date |Session Title and Learning Outcome |Required Resources and Activities |Assessment |Remarks | |12 August 11 |Session 1: |PowerPoint, visual and verbal |Question and Answer | | | |Course introduction.Explain the |two-way communications, Flip |assessment. | | | |concept of security, the scope of |charts, Handbook, Learners to draw| | | | |the industry, the prevailing |on personal experiences and , Case| | | | |security needs and how it influences|Studies recorded from real | | | | |the review of the security |security operations. | | | |institutions. | | | | | |Give an overview of those changes | | | | | |including the advantages of and the | | | | | |needs for the training s essions. | | | |12 August 11 |Session2 |PowerPoint, visual and verbal |Question and Answer, role | | |[Second half of |Introduction to the organisations |two-way communications, group |play assessment. | | |the day |and legislators that guides the |discussion, group work and | | | |12-4. 0pm |security industry |demonstration/role play by | | | | | |students. | | | |13 August 2011 |Session3 |PowerPoint, DVD of recorded Case |Role play, Question and | | | |How to carry out a search, Types of |Studies, visual and verbal two-way|Answer assessment | | | searches, evacuation procedures, |communications, group discussion | | | | |dealing with fire and other |and demonstration/role play by | | | | |emergencies. |students. | | | |14 August 2011 |Session4 |PowerPoint, visual and verbal |Question and Answer | | | |Introduction to Conflict Management |two-way communications, group |assessment.Practice on | | | |and Communication |discussion, role play by students |old/similar question | | | |Ex amining core concepts in |Supportive CD/DVD information |papers | | | |communication | | | | | |Practical demonstration of case | | | | | |studies. | | | ANSWER 5. 2. †¢ Produce a session plan for your 30 minute micro-teach session. Session Plans give the detail on how each of the individual component parts of the Scheme of Work is delivered. With a session plan, a trainer is able to plan his work. He or she can in one glance see what is going to teach, how it is going to be thought, the resources that are available and how it’s going to be assessed. With this in hand a trainer is able to gauge the success of such training and if certain amendments are needed.In cases where amendment are needed, they are easily made and measured. Session plans also provides trainers with the opportunity to document the session, either for inspection or if a trainer is not able to turn up, another trainer is able to take up the task and be able to know what has been done, what needed to b e done, how and when they are to be done. Teacher: A Trainer Date: 12 August 2011 Duration: 30 minutes Aim of session: To introduce the learners to the course Learning outcome(s): †¢ For learners to know each other and their trainer, Safety briefing and venue layout and to understood the Scheme of Work. To get to know each other through introductions which includes and icebreaker and safety briefing and venue layout. †¢ To agree on ground rules. |Timing |Teacher activities |Learner |Resources Required|Cater for |Assessment |Functional skills | | | |activities | |inclusion |methods |embedded | |10. 00 |Registration. |Writing, |Powerpoint |All learners |Questions and |Communication in | | | |Listening and|presentation, Pens|addressed and |answer. English and | | | |asking |and papers, Flip |question asked | |presentation skills | | | |question. |chart |to the entire | |demonstrated for | | | | | |group. | |learners to observe | |10. 06 |Teachers and |Listening and|Powerpoint |All learners |Questions and |Communication in | | |learner |asking |presentation, Pens|addressed and |answer. English and | | |introductions. |question. |and papers |question asked | |presentation skills | | |Safety briefing and| | |to the entire | |demonstrated for | | |venue layout | | |group. | |learners to observe | |10. 15 |Inform learners |Listening and|Powerpoint |All learners |Questions and |Communication in | | |about the awards, |asking |presentation |addressed and |answer. English and | | |the mandatory hours|question. | |question asked | |presentation skills | | |of classroom | | |to the entire | |demonstrated for | | |learning and | | |group. | |learners to observe | | |practical work and | | | | | | | |the assessments | | | | | | |10. 2 |Inform learners |Listening and|Powerpoint |All learners |Questions and |Communication in | | |about Scheme of |asking |presentation |addressed and |answer. |English and | | |Work and Sessions |question. | |question asked | |presentat ion skills | | |Plans | | |to the entire | |demonstrated for | | | | | |group. | |learners to observe |ANSWER 5. 3. †¢ Use a range of teaching and learning approaches which engage and motivate the learners effectively Learning is the process of changing behavior and there is a deep relationship between motivation and teaching-learning process because it is the process of fulfilling directed behavior. Modern psychologists have discovered that Human behavior, unlike lower animals varies according to situations and cannot be explained by a single mental aspect. So, modern psychologists have formed some inter-related concepts of human behavior. Motivation is one of such concepts.Motivation is the tendency to perform purposeful behavior; the process that initiates, guides and maintains goal-oriented behaviors. Motivation oriented learning is very important for the success of the whole teaching-learning process. This is why mentor/apprentice programs work. The role of the teacher is to select proper incentives in order to create learning oriented motivation among students. Motivation can be broken down into two areas; intrinsic and extrinsic. The two are applicable to both trainer an learner but the trainer has to take the leading role in otivating itself and learners. Intrinsic motivation is achieved by gaining self-satisfaction through attaining a desired goal. Through and effective teaching, trainers can assist learners to develop confidence which can drive their intrinsic motivation. Extrinsic motivation is an external motivation which can be attained through recognition of work or achievements, praise or seeking a reward be it verbal, financial or an inanimate object. (Morley & Wordsworth:2010, p84). It is driven mainly by feedback from both trainer and learner, in which case, both can benefit from such feedbacks.It is good for trainers to know that their hard works are being rewarded through the successes of learners and for learners to appreciate that th eir efforts are being appreciated. There are many forms of session delivery. Andragogy method as prescribed by Malcolm Knowles is referred to as â€Å"learner-centred† and â€Å"self-directed† teaching and learning (Malcolm Knowles  (1973), Morley & Wordsworth 2011: 57-8). This method is based on the principles that mature learners want to take responsibility for their own learning and they are internally motivated.The learning environment is cooperative between trainer and learners and independent research is encouraged. Pedagogy or teacher-centred learning on the other hand places the emphasis on the teacher and views the learners as dependent on the teacher and the formal environment where the teacher dictates most if not all that happens reflect this principle. A third method is known as â€Å"Practical Skills Delivery† in which the method of transferring practical skills to learners uses a method called EDIP, which is an acronym for explanation, demonstra tion, imitation and practice: First, trainers explained the task from start to finish.He then demonstrates the task by breaking it down into stages and explaining once again in full and let the trainers ask questions. In the third stage, trainer narrates and carries out each stage of task whilst the learners imitate the process. The learners start to practice the skill whilst the teacher moves around the individuals or group offering guidance, feedback and confirmation. Finally once the both the trainer and learners are happy that they have mastered the process, assessment are conducted in which learners complete the task from start to finish without ny assistance from the trainer. Good communication is important to the success of this method. Another method is called â€Å"Differentiation/Inclusion†. It promotes that learners are individuals; the session planning must take into consideration, their needs, such as styles of learners. It also promotes differing classroom activ ities so that learners can take a certain responsibility for their own learning, such as research or group work. (Morley & Wordsworth 2011: 57-8).Once I have identified the needs of the learners and planned and designed my course I will proceed to deliver it. I will seek to use the learning methods that enhance their ability to achieve the most from the course. My training method will be interactive, starting with low pace and seeking to know the practical experiences of learners. Ground rules will be jointly approved and my position will be clear on why there will be zero tolerance for any form of discrimination. With this approach, learners will develop more confidence.Group work will be encouraged, but I will rotate members in order to promote inclusion. My teaching style would be mainly andragogical because, been an apprentice is a hand’s on role, this will allow the learner to carry out the task therefore learning the theory and learning how to apply those theories. In t erms of learning styles, I will deploy all the three styles; visual, audio and kinaesthetic. I would deliver the theory, view videos and show practical examples and give the learner the opportunity to carry out the task themselves.I will allow my assessment of the group to determine the ice breaker to use, but my objective will be to run an inclusive training through the distribution of ability and cultural mix and to encourage them to feel free to communicate and to get to know me and fellow learners. I will also define my pace and pitch of delivery, which will be influenced by the learning needs of the students and group dynamics. In setting my ground rules, I will be guided by two factors; the safety of all parties involved in the learning process. This will required that some rules are rigidly implemented.I will also be guided by the need to involve learners in negotiation over other issues, such as answering mobile phone, leaving early, etc. ANSWER 5. 4. †¢ Demonstrate eff ective communication with learners. Communication has been defined as the process of transmitting information from one person to another (Weick and Browning 1986, p244). This however, is the simplistic definition which covers only the issue of transmission where it is only understood by the sender. More penetrating definition usually points out that the ‘meaning’ rather than just information must be conveyed.As such communication is a process in which information and its meaning is conveyed by a sender to receiver(s). Effective communication on the other hand is the extent to which the sender and receiver of a message both attribute it with the same meaning. The effectiveness and success of learning defined as the acquisition of knowledge or skills through experience, practice, or study, or by being taught; strongly depend on effective communication. It is a skill which every trainer must acquire. I will demonstrate effective communication with learners through the foll owings:I will seek to establish a common ground by letting the learners know that, in addition to my two post-graduate certificates, I had done practical security work in the past. This should motivate them to know that I’m talking from experience and that with commitment they too can be an achiever in this profession. I will tell them about the pass rate and the need to listen and to work hard and my commitment toward their achieving their goals. I will also tell them that any of them who need additional support could meet me at break time.My dressing will be formal on the first day, wearing suit and this level of formality will be reduce for the remaining days. I will let them address me by my first name and will address them by their prefer first names. I will encourage a two way communication with learners and use the correct tone and pitch and adjust my communication to the group. I will actively listening to learners and this will include sensitivity to their cultural a nd religious body and verbal communications. I will maintain eye contact and will appreciate the cultural space of the learners and their cultures.In order to maintain the concentration of the learners, I will use mixed training methods; such as verbal communications, role play, group work, icebreaker and energiser. I will seek to develop good interpersonal relationship with learners through being myself, by ‘prizing learners’ and showing emphatic understanding toward them. I believe this will positively affect the effectiveness of my communication. On the role of interpersonal relationship in the facilitation of learning, Carl observed that a facilitator should be real. When the facilitator is a real person, being what she is, entering into a relationship with the learner without presenting a front or a facade, she is much more likely to be effective. † She should be â€Å"prizing the learner, prizing her feelings, her opinions, her person†. â€Å"It is a caring for the learner, but a non-possessive caring. † The facilitator’s prizing or acceptance of the learner is an operational expression of her essential confidence and trust in the capacity of the human organism.She should also show emphatic understanding â€Å"[Students feel deeply appreciative] when they are simply understood  Ã¢â‚¬â€œ not evaluated, not judged, simply understood from their  own point of view, not the teacher’s. (Rogers 1967 304-311) and Rogers, C (1983). ANSWER 5. 5. Observe a micro-teach session delivered by a member of your cohort and provide positive feedback. †¢ Trainer’s body language, verbal and non verbal was radiant and reassuring. †¢ The introduction was positive, through a bit too long. †¢ The decision to give the first handout at the end of the lectures was good as it did not distract learners. The powerPoint was clear and bold. †¢ A few of the recent immigrants find it difficult to understand som e the assumed grammars which are in actual fact idiomatic expressions. ASSESSEMENT 6 †¢ Explain and justify the reasons behind your choice of teaching and learning approaches. †¢ Review and evaluate your choice of resources for your delivered session. †¢ Explain how you gave constructive feedback. †¢ Explain how you will use the feedback received to improve your teaching in the future. ANSWER 6. 1. †¢ Explain and justify the reasons behind your choice of teaching and learning approachesFor my teaching session I have chosen to use a combination of visual, auditory and kinaesthetic teaching methods to make sure I incorporated as many learning styles as possible to make the class inclusive. By formative assessment I can vary my technique to suit the learners. Teaching Approach 1: Verbal Communication Reason: Verbal communication can be defined as communicating your thoughts through words. Such thoughts may be ideas, opinions, directions, dissatisfaction, object ions, your emotions and pleasures. It provides better interaction and opportunity for formative assessment.By asking open questions I can provide additional information and feedback. I can hold group discussion to encourage learners to discuss in an open format the application of the learning and how it could be used in their activities. It will also provide me with the opportunity to use case studies which allows in-depth analysis that has immediate impact to be made. Teaching Approach 2: Assignment Reason: I will provide assignment for the learners. This will enables me to assess whether they understand the role of the work. This will provide a good feedback for me. Teaching Approach 3: Role PlayReason: Role-play is one of the teaching and learning tools in the field of experiential learning, which allows students to try new skills, attitudes and behaviours and move beyond their â€Å"normal† behaviour, that is established, tried and trusted views, reactions and arguments. These experiments are powerful ways of learning and can provide numerous insights into learners’ own traits and behaviours and unfamiliar situations. It will also allow learners to demonstrate their knowledge of the subject and to ensure participation without putting any learner under pressure.During the practical activities I will be able to assess by observation individual learner’s progress and ability which will allow me to provide constructive feedback. Teaching Resource 1: Projector Reason: I used a projector to show the pres