Thursday, March 12, 2020

Essay on Leadership part 2

Essay on Leadership part 2 Essay on Leadership part 2 Essay on Leadership part 2Essay on Leadership part  1Leadership dynamicsIndra Nooyi’s leadership dynamics allowed the company to hold the leading position on the global markets. Indar Nooyi made a decision to â€Å"increase the size of her executive team to 20 members, allowing for a broader distribution of management decision-making power† (Cunningham Harney, 2012, p. 631). Indra Nooyi’s leadership style is focused on the principle of â€Å"performance with purpose,† which means that leaders should use the proper strategies to generate as much profit as possible from business, but at the same time, they should be socially responsible for their actions. Nooyi’s activity and leadership approach can be defined as transformational leadership. Indra Nooyi inspires her employees to follow the strategy aimed at the required organizational change. Nooyi has developed an effective strategy of PepsiCo’s growth on the global market, but she also is highly focused on the greater good for the world (Williams, 2010; Cunningham Harney, 2012).In addition, Indra Nooyi’s leadership approach demonstrates the major aspect of Kouzes and Posner’s Transformational Leadership Model. She allows others to act, and she is always ready to listen to the ideas of her employees. She may use their ideas in her decision making process (Winston, 2008). Indra Nooyi acts as an executive leader because she is involved not only in executive sponsorship, but also in instruction and coaching activities.Management dynamicsIndra Nooyi has a huge experience of management practices. She held top management positions in PepsiCo and other companies. Indra Nooyi’s management skills and her education allow her to develop effective management dynamics. Indra Nooyi demonstrates her cultural sensibility and emotional intelligence which help her to perform management tasks in a proper way (Williams, 2010).   She says that education she got at Yale helped her to develop excellent communication skills. She benefited from various management strategies, including the feedback from mentors. As she is well known as an advocate of multicultural teams and corporate diversity, her managerial strategies were aimed at hiring the employees of varied backgrounds, and promoting disparate perspectives of PepsiCo (Cunningham Harney, 2012). According to experts, Indra Nooyi also benefited from effective employee programs introduced at PepsiCo (Williams, 2010).   She says, â€Å"I am everything that this company has stood for in diversity and inclusion; it has all come together with me† (Abu-Tineh et al., 2009, p. 271).Actually, Indra Nooyi is considered to be one of the most dynamic leaders in the world. She has become one of the most influential women leaders in the corporate world today due to her exclusive management skills (Cunningham Harney, 2012). From the beginning of her career, Nooyi has demonstrated her best manageme nt skills, which help her to become a successful business woman and never give up. Her management skills affect her ability to easily adapt to changes in organizational environment. She is well-known as a practical, self-confident and courageous leader. Her key principle is to keep an open mind in order to use her effective communication style to drive her employees. Indra Nooyi believes that any effective leader should take care of his/her people. This belief is one of the most important parts of Indra Nooyi’s management (Cunningham Harney, 2012).Group/Team DynamicsIndra Nooyi as an effective leader is focused on team building. She has the ability to apply the skills, experience and talents of her team. Indra Nooyi is focused on invention and innovation in her activity, which provides the organization’s growth and promotes continuous renewal. She uses her team dynamics to embrace organizational change and use effective practices (Cunningham Harney, 2012; Fitzsimmons et al., 2011).Despite the increased number of multicultural teams, PepsiCo is one of global organizations that are â€Å"tapping the potential of their employees with more than one culture† (Fitzsimmons et al., 2011, p. 199). Indra Nooyi is aware of the skills her employees possess.   She effectively uses her multicultural team’s potential to contribute to the major international business activities of PepsiCo.   Group/Team Dynamics of Indra Nooyi involves the following elements: successful multicultural teams, effective intercultural negotiations, the application of the key principles of ethics and leadership, expatriation practices, as well as international mergers and acquisitions practices (Fitzsimmons et al., 2011).   Today PepsiCo, as a global organization, can effectively use the unique skills, experience, knowledge and individual perspectives of its multicultural teams (Fitzsimmons et al., 2011).Conclusion  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thus , it is necessary to conclude that Indra Nooyi is an effective leader, whose leadership approach can be viewed as a role model for others in today’s business environment. Indra Nooyi serves not only her company and her employee, but also the whole society she lives in. She effectively uses her personal business experience and professionalism in leadership practices to succeed on the global market. She is a leader who possesses solid beliefs in organizational growth, leadership strength and the contribution of her employees. Indra Nooyi has demonstrated her skills, abilities and the potential to contributing much more to PepsiCo’s development. She is focused on the continued growth and development of the company. As a result, she has formulated the appropriate strategies aimed at stimulating her efforts through her unique leadership style. She managed to enhance, direct and change the functioning of PepsiCo. As a female business leader, Indra Nooyi recognizes how she ca n significantly affect not only PepsiCo, but also the world’s global economy. Indra Nooyi’s organizational dynamics has a strong impact on the overall functioning of the organization, employee motivation and job satisfaction and corporate culture.

Monday, February 24, 2020

SWOT analysis Essay Example | Topics and Well Written Essays - 500 words

SWOT analysis - Essay Example More people of all ages are becoming familiar with computers. New platforms like cell phones and tablet computers offer new linkup possibilities. Threats. The company is sensitive to dips in the national and overseas market. There are now more and more competitors. Local, national and international changes in taxes and legislation are a risk TOWS Analysis: Strengths/Opportunities is well placed to meet the growing online market. There is no limit to the number of products available, through partnerships with leading producers. The demographics are moving in the direction of more people, including older generations, now being able to use computer technology, which increases the market again. New hand held devices reinvigorate the youth market in particular, and has tweaked its interface to meet this opportunity. Strengths/Threats The company has withstood dips in the online market, partly because of its ability to switch product lines quickly when necessary. It h as a clear lead over all competitors, largely due to its patented technology. The past experience of dealing with legal and fiscal rules makes the company good at adjusting to changes. Weaknesses/Opportunities needs to keep its wide range, because this marks it out from competitors.

Saturday, February 8, 2020

A Role of Transfer Climate and Transfer Systems for Positive Results o Case Study

A Role of Transfer Climate and Transfer Systems for Positive Results of Training Programs - Case Study Example â€Å"Supervisors don't get barriers to transfer and continue to call the shots. The only thing they know about communication is downward," she said. "Maybe they should have attended your training program!" Well, this ensures that not only subordinates need to change, but the change must also bring in throughout the system. So the first barrier to transfer could be supervisors’ bossy attitude (attitudinal barrier) and lacks the support of top management(structure barrier), supervisors usually do not promote the change where they need to share their decision making authority and to listen to subordinates. Secondly there was a possibility that inappropriate communication channel (channel barriers) was used to deliver the message, lastly, these types of training sessions should be attended by each level of managers so each manager can make effort to promote effective communication and listening. As far as the school board is concerned, barriers to transfer remain the same but th e scenario is a bit changed, therefore, it impacts the nature of barriers as well. In a school environment, teachers suppose to initiate the change and make sure the implementation by students, so the important barrier to transfer operating at the school board can be lack of teacher’s initiative to implement and support the implications of training. After the training, continuous learning (DeCenzo and Robbins, 2005) is required at the school to the students which enhances their performance and encourages participation, so if it’s not provided it can be a source of discouragement to students. Another barrier is common between organizations and school, that is an inappropriate use of communication channel (Noe and Winkler, 2009) for example if a teacher uses only verbal communication to deliver lectures than it might be not that effective as it can be if slides are used to deliver the lecture. The other important barrier to transfer operations can be the existing infrast ructure of the school which is inefficient to support the change. Lastly, if the principal or the deputy's head is not taking follow-ups on improvement than it might slow down the process.

Wednesday, January 29, 2020

Transformational Leader Profile Essay Example for Free

Transformational Leader Profile Essay One of the most debated, described and defined aspects of managerial competence, leadership continues to claim the attention of practitioners and theorists alike. Leadership, essentially a synthesis of arts, reflects individual experience, understanding, values and capabilities, interacting with situations where, realistically, there is rarely an ideal solution. The recognition that transforming a business is something of an heroic journey explicitly and implicitly acknowledges the key role of leadership in todays world as a determinant of success, in an organization’s change, progression and development. The quality of that leadership is itself largely determined by the leaders effectiveness as a coach and mentor who can grow the skills and confidence in others, necessary to shape tomorrows businesses, organizations and successes. To develop leadership one must work at developing himself.   The transformation of the self is central to the leadership development process. Meeting Peter was a very profound experience for me. I met Peter, CEO of a large healthcare management organization, a year ago. The CEO had recently been picked by the Chairman of the Board to head up the organization of approximately 20,000 employees. Everyone knew him, and it appeared that he was well-liked by employees and generally trusted. Peter is someone I totally admire. He is someone who always makes sure employees all know why they are part of the organization. The terms charismatic and transformational are used more or less interchangeably in much of the literature. Distilling a large literature on the transformational leader, the notion can be broadly captured by reference to six elements: an heroic figure (usually with attributed past success stories); a mystic in touch with higher truths; a value-driven individual rather than one who is apparently purely self-serving; someone who is perceived to know the way; an individual who has a vision of a more desirable and achievable future; and finally someone thought to be capable of caring for and developing followers. All six points reflect attributes of personality and behavior of Peter. Peter has an approach which aspires to significant organizational change through engaged and committed followers. It was John McGregor Burns (1978) who emphasized the meaning and significance of transformational leadership by contrasting it with transactional leadership (Orlikoff 2000). This theme was picked up and elaborated by Bass (1990). According to Bass, transformational leadership has four components: individualized consideration (the leader is alert to the needs of followers and also takes care to develop them); intellectual stimulation (the leader encourages followers to think in creative ways and to propose innovative ideas); inspirational motivation (energizing followers to achieve extraordinary things); idealized influence (offers followers a role model). The core of Peter’s model is cantered on the concept of developing oneself to develop others. Specifically, as Peter matures and gains moral perspective, he invests more time and energy in promoting the development of others versus satisfying his own needs. As Avolio and Yammarino (2002) note, through the accumulation of developmental experiences the moral structure of an individual can be enhanced providing sufficient structure to assess complex moral challenges. This basic premise is at the core of what drives transformational leadership to the highest end of the full range of leadership. In his daily work, Peter identifies developmental opportunities, where there is scope for: Challenge, and the breaking of new ground. Work that makes a significant, demonstrable contribution to the business. Bigger/wider leadership roles, preferably the earlier the better within the leaders career progression. Shifting gear and moving up into more strategic roles/tasks and relationships. Moving and operating out of existing comfort zones. Multi-disciplinary and cross-functional working. Building stakeholder coalitions and alliances, supply chain projects, involving suppliers, deliverers (own organization) and customers. Acquiring new contributive competencies which will test and enhance both skill and will. Working on specific role/task assignments in other comparable, but noncompetitive organizations. Making keynote presentations at major events, where there is a sense of occasion and opportunities to establish reputation and credibility. Leading (preferably) or acting as a member of jointly run projects with a leading business school, professional body or significant consultancy group. Setting up and managing increased outsourcing for supportive activities. In effect, leader learning development (like so much interpersonal skills training) is about building competence – and confidence – in three related areas of activity. On the reasonable assumption that competence – like charity – begins at home, the first priority in Peter development is learning to manage oneself. This includes not only the development of effective self-management skills, but also acquiring high levels of competence in the three primary areas of know-how identified as: Transforming Integrating Mobilising Peter’s personal skills and leader competencies form an appropriately strong base for developing consistently sound working relationships with others. Particularly important are the following interpersonal competencies: Self awareness and awareness of others. Negotiation techniques. Listening and questioning skills. Influencing skills. Coaching skills. Assertiveness. Motivational skills. Working as a partner (primus inter pares) as opposed to leader. Collaborative problem solving. Empowering and delegating skills. I identified five significant distinguishing characteristics which differentiated Peter from the less effective: He is neither perfect, nor perfectionists in their demands of others. He quickly learns skills which he does not possess personally. He sees management as essentially a team effort. He strives endlessly for improvement – to him, the game is not over until its over. He admits his weaknesses and learns from his mistakes, but differentiates himself from the less successful. The leadership theory proposed by Peter is based on the relationship and interaction between the leader and the follower. Under transformational theory, the leader and the follower may possess their own motivations for the interaction, but together they realize a common goal and are changed by the process. The change, or transformation, in the participants is found in the unity of purpose that raises the goal beyond individual satisfaction to a higher level. Peter’s theory is consistent with transformational theory. Collaboration cannot be achieved without the team members reaching a consensus and perhaps giving up something of themselves and changing in the process. Collaboration cannot be realized without facilitation, communication, information, participation, and expectation. Understanding something of the dynamics of group behaviour and the processes underlying transactions between people, is fundamental to effective leadership (Orlikoff 2000). There are no panaceas or cure-alls, but informed awareness of what is really going on, in behavioral terms, within and between groups helps to give managers – and others – a clearer idea of how to handle relationships in more productive ways. Peter believes that a business needs at least three interrelated forms of leadership: One which brings about requisite task performance and goal achievement. One to generate and maintain the commitment of its members. Another to ensure continuity of congruence between the requirements of the task, and peoples needs and expectations (Schein 1985). Peter has ability to overcome or compensate for (transform) organizational and individual limitations. He motivates others to do more than they originally intended and indeed often more than they thought possible. Team spirit is aroused. Enthusiasm and optimism are displayed. Peter enables his staff to overcome, to break through, to see beyond the limitations of their organization: he stimulates his ‘followers efforts to be innovative and creative by questioning assumptions, re-framing problems, and approaching old situations in new ways’ (Ackoff 1999). Peter is unique leader, on whom organizational success depends (and who therefore receives a considerable share of the benefits of that success). Peter seeks power not for self-aggrandizement but in order to share it. He empowers others to take an active role in carrying out the value-based mission or vision defined by him. That vision is based on what the organization and followers need, not what the leader wants personally. Thus, Peter appeals to followers values, emphasizing that certain important values serve as the common basis for our ideals and goals. Peter transforms organization by first using his cognitive power to understand complex causal chains and then acting to design outcomes that will benefit the organization and advance his vision. While a substantial degree of cognitive power is required in order for Peter to be effective, such effectiveness results as much from his success in developing followers cognitive abilities as from the exercise of his own. Peter with the degree of cognitive power required for a top-level position makes important long-term strategic decisions. But how much do these decisions affect what actually goes on in the organization on a daily, weekly, monthly, and yearly basis? It is the thought and action of managers and employees at lower levels that most affect current and short-term future operations. The finest long-term plan and the wisest long-range actions will surely fail if those who must act today and tomorrow are not capable of doing so. Thus, it is more important for top-level leaders with great cognitive power or vision to help followers expand and improve on their own vision than it is for leaders to simply exercise their cognitive power (Smith 2000). Peter empowers others to define organizational policies and develop programs that are explicitly based on the values and beliefs contained in the philosophy that in fact put those values and beliefs into organizational action. For example, hiring and promotion policies should take into account values consistent with those in the organizations philosophy as well as applicants knowledge and skill. Reward systems and bonus programs must be based on the values of cooperation and innovative action instead of on competition over a limited pool of resources. Finally, Peter inculcates values and beliefs through his own individual behavior, his personal practices. He models organizational values and beliefs by living by them constantly and consistently. That is why his leadership behaviors that were described earlier are extremely important. Many people think of these behaviors as tools with which leaders explain their vision to followers and convince them to carry out that vision. Although this is not totally untrue, the far more significant reason these behaviors are important is that leaders use them to demonstrate and illustrate the values and beliefs on which their visions are founded. Thats why Peter takes so much time and effort and why he is good manager with strong management skills. He uses everyday managerial activities a committee meeting, for example as opportunities to inculcate values. In a meeting the leader may guide a decision-making process while making it clear that final authority and responsibility rests with the group. By so doing, Peter takes what might otherwise be a bureaucratic process and instills the value of empowerment into it. Whenever possible, he overlays value-inculcating actions on ordinary bureaucratic management activities. Without a sound base of management skills, this would not be possible. Ultimately, examination of Peter’s leadership leads to the recognition that transformational leaders own personal behaviors play a large part in shaping organizational culture. This comprehensive theory goes beyond behavior to incorporate personal characteristics. Even more, it includes the organizational context of transformational leadership that is, culture building. Peter refers to the challenges as trigger events in our lives that oftentimes have a profoundly positive effect on our development. So how do we create the challenges that you must confront to develop into the full person you can be and to achieve your full potential? I am still searching for that in myself, and I hope you will do the same each and every day, because that is the way to develop leadership—each and every day we emerge, we get better, we know more, and we can influence people more effectively. Peter had a profoundly positive impact on my leadership development. I have chosen a developmental goal for myself, based on my primary style of leadership. After having examined Peter as a transformational leader I have tried to capture the whole process of personal and leadership development in a simple model. Let me explain. The top left-hand part of the model represents what we come into the world with our talents and strengths. Building on those capacities or attempting in some cases to break them down, we have life experiences that shape our development, that comprise our life stream. On the bottom left, we have the context in which we are currently operating and there we specify the importance of the vision and culture to nurturing leadership development. The rest of the model represents what we typically focus on in terms of leadership development, including enhancing our self-awareness of where we are and where we should focus our energies, then focusing those energies by regulating our development and then finally being consistent in our efforts to call it self-development. A number of important individual and contextual factors feed into self-awareness, but we must go beyond simply being aware to enhance leadership development. References Ackoff, R. L. (1999). Transformational leadership. Strategy Leadership, 27, 20–25. Avolio, B. J., Yammarino, F. J. (2002). Transformational and charismatic leadership: The road ahead. Greenwich, CT: JAI. Bass, B.M. (1990). Leadership and Performance beyond Expectations, New York: Free Press. Orlikoff, J. E. (2000). A board as good as its chair. Trusteeship, 8(4). Schein, E. H. (1985). Organizational culture and leadership. San Francisco: Jossey-Bass. Smith, C. J. (2000). Trusteeship in community colleges: A guide for effective governance. Washington, DC: Association of Community College Trustees.

Tuesday, January 21, 2020

Search Engines Essay -- essays research papers

There are currently over a billion pages of information on the Internet about every topic imaginable. The question is how can you possibly find what you want? Computer algorithms can be written to search the Internet but most are not practical because they must sacrifice precision for coverage. However, a few engines have found interesting ways of providing high quality information quickly. Page value ranking, topic-specific searches, and Meta search engines are three of the most popular because they work smarter not harder. While no commercial search engine will make public their algorithm, the basic structure can be inferred by testing the results. The reason for this is because there would be a thousand imitation sites, meaning little or no profit for the developers. The most primitive of searches is the sequential search, which goes through every item in the list one at a time. Yet the sheer size of the web immediately rules out this possibility. While sequential might return the best results, you would most likely never see any results because of the web’s inflammatory growth rate. Even the fastest computers would take a long time, and in that time, all kinds of new pages will have been created. Some of the older ‘spiders’ like Alta Vista are designed to literally roam randomly through the web using links to other pages. This is accomplished with high-speed servers with 300 connections open at one time. These web ‘spiders’ are content based which means they actually read and categorize the HTML on every page. One flaw of this is the verbal-disagreement problem where you have a particular word that can describe two different concepts. Type a few words in the query and you will be lucky if you can find anything relates to what you are looking for. The query words can be anywhere in a page and they are likely to be taken out of context. Content-based searches can also be easily manipulates. Some tactics are very deceptive, for example â€Å"†¦some automobile web sites have stooped to writing ‘Buy This Car’ dozens of times in hidden fonts†¦a subliminal version of listing AAAA Autos in the Yellow Pages†(1). The truth is that one would never know if a site was doing this unless you looked at the code and most consumers do not look at the code. A less subtle tactic is to pay to get to the top. For example, the engine GoTo accepts payment from those who wish to b... ... meta search engine can achieve several advantages: 1 It will present to users a more sophisticated interface†¦ 2 Make the translation more accurate 3 Get more complete and precise results 4 Improve source selection and running priority decisions† (3). Again the idea of optimizing the Internet through intelligent software shows up. It is just a matter of designing a certain algorithm that does not forget what it has learned. Most people did not foresee the tremendous growth of the Internet in the 1990’s. Computer algorithms have gone from small government programs to every personal computer in the world. You start with the most basic problem solving and end up with the most complex of problem solving. That of course is sorting through a database that grows almost exponentially. Plain and simple, the Internet has a lot of information on it. A crawler works twenty-four hours a day digging through it all. The search engine pulls out the parts people want and hands it to the Meta search engine. The Meta search engine further discriminates until you get exactly what you are looking for. Yet behind all this are machines performing the instructions they have been given – an algorithm.

Monday, January 13, 2020

The role of the teaching assistant in developing childrens learning

Historically, learning helpers, or aides as they were sometimes once known, were non learning grownups who helped qualified instructors by transporting out twenty-four hours to twenty-four hours preparatory and administrative undertakings and supplying pastoral attention to kids. ( Clayton. 1993 ) However, in 1998, the Local Government Chronicle published a sum-up of a Green Paper, ( LGC, 1998 ) , in which they outlined proposals for using a greater figure of support staff – 20,000 by the twelvemonth 2002 – in order to supply more support for instructors. The sum-up besides announced the authorities ‘s suggestions for a â€Å" more effectual usage of, and better preparation for, learning helpers and other school support staff † which, along with a subsequent OfSTED reappraisal, ( 2002a, p6 ) declared the demand for preparation that would, â€Å" fit any proposed construction of makings and to ease calling patterned advance. † The execution of nationa l occupational criterions for learning helpers, approved in 2001, and the HLTA position introduced in 2003, ( TDA, 2008 ) offered committed support staff the chance to come on and get the accomplishments to go more complete pedagogues. Working as a instruction helper started to go a calling and so began the existent argument about the function of the instruction helper. As with many occupation rubrics within the working environment, the rubric instruction helper is frequently interpreted in a assortment of ways but one common subject I have encountered, when oppugning educational staff, is that all learning helpers have the possible to be facilitators of acquisition and therefore are indispensable elements in the development of larning for kids. How the facilitation is carried out, nevertheless, is less clear and unfastened to single reading by both employers and employees. In order to back up the acquisition of all kids, learning helpers, like any pedagogue, need to hold a good apprehension of how kids learn. In the book, Teaching and Learning in the Early Old ages, Whitebread ( 2008, chapter 1 ) discusses Piaget ‘s thoughts that kids need to experience and keep control over their acquisition. Whitebread continues by researching Vygotsy ‘s claims that it is the function of the grownup to supply chances for societal interaction and to back up the kid in traveling out of their comfort zone or â€Å" degree of existent development † and towards their possible via their â€Å" zone of proximal development. † To make this, a instruction helper must understand how to advance wonder amongst kids while supplying chances for treatment and geographic expedition. With current category sizes in the part of up to 30 students, a category instructor will frequently be unable to prosecute in this critical facet of developing kids ‘s acq uisition and so it is indispensable that back uping grownups are equipped with the accomplishments to â€Å" scaffold † larning and to supply chances for them to develop the linguistic communication needed to be able to discourse and explicate their thoughts. ( Bruner 1983, cited in Peabody Journal of Education, pp 64-66 ) Recently I was fortunate to be portion of an enterprise to advance reading amongst a group of loath students who had formulated an sentiment that reading was a job to be undertaken with animus and merely when instructed to make so. Upon probe, it was obvious that these kids had encountered a assortment of barriers that had influenced their attitude and ability to read. My function was that of the â€Å" enabling grownup † as described by Chambers ( 1991 ) . By supplying them with an chance to portion and discourse each other ‘s reading experiences I was able to advance and animate in them a willingness and enjoyment of reading. The result of this rapidly became evident in their apprehension of written text. The kids besides began composing with enthusiasm, utilizing their ain cognition and experiences ; as a consequence, they had taken control of their ain acquisition. The kids ‘s vocal responses demonstrated that they felt empowered by the fact that they were stra ight responsible for the advancement that they were doing and they continue to bask our hebdomadal treatments about their reading and advancement. The kids mentioned do non hold particular educational demands, as is frequently the instance for students being supported by a instruction helper. Children with SEN necessitate a higher degree of support and this has, traditionally, been provided by learning helpers. ( Alborz et al, 2009a ) This has antecedently been an country for argument with The Daily Telegraph ( 2009 ) printing an article claiming that research shows that, â€Å" Students make less advancement in schoolrooms where schools employ more teaching helpers † . This article states that learning helpers frequently support lower attaining students, ensuing in them being less supported by a qualified instructor and to them doing limited advancement. The article does non, nevertheless, take into history the preparation of the instruction helpers. While reexamining the impact of work force remodeling, a study by OfSTED ( 2004 ) stated that when a instruction helper is appointed to work with carefully chosen students and is provided with the appropriate preparation to make so efficaciously, the students make important advancement. This is, of class, every bit good as the obvious benefits of supplying the instructor with more clip to concentrate on other students. Having worked alongside several learning helpers employed to back up kids with SEN I have witnessed the unmeasurable benefit to the student and the category as a whole. The instruction helpers enabled the students to be included in a mainstream schoolroom and entree the course of study, while leting the category instructor to back up the bulk of the students. Their support involved the re-enforcing of the whole category instruction, giving the student the assurance to take part in category treatments, simplification of vocabulary, offering congratulations and encouragement and feedback on the completed undertaking. Following the lesson, the instruction helper besides provided the instructor with appraisal and monitoring feedback to enable appraisal of and for larning. This appraisal has become a critical facet of the function of the instruction helper and supports the instructor and student by enabling distinction and personalised larning to go every twenty-four hours pattern. ( OfST ED, 2002b ) Guidance published by the NFER ( 2002, cited in Department for Education and Skills, 2005, p.22 ) found that when instructors and learning helpers work in partnership, the consequences are a more effectual degree of learning and larning. An illustration of this is a scenario I have experienced late where a instruction helper supported the acquisition of the bulk of the category while the category instructor focused on the kids with SEN. As a consequence of the instructor and instruction helper holding spent clip working together to be after the lesson, the instruction helper was able to back up the acquisition aims and help students in their accomplishment of them. Teaching helpers can besides, when included in the planning of a lesson, actively take part in the bringing of the lesson supplying an alternate point of view or by playing a character in function. One such illustration was provided by my co-worker who, upon gaining that many of the students within the category had misunderstood a cardinal construct, pretended to be confused and raised a manus to inquire for elucidation. As a consequence, students developed a clearer apprehension of the lesson and hence, the instruction helper had played an of import function in developing their acquisition. By implementing a combination of all of these attacks and with effectual preparation and counsel, learning helpers can supply priceless support for all kids within any lesson. Teaching helpers besides back up behavior direction within categories and can supply an alternate degree of perceptual experience within the schoolroom. In day-to-day Literacy lessons, I have observed a instruction helper back uping a student with ADHD and have no uncertainty that without her presence, the category instructor would hold to pass a big proportion of the lesson settling the kid and turn toing low degree distractions. Personal experience has shown me that kids with emotional or behavioral troubles are frequently more antiphonal towards a instruction helper with whom they can hammer a positive grownup / kid relationship. This can lend towards the societal and emotional well-being of the kid as outlined by Alborz et Al. ( 2009b ) . Besides the chance to back up kids ‘s larning during lesson clip, learning helpers continue to transport out a battalion of administrative undertakings in order to back up the category instructor and the school as a whole. The National Agreement, ( ATL et al. 2003, p.2 ) , implemented as portion of the authoritiess workforce remodelling enterprise, states that instructors should non pass their clip transporting out administrative duties that do non do full usage of their accomplishments and expertness but that these undertakings should be carried out by support staff. The understanding outlines 21 undertakings that learning staff should non be required to transport out including the readying of schoolroom resources, run offing, the aggregation of monies for educational visit and the readying and puting up of shows. These undertakings must besides, hence, be considered the duty of the instruction helper. Each and every one of the administrative undertakings has an impact on the educational environment and hence contributes towards back uping the development of kids ‘s acquisition. In pattern, nevertheless, the demand for learning helpers to be more involved in the bringing of lessons certainly means that they excessively will hold less clip for transporting out administrative responsibilities which in bend might relay these responsibilities back into the custodies of the instructors. In my experience, learning helpers frequently offer unconditioned support for the school in which they are employed. Many carry out responsibilities beyond their working hours supplying curriculum enrichment activities and on a regular basis being at the head of fund raising events. They often are able to supply a connexion between local communities and their schools as they frequently live in close propinquity to their workplace. This is a non indispensable yet valuable portion of their function as it enables learning staff to be cognizant of local issues and provides a nexus between parents and schools. ( Lipsett, 2008 ) In decision, the function of the instruction helper has evolved significantly over recent old ages and can offer committed persons with a recognized calling that is both progressive and honoring. With appropriate professional development chances, a instruction helper can give priceless support to persons and groups of students, learning staff, parents and schools. By supplying pastoral attention, administrative support and personalised larning they can, every bit outlined in the Governments Every Child Matters enterprise ( DfES, 2003 ) , promote enjoyment and accomplishment in a safe, nurturing environment ; contribute to the academic and emotional well-being of all kids ; assist them to go successful members of the school and wider community.

Sunday, January 5, 2020

World War I And The Atomic Bomb - 1742 Words

MAIN PARAGRAPHS 1. Introduction/briefly what it is 2. Exactly what it is (explain end of World War 2) 3. Reparations of Germany 4. Tensions with Soviet Union that led to cold war 5. Surrendering of Japan/ atomic bomb 6. Conclusion / overview of impacts PARAGRAPH 2- EXPLAIN WHAT IT WAS (WHAT IS THE POTSDAM CONFERENCE/HOW DOES IT RELATE TO WORLD WAR 2/WHAT WERE its GOALS) †¢ World war 2 left Europe in ruins (6) †¢ Allied powers defeated axis powers (6) o Allied- United States, Great Britain, Soviet Union (the big three) (6) o Axis- Germany, Japan, and Italy (6) †¢ The big three allied powers needed to meet to discuss postwar negotiations (1) †¢ In February of 1945, although Germany was not yet defeated, Stalin, Roosevelt, and Churchill met at Yalta where they decided (1) o to split Germany into four zones (1) o Germany will pay reparations (1) o allow free elections in Eastern European countries (Declaration of Liberated Europe) (1) †¢ at this point, the soviet union promised to join the war against Japan when Germany was defeated (1) †¢ conference occurred from July 17- August 2nd †¢ By July of 1945, Germany was defeated, (Germany surrendered May 7, 1945 (5))and the ‘big three’ met again, however, the representatives were different for the United States and Great Britain. (3) o Roosevelt (who attended the first two meetings with Soviet Union, and Great Britain, at Tehran (1943), and Yalta (February 1945) died, so Harry S. Truman, represented the United States. (3) o WinstonShow MoreRelatedEffects Of The Atomic Bomb Essay780 Words   |  4 PagesInvention: The Atomic Bomb The atomic bomb is one of the most important events in history. The atomic bomb changed the world because of its destruction. I do not believe in the atomic bomb because it killed thousands of innocent people. Sure, we were in the war with the Japanese but most of those people were just humans who lived there; most were not involved in the war. The bomb killed kids and many people The atomic bomb might have ended World War II, but it started the cold war. After the bomb, thereRead MoreThe Atomic Bomb On The World War II887 Words   |  4 Pagesdrop two atomic bombs days apart in the Japanese cities of Hiroshima and Nagasaki. 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