No topc Essay Example | Topics and Well Written Essays - 750 words - 1

No topc - Essay Example Sometimes women are the suppressed gender in our society. Conflict arises relating to what are the socially accepted roles for women. What are the typical gender issues in our society today? Why do gender issues focus on women? Historical accounts about women’s societal roles can be traced back during the time of Abraham and Jesus. We can see how women were treated during those times based on the Bible. Men’s societal roles during this time were outside the home, as dictated by the traditional society. They work mostly in the plantation, work as carpenters, palace guards, while women nurse their children and always stay at home to do household chores. During the early colonial period where galleon trade started conquering the world, women remained domesticated. Education was only given to men who will be part of this trade. During the 19th century, different types of government began to emerge, yet these governments were not aware of gender inequality because they only continue the same norm and culture of men dominating women. The establishment of these governments was created through elections. However, women were not given the right to suffrage / vote until 1920s. Suffrage issues began to alarm some women who can’t bear the unequal rights given to women. They believe that they are also part of the success of the society and can decide whom to vote. Because of some uprisings of these women in the 19th century, women were persecuted for fighting for their rights. Men believed that women are not yet ready to take on responsibilities outside their home. Still, more women fought against these socially constructed norms about them. Some women were not fully recognized for their contributions in the society. Mostly men were given credits and privileges. We can call this kind of society as patriarchal, for believing men are more sufficient and rational as women. Economies of European countries before were ruled by men

Workplace Bullying Essay Example for Free

Workplace Bullying Essay Introduction Thesis Research on workplace bullying began in the late 1980s. The field has since evolved, including articles, blogs, and books on the subject. According to the 2014 WBI US Workplace Bullying Survey, 27% of Americans have been targets of workplace bullying; an additional 21% have been witness to the bullying; and a total of 72% are aware that workplace bullying occurs. (WBI the Workplace Bullying Institute, 2014) As of the writing of this paper,  there is no state or federal law yet enacted to compel American employers to address abusive conduct that occurs outside the limited definitions of illegal discriminatory actions. This paper will define bullying, consider the profile and characteristics of a typical bully, consider research on the topic and attempt to understand why bullying is allowed to continue in the workplace. 1 What is bullying According to Susan Futterman, in her book When You Work for a Bully: Assessing Your Options and Taking Action, readers are encouraged to, â€Å"take a step back to make sure you’re distinguishing between genuine feedback, even feedback undiplomatically presented, and bullying.† (Futterman Paroutaud, 2004) Futterman helps to differentiate between poor management skills and bullying by describing bullying as: Persistent Provides feedback which is not useful and focuses on trivial issues Based on false or distorted allegations  Relates to unrealistic or unreasonable targets that are set arbitrarily Is not accompanied by constructive efforts to resolve issues Another definition comes from Workplace Bullying Institute, describes workplace bullying as â€Å"repeated, health-harming mistreatment of one or more persons (the targets) by one or more perpetrators.† It further states that the abusive conduct is â€Å"threatening, humiliating, or intimidating†; involves work interference through sabotage which prevents work from getting done; and/or verbal abuse. (WBI the Workplace Bullying Institute, 2014) Figure 1.1 represents the range of negative behaviors that occur in the workplace. According to The Bully-Free Workplace: Stop Jerks, Weasels, and Snakes From Killing Your Organization, bullying, in its mildest form falls to the right of disrespect and when it is severe can lead to despair and even suicide. (Namie, The Bully-Free Workplace: Stop Jerks, Weasels, and Snakes From Killing Your Organization, 2011) Figure 1.1 The Continuum of Negative Interpersonal Behavior (Namie, The Bully-Free Workplace: Stop Jerks, Weasels, and Snakes From Killing Your Organization, 2011) 2 Why people should care about the topic  In his book, WORKPLACE BULLYING: ESCALATED INCIVILITY, Gary Namie, PhD notes that companies should be concerned about bullying, if for no other reason than its potential to damage the bottom line. â€Å"Employers are frustrated with turnover and disruption caused by bullies. It often costs a company tens of thousands of dollars to recruit, hire and train a new employee to replace a bullied worker who left. (Namie, WORKPLACE BULLYING: ESCALATED INCIVILITY, 2003) This assertion is backed up by Tim Field, a noted British anti-bullying activist with his main focus relating to workplace bullying, â€Å"Most cases of workplace bullying involve a serial bully, to whom all the dysfunction can be traced. A person who is being bullied may already know, or come to realise that they have a string of predecessors who have either: left unexpectedly or in suspicious circumstances; have gone on long term sick leave with some sort of psychological problem, and never returned; taken unexpected early or ill-health retirement,   have been involved in a grievance or disciplinary or legal action; have had stress breakdowns;  have been over-zealously disciplined for some trivial or non-existent reason.† (Field) 3 – Who are the bullies and who are the targets? (Profiles) Bullies  According to the 2014 WBI U.S. Workplace Bullying Survey: February 2014, although bullies were less likely to be women than men (31% vs. 69%), women bullies were more likely (68% of the cases) to bully other women rather than men. In the Workplace Bullying Surveys, the percentages were similarly disproportionately high for women bullies. The Workplace Bullying Survey question asked respondents to identify the gender of the bullies and targets in situations with which they were familiar. (Namie, Christensen, Phillips, 2014 WBI U.S. Workplace Bullying Survey, 2014) Figure 3.1 – Bullies by Gender (Namie, Christensen, Phillips, 2014 WBI U.S. Workplace Bullying Survey, 2014) In his article, Introduction of the Serial Bully, Tim Field asserts that bullies share characteristics, including: â€Å"Plausible Charisma, Charm and Empathy Most workplace harassment and mistreatment (80%) is completely legal. Remarkably, a hostile work environment is actionable (illegal) only in very few situations. Bullying is not only tolerated in business, it is often seen as necessary. Lawmakers are reluctant to pass laws that reign in unfettered workplace violence resulting in psychological injury. (WBI the Workplace Bullying Institute, 2014) Employers react to laws with internal policies. According to the WBI Healthy Workplace Bill, the value of an anti-bullying law is to get employers to prevent bullying with policies and procedures that apply to all employees. The WBI Healthy Workplace Bill, crafted by law professor David Yamada for the Healthy Workplace Campaign, provides incentives for employers to address workplace bullying by avoiding expensive litigation. (Hyman, 2014) Employers Dont Know How to Stop Bullies Respondents of the Workplace Bullying Survey were clear that employers fail to appropriately react to abusive conduct much more frequently than they take positive steps to eliminate bullying. Denial and discounting were the most common reactions by employers. (Namie, Christensen, Phillips, 2014 WBI U.S. Workplace Bullying Survey, 2014) Figure 6.1: Employers Reaction to Bullying (Namie, Christensen, Phillips, 2014 WBI U.S. Workplace Bullying Survey, 2014) Bullying Is Underreported According to the 2014 Workplace Bullying Survey, forty percent (40%) of targets never tell their employers that they are being bullied. (Namie, Christensen, Phillips, 2014 WBI U.S. Workplace Bullying Survey, 2014) Bullying can also be erroneously branded as conflict or a mere difference in personality styles. Although both are statements are true, bullying is also a form of violence, which puts it into a different category. Overly simplistic labels can minimize the impact of bullying on both the targets and the organization. (WBI the Workplace Bullying Institute, 2014) 7 – Recommended Actions – Targets and Employers Targets Employees who are or have been victims of workplace bullying should realize that it is not their fault that they are being bullied. If they are suffering negative effects from the bullying they should seek help from a doctor or counselor and, if the bullying is ongoing, from a career advisor who can help them plan a job or career change. (Workplace Bullying, 2014) Until there are formal policies or laws in place, as is indicated in Figure 6.1, it could be difficult to challenge the bullying, depending on the corporate culture and the position and influence of the bully. Employers Because workplace bullying can be devastating to employees and companies, some companies have instituted zero-tolerance policies toward workplace bullying. In these companies, if an employee is being bullied he or she needs to document the bullying and present the problem to the proper person in the company, usually someone in human resources or upper management. Companies with good anti-bullying policies usually hold meetings from time to time to remind employees what workplace bullying is, how to report it, and the consequences for bullying. (Einarsen, Hoel, Zapf, Cary, 2011) There are some companies that encourage a company culture of workplace bullying. Usually companies do not purposefully support bullying, but they may develop a problem with it either through not taking workplace bullying seriously or by developing the habit of placing blame and fault finding instead of solving problems. In these companies, employees who make a case against bullies may find that the bullying only gets worse. In this situation, employees often have to either make the best of the situation or find different employment. (Einarsen, Hoel, Zapf, Cary, 2011) 8 Summary Although there is still no law against workplace bullying, there are ethical and bottom-line reasons to encourage employers to proactively search out and end workplace bullying including increased productivity, and morale of the targets and those effected as witnesses. With the growing number of people being targeted and the trends to address the issue, it seems to be only a matter of time until laws against workplace bullying are enacted. Once  employers start to enact formal policies and procedures condemning workplace bullying, then bullies will know the consequences of their actions and some may stop; and targets should have an incentive to report instances of bullying. Human resource departments will then have formal policies and processes to deal with the reported bullying cases. References WBI the Workplace Bullying Institute. (2014, May 15). Retrieved from Workplace Bullying Institute: http://www.workplacebullying.org/wbiresearch/ Workplace Bullying. (2014, May 19). Retrieved from Bullying Statistics: http://www.bullyingstatistics.org/content/workplace-bullying.html Einarsen, S., Hoel, H., Zapf, D., Cary, C. (2011). Bullying and Harassment in the Workplace: Developments in Theory, Research, and Practice. Boca Raton: Taylor and Francis Group, LLC. Field, T. (n.d.). Introduction to the Serial Bully. Retrieved from Bullyonline.com: http://bullyonline.org/workbully/serial_introduction.htm Futterman, S., Paroutaud, F. (2004). WHEN YOU WORK FOR A BULLY: Assessing Your Options and Taking Action. Montvale: Croce Publishing Group, LLC. Grasz, J. (2012, August 12). CareerBuilder Study Finds More Workers Feeling Bullied in the Workplace. Retrieved from Career Builder: http://www.careerbuilder.com/share/aboutus/pressreleasesdetail.aspx?sd=8%2F29%2F2012id=pr713ed=12%2F31%2F2012 Hyman, J. (2014, April 3). If You Don’t Want Anti-Bullying Legislation, Give Me a ‘Hell Yeah!’. Retrieved from Workforce: http://www.workforce.com/blogs/3-the-practical-employer/post/20377-if-you-dont-want-anti-bullying-legislation-give-me-a-hell-yeah Klein, K. E. (2008, May 7). Employers Cant Ignore Workplace Bullies. Retrieved from Business Week: http://www.businessweek.com/smallbiz/content/may2008/sb2008057_530667.htm Namie, G. (2003, November / December). WORKPLACE BULLYING: ESCALATED INCIVILITY. Retrieved from Ivey Business Journal: http://iveybusinessjournal.com/topics/the-workplace/workplace-bullying-escalated-incivility Namie, G. (2011). The Bully-Free Workplace: Stop Jerks, Weasels, and Snakes From Killing Your Organization. Hoboken: John Wiley Sons, Inc. Namie, G., Christensen, D., Phillips, D. (2014). 2014 WBI U.S. Workplace Bullying Survey. Workplace Bullying Institute.

Syllabus: Designing Needs Assessment

Syllabus: Designing Needs Assessment The two terms of prime focus of this study are: Syllabus and Needs. This chapter includes a literature review on different aspects of syllabus designing and needs assessment .The characteristics and many faces of Curriculum Development/ Syllabus Design are presented in addition to needs assessment, reasons for conducting needs assessment, steps in needs assessment and the relationship between syllabus designing and needs assessment. 2.1 Curriculum A key term of this study is-Curriculum, hence this section aims to give clarity on the meaning, scope and process of curriculum. A common error that comes into notice while studying curriculum development process is the synonymous use of the words-curriculum and syllabus. This section also attempts to demarcate and differentiate these two words so that the course designers and developers may systematically initiate the process in context to SGBAU. 2.1.1 Definitions of Curriculum Although the idea of curriculum is not new and has been extensively used by education planners yet there remains considerable dispute as to meaning. The word is from the Latin root currere. It means a course or race. It term originated from the running/chariot tracks of Greece. It was, literally, a course. In Latin curriculum was a racing chariot; currere was to run. Throughout the history of second-language programmes, the concept of curriculum has been important. However, there is little general agreement on actual form, function, and scope of curriculum. Before discussing the theory of curriculum development, some definitions of curriculum as quoted by Finch, A.E. (2000)1 are presented below: Stenhouse (1975) describes Curriculum as an attempt to communicate the essential properties and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice Eisner Vallance 1974, describe curriculum as: what can and should be taught to whom, when, and how Nunan 1988 adds to his curriculum elements designated by the term syllabus along with considerations of methodology and evaluation White et al. 1991,see curriculum as concerned with objectives and methods as well as content. Such a definition involves consideration of the philosophical, social and administrative factors of a programme. Richards, Platt ,and Webber 1985, definition of curriculum focuses on the components necessary for delivering instruction and evaluating the success or failure of the curriculum.: An educational programme which states: (a) the educational purpose of the program (the ends); (b) the content, teaching procedures and learning experiences which will be necessary to achieve this purpose(the means); (c) some means for assessing whether or not the educational ends have been achieved Tanner, 1980 define curriculum as : The planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners continuous and willful growth in personal social competence. Celce-Murcia and Olshtain,2000, offer the following definition of curriculum: A language curriculum can be viewed as a document that provides guidelines for textbook writers, teacher trainers, language teachers, developers of computerized and hi-tech teaching aids, language testers, and many other populations that might function as stakeholders in the language teaching context. As such a curriculum should express the cultural, social and political perspectives of the society within which it is to be implemented. It combines past and present ideologies, experiences, philosophies, and innovations with aspirations and expectations for the future. It serves as the major framework within which educational decision making is carried out with respect to goal specification and teaching methodology, teacher training and text book selection. The term curriculum is generally seen to include the entire teaching/learning process, including materials, equipment, examinations, and the training of teachers and the syllabus, are therefore subsumed by this definition. From the above definitions and interpretations of curriculum , there emerge two broad perspectives According to the first of these, the term curriculum has a narrower scope and refers to the substance of a programme of studies of an educational system. In the second (and more recent) meaning, curriculum includes the entire teaching/learning process, including materials, equipment, examinations, and the training of teachers. 2.1.2 Curriculum Components Despite the different perspectives on the meaning and scope of curriculum, Stern (1983) identifies three major curriculum components, which are further amplified by Breen Candlin (1980) and Stenhouse (1975) as presented in table 2.1 below: TABLE 2.1: MAJOR CURRICULUM COMPONENTS OF SECOND LANGUAGE PROGRAMMES Stenhouse (1975) Breen Candlin (1980) Stern (1983) i) planning; ii) empirical study; iii) justification. i)language teaching (what is to be learned?); ii) methodology (how is the learning to be undertaken and achieved?); iii) evaluation (to what extent is i) appropriate and ii) effective?). i) purposes and content; ii)instruction; iii) evaluation. Source: STERN 1983 According to Richards, Platt ,and Webber (1985) the most important components of curriculum development are: (a) the study of the purposes for which a learner needs a language(needs analysis); (b) the setting of objectives, and the development of a syllabus, teaching methods, and materials; (c) the evaluation of the effects of these procedures on the learners language ability. Brown (1989) concentrates on the following curriculum components: needs analysis, instructional objectives, tests, materials, teaching, and evaluation. TABLE 2.2 Curriculum Process Model NEEDS ANALYSIS E V A L U A T I O N OBJECTIVES TESTING MATERIALS TEACHING (Source:Brown 1989) There are some components that are common in all the above perspectives and they are: Needs analysis Setting of objectives Teaching Evaluation However, it is important that the two prime stakeholders should be involved in the curriculum development process. As Hills 1976, puts it- no teaching/learning method however innovative or systematic can succeed without a proper consideration of the two main participants, the student and the teacher. every learner will bring a different set of knowledge and experiences to the learning process, and will construct in different ways, their own sense of the situation with which they are faced. (Williams Burden 1997:96) It is therefore necessary to involve teachers and students in the process of curriculum design and to allow for individual differences in learners (Breen Candlin 1980:94) and for changes in self-perceptions of these differences as the courses progress. In the light of these considerations, important questions about curriculum content to be addressed are: How do the learners perceive themselves as language learners? What effect do their personal constructs have upon the process of learning a new language? How do individuals go about making sense of their learning? How can teachers assist learners in making sense of their learning in ways that are personal to them? (Williams Burden1997:96) 2.1.3. The Stages of Curriculum Design Curriculum designing is a systematic process and every stage needs to be followed sequentially. Tabas outline (1962:12) of the steps which a course designer must work through to develop subject matter courses has become the foundation for many other writers suggestions. Her list of curriculum processes includes the following: Step 1. Diagnosis of needs Step 2. Formulation of objectives Step 3. Selection of content Step 4. Organization of content Step 5. Selection of learning experiences Step 6. Organization of learning experiences Step 7. Determination of what to evaluate, and the means to evaluate Cited in Yordanova Svetlana, 2000 According to Long Richards [quoted by Johnson, 1989: IX] language curriculum design is regarded as a decision making process and involves: Policy making. Needs assessment. Design and development. Teacher preparation and development. Programme management and evaluation. a) Policy making Based on the information collected about learners , educational objectives and strategies have to constructed. According to Breen (1980) -The communicative curriculum defines language learning as learning how to communicate as a member of a particular socio-cultural group. The social conventions governing language form and behavior within the group are, therefore, central to the process of language learning. For Nunan [1994] the aim of communicative language learning is achieving language proficiency based on the development of the four macro skills. The level of language proficiency therefore ,vary for different groups of learners and will depend on learners needs. Thus this a crucial stage of curriculum development as it spells out the scope of the curriculum as well as the strategy to be used for curriculum design and implementation. b) Needs assessment On the basis of the identified aim it is possible to make an analysis of the learners both linguistic needs (expressed in structures or functions) and communicative needs expressed in communication situations. Needs assessment is discussed in detail in a subsequent section of this chapter. c) Curriculum design With the aims of the curriculum identified and the needs of the learners analyzed, the specific learning goals can laid for the different levels of the course (year/term). These learning objectives can be categorized as follows: Product objective- specifying the learners target language proficiency and performance. Process or pedagogic objectives- specifying the the learning process and methodology that shall be adopted to the learning outcomes. While deciding the learning framework the following are usually ascertained: Objectives or what is intended. Means or what is to be done to achieve the objectives planned. The results or evaluation of what is achieved. L. M. Kamysheva It is important that there is a logical relationship between the ends and the means. If there is a gap or discrepancy between the objectives and the process adopted in the classroom language curriculum would fail to achieve the desired result. It is this problem that constantly challenges language planners and often results in failure of many well-conceived curriculum. Just as there are product and process objectives there are product-oriented (summative evaluation) and/or process-oriented (formative evaluation) approaches to evaluation [Weir Roberts, 1994]. Evaluation usually attempts to compare current performance with desired performance by means of testing. The evaluation can be quantitative (based on quantitative criteria) and/or qualitative (based on qualitative criteria). Sometimes a mix of both may also be adopted to obtain valid findings. d) Teacher preparation and development Teachers are a vital part of the jigsaw puzzle of curriculum development and the curriculum designing process would be incomplete without their active involvement during development and implementation stages. Moreover, they are the ones who experience the curriculum in the class and their inputs are invaluable in subsequent curriculum improvements and innovation. e) Curriculum evaluation Course evaluation acts as a measure of the effectiveness of the curriculum and also provides indicators for further improvements and innovations. Evaluation is defined by Brown as the systematic collection and analysis of the relevant information necessary to promote the improvement of a curriculum and access effectiveness and efficiency. [Johnson, 1989: 223] According to Johnson, curriculum development would consist of a process of continuous adjustments or fine tuning. Curriculum evaluation consists in the interaction of formative (process) and summative (product) evaluation. 2.2 Syllabus A syllabus outlines what will be taught and thus helps the teacher and the learner to work together towards the objectives of the curriculum. Breen offers a very general definition of syllabus: the meeting point of a perspective upon language itself, upon using language, and upon teaching and learning which is a contemporary and commonly accepted interpretation of the harmonious links between theory, research, and classroom practice. (1987a:83) Hutchinson and Waters (1987:80) cited in Rabbini Roberto, 2002, define syllabus as follows: At its simplest level a syllabus can be described as a statement of what is to be learnt. It reflects of language and linguistic performance. This definition focuses on outcomes rather than process. However, a syllabus can also be seen as a summary of the content to which learners will be exposed (Yalden.1987: 87). Yalden sees it as a representation of what will be taught and that it cannot accurately predict what will be learnt. Prabhu gives a more specific definition:specification of what is to be learnt (1987:89). For Allen HYPERLINK http://www.finchpark.com/afe/appends/(1984), the syllabus is that subpart of curriculum which is concerned with a specification of what units will be taught (Allen 1984:61), whereas for Yalden (1987), it is primarily a teachers statement about objectives and content, with formal and functional components in a dual progression of linear and spiral learning (cf. Stern 1984:14). Brumfit (1984d) specifies content (linguistic, sociolinguistic, pragmatic, cultural, substantive), and also sequences the learning that takes place, while NunanHYPERLINK http://www.finchpark.com/afe/n.htm#Nunan (1988c) takes a wider, non-specific view of a framework within which activities can be carried out: a teaching device to facilitate learning (1988c:6), and Prabhu (1987) proposes a form of support for the teaching activity that is planned in the classroom and a form of guidance in the constructio n of appropriate teaching materials (1987:86). In contrast, Kumaravadivelu sees the syllabus as a preplanned, preordained, presequenced inventory of linguistic specifications imposed in most cases on teachers and learners and claims that this is a widely recognized perspective (1993b:72). The above definitions rather than bringing clarity, add to the complexity of understanding the term syllabus: every syllabus is a particular representation of knowledge and capabilities. And this representation will be shaped by the designers views concerning the nature of language, how the language may be most appropriately taught or presented to learners, and how the language may be productively worked upon during learning. (Breen, 1987a:83) 2.2.1 Curriculum/Syllabus The two termscurriculum and syllabus, are often used synonymously with each having areas and functions not distinctly defined. The discussion and confusion between the two terms continues since these can at times be very close in meaning, depending on the context in which they are used (Nunan 1988c:3). However for course designers and developers a distinction between the scope, objectives and functions of the two terms- curriculum and syllabus is necessary. Stern (1984) defines syllabus as connected with content, structure, and organization, while curriculum development is viewed as connected with implementation, dissemination and evaluation. For Yalden (1984) syllabus is connected with learners needs and aims. Syllabus along with selection and grading of content specifies and grades learning tasks and activities. While syllabus design refers to the what of a language programme, methodology is concerned with the how (p. 7). Nunan, 1994. Candlin (1984) as cited in Nunan, 1994,states the fact that while curriculum is connected with language learning, learning purpose and experience, evaluation, and the role relationships of teachers and learners, syllabus is a more concrete term, referring to the actual events in the classroom, i.e. the application of a syllabus to a given situation. Breen (1980) sees syllabus as a part of the overall curriculum: Curriculum can be distinguished from syllabus in that a syllabus is typically a specification of the content of teaching and learning and the organization and sequencing of the content. Content and its organization is subsumed within a curriculum as a part of methodology. A syllabus is therefore only part of the overall curriculum within which it operates. Stenhouse (1975:4), and Allen (1984) proposes: [a] clear distinction, similar to that which has been prevalent in Europe, the curriculum being concerned with planning, implementation, evaluation, management, and administration of education programmes, and the syllabus focusing more narrowly on the selection and grading of content. (1984:61, cited in Nunan 1988HYPERLINK http://www.finchpark.com/afe/n.htmc:8). The position presented in Dubin and Olshtain (1986:3): A curriculum is a document of an official nature, published by a leading or central educational authority in order to serve as a framework or a set of guidelines for the teaching of a subject area-in our case a language- in a broad and varied context. Thus , a state at the national level, aboard of education at the district level, a community at the municipal level or a university or college at the local academic level may choose to issue a document stating the scope and goals of its program for teaching a second or foreign language. Accordingly, such a curriculum will present broad overall perspectives that can apply to large number of different programs within the specified context. At the state level, the document will be concerned with goals that apply to all types of schools and segments of the population. At the district level it will apply to all schools within the district and at a given university to all the language courses-even though they may be taught in different depart ments. A Syllabus, in contrast to the curriculum, is a more particularized document that addresses a specific audience of learners and teachers, a particular course of study or a particular series of textbooks. Ideally, in this sense, a curriculum should be implemented through a variety of syllabuses and each of these syllabuses should be compatible with the overall curriculum. At the state level this would mean that the curriculum provides general guidelines for all educational planners and policy makers and all material and courseware developers. All textbooks, supplementary materials, tests and courseware would be designed so as to fit the goals specified in the general curriculum. The above definitions and perspectives on syllabus and curriculum thus make it clear that curriculum has a broader scope and starts with deciding course objectives and ends with evaluation to judge whether the course objectives have been met. The term syllabus is seen as a part of curriculum which specifically refers to content selection and classroom delivery. 2.2.2 Classifications of Syllabus and Approaches to Syllabus Design There are at present several proposals and models for what a syllabus might be . Yalden (1983) describes the major current communicative syllabus types which were summarized by J.C. Richards and T.S. Rodgers (1986) with reference sources to each model: Type

Meetings Incentives Conferences And Exhibitions In The Uk Tourism Essay

Meetings Incentives Conferences And Exhibitions In The Uk Tourism Essay Conference organizing nowadays is not an easy task especially when taking steps to enforce security and risk management measures (Bowdin et al, 2006). Conferences that observe good health status, low risks and high security measures are the most probable places to get high number of clients. Some centers provide tourism sectors, sports and other leisure activities to its clients and all this services have to be maintained so as to attract a good number of clients (Davidson and Rogers, 2006, pp 48). The MICE sector is an organization that is based in the United Kingdom and is geared to generate large capital in the economy. Tourism in the UK is an important sector that boosts its activities and so this calls for large amounts of capital to maintain the facilities. The tourism sector in the UK includes a lot of business travels which entails activities such as attending conferences, incentive travels, trade fairs and exhibitions and also individual preference for leisure travels (Golden, 2007, pp 18). According to Rogers (2008, pp 255), the top ten conference destinations and conference business within the UK includes London, York, Glasgow, Cardiff, Newcastle, Harrogate, Edinburgh, Bournemouth, Briton Hove and lastly Perthshire. Among the top conference centers in the UK, London hosts the most number of meetings and is the top most in performance compared to the other destinations (Lawson, 2000, pp 156). Davidson and Rogers (2006, pp 50), reviewed some of the reasons as to why London is at the top in hosting MICE events. He discovered that London is centrally placed in the country and it has an easy access to travel by air and this gives the travelers an easy time when moving about. It also hosts a good number of finance sectors, banking industry, culture and arts and lastly it provides headquarters of many international companies. Apart from the following advantages, Golden (2007, pp 18), has observed that London is loosing a lot of valuable tourists because it has been overpopu lated with no space for further expansion services. The MICE sector faces a lot of challenges in the industry including the need to improve facilities that are used in collecting data in the sector. MICE have decided to improve its facilities by involving the government in providing it with capital. The support extends to training staffs working in the sector, improving the infrastructural facilities and finally conducting enough researches on its destinations centers so as to maximize the opportunities available in this center (Jago et al, 2003, pp 12). One of the conference centers that is under the MICE sector is Arena and Convention Center Liverpool (ACC Liverpool). It is situated in river Mersey and it is one of the largest and top class convention centers in the United Kingdom. It is combined in a single venue but has multifunctional sectors in it (Jones, 2005, pp 242). The venue has a committed staff that ensures it meets the daily needs of its monthly and daily clients. According to (Jones, 2005, pp 245), the ACC Liverpool convention has environmentally friendly measures implemented, in that it releases less toxic substances in the air such as carbon dioxide and it also uses less electricity costs compared to the other centers in the United Kingdom. It is a centre that hosts many Europes exhibitions, arts and culture shows, conferences and also lives performances by prominent persons. This gives it a credit when competing with the other centers that are located in United Kingdom. Its continuous growth is focused on using more mitigation measures such as recycling its waste materials, conducting a waste management trainings for its immediate staffs in the surrounding and concentrating on utilizing energy efficient services (Jones, 2005, pp 187). Carlsen, et al (2000, pp 245), stated that the ACC Liverpool center has collaborated with a nearby power station to aid it in attaining the above management measures. The power station (Widness power station, PDM) receives the food wastes from ACC Liverpool and converts it into a homogenous puree which is then injected in boilers. The boilers then create a steam that is used to turn the turbines thereby generating electricity from it. Hilier (2000, pp 440), also noted that the wastes from the exhibitions and conferences are sorted and recycled into a re-use state when they are taken to the Orchid environmental. Apart from the above measures that aid ACC Liverpool, it is also observed that it has two main parts that are used for live performances. The BT convention center and Echo arena hosted over 450 live events including the Davis cup and other concerts which saw its growth and development (Carlen and Taylor, 2003, pp 18). The parts have very supportive teams that makes sure that the venues are kept clean and in a world class state so as to attract even prominent individuals for their leisure tours and travel. They also contribute a good percentage in the landfill project to aid in environment conservation. ACC Liverpool also has an advantage over the other centers in that it is centrally located in the country and has an easy access from the European airport. The center has decided to maximize the potentials arrived at by its location and accessibility to Europeans that come in and out of the country. It has also enacted a prestigious communication system called MCI which oversees organization of all events and communications within the center. The constant increase of international services to the United Kingdom has made the ACC Liverpool to be on toes for better services and involvement in the renowned business forums for international travel and meeting industry, EIBTM, 2009. It has maintained an up to date technology services to ensure that it increases it familiarity within the city as a destination of United Kingdom. It has established links with the research and innovative world by hosting homes to top world class universities, cancer and other infections research centers and finally science parks that keep up with the present technology. In the competition market, ACC Liverpool has gained a lot of popularity among the destinations of United Kingdom comparing itself to other conferences held in America, Australia and Canada. Golden (2007, pp 150), reports that it is said that it will host for the first time, international society for the scholarships of teaching and learning (ISSOTL) which is a large conference event that have been held in other international centers for the past years. Being the first time for United Kingdom hosting such a big event in its working years, it has made super preparations in the BT convention so that the event will be at its best and in the same time taking the economy at a higher level in the economy. The management team has made efforts to increase the services it offers to its clients thereby looking forward to be top most destination in United Kingdom. According to Jago et al (2003, pp 12), the management has also ensured that it safeguards its clients by thoroughly maintaining health and security services at the right time. It has also enacted a better communication system that is client sensitive including providing earpieces designed to give total comfort to the crowd in conferences. It has enhanced its audio clarity in that speech can be audible and clear to the audiences attending the conferences. Liverpool has the largest number of buildings which are notably said to be important than even the cities like London in the United Kingdom. Its ware front area is in a prestigious location because it places it near famous world sites such as the Great Wall of China, Taj Mahal and Stonehenge. It is also hosts the famous football club , Liverpool FC, apart from other sporting activities which includes golf courses and horse racing at Haydock park (Golden (2007, pp 19). The transportation sector is well defined and it includes the air transport, road and rail transport. It has accessible road transport and a very fast rail transport which are easily available to the clients who want to travel through the region. Jones (2005, pp 242), notably stated that Liverpool has incorporated other international agencies in its operations which are responsible I conducting researches on matters such as radioactive waste management and environmental mitigation measures. The international atomic energy agency has been supporting Liverpool preparing technical programs, presentation and promotion of the conference to other member countries in the world and finally providing financial assistance when they in a crisis. Liverpool has incorporated the system of incentive travel to its clients which is, defined by Golden (2007, pp 18), a tool that is used to motivate participants to continue increasing support to accomplishing an organizational goal or statement mission. Carlen and Taylor (2003, pp 18), further noticed that the figure obtained from the above system was used by the conference center to calculate the impact it had on its immediate environment as a destination center. The management was in a position to calculate the total amount that was invested in the conference centers and also calculate the number of employments it created in each city where the conference centers were located. Some of the negative impacts a convention has on its destination include diverse effects on the environment through emitting harmful carbon dioxide in the air, depositing high level of wastes from exhibitions and food just alongside the conferences creating an unhealthy environment to the clients. Another impact created on the environment includes loud noise from the aircrafts which pollutes the environment by noise pollution or depleting the ozone layer thereby threatening the lives of those living and working along those areas (Jones, 2005, pp 245) All the above impacts have been looked unto by the management of Liverpool and safer steps taken to ensure that the environment is conducive. They have developed use of quieter aircrafts to reduce noise pollution, enrolled themselves in the international hotel environment initiatives, have adopted waste management and recycling strategies to ensure that all wastes are taken care of and do not have an effect on the clients. They have also initiated the use of more energy efficient systems, the use of better and advanced technological services such as use of emails and electronic use to reduce the waste of exhibition papers. The conventions also affect the society and community socially when the conferences are held in town and there is need for security to the clients. This will mean that the local residents near the conventions will not be in a position to move about freely as some of the areas will be branded as a no go zone for them. According to Golden (2007, pp 18), such impacts may also reduce business activities in the area including lack of shopping activities and carrying out of trade within the area vicinity. Such impacts in the community are not usually paid attention to by those in the management because they view such conferences in terms of economic contribution to the area in which the conference is being held from. Those living there also benefit from such conventions when they get employed to work in the organization thus improving their living standards. Conclusion Carlen and Taylor (2003, pp 19), observed that Liverpool took the initiative to promote a positive influence to those living within the vicinity of the company. It has led to improvement of living standards to the residents there by creating job opportunities that enables them to appreciate their services in the area. It also supports its staff members by incorporating them in making the organizational decision so that their needs can also be catered for besides the needs of the clients. The need to create a good decision when selecting a location of a conference center as a destination has led to Liverpool working alongside the marketing organizations which conducts researches on it to asses an area that generate an increased conference business. It has also taken initiatives in using marketing strategies and principles with the aim of fulfilling the customers needs. All these measures are undertaken by ACC Liverpool to ensure its business flourishes in the world as it competes with other destinations in United Kingdom.

Essay on Utopia - Constitution of the United States as a Utopian Propos

The Constitution of the United States as a Utopian Proposal   Ã‚  Ã‚   Few people would take issue with the statement that America faces monumental challenges both to its own well-being as well as to its self-imposed duty to become "a more perfect union". Over the years, many speakers, authors, and dreamers have used the dirty facts of this nation's (and its predecessors') seemingly unrepentant capitalism, paternalism, belligerence, and tendency toward cultural assimilation to declare the entire enterprise bankrupt and to focus, not on where, exactly, the USA went wrong, but instead on what the truly ideal civilization would look like. They have created, in speech or on paper, entire realms of happiness and harmony, free of injustice, crime, and any other negative social vice. They have failed, however, in most cases, to free themselves from the trap of the nature of the human animal and his uncanny ability to absolutely avoid accurate prediction or even adequate description. It is my suggestion that, out of the bulk of utopian proposals th e world has seen, the Constitution of the United States does, in fact, come the closest to creating "no place" for the greatest number of people through its pragmatism, its admission to not knowing the nature of every man, and, most importantly, its allowal of alternate visions of Utopia.       Of course, all one needs to do to get a glimpse of the monumental challenges the USA faces is open the closest almanac. Nearly half (49%) of all American marriages end in divorce. Some 700,000 high school students end up dropping out of school each year. There are nearly one million cases of child neglect and/or abuse per year and 2,700,000 cases of violent crime. Around 8.5 million individuals... ...ough a total change in the accepted social order. The framers of the Constitution were looking in the right direction; it is our legacy and responsibility to see that the essence of their vision is amended to accommodate the changes this nation has experienced since its founding and to provide the opportunity for every citizen to express, and possibly achieve, his or her own utopia.    Works Cited Bellamy, Edward. Looking Backward: 2000 to 1887. Internet text version copyright 1996 by Geoffrey Sauer. http://english-server.hss.cmu.edu/fiction/bellamy/contents.html Brunner, Borgna, ed. 1997 Information Please Almanac. Boston: Information Please, LLC. Constitution of the United States of America. http://www.law.cornell.edu/constitution/constitution.overview.html. Democratic Socialists of America. (1998). http://www.dsausa.org/dsa.html

Free College Admissions Essays - A Loss of Innocence :: College Admissions Essays

A Loss of Innocence The United States of America lost its innocence on September 11, 2001. No longer are the vicious attacks on democracy in some far away country; they are now in our own backyard. President Bush said it best, "freedom itself was attacked by a faceless coward..." but now we know the name of that face. For many of us, this is the first time we have experienced what others around the world live with daily. As young people, we can have a profound impact on the future. We can start at this level by supporting our country and the ideals it holds dear. We must remember that the very privilege of an education is one that those who attacked us plainly detest. In fact, it is illegal for women in that country to pursue an education at all. Every step we achieve in the learning process is in defiance to those who keep their citizens ignorant. As students and citizens, we must realize that the power of education comes with a responsibility: to help people of all backgrounds understand that if we are to make any progress as a society, we cannot tolerate terrorism anywhere in our world. However, we must be careful not to express our outrage irrationally against people who had nothing to do with that evil act. One motive for the terrorist attack on our country was contempt for the freedom that allows America to tolerate those who hold different beliefs. Our future belongs to those who stand up and fight for what they believe in. As a nation, we are now at the crossroads: we can choose to allow those with evil intentions to have the loudest voices or we can stand together with one voice. It has been said, "All that evil needs to succeed is for

Elementary School and Middle School Essay

Transitioning from elementary school to middle school is something we all have or had to do! Most kids cringe at the thought of making this huge step in life. For many students this transition can be a time of mixed emotions. Having been through this experience, I will compare and contrast the two, hoping that this will give you a clear picture of elementary and middle school. Elementary and middle school have distinguishable characteristics. In elementary schools, you basically have your homeroom teacher and one other teacher. The movement of students is very limited and you are mostly escorted by a teacher. Teachers are more understanding and are not as demanding because of the student’s age. Fun days are set aside as an award for students that have done what is expected of them. Most of the children are placed in classroom with the same students each year. Elementary school is very important in our young student’s lives; this is where it all starts. However, middle school students are expected to execute their daily tasks without assistance. Teachers are there to direct the students in right direction; everything else is left up to the student. Middle school students have several different classes, in each class it is usually a different teacher. Students have lockers to store their books and other supplies. In middle school students are required to be more independent and serious about school. Elementary school set the pace for all other levels of schooling. Students enter elementary school learning all the basic aspects of school system and the learning process. At this stage in life most students are eager to learn and get excited to learn new things. Elementary is the main point of delivery, it introduces social skills, behavioral adjustments, and basic academic learning. Middle school prepares students for higher education. Ultimately, middle school bridges the gap between elementary and high school. It is definitely a different experience than elementary, but it prepares students for their future and encourages them to be more independent. Elementary schools and middle schools also have common qualities. They are both open Monday through Friday on the same days. Each day students eat lunch at a designated time. All students are expected to sit in desks in an appropriate manner. Teachers require students to be respectful and display good behavior at all times. Homework is given on a daily basis and class discussions are routine also. School is essentially school with minor differences. Each school level has its own pro’s and con’s, they are also very similar. They each have their own benefiting factors and they are used to their advantage. School systems up this way because it is initially what works in our culture. Elementary and middle schools are stepping stones that that help us get from one place to another in our academic life. Each level is an important standpoint for academic excellence and they should be taken seriously so that you can be an effective student/learner.