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School Essay Example | Topics and Well Written Essays - 500 words

School - Essay Example They go about achieving these objectives by usually coming up with a defined set of syllabus of academic content and coordinating the knowledge provided with the defined set of topics in the syllabi. Schools hardly follow any other approach or want to deviate from the academic syllabus drawn up. This methodology of schools is met with mixed views by the individuals all around the world. Some individuals tend to think that as school is an only proper source of education or learning experiences for most students; it should not only emphasize on the academic content but should also work towards the personality and character development of students. Common ethical values such as discipline, honesty and uprightness should be emphasized and instilled in students from school so they know their responsibilities as a citizen and a human being. These individuals tend to think that providing people with a formal qualification and a degree is not quite enough. This world is becoming a worse abode to survive in because of the high level of corruption and immorality in the people who are living in it.

Functions of Management are Evolving in Todays Business Environment Research Paper

Functions of Management are Evolving in Todays Business Environment - Research Paper Example The contemporary managers are anticipated to take lead in the development of sound business solutions, as well as the eventual development of the considered business working policies. This has been weighed against the performance policies adopted by the firm. Contemporary managers have proceeded to create an atmosphere for idea brainstorming as well as the pooling of knowledge. This attribute has been used to steer the firm towards its considered path of success. This is unlike the policies adopted by the traditional managers who were deemed as the source of the policies with the staff being anticipated to proceed with the enactment policies. The role of managers in the shaping of the ethics has been mapped along both the implementation and the oversight. The managers have been anticipated to presume the lead in the development of the respective ethics policies, as well as their implementation. The managers take the initiative of implementation the ethics policies. This allows the rest of the staff an opportunity to be considered on the benefits of the respective policies, as well as considering the contribution they stand to offer towards the bettering of the workplace. The managers allow for the development of this reflection. Additionally, the concept of illustrating the guide for the rest of the employees remain best described via the actions of the managers. The Managers allow for the reflection of the model that is anticipated to be expressed in character reflection. Additionally, the managers are anticipated to be keen on ensuring that the rest of the staff remain committed to the ethics policy adopted by the firm. This is with respect to the prospective role they presume in the guiding of the considered staff. The managers are tasked with the promotion of the adopted habits in the workplace. Ethics comprise of such habits and govern the behavior of the respective employees. The staffs operate under the guidance of the managers, hence their contribution to the shaping of the behaviors of these persons.

Kudler Fine Foods Too Fresh to Go Product Launch Essay

Kudler Fine Foods Too Fresh to Go Product Launch - Essay Example Kudler Fine Foods is an establishment that offers a variety of fresh food products. The grocer is a specialty food store that offers bakery and pastry products, fresh produce, fresh meat and seafood, condiments and packaged food, and cheese and specialty dairy products. The company offers a variety of food products which are used in the context of gourmet cooking. There is a need for the company to offer other types of food products which are more conducive to a customer who doesn’t have the time to cook the gourmet meal. By introducing a new line of prepared fresh meals, the customer can take home the meal to eat it for dinner that night or at another point during the week. Too Fresh to Go meals will encompass the spirit of Kudler Fine Foods while providing a healthy, time-saving alternative for current customers. Too Fresh to Go will be positioned in the front of the store for convenience and will include everything a customer needs for a meal, including the appropriate pack aging should the dish need to be warmed up to serve. These meals will be balanced, low-fat, and of the highest quality. For instance, a freshly prepared chicken dish, complimented by a leaf lettuce salad and couscous is one of the offerings. These offering will range from various meat and fish dishes to vegetarian meals. This new product line can help the company achieve sales growth and profitability by leveraging the existing product base and customer target market. From a foreign perspective, Too Fresh to Go can attract customers into the store for a fresh alternative for to-go food. Kudler Fine Foods and the introduction of Too Fresh to Go is a natural extension of the gourmet grocery store’s current product offerings. Kudler will also add to a customer’s convenience factor as well as appeal to those customers who may be hesitant to shop at a gourmet store if he or she is not a gourmet cook. These meals will fill a niche in the market whereby more working families are looking for healthy alternatives throughout the week to feed their families and do not want to turn to fast food. Whereas there are a variety of food preparation companies and local delivery companies, the pricing of these products prices them out of the market for some families. By extended this product offering at the grocery store, Kudler already has their target audience that would benefit from this type of product. In addition, Kudler already offers wine tasting classes and this product offering goes hand-in-hand with the nature of excellent customer service Kudler provides. Product positioning From a positioning perspective, the launch of Too Fresh to Go will be placed in the front of the store to add convenience to shoppers who do not have the time, as one of the key concepts of Too Fresh to Go is for working families who simply do not have the time to cook a gourmet meal each night. This section will be small at first in both locations, domestic and foreign, and will fea ture samples and a customer service specialist to answer any questions, nutritional and otherwise. The packaging will be bright and vibrant, but most importantly, this packaging will be able to be placed in the

Disaster Management Essay Example for Free

Disaster Management Essay Disaster management is a way to help when disasters happen but it is also to help prevent them or to inform everyone about what may happen. The main function is to helping the citizens to understand what is happening. The state will determine how severe the disaster is and then the ones who are responsible for reporting to the appropriate government or agency will then make the recommendation to getting help for funding, support, and any emergency supplies to those who are affected by the disaster. The disasters that happen can be unpredictable like earthquakes, while other natural disasters could happen with some type of warning like flooding. B. The state of California has manuals that they use that goes into details about statewide policies, procedures, regulations, and any other important information that was developed and authorized by the state offices, department of finance, department of general services, and the government offices (Disaster Management California Technology Agency State of California, 2013). III. Examine local, state federal legal and regulatory requirements A. Occupational Safety and Health Administration (OSHA)- Has jurisdiction over all public and private sector places of employment in the state with exception of Federal employees, the USPS, private sector employers on Native American lands, maritime activities on navigate waterways of the US, private contractors on designated land under Federal jurisdiction, and employers that requires Federal security clearance. B. Joint Commission of Accreditation of Health Care Organizations (JCAHO) C. The California State Plan is operated under an agreement with OSHA. It is an occupational safety and health program in accordance with Section 18 of the Occupational Safety and Health Act of 1970. D. Department of Health and Human Services (DHHS)- Pandemic and All-Hazards Preparedness Act, Coordination with the Department of Homeland Security, Regional Emergency Coordinators, Emergency Care Coordination Center IV. Is there a Certificate of Need program for your state? A. Certificate of Need (C. O. N. ) programs are aimed at restraining health care facility costs. The Health Planning Resources Development Act of 1974 was put into effect across the nation. Over the past 30 years, there have been numerous changes and about 36 states retain some type of CON program. This program was used to approve the construction and expansion of health care facilities and services based on determination and community need. B. California does not currently have a C. O. N. in effect. Back in 1969, the state had implemented a C. O. N, ending in 1987. California’s C. O. N. program suffered from inadequate staffing and lack of data. V. What are the issues to consider when meeting the International Building Code for a facility? A. New codes vs. Old codes B. Updates to â€Å"I-Codes† done by diverse group of officials i. Corridor width ii. 8 feet of clear, unobstructed width iii. Defend-in-place practices iv. Visual and audible fire alarms. v. Elevator Lobbies vi. Floor openings vii. Smoke control viii. Ceiling and smoke partitions ix. Fully Sprinkler hospitals x. Alcohol-based hand sanitizers xi. Decorations on Wall. C. What Measurements may need to be done in advance of the new plan or renovation? i. Acoustical measurements to plan work zones accordingly to minimize decibels ii. Security measurements to ensure clear sightlines where needed, specialized door access and/or any visual monitoring via camera. iii. Measuring of equipment to ensure adequate planning of rooms iv. Safety measures D. List the stakeholders that may play a role in your development (Scott) Facility management i. Providers that are financially vested in the company ii. Depending on size of facility, CEO, CFO, VP, etc. iii. Input from floor staff to maximize area usage for patients iv. Patients-their input from potential comment cards or direct questioning in how to improve their care from a facility perspective. E. Conclusion i. Strong conclusion that provides details to what the State of California is working towards accomplishing safety awareness. ii. Existing disaster plans in the State of California. iii. State of California has financial instability affecting citizens as well as service. References Disaster Management California Technology Agency State of California. (2013). Retrieved from http://http://www. cio. a. gov/OIS/Government/disaster. asp HHS. gov. (2010). Retrieved from http://www. hhs. gov/asl/testify/2010/01/t20100125a. html US Department Of Labor. (2013). California State Plan. Retrieved from http://www. osha. gov/dcsp/osp/stateprogs/california. html What is disaster management? (2012). Retrieved from http://www. disastermanagement. in/2012/02/what-is-disaster-management. html Certificate of Need: State Health Laws and Programs. (2011). Retrie ved from http://www. ncsl. org/issues-research/health/con-certificate-of-need-state-laws. aspx

Government Strategies to Meet Individual Childcare Needs

Government Strategies to Meet Individual Childcare Needs Explain the benefits for children when their individual needs are met A child develops very quickly in their early years, they continue to acquire new skills and gain knowledge all the time. Child development covers growth, development and learning from the very moment they are born to 60 months old (August after a child’s 5th birthday). These three areas in bold text are connected and are vastly influenced via a child’s experiences, environment and genetic inheritance. Early Years practitioners should work extremely hard to help bring along and guide a healthy, well-rounded, ‘unique child’ by focusing on a child’s individual needs, characteristics and own interests these benefit each individual child because no two children are exactly the same! They all learn, absorb information and acquire new skills at different stages within their own development. UNICEF (World Wide Children’s Society) Believe that â€Å"Every child is special and all human beings have a right to basic standards, and all races and religions are to be treated equally and with respect†. UN (United Nations) Believe â€Å"All children have a right to have their own views and opinions listened to and have their best interests at heart†. So therefore if these guidelines and beliefs above are followed by all Early Years providers every child will benefit as a good practitioner will help to develop, nurture, support and promote their own key children’s personalities, talents and abilities regardless of ethnicity, culture or religion. Each child will benefit because they will Feel supported and protected with the care they are given Feel valued because their individual needs are understood and met Learn more successfully because they are in a safe and happy environment Be a more confident child with the variety of experiences they are exposed to In the Early Years – Development Matters booklet it talks about every Early Years practitioner works very closely with each individual key child they should be able to pick up any development issues they find earlier; and by identifying these issues early it will help and support the child’s learning and development without causing too much disruption, which in turn benefits the child even further with the extra support and guidance they receive. Every child has different circumstances and abilities, if each individual child is nurtured and their needs are met then they will benefit immensely because they will feel empowered, valued and supported which will therefore extend their own knowledge and promote their own personal learning journey. Describe how the principles of anti-discriminatory practice can be applied to practice Discrimination is when an individual or a typical group of people are excluded and treated unfairly. The ‘Human Rights Act’ and the ‘Equality Act 2010’ promotes ‘anti-discriminatory practice’. Typical discriminative behaviour is negativity regarding gender, disability, social class, physical appearance, race and culture, family background and traditions. There are several different ways of promoting anti-discriminatory behaviour within an Early Years setting Promoting a positive environment where everyone is welcome and greeted with a friendly attitude verbally as well as visually (i.e. Place welcome signs in different languages on the entrance walls of the nursery setting) Providing and promoting equality of opportunity and values for all children, building on an understanding, commitment and attitudes about themselves and others who are from different cultures Building strong positive relationships with both child and their families – even if they have another first language (learning some common words of their own mother’s tongue would help build a stronger relationship) Celebrating multicultural festivals and events throughout the whole year – which allows all the children to participate and gain knowledge Promoting non-stereotypical behaviour during play times allowing all children to choose their own preferred toys and not having typical gender type resources available (i.e. Prams/Dolls for girls and Train sets/Cars for boys) Ensure equal selection of toys, resources and activities which reflect different cultures and religions, and allow them to be an accurate representation and used in the correct way (i.e. Role play, books, crafts etc..) Use parental expertise and advice where needed to ensure there isn’t any element of ignorance within the environment when different types of activities are planned and set out. (Invite parents in to the setting to give a small talk about their own festivals or by sharing their own knowledge and skills with all the children from every background, this is involving the parents and helps them to feel valued within the nursery environment too!) If all Early Years providers and practitioners behave in a non-prejudice way and abide to the above rules any unnecessary conflict within a nursery setting could be avoided and everyone who visits the setting will feel valued, welcome, supported and a positive outcome will prevail, therefore everyone will gain positive emotional well-being. Finally, on a positive note if all the children within the nursery are included, valued and helped to understand differences from themselves they will grow and develop an understanding to accept others who are different from themselves, this in turn will encourage and help children to empathise with others no matter what their differences in background, providing a healthier society in the future! Describe why it is important to plan activities that meet the individual needs of children Children develop at different rates and there are several factors which may impact how a child grows and develops. When an Early Years practitioner is planning activities they should take in to consideration the following Pregnancy or birth difficulties, Disability, Illness, Environment and Stress, because these factors can make a big difference how an individual child learns and develops. Early Years Statutory Framework (EYSF) State thatâ€Å"Practitioners must consider the individual needs, interests, and stage development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development†. The United Nations Convention on the Rights of the Child (UNCRC) State thatâ€Å"Practitioners should help develop their key child’s personalities, abilities and talents to the fullest potential, and be given the opportunity to grow up in an environment of happiness, love and understanding†. If practitioners within the nursery setting follow the above guidelines the child’s key worker will have excellent knowledge of their key children within their care. It is their responsibility to offer each key child an individual way to grow and develop at a steady pace. It is advised by (EYSF) that an Early Years practitioner follow this typical cycle of (planning, observation and assessment) for each â€Å"unique child†. A good time to observe is during free play sessions. By being a good listener and observer practitioners can get a better understanding and gain good knowledge of the child’s preferred interests which they find stimulating and what they can/can’t do well independently! An example of this a child loves independently playing with cars and their key worker has observed they need to develop numeracy and creative skills – by providing a fun activity with several types of cars you should immediately capture their curiosity you could begin the activity by counting the cars together, then if the child is still focused and amused you could use the tyres of the cars to make different marks with coloured paints, this in turn will help develop their numeracy knowledge and creativity! By using the typical triangle cycle to plan and access you avoid choosing an activity which is either non-engaging or uninteresting for the child and which may be possibly too easy for the child to gain any suitable knowledge or stimulating enough for their individual learning outcome. Alternatively if a child finds the activity too hard it could provide a negative impact on them and in turn it could affect their self-esteem hindering their own learning journey in the future. If the key worker provides sufficient praise during the planned activity the key child will be supported and this attitude will help their self-esteem and they will continue to progress well. The advantage of using this type of planning cycle for your key child’s learning journey are it can be tracked appropriately and effectively for each individual child within your care and will therefore boost their own development, physical and social growth. Explain how the practitioner can promote children’s physical and emotional well-being within an early years setting Parents have to have immense confidence and trust by leaving their child in the care of practitioners within an Early Years setting therefore it is absolute paramount that their precious child is valued, supported, safe, loved and well cared for during those hours that the parents cannot be around. Every Child Matters: (ECM) is a UK government initiative for England and Wales it states that â€Å"There are five important factors to improve children’s lives as a whole 1. Being healthy, 2. Staying safe; 3. Enjoy achieving; 4. Making a positive contribution; 5. Economic well being†. These five factors may not all apply to Early Years children but by securing and helping them develop the first three skills as the child grows in to an older child factors four and five should be a natural progression/development as long as they continue to be nurtured, supported and valued individuals within society. If Early Years practitioners adhere especially to these first three factors these will provide them with an excellent base and grounding, practitioners can promote a child’s physical and emotional well-being within an Early Years setting in several different ways Safeguarding infants by keeping children safe and secure in a positive environment helps them to achieve the best they can achieve because they will feel secure and well supported Securing strong early relationships having a strong bond with key worker/child is very important for a good quality learning experience Teach children to become aware and to empathise with other people, this gives them a sense of belonging and shows them how to be a helpful and kind individual Being a positive role model by being a healthy key worker, keeping safe and helping them to enjoy achieving with like minded people Focus on positive attitudes and behaviour this type of focus helps the child to realise that good behaviour is rewarding which will give them a sense of achievement Allowing them to have a choice helping them to discover self worth and adapt to their own actions this promotes self-esteem and will build their confidence and will help them to feel empowered as an independent, confident learner Structured daily routine helps the child to feel safe, secure and well cared for which promotes positive behaviour A good practitioner should be able to promote a child’s physical and emotional well being by teaching and being an excellent role model. Children enjoy and like to copy others around them – that is how they learn and develop so it is very important to be a positive role model with a good, positive attitude because it helps them in their early years about the difference between good and negative behaviour. It is equally important to have in place a structured daily routine where the child feels safe, secure and well cared for. A child benefits in many ways when a routine is followed because children quickly adapt themselves and have a great sense of stability, comfort and organisation which in turn promotes positive behaviour and they also gain knowledge of self control. Practitioners should be able to encourage and guide a child during their early years helping them to realise that they have a choice, this will build the child’s own self confidence and they will become more aware of their own actions this in turn will promote independence, self confidence and assertiveness which should help them to develop a positive and healthy bright future.

Entrance to the Profession Narrative :: Essays Papers

Entrance to the Profession Narrative I remember seventh grade Open House at my suburban Catholic grade school in the southern curve of St. Louis’ Mississippi River. I remember the glaring, bowl-shaped auditorium lights hovering over milling parents and sheepish classmates, everyone looking for their own, or their own child’s work so they could make their exclamations and get on with the night. I remember it so well because on my orange poster-board balloon, under a fifth grade school photo—with the red pullover sweater, plaid Peter Pan collar, and bouffant bow—someone had written â€Å"Aspiring Author.† I didn’t know anyone knew. I didn’t even know myself. Maybe it was in the stories I wrote for our weekly vocabulary sentences. Or the dramas I enacted for book reports that ran fifteen minutes over our allotted five. Perhaps I revealed it in my Social Studies notebook with pages upon pages of illustrated, full-paragraphed definitions of Civil War details, in the three-page poem I recited from memory in front of the class, in zealous literature projects, in my natural ability to crank out grammar trees, or in the novella I turned in for a one-page writing assignment. It never occurred to me to articulate such an aspiration—perhaps because it was too close. But others could see it—this love affair with language. For whatever reasons, I continued to dismiss that orange balloon discovery until several years after I left—I thought—the academic world behind for good. I understand now why my undergraduate years were such a struggle. This bouffant-bowed aspirant hooked flailing arms around a biology major, when math and science had been only sources of tedium and misery. After a year of unbearable classes, I switched my major to English—more out of a sense of failure than a sense of right. My motivation for grasping onto science was the thought of a clear, and perhaps interesting, job-title after four years. My motivation for running back into the arms of my former lover was that it felt familiar and natural. I cringed every time I heard someone say, â€Å"Oh, an English major†¦what will you do? Teach?† Was that my only option? I couldn’t do it. Yes, I loved to read and write, to crawl into glittering tunnels of analysis, to discover ideas as they revealed themselves under my pen, but it all seemed so†¦removed from life. Entrance to the Profession Narrative :: Essays Papers Entrance to the Profession Narrative I remember seventh grade Open House at my suburban Catholic grade school in the southern curve of St. Louis’ Mississippi River. I remember the glaring, bowl-shaped auditorium lights hovering over milling parents and sheepish classmates, everyone looking for their own, or their own child’s work so they could make their exclamations and get on with the night. I remember it so well because on my orange poster-board balloon, under a fifth grade school photo—with the red pullover sweater, plaid Peter Pan collar, and bouffant bow—someone had written â€Å"Aspiring Author.† I didn’t know anyone knew. I didn’t even know myself. Maybe it was in the stories I wrote for our weekly vocabulary sentences. Or the dramas I enacted for book reports that ran fifteen minutes over our allotted five. Perhaps I revealed it in my Social Studies notebook with pages upon pages of illustrated, full-paragraphed definitions of Civil War details, in the three-page poem I recited from memory in front of the class, in zealous literature projects, in my natural ability to crank out grammar trees, or in the novella I turned in for a one-page writing assignment. It never occurred to me to articulate such an aspiration—perhaps because it was too close. But others could see it—this love affair with language. For whatever reasons, I continued to dismiss that orange balloon discovery until several years after I left—I thought—the academic world behind for good. I understand now why my undergraduate years were such a struggle. This bouffant-bowed aspirant hooked flailing arms around a biology major, when math and science had been only sources of tedium and misery. After a year of unbearable classes, I switched my major to English—more out of a sense of failure than a sense of right. My motivation for grasping onto science was the thought of a clear, and perhaps interesting, job-title after four years. My motivation for running back into the arms of my former lover was that it felt familiar and natural. I cringed every time I heard someone say, â€Å"Oh, an English major†¦what will you do? Teach?† Was that my only option? I couldn’t do it. Yes, I loved to read and write, to crawl into glittering tunnels of analysis, to discover ideas as they revealed themselves under my pen, but it all seemed so†¦removed from life.