Home Depot Essay

The company I am selecting for this project is Home Depot. Home Depot is an American company involved in home improvement and construction products and services. This company is situated in Atlanta and is considered as the largest home improvement retailer in United States of America. The firm works in a retail industry with emphasis on the selling of products related to the construction business with more focus on providing services which focus on providing solutions to the customer needs in terms of providing excellent services with more focus on respecting the customers as well as the society within which the firm works. The rationale behind selecting this company is the fact that it is the largest firm in its chosen field of business and only the second largest retailer in US. Over the period of time, it has emerged itself as one of the most successfully companies with innovative management practices and strategies which allowed taking lead from its much stronger competitors. The history of the company is not that old as the firm was founded in late 1970’s. Success in such short period of time speaks volumes about the way company has been managed and taken care off. Further, it is also important to mention that the company has diversified into many different businesses thus providing itself necessary leverage to withstand different economic shocks as well as external risks. Recent performance of the firm suggest that there has been, on average, a growth of 10% which has been achieved by the company pointing towards the strong market potential as well as penetration of the firm into the local market. It is because of these reasons that I have chosen this company for my project.

United Nations Reform for Indirect Exporting

An Indirect Exporter is when a firm†s product is sold in foreign markets with no special activity for this purpose occurs within the firm. Others carry a firm†s product overseas. Although exporting this way can open up new markets quickly a firm will have limited control over distribution of its product. A firm likes to have a buyer; thus products are sold in a domestic market then resold overseas in different ways. -Foreign wholesale and retail organisations that have purchasing agents in a firm†s home country may find the firm†s product good for their market. -Manufacturers and firms have U.S. offices obtain equipment and supplies to their foreign operations. Companies have an advantage by selling to the U.S. firms because they are using export routes already supplying their domestic operations via the U.S. -With multinational operations buy equipment and supplies for them through their regular domestic purchasing. Equipment is shipped and installed in foreign plant. Foreign producers take note of the equipment. Then orders for the equipment will follow. Thus, an active exporting involvement by the supplying firm. This has befitted the supplying firm with a free introduction to the foreign market. International trading companies are very important for some markets. Some of these companies handle the majority of the imports into the country. The size and market coverage of these trading companies makes them excellent distributors, especially with their credit reliability. They cover their markets and provide service for the products they sell. Using these trading companies has negative factors. These companies have a tendency to carry competing products and the latest product may not receive the attention its producers desired. The sales from these kinds of indirect exporting are as good as domestic sales and, show that they are less stable. Since being so far from the main market a firm has little control. Even though new sales is helpful the disadvantage of not having more control of foreign sales a company may look for a more suitable arrangements in the long-run. Some companies work with an export management to have increased control over its product. There are some advantages of using an export management company: -The manufacture receives instant foreign market knowledge and contacts via the operations and the experience of the EMC. -The manufacture saves the cost of developing the in-house expertise in exporting. An EMC cost is spread over the sales of several manufacturers. -EMC offer clients consolidated shipments for savings. -Lines of complementary products can better foreign representation than the products of just one manufacturing. Also, EMC†s accept foreign credit responsibility. There are also some disadvantages to using an EMC: -Some EMC†s handled too many lines to give the proper attention to a new exporter. -Many tend to be market specialist rather than product specialist, thus product expertise is weak. -Some EMC†s coverage is only regional rather than global. A ETC acts as the export arm of a number of manufactures. ETC†s allow U.S. companies or banks to form a trading company with the size, resources, sophistication, and international network comparable to the Japanese companies. Unfortunately U.S ETC†s have not really worked out. Most of them are small or they have failed. One manufacture uses it overseas distribution to sell other companies† product with their own. One party is called the carrier; the carrier is the firm that does the exporting. With the export of the new non-competitive product may help ease the cost of exporting. Piggybacking can be attractive because a company can fill up its exporting capacity or fill out their product line. Also, piggybacking can help in a lost cost way for the carrier to export and save on investment in R&D, production facilities, and market testing for a new product. There are also some negatives, quality control and warranty. The rider may not maintain the quality of the products sold by the other company. Concerns of supply, a carrier can develop a large market abroad, the rider firm may favor its own marketing needs it tight demand conditions. The party called the rider has a great advantage. By using another company a company can get its product to foreign markets. This offers the riders and established export and distribution facilities and shared expenses, and benefits close to an EMC and a ETC. The difference between direct exporting and indirect exporting is that the task of market contact, market research, physical distribution, export documentation, pricing, is bestowed on the company. Another producer under contract produces a firm†s product in a foreign market with the firm. This is feasible when a firm can locate a foreign producers with the ability to manufacture the product in satisfactory quality and quality. The advantages are the company can reduce the risk of failure in a foreign market by simply terminating the contract. Other saving include transportation. The drawback is to this is that the manufacturing profit goes to the local firm rather than to the international firm. Also, finding a suitable manufacturer may be difficult.

Case Study for Final Exam Essay

Green Cabs is an environmentally friendly taxi company in New Zealand which was founded in late 2007 by Callum Brown and three other partners. Green Cabs now operates a multi-million dollar business in three main centres of New Zealand – Auckland, Wellington and Christchurch. The company is also contemplating expanding into other areas with its distinctive bright green taxis. Callum Brown is the primary inspiration behind Green Cabs. However, you could argue that Al Gore provided the initial spark for Callum to start thinking about being more environmentally conscious personally. Callum is in his 30s and has spent 10 years working in information technology for various government departments and private sector companies as a business analyst. He grew up close to nature and enjoyed activities such as surfing and tramping. All these things kept Callum close to nature. Despite his love affair with nature, Callum was quite sceptical of climate change. He explains: I thought – how can you tell that there is global warming when we’ve only been taking recordings on temperature for the past whatever, how many years. Hence, it could be seen as fairly surprising that Callum founded a green business! This personal awakening was a direct result of watching Al Gore’s documentary, An Inconvenient Truth. Little did he know at this stage that a major business opportunity would come from his new environmental consciousness. The impetus for the business idea came when Callum was at work. He travelled extensively for work and consequently found himself catching a lot of taxis. It was on one such overnight trip to Auckland that he became aware of the huge amount of carbon emissions he was generating through travel. He elaborates: I sat there watching all the taxis come and drop people off and thought about the emissions and everything they were producing; there’s got to be a better way than this. Why is there no eco-friendly option and that was the light bulb moment, and saying, ah, why not? Following this light bulb moment, Callum contacted a former colleague who was  also a taxi driver. Together the pair set about establishing an environmentally conscious taxi service with two other partners. They struck the New Zealand taxi industry at what they called a lucky time. The government had just tightened legislation to make it consistent for all operators. The Land and Transport Authority was supportive and helpful in making sure everything the emerging Green Cabs did was in line with the new legislation. The Authority too was excited by what Green Cabs was hoping to achieve. Once started, Green Cabs experienced rapid growth and within six months had approximately 85 cabs and self-employed drivers and employed 15 support staff (mostly in its 24-hour call centre). Callum never had aspirations to become an entrepreneur, nor any experience in business ownership, but his extensive work background as a business analyst made him feel he was well equipped to investigate whether the Green Cabs idea would be successful. In fact, prior to coming up with the business idea Callum felt afraid of the risk involved in having his own business. However, once he had the idea, these risks vanished: I was so passionate about Green Cabs, once I had the idea, there were no perceivable risks for me. That was how strong the drive was to do it . . . It’s like I’ve never doubted for a moment that Green Cabs was going to succeed. It has. Any concerns Callum had about risk were dissipated when he took on a number of business partners to share the risk. These business partners all understood and were sympathetic to the worsening state of the environment and to Callum’s vision for the company. Callum’s vision resulted in a company which entered the taxi industry with the goal of achieving much more than a traditional taxi firm. Green Cabs wanted to force change, to preserve the environment and inform the public about climate change. This meant a whole new way of thinking about business and the principles of the business founders were intertwined with the business model. Green Cabs offers the same basic service as any other taxi company. The key difference is that it is an environmentally conscious company. The main means of the company being environmentally friendly is that its vehicles are hybrids (Toyota Prius). There are substantially fewer ongoing running costs in providing the service. Green Cabs passes these savings onto consumers and is therefore able to offer considerably lower prices than its competitors. It already is forcing change in the taxi industry with many competitors rapidly switching to hybrids  because they can see they will save on emissions a nd fuel costs. The difference between these competitors and Green Cabs is that those changing due to lower running costs do not necessarily have environmental concerns at the forefront of their decision making as does Green Cabs. Indeed, sceptics could argue that the competition is switching because it is losing market share to Green Cabs and is attempting to imitate the service. Therefore, Green Cabs has been successful in changing behaviour in the industry to being more environmentally friendly, but this has come at a cost to the business, as Callum explains: I have had such an impact on the market that I had planned, that they (competitors) are now switching. Now, from an environmental point of view, it’s fantastic that I could have that impact, but from a business point of view it’s not good. However, competitors are still failing to offset their carbon emissions whereas Green Cabs prides itself on being carbon neutral. To achieve this Green Cabs drives only the Toyota Prius, the car it considers to be the best option for lessening the impact on the environment. The remainder of its carbon emissions are ‘paid for’ by providing funding for trees to be planted (predominantly in the developing world). Green Cabs donates to ‘Trees for the Future’, an organisation that has already organised the planting of 50 million trees, which retrieve approximately a million tonnes of carbon from the atmosphere annually (www.greencabs.co.nz). Green Cabs also ‘pays off’ its carbon debt prior to its accrual. That is, it calculates its future carbon footprint (down to the number of squares of toilet paper used) for the next year and funds the planting of sufficient trees to offset this before it emits the carbon. Although this is one of the key environmental strategies Green Cabs carries out, it actually is sceptical of buying carbon credits. This is because this carbon strategy essentially dispatches the problem to someone else; it does not help reduce the carbon in the atmosphere. As such, Green Cabs aims to both reduce carbon and offset before it accumulates. The business model of Green Cabs is based on the premise that the customer has a greater connection with the product or service. By using Green Cabs customers will feel part of a greater commitment to the environment and they will choose Green Cabs product over the competitors. As Callum notes, the  business model is win-win for both consumers and the environment: It is cheaper, it’s eco-friendly, it’s quieter, you’ve got a pleasant driver, we do a whole lot of feel good stuff as well. Give me a reason why you wouldn’t take a Green Cab. Green Cabs target market is the corporate sector and government departments. However, they pay tribute to the ‘grassroots’ support they have received. This is from people who have seen what Green Cabs are doing and even if their company has no agreement with Green Cabs, when they take a taxi they want it to be a Green Cab. Callum has also noted that younger people are more environmentally aware and appreciate the choice they are being offered in Green Cabs. One future development is for Green Cabs to install roof signs on their vehicles to promote the environment. These will not be advertising signs for businesses but to say something individuals can do for the environment. Green Cabs intend to use advertising space on their vehicles to promote the environment, not fizzy drinks or the like! FINDING BALANCE BETWEEN THE ENVIRONMENT AND PROFIT ‘For me anyway, it’s not just about turning a profit.’ – Callum Brown Finding a balance between profit and the environment can be a difficult one. To be successful in Callum’s view, you have to understand and have faith that doing things and sticking closely to the set of values that the company started with is what is going to bring success. Too much compromise for business then you will compromise the overall success of the business. The business might still be profitable but will not captivate the public into changing their behaviour regarding the environment. These environmental values are held firm by Green Cabs and are an underlying part of their distinctive business model. Callum elaborates: If we compromise on those values then that put us at risk of just being like any other taxi company out there and doesn’t set us apart. Following through on their commitment to the environment easy for Green Cabs and they suggest that other should look at the environment differently in their businesses. For example, Callum is frustrated by talk about how much it costs to offset carbon emissions. He suggests people fail to see that the whole process is a cost saving exercise. In becoming sustainable, businesses look at ways of reducing  electricity, travel and so forth. All of these areas can reduce a company’s carbon footprint while also reducing their overall costs. Their commitment to the environment is one side of the equation in Green Cab’s business model. The business must be sustainable and there are investors, franchisees and employees who expect returns from their input into the business. Callum is conscious of this need to make a profit, but he has some boundaries: I want to make some money but at the end of the day, I don’t even need a million dollars a year to live on . . . I really like my life in New Zealand, I like the things that I do and the things that I do don’t cost a lot of money. Callum has found that as the business has grown, more investors (such as potential franchisees) are becoming better aligned with his personal views on the environment. However, that is not necessarily the case for all employees of the company, as Callum notes: I have people working for me who don’t have necessarily the same value set. I mean they’ve got good values and wouldn’t be here if they didn’t but to the degree where mine are – no, they’re not anywhere near there. In April 2009, Green Cabs has grown to 16 employees and 104 drivers. The business has many opportunities to grow their business into other location and other services (e.g. courier services). As the business continues to grow Green Cabs are looking towards carbon neutral certification, and implementing ISO 14001 and 14064 certifications. The ongoing financial success of the company is also attracting more interest from other investors who are not necessarily focused primarily on the environment, but see Green Cabs as a solid investment opportunity.

Feasability assignment to establish a bakery deli in downtown

Feasability to establish a bakery deli in downtown Connellsville pa 15425 - Assignment Example But like a hit song that made its way to the top of the music billboard during the first weeks and months of release, foods and services have its own duration of a peak popularity and savoring public acceptance. This is one natural weakness in the trade that we seek to improve and consequently be on top. That is where we will venture out to be creative and consistently popular. In this feasibility study and research, we propose to meet the needs and challenges of Connelsville residents, who are as discriminating as the uniqueness and individuality of choices and lifestyle in this area of some 9,500 permanent residents and transient visitors and plain travelers from one city to another numbering by the hundreds every month. 2 Executive Summary. A number of reports, findings, sample survey questionnaires and other important considerations follow in the next pages of this presentation. Except for food, excitement and product acceptance has its own peak and climax. Foods and drinks stay forever so long as life itself permits. The more challenging task is how to keep customers eating and satisfied and remain on top. In such very competitive and diverse entrepreneurship as foods and beverages,, uniqueness in both taste and looks, cleanliness and customer-friendly services are the major considerations. They form part of every marketing strategies to start a food business and its eventual expansion. One of the main ideas of establishing this business or any similar endeavor for that matter, is by starting small and growing big. In that respect, quality control takes a primary role in the shelf and baking areas. We will create and introduce new-to-your-senses menus of panera bread style similar but more innovative than those casual-setting, low-priced, quick-service chains nationwide. In order to be different, we must take advantage of the potentials normally present in starting a business such as introducing a new tradition in creative, tasteful and healthy bread makin g Connellsville style. Ambitious as it may seem, but creative bread making is tantamount to a daily changing menu. We can follow through by remaining true and humble to our vision of customer satisfaction and value for money food provisions and services. 3 Introduction. Establishing the business in a strategic area in Connellsville takes so much preparations and planning to ensure a high rate of success. This includes choosing the right location and hiring of the best and creative people. This portion of the report will take a lot of problem solving by anticipating them and facing them ahead of time even before it can present itself as a problem. One of the most effective ways to solve a problem is to anticipate and discern them. In such important areas as human resources, snags can be prevented from setting in with periodic programs of business-family bonding, camaraderie, dialogue and constant communications. As much as time and finances permit, a reward and systems of recognition , no matter how simple and inexpensive can do a lot of magic to the morale and efficiency in day-to-day operations. What you give to them always have a good habit of returning back double in terms of loyalty, efficient and more productive services. Food business is issue-sensitive business. Some of the problems that we may find hard to overcome are negative comments from customers, real or

Money Management Essay Example | Topics and Well Written Essays - 3000 words

Money Management - Essay Example Investing with exchange traded funds ETFs is an easy way to ensure diversification in any portfolio involving stock, bonds and commodities without having to invest in the individual shares, bonds and commodities themselves. They enable investors to access sectors that would not be available to individual investors (Morningstar 2014b). This takes some of the hassle out of investing. I am very adventurous and I tend to have a liking for the sea. Therefore, my aim is to own a yacht within the next seven (7) years. In order to achieve this specific goal I will be making some medium to long term investments so that I can make a substantial deposit on a new yacht in five (5) to seven (7) years time. The yacht is expected to cost in the range of  £300,000 to  £500,000 by the time I get to the point where I am able to make a substantial down payment. My risk tolerance is medium and so I am willing to take a moderate level of risk in order to achieve a favourable return on my investment. Costa (2011) indicates that the returns that I would achieve are proportional to the risk taken and so I expect moderate returns. My risk profile is consistent with a balanced profile. A balanced allocation has between 0% and 25% cash; 40% to 70% bonds; and 30% to 60% stocks (Costa 2011). This portfolio is characterised by limited risk; however, it can still obtain good returns because of the proportion of stocks that it contains. It is also consistent with the time horizon that I have in mind, which is five to seven years. I have a total of  £50,000 to invest and this will be invested in accordance with the guidelines provided in relation to a balanced risk profile (See Costa 2011). However, I would also like to include a commodity related ETF involving physical gold which is one of the best ways of maintaining asset value. The majority of my investment will take place through the use of exchange traded funds (ETFs). An ETF is an investment

International developments in accounting Essay Example | Topics and Well Written Essays - 2000 words

International developments in accounting - Essay Example The historical development of accounting in India can be mainly traced along three period viz. before the colonial era, during the colonial era and in the postcolonial period. Pre-colonial period in India dates back to the time of Mohenjo-Daro and Harappa civilizations where the functions of commerce and trade started flourishing on a gradual scale. In these periods the accounting practice depended on a system of bookkeeping originally prevalent in Greece. Further documentary evidence of historical accounting systems can be found in the Smritis, which contained rules, and regulations of partnership dealings. With the emergence of the Chandragupta Empire the practice of accounting system earned huge focus with the works of Kautilya or Chanakya. Kautilya developed the treatise of ‘Arthashastra’, which depicted the different rules, regulations, and ethical conducts of accounting practices. However with the emergence of the British colonialists, India started becoming the ho me ground for rapid industrialization wherein the accounting systems became more scientifically treated to meet the complex industrial and trade demands (Hopwood & Chapman, 2008, pp.1399-1400). Colonial and post-colonial India became filled by many small groups of industries, which generally maintained records based on conservative and traditional practices. These industries generally did not feel the urge to maintain large sets of accounting records for business purposes and thus relied on traditional practices like ‘Single Entry Book Keeping’ (Mukherjee & Hanif, 2003, p.22.1). Traditional Accounting Systems in India The accounting systems in use in India during the traditional period were systematic and laid main focus on the receipt and payment system. Furthermore the practice of accounting was not conducted in an isolated manner but served a continuity of different periods. The period for which the accounts were developed varied along daily, weekly, bi-weekly, month ly or for annual periods. However in such systems the monetary transactions were not carried forward from one period to another. Separate heads were created for different nature of accounts maintained and strict governance was maintained depending on timing deadlines. Further for each of the separate transactions conducted a written record was mandatorily maintained which was produced on request. The person responsible for the keeping and maintenance of such accounting records also conducted separate audits to verify their authenticity (Sarkar, 2003, p.248). The practice of accountancy in Indian context can also be studied along the system of bookkeepings, which were prevalent in the accounting practices. The system of bookkeeping refers to the style of maintaining and recording of financial transactions under the separate books of accounts. Book keeping systems maintained in the Indian context contained of four different types of practices viz. Cash, Single Entry, Indian and Double Entry. The ‘Cash System’ of maintaining records of financial transactions is carried out in those concerns where sales and purchases are conducted only on the basis of cash. Here in case of credit transactions they are accounted at later periods when met in cash. Moreover the ‘Cash System’ of financial book keeping also depended on the maintaining of revenue and expenditure accounts to check the position of

Capstone Part 2 Term Paper Example | Topics and Well Written Essays - 6250 words

Capstone Part 2 - Term Paper Example In attempting to achieve its goal, Telsa uses batteries and powertrains that are designed to reduce worldwide reliance on fuel powered transport and at the same time, reduce the price of electric vehicles. Telsa cooperates with automobile makers with a view to putting more electric cars on the market. So far the list of Telsa vehicles are the Roadster which was introduced in 2008; the Model S which was introduced in 2012 and the Model X which is forthcoming in 2015 (Telsa Motors, Inc., 2014). Telsa’s Roadster was introduced as a sports car with the ability to accelerate from 0 mph to 60 mph in just 3.7 second and could travel 245 miles for each charge. The Model S, a sedan, goes from 0 mph to 60 mph in 4.2 seconds and travels 265 miles for each charge. This car was awarded the car of the year and the U.S. National Highway Safety Administration conferred a 5-star safety rating on the car. The forthcoming Model X is a cross between a SUV and a minivan (Telsa Motors, Inc., 2014). Telsa’s recorded revenue is US$2.01B and its sales growth for 2013 was 387.2%. Telsa’s main competitors are Mitsubishi Motors Corp. ADS, Peugeot A.A. ADS, Tata Motors Ltd. ADS, Mazda Motor Corp.; Kia Motors Corp., Renault S.A., Fuji Heavy Industries Ltd. ADS and Fiat Chrysler Automobiles N.V. The competitors are listed in order of ranking and Telsa ranks near the bottom directly above Fuji Heavy Industries Ltd. ADS (Market Watch, 2014). Telsa as an organization is managed by a board of directors. Elon Musk, one of the founders of Telsa is the Chairman of the board and Telsa and is in charge of Product Architect and CEO of Telsa. Musk maintains oversight of Telsa’s product strategy which includes the design, manufacturing and engineering of increasingly cost friendly electric vehicles for the average consumer. As the company’s CEO, Musk oversees the company’s daily

Adapting Instructional Techniques to Meet the Needs of a Research Paper

Adapting Instructional Techniques to Meet the Needs of a Multi-Generational Classroom - Research Paper Example From this study it is clear that adding the dimension of multi-generational interaction provides educators with challenges in trying to engage learners who are at different socialization levels in relationship to work and life experience. Looking at the concept of multi-generational integration towards learning can be assessed in relationship to social constructivism as it was discussed by both Piaget and Vygotsky. Learning through inventive systems like the internet or through face-to-face interaction in group learning, students can bridge gaps and increase the knowledge of one another through integration of the advantages of their age range. Adapting Instructional Techniques to Meet the Needs of a Multi-Generational Classroom Introduction The economic conditions are such that an increasing number of adults are returning to the classroom in order to further their education so that they can enter a first career or find a second career as their own has become a victim of economic hard times. Between 1970 and 2004 there was a 101% increase in the number of students attending college. According to the paper the advantages of age provides for a series of different perspectives to be brought into the condition of the classroom. The different generations will have sometimes conflicting perspectives on world events, the idealism of the very young tempered by the practicality of those who may be in their thirties. Even a short span of five years differences will have a very different perspective than the teenager fresh from high school. Work experience, the experience of paying bills, and the cognition of how world events evolve from one to the next as it is seen from more experienced eyes will all affect the learning capacity of the individual as they contemplate the information that they are receiving. The instructor will experience a series of challenges as they approach teaching in a multi-generational classroom.  

SLP - WORK MOTIVATION Essay Example | Topics and Well Written Essays - 500 words

SLP - WORK MOTIVATION - Essay Example In acquiring addition skills in training, I have applied them in my work place to make it more presentable. When encountering some hardships and problems, I always consult my boss regularly regarding any troubling issues though not all the time he is ready with an answer. Being inventive with some ideas to which I share with my boss before tackling my job, has contributed to the current success. Regular meetings with him aimed at discussing as well as highlighting how I can improve my working skills has also played a significant role, which aligns with my scores so far obtained. Based on the content and figures above depicting my commitment and the freedom I enjoy at my work place, I believe, if my employer starts giving rewards and appraisals to employees, this score would rapidly improve. For instance, incentives like new promotions opportunities if one achieves a certain goal set by the employer. This will motivate a healthy competition among employees to vie for the new positions though in terms of outstanding respective performances (McGregor). Another aspect encompasses if the employer regularly increases employees’ based on merit, this will motivate one to work extra hard and do a presentable job accordingly. This is especially in introducing overtime remunerations for extra worked hours will encourage employees to work even hard. Praising and recommending employees work will motivate and encourages one to keep on working hard within a working institution. Management should involve employees in decision making by listening to their suggestions about what they feel and think (Chapman, 2014). This will be a great privilege towards making employees feel honored and thought of positively by their superiors. If the employer comes up with a plan to pay for extra training for employees to acquire additional skills to improve, their work quality I strongly believe this can improve the personal score of an

Ethical Standards of the American Educational Research Association Essay

Ethical Standards of the American Educational Research Association - Essay Example As the paper highlights   the American Educational Research Association (AREA) publishes a comprehensive set of ethical standards used to guide the work of educational researchers. This paper will examine three of the most pressing and relevant ethical issues that face educational researchers. One of the most important issues of research ethics is research honesty. According to AREAs standards, "Educational researchers must not fabricate, falsify, or misrepresent authorship, evidence, data, findings, or conclusions". While this may seem an obvious transgression of research ethics, researchers may be tempted to compromise results in the face of scarce resources. Researchers may be tempted to borrow data without giving proper credit, or falsify data that they intuitively believe to be true, without having accomplished the research. In addition, political or social agendas may drive the research and results could be skewed to reflect the particular point of view of the researcher. All of these cases place the research in question and bring harm to a vulnerable population of students. This paper stresses that another key component of ethical educational research is the expectation of anonymity and privacy. AREAs ethical code states, "Informants and participants have a right to remain anonymous. This right should be respected when no clear understanding to the contrary has been reached". In other words, all participants have the expectation of privacy and anonymity. The subjects do not have to request that their data or test scores remain private, the ethical standards assure it. If the researcher wishes to make the information public, they must seek explicit permission from the participant. To protect the individual from harm, and the researcher from liability, the issue of informed consent must be completely resolved.  

Social Questions and Answers Essay Example | Topics and Well Written Essays - 250 words - 1

Social Questions and Answers - Essay Example From this paper it i clear that the U.S. society would collapse due to the different cultures mixed together. Marx felt the Capitalism would fall a long time ago. Weber would feel that because the United States has differing opinions that it would fall, as would Durkheim. What each individual did not take into account was the American system is not rigid. It is flexible to change, so if something does not work the citizens can change it. The American culture grows and reinvents itself everyday. That is why it has lasted so long.This study outlines that Marx had a Conflict Theory. He believed that the workers would turn on the richer class in the capitalist society. Marx thought the poor people would revolt against the rich people. What he did not take into account is everybody has a fair chance to become rich, so the poor does not focus on the rich, but how to get rich. Durkheim used Functionalism. He believed that a society was a single essence. The society was driven on differences and similarities. The society can be more than just a single part, but the single parts make up the whole. Once again Durkheim thought America would collapse upon itself because of too many different parts. That is what makes it work though. Max Weber had the Interpretive Theory. He believed societies worked through intentional and unintentional actions. Weber thought that the interaction in America had too much conflict.

Learning Team Reflection Summary Essay Example for Free

Learning Team Reflection Summary Essay The following we will discuss what as a class we have learned as well what can be applicable to our workplace or in our personal life. Also how our knowledge has increased as a result of what we experienced through the learning activities in the previous week. Our group decided to emphasize on Herb’s concoction and Martha’s Dilemma: The Case of the Deadly Fertilizer. We enjoyed as a group that the class read this dilemma and between the groups everyone got to discuss their opinion. The story about how Martha Wang who worked as a Consumer Affairs Department of a company called Herb’s Garden Products. Also was relatively new to the company and everyone else has been there for years. One day she gets a call from a dissatisfied customer who complained that Herb’s Special Fertilizer Mix killed her beloved dog. There after Martha takes down the consumer name and number and goes to her boss with the information. Her boss who happens to be Herb’s nephew brushes her off by laughing about the matter. Then to make matter worst she gets a call from Herb himself and which whispered to her that Herb’s special fertilizer is our best seller, and not to let them down. At the end of the story everyone had to answer the decision that Martha had to face and challenges? As well what we would recommendation we had for the company facing this situation? Our group felt that Martha’s dilemma has one way or another happen to each and one of us in some sort a way. As per the class discussion it seemed that everyone had at least once had this dilemma. In our group we had mix feeling about it for example some of us believed Martha should just leave the matter alone if she wanted to continue with her job. The rest of us believed there were a better ways of handling the situation than just ignoring it and that would be by investigating the situation further. Our thoughts were to ask her boss to permit Martha to follow an investigation on the matter to support the company’s good name; of course we all agreed that with the company’s permission of course. We discussed that if Martha persuades her company that the investigation would be for the company’s best of interest. That she would try to prove that the incident with this costumer was not caused by the company’s product, therefore any future complaints the company would have an answer which would help them defended them self’s. As per the company we discussed that they as well should support Martha and give her the tools need to back up the company. As a example given by one of our team members that his company has a full staff created to investigate any complaints from a consumer making sure there were any bad batch sent out to the customer and if so to recall that batch. It was interesting for our group to see we were not the only ones feeling both ways and that there were other groups with the similar opinions on the subject matter. We heard other explain their personal experience and that leaving the matter alone was the best way to handle it. As well those who took the lost the dog very personal and believed that an explanation or investigation would be much needed or ethical. This class has increased a least our group knowledge by discussing different types of situations and listening to other people’s point of views on the matter. We have learned a lot on planning, ethics, innovation, diversity, technology and how it affects all us in the business world, especially how to approach certain situation or other ways to handle them. One thing is for certain we are all egger to see what our next three weeks would be like.

The Royal Dutch Shell Company Commerce Essay

The Royal Dutch Shell Company Commerce Essay In this essay, I select The Royal Dutch Shell Company and write to analyze its secret to become successful. This international firm has lots of special experience for todays Chinese companies to learn because they are aspiring to rush out to the world. I will focus on four aspects, which are firms international strategy and policies analysis; international management and decision making style; macro analysis on how to change to survive and the companys globalization and adaption analysis functional analysis, including a brief financial information description. We will also give our own opinions and critics through the whole article. Royal Dutch Shell Group is the worlds second largest oil company and headquartered in The Hague, the Netherlands. It is composed by Royal Dutch Company and British Shell Company. It is a major international manufacturer of oil, natural gas, chemical and petroleum (PricewaterhouseCoopers CI LLP, March 14th, 2012). It is also the worlds largest automotive fuel and lubricating oil retailers. It has rich experience in the aspects of financing, management and operation. It develops its business in about one hundred and forty five countries, with almost one hundred and twenty thousand employees. (PricewaterhouseCoopers CI LLP, March 14th, 2012). Oil and gas production accounts for three percent and 3.5% respectively of the worlds total output. As the Netherlands largest industrial company, it has ranked the first in the fortune global top 500 list. 1.2 Brief Introduction to the Company Structure The structure of Shell Company is very unique. Subsidiary companies all over the world are managed collectively by Royal Dutch Shell Company and Shell Transport and Trading Company, including Royal Dutch holding sixty percent, Shell holding forty percent. The largest shareholder of Royal Dutch Shell Company is the investment company of Dutch royal family (Dai, Shells Way to Success., July 15, 2006). Royal Dutch Shell Group has the long-term vision of development business. The company developed on the basis of operating foreign oil and other commodities trade. It has more than one hundred years business history in many countries and its long-term cooperation partners spread over various fields. The investment scale of many Shell projects (whether upstream or downstream) is very large (Armstrong, March, 2010), and the operation cycle of these projects proceed for decades. As a result, the Royal Dutch Shell establishes and uses complex perspective plan technology research the future development Firm Strategy 2.1 Long Term Goals Royal Dutch Shells long-term goal as published states that they will, meet the energy needs of society in economically, socially and environmentally viable ways. The Royal Dutch Shell firm is continually trying to expand its business and profits with environmentally safe methods; however the extent to which an oil company can keep the environment safe is still questionable. Peter Voser, Shells CEO, said, Shells strategy is innovative and competitive explaining how 2011s dividends reached over 10 billion US dollars, and he is expecting further growth in 2012 as well (Solutions for Business). IEA describes this as the Industrys resurrection which promises huge benefits for the US economy and subsequently economies around the world (Crooks, Ed; Guy Chazan, 2012). The International Energy Agency or (IEA) is a multinational regulatory energy committee who have stated that as little as five years ago, oil and gas productions were on an inexorable downward trend in the US but Shells strateg y is innovative and competitive (Crooks, Ed; Guy Chazan, 2012). Shells stock price fell rapidly during this time. They are still recovering from oil crisis. The resulting fallout left many oil companies around the world wounded and many economies damaged, however Shell has helped the North America revitalize its economy. Royal Dutch Shell is striving to achieve its goal of finding ways to viably meet societys energy needs while increasing its profits in the world economy. 2.2 Macro Effect: Global problems Shell faces many global-macro level problems and the majority of them are difficult to resolve. First, the power difference between high and low levels in the workplace is very large. Shell macro-executive responsiveness may not be effectively projected upon local communities and the developing world (Wheeler, Fabig, Boele, 2002). Wheeler argues that the executive decisions made on the corporate level are not effectively being passed down the lower levels. Daniels describes this vertical differentiation in his book International Business: Environments and Operations as a problem that all companies must address (Daniels, Radelbaugh, Sullivan, 1998). Along with communication problems, price fluctuations also affect the companys profits. The Washington Journal reports, because weak US gas prices drag down [Shells] earnings, they are considering converting natural gas to road fuels to sell at higher prices (Williams, Shell Sets Sights on Natural Gas to Fuel Growth). This is still very early however and it will take nearly a decade before results are seen from any investment Shell decides to make. Royal Dutch Shell faces another major problem-the global energy shortage. As fossil fuels combust the create carbon dioxide and water. This chemical process is irreversible. Shell must also worry about their long term growth potential because of the fundamental economic principle of scarcity. Shell has decided to increase their global efforts to exploit and research renewable energy sources in the face of this problem. An external committee consisting of representatives from five different countries conducted an investigation on Shells ability to withstand with this ever changing and volatile market. Upon the investigations conclusion, the committee stated, [Shell has] successful management of its complex operations in the midst of global economic turmoil (Solutions for Business). The fact that five professionals concluded that Shell is doing well during this difficult time says a lot about the quality of this multinational company. Shell publically acknowledges the, Global economy w ill very likely see, continued volatility in the future (Solutions for Business). In fact Royal Dutch Shell recently had to write down its assets value according to a recent Wall Street Journal article resulting in a shift in North American Energy production (Williams, Shell Profit Hit by Weaker Oil, Gas Prices, 2012). Shell is facing many macro-level problems that are not completely in their control; they are working very hard to lessen the effects that the global recession and resource scarcity are placing on them. International Management and Decision Making Style Shells Special Management and its Reasons 3.1.1 Shell Has a Large Scale Royal Dutch Shell Group, as an oil company which has a long history and hires a large scale of employees, an appropriate management is very important for it to operate well and become successful. Shell has its own distinct management style as a multinational joint company with capital from the Netherlands, America and Britain (PricewaterhouseCoopers CI LLP, March 14th, 2012). 3.1.2 Characteristic of the Industry Determines Its Integrated Management The capital intensive characteristic of the oil industry and Shells large scale both determine its integrated management (Liu, 2008) and decision making style rather than hierarchical management or any other styles. 3.1.3 Structure of Senior Management 3.2 The Two Parent Companies Are Relatively Independent The Royal Dutch Company and British Shell Company are two parent companies of the Royal Dutch Shell Group. They each registered independently in the Netherlands and in the United Kingdom (PricewaterhouseCoopers CI LLP, March 14th, 2012). Although according to the contract, the two parent companies exchanged shares, but they have their own decision-making bodies and are responsible to their shareholders respectively. The two parent companies are not constituent parts of the group and do not participate in the groups operations directly. However, they have the right to appoint board members in their own holding companies in the group and charge interest from these companies. 3.3 Shell Service Companies Play an Important Role The Shell Group has total 11 service companies to bear management and service functions assigned from the headquarters. These companies main task is to provide consulting services for all group companies and associated companies and subsidiaries in their business. Service companies are divided by business, regions and functions (PricewaterhouseCoopers CI LLP, March 14th, 2012). 3.3.1 Management Approach on Service Companies The Shell Group takes an integrated matrix management approach to conduct organizational management on its service companies. For instance, the service company in The Hague, the Netherlands focused on technical services but the service company in London, the UK focused on commercial services (Lei, 2007). The reason is that the Netherlands have some best technological universities in the world while London is the global trading center with much financial resource. From a functional point of view, this allocation of service companies can maximize the groups profit as well as optimize its management. 3.3.2 Segregation of Service Companies and Coordination Bureaus In order to facilitate regional coordination, service companies are also segregated geographically. The Shell Group established five Coordination Bureaus, which are Asia-Pacific, Western Europe, the CIS and Eastern Europe, the Western Hemisphere and Africa and Far East and South Asia (PricewaterhouseCoopers CI LLP, March 14th, 2012). 3.4 Business Company Is Mainstay of the Group 3.4.1 Business Company Definition The Shell Group has more than 300 business companies in more than 100 countries around the world. Their business scope includes oil, natural gas, coal, chemicals, and metals. Each business company is an independent organization and many of them are mutually associated. They are not wholly-owned by Shell because their Shareholders are various, including other companies, governments or individual investors. Where if more than 51% of these companies stocks are owned by the Shell Group, they are called the Group companies, the rest are called the associated companies. 3.4.2 Operational Mode of Business Company Management personnel in each business company are solely responsible for the companys own operations and long-term approach to development. A business company can either draw on the experience from service companies, or obtain other companies experience via them (Pender, March 16, 2002). The five-year plans and annual plans of a business company have to be viewed so that it can receive opinions from service companies. Therefore, a business company has to consult the planning, finance, personnel and other departments in service companies and then report to their corresponding regional coordination bureau. The regional coordination bureau will analyze and provide researches on the aspects of regional resources, market conditions and the groups ability to provide support (Dai, Royal Dutch Shells Secrets., March 15, 2003). After this procedure of research coordination, if the regional coordination bureau agreed, they would report to the groups board of directors for an approval. 3.5 Shell Keeps Pace with the Time From what mentioned above, the Shell Group has an integrated management model. Recently, the Shell group keeps up to date and takes a reform on its management structure. It developed its commercial companies in accordance with professional divisions, such as Shell Chemical, Shell Refinery, Shell Exploration and Exploitation and other business sectors (Knott, 2012). Shell also incorporated research institutions into respective companies, conducting these actions will improve the groups competitiveness continuously. Macro analysis 4.1 Global Adaption Once the Royal Dutch Shell decided to step into the global market, they need a complete international strategy to adapt the complicated problems and challenges. However, the challenges they faced could be the opportunities they own in some degrees. Obviously, Royal Dutch Shell have turned the challenges to opportunities successfully which due to their core international strategy. It covers the operating decentralization, international HR management and emergency mechanism (Pender, March 16, 2002). 4.1.1 Operating Decentralization Oil resource has a large relevance with the geopolitics situation which means the local political changes would have huge influence on the Royal Dutch Shells subsidiary company settled in that place (Liu, 2008). For this reason, Royal Dutch Shell has adapted the strategy which implements the operating decentralization. 4.2 Investment Diversification Investment diversification can maintain a favorable balance among their entire pattern. Royal Dutch Shell has oil and gas exploitation operation in more than 50 countries and areas, with refinery established in about 30 areas the corporations sales network covers more than 100 countries and areas (Pender, March 16, 2002). The political systems and wars are two of the most impact factors to the Oil Corporation. Yet the Royal Dutch Shell constructed a global investment network. Once one of the invested places suffered in war or the new political system changes put the company into an unfavorable situation, Royal Dutch Shell would cancel or transfer the investments (OHara, 2001). For example, on 20 August, 2012, Royal Dutch Shell announced that they achieved the oil concession of Skifska which is located in the Black Sea, Ukraine (Pender, March 16, 2002). That is a locality successful this year. However, just few months ago, Royal Dutch Shell had withdrawn from Libya due to its unstable social environment. 4.3 Product Diversification Though the Royal Dutch Shell has a wide product diversification network, their products only limited in energy sources and chemical industry which are relevance and cooperation to their familiar industry areas. There are four main products divisions. 4.3.1 Oil and Gas Products The oil and gas industry is the core business which is most important earning source. Its manufacturing equipments take over more than 80% of the total amount while the sales income occupies over 85% of the total sales (PricewaterhouseCoopers CI LLP, March 14th, 2012). Beside it as a supplier for several airline companies, Royal Dutch Shell is the biggest crude oil producer in offshore, USA. In order to cooperate with its oil and gas business among the world, Royal Dutch Shell has a strong, efficient shipping chain. 4.3.2 Chemical Products In order to provide raw materials to subsidiary companies in Europe which could decline the costs and increase the competitiveness of the products, Royal Dutch Shell established chemical raw materials manufacturing factories in the Middle East where have abundant chemical raw materials resource. Over 80% of the chemical products would sell in Europe (Dai, Shells Way to Success., July 15, 2006). The main products involves in the catalyst, agrochemical and plasticizer market. 4.3.3 Coal Products Though the price of coal has a trend of decline, they require amount is increasing. The oil market has presented a trend that the supply is excess than the demand, it is more important to focus on the development of coal. Royal Dutch Shell provides coal products in over 70 countries and now they are making an effort on the expansion on the markets in North America and Hong Kong (Hua, 2008). 4.3.4 Non-Metallic Materials Products This kind materials representative as aluminum and bauxite. The non-metallic material products are part of the products diversification. It contributes to the implement of products diversification. A health balance could be maintained by adjustment of income in different areas. 4.4 International HR Management It is hard to say which country that Royal Dutch Shell belongs to as the international human resources is the tradition among the group.à £Ã¢â€š ¬Ã¢â€š ¬ 4.4.1 Global Talented Person Mechanismà £Ã¢â€š ¬Ã¢â€š ¬ The employees chosen standard that Royal Dutch Shell adapted is faced the international human resources. Which country that the employee comes from is not important if the employee meets the standard. As the data in annual report, 2011, Royal Dutch Shell has about 5700 international employees come from 76 different countries who work in its branches among 100 countries (PricewaterhouseCoopers CI LLP, March 14th, 2012). The global talented person mechanism contributes its operation and management level into an international high level. Royal Dutch Shell has over 1000 joint ventures with other companies because of their multicultural environment. For example, the subsidiary company in Australia which mainly operating in steelmaking had surpassed the Nippon Shell. The president of the company is cone from Australia who has a wide human relationship. 4.4.2 Relative Independence Management Compare with its global talented person mechanism, the management to different local subsidiary companies have relative independence. The subsidiary companies in charge of their own operation business. The central offices in London and The Hague are in charge of providing financing institutions and technology skills to all the subsidiary. In this situation, the subsidiary companies can handle the emergency accidents by themselves with flexibility and subjective initiative (Heinrich C. C., 2005). Meanwhile, Royal Dutch Shell does not just give up the control of the subsidiary companies in different areas in the world. The experienced managers come to local branches and companies with their international management knowledge. It promises the concentration of the whole group which prevents the abruption. Functional Analysis International Financial Analysisà ¦Ã…“ ªÃƒ ¥Ã¢â‚¬ËœÃ‚ ½Ãƒ ¥Ã‚ Ã‚  à ¦Ã‚ Ã…“à §Ã¢â‚¬ ¹-à ¦Ã‹â€ Ã‚ ªÃƒ ¥Ã¢â‚¬ ºÃ‚ ¾121130_1à ¦Ã‚ Ã…“à §Ã¢â‚¬ ¹-à ¦Ã‹â€ Ã‚ ªÃƒ ¥Ã¢â‚¬ ºÃ‚ ¾121130_4 From the statement above we can see that Shell group in recent years keeps a good developing trend: sales, operating profit, net assets and increase year by year, Current ratio, average working capital rate of return, net profit/average net assets indexes, such as keep rising trend; Total debt/working capital is reduced year by year (PricewaterhouseCoopers CI LLP, March 14th, 2012). 5.2 Shells Revenue in Geographic Area In the statement we can see that in the Europe Asia Oceania Africa and the USA, the revenue are growing rapidly especially in the year 2010 to 2011. It is the reason why Shell can be the second column in the fortune magazine of global top 500 in 2011 rank only behind the Wal-Mart and on the top beyond Wal-Mart in July 9, 2012.à ¦Ã‚ Ã…“à §Ã¢â‚¬ ¹-à ¦Ã‹â€ Ã‚ ªÃƒ ¥Ã¢â‚¬ ºÃ‚ ¾121130_3 5.3 Conclusion of Financial Condition From the statement we also can see that the intangible assets, property, plant and equipment and equity-accounted investments growth the fastest in Asia. It is because in China, the Shells five core businesses are has made great strides in development such as exploration and production business and engaged in oil production. Also Shell has all over the country 250 cities of lube oil sales network and more than 40 shell brand gas station in Beijing Tianjin Chengdu and other big cities (Weiser, 2010). Meanwhile we noticed that the growth in other Americas is not as quick as in other areas. Through the discussion, we thought maybe these areas economic environment is not so good to do investment. Conclusion As one of the biggest multinational enterprises in the world Royal Dutch Shell plc is certainly one of the global economic giants pushing forward our global economy. It has demonstrated excellent functional ability evident through its marketing and sales numbers. It has a clear published company goal and moves closer to it by executing its long-term macro strategy. Although it faces numerous problems, Shell is using innovative and decisive ways to counteract the adverse effects of the global market while adapting to fit its customers. In conclusion, the Royal Dutch Shell Company is an excellent company worthy of investment with solid prospects for future growth.

Assessment Aims in Science Lessons

Assessment Aims in Science Lessons Discuss, evaluate and reflect upon the aims of assessment for learning in primary science, and consider strategies that may be employed to identify children’s strengths and weaknesses. Show how assessment information can be used to monitor children’s progress in science, and inform and develop quality teaching and learning. Introduction: Science became a core subject for primary schools in 1989 with the introduction of the National Curriculum. Primary Science has a broad agenda, an important element of which is the development of ‘scientific literacy’ in the population (Howe et al., 2005, p.5), the scientific understanding that should be part of everyone’s education. Teachers have a responsibility to ensure that children’s experiences in primary science are positive ones so that more children will undertake post primary science subjects. Assessment for learning, an important element of primary science, has come to prominence in educational policy because of its perceived potential to underpin lifelong learning (Black et al., 2006, p.120). Described as a teaching strategy of very high leverage (Howe, 2004, cited in Marshall Drummond, 2006, p.133), assessment for learning allows teachers to track pupil learning and progress and plan quality teaching using appropriate strategies. Aims of Primary Science Teaching: Children have many ideas about the world and how it works before they come to school and experience science in the context of their everyday lives, for example most children will have some knowledge about plants and animals, or will understand that a lolly melts. The most important aim of primary science is to foster children’s appreciation of the world around us, to encourage a close observation of our physical environment, and to develop an understanding of how different aspects of it are related (Howe et al., 2005, p.6). Views about science have changed in recent decades with a recognition that transmission modes for teaching in science are not appropriate (Gray Bryce, 2006, p.171). A constructivist view of teaching science has been adopted which recognises that children learn best when they are able to construct new ideas and concepts from existing ones. In order to teach primary science effectively, teachers must have a sound subject knowledge and an appropriate understanding of these constructivist theories (Traianou, 2996, p.828). Key Stage one children, for example, learn a lot about science through play and ideas must be rooted in experiences that are meaningful to them. Effective learning in science cannot be facilitated by providing children with facts and information because: Facts unrelated to concepts that children already have are meaningless and therefore of no use to them. Children use their own ideas to construct understanding. While they may be able to recall answers, understanding only evolves out of their own experience. (Harlen Jelly, 1998, p.26). Science is very much a process based subject in which learners develop their understanding of things around them by using and developing process skills (Harlen Qualter, 2004, p.133). Effective assessment in science should be reflective of this by being an ongoing process in the classroom. The Primary Science Curriculum: One of the main ideas in the National Curriculum is that of scientific enquiry which is seen as learning about ‘ideas and evidence’ and three stands of ‘investigative skills’: ‘planning’, ‘obtaining and presenting evidence’ and ‘evaluating’ (Howe et al.,2005, p.8). Each strand consists of a number of processes which are to be taught through the subject areas of ‘life processes and living things’, ‘materials and their properties’ and ‘physical processes’. A practical approach to learning in science is vital for primary school children. The teacher’s role as learning facilitator centres on creating a rich and stimulating learning environment, allowing children to explore and test their ideas. At every stage in the science process, language skills can be developed to assist the learning of science and vice versa (Sherrington, 1993, p.206).Assessment begins from the beginning an d it is useful to start science teaching with an activity to find out what children know about a topic before beginning teaching, paying particular attention to the language children use.. Assessment in Science: Assessment is a process of deciding, collecting and making inferences or judgements about evidence of children’s learning and skills (Harlen Qualter, 2004, p.121). One of the main conclusions arrived at by the Children Learning in Science Project (CLISP) is the importance of establishing whether children have any misconceptions about scientific concepts and addressing these before moving on. Effective assessment is therefore crucial for primary science as pre-conceived ideas can have an adverse effect on learning. There are two main areas in assessment, formative and summative. Formative assessment, an ongoing process for the teacher, provides immediate evidence of learning and should be used to inform planning for teaching. Gathering information about learning and giving feedback while it is in progress has been seen as a crucial aspect of teaching since the Task Group on Assessment and Testing (TGAT) report was published in 1988 (MacGilchrist et al., 2006, p.84). It has a number of strengths because of its focus on learners and how they learn. Summative assessment is generally administered to gather evidence of learning at the end of the teaching period. It has often been criticised as failing to take a holistic view of the learner. A comprehensive science programme will incorporate both elements but the formative assessment will be of most use to the teacher on a day-to-day basis. The Purposes of Assessment: Assessment is a statutory requirement for teachers. Section 3.2 of the Requirements for Qualifying to Teach has a range of requirements in respect of monitoring and assessment, among them that teachers ‘monitor and assess as they teach, giving immediate and constructive feedback to support pupils as they learn. They involve pupils in reflecting on, evaluating and improving their own performance (TTA, 2002, p.11). Assessment enables teachers to ascertain how effectively children have been learning in science. It has a number of aims including: To help children’s learning by identifying what they are making good progress with and areas in which they need further support. To summarise achievements at certain times. (Harlen Qualter, 2004, p.124). This has important implications for primary science teaching in light research suggesting that children have many misconceptions in respect of scientific concepts. Harlen and Jelly have reported that misconceptions in science arise from: Attributing an effect to a particular feature and not having an understanding that a number of factors may be operating. A lack of awareness that there may be more than one explanation. Not understanding science vocabulary. Insufficient opportunity to test ideas and discuss findings. A lack of access to alternative ideas that might provide a better explanation. (Harlen Jelly, 1998, p.24). Effective assessment can address this by being an integral part of activities, with teachers constantly seeking information that enables them to support learning and give appropriate feedback. The teacher can then diagnose learning responses and needs, and note the progress that is being made (MacGilchrist et al., 2006, p.85). Formative assessment methods have received attention in recent years, being more suited to achieving the goals of: Learning with understanding Understanding learning highlighted by the Assessment Reform Group as being crucial in the aim to equip learners for a place in a rapidly shrinking world and changing society (Assessment Reform Group, 2006, p.8). Methods of Assessing Children’s Progress in Science: A substantial amount of learning in science occurs outside school, being accessed through field trips, zoos, science museums etc. (Braund Reiss, 2006, p.214). Because of this teachers must have a range of ways of gathering evidence to assess pupil learning and understanding and be able to use this as the basis for subsequent teaching. Methods that the teacher can use include: Observing children as they work- the teacher can gauge learning by listening to the ways in which children work their way through an activity, with particular attention to their use of scientific vocabulary. The language used by the children is a very good indicator of their understanding. Open-ended teacher questioning gives children opportunities to express their ideas and develop them. Research shows that where correct scientific language is taught, children develop more accurate scientific concepts (Sparks-Linfield Warwick, 1998, p.128). Studying children’s work in relation to a task – drawings, reports and written work. For this to be most effective, it is important that the task requirements are clear. For example, if the aim is to assess children’s understanding of the structure of a flowering plant, it is important that the children are not simply asked to draw a flower, but that the task requires the parts to be labelled or indicated in some way. Administering tests related to the learning activity. Having a plenary session where the children can talk about what they think they have learned from a task or activity. Involving Children in the Assessment Process: Central to formative assessment is the idea of involving children in their learning. Black and William found that self and peer assessment in children as young as five was successful in raising achievement (Black William, 1998). The effectiveness of involving children in the assessment process stems from an understanding that children learn most effectively when they have opportunities to build new ideas on existing experiences. For this approach to be successful, it has to be carefully planned for by the teacher. The children need a clear understanding of the learning intentions of a lesson to be able to assess if they have achieved them. The teacher must be very explicit, particularly in relation to processes within science. If it is not clear that the learning intention is process based, children tend to focus on their answers rather that the methods used for obtaining them. Harlen Qualter point out that when children understand what they should be doing and how well, they are in a position to share in deciding the next steps to be taken (Harlen Qualter, 2004, p.179). This approach does not suggest a lack of rigour in terms of assessment, the ultimate decisions in the management of which are teacher directed. Assessing Children’s Process Skills: Children use the process skills they have developed when they engage with tasks. Teacher observation is very important here but it is important for teachers to be aware that some types of behaviour are more indicative of learning than others and to be able to differentiate between them. The teacher needs to consider what would indicate that a child is employing a particular skill, for example observation. In this case the teacher might look for evidence of the child paying attention to detail, really exploring an object. The degree to which a particular skill is being employed will also be different for older and younger children. With younger children it is most important to develop positive attitudes to science and to give children opportunities to be scientists through access to a range of science equipment and to nurture correct use of scientific vocabulary. Using assessment to improve learning in science: Evidence gathered by the teacher must be used to make judgements regarding the effectiveness of the learning. This process can be enhanced by discussion with the children. Harlen and Qualter have identified three reasons for using assessment to help learning in science: Knowing what ideas learners bring to new experiences and how these ideas develop during their activities is central to learning through enquiry. Using assessment as part of the teaching means that information can be collected about progress towards goals. If activities provide opportunities for skills, understanding and attitudes to be developed, then they also provide opportunities for these to be assessed and for the information to be used to help learning. Widely accepted theories of learning emphasis the role of learners in constructing their own understanding, the constructivist approach. Formative assessment involves children in recognising where they are in progress towards goals and in the decisions about what their next steps are and how to take them. There is firmly established evidence that when the key components of formative assessment are practised, levels of achievement are raised. (Harlen Qualter, 2004, p.132). Assessing Children’s Ideas in Science: Children have many ideas about science when they start school. It is important to establish what these are and plan teaching accordingly. Discussion is extremely important in primary science and teachers must create a climate in which children can express ideas with confidence. Keogh and Naylor have pointed out the importance of this: If we want children to ‘think out loud’, to be creative in their thinking and to argue about alternative possibilities, then we need to provide the kind of learning environment in which they feel comfortable to do that. They need to know they can make mistakes or give wrong answers and still feel good about themselves. (Keogh Naylor, 2004, p.18). Scientific language should be introduced when appropriate and in contexts that allow children to develop an awareness of the different meanings that words may have in everyday and scientific contexts. Using Assessment to Inform Teaching: Children’s ideas, whether in oral or written form, often give an indication of experience or skills that are lacking. This is an important consideration when planning teaching. When children are displaying a lack of experience, it is necessary to provide experiences for them. For example, organising a trip to the local park to investigate living things. Children often have ideas about science which may not reflect reality and can be difficult to change. In this case it is necessary to scaffold and model alternative explanations for children. It is important that teachers use assessment information and evidence to address any misunderstandings or misconceptions that children may have. The strength of formative approaches to assessment is that difficulties can be addressed in the short term before misconceptions are too well cemented. Conclusion: The Government believes that primary education is about; ‘Children experiencing the joy of discovery, solving problems, being creative in writing, art and music, developing their confidence as learners and maturing socially and emotionally’ (DfES, 2003, p.4). Discovery and problem solving are central to science teaching and an effective programme for assessment can be used to facilitate this by enabling teachers to plan and devise lessons accordingly. Research has shown that implementing the essential features of formative assessment in classrooms leads to gains in achievement that are greater than those of equivalent groups where formative assessment is not practised (Harlen Qualter, 2004, 137). Marshall Drummond have pointed out that assessment for learning demands a high degree of organisation in the classroom if it is going to help pupils become independent learners (Marshall Drummond, 2006). It is essential that teachers feel sufficiently confident in respect of subject knowledge pertaining to science and plan interactive lessons for children that mirror the interactive nature of assessment for learning. In science learning children must begin with what they know. The teacher must therefore employ a range of strategies for gathering this information and must apply it to subsequent teaching. This can lead to quality teaching and learning in science and to positive experiences for children and their teachers. References: Assessment Reform Group (2006) The Role of Teachers in the Assessment of Learning. retrieved from www.assessment-reform-group.org – 18.01.07. Black, P., McCormick, R., James, M. Pedder, D. (2006) Learning how to learn and assessment for learning : A theoretical inquiry. Research Papers in Education, 21, 2, 119-132. Black, P. William, D. (1998) Assessment and classroom learning. Assessment in Education, 5, 1, 7-74. Boyle,B. Bragg, J. (2006) A Curriculum Without Foundation. British Educational Research Journal 32,(4), 569-582. Braund, M. Reiss, M. (2006) Validity and Worth in the Science Curriculum: Learning School Science Outside the Laboratory. The Curriculum Journal, 17, 3, 213-228. Buldu,M. (2006) Young Children’s Perceptions of Scientists: A Preliminary Study. Educational Research, 48, 1, 121-132. Bullock, K. Muschamp, Y. (2006) Learning about learning in the primary school. Cambridge Journal of Education, 36, 1, 49-62. Cameron, L. (2002) Metaphors in the learning of science: A discourse focus. British Educational Research Journal. 28, 5, 637-688. Carr, J. J. (1993) The Art of Science: A Practical Guide to Experiments, Observations and Handling Data. San Diego:HighText Publications. Cheney, A., Flavell, H., Harrison, C, Hurst, G. Yates, C. (2002) Thinking Through Science. London: John Murray Publishers Clarina R.B. Koul, R. (2006) The Effects of Different Forms of Feedback on Fuzzy and Verbatim Memory of Science Principles. British Journal of Educational Psychology. 76, 259-270. Coles, M., Gott, R. Thornley, T. (1988) Active Science: Teacher’s Guide. London: Collins Educational. Department For Education and Skills (DfES)(2003) Excellence and Enjoyment. London: DfES. Driessen,G., Smit, F. Slegers, P. (2005) Parental Involvement and Educational Achievement. British Educational Research Journal, 31, 4, 509-532. Gray, D.S. Bryce,T. (2006) Socio-Scientific Issues in Science Education: Implications for the Professional Development of Teachers. Cambridge Journal of Education. 16, 2, 171-192. Harlen,W. (2001) The Teaching of Science in Primary Schools. London: David Fulton Publishers. Harlen, W. Jelly, S. (1998) Developing Science in the Primary Classroom. London: Longman. Harlen, W. Qualter, A. (2004)(4th edition) The Teaching of Science in Primary Schools. London: David Fulton Publishers. Hollins, M. Whitby, V. (1999) Progression in Primary Science: A Guide to the Nature and Practice in Key Stages 1 and 2. London: David Fulton Publishers. Howe, A., Davies, D., McMahon, K., Towler, L. Scott, T. (2005) Science 5-11: A Guide for Teachers. London: David Fulton Publishers. Jenkins, E.W. (2006) School science and citizenship: Whose science and whose citizenship? The Curriculum Journal, 17, 3, 197-211. Keogh, B. Naylor, S. (2004) Children’s ideas, children’s feelings. Primary Science Review, 82, 18-20. Kennedy, J. (Ed.) (1997) Primary Science: Knowledge and Understanding. London:Routledge. Layton, D. (1973) Science for the People: The Origins of the School Science Curriculum in England. London: Allen and Unwin. Lunn, S. (2002) ‘What We Think We Can Safely Say†¦Ã¢â‚¬ ¦.’: Primary Teachers Views on the Nature of Science. British Educational Research Journal, 28, 5, 649-672. MacGilchrist, B., Myers, K. Reed, J. (2006) The Intelligent School. London: Sage Publications. Marshall, B. Drummond, M.J. (2006) How teachers engage with assessment for learning: lessons from the classroom. Research Papers in Education, 21, 2, 133-149. Mintzes, J.J., Wandersee, J.H. Novak, J.D. (2005) Assessing Science Understanding: A Human Constructivist View. San Diego: Elsevier Academic Press. O’Hear, P White,J. (1993) Assessing the National Curriculum. London: Paul Chapman. Osborne, R, Freyberg, P. (1991) Learning in Science: The Implications of Children’s Science. Auckland: Heinemann. Qualifications and Curriculum Authority. (QCA)(2000) Standards at Key Stage 2: English, Mathematics and Science: A Report for Headteachers, Class Teachers and Assessment Co-Ordinators on the 2000 National Curriculum Assessments for 11 Year Olds. Rubie-Davies, C., Hattie, J. Hamilton, R. (2006) Expecting the Best for Students: Teacher Expectation and Academic Outcomes. British Journal of Educational Psychology, 76, 429-444. Sherrington, R. (1993) Science and Language in R. Sherrington (Ed.) ASE Primary Science Teachers’ Handbook. Hemel Hempstead: Simon and Schuster Education. Sparks-Linfield, R. Warwick, P. (1998) Use of Language Across the Primary Curriculum. London: Routledge. Summers, M. (1994) Science in the Primary School: The Problem of Teachers’ Curricular Expertise. The Curriculum Journal, 5, 2, 179-193. Sutton,C. (1992) Words, Science and Learning. Buckingham: Open University Press. Task Group on Assessment and Testing (1988) Report. London: DES. Teacher Training Agency (TTA) (2002) Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: TTA. Traianou. A. (2006) Teachers’ adequacy of subject knowledge in primary science: Assessing constructivist approaches from a socio-cultural perspective. International Journal of Science Education, 28, 8, 827-842. Tymms,P. (2004) Are Standards Rising in English Primary Schools? British Educational Research Journal. 30, 4 ,477-494. Von Secker, C. (2004) Science achievements in social contexts: Analysis from National assessment of educational progress. Journal of Educational Research, 98, 2, 67-78. Ziman, J. (2000) Real Science: What it is and What it Means. Cambridge: Cambridge University Press.

Virginia Woolf’s Orlando Essay -- Literary

Virginia Woolf’s Orlando Born in the late nineteenth century, Virginia Woolf’s visionary mind emerged in a social climate that did not cultivate the intellectual development of women. In England’s waning Victorian era, the upper classes of women were encouraged to become nothing more than obedient wives, self-effacing mothers, servile hostesses, and cheerful, chattering tea-drinkers, expectations that Virginia Woolf shunned, renounced, and ultimately denounced in her writings. Beside being born into a patriarchal culture, Virginia Woolf was also born into a family headed by a man who made it clear that he "expected more from his sons than his daughters" (Bazin 4). Although he considered Virginia as "the darling, the pet" (70) of the family, after the death of his second wife, her father Leslie Stephen fell into a deep depression that commanded "demands upon his children for pity and devotion [that] were almost unbearable" (4). Woolf herself wrote in her diary that she would never have been able to produce as much work as she did had her father not died fairly early in her life: "His life would have entirely ended mine. What would have happened? No writing, no books:-- inconceivable" (Gilbert and Gubar 192). Although he "allowed" Virginia to read and write, Leslie Stephen can be attributed with only a little more than genetic contribution to his daughter’s genius. Orlando is the paragon of Virginia Woolf’s literary genius. Published in 1928, the novel is a fictional biography of Woolf’s friend Vita Sackville-West. The novel is dedicated to Vita and "has been called ‘the longest and most charming love letter in literature’" (Meese 469). This crucial biographical context is often overlooked, a displacement which hinders the f... ...a Woolf. Ed. Harold Bloom. New York: Chelsea House, 1986. 223-230. Marder, Herbert. Feminism & Art: A Study of Virginia Woolf. Chicago: U of Chicago P, 1968. Meese, Elizabeth. "When Virginia Looked at Vita, What Did She See; or, Lesbian: Feminist: Woman- What’s the Differ(e/a)nce?" Feminisms: An Anthology of Literary Theory and Criticism. Ed. Robyn R. Warhol and Diane Price Herndl. New Brunswick: Rutgers UP, 1997. Moi, Toril. Sexual/Textual Politics: Feminist Literary Theory. New York: Routledge, 1985. Walker, Nancy A. Feminist Alternatives: Irony and Fantasy in the Contemporary Novel by Women. Jackson: UP of Mississippi, 1990. West, Paul. "Enigmas of Imagination: Orlando Through the Looking Glass." Virginia Woolf. Ed. Harold Bloom. New York: Chelsea House, 1986. 83-100. Woolf, Virginia. Orlando: A Biography. 1928. New York: Penguin Books, 1946.

My Philosophy of Teaching Essay -- Philosophy of Education Teachers Es

My Philosophy of Teaching When we are children we aspire many goals and careers. Once we complete, our K-12 education, reality must set in. What are best attributes to a career? What would sastify us most? What is the single most defying career choice that is best for us? During the past year, I have gone from one major to the next and back again. It is definitely a stressful time in one’s life. The choices we make now will have a lasting effect on us. Education was my beginning major and yes, through every obstacle it is the major I have chosen. Teachers possess a difficult job because they inspire and create our future nation. I want to be a part of that I want to help a child achieve their short and long-term goals. When asked why I want to be a teacher I could name many things, but in essence the reason I want to be a teacher is because I love children. I love their innocence, the mischievous thoughts they have, and most of all their love and longing to learn. For me, as a teacher, it would be an honor to have some type of impact on a child’s life. Students characterize this career. There are many different levels and personalities that every person attributes to a classroom. These differences are what make our world work. If everyone were the same, monotony would exist. Each student has their own learning pattern, personality, and academic level therefore as a teacher, you must conform to each student for their best abilities are exhibited. In my classroom, I plan to know each of my students and what type of teacher I must be to meet all their educational needs. In this case, students will be more likely to exert their energy to work on what they need most. A teacher who can arouse a feeling for ... ...raduation I plan to attend the masters program at Radford University in Virginia. When I have completed this program I want to become a Reading Specialist. I have many plans and ideas on how to get children motivated to read. At some point, I may decide I want a doctorate in education, I would then continue to teach and also continue my education. West Virginia offers many benefits in its teacher union, so I’m sure I would like to join some type of union wherever I may be teaching. There are many counter jobs that go along with being a teacher. I have learned to respect all the teachers I have ever experienced, and I hope all my students will gain respect for me. I know I can be anything I want to be, but I also know my career is meant to be an educator. I want to be an effective teacher that brings forth the ambition to learn in each of my student’s lives.

Augustine Vs. Aquinas Essay

Saint Augustine of Hippo, as he is most commonly referred, of the early fifth century and Saint Thomas Aquinas, of the thirteenth century, are considerably well-known for their philosophical and theological discoveries. Even though both are famous for venturing to integrate Christianity with their philosophical thoughts, they took completely different paths in doing so. Aquinas took an Aristotelian path, being a strong follower of Aristotle while Augustine, took a Platonic path, considering Plotinus as his mentor. Both delved deeply into the concept of ethics dichotomy, the human nature, and the human’s ability to know, and to do, the good. Christianity does hold true to the fact life after death exists. (Bray, 2003). Augustine’s view on the nature of the human beings states that each individual is â€Å"trapped by sin in immorality and untruth† (Clark & Poortenga, 2003, Pg. 39). A human being cannot access that after-life unless they devote themselves fully to G od. It is only through the process of â€Å"illumination† and â€Å"divine assistance† that an individual can be truly fulfilled as a human being. Basically, only through the love of God can one reach to the ultimate truth about themselves and learn to see and do the good. â€Å"Divine assistance is necessary to rid us of vice, turn our hearts towards God and enable us to acquire virtue† (Clark & Poortenga, 2003, Pg. 42). He believed that the man’s â€Å"corrupted desire’s† to knowledge stemmed from the Garden of Eden, where man’s thirst to be â€Å"like God† led to feeling pride and then led to the fall of that individual. When an individual stirs their attention away from the realm of God is when they get plundered by temptations such as pride, power, wealth, fame, and even human love. He believed that an individual remains disordered if he places his temptations above the love of the God. â€Å"Wherever the human soul turns itself, other than to you, it is fixed in sorrows, even if it is fixed upon beautiful things external to you†¦Ã¢â‚¬ Ã‚  (Vaught, 2005). As a result of these disorderly desires, or â€Å"cupidity† as he called it, Augustine came to reject a â€Å"man’s desire for common knowledge† concluding that such desire drives an individual away from God. This was a complete opposite the Aristotelian belief that â€Å"all men by nature desire to know† (Aristotle, 1966). He believed that these temptations blind an individual’s ability to know and to do the good. In simple terms, â€Å"that which was spiritual was good and that which was â€Å"of the flesh† was evil† (Campolo, 2007). As an alternative, Augustine emphasized on divine illumination, conversion and faith, which were the true means of happiness and salvation. (Clark & Poortenga, 2003, Pg. 40). It is important fathom that Augustine was against spe cifically to the type of knowledge that enticed the â€Å"lusts of the eyes.† In compliance with the views of Plotinus, Augustine maintained that it is through God that an individual inherits true knowledge. It is imperative for the human being to become reasonable and use that knowledge in limits. It is the only method that can help them disregard the temptations and strengthen their mind for divine illumination. In his book, Confessions, Augustine states that â€Å"If we love God first, we will love the right things in the right way, our loves will be properly ordered, and we will find fulfillment† (Clark & Poortenga, 2003, Pg. 41). Aquinas on the other hand, believed that human goodness depends on the actions performed by an individual that are in agreement with our human nature, which also defines the morality of an individual. He further explains that an individual consists of a specific cognitive power, which is the â€Å"intellect† that enables us to fully comprehend the goodness of a thing. Human action’s are always in pursuit of human fulfillment, which Aquinas believes, is happiness, even though those actions may not always be right. â€Å"We desire what fulfills us as human beings although we might be wrong about what fulfills us. The right understanding of and orientation towards human fulfillment is the foundation of morality† (Crook & Poortenga, 2003, Pg. 45). Similar to Augustine’s temptations, Aquinas refers to â€Å"external goods† such as wealth, honor, fame, glory, and power and states that these are easily secured by evil individuals. â€Å"These cannot be th e highest good because fulfillment is incompatible with evil and wicked people can secure any of these goods† (Clark & Poortenga, 2003, Pg. 45). â€Å"Internal goods† such as relationships, morals, and knowledge have the capability of providing  fulfillment since such goods are infinite. Hence, Only God can completely satisfy such desires. Moreover, it is only God alone that is sufficient for human fulfillment. Like Augustine, Aquinas believed that without a divine assistance, an individual is â€Å"morally incapable† to reach God since each person is in â€Å"bondance to sin.† Without divine assistance, no one can achieve happiness nor can get a vision of God. â€Å"So we must know God in order to be happy but we, by our natural powers cannot know God. The hope for attainment of fulfillment lies not in our natural capacities but must lie in supernatural grace to heal us and direct us toward God† (Clark & Poortenga, 2003, Pg. 46). It is really hard to determine which philosopher I would agree with the most. Even though both took different routes in explaining their philosophies, their ultimate goal was to explain human fulfillment, which they further explained can only be attained by means of God. Even though each individual desires for knowledge, both philosophers, in one way and the other, theorized that â€Å"God is superior to any concept that we humans could understand or apply† (Clark & Poortenga, 2003, Pg. 39). God is the main origin of all happiness, intelligence and knowledge that exists in a human being. I would agree more with Aquinas’s view that a man’s natural desire for knowledge is the main supply to fully understand God and his capabilities. All in all, both medieval philosophers cultivated their beliefs significantly influenced by Christianity even though they both satisfied their ideals by approaching them in completely different ways. Aquinas followed the footsteps of Aristotle whereas Augustine’s views relied upon the influences set forth by Platonius. Sovereignty of the ancient philosophers can clearly been seen in the works of both Augustine and Aquinas, whether it was human nature or the ability of the human knowledge to know and to do the good. Despite multiple differences in theory and the paths taken to explain their theories, it must be taken into consideration that God was the ultimate concept the two philosophers were in agreement with. References Aristotle. 1966. Aristotle’s Metaphysics. Grinnell, Iowa: The Peripatetic Press. Bray, G. (2003). AUGUSTINE’S KEY. Christian History, 22(4), 42. Clark, K. J., & Poortenga, A. (2003). The story of ethics: Fulfilling our human nature. Upper Saddle River, NJ: Prentice Hall. Campolo, T. (2007). How Jewish was Jesus? Tikkun, 22(6), 26-28. Vaught, C. G. (2005). Access to God in Augustine’s Confessions: Books X-XIII. Albany, N.Y.: State University of New York Press.

How Is Romeo and Juliet Relationship Presented

One of the play’s most consistent visual motifs is the contrast between light and dark, often in terms of night/day imagery. Need Evidence! This contrast is not given a particular metaphoric meaning—light is not always good, and dark is not always evil. On the contrary, light and dark are generally used to provide a sensory contrast and to hint at opposed alternatives. One of the more important instances of this motif is Romeo’s lengthy meditation on the sun and the moon during the balcony scene, in which Juliet, metaphorically described as the sun, is seen as banishing the â€Å"envious moon† and transforming the night into day (2. . 46). A similar blurring of night and day occurs in the early morning hours after the lovers’ only night together. Romeo, forced to leave for exile in the morning, and Juliet, not wanting him to leave her room, both try to pretend that it is still night, and that the light is actually darkness: â€Å"More light and light, more dark and dark our woes† (3. 5. 36) The Inevitability of Fate In its first address to the audience, the Chorus states that Romeo and Juliet are â€Å"star-crossed†Ã¢â‚¬â€that is to say that fate (a power often vested in the movements of the stars) controls them (Prologue. ). This sense of fate permeates the play, and not just for the audience. The characters also are quite aware of it: Romeo and Juliet constantly see omens. When Romeo believes that Juliet is dead, he cries out, â€Å"Then I defy you, stars,† completing the idea that the love between Romeo and Juliet is in opposition to the decrees of destiny (5. 1. 24). Of course, Romeo’s defiance itself plays into the hands of fate, and his determination to spend eternity with Juliet results in their deaths. The mechanism of fate works in all of the events surrounding the lovers: the feud between their families (it is worth noting that this hatred is never explained; rather, the reader must accept it as an undeniable aspect of the world of the play); the horrible series of accidents that ruin Friar Lawrence’s seemingly well-intentioned plans at the end of the play; and the tragic timing of Romeo’s suicide and Juliet’s awakening. These events are not mere coincidences, but rather manifestations of fate that help bring about the unavoidable outcome of the young lovers’ deaths. The concept of fate described above is the most commonly accepted interpretation. There are other possible readings of fate in the play: as a force determined by the powerful social institutions that influence Romeo and Juliet’s choices, as well as fate as a force that emerges from Romeo and Juliet’s very personalities. Link this to Friar Lawernce! STRUCTURE -briefly answer the question awhat the relationship is like, what sort of impression you get of the relationship. Second paragraph)-Context- write about how men/women were supposed to behave when the plays were written a how is this reflected in the text? (this bit is essential for Band 4/5). How do you think an audience might have responded to the relationship when the play was first performed? How might a modern audienceas response be different? (Third paragraph)- How language reveals the relationship- select 3 or 4 key examples of words that reveal to you the relationship a might be a simile /metaphor that has be en used or a striking phrase/word. Try to select them from the different scenes you are focusing on. For each make sure you analyse how the word/phrase suggests ideas about the relationship, not just what it suggests. (Fourth paragraph)- How structure reveals the relationship- think in particular about the relationship changes as the play progresses- analyze how Shakespeare shows the relationship changing as the play goes on. (Fifth paragraph)- How dramatic techniques reveal the relationship- this might include: the setting; actions; stage directions. Try to find one or two examples Shakespeare presents Romeo & Juliet's early relationship as a love-hate affair. By this I mean that although they love each other immensely, they are surrounded by the hate of their two families Arranged marriages were very common at the time depending on your social status and love had no meaning. At the time marrying at the age of 12 appeared to be normal, however now is frowned at.