Research Methods for Strategic Managers - Free Essay Example

Sample details Pages: 4 Words: 1198 Downloads: 10 Date added: 2017/06/26 Category Management Essay Type Research paper Did you like this example? Introduction Statement of problems: Aims /Purpose of the study Objectives: Hypothesis: Methodology Source of data Population: Sample selection and size Data Collection: Statistical analysis Reason for using mixed method (quantitative and qualitative) Significance of study: Ethical consideration Mile stones of the study References Project Information Project Primark Furniture (PF) Project Time-frame 30/09/2012 to 30/09/2013 Summary Introduction of a furniture section in Primark will help customers get furniture at competitively low prices and help them make savings on household expenditure. Introduction Primark is a clothing retailer engaged in several ranges of products (clothes, shoes bags jewelleries, accessories, and household items) for women, men and children operating over 232 stores in Ireland (where it is branded as Penneys), the United Kingdom, the Netherlands, Germany, Spain, Portugal and Belgium (McDougall, (2009). The companys main headquarters are in Ireland, and it is a subsidiary of Associated British Foods (ABF) (Alam and Hearson, 2006). When Primark first opened in June 1969 (in Mary Street, Dublin) it became apparent that more stores were required and another four were added to the growing number of the list. Further expansion and success in Ireland dictated the move to the United Kingdom, where in 1972 four stores were opened in more suburban areas of England. The first high-street stores were Derby and Bristol (Kehoe, 2006). Primark is known for selling clothes at the budget end of the market. The companys success is based on sourcing their supplies c heaply, making clothes with simple designs and fabrics, only making them in the most popular sizes and buying stock in huge bulks and varieties. All of the companys merchandise is made specifically for the company and as such Primark has its own brand names. Within both menswear and ladieswear there is one main brand name that supplies most of the fashion labels, which are added too by other suppliers. Primark had a milestone year in 1995 with the development of the UK business following the acquisition of the BHS One-Up discount chain. As a result, Primark acquired 154 stores in the UK between1995 to 2010 (McDougall, 2009). Don’t waste time! Our writers will create an original "Research Methods for Strategic Managers" essay for you Create order Statement of problems: Although Primark has a home section in each of its stores, furniture is not part of its home products. Therefore, considering the large volume of its customer base, introducing furniture as a product will be crucial to its customers as Primark is known for its discount prices that is its trade mark on all of its products. It is the reason why people flock to Primark. Aims /Purpose of the study The purpose of this study is to introduce furniture section as part of Primarkà ¢Ã¢â€š ¬Ã¢â€ž ¢s range of Home products. Objectives: The following objectives will be used to achieve the aim: Examine the demand for furniture from Primark customers To match market needs with product capabilities. Examine the potential for profit maximisation. Design strategies for the launch of the product. Explore the implication of the launch of the new product on operations of the organisation Hypothesis: Introducing furniture as part of the Home products will be profitable to Primark (maximise sales). Methodology Source of data Both quantitative and qualitative data will be collected using questionnaires and interviews. Tashakkori and Newman (2010) state that in a research where mixed methods are used, it is very important to address both the qualitative and quantitave aspect of the research in order to reach at a non-biased conclusion to the research objectives. Questionnaire will be used to collect data regarding perception of customers about Primark having a furniture section, whether they will be happy to have it, whether they will recommend friends to get furniture from Primark, what type of furniture and quality they expect. The interview will also ask customers about where they buy their furniture, whether they are satisfied, whether they will be happy to have furniture from Primark and the specification they need. Socio-demographic characteristics of respondents such age, gender, educational attainment and employment status will also be collected. This will enable us to know the socio-demograph ic features of respondents and what each group want. Population: The target group for this project is all customers to Primark aged 18-65 Sample selection and size Simple random sampling method will be used to select 100 customers 50 men and 50 women to complete both the interview and the questionnaire Data Collection: The questionnaire will be distributed to customers in-store and completed as the questions. The questionnaire will then be edited and coded and then entered into SPSS for analysis. The interviews will also be done in-store and recorded with the consent of customers. This will then be transcribed and main themes arising out of them analysed using thematic analysis. Statistical analysis Descriptive statistics will be used to analyse the data. Pie chart will be used to analyse the perception of the customers about furniture introduction into Primark stores. Simple percentages and means will also be used. Reason for using mixed method (quantitative and qualitative) Both qualitative and quantitative methods will be used for data collection. The justification for using mixed method is that whereas the quantitative methods using questionnaire will help us to quantify and measure the result of the study and help us test the hypothesis, the qualitative aspect using interviews will give us deeper understanding of the mind set of customers, how they feel about introduction of furniture in Primark, and they type of furniture they need. This study will use mixed methods (Tashakkori and Teddlie, 2003) design which is a procedure for collecting, analysing and mixing both qualitative and quantitative data at some stage of the research process within a single study, to understand a research method more completely (Creswell, 2002). Significance of study: The importance of this project stems from the fact that it will help management to decide the feasibility of introducing furniture in Primark stores by knowing customers perception about the project and to establish if the project can go ahead. When this project is concluded, it will help customers to do all shoping including clothing, textiles and home furnishing at one place and thus reduce the inconvenience of buying things at different stores. As Primark produces quality goods at competively low prices, customers will have the benefit of getting their house furniture at competively low prices and make huge savings on their household expenditure. This will also result in profit maximisation for Primak as a whole. Ethical consideration Informed consent will be sought from all respondents. All data collected from respondents will be anonymised and respondents are free to withdraw from the interview and completion of questionnaire if they donà ¢Ã¢â€š ¬Ã¢â€ž ¢t feel comfortable with proceedings. Mile stones of the study Gant Chart Month 1 2 3 4 5 6 7 8 9 10 11 12 Scoping search for background study Writing of proposal Developing project plan Pilot instrument Conducting in terview/ Questionnaire administration Editing and coding data Data entry Data analysis Interpretation of result Discussion Preparation of draft report Having stake holder meetings Preparation of final draft Submission of report to funders References Alam, Khorshed; M. Hearson (2006). Fashion Victims (pdf), War on Want, Retrieved on 2006-12-10. Kehoe, Ian. The very private Ryan, Sunday Business Post, 2006-08-01. Retrieved on 2006-12-10. McDougall, Dan (2009-01-11). Primark in storm over conditions at UK supplier. The Guardian (London). https://www.guardian.co.uk/business/2009/jan/11/primark-ethical-business-living. Retrieved 2010-05-22. Primark Stores Ltd, www.primark.co.uk

My Mother Is Diagnosed With Breast Cancer - 2165 Words

Introduction In 2012 my mother was diagnosed with breast cancer, for the following year and a half I watched my mother undergo multiple surgeries, daily radiation, and a variety of other intensive treatments. Throughout the entire process I watched my mother physically and mentally deteriorate. At the time my knowledge of the disease was minimal and not only was I fearful of my mothers future, but I was also unaware of the physiological functions that would overcome my mothers body eternally. Following a year and a half of agonizing and aggressive treatments my family received the news that my mother was officially in complete remission. Throughout my mothers battle with breast cancer my family and I met countless individuals who were†¦show more content†¦Throughout my four years at Whittier College I have taken a variety of courses which have enabled me to write this paper in a knowledgeable and purposeful manner. My minor in nutrition as well as my major in kinesiology ha s supplied me with a foundation to further research this specific disease as well as diet. I have taken diet and disease which has provided me with an understanding of how diet impacts health and how specific chronic diseases have a direct correlation with the science of nutrition and the lifestyle choices that individuals make. I have also taken numerous nutrition courses which include upper division courses such as; fundamentals of nutrition, the science of nutrition, and sport nutrition. All of these courses have enabled me to become an expert in nutrition as it relates to diet as well as the classification of nutrients, digestion, biochemical processes, and crop sustainability. In addition to these courses, I have also taken chemistry and exercise physiology, both of which have permitted me to have a greater understanding to help distinguish the process by which our bodies consume, digest, metabolize, and store nutrients and how they effect our bodies (Thompson, Manore, Vaughan , 2014). In this specific paper I have also been able to use my knowledge in sociology of sport as well as the history and

Understanding the Development Strategy of a Five Star Hotel Free Essays

â€Å"Reflecting on My Group† Yuvakumar Naga Sindhura (n6994059) The purpose of this essay is to understand the development of strategy for a five star resort hotel. The process of development within the team and the understanding of the conflicting ideas. The strategy was meant to be developed for a fictitious resort hotel which consists of 150 rooms, with no specific location. We will write a custom essay sample on Understanding the Development Strategy of a Five Star Hotel or any similar topic only for you Order Now A group consists of two or more individuals who work and interact with each other to achieve a common goal (Bartol, Tein, Mathews, Martin, 2005). I worked with Ehsan, Armeen, in order to brainstorm and discuss possible strategies that could be possibly developed for the upcoming resort hotel. As a group we were unproductive as my members were unable to move without a location in mind and hence stagnated in formulating a strategy, which proved to be a major issue. Hence leading Inkpen (1996) (as cited in Bauerschmidt, 1996) to demonstate the presence in the absence of strategy. Mintzberg (1973) as cited in (Selveg, 1987) focuses mainly on the purpose of the decisions, who is involved in making them, how preferences are evaluated, and types of environments ideal for the mode. Therefore Mintzberg thus laid prominence on the process by which strategies surface, rather than on their content. But a personal strategy has been developed providing a direction for growth and success. My personal strategy formulated is an all-season resort destination of choice for visitors and residents, specializing in world-class alpine skiing and recreation facilities with a local historic and cultural focus, nestled amongst pristine forest terrain and rugged mountain ranges. This essay discusses and reflects upon our collective involvement and the processes and stages that we progressed. In this essay we shall explore Tuckmans(1965) stages of group development (forming, storming, norming, performing and adjourning), also defining the inputs, practices, processes and outcomes of working together in a group, along with the explanation and application of group cohesiveness, relevant member roles and leadership values which were supposed to be apparent within my group but lacked as everyone had opinions to what the leader had to say. As group members begin carrying out tasks and activities, eventually a team is evolved. Teams go through five stages of development as identified by Tuckman (1965), as cited in (Miller, 2003). Mostly all our meeting were held in class, our group had five undeceive individuals who only spent time discussing and brainstorming on what should be done first like the strategy, mission, vision or the values, rather than making a beginning. Therefore no progress was seen, even though worksheets were given during every class to guide us accordingly. Strategy was anticipated but was not fully present in the conflict of making one and it is believed that in this process the notion of strategies are in transition (Bauerschmidt, 1996). Therefore identifying group tasks and goals and building relations with each other was minimal. Tuckman(1965), as cited in (Miller, 2003) states that during this stage it is important that team members learn about each other, recognise the attitudes of other members and establish the goals and purpose of the group. During the regular interactions in the group meeting, we developed a positive relationship with each other, which is one of the key points suggested by (Tiosvold, Hui, Ding, Hu, 2003) who supports the traditional idea that relationships are crucial for effective team performance. As a group we had different attitudes, values and cultural backgrounds, which could have thought to cause conflict within the team, but indecision was the highlight throughout, as some others in the group were skeptical of whether they were going the right direction, hence their opinions were not voiced and ideas were not shared both ways. It became a one way flow of ideas or discussion. But we experienced positive and friendly attitudes and exchange of ideas on varied topics, mostly apart from the topic of presentation and the assignment, thereby increasing our knowledge. As a group we experienced minimal cohesiveness. Cohesion in a group involves the level of purpose and commitment to the team among members (Dwyer, 2005). But due the difference in understanding and the mode of communication, the group ended up splitting into half, getting into sides where individuals understood each other. Cohesion is also linked to the input of knowledge and skills in a group, a group should have similar cultural backgrounds in order to be effective, to which I agree as all the members of our group came from different cultural backgrounds, with different values, efficiency and effectiveness, hence direction lacked in rder to achieve our goal. Groups with diverse attitudes and backgrounds are alternatively said to be more creative and flexible and make better decisions (Bartol et al. , 2005). I further refined the personal strategy formulated previously to develop a clearer direction for the growth and development of the organisation. The revised version of the strategy is an all-season resort destination of choic e for visitors and residents, specializing in world-class alpine skiing and recreation facilities with a local historic and cultural focus, nestled amongst pristine forest terrain and rugged mountain ranges. Offering personalised attention and facilities to physically unwind. It has been found in literature that the content and process of strategy emerge as two distinctly separate, but related concepts, and there appears to be no direct underlying relationship between strategy content and the process of strategy making but there is rather a relationship arising from and which is attributable to the holistic nature of an open social system (Van de Ven 1979 as cited by Seveg, 1987). Next stage of group development is storming; this is the stage when intra-group conflict and hostility can arise. All members of our group worked well together, but with a lot of challenging conflict. I believe we lacked the values of leadership skills, which did not give us the reinforcement to perform better. The ability to influence and develop individuals of a team, in order to achieve a worthwhile vision which meets the current needs of everyone and everything required by the form of work (Cacioppe, 2001 as cited in Volckmann 2005). Leadership skills portrayed at least by a member is required for a team to stay focused and move towards their goals. Leaders appear everywhere, depending on the circumstances that require them to exert leadership (Wheatley, 2005). This was least reflected by the chosen leader or the other members of the team. A self-managed team is an unsupervised group of people responsible for a task; they are given complete control over group membership and behaviors. Our self-managed team as in all other teams consisted of differing group-task roles, group roles fall into three categories; task, maintenance and self-orientated. Group-task related members help the group develop and accomplish its tasks and goals; and the group-maintenance, members within my group provided differences of opinions constantly but had a good level of interpersonal relationships with members, which to a level fostered group harmony but still resulted in ineffective group work (Bartol et al. , 2005). As my group progressed to the norming stage our relationships, goals and plans were still unclear, but we had to head off our ways to complete the assignment. Even though most of everything that we were supposed to do was unclear for us, we came to a consensus decision where the expression of cognitive conflict among members of the group is encouraged without allowing an explicit group interaction (Priem, Harrison and Muir, 1995). We then progressed to the performing stage of group development. This stage entails the development of interpersonal relationships, problem solving and achievement of performance, but was our performance a successful one? It is evident that there was lack of clarity throughout, but good level of interpersonal skills were maintained, however problem solving as a team lacked. At this stage I personally thought of revising my strategy for th resort management as it was long. The all-season resort destination specializing in world-class alpine skiing and recreation facilities with historic and cultural focus, nestled amongst pristine forest terrain and rugged mountain ranges away from the hustle bustle of daily life. Offering our customers personalised attention and facilities to physically unwind. After trying to put our heads to the requirements of our assignment we tried one last time to gather thoughts together thereby entering the adjourning stage, this involves goal accomplishment and the ultimate movement away from the group (Miller, 2003). We met together for the final time and reflected upon what we gathered and if what we gathered was sufficient and appropriate for our assignment. Overall, as a group we came to the mutual agreement that we as a team had no goal to achieve and our time was insignificantly wasted as we lacked an understanding of what we were to do and how we were to go about it. In conclusion the final strategy personally created was what remained for the organisation. As a group we departed our directions in order to formulate a strategy for the upcoming resort hotel. According Tuckman (1965) as cited by (Miller,2003) stages of team development we were unable to fit as we really did not understand our task at hand. How to cite Understanding the Development Strategy of a Five Star Hotel, Papers

Shakespeare, William The Taming of the Shrew Batt Essay Example For Students

Shakespeare, William: The Taming of the Shrew Batt Essay le of the SexesIn the play The Taming of the Shrew by William Shakespeare, Petrucio recognizes, respects and desires Katherines strength of character. Petrucio is a clever man who sees beyond facades because he uses them in addition to a lot of irony himself. (II, i 46) (II, I 283 89) He is stimualted by Katherines sharp tongue and harsh actions. He proves this in many ways throughout the play. Petrucio is not in desperate need of money, but comes to Padua to find a rich wife. He says To wive and thrive as best I may, when he is telling Hortensio why he came to Padua. He means that he has come to find a wife and get richer. From Petrucios response to his friend Hortensio (I,ii 64 75), it might be said that Petrucio came to Padua to make himself richer by marriage no matter how wretched the woman. I dont believe this is true. He also tells Hortensio that his father has died and that he is out in the world to gain experiences he cannot at home, and to find a wife secondary. (I,ii 49 57) Petrucio enjoys verbal sport and a non-conventional sense of humor. Petrucio surrounds himself with neither tame nor conforming people. You can even see this in his servants. His servants like him very much and enjoy his entertainments. An example of this is when Petrucio and his servant man Grumio get into a disagreement about knocking on the gate. Reflective of this is Petrucios methods to woo Katherine. His methods are game like and outrageous. Such as when he beats up Grumio because Kates horse stumbles, or showing up late to the wedding. While showing Katherine how ridiculous she is about things, he is also making her feel special, which is something she never felt in life.He also says that This is the way to kill a wife with kindness. (IV,i 211) This is his courting method of when he makes the wife feel to good for everything surrounding her. When they eat dinner once he complains Endanger choler planteth anger. since of ourselves are choleric. (IV, I 177) While Petrucio may not agree with what society has determined to be proper, he is aware of the importance to conform. He knows the ways of society and that he must demonstrate this to Katherine, who has no regard for public presentation. Petrucio is totally taken by Katherines personality as Biancas beauty and coyness takes the other suitors. It is in Hortensios description of Katherine that Petrucio is captured. He describes her as wealthy, young, beautiful, properly brought up, intolerably curst, shrewd and forward. (I, ii 85 89) Though Hortensio finds his description of Katherine repulsive, Lucentio finds it intriguing and is he himself possess some of these qualities and is proud of it. The fact that these qualities are considered negative in Kate, but not in Petrucio is a reflection of the societal standards of the 1500s. Petrucio claims that she could be As foul as Florentious love (I, ii 69) It seems that he is turned on by the challenge. Although no one believed that Petrucio would be abl e to stand Katherine, he says that he must have her as a wife, and that he was born to tame her. Gremio asks Who will undertake to woo curst Katherinehave you told them of her faults? (I,ii 184 187) When Katherine is told of the wedding arrangements she says Ill see thee hangd on Sunday first. (II, I 301) This, or the slap he reaches later does not seem to discourage the strong willed Petrucio at all.It does not appear that Petrucio does not want to conquer or truly tame Kate. He is a man who is very confident in himself and does not need someone to boost his ego. .ufaa4db7cedb66add4acf9b80b6c29914 , .ufaa4db7cedb66add4acf9b80b6c29914 .postImageUrl , .ufaa4db7cedb66add4acf9b80b6c29914 .centered-text-area { min-height: 80px; position: relative; } .ufaa4db7cedb66add4acf9b80b6c29914 , .ufaa4db7cedb66add4acf9b80b6c29914:hover , .ufaa4db7cedb66add4acf9b80b6c29914:visited , .ufaa4db7cedb66add4acf9b80b6c29914:active { border:0!important; } .ufaa4db7cedb66add4acf9b80b6c29914 .clearfix:after { content: ""; display: table; clear: both; } .ufaa4db7cedb66add4acf9b80b6c29914 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufaa4db7cedb66add4acf9b80b6c29914:active , .ufaa4db7cedb66add4acf9b80b6c29914:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufaa4db7cedb66add4acf9b80b6c29914 .centered-text-area { width: 100%; position: relative ; } .ufaa4db7cedb66add4acf9b80b6c29914 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufaa4db7cedb66add4acf9b80b6c29914 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufaa4db7cedb66add4acf9b80b6c29914 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufaa4db7cedb66add4acf9b80b6c29914:hover .ctaButton { background-color: #34495E!important; } .ufaa4db7cedb66add4acf9b80b6c29914 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufaa4db7cedb66add4acf9b80b6c29914 .ufaa4db7cedb66add4acf9b80b6c29914-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufaa4db7cedb66add4acf9b80b6c29914:after { content: ""; display: block; clear: both; } READ: Physical Geology Notes Essay He also seems like he would be disappointed if she were tamed to easily, because he seems to enjoy the challenge. Petrucio seems to love challenges and constantly surrounds himself with challenging people. It seems his perfect match would be a woman who could produce a challenge and sharpen his wits. If he had wanted someone conformed, he would have gone more for someone like Bianca. Even though she claims it, Kate does no think Petrucio is really insane, which he is not. Peter, one of Petrucios servantmen, says, He kills her n her own humour. (IV, I 183) Grumio says, by this reckoning he is more shrewd than she. When people question Petrucio and Katherines relationship he says she still be curst in company, (II,I 307) but claims that in private she hangs on his neck and kisses him, which is far from true.His exotic shows show her what she is like, exaggerated. It takes her a while to realize this. When first being introduced to Petrucio she yells at her father You have shownd a tend er fatherly regard, / To wish me wed to one half lunatic; / a mad cup ruffian. After spending time with her, Petrucio becomes completely taken with Katherine. It seems to all work out in the end when Petrucio and Katherine prove themselves to be a better match than all of the other couples. Because they are so much alike, Kate takes to Petrucios games and words of irony. (IV, v 37 50)I feel certain that Petrucio and Katherine will have a great time as a couple, and that Katherine is not necessarily tamed. I think they will both have their own victories in light of eachother and continue to shock society. It turns out the Petrucio wanted a women with similar qualities to his own, to challenge him, sharpen his wits, and keep his interest.

Breaking a Norm free essay sample

In our lives there are certain norms that we should uphold within our society. Whether petty or significant, these norms are a large basis for many of the ways we act, think and live. For this paper, I was given an assignment to go out and take on a challenging experiment to break a norm, detail my experience and record the reactions of observers. I figured what better setting to break a norm than downtown Atlanta at the Five Points Marta Station where there are a mixture of lots and lots of people to obtain reactions from. A norm, which is defined as a principle of right action binding upon the members of a group and serving to guide, control, or regulates proper and acceptable behavior (Webster dictionary, 2008). Within our culture, these norms are based on a general agreement of what are accepted as normal actions or mannerisms to the whole society. We will write a custom essay sample on Breaking a Norm or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Before I began this experiment, I felt nervous and a bit antsy. I went and performed my norm violation on an elevator at the Five Points Marta Station in downtown Atlanta around 4:40 pm on a cold, windy evening as I was on my way home from class. The observers were quite diverse from different backgrounds and subcultures (black, Hispanic white) comprised of school students and people coming from and going to work, going to other appointments or running errands and such. I got on and stood in the back of the elevator. I remained in the elevator for approximately 15-20 minutes going from Westbound to Northbound (up and down) entertaining different groups of observers getting on and off the elevator. I figured that I would be best off staying in the elevator for the time; this way there could be enough time for the appropriate variety of responses to the odd elevator behavior I was displaying. During that time I began talking into my pinky and thumb as though it was a cell phone. I held two conversations with myself in English and Spanish mixing it up. Unfortunately, Im not fluent in Spanish, but I took advantage of it to capture the attention of the riders. My terrible abilities would make a great formula for gaining attention from other people especially the Hispanic riders. Very clearly, I held my hand outstretched so as to let the observers know that I was indeed talking to myself and not into a cell phone. I wanted to make my performance believable as possible. I carried on a second conversation which interrupted the first call and I clicked over and had a conversation with my best friend as the first one was with my daughter. The reason I chose to violate this particular norm was because I’ve never seen anyone else do it and I was curious as to what would happen. It is hard for people to see that some people sometimes want to act different and aren’t afraid to let others know it in a manner that isn’t seen as being offensive. Yet, we’re manipulated like string-puppets on invisible strings and this unusual experience isn’t just limited to an elevator. In each situation we mindlessly follow the order of group norms and situational forces. Our behavior is under the control of unwritten social rules, unspoken norms, which govern appropriate elevator demeanor. In normality a person enters an elevator, pushes the button for their desired floor. Most people would agree that elevators are somewhat uncomfortable places. First, there are too many people crowded into a small space. Most people try to maintain personal boundaries, but quickly realize that their neighbor is often closer to them than they would like. Second, we were raised to think that talking to strangers is a horrible act that would inevitably place one in harms way. Therefore, elevators seem to embody a frugal vow of silence. Conversations on elevators are unthinking and usually carried out quickly in politeness. It is my belief that when a person is in this uncomfortable situation, they would rather say nothing or pretend nothing ever happened than acknowledges what is happening around them. In our culture, we have a number of norms that we abide by. There is an unspoken rule of how we should behave in an elevator. For example, it is proper to behave in a distinctive manner to which we have grown accustomed to. Have u ever noticed that people get in an elevator and everyone stops talking? Standard procedure is doors open, talking stops, a button is pressed, then everyone on the elevator watch the numbers, the doors open, get off on appropriate floor, and pick up on the conversation that they left off on. From this experiment I specifically wanted to know how people would react to me talking to myself in an elevator while maintaining my prestigious social appearance. My expectations were that people would laugh and look at me as though I was an insane woman or perhaps suffering from some type of mental illness. The first reaction was from an old woman standing closely on the side of me. She looked at me with a grin and inched closer to one of the students standing on the side of her. Two riders started to glance at me with a sort of confusion. People responded in ways that indicated to me that my behavior was deviant. People looked at me strange, laughed at me, made fun of me and probably more embarrassing things. Some people tried to figure out what I was doing and I saw a couple of them looking at me closely for the phone or earpiece I was supposedly talking into. The students talked about me. They laughed or made fun of me under there breathe. I was indeed talking to myself and not into a cell phone. Many people prefer to ride an elevator in silence. I’m absolutely for certain that my behavior made people feel uncomfortable. Unlike most people, who usually wouldnt break a norm[-0] in such an unrestricted area with a large quantity of complete strangers, I felt extremely comfortable doing it to the point that I forgot I was even trying to break a social norm[-1].

Constitution and articles of confederation essays

Constitution and articles of confederation essays The constitution of the United States was written to correct weaknesses in the Articles of Confederation. The articles were introduced in 1777 and this gave the power to individual states. The problem of the Articles of Confederation was that it limited the power to central government. This meant that the congress had no power to tax. The congress gave all the authority to the states over and left it with no power over the nations economic affairs. The main weaknesses of the Articles of Confederation are that it legislated for states but not for individuals. Congress had no power to tax or regulate trade. It lacked power to control commerce. And it was too difficult to change any of the articles. Then the Constitution was put into place 1787 to overthrow the Articles of Confederation. The Constitution put far more powers into Congress. It gave the congress power to tax, borrow coin money, regulate commerce and raise armed forces that were needed. Most of the power came in the expense of the states, which were no longer allowed to pass tariffs or issue money. The government got the right to declare state laws unconstitutional. But the Constitution did not leave the central government too powerful. They put internal and external restraints on the government. The Constitution divided the government into three branches the executive, legislative and judicial. This was set so that no one part of the government can have too much po wer. It was a system of checks and balances where one branch can check on the other. The Constitution granted power on taxes and armed forces, gave the power to states and government instead of just to the states. Changed from a bicameral from a unicameral system. Originally every state had equal representation but the bicameral system sets up two houses. The Senate and the House of Representatives. The Senate gives representation to the states and the House of Representatives gives membership that depends on po...

Client Centric Aproach for Brokerage Business Essay

Client Centric Aproach for Brokerage Business - Essay Example For business such as brokerage firm, it becomes more important that they should evolve and embarrass client centric approach because by building long term relationships, the firms can achieve the necessary breadth and focus on its customers to achieve strategic superiority but also gain necessary competitive advantage over their competition. It is therefore very critical that the firms involved in business which requires different and potentially sensitive relationships with the clients, a client centric approach would be a viable and effective alternative to achieve the strategic objectives. However, such approach require a collaborative approach since engaging with the client from the initial stages of registering as a client to the process of conducting business through the brokerage firm requires a very focused strategy to develop effective relationships with the clients. This paper would attempt to understand and analyze how the client centric approach would allow a brokerage firm to gain client assets/share of wallet. The focus of this paper will be two fold. First it would discuss what the client centric approach is and secondly its application on the brokerage business will be studied. A brokerage firm acts as an intermediary between the buyer and the seller, typically in a stock market. Due to peculiar nature of the stock exchange functioning, there is a greater need for the financial intermediaries who play the role of a link between the buyers and the sellers so that the exchange against some consideration can take place. A discount broker is a person who carries out the business of buying and selling at much reduced commissions and fees etc. The purpose of the stock broker therefore is to address that segment of the market which could not otherwise afford the usual high rates of the brokerage firms which provide similar services. In doing so, firm tend to attract bulk of the small investors especially who due to lack of capital. The focus of such investors therefore always remains on reducing the transaction costs so that they can maximize their profits. Firms offering such services therefore tend to be generalized in nature as they offer services which are hardly differentiated therefore such firms need to develop their specialties based on pricing as well as non-pricing factors. Since such types of firms are offering discount services therefore they are already leading in that area however, non-pricing factors include the use of different and innovate means of attracting and maintain customers. Being client centric is one such mean through which such type of firms attempt to attract clients. In order to assess the client centric approach being adopted by discount broker firm, we must also understand as to how the discount firms perform their jobs. Discount firms do not offer advice to their clients and simply sell out whatever you have therefore this reduces their spreads and offer services which are discounted. It is also argued that the discount brokers are used by the experienced investors who can do their own research and only

Process of exploring acomplex situation Essay Example | Topics and Well Written Essays - 1750 words

Process of exploring acomplex situation - Essay Example Each of these categories has their own matched occupations. For example, the realistic type is best suited to be a mechanic, drill press operator, assembly-line worker or a farmer (Robbins 2005, p. 39). These classifications lend understanding on how individual behave towards their work and other people. Hence, choosing the most appropriate motivation tool can be applied to that individual. Central to the effectiveness of motivation is its definition. Motivation is the "willingness to do something and is conditioned by this action's ability to satisfy some need for the individual" (Robbins 2005, p. 48). The needs of the individual which must be satisfied are identified through the understanding of the individual's personality. Lukes, Gaventa VeneKlasen and Miller explained that there are three faces of power: visible power which is the first face of power, hidden power which is the second face of power and invisible power which is the third face. More specifically, an example of invisible power is culture which means the "invisible power concealing behind concretely visible things and it will influence people's behavior" (Chang and Lee 2007, p. 300). Power visible is the ability to influence decision making and thus, can be observed. This power is sourced from specific mandates, for example a company's Chief Executive Officer's power is visible and inherent in his position. Power invisible, on the other hand, is not always observable. It is the shaping of people's wants and needs which is normally embedded social, cultural and ideological norms and values. For example, in the early 1970s, an American manager deployed somewhere in Japan has no visible power to fire an employee because of the cultural and social norm in the county of 'life time' employment. Question # 3 Part A Figure 1 Spray Diagram Part B 1. The Community - being the most affected by the wastes and toxins emitted and discharged by the United States' healthcare systems. The people, as the community, are directly affected because of the diseases resulting from exposures to toxins released by the healthcare system. This considering the rising cost of healthcare. 2. The Healthcare Systems and its Components - if the healthcare system doesn't shape up in light of its impact to the environment and to the community, affected stakeholders such as the community and the government will likely demand penalties. The Healthcare System is composed of clinics, hospitals, doctors, suppliers, pharmaceuticals, incinerator operators, and its employees. 3. The Government - as the overseer of the whole system which includes the healthcare system and overseer of the welfare of the average American, the government can not help but to take a firm hand on how the healthcare system manages its wastes. Part C Based on the discussion and the spray diagram, surely I am as much at risk as the average American. The effects of exposure to toxins such as the chlorine content of polyvinyl chloride or PVC and mercury are not selective. These toxins can affect anyone, anytime. Chlorine from PVC "forms cancer-causing dioxin as a byproduct when manufactured and incinerated" (HermanMiller 2007, p. 4). Most of the diseases resulting from exposure to the toxins and dioxins released from the wastes of the different components are fatal while all of them requires high amount of money to cure. In my opinion, the Hippocratic Oath of physicians should be expanded and include the well being not only of individual

CIPD Course-Employee Relations - UK based system Essay - 1

CIPD Course-Employee Relations - UK based system - Essay Example this definition, one could outline several reasons why performance management is required: first of all, to run an organisation, one must be aware of the people who work within it, and of the skills that the staff members possess, so that before setting any target one could outline the plan of action and, moreover, consider the risk factors involved. Performance management allows managers to keep regular check of performance on an individual and group basis. Workforce acts as bearings in a machine that need to be kept clean and oiled on a regular basis; the same applies to PMS (CIPD 2013, pp. 3–4). Another purpose of using performance management is to control the budget of an organisation; it may include setting salary grades and hiring or firing people. Therefore, to maintain a business or to run an organisation, performance management has become a necessity in the present day scenario. 2. Data Gathering, Observation and Communication: To establish a frictionless momentum for a company, it is compulsory to maintain regular checks and balances. This is only possible in the presence of a keen observer, who is knowledgeable of the past and present, and does know how to communicate his/her findings to the workforce (CIPD 2013, pp. 2–25). 3. Performance Appraisal Meetings: The purpose of performance appraisal is to establish ground for both the lateral and vertical movement of employees. With the implementation of various tools and techniques, performance appraisal provides crucial inputs for succession planning and job rotation (CIPD 2013, pp. 2–25). Motivation refers to the force that urges an individual to work. Whether the job is simple or complex in nature or whether working hours are long or short, better output can be achieved provided motivation is there. Motivating factors are given importance in the industry. Pleasant and positive physical factors stir up motivation. Factors of motivation are also taken into account in the study of morale and

Mon Masque A Moi French Essay

Mon Masque A Moi French Essay Le cours dà ©ducation artistique dà ©signe un ensemble complexe denseignements et dactività ©s se prolongeant pendant et en dehors les horaires scolaires. Ces actività ©s ont leur place à   là ©cole sans pour autant à ªtre toutes intà ©grà ©es dans les programmes denseignement. Là ©ducation artistique aide les à ©là ¨ves à   acquà ©rir des habilità ©s dans la vie sociale. Cest une discipline qui incite à   la crà ©atività © et à   la diversification. Cet apprentissage permet daccà ©der à   la culture dans le but de faire dà ©couvrir et construire pour apprendre à   voir, et à   analyser les productions dart. Tout au long de cette session, nous avons dà ©pouillà © le programme-cadre dà ©ducation artistique (1re à   la 8e annà ©e), du curriculum de lOntario. Ceci nous amà ¨ne à   la prà ©sentation dun scà ©nario dapprentissage de la dite discipline avec une intà ©gration des à ©tudes sociales et du franà §ais afin de rendre notre travail plus vivant et motivant pour les à ©là ¨ves de 4e annà ©e. Les à ©là ¨ves à   ce niveau dà ©ducation ont dà ©jà   bien explorà © le domaine des arts plastiques spà ©cialement la technique du modelage. Les manipulations vont cependant à ªtre moins difficiles et pas à ©tranges. Il faut aussi dire quils sont bien capables de faire des recherches grà ¢ce à   loutil informatique. Mon masque à   moi est un projet qui invite là ©là ¨ve à   à ªtre à   la fois spectateur et auteur. Ce projet offre de multiples possibilità ©s dexplorations ludiques. Il convient de prà ©voir des actività ©s dexploitation, de recherche et de production autour de la culture. Selon le curriculum des à ©tudes sociales ‘lidentità © culturelle de là ©là ¨ve est faà §onnà ©e par divers à ©là ©ments familiaux, sociaux et ethnoculturels (2004:18). De par la mixture dans les à ©coles, les à ©là ¨ves sont appelà ©s ‘†¦Ãƒ   se forger une identità © empreinte douverture à   la diversità © (2008:19), mais ceci ne serait possible que si ils prennent connaissance des origines de la culture des autres. Pourquoi le masque africain? Dans toute socià ©tà © humaine, le masque na jamais à ©tà © ignorà © dà ¨s que lon fait rà ©fà ©rence à   la culture. Que ce soit lors des reprà ©sentations traditionnelles ou des festivals, le masque a sa place et joue un rà ´le bien important. Le berceau des civilisations ou encore lAfrique, est le continent qui est trà ¨s cà ©là ¨bre pour son culture en gà ©nà ©ral et son art en particulier. Le masque est un objet trà ¨s artistique à   cause de son caractà ¨re dà ©doublà © et la diversità © de ses formes et styles. Ce scà ©nario dapprentissage,  «Mon masque à   moi » traite de lart dans la culture africaine. À la fin de ce scà ©nario, les à ©là ¨ves seront parfaitement en mesure de rà ©aliser une un masque africain tout en comprenant son origine. Ce scà ©nario est stimulant pour les à ©là ¨ves, car ils doivent constamment utiliser leur capacità © de raisonnement et ils dà ©couvrent une nouvelle dimension chez les personnes quils croyaient bien connaà ®tre (leurs pairs, les membres de la communautà ©, le personnel de là ©cole). À mesure que se dà ©ploie le scà ©nario, les à ©là ¨ves sont appelà ©s à   vivre de nombreuses expà ©riences dà ©quipes, allant de lhistoire du masque africain et sa symbolisation, à   la production de leur propre masque. Chemin faisant, ils consulteront les sites internet proposà ©s ou de leur choix en rapport avec la culture du masque africain. Cette leà §on sera proposà ©e aux à ©là ¨ves pendant le mois de fà ©vrier qui n est autre que le mois de la cà ©là ©bration de lhistoire des noirs. La salle de classe ayant revà ªtu les affiches officielles du mois des noirs, il est important que les à ©là ¨ves comprennent certaines facettes de lhistoire africaine. Ce scà ©nario est conà §u pour une utilisation immà ©diate pendant le mois de fà ©vrier. Il sy trouve en annexe une sà ©rie de documents utiles, qui faciliteront la tà ¢che aux enseignants: fiches pour les à ©là ¨ves, grilles dobservation, lettre aux parents, pictogrammes, à ©valuations formatives. Les adaptations nà ©cessaires pour les à ©là ¨ves en difficultà © et plusieurs actività ©s denrichissement permettent de qualifier ce scà ©nario denseignement diffà ©rencià © I. Tà ¢che globale I-1 Tableau de compà ©tences visà ©es Classe cible: 4à ¨me annà ©e du primaire Titre du projet: Mon masque à   moi Durà ©e du projet: 150 min Disciplines Éducation artistique Franà §ais Études sociales Domaines Arts visuels Écriture Communication orale Canada et le monde Compà ©tences visà ©es -Analyse critique et apprà ©ciation des productions artistiques -Application du processus de crà ©ation artistique Habiletà ©s de la pensà ©e Utilisation des habilità ©s de traitement de linformation Communication Expression et organisation des idà ©es et de linformation Connaissance et comprà ©hension Connaissance des à ©là ©ments à   là ©tude. Habiletà ©s de la pensà ©e Utilisation des habiletà ©s de planification. Communication Communication des idà ©es et de linformation, de faà §on orale, à ©crite et visuelle, à   des fins prà ©cises et pour des auditoires spà ©cifiques. Utilisation des conventions et de la terminologie à   là ©tude. Attentes Exprimer ses sentiments, ses idà ©es et son apprà ©ciation à   là ©gard de diverses productions artistiques, les siennes, celles de ses camarades et celles dartistes, en se servant de termes simples mais justes Produire une varià ©tà © dÅ“uvres à   deux et trois dimensions en appliquant les techniques apprises et en suivant sommairement les à ©tapes du processus artistique. -Planifier ses projets dà ©criture en utilisant des stratà ©gies et des outils de prà © à ©criture. -Produire des messages varià ©s, avec ou sans à ©change, en fonction de la situation de communication. Populations -Expliquer et comprendre les composantes de la culture et le fonctionnement des groupes Contenus dapprentissage Choisir une Å“uvre et justifier sa prà ©fà ©rence en se rà ©fà ©rant aux à ©là ©ments clà ©s, à   son và ©cu et à   ses intà ©rà ªts personnels (expliquer sa prà ©fà ©rence pour un masque) Expliquer les idà ©es et les à ©motions à ©voquà ©es dans diverses productions artistiques. Utiliser, seul ou en groupe, diffà ©rentes stratà ©gies de prà © à ©criture pour produire des textes Produire divers actes langagiers. Prendre la parole spontanà ©ment dans un contexte formel ou informel : de travaux dà ©quipe, aux à ©tapes de la planification, de la gestion, de la rà ©alisation et de lobjectivation Groupe- identità ©- communautà ©-reprà ©sentation Rà ©pertorier des articles en lien avec lactività © Dà ©montrer des attitudes positives à   là ©gard de ses obligations et nommer les contraintes qui simposent à   lactività ©. Expliquer comment un masque peut reprà ©senter un groupe de personnes Utiliser le vocabulaire approprià © au sujet à   là ©tude. I-2 Approches denseignement et stratà ©gies dapprentissage Afin de permettre la rà ©ussite chez le plus grand nombre dà ©là ¨ves possible, lenseignant devra prendre en considà ©ration les diffà ©rents styles dapprentissage des à ©là ¨ves et modifier son style denseignement en consà ©quence. Pour cette leà §on, les approches et stratà ©gies suivantes devront à ªtre privilà ©già ©es afin de permettre une rà ©ussite optimale des à ©là ¨ves: Approches denseignement Le travail en projet †¢ Permet à   là ©là ¨ve la libertà © de sexprimer par la crà ©atività ©; †¢ donne place à   lautonomie et la responsabilità ©; †¢ permet de respecter le rythme de là ©là ¨ve. Lintà ©gration des matià ¨res †¢ Prà ©sente un contexte plus rà ©el de la vie quotidienne; †¢ permet de revisiter les notions apprises dans dautres matià ¨res; †¢ motive davantage là ©là ¨ve, donne un sens à   ses apprentissages. Lapproche coopà ©rative †¢ Donne à   lenseignant le rà ´le de  « facilitateur  » dans là ©change; †¢ favorise lautonomie, puisque les à ©là ¨ves apprennent les concepts dorganisation et de planification par eux-mà ªmes; †¢ permet un apprentissage centrà © sur les à ©là ¨ves plutà ´t que sur lenseignant. Stratà ©gies dapprentissage Le travail de recherche †¢ Aide à   retenir lattention de là ©là ¨ve sur le contenu à   là ©tude; †¢ aide là ©là ¨ve à   obtenir de linformation et lincite à   trouver ses rà ©ponses sans toujours passer par lenseignante. Le projet †¢ Suscite la motivation de là ©là ¨ve par le sens concret de ses apprentissages; †¢ favorise le dà ©veloppement des stratà ©gies cognitives et mà ©tacognitives. Le questionnement oral †¢ Lors des prà ©sentations, le questionnement oral  « ouvert  » permet aux à ©là ¨ves dà ©montrant un style dapprentissage verbal de clarifier leur prà ©sentation. Il est nà ©cessaire et important que lenseignant prenne en considà ©ration les attentes du programme-cadre, lannà ©e dà ©tude en cours et les besoins de ses à ©là ¨ves en difficultà ©. Ces trois facteurs vont lamener à   faire un bon choix pour les options qui correspondent le mieux aux besoins des à ©là ¨ves en difficultà ©. I-3 Rà ©capitulatif du projet Intentions pà ©dagogiques * En apprendre plus sur les objets dart des pays de lAfrique francophone * Faire une recherche et travailler avec les Tics. Production finale * Crà ©ation dun masque africain et prà ©sentation de son chef- dÅ“uvre. Discipline principale * Éducation artistique Disciplines secondaires * Franà §ais et Études sociales Technologies utilisà ©es * Ordinateur et logiciel de traitement de texte Premià ¨re leà §on: voyage vers lart africain Deuxià ¨me leà §on: mon masque à   moi Lobjectif de cette leà §on est damener les à ©là ¨ves à   rà ©aliser une affiche en utilisant internet comme seule socle de recherche. Rà ©alisation dune affiche descriptive dun objet dart (masque). Organisation physique Matà ©riel requis Actività © 1: Prà ©paration du voyage * Une carte dAfrique * Copies du questionnaire * Crayons de plomb * Corbeil des enveloppes[1] Actività © 2: Laffiche * Ordinateur muni dinternet * Imprimante * Logiciel de traitement de texte Dispositif pà ©dagogique Pour lactività ©1, les à ©là ¨ves sont assis à   leur pupitre et le travail se fait individuellement. Pour lactività ©2, les à ©là ¨ves sont dans la salle informatique et le travail se fait en dyade. Actività © damorce Rà ©alisation Actività © 1 (30 min) Élà ©ment dà ©clencheur (5min) Lenseignant devra: * prà ©senter aux à ©là ¨ves lobjectif du projet * Puis leur montrer la vidà ©o[2] sur lart africain. Connaissances antà ©rieures (25 min) Pour la và ©rification des connaissances antà ©rieuresdes à ©là ¨ves au sujet de lAfrique, lenseignant devra: * Distribuer le questionnaire (annexe 2) aux à ©là ¨ves; * prà ©ciser que cest un travail à   faire individuellement; * rà ©pondre aux questions à   laide de son crayon de plomb aprà ¨s avoir pris soin de marquer son nom sur la feuille de travail; * prà ©voir 15 min pour rà ©pondre au questionnaire; * prendre 10 min pour apporter à ©là ©ments de rà ©ponses aux questions. La correction est collective. * former ensuite des groupes de deux; * expliquer que dans lenveloppe se trouve le nom du pays de leur prochaine actività ©. * inviter un membre de chaque groupe à   choisir une enveloppe. Actività © principale Actività © 2 (45 min) Afin de produire une belle affiche, les à ©là ¨ves pour cette actività © vont travailler avec loutil informatique. Ils vont utiliser internet pour trouver des informations pertinentes et intà ©ressantes pour leur affiche. Cette actività © se passe en salle informatique. Le travail se fait en dyade. Lenseignant devra: * demander aux à ©là ¨ves de se rendre en salle des ordinateurs. * remettre la fiche des instructions du travail à   faire (Annexe 3) * inviter les à ©là ¨ves à   consulter le modà ¨le de la production attendue au babillard de là ©ducation artistique de la classe (Annexe 4) si nà ©cessaire. pendant que les à ©là ¨ves travaillent, lenseignant circule dans la salle et contrà ´le là ©volution de leur travail. Il vient en aide à   ceux qui sont dans le besoin ou qui à ©prouvent des difficultà ©s. A la fin de la pà ©riode, les à ©là ¨ves qui nauront pas fini auront une dizaine de minutes en plus pour complà ©ter leur travail. Objectivation Lenseignant aprà ¨s avoir invità © les à ©là ¨ves à   regagner la salle de classe devra chercher à   savoir: * Comment ils ont trouvà © la leà §on, * Les difficultà ©s rencontrà ©es, * Ce quils ont aimà ©. II-2 Deuxià ¨me leà §on Mon masque à   moi (75 min) Planification Titre de la leà §on: Durà ©e de la leà §on: Objectif de la leà §on: Mon masque à   moi 75 min Lobjectif est de dà ©velopper chez les à ©là ¨ves les habiletà ©s motrices et faire la reproduction dun objet dart en lien avec celui de leur affiche. Matà ©riel requis Actività © 3: reproduction du masque * Carton mousse de dimension 29,7x 42 ou format A3 * Des bà ¢tons de pate à   modeler de diffà ©rentes couleurs * Spatules pour pate à   modeler * Rouleaux à   pà ¢tisserie * Assiettes en carton Actività © 4: exposition artistique * Les masques, * Les affiches, * Les feuilles dapprà ©ciation Technique: Regroupement Modelage Actività © 3: travail individuel Actività © 4: travail en dyade (groupe de lactività © 2) Dispositif organisationnel Actività © 3: Dans la salle des arts car les à ©là ¨ves ont besoin despace Actività © 4: salle de classe Miseensituation Rà ©alisation Lenseignant rà ©sume les actività ©s faites par les à ©là ¨ves dans la premià ¨re leà §on. Il dit aux à ©là ¨ves que la premià ¨re leà §on a aiguisà © leurs connaissances sur lAfrique et les a amenà © vers la confection dune affiche reprà ©sentant une Å“uvre dart descriptive. Ils ont compris que les Africains sont de faà §on gà ©nà ©rale de parfaits artisans car ils redonnent vie aux masques et crà ©ent des là ©gendes. expà ©rimentation Actività © 3 Cette actività © consiste à   la reproduction du masque que les à ©là ¨ves ont eu à   choisir pour leur affiche. Lenseignant aprà ¨s avoir pris soin de laminer les affiches des à ©là ¨ves va leur remettre leur copie afin quils puissent travailler en observant le masque quils ont eux mà ªme choisi. Lenseignant devrales directives suivantes: * Les crità ¨res de la production à   savoir: faire ressortir au moins deux à ©là ©ments soient les yeux, le nez, la bouche, les oreilles, par la technique du modelage * Seul lusage de la pate à   modeler et le matà ©riel fourni (rouleau pour aplatir la pate, spatule pour le dà ©coupage, lassiette en carton pour donner la forme du visage) est permis; * Le masque devra à ªtre prà ©sentà © sur le carton mousse fourni. * La dà ©coration du masque est une touche personnelle cest-à  - dire facultative. Il informe les à ©là ¨ves que cette actività © dure une pà ©riode de 40 min et quaprà ¨s ils devront faire une prà ©sentation de leur affiche et de leur masque en salle de classe. Actività © 4 Cette actività © est tout simplement la prà ©sentation des chefs-dÅ“uvre. Les à ©là ¨ves retournent en salle de classe avec leur travail. * Les masques sont exposà ©s dans la classe. * Lenseignant distribue les feuilles dapprà ©ciation aux à ©là ¨ves, * Il demande aux à ©là ¨ves de dà ©terminer sur la feuille dapprà ©ciation (annexe 6) * Les informe que le masque le plus aimà © sera remis à   la direction de là ©cole et sera exposà © dans une vitrine de là ©cole. Objectivation Les masques vont faire lobjet dune exposition dans la classe. Les à ©là ¨ves pourraient identifier sur la feuille dapprà ©ciation le masque quils ont aimà © et le plus drà ´le. Ils expliqueront leur choix en quelques lignes. Sur la mà ªme feuille, ils pourraient aussi faire un retour sur leur propre masque et dire si oui ou non ils ont aimà © lexpà ©rience. III. Intà ©gration des apprentissages Afin de faciliter le transfert des acquis et faire un lien avec la tà ¢che principale, lenseignant devra faire un rà ©capitulatif une fois le projet terminà ©. Vos travaux sont excellents, je suis trà ¨s fier de votre travail. Les efforts de chacun dentre vous sont visibles et rà ©compensà ©s par le rà ©sultat de son travail final. Quen pensez-vous? Êtes-vous fiers de votre Å“uvre? Quest ce qui a à ©tà © le plus facile pour vous? Quest-ce qui a à ©tà © plus difficile à   accomplir? Quelle actività © avez-vous le plus aimà ©? Quavez-vous appris en gà ©nà ©ral du projet? Pensez-vous qu partir de vos chefs-dÅ“uvre vous pourriez entreprendre le mà ªme genre dactività © en lien avec un autre domaine? La danse par exemple? Conclusion Là ©ducation artistique aide les à ©là ¨ves à   acquà ©rir des habilità ©s dans la vie sociale. Cest une discipline qui incite à   la crà ©atività © et à   la diversification. Elle favorise aussi la prà ©servation de la culture et des traditions. Par là ©tude des arts, il peut arriver que les à ©là ¨ves amà ©liorent leurs aptitudes et leur comprà ©hension du monde qui les entoure. Le scà ©nario dapprentissage que vous venez de lire invite les à ©là ¨ves à   sassumer entant que artiste-chercheur. Ils ont eu loccasion de faire une recherche sur internet et de pouvoir choisir un objet dart quils ont apprà ©cià © à   sa juste valeur en produisant une description de ce dernier. Ce scà ©nario est de type intà ©grà © et complet, à   savoir quil rassemble des approches et stratà ©gies denseignement qui vont dune part faciliter une adaptation pour les à ©là ¨ves prà ©sentant difficultà ©s et dautre part, permettre la rà ©ussite des à ©là ¨ves de la classe. Nous avons joint lutile à   lagrà ©able en fusionnant les à ©tudes sociales, les à ©tudes artistiques et le franà §ais tout en respectant les objectifs des attentes du programme-cadre des à ©tudes artistiques du curriculum de lOntario avec des actività ©s vivantes et passionnantes. Cest un scà ©nario trà ¨s motivant car lenfant est au centre de lapprentissage ce qui lui donne confiance, le motive, lui permet dacquà ©rir des connaissances grà ¢ce aux diffà ©rentes actività ©s prà ©sentà ©es, laide à   voir ses progrà ¨s, et le guide vers une à ©valuation positive. Questionnaire sur la prà ©paration du voyage virtuel 1. De quel continent les noirs sont ils originaires? 2. Nomme trois pays de ce continent: 3. Choisis trois pays francophones sur cette liste: Cameroun, Gabon, Nigà ©ria, Afrique du sud, Cà ´te divoire, Algà ©rie, Maroc. 4. De la mà ªme liste, choisis deux pays francophones dAfrique noire: 5. LAfrique a t- elle une capitale? Si oui nomme la; et si non pourquoi? 6. Nomme une personne noire cà ©là ¨bre et sa profession Travail à   faire 1- Aller sur le site: www.artisanat-africain.com 2- Cliquer sur longlet  «masques africains » 3- Choisir le masque correspondant au pays de recherche 4- Pour laffiche:  · Nom du masque  · Image sur masque  · Petite description du masque choisi NB: un exemple de la production attendue est affichà © au babillard pour à ©ducation artistique en salle de classe. Annexe 6 Feuille dapprà ©ciation [1] Dans chaque enveloppe se trouve une carte ayant le nom dun pays dAfrique francophone. [2] Vidà ©o disponible en ligne sur http://www.youtube.com/watch?v=TZdGIl39pwMfeature=related

Legalization Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The legalization of marijuana   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Legalization of Marijuana   Ã‚  Ã‚  Ã‚  Ã‚  For the last fifty or so years it has been a crime to possess, consume, or distribute marijuana. Any rapid change in legislation toward legalization would be impossible in today’s culture. Due mostly to the overwhelming popularity of this drug it could never possibly be legalized. Any process of legalization would create unrealistic demands upon society that would affect every facet of life both domestic and abroad. Marijuana is the most widely used illegal substance in the world, and in America nearly a third of all citizens have admitted to being exposed to it at one point in their lives. Some people have been subject to harsh criticism by admitting to using marijuana even once in their lives. This guilt that is associated with the use of marijuana is probably the only reason for its illegality. Marijuana is seen as a reckless expenditure of adolescent rebels, or as a habit of minorities that consumes their lives and forces them into the common stereotypes of poor huddled masses that contribute nothing to society except ...