Final Paper Essay Example | Topics and Well Written Essays - 500 words - 3

Final Paper - Essay Example There are statement releases by several autonomous scientific organizations concerning the same around the world. It is true that not every scientist agree in every component of the problem in climate change. It is why the article clearly states that not all engineers and scientists agree on the taking drastic measures against global warming. However, there is extensive agreement that climate change exists, primarily due to release of greenhouse gases from humans (NRC). Evidence of global warming is incontrovertible. It is why scientists are constantly researching various important questions concerning the matter. Questions such as precisely how much will the earth warm, how fast will it warm and the consequences it will cause to various regions. Scientists record an increase in global temperature by over 1.4Â °F throughout the previous century (NRC). According to the National Oceanic and Atmospheric Administration (NOAA), 2000 to 2010 happened to be the warmest decade on record. This fact contradicts the mention of global warming not existing over ten years by the article. Changes in climate and weather are what follow the increasing global temperatures (NRC). So many facts and information show several places experiencing rainfall changes resulting in additional intense rain. There is also evidence of more intense and frequent heat waves. It is hard to deny that oceans are becoming acidic and warmer while ice caps at the North Pole are melting. All these observations prove that there is an increase of warmth in the world. We have scientists who continue to research the questions of global warming to inform society better on how to prepare for climate change. However, sufficient certainty is real concerning basic causes and impacts of climate change to validate taking actions that decrease future risks. Claiming that global warming is not a crucial matter to deal with because the evidence is smaller than predicted does not mean society should stop paying

Japanese course for teachers in Elementary Schools Essay Example for Free

Japanese course for teachers in Elementary Schools Essay What are the minimal Japanese language competencies for our team teachers working in Japanese Elementary schools? Through this question I hope to make explicit and test methods of data collection, diagnostic testing, and needs analysis; and determine if these methods transfer to another language. This data will be used as a basis for collecting authentic materials to prepare a Japanese for Specific Purposes language course. Setting We have 12 British Council teachers team teaching in 24 Japanese junior high schools and one elementary school This is a completely Japanese environment (e. g. dress, code of conduct, meetings are all done in Japanese). Primarily our teachers rely on our team teachers to translate important information such as scheduling, written messages, problems with the photocopier, dealing with disruptive students, etc. In the future we would like to expand into Tokyo elementary schools, however, the board of education has expressed reservations about our Japanese ability and that our British Council teachers need to be linguistically self reliant in the schools Objective. I would like to look at creating a series of Japanese language competencies similar to the CEF guidelines for our British Council teachers teaching in elementary schools such as: â€Å"I can read instructions on a photocopier† or â€Å"I can interact in a simple way dealing with a change of school schedule†. By collecting feedback, writing competency guidelines and finally creating a diagnostic test, I hope to examine the methods of data collection and analysis that I have read about studying for this module. I would like to compare my journey from data collection to course objectives to similar cases of TESOL course design such as Johan Uvin when he designed workplace ESOL (Graves ed. , 1996). Furthermore I believe that by using native English speakers as the students, I can examine more closely what our needs are (without interference from the native language). Then I can compare it to data collection methods and needs analyses that we use for our TESOL students. I am considering this as a sub-aim (the differences and similarities of data collection from L1 to L2 informants). To determine the competencies I must resolve these questions: 1. What situations our teachers find themselves in an Elementary school context where written or spoken Japanese is needed or used? 2. What expectations the Japanese team teachers or schools have in regards to what their needs are regarding communication with our staff? 3. What expectations our teachers have and what they would like to know how to say, write or read? Data collection I propose three ways for data collection, which would be done concurrently 1. Diaries: British Council teachers in both elementary schools and JHS will note down situations and times when they needed Japanese or would have liked to know how to say something in Japanese. (Long, 2005) 2. Interviews with our team teachers and elementary teachers on what they would expect our teachers to be able to do or say. These interviews/ questionnaires might have to be done in Japanese. (Anderson, 1998) 3. Questionnaire or survey of what BC teachers would like to learn in a course (Hinkel, 2005) I believe that using three ways of data collection will bring me a fuller and more varied sample of information. This will also give me more access to the differing stakeholders. Research Plan 1. I propose first to identify current and leading ideas of needs analysis and data collection. 2. Then I will test and verify these methods using both native speakers and Japanese team teachers to create the diaries and questionairres. 3. From this data collection, I will write minimum guidelines for Japanese linguistic competency in Elementary schools. 4. With this, I will write and send out a diagnostic test based on these results. 5. Finally, I will collect authentic materials to use in a Japanese language course. Issues I realise that developing a Japanese language course falls outside of the TESOL area. However, I believe integration in the country or work atmosphere is an overlooked area of our work. I would also say that it falls under the area of Educational Management in TESOL and therefore I believe it is a valid area of study. Furthermore, data collection and analysis methods that I have covered in my reading for this module should be universal and apply to any language. I believe that by using native speakers for some of the actual needs analysis allows me to communicate with the students (in this case the BC teachers) in a way that can test or validate certain presumptions of language learning and needs analysis. Background Reading Anderson, G. and Arsenault, N. 1998. Fundamentals of Educational Research. London: Routledge Farmer. Graves, K. (Ed. ) 1996. Teachers as Course Developers. Cambridge: CUP. Hutchinson, T. and Waters, A. 1987. English for Specific Purposes: a learning centred approach. Cambridge CUP: Chapter 8. Nunan, D. 1992. Research Methods in Language Learning. Cambridge: CUP. Nunan, D. 1988. Syllabus Design, OUP. Skilbeck, M. 1982 â€Å"Three educational ideologies† in T. Horton P. Raggat (eds) Challenge and Change in the Curriculum, Hodder Stoughton. Long, M. 2005. Second Language Needs Analysis. Cambridge: Cambridge University Press. Wallace, M. 1998. Action research for language teachers. Cambridge: Cambridge University Press. Hinkel, Eli. (Ed. ) 2005. Handbook of research in second language teaching and learning. New Jersey: Lawrence Erlbaum Associates.

Strategic Performance Measurement Systems (SPMs) Essay -- Performance

Table Of Contents  · Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..1  · Balanced Scorecard System (BSC)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.1-2  · Implementation of Balanced Scorecard in SMEs†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 Strategy Destination†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 Perspectives†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3-4 Measures †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5-6  · Challenges faced and possible recommendations for overcoming it†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7-8  · Limitations of BSC†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.8-10  · Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.......10  · References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.10-12 2 | P a g e Introduction The progression of the Small to Medium Enterprises (SMEs) has been recognized for the success of widespread development purposes which includes poverty mitigation, advancement of democratic societies and economic development. (Henriques n.d). For sustainable and completive environment it is necessary for organizations to measure the how the organizations function.. The introduction of Strategic Performance Measurement Systems (SPMs) has been identified as the effective strategy implementation which measures past actions effectively through investigation and analysis of appropriate data which translates into a diverse pattern of strategic decisions. Traditional organization performance measurement systems analyses the financial aspect. Due to globalisation, competition has increased both in the local and international markets. This gives a clear view of organizational capacity in today’s business markets. Besides in order to succeed in this dynamic environment, it is essential for companies to associate with SPMs to the organisational strategy. Organizations must monitor whether customer satisfaction is met and whether the cost is under control. SPMS improves development but creates a significant ri... ...bi d/117/Default.aspx 12 | P a g e Senge P (1990). ‘The Fifth Discipline’, Doubleday Currency, US Senge P, Roberts C, Ross R, Smith B, Roth G, Kleiner A (1999). ‘The Dance of Change; Challenges of Sustaining Momentum in Learning Organizations’, Nicholas Brealey Publishing Ltd., UK Kotter J (1996). ‘Leading Change’, Harvard Business School Press, US Henrik, V. Andersen, G. Michael, S. 2000. The Balanced Scorecard vs. The EFQM business excellent model. Which is better strategic management tool?. 2GC limited. pp 1-16. Wu, C., Zhao, J., Xia, L. & Zhu, Z. 2008, "Impact of Internal Factors on Information Technology Adoption: An Empirical Investigation of Chinese Firms", Tsinghua Science & Technology, vol. 13, no. 3, pp. 318-322. Yuen, C.Y.T. (2002), "Marketing in SME's", Warwick Manufacturing Group, University of Warwick, Coventry, MSc dissertation, .

Psychology and Personality Development

Part 1: What were the results of your MBTI assessment? Do you agree with these results? Why or why not? In what ways does the MBTI assessment relate to Jung's theory of personality development? Part 2: Compare and contrast the MBTI personality inventory with subjective methods of psychoanalytic personality assessment, such as inkblot and word association tests. What are the advantages and disadvantages of each of these types of assessment? What is the practical usefulness of each, objective and subjective personality inventories, in your chosen career field? What is the relationship between cognition and personality development? Explain how biological and environmental factors can shape our cognitive processes. Give an example that illustrates how one's cognitive processes can shape some aspect of personality. Explain how evolutionary, biological/genetic, and environmental (i. e. learning) factors can result in the development of an aggressive personality. Provide specific examples, when appropriate. How do parents influence a child's personality according to each theory: evolutionary, biological/genetic, and behavioral? Give examples that illustrate how each of these models relates to parenting and children's personality development. What is self-efficacy? How does self-efficacy relate to personality? What â€Å"nature† and â€Å"nurture† factors contribute to one's self-efficacy? Provide specific examples, when appropriate. A summary of the person's life experiences. This section must include all relevant background, including family history, significant life experiences, and important contributions that may have influenced or resulted from the individual's personality development. This section should be 1-2 pages in length. A discussion and evaluation of the ways in which each of the following models would explain the individual's personality development: Psychoanalytic and Neoanalytic theories Psychosocial theories Trait, Evolutionary, Genetic/Biological approaches Cognitive, Behavioral, and Social Learning theories Humanistic theories

Tent and Board Games

My camping trip My camping trip was a very bad experience. A friend's brother was planning to go to camping for a weekend, and they invited me. We were excited because we thought would be fun. First, we made a list of everything we would need, packed our suitcases and started our way. The weather was bad, but my friend's brother decided to go no matter what. First, the road was in a poor condition. It was so bad that I threw up twice! Second, the location where we were going to stay for 2 nights was terrible.I lready felt bad enough due to the road, and when I saw the place, I realized that I wanted to go back home. Nevertheless, we decided to stay in front of a big tree and made a bonfire between the camping tents. My camping tent was on the left and the other one was next to us. After a while, everyone went to sleep. Third, I was attacked by a snake at midnight. I felt something crawling on me; I Jumped up and started to scream. Everyone woke up and went to my camping tent to see w hat was happening. There was a snake inside my tent and creeping on me! I was so scared and no one knew what to do.My friend's brother killed the snake with a sharp stick. After that, I could not sleep anymore. The next day, we played board games, listened to music and walked across the forest. While we were walking, I saw an iguana at the top of a tree. Soon we came back to our place because it started to get dark. We talked for a few hours and went to sleep. Finally, to make things worse, it rained so badly that the camping tents came down. We spent the rest of the night under the tree. When the sun rose, we left the place to go back home. In conclusion, my camping trip was a disaster.