The Queen Of Crime, And Mystery Genres - 1344 Words

â€Å"I have sometimes been wildly, despairingly, acutely miserable, racked with sorrow, but through it all I still know quite certainly that just to be alive is a grand thing.† This quote was said by one of the world’s best selling authors, Agatha Christie. Although she had great childhood, her quote stands true. She faced many challenges in her adolescent and adult years. She used these struggles and other life experiences to create her world renown collection of books. She wrote books in the thriller, crime, and mystery genres. Such works included And Then There Were None, her best seller, and Five Little Pigs. Her accounts earned her the titles â€Å"The Queen of Crime† or â€Å"The Queen of Mysteries†. Christie also wrote six romance novels†¦show more content†¦Whether it was on a theater screen, stage, or even a bookstore or library shelf, Agatha Christie was no stranger to the entertainment industry. She was able to perfectly mix her wil d imagination and her phases of life to create her legendary works. Thus, making her one of the world’s greatest authors. On September 15, 1890, a little girl who would later change the ways of literature was born. Agatha Mary Clarissa Miller was born to Clarissa and Frederick Boehmer in Torquay, Devon, England. She was the youngest of three children in a middle to upper class family. Agatha never attended regular school. Instead, she was educated in her home by her parents, who taught her the basic subjects. As a child, she was known to have an active imagination. She would often create games and other activities to keep herself occupied. From the time she was young, her mother encouraged her to write stories. She enjoyed writing fantasy based stories and playing games of the same genre. She also enjoyed developing characters and story plots. At age eleven, Agatha’s father passed away from multiple heart attacks he had had in a short period of time. After the death of her father, she and her family endured many hardships such as depression and financial struggles. However, she and her mother man aged to overcome all these struggles by staying close and working hand-in-hand for extra money. Although she was an energetic child, she had difficulties expressing her emotions, so she

Information Technological developments in using web based applications - Free Essay Example

Sample details Pages: 13 Words: 3834 Downloads: 10 Date added: 2017/06/26 Category Technology Essay Type Narrative essay Did you like this example? Paper 1 consists of use of programming languages Paper 2 focuses on technology use in business Introduction Considering information technology developments in using the web based applications has gone through dramatic changes in the pass years this has lead to many people considering looking into the changes in technology by formulating lesson plans that can be used to monitor the changes in technology. Paper 1 consists is made up of programming languages used and Paper 2 focuses on technology use in business. The developments in web based applications allowed the look into Paper 1 concerning use of programming languages. Don’t waste time! Our writers will create an original "Information Technological developments in using web based applications" essay for you Create order This is so because there are many programming languages that are being taught which make it necessary for students to be familiar with the programming language that is being used in many web based applications that are available in this present day. The examples of some of the programming languages that are being used in web based applications are script languages e.g. Java and VBScript (Scriptol, 2010). Paper 2 focuses on the advantages technology has brought to the business. This will look into how teachers will be able to use the technology in order to improve their teaching methods to students in the particular business the school will be operating in. According to a literature review by Ross, (2002) humanism, personal responsibility orientation, behaviorism, neo-behaviorism, critical perspectives, and constructivism are all important facets of, and perspectives on, adult learning theory. The most common treatments of the research of these areas of self directed adult learning are learning projects, qualitative studies, and quantitative measures. Collins, (1991) explores adult learning as the interactive relationship of theory and practice. In basic terms, the adult learner studies a particular theory and then puts it into practice when presented with the opportunity to do so. Thus, the understanding of an adult learning theory can prompt practice and practice can prompt adult learning theory revision. There are two main lesson plans that are being looked into which have both different approaches and strategy used in teaching the same lesson. Looking into these two main strategies they are considered as being used in different lesson plans that we are looking into. In lesson plan 1 5 Es of constructivism learning theory and for lesson plan 2 conditions of learning theory is used. There will be a look into student behavior and ability, the goals and learning outcomes, teaching and learning activities, reasons for choosing the theories, explanation o f strength and weakness of each teaching strategy, the beliefs in teaching the subject, and a discussion on teaching strategy with an effective method for students. All of the above areas will be looked into in this article which looks into the information technology developments in using web based applications. Further on in this paper there will be a comparison of both lesson plans that are being mentioned. Lesson Plan 1 Time : 120 minutes Class : form 1 No. of students : 30 Level of proficiency : beginning / level 1 Theme : Technology development Topic : use programming language in web based applications Intended learning outcomes : Able to write a programming language being taught Differentiate between different programming languages used Understanding of what web based application is How to differentiate on code to use Understanding of what object and attributes are in a programming language Develop a web based application page Specific objectives : By the end of the lesson students will be able to Able to use a programming language to design a web application Know how to differentiate between different languages used in programming Know the attributes and objects to use when coding Skills involved : Listening / speaking : coding : Writing, Teaching aids : sample tutorial : Computer : Software and hardware : Worksheets Pr evious knowledge : No previous knowledge required in programming Curriculum specifications : Design a web based application using a programming language : Understanding features to be used in a program : Computer keys to use Strategy / Approach : student centered cooperative Moral values : Appreciation of technological changes and how to use it Stage / Time Lesson Steps Set induction 5 minutes Teacher brings the software to use in programming a web based application Teacher introduces the programming language to be used Teacher asks if there are any students familiar with the programming language Stage 1 Explanation and Discussion 30 minutes Teacher gives lecture guides on the topic Teacher start explaining about the programming language to be used Teacher asks for understanding on the theoretical part of programming then allows students to make contributions Stage 2 Practical use 20 minutes Teacher gives an example for student to see and allow students to check if they can do another example themselves Teacher then gives a real web application question to try and program using the programming language taught Stage 3 Design application 45 minutes Students design the web based application page Consult teacher for any design implementation required Produce a web based application Stag e 4 Closure 20 minutes Students submit their web based application to the teacher for marking Teacher ends the class Lesson plan 2 Time : 120 minutes Class : Form 1 No. of students : 20 Level of proficiency : Beginner / Level 1 Theme : Technology and Business Topic : Business advantages in using information technology Intended learning outcomes : To develop models that will help star business into competitive advantage : Appreciation of other models used in business through use of IT Specific objectives : students should be able to know business models used and IT models : Know competitive advantage in business : Able to come up with models that can improve business objectives and Competitive advantage Skills involved : Listening / speaking : Critical thinking and analysis Teaching aids : Technological books : Worksheet Previous knowledge : Students should have background on IT and Business processes . Curriculum specifications : Presenting information by : Responding to questions asked in class : make presentation on models used Strategy / Approach : Teacher centered drilling Moral values : Appreciation of business technologies that could be used Stage / Time Lesson Steps Set introduction 10 minutes Teacher brings the relevant information on the topic area Teacher introduces the subject area to students Stage 1 Explanation and Discussion 40 minutes Teacher explains to students about the business competitive advantage, models that are used to measure business and IT competitive use Teacher makes examples on some critical success issues and failures in business use of IT for competitive advantage Students answer question asked by teach concerning the information taught Stage 2 Practice 40 minutes Teacher ask students to practice to use the models in an organization of their choice and come up with results in groups Students discuss about their information that is gathered concerning the topic area Stage 3 Closure 30 minutes Teacher makes some highlights on the topic area Conclude the subject Lesson Plan 1 Lesson plan 1 is based on student centered cooperative where the teacher controls the teaching and learning processes. The teacher plays the role of a guide rather than a facilitator. The teacher will be using teaching aids while giving the explanation and making sure that the students understand the way in which a programming language will be used when designing a web based application. The teacher will ask the students to try and also come up with their own web based application after getting all the relevant information on how to use the particular programming language. The students then develop the web based application that they will show the teacher no how well it will be working. The student will use all of the information the teacher give them to develop the application using the programming language. The learning outcome of the lesson plan is to see if students can be able to understand a particular programming language and being able to design a web based application s ystem. Looking into this learning plan 1 its following the learning theory of 5 Es Constructivism, which looks into engage, explore, explain, elaborate, and evaluate. The teach will provide students with an exercise in practical use stage where students will be asked to develop a working system for themselves to test their understanding of the subject that was being taught to them. This will be carried out in pairs as there wont be adequate time for the students to work on their own and finish the exercise in time. When this is finished the teacher will ask the students to show there working application to the teacher for allocation of marks. The teacher than ends the lesson after he or she sees all the work that the students would have managed to do within a given time frame. Lesson Plan 2 The lesson plan 2 is teacher centered drill where the teacher will be the one passing out the information which the students will be looking into and try to follow the methods that would have been made available to them by the teacher during the lesson. The teachers aid will be technological and business books as well as a worksheet where important information can be noted. The lesson has models that student have to develop after the lesson to show the understanding of how each model could be used to improve the competitive advantage of the business when using the new technology. In this plan the teacher is the facilitator where more information will come from the teacher and the student will follow or use that information to develop the required outcomes. The teacher guide the student on how to develop models that will be necessary for achieving business objectives with will be competitive advantage. In order to acquire the knowledge the students will work on their own to devel op the models. To be able to complete the task in class the students would be working as a group which will speed time than working alone. The students will be exposed to collaborative learning which shows that they will be using Conditions of learning theory. Reason for choosing the theories In coming up with these lesson plans it was noted that there are two theories connected to the lesson plan. These learning theories are 5 Es Constructivism theory according to Miami Museum of Science, (2001) and Conditions of learning theory according to Gagne, (1985). In lesson plan 1 learning theory used is 5 Es Constructivism. The 5 Es Constructivism is used as it promotes the following things engage, explore, explain, elaborate, and evaluate. These are all necessary as they help students in constructing and designing the required web based application by the teacher that will be teaching them. 5 Es Constructivism when looking into engage it help students in laying their groundwork for the task, and trying the new and unknown way to develop a web based application that meets their requirements (Miami Museum of Science, 2001). It also helps the student in identifying the areas of relevance that should be looked into in developing the application. The explore help the student t o work as team by sharing their ideas with one another there by building knowledge as to how the application can be improved (Miami Museum of Science, 2001). The philosophy about learning, that proposes learners need to build their own understanding of new ideas, has been labeled constructivism. Much has been researched and written by many eminent leaders in the fields of learning theory and cognition. Scholars such as Jean Piaget, Eleanor Duckworth, George Hein, and Howard Gardener have explored these ideas in depth (Miami Museum of Science, 2001). Briefly, this learning approach as it relates to science can be summarized as follows: Learning something new, or attempting to understand something familiar in greater depth, is not a linear process. In trying to make sense of things we use both our prior experience and the first hand knowledge gained from new explorations. Initially, our curiosity about a science topic is stirred, as we are stimulated by some intriguing phenomena, s uch as a rainbow, weve noticed. We poke, probe, inquire about and explore these phenomena until it becomes less mysterious. As we begin to investigate new ideas we can put together bits and pieces of prior explorations that seem to fit our understanding of the phenomena under present investigation. In the case of the rainbow, for example, we may realize that there is an association between sunlight and water vapor (Miami Museum of Science, 2001). Piece by piece we build knowledge. Sometimes when the pieces dont fit together, we must break down old ideas and reconstruct them. We extend our conceptual understanding through discussions and creative efforts. We validate our theories as we solve problems. In our rainbow example, we may realize that if we position ourselves properly, we can create a rainbow by spraying a water hose in sunlight. The clarity weve gained in understanding a concept gives us the ability to apply this understanding to new situations and new mysteries. It is a c ontinuous and a very individual process. We bring to each learning experience our developmental level, our personal story and our personal style. It is up to the teacher to facilitate the constructivist learning process. The structure of the learning environment should promote opportunities and events that encourage and support the building of understanding (Miami Museum of Science, 2001) When looking into explaining this is self explanatory but for interest sack this is used in passing out necessary information among groups to work within the application. The clarification needed on areas that may require the teachers help if there is a failure to implement the system in a working environment and also use of verbal or creative objects in developing the system as well as when having the class. Elaboration this is when the lesson learnt is applied to a situation where the students will have to develop a web based application using the programming language taught. The evaluation is the process by which the teacher checks the work that is done to see if it is ok which is necessary for the teacher to see the understating of the topic area by the students. Evaluation is of importance as this will show that the students have understood what was being taught during that time. Engage Students encounter the material, define their questions, lay the groundwork for their tasks, make connections from new to known, and identify relevance. In the stage Engage, the students first encounter and identify the instructional task. Here they make connections between past and present learning experiences, lay the organizational ground work for the activities ahead and stimulate their involvement in the anticipation of these activities. Asking a question, defining a problem, showing a surprising event and acting out a problematic situation are all ways to engage the students and focus them on the instructional tasks. If we were to make an analogy to the world of marketing a product, at first we need to grab the customers attention. We wont have their attention unless they have a need to buy the product. They may be unaware of a need, and in this case we are motivated to create a need Explore Students directly involved with material, inquiry drives the process, teamwork is used to share and build knowledge base. In the Exploration stage the students have the opportunity to get directly involved with phenomena and materials. Involving themselves in these activities they develop a grounding of experience with the phenomenon. As they work together in teams, students build a base of common experience which assists them in the process of sharing and communicating. The teacher acts as a facilitator, providing materials and guiding the students focus. The students inquiry process drives the instruction during an exploration. Explain Learner explains the discoveries, processes, and concepts that have been learned through written, verbal or creative projects. Instructor supplies resources, feedback, vocabulary, and clarifies misconceptions. The third stage, Explain, is the point at which the learner begins to put the abstract experience through which she/he has gone /into a communicable form. Language provides motivation for sequencing events into a logical format. Communication occurs between peers, the facilitator, or within the learner himself. Working in groups, learners support each others understanding as they articulate their observations, ideas, questions and hypotheses. Language provides a tool of communicable labels. These labels, applied to elements of abstract exploration, give the learner a means of sharing these explorations. Explanations from the facilitator can provide names that correspond to historical and standard language, for student findings and events. For example a child, through her expl oration, may state they have noticed that a magnet has a tendency to stick to a certain metallic object. The facilitator, in her discussion with the child, might at this stage introduce terminology referring to an attracting force. Introducing labels, after the child has had a direct experience, is far more meaningful than before that experience. The experiential base she has built offers the student an attachment place for the label. Common language enhances the sharing and communication between facilitator and students. The facilitator can determine levels of understanding and possible misconceptions. Created works such as writing, drawing, video, or tape recordings are communications that provide recorded evidence of the learners development, progress and growth. Elaborate Learners expand on their knowledge, connect it to similar concepts, apply it to other situations can lead to new inquiry. In stage four, elaborate, the students expand on the concepts they have learned, make connections to other related concepts, and apply their understandings to the world around them. For example, while exploring light phenomena, a learner constructs an understanding of the path light travels through space. Examining a lamp post, she may notice that the shadow of the post changes its location as the day grows later. This observation can lead to further inquiry as to possible connections between the shadows changing location and the changes in direction of the light source, the Sun. Applications to real world events, such as where to plant flowers so that they receive sunlight most of the day, or how to prop up a beach umbrella for shade from the Sun, are both extensions and applications of the concept that light travels in a straight path. These connections often lead to further inquiry and new understandings. Evaluate Is an on-going diagnostic process that allows the teacher to determine if the learner has attained understanding of concepts and knowledge. Evaluation and assessment can occur at all points along the continuum of the instructional process. Some of the tools that assist in this diagnostic process are: rubrics (quantified and prioritized outcome expectations) determined hand-in-hand with the lesson design, teacher observation structured by checklists, student interviews, portfolios designed with specific purposes, project and problem-based learning products, and embedded assessments. Concrete evidence of the learning proceed is most valuable in communications between students, teachers, parents and administrators. Displays of attainment and progress enhance understanding for all parties involved in the educational process, and can become jumping off points for further enrichment of the students education. These evidences of learning serve to guide the teacher in further lesson planni ng and may signal the need for modification and change of direction. For example, if a teacher perceives clear evidence of misconception, then he/she can revisit the concept to enhance clearer understanding. If the students show profound interest in a branching direction of inquiry, the teacher can consider refocusing the investigation to take advantage of this high level of interest. Lesson Plan 2 reasons In lesson plan 2 the learning theory used is Conditions of learning where the issues of business comes to play when looking into this as this also counts when one consider the condition in which he or she might be learning as well as the availability of all the required resources during the time when one is learning. This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning. For example, for cognitive strategies to be learned, there must be a chance to practice developing new solutions to problems; to learn attitudes, the learner must be exposed to a credible role model or persuasive arguments (Gagne, 1985). The following list shows some of the principles of condition learning theory by Gagne, (1985): Different instruction is required for different learning outcomes Events of learning operate on the learner in ways that constitute the conditions of learning The specific operations that constitute instructional events are different for each different type of learning outcome Learning hierarchies define what intellectual skills are to be learned and a sequence of instruction Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition, response generation, procedure following, use of terminology, discriminations, concept formation, rule application, and problem solving. The primary significance of the hierarchy is to identify prerequisites that should be completed to facilitate learning at each level. Prerequisites are identified by doing a task analysis of a learning/training task. Learning hierarchies provide a basis for the sequencing of instruction (Gagne, 1985). In addition, the theory outlines nine instructional events and corresponding cognitive processes (Gagne, 1985): Gaining attention Informing learners of the objectives Stimulating recall of prior learning Presenting the stimulus Providing learning guidance Eliciting performance Providing feedback Assessing performance Enhancing retention and transfer The strength and weakness of each teaching strategy Lesson Plan 1 Lesson Plan 2 Strength The learner is able to interpret multiple realities The learner is better able to deal with real life situations The learner can be a problem solver Weakness The learner may have divergent thinking and actions that may cause problems Strengths Allows individual participant to be able to recall what would have been learned in class Encourages cooperation among students as team members Weakness Redesign of the course relevant for the new learning environment Requires a diverse educational background Beliefs in teaching the subject Based on the elaboration stated in the strength and weakness of two lessons plans it can be noted that lesson plan 1 is the best teaching particularly in this topic where students has to show the understanding of the programming languages used. According to the theory learning is collaborative and interactional where by the teacher provides the lesson and the students do the practical work based on the lesson that would have been carried out. The teacher in lesson plan 1 act as the facilitator making sure that the students have been able to know the programming language used in class by the way they will be developing the web based application and also from other previous studies carried out in the topic area. The teacher will not interrupt the students as they will be doing their work but he or she will be just monitoring that there are doing the correct thing. Adult learning theories in and of themselves have very little consensus amongst them. There is great debate on an actu al determined amount of theories that are even possible, as well as labeling those theories into groups like Hilgard and Bower stimulus-response and cognitive theories as large categories of their eleven theories. Another groups dynamic labels theories as mechanistic and or organism. Overall it seems that the theory of adult learning is broken down into two elements; a process that creates change within the individual, and a process to infuse change into the organization.

Interview Essay - Larry Clayville - 1318 Words

Interview Essay - Larry Clayville Larry Clayville was born in Ustick, Idaho, on June 11, 1917. Larry explained that there was once a post office in Ustick, but there is nothing there now. That is how far out in the woods I was. Larry is a very down to earth man who has seen a lot of life. He has read the newspaper every day of his life. He is a Father, a Grandfather, and seems to be a friend to many. Larry came to California for work in 1946. He is a POW survivor, and is a member of the Lodge, and has many friends there. He is also currently involved in a relationship. Larrys definition of happiness is, Having plenty to eat, having a warm place to sleep, and having friends and family. Thats enough to make me happy. Larry†¦show more content†¦Larrys wife died from Parkinsons Disease a few years ago. When asked how other peoples attitudes affect his happiness, Larry said that, Everyone is intuited to their own beliefs, and that negative people dont bother him much. Sometimes he admits that he would tell people that they have a bad attitude, talk, or go home. Larrys childhood did much to influence his sense of happiness. When you come from a family of 5 kids, and you have a good mother and father, they teach you right from wrong. Being raised with several kids, you learn a lot about happiness. Larry believes that did affect his personality. He learned by the examples that his brother and sisters set. Though he did not have much of an education, he does say, There is always at some time, a part of you that wished you had gone on to school. There is always a time every so often that you wish you were better at what you do. Larry looks back fondly on his family. Growing up, the greatest thing to do was go on vacation. We would go up in the hills and the mountains and stay for 2 weeks. Back in those days the road only went so far. You had to fight your way through brush to get to the lake. Being next to nature was the greatest thing. You were free as a bird. He continues, I also liked to go the river with my family. All the grandkids would dunk my hat in the water. We would hike, fish, or water ski. Sometimes all in one

Social Criticism in Blakes Chimney Sweeper and Haydens...

Social Criticism in Blakes Chimney Sweeper and Haydens Monets Waterlilies The late eighteenth century in England children as young as five years of age were bought, sold, and traded into a life that was completely at the mercy of their owner. These were children without a childhood. Almost two hundred years later America followed suit with this behavior as black Americans were forced to sit in the back of buses, use separate facilities, and attend different schools. The corruption of these contrasting societies is vividly depicted in William Blakes The Chimney Sweeper and Robert Haydens Monets Waterlilies, respectively. Both poems offer a clear understanding of how society can negatively shape a being with false†¦show more content†¦It is this insightful observation about religion that spurred Blakes view of child labor in London. Throughout his poem, he makes reference to biblical figures such as an Angel and God the Father. He uses these sacred terms to show the level of hypocrisy that was imbedded within both the Church and State at that time. For example, in lines twelve through fourteen he writes, Were all of them locked up in coffins of black. And by came an Angel who had a bright key, And he opened the coffins and set them all free... This Angelic character is the first mention of religion in The Chimney Sweeper, and he is portrayed as the heroic figure. The reader would assume that the sweepers shall be saved! However, Blake goes on to say, And the Angel told Tom, if hed be a good boy, Hed have God for his father, and never want joy (19-20). In essence Blake is stating that these boys will go to heaven if they are good little sweepers. This is apparent in his last line, which states, So if all do their duty they not fear harm. Children in London were caught in a trend of being bartered from home to work, which in turn spread quickly over the rest England. It was the greed of many parents that led them to mistreating their own flesh and blood. The emotions and feelings of the children were never taken into consideration during the dirty business deals. Each child had a price tag on his head, and

Aboriginal Community Development-Free-Samples-Myassignmenthelp

Question: Examine current issues for Aboriginal or Torres Strait Islander Populations and evaluate the Impacts and Implications for early childhood education and teaching. Answer: A positive environment for providing early childhood education has to include the element of reconciliation. Reconciliation is defined as the process of restoring friendly relations. It may also be defined as the process of making one believe or view compatible with the other. For the purpose of including reconciliation in early childhood education children have to be provided the knowledge about richness of diversity and culture. They should know how to respect the perceptions of one another (Price, 2015).A teacher should always be committed and must have a vision of incorporating reconciliation in early childhood education. This can be articulated by stating the importance of reconciliation at school to the children (Exley, Davis-Warra Dooley, 2015). If strong measures are taken by the teachers who was very closely with student in their early childhood education it would be very easy for the students to realize the importance of reconciliation in education (Dinehart, 2015) There are namely six elements of reconciliation which are Truth, justice, love, forgiveness, healing and reparation. As provided by the Bible there are four elements of reconciliation namely contrition, confession, satisfaction and Absolution. With respect to early childhood education the elements of conciliation are relationships respect opportunities tracking and reporting. The element chosen for the purpose of this part of reconciliation is relationships. Relationships may be divided into three categories which are relationships in the classroom, relationships around the school and relationships with the community (Allred Hancock 2015). Three activities to ensure good relationships with respect to all three aspects of relationships are as follows. Firstly in order to ensure relationships in classroom an introduction session has to be conducted where every child is introduced to the whole classroom and where every child provides about their culture so that they can know about each other as provided by Young children and environment by Julie M. Davis Secondly in relation to relationships around School invitation has to be provided to elders, staff and student to provide knowledge to the children on history and culture of the local area as provided by Education and Reconciliation: Exploring Conflict and Post-Conflict Situations by Julia Paulson. Lastly in order to ensure relationship with community enthusiasm has to be raised and initiatives related to National reconciliation week celebration by organizing and attending events in school or local communities have to be taken as provided by Teaching for Reconciliation by Ron Habermas The five key organizations in which the Aboriginals and Torres Strait Islander people are stake holders are National Aboriginal Community Controlled Health Organization Secretariat of National Aboriginal and Islander Child Care (SNAICC) The Yarning Circle Aboriginal Children's Service Australian Institute of Aboriginals and Torres Strait Islanders Studies National Aboriginal Community Controlled Health Organization is the major body which takes care of the aboriginals health. Its provides supports to the Aboriginals and Torres Strait Islander people organizations of the states and territories and can provide information about how Aboriginals and Torres Strait Islander people have to be treated (NACCHO, 2017). Secretariat of National Aboriginal and Islander Child Care (SNAICC) is a major organization which works for attaining best interest for the Aboriginals and Torres Strait Islander childrens and their families. The organization has various data available on the Aboriginals and Torres Strait Islander people which can be used for providing the children better education (SNAICC, 2017) The yearning circle an organization for the Aboriginals and Torres Strait Islander in New South Wales. The main purpose of the organization is to enhance education and social position of Aboriginals and Torres Strait Islander through leadership and healing through communication. Here experiences and stories can be shared in a calm environment which is comfortable and relaxed (Yarning Circles, 2017). The Aboriginal Childrens Services is located at Queen Street, NSW and strives to provide various form of services to the Aboriginals and Torres Strait Islander children in the state by ensuring them a healthy environment to develop (Absec. org. au. 2017). Australian Institute of Aboriginals and Torres Strait Islanders Studies is the major institute which primarily takes care of the education of Aboriginals and Torres Strait Islander children in Australia. The institute sets various guidelines and procedures which can be followed to enhance the learning process for Aboriginals and Torres Strait Islander children (Australian Institute of Aboriginal and Torres Strait Islander Studies, 2017). Cultural protocols as provided by the city of Sydney are codes, lores and customs in relation to behavior of a specific cultural group. Protocols are a significant part for all cultures which makes sure that people interact and behave in a correct manner (Miller, 2015). The protocol document provides the history of the Aboriginals and Torres Strait Islanders people. It further provides that local history of the Aboriginals and Torres Strait Islanders people (Gambaro, Stewart Waldfogel, 2015). It defines aboriginality and throws light upon stolen generations. It provides information related to the City of Sydneys Aboriginal and Torres Strait Islander Community (Williams et al., 2017). Its provides for respecting traditional protocols in relation to traditional owners, gender protocols, elders, naming the deceased, smoking ceremony and acknowledgement of elders. Its respect cultural heritage through cultural ownership, copy rights and intellectual property rights. The documents sets s everal ceremonies and events to ensure the heritage and culture of the City of Sydneys Aboriginal and Torres Strait Islander Community. The information and guidelines provided by the culture can set beach marks which can be used to enhance the learning experience of City of Sydneys Aboriginal and Torres Strait Islander children. The reason for this archive is to give Councilors, Gathering Officers, Staff and Volunteers at the City of Sydney with a comprehension of a portion of the imperative conventions of the Aboriginal and Torres Strait Islander people group. While this is not an entire rundown of conventions, staff should keep on consulting with Aboriginal and Torres Strait Islander agents about how and when to watch these and other conventions in the most suitable way. Watching Aboriginal and Torres Strait Islander conventions incorporates permitting time for customary basic leadership and discussion (Browne et al., 2017) The national voice for our children is one of the national non-government Apex body which represents the rights and interest of aboriginal and Torres Strait islander children. The vision of this body is to ensure an Australian society where rights of aboriginal and Torres Strait islander children families and young people are protected (Chen et al., 2014). The organization also wants to ensure that the communities have enough power to make independent decisions related to their futures and their cultural identities are valued. The organization is controlled by the community and the supporters and members of the organization includes various organization and individuals who work for development wellbeing and safety of children. In order to achieve the goal of the organization of healthy self-determining and strong aboriginal and Torres strait islander children connected to cultural family the organization provides for policy analysis advocacy training research communication resources and opportunity for collaboration. The organization has defined ki principal for providing service which have been evidently prove to be most effective for the purpose of achieving outcomes for aboriginal and Torres strait islander children. These services are those which apply creative Governance strategies which recognize aboriginal and Torres strait islander governance and leadership, services through which empowering culture is fostered, services through which culture and identity are supported and lastly services which are responsive and holistic. With the help of the provided research Organization has been able to formulate a set of twelve good practice worksheets which build up on and share the learning and ideas arising out of consultations. This provide the early childhood educators knowledge for celebrating exploring and promoting aboriginal and Torres strait islander culture while implementing the principal practices and outcomes from early years learning framework. There targets are majorly educators in community controlled along with those in mainstream services serving aboriginal and Torres strait islander children but also would be helpful for serving more broadly towards creating an understanding of inclu sion and culture within early childhood education and care services. References Absec.org.au. (2017). Aboriginal Child, Family and Community Care State Secretariat | Welcome. [online] Available at: https://www.absec.org.au [Accessed 29 Aug. 2017]. Allred, K. W., Hancock, C. L. (2015). Reconciling leadership and partnership: Strategies to empower professionals and families.YC Young Children,70(2), 46. Australian Institute of Aboriginal and Torres Strait Islander Studies. (2017). Australian Institute of Aboriginal and Torres Strait Islander Studies. [online] Available at: https://aiatsis.gov.au [Accessed 29 Aug. 2017]. Bergen, D. (2015). Reconciling play and assessment standards.Play from birth to twelve: Contexts, perspectives, and meanings, 245. Browne, J., de Leeuw, E., Gleeson, D., Adams, K., Atkinson, P., Hayes, R. (2017). A network approach to policy framing: A case study of the National Aboriginal and Torres Strait Islander Health Plan.Social Science Medicine,172, 10-18. Chen, J. Q., McCray, J., Adams, M., Leow, C. (2014). A survey study of early childhood teachers beliefs and confidence about teaching early math.Early Childhood Education Journal,42(6), 367-377. Coffin, J., Green, C. (2016). THIS CHAPTERS CENTRAL focus is to demonstrate how Aboriginal constructs, such as the Coffin Cultural Security (CCS) Model and the Cultural Security Continuum (Coffin 2007), offer culturally secure ways forward for Aboriginal and Torres Strait Islander people engaged in and affected by community development processes. We do this by focusing on two community development projects under-taken in the health and local government sectors in rural and regional Western Australia. The motivation for community ....Mia Mia Aboriginal Community Development: Fostering Cultural Security, 73. Dinehart, L. H. (2015). Handwriting in early childhood education: Current research and future implications.Journal of Early Childhood Literacy,15(1), 97-118. Education and Reconciliation: Exploring Conflict and Post-Conflict Situations by Julia Paulson Education, D., 2014. o.(2014).Learning Technology Effectiveness. Exley, B., Davis-Warra, J., Dooley, K. (2015). Empirical reference points for Bernsteins model of pedagogic rights: Recontextualising the reconciliation agenda to Australian schooling. InPedagogic Rights Democratic Education(pp. 33-46). Routledge. Gambaro, L., Stewart, K., Waldfogel, J. (Eds.). (2015).An equal start?: Providing quality early education and care for disadvantaged children. Policy Press. Miller, M. G. (2015). Consultation with Aboriginal and Torres Strait Islander people in early childhood education: the impact of colonial discourses.The Australian Educational Researcher,42(5), 549-565. NACCHO. (2017). NACCHO National Aboriginal Community Controlled Health Organisation. [online] Available at: https://www.naccho.org.au [Accessed 29 Aug. 2017]. Price, K. (2015).Aboriginal and Torres Strait Islander education: An introduction for the teaching profession. Cambridge University Press. Price, K. (2015).Aboriginal and Torres Strait Islander education: An introduction for the teaching profession. Cambridge University Press. Research, P., Development, S., Us, J., Events, N. and Centre, M. (2017). SNAICC - National Voice for our Children. [online] SNAICC. Available at: https://www.snaicc.org.au [Accessed 29 Aug. 2017]. Singer, E. (2013). Play and playfulness, basic features of early childhood education.European Early Childhood Education Research Journal,21(2), 172-184. Teaching for Reconciliation by Ron Habermas VanHoorn, J., Nourot, P. M., Scales, B., Alward, K. R. (2014).Play at the center of the curriculum. Pearson Higher Ed. Williams, K. E., Berthelsen, D., Viviani, M., Nicholson, J. M. (2017). Participation of Australian Aboriginal and Torres Strait Islander families in a parent support programme: longitudinal associations between playgroup attendance and child, parent and community outcomes.Child: care, health and development,43(3), 441-450. Yarning Circles, (2017). [online] Available at: https://www.qcaa.qld.edu.au/k-12-policies/aboriginal-torres-strait.../yarning-circles [Accessed 29 Aug. 2017]. Young children and environment by Julie M. Davis

Corporate Strategy and Competitive Advantage †MyAssignmenthelp.com

Question: Discuss about the Corporate Strategy and Competitive Advantage. Answer: Introduction Mechanism of planning, controlling, monitoring, analyzing and assessing and which are also considered as the most essential for the business management entity to attain the desired goals and objectives. The below executed is the analysis of the business entity Samsung which is a Korean multinational corporation and is dealing in consumer electronics. Samsung is a Korean organization which has made a modest start as a small trading organization in 1938 has today developed as a world-class present day enterprise. Before the end of 2014, Samsung worked in more than 84 nations through more than 213 workplaces over the globe and utilized somewhere in the range of 320, 000 people. The organization's portfolio traverses hardware, overwhelming businesses, monetary administrations, chemicals, administrations and others (Samsung 2017). Its organizations are far reaching that stretch out finished semiconductors; propel innovation, high rise and plant development, design, petrochemical, medicati on, lodgings and substantially more. At Samsung, ability, and innovation are guided after fulfilling the financial objectives to likewise contributing towards making a superior worldwide society. Brilliance is among the center estimations of the organization which is clear from the way that in 2015 Samsung Hardware possessed the thirteenth position in Fortune Worldwide 500. It has also been noted that under the authority of Mr. Gracious Hyun Kwon, Bad habit Executive, and President, the organization has topped the charts in the general cell phone and PDAs portions amid Q3 2015 holding pieces of the overall industry of 19.0% and 23.2% individually according to rankings of the exploration firm Counterpoint. Despite getting an extreme rivalry from its adversary Apple, the organization has still figured out how to be the world's biggest versatile vendor. As a brand, Samsung has been positioned at the seventh place in "Best Worldwide Brands 2015." The advance of the brand is clear from that it remained at seventeenth place amid 2011. Samsung's present market position can be credited to its center esteems, arranged business moves, tight control over inventory network exercises, and its system to harvest points of interest of experience bend economies management. The organization is the biggest producer of cell phones and smart phones. On the basis of the research which has been conducted on the company reports, it has been concluded that in July 2017, the market estimation of the Samsung hardware ascends by the US $316 billion subsequent to overwhelming Intel group. The organization is a noteworthy manufacturer of electronic components, for example, lithium- batteries, chips, and flash-memory (Lawaspect 2017). The business entity is a multinational corporation and deals in a diversified range of consumer electronics products. Samsung has a wide range of electronics and consumer products from which cell phones have been considered as one of the biggest categories in which the company deals. This product line is considered as very much significant for the business entity the company enjoys a large market share due to this product range and also a competitive advantage is attained. The products range of the entity involves home appliances, for example, TVs, monitors, refrigerators, and washing machines and in addition key mobile telecommunication products like cell phones and tablets. The business entity has maintained the quality level and trusted a brand of key electronic appliances like DRAM and non-memory semiconductors. Samsung promises to develop and deliver quality products and services that improve convenience and encourage smarter ways of life for its clients around the globe. Samsung is committed to enhancing the worldwide society through its steady quest for ground breaking developments and esteem creation. As observed "Inspire the world to create the future" is the principle vision, which has been developed by the business entity and is also known as Vision 2020. This vision is at the core of entitys responsibility which is concerning the enhancements in innovation, products, and solutions that motivates societies all over the globe to join the aspiration so as to develop a better world which involves richer digital experiences (Researchomatic 2013). As the corporation perceive the obligation as a creative leader in the global community, the business entity devotes the efforts and resources to offering new esteems to the business and clients while satisfying shared values of our employees and partners. Problem Statement At Samsung, the hierarchical plan was basically affected by the run of the typical Korean culture; regularly represented by restrained, dictator and bureaucratic administration styles. Such an organizational plan encourages top administration's obligation of vision on rest of the organization in this manner facilitating control over exercises. Be that as it may, such an authoritative plan not just adversely influenced the monetary objectives of the organization; it likewise drew part of outer feedback to the organization announcing it to be non-creative and laggard (Anderson, 2016). A revolutionary decision was taken by the organization for a progressive choice to change its hierarchical outline from being a proficiency centered to a more advancement situated association. The once hazard avoidance theory has been supplanted by an authoritative plan which advances persistent experimentation and development. Throughout the years, it has taught an authoritative culture of creating in-ho use mastery. The organization works on a non-union rationality which was really the possibility of its author, Mr. Lee ByungChul. Conclusion In the limelight of the above-executed analysis, it has been concluded that Samsung is one of the multinational corporation which is executing strategic management so as to attain competitive advantage in this business environment. Moreover, the task involves a brief introduction and one problem statement which is faced by the business entity. References Anderson, D. L. (2016).Organization development: The process of leading organizational change. Sage Publications. Lawaspect, (2017). Samsung's Corporate Strategy and Competitive Advantage. Retrieved on 8th September 2017. From https://lawaspect.com/samsungs-corporate-strategy-competitive-advantage/ Researchomatic, (2013). Samsung's Sustainable Competitive Advantage, Retrieved on 8th September 2017. From https://www.researchomatic.com/samsungs-sustainable-competitive-advantage-160561.html Samsung, (2017). Samsung electronics in India, Retrieved on 8th September 2017. From https://www.samsung.com/in/aboutsamsung/samsungelectronics/india/index/.