The Effects of an Economic Recession - 910 Words

An economic recession is often thought of as a short term event. In reality, the effects of a recession do in fact have long lasting consequences; from decreased income rates, increases in unemployment, loss of investment and business opportunities, and much more. A job loss may force families into not being able to send their children to college. Even if these families are able to send their son or daughter to college, their experience may change during a recession. For universities to keep their doors open tuition must be increased and cuts must be made in multiple areas, such as cutting back classes, staffing, and whole departments (Irons). Real estate values fall dramatically during recessions. Being locked into a high rate mortgage for a home that is no longer worth the price these families are paying can cause major stress and depression. When a recession is considered to have ended the prices of homes will not return to their previous values instantly, it takes a vast amount o f time to see even a slight increase in property value after a recession. Every one of these examples can lead to economic scarring, which is long lasting devastation to the economy and individuals economic situations. Something as simple as a young child’s nutrition can impact cognitive development. When a child lacks basic nutrition requirements their grades, cognitive abilities, reading comprehension, and even salaries later in life will be lacking, and below the populations average. When aShow MoreRelatedEssay on Analysing the Recent Economic Recession and Its Effects1122 Words   |  5 Pagesalternation between economic downturns and economic upturns (Investopedia n.d.). A recession is an economic downturn and happens in every country and some recessions are worse than others and the output of GDP and employment are falling farther and faster. The great depression lasted from 1929-1933 and was a deep prolonged downturn in the business cycle before a recovery/expansion of the business cycle occurred and GDP and employment started to rise (Krugman Wells. 2012). The next recession lasted fromRead MoreEconomic Recession1290 Words   |  6 PagesEconomic Recession of 2007 William Mwangi Class title and section Professor’s name Due date of Assignment: 26th August 2011. William Mwangi Economic crisis Class Professor’s name 24th August, 2011. Economic Recession of 2007: What caused it and what were the after effects? Can we predict another major recession? Thesis Statement: Although the recession that dates back in 2007 is still long and deep and surely has shown some recovery, the potential that it will completelyRead MoreRelationship between Real GDP Growth and Transfer Payments Essay1101 Words   |  5 Pagesseen a consistent increase in transfer payments, regardless of the economic conditions faced by the nation. Some of this continual increase in transfer payments can be explained by demographics (Baby Boomers collecting Social Security), changes in the political climate (immigration amnesty in the 1980s) as well as the economic climate of the last decade (extended unemployment compensation). In this paper, we attempt to analyze the effect, if any, that transfer payments have had on real GDP growth inRead MoreThe Great Recession Fiscal Policy: Analyzing Problems and Solutions1429 Words   |  6 PagesGreat Recession of 2007 to 2009, the United States government implemented various fiscal policies in an effort to stimulate the e conomy. How the government responded as well as how those responses will affect the U.S. economy into the future are the focus of a proposed research study. In order to ensure an appropriate focus for the proposed research study, problems in existing literature must be evaluated. This paper is structured as follows. In order to better understand the Great Recession, theRead MoreRunning Head: Great Recession 1. Great Recession5. . .884 Words   |  4 PagesRunning head: GREAT RECESSION 1 GREAT RECESSION 5 Great Recession Name Institution Great Recession There are times when a nation undergoes economic hardship for a long or short period of time. The recession is the term used by economists to define this period, it is a time when the nation?s economic GDP is low for more than two quarters consecutively (Beckworth, 2012). Recession often results in plunges in the stock market, unemployment, housing market, and a decrease in the qualityRead MoreThe Beginning Of The Great Recession1392 Words   |  6 Pagesa. The Beginning of the Great Recession The definition of a recession is this: a significant decline in general economic activity, typically involving two consecutive quarters of decline in gross domestic product (GDP). In December of 2007, the American economy experienced an event of this nature—the Great Recession. This global financial crisis stemmed from what seemed like an isolated disturbance within the subprime US housing market but transformed into a catastrophic event. The GR officiallyRead MoreEffects Of Recession On The Employment Level1106 Words   |  5 Pages Recession is an economic phenomenon that comes in a cyclic fashion. Recessions generally occur due to an effect of adverse demand shock. Unemployment is one of the most prominent effects of recession. Due to the economic downturn, companies try to save money rather than investing it in a production process. On the other hand, the consumption power of the consumers also reduces by a significant level. These factors have a serious impact on the emp loyment level. After the recovery from the recessionRead MoreThe World s Economy Was Devastated1732 Words   |  7 Pages Assignment 4 GEOG200 Bradley Bache 3129292 Submitted September 10, 2015 In 1929, the western world’s economy was devastated. With the crash of the United States Wall Street, the realm drove into what is now known as the â€Å"Great Recession†. Its neighbour to the north, Canada also felt these affects as unemployment and poverty grew. After a decade of despair, the massive rise in government spending for the Second World War and the reductions in taxes, the economies returned to prosperRead MoreUnderstanding the Economic Recession in America Essay1165 Words   |  5 PagesThe economic recession of the late 2000s has been called the greatest economic downturn our country has faced since the Great Depression. American businesses and banks are failing, foreclosures are spreading like wildfire, and unemployment numbers have reached double digits. Under our current president, many are optimistic, but many others are fearful for the future. Economists have different speculations regarding the causes of the â€Å"Great Recession†. Some blame it on higher prices for necessitiesRead MoreThe Influence Of Two Contrasting Economic Environments On Business Activities Within A Selected Organisation1112 Words   |  5 Pages P5: Describe the influence of two contrasting economic environments on business activities within a selected organisation. Introduction In this document, I will be describing the influence of two contrasting economic environments on business activities within a selected organisation. I will be writing about supply and demand, unemployment, inflation, government policies and GDP. Step 1: Demand and Supply Demand Demand is when customers are willing to pay for a product or service at a reasonable

Understanding of Australian Healthcare System

Question: Discuss about theUnderstanding of Australian Healthcare System. Answer: Introduction: The World Health Organization describes a health system as 'all the activities whose primary purpose is to promote, restore and/or maintain health' (WHO, 2013). Further, a good health system 'delivers quality services to all people, when and where they need them'. The success of the healthcare system of a country is judged by whether it provides quality service, access for all, is affordable and equitable for the population it serves. The large amount of spending on healthcare by the US ($8387 per person per year) cannot be used as a measure of excellence. But it scores well on preventative measures that focus on reducing disease burden through prevention and early detection (How to compare health systems between countries, 2014)In Australia, the healthcare system offers highly subsidized and even free services for all. Other than robust finances healthcare system requires a highly trained workforce, and a policy framework based on needs and requirements of the people it provides ser vices to (/which-country-has-worlds-best-healthcare-system-this-is-the-nhs, 2016). The healthcare system provision in Australia consists of public and private service providers. It is accomplished by a network of providers that includes medical practitioners, nurses, pathology and testing services, clinics and hospitals. The publicly funded medical services are receive funds from the state and territory governments and function under the administration of the local, state and territory and the Australian governments. The private clinics and hospitals and pharmacies are funded and run by the private sector. A wide range of services are available to serve the medical needs of the Australian public, these include- preventive services, public health services, emergency healthcare, hospital-based treatment and care, palliative care and rehabilitation services. Primary healthcare services form the basis of the healthcare in Australia. Other programs that are provided by the government include- population health, community health and health infrastructure. Health services for the Aboriginals and Torres Strait Islanders are also provided. Regulation of the health services is done through legislation that governs the public hospital system. Sale of tobacco and alcohol products is regulated by governments. Ensuring the safety and quality of goods and appliances and medicines is a function of the Australian government. Quarantine arrangements and medical insurance provided by the private sector when required and a safe supply of blood and blood products are the responsibilities of the local and state/territory governments. Private hospitals are licensed and registered in order to facilitate monitoring by the authorities. The National Registration and Accreditation Scheme (NRAS) ensures that all practitioners are suitably qualified and if services are required, their mobility across the country is facilitated. The department of health ensures a responsive and flexible workforce for provision of healthcare services across all states and territories of Australia (Health Systems). Many countries have opted for co-payments. The level of out-of-pocket payments in Australia is at $731 per capita, which is higher than the OECD average. This puts the vulnerable sections of the population at risk, because they either avoid treatment and this has long-term negative fall-outs on their health or they cannot afford the expensive range of healthcare treatments at all. Even though the healthcare system is largely government funded in Australia, 20% of the time, patients have to make out-of-pocket payments. High rate of hospital admissions in Australia for the treatment of chronic conditions points to the rather low rates of prevention programs delivered through the primary healthcare system. In particular, two health issues that can be treated by better self-management of patients and primary care are asthma and chronic obstructive pulmonary disease. Lesser hospitalisations can then lead to reduced healthcare expenditure due to fewer hospitalisations. (/Health-at-a-Glance -2015-Key-Findings-AUSTRALIA.pdf, 2015). Health expenditure in Australia in 2012 was 9.1% of the GDP. In 2010-11, public sector spending on healthcare was 68%, 20.4% payments were made out-of-pocket, and 8.3% of healthcare expenses were covered by private insurance providers. 47% Australians were insured for treatment in private hospitals. These include affluent Australians and women between 20 and 30 years of age. Out-of-pocket payment is $731 in Australia against an OECD average of $590. About 18% Australians had to wait for more than four months for elective surgeries, according to the health policy survey of 2010. 16% Australians experienced an access barrier to healthcare due to high cost (Jeyaratnam Jackson-Webb, 2014). The Medicare services under the public health system offer free treatment by doctors, dentists and optometrists, and prescription pharmaceuticals. 85% of the healthcare burden in Australia is due to the non-communicable diseases, 10% of the healthcare resources were utilized in 2010 for treatment of injuries. On the contrary, just 5% of the disease burden was due to communicable diseases, neo-natal, nutritional disorders and maternal problems. Among the non-communicable diseases, 16% disease burden in 2010 was due to cancer, 16% due to musculoskeletal disorders, 14% due to cardiovascular disease and 13% due to mental disorders. The risk factors that contribute the most to disease burden in Australia are - dietary risks at 11%, obesity at 9% and smoking at 8%. The diseases that are on the rise due to these risk factors include- diabetes and cardiovascular diseases, cancer, uro-genital disorders and diseases of the endocrine system, examples are hypothyroidism and hyperthyroidism. Hypertension, lipid disorders, diabetes, depression and arthritis are the most common reasons why patients in Australia consult their general practitioners. According to the WHO, the global burden of disease has shifted to non-communicable diseases. While the developed countries have registered high rates of cancer, diabetes and cardiovascular diseases, the developing countries are also part of the pandemic that sweeps the world, due to lower food prices, sedentary life styles and poor nutrition. The expenditure incurred by healthcare systems is largely due to chronic diseases that can be prevented. 15% of the Australian population suffers from arthritis, 13% from lower back pain or slipped discs, 10% from hypertension and 10% each from asthma and depression. 360,000 Australians lived with cancer and 4.6% of the population is suffering from diabetes and its complications. 5% people living in Australia suffer from cardiovascular disease or have suffered a stroke. (/ill-health/). In Australia the per capita funding for the indigenous people was increased rather belatedly, by then the disease burden had grown to such an extent that it will take considerable time for the impact to be noticeable. In the U.S. the Indian Health Service provides the funding stream for the Indians, but it has shortcomings because funding is not hiked when there is inflation or salaries of healthcare staff increase. As the needs grow the funds appear to decline (financing/healthreport/IHNo33.pdf). Life expectancy for native Americans have increased by 39% from 51 years to 71 years from the year 1940 to 1995. But the disease burden due to chronic diseases has grown (Bramley, Hebert, Tuzzio, Chassin, 2005). Policy makers need to be inclusive while framing policy for improvement of health of the indigenous people and incorporate their values and beliefs for delivery of healthcare to be delivered with some success. The impact of colonisation and dispossession on the indigenous people's mental health has been immense. It is important to recognise their collective rights and sense of self-determination when implementing healthcare strategy for them (/sowip-press-package-en.pdf). Historically, the provision of health services for the indigenous populations has been rather poor. According to the Australian Department of Health the implementation plan for the Aboriginals and Torres Strait Islanders, a health plan has been under implementation from 2013-2023. It has several strategies for health improvement of the indigenous people that include- making an investment in health organisations controlled and run by the Aboriginal community. Reducing incidences of racism in the mainstream healthcare system so that the indigenous people can access health services without fear of being discriminated against. Increasing trained work force that is culturally sensitive to the requirements of the Aboriginals. Adoption of an inclusive approach to include the Aboriginal and Torres Islander peoples while planning, delivering healthcare services and the evaluation of services, so that the specific difficulties they face in accessing healthcare can be addressed. Adding numbers to the workforce that caters to their healthcare needs. (/national). Strengths of the Australian health care system include an increased emphasis on preventive medicine than before. About 440,000 Australians died due to causes that were preventable between 1997 and 2012. The adoption of preventive medicine to treat causes like heart disease, cancer and suicides has improved the ability of people to reverse symptoms and lead healthier lives through timely intervention (Ting, 2015). Most Australians who cannot afford expensive healthcare have the option of subsidized or even free consultations and pharmacies. But increased emphasis on chronic and preventable diseases in the Australian system of primary healthcare. The timely diagnosis and treatment of diabetes, obesity and lifestyle diseases is needed to reduce the disease burden. Another weakness of the Australian healthcare system is that it is becoming increasingly difficult for patients to understand and navigate. This is largely due to the fact that there is considerable control on funding by both- the federal and the state or territory governments. It will be easier for the various stakeholders if the federal governments steers and allows more spending to be done by the state or territory governments. Quality standards for healthcare should be extended to mental health and long term care services (https://www.oecd.org/australia/australia-s-health-system-is-too-complex-for-patients.htm). In the US prevention of chronic diseases is much better and the rates of cancer survivals are highest in the world. 90% of the population is covered by medical insurance. But obesity and mental health treatment does not receive enough attention. Co-payments have to be paid by patients and often the staggering costs of intensive testing, at times unnecessary, has to be borne by the patient. The medical profession is also influenced by increasing law suits. There are gaps in insurance that leave the patients to pay rather hefty bills if some area of their treatment is not covered by insurance. In its endeavour to improve the primary health care through preventing diseases so that the burden on healthcare services is reduced, Australia has started several programs that help to detect disease early. One such program is the Breastscreen Australia that sends invites to women between 50 and 74 years of age for a mammogram, every two years. The program aims to diagnose breast cancer in the early stages so that the disease burden can be reduced (/breast-screening-1). The highest incidence of melanoma in the world occurs in Australia. The SunSmart program was launched for prevention of this form of cancer. In the state of Victoria, about 40,000 cases of melanoma are diagnosed annually and in 2013, 460 people succumbed to the disease. Treatment is expensive and the burden on the healthcare system is staggering. Prevention includes teaching people how to balance the exposure to sunlight, so that adequate Vitamin D formation occurs but one remains protected from the cancer causing UV rays of sunlight. Protection includes wearing full sleeved clothing, applying sunscreen to exposed parts of the skin and wearing a hat. Methods of prevention and awareness camps are held at schools, offices, sporting clubs, childhood centres and several other locations. Since skin cancer is also highly preventable, the staggering amount of $500 million spent on its treatment can be brought down (Welcome to SunSmart). In conclusion, the delivery of healthcare is a complex process with several stakeholders. Each country has specific needs but there are several points to be learnt from one country to another. Australia has a healthcare system with robust finance and it largely dependent on federal and government funding. The US has a highly advanced healthcare system with a strong dependence on the insurance sector for funding. While Australia can learn from the US about how to implement preventive programs to reduce the disease burden; the US can think about ways to improve its healthcare delivery to the 10% of its population who are uninsured and cannot afford the high cost of treatment. References breast-screening-1. (n.d.). Retrieved from https://www.cancerscreening.gov.au: https://www.cancerscreening.gov.au/internet/screening/publishing.nsf/Content/breast-screening-1 Health-at-a-Glance-2015-Key-Findings-AUSTRALIA.pdf. (2015). Retrieved from https://www.oecd.org: https://www.oecd.org/australia/Health-at-a-Glance-2015-Key-Findings-AUSTRALIA.pdf ill-health/. (n.d.). Retrieved from https://www.aihw.gov.au: https://www.aihw.gov.au/australias-health/2014/ill-health/ index5.html. (n.d.). Retrieved from www.who.int: www.who.int/healthsystems/hss-glossary/en/index5.html policies-strategies/general/national. (n.d.). Retrieved from https://www.healthinfonet.ecu.edu.au: https://www.healthinfonet.ecu.edu.au/health-infrastructure/policies/policies-strategies/general/national sowip-press-package-en.pdf. (n.d.). Retrieved from https://www.un.org: https://www.un.org/esa/socdev/unpfii/documents/SOWIP/press%20package/sowip-press-package-en.pdf which-country-has-worlds-best-healthcare-system-this-is-the-nhs. (2016, February 9). Retrieved from https://www.theguardian.com: https://www.theguardian.com/society/2016/feb/09/which-country-has-worlds-best-healthcare-system-this-is-the-nhs Bramley, D., Hebert, P., Tuzzio, L., Chassin, M. (2005). Disparities in Indigenous Health: A Cross-Country Comparison Between New Zealand and the United States. American Journal of Public Health, 95(5): 844850. financing/healthreport/IHNo33.pdf. (n.d.). Retrieved from https://www.who.int/: https://www.who.int/healthsystems/topics/financing/healthreport/IHNo33.pdf health_systems/en/. (2013). Retrieved from https://www.who.int: https://www.who.int/gho/health_systems/en/ health-system/. (n.d.). Retrieved from https://www.aihw.gov.au: https://www.aihw.gov.au/australias-health/2014/health-system/ How to compare health-care systems (2014, June 29). /economist-explains-16. Retrieved from https://www.economist.com: https://www.economist.com/blogs/economist-explains/2014/06/economist-explains-16 https://www.oecd.org/australia/australia-s-health-system-is-too-complex-for-patients.htm. (n.d.). Retrieved from https://www.oecd.org/: https://www.oecd.org/australia/australia-s-health-system-is-too-complex-for-patients.htm Jeyaratnam, E., Jackson-Webb, F. (2014, September 1). /infographic-comparing-international-health-systems-30784. Retrieved from https://theconversation.com: https://theconversation.com/infographic-comparing-international-health-systems-30784 Ting, I. (2015, October 9). he-440000-australians-who-didnt-need-to-die-revealed-in-report-2015. Retrieved from https://www.smh.com.au: https://www.smh.com.au/national/health/the-440000-australians-who-didnt-need-to-die-revealed-in-report-2015 Welcome to SunSmart. (n.d.). Retrieved from https://www.sunsmart.com.au/: https://www.sunsmart.com.au/

Classroom Energizer free essay sample

The energize activities in this packet are warm-up games actors use to prepare for rehearsal and/or performance. They warm-up the actors tools (their body and voice) and create a sense of ensemble (teamwork) with fellow cast members. When used In the classroom, these actively have the same effect. The actively utilize the students five senses, motor skills, communication skills, create a sense of trust, and build an ensemble. They can also be used to teach or assess curriculum topics, Increase memory and focus energy. Have fun using these activities In the classroom!Clap the Circle Energize Activity where students learn to listen, respond and work together. Part l: Clap Together Have students stand in a circle with feet slightly apart and hand in front of them. Tell student that you are going to clap your hands, and they are to clap exactly the same time as you. Clap hands once. (Be sure to open your arms before clapping so students have a warning that the clap is coming. ) Students do the same. Repeat a few times. Name one of the students to be the leader. Repeat to the students: The object of this game is to clap together. Allow the student leader to clap a few times.Appoint another student leader, repeat the object of the game, and have them lead a few claps. Assessment: Ask the students, How was that? Allow for a few answers. Ask students, Were we together? Allow for a few answers. Discus: What did you have to do to be together? 3 Define Cue: a signal that It Is your turn; the last words or actions that come before another actors speech or entrance; a light, sound, physical or curtain signal. Part II: Pass It Turn to the student to your right and tell them you are going to clap your hands and that they are to clap exactly the same time as you. Be sure to open your arms before lapping so your partner has a warning that the clap Is coming this Is the cue. ) Clap and allow your partner to clap with you. Instruct your partner to now turn to their right and clap to with the next person. They must be together. Allow them to do so. Around the circle. When the clap gets all the way around the circle, pass it to your left and allow it to go all the way around the circle again. Again ask students, How was that? Allow for a few answers. Again ask students, Were we together? Allow for a few answers. Discus: What did you have to do to be together? Part Ill: ChoicesInstruct students that you are going to play the game again. This time when the clap comes to you, you have a choice, you can pass it along in the same direction, or clap again to the person who Just passed it to you, thus sending it back in the opposite direction. Tell students it is more important this time to give a clear and strong cue to whoever you are passing to. Again ask students, How was that? Allow for a few answers. Tell student this is the same as an actor on stage. They have a choice as to what to do once they receive their cue. The most important thing is to not drop the ball. Dont stop the game no tater what.Keep giving cues and passing to your partner. 4 Zip Zap Cop Energize where students learn to work together, connect with eye contact, utilize physical and verbal cues, and not drop the ball. Have students stand in a circle with feet together. Tell students the name of this next game is zip zap cop. Have them repeat the words zip, zap, cop. Inform them that the way they pass in the game is to lean in with one leg and point to a person across the circle. Eye contact is most important. Ask student to try this all together. Lean in with one leg and point to the person across the circle, connect with eye intact and say zip. That person does the same to another person across the circle and says zap. The next person passes with the same physical cue and says cop. The game continues by passing the word zip, zap, or cop across the circle. Inform student they are not allowed to pass to the person to the right or left of them. It must be passed across the circle. Play a few rounds. Assessment: How was it? Were the physical cues clear? Did each person connect with eye contact? The main thing the students need to know is not to stop or add any words besides zip, zap, or cop Dont drop the ball! Play a few more rounds and assess again.Options: When a student drops the ball or slows the pace down, they can be called out. If this option is used, make sure to clearly explain what the reasons would be for Zip, Zap, Cop Clap the Circle Combo Energize where students combine game rules and have to make a choice. Have students stand in a circle. Instruct students that they will be combining two games: Zip, Zap, Cop and Clap the Circle. The same rules apply from both games, however, when it is their turn each student has a choice, they can clap to the person to their right, clap to the person to the left, r zip across the circle.Physical cues and eye contact are most important for the combo game. After the clap has gone around the circle and a student want to go to Zip, Zap, Cop, they can always start with the zip. They do not have to keep track of where the zip, zap, cop left off previously. Inform students that this choice they have to make when it is their turn is the same for an actor on stage, who is always making choices. The important thing for an actor to do once they make the choice is clearly cue their fellow actors on stage so they can easily pick up the ball. Go Left, Go RightEnergize where student learn to pick up physical and vocal cues, make a choice, and pass the ball. Have students stand in a circle. Demonstrate: Turn your chin to the right and get eye contact with their person next to you and say, Go right. Instruct that person to do the same. Have student continue all around the circle. When it get back to you, turn your chin to the left and get eye contact with the person next to you and say, Go left. Instruct the person to do the same. Have students continue all around the circle. Assessment: Ask students, What did you have to do to make the pass go all around the circle?The important cues: eye contact, move the head, speak clearly. 6 Play again: Instruct student that when it comes to them, they have a choice, they can turn right and say, Go right, or they can turn left and say, Go left. Play a few rounds and assess. Zip, Zap, Cop Clap the Circle Go Right, Go Left Combo Energize where students combine game rules and have to make a choice. Have students stand in a circle. Instruct students that they will be combining three games: Zip, Zap, Cop and Clap the Circle and Go Right, Go Left. The same rules apply from all three games.When it is their turn each student has a hooch, they can clap to the person to their right, clap to the person to the left, or zip across the circle, or turn to the right and say Go right, or turn to the left and say Go left. Physical cues and eye contact are even more important now. 7 Who Changed the Movement? An energize where students learn to observe and communicate without words. Have Start a movement: for example: slap one leg, clap your hands, stomp one foot. Instruct students to do the same movement they see. Once all the students in the circle are doing the movement, ask for one student to change the movement.They are not allowed to say anything, Just do a different moment. Everyone else in the circle must observe the change in movement and perform it. Once everyone in the circle has changed to the new movement, instruct students that another student can change the movement as soon as they see that everyone in the circle is performing the change together. You can assist in students catching on by saying l see a change, as you perform the new movement when you see someone in the circle has changed it. Play a few rounds, then call stop. Assessment: Ask students, What did you have to do to play this game successfully?Answers: use their eyes, communicate without sounds, work together. Instruct students that the best movements are those that do not turn around. Ask them why. Play again: Allow student to add sound to the movement. 8 Pass the Prop Energize where students use their imagination and communicate through movement. Supplies: a prop (a paper cup, a scarf, a piece of rope, a book) Have Define prop as any movable item used on the set of a play or handled by an actor. Instruct students that the object of this game is to change the prop you are holding into something it is not. They must use it as if it is that object. There is no sound in this game. Hold the prop in your hands and demonstrate. For example: pretend it is a telephone, hold it to your ear and mouth words as if you are talking into it; pretend it is a shoe and you are slipping it on your foot; pretend it is a fork and use it to eat. Students are to call out what they think you have turned the object into. When they call out the correct answer, pass the prop to the student to the right. That student is to do the same. Tell students there are no repeaters allowed. If someone chooses the same object as you, you must come up with a different object to change the prop onto.Continue the game until everyone has had one turn. Assessment: Ask students, How was the game? What did they need to do in order to play successfully? Discus. Repeat the game again and have students add sound to the game. For example: if into it. Variation: The game can also be played without an actual object, so the students have to mime it. 9 When I Go to California Energize that strengthens memory and teaches tricks to memorizing. Have students stand in a circle. Start the game by saying, When I go to California m going to bring my and fill in the blank. For ex. : my suitcase, my dog, my swimsuit.Ask the student to your right to repeat what you said, then add what they will bring. For example: When I go to California, m going to bring my suitcase and my . Student will fill in the blank for what they will bring. The next student starts from the beginning by saying, When I go to California, m going to bring my They must repeat what you said, what the student to your right said, and then add what they will bring. Repeat the game around the circle. Assessment: Ask students if this was easy or hard. Ask them to explain. What did they do to remember what each person was going to bring to California? Discus.Challenge: The next time you play go around the circle more than one time to make it harder. The first time students must fill in the blank with only one word (a noun). 10 The second time they must fill in the blank with two words (an adjective and a noun). The third time around students must fill in the blank with more than two words (and adjective, a noun and why they will be bringing the object). For example: 1. When I go to California, m going to bring my sunglasses. 2. When I go to California, m going to bring my designer sunglasses. 3. When I go to California, m going to bring my signer sunglasses to keep the sun out of my eyes.Assessment: Ask students which was harder to remember, round one, round two or round three. Curriculum Variations: 1 . Have students use vocabulary from the word wall. 2. Have student use vocabulary from their present curriculum unit. 3. Change California to a curriculum related location, such as Mars, Hawaii, the rain forest, the Arctic. Instruct student they must bring an object that is needed in any of the specified location. Shake Down Physical Energize to shake out stress, distraction and help focus energy. Have students stand in a circle or Just by their desks. Instruct student to follow your lead: 1.Hold out your right hand and shake it and count from one to eight. 2. Hold out your shake it and count from one to eight. 4. Hold out your left leg and shake it and count from one to eight. Continue: 1. Hold out your right hand and shake it and count from one to seven. 2. Hold out your left hand and shake it and count from one to seven. 3. Hold out your right leg and shake it and count from one to seven. 4. Hold out your left leg and shake it and count from one to seven. Continue to shake and count decreasing by one count until you get down to one. 1 One, Two Energize that utilizes rhythm, timing and memory.Have students sit in a circle. Assign everyone a number: Start with yourself as number one, and have students gone around the circle counting up. Start the rhythm: 1. Slap both hands on your legs 2. Clap your hands 3. Snap your right hand 4. Snap your left hand 5. Repeat Once students have the rhythm, add the numbers: When you snap your right hand you say your number. When you snap you left hand you say someone elses number in the circle. The student with that number does the same thing: they say their number when they nap their right hand, and another students number when they snap their left hand.The important thing is to stay keep the rhythm consistent and keep the game going. Variations: Once students are comfortable with the rhythm and how the game passes around the circle, try any of the following variations: 1. Use student names instead of numbers. 2. Assign students with curriculum vocabulary words instead of numbers. 3. Assign students states and capitols instead of numbers. 4. Name a curriculum topic and have students come up with how to use it in the game. Have students vary the rhythm to accommodate their variations. Vocal Warm-ups Tongue Twister Energies where students warm-up their mouths (lips, tongue and teeth) and learn to pronounce all the letters in the words so they can speak clearly and be understood. It is also good as a memory game. Inform students when an actor is speaking on stage the audience want to be able to hear them and understand what they are saying. Actors will do vocal warm-ups to get and understood from the stage. Instruct student that when you point to yourself, it is your turn, and when you point to them they repeat what you say. Point to self and say, Whether the weather is cold. Point to student and have them repeat.Point to self and say, Whether the weather is hot. Point to self and say, Weal be together whatever the weather . Point to student and have them repeat. Point to self and say, Whether we like it or not. Repeat again slowly saying two lines at a time. Repeat as many times as needed until students remember the four line rhyme. Instruct students to pronounce every letter in all the words so the audience can understand them. 13 Add Rhythm: Instruct students to clap one time after the first line, one time after the second line, o clap after the thirds line, then two quick claps after the fourth line.Demonstrate. Have student repeat. One at a Time with Cues: Have students go one at a time around the circle, saying one line at a time. Instruct them that they must listen for their cue. The cue is the line before yours so that you know it is your turn and you know what line to say. For example: If the person before you says the line Whether the weather is cold, your line will be, Whether the weather is hot. It is important while you wait for your turn that you listen for you cue. Also instruct the students that they will be saying one line at a time, but they will all do the clapping together.They must also listen for their cue to clap. Go around the circle a few times. Additional Tongue Twisters Variations: Red Leather Red leather, yellow leather. Good blood, bad blood. Plumb Pickers Son I am the plumb pickers son, I pick peaches, not plumbs, But I will pick plumbs, Till the plumb picker comes. Weather Whether the weather is cold, (1 clap) Or whether the weather is hot, (1 clap) Weal be together whatever the weather, (so clap) Whether we like it or not. 2 quick claps) Betty Better bought a bat of bitter butter.If she puts it in her batter, it will make her batter bitter. So, Betty Better bought a bat of better butter. And when she put it in her batter, It did make her batter better. 14 One Red Hen One red hen Two ducks Three brown bears Four hopping hares Five no good robbers Six silly sisters sipping soda Seven sailors sailing the seven seas Eight enormous elephants eating apples Nine nasty nightingales nesting.

Parallel Learning Structures Essay Example

Parallel Learning Structures Paper Merrell, Monk, and Pace, the organizational development consultant team of UOP, offers professional services in the area of organizational development intervention strategies. As a team, we assist organizations in their change initiatives through the introduction of an innovative process. Many factors drive the need for change within an organization, such as maintaining a competitive edge by meeting the needs of the changing market or rebounding from a downward trend in productivity. Merrell, Monk, and Pace UOP are able to meet these needs through a pooled knowledge base which encompasses effective strategies that combine the power of human resource creativity and expertise with operational processes. Teetering on the brink of seizure or privatization, the superintendent of said school district has procured the organizational development consultant group of Merrell, Monk, and Pace UOP to recommend and implement a strategy that will revolutionize the schools within the timeframe of a year. Currently, all the schools in the district, with the exception of one, has for two consecutive years received failing marks in meeting the requirements of the No Child Left Behind federal initiative. Immediate action is needed to address and remedy the known issues of student academic failure, non-parental involvement, oversized classrooms, extra-curricular work overload on the teaching staff, support staff demoralization et cetera in order to create an environment focused on student achievement. We will write a custom essay sample on Parallel Learning Structures specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Parallel Learning Structures specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Parallel Learning Structures specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Having assessed the school districts current dilemma, Merrell, Monk, and Pace, propose the intervention strategy of parallel learning structures. Parallel structures help people break free of the normal constraints imposed by the organization, engage in genuine inquiry and experimentation, and initiate needed changes (http://www.humtech.com/opm/grtl/ols/ols6.cfm). Parallel learning groups are comprised of individuals with various backgrounds or expertise that operate via minimal to no supervision within an existing hierarchical structure. These groups do not follow the traditional bureaucratic design of change management within the existing organization but instead are designed to operate parallel to the existing structure or organizational design. It is expected that all participants openly contribute, without fear or organizational retaliation, to identify issues and implement change. Case study evidence on the success of this strategy has been said to include improved productivity and decision making; employee satisfaction; and organizational effectiveness (http://www.humtech.com/opm/grtl/ols/ols6.cfm) Methodology  Participants Our participants are made up of the support staff (custodians, bus drivers, cafeteria workers, etc), teachers, parents, and school administration (principals, vice-principals, guidance counselors, and deans) and student leaders from the targeted school district. Our approach will allow for each and every member of each group to be equally represented. According to Zand (1974) such units are considered to be pilot groups or experimental units. For our purposes all such units can be thought of as parallel systems similar to a Research and Development group in a large corporation (Zand, 1974). Since this is a vast endeavor covering the entire school district, each level of school officials, affiliates, associates and student representatives will be included in the implementation of the interventions first phase of gathering information on the schools districts successes, failures, concerns and issues. The number of participants is undetermined because it is important that each person in the school district have an opportunity to be represented. Secondly, a selected group of representatives from each subgroup will work with Monk, Merrell and Pace UOP to devise a strategy by which to develop a parallel system that can be free to create, be innovative and rely on their expertise and proven research in order to recommend changes in the school districts systems and functioning. Furthermore, our endeavor will seek to utilize a group of the best teachers (as recommended by the administration) to form a quality circle of lead teachers that will serve as the core of our proposed pa rallel system that will represent teachers. Support staff will be selected by an equally empowered entity or method (i.e. Union representatives, professional associations et cetera). The support staff will address their issues in a similar but separate forum with each person having an opportunity to voice their concerns and share their insights. Likewise, the parent group will be comprised of parents from the school district. Participants for the parent group are expected to be from the Parent Teachers Association and other similar community organizations. Our group thought it was also imperative to include student representatives in this project and have therefore allocated a forum by which students can share their insights and offer information regarding their schooling experiences. To support the validity of our approach and intervention each person will have a voice in identifying the problems and concerns that the parallel systems quality circle leads will address. How the Project Will Begin As with any intervention our group has approached the problem facing the school district by first researching and reviewing existing organizational development interventions, literature and research. More specifically, our group examined different interventions that could apply to the needs of our targeted school district. Based on research cited in this paper, parallel learning structures would decrease resistance to change through developing a parallel system and fostering an environment of creativity and innovation in an existing organization that is collectively failing according to certain prescribed standards in the No Child Left Behind initiative. Parallel structures help people break free of the normal constraints imposed by the organization, engage in genuine enquiry and experimentation, and initiate needed changes (French and Bell, 1999). They provide a mechanism to facilitate innovation in large bureaucratic organizations where the forces of inertia, hierarchical communication patterns, and standard ways of addressing problems inhibit learning, innovation and change (Bushe and Shani, 1991). Therefore it is paramount that Merrell, Monk and Pace approach this endeavor in a scientific manner. Generally speaking our group will first gather the appropriate information; analyze the data; publish our findings; select our group participants to help address the issues and concerns; make recommendations for change in the school district; and then allow the parallel systems to implement those recommendations within the context of their respective organizations hierarchy. To monitor the progress and effectiveness of the initiative the project will utilize a pre-test and post-test format with regularly scheduled evaluations throughout the school year. Our method will first select and identify participants for our parallel systems called leads (synonymous with group leaders) who are individuals or groups from the representative organizational sub-groups. As consultants, we deem it necessary to also include administration in these change procedures, as their support of change management is vital to the continued success in the No Child Left Behind requirements. However, with parallel learning structures, we understand that the role of the parallel system works in tandem with the existing hierarchy and school structure but is virtually independent in its decision making and implementation of change processes and innovations. In order to receive decreased resistance to change and foster an environment of creativity and innovation as prescribed by the parallel learn structures approach, it is paramount that teacher, administrator, support staff member, parent and other school affiliates have a voice in some manner through a quality circles process. Quality circles are an example of parallel learning structures which have a primary focus on improving quality (Deming, 1986). Quality circles generally consist of volunteers who meet regularly to analyze and make suggestions about their concerns. Given the short time constraint our quality circles will include information gathered from various sources (i.e. surveys, group meetings, email, personal contact et cetera).

Status through self-improvement Essay Example

Status through self Status through self-improvement Essay Status through self-improvement Essay Chapter thirty-nine can be seen as a pivotal section of Great Expectations due to the climax that is forced upon Pip. However, it helps Pip realise that wealth and social class are not everything, but that friends and relationships are a lot more valuable. His relationship with Magwitch develops and he is now a lot more grateful towards him. There is a definite similarity between Joe Gargery and Magwitch as they have both been watching over Pip. Both men are kind and giving but also of the lower class and uneducated. Joe and Magwitch have educated Pip and given him an opportunity to grow up and become something. However, Pip does not see the as worthy of him and feels he is above them even though both men still love him. Pip has now completely accepted Magwitch as a second father and as a friend in one of the possible climaxes in chapter fifty-six. His understanding of life and of other people is at its fullest and he has now developed into his most mature phase in relation to his character. Now that Magwitch is dying, Pip is visiting him as he sympathises for the sick man.  Dickens refers to God in several ways in the last chapter of Great Expectations. He lets the reader see Magwitchs death as God forgiving him for what he has done and lets him pass away instead of meeting his death through execution. The write uses religion as a symbol to demonstrate the peace between Magwitch and Pip. Glittering rays of April sun shows us how dickens felt that God was looking down on the courtroom and that he had the final say. Dickens makes the audience believe that Magwitch has come to peace with god who in return, forgives him with a quiet death. The Sunrise also suggests a victory for the old man as he passes away. The shaft of sunlight links together the judge and the convicts which shows that there was a sense of equality and that only one person decides what the outcome is. Dickens also uses the weather in pathetic fallacy where the rain symbolises sadness, as Magwitch will be executed, and the sunlight showing his happiness, as he will be able to die at peace with the world. Dickens emphasises the theme of Victorian attitudes towards criminality especially in the courtroom. All of the convicts who are to be tried and hanged are dealt with all together and at the same time as if they were a pack. This lets the reader see how Dickens saw how society viewed the lowest class. They were not treated as individuals and not worthy of being treated fairly. The courtroom could almost be seen as some sort of show. This gives the reader the impression that people were there to receive some sort of entertainment as if it was a circus. This reduces the convicts to the lowest in the community as people used their suffering and eventually death as a form of enjoyment. Dickens can relate to the scene in the courtroom as he has previously worked in one. His father was also arrested and humiliated which I believe left a deep impression on Dickens about how the system was run. He says, I could scarcely believe when all the people were about to be tried which shows a sign of hatred towards the court. He shows how people were demoralised in front of an audience and presents Magwitch as a victim of society. Dickens shows how the corrupt and biased court system favours the richer people and will not look at how Magwitchs life has changed in a positive way. Towards the end of Magwitchs death, Pip tells him about his long-lost daughter; Estella. She is a lady and very beautiful. And I love her! By telling Magwitch about his daughter he reveals that he can finally prioritise of the things, which matter in life. Pip stays with his benefactor until the end and is worried for his fate; while in contrast Magwitch is calm and is finally at peace with the world. This gives Magwitch everything he needs to die a peaceful death in knowing that he has made a true gentleman out of Pip. Magwitch is in many ways responsible for the alterations that have occurred throughout Pips existence. He has made him a more social and wealthy gentlemen as well. But, in many cases it has been Pip who has appreciated and regretted what he has done wrong in the past. With the help of Magwitch, Pip has been able to understand the importance of relationships and love, over wealth and social class. Dickens has used Pip to show how he has learned how to put his main concerns in front in many situations. He has helped the reader see how Pip has always wanted to improve himself as an idealist. This is shown when he wants to learn how to read and become a gentlemen on the whole. However Pips ambitions were morally wrong at first even though Magwitch helped him achieve them, but then, Magwitch also helped him become a true gentleman as well. Magwitch and Joe were both influential in the upbringing of Pip. But, I believe that Magwitch can be seen as a catalyst in regards to Pip as he has supported him financially and emotionally. Dickens has explored the differences in class during Great Expectations. He has discovered the poor and wretched criminals such as Magwitch, but he has also looked at the very rich and rude upper class including Mrs. Havisham. This is why the central theme of Charles Dickenss novel is social class and Pip is used to investigate this through him upgrading his status through self-improvement. The continuous development of Magwitchs and Pips characters are therefore dependent on this theme. Their relationship has helped uncover the attitudes of crime as it has shown through the various characters and is a theme that is repeated many times in the novel.

Globalization Essay Example | Topics and Well Written Essays - 750 words - 1

Globalization - Essay Example Globalization as a phenomenon requires the imposition of certain types of values and traits which are mostly Western in their orientation. Such outcome therefore results into the diminishing of the local values and thus gradually erodes the local culture and replaces it with more modern Westernize culture. Appiah’s arguments therefore of relatively more important considering the fact that the systematic overhaul of the different social values may further result into discernment for globalization rather than generating a widespread acceptance for it. The universalization of the values under globalization therefore can create significant resistance to the same despite the fact that globalization can actually result into the transfer of economic and technological benefits for the developing countries. (Jameson and Miyoshi). Appiah’s arguments therefore are more critical considering the fact that globalization may adversely affect the local cultures and superimpose other cu ltures on local cultures thus creating so called moral disagreement between developed and developing countries. This moral disagreement therefore can result into the clash of civilization and globalization as a whole may fail to provide the desired results. It is also critical to understand therefore that in order to make globalization a successful process and phenomenon, it is critical to understand that globalization must support or allow local cultures and civilizations to grow with the global culture also. The mismatch between the two may create the critical differences between the nations and cultures and thus forcing globalization to fail to provide the desired results to the less developing countries. Foer’s arguments however, offer a deep and practical aspect of how globalization actually failed to erode the local culture. Considering the example of soccer, Foer presents the argument that the local culture associated with the global game of soccer has not changed over the period of time despite the fact that global clubs such as Manchester United and Real Madrid are considered as global icons being followed across the globe. The critical difference between the arguments of both the authors therefore provides a rare glimpse of the possible and concrete differences between theory and practice. Appiah’s arguments are more theoretical in nature suggesting the normative aspects of globalization and how this may result into the overcoming of the local culture through universalization of culture. Foer on the other hand however, has offered a different opinion regarding the failure of the globalization to actually overcome the local culture in its real settings thus potentially failed to achieve its intended aims. Foer believed that the soccer and the culture associated with it is actually a deep impression of the generations of the individuals who carried forward the tradition from generation to generation. However, soccer is also considered as anti-American because it is perhaps the only non-American trend which is dominating the world and which has remained purged from the increasing power of America and its value systems. In fact Soccer is seen as a threat in America because of its resilience to maintain its local cultural orientation. Western values therefore have failed to dampen the real spirit of soccer despite the fact that the sport as a whole has become more commercialized over the period

Conflict Scenario Assignment Example | Topics and Well Written Essays - 250 words

Conflict Scenario - Assignment Example On the other hand, Bryan clearly falls under a different type and finds it hard to accept Jane’s personality. On handling the conflict, Jane is assertive in her use of the competition mode. Although she is very experienced, she has little qualification, no technology know-how and feels threatened of being replaced and made redundant by more qualified, junior staffs like Brandon, to the extend of using her rank to justify her actions. It does not help that Brandon is well-liked by their boss. Likewise, Brandon is also assertive in his use of the competitive mode. To avoid conflict, both employees should cooperate using the collaboration mode as this offers a win-win situation for a long-term benefit. This mode offers effective cooperation from both sides by meeting the needs of each other and acknowledges everyone’s importance to the organization. As the supervisor, approaching both Jane and Brandon to discuss the situation is necessary. In addition, their roles should be set out properly to provide a clear distinction of each other’s task to avoid further conflict and misunderstanding. When tackling conflict, it is better to use emotional intelligence in resolving the