The cold war in Europe Essay Example | Topics and Well Written Essays - 500 words

The cold war in Europe - Essay Example At this time, Russia attempts to pursue its own plans of attacking Finland at the far north. The cold proves to be a big problem to him because his troops are under-prepared for the arctic winter that awaits them. In addition to this, Russia’s leadership in this campain is poor, and even though they manage to win, they suffered losses, and their pride was humbled. In 1941, Germany launched one of the biggest military invasions ever undertaken, he calls it, Barbarossa. Hitler’s plan is to take and also hold a line located eastward of Moscow. The Russians are caught unaware by this strategic move on the part of the third Reich’s cunning leader. Germany gained a lot through this campaign, and it even managed to gather prisoners of war, but later died. This move on the part of Germany angered the Russians, and they were resolved to destroy the third Reich. Some people have wondered, ‘at what year did the Germans reach the point of no return at the eastern front ’? When we take a look back at history, we can observe the actions that took place at the eastern front 1942, between Germany and Russia. â€Å"Germany renewed its attacks on Russia, this time concentrating its attacks on Southern Russia, capturing the Crimea and Sevastopol after a siege. This was one of the few times their huge barrage gun, Big Bertha, was ever called into use.

Learning Theories and Emergent Theories of Learning Essay

Learning Theories and Emergent Theories of Learning - Essay Example Starratt (2008) posit that decontextualized and depersonalized learning method in instruction posed an inauthentic, dishonest, disrespectful, and, hence, do not a virtuous learning approach (p. 1). Learners should be taught to discover the relevance and goodness of dialogue between learners and the relation of intelligible realities to their mutual interdependence (Starratt, 2008, p 1). These learning processes need learning-centred and extensive monitoring of their academic progress, as well as, diagnose the learning difficulties of students (Masters, 2005). Standard academic development is relevant to meet the needs and teachers must be constructivist broad-based leaders inside every classroom as a strategy (Lambert, 2003). The learning-centred approaches refers to the nurturing of students for clarity of knowledge, skills, and understanding including the academic design, diagnosis, and monitoring of individual progress (Lambert, 2003). Hence, it’s important that teachers po ssess quality teaching materials for effective teaching strategies (Lambert, 2003).Gross (2004) observed that numerous educators and schools are not quite supported by the government and hence, confront serious disruption in their roles as educators and expert managers of educational institutions. With lacking supports, educators are pulled from completing and achieving their targets hence, demoralizing students, teachers and managers (Gross, 2004). Education can only be successful when institutions are supported by the government to make it an effective and efficient service institution. This value-oriented education will put all learners within the positive tract and will motivate them to become pro-active stakeholders in a community that is struggling to remove the vestiges of poverty, illiteracy, social inequities, and ecological-related problems (Starrat, 2005). This can bring about the highest form of commitment and leadership in all endeavours and context. Teachers therefore play a crucial role in nurturing values and principle-centred knowledge for learners to genuinely and authentically live their lives in a deeply meaningful and value-centred sense of purpose. But these ideals can only be undertaken with support for change management; curriculum-instruction assessment; professional development practices; innovative pedagogical approach; and, education management (Gross, 2004; Wehlage, Newmann, & Secada, 1996). The learning process should be innovative and motivating for an authentic outcome using learners and instructors’ skills and ability to innovate means to elicit or generate the authentic outcome of education (Parens, 2005; Glendinning, 2005) Module 3: Learning Theories and Emergent Theories of Learning Teachers must develop a curriculum that is supported of an environment where students are allowed full participation, dialogue, inquiry, reflection, and rediscovering of the transformational models to revive their sense of purposiveness in this world (Tuana, 2007; Wehlage, Newmann, & Secada, 1996; Ornstein & Hunkins, 2004). Everybody has the notion that teachers are there to engage learners to improve their crafts, to make them action and result-oriented, and to inculcate on learners to be adaptive to changes and to possess such disposition of assuming responsibility to question falsities. It’s also from this notion that those who’d found the need to rise up from challenges brace themselves to respond to perplexed and multidimensional concerns on civilization, poverty, lack of access to quality education, conflicts and war, excessive human rights

Buiness Communication - Chariman's Statement Essay

Buiness Communication - Chariman's Statement - Essay Example Background Information Apple is a company that has a long history from the time it was started in the year 1977 to its current position in the market. All through the company has endeavoured to bring the best user experience to its customer through innovative products and services. Apple Inc provides hardware, software, services and internet services in the industry to satisfy their esteemed customer and to develop an effective IT front which is necessary in the development of the world economy. The company sells both manufactured products as well as third party goods. The organizational progressive growth for the last five years is a result of our committed customers and we expect to maintain this mutual relationship in the long term. Business Strategy Innovation has been a core competency strategy for Apple Inc. From the time when the Mac-OS developed its desktop hardware, the organization has strived to meet the demands of a dynamic IT industry. The organization has successfully d eployed recent competent hardware requirements in the industry. The iPad tablet series have formed part of its innovation scheme that has continuously improved portability, efficiency, hardware capacity and seamless technology that demanded in the industry today. The organization has ventured into research to develop it to gather the consumer tastes and to develop products that satisfy the consumers. The organization allocated $1.8 billion towards research in the year 2010 as part of its strategy to satisfy its customers through research driven innovative products and services. Effective leadership and teamwork has assisted the organization to successfully deploy this strategy. Products and Services The organization seeks to satisfy the market with modern IT hardware requirements that are up to the technology demanded in the market environment. The iPhone, iPod, iPad, Mac-computers and Apple TV have formed part of the organizations focus on the digital hardware in the market environ ment. In addition, the organization has developed its personal software products to satisfy the unique hardware requirements of its hardware products. The IOS and Mac OS have formed part of the operating system for the organization's products. On the other hand, the company has provided application software such iLife and iWork which are integrated in the Mac-OS are professional suites that are critical in driving business operations. Apple’s customer focus includes majorly the education sector, the enterprise, government and creative market environments. Market and Logistics Apple continues to enjoy a global customer loyalty that is reflected in our business turnover for the year ended 2010. In general, the organization reported an improvement in its sales over the last five years and the project is expected to be reflected in the coming years. The company is targeting more customers each year to ensure that it remains profitable in the long term. The competition in the mark et has become stiff with more organization pushing their business to international levels. Nokia in the mobile industry and Microsoft in the software industry have posed a tough competition for Apple. Research and Development The management team at Apple has future prospects to expand its business operation internationally and still

The Negative Effects of Gluten in Food Research Paper

The Negative Effects of Gluten in Food - Research Paper Example As a result, the gluten sensitive people fall victim to different diseases like obesity, osteoporosis, depression, celiac disease and non-celiac related food allergies. Generally, intestinal biopsy is conducted in people to detect if they are sensitive to gluten. Researches are underway to know more about how gluten affects the health of a person. The best way to avoid diseases for a gluten sensitive patient is to be on a gluten-free diet. Many researchers and physicians have been pondering lately over the considerable rise of diseases like obesity, osteoporosis, depression, celiac disease and non-celiac related food allergies among common people. There is much discussion ongoing in the medical world as to the major cause of such chronic diseases. Gluten is thought to be one factor which is recognized to be causing these diseases in people who are allergic to it. Research suggests the negative effects of gluten in food are obesity, osteoporosis, depression, celiac disease and non-celiac related food allergies. Gluten causes damage to the small intestine and starts giving off symptoms in people who are gluten sensitive. The damaged intestine give way to inadequate absorption of nutrition and the gluten sensitive person suffers from different diseases. Gluten is a form of protein which is generally found in wheat, barley and rye. It can be said that it is found in many types of cereals and various types of bread. However, gluten is not present in all types of food from the grain family. Some grains like rice, millet, corn quinoa and oats do not contain gluten. Hunter (1987) states that â€Å"One of the gluten’s main protein fractions is gliadin, which is a complex mixture†(pg. 3). Books (2005) explains that â€Å"Gluten is a type of protein found in wheat, barley, rye, triticale and oats†(pg.7). When this protein is metabolized in the body of a certain person, it can at times give a tremendous problem.  Ã‚  

AAFES 4 Essay Example | Topics and Well Written Essays - 750 words

AAFES 4 - Essay Example US Army and Air Force. Being a company with unique business model, AAFES conduct its advertising in unique way too. AAFES is not to active in using television and other media as active channels for advertising purposes however advertising is being done in direct way through the use of local means of advertising to the soldiers at the bases. Since AAFES is almost also a monopoly therefore advertising is not mostly done in its most conventional means. Sales promotion activities of the firm take place in store i.e. firm displays various sales promotional activities and items in house besides offering sales promotion on its website. The website of the firm provides different sales promotional activities for making a purchase on line. In store sales promotional activities involve displaying of different sales promotional material. Since AAFES is a sort of monopoly therefore it mostly utilizes direct marketing as one of the most important mean of promoting the firm’s products and services. However, this is not on the individual basis however it is done on the basis of the groups of customers i.e. army bases where soldiers are stationed. There is no personal selling done by the firm however it offers an opportunity for personal selling through its website where it offers different services and products customized to the individual needs and demands. Firm maintain good public relation activities which are also evident from the fact that recently it has recalled some of its products especially toys because of toxic issues in them. Public relations at the firm are also done through the issuance of a magazine The Exchange Post; through which firm tends to provide information about latest development at the firm. While analyzing the promotional mix of the firm, it is important to consider the unique business model and structure which it follow. It is a sort of monopoly which serves a very specialized and scattered target

Latin America Essay Example | Topics and Well Written Essays - 250 words

Latin America - Essay Example One of the key areas of influence was on the Latin American economy. As the article above highlights, there are two different forms of economies in the region, and this highlights how the different European countries that conquered Latin America had different economic policies and approaches. For example, Spain conquered Latin America in order to exploit the natural resources in the region and export them to Europe. This form of exploration favored the state controlled type of economy, which, according to the article, persists till today. On the other hand, countries such as Netherlands and England favored free trade where they allowed for the production of sugar, cotton and tobacco, which were sold to other countries for profit. These were the basis of globalization and free markets. This explains why certain countries in the region have shown greater economic success than others. In the article for instance, Luhnow argues that the Pacific-facing countries have shown higher levels of economic growth by taking advantage of globalization compared to their Atlantic facing counterparts who have favored state controls. For example, the author notes that Argentina has immensely suffered from the heavy-handed regulation. This article gives a clear picture of how Latin America has been influenced by the different European countries that colonized the

Meaning of supervision and my professional life Essay Example for Free

Meaning of supervision and my professional life Essay Instructional Supervision Instructional supervision is a very important concept which must be understood by all educators for the sake of achieving their teaching objectives. For this case, the process of instructional supervision must be applied for the sake of delivering effective instructions to the students. Supervision of instruction for example in England began as an external inspection where some people were appointed to go around the school to observe what the students were learning and what the teachers were teaching the students. The main aim of these supervisors was to ensure that the set curriculum was being followed and the students were actually being taught. On the other hand, in United States, supervision began in 1830’s after the formation of common schools. Initially, supervision in schools was undertaken by superintendents after the formation of city school system due to increased population in major cities. Later on, the role of supervision by superintendents became impossible as the number of schools increased. The role of supervision had to be delegated to the principal to oversee that the teachers we following the curriculum in their teaching. In order to promote growth of teachers and recognizing practice of supervisors time restrain, Sergiovanni and Starratt (1998), suggested that a supervisory system be created that would contain a number of processes of supervision even summative evaluation. The system was not to involve direct formal supervision every year for every teacher. This system was to evaluate the teachers within a period of three to five years. In this kind of evaluation, the teachers were to receive a variety of evaluation during the three or five years and finally be evaluated formally only once. Professional growth evidence is required during once-a-cycle formal evaluation. The work of supervision was also attempted to be opened at international involvement by Sergiovanni and Starratt. In a school setting, the principal has the overall responsibility of supervision of the whole school. For this case, he supervises, teachers, students and all the other staff working in the school that include: librarian, gardeners, drivers, cleaners etc. The supervision role is not an easy task especially of teachers and for this case, the principal has to carry out the exercise with intelligent and diplomacy. The teachers of course knows their role and they would feel not motivate if they see they are being supervised like factory workers. This would in turn kill their morale at work and finally they would not deliver the required knowledge to the students and the end result would mean that the teaching objectives will not be achieved. The principal on the other hand has a responsibility of supervising the work of the students and together with their behaviors. Students tend to acquire deviant behaviors from other students like smoking and unless this behavior is corrected at an early stage, the student will not concentrate in his learning. In some situation, the supervision of students gets out of hand as they tend to have acquired more serious behaviors such as carrying of weapons and may be killing of their fellow students. For this case, this becomes criminal offence and is not likely to be handled the principal. Principal should be very strict when it comes to discipline for the sake of ensuring that education objectives are achieved. Since the students are in a crucial stage of adolescent stage where influence of behavior is at high level hence their behaviors should supervised keenly. According to Glickman (1990), there are a number of supervisory approaches within clinical supervision structure. He developed a supervision model that provides theoretical framework that with four supervision approaches that would be found in supervision concept. These approaches are similar in the intended end goal but they differ differs slightly in the power and control that is accorded to the teacher. The four approaches are a follow: The first supervision approach is the nondirective supervision whereby the teacher has the freedom of formulating his own plan on the future development. In such a situation, the supervisor is there to give advice to the teacher when he comes up with his own ideas on the way forward. This kind of approach indeed motivates the teaching staff members as they feel they are in control with their undertakings. For this case it should be encourage at situations where the teachers are experienced in their work and they can work with little or no supervision. (Glickman, 1990) The other supervision approach is collaborative supervision. In this approach, the teacher and the supervisor do share idea before the supervisor makes decision on whatever decision he wants to make. This approach too is a good one also as the teachers feels motivated as they are consulted before any decision can be arrived at. For this case, the teachers contribute their ideas and the supervisor weighs various options before settling on the best idea that has been contributed by the teachers. By merely brainstorming of ideas, the approach is of much help for the sake of choosing the best approach to be used. For this case, this kind of approach should be encouraged at situation where teachers involved are experienced in their work. The third supervision approach is the directive informational approach. In this situation, the supervisor formulates the supervisor plan and it is the responsibility of the teacher to decide if he is going to follow the plan. In this kind of an approach, the teachers are not motivated with it as they feel they are not consulted before a decision is being made in their work. Although some of the approach since it consumes less time before it is formulated, majority of them especially the experienced ones feels that some ideas which are better are overlooked. In this kind of approach, the teachers are given an opportunity to follow or not to follow the approach directives. However, the approach is appropriate mostly to teacher who are not experienced or the novice teachers. Lastly is the directive control approach in which the teacher formulates the supervisory plan and expects are the teacher to follow it. For this case, the teachers have no alternative on whether to have another idea. They have to follow the supervisory plan that has been formulated by their supervisor. This approach however does not motivate the teachers as they are not given an opportunity to contribute their ideas toward formulation of a supervisory plan. For this case, they have to follow the directives as formulated by their supervisor. This approach is popular where the teachers being supervised are less experiences of novice. It is also very appropriate in situations whereby there is not time to gather in a meeting and brainstorm on the way forward as far as supervisory plan is concerned. Before the supervisor can know on which approach he should use, he should consider knowledge and experience of the teachers concerned before settling on the supervisory approach plan to use. The issue of responsibility and accountability should also be looked into in order to decide on the approach to use for the sake of at least motivate the teacher in their work. Motivation is the inner drive to do something, and unless the teachers have that inner drive to deliver knowledge to their students, teaching objectives might never be achieved Glickman (1990) asserts that collaborative approach is very popular among the teachers and they really enjoy their work if used. For this case, school principal should at least ensure they use this kind of an approach when they are formulating their supervisory plan to be applied in their school. There are three supervisor responsibilities that should be considered in the supervision process. They include: ? The Supervisor to carry our observations to both the teachers and students. ? The supervisor to give guidance and support to teachers and students. ? Lastly is for the supervisor to give feedback to the teachers. According to Knoll (1987), the information that a supervisor gather after carrying out a classroom observation is very important. He is able to have an access to a wide range of skills necessary for teaching which he can in turn share it with other teachers. The main aim of carrying out a classroom observation is to collect data that is necessary for carrying out an evaluative rating which is accurate. As far as supervision is concerned, guidance and support should be the main idea of supervision in the first place. Supervision is not done just to see whether teachers are following the curriculum or not and then note that one down, no. One should continuously offer guidance and support as he supervises. For this case, the supervisors are urged to make correction on the spot while carrying out their supervision roles in order for them to achieve their objectives. In order for teachers to improve on their areas of teaching, the supervisor must ensure that he gives feedback to them on the areas he has observed that would like to be improved. There would be no need of supervision if the teachers are not given the feedback as it is this feedback that they will know what areas they need to improve in while carrying out their duties. There is very big difference between evaluation and supervision though the two terms interrelates. Evaluation is the art of making judgment about the performance of a teacher. On the other hand, supervision is mere the art of ensuring that the teachers are following the laid down rules and regulation in their work. Evaluation comes after one has carried out an observation on the teachers. Appendix Literature Review Instructional supervision improves teaching performance if it is carried out in the manner that is desired by teacher. If the collaborative supervision approach is used according to Knoll (1987) is used, the teachers will be motivated in their work and the overall performance of the school will be felt. In his book Supervision for better instruction: Practical techniques for improving staff performance, Knoll (1987) asserts that teachers are motivated in their work of teaching when collaborative supervisory plan approach is applied in their supervision. Pfeiffer and Dunlap (1982) in their book Supervision of teachers: A guide to improving instruction asserts that teachers need to be motivated in their work for the sake of achieving their teaching objectives. Motivation can only be achieved if the supervisors uses collaborative supervisory plan in their work. On the other hand, Rettig (2000) in his journal Leslie’s lament: How can I make teachers’ supervision meaningful? asserts that unless guidance and support is given to teacher, there is no need of supervision in the first place. He further states that teachers should be given a feedback after they have been successfully evaluated by their supervisor in order for them to improve in their teaching. He concludes that teachers’ supervision will be meaningful after the guidance, support and feedback is given to teachers by their supervisors. References Bourisaw, D. M. (1988): Anticipatory set bias: Effects on teacher observation in Evaluation: Unpublished Doctoral Dissertation, Iowa State University, Ames Glickman, C. D. (1990): Supervision of instruction: A developmental approach, 2nd Edn: Boston, MA: Allyn Bacon. Knoll, M. K. (1987): Supervision for better instruction: Practical techniques for Improving staff performance: Englewood Clif, NJ: Prentice Hall. Odell, S. J. (1986): Induction support of new teachers: A functional approach. Journal of Teacher Education, 37(1), 26-29 Pfeiffer, I. L. , Dunlap, J. B. (1982): Supervision of teachers: A guide to improving instruction: Phoenix, AZ: Oryx Press. Rettig, P. R. (2000): Leslie’s lament: How can I make teachers’ supervision meaningful? Educational Horizons, 79(1), 33-37. Sergiovanni, T. J. (1982): Toward a Theory of Supervisory Practice: Integrating the Scientific, Clinical, and Artistic Views. In Supervision of Teaching, ed. Thomas J. Sergiovanni. Alexandria, VA: Association of Supervision and Curriculum Development Sergiovanni, T. J. and Starratt, R. J. (1998): Supervision: A Redefinition, 6th edition. New York: McGraw-Hill. Shantz, D. , Ward, T. (2000): Feedback, conservation and power in the field experience of preservice teachers. Journal of Instructional Psychology, 27 (4), 288-294.