The Financial and Economic Environment of a US website business Essay

The Financial and Economic Environment of a US site business focusing on South African understudies - Essay Example The administrations gave are colleges/universities subtleties with their separate courses, course subtleties, and online assets, vocation directing through messages, phone and internet conferencing, and understudy visa help. Value: The cost charged from the understudies depends on the sort of participation. There are two kinds of enrollment Basic and Premium. The administrations for the Premium individuals are notwithstanding the administrations which Basic individuals will benefit. The participation expense is US$30 for Basic individuals and US$50 for Premium individuals on yearly premise. Spot: The client will have the option to buy in and pay on the web. As per the participation, the client will be furnished with a login id and secret key from which it can get to the administrations offered to him/her. Advancement: As this is an online assistance, the objective gathering of clients can be connected through publicizing in vocation magazines, nearby papers, online by means of person to person communication destinations, and limited time battles arrangement in the schools and universities grounds. Budgetary and Economic Environment South Africa has an all around created monetary and legitimate condition with its stock trade the world’s eighteenth biggest trade, positioned seventeenth with showcase esteem $1.013 trillion out of 2010. It is one the most exceptional creating nations on African mainland. It is a center pay economy with inexhaustible regular assets. The country’s previous financial approach was preservationist for the most part centered around controlling swelling and diminishing spending shortage. The approaches despite everything exist except the ongoing worldwide downturn has put strain to furnish with the fundamental administrations to less fortunate areas and accommodate business ensures. The joblessness remains at 25% which is high when contrasted with different economies, for example, US and UK which are at 107... The paper tells that South Africa has a very much evolved money related and legitimate condition with its stock trade the world’s eighteenth biggest trade, positioned seventeenth with advertise esteem $1.013 trillion out of 2010. It is one the most exceptional creating nations on African mainland. It is a center pay economy with copious normal assets. The country’s previous monetary approach was traditionalist chiefly centered around controlling expansion and decreasing spending shortage. The strategies despite everything exist except the ongoing worldwide downturn has put strain to furnish with the fundamental administrations to more unfortunate segments and accommodate business ensures. The joblessness remains at 25% which is high when contrasted with different economies, for example, US and UK which are at 107 and 87 individually. In 2000 populace underneath neediness lines was half. South Africa is positioned 30th as far as Foreign Direct venture at home. South Afri ca’s principle exchanging accomplices incorporate China, Germany US, Japan and UK. The nation was the host for 2010 FIFA World Cup which helped its business incomes and framework. USA is the market-situated economy with the most trend setting innovation. In numerous earlier years the nation has been the net merchant of the merchandise and ventures being the number 1 shipper on the planet and positioned fourth in sends out. Its populace beneath destitution line remains at 15.1% and joblessness rate at 9.6% in 2010. The nation is likewise the biggest buyer of oil. The US and South Africa marked a $120 million speculation subsidize convention under OPIC (Overseas Private Investment Corporation) in 1996 for value interests in South Africa.

Chapter 4 : Account Titles and Preparation of Financial Statements

Part 4 : Account Titles and Preparation of Financial Statements| Article 14 : The monetary record things shallbe sorted as follows: 1. Resources. (1) Current resources. (2) Funds and long haul ventures. (3) Property, plant and hardware. (4) Depletable resources. (5) Intangible resources. (6) Other resources. 2.Liabilities. Article 15 : Current resources mean unhindered money and money equal, momentary speculations, and different resources that are convertible to money or consumed inside one year. Order and assessment of current resource titles alongside required logical notes are as per the following: 1.Cash and Cash equal: money close by, stores with banks, money for rotating use, negligible money, and present moment and exceptionally fluid speculation that can be changed over into a fixed measure of money with premium vacillation having little effect consequently, barring those effectively saved for use or confined by law or agreement; the record nature and required notes are as pe r the following: (1) Non-request stores with development longer than a year will be indicated. 2) Time stores (counting debatable declarations of store) will be renamed as different resources whenever gave as lien to a drawn out risk or as other current liabilities whenever gave as lien to a present obligation, and will be determined in the notes for the reality of collateralization.Refundable store shallbe named a present or other resource by the long-or transient nature, and will be indicated in the notes. (3) Compensating balances will be delegated current resources if emerging from transient advances, or renamed as different resources or long haul speculations if emerging from long haul liabilities. 2.Short-term speculation: characterized as venture that is present moment; the nature of titles and assessment thereof and the necessary illustrative notes are as per the following: (1) Financial resource with change in reasonable worth being recorded as increases or misfortunes and money related resource ready to move will be esteemed utilizing the reasonable incentive on the asset report date; the reasonable estimation of recorded or OTC stock and safe receipts show the end cost on the monetary record date. 2) Financial resources which should be undercuts inside a timeframe, in this manner changing in reasonable worth and acquiring an increase or misfortune, must be reflected in the money related resources records or while deciding how to quantify the additions or misfortunes, you chose utilizing reasonable incentive to mirror these adjustments in reasonable worth, these figures should likewise be reflected in your monetary resource records. 3) Financial resource ready to move will mean the non-subordinate money related resources other than the budgetary resources with change in reasonable worth being recorded into increases or misfortunes, which monetary resources are to be held until the date of expiry. 4) Short-term ventures gave as a lien, insurance or re fundable store will be recorded as a transient speculation if the obligation for such a speculation is given as an assurance; if a momentary speculation is given as an assurance to a drawn out risk, such ventures shallbe recorded as long haul ventures. Realities with respect to the guaranteeshall be determined in either case. 3.Hedging money related resources: characterized as the budgetary resources set up in supporting bookkeeping, which are utilized as successful supporting instruments, will be estimated by reasonable worth and separated into current and non-current as indicated by the liquidity of the things to be supported; non-current supporting monetary liabilities will be recorded as supporting budgetary liabilities under different resources. 4. Notes Receivable: characterized as different notes which are gathered by the business entity.The bookkeeping nature, valuation and required notes are as per the following: (1) Shall be esteemed at the current worth, or might be estee med at the assumed worth if developing inside one year. (2) Notes receivable that were limited or moved to others will be deducted and indicated. (3) Notes receivable emerging from activities will be introduced independently from those not emerging from tasks. 4) Large-entirety notes receivable from related people will be introduced separately. (5) Notes receivable that are given as security will be determined in the notes. (6) Notes receivable resolved to be uncollectible will be discounted. (7) Notes receivable will be esteemed at shutting for the uncollectible sum, and any stipend for the uncollectible sum will be appropriately given and introduced as the contra record of the notes receivable. 5.Accounts Receivable: characterized as the case of the business element emerging from selling products or administrations; the bookkeeping nature, valuation and required notes are as per the following: (1) Shall be esteemed at the current worth or might be esteemed at the book esteem if de veloping inside one year. (2) Large-whole records receivable from related people will be introduced separately. (3) Unrealized intrigue incomes from portion deals will be introduced as the contra record of the records receivable. 4) Accounts receivable to be gathered more than one year, will be indicated in the notes for the measure of anticipated assortment of every year. (5) â€Å"Designated Collateralized Accounts Receivable† will be uncovered in the notes. (6) Accounts receivable that incorporates receivables from a drawn out development contract will be introduced and indicated in the notes for the saved segment that has been charged in accordance with the development account.Where the normal assortment of the held sum runs recent year, the normal measure of assortment for every year will be determined in the notes. (7) Accounts receivable decided as uncollectible will be discounted. (8) Accounts receivable will be esteemed at shutting for the uncollected sum, and a stip end for the uncollectible sum will be appropriately given and introduced as the contra record of the records receivable. . Different Receivables: characterized as the receivables that don't have a place with the classifications of receivables in the former passage; the record nature, valuation and required notes are as per the following: (1) Other receivables surpassing five percent of the total of current resources will be introduced independently ordinarily or object. 2) Other receivables will be esteemed at shutting for the uncollected sum, and a recompense for the uncollected sum will be appropriately given and introduced as the contra record of the receivables. Where the receivables are characterized more noteworthy detail, , the stipend account will likewise be introduced as needs be. 7.Inventories: characterized as product or merchandise, either completed products or results available to be purchased in ordinary activities alongside products that are work-in-procedure to be s old upon consummation, or crude materials or supplies utilized legitimately or in a roundabout way in the creation of products (or administrations) available to be purchased; the record nature, valuation and required notes are as per the following: (1) Inventories will be esteemed utilizing the lower of cost or market value technique. 2) Inventories with imperfection, harm or outdated nature causing a conspicuous decrease in esteem will be esteemed dependent on the net feasible worth. (3) Inventories that are given as lien or assurance, whose use is regulated by lenders, and so forth will be indicated. 8. Prepayments: characterized as different expenses and costs prepaid.With special case for reserves required by contract for the acquisition of fixed resources and development assets for incomplete development reserves, which should both be arranged as fixed resources. 9. Other Current Assets: characterized as present resources that don't have a place with the past seven classificati ons of current resources. In any case, any of the past classifications of current resources, except for money, not surpassing five percent of the total of current resources might be converged into other current resources. Article 16 : Funds and long haul speculations are characterized as the different subsidizes put in a safe spot for operational purposes and long haul ventures utilized by the business for unique purposes; the record classes, valuation and required notes are as per the following: 1. Assets: characterized as resources accommodated unique purposes, including sinking assets, improvement and development reserves, possibility misfortune reserves and other related common assets. The goals and execution technique on which allocation of the assets is based will be determined. 2.Long-term Investments: characterized as speculations of a drawn out nature, for example, interest in different ventures, acquisition of long haul securities or interests in land or other related vent ures; the record nature, valuation and required notes are as per the following: (1) Long-term ventures will be indicated for the valuation premise and will be introduced independently ordinarily. (2) The bookkeeping treatment of long haul value ventures esteemed by value strategy will follow the arrangements of the Statement of Financial Accounting Standards No. reported by the Accounting Research and Development Foundation of the Republic of China (hereinafter alluded to as the â€Å"Statement of Financial Accounting Standards†). (3) The bookkeeping treatment of long haul value speculations not esteemed by the value technique will follow the arrangements sketched out in the Statement of Financial Accounting Standards No. 34. (4) Long-term ventures that are given as lien or subject to limitations, restrictions, and so on corridor be determined. (5) Long-term value speculations estimated by cost implies the individuals who have the accompanying protections without material eff ect or the subordinate items moving alongside such protections and convey through such protections: 1. Value protections that are not exchanged at the stock trade or not exchanged over the OTC. 2. Developing stock. (6) Financial resources in held-to-development: characterized as non-subordinate monetary resource with fixed or decided assortment sums and date of expiry, which business have forceful expectation and ability to hold until the date of expiry. Bond ventures which are held until the date of expiry will be estimated by amortized cost; speculations held until the date o

Youre stressed.

You’re stressed. This is a season of stress. The release of Early Action decisions, for one thing. MIT finals, for another (AHHHH). Deadlines for regular decision applications to college, and, for many of my senior friends, applications to graduate schools and fellowships. My stress falls mainly under the second category, so you may wonder why Im posting and not studying. I wasnt going to blog tonight, actually; earlier this week, I resolved to spend every waking hour of my weekend either studying for my three finals (AHHHH), sleeping, eating, showering (hygiene is important, kids) or taking a (very) brief study break. But something whisked me away from studying that I cant help but share with all of you the first thing I did upon getting home was log onto the admissions blogger interface. I need to tell you a story, prospective students and fellow MIT-ers and whoever else is reading this: you, who are stressed. I apologize if this post sounds rushed and hastily thrown-together, but I dont have much time; at midnight, a blogger moratorium kicks in. To respect the release of Early Action decisions, we arent allowed to blog on Saturday or Sunday. It is now 11:04pm on Friday. I therefore have 56 minutes to open a little window to campus and show you how we here deal with stress. I didnt leave the dorm yesterday and this morning, cabin fever hit me hard. So, at 12:30 this afternoon, I zipped up my big poofy winter coat, tugged on gloves, and called up a friend who I havent seen in months, because were both busy and our lives never seem to overlap. He picked up on the third ring, and I asked if he wanted to go to lunch. He did. So, off we went, strolling down Mass Ave, catching up, laughing and chatting with a cold winter sun beaming down on our heads. After our Chinese food, we split up, I towards Harvard to buy a Christmas present for the French House freshmen, and he back to campus. As I got off the bus back at MIT, I found myself with a sudden overwhelming rush of energy: I sprinted all the way back to New House, and up the stairs home. There, I found stress. Lots of stress. As I mentioned, this is a season for fellowship application deadlines, and a big one was due at 5pm today. My senior friends either sat huddled over their computers or rushed back and forth between other seniors rooms, asking for advice or clarification on the wording of an essay prompt. For a little under two hours, I played proof-reader, character-count-reducer, reassurer, admirer (all my dorm-mates are ridiculously impressive people) and calculator; with three minutes to go, one of my friends needed to add up six big numbers and divide by four (dont ask why.) I have never punched numbers into my phone so fast. Finally, they all pressed submit, and it was over. Exhale. At 5:10pm, I scurried back to my room, shut the door, and whipped out my orgo notes. And studied. And studied some more. Practice test, old pset, old pset. Practice test. Brief dinner, delivered to my room by my very kind boyfriend. More studying. At 7:30, my friend Davie R. 12 asked if I was going to go carolling with other French House-ers, and I declined, explaining that I had way too much studying to do. And regretted it, as I sat in my room for the next hour, thinking about how beautifully my dorm-mates sing and how it would be my last chance to carol with many of them (including Davie, who is one of the most amazing singers I have ever come across.) At 8:30, a big group of people came past my door. It was the carollers: they were just leaving, late for some reason. I jumped up, slammed my computer shut, and accepted a packet of music. Orgo could wait. So could physics. And neuroscience. Lizi 12 baked 2+ trays of cookies, while Davie printed booklets of carols in four parts and brought along a tuning fork. We traveled around New House, from living group to living group, regaling groups of strangers with music. I was totally mortified, at first, but as people applauded and smiled and took cookies, I realized that we were cheering people up and there exists no better study break than that. We even got people to join us. Now around ten singers strong, we decided to head over to Burton Conner and continue carolling there. Out on dorm row, we sang Silent Night, and a group of passers-by joined in.  Led by a resident (a friend of Lizi and Davie from concert choir I dont know who you are, but thank you!*) we made our way through the five floors of Burton-side and four floors of Conner-side, singing and delivering cookies and picking up more carollers along the way. We crashed a party. We crashed a movie night. In one lounge, a resident joined us by playing the piano. Everywhere, people were smiling and thanking us and telling us how great we sounded; one girl even filmed us. Faces peeked out of doorways. Eyes were wide. Slowly, residents gathered in the hallways to listen. And this was all totally impromptu!  No substantial planning, no practice, no musical ability required. Others joined. Now around fifteen people strong, we delivered our grand finale (Hark the Herald Ang els Sing)  to the Burton-Conner housemasters, who gave us chocolate and smiled wonderful delighted smiles. *Christy S. 13, apparently. Youre the best! I saw so many smiles tonight. Tonight, of all nights when people are crazed with stress and up to their necks in old papers and notebooks and binders. It was refreshing (literally; its cold out there) and rewarding and SO much fun, and I dont regret a second of it. I completely forgot my stress, somehow. It disappeared along with my voice (my vocal chords are totally burnt out.) I wanted to tell you all this because it helped me. It was soothing to get outside to talk with an old friend, to do things with people I care about, to channel my rocketing levels of stress energy into creating music for others. I thought this was probably a story worth telling on this kind of occasion. And now, its nearly midnight, so Im off; Ill re-emerge on the other side of finals, late Wednesday afternoon. A friend and I have arranged to watch The Elegant Universe after our last exam, so I have that to look forward to. Once, in high school, I was freaking out to a teacher about an upcoming bout of exams, and he described an approach that I liked; he said we would bow our heads and charge, get through it, and look up only once we reached the other side. Its almost time! Bow your head, steel your nerves, and remember that above all you are NOT in any way defined by the school you attend quite the opposite. MIT is great, but only because of the people who come here; its just a bunch of empty (kind of ugly) buildings otherwise. It is physically impossible to fit every student that the admissions office would like to fit. Therefore, some of you will go elsewhere. But that makes MIT less great, not you and it makes other schools greater, as you sling your hard work and thoughtfulne ss and energy over your shoulder and bring them elsewhere, doing the things you would have done if you were here: namely, taking advantage of every resource at hand. In the meantime, Im going to bow my head and steel my nerves as well. Waves and vibrations, organic synthesis, structure elucidation, ion channels and hormones, here I come. Lets charge together. Ready?

Instruction and Assessment Unique to Each Student

If teaching were as simple as using the one best way to teach everything, it would be considered more of a science. However, there isnt just one best way to teach everything and thats why teaching is an art. If teaching meant simply following a text book and using the same size fits all approach, then anyone could teach, right? Thats what makes teachers and especially special educators unique and special. Long ago, teachers knew that individual needs, strengths and weaknesses must drive instructional and assessment practice. Weve always known that children come in their own individual packages and that no two children learn the same way even though the curriculum may be the same. Instructional and assessment practice can (and should) be different to ensure that learning happens. This is where differentiated instruction and assessment comes in. Teachers need to create a variety of entry points to ensure that student differing abilities, strengths, and needs are all taken into consideration. Students then need varying opportunities to demonstrate their knowledge based on the teaching, hence differentiated assessment. Here are the nuts and bolts of differentiated instruction and assessment: Choice is key to the process. Choice of learning activity as well as choice in the assessment (how the student will demonstrate understanding).The learning tasks always consider the students strengths/weaknesses. Visual learners will have visual cues, auditory learners will have auditory cues etc.Groupings of students will vary, some will work better independently and others will work in various group settings.Multiple intelligence is taken into consideration as are the students learning and thinking styles .Lessons are authentic to ensure that all students can make connections.Project and problem based learning are also key in differentiated instruction and assessment.Lessons and assessments are adapted to meet the needs of all students.Opportunities for children to think for themselves is clearly evident. Differentiated instruction and assessment IS NOT NEW! Great teachers have been implementing these strategies for a long time. What does differentiated instruction and assessment look like? First of all, identify the learning outcomes. For the purpose of this explanation, Ill use Natural Disasters. Now we need to tap into our students prior knowledge. What do they know? For this stage you can do a brainstorm with the whole group or small groups or individually. Or, you can do a KWL chart. Graphic organizers work well for tapping into prior knowledge. You may also consider using a who, what, when, where, why and how graphic organizers individually or in groups. Key to this task is ensuring that everyone can contribute. Now that youve identified what the students know, its time to move into what they need and want to learn. You can post chart paper around the room dividing the topic into sub topics. For instance, for natural disasters I would post chart paper with different headings (hurricanes, tornadoes, tsunamis, earthquakes etc.). Each group or individual comes to the chart paper and writes down what they know about any of the topics. From this point you can form discussion groups based on interest, each group signs up for the natural disaster they want to learn more about. The groups will need to identify the resources that will help them gain additional information. Now its time to determine how the students will demonstrate their new knowledge after their investigations/research which will include books, documentaries, internet research etc. For this, again, choice is necessary as is taking into consideration their strengths/needs and learning styles. Here are some suggestions: create a talk show, write a news release, teach the class, create an informational brochure, create a powerpoint to show everyone, make illustrations with descriptors, give a demonstration, role play a newscast, create a puppet show, write an information song, poem, rap or cheer, create flow charts or show a step by step process, put on an informational commercial, create a jeopardy or who wants to be a millionaire game. The possibilities with any topic are endless. Through these processes, students can also keep journals in a variety of methods. They can jot down their new facts and ideas about the concepts followed by their thoughts and reflections. Or they can keep a log of what they know and what questions they still have. A Word About Assessment You can assess the following: completion of tasks, the ability to work with and listen to others, participation levels, respects self and others, ability to discuss, explain, make connections, debate, support opinions, infer, reason, re-tell, describe, report, predict etc.The assessment rubric should contain descriptors for both social skills and knowledge skills. As you can see, you have probably already been differentiating your instruction and assessment in much of what youre already doing. You may be asking, when does direct instruction come into play? As youre watching your groups, there will always be some students who will need some additional support, recognize it as you see it and pull those individuals together to help move them along the learning continuum. If you can answer the following questions, youre well on your way. How are you differentiating content? (variety of leveled materials, choice, varied presentation formats etc.)How are you differentiating assessment? (students have many options to demonstrate their new knowledge)How are you differentiating the process? (choice and variety of tasks that consider learning styles, strengths, and needs, flexible groupings etc.) Although differentiating can be challenging at times, stick with it, you will see results.

Vygotsky s Theory Of Cognitive Development - 1149 Words

Piaget and Vygotsky are two well-known individuals in the history of psychology. The two psychologists held different beliefs regarding Cognitive Development in children. According to the text, â€Å"Piaget’s theory of cognitive development proposes that a child’s intellect, or cognitive ability, progress through four distinct stages† (Pg. 25). The stages are Sensorimotor Stage, Preoperational Stage, Concrete Operational Stage, and Formal Operational Stage. Piaget found that each stage occurs as a child ages. He also suggested that child cannot skip a stage. According to the text, Vygotsky’s concepts on cognitive development is based on two ideas (Pg. 33). Vygotsky believed that development occurred through â€Å"sign systems†. Sign systems are†¦show more content†¦Certain people seem to be untrustworthy to him, including his father. At times, the child does not accept being with different individuals well. I think it’s because he do es not associate with that individual often. The child has a strong sense of trust with his mother because she satisfies the child’s needs. The text stated, â€Å"The mother, or maternal figure, is usually the first important person in the child’s world. She is the one who must satisfy the infant’s need for food and affection† (Pg. 46.) I would think the child’s psychosocial development is negative due to him rejecting most people. †¢ Stage 2: Autonomy versus Doubt: According to text, â€Å"the child’s desire for power and independence clash with the wishes of the parent† (Pg. 46). Stage two occurs during the age range of 18 months to 3 years. While talking to a friend, his son refused to drink water. Apparently, the child drunk milk and became constipated. He couldn’t properly use the restroom and became frustrated. His mother and father told him drinking water would help. However, the child refused. It seems that the child became more frustrated with the parents’ wishes because he wanted to use the restroom without their help. I would think the child’s psychosocial development is positive due to his urge to be independent. †¢ Stage 3: Initiative versus Guilt: My mother has a friend whose son is currently in stage three. He’s very aggressive and vigorous towards his environment. Once, IShow MoreRelatedVygotsky s Theory Of Cognitive Development917 Words   |  4 Pages Hoy and Margetts (2012) demonstrate that cognitive development is much more than the addition of new facts and ideas to an existing store of information - maturation, activity and social transmission influence cognitive development. One very respected researcher of cognitive development and, in particular, sociocultural effects on such development, was Lev Vygotsky, whose original Russian journal articles are now available in English. Vygotsky’s theory revolves around peer-mediated learning, andRead MoreVygotsky s Theory On Cognitive Development Essay733 Words   |  3 Pages â…“ of a page on vygotsky Lev Semionovich Vygotsky was a Russian psychologist and constructivist learning theorist who was known for arguing against the theories of psychologist Jean Piaget. Piaget believed that in order for any learning to occur there had to development within the individual first, but Vygotsky argued the contrary. He argued that in order for development to occur, the individual would first have to have learning take place through instruction and example in a given appropriate environmentRead MoreVygotsky And Vygotsky s Theory Of Cognitive Development Of Thought And Language Essay1060 Words   |  5 PagesAilà ­n Florencia Thought and Language: independent processes. With the passing of time, the development of thought and language has been the object of study for psychologists such as Jean Piaget and Lev Vygotsky. The former drastically influenced the study of thought and speech with his theory of cognitive development and his clinical method. The latter also made his contribution with his sociocultural theory. Although language and thought may be analysed as associate one to the other, both of themRead MoreVygotsky s Theory Of Cognitive Development1365 Words   |  6 PagesVygotsky’s Theory of Cognitive Development the Biopsychosocial Framework In researching various development theories, one of those that stand out is cognitive development theory. Cognitive development theory studies â€Å"how people think and how thinking changes over time† (Kail Cavanaugh, 14). One of the leading theorists in this area was Russian psychologist Lev Vygotsky. He was one of the first theorists to consider the sociocultural influences on a child’s development. His research allowedRead MoreComparing Piaget And Vygotsky s Theory Of Cognitive Development813 Words   |  4 Pagesand Lev Vygotsky are considered to be very prominent figures in the area of cognitive development. Both of these men considered themselves a constructivist, which entails a viewpoint that is concerned with the nature of knowledge. In their lifetime, both of them made contributions in the area of education and even after death, their theories still influence teaching methods. The purpose of this paper is to show some similarities as well as differences in the theories of Piaget and Vygotsky and whatRead MorePiaget And Vygotsky s Cognitive Development Theory1114 Words   |  5 PagesWhen you think about cognitive development, you cannot help but to think about two specific contributors to this area of study, Jean Piaget and Lev Vygotsky. First, let us discuss what exactly is cognitive development. Cognitive development is the process of how thought is constructed. This includes language learning, problem solving, reasoning, decision-making, as well as any other mental abilities. Cognitive development begins in childhood and continues to develop all the way through adulthoodRead MoreVygotsky s Concepts Of Cognitive Development Theory2311 Words   |  10 Pagesthen, that I did want to end up like them. I also remember thinking that if I had any children that I would do my best not to expose them to the same environment I was exposed to when I was growing up. According to Vygotsky’s concepts of cognitive development theory, my interactions with others in my neighborhood caused me to alter my environment which guided me, regulate me and redefined who I am now. So to answer the question, why did I not end up like some of my friends? I don’t know. I think thatRead MoreJean Piaget And Vygotsky s Theory On Children s Cognitive Development1507 Words   |  7 PagesJean Piaget and Lev Vygotsky, have shared their knowledge on children’s cognitive development. Both psychologists had their own vision of what stimulates and helps a child grow. Jean Piaget s theory was shaped through the thinking and understanding of how knowledge is built through a series of four stages; preoperational, sensorimotor, formal operational and concrete operational. He believed that the development was with the child themselves. On the contrary, Lev Vygotsky s theory is shaped throughRead MorePiaget s Eight Stages Of Development And Vygotsky s Theory On Cognitive Development Essay2193 Words   |  9 Pagesthrough life has helped me to understand that everything that happens is just apart of life. Two theories that I would like to focus on that I believe have had the biggest impact in my life are, Erikson’s eight stages of development and Vygotsky’s theory on cognitive development. Erikson’s theory is based off of 8 stages ranging from ages â€Å"zero† (birth); where we learn to either trust our caregiver(s) or we develop mistrust where we may become suspicious or anxious. Up until death, where we end withRead MoreVygotsky And Piaget s Theory Of Cognitive Development Innate Or Learned?1241 Words   |  5 PagesComparing Vygotsky and Piaget Jayne Enneking Northcentral University Comparing Vygotsky and Piaget Which comes first, the chicken or the egg? Is cognitive development innate or learned? These are two age old questions that have been discusssed extensively. The purpose of this paper is to offer insight into the answer of the latter by briefly comparing and contrasting Lev Vygotsky and Jean Piaget’s cognitive developmental theories. Both psychologists’ theories will be outlined, as will the similarities

Preventing Tooth Decay in Hispanic Preschool Children Program Development Free Essays

string(67) " arise from the potential adverse effects of infection and caries\." Preventing Tooth Decay in Hispanic Preschool Children: Program Development School of Nursing Health Teaching and Promotion Preventing Tooth Decay in Hispanic Preschool Children: Program Development Dental caries is a single most prevalent chronic infectious disease amongst US children (US Dept of Health and Human Services, 2000). Caries progression in younger children is more rapid and severe than in adults, resulting in the ailment known as Early Childhood Caries. According to National Center for Health Statistics (NCHS) morbidity report almost 20% of children 2-5 years old had untreated dental caries (2012). We will write a custom essay sample on Preventing Tooth Decay in Hispanic Preschool Children: Program Development or any similar topic only for you Order Now In order to prevent tooth decay and promote good oral hygiene in young children, the community nurse will coordinate with East Los Angeles day care centers to hold a series of short classes for groups of parents 10-14 at a time just before the end of day care’s business day. These classes will focus on preventing caries development in preschool children by raising awareness amongst parents. The education will target Hispanic day care centers, and the goals of the program will be achieved by educating parents and their preschool children on factors that contribute to cavities formation, and strategies to prevent caries progression. Health Prevention Need According to Dental Health Foundation (DHF) children in California have twice as much untreated dental caries as the rest of the nation (2000). DHF further indicates that national minorities are at higher risk to develop dental problems. Variables such as socioeconomic status and educational level directly correlate with the rates of the dental disease prevalence (US Dept of Health and Human Services, 2000). According to NCHS, almost 40% of Mexican children from families that are below 100% of poverty level have untreated dental issues. Additional factor that contribute to dental cavities progression is lack of insurance. More than quarter of Californian preschoolers and elementary school students have no dental coverage (DHF, 2000). The practice of giving a nocturnal bottle is still utilized by more than 30% of Californians, and is considered as most common factor that contributes to tooth decay (US Dept of Health and Human Services, 2000). Caries in children may be source of severe pain, interfere with learning, diminish overall quality of life, and potentially lead to life-threatening infections. Fortunately, dental caries is easily preventable by following basic oral hygiene strategies. However due to lack of knowledge and other socio-economic and cultural barriers, these guidelines frequently are not followed, and children suffer from tooth decay and associated problems. The goal of this educational course closely replicates oral health goals set by Healthy People 2020, which emphasizes importance of education and prevention (U. S. Department of Health and Human Services, 2012). A joint effort of public health professionals, day care centers personnel, and individual parents’ involvement can halt the progression of caries and prevent the tooth decay in children. Characteristics of Learners This program will involve parents and their preschool children, and child care providers. Considering the geographical location of proposed courses (East Los Angeles), the most of the participating children are of Hispanic heritage, three to five years old; include both gender, and most likely bilingual. Piaget coined a term of preoperational intelligence to describe the cognitive learning in children ages 2 to 6 (Berger, 2008). Preoperational cognition, according to Piaget, denotes learning that occurs before understanding logical operations. Children’s cognitive processes at this age are magical and egocentric (Berger, 2008). Lev Vygotsky, in contrast to Piaget’s theory emphasized the social learning as an important part of knowledge formation. Vygotsky recognized the importance of guided participation in learning process of preschool children. He provided four steps created by caregivers that motivate children to learn: challenge presentation, assistance availability, instructions, and encouragement. Another prominent social development theorist, Eric Erikson described preschool children being in the initiative versus guilt state, which characterized by child balancing effort and expectations of adults (Berger, 2008). Preschool children may have prior knowledge of basic oral hygiene strategies, but need assistance and supervision. Additionally children at this age are able to follow two or three step instructions, curious and motivated, do distinguish cause and effect in simple situations. Berger states that young preschool children have healthy growing organisms, but greatly influenced by genetics, nutrition, socioeconomic status, and other factors (2008). The long standing tradition of encouraging children to eat traced in low-income Hispanic families is turning into the overeating epidemic in the US (Berger, 2008). Besides overeating, poor dietary choices, such as snacks with little nutritional value, but high in sugar, fat, and salt pose a direct danger to oral health. The second category of learners in this course is comprised of adult Hispanic parents of preschool children, and caregivers at day care centers. Both parents and caregivers are most likely emerging adults with ages ranging from 21 to 35. Most of them belong to lower socioeconomic status, with public health being the only source of healthcare coverage. As much as 45% are uninsured (NCHS, 2012). Almost 25% of these adults live below poverty level, and median per capita in income is almost 2. 5 times less than that of rest of California (United States Census Bureau, 2012). Forty four percent of East Los Angeles population reported having a high school diploma, and only 5. 4% achieved baccalaureate degree as highest level of education (United States Census Bureau, 2012). As much as 97% of population is of Hispanic descent, and almost half of them are foreign born individuals. Catholicism is a predominant religion amongst Hispanic population. People of Hispanic origin have strong values of family relations, religion, tradition and customs. They might have preconceived ideas of oral hygiene, but most likely not follow the guidelines. Hispanics have a strong respect to healthcare providers, and their culture prescribes obedience and compliance, making them open to learning to certain degree (Berger, 2008). They might have limited English proficiency and be illiterate, which makes learning process harder. Nursing Diagnosis A multitude of nursing diagnoses are applicable to the situation of poor oral hygiene. Various problems arise from the potential adverse effects of infection and caries. You read "Preventing Tooth Decay in Hispanic Preschool Children: Program Development" in category "Papers" But for this educational course two interrelated nursing diagnoses were identified. The first nursing diagnosis is ineffective oral health maintenance related to knowledge deficit, cultural beliefs, and lack of material resources as evidenced by reported poor dentition status in children (Wilkinson, 2005). The second diagnosis directly stems from the first one: knowledge deficit related to lack of exposure and unfamiliarity with information resources as evidenced by inadequate demonstration of proper teeth brushing and flossing techniques (Wilkinson, 2005). These two diagnoses will guide the content of educational course with focus on relevant needs. Client-Centered Educational Goal Wilkinson includes goals into the nursing diagnoses for evaluation of outcomes (2005). Goals are descriptions of desired family or client actions that can be measured or directly observed (Wilkinson, 2005). Upon completion of this course parents will express knowledge of importance of proper oral hygiene, demonstrate correct brushing and flossing techniques, and identify strategies that reduce progression of caries. The following education plan is tailored to the client-centered goals with objectives that reflect clients’ needs. Learning Objectives Rankin, Stallings, and London state that leaning objectives have to be clearly formulated, time-limited, verifiable (measurable), and attainable in order to achieve effective learning (2005). A curriculum for health professionals and child care providers by California Childcare Health Program was used in the process of objectives identification (2005). To achieve stated educational goal six objectives: two of each learning domain were formulated. Cognitive objectives: 1. After attending a class on oral hygiene (condition), parents will state (performance) the detrimental effects of snack and drinks high in sugar, and nocturnal bottle on progression of teeth decay prior to the end of class (criterion). 2. After attending a class on oral hygiene (condition), parents will state (performance) the need to assist children with brushing until age of 8 by the end of class (criterion). Affective objectives: 1. After discussing a recommended routine of oral hygiene (condition), parents will verbalize (performance) their feelings associated with changes in the routine by the end of the class (criterion). 2. After discussing effects of sugar on tooth decay and importance of dietary modification (condition), parents will state their challenges associated with breaking he nocturnal bottle habit in their children (performance) routine by the end of the class (criterion). Ppsychomotor objectives: 1. After observing instructor perform correct brushing techniques (condition), parents and children will demonstrate a repeat demonstration (performance) routine by the end of the class (criterion). 2. After attending the class (condition), children will demonstrate â€Å"lift the lip† technique (per formance), to allow their parents inspect the teeth by the end of the class (criterion). Content Outline Content outline allows structured learning environment and provides guidance to the instructor. The content outline for oral health should include information on basic teeth anatomy, teeth eruption pattern, signs and symptoms of caries and teeth infection. The signs of infection may include gum or facial swelling on affected side, foul odor, drainage, and visible cavities and discoloration (California Childcare Health Program, 2005). The information of possible outcomes of untreated infection need to bi disclosed. Children may complain of pain and discomfort. Further, content outline should include demonstration of correct brushing techniques, both for parents and children, and information on relationship of sugar and night-time bottle to tooth decay. The session should include questions and answers section to allow parents and children validate their understanding. Active discussion is encouraged to promote disclosure of feelings associated with necessary changes. Content outline need to incorporate information on public health resources available to low income families to meet material needs. Instructional Strategies and Media The proposed education program will take place in the day care centers in East Los Angeles, CA, 1 hour prior to the end of business day. The course will be divided into 2 parts, first focusing on dental health concepts, and the second will be devoted to the correct brushing techniques and evaluation of learning. Teaching will be conducted in group format with estimated 10-15 participants. Group format allows sharing of concepts between members and more comfortable environment (Rankin et al. , 2005). The first part will be in the lecture format, reinforced by booklets both in English and Spanish anguages. Video material and plaster model of jaws will be utilized, to demonstrate teeth anatomy. Rankin and others note that instructional videos are more effective in conjunction with practice and return demonstration (Rankin et al. , 2005). Therefore, the second part of the session will focus on demonstration of brushing strategies, different positions to assist parents with brushing, and dental products. Demonstration can reinforce psychomotor objectives achievement, and lectures and videos are effective in meeting cognitive objectives (Rankin et al. , 2005). At the end, parents will be allowed to ask questions and reflect on their feelings, which will result in achievement of affective learning objectives. Instructional media listed above will include resources and materials recommended by â€Å"Promoting Children’s Oral Health: Curriculum for health professionals and child care providers† with permission of its developer – California Childcare Health Program. These include 4-minute â€Å"Lift the Lip† video on basic oral exam for parents and day care center providers, â€Å"Healthy teeth begin at birth† booklet, and the â€Å"What do you think? questionnaire to evaluate parents understanding and validate their feelings and concerns. All the materials are available in English and Spanish (California Childcare Health Program, 2005). Evaluation of Objectives and Program Evaluation Strategies To evaluate the outcomes of educational session, the lecturer will use a modified and simplified â€Å"Evaluation questionnaire† available from â€Å"Curriculum for health professionals and child care providers† to reflect both on cognitive learning, and to assess program perceived effectiveness (California Childcare Health Program, 2005). This tool includes questions with answers utilizing Likert scale to elicit feelings related to course effectiveness, and a simple test to assess knowledge. Observation of return demonstration of teeth brushing by both parents and children will serve as evaluation strategy for psychomotor objectives. Observation allows the teacher to provide feedback and corrective measures (Rankin et al. , 2005). The questions and answers session at the end of the class will assist the evaluation of achievement of both cognitive and affective objectives, by allowing participant verbalize their feelings, and validate their learning. Several open ended questions are included in the written questionnaire as well. Conclusion The oral health of children is greatly impacted by such socioeconomic variables, as their parents’ income, education, culture, prior experience, and insurance status. Preschool children from Hispanic families in state of California are at higher risk to develop dental cavities compared to the rest of the state. Basic strategies and spread of information about dental health can prevent progression of dental caries and greatly improve future quality of life in preschool children. This program will teach parents, caregivers, and children on proper teeth brushing techniques, disseminate knowledge on basic oral health concepts, and provide a list of public resources available to overcome financial barriers. References Berger, K. S. (2008). The developing person through the life span. ( 7th ed. ). New York. NY: Worth Publishers. California Childcare Health Program. (2005). Bright Futures Toolbox: Health Professionals and Human Services Providers. Retrieved from National Maternal and Child Oral Health Resource Center: http://www. ucsfchildcarehealth. org/pdfs/Curricula/oral%20health_11_v7. df National Center for Health Statistics. (2012). Health, United States, 2011: With Special Feature on. Hyattsville, MD. Retrieved from Centers for Disease Control and Prevention: http://www. cdc. gov/nchs/data/hus/hus11. pdf#076 Rankin, S. H. , Stallings, D. K. , London, F. (2005). Health promotion: Models and applications to patient education. In Patient Education in Health a nd Illness (5 ed. , pp. 27-46). Philadelphia, PA: Lippincott Williams Wilkins. The Dental Health Foundation. (2000). The Oral Health of California’s Children: Halting a Neglected Epidemic. Oakland, CA: Dental Health Foundation. United States Census Bureau. (2012). State County QuickFacts. Retrieved from United States Census: http://quickfacts. census. gov/qfd/states/06/0620802. html United States Department of Health and Human Services. (2012, August). Oral Health. Retrieved from Healthy People 2020: http://www. healthypeople. gov/2020/topicsobjectives2020/overview. aspx? topicid=32 United States Department of Health and Human Services. (2000). Oral health in America: A report of the Surgeon General. National Institutes of Health, How to cite Preventing Tooth Decay in Hispanic Preschool Children: Program Development, Papers

Observe Organizational Behavior Firsthand

Question: Give a brief discussion on organization behavior. Answer: The organization behavior is influenced by plethora of dimensions such as organizational culture, organizational structure, team spirit, organizational change, communication, diversity, power, leadership, motivation (Gordon, 1991) etc. It is quite essential to get into the organization and closely monitor the processes so as to have an insight into the domains of organizational behavior. The organization selected for the purpose of critical analysis is a supermarket and retail outlet having plethora of products for sale. The supermarket is present in the residential cluster providing buying facilities to the consumers of the region. The supermarket is fully equipped with various products to offer and is composed of highly trained staff at different levels of management and customer service. I got into the organization of this retail store as an intern to refine my skills of management and got a chance to closely observe the sales representatives and all the functions handled at the s upermarket. As an intern, my role was to observe the customer support representatives and give an honest review of the employees in the form of a written report and analysis sheet given to me by the top management of the supermarket. Other roles included helping the sales representatives to set up the supermarket according to the code of display and provide help services to them as and when required. It would help me to have deep insights into the operations and strategies adopted by the management team organized in a hierarchy and would help me to acquire high level of management skills and principles. I got well into the organization when I talked with the higher management to allow me to observe the processes and the operations going on in the organization in return I would be able to give honest and in depth reports for the employees of the organization and would help them in the in store tasks. This was quite a new experience for me in the contemporary times as I never had a job experience and this internship taught me a lot about the inherent secrets of a retail store or a supermarket and all the marketing strategies deployed by the top management to attract and allure the customers towards their brand. It was an altogether enthralling and exciting experience which helped me to learn many new skills and gain a command over in depth practical knowledge about management of a supermarket. The activity in which I got engaged was a routine activity of the supermarket for customer service and retail marketing. Therefore, the action under analysis is a routine action of the organizat ion for which I helped the entire team and provided them with reviews at the end of my internship period. Action Component and Analysis Two of the main determinants of organization behavior are organizational culture and the team management under the supervision of efficient leadership. Organizational culture is the system of shred meaning involving shared value system and belief system. This set of values and rituals act as an adhesive to glue the members of the organization together. The core values that form the framework of the organizational culture of this supermarket are respect towards the individuals, integrity in action, service for the customers and excellence in the strategic management (Jones, 2010). The associates of the customer service department are motivated to serve the customers being the topmost priority of the company. The value system of the company is held high by the means of open communication and ways to share information. The foundation of the supermarket is based over integrity which is fueled by honesty, fairness and objectivity to make decisions. The company strives for excellence by innovating and improving with positive modeling and by working in a team. The management believes that the organizational culture initiates from the top l evel of the company and then permeates down to other employees. The employees of the supermarket have a particular code of conduct which is taught to them in the period of their training. They have a unique uniform which have a quote saying, How May I Help You?. This quote opens up doors of interaction between the customers and the representatives of the supermarket team when they will be humble and generous in their approach (Casey, 1999). The culture of the company is upheld with plethora of benefits given to the employees in return of their hard work and commitment. They are provided with competitive pay, healthcare facilities, retirement plans, and promotions to make them feel as a part of the whole big family of the retail store. The hard work of the employees are rewarded to make a strong work culture of the team. The culture of the supermarket is characterized customer orientation and giving best of the value at some lowest prices. Employee is projected to be an image of a so cially responsible entity serving the company. The employees are tracing the roots of the organizational culture and are formulating them in coherence with the growth and success of the company. The culture of the supermarket is quite interactive and innovative. There have been use of latest trends and technologies in the campus of the supermarket which forms a part of the contemporary culture of the retail store. The corporate culture of the supermarket is very well refined and as per the norms of this industry. The employees are quite humble and when anyone says Thank you in return of their favor and service, the customer support representatives say Its my pleasure in return (Ogbonna, 1988). This culture is imbibed in the behavior of the employees and it presents a form of politeness and regard. The culture of the company is sustained by regular intervention from the top management in the form of discussions and value enrichment of the employees. It was a long time back when the company and the top management realized that the rule based culture of the company was no longer able to cope with the agility of the world demanding a higher pace of globalization and technological development and hence the culture had to be made flexible and value based to win over the trust of the employees and make them understand the value delivered by the company. The company lays a higher amount of stress over the values that are required in the sustainable environment with thorough training given over the performance with purpose (Russell, 1985). The culture of the company is more than just ethical culture rather it is a conglomerate of all the belief systems of the company, the rituals followed at plethora of events strengthening the bond of the employees, the values imbibed followed by the entire management team, the stories that are disseminated by the management in regular meetings of the staff and the symbols in variety of forms. The symbols used in the supermarket to uphold the culture of the staff are the uniform of the customer service representatives that follows a serviceable message, the posters on the walls guiding the customers to correct stalls, the employee of the month displayed over bulletin board in the entrance to motivate the employees, the badges worn by some highly efficient employees and other forms. The success stories are discussed by the team in every informal meeting where the top management narrates their experience and inspires the team. The values of the company totally restricts an inflexible and harsh culture of blind obedience and therefore, there is no top down hierarchical strict culture rather a democratic culture where everyone participates in the decision making to give their valuable suggestions to improve the marketing content and the customer service facilities. Management of the entire team is a challenging task for the leader and which in turn has an effect over the organ izational behavior. The leaders of the supermarket forming a large share of the top management like to be surrounded by the right kind of people having big and widespread domain of ideas and are not afraid to take any kind of risks to implement those ideas (Boye, 1997). The supermarket have developed a leadership training program for the managers and employees in other management roles. This training includes real world based simulation techniques to be able to train the team to coherently bind with each other and work with each other under the supervision of the leader. The leaders are responsible for motivating the employees for every kind of task such as stock replenishment, online shopping aid, administrating services, customer service, food safety and sales driving. The department managers have glued and integrated the teams in one single unit for an effective and efficient job. Management must play a brilliant role to determine the capability of the individuals and to leverage it efficiently in the field of operational approach. The team management is done in the front line to make the employees learn by the means of experience. The team is divided into various roles but each of the role in integrated into one single functional unit. The team leader, administration roles, online shopping, counter assistance, customer service assistance, warehouse assistance, merchandizing control, online customer service assistance, general assistance and other roles are coherently tied up to each other to form a comprehensive team of support. Hence, the leadership of this store and supermarket is handled efficiently and flexibly. As per the observation it can be noticed that the supermarket has strengths of having a great flexible and friendly culture which is upheld by various determinants of culture. The leadership and the formation of the team of the organization is very well in coherence with the trends of the retail market. The employees are inspired to get themselves aligned around the core mission of the company. This democratic and participative culture of the company have given birth to the culture of innovation wherein the supermarket have adopted various innovative strategies to attract the customers in a sustainable environment (Damanpour, 1991). Some of recommendations that can be considered by the team in order to attract the customers and form a huge base of loyal customers are use of tablets installed in the campus wherein the customer can give their feedback, look for discounts, find the location of a particular product in the supermarket; technical improvements in payment system by the means of optical scanning machines; use of membership cards to give away points and discounts on the same and other related innovations made for the support services of the customers. The supermarket need to orient their strategies towards inclusion of diversity in the work group to invite innovation in their operations and strategies. Otherwise, the whole internship period was refined by extraordinary skills represented by the management team and a willingness to share values and beliefs. References Gordon, G. G. (1991). Industry determinants of organizational culture.Academy of Management Review,16(2), 396-415. Jones, G. R. (2010).Organizational theory, design, and change. Pearson. Casey, C. (1999). " Come, join our family": Discipline and integration in corporate organizational culture.Human relations,52(1), 155-178. Russell, J. S., Terborg, J. R., Powers, M. L. (1985). Organizational performance and organizational level training and support.Personnel psychology,38(4), 849-863. Boye, M. W., Jones, J. W. (1997). Organizational culture and employee counterproductivity.Antisocial behavior in organizations, 172-184. Ogbonna, E., Wilkinson, B. (1988). Corporate strategy and corporate culture: the management of change in the UK supermarket industry.Personnel Review,17(6), 10-14. Damanpour, F. (1991). Organizational innovation: A meta-analysis of effects of determinants and moderators.Academy of management journal,34(3), 555-590.