Importance of Leadership in Business-Free-Samples for Students

Questions: 1. What administration styles represent their prosperity? 2. What administration abilities/practices would you be able to distinguish that this individual has displayed? 3. Depict and clarify how they have imparted their vision, give models and represent how effective this has been. 4. How does your own style of administration contrast or difference and this Individual? Answers: Presentation Pioneers are simply the person who help and others to do the correct things. In a business association they are the person who set down course, build a mixing vision, and create mind boggling thoughts. Authority is connected with drawing out where an individual need his group to reach by powerful, energizing, and moving conduct. In any case, as pioneers set the course, they ought to besides utilize the executives aptitudes to coordinate individuals. Along these lines individuals will reach to a correct objective, in a smooth and efficient way (Northouse, 2015). Foundation The business flying industry in the ongoing timeframe has accomplished a noteworthy. The main Airlines are battling to maintain beneficial position and to keep centering after accomplishing extra cost decreases and prevalent degree of operational brightness during a time of fundamentally expanding fuel costs and an increased competition from minimal effort transporters. So as to pick up progress it is significant for the business heads to manufacture abilities. To increase serious edge Best-in-class pioneers ought to be competent to look history of the business and to draw thoughts in like manner. The senior group ought to be capable enough to direct costs during skill and multifaceted instruments The reason for pioneers is to ensure accomplishment on a since a long time ago run by sustaining relationship with the representatives and the other stakeholders(Our Company, 2017). Name of the Leader His Highness Sheik Ahmed receptacle Saeed Al Maktoum (Administrator and Chief Executive Emirates Airline Group) For as long as 30 years His Highness Sheik Ahmed Bin Saeed Al Maktoum is referred to over the world as the essence of Dubais unprecedented monetary turn of events. Under his direction the Dubai Aviation Industry has increase huge achievement. His vision has helped in definition of monetary development, venture and financial procedure. Sheik Ahmed began his vocation in the flying business in 1985. He was Designated President of the Dubai Department of Civil Aviation (DCA) to supervise the activities of Dubai International and Dubai Duty Free. Emirates Airline was propelled under the authority of Sheik Ahmed as its Chairman. At present he is the Chairman and Chief Executive of Emirates Airline and Group. Emirates Airlines is referred to over the world as a preeminent overall supplier of avionics and travel benefits (The Emirates Group, 2017). 1.Leadership styles connection for their prosperity As a tyrant head he has underscored on the distinction by recognizing job among the pioneer and their supporters. He has tried to create a particular expert connection with his adherents. He legitimately directs the work so as to keep up a successful environmental factors and follower. As an Authoritarian head he follows the vision of the association appropriate with those that are being driven. He has an emphasis on creating effectiveness. Under his direction, Dubai International has increased a worldwide situation from unassuming early advancement into the universes fourth busiest air terminal. His center is to complete the errand so as to pick up result. The pioneer centers around the final product. His administration is a manner by which the flight business can roll out noteworthy improvements. As a pioneer he additionally accomplishes something far beyond the order head, which is to approach his subordinates for supposition (Carroll, Levy and Richmond, 2008; Charlier, S.D., Stew art et al 2016). He prevailing in his vision because of particular dictator characteristics. His endeavors have helped in driving the Dubai International Airport. The initiative style has helped in dealing with the brand in a fitting way. 2.Leadership practices distinguished In the entire system it is obvious from the examination that the pioneer is distinguished as a noteworthy change creator in the avionics business. His endeavors has helped being developed of the flying business as well as permitted in accomplishing a spot in the worked history. Emirates have picked up position on the planet because of his endeavors. Dubai is universes most favored goal from the perspective of flying and strategic center. Dubai International Terminal 3 is recognized worldwide for the effective dispatch and amazing administrations. Inside 2 years of dispatch Flydubai has risen as the second biggest supporter of traffic Dubai International. He holds various situations in the legislature. His vision in the aircrafts business has permitted in increasing a proficient spot. His commitment towards the diverse division has helped in getting a compelling spot. His commitment towards the global flight industry is momentous increasing the value of the general framework. Being a visionary he has helped in making exceptional accomplishment in the avionics business by including esteems (Selznick, 2011). This is to contribute so as to roll out momentous improvements in the general public. His authority characteristics are the live case of drawing out an individual needs his group to reach by powerful, energizing, and motivating conduct. This is useful in making a momentous commitment not exclusively to the country yet additionally to the world. As a pioneer he stands not just for his method of reasoning, he anyway takes responsibility and spurs different people too. He has made a reasonable contrast interfacing individual and advancing their individual intrigue (Kotter, 2008). As an inspiration for others Sheik Ahmed receptacle Saeed Al Maktoum persuades people to try high and to arrive at the point. As a pioneer he has set a positive model for everybody around the globe in the aeronautics business. Authority legitimately ways to deal with a pioneer who can de al with the association completely. As a pioneer he has set a positive model for the world and the individuals who are working under his direction. A pioneer should hold characteristics to work with the others (Avolio, Walumbwa and Weber, 2009). 3.Process to impart vision for picking up progress A pioneer has an obligation to convey his vision to the devotees. It is significant for them to make process through which they can explain vision. Comprehension of vision is significant for the individuals so as to deal with the association in a positive manner. There is a need to help the association in a way with the goal that one can increase long haul feasible development. A dream is an image that permits the association in picking up development. A pioneer has a duty to reprimand his devotees about the development and advancement the association. As a visionary he should advise different individuals to work as per the vision as outlined. Extraordinary business pioneers can just accomplish long haul reasonable objectives through successful methodology (Van Vugt, Jepson, Hart and De Cremer, 2004). They will likely deal with an innovative procedure that permits them to increase a compelling spot in the market. Being a visionary he has helped in making amazing accomplishment in the aeronautics business by including esteems. The commitment should be certain for the association. In the current circumstance Sheik Ahmed Bin Saeed Al Maktoum has made a dream for the avionics business in the ongoing time making an important encounter for the individuals around. His vision has permitted the Emirates carriers in increasing a maintainable spot. Emirates have picked up position on the planet because of his endeavors. Dubai is universes most favored goal from the perspective of avionics and coordinations focus. A pioneer set a model on a since a long time ago run making center exercises so as to make noteworthy accomplishment. He straightforwardly manages the work so as to keep up a successful environmental factors and supporter. This has permitted the Aviation business to increase a legitimate situation in the market (Renko, El Tarabishy, Carsrud and Brnnback, 2015). 4.Comparison of administration As a pioneer, I trust in permitting the others to take an interest in the dynamic. It is essential to include each person in the dynamic. The representatives should be given obligation in the dynamic. It has gotten significant in the ongoing time that the pioneer ought to include the subordinates in the dynamic. I have faith in including every single individual in the association to work with joint effort (Bolman and Deal, 2017). The subordinates should be given an obligation to be a section in the dynamic program. As an Authoritarian head His Highness Sheik Ahmed receptacle Saeed Al Maktoum follows the vision of the association appropriate with those that are being driven. He has an attention on creating effectiveness by completing work according to the bearings (Shapiro and Stefkovich, 2016). End To, Conclude, a Leader is the person who help others to do the correct things. In a business association it is imperative to build up a successful authority. This will help in increasing a compelling spot in the serious business climate. The report give data identified with the initiative style of Sheik Ahmed Bin Saeed Al Maktoum. He is referred to over the world as the substance of Dubais uncommon financial turn of events. The report centers around the authority styles, practices and his vision to make progress. Reference List Avolio, B.J., Walumbwa, F.O. furthermore, Weber, T.J., 2009. Administration: Current speculations, exploration, and future directions.Annual survey of psychology,60, pp.421-449. Bolman, L.G. what's more, Deal, T.E., 2017.Reframing associations: Artistry, decision, and initiative. John Wiley Sons. Carroll, B., Levy, L. what's more, Richmond, D., 2008. Initiative as work on: Challenging the competency paradigm.Leadership,4(4), pp.363-379. Charlier, S.D., Stewart, G.L., Greco, L.M. what's more, Reeves, C.J., 2016. New initiative in virtual groups: A staggered examination of individual commu

Contradictions of Character in George Bernard Shaws Pygmalion Essay

â€Å"Manners are the cheerful method of doing things† as indicated by Ralph Waldo Emerson.â According to Emerson individuals use habits as a front to make themselves look better.â Inherently, this will prompt a logical inconsistency of the front and the reality.â One such man who is generally worried about habits is the hero of Shaw’s Pygmalion, Professor Henry Higgins.â Higgins is a man who shows logical inconsistencies inside his character.â He is in the matter of showing appropriate habits, in spite of the fact that needs them himself.â moreover, Higgins is a wise man, but he is uninformed of the sentiments of those around him.â Another clear inconsistency is that Higgins’ external appeal serves to conceal his harassing nature. He controls Eliza and others around him to fill his own needs, with no respect for her sentiments.  â â â â â â â â â â Higgins, an educator of restrictive habits, comes up short on those very habits which others pay to gain from him.â Ironically, Higgins accepts that he is the best instructor of manners.â He reports that in â€Å"three months [he] could make [Eliza] look like a duchess.†Ã¢ Higgins imagines that he can take any lower class young lady and make her look like a duchess.â He genuinely accepts that he is equipped for changing Eliza.â Once the showing starts, Higgins shows no regard for others in his life.â When he goes to see his mom, she advises him that â€Å"[he] vowed not to come on† her days when she is having guests.â He disregards this guarantee to his mom since he accepts that his most current investigation is a higher priority than his mother’s irrelevant guests are.â â â This conduct proceeds all through the ... ...ulative investigations on life.â Higgins attempts to utilize his appeal to control individuals into giving him what he needs, however when this strategy bombs he turns to animal power and misuse.  â â â â â â â â â â It is astounding that a man with such extraordinary characteristics and attributes can likewise have the terrible characteristics that are inverse of those incredible ones.â How these qualities can exist together in one individual doesn't make sense.â One of the qualities must be a bogus front.â This is the idea of the world.â When two alternate extremes meet up in a similar place and don't modify one another, at that point one of them is kept up as a faã §ade.â At any second in time this faã §ade can move or break and the genuine idea of the individual will come to light.â People who show an excessive number of inconsistencies in character are normally obvious charlatans.

2 Most Common Luxury Hotel Grammar Errors

2 Most Common Luxury Hotel Grammar Errors In July I wrote an article about phrasal verbs in response to a card in my hotel room that referred to an option to “workout” (one word â€" improper) instead of “work out” (2 words â€" proper) in the comfort of your own room. Since then I have discovered that the Hilton Garden Inn is not the only hotel to make this error.   While considering a possible stay at the Hyatt Regency in Baltimore, I found this sentence: “For those who choose to workout in the privacy of their spacious guestroom, we offer YogaAwayTM.” The Hyatt’s advertising team made the exact same error as the Hilton’s.   Coincidence? Hotel Helter Skelter Here’s a strange thing:   Just for fun, I Googled “Hyatt workout” and discovered that the Hyatt is not consistent across its websites.   The Sarasota Hyatt Regency offers: “If you choose to work out in the privacy of your own hotel room or suite at Hyatt Regency Sarasota, we offer YogaAwayâ„¢.” Sarasota got it right! I wonder who is responsible for this mismatched spelling?   Why is Hyatt messaging not consistent between Baltimore and Sarasota?   I’ve always thought the draw of a hotel chain is the reassurance that you will get the same consistent service no matter where in the world you go.   The discrepancies on the Hyatt’s websites make me think perhaps their other amenities are not consistent either. More then [sic] words… In the meantime, I have ventured on to yet another institution of hospitality:   a Marriott resort in Palm Desert, California.   Marriott evidently cares about energy conservation and therefore put out the following request: “In an effort to conserve water and energy, would you please consider using your towel more then once.” I don’t know about you, but my grammar checker even caught this one!   The correct statement would have been: “In an effort to conserve water and energy, would you please consider using your towel more than once.” There are some other grammatical issues with this sentence, but I’ll let them be for now.   Do you see the other issue here?   If you do, please share in the comments. I recall seeing a similar message in another hotel … I’m not sure which one, but I believe the word “than” was properly used or I probably would have blogged about it. Wouldn’t it be nice if hotels could all get their grammar as straight and smooth as their bed sheets? Judging a book by its blunders? And by the way, even though this Marriott is a resort-level establishment, a level “6” which is pretty high in the Marriott pecking order, the round piece on the top of my bathroom sink drain was detached when I got to the room, and there was a stray peanut hiding under my very expensive flat screen TV.   Maybe grammar blunders really are an indication of deeper quality and performance issues? What do you think?   Have you found a hotel grammar blunder of late?   What would you suggest to these institutions that would keep them consistent and grammatically correct?   And how much do you judge a service provider based on the consistency and correctness of its message?

Reducing The Burden Of Student Debt - 1526 Words

Student debt has been growing over the years rapidly, not just because the majority of people attending college but also because the prices of college have gone up. One of the reasons is that parents don’t really look into making a college fund. Most parents haven t saved a penny for education or for anything else in recent years. There has been so many students today that are in major debt and don’t know how to get out of the hole they have made. Student debt is still going up here recently in 2013. Graduating seniors at public and private nonprofit colleges have had student loans. Most of the students owe about the average of $28,400 in federal and private loans combined, there are at least around two percent compared to their peers.†¦show more content†¦Need to look for colleges that help users rely less on loans and if students do pay off their debt than there are a few more problems that start to come up. Help and make it easier for students to identify and also avoid colleges that tend to overload students with debt they tend to go to. Student loan payments are very expensive, and if most users have expensive payment with a job that doesn’t pay well and will start to slip financially. This will mainly cause a problem for more than just the people who give out the loans. If people don’t have money to spend on items that means a loss of jobs. This is because people wouldn’t buy items causing a surplus, will be leading to people getting laid off once again. With more people getting laid off from their jobs the unemployment rate g oes up, and more people would need help from the government to help pay for food and living. If the government has to help more people live than the national debt would go up possibly causing another depression. At the very least there would be a financial crisis that could lower the economic power of the United States. †Student loan debt is the highest kind of debt in the United States† The Project on Student Debt found that two-thirds of 2011 college graduates had an average student loan debt of

The Impact Of Social Security On The Elderly Population

Social Security Name: Institution: Social Security Introduction 14th August 2015 marked the 80th anniversary after President Franklin Roosevelt signed the Social Security Act in the year 1935. The program has been important in alleviating poverty amongst the elderly population. However, the system has started to how its age. The OASID (Social Security and Disability Insurance Trust Funds) is presently running on cash deficit as the baby boomers retire. The DI (Disability Insurance) program has been running on deficits for several uses and has been predicted to exhausts the trust fund. The social security provides important income security to millions of the beneficiaries but is on towards insolvency. Presently, the Social Security program pays more in benefits that it is collecting in revenue and has been projected that the trusts funds will run out in the year 2033 (Bernan Press, 204). At this instance, all the beneficiaries regardless of income and age will face an immediate twenty-three percent benefits cut. The longer term OASI would need mo re than a 4 percent point rise in the payroll tax so as to close the gap in funding over the next 75 years or benefits would have to be reduced below the promised 27 percent level by the year 2090 (Bernan Press, 2014). The focus of the paper is on the issue of solvency of social security fund The Social Security run a seventy-one billion deficit in the year 2013 and this closed out four years of consecutiveShow MoreRelatedRetirement Is A Transitional Phase Associated With An Aging Population1692 Words   |  7 Pagestransitional phase associated with an aging population, along with unplanned changes such as disease, disability, and widowhood. Retirement is anticipated and planned for years in advance, however this does not happen as often anymore. 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Case against the Death Penalty Free Essays

string(56) " The sentencing phase almost amounts to a second trial\." When the then United Nations Secretary General Kofi Annan was presented with a petition containing 3. 2 million signatures from 146 countries for a worldwide moratorium on the death sentence, he had commented: â€Å"The forfeiture of life is too absolute, too irreversible, for one human being to inflict it on another, even when backed by legal process. And I believe that future generations, throughout the world, will come to agree. We will write a custom essay sample on Case against the Death Penalty or any similar topic only for you Order Now † (Gettings) The words of the former UN Secretary General were in fact an echo of the sentiments of the millions of signatories to the petition that was presented to him. The death sentence strikes at the core of human sensitivity and sensibility. The world is divided into almost two equal camps – one passionately in support and the other equally passionately against this extreme measure of censure in human history. Forty-seven percent Americans support the death penalty, while 48% would rather prefer life without payrole (Death Penalty Information Centre). Both the camps present practical, logical and convincing arguments favoring their stand. Those who are against the death penalty believe that this extreme measure has minimum deterrent effect, violates the most fundamental of human rights, i. e. the right to life, is completely out of sync with civilized society and should be abolished outright and forthwith. Those who support the death penalty, on the other hand, do so because they hold that it acts as a major deterrent to heinous crimes, crimes committed by criminals who, according to them, not only do not deserve a place in society, but also lose the right to life. They have to die so that any chance of them repeating their crime and adding others to their list of victims is eliminated forever. The state, it is reasoned, takes the life to accord protection to future victims of the convicted. An objective analysis of the arguments for and against the death penalty however can only lead to the inevitable conclusion that the death penalty has no place in civilized society. Two very undeniable and universal facts override all arguments in support of the death penalty: the fundamental human right to life along with all its critical implications to the individual and to society, and the irrevocability and finality of the death sentence that takes away all probability of redemption or reconsideration at the face of the human nature to err. The Deterrent Factor Those who support the death penalty do so on the basis of the belief that it acts as a strong deterrent to crimes similar to those committed by the condemned. The facts and figures, however, tell a different story. In the United States, the south accounts for 80% of the total executions, yet it has the highest murder rate. However, the northeast, which has less than 1% of all executions, also has the lowest murder rate (Death Penalty Information Centre). The figures lend themselves to very straight forward interpretations: either the death penalty is failing miserably to act as a deterrent in the south or it has to be accepted that the citizenry of the south is inherently more murderous in nature or is simply more susceptible to murder. There are other figures that corroborate the fact that the death penalty does not actually result in a decrease in murder rates. In Canada, the death penalty was abolished in 1976. The homicide rate in the country started declining since 1975, and in 1999 the homicide rate was the lowest since 1967. An analysis by the New York Times in 2000 found that the homicide rates in the US states with the death penalty have been 48% to 101% higher than in states without the death penalty (John Howard Society of Ontario). An overwhelming 84% of the top criminologists of the United States have rejected the notion that the death penalty acts as a deterrent to murder (Radelet Akers). The Amnesty International has also failed to find conclusive evidence that the death penalty has any unique capacity to deter others from committing similar crimes. In its survey of research findings on the relation between the death penalty and homicide rates conducted in 1998 and updated in 2002, it concluded that it was â€Å"not prudent to accept the hypothesis that capital punishment deters murder to a marginally greater extent than does the threat and application of the supposedly lesser punishment of life imprisonment. † (Hood 230) If deterrence implies that the condemned is rendered unable to repeat the crime and claim more victim, then it will also have to imply that the condemned would have repeated the crime if allowed to escape the death penalty. That can however be an assumption and an assumption only. And even if we assume that the condemned person would have indeed tried to repeat the crime, it would be possible only if the person is allowed the liberty and the opportunity to do so. Life imprisonment without parole would be a preferred alternative to the death penalty in such a case. Critics would however be quick to point out the financial implications of life imprisonment. Alternative means to incapacitate In practice, however, numerous studies have found that the cost of implementing a death penalty is much higher than the cost of maintaining a prisoner for life. There are many reasons why the death penalty is more expensive than life imprisonment without the possibility of parole (Capital Punishment Project): i. A much higher percentage of cases go to trial in case of death penalties. ii. Murder trials generally take longer when the death penalty is at issue. A capital murder trial lasts over 3. 5 time longer than non-capital murder trials (Cook Slawson). Certain constitutional safeguards have to be taken in the case of death penalty trials leading to greater time requirement. The Jury selection procedure is also more complex and tedious and takes more time. iii. Death penalty trials require more intense pretrial preparations and more elaborate proceedings. The sentencing phase almost amounts to a second trial. You read "Case against the Death Penalty" in category "Papers" All litigation costs, more often than not, have to be borne by the tax payer. The Joint Legislative Budget Committee of the California Legislature has concluded that â€Å"elimination of the death penalty would result in a net savings to the state of at least several tens of millions of dollars annually, and a net savings to local governments in the millions to tens of millions of dollars on a statewide basis. † (Budget Committee) It is therefore amply clear the life imprisonment without parole is a comparatively cheaper and equally effective alternative to the death penalty, but imposed the same degree of incapacitation on the condemned on the individual level. The May 2006 Gallup Poll (in the United States) found that overall support for the death penalty was 65% (down from 80% in 1994). The same poll revealed that when respondents are given the choice of life without parole as an alternate sentencing option, more choose life without parole (48%) than the death penalty (47%). (John Howard Society of Ontario) Irreversibility of the Death Penalty The intrinsic weakness of the death penalty as a justifiable measure lies in the fact that it is irreversible and irrevocable. Numerous examples bear testimony to the fact that even the highest judicial system of any country can make mistakes, that innocent persons have been dealt the death penalty time and again, that persons on the death row had been granted last minute reprieve when their innocence had been proved. Studies reveal that more than 200 people have been wrongfully convicted of serious crimes such as murder and rape in California alone since 1989 (Martin). In the United States, 123 persons have been exonerated and released from death row since 1973 (Death Penalty Information Center). A 1980s study in the United States identified 353 cases since the turn of the century of wrongful convictions for offences punishable by death and 25 innocent persons were actually executed (John Howard Society of Ontario). The death penalty leaves no scope for errors in judgment. If a person is found to be innocent after the sentence has been carried out, there is no way in which the wrong can be undone. Unlike in other cases, the option for compensation for a wrong done is also completely ruled out in the case of the death penalty. It is therefore assumed that the state and the judicial mechanism are infallible, that there can be no mistakes. The facts have proved this assumption wrong. The core issue of human rights The most damning case against the death penalty is that it is an infringement on the most fundamental of all human rights – the right to life. A death penalty is imposed in the name of the state. But does the state actually have the right to deprive a person of his or her life? It could be a dangerous proposition even to believe so. Hitler’s Germany believed in the absolute right of the state. The consequences mark a very dark period in the history of humankind. Are we tempting fate again by according the state the right to impose and execute the death penalty? In the December 1948 Universal Declaration of Human Rights, nations of the world came together to ensure the fundamental rights of every person. These human rights were not subject to the will of the state, but were declared to be inherent in every human being. It was not the state’s prerogative to grant or withdraw the human rights. The fundamental human rights therefore put limitations on what a state may do to a person. The Universal declaration recognizes each person’s right to life. The death penalty is therefore a fragrant violation of human rights. Human rights preserve the dignity of the individual. There can be no justification inhuman and cruel treatment and punishment that degrades the essence of humanity. The death penalty inflicts the most severe kind of mental and physical torture not only on the condemned, but also on al those who are related to the condemned. Every member of the society also has to own responsibility as a constituent unit of the state. In fact, the broader understanding of human rights issue has been the basis of abolition of the death penalty in many countries. In 1995, Spain abolished the death penalty on the grounds that the death penalty simply could not be fitted into the penal system of advanced and civilized societies, that depriving a person of life was too degrading or afflictive a punishment (Hood 14). The South African Constitutional Court (154) in its historic opinion when banning the death penalty commented that the death penalty violated the right to life and dignity which is the most important of all human rights. And by banning the death penalty, the state was effectively demonstrating the fact. Countries such as Singapore and Trinidad and Tobago have had to deny that the death penalty was a violation of human rights in order to carry on with their practice of the death penalty. However, the fact that the death penalty is a critical human rights issue has gained increasing acceptance at the international level. In 1997, the U. N. High Commission for Human Rights approved a resolution stating that the â€Å"abolition of the death penalty contributes to the enhancement of human dignity and to the progressive development of human rights. † (12) Subsequent resolutions strengthened this resolution by restricting the offences for which the death penalty could be imposed, eventually leading to abolition. The member states of the Council of Europe have established Protocol 6 to the European Council on Human Rights advocating the abolition of the death penalty. On the same grounds, the European Union had made the abolition of the death penalty a precondition for entry into the Union. This had resulted in the halting of executions in many east European countries such as Russia, Poland, Yugoslavia, Serbia, Montenegro and Turkey which had applied for membership to the Union. Not an eye for an eye Proponents of the death penalty attempt to justify their stand on the principle of lex talionis or ‘eye-for-an-eye’ which advocates that violence must in some measure be answered by violence or that the punishment should fit the crime. They believe that such retribution serves justice to murder victims and their survivors. Robert Blecker of the New York Law School testified: â€Å"Naturally grateful, we reward those who bring us pleasure. Instinctively resentful, we punish those who cause us pain. Retributively, society intentionally inflicts pain and suffering on criminals because and to the extent that they deserve it. But only to the extent they deserve it†¦. Justice, a moral imperative in itself, requires deserved punishment. † Just as the individual do not have the right to kill, society also should not be empowered to kill. The retribution theory would dictate that the rapist be raped and the house of the arsonist be set on fire. Such a policy would go against the basic tenets of justice. If violence can be justified by violence than it follows that every act of violence whether perpetuated by the state or the individual would be justifiable on some ground or the other. Retribution in kind would bring the state down to the level of the criminal. There would then be no distinction between the dispenser of the law and the one who violates it. Discriminatory Applications The extent of misuse of the death penalty is another reason that calls for its abolition. In the political context, the death penalty has often been used to eliminate opponents and suppress popular uprisings. Here, the question of fairness in making the judgment becomes a very subjective one. What is punishable by death for one political regime could very well be deemed a heroic act of valor for another. The labeling of the act therefore depends very much on the actors and the circumstances and the environment in which they operate. That is the reason why people who are executed are often subsequently turned into martyrs. It happened in Hitler’s Germany, in India and in South Africa. It is happening in Iraq, in Afghanistan, in Serbia and in many other places wherever two groups of people look at the world with conflicting perspectives. Take the example of Saddam Hussien. Richard Dicker’s, director of Human Rights Watch’s International Justice Program, was a rational voice when he said , â€Å"Saddam Hussein was responsible for massive human rights violations, but that can’t justify giving him the death penalty, which is a cruel and inhuman punishment. † (Human Rights Watch) A November 2006 report by Human Rights Watch pointed out numerous serious flaws in the trial of Saddam Hussein. Among other defects, the report found that Iraqi government actions had all along undermined the Iraqi High Tribunal and threatened its independence and perceived impartiality. Handing Saddam Hussein the death penalty has been viewed by a large section of the world as a measure made necessary by the prevailing political and military situation rather than a quest for justice. There is also a very strong view in the United States that the application of the death sentence is racially discriminatory. Studies have been conducted to examine the relationship between race and death penalty in all the states that where the death penalty is still active. The Capital Punishment Project reports that 96% studies found a pattern of either race-of-victim or race-of-defendant discrimination. Of those executed since 1976, approximately 35% have been black, even though blacks constitute only 12% of the population. It has been found that the odds of receiving a death sentence are almost four times higher if the defendant is black. The Amnesty International has also asserted that races does have an impact on capital punishment, and that the judicial system of the United States have been able to do precious little about it. Amnesty International has attributed this failure of the courts and legislatures of the USA to act decisively at the face of evidence that race has an impact on the death sentence to a collective ‘blind faith’ that America will never waver on the ‘non-negotiable’ demands of human dignity including ‘equal justice. ’ Even if the death penalty was justifiable, there is compelling evidence that its implementation falls far short of the standards of fairness expected. There is a tendency to use this extreme measure as an intimidating factor by the powerful forces of the world to assert themselves and to wrongfully dominate and suppress others. The world is coming around The good news is that the world at large is coming together to prove that the death penalty is an unacceptable proposition. The United Nations has declared itself in favour of abolition. Two-thirds of the countries of the world have now abolished the death penalty in law or in practice. In the United States itself, 13 states are now without the death penalty. The latest information from Amnesty International shows that: i. 90 countries and territories have abolished the death penalty for all crimes; ii. 11 countries have abolished the death penalty for all but exceptional crimes such as wartime crimes; iii. 30 countries can be considered abolitionist in practice: they retain the death penalty in law but have not carried out any executions for the past 10 years or more and are believed to have a policy or established practice of not carrying out executions, iv. a total of 131 countries have abolished the death penalty in law or practice, v. 66 other countries and territories retain and use the death penalty, but the number of countries which actually execute prisoners in any one year is much smaller. The debate over capital punishment has raged on long enough. The world is finally showing the door to the death penalty. In doing so, it is stating in no uncertain terms that the sanctity of life of a fellow human being is above the purview of all man-made laws. That only the giver of life has the right to take it back. Works Cited 1. Amnesty international, â€Å"United States of America, Death by discrimination – the continuing role of race in capital cases†, April 24, 2003. Library, Online Documentation Archive. November 10, 2007 http://web. amnesty. org/library/index/engamr510462003 2. Blecker, Robert. Letter to the New Jersey Death Penalty Study Commission supplementing previous testimony, October 24, 2006. 3. Budget Committee, Joint Legislative Budget Committee of the California Legislature, September 9, 1999. 4. Capital Punishment Project, â€Å"Race and the Death Penalty†, American Civil Liberties Union, November 10, 2007 http://www. aclu. org/death-penalty 5. Capital Punishment Project, â€Å"The High Costs of the Death Penalty. † American Civil Liberties Union, 2003. 6. Death Penalty Information Center, â€Å"Innocence and the Death Penalty†, November 9, 2006. http://www. deathpenaltyinfo. org/article. php? did=412scid=6 7. Death Penalty Information Centre. November 5, 2007 â€Å"Facts about the Death Penalty. † November 8, 2007. http://www. deathpenaltyinfo. org/FactSheet. pdf 8. Gettings, John. â€Å"Death Penalty Update, Here Abroad. † Infoplease, November 8, 2007. http://www. infoplease. com/spot/deathworld1. html 9. Hood, Roger, â€Å"The Death Penalty: A World-wide Perspective. † 2002. Oxford, Clarendon Press, third edition, 2002. 10. Human Rights Watch, â€Å"Iraq: Saddam Hussein put to Death. Hanging after flawed trial undermines the rule of law. † December 2006. Human Rights News. November 10, 2007 http://hrw. org/english/docs/2006/12/30/iraq14950. htm 11. John Howard Society of Ontario, â€Å"The Death Penalty: Any Nation’s Shame. † March, 2001, John Howard Society of Ontario publication. November 8, 2007 www. johnhowardphd. ca/PDFs/Fact%20Sheets/death%20penalty. pdf 12. Nina, Martin, â€Å"Innocence Lost†, November 2004, San Francisco Magazine, November 9, 2007, http://www. sanfran. com/archives/view_story/200/ 13. Philip J. Cook Donna B. Slawson, â€Å"The Costs of Prosecuting Murder Cases in North Carolina. † 1993 14. The South African Constitutional Court, â€Å"Makwanyane and Mchunu v. The State†, 16 HRLJ, 1995. 15. United Nations High Commission for Human Rights Resolution, E/CN. 4/1997, April 3, 1997. How to cite Case against the Death Penalty, Papers

According To The Internal Revenue Service â€Myassignmenrthelp.Com

Question: Discuss About The According To The Internal Revenue Service? Answer: Introducation According to the Internal Revenue Services (2017) items owned by an individual meant for personal use or for investment purposes can be thought of as capital assets. Capital assets include land, buildings, jewellery, household fixtures and furnishings, securities (bonds, equity, mutual funds, bank deposits, debentures, life insurance) trademarks, vehicles, patents, plants and machinery (Dave, 2017). Upon the sale of a capital asset, the amount realised from the sale less the adjusted basis in the asset is either a capital gain or capital loss (Internal Revenue Service, 2017). When the asset is disposed of at an amount greater than the acquisition cost, then a capital gain is realised, in circumstances where the disposal price is less than the acquisition cost, then a capital loss arises. The Australian Taxation Office (2017a) computes net capital gains and net capital losses as follows Net Capital Gain = Sum of all Capital Gains realised within the fiscal year (amounts arising from managed funds and trusts are added here) Sum of Capital Losses (net capital losses arising from prior periods is added to the current capital losses) Capital Gains arising from discounts in tax and concessions given to small businesses Net Capital Loss = Sum of Capital Losses (including losses realised in prior periods) Sum of Capital Gains When computing capital gains and capital losses some factors are taken into considerations. Capital gains or losses on collectables which include items like paintings and antiques of values equivalent to or less than $500 are disregarded. Capital losses associated with collectables can only be offset by capital gains from collectables. Capital gains or losses on personal use items such as furniture and household items of values of less than 10,001 are disregarded. Asset Purchase Price Sales Price Gain (Loss) Antique Vase $ 2,000.00 $ 3,000.00 $ 1,000.00 Antique Chair $ 3,000.00 $1,000.00 $ (2,000.00) Painting $ 9,000.00 $ 1,000.00 $ (8,000.00) Home Sound System $ 12,000.00 $11,000.00 $ (1,000.00) Shares $ 5,000.00 $ 20,000.00 $ 15,000.00 Net Loss on Collectables = $1,000 - $2,000 $ 8,000 = $ 9,000 Net Gain = $ 15,000 - $ 1000 = $ 14,000 Fringe benefits are sometimes referred to as employee benefits, perquisites or perks (Klonoski, 2016, p. 52). These benefits consist of non-salary (wage) compensation awarded to employees on top of their stipulated remuneration. Examples of fringe benefits include accommodation provided by the employer (the accommodation could be fully furnished and serviced with all utilities catered for or could simply be in form of rent), insurance coverage (these could include medical and life assurance), income guarantees in case of disability, childcare, school fees, sick leave, vacation allowances, retirement contributions, household staff, profit sharing, amongst others (Ohio University, n.d.). These benefits are often considered to be indirect expenses to the organisation (International Accounting Standards Board, 2015;United States Bureau of Labour Statistic, 2016). According to the Austrian Tax Office (2017b), the taxes on these fringe benefits are paid by the employer. As such the employer withholds tax obligations that arise from benefits conferred to the companys directors, current employees, potential employees, and past employees. An employer for purposes of taxes includes sole traders, partnerships, corporations, unincorporated organisations, governments, non-government organisations, and trustees. The fringe benefits tax is payable irrespective of whether or not the employee is liable to pay other categories of taxes. The term loan encompasses situations whereby the employee owes the employer a given amount and on the day the debt falls due the employee fails to retire the debt. The amount that remains unpaid is considered as a loan. The loan advanced to Brain can be considered as a loan fringe benefit. A loan fringe benefit is defined as a loan provided by the employer to the employee at an interest-free rate or a low-interest rate (this is a rate that is lower than the benchmark rate) [Inland Revenue, 2016]. In Australia, instead of the market rate of interest, the statutory interest rate determined by the Reserve Bank of Australia is used as the benchmark rate. In April 2016, the published rate was 5.65% (Australia Tax Office, 2017b). The value of the loan fringe benefit that is taxable on the loan given to Brain is calculated as follows: Step 1: Computation of value of the loan fringe benefits that is taxable without consideration of the deductible rule Value of Loan Fringe Benefit that is Taxable = Benchmark (Statutory) interest on the Statutory Interest on the Loan = 5.65% x $ 1,000, 000 = $ 56,500 Actual Interest Paid on Loan = 1% x $ 1,000, 000 = $ 10,000 Value of Loan Fringe Benefit that is Taxable = $ 56,500 -$ 10,000 = $ 46,500 Step 2: Computation of Value of Loan Fringe Benefit that is Taxable with consideration of the deductible rule According to taxation laws, the employee is entitled to a deduction on the interest charged on the part of the debt that is used to generate income. Thus Brian gets a deduction for the 40% used for income producing purposes. The computations are given as follows: Income Tax Deductible to Employee at Statutory Rate = (5.65% x $ 1,000, 000) 40% = $ 22,600 Income Tax Deductible to Employee at Actual Interest Rate = (1% x $ 1,000,000)40% = $ 4,000 Value of Loan Fringe Benefit that is Taxable may be reduced by = $ 22, 600 - $ 4,000 = $ 18, 600 Value of Loan Fringe Benefit that is Taxable with consideration of the deductible rule = $ 46,500 - $18,600 = $ 27,900 According to the provisions of tax regulations where an employee under the terms and conditions of the loan is allowed to make interest payments less frequently than every six months, the employee is considered at the end of every six months as having been loaned separately at a nil rate of interest any amount that remains unpaid (Australian Taxation Office, 2017b). Therefore, if Brain pays the interest at the end of three years, it will be assumed that the rate of interest was nil. Therefore, the taxable value of loan fringe benefit will increase. Taxable Value of Debt Waiver Fringe Benefits A debt waiver fringe benefit occurs in situations where the employer releases the employee from the requirement to repay or reimburse the money lent. In situations where the debt is waived for reasons of default and the amount cannot be recovered, there is no debt waiver fringe benefit (Australia Taxation Office, 2017a). In certain situations, the employer can voluntarily release the employee from the obligation to repay the loan. In such a situation, if the employer is able to demonstrate that the release was unrelated to the employment relationship, then a debt waiver fringe benefit does not arise (Australia Taxation Office, 2017b). The taxable value of the debt waiver fringe benefit is the total sum that is waived. If the bank decided not to charge Brain interest on the loan a taxable waiver of fringe benefit would arise. This is computed as follows: Taxable Value of the Debt Waiver Fringe Benefit = 1% x $ 1,000, 000 x 3years = $ 30,000 A joint tenancy occurs where two or more persons pool their resources together and use them to purchase property (Find Law Team, 2017). In a joint tenancy there are no severable shares. For example for a married couple such as Jack and Jill if one person dies, then the remaining spouse will receive all the rights of survivorship. The joint tenancy has four characteristics Joint Ownership every entity in the joint tenancy arrangement has the right to every aspect of the property. There are no individual rights not just individually Joint Interest Every individual in the joint tenancy agreement has similar interest and rights in the property of the same nature and to the same extent. Same Point in Time All the rights and interest of the tenants are vested at the same point in time Unity of Title all the rights and duties are based on the same deed. For taxation purposes in joint tenancy, all the parties in the agreement hold an equal interest in the property (Australia Taxation Office, 2017c). As such the agreement between Jack and Jill to divide the rental income and rental losses in proportions that are not equal has no effect for income tax purposes. Jack and Jill must thus include half of the net loss in their taxable incomes. For purposes of computing capital gains or capital loss tax, the joint tenants are considered to be tenants in common which means that they have an equal interest in the asset. Therefore, both Jack and Jill have an equal share in the capital loss or gain when the capital gains tax is being computed. When the property is sold the capital loss or gain is split equally between them. The case of Inland Revenue Commissioners v. Duke of Westminster [1936] commonly referred to as the Duke of Westminster case is often cited as an example of tax avoidance. During the court proceedings, it was established that the Duke of Westminster hired a gardener who was paid from the Dukes immense post-tax income. In order to reduce his tax liability, the Duke instead of paying the gardener a wage wrote a covenant stipulating that he would pay the gardener an amount equal to the wage that he had previously paid. The tax laws and regulations that prevailed at that time allowed the Duke to claim a deduction on his taxable income for the amount paid in the covenant. Overall, the actions of the Duke reduced his income tax and surtax liability. However, the Inland Revenue Commissioner maintained that the computations and acts of the Duke of Westminster were nothing more than tax evasion. The court ruled in the favour of the Duke. In the judgement, Lord Tomlin held that Every man is entitled if he can to arrange his affairs so that the tax under the appropriate Acts is less than it otherwise would be. If he succeeds ordering them so as to secure that result, then, however unappreciative Commissioners of Inland Revenue or his fellow taxpayers may be of his ingenuity, he cannot be compelled to pay an increased tax (Inland Revenue Commissioners v. Duke of Westminster [1936]) The ruling by Lord Tomlin implies that entities that have tax liabilities may take actions or make arrangement to reduce their tax burden within the perimeters established by the laws. Where an entity succeeds in reducing their tax liability and avoid the tax burden, the revenue authority and the fellow tax payer even thought they feel they are being treated unfairly cannot force the entity to pay an increased tax which might be the original amount (Steven, 2013, p. 17). This case established the principle that an individual is entitled to within the legal statute organise their accounts so as to limit their tax liability (Adams, 2011). Relevance of Tax Evasion Principle in Australia From 1915, the Federal Income Tax laws in Australia have contained a general anti-avoidance provision (Bloom, 2015). The aim of the general anti-avoidance provisions was to ensure an equitable tax regime in which the individual tax payers was unable to avoid the payment of full tax liability by use of superficial or contrived arrangements. The provisions added to the complexity of the tax laws and resulted in increased compliance costs for tax payers. However, some of the provisions were successfully challenged in court (Bloom, 2015). Following the raft of ruling against the commissioner, amendments were made to the general anti-avoidance provisions in 1936 through the Income Tax Assessment Act 1936 (McLaren, 2008, pp. 144-151). Part IVA was added to the act in 1981 in order to enhance the anti-avoidance provisions. Part IVA allows the Commissioner of Taxation wider discretion on items to include in the taxpayers assessable income (Xynas, 2011, pp. 5-8). The provisions prevented the erosion of the income tax base and did away with gaps that allowed for non-genuine reductions. These provisions were enhanced by the rulings in FCT v. Spotless Services Ltd [1986] commonly referred to as the Spotless Case. In that case, the High Court of Australia held that even if the tax payer is able to prove that a transaction is genuine, that in itself does not provide grounds for tax avoidance (Xynas, 2011, pp. 5-14). According to the court, a transaction has to make sense, where the transaction does not make sense without the tax benefit, then Part IVA applies. The government of Australia has continued to formulate and implement statutes to reduce tax avoidance while balancing the interests of the government and those of the taxpayers. Thus, the principles established in the IRC v the Duke of Westminster [1936] is relevant today but the scope of administration has been reducing. The issue of assessment of taxation for primary production and forestry is given by Taxation Ruling 95/6 (TR95/6). The aim of the ruling is to indicate the tax burden from the business of forest operations and the transaction relating to timber by persons in the business of forest operation and persons not engaged in the business of forest operations but having transactions involving forestry and/ or timber. The ruling expressly indicates which receipts obtained from the sale of timber constitute assessable income, whether or not the tax payers primary business is forestry or not (Australian Taxation Office, 2010). According to the ruling, the disposal of trees by the taxpayer means that the amount realised from the sale of the trees should be added in the taxpayers assessable income as provided for under the Income Tax Act 36(1). Therefore, the receipts by Bill for the timber are assessed as income and as such result in a tax burden. According to section 55 of TR 95/6 the accessible income includes: proceeds from the sale of standing trees, royalties earned in exchange for granting another party the right to fell and remove timber, and profits from isolated transactions. The lump sum amount received by Brian can be considered as a royalty and thus assessable income References Adams, J. (2011). What is the difference between tax avoidance and tax evasion? Tax Insider, Available at https://www.taxinsider.co.uk/680-What_is_The_Difference_Between_Tax_Avoidance_and_Tax_Evasion.html (Accessed 8 September 2017). Australian Tax Office (2010). Taxation ruling: TR 95/6. Available at: https://www.ato.gov.au/law/view/document?docid=txr/tr956/nat/ato/00001 (Accessed: 8 September 2017). Australian Tax Office (2017a.) Working out your net capital gain or loss. Available at: https://www.ato.gov.au/General/Capital-gains-tax/Working-out-your-capital-gain-or-loss/Working-out-your-net-capital-gain-or-loss/ (Accessed: 8 September 2017). Australian Tax Office (2017b). Fringe benefit tax a guide for employers. Available at: https://www.ato.gov.au/law/view/document?DocID=SAV%2FFBTGEMP%2F00002 (Accessed 8 September 2017). Australian Taxation Office (2017c). Co-ownership of rental properties. Available at: https://www.ato.gov.au/Forms/Rental-properties-2013-14/?page=5 (Accessed 8 September 2017). Bloom D. (2015) Tax avoidance: A view from the dark side, Annual Tax Lecture , Melbourne Law School, 15 August. Dave, R. (2017) How to calculate short-term and long-term capital gains and tax on these, Economic Times, 28 August [Online]. Available at: conomictimes.indiatimes.com/wealth/tax/how-to-calculate-short-term-and-long-term-capital-gains-and-tax-on-these/articleshow/60230745.cms (Accessed: 7 September 2017). Id Revenue Commissioner v. Duke of Westminster [1936] AC 1 (19 TC 490). Inland Revenue (2016) Low interest loan and fringe benefit tax. Available at https://www.ird.govt.nz/fringe-benefit-tax/fbt-types/fbt-low-interest-loans/low-interest-loans-fbt.html (Accessed 8 September 2017). International Accounting Standards Board (2015) IAS 19: Employee benefits. Available at: https://www.ifrs.org/issued-standards/list-of-standards/ias-19-employee-benefits/ (Accessed 8 September 2017). Internal Revenue Services (2017) Capital gains and losses. Available at: https://www.irs.gov/taxtopics/tc409.html (Accessed: 7 September 2017). Klonoski, R. (2016) Defining Employee Benefits: A Managerial Perspective, International Journal of Human Resource Studies, 6(2), pp. 5272. Mclaren J. (2008). The distinction between tax avoidance and tax evasion has been blurred in Australia. Why has it happened?, Journal of the Australia Tax Teachers Association, 3(2), pp 141-163. Ohio University (n.d.) 10 benefits business offer employees. Available at: https://onlinemasters.ohio.edu/10-items-business-offer-infographic/?g=infographicst=mba (Accessed 8 September 2017). FCT v Spotless Services Ltd [1986] 34 ATR 183. Stevens, P. (2013) The changing limits of acceptable tax avoidance, Tax Journal, [Online]. Available at: https://www.taxjournal.com/articles/changing-limits-acceptable-tax-avoidance-11012013 (Accessed 8 September 2017). United States Bureau of Labour Statistics (2016) Glossary. Available at: https://www.bls.gov/bls/glossary.htm#B (Accessed 8 September 2017). Xynas, L. (2011) Tax planning, avoidance and evasion in Australia 1970-2010: The regulatory responses and taxpayer compliance, Revenue Law Journal, 20(1), pp. 1-37.

Beginners Guide to Starting a News Website With WordPress

Thinking of starting a news website? Even if youre not planning to be the next New York Times, theres plenty of space for creating your own news site for your favorite topic, local area, or anything else.Its also easier than ever to make your own news website thanks to a free piece of software called WordPress, which makes starting a news website accessible no matter what your budget or technical knowledge level is.In this article, were going to talk about why WordPress is such a good match for news sites. Then, well walk you through the process of starting a news website with WordPress in four steps. Lets talk news! Here are a few reasons why WordPress is a great choice for starting a news websiteIt offers a robust editor thats also easy to use.Its optimized for text content, but you can also add images and other multimedia content easily.The platform automatically shows your latest posts at the top, which is ideal for a news site or an aggregator.You can use themes and plugins to e asily customize your news website.How to start a WordPress news website (in 4 steps)Over the next four steps, well cover the basics of starting a news website. When were done, your only task is to get to work on your first articles. Lets begin with the very basics.Step #1: Choose a domain, select a web host, and install WordPressThe first step to starting a website of any kind is always the same. Youll need both a domain name and a web host to power your site. Heres what you need to keep in mind when choosing them:Domain name.  Your choice of a domain name should be memorable since its going to represent your news site from now on. Picking a domain is highly personal, so take your time and weigh up multiple options. If youre stuck, a domain name generator can help you brainstorm ideas.Web hosting.  Not all web hosts are made equal. You need to choose an option that offers great performance and features to make your life easier, such as automated backups, top-notch security, and more. In any case, shared hosting or a basic Virtual Private Server (VPS) should be more than enough to start you off. Here are some of the best WordPress hosts.Once you have both of those, youll need to install the WordPress software so that it can power your news sites. Many hosts can automatically install WordPress for you. Or, you can always do it manually. Our post on how to install WordPress covers your options.Step #2: Find a suitable WordPress news themeOnce you install WordPress, you can use a theme to control how your news website looks.To change your WordPress theme, youll first need to pick a new theme to use. The official WordPress.org Theme Directory  is a great first stop to find some free options.Head to the directory, click on the  Feature Filter  button at the top, then tick the  News  option under the  Subject  section and run a search. This way, youll only see themes designed for news websites:Picking a WordPress theme is difficult since we all have unique tastes and needs. However, there are a couple of aspects you should always keep in mind:Opt for themes with at least 1,000 installs and an average review score of four or more stars.Check if the theme youre looking at has received updates within the last six months.If youre struggling to find a theme that you like, check out our list of the best WordPress news themes.Step #3: Set up plugins to add greater functionalityWordPress already includes many features you need to run a news website out of the box. However, by using various plugins, you can easily add any functionality you think is missing.For example, you may benefit from using the WP News and Scrolling Widgets plugin. This tool adds a special section on your site for news articles and lets you display your articles in interesting ways: WP News and Scrolling Widgets Author(s): WP OnlineSupportCurrent Version: 4.2Last Updated: September 12, 2019sp-news-and-widget.zip 90%Ratings 291,244Downloads WP 4.0+Requires You may also want to set up a plugin to add social media sharing icons to your news articles. This will let visitors share posts with their friends, which has an impact on traffic numbers and the chance of a viral post. The free Orbit Fox plugin makes that really easy: Orbit Fox by ThemeIsle Author(s): ThemeisleCurrent Version: 2.8.10Last Updated: September 13, 2019themeisle-companion.zip 94%Ratings 4,283,244Downloads WP 4.7+Requires Finally, if you want to automatically curate news content from various sources, an RSS import plugin makes it easy to automatically display the latest headlines or use RSS feeds in other ways. For example, you can use a plugin called  Feedzy RSS Feeds  to import RSS feed items to your news site: RSS Aggregator by Feedzy Powerful WP Autoblogging and News Aggregator Author(s): ThemeisleCurrent Version: 3.3.11Last Updated: October 10, 2019feedzy-rss-feeds.zip 94%Ratings 581,789Downloads WP 3.7+Requires With over 50,000 free plugins, pl us thousands of premium options, you also have the option to add plenty of other features!Step #4: Get up to speed on creating posts and pages within WordPressSo far, weve been laying the groundwork for your news website, visually speaking. However, now its time to roll up your sleeves and get your hands dirty by publishing your first news article.To do this, youll need to use  WordPress new block editor  (AKA Gutenberg). This editor features a modern, uncluttered interface thats perfect for writing news articles. More importantly, formatting your text and adding multimedia files through the editor is easy:Using the editor is fairly intuitive, but we recommend you check out our Gutenberg for newbies article if you want to get the most out of it. We also have a more detailed block editor guide.Once you feel comfortable using the editor, get to work on your first piece and hit the  Publish  button when its ready!Or, if you dont like the new block editor, you can also disable t he block editor and keep using WordPress older Classic editor.The time for starting a news website is now!Using WordPress, youll be able to write, format and edit top-notch news articles, and showcase them in style.Starting a news website with WordPress is simple enough, and you can do it in four steps:Choose a domain, a web host, and install WordPress.Find a WordPress news theme.Set up plugins to add other key functionality.Get accustomed to the WordPress editor and start creating content. 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How to Register for the ACT

How to Register for the ACT Registering for the ACT isnt difficult, but you do want to make sure you plan ahead and have the information youll need at hand. Before you begin registering, make sure you know the registration deadlines for the exam you plan to take. They tend to be about five weeks before the actual exam. It will also be useful to have a copy of your high school transcript when you register so that you have the school information youll need for the form. Step 1: Visit  the ACT Website and Create an Account Go to the ACT student website. Once youre there, click the Sign In button at the upper right of the page, then click on the create account option. Next, set up an online account so you can do things like check your scores online, print your admission ticket to get into the testing center, make changes to your registration if you have to miss a test day, request more score reports, and more. Youll need two pieces of information  before you create your account:  your social security number and your high school code. The website will walk you through the steps of the process. Note: Be sure to fill in your name just as it appears on your passport, drivers license, or another approved ID that youll be bringing to the testing center. If the name with which you register does not match your ID, you will not be able to take the test on your scheduled test day.   Step 2: Register Once youve created your student account, you need to click the Register button and proceed through the next several pages. Youll answer questions about the following: Personal information like left-hand vs. right-hand (so you get placed in an appropriate testing desk), religious affiliations, parental educational background, and disabilities. Remember, this is all voluntary information.A high school summary like the type of school you attended and courses youve taken. Youll also see questions about extracurricular involvement in high school.  Your college plans such as preferences regarding school size, whether or not you plan to enroll full time or not, and college interests.Your specific testing date and location.  Where youd like your score reports to be sent. You can choose up to four colleges with the basic fee, so youll save money if youve decided where youd like them to go before you register.  Intended future college major and career choices.  Youll also be asked during this process to upload a current headshot. Make sure to follow the parameters exactly, or you could be banned from taking the ACT on test day. Both the photograph a nd the name on your identification are important pieces of information that ACT uses to make it difficult for anyone to cheat by having someone else take the exam for them. If youre wondering why ACT wants some of this information when it has nothing to do with the actual test, realize that college admissions is a big business of trying to get students matched up with schools where they will succeed. ACT (and SAT) provide names to colleges of students who might be an appropriate match for those schools. The more information they have about your grades, courses, and interests, the better than can align your credentials with potential colleges. This is why after you take a standardized test, youre likely to start receiving lots of mail from colleges. Step 3: Pay Check out the current ACT fees before you test, and fill in your waiver or voucher number if youve received one. At the bottom of the page, click Submit just once, and youre done. Youre then free to print your admission ticket. A confirmation will be sent to your email address. Step 4: Prepare Youre in. Now, all you need to do is prep for the ACT just a little bit. Start by going though the ACT basics, and then running through these 21 ACT test strategies to help you perform as well as possible when test day rolls around. Then, try your hand at an ACT English quiz or Math quiz to see how you might respond to the real ACT questions. Finally, pick up an ACT prep book or two to help see you through the end. Good luck! Updated and edited by Allen Grove

Use of iPads in schools Research Paper Example | Topics and Well Written Essays - 750 words

Use of iPads in schools - Research Paper Example This document sets out to explore the major opposing views of implementing the iPad technology into academic learning. Most schools across the country are still finding or rather struggling to find just how new technological developments might educate students in a better way. Recent research shows that in thirty one US states, approximately 275,000 K-12 students were taking online classes (Valstad, 2011). Administrators of different schools are handing out iPads and encouraging students and teachers to find new and better ways in which they can use these gadgets to learn. Whereas the issuance of individual iPads to students and teachers is highly present in high-income earning students, those on the other end have a disadvantage in terms of access and use of the gadget. As much as many may be saying the technology-driven learning eases the whole learning process, making it more streamlined and efficient; a close attention needs to be paid with respect to the negative impacts associated with the use of this education-driven technology in school. One Matt Burns believes that iPads should not be in classrooms due to the fear of them turning into another prop for current scholars just in the same way calculators have made sure that children or rather students actually no longer need to know how to do mathematics (Henderson and Yeow, 2012). According to Valstad (2011), kids in the temporary classes are now taught to pass tests. Knowledge is externalized, stored on some server or gadget up to when they are needed. Despite the learning process being prevale nt in schools, the storage of thoughts and facts is not. iPads and their digital textbooks will only serve to further this problem as all it takes is a click on a word to get its meaning and or definition. In addition, Henderson and Yeow (2012) mention that students in classrooms are likely to suffer from potential distraction where

Construction Contract Law Case Study Example | Topics and Well Written Essays - 3000 words

Construction Contract Law - Case Study Example These set of laws preside over the operation of government and safeguards the rights of individuals. As such, it is the very system of a well organised society. This essay will examine the importance of Alternative Dispute Resolution in resolving and expediting cases between and among the parties. In order to shed light to this, the case of Burchell v. Mr. and Mrs. Bullard will be used along with relevant provisions of the Housing Grants, Construction and Regeneration Act of 1996, The Woolf Report, Pre-Action Protocol for the Construction and Engineering Disputes and other current and relevant materials to Alternative Dispute Resolution and Construction Contract Law. Among the difficulties encountered in forming this paper was that due to the relatively new case of Burchell, materials used for this paper are limited to current case laws and articles which relates to the case. In the instant case, Mr Burchell, the claimant, had agreed to build two large extensions to the home of Mr and Mrs Bullard, the defendants, for which he was to be paid in four stages, as stated in their agreement. The Spouses Bullard refused to make the third stage payment, amounting to 13,540.99 and find fault about the work that had been done. The claimant's solicitors initially wrote to the defendants suggesting that the matter be referred for an Alternative Dispute Resolution through "a qualified construction mediator". Subsequently, this approach was discarded by the defendant's surveyor on the grounds that the matters complained of are technically complex, and as such mediation is inappropriate to settle the issue in the case. The claimant claimed 18,318.45. The defendants responded by counterclaiming 100,815.34 and further damages which were then not fully particularised. The claimant then brought a Part 20 claim against a sub-contractor in relation to the roofing works. There were no payments into Court and no Part 36 Offers made. At first instance the Court rendered judgment in favour of the claimant on his claim and awarded him 18,327.04 but likewise gave judgment in favour of the defendants on the counterclaim in the amount of 14,373.15. The result was that the defendants had to pay the claimant the difference, which with interest and VAT came to only 5,025.63. The claimant was awarded 79.50 on his counterclaim against the sub-contractor. The defendants were ordered to pay the claimant's costs of the claim and in turn, the claimant was ordered to pay the defendant's costs of the counterclaim. The claimant was also ordered to pay the Part 20 defendant's costs on the basis that the Part 20 defendant had only had 79.50 awarded against him and had made offers to settle from the beginning. The claimant appealed the costs award and made a further proposal for mediation, requesting the defendants to submit to the Court of Appeal scheme. The defendants, thereafter responded in the negative stating that they did not consider that this would be either "necessary or appropriate". In determining whether the circumstances of the case justified a departure from the general

Programming Creativity and Development of Students

Programming Creativity and Development of Students Programming the Creativity and Development of the Students and the Community Abstract: The goal of this research paper focused in try to show the importance of the technology more exactly the implementation of the internet in the development of the creativity and innovation on students and community of developing countries, also make know the importance of courses for have a certificate that now these courses for the development of some skills and abilities or use of some machines, technologies that can be taken on internet. Other goal try to make to know the dedication and fluency of the creativity for innovate in scientist due to the old educational systems make think that they dont are so creative. In the past were some people that dont know how to use a computer or use some programs, or machines and want to know how to use, but sometimes dont have the chance for learn either for the absence of money or because dont are courses, project or programs for try to learn, and if there exist are so expensive or dont have enough capacity, also in the educational part the old structure of education just focused in the development of the knowledge and not the in the development of the creativity of the students. However, now almost of the people know use a computer, smartphone, laptop, etc., but keep being people that dont know how to use these and need help for learn how to manipulate, these are one of the reason that need to create courses, project or programs for include more and more the community. Too the educational system in this century has changed extraordinary the students know how to use machines, technologies, skills, etc. that in the past anybody can believe, and have more c hances for develop their creativity as well as the development of their scientist thought, also now they have the opportunity for create their own entrepreneurship, projects and of this way make that the community will be more connected. The educational and professional system of today in many countries of the world keep using the same old techniques that dont cause any effect or help to the students or workers of this century, there are many different changes in the ways that the students and workers are learning and trying to develop their skills with the technological advance of the world such as: Workers need a different mix of skills than in the past. In addition to foundation skills like literacy and numeracy, they need competencies like collaboration, creativity and problem-solving and character qualities like persistence, curiosity and initiative. (Segan, 2016). However, in the case of the Finland system we can see a big change, and this occur because this system give the chance to the students without regard the age that they have. They can take the classes that they want either for example: electricity, programming, mechanics, etc., but this happened because the Finnish education has incorporated a really great system based in the trust. The Finland Government trust and believe in their teachers and professionals because they has passed a series of courses and projects for have their degrees, and know that they can guide to the students to they really want learn. In this century students can study, learn, and practice easily all thanks to the great advance of the technology, also have more access to courses, projects for improve their skills or try to handle some machines, too have the chance to know how to use these skills, machines by internet and of this way have a certificate that say that they have the skills or the knowledge for use some machines one example of this is the courses that the Cisco Networking Academy that bring the opportunity for everybody can develop their IT skills and career building program for learning institutions and individuals worldwile, another example is blending learning that the students of Innova Schools in Peru have, this model have a curious characteristic because combines traditional classroom methods with individual, independent study delivered through online content. (Segan, 2016) making to the students know more about their selves skills and try to improve their relationship with another classmates. In the past even now almost everybody think that scientists dont have enough creativity and just solve some exercises or just focus on simple problems. However, Scientists Are More Creative Than You Might Imagine (Ossola, 2014) because they need to imagine how can something work or be and next try to show that their theories, ideas are true one good example of this maybe be the atomic theory of Dalton he had to imagine how is a particle his structure, composition, etc. A big problem with the perception or the way of the society see to the scientists is focused in that the schools make see to the students that just be a way to solve a problem, but the true is that are more than one ways to solve some problems, exercises, etc. The development of the technology made to students, professionals, the community in general have more possibilities for improve their skills, also have more access to courses, projects that in the past just few people have access and now with the internet they have the chance for take this kind of courses, also of this way they can learn more and improve their skills having the opportunity for have a certificate making more easy find a job. References Segal, S. (2016, May 20). The case for disruption in Latin Americas classrooms. USA: Council of the Americas. Ossola, A. (2014, November 12). Scientists Are More Creative Than You Might Imagine. The Atlantic.

Analysis of Bruce Dawe and his Poetry Essay

Bruce Dawe is one of the most inspirational and truthful poets of our time. Born in 1930, in Geelong, most of Dawe’s poetry concerns the common person. His poems are a recollection on the world and issues around him. The statement ‘The poet’s role is to challenge the world they see around them’ is very true for Bruce Dawe, as his main purpose in his poetry was to depict the unspoken social issues concerning the common Australian suburban resident. His genuine concern for these issues is obvious through his mocking approach to the issues he presents in his poems. ‘Drifters’ is about a family who move from place to place, as the father needs to move by the demand of his job. Dawe wrote this poem in a very casual language; however, if you read it carefully you would be able to see the seriousness of what he is saying. The young children are growing up to learn no other way of life except the life of continuously moving, as they are all waiting for the day they shall move again. The children get very excited about moving from place to place ‘and the kids will yell truly’. The eldest is becoming aware that their roaming lives may never change ‘the oldest girl is close to tears because she was happy here’. She is becoming frustrated with her life. Dawe shows pity for the wife, as she has to gone through this so many more times before ‘she won’t even ask why they’re leaving this time’. Dawe writes sympathetically about the wife, like when she asks her husband Tom to make a wish in the last line of the poem ‘Make a wish, Tom, make a wish’. Because this is a continuous event, the wife is getting frustrated, as at the time of packing once again she finds that she has not unpacked from there last move. Even though this poem is written in a happy tone Dawe is being serious about the issue of how a family gets upset about being stuck in a life that is continuously moving around and not being permanently settled anywhere. ‘Homecoming’ was written in 1968 during the Vietnam War with the intent of making its audience aware of the senselessness and tragedy of war. The poem  deals with the numerous stages of bringing the dead home for there ‘homecoming’, a supposedly joyous occasion worthy of great celebration. The title serves as a constant reminder of what may have been. Rather than coming home celebrating their Heroic survival, they are being bought home dead. ‘They’re bringing them in, piled on the hulls of Grants, in trucks, in convoys; they’re zipping them up in plastic bags’. Dawe uses a number of clever poetic techniques in order to express his feelings towards war. The repeated use of ‘they’ and ‘they’re’ in the first section hints at the impersonal relationship between the bodies and their handlers. Dawe shows his audience how this is the harsh reality of war, if people allowed the usual human compassion to overcome them every time they saw yet another dead body, it would be too unbearable. Rhythm is also used a great deal in the first section, making it sound almost chant-like through the use of pauses that form a direct beat. This rhythm suggests a slow, mechanical process, almost like an assembly line. Interestingly, Dawe goes against conventional methods of breaking his poem up into different stanzas. Despite this, it is evident that the poem exists in three main sections – the gathering of bodies in the jungles of Saigon, the flight back to Australian for the dead soldiers, and finally the bodies returning home. In the second phase of the poem, this monotonous rhythm is abandoned. Gone is the ‘human touch’ from in the jungles of Saigon, now the bodies are being lifted ‘high, now, high and higher’, suggesting that the bodies are being taken to be laid to rest in heaven. Words like ‘noble’, ‘whine’ and ‘sorrowful’ are used to express the sorrow and regret that Australian’s will feel as their dead youths are bought home.  Through the use of the personification of the planes, Dawe voices the sadness and futility of the situation, ‘tracing the blue curve of the Pacific with sorrowful quick fingers’. In the final phase of ‘Homecoming’ Dawe focuses on the soldiers finally coming ‘home, home, home’. The tone changes, and the lines echo the feeling of homesick Australian soldiers. As the planes approach Australia ‘the coasts swing upward’ to meet the planes. This is the coastline that would have been so familiar to the soldiers had they been coming home alive, yet now they don’t have the opportunity to see the ‘knuckled hills, the mangrove-swamps, the desert emptiness’, an environment vastly different from the jungle they had fought so valiantly in. ‘A Victorian hangman tells his love’ is about a man who enjoys what his job consists of. His job consists of hanging criminals as a punishment for the crimes they have committed. Bruce Dawe writes this poem from the hang mans perspective, it tells the audience how he feels about execution. Dawe explains that the hangman is ashamed to wear his hangman clothes in front of his wife. ‘Two piece tracksuit, welder’s goggles and a green cloth cap like some gross bee- this is the states idea†¦Ã¢â‚¬â„¢. He thinks of a hanging as a nuptial, and by reading these lines you can tell how special hangings are to him. The tone is of this poem is ashamed and proud, the hangman is ashamed because of the cheap clothes he has to wear when it is so special to him and proud because -=—— Dawe writes about the hangings as if they are a ritual, ‘This noose with which we’re wed is something of an heirloom’, the hangman feels as if the hanging gi ves them some kind of special connection. The human condition is explained throughout this poem, the way people feel towards these hangings and the way the hangman feels about these hangings. This was the last hanging to take place in Australia, it was very controversial and Dawe writes about it as if the hangman is very upset, as this will be his final hanging. It is very Australian in setting as it is a defining moment in our history as Australia. It was the last life taken for  capital punishment in Australia. Dawe writes this poem in a controversial way as it describes how the hangman enjoys ‘ hitting the door lever, you will go forth into a new life’ this hangman thinks that he is doing these men a favor by taking their lives. ‘On the Death of Ronald Ryan’ is about a man who is going to be executed for a crime he supposedly committed. Dawe writes this poem in Ronald Ryan’s wife’s or lover perspective. The reader can feel her sadness towards Ronald’s execution, and her respect for him dying ‘most horrifyingly like a man’. The human condition is undeniably Australian as there is the sign of a true fighter ‘annealed un-tranquilized, scorning a final statement’. Dawe writes of the wife as if she wished Ronald died ‘with far more dignity than the shabby ritual which gave you credit for’.

Explain the main roles and responsibilities of key staff involved in a child’s learning Jobs Essay

1.2 Explain the main roles and responsibilities of key staff involved in a child’s learning Jobs Governors The Governors are the Head of the school and they are volunteers, that are on a panel. They are there to give direction, set accountability and act as a critical friend. They also hire staff, review pay, and look after the curriculum. The head teacher is responsible for all the school, staff under him and for the pupils, their education and discipline. Academies have greater freedom than state run schools, as they have freedom from the local authority. They set their own pay and conditions for staff. The timetable can be changed and days set to what they think is best, and also the curriculum is not set in stone. Sometimes a faith leader can be in charge of the school. Head teacher They are responsible for all the pupils education, managing the staff, talking with governors, ofsted officials and other officials that visit a school. They are the main disciplinarian of a school. They also watch over the funds, health and safety. Deputy head or Assistant head When the head is away the deputy head will be in charge and carry out his roles. He is also responsible for anything delegated by the head teacher. He would normally teach in a classroom and oversee discipline. An assistant head would not be in charge is the head was away Key stage/ phase / subject coordinator To plan Key stages and support staff. They also teach classes themselves Year leader – To oversee all the teachers and pupils in a year. To plan for events to do with that year. Senco – Works with SEN. Liage with parents. Train staff SEN – Works with children with special needs Teacher – Support Teachers assistant in their work. Responsible for the child and their welfare. Plans lessons Ta’s, Hta’s – Mentors Work with Individuals or groups to improve children’s learning Follow the class teachers instructions Support teachers and help with marking They are a good role model to the child and a team player. They must have to follow the schools policies. Leader Manage consistants 1.3 Show how the way in which a school day and week is organised supports a child’s learning Early Years Lots of play and breaks Focused activity Phonics / maths as a game After 30 minutes the children are allowed to go outside to play freely. Primary 1-6 Key stage 1 is aged 5-7 Key stage 2 is 7 – 11 School starts at 9 am The teacher takes the register. The school meet for the assembly 9.30 first lesson Maths or English Core Subject is taught as the mind is more active Break 10 -1030 Other lessons or reading and spelling 12 – 13.10 Lunch Other lessons, art, computers School ends 3pm Secondary Key stage 3 11- 14 Register by form tutor Assembly Short lesson Break Double lesson, the children will move from one class to another depending on  where a subject is taught. In year 9 the pupils will make their subject choices for the coming 3 years In year 11 they do their key stage 4 or Gsce’s and depending on their results they can then apply to join the Sixth form of the school they are at or another schools sixth form or college, where they will do key stage 5, A levels towards their chosen career path. 1,4 In a plan of a classroom show how the layout can support a child’s learning Active involvement Age plus 1 attention span Game play to keep children interested. Junior Rows, structured tables in groups or horseshoes or carpets Group teaching makes children interact with each other Individual working promotes ideas and life skills. The circle method is used to help the children discuss subjects, so they can all see one another. Also for games The horseshoe is led by the teacher. Great for speaking and board work The carpet is so that the children can be focused on closely. Usually in the corner of a room Rows for individual learning. 1.5 Explain the different ways of communication between the school and parents or carers Letters – for when trips are going to take place or if anything happens to the child at school Email to let the parents know what is going on at the school Text / Phone – Urgent message or absence from school. Website – General information on what is happening at the school and their holiday timetable. Contacts for the school. Parents Meetings / Evenings– to inform the parent of their child’s progress throughout the school year and where they need to improve. Newsletter – What ‘s on guide Meetings – Some subjects need discussion. There are also key stages during a child’s schooling that the parents gets told of. Fronter is a online learning environment Keeping Up With Your Child Literacy 1. Understand some of the main approaches to teaching literacy 1.1 Describe the currant approaches to teaching and learning of literacy The approaches are the 3 key areas of reading writing and speaking and learning. All from literacy mainly and focused upon the use of phonics. They use CVC words to start with the sounds S,A,T,M,P. Words like sat, pat, map, are used and blending letters together. 1.2 Give an outline of English in the national curriculum 1.3 Produce a glossary of common literacy terms used in teaching and learning Differentiation is the task that will differ for each child Program of study for each child Look, say, cover, write, check. A way of breaking words up, the use of different colours in the middle sector. 100 high frequency words (the most used words in the vocabulary)2. Know how to support a child to develop literacy skills 2. Know how to support a child to develop literacy skills in everyday life 2,1 Give examples of how the parent / carer can help develop a child’s literacy skills The use of flash cards, sounds and songs can help a child with their memory and association towards different items. TV and video games help with learning and coordination and working out how to do things Play when out helps develop the child by talking about things you see Lists, Labelling and taking them out to the library or a organised activity. 2.2 Plan an activity which will help a child develop literacy skills Go to a farm. Take pencils and blank paper. Make a tick sheet with different types of animals on it, so the child can tick off the animal as they see it. 2,3 Describe the way in which the activity promotes the development of literacy skills We go to the farm and on our way we talk about what we can see on the road which enhances the child’s literacy skills by naming objects and numeracy skills by counting objects. When at the farm, we can talk about each animal, feed them and pet them. You can find out if the child knows what some of the animals are used for on a farm. Get the child to ask questions. When you get home you can get the child to draw pictures and write what they have done for the day. Then when it is bedtime you can get the child to read the story they wrote, then use their imagination to imagine what each animal will do after a long day on the farm. 2. Understand the main features of the school curriculum 2.1 Explain the subjects, levels, and programmes of study within the national curriculum Each child is given a set of subjects that help them learn. These include English, Maths, Geography, History, PE, Design and technology, Music and Art. RE is provided, but they do not have to study this subject. Schools teach general studies like citizenship and foreign Languages which will help develop skills in life. Compulsory in Key stage 3 All subjects for early years with foreign language. Stage 4 is where a student starts their core subjects plus whichever they choose to study. Program of study  This is where you set out the topics needed to be taught for each subject. It also shows what they will learn in different periods of the school year. Each level is there to improve a child’s knowledge and understanding. 2.2 Give reasons for having a national curriculum Equal learning is provided amongst children. It sets out guidelines to the school and parents from the government. It gives aims and structure to a child’s learning. The levels are set throughout the child’s learning year. Everyone is able to follow progress of where a child should be in there learning path, by going online to the governments website for education . 2.3 Explain the reasons for the different key stages At the end of each stage a test is taken by pupils, before they move onto the next key stage. This assesses the level they have obtained during their current key stage and means that if they require any help it can be given to them. Without the key stages, it would be harder to know if a child is developing their learning capacity. 2.4 Explain the different levels of attainment within a key stage. There are 9 levels of attainment which have different performance levels, which are attributed to a child. This gives you an idea how you can help your child improve in certain aspects of their learning. Level Point Score Description 3a 23 Below average 4c 25 About average 4b 27 About average 4a 29 Above national average 5c 31 Above national average 5b 33 Well above national average 5a 35 Well above national average 6c 37 Exceptional 6b 39 Exceptional 2.5 Explain how attainment can be recorded and reported. They can use the SATS (standard assessment test) exam to tell a teacher or parent what level the child has attained during a key stage. Over the period of a key stage the teacher can use mini tests to gauge how a child is developing by the use of a phonics tests at the end of a year. This is also done via parents meetings, a book to show what they have done and through parents talking teachers if they think there is a problem. BE ABLE TO SUPPORT A TEACHER IN A CLASSROOM ACTIVITY 3.1 Explain some of the teaching strategies used within a classroom Pair working, Group working Discussion – think, pair, Share, tests are tracked. No hands up – promotes classroom talking Show me – all children involved ICT – Done in all 4 key stages. IWB (interactive white boards) for a wide range of files for teachers to work with children. Pair / Group work – Is used to aid communication and promote ideas. It helps them in life skills when they leave school. Promotes confidence and assertiveness. Games – Used to teach children different learning skills, like flash cards, or scrabble. Discussion – More widely used these days as it helps shy children come out of their shells. No hands up – Helps children that are less likely to answer a question. The teacher will pick the child to answer instead. Think / pair / share system – Lets a child rehearse an answer with another before having to answer out loud ICT – A tool used in learning. It enables a child to see what a teaching is talking about. Children need to be taught about both sides of the internet. The dangers as well as the fun side. So they are taught information literacy as there are so many fake websites. Also the dangers of chat rooms. Tracking – Is a way of knowing what level a child has reached. The child is aware of their progress and must make 2 sub levels per year. This is a key strategy in the child’s schooling. 3.2 Explain a range of resources used within the classroom As you get older in schooling you will find you need many items, here is a few for each subject. Maths – Protractor, Calculator and compass English – Dictionary, Exercise book, Reading book, Geography – Globe, Atlas, School trip Sports – Balls, rackets, bats, sports equipment, sports gear. General – Pens, pencils, coloured pencils, ruler, scissors videos and tv and pc 3.3 Explain ways in which volunteers / support workers can contribute to the teaching and learning in a classroom Volunteers / support works can support the teacher, by always helping with photocopying, displays, helping individual children, getting the classroom  ready by putting the books out. Add any letters to children’s bags before they go home. Crowd control by moving the children around in an orderly fashion. They can help the children with their daily schooling by hearing them read, watching them write. Encouraging them to do things and give them more confidence to do things on their own. Mentoring and 1-1 work will help individuals get better at classwork. 3.4 The objective is to make a child of age 5 to 9 better at maths and English, by having a general game at the end of a day or weekly You will need 5 different sized plant pots and a ball and a score sheet. You can split the class in to four groups depending on how many teachers are in a class. Say you have 2 teachers and each teacher will take two groups, with 2 sets of resources. The child is asked an English or maths question, if they get it right they get to throw the ball into a plant pot, each plant pot has a number 1-5, 5 being for the smallest and hardest. If the child scores then its put on the score sheet for that team. As the children get used to the game, they can then play it in smaller groups with a question sheet to guide them, then at the end, they can add up the scores. If the school has houses then the points could be used as a class total and collated to see who the top class is. The game can be extended for use with other subjects. You can also use a spin wheel with different questions attached and the child gets to spin the wheel then has to answer the questions. See pic . 3.5 Explain how the activity can support teaching and learning I feel by doing this game it gives a child a goal, as they want to have a go at potting the ball and scoring points. It will give them a different fun learning experience that they could not only play in the classroom but at home too. A child might not like a subject this is a fun way of getting a child to work and learn and a new way for the teacher to show how fun subjects can be. 3.6 cannot answer at the moment as I cannot test it. The role of family learning