The nature of state provisions for the poor in the period c. 1830 - 1839 Essay Example for Free

The nature of state provisions for the poor in the period c. 1830 1839 Essay To what extent were the changes in the size of the electorate the key factor in determining the nature of state provisions for the poor in the period c. 1830 1839? In the years between 1830 and 1939, Britain saw great increase in the rate of legislation and the amount of government intervention in society, particularly concerning the aid of the poor. At the same time, the size of electorate was ever expanding but does this mean to two factors are necessarily linked? 1832 saw the Great Reform act, an act which extended the vote to all middle class men, putting an increased amount of power in their hands, in reflection of the greater political influence they now boasted. The middle class were distinguished by their values; the promotion of self help, thrift, sobriety and scientific approach all considered fairly opposite to qualities which the working class were believed to possess (self help, thrift and sobriety, in particular). Two years following the reform act, in 1834, the poor law amendment act was introduced. The old poor law had been under much attack, particularly from prominent writers and social commentators of the time, such as Thomas Malthus and Jeremy Bentham. Malthus blamed the poor law for the evident population growth in Britain, in that people were entitled to a greater amount of poor relief when they had a greater number of children. His solution to the problem was to see the abolition of the poor law, which would allow land owners (those who paid the poor rates) to pay higher wages to their workers, to prevent them having to rely on means of relief in the first place. With any luck, this would also discourage people from having as many children for the sake of money, hence controlling the rate of population growth and consumption of resources. Bentham wanted to see the poor cared for by the National Charity Organisation. He also proposed industry houses, which would be the only means by which people could access poor relief. The industry houses would be purposely tough, with strict discipline and long hours, in the hope of discouraging people from entering in the first place. Given that there would be no outdoor relief; this was intended to encourage people to apply the middle class principle of self help, and to find a means out income beyond poor relief. The major problems with the old poor law focused around its increasing cost, corruption within the system, and the demoralising affect of the Speenhamland system (where by the low wages of agricultural works would be subsidised in accordance to their number of children and the price of bread). The problems were approached by the Royal Commission on the Poor Laws, which began a few months prior to the 1832 great reform act. It recommended a new means of administration of the poor law (including the grouping of parishes into unions, controlled by a Board of Guardians, overseen by a central Poor Law Commission), the abolition of outdoor relief, and the introduction of the workhouse test. These ideas very much reflected those of Jeremy Bentham, and generally promoted middle class values; in particular, self help. However, given that the Royal Commission began some months before the middle class were enfranchised, it seems somewhat less likely that the points of the Poor Law Amendment act were a consequence of their influence. Furthermore, the leading commissioners were Nassau Senoir, a Malthusian, and Edwin Chadwick, a Benthamite given their position in the proceedings, it seems far more likely that their ideas are those which had more impact on the investigation (i.e., the results of the investigation could have easily been picked at to meet with their beliefs). Throughout the mid-nineteenth century, it could be observed that there was a growing movement of self-help amongst the working class, mainly revolving around Friendly Societies, Co-Operatives and Trade Unions. The Co-op began in 1844, and aimed to keep food prices down without compromising their purity. At the end of the year, profits were shared out amongst members via a dividend, so customers gained something in return for their expenditures. The Co-op was not a great use for the particularly poor however, as full payments were required at the time of purchase these people generally relied on tabs due to low and irregular income. Members of friendly societies and trade unions, generally speaking, would pay in a protected sum of money which they could then receive as benefits when ill, to protect then from having to turn to the poor law. Again, this required a regular income, due to the need to pay in money consistently. It seems very likely that these means of self help were a direct influence from the middle class; perhaps members of the working class had seen the influence and status which the middle class had received as a potential consequence of their values? Also, the new poor law and the fact that people would want to avoid the workhouse if at all possible seems a viable reason for the new interest in self help. It seems perfectly possible however that these people could have picked up on such middle class values without the latter being enfranchised anyway. In reward for their efforts, skilled artisans received the vote in 1867, with the second reform act. This still left the majority of the working class without the vote, and was likely due to the fact that skilled artisans were the only members of the working class with a steady enough income to pay into friendly societies, trade unions or co-operatives. The 1867 wasnt entirely supported however; some leading figures considered it power in the hands of the masses, and that it would throw the scum of the community to the surface. However, following the reform act, many changes were made and legislations passed, including the compulsory 1875 public health act and the 1870 education act, amongst others, all bringing about changes which would improve the conditions of working class life, along with the peoples chances for the future. Links between poverty and external factors were being established, government intervention was increasing, and there was a broader electorate to now appeal to. However, this growing electorate was not the only motive behind these changes. Scientific breakthroughs were occurring, such as the establishment of the germ theory, which gave much of the basis for the 1875 compulsory public health act. The national efficiency debate was sparking concerns to the general condition of the nation, a problem particularly highlighted by the number of volunteers who had to be rejected from aiding in the Boer war due to their poor health. Foreign competition saw rise to concerns over Britains economic health and weak workforce with a slump in trade, and the opinion of public figures such as Charles Dickens and Henry Mayhew on the difficulty of working class life gave a very human aspect to the problem. It seems that really, the now larger electorate was not the main force behind these legislations; yet, they were the easiest way to appeal to working men. It may just be considered as a fortunate consequence that these somewhat essential legislations appealed to the working class and their needs. The government also realised that taking these measures would help to break the apparent poverty cycle when people fell ill due to the poor conditions they lived in, they could not work, dipping them and their families into poverty. Consequently, the workforce became weakened, which by no means aided Britains dwindling economy. It was essentially in the governments interest to pass these legislations, for the sake of the country, not just appeal to the working class voters. In 1884, the vote was extended further into the working class, resulting in 1/6th of all men having the vote. The 1880s and 90s were a period of great economic problems and fairly high unemployment, and issue which was extending to skilled and respectable workers, not just the casual workers in society. This was a consequence of Britains pattern of trade slumping, and the inadequacy of the poor law in dealing with such a problem led to an overflow in the workhouses, and many people with no means of relief. Still prevalent in society was the national efficiency debate, with Britains consistently weak workforce and comparatively weak economy in comparison to nations such as Germany and the USA. Around this time, there was also an ever-growing awareness as to the causes of poverty, highlighted by the works of Seebohm Rowntree and Charles Booth, whos work into the extent of poverty in cities (and that for many people, their situation was caused through no fault of their own) very much hi ghlighted the extent of poverty, even beyond what people already expected. 1906 saw the Liberals come into power for the first time in 20 years, and consequently, the passing of many new legislations and reforms. These included another education act, labour exchanges act, trade boards act and the old age pensions. Given the minimal increase in the size of the electorate in 1884, it seems unlikely that this was the motive at all behind the Liberal reforms, particularly with much larger threats pressuring for change; e.g., the looming threat of socialism in Britain, the mass unemployment Britain was facing, the national efficiency debate and the desire to stay in office. There was also the Royal Commission on the Poor Laws of 1909 to consider, which between its minority and majority reports produced the recommendations which most likely lead to the reforms for change in provisions towards children and the elderly. The Liberal reforms brought about many improvements for these groups, with the old age pension and provision of meals and medical inspections act in education, and the National Insurance act of 1911 provided a means of sick pay and medical cover for workers much like a national frien dly society, of which all workers would have to pay into. For as much controversy as this caused, it was a big step by the Liberals in facing poverty. Beyond this time, the size of the electorate was not altered by any means of reform, yet quite dramatic changes towards provision for the poor took place; this included alternations to the age at which the OAP could be received, the unemployment act (which extended the national insurance scheme), the effective destruction of the poor law with the Local Government Act, the establishment of Public Assistance Committees to aid the able bodied poor, and the means test. Given that there was no change in the size of the electorate, there is no means by which that could be responsible for these changing provisions for the poor, they were mostly consequence of problems throughout society at the time, such as the inadequacy of the poor law as a welfare system in the 20th century, the mass unemployment throughout Britain and the lack of benefits available for the most vulnerable groups in society (e.g., widows, the elderly and orphans). It seems fair to say that, although their choices would have influenced who came into office and consequently, the policies that would be passed, the changing size of the electorate had a minimal part to play in changing provisions for the poor. The continuously changing external factors which pressured for change, advances in beliefs and knowledge and the work of prominent figures appear to have had the most profound effect on legislation and reform, and it seems that the changing legislation simply appealed to the needs of the changing electorate by fortunate consequences. It would seem that it was more the governments interest to tackle major issues such as unemployment and threats of socialism, as opposed to appealing to the requirements of the electorate concerning poor relief, yet the tackling of these issues simply led to improvements in this area also. The varying needs and requirements of the electorate themselves had little direct influence over government policies at any p oint.

The Sugarbusters Diet :: Science Scientific Medical Essays

The Sugarbusters Diet History of the Sugarbusters Diet One of the Authors, H.Leighton Steward, began eating "bad" foods such as steak, lamb, and cheese after fifteen years of obstaining and found that his cholesterol dropped by fifteen percent and triglycerides by fifty percent. Baffled by this, steward talked to his doctor about the possibility that insulin must have been provoking the liver to produce cholesterol. His doctor, Bethea, another author of the book enthusiastically agreed. He sighted proof by explaining that insulin injections in diabetics tend to elevate cholesterol levels (Steward,Andrews, Bethea & Balart, 1995). Pledge of the Sugarbusters Diet. The diet will allow for most foods to be eaten in normal quantities or possibly larger ones. One will be able to eat many foods which have been considered "non-diet", such as meat, cheeses, and eggs. The foods to be avoided will be any foods which stimulate large amounts of insulin to regulate blood sugar. Sugar is targeted, not fat, as the culprit for extra pounds (Dawson, 1997). "By simply doing this, one can get slimmer and healthier simultaneously" (Steward, 1995). One author, Dr. Balart, even states that the diet is easy. He believes that after two to four days on the diet the desire for sweets will disappear and after ten to fourteen days they will be intolerable(http://www.sugarbusters.com:80/balofe.html). Following the Diet The basis of the sugarbusters diet is to trim fat by eliminating extra sugar. Sugarbusters states that lowering extra sugar is achieved by avoiding white rice, white bread and refined pastas. Other foods to be avoided are carrots, beets, and bananas. Dieters should instead eat foods which are high in protein such as nuts, steaks, eggs and also some fruits, vegetables and whole grain cereals and breads (Steward, 1995). The discerning factor between which foods can be eaten and which can not depends on the particular glycemic index of the food. Glycemic Index The glycemic index is the classification of food based on their blood glucose response relative to a starchy food, usually white bread. "A glycemic index is calculated as the weighted mean of the glycemic index value of the individual carbohydrate food, with the weighting based on the the proportion of the total carbohydrate contributed by each food"(Wolever, Nguyen, Chiassen,& Hunt, 1994). In total there are nearly six hundred separate entries including values for most common Western foods, yet these are not available on the Sugarbusters web site.

Individual learning goals Essay

1.1 Analyse the role of initial and diagnostic assessment in agreeing individual learning goal Gravells, (2012 p98), Initial assessment is a check on learners’ prior skill, knowledge or understanding which is carried out at the beginning of a programme or topic. In agreement with it could be formal, and mainly internal task which is produced by the school (ILP) to identify learners existing skills & achievements before the programme, gather information for course tutor, and individual background. In my practice, I carry out Individual Learning Plan (ILP) interviews to support the team and the Academy leader or to observe the new intakes as they complete their baseline work sheets which are part of requirements of the learning programme for individual or group of learners who have been admitted into the school on a long or short term contracts to set achievable targets, a realistic action plans and give teachers a starting point on each learner predicted grades. Also, I always carry out initial assessment at the start of each lesson to ascertain learner prior knowledge of the topic to be discussed using multiple choice questions, Oral Q&As, open and closed questions which motivates the learners and gets them engaged and to create an inclusive learning environment from the start of the lesson. In my practice, I facilitate the teaching and learning environment by planning for all individual leaners identified learning styles enhanced with appropriate resources like audio, video etc discovered by encouraging each learners to complete a self-evaluation questionnaire called a Learning Style Inventory (LSI) designed by Kolb (1984), while each learner chooses and develops an understanding of his or her learning preferences and use that understanding to enhance his or her own learning experience. Gravells (2012 p98) explained that diagnostic assessment could be used to ascertain information regarding practical/basic skills and minimum core like literacy, numeracy, ICT skills identified using learning or training needs analysis by observation and questioning to conform current competence, and understanding. It is a formal workplace assessment requirement in lifelong learning that helps to identify learners’ individual, support needs, preferred learning style. Diagnostic  assessment is an essential device in a teacher’s â€Å"tool kit†. It can be used to diagnose strengths and areas of need in all students. Diagnostic assessment involves the gathering and careful evaluation of detailed data using students’ knowledge and skills in a given learning area. The data assist teachers to plan for appropriate pedagogy and targeted learning to more effectively scaffold the learning needs of their students. Consequently, diagnostic assessment is used ‘for learning’ where taking action to adjust teaching plays a significant role in improving learning outcomes for all students. Fig1. Diagnostic assessment flowchart. Adapted from the ‘decision-making loop’, Saubern,R (2010 Learners are required to complete questionnaire like The VARK Questionnaire; http://www.vark-learn.com/english/page.asp?p=questionnaire to help analyse, identify and meet individual learners needs, preferred learning style and support to allow the learners attain their aim on the programme. 2.3: Reflect on how teaching methods meet the needs of all learners Bloom’s Taxonomy (1956) promotes higher forms of thinking in education activities or learning like analysing and evaluating, rather than just remembering facts (rote learning) which includes three domains cognitive: mental skills (Knowledge), affective: growth in feelings or emotional areas (Attitude or self) and psychomotor: manual or physical skills (Skills). For example, it is summarised as KSA (Knowledge, Skills, and Attitude), DTF (Do, Think, and Feel). In my practice, I mostly apply the cognitive domain teaching method approach which is appropriate to all the learners and the subject being taught because it promotes individual and collaborative learning, lectures, team-teaching, practical, research, case studies, discussion, peer teaching, role play, games etc which help me to meet the learners’ diverse needs. The learners get fully involved in the lesson and apply their mental knowledge to develop their intellectual skills (Bloom, 1956), by recalling or recognising specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills which start from the simplest behaviour to more complex ones As laid out in the citizenship scheme of work, I assess the learners to meet the assessment objective in  the content and skills set by the awarding body AQA using the (Bloom, 1956) approach which meets all the learners needs in terms of KSA (Knowledge, Skills, and Attitude). In my practice, the learners are informed of the topic to be discussed (Child Abuse), they think and try to recall data on the issue in the community, they discuss amongst themselves which promote LTT and interaction takes place. Figure 2 Abstract from AQA 2012 p32 They are able to explain in their own words what they understand by the topic being discussed, apply relevant laws that they researched using the website with past and recent events on child abuse, thereby meeting VAK (2009) Visual-Auditory-Kinesthetic learning styles model as they move around and look to get the recent information. They also discuss and shout out researched examples that they know, revise and brainstorm by trying to suggest possible ways to stop the abuse by reporting, joining and advocating for charity organisations like NSPCC and so on and also suggest what the government needs to do in terms of increased punishment to offenders which promotes an inclusive class and meet the needs of all learners one way or the other. A four-stage cyclical theory of learning, Kolb’s experiential learning theory is a holistic perspective that combines experience, perception, cognition, and behaviour.’ Figure 2. Kolb’s Experiential Learning Model Kolb believes â€Å"learning is the process where knowledge is created through the transformation of experience† (1984, p.38 cited in class Note 2014 pg. 5-7). The theory presents a cyclical model of learning, consisting of four stages shown above. One may begin at any stage, but must follow each other in the sequence: concrete experience (or â€Å"DO†), reflective observation (or â€Å"OBSERVE†), abstract conceptualisation (or â€Å"THINK†) and active experimentation (or â€Å"PLAN†). In my practice, I facilitate and lead the teaching and learning environment by planning for all individual learners’ identified learning styles, enhanced with appropriate resources like audio, video etc and discovered from learners’ completed self-evaluation  questionnaire called a Learning Style Inventory (LSI) designed by Kolb (1984), which promotes and encourages learner-centred and fun independent learning as each learner chooses and develops an un derstanding of his or her learning preferences and uses that understanding to enhance his or her own learning experience. In one of the lessons, the learners requested to seat in an informal manner like seating sideways or on the computer. After negotiating with them, they accepted to follow the seating arrangement in the physical classroom to accommodate their different learning styles, which is the traditional desk and chair, pair setting that allows them to perform and concentrate better and be engaged in the lesson as illustrated by Kolb’s Experiential Learning Model cited in the class note (2014).In agreement with Kolb, (1984), I plan and develop variety of learning activities that will accommodate the different learning styles of the learners (role plays, instructional games, reading, individual assignments, group discussions, brainstorming, online research, design a poster, etc.) which the most difficult, and time-consuming task. In conclusion, I believe that learning models facilitate the process of linking instructional activities to individual learning styles, thereby increasing the lea rner’s ability to acquire and retain knowledge after they’ve been armed with the knowledge of how they learn, they are able to select appropriate activities, allowing them to learn more quickly, and retain the new information, their study would be much more productive. 2.4: Identify ways in which session plans can be adapted to meet the individual need of the learners Schools awarding body, AQA, (2012 p20) explains in the GCSE specification handbook that diversity and inclusion are promoted by making arrangements for candidates with special needs to help them access the GCSE qualification and subject criteria assessments whether any of the skills or knowledge needed by the subject presented a possible difficulty to any candidates, whatever their ethnic background, religion, sex, age, disability or sexuality. In my practice, I plan to promote equality in the classroom to meet the needs of individual learners by differentiating my lesson. For example, in my starter activity, I set higher targets for the gifted & talented learners like level 4 learners to complete 5 questions & level 7 learners to complete 10 questions which keeps them  engaged and challenged to throughout the lesson. I always remember when planning to take a step back at some point of the lesson, by encouraging the G&T learners to record ideas, teach and model their writing or thinking on the smart board, as they demonstrate, explain answers/solution to a task to a neighbour or the class while the less able learners get engaged and consciously correct any error made. The Education Act (1996), Human Right Act (1998), The Special Educational Needs and Disability Act 2001 (SENDA), in agreement with The new Statutory Guidance on Inclusive Schooling from the Department for Education and Skills (DfES, 2001) gives clear and strong messages to LEAs, Schools and other bodies that the development of inclusion in schools is ‘principles of an inclusive ed ucation service’ which is cited in SCCD Note 2012 p20) 3.1: Review ways in which elements of the minimum core can be demonstrated in planning inclusive learning and teaching The minimum core includes literacy, numeracy, language & ICT. It is a current government requirement across the National Curriculum initiative (2002) which has now been implemented into each school and teachers need to enhance and provide opportunities for the learners to demonstrate appropriate knowledge in functional skills (Ellis, 2004 p92). For example, the Numeracy across the Curriculum initiative (2002) was adapted by each subject department especially maths by organizing, and designing a numeracy co-ordinate scheme of work to link using maths in the real world. It set out an agreed approach to the teaching of agreed numeracy skills, methods of calculations, and the use of calculators and ICT etc as explained in Ellis (2004 p94). In my practice, I created a starter in my lesson plan to identify learners’ prior knowledge and build upon the maths with whic h they have been exposed to and makes them feel confident. This allows me to identify learners who have particular difficulty with maths or with every other numeric issues as argued in Ellis, (2004 p97), allowing all the learners to interact positively and discuss as a group telling each other what they know and when they learnt it (mostly in their primary schools) which creates an inclusive learning and teaching atmosphere. In agreement with cross-curricular priorities (2002, cited in Ellis, (2004 p97), I ensured that I decided on SMART and differentiated learning objectives which focuses on and relates to accuracy, interpretation and  presentation and reasoning and problem solving which will normally involve consolidation of maths skills and application of the topic being taught. I recall use real life long multiplication problems to provide opportunities for the all the learners to interpret and apply just multiplying 2 or 3 digits numbers together to reasoning on how it is used on a daily basis without knowing which was fascinating to them. In my practice, I decide and plan several teaching and assessment strategies like questioning, worksheet, discussion, individual/group/ peer assessment etc which allows the learners to think and reflect on their knowledge of mathematics in order to decide by themselves what is expected of them. For example, in my last mathematics lesson, I handed out mental maths worksheet with 10 questions without explain to them what to do as a starter, they attempted all the questions and self-evaluate themselves. Also, the National Curriculum (DfEE/QCA 2000) and the Framework for Secondary English defined literacy as reading, writing and speaking and listening to maintain parity. Wray (2001), makes the point when discussing literacy in relation to teaching and learning that: â€Å"It is usual for secondary teachers to recognise that many of the processes involved in supporting literacy are also involved in developing learning† (Wray 2001, p50 cited in Ellis 2004, p83) In my practice, I plan to embed activities like literacy Skill activity to provide opportunities for the learners to demonstrate their reading, writing, listening etc skill in my lesson, in my literacy objectives (taken from the Strategy’s Framework), but I first of all identify, before I select the aspect of literacy that the learners needs to develop, which will blend in with the topic being taught, and decide the appropriate strategies that will help them to be able to meet the objectives in the lesson as mentioned by Ellis (2004, p83). As explained by Ellis (2004, p83), my school maths department, adapts the scheme of work from The Framework for Secondary English (2008) which includes literacy objective in combination with QCA’s scheme of work their publications Language for Learning (QCA 2000) and language at Work in lessons (QCA 2001) which demonstrate, through worked example, how literacy objectives can be employed effectively in planning the classroom practice. For example, I recall always asking the learners about their prior knowledge (Langer, 1981 cited in Ellis 2004, p83) at the start of each lesson on a topic to be discussed, which allows me to assess their knowledge as a basis for further  planning, allowing them to listen, speak and have a good interactive discussion amongst themselves which automatically creates an inclusive learning and teaching atmosphere. I also, plan to observe the learners as they read, write and compose, demonstrate, carry out individual/group activities etc as the main part of the lesson which is an idea derived from Vygotsky (1962). In plenary to reflect upon and take control of the learning which can develop their metacognitive intelligence, (one of seven different intelligences identified by Gardner, 1993 cited in Ellis, 2004 p85) ICT Across the Curriculum initiative (2004) was described as â€Å"the technical and cognitive proficiency to access, use, develop, create and communicate information appropri ately using ICT tools. Learners demonstrate this capability by applying technology purposefully to solve problems, analyse and exchange information develop ideas create models and control devices. They are discriminating in their use of information and ICT tools and systematic in reviewing and contribution that ICT can make to their work as it progresses† (DfES 2004, p.7 cited in Ellis 2004, p105). In line with write ups in Figure 10.1 cited in Ellis 2004, p105), and with the other cores, I firstly plan the activities like learning outcomes, assessment point, timing, and learners expectations in detail, I prepare support materials like interactive worksheets, displays, plan to assess and evaluate what I want the learners to achieve from the activity with the use of learning objectives, refer to the actual aspect of the activities that provided opportunities for the learner to demonstrate ICT, and discuss and get feedbacks from the learners in terms of access to the equipment and link, and students ca pabilities. In my practice, I plan to provide opportunities for the learners to demonstrate their ICT skills by introducing the topic and outlining the lesson objectives on the smart board, and instruct them to access the ICT and on the familiar world wide web links www.mathsisfun.com I plan for them to research the topic and study independently on it for few minutes before handing out the worksheet for them to check for their knowledge, have a group discussion and self/peer/ peer assessment. I plan for learners with ADHD to complete their work and access the maths game, which serves as a short break before returning to their work which always encourages all the learners to be engaged and complete their work and meet the set target for the lesson promoting  inclusive learning and teaching environment. REFERENCES 1. Anderson, L. W. et all (2013) Bloom’s Taxonomy of Learning Domains http://www.nwlink.com/~donclark/hrd/bloom.html 2. Chapman, A (2005-2012) free VAK learning styles test. â€Å"vak – visual, auditory, kinesthetic – learning styles model and free selftest† http://www.businessballs.com/vaklearningstylestest.htm (online) accessed 20/06/2014 @ 11.30 3. Ellis et al (2004) â€Å"Learning and Teaching in the secondary school† Professional knowledge across the curriculum (Part 3) Teaching Literacy across the curriculum (chapter 8) 4th Edn. Learning Matter 4. Ellis et all (2004) â€Å"Learning and Teaching in the secondary school† Professional knowledge across the curriculum (Part 3) Teaching Numeracy across the curriculum (chapter 9) 4th Edn. Learning Matter 5. Ellis et al (2004) â€Å"Learning and Teaching in the secondary school† Professional knowledge across the curriculum (Part 3) Teaching ICT across the curriculum (chapter 10) 4th Edn. Learning Matter 6. Fleming, N (2011) â€Å"VARK – A guide to learning style† The VARK Questionnaire-How Do I Learn Best? http://www.vark-learn.com/ english/page.asp?p=questionnaire accessed 19/05/2014 @ 12.00 7. Gravels, Ann. (2012) Passing PTLLS assessments 2nd Edn. Chapters10,11 12 sage publications, UK. 8. Kolb, David A. 1984. Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall, Inc., Englewood, Cliffs, N.J. 9. SCCD Hand Notes (2012).†Developing Differentiation and lesson planning skills† What makes a good lesson (pg. 17-20) 10.SCCD Hand Notes (2012).†Developing Differentiation and lesson planning skills† What makes a good lesson (pg. 17-20) 11. SCCD Hand Notes (2014 pg.5-7 ) Learning-approaches-principles-and-theories-2011-09-12.pdf Division of Learning &Teaching Services 2011 12. SCCD Note (2014) â€Å"Chapter 1: Know Yourself — Socrates Kolb’s Experiential Learning Model† Unit 3: Foundations for Success Lesson 7: Learning Models accessed 21/06/2014 @ 01:00 B

Travel Writing The Perfect Synthesis Of Work And Vacation

The purpose of a vacation is to take a break from work and free one s mind from the daily grind for a short while so as to be rested and recharged when you return. The only thing better than a vacation is a paid vacation, but that s something of a luxury. However, there are ways to turn a vacation into something that pays, accomplishing two things at once with a workload that won t disrupt the relaxed flow that makes these trips worthwhile. Travel writing functions as the perfect synthesis of work and vacation. While it would seem that such a conclusion would be obvious, most people prefer their vacations to be exclusively about relaxing, which is completely understandable. But for those who don t mind doing a little work for an extra paycheck, the option is available and the barriers to entry are lower than you might expect. Breaking into travel writing requires some knowledge of the way the market is structured and a talent at writing. One way to go about achieving this is to do the voluminous research required and practice writing based on published works, or one can make use of the counsel of an expert and avoid the pitfalls of the inexperienced. Great Escape Publishing is an example of a company that aims to assist travel writers, photographers, tour planners, and importers/exporters with training from professionals in the industry. Great Escape Publishing hosts workshops around the globe in paces like Spain, Italy, India, France, San Francisco, Washington DC,Show MoreRelatedMarketing and Supply Chain Management22997 Words   |  92 Pagesself-evident 66. Henry Ford s statement, Customers can have any color they want so long as it s black, typified the ____________ era of marketing. A. production B. sales C. marketing D. value-based marketing E. pioneering 67. Deborah works for a small manufacturing company. Her boss founded the company to produce a valve he had invented. 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Sullivan, Lauren. II. Harbus. III. Title: Sixty...five successful Harvard Business School application essays. HF1131.A1352009 808.06665-dc22 2009012531 First Edition: August 2009 10 9 8 7 6 5 4 3 2 1 CONTENTS Read MoreMedical Tourism22177 Words   |  89 Pagesa few strong players in the market, although, the overall market is still in the emerging phase. However, certain facts about the government, staffing, certifications, and lack of resources explain that the role players in the industry may need to work together to build up the industry. Finally, a few recommendations have been noted to help the hospital make the right decisions. 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