Resilient Families Essay Example | Topics and Well Written Essays - 1000 words

Resilient Families - Essay Example They resonate with the notion that families that play together usually stay compact. Good communication encompasses family members openly talking to one another in trust. They discuss matters in unison with each member highly regarding the other opinion. The discussion often come to conclusion when a solution is reached and the solution is that which commensurate with the each of the family members agreement and convictions. They ability to listen to each other and observing both the verbal and non-verbal reactions of the members is key to the success of effective communication. Parents play an integral role in fostering communication in the family. They are responsible for inculcating or instill this virtue into their children as the up bring them. Technology is taking toll in the ability of family members to effectively communicate. More often, individuals get glued to the TV or get consumed by their phone thus they end up losing physical touch with other members. In addition, comm unication helps in fostering strong emotional attachment, unconditional among other aspects in the family. The problem solving techniques that family members employ is crucial in their resilience especially when confronted with challenges. These techniques manifest when families are able to talk about the challenging situations and work through finding solutions through them. Effective communication will allow the members when faced with challenging situation to express their emotions and view the conflict in question from various angles of perspectives. Moreover, past experiences are essential in solving emanating problems as it reveals whether the members learnt from the previous experiences. The third facet is the level of connectedness within families. It is prudent that members within a family are capable of not only understanding each other but also provide comfort for one another. Strongly healthy bonded compact families are ideal

The role of Kindergarten in LLL Essay Example for Free

The role of Kindergarten in LLL Essay ?1. http://www. hfrp. org/publications-resources/browse-our-publications/getting-parents-ready-for-kindergarten-the-role-of-early-childhood-education 2. http://www. earlychildhoodnews. com/earlychildhood/article_view. aspx? ArticleID=477 Successful Transition to Kindergarten: The Role of Teachers Parents By Pam Deyell-Gingold While new kindergartners are worrying about whether or not anyone will be their friend and if they’ll be able to find the bathroom, their preschool teachers are wondering if they’ve succeeded at preparing their small students for this big transition. In recent years the role of kindergarten has changed from an extension of preschool to a much more academic environment because of new standards in the public schools that â€Å"push back† academic skills to earlier grades. How can we ensure that our students make a smooth transition? Are our students mature enough? What can we do to make them â€Å"more† ready? This article will explore the skills that constitute kindergarten â€Å"readiness,† how preschool teachers can collaborate with parents and kindergarten teachers to make the process more rewarding for all, and activities to help prepare children for what will be expected of them in kindergarten. The Transition Process Children go through many transitions throughout their lives, but one of the most important transitions is the one from a preschool program to kindergarten. â€Å"During this period behavior is shaped and attitudes are formed that will influence children throughout their education† (PTA and Head Start, 1999). Children’s transitions are most strongly influenced by their home environment, the preschool program they attend, and the continuity between preschool and kindergarten (Riedinger, 1997). In 1995, Head Start and the Parent Teacher Association (PTA) began a plan to create a partnership between the two organizations in order to create effective transition practices and to promote continuity in parent and family involvement in the schools. Three pilot programs were studied to determine â€Å"best practice† in kindergarten transition, and to foster the continued strong involvement of families in their children’s education. They worked with elementary schools to create parent-friendly environments and to develop strategies that lessen the barriers to involvement (Head Start PTA, 1999). Even Start, a federal program for low-income families implemented to improve educational opportunities for children and adults, also helps parents to work with the school system to help their children succeed. Their research found that parents felt that the way in which Even Start focuses on the family strengths rather than weaknesses and allows the families to identify their own needs, empowered them more than anything else to help them to support their children in school (Riedinger, 1997). Kindergarten Readiness A 1998 study by the National Center for Early Development Learning of nearly 3,600 kindergarten teachers nationwide indicated that 48 percent of children have moderate to serious problems transitioning to kindergarten. Teachers are most often concerned about children’s skills in following directions, academics, and working independently. There seems to be a discrepancy between the expectations of teachers and the actual skills of kindergarten children. Therefore, a need for kindergarten teachers to collaborate with both parents and preschool teachers exists (Pianta Cox, 1998). School readiness is more than a matter of academics, though. As reported in a National Education Goals Panel in 1998; â€Å"The prevailing view today, however, is that readiness reflects a range of dimensions, such as a child’s health and physical development, social and emotional development, approaches to learning, language and communication skills, and cognitive and general knowledge† (California Department of Education, 2000). Historically, kindergarten was a â€Å"children’s garden†: a place to interact for the first time with a group of agemates, and to learn basic skills through play. Today, because of increasing numbers of working mothers, single-parent families, and strict welfare regulations, many children begin having group experiences in a child care program or family child care home at a much earlier age. Together with the concern that America’s children are not getting adequate education to compete in a global market, our schools began to make the transition from the children’s garden to â€Å"curriculum escalation† (Shepard Smith, 1988) and â€Å"academic trickle-down† (Cunningham, 1988). While the trend towards focusing on academic skills continues at a fast pace, early childhood professionals argue for a more integrated curriculum that addresses the developmental needs of each child. Social Adjustment Although academics may be becoming increasingly more important, research shows that social skills are what most affect school adjustment (Ladd Price, 1987; Ladd, 1990). Preschool teachers should not feel pressured into teaching academics beyond what is developmentally â€Å"best practice† (Bredekamp Copple, 1997) but should continue to focus on social and emotional development. Children who have been rejected by their peers in kindergarten tend to have poor school performance, more absences, and negative attitudes towards school that last throughout their school years. â€Å"Three particular social skills that are known to influence children’s peer acceptance: play behavior, ability to enter play groups, and communication skills† (Maxwell Eller, 1994). Play Behavior and Communication Skills Specific behaviors that cause rejection by fellow students include things like rough play, arguing, upsetting things in class, trying to get their own way, and not sharing. Children who exhibit these behaviors also tend to be less independent and less cooperative than their peers. Most children prefer playing with others who are polite, caring, and attentive. Preschool teachers and parents need to teach young children social skills, especially how to enter social groups. For example, children who say, â€Å"Looks like that’s a fun game, can I play? † are more likely to be accepted than those who shove others aside and whine, â€Å"I want a turn! † Another important social skill is the ability to participate in complicated fantasy games and take part in making up and extending the story. Children who lack sufficient experience playing with age-mates may feel frustrated at not being able to keep up with the capabilities of their classmates. â€Å"A generous amount of guided social experience with peers prior to kindergarten helps children do well in this new world† (Maxwell Eller, 1994). Some children need assistance to learn how to play make-believe. A teacher can help model this by giving verbal cues like, â€Å"You be the mommy, and I’ll be your little girl. Can I help you make dinner, Mommy? † Some children need reminders to keep them focused on their roles. Others may need help to read the emotions on people’s faces. â€Å"Look at Nick’s face. He is sad because you pulled the hat away from him. † Because young children do not have a large enough vocabulary to express themselves, teachers can help them find words to express their feelings such as, â€Å"You’re feeling frustrated. Let’s go find a puzzle with fewer pieces. † Communication skills, such as being able to take part in a conversation, listen to others, and negotiate are also important. For example, children who speak directly to peers, are attentive to others in the group, and respond to the initiations of others tend to be liked by the other children. Disliked children are more likely to make irrelevant comments, reject the initiations of other children without reasons or explanations, and often make comments without directing them to anyone (Maxwell Eller, 1994). Part of a teacher’s task is to quietly remind children to look at the person they’re talking to, and listen to what another child is saying. Immaturity and Redshirting A common practice when dealing with children who are not socially mature is to keep them out of school for a year, in the hope that â€Å"readiness will emerge. † In academic circles this is referred to as â€Å"redshirting,† a term borrowed from college athletics. However, â€Å"Research shows that redshirts are not gaining an academic advantage, and the extra year does not solve the social development problems that caused initial concern† (Graue, 1994). Parents who are told that their children need to stay home for a year should ask for the reasons. â€Å"Developmentally appropriate practice is less common in kindergarten, and primary teachers face many constraints and pressures that teachers of younger children are not yet experiencing in the same intensity [although preschool appears to be next in line for â€Å"pushdown† curriculum]. † (Jones, Evans, Rencken, 2001). â€Å"If we think inclusively we have to problem-solve in ways to accommodate the incredible diversity presented by the characteristics of kindergartners†¦. Redshirting and retention are outmoded tools that should be replaced by more appropriate practices. One step in the right direction is collaboration between preschool and elementary school educators† (Graue, 1994). A second step is to have parents understand what experiences can help their child have a successful transition. Learning About Classroom Styles In collaborating with kindergarten teachers, preschool teachers and parents need to visit the school and pay close attention to details that may affect their students in kindergarten. â€Å"When teachers and parents agree on a philosophy of education, children usually adjust more easily† (Maxwell Eller, 1994). Children feel more secure in their new environment if they feel that their parents support the teacher and the school. The first step may be either a meeting with the kindergarten teacher or a class field trip to the elementary school. â€Å"Observe kindergarten classrooms to identify teaching styles, classroom management techniques, and routines. Also try to identify skills that are needed to be successful in participating in the kindergarten classroom† (Karr-Jelinek, 1994). In her research, Karr-Jelinek used a checklist of what parents (and teachers) should look for in a kindergarten classroom, to see if their children – both normally developing and with special needs – are ready for the classroom they visit: ? How many steps are given at a time in directions? ? What types of words are children expected to understand? ? How does each individual child compare to the other children? ? How long are children expected to sit still in a group? ? How often do children speak out of turn or move around when they should be sitting? ? How much independence is expected? ? What type of work is being done? (small groups, seatwork, etc. ) ? Where might my special needs students need extra help? ? What kind of special information can I pass along to the teacher about each child? (Karr-Jelineck, 1994) Although expectations vary by teacher and school district, by the time children reach kindergarten they should be able to listen to a story in a group, follow two or three oral directions, take turns and share, follow rules, respect the property of others, and work within time and space constraints. They need to learn the difference between work and play, knowing when and where each is appropriate. â€Å"Most five-year-olds can express themselves fluently with a variety of words and can understand an even larger variety of words used in conversations and stories† (Nurss, 1987). Many kindergartens make use of learning centers, small group instruction, and whole group language activities. However, others use â€Å"structured, whole group paper-and-pencil activities oriented to academic subjects, such as reading and mathematics. The curriculum in these kindergartens often constitutes a downward extension of the primary grade curriculum and may call for the use of workbooks, which are part of a primary level textbook series. Many early childhood professionals have spoken out on the inappropriateness of such a curriculum† (Nurss, 1987). Preparing Parents for the Transition High-quality preschool programs encourage parent involvement in the home and in the classroom. Volunteering to read during story time, to share cultural traditions, or to be a lunch guest are all ways for parents to feel that they are a part of their child’s school life. According to the National PTA, parent and family involvement increases student achievement and success. If preschool teachers can make parents feel welcome helping in the classroom, they will be more likely to remain involved in their child’s future education. Many parents worry about their children entering elementary school because of their own negative school experiences. They may feel intimidated by teachers and uncomfortable showing up at school events – even for orientation and enrolling their children in school (Reidinger, 1997). Parents’ expectations of how well children will do in school influence children’s performance. It appears that parents who expect success may provide more support, encouragement and praise, which may give their children more self-esteem and confidence. The most important thing is that children who believe in their own abilities have been found to be more successful in school (Dweck, 1991). To assist parents, preschool teachers can arrange visits to the school and take parents along on the kindergarten field trip. They can ask for children to be paired with a kindergarten â€Å"buddy† who can take them around, while parents meet with the teacher or go to the office to register their child. A study done by Rathbun and Hauskin (2001) showed that the more low-income students that were enrolled in a school, the less parental involvement there was. Involving low-income families in the schools may help to break the cycle of poverty of future generations. One way to really help the family with transition is to empower the parents to act as advocates for their children. Parent meetings and newsletters can help parents learn how to work with school staff, learn about volunteer opportunities at school, as well as how to prepare their child at home for kindergarten. They may need some advice on how to help their children and themselves cope with anxieties related to transitions from preschool to kindergarten. Preparing Children for Transition In the last few weeks of summer, children start getting excited about going to kindergarten, and are apprehensive at the same time. It is important for parents to treat the child’s entrance into kindergarten as a normal occurrence and not build up the event in children’s minds. An important way to provide continuity for the child is to find preschool classmates or other children who will be in their kindergarten class. According to research, children who have a familiar peer in a new group setting have fewer problems adjusting to new environments (Howes, 1988). Transition Activities for Parents and Children. The more you discuss this transition in a matter-of-fact way, the more comfortable children will become. Encourage parents to prepare their child for kindergarten with the following: ? Visit the school so the children can meet the kindergarten teacher and see what kindergarten is really like. Try to arrange for them to see more than one type of classroom activity, such as seatwork time and free choice time. Show them where the bathroom and cubbies are located. ? Find out what lunchtime will be like. If the children are going to be getting a school lunch, they may have to learn how to open new kinds of containers. ? Read books about kindergarten. ? Answer children’s questions in a straight forward way about what they will do in kindergarten. Tell them they will listen to stories, do counting activities, have group time, and play outside. ? Explore how long the kindergarten day is and what the daily routine will be like. They will want to know what will be the same as preschool and what will be different. ? If the children are going to a school that presents more diversity than they are familiar with, talk honestly with them about racial and ethnic differences and disabilities. ? If children are going to be taking the schoolbus for the first time, you will need to discuss schoolbus safety rules. ? Reassure children that they will be picked up from school every day just as they are in preschool. ? Check to make sure your pre-kindergarten children are capable of basic kindergarten â€Å"readiness† skills. (See sidebar below. ) Conclusion The transition from preschool to kindergarten can be a stressful time for both children and parents. However, if preschool teachers can facilitate collaboration between parents and kindergarten and familiarize children with  the workings of kindergarten, it will be a smoother process. Parents need to try to find a developmentally appropriate class for their child by observing different classrooms and talking to teachers about educational philosophies. Preschool teachers, with their knowledge of different learning styles and the temperaments of their students, can help everyone with this important transition. Pam Deyell-Gingold is a graduate student in Human Development at Pacific Oaks College. She works as master teacher at Head Start, teaches child development classes for Merced Community College, and is a freelance writer and anti-bias curriculum enthusiast. Her home is in the Sierra foothills near Yosemite National Park, California. References Bredekamp, S. Copple, C. (1997) Developmentally appropriate practice for early childhood programs. Revised edition. Washington, DC: NAEYC. California Dept of Ed. , (2000). Prekindergarten learning and development guidelines. Sacramento, CA. Cunningham, A. 1988. Eeny, meeny, miny, moe: Testing policy and practice in early childhood. Berkeley, CA: National Commission on Testing and Public Policy In Graue, E (2001, May) What’s going on in the children’s garden today? Young Children. Dweck, C. S. (1991). Self-theories and goals: their role in motivation, personality and development. In Nebraska symposia on motivation, Vol. 36, ed. by R. Dienstbier, 199-235. Lincoln: University of Nebraska Press. [In Maxwell, Eller, 1994] Graue, E. (2001, May) What’s going on in the children’s garden today? Young Children, p. 67-73. Howes, C. (1988). Peer interaction of young children. Monographs of the Society for Research in Child Development 53 (2. Serial No. 217). In Maxwell, K. and Eller, C. (1994, September) Children’s Transition to Kindergarten, Young Children. Howlett, M. P. (1970, February 18). Teacher’s edition: My Weekly Reader Surprise, Vol. 12, Issue 20. Jones, E. , Evans, K. , Rencken, K. (2001) The Lively Kindergarten, NAEYC publications. Karr-Jelinek, C. (1994). Transition to kindergarten: Parents and teachers working together. Educational Resources Information Center. Ladd, G. W. , 1990. Having friends, keeping friends, making friends and being liked by peers in the classroom: Predictors of children’s early school adjustment? Child Development (61) 1081-100. Ladd, G. W. , J. M. Price. 1987. Predicting children’s social and school adjustment following the transition from preschool to kindergarten. Child Development, (58) 1168-89. Maxwell, K. Eller, S. (1994, September). Children’s transition to kindergarten. Young Children, p. 56-63. National PTA National Head Start Association. (1999). Continuity for success: Transition planning guide. National PTA, Chicago, IL. National Head Start Association, Alexandria, VA. Nurss, J. 1987, Readiness for Kindergarten, ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL; BBB16656. Pianta, R. Cox, M. (1998) Kindergarten Transitions. Teachers 48% of Children Have Transition Problems. NCEDL Spotlights Series, No. 1, National Center for Early Development Learning: Chapel Hill, NC. Rathbun, A. Hauskin, E. (2001). How are transition-to-kindergarten activities associated with parent involvement during kindergarten? Paper presented at the Annual meeting of the American Educational Research Foundation: Seattle, WA. Riedinger, S. (1997), Even Start: Facilitating transitions to kindergarten. Dept. of Education: Washington, DC: Planning and Evaluation Service. Shepard, I. A. M. I. Smith. (1988) Escalating academic demand in kindergarten: counterproductive policies. The Elementary School Journal, (89) 135-45. In Maxwell, K. and Eller, C. (1994, September) Children’s Transition to Kindergarten, Young Children. Kindergarten Readiness Is†¦* A child who listens ? Todirections without interrupting ? To stories and poems for five or ten minutes without restlessness A child who hears ? Words that rhyme ? Words that begin with the same sound or different sounds A child who sees ? Likenesses and differences in pictures and designs ? Letters and words that match A child who understands ? The relationship inherent in such words as up and down, top and bottom, little and big ? The classifications of words that represent people, places, and things A child who speaks and can  ? Stay on the topic in class discussions ? Retell a story or poem in correct sequence ? Tell a story or relate an experience of her own A child who thinks and can ? Give the main idea of a story ? Give unique ideas and important details ? Give reasons for his opinions A child who adjusts ? To changes in routine and to new situations without becoming fearful ? To opposition or defeat without crying or sulking ? To necessity of asking for help when needed A child who plays ? Cooperatively with other children ? And shares, takes turns and assumes his share of group responsibility ? And can run, jump, skip, and bounce a ball with comparative dexterity A child who works ? Without being easily distracted ? And follows directions ? And completes each task ? And takes pride in her work *Adapted from Howlett, M. P. (1970, February 18). Teacher’s edition: My Weekly Reader Surprise, Vol. 12, Issue 20. 3. http://www. edutopia. org/kindergarten-creativity-collaboration-lifelong-learning Kindergarten Is the Model for Lifelong Learning Lets keep teaching creativity throughout school and adulthood. By Mitchel Resnick Illustration of two people sitting on letter blocks  Credit: Wesley Bedrosian Ever since the first kindergarten opened in 1837, it has been a place for telling stories, building castles, painting pictures, making friends, and learning to share. But kindergarten is undergoing a dramatic change. In todays kindergartens, children are spending more and more time filling out worksheets and drilling on flash cards. In short, kindergarten is becoming more like the rest of school. Exactly the opposite needs to happen: We should make the rest of school (indeed, the rest of life) more like kindergarten. Whats so special about kindergarten? As kindergartners playfully create stories, castles, and paintings with one another, they develop and refine their abilities to think creatively and work collaboratively, precisely the abilities most needed to achieve success and satisfaction in the 21st century. Underlying traditional kindergarten activities is a spiraling learning process in which children imagine what they want to do, create a project based on their ideas (using blocks, finger paint, or other materials), play with their creations, share their ideas and creations with others, and reflect on their experiences all of which leads them to imagine new ideas and new projects. This iterative learning process is ideal preparation for todays fast-changing society, in which people must continually come up with innovative solutions to unexpected situations in their lives. If this approach is so well aligned with current societal needs, why do we so rarely support it in classrooms? One reason is that our society and our educational system dont place enough value on creative thinking. Another reason is a lack of appropriate media and technologies: Wooden blocks and finger paint are great for learning kindergarten concepts (such as numbers, shapes, sizes, and colors). But as children get older, they want and need to work on more advanced projects and learn more advanced concepts. To do that, they need different types of tools, media, and materials. This is where I believe digital technologies can play their most important role. If properly designed and used, new technologies can extend the kindergarten approach, allowing students of all ages to continue learning in the kindergarten style and, in the process, to keep growing as creative thinkers. In my research group at the Media Lab at the Massachusetts Institute of Technology, weve been developing new technologies specifically to support the kindergarten approach to learning. For example, weve collaborated with the Lego Group since 1985 on a collection of robotics construction kits that enable children to imagine and create interactive inventions in the same spirit as kindergartners build towers with blocks. Recently, weve developed a new programming language called Scratch, which brings the kindergarten learning approach to the computer screen. With Scratch (available as a free download), children can create their own interactive stories, games, and animations and then share their creations on the Web. A vibrant online community has developed around Scratch, as users present more than a thousand new projects on the Scratch Web site each day. Some 250,000 people participate in the community, most of them ages 8-16. One active participant in the community is a 13-year-old girl with the name BalaBethany (not her real screen name). As her first Scratch project, BalaBethany created and shared an animated story with anime characters. Other members of the online community responded positively, posting glowing comments under her project. Encouraged, BalaBethany began to create and share new anime stories on a regular basis, like episodes in a television series. BalaBethany periodically added new characters to her stories. At one point, she got an idea: Why not involve the community in the process? She created and uploaded a new Scratch project that announced a contest: She asked other community members to design a sister for one of the characters. The project received more than 100 comments. One was from a community member who wanted to enter the contest but didnt know how to draw anime characters. So BalaBethany produced another Scratch project: a step-by-step tutorial that demonstrates a 13-stage process for drawing and coloring an anime character. Illustration of Mitchel Resnick Credit: Wesley Bedrosian I see BalaBethany as a case study of lifelong kindergarten. She is using Scratch to imagine, create, play, share, and reflect. In the process, she is refining her programming and artistic skills and shes developing as a creative thinker. Our ultimate goal is a world full of playfully creative people who, like BalaBethany, continue to learn as kindergartners do. Mitchel Resnick is director of the Lifelong Kindergarten group at the Massachusetts Institute of Technologys Media Lab. This article originally published on 5/27/2009 4. http://www. seas. upenn. edu/~eas285/Readings/Resnick_LifelongKindergarten. pdf 5. http://www. ufri. uniri. hr/data/book_2. pdf CJELOZIVOTNO UCENJE – KREIRANJE OSOBNOSTI I OKRUZJA DJECJEG VRTICA LIFELONG LEARNING PERSONAL GROWTH AND THE KINDERGARTEN CONTEXT Bozica Pintaric Djecji vrtic Malesnica Zagreb, Republika Hrvatska. Sazetak Razvoj svakog, pa tako i odgojno-obrazovnog okruzja podrazumijeva stalno ucenje i mijenjanje svih sudionika, sto tako stvara organizaciju koja uci, mijenja se, kreira. Kvalitativne razlike u tome procesu povezane su s motivacijskim odrednicama. Poznato je da je ucenje najucinkovitije i da su stvarne promjene moguce, ako su proistekle iz unutarnje potrebe osobe za samoaktualizacijom i preuzimanjem proaktivne, stvaralacke uloge u oblikovanju svoje stvarnosti. Tako potaknutim ucenjem, na samo da se profesionalno jacamo, vec prosirujemo svoju sposobnost kreiranja svog zivota na profesionalnom i sveukupnom planu. Vrednovanjem i samovrednovanjem, kao sastavnim dijelom ucenja i razvoja osobe i okruzja/ustanove isto tako razvijamo intrapersonalne i interpersonalne sposobnosti, koje su opet sastavni dijelovi kvalitete ucenja i zivljenja. To je posebno prisutno u odgojno obrazovnim ustanovama, posebice djecjim vrticima, gdje se sveukupne relacije i okruzje prvenstveno sagledavaju kao okruzje kvalitetnog zivljenja djece i odraslih. Kljucne rijeci: ucenje, samovrednovanje, motivacija, osobni razvoj, kreiranje okruzja Abstract. The development of every, and thus also an educational surrounding, means permanent learning and change in all the participating parties, which creates an organisation that is in the constant process of learning, changing, creating. Qualitative differences in this process are connected with motivational determiners. It is well known that learning is the most efficient and that real changes are possible if they have resulted from the person’s intrinsic need for self-actualisation and taking of a pro-active and creative role in the shaping of reality. Such learning not only strenghtens us professionally, but also expands our capacity to create our own lives in a professional setting and other settings. Evaluation and self-evaluation/ reflection, as components of learning and personal growth, as well as of context / institution development positively affect intrapersonal and interpersonal abilities, which are integral parts of quality learning and living. This is particularly present in educational institutions, especially kindergartens, where overall personal relations and surroundings are primarily viewed as a habitat for the quality life of children and adults. Key words: learning, self-evaluation/reflection, motivation, personal growth, creation of context B. Pintaric, CJELOZIVOTNO UCENJE – KREIRANJE OSOBNOSTI 220  «Majka priroda je bezgranican proces postanka i bitka. Duh koji bi joj se potpuno otvorio, bez emocionalnih rezervi i samorefleksije, izgubio bi se u sirovom materijalizmu njenog beskrajnog i neumoljivog izobilja te bezuvjetno potonuo.  » Camille Paglia Obrazovne organizacije po svojoj su prirodi mjesta zivota, dinamike, stalne mijene, razvoja, ucenja. Vrtic cesto imenujemo zajednicom koja uci, mjestom  «refleksivnog dijaloga djece i odraslih s procesom njihova zajednickog, kontinuiranog ucenja, pri cemu oni jednako vrijedno doprinose zajednickom ucenju, za njega dijele odgovornost i nad njima imaju zajednicko autorstvo » (Slunjski, 2006, str. 35). To podrazumijeva stalno istrazivanje, propitivanje, reflektiranje i samoreflektiranje, vrednovanje i samovrednovanje, slozene i zahtijevne interakcije na intrapersonalnoj i interpersonalnoj razini svih u ustanovi. Za te procese potreban je stalan, snazan angazman i motiviranost djelatnika,  odrzivost uvelike ovisi od kulture zajednice, ustanove. To bi trebala biti  «mjesta gdje ljudi bez straha stvaraju svoje vizije, gdje su istrazivanje i posvecenost istini norma, gdje se podrazumijeva suprotstavljanje stanju status quo », (Senge 2003, str. 172-173). U takvom se okruzju  «pojacava osjecaj da se osobno usavrsavanje i razvoj doista vrednuje, cijeni » (isto, str. 173). Stalan razvoj omogucuju zajednice koje su ‘brizne obitelji’ koje puno ocekuju od svojih clanova , a pritom pruzaju uzajamnu podrsku.  »(Stoll i Fink, 2000, str.256) Osobno iskustvo je, prema velikom dijelu autora, sredisnja os mijenjanja i razvoja zajednica. Miljak (2007, str. 212) u tom smislu navodi:  »Osobno iskustvo i to ono svakodnevno u praksi uz pomoc zajednice iskusnih prakticara moze dovesti ne samo do mijenjanja odgojne prakse nego i do promjene stavova, uvjerenja i nacina razmisljanja ucitelja, odgajatelja.  »  «Kako se mijenja iskustvo, mogu se mijenjati duboka uvjerenja i pretpostavke, a kad se to dogodi, promijeni se i kultura.  »(Senge, 2002, str. 14) Autenticne, snazne poticatelje, partnere i ucitelje ucenja u kontekstu vrtica imamo u dj.

Everyday Use Essay: Lost Heritage :: Everyday Use essays

Lost Heritage in Everyday Use    By contrasting the family characters in "Everyday Use," Walker illustrates the mistake by some of placing the significance of heritage solely in material objects. Walker presents Mama and Maggie, the younger daughter, as an example that heritage in both knowledge and form passes from one generation to another through a learning and experience connection. However, by a broken connection, Dee, the older daughter, represents a misconception of heritage as material. During Dee's visit to Mama and Maggie, the contrast of the characters becomes a conflict because Dee misplaces the significance of heritage in her desire for racial heritage.   Ã‚  Ã‚  Ã‚   Mama and Maggie symbolize the connection between generations and the heritage that passed between them. Mama and Maggie continue to live together in their humble home. Mama is a robust woman who does the needed upkeep of the land,      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I am a large, big-boned woman with rough, man-working   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hands. In the winter, I wear   overalls during the day.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I can kill and clean a hog as mercilessly as a man.   I   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   can work outside all day,   One winter I knocked a bull   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   calf straight in the brain   with a sledge hammer and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   had the meat hung up to chill before nightfall. (Walker   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   289)    And Maggie is the daughter, "homely and ashamed of the burn scars down her arms and legs," (Walker 288) who helps Mama by making "the yard   so clean and wavy" (Walker 288) and washes dishes "in the kitchen over the dishpan" (Walker 293). Neither Mama nor Maggie are 'modernly' educated persons; "I [Mama] never had an education myself.   Sometimes Maggie reads to me. She stumbles along good-naturedly   She knows she is not bright" (Walker 290). However, by helping Mama, Maggie uses the hand-made items in her life, experiences the life of her ancestors, and learns the history of both, exemplified by Maggie's knowledge of the hand- made items and the people who made them--a knowledge which Dee does not possess.      Ã‚  Ã‚  Ã‚   Contrasting with Mama and Maggie, Dee seeks her heritage without understanding the heritage itself. Unlike Mama who is rough and man-like, and Maggie who is shy and scared, Dee is confident, where "Hesitation is no part of her nature," (Walker 289) and   beautiful:      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "   first glimpse of leg out of the car tells me it is   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dee. Her feet were always neat-looking, as if God had   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   shaped them Dee next. A dress down to the ground   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Earrings gold, too   (Walker 291)    Also, Dee has a 'modern' education, having been sent "to a school in Augusta" (Walker 290). Dee attempts to connect with her racial heritage by taking

Donnie Darko †English assignment Essay

Donnie Darko is a film by Richard Kelly from 2001, with Jake Gyllenhaal in the main lead. The film is supposed to look like it’s from 1988. The film is about a schizophrenic teen that lives in the American suburb of Middlesex. When an unidentified giant plane engine crashes into his room, a chain of mysterious events is triggered. Donnie is plagued by visions of an evil-looking rabbit named Frank. Who makes Donnie commit acts of violence, and tells him the world will end in 28 days. Frank is the boyfriend of Donnie’s sister Elizabeth. The Frank who speaks to Donnie is a kind of ghost Frank – a remnant of Frank, because Donnie shoots him in the eye within the Tangent Universe’s 28 days and can move freely in time throughout the Tangent Universe. Compare Donnie to one or two of the characters in the short stories we have read about the topic – In all the readings we have done in the other texts from Context, the subject have been â€Å"growing up†. All the other readings have been about different children growing up in different environments, though any of them haven’t got any psychological problems. I don’t think that any of the characters from all the other readings we have done, that there are any personalities like Donnie’s. Donnie is suffering from schizophrenic. People with schizophrenia often suffer terrifying symptoms such as hearing internal voices not heard by others, or seen things not seen by others. That is why Donnie often is seeing a therapist and why he is on medication. Though there is â€Å"The Sin Bin or Lucy’s Heart† reading where Lucy is been told to do mean things to a girl named Penny by Bethan. Which she regrets such as Donnie also does. Just like Donnie is been told to overflow the school. But I don’t think any of our readings can be compared to this movie. All the readings we have read takes subject in bulling, a hard way to grow up and so on. There is no greater meaning in texts. In Donnie Darko there is a meaning with everything he does and with every thing there take place in the film. Frank makes Donnie flood the school, giving the lucky students a break from classes. And then he walks Gretchen home and convince her to â€Å"go with him†, and says he is happy the school flood, or else he hadn’t had that conversation with her. So I believe Frank made Donnie do it, so he could meet Gretchen. How can the plot of the film be explained? Can it be explained in more ways? – The plot can definitely be interpreted in many ways. I also think many people doesn’t get it, in the way it’s supposed to be interpreted. Or maybe it’s actually supposed to be in a way, which can be discussed over a longer time and interpreted in many ways. I’ve myself used a lot of time discussing this movie. I would rather do some short but very interesting sites of some of the main characters, and what I think is the deeper meaning of some of the characters. I see Donnie as Jesus; he died to save mankind – just as Donnie did. Frank I see as Satan, deceived Donnie for his own benefit. Roberta Sparrow as God. I feel like she is the facilitator of all this. She once was a nun, she wrote the book on time travel and she knows Donnie’s letter is coming. Then there is the Chinese girl Cherita, whom you don’t see of follow that much, but I can’t stop thinking that she is Donnie’s â€Å"Guardian Angel?† She always seems to be behind Donnie watching over him, and she has a notebook about him. I don’t know if that is a right observation, but I can’t stop thinking that way – and I am not even religious. Comment on the ending of the film – how can it be interpreted? – Donnie is having a Halloween party, where Gretchen is with him. Donnie goes to the fridge where a note is saying, â€Å"Frank left to go get beer†. Then Donnie takes Gretchen to go see Roberta Sparrow, Grandma Dead, because times almost op. Two thugs then attack Donnie and Gretchen, which are two guys from their school. One throws Gretchen onto the ground; the other holds a knife to Donnie’s neck. Roberta is standing in the middle of the road and a car tries to avoid her but then hits Gretchen and kills her. The driver is Frank; this is the real Frank – Donnie’s sister’s boyfriend. Donnie gets scared and frightened and shoots him in the eye. With Gretchen’s body at his side, Donnie watches a storm begin. Donnie then remembers what Gretchen said about taking back all the bad things and replacing them with something good. Donnie then goes back in time trough the wormhole and changes the future with him staying in bed. With him staying in bed and the crashing hits their house Donnie gets killed. Gretchen lives on, without ever knowing Donnie. I think Gretchen feels some kind of dà ©jà   vu when she sees Rose. Gretchen actually doesn’t know Rose yet, but she did before Donnie went back in time. You get the feeling that Rose and Gretchen seem to recognise each other by _way they look at each other.

Alcohol and Society Essay Essay

Throughout history, society has engaged in taking substances such as alcohol, that alter our physical being or our psychological state of mind. There are many experiences and pressures that force people to feel like they have to drink in order to cope with life, but for many alcohol is a part of everyday life, just like any other beverage. Alcohol is introduced to us in many ways, through our family, television, movies, and friends’. These â€Å"sociocultural variants are at least as important as physiological and psychological variants when we are trying to understand the interrelations of alcohol and human behavior†#. How we perceive drinking and continue drinking can be determined by the drinking habits we see, either by who we drink with, or the attitudes about drinking we learn over the years. The chances of people drinking in ways that can harm others and ultimatley themselves can be seen by the correlation of educational lessons, cultural beliefs and the usage of alcohol. Looking at all the possibilities, the complex question we must ask is why do people drink? Is it through their defiance of law, the accessibility of alcohol, teachings of others or the values set in place in their society? Every society has its own views on how the consumption of alcohol should be handled and regulated. Their differences create a trickle effect of how it is used, and is distinctive to that culture or society. Many cultures drinking habits go hand in hand with religion, and social customs. Drinking alcohol is in many cases a part of extensive learned tradition, where people pride themselves with their ability to hold their liquor. In countries where alcohol is part of the â€Å"norm†, the outcomes of drinking habits or the effects of alcohol are much different, â€Å"A population that drinks daily may have a high rate of cirrhosis and other medical problems but few accidents, fights, homicides, or other violent alcohol-associated conflicts; a population with predominantly binge drinking shows the opposite complex of drinking problems†#. It has been observed that cultures with rich traditions and acceptance of alcohol use tend to deal less with the typical alcohol related problems, compared to the cultures who treat alcohol as an escape or something that will make them better in the eyes of others. In these societies, like the U. S. alcohol hasn’t always been present and grown to be accepted through rich tradition. The amount of regulations and negative views on drinking in the U. S. has led to abuse and deviancy, creating a high frequency of alcoholics. People drink in many ways, for many different reasons. We drink socially, to gain acceptance into a group. We drink alone to ease stress, to cope with our problems, or we â€Å"drink because we like the taste or how it makes us feel†#. Often drinking is a learned behavior, starting out as a social drinker; you quickly become psychologically and physically dependent. When someone reaches this stage they are often classified as an alcoholic. To an alcoholic, drinking becomes a compulsion; they cannot stop themselves from having another drink, like a social drinker can. In many cases alcoholics don’t even have to drink continuously in order to be an alcoholic. One the problems of alcohol addiction is that it’s something that doesn’t just effect the individual but it effects, friends and family as well. Spouse abuse, child abuse and dysfunctional family relationships can all be influenced by alcohol abuse. In the United States alone the drinking patterns throughout history have changed dramatically to reflect the times. Starting out in colonial times the usage of alcohol use was seen as a blessing, and harmless to society. It was acceptable to drink while at work, and during social events, however drinking alone was highly frowned upon. Many early religions believed that alcohol was a gift from God, â€Å"man should partake of God’s gift with out wasting or abusing it†#. To enhance and encourage the social aspect of drinking, Taverns were built as a meeting hall where people of all ages could go and drink; it was considered the center of social life. Even children in colonial times were coaxed into drinking as soon as they were old enough to drink from a glass. Parents in this time hoped to teach the children at this young stage to drink in small amounts so that later in life they wouldn’t misuse alcohol. Later on in the 19th century, the Taverns of colonial times eventually all changed into the more modern Saloon. A place where all men could gather to get away from their families. During the existence of the saloon the Christian church began to see the consumption of alcohol as an evil, and no longer accepted alcohol as the universal drink of the church. Today the effects of history are seen through the defiance of alcohol use and the probing reverence to abstinence, which is rarely practiced, but when it is, it goes largely un-respected by society. In many cultures through history, alcohol has been viewed to have positive influences in society. Its usage has been seen to enhance social abilities within a group, as well as increased relaxation and enjoyment in the company of others. The usage of alcohol extends further than social aspects, until the early 20th century alcohol had been used in medicinal practices and was a key ingredient in most over-the-counter medicines. Supporters of early alcohol use argued, â€Å"It gave courage to the soldier, endurance to the traveler, foresight to the statesman, and inspiration to the preacher. It sustained the sailor and the plowman. The trader and the trapper†#. In the United Kingdom for example, society favors drinking so much that bars in that country now attract people of both genders, through new legislations in that county social drinking is widely accepted, but heavy drinking and alcohol related problems remain in disapproval. To many, alcohol use is an aspect of their way of life, that if left out could possibly change their culture forever. Many people would argue that drinking is a learned behavior, however everyone learns about alcohol differently, causing different cultural and social views of acceptance. The U. S. treats alcohol as a substance that our children should never come in contact with. In many other societies it is believed that the earlier you encourage drinking among children the better drinking practices they will retain through out their lives. Italian culture allows their young to drink moderate amounts of alcohol as a part of everyday life, at family gatherings it is seen as a normal and natural food. Jewish culture treats alcohol as a sacred part of everyday life; their religion and rich culture create a continuous relationship with alcohol. Compared to the U. S. , there are many countries that do allow their youth to drink to start drinking at a young age, and they have seen decreased problems with violence, vandalism and drinking and driving. Children outside of the U. S. , who are introduced to alcohol as a part of their regular family life, learn to drink more responsibly and drink moderately while still young. Alcohol has been a part of Western Civilization for over 25 centuries. Over time there have been many governmental controls placed on the usage of alcohol in the U. S. When the need for control over this substance was demanded by a large part of the American population, the government responded with the Prohibition of alcohol in 1920. Largely influenced by religion and the temperance movement, many thought this measure would eradicate the use of alcohol. What they didn’t know was that laws couldn’t always be enforced. What did erupt out of Prohibition was an even higher demand for alcohol, which was met by the Mafia, who made millions by selling alcohol on the Black Market. Often time’s fear of something can be our biggest downfall. It effects our ability to move forward, to accept things the way they are and have the confidence that everything is going to be all right. When something such as alcohol is defined as bad or harmful to us, it becomes a psychological battle, to find good in it. So in our country the fear of alcohol gives it a negative image, it is rejected as a normal part of behavior because of its destructive effects, through peoples’ abuse of the substance. The negativity of alcohol in our country out weighs any potential to look at it the way other societies do, and change our views on it. â€Å"When, alcohol related problems do occur, they are clearly linked with the modalities of drinking, and usually also with values attitudes, and norms about drinking†#. We are stuck knowing, thinking and feeling the way we do about alcohol because that is what has been driven into our minds. If our society could look outside the box, we could see the effects of tradition, family and culture that have totally transformed how alcohol is used and seen in other societies. Lessons can be learned from the experiences of other countries but it would take a long time to effect them into our society and tradition. We have tried to educate our youth on the dangers of alcohol and problems associated with it. Through educational programs we have tried to teach them to stay away from this so-called drug, that we have enabled ourselves to label as dangerous. These programs such as D. A. R. E. have failed in every attempt because the information that is taught often contradicts beliefs and conduct seen everyday by these children in our society. Understanding that we have failed as a society in how we treat alcohol, leaves no question that we should look to evidence from other cultures and humble ourselves that our existing argument on alcohol needs to end. â€Å"It is apparent that certain ways of thinking and acting in respect to alcohol, ways that are consistently associated with drinking problems, might fruitfully be rejected, while others; those that correlate with unproblematic drinking might well be fostered. â€Å"# Our attempts of labeling alcohol as a â€Å"dirty drug,† a substance to be despised and shunned should change to â€Å"choose or not to choose. † We must teach children the modern practices of moderation, respect for alcohol and that you do have a choice in what you do. Damaging social and personal consequences stemming from alcohol abuse are not completely related to the prevalence of alcohol consumption, we know that cultural, historical and social comparisons truly show that alcohol has many uses, both good and bad. However, cultures that have a predisposition for low rates of alcohol abuse are more comfortable about the consumption of alcohol, and the behaviors seen as a result from drinking. These responsible drinking habits are taught at a young age as well as teaching that alcohol is a controllable a force that can offer pleasure and positive social experiences through implementation of successful cultural controls on drinking. Knowing how our society in the U. S. views the usage of alcohol, I believe that we should seriously reflect on the practices of the above mentioned cultures, and formulate a drinking model for alcohol that suits our culture and traditions, that gives a positive perspective on alcohol. This model would allow us to improve our way of living, teaching responsibility and respect, qualities needed in every aspect of life. Notes 1. Heath, D. B. (1982). â€Å"Sociocultural Variants in Alcoholism,† Encyclopedic Handbook of Alcoholism. New York: Gardner Press: 38 2. Heath, 429 3. Varley, C. (1994). Life Issues-Alcoholism. New York: Marshal Cavendish. 4. Rorabaugh, W. J. (1979). The Alcoholic Republic: An American Tradition. New York: Oxford University Press: 26 5. Levine, H. G. (1995). â€Å"The Good Creature of God and the Demon Rum,† International Handbook on Alcohol and Culture. Westport, CT: Greenwood Press: 115 6. Heath, 121 7. Heath, 436. Bibliography Claypool, J. (1981). Alcohol and You. New York: Franklin Watts- An Impact Book. Dolmetsch, P, and Mauricette, G. (Ed). (1987). Teens Talk About Alcohol and Alcoholism. New York: Dolphin Book. Heath, D. B. (1982). â€Å"Sociocultural Variants in Alcoholism,† Encyclopedic Handbook of Alcoholism. New York: Gardner Press. Hornik, E. L. (1974). You and your Alcoholic Parent. New York: Association Press. Levine, H. G. (1995). â€Å"The Good Creature of God and the Demon Rum,† International Handbook on Alcohol and Culture. Westport, CT: Greenwood Press. Rorabaugh, W. J. (1979). The Alcoholic Republic: An American Tradition. New York: Oxford University Press. Varley, C. (1994). Life Issues-Alcoholism. New York: Marshal Cavendish.

UP DATED BENEDICT ARNOLD essays

UP DATED BENEDICT ARNOLD essays Benedict Arnold was born in Norwich, Connecticut. Arnold received his schooling at Canterbury. While away at school, a few of Arnolds siblings passed away from Yellow Fever. Arnold was a troublesome kid that would try just about anything. As a 14-year-old boy, he ran away from home to fight in the French and Indian War. Later, Benedict Arnold left and returned home through the wilderness alone to work with his cousins. The army had excused him without penalty because of his young age. In 1762, when Benedict was just twenty-one years old, he went to New Haven, Connecticut where he managed a book and drug store and carried on trade with the West Indies. (B Arnold) In 1767, he married Margaret Mansfield, a daughter of a sheriff of New Haven County. They had three sons together. When the Revolutionary War was just beginning to break out, Benedict Arnold became a prosperous ship owner, merchant, and trader. Within days, Arnold became very interested in the war once again and joined the American Army. All of the battles Arnold commanded over showed immense courage and bravery, but he was soon known as Americas greatest traitor due to his betrayal of the Americans. As the Revolutionary War broke out, Benedict Arnold decided to volunteer to head over 1,000 men up to Maine. He asked for additional men from his companies to join the army. Arnold then became a captain in the Connecticut Militia. General George Washington had his favorites, which Arnold was among the very few. So, Benedict Arnold was sent on an infernal 500 mile march to Maine by Washington, also known as The Rock. (Macks 72) Benedict Arnold and only about fifty percent of his original soldiers made it to the St. Lawrence River where they met up with General Montgomery. Their plan was to attack th e British Army by surprise in Quebec City, Canada. Both Montgomery and Arnold arranged to start on the lofty mountainsides of Quebec. Arnold and his so...

Free Essays on Cluster Theory & Competition

Cluster Theory & Competition An examination of Porter’s cluster theory in the context of a firm’s, region’s and nation’s competitive advantage. INTRODUCTION The age old adage about the three keys to success for operating a business â€Å"location, location and location† still holds true despite the reduced effect time and space barriers have on our life following the advent of transport and communication technologies. Porter has referred to this phenomenon as a paradox. The growing global movement of goods, information, capital, and technology in recent decades has led to a tendency to see geography as diminishing in importance to competition. (Porter, 1998b, p.11) The notion of location has influenced business in a major way from the loca gas station to the multinational corporation’s offshore activities. In today’s economy, more than ever, we see a conflicting set of pressures toward globalisation and localization, which has been coupled with a shift in perspective from economic theory to business theory. It is this notion that underlies in Porter’s literature on the competitive advantage of nations. The following paragraphs, 90 years apart, discuss the nature of a cluster, the subject which is the underlying focus of this paper. British auctioneers are all within a few blocks in London. Basel is the home base for all three Swiss pharmaceutical giants. Danish windmill producers are cantered in Herning. In America, many leading advertising agencies are concentrated on Madison Avenue in New York City. Large-scale computer manufacturers Control Data, Cray Research, Burroughs (now part of Unisys) and Honeywell all are headquartered in or near Minneapolis, Minnesota. Pharmaceutical and related companies†¦are based in the New Jersey/Philadelphia area. (Porter 1990, p.155.) Collars and cuffs, localized in Troy, New York; leather gloves, localized in the two neighboring New York towns of Gloversville and Jo... Free Essays on Cluster Theory & Competition Free Essays on Cluster Theory & Competition Cluster Theory & Competition An examination of Porter’s cluster theory in the context of a firm’s, region’s and nation’s competitive advantage. INTRODUCTION The age old adage about the three keys to success for operating a business â€Å"location, location and location† still holds true despite the reduced effect time and space barriers have on our life following the advent of transport and communication technologies. Porter has referred to this phenomenon as a paradox. The growing global movement of goods, information, capital, and technology in recent decades has led to a tendency to see geography as diminishing in importance to competition. (Porter, 1998b, p.11) The notion of location has influenced business in a major way from the loca gas station to the multinational corporation’s offshore activities. In today’s economy, more than ever, we see a conflicting set of pressures toward globalisation and localization, which has been coupled with a shift in perspective from economic theory to business theory. It is this notion that underlies in Porter’s literature on the competitive advantage of nations. The following paragraphs, 90 years apart, discuss the nature of a cluster, the subject which is the underlying focus of this paper. British auctioneers are all within a few blocks in London. Basel is the home base for all three Swiss pharmaceutical giants. Danish windmill producers are cantered in Herning. In America, many leading advertising agencies are concentrated on Madison Avenue in New York City. Large-scale computer manufacturers Control Data, Cray Research, Burroughs (now part of Unisys) and Honeywell all are headquartered in or near Minneapolis, Minnesota. Pharmaceutical and related companies†¦are based in the New Jersey/Philadelphia area. (Porter 1990, p.155.) Collars and cuffs, localized in Troy, New York; leather gloves, localized in the two neighboring New York towns of Gloversville and Jo...

How Many Ways Can You Edit

How Many Ways Can You Edit In my opinion you cannot edit too much unless you have no idea what youre writing. If you have purpose in your project and understand the direction of your story, then youll know when the editing is done. How many times do you edit a story? Wrong question. The question is more along the lines of how many ways can you edit. I cannot tell you whats right for all writers, novelists, freelancers and copywriters, but I can tell you what I do when Im writing my mysteries. I also use many of these for my magazine projects as well. The ways Hope edits: 1) Finish the rough draft. (on screen) 2) Let it sit overnight at a minimum. A novel needs to sit for a week or two. 3) Edit it on screen for the big picture aspects. Does it have a beginning, middle and ending? Does it open strong and end strong, making the point clear? Did the middle sag? Is the plot solid? 4) Edit it on screen for flow, syntax, and flavor. Tweak dialogue. Revisit the climax. Dissect the pivotal scenes. Make the setting three dimensional and the characters real. 5) Edit it on screen for grammar, typos and spelling. 6) Print it off and pull out your red pen. Read it with a hard editors eye, slowly and methodically. You will see the story differently on paper than you did on the screen. 7) Now, read it aloud. You can read it to someone or they can read it to you. If the other person is not a serious writer, have them read it to you, so your ear can catch the mistakes, lulls and boredom. 8) Have a beta reader who is a writer read it. 9) Have a beta reader who is a voracious reader read it . Do not waste your time with someone who is not a solid, well-read recreational reader. They will not catch the boo-boos. 10) Hire an editor. 11) Find a copyeditor. 12) Find a proofreader. (You can often combine numbers 10, 11, 12 or 11 and 12.) One editing tactic that makes my work better is locating repeating words. As you read your work aloud, youll hear the words that are stated too many times. In my most recent manuscript, I took note of such words as I read it, listing words like HAND, LOOK, ROSE, UNDERSTAND, THOUGHT, and STOOD. Dont assume you repeat the same words in each of the works, because Ive found that no two stories are the same in the words I like to overuse. There are lots of steps to edit your work, especially your long works. If you wonder about whether youre editing enough, chances are you arent.

Discussion 1 week 2 Sarbanes-Oxley Act (SOX) Assignment

Discussion 1 week 2 Sarbanes-Oxley Act (SOX) - Assignment Example Audit quality has improved, more financial experts have found positions in these committees and number of financial restatements has declined significantly (Cohn 2012). Apple is a global company which is currently facing pollution problems because of a few of its suppliers (Haselton 2011). With the help of SOX, it can pressurize its suppliers to abide by full disclosure rule of corporate policies and avoid breaking environmental laws. Similarly, companies like Lenovo and IBM face criticisms due to their disposal activities jeopardizing the environment. The SOX framework is constituted in a manner which comprises all essential elements of reducing white-collar crime and misalignments in shareholder-auditor interests. The SOX framework talks about the independence of auditor from those who own the company (Sec 404), responsibility of senior executives in presenting true and accurate records (Sec 409), areas where conflict of interests can happen, penalties for alteration/manipulation of financial data and even corporate crimes including offences and failure to comply with rules and regulations (Sec 802). With the help of these sections and sub-sections, companies under the pressure of corporate social responsibility can be encouraged to abide by the rules. Evaluate how the SOX has reinforced investors’ and creditors’ confidence in companies and how these individuals can take steps to verify the accuracy of the financial statements of potential investments or loans. Provide support for your rationale.   SOX has emerged as an apt and demanded medium to expose financial manipulations in corporate activities. Its most important element which reinforces trust and confidence is its emphasis on both the companies and the auditors being accountable and transparent in their deeds. For instance, Tyco International had its shareholders’

Health care, psychological and social support for teen parents Coursework

Health care, psychological and social support for teen parents - Coursework Example Because this is a government site, it was important to find out whether it was an accurate site. The homepage was very helpful because it gave contact information for the different programs that pertained to teen parents. They had phone numbers and email directions for each program and you could link directly to their email. The information was informative and gave several resources that teen parents could use in addition to the programs at the County office. As to authority, the website was last updated May 27, 2003 which means that some of it could be outdated now. The site itself has a lot of information that was probably written by people who were involved in the County offices. There were not people who had written articles or any real information that would pertain to anything other than the programs themselves. However it did show that there were a variety of programs available to anyone in California. The information was straight forward and told exactly what parents needed to do to be eligible for programs. The website was originally produced in 1997, but it was "last updated" on December 18, 2003 (eligibility page). Each page had been updated on a different day in 2003. There was a link at the top to all staff with their phone numbers and email addresses; this also included a directory. The website was very easy to get around and it didnt seem to need any specific software. There were no frames so it would be easily read by teen parents with disabilities. If I needed information for a client in California that met the criteria of this site I would definitely send them to it. There were so many programs that I am sure that a client would be able to qualify for something. This site was very different from the other one because it consisted of articles and information for teen parents. This is basically a womens health site that includes many different conditions and teen

Discussion Board for criminal justice Assignment - 3

Discussion Board for criminal justice - Assignment Example Abolishment was beneficial in initiating reforms in the prison system. The powers of the Federal Prison System reduced significantly after abolishment of the parole system. The role of pardoning prisoners remained solely on the president. Prisoners can only accumulate their time off for portrayal of good behavior (Alarid, 2010). In this manner, convicts developed responsibility and social transformation or rehabilitated after getting back to the society. The decision was beneficial to the society through improved safety from reduced instances of repeated crime by released convicts. The decision to oversee abolishment of the Federal Parole has ensured a safer society where convicted criminals do not mix freely with others. It is highly probable that convicts would engage in other subsequent criminal activities that threaten peaceful existence of the society. Besides, it would be costly to manage the convicts while on probation outside prisons. Convicted criminals could be more risky and fatal when left to have freedom while engaging freely with other society members. The society, therefore, is safe, just and secure after the abolishment of federal parole for

Discussion Paper - RFP Templates Essay Example | Topics and Well Written Essays - 250 words

Discussion Paper - RFP Templates - Essay Example The templates are easier to fill than writing from scratches. The questions asked require simple answers from choices available on the template. The templates information is easily receive from those organizing sporting events, meetings and even staffing who consider when they give feedback in post event report (Davidson and Rogers, 2013). I was surprised to find that they can change venue using the company’s website located in APEX glossary. This is helpful during emergencies and unavailability of specific location of meeting. The system allows changes in meeting place or even cancellation that is more convenient to the client. The templates are easy to adapt for any event because filling questions depend on activity. Moreover, the templates are useful in meeting planning and other events such outdoor activities. They further give an opportunity to pick services that they offer or you can leave if one is already in place. Flexibility offered can reduce cost to most organizers making the company to be preferred to

Training Activity Coursework Example | Topics and Well Written Essays - 1000 words

Training Activity - Coursework Example The general staff needs to be trained to follow the policies and procedures of the new company, Massive Computers. Each organization has a different culture and the new company’s culture and way of doing things must be communicated across to the employees so that they may adjust to the new environment and feel a part of the group. Of course, the new management needs to filter out candidates who they feel are not going to be part of the new regime. These employees can be made redundant based on age, qualifications, work experience with the company and a number of other criteria including, but not limited to, ability to adapt to surroundings. The remaining ones should then be notified of their job security so that they will be motivated and be willing to co-operate and be a part of the new training program. Whatever the management has planned for the long-term future of the company should be communicated to the employees so as to avoid ambiguity, apprehensiveness and make them f eel a part of the group. Short-term operational planning decisions should also be communicated here. Employees can be trained by their supervisors and should be fully trained and motivated for work, preferably in under a month. Program 2 – Middle Management The middle management should be given training regarding the tactical side of things and be communicated the medium term objectives so that they may be able to handle their subordinates.... They should also be trained to keep employees motivated and aligned with the organizational goals so as to ensure that nobody falls off-track. Middle-level managers can be provided training in areas which were previously not under their control but would now be under the new management. The training division, in collaboration with the local HR department should provide this training to the middle-management and the entire process should be concluded in a matter of two weeks. Program 3 – Senior Management The senior management should be provided training pertaining to the strategic aspects of conducting business. The surviving members of the old management should be brought up to date with the methods being used by their American colleagues. Empowerment techniques should also be taught so as to help these members of the senior management feel comfortable when delegating authority and learning to trust their subordinates. Since most of the senior management comprises of American s, they should be trained to learn aspects of the Australian culture that are relevant to conducting business here so as to better understand their employees and the working environment. This program should be conducted in an informal, off-the-job setting such as at a hotel suite, where the new and old members can get to know each other in a relaxed atmosphere and exchange ideas. The local executives can teach their American counterparts about the Australian culture whereas the Americans can teach the locals about how they want things to work and what direction they expect the company to be heading in. The duration of the meeting should be kept short and must be concluded in under one week at best. Training Evaluation Evaluation is a

Kant's Theory of Religion Essay Example | Topics and Well Written Essays - 2000 words

Kant's Theory of Religion - Essay Example The researcher states that in what has been grouped as his philosophy of religion, Kant gives an extensive discussion on the immortality of the soul, arguments for the existence of God and his attributes, the ‘moral argument’ for God, moral principles’ relationship to religious practice and belief as well as the problem of evil. He also gives criticisms of organized religion, among others. Before the 1781publication of the Critique of Pure Reason, Kant’s major interest lay in the theoretical standing and function of the concept of God. Therefore, he sought to locate this concept within a methodically ordered set of basic philosophical principles, which give an account of the world’s structure and order. As he developed his critical philosophy, Kant proposed a new philosophical principles’ role in understanding the world’s structure and order. Consequently, the critical project had an important effect upon the way he treated the role as well as the status of the concept of God within the hypothetical enterprise of metaphysics. Furthermore, Kant uses the critical philosophy as a locus for addressing more explicitly other key aspects of the concepts of God and religion than he had done in his former writings. Chief among these are the moral and the religious importance that humans ascribe to the concept of God. Important to note is the fact that throughout his entire career, Kant's interest in the theoretical function and status of the concept of God persists.

Training Activity Coursework Example | Topics and Well Written Essays - 1000 words

Training Activity - Coursework Example The general staff needs to be trained to follow the policies and procedures of the new company, Massive Computers. Each organization has a different culture and the new company’s culture and way of doing things must be communicated across to the employees so that they may adjust to the new environment and feel a part of the group. Of course, the new management needs to filter out candidates who they feel are not going to be part of the new regime. These employees can be made redundant based on age, qualifications, work experience with the company and a number of other criteria including, but not limited to, ability to adapt to surroundings. The remaining ones should then be notified of their job security so that they will be motivated and be willing to co-operate and be a part of the new training program. Whatever the management has planned for the long-term future of the company should be communicated to the employees so as to avoid ambiguity, apprehensiveness and make them f eel a part of the group. Short-term operational planning decisions should also be communicated here. Employees can be trained by their supervisors and should be fully trained and motivated for work, preferably in under a month. Program 2 – Middle Management The middle management should be given training regarding the tactical side of things and be communicated the medium term objectives so that they may be able to handle their subordinates.... They should also be trained to keep employees motivated and aligned with the organizational goals so as to ensure that nobody falls off-track. Middle-level managers can be provided training in areas which were previously not under their control but would now be under the new management. The training division, in collaboration with the local HR department should provide this training to the middle-management and the entire process should be concluded in a matter of two weeks. Program 3 – Senior Management The senior management should be provided training pertaining to the strategic aspects of conducting business. The surviving members of the old management should be brought up to date with the methods being used by their American colleagues. Empowerment techniques should also be taught so as to help these members of the senior management feel comfortable when delegating authority and learning to trust their subordinates. Since most of the senior management comprises of American s, they should be trained to learn aspects of the Australian culture that are relevant to conducting business here so as to better understand their employees and the working environment. This program should be conducted in an informal, off-the-job setting such as at a hotel suite, where the new and old members can get to know each other in a relaxed atmosphere and exchange ideas. The local executives can teach their American counterparts about the Australian culture whereas the Americans can teach the locals about how they want things to work and what direction they expect the company to be heading in. The duration of the meeting should be kept short and must be concluded in under one week at best. Training Evaluation Evaluation is a

Humans versus Nature-- which selects better for human survival, from a Essay - 2

Humans versus Nature-- which selects better for human survival, from a biological point of view - Essay Example ground concepts of natural selection, gene inheritance and anomalies, and adaptation will be important in trying to understand some of the decisions human beings have made. The paper will also assess how the contemporary society has responded to health and adaptation challenges in the bio environment from the perspective of nature and genetics. Human adaptation to natural environment is under constant challenge, prompting a continuous process of biological evolution. Human being’s capability for adaptation shaped his life on a number of ways. Man evolved to an upright posture, enlarged of brain, ability to make and use tools, emergence of sophisticated mental and social behavior. Human beings later developed technology to change his environment and improve their health. Therefore, nature seems to be having great influence on human survival decisions (BBC 1). Natural selection as one of the biological factors for human survival was based on the fact that the environment selected the most adaptable organisms to pass on their genetic materials. Natural selection means that organisms that were best adapted survived the harsh conditions of the environment whereas those that were poorly adapted died. Organisms that survived were able to interbreed and therefore, pass on their good genetic traits to their young ones. As organisms that had survived interbred, the crossing over genetic materials ensured genetic variation and genetic inheritance. Resulting organisms were those ones that constantly evolved and adapted to the environment. This does not mean that environmentally acquired traits were inherited, but that the environment naturally selected organism that were best adapted. It is said that human evolution took the same process of natural selection where those with good traits survived the harsh environment while those that were poorly adapted died and did not pass their traits to offspring. Inheritance, adaptation and natural selection still matter in the

Habits Speech Essay Example for Free

Habits Speech Essay It is commonly accepted that a person’s bad habits are bad. Right? Wrong. Today I’ll be giving some examples of habits of mine that are actually in a way, beneficial to me. ANGER – Ever since I remember, I’ve had the habit of getting angry very easily, but it turns out that letting off a head of steam may bring physical benefits. Researchers have found that people who respond to high-stress situations with some righteous anger maintain lower blood pressure and secrete less cortisol, known as the stress hormone, than people who respond with fear or bottle up their feelings. VIDEO GAMES Despite being blamed for their part in the obesity epidemic, video games can actually help us get fit and lose weight. It turns out it actually boosts your metabolism! Whilst playing video games, a person’s heart rates speeds up; they used more energy and begin breathing faster. This could have a positive effect on health, provided theyre not substituted for real sport. SWEARING Did you know that swearing is actually good for you? Yes, scientists have proven that swearing eases pain and allows you to withstand pain for longer. Swearing is connected to our adrenaline and when people swear, they have an elevated heart rate, so it could be that swearing increases their aggression levels. Increased aggression has been shown to reduce peoples sensitivity to pain. LAZING ABOUT – This kind of behavior is believed to add years to your life. People who get up early and busy themselves all day long are heading for an early grave. Lazing about is the key to a long life and an antidote to personal stress. People who would rather take a midday nap instead of playing squash have a better chance of living into old age. If you don’t believe me. An example of this is the increased lifespan of zoo animals for instance lions in the Serengeti live only eight yea rs, but can live to an age of 20 in captivity. STRESS – Stress, while long periods of stress can leave your immune system depleted and prone to infection, researchers have found that a short stressful incident can boost your learning and memory. Acute stress increases transmission of glutamate, the substance that passes messages to and from the brain. This improves working memory. Stress hormones have both protective and damaging effects on the body. This is why we need stress to perform better, but dont want to be stressed out. LOUD MUSIC – Most people believe that listening to music very loud is damaging to your ears. This may be true; however it also stimulates part of the inner ear known as the sacculus, which responds to the beat of music. The sacculus, has no hearing function in humans, but is sensitive only to very loud volumes. It has a connection to the part of the brain responsible for drives such as hunger and sex. When these desires are satisfied, the brain is stimulated into releasing feel-good hormones that make us calm, happy and responsive. FIDGETING It may be irritating, but natural fidgets are doing themselves a favour by fighting obesity. Researchers have found that people who always seem to be on the go are more likely to be slim. The extra motion, whether it is tapping, twitching, stretching or yawning, accounts for an extra 350 calories a day. The amount of this low-grade activity is so large it could be the only thing keeping some from becoming obese. So the next time someone tells you to stop whatever habit it is you’re doing, because they don’t approve. Think twice, and ask yourself. Is it benefitting you!

Various stages in outsourcing

Various stages in outsourcing Various Stages in Outsourcing The companies have many processes that have to be integrated while manufacturing, selling, buying, customer sourcing etc.   It has to decide on what level it has to outsource so as to be a profitable organization. It has to identify analyze and maximize outsourcing opportunities. The stages for outsourcing can be different for different customers but the The outsourcing process can be put into three phases: (these stages have been put out after going through how many companies decide to outsource Analysis Stage perations stage Implementation stage model by author Analysis Stage(ch.2 pg 33. Decision to outsource book: black book of outsourcing) There are various decisions that the company has to make while thinking of outsourcing. One of the biggest questions that arises in the mind of the company is to make or buy the required service or product for the company. The company mostly uses cost benefit analysis with the help of the make or buy model to come to a conclusion whether to buy or make. The analysis stage acts as foundation stone where the company decides if it wants to outsource its function or not. The model helps us understand whether the company wants to make or buy. Its possible that they get into joint venture, subsidiaries or allied services could be obtained.   It depends on the cost analysis that the company decides mostly on what they want for their business. Comparative analysis of the make or buy decision is regarded the highest degree of analysis for taking such a step. The company has then to scan all the places where they could get service providers for their company for outsourcing. For example: If a company like S.Oliver in Germany wants to see where it can get the cheapest labour and manufacturers for their apparel the have many South Asian countries that they can depend on as their main concern for cost is labour and that is the cheapest in the countries down Asia. There are various political hassles that happen when the company wants to enter and obtain services from another country. The company would always like to enter a country that is politically stable and does not create any problems for them to setup and establish their roots. The make decision will involve the company to look at the economy of the countries that they want to outsource. The economy should be stable and should not be better than the companys own country or there is no point in outsourcing. The company would like to look at the cost and also if there are future potential to sell in the same country the products that they are making. The main infulncers in this category will be the GDP and the per capita income of the people. Operations Stage At the operations stage the company will identify and shortlist the service providers and negotiate the terms and conditions with them. The company will undergo this process with various service providers so that they can get the best deal out of the minimum problems. The company will then select some service providers that the company feels would be the most profitable. The company will negotiate the terms and conditions and keep the format clear on what they are looking for and what is the way the payments would be made the staff the operational strategies, raw materials, etc The most important thing that arises while coming to outsourcing is the communication or logistics channel that the company wishes to use for outsourcing. For e.g. S. Oliver has to ship back its apparel from India to Germany to get the apparel checked and branded if they are made as per the requirements. So for such process the cost of logistics and operations are also looked for if the it works out cheaper for the company to outsource its services to other countries. Implementation Stage This stage is the most important and the most difficult stage. The company have to send across managers and consultants to actually implement the business process and design how they actually want the production to go on. The company lays down the framework in place and puts the integration process right. Construction of the business is setup the communication lines are setup, the total integration of all the businesses together. This stage will determine the future flow of the business. The company can also run a simulated run so that they will come to what all flaws are there and they can improve it later. Advantages, Benefits and Opportunities There are various advantages of outsourcing; some of them are listed below: Outsourcing can save money Economies of scale can save money for the service providers can produce in large volumes because they get orders from multiple companies and the volumes are high. The pharmaceuticals industry can be used to illustrate economies of scale in relationships. Clinical trials of experimental drugs require just the right patients healthy in most all respects but the one indication being treated, and willing to submit themselves to experimentation. It takes a significant investment of time and money to develop relationships with the hospitals and clinicians (and the triage nurses in their emergency rooms) that supply patients for the trials. Clinical trials also require just the right medical investigators doctors and medical researchers who are well respected in their industries. Again, it takes size to attract the best investigators. The most sought-after investigators look for organizations that can supply them with interesting and publishable research projects and with support services (such as data collection and well-managed processes) that make their jobs easier and their results more reliable. And so a lucrative outsourcing industry has evolved to manage clinical trials of experimental drugs for pharmaceutical companies. [The author thanks Patricia Seymour, Covance Biotechnology Services, Research Triangle Park, North Carolina, for this case study.] Outsourcing allows concentration on core business The company has to also to concentrate on its back office activities by outsourcing such activities to other companies the company can avail benefits of concentrating on core business activities. For e.g. A company in has to look after large purchasing orders in a short span of time for its increase in volumes of production, it can outsource its purchasing process to some service provider and thus concentrate on its core business activities. Technology advantage at lower rates The company can avail http://www.enotes.com/management-encyclopedia/make-buy-decisions http://www.sourcingmag.com/content/c051011a.asp

The Lion and the Mouse who Returned a Kindness :: Aesop, Aesops Fables

  Ã‚  Ã‚  Ã‚  Ã‚  Aesop among many other prominant authors wrote tales of animals taking on human characteristics, but none is so prevelant as the reputation of the mighty lion. Known as the king of animals, the lion appears as an object of strength and nobility in countless aspects of life including history, literature, art, astronomy, movies, and dance.   Ã‚  Ã‚  Ã‚  Ã‚  Who is this amazing creature? According to the Encyclopedia Britannica, the lion (Panthera Leo) is a flesh-eating animal that live cheifly in sandy plains and rocky places where there are thorn thickets and tall grass. Male lions can reach a length of 2.50m (8ft), and a weight of 250kg (550lb). They can live for 15 years, but in captivity some have reached an age of up to 30 years. They mainly eat larger herbivores such as buffalo, zebra, and in cultivated areas an occasionally human. There strength is amazing, and both parents take great care in tending to their young, often referred to as cubs (168-69).   Ã‚  Ã‚  Ã‚  Ã‚  Much is to be said about the mannerisms and personalities of lions, and no one has summed this up as well as Aesop. There are four fables listed in our textbook dealing with the qualities humans believe to be true about lions. These assumptions may have begun with Aesop’s fables, but really knows.   Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In the first fable, The Lioness and the Vixen, the saucy personality of the lioness is shown. When denounced for the birth of only one cub, the lioness quickly snaps back aat the vixen, â€Å"Only one, she said, but a lion†(Aesop 607). This answers the question of quality over quanity; and for most the lion is considered the best in quality the â€Å"cream of the crop† as some would say. Aesop iterprets here that the lion knows he is the best, and doesn’t mind sharing it with the rest of the animal kingdom.   Ã‚  Ã‚  Ã‚  Ã‚  Aesop again illustrates the lion as being king in The Lion, The Wolf, , and The Fox. Aesop clearly writes â€Å"all the animals came to pay respect to their king,† (Aesop 607). Even in the title of the fable Aesop lists the lion first before the wolf and fox. This could just be by mishap, or as seen in other fables the animals could be listed in order of appearance in the text. Regardless of the title Aesop gives the lion dominating powers of the other animals. He writes â€Å"the lion demanded to know at once what cure he had found,†(Aesop 608).

The problem of anti Americanism

Terrorism has always been a major issue in the world. Every country is trying to put some measures to stop the act of terrorism. There are some remedies that have been put in place to stop terrorism. The problem of anti Americanism is believed to be the cause of terrorism attacks. Introduction The problem of anti-Americanism is a very serious matter and it occurs because people try to be resistant or try to blame America for all its actions. People world over believe that every action Americans take is for the purpose of taking control of other countries for selfish gain and interests.The resistance takes place when non-Americans want to conserve their beliefs and national interests, and do not want to be influenced by the Americans. People put their blame on the Americans because they are jealous and do not want Americans to continue being prosperous (Hoffman, 1998). People should be accountable for inciting violence when they glorify violent acts against America but themselves do n ot engage in it in order to put a stop to terrorism.Such people invest a lot of money to destroy other people’s lives and in fact they should be more punished than the people who physically carry out the acts of terrorism. They are the people who do not want to stop terrorism. (Hoffman, 1998) There are various remedies that are available to the government to deal with schools, mosques, and charities that indirectly support terrorism while not actually engaging in it. There are some laws that have been enacted to counteract terrorism.The laws are divided into several categories like financial act laws, terrorism act laws, airport and transport act laws and the USA patriot act laws. The remedies should be death for those found guilty of terrorism including increased budgetary allocation to the Security budget that will help not only counter any acts of terror but gather intelligence that will help forestall any threat way before it happens (Hoffman 1998). Reference: Hoffman, Br uce (1998)†Inside Terrorism† Columbia University Press

Indian Automobile Industry Analysis Essay

Today the automobile sector in India contributes 5% to the nation’s GDP, making it a prominent player in the economy. It will contribute around 19% of the Tax collection for financial year 2009-10. Following have been the features of Auto industry in the past financial year. The following tables and charts consist of the performance of Auto industry in past few years. Industry Aggregate (Rs in million)| | AMJ 10 (E)| Net Sales| 363904. 38| Change (%)| 39%| EBITDA| 64665. 22| Change (%)| 94%| Depreciation| 7303. 60| Interest| 3348. 58| Other Income| 7118. 93| PBT| 61131. 97|. Tax| 16645. 21| Effective tax rate| 27%| Reported PAT| 44486. 77| Change % (Reported PAT)| 92%| Market Cap (Rs in bn)| 1647. 17| Source: BSE India; Cygnus Research| Note: The aggregate consists of the following companies- Bajaj Auto, Ashok Leyland, Tata Motors, TVS Motors, Force Motors, Hero Honda, Escorts Ltd. , Eicher Motors, Maruti Udyog Limited, Punjab Tractors Limited, Mahindra & Mahindra, and Hindustan motors Source: QPAC Indian Automobile industry Apr-Jun 2010 INDIAN AUTOMOBILE INDUSTRY AND TRENDS Overview The auto industry in India is the ninth largest in the world. After Japan, South Korea and Thailand, in 2009, India emerged as the fourth largest exporter of automobiles. Several Indian automobile manufacturers have spread their operations globally. Indian auto industry, which is currently growing at the pace of around 18 % per annum, has become a hot destination for global auto players like Volvo, General Motors and Ford. The Indian automobile industry is going through a phase of rapid change and high growth. With new projects coming up on a regular basis, the industry is undergoing technological change. The major players are expanding their plants and focusing on mass customization, mass production. Yearly-Analysis Year on year as the Indian population grows the requirement for the transportation will also grow, so it is clear that the industry demand is directly proportional to the population. Presently in India there are 100 people per vehicle while the figure in china is 82. Indian automotive industry is strong and productive sector for the economy growth. It gives nearly 5% of the employment to the country’s population. Continue improving quality results in exports of automobile and ancillary industry is boosting out the demand in oversees business. The Indian auto-players are expanding their presence in oversees market. In the last 5 years the foreign investment in this sector nearly doubled. Production Trend: The Indian automotive industry face a tough time during FY08 and its production were almost stagnated. From the early FY09, the industry started showing marginal growth in terms of production and reached to 14. 04m units till FY10. Due to the huge insist in the domestic market company’s sale nearly 88% of their total production in the country and rest 12% vehicles they export. Domestic and Exports sales trend: In terms of domestic sales the industry is showing positive approach from the last 3-years. During FY10 the industry domestic sales reached to 12. 29m units. The Indian exports are increasing gradually form the past 5-years and reached to 1. 80m units in FY10. Earlier the industry depended on the foreign auto parts, but due to the increase of the global players in the country and establishing the plants ended painless move to the Indian auto-players. INDUSTRY PERFORMANCE (YEARLY) Indian Automobile Industry Performance (Apr-Mar)| | Production| Domestic Sales| Exports| | 2009| 2010| %| 2009| 2010| %| 2009| 2010| %| Passenger vehicles (PVs)|. Passenger Cars| 1516967| 1926484| 27| 1220475| 1526787| 25| 331535| 441710| 33| UVs| 219498| 272848| 24| 225621| 272733| 21| 3034| 2823| -7| MPVs| 102128| 151908| 49| 106607| 150256| 41| 1160| 1613| 39| Total PV| 1838593| 2351240| 28| 1552703| 1949776| 26| 335729| 446146| 33| Commercial vehicles (CVs)| M&HCVs| | | | | | | Passenger Carriers| 40995| 46026| 12| 34892| 43081| 24| 7456| 6069| -19| Goods Carriers| 151288| 204145| 35| 148603| 201977| 36| 9363| 14354| 53| Total M&HCVs| 192283| 250171| 30| 183495| 245058| 34| 16819| 20423| 21| LCVs| | | | | | |. Passenger Carriers| 28635| 34751| 21| 26952| 34421| 28| 5426| 2708| -50| Goods Carriers| 195952| 281686| 44| 173747| 251916| 45| 20380| 21876| 7| Total LCVs| 224587| 316437| 41| 200699| 286337| 43| 25806| 24584| -5| Total CVs| 416870| 566608| 36| 384194| 531395| 38| 42625| 45007| 6| 3-wheelers| Goods Carriers| 417434| 530203| 27| 268463| 349662| 30| 146914| 172505| 17| Total 3-Wheelers| 79586| 88890| 12| 81264| 90706| 12| 1152| 777| -33| Grand total| 497020| 619093| 25| 349727| 440368| 26| 148066| 173282| 17| 2-Wheelers|. Scooter| 1161276| 1494409| 29| 1148007| 1462507| 27| 25816| 30125| 17| Motorcycles| 6798118| 8444852| 24| 5831953| 7341139| 26| 971018| 1103104| 14| Mopeds| 436219| 571070| 31| 431214| 564584| 31| 7300| 6905| -5| Electric Two Wheel| 24179| 2558| -89| 26445| 3001| -89| 40| 50| -| Total 2-Wheelers| 8419792| 10512889| 25| 7437619| 9371231| 26| 1004174| 1140184| 14| Grand Total| 11172275| 14049830| 26| 9724243| 12292770| 26| 1530594| 1804619| 18| source: SIAM; Cygnus Research| Demand-supply mismatch: The new capacity addition till 2012, may anticipate a demand and supply mismatch in the short term. Demand is only expected to grow by 10-12% every year. In 2009-10 the domestic auto industry was utilizing 80-85% of its capacity, but this may drop to 65% by 2012. India may be in a similar position in 2012 as the global auto industry is in right now. The global capacity utilization in 2009-10 was around 65%, down from 80% in 2008-09. In the near future it is expected that the mismatch is going to see between Demand and Supply. Capacity addition: Accoding to Fitch Ratings, by 2012, the existing players in the market are expected to add 0. 9m units to the 2. 6m units’ capacity of the passenger vehicle segment and 0.6m units to the 0. 75m units’ capacity of the commercial vehicle segment. Meanwhile, global automakers who currently only assemble in India, are expected to set up production units, in order to be more competitive with local players. Quarterly-Analysis Production Trend During AMJ10, the segmental market size of 2-wheeler stood at 77%, followed by Passenger vehicles at 16% and then followed by 3-wheelers at 4%. In this quarter the total industry production increased by 33. 27 to 4. 09m units from 3. 06m units in the previous year same period. The commercial vehicle segment production has increased by 57. 11% to 0.16m units and recorded top among the segments. Sales and Exports Trend From the past two years the sale of the vehicles are increasing during this quarter due to the domestic demand made by the festive season and the exports are declining. In terms of sales commercial vehicles sales had increased by 55% during AMJ10 and stood in top against AMJ09. Passenger vehicle sales increased by 33% next to Commercial Vehicles and stood at 0. 55m units followed by 2 and 3-wheelers. The total Indian automobile exports during AMJ10 increased by 59. 30% to 0. 58m units against 0. 36m units. The 3-wheeler segment stood in top in- terms of exports by 150. 33% increase followed by C. V and P. V. SEGMENTAL ANALYSIS OF THE INDUSTRY (QUARTERLY) Automobile Sales Performance in AMJ (in terms of Volume)| I PASSENGER VEHICLES| | AMJ’09| AMJ’10| % change| A. Passenger Cars| 324,985| 433,641| 33%| B. UVs| 60,969| 76,432| 25%| C. MPVs| 31,965| 44,493| 39%| TOTAL (A+B+C)| 417,919| 554,566| 33%| II. COMMERCIAL VEHICLES (CVs)| M&HCVs| | | | A. Passenger Carriers| 7,482| 11,574| 55%| B. Goods Carriers| 31,408| 59,642| 90%| TOTAL (A+B)| 38,890| 71,216| 83%| LCVs| | | | A. Passenger Carriers| 9,601| 11,566| 20%| B. Goods Carriers| 48,376| 67,095| 39%| TOTAL (A+B)| 57,977| 78,661| 36%|. TOTAL COMMERCIAL VEHICLES (CVs)| 96,867| 149,877| 55%| III. THREE WHEELERS| A. passenger carrier| 72,339| 84,298| 17%| B. goods carrier| 18,963| 20,855| 10%| TOTAL (A+B)| 91,302| 105,153| 15%| IV TWO WHEELERS| A. scooters| 317,400| 470,323| 48%| B. motor cycles| 1,689,716| 2,097,415| 24%| C. mopeds| 128,738| 157,588| 22%| TOTAL (A+B+C+D)| 2,135,854| 2,725,326| 28%| Total volume (units)| 2,741,942| 3,534,922| 29%| Source: SIAM; Cygnus Research| SEGMENTAL PERFORMANCE Two-wheelers Note: Demand is expected on the base of country population bases and the base year is taken as 2000 for projections. The Indian 2-wheeler industry has reported a 26% (Y-o-Y) growth in FY10 with sales at 9. 37m units as against 7. 43m units sold in FY09. On the exports front, the 2-wheeler industry with 1. 14m shipments in FY10 posted a growth of 14% (Y-o-Y). Hero Honda Motors Ltd. (HHML), the world’s largest two wheeler manufacturer continued to dominate the total 2-wheeler industry with a market share of 48. 10%. In the motorcycle segment, the domestic sales grew 26% (Y-o-Y) to 7. 34m units while the exports grew 14% (Y-o-Y) to 1. 10m shipments in FY10. Hero Honda dominated the motorcycle space with a market share of 44% followed by Bajaj Auto (21%) and TVS Motors (15%). Market Penetration The two-wheeler industry is growing at a good phase in the country and expected a presence of 92 per every 1000 people at the end of 2010. The segment expects huge demand in the next 5 years. The industry is expected to sell nearly 26. 56m units till 2015. The segment is expected to face a tough time in 2011, due to the heavy compilation by the low cast cars and the alternative electronic vehicles. From 2012 the segment is expected to grow at the CAGR of 19% till 2015. Segment Boosters. New launches, coupled with low base and festive (marriage) season, helped the 2- wheeler industry post an impressive volumes growth for the month of May 2010. While the low base helped Bajaj Auto Ltd. (BAL) posts a growth of 62% (Y-o-Y) in total sales over the same month of the last fiscal. Three Wheelers The 3-wheeler industry posted an impressive growth of 26% (Y-o-Y) to 0. 44m units in FY10 as against 0. 34m units sold in the last fiscal. On the exports front, the 3-wheeler industry reported 17% (Y-o-Y) growth with 0. 17m units shipments in FY10. The passenger carrier segment reported higher growth in the domestic market at 0. 34m units 30% (Y-o-Y), while the goods carrier segment posted a 12% (Y-o-Y) growth for FY10. On the exports front, the passenger carrier segment posted a 17% (Y-o-Y) growth with 0. 17m unit shipments, while the goods segment posted a 33% (Y-o-Y) decline with exports of 777 units in FY10. Market share and players performance: Piaggio Vehicles continued to dominate the 3-wheeler industry with a market share of 41% followed by Bajaj Auto (35%) and Mahindra & Mahindra (11%). In this 3-wheeler segment 81% sub-segment is captured by Passenger carriers, which is primarily for the rural people moving long distances. The remaining 19% is covered by cargo or goods carriers; there are the versatile vehicles suitable for both intra and inter-city transport. Segment Boosters In suburban and rural areas 3-wheelers are primarily used as substitutes for buses. They thrive because of very poor public transport and on shorter trip distances. Some of the opportunities of this segment are; the inability of state government to provide the required number of buses, lack of political will to privatize public transport and free up fares. Increasing number of 3-wheelers on these routeswill bring download availability form 10-12% to 6-8%, people for 80% of the trips. PRINCIPLE APPLICATION OF 3-WHEELERS| Segments| Primary uses| Fuel used| Forecasted 3-yearsCAGR| In-city| Home-Office,Home-shopping,Schoolchildren, Home-Railways or Air port. | Petrol/LPG/CNG| 10%| Rural| Stage coach| Diesel| 11%| Cargo| Wholesaler to retailerRetailer to end user distribution| Diesel/CNG| -6%| Growth drivers and Indian in the world automobile industry (2010) Growth Drivers of Indian Auto Market| India in world production| ? Rising industrial and agricultural output? Rising per capita income? Favourable demographic distribution with rising working population and middle class? Urbanisation? Increasing disposable incomes in rural agri-sector? Availability of a variety of vehicle models meeting diverse needs and preferences? Greater affordability of vehicles? Easy finance schemes? Favourable government policies? Robust production| ? Well-developed, globally competitive auto ancillaryindustry? Established automobile testing and R&D centers? Among one of the lowest cost producers of steel in the world? World’ssecondlargestmanufactureroftwo wheeler? Fifthlargestmanufacturerofcommercial vehicles? Largest manufacturers of tractors in the world? Fourth largest passenger car market in Asia? India is the second largest two-wheeler market in the world.? 11th largest passenger car market in the world? Expectedtobetheseventhlargestauto industry by 2016| Inter- firm Comparison: Two – Wheelers Operational Performance The sales figure of Hero Honda is estimated to increase by 33. 73% in revenue terms from Rs3824. 40m in AMJ09 to Rs51116. 77m in AMJ10. Hero Honda scooter segment, pleasure sales have been growing at an average of 16000 units per month, it also crossed its land mark of 4. 5m unit sales for FY10. Bajaj Auto is estimated to show a sharp increase in sales figure by 33% from Rs 233384. 70m in AMJ09 to Rs31230. 88m in AMJ10, this has been led by its two game changing brands, Pulsar and Discover, with clocked robust volumes. TVS Motors is estimated to show an increase of 34% in sales from Rs9886. 97m in AMJ09 to Rs13254. 32m in AMJ10. Its scooter and motorcycle segment sales grew by 24% and 15% respectively; exports were increased by 22% to 20067 units during May. The newly launched TVS Jive and the TVS Wego have supported better volume growth for the month of March. Two-Wheeler Rs (m)| | AMJ 09 (A)| AMJ 10 (E)| Growth| Bajaj Auto| 23384. 70| 31230. 88| 33. 55| Hero Honda| 38224. 40| 51116. 77| 33. 73| TVS| 9886. 97| 13254. 32| 34. 06| Source: BSE India; Cygnus Research| Financial Performance The overall sale of all the companies is expected to rise. In case of TVS Motors OPM will improve mainly due to reduction in other expenses and raw material cost. The operational performance of Hero Honda has also improved and is directly reflected in its OPM and NPM growth which has increased by 837bps and 486bps respectively. Bajaj Autos OPM and NPM have been increased by 94bps and 170 bps points respectively. Overall in terms Hero Honda stood in top position in terms of operational and financial performance. | Bajaj Auto| Hero Honda| TVS| | AMJ 09 (A)| AMJ 10 (E)| AMJ 09 (A)| AMJ 10 (E)| AMJ 09 (A)| AMJ 10 (E)| Net sales| 23384. 70| 31230. 88| 38224. 40| 51116. 77| 9886. 97| 13254. 32| NPM (%)| 12. 55| 14. 25| 13. 08| 17. 95| 1. 84| 2. 85| OPM (%)| 18. 45| 19. 38| 17. 01| 25. 38| 6. 33| 6. 01| Source: BSE India; Cygnus Research| Cost Structure Analysis Cost Structure (as % of Net sales) AMJ09 Vs AMJ10| Company| Hero Honda| Bajaj Auto| TVS Motors| Industry| Year| 09| 10| 09| 10| 09| 10| 09| 10| (Increase)/Decrease in Stock| 0. 33| -2. 33| 2. 04| 1. 34| 3. 15| 4. 49| -0. 74| 0. 68| Consumption of raw materials| 67. 42| 62. 86| 60. 60| 64. 04| 67. 61| 60. 50| 65. 91| 62. 41| Purchase in stock in trade| 0. 00| 0. 00| 3. 51| 3. 67| 1. 62| 1. 88| 4. 44| 5. 55| Staff cost| 3. 62| 2. 76| 4. 83| 2. 98| 5. 29| 4. 87| 5. 34| 3. 86| Other expenditure| 11. 62| 11. 32| 10. 57| 8. 59| 15. 99| 22. 26| 12. 33| 9. 73| Depreciation| 1. 19| 0. 86| 1. 41| 0. 12| 2. 57| 1. 89| 2. 63| 2. 01| Interest & Financial Charges| -0. 14| -0. 10| 0. 26| 0. 00| 1. 73| 0. 91| 1. 25| 0. 92| Tax| 3. 99| 7. 69| 5. 22| 6. 11| 0. 19| 0. 76| 2. 62| 4. 57| Source: BSE India; Cygnus Research|. Raw material cost forms the major chunk of cost for two-wheeler companies followed by other expenditure, staff cost. In terms of raw material, staff cost and other expenses the performance of Bajaj is better compared to its peers. Overall, Bajaj auto is efficient from operational point of view. It has declined its overall cost structure by 159 bps to 86. 84% from 88. 44% as the percentage of sales during AMJ09. Porter Five Forces model Here is the analysis of Auto Industry with help of the porter’s five forced model. This is common for auto industry in India. Supply | Some amount of excess capacity.while India would be capable of producing 5. 4 m cars a year by 2014, domestic demand is likely to edge up to between 3. 5 and 4. 8 m units. | Demand | Largely cyclical in nature and dependent upon economic growth and per capita income. Seasonality is also a vital factor. | Barriers to entry | High capital costs, technology, distribution network, and availability of auto components. | Bargaining power of suppliers | Low, due to stiff competition. | Bargaining power of customers | Very high, due to availability of options. | Competition | High. Expected to increase even further. | Now if we make the five-force model for two wheelers: