The Murder of Taylor Behl

The Murder of Taylor Behl What Befell Taylor Behl? Taylor Behl, a 17-year-old green bean at Virginia Commonwealth University in Richmond, left her residence room Sept. 5, 2005 to give her flat mate some security with her sweetheart. She took with her a mobile phone, some money, an understudy ID and her vehicle keys. She was never observed alive again. After fourteen days, her 1997 Ford Escort was discovered a mile and a half from the VCU grounds with taken Ohio tags. Her body was found in a space in the ground 75 miles east of Richmond on Oct. 7. Taylor Marie Behls Childhood Years Taylor Behl was conceived on October 13, 1987 to Matt and Janet Behl (presently Janet Pelasara). By age five, Taylors guardians were separated, and Janet was remarried to a Royal Air Force official. She and her new spouse and Taylor lived in England and Belgium. Taylor turned into a prepared carrier traveler before the age of six, making unescorted global excursions among Europe and the U.S. By the age of 11, Taylors mother was separated again and the two came back to northern Virginia. Really, Popular and Savvy Taylor Behl was really, mainstream and had a demeanor of all around voyaged complexity. She had gone to 15 unique schools abroad by the age of 17 when she moved on from Madison High School in the wealthy Washington, D.C., room network of Vienna, Virginia. She conveyed the outward appearance of having built up an adroit autonomy that would set up her for her next life experience of going to her first year of school at the Richmond, Virginia based Virginia Commonwealth University (VCU). Janet Pelasara said Taylor chose VCU due to the decent variety she would discover at the school with its 30,000 understudies. It appeared to be a sheltered decision, found just one and a half hours from both her mom and father. In August 2005, at age 17, Taylor Behl got together her things, as did a great many other school destined understudies, and went to her new home at Gladdings Residence quarters on West Main St. in Richmond, Virginia. Taylors Internet Personality - Bitter One significant part of Taylor Behls life was her cooperation on Myspace.com. The site is planned so people can make profiles for themselves and cooperate with others in a social-type condition. On Taylor Behls profile she made throughout the late spring of 2005, she utilized the name Bitter and posted: I simply moved on from secondary school and now Im off to Richmond for school. Im anticipating meeting individuals that are in Richmond since I just realize a couple of individuals down there. Later in her profile she included, Who might I want to meet? Somebody who is benevolent. Taylor posted consistently on the site and kept on doing as such while at VCU. Taylor Meets Ben Fawley Obscure to Taylors guardians, Taylor met a man in Feb. 2005, while visiting VCU as an imminent understudy. He was Ben Fawley, a 38-year-old beginner picture taker who had a past filled with dating youthful school young ladies. It is accepted that Taylor and Fawley built up an online kinship in the wake of meeting and the relationship got sexual eventually. There are clashing reports concerning when or if Taylor cut off the physical association, however when she showed up at VCU, their companionship proceeded. Taylor Vanishes On Sept. 5, Taylor came back to Richmond in the wake of visiting her family in Vienna over the occasion end of the week. She called her folks to tell them she made it back to VCU securely. She at that point ate at The Village Cafe with a former beau. A short time later, Taylor came back to her apartment, yet left to give her flat mate and her sweetheart security. With her vehicle keys, wireless, understudy ID and a little money, she revealed to her flat mate she was going skateboarding and would return in three hours. Course of events: Taylor Behl was never observed alive again. It was not until Sept. 7, that Taylors flat mate made a missing people report to the VCU grounds police. On Sept. 15, the Richmond Police dominated and a 11-part team, including FBI operators, was framed to help locate the missing understudy. Sept. 17, 2005: Taylors vehicle, a 1997 white Ford Escort, was found bolted and left on a peaceful neighborhood road just about a mile and a half from grounds. The tags had been changed to Ohio plates that had been accounted for taken in Richmond two months sooner. Neighbors in the territory told police the vehicle had not been there the whole time Taylor was absent. A K-9 pooch found two particular trails in the vehicle. One had a place with Taylor and the other to 22-year-old Jesse Schultz. During police addressing, Schultz denied knowing Taylor and denied ever being in her vehicle. He was captured on medicate ownership after police found medications during a pursuit of his home. On Sept. 21, 2005: Police detailed that 38-year-old, Ben Fawley was one of the last realized individuals to see Taylor alive. Fawley told police that Taylor had approached acquire a skateboard and he strolled her back to her quarters around 9:30 p.m. During a police search of his home, police found youngster sex entertainment and he was captured on 16 kid sex entertainment charges. Fawley, a dad of two young ladies, was summoned and requested to stay in prison with no bond. On October 5, 2005: Fawleys ex drove police to a house in a photo showed on one of Fawleys Internet sites. The area was an old ranch situated on her folks property. The police looked through the remote Mathews County ranch and found the disintegrated assortment of Taylor Behl laying in a space in the ground. Taylor Behl was covered on October 14, a day after she would have turned 18. Ben Fawley Convicted of Second-Degree Murder In February, 2006 Ben Fawley was accused of second-degree murder of Taylor Behl. In August he was condemned to 30 years in jail subsequent to entering an Alford supplication for the situation, which implies he didn't concede blame, however acknowledged the way that investigators had enough proof to convict him of the wrongdoing.

Four Criteria for Identifying a Rock

Four Criteria for Identifying a Rock What is a stone, precisely? After some idea and conversation, the vast majority will concur that stones are pretty much hard solids, of characteristic starting point and made of minerals. Be that as it may, to geologists, those models have exemptions. Are All Rocks Hard? Not really. Some normal rocks can be scratched with your fingernails, for example, shale, soapstone, gypsum rock, and peat. Others might be delicate in the ground, yet they solidify once they invest energy noticeable all around (and the other way around). What's more, there is an intangible degree between combined rocks and unconsolidated silt. To be sure, geologists name and guide numerous arrangements that dont comprise of rock by any stretch of the imagination. This is the reason geologists allude to work with molten and transformative shakes as hard-rock geography, contradicted to sedimentary petrology. Are All Rocks Solid? A few rocks are a long way from totally strong. Numerous stones remember water for their pore spaces. Numerous geodesâ empty items found in limestone nation hold water inside them like coconuts. Two shakes that are scarcely solids incorporate fine magma strings known as Peles hairâ and the fine open meshwork of detonated magma reticulite. At that point theres the matter of temperature. Mercury is a fluid metal at room temperature (and down to - 40 F), and oil is a liquid except if its black-top ejected into cold sea water. Also, old fashioned ice meets all the measures of rock-hood too...in permafrost and in ice sheets. Are All Rocks Natural? Not so much. The more drawn out people remain on this planet, the more that solid gathers. Concrete is a blend of sand and stones (total) and a mineral paste (concrete) of calcium silicate mixes. It is an engineered aggregate, and it acts simply like the characteristic stone, turning up in riverbeds and on sea shores. Some of it has entered the stone cycle to be found by future geologists. Block, as well, is a counterfeit stone for this situation, a fake type of monstrous record. Another human item that intently takes after stone is slag, the result of metal refining. Slag is a perplexing blend of oxides that has numerous utilizations including street building and solid total. It has discovered its way into sedimentary shakes as of now. Are All Rocks Made of Minerals? Many are most certainly not. Minerals are inorganic mixes with compound recipes and mineral names, for example, quartz or pyrite. Coal is made of natural material, not minerals. The different kinds of stuff in coal are rather called macerals. Additionally, shouldn't something be said about coquina...a rock made completely of shells? Shells are made of mineral issue, yet they arent minerals anything else than teeth are. At long last, we have the special case of obsidian. Obsidian is a stone glass, wherein little or none of its material has accumulated into precious stones. It is an undifferentiated mass of topographical material, rather like slag yet not as vivid. While obsidian has no minerals in it in essence, it is undeniably a stone.

Guest Entry Stephanie Lin

Guest Entry Stephanie Lin As promised, an awesome guest entry written by the wonderful Stephanie Lin. Read on! 3, Hamsika My name is Stephanie, but mostly I go by stephlin, steph or “yoooo.” I’m currently finishing up my senior year in Course 7 (which is awesome! Everyone should study biology!!) with a minor in Applied International Studies and concentration in Spanish. I was a beekeeper/researcher for a summer in high school (obligatory fun fact), really love parentheses and tend to write/talk too much (as you will soon see…). I’m incredibly excited to be going to Oxford next year via the Rhodes Scholarship, and Hamsika asked me to write some juicy new details about the application experience. Here goes: Prologue (sounds so official, right?). I made the decision to apply for the Rhodes last year (junior spring). Long story short[er], I wanted to be a physician but also wanted to study the humanities side of medicine before jumping from Biology at MIT to Physiology in medical school (I eventually want to work in public health and infectious disease. See, I told you â€" long story). Oxford has some really interesting programs and a very different style of learning from the US, so I thought this would be a great opportunity to gain a different perspective and meet awesome people. So over the summer as I was filling out medical school applications, I was also working on: The Rhodes Application â€" you know the drill. A 1,000 word personal statement, transcript, 2-page resume and between 6-8 letters of recommendation. What a monster, right? I submitted everything in early September to the MIT Distinguished Fellowships Office, which had interviews and chose a group of students to give Institutional Endorsements to. Everything, including the endorsement, was shipped off to one of 16 Districts in early October. And then I waited. The Interview â€" Whoa there. Whoa. In late-ish October, each District emails or calls its Finalists to let us know that we’ve received invitations to interview in mid-November. I was sitting in 7.20 (Human Physiology) when my email came, so I had to refrain from making a ruckus. But I was ridiculously excited…and about 30 seconds later, very nervous. The Rhodes Interviews are notoriously difficult; questions can range from challenges to weaknesses to baseball, poets from your ethnicity, politics, ethics, class from freshman year, classes from sophomore year and yes, even that one class you always slept through senior year. I spent weeks working with the Fellowships office, faculty and friends to talk through questions. I think this preparation was one of the most valuable parts of the process because it forced me to think critically about my aspirations and values, and learn to articulate them properly but also the most grueling. The Interview â€" Fish and cocktail parties. And then I flew to California. The actual interviews take place on Saturday, but all Finalists attend the cocktail party on Friday night in order to meet each other and the interviewers. I thought it would be terrifying; the bios of the previous Scholars online are absolutely amazing and intimidating. But this is what happened: Fun, right? The other applicants and interviewers were all super-accomplished people, but they were also very warm and friendly, and genuinely interested in learning more about me. The cocktail party made the interview process less nerve-wracking and much, much more fun (also, they fed us tacos with really good guacamole. that makes everything better). The Interview â€" The Interview. On Saturday morning all 10 Finalists from the LA region were interviewed in half-hour slots that we’d drawn the night before. After chatting with the receptionist and another applicant for a while, I was called into the room and led to the head of a very long and intimidating table: But the interview also ended up being more fun than expected (haha this is a trend), though the questions were still challenging. I was asked about my favorite class from freshman year, an awesome class from sophomore year, lots about medicine and medical ethics (which made for very interesting conversation), art in Boston and Barcelona (where I’d worked on an internship), biology and a host of other topics. No questions on baseball, thank goodness. I walked out smiling then, nanoseconds after the door closed, began psychoanalyzing every statement I’d made. Which leads us to… The Longest 4 hours of my life. The last fun thing about the Rhodes interviews is that they tell you the same day whether you got the scholarship or not. After my interview I wandered around downtown LA for a while looking for food (a very common theme in my life. the food, not the LA) and then went back to the hotel lobby to chill for a few hours until the call-backs. To distract myself, I went to the nearby CVS and bought one of the DVD’s that was on sale. The choice was a hard one â€" the entire time I was thinking, “what if they call me back for a second interview and ask me what I did all afternoon? Maybe I should watch an inspirational movie. A documentary. Something in Spanish. Something deep.” I eventually picked up “Happy Feet.” Penguins are good for the soul! Ta-dah! Finally, I joined all the other interviewees back at the site to wait. This was actually really cool because we got to chat with one another and play a mean game of “Go Fish” while the judges sat in the room next door talking about us. Twice, the chair of the committee came in to call someone back out to re-interview, and my heart would stop (along with everyone else’s, I’m sure) for just a second. After 2.5 hours they came back to make the announcement, lining up in a very intimidating row. As they called the first name my heart was pounding in my ears. “Stephanie…” [mini-heart-attack] “Bryson.” [*facedesk. Yes, the other Rhodes Scholar-elect from Southern California is also named Stephanie. Fun story.] And then they called my name and I sat there with a really silly look on my face. I don’t remember much of the next few hours; I’m pretty sure my vocabulary was limited to “Thank you,” “wow” and “[silly grin].” Not the most eloquent moment of my life, but I think that’s okay. The end. Plus the stuff that’s missing. And there you have it. But I’m missing a huge chunk â€" you see, this has been MY snapshot of the last few months, but there are so many other people who have helped build the story. I’ve gotten mountains of support from the Fellowships Office (hi Kim, Sarra and Scott! Look, I wrote another essay!), Scholarship alums (including alum blogger Melis ’08), MIT faculty and friends. They’ve spent hours upon hours helping me to revise essays, prep for interviews and stay sane. And then there are the people who’ve written recommendation letters and worked with me on projects and let me potter around in their labs and etcetcetc. Nothing I’ve done at MIT has been done alone, and I’m unbelievably grateful to all the people I’ve met along the way. This place has so much excitement in it. It’s beautiful. Basically: I LOVE MIT!! Thanks for reading, guys. If you have any questions I’d be happy to answer them, and I hope to see you all at CPW!

Hotel Workers Industry - Free Essay Example

Sample details Pages: 13 Words: 4040 Downloads: 1 Date added: 2017/06/26 Category Management Essay Type Essay any type Did you like this example? The hotel industry has long struggled to establish what truly makes hotel employees motivated and satisfied with their jobs. High employee turnover in the hotel industry is believed to be due to the nature of the work, its low pay, and its long working hours. Thus, to effectively address this turnover problem, employee motivation could be an on-going and critical issue for managers in hotel operations. Don’t waste time! Our writers will create an original "Hotel Workers Industry" essay for you Create order (Chiang and Jang 2008) Chitiris (1990, 293) strongly emphasized the importance of motivation by stating that â€Å"Motivation is the prime determinant of behaviour at work and that high ability and high levels of job training will not result in high performance if the individual is completely de-motivated or under-motivated at work.† A review of the literature indicates that there are problems in the hotel industry such as inadequate pay, low job security, limited training and development opportunities, and excessive turnover. (Cheng and Brown 1998; Deery and Shaw 1999; Pizam and Thornburg 2000; Karatepe and Uludag 2007). There are also problems pertaining to unsocial work hours and workloads in the hotel industry. (Karatepe and Sokmen 2006; Rowley and Purcell 2001; Karatepe and Uludag 2007) The biggest challenge of employee motivation is that employees often motivate themselves, based on their perception of what they want to achieve and how they can achieve it. Howev er, managers who are aware of what their employees want from work can design a work environment that is able to accommodate employees needs and desires. At the same time, well-informed managers may be able to avoid common pitfalls that tend to reduce employee motivation. (Simons and Enz 1995) Riley, Ladkin, and Szivas (2002) cited in Taylor and Davies (2004) that according to the World Tourism Organisation, the worlds largest industry sector is the tourism and hospitality industry. Despite the concern about quantifying the definition of tourism as an industry, for the purpose of estimating employment it is considered to be one and a half times larger than the next industry. The accommodation sector has continued to exhibit growth over the last few decades, although at various rates, and is forecasted to continue this growth both in development and employment numbers. Weaver (1988) argued that hotel managers have experimented with various motivational theories and methods to ad dress the problem of declining productivity among their hourly workers. Most of these experiments have had minimal success, because they are based on reward systems that have little meaning for hourly workers. â€Å"If a company knows why its employees come to work on time, stay with the company for their full working lives, and are productive, then it might be able to ensure that all of its employees behave in that way† (Kovach 1987, 58). Such a company would have a competitive advantage over competitors that may be suffering from high absenteeism and turnover, costly re-training programs, and production slowdowns. Wiley (1997) emphasized that in the case of a lack of ability, appropriate training can be employed. Altering the environment to promote higher performance is the key in the event of environmental problems. However, if motivation is the problem, the solution is more complicated and testing. For motivational problems, the best source of information would b e the employee. Responses by employees regarding what ignites and sustains their desire to work may lead the employer to redesign jobs, increase pay, change the working environment, or give more credit for work done. The key is that managers avoid the assumption that what motivates them, motivates their employees as well. If hotel managers are able to satisfy their employees by understanding their underlying motivations better, it will play a part in retaining and motivating hotel employees and thus improve customer satisfaction in the long run. (Wong, Siu, and Tsang 1999) According to Robbins et al. (2008, 180), motivation can be defined as â€Å"The processes that account for an individuals intensity, direction and persistence of effort towards attaining a goal.† Intensity is concerned with how hard a person tries, and is generally the focus of motivation. However, high intensity is unlikely to lead to favourable job-performance outcomes unless the effort is channe lled in a direction that benefits the organization. Effort should directed towards, and is consistent with, the organizations goals. Finally, the persistence dimension of motivation is a measure of how long a person can maintain effort. Motivated individuals stay with a task long enough to achieve their goal. Lee-Ross (2005, 255) elaborates on the significant link between motivation in the workplace and practical organizational-based outcomes such as productivity, commitment, job satisfaction, intent to stay and burnout. Fundamentally, Hackman and Oldhams (1976) theory of motivation is concerned with â€Å"internal work motivation† whereby a continuous cycle of motivation happens within the employee. In other words, the more effort expended on a job, the more motivated they would become.(Chiang and Jang 2008; Lee-Ross 2005) While on the job, motivation is important for individuals, and in some theories (e.g. expectancy or equity), researchers predict variations in th e evaluations of such outcomes as pay. But the evaluation of pay usually is just one of many outcomes and is frequently measured with little accuracy. (Mitchell and Mickel 1999) Besides its high labour turnover and labour-intensive nature, the hotel industry is often characterised by low job security, low pay, shift duties and limited opportunities for promotion. The studies of Lee-Ross (1993) added that these characteristics seemed to be more extreme in the seasonal sector. Understanding hotel employees attitudes and motivations has therefore become a useful area of research in the industry. (Wong, Siu, and Tsang 1999) Iverson and Deery (1997, 71) noted that â€Å"Turnover culture is best characterised as the acceptance of turnover as part of the workgroup norm.† Alternatively, it is a belief held by employees that turnover behaviour is quite appropriate especially in the hotel industry. In the hotel industry, employees strongly require intelligence, job knowledge a nd skills, and time management ability. However, without motivation, an employee will not advance in his or her career. (Wong, Siu, and Tsang 1999) The amount of effort an employee spends toward accomplishing the hotels goals depends on whether the employee believes that this effort will lead to the satisfaction of his or her own needs and desires. When a need or desire is unsatisfied, a person experiences tension that drives him or her to satisfy the need. People work hard to satisfy their needs and desires, and in this way they reduce their tension. From this straightforward approach to motivating employees, the key to facilitating motivation lies with managers accurately understanding what their employees want from their work. Using that knowledge, managers can more effectively channel employee effort toward organizational goals.† (Simons and Enz 1995) A category of motivational models is based on the assumption that personal growth and achievement is a primary mot ivating force among employees. These models emphasize on giving ones best efforts to grow and develop as an individual or to advance within the organization. (Weaver 1988) This category of motivational theories includes Maslows theory of self-actualization and Herzbergs theory of maintenance factors and motivational factors. Maslows theory of self-actualisation has no relevance in the work environment of hourly employees. On the other hand, career-oriented and salaried employees are more likely to be motivated by assurances that the organization will provide opportunities to actualize their full potential. (Weaver 1988) Herzberg divided working conditions into two sets of factors: maintenance factors and motivational factors. According to Herzberg, company policies, technical supervision, interpersonal relationships, salary and status, job security, working conditions, and personal life are maintenance factors; while advancement, recognition, achievement, possibility for perso nal growth, responsibility, and the work itself are motivational factors. Herzberg believes that maintenance factors have no power to motivate workers. Many hotel managers might agree with this argument, since their early years in the industry were probably characterised by unfavourable maintenance factors, yet they continued their career due to the presence of Herzbergs motivational factors. (Weaver 1988) Another argument of Herzbergs two-factor theory, also known as the motivation-hygiene theory, divides need satisfactions into extrinsic and intrinsic factors. The extrinsic factors (e.g. salary, working conditions, and job security) lead to job dissatisfaction if not met, but will not necessarily contribute to job satisfaction when they are met. The intrinsic factors (e.g. work itself, achievement, and recognition) are the actual motivators; they fulfil an individuals need for psychological growth. The extrinsic factors, on the other hand, merely prevent dissatisfaction. (Ko vach 1987) However, the conditions of employment Herzberg views as motivational factors do not apply to the work of hourly employees. (Weaver 1988) Weaver (1988, 41) stated that â€Å"Other models attempt to motivate employees by using psychological rewards or punishment or try to increase employees commitment and productivity by generating a sense of team or family spirit within the organization.† These models may backfire instead since the overuse of threats or reprimands may serve as a strong force against motivation. â€Å"Hostile and distrusting supervisors can dramatically shape employees working conditions, and, for many employees, can diminish motivation levels,† argued Simons and Enz (1995, 23). McGregors Theory X and Theory Y and Ouchis Theory Z describe motivational approaches managers have employed specifically to motivate hourly employees. (Weaver 1988) Theory X operates in the assumption that employees are lazy and have a strong dislike for work. Managers who subscribe to this view believe that employees will not be productive unless they are continually prodded and are punished by disciplinary action or the threat of dismissal for low productivity. Theory Y is based on the assumption that an employees presence at the workplace indicates that he or she is willing to work. Proponents of Theory Y believe that guidance and positive feedback are sufficient to motivate hourly workers to work well. In recent years, many hotel chains have made a conscious change from Theory X to Theory Y management. A change from Theory X management to Theory Y management will generally show positive results, since people respond better to encouragement and compliments than to prodding and punishment. However, workers will not always be willing to put out 100 percent effort just because their supervisor is nice to them. In addition to that, Theory Z is based on the Japanese management model, which focuses on a strong company philosophy and a distinct corporate culture. Companies that develop a motivational model based on Theory Z try to convince employees that they are part of a team or family. Some hotels are instituting such motivational programs. Interestingly, Weaver (1988) found that hotel employees are often more cynical than employees in most other industries, perhaps because they work in an environment where they see how people really behave when they are away from home. Hourly employees in the hotel industry are fully aware of what their interest are and are not easily motivated by programs that they perceive as being nothing but hot air. Lee-Ross (2005, 256-7) stated that â€Å"As long as an individuals job contains sufficient â€Å"content† variables such as skill variety and challenge, an outcome of high motivation and subsequent job satisfaction will result. He also argued that â€Å"the other â€Å"process† school contends that these outcomes depend not only on content variable s, but also on how workers evaluate the pros and cons of undertaking a job.† Motivation factors including pay, monetary rewards, opportunity for advancement and promotion have been examined in the hotel industry. Also, other motivation factors such as job responsibility, recognition from people, job challenge, feelings of accomplishment, and development of self-esteem have been identified important for hotel employees.(Chiang and Jang 2008; Wong, Siu, and Tsang 1999) The importance of intrinsic and extrinsic work motivation for hotel employees also varies due to their intensive labour work, low pay, image of low status and few opportunities for advancement (Chiang and Jang 2008). In moving across cultures, motivational preferences become even more interesting. The preferences of employees are expected to differ across nations and cultures. (Fisher and Yuan 1998) It is valuable to know exactly what employees value, and whether subgroups of employees have differing pref erences, so that reward systems can be appropriately targeted. Often, superiors misperceive the relative importance of various job characteristics for their employees. â€Å"To the extent that they do (misperceive), they may adopt less than optimal motivation strategies because they misunderstand employees needs and wants.† (Fisher and Yuan 1998, 517) The lack of attachment or loyalty plays a large part in the high rate of turnover among hourly employees. It also accounts for the lack of success of motivational efforts based on company loyalty or the promise of career advancement and personal growth within a company. (Weaver 1988) In 1946, industrial employees were asked to rank ten â€Å"job reward† factors in terms of personal preference. The results were as follows: (Kovach 1987, 59) Full appreciation of work done; Feelings of being in on things; Sympathetic help with personal problems; Job security; Good wages; Interesting work; Promotion and growth in the organization; Personal loyalty to employees; Good working conditions; and Tactful discipline. By 1986, the list looked like this: Interesting work; Full appreciation of work done; Feeling of being in on things; Job security; Good wages; Promotion and growth in the organization; Good working conditions; Personal loyalty to employees; Tactful discipline; and Sympathetic help with personal problems. In addition to comparing the employees factor rankings, the survey done in 1986 analysed the employees responses by subgroups (e.g. age and income). The underlying assumption was that the motivational effectiveness of the factors might vary according to gender, age, income level, job type and/or organizational level. (Kovach 1987) The 40 years of studies done by Kovach shaped the belief held by many motivational programs that money does not matter. (Simons and Enz 1995) In addition to that, in 1946 and 1986, supervisors were asked to rank job rewards as they believed employees would rank them. Their rankings remained almost the same for each year: (Kovach 1987, 59) Good wages; Job security; Promotion and growth in the organization; Good working conditions; Interesting work; Personal loyalty to employees; Tactful discipline; Full appreciation of work done; Sympathetic help with personal problems; and Feeling of being in on things. The rankings show that supervisors have a very inaccurate perception of what motivates employees. However, in 1992, the replication done by Wiley (1997, 268) in hotel employees showed a completely different set of rankings: Good wages; Full appreciation of work done; Job security; Promotion and growth in the organization; Interesting work; Personal loyalty to employees; Good working conditions; Tactful discipline; Feeling of being in on things; and Sympathetic help with personal problems. This could be due to the fact that hotel workers differed substantially from industrial workers. This difference in rankings indicates the need for different managerial strategies for motivating hotel workers, relative to those used for industrial workers. Hotel employees ranked good wages first, which may be a result of the relatively low wages of service-sector jobs. (Simons and Enz 1995) A research done by Charles and Marshall (1992) showed that Caribbean hotel workers may not have the same motivational preferences as workers in developed countries. Whereas wages have not been found to be an important motivator in similar research conducted in developed countries, they were ranked highest among this group of Caribbean workers. Proper motivation of employees is vital as it is directly related with productivity and retention. Employees who are content with their jobs, who feel challenged, and who have the opportunity to fulfil their goals will exhibit less destructive behavi our on the job. They will be absent less frequently, they will be less inclined to change jobs, and, most importantly, they will produce at a higher level. (Kovach 1987) Considering the evident relationship between employee and customer satisfaction, different approaches were experimented in the attempt to improve employee satisfaction. â€Å"Predictably, the list was led by compensation, although most anticipate this will become less important in the future. Employee recognition programs, the opportunity for career advancement and exposure to training followed in order of impact.† (Cline 1997, 24) The concept that employees may prefer interesting work over good wages is interesting, but the early studies were based on workers in manufacturing industries. It seems very likely that hospitality workers preferences would differ from those of manufacturing workers in important ways (Simons and Enz 1995) as it has been shown in the research done by Wiley in 1997. When try ing to motivate workers, managers often forget that the desire to do the job must come from within the employee and not from the supervisor. The manager can set the stage for motivation to happen, but cannot force motivation to occur. The level of effort and the direction of that effort are set by workers, based on their perceptions of the most rational way to satisfy their personal desires. What managers can do is to take employee desires into account to create an environment where high effort, properly channelled, will give employees some measure of satisfaction. For many hospitality employees, this optimum motivational environment may involve some form of cash incentive and potential for advancement. For others, it will focus on security and good working conditions. In most cases, a positive, respectful work environment has the potential to facilitate employee retention and generally also to set the stage for excellent performance. (Simons and Enz 1995) An interesting point of view by Siu, Tsang, and Wong (1997) explains that job factors that are considered by employees to have the greatest motivating power are usually those that are least present in the job. The ever-changing nature of the hospitality industry has created and reinforced a turnover culture. Employees generally enter the industry with the belief that there is limited career development and promotional opportunity. (Iverson and Deery 1997) Essentially, the human element in the hotel industry constitutes the basic determining factor for effective performance. Because of this reason, hotel management should increase employees interest in their work and develop such organizational structure and management policies as to create need-satisfying environment in which a wider range of employee needs than merely the simply hygiene needs could be satisfied. (Chitiris 1988) Reference List Charles, K. R., and L. H. Marshall. 1992. Motivational Preferences of Caribbean Hotel Workers: An Exploratory Study. International Journal of Contemporary Hospitality Management 4 (3): 25-9. ABI/INFORM Global. https://proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb?did=525003Fmt=7clientId=22212RQT=309VName=PQD (accessed March 12, 2008). Cheng, A., and A. Brown. 1998. HRM Strategies and Labour Turnover in the Hotel Industry: A Comparative Study of Australia and Singapore. International Journal of Human Resource Management 9 (1): 136-54. Business Source Premier. 10.1080/095851998341233 https://search.ebscohost.com/login.aspx?direct=truedb=buhAN=4176346site=ehost-live (accessed April 22, 2008). Chiang, C.-F., and S. Jang. 2008. An Expectancy Theory Model for Hotel Employee Motivation. International Journal of Hospitality Management 27 (2): 313-22. ScienceDirect. https://www.sciencedirect.com/science/article/B6VBH-4PJ6BW2-1/1/c263c7282bebd86a1f575b9889839fd2 (accessed March 2, 2008). Chitiris, L. 1988. Herzbergs Proposals and Their Applicability to the Hotel Industry. Journal of Hospitality Tourism Research 12 (1): 67-79. SAGE Journals Online. https://jht.sagepub.com.dbgw.lis.curtin.edu.au/cgi/reprint/12/1/67 (accessed March 10, 2008). Chitiris, L. 1990. Who Are the Work-Motivated Managers in the Hotel Industry An Exploratory Study. International Journal of Hospitality Management 9 (4): 293-304. ScienceDirect. https://www.sciencedirect.com/science/article/B6VBH-45TVDPD-V/1/dc3138d2b7584e8be5f3c816e654bd07 (accessed March 14, 2008). Cline, R. S. 1997. The Value of Human Capital. Lodging Hospitality, 20-4. ABI/INFORM Global. https://proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb?did=18765546Fmt=7clientId=22212RQT=309VName=PQD (accessed March 5, 2008). Deery, M. A., and R. N. Shaw. 1999. An Investigation of the Relationship between Employee Turnover and Organizational Culture. Journal of Hospitality Tourism Research 23 (4): 387-400. SAGE Journ als Online. https://jht.sagepub.com.dbgw.lis.curtin.edu.au/cgi/reprint/23/4/387 (accessed April 24, 2008). Fisher, C. D., and X. Y. Yuan. 1998. What Motivates Employees? A Comparison of US and Chinese Responses. International Journal of Human Resource Management 9 (3): 516-28. Business Source Premier. https://search.ebscohost.com/login.aspx?direct=truedb=buhAN=4220004site=ehost-live (accessed April 24, 2008). Hackman, J. R., and G. R. Oldham. 1976. Motivation Through the Design of Work: Test of a Theory. Organizational Behavior and Human Performance 16 (2): 250-79. ScienceDirect. https://www.sciencedirect.com/science/article/B7J20-4D5WNG6-HR/1/726828b8101dd8bf872a39fa064ee2ad (accessed April 25, 2008). Iverson, R. D., and M. Deery. 1997. Turnover Culture in the Hospitality Industry. Human Resource Management Journal 7 (4): 71-82. ABI/INFORM Global. https://proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb?did=23350547Fmt=7clientId=22212RQT=309VName=PQD (accessed March 20, 2008 ). Karatepe, O. M., and A. Sokmen. 2006. The Effects of Work Role and Family Role Variables on Psychological and Behavioral Outcomes of Frontline Employees. Tourism Management 27 (2): 255-68. ScienceDirect. https://www.sciencedirect.com/science/article/B6V9R-4F6CRDP-1/1/adca5fff1a1b404535d326620d9fd47b (accessed April 14, 2008). Karatepe, O. M., and O. Uludag. 2007. Conflict, Exhaustion, and Motivation: A Study of Frontline Employees in Northern Cyprus Hotels. International Journal of Hospitality Management 26 (3): 645-65. ScienceDirect. https://www.sciencedirect.com/science/article/B6VBH-4KBX4S4-1/1/19f3bc55ac06bed4a46a6776772e067e (accessed March 24, 2008). Kovach, K. A. 1987. What Motivates Employees? Workers and Supervisors Give Different Answers. Business Horizons, 58-65. Business Source Premier. https://search.ebscohost.com/login.aspx?direct=truedb=buhAN=4530124site=ehost-live (accessed April 24, 2008). Lee-Ross, D. 1993. Two Styles of Hotel Manager, Two Styles of Worker. International Journal of Contemporary Hospitality Management 5 (4): 20-4. ABI/INFORM Global. https://proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb?did=525107Fmt=7clientId=22212RQT=309VName=PQD (accessed March 4, 2008). Lee-Ross, D. 2005. Perceived Job Characteristics and Internal Work Motivation: An Exploratory Cross-Cultural Analysis of the Motivational Antecedents of Hotel Workers in Mauritius and Australia. The Journal of Management Development 24 (3): 253-66. ABI/INFORM Global. https://proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb?did=858891291Fmt=7clientId=22212RQT=309VName=PQD (accessed March 13, 2008). Mitchell, T. R., and A. E. Mickel. 1999. The Meaning of Money: An Individual-Difference Perspective. Academy of Management Review 24 (3): 568-78. JSTOR. https://www.jstor.org.dbgw.lis.curtin.edu.au/stable/pdfplus/259143.pdf (accessed April 24, 2008). Pizam, A., and S. W. Thornburg. 2000. Absenteeism and Voluntary Turnover in Central Florida Hotels: A Pilot St udy. International Journal of Hospitality Management 19 (2): 211-7. ScienceDirect. https://www.sciencedirect.com/science/article/B6VBH-4090RYJ-B/1/a2e01fb9e334ca2af9fdb3b5eddf8b08 (accessed April 26, 2008). Riley, M., A. Ladkin, and E. Szivas. 2002. Tourism Employment: Analysis and Planning. Clevedon: Channel View Publications. Robbins, S. P., T. A. Judge, B. Millett, and T. Waters-Marsh. 2008. Organisational Behaviour. 5th ed. French Forest: Pearson Education Australia. Rowley, G., and K. Purcell. 2001. As Cooks Go, She Went: Is Labour Churn Inevitable? International Journal of Hospitality Management 20 (2): 163-85. ScienceDirect. https://www.sciencedirect.com/science/article/B6VBH-42VV810-5/1/e8353302617abc7a391358b15a352284 (accessed April 26, 2008). Simons, T., and C. A. Enz. 1995. Motivating Hotel Employees: Beyond the Carrot and the Stick. Cornell Hotel and Restaurant Administration Quarterly, Feb 1995. 20-7. ABI/INFORM Global. https://proquest.umi.com.dbgw.lis.cur tin.edu.au/pqdweb?index=0did=4683502SrchMode=1sid=2Fmt=6VInst=PRODVType=PQDRQT=309VName=PQDTS=1209126970clientId=22212 (accessed March 7, 2008). Siu, V., N. Tsang, and S. Wong. 1997. What Motivates Hong Kongs Hotel Employees? Cornell Hotel and Restaurant Administration Quarterly 38 (5): 44-9. ABI/INFORM Global. https://proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb?did=18185362Fmt=7clientId=22212RQT=309VName=PQD (accessed March 17, 2008). Taylor, R., and D. Davies. 2004. Aspects of Training and Remuneration in the Accommodation Industry: A Comparison between Australian and Singaporean Providers. Journal of European Industrial Training 28 (6/7): 466-73. ABI/INFORM Global. https://proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb?did=701328331Fmt=7clientId=22212RQT=309VName=PQD (accessed March 10, 2008). Weaver, T. 1988. Theory M: Motivating With Money. Cornell Hotel and Restaurant Administration Quarterly, Nov 1988. 40-5. ABI/INFORM Global. https://proquest.umi.com.dbgw.lis.cur tin.edu.au/pqdweb?index=3did=274882SrchMode=1sid=2Fmt=6VInst=PRODVType=PQDRQT=309VName=PQDTS=1209009749clientId=22212 (accessed March 2, 2008). Wiley, C. 1997. What Motivates Employees According to Over 40 Years of Motivation Surveys. International Journal of Manpower 18 (3): 263-80. Business Source Premier. https://search.ebscohost.com/login.aspx?direct=truedb=buhAN=95395site=ehost-live (accessed April 24, 2008). Wong, S., V. Siu, and N. Tsang. 1999. The Impact of Demographic Factors on Hong Kong Hotel Employees Choice of Job-Related Motivators. International Journal of Contemporary Hospitality Management 11 (5): 230-41. https://proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb?did=115921277Fmt=7clientId=22212RQT=309VName=PQD (accessed March 4, 2008).

The Laramie And Laramie Project - 1226 Words

The Federal Bureau of Investigation (FBI) has reported, â€Å"60.6% [out of] 1,402 hate crimes . . . based on sexual orientation [are] classified as anti-gay (male) bias† (Latest Hate Crime Statistics Report Released). Crimes against homosexuals have been reported nationwide, but a hate crime in Laramie, Wyoming has changed the gay community. October 12, 1998, twenty-one year old Matthew Shepard was brutally beaten and murdered by two young Laramie citizens because of Shepard’s sexual orientation. In The Laramie Project and The Laramie Project: 10 Years Later, the town of Laramie consisted of many social problems, which led to individuals violently projecting their bias towards homosexuals. These individuals otherized homosexuals because of the public attitude, morals, education, class, religion, politics, and their leaders. These biases have led to social problems nationwide, but outside of the town of Laramie, change has arisen for the better. Thanks to Matthew Shepa rd, homosexual awareness has spread nationwide creating a homosexual movement. Laws have been passed throughout the nation, giving homosexuals equal rights. Although gender equality has made progress for homosexuals, hate still roams throughout the nation causing many violent crimes. Fag, homo, queer, flamer, and pansy are words individuals use to otherize homosexuals throughout our nation. This type of name-calling is called gay bashing and is typically used by males. Queer theorists say individuals â€Å"seek to showShow MoreRelatedThe Laramie Project1747 Words   |  7 Pagesfactory, car dealers, the University of Wyoming - reveals the town of Laramie, Wyoming, pop. 26,687. As the towns police sergeant says, Its a good place to live. Good people - lots of space. Were one of the largest states in the country, and the least populated. Laramie residents take pride in being part of the gem city of the plains, and appear to believe in the motto Live and Let Live. What happens to a town like Laramie when something unexpected, unconscionable and unforgivable rips itRead MoreThe Laramie Project and Shakespeare1099 Words   |  5 Pagesarts examples are The Laramie Project and Shakespeare as presented in the Secured Housing Unit (SHU) at the Wabash Valley Correctional Facility (WVCF), a super-maximum security prison in the state of Indiana. These productions offer their creators and viewers alike, the opportunity to learn much about the attitudes and actions concerning how people relate to each other. They also offer an opportunity for people to understand themselves better, as well. The Laramie Project, developed by Moisà ©s KaufmanRead MoreThe Movie The Laramie Project 1135 Words   |  5 PagesAfter, reading and watching the movie of â€Å"The Laramie Project† I was left with so many emotions, ideas, and questions. The play was based on a series of interviews, in order to provide true facts and statements to the audience. Since I have been studying the case of Matthew, I am now able to see clearly and to understand that the ferocity committed to him is considered by the law to be a hate crime. â€Å"The term hate crime was coined in the 1980s by journalists and policy advocates who were attemptingRead MoreEssay on The Laramie Project1293 Words   |  6 PagesBethany L. Coderre Theater-3 Ms. Kewley Hate Crimes After reading â€Å"The Laramie Project† your left with so many questions, ideas and emotions. The play is a series of interviews (reenacted exactly as they happened) to give the audience facts and true statements so that they can form there own opinion. The play takes place in Laramie Wyoming, after the â€Å"hate crime† that left 21 year old Matthew Shepard fighting for his life that ended soon after all becauseRead MoreLaramie Project Reaction995 Words   |  4 PagesRachel Chollett The Laramie Project Laramie, WY, is a modest town which became ignominious overnight in the fall of 1998, when Matthew Shepard, a gay college student, was found tied to a fence after being callously beaten and left to die, setting off a nationwide dispute about homophobia and hate crimes. My reaction to this moment in time initially is horror and shock that people did and do these unspeakable acts to their fellow human. However, I can also appreciate the many different viewsRead MoreThesis Essay for the Laramie Project1089 Words   |  5 PagesIn Moises Kaufmans, The Laramie Project the under lying theme of the novel is people are afraid of change. This can be proved from the novel with the character Cathy Connolly and the struggle that homosexuals have to live in there own society. The juxtaposition of anti-gay demonstrations sparked by religion at a homosexuals funeral, and even the physical setting is related to why people are afraid of change. Whether it is start by homophobia, religion, or opressi on, people are not just afraid ofRead MoreEssay The Laramie Project Critique673 Words   |  3 PagesThe Laramie Project Critique *No Works Cited The Laramie project captured the audiences attention by utilizing different design methods on stage. This included sound, stage and hand properties, light, and music. With an ensemble of 10 actors playing over 30 roles, this proved to be an amazing play to experience. The playwright was constructed in a clear manner, which eliminated the confusion of who is who. Through the usage of the stage elements as well as the dynamics of each characterRead MoreEssay about The Laramie Project1907 Words   |  8 Pages The Laramie Project, written by Moisà ©s Kaufman, is a compilation of interviews by The Tectonic Theater Project, news publications, and journal entries. After the brutal murder of Mathew Sheppard in 1998. Kaufman along with his theater troupe made six visits to Laramie, Wyoming, where the murder took place, to interview people about what happened and how they felt about the crime in their community. They interviewed about two hundred people, of which about sixty were inclu ded in the play. The playRead MoreThe Laramie Project, By Moses Kaufman Essay1583 Words   |  7 PagesIntroduction Moses Kaufman is the producer of the successful play â€Å"The Laramie Project† after a horrific incident that occurred in Laramie. Members of the artistic group of Kaufman s, traveled to Laramie to find out more about the horrific incidence. The main aim of the whole project was to find the emotions, reactions, and reflections that the people of Laramie manifested concerning the beating and subsequent death of a twenty-three-year-old college student (Gale, 2016). A lot of questions wereRead MoreLaramie Project Review Essay example1584 Words   |  7 PagesRevealed the World’s Concealed View on Homosexuality The Laramie Project is a play written by Moises Kaufman and the members of Tectonic Theater Project. The play is based on the interviews of the citizens of Laramie about what’s happening in Laramie and their responses to the murder of Matthew. In addition to the various themes suggested by the play, the author wanted to present the varying perspectives toward homosexuality in the Laramie community at the time of Matthew’s death. The author also

A Study into the Curriculum Development Process Free Essays

string(71) " early childhood old ages is different from that in the school sector\." In the yesteryear, course of study development commissions were typically composed of the instructors with expertness in the content country who were asked to make range and sequence paperss and to propose texts and other resources for acceptance by school territories. Our apprehension of course of study development has changed. The procedure is now viewed as an chance to develop understanding and ownership by the participants, and therefore course of study development commissions include members of all parties with involvements in the educational system. We will write a custom essay sample on A Study into the Curriculum Development Process or any similar topic only for you Order Now Identifying and sequencing the content can hold a more positive consequence on pupil accomplishment when it is combined with effectual instructional and assessment schemes every bit good as a supportive school environment. Therefore, the occupation of course of study development commissions is more extended than in the yesteryear. Curriculum development commissions must research effectual patterns in order to back up school environments that offer rich and varied acquisition experiences. They must reexamine policies and behaviours that foster community engagement and just chances for all. They must see professional development activities to back up the content, direction, and assessment outlooks. The outlooks of course of study development commissions cross some boundaries into what were antecedently defined as administrative functions. While some course of study development commissions might non hold the clip, resources, or power to presume all of these functions, they can see the importance of each of the issues raised in this papers and delegate related duties to others who can consequence these alterations. Premises A quality course of study development procedure addresses what pupils should cognize, be able to make, and be committed to ( content ) , how it is taught ( direction ) , how it is measured ( appraisal ) , and how the educational system is organized ( context ) . Every facet of course of study development should pattern inclusive, learner-centered direction. In other words, territory course of study development commission meetings and territory professional development should mirror best instruction patterns. Curriculum development, direction, and appraisal should be unfastened, just procedures. Everyone involved must cognize the intents for every activity, the stuffs or procedures to be used, the definition of success, and the effects of failure. The end should be to promote persons to be independent, yet join forces efficaciously ; be self-evaluative yet take others ‘ perceptual experiences into history ; be rapacious scholars, yet commit themselves to a balanced instruction. Curriculum development should reflect the fact that pupils learn better when subjects and constructs are tied together through interdisciplinary course of study and thematic direction. Curriculum for educating and measuring immature kids should follow early childhood instruction guidelines and include engagement of parents and the early childhood community. The course of study development procedure must presume that pupils develop at different times ; degrees or phases must be looked at as scopes instead than specific class degrees or single-age classs. Educational answerability means that the territory has a clear statement of criterions and outlooks for pupils, instructors, instructional Plutos, parents, territory functionaries, and all others who participate in the peculiar instruction community. Both criterions and appraisals must be known and believable to the full community. Standards must be evaluated by a assortment of appraisals. Any rating procedure must place the measuring yardsticks ( procedures, instruments ) , the intents for measurement, the measuring points or forms, and the effects of meeting or non run intoing the stated outlooks. Professional development should be provided for the course of study development commission and, when implementing the new course of study, instructors and staff besides need professional development. A important investing in professional development must be an built-in portion of any course of study development procedure. The educational constructions must be flexible to let for the integrating of course of study across the subjects in instances where such integrating would better motive of the pupils and relevancy of the content. These premises must take to rethinking the conventional construction and agenda of schools in footings of school twenty-four hours, school twelvemonth, class degrees, capable countries, graduation demands, pupil grouping, and physical works. ( Chip McMillian ) Te WhA?riki Te WhA?riki is the Ministry of Education ‘s early childhood course of study policy statement. Te WhA?riki is a model for supplying tamariki/children ‘s early acquisition and development within a sociocultural context. It emphasises the larning partnership between kaiako/teachers, parents, and whA?nau/families. Kaiako/teachers weave an holistic course of study in response to tamariki/children ‘s acquisition and development in the early childhood scene and the wider context of the kid ‘s universe. This course of study is founded on the undermentioned aspirations for kids: to turn up as competent and confident scholars and communicators, healthy in head, organic structure, and spirit, secure in their sense of belonging and in the cognition that they make a valued part to society.This course of study defines how to accomplish advancement towards this vision for scholars in early childhood acquisition environments. It is about the single kid. Its get downing point is the scholar and the cognition, accomplishments, and attitudes that the kid brings to their experiences. The course of study is besides approximately early childhood scenes. Learning Begins at place, and early childhood programmes outside the kid ‘s ain place drama a important function in widening early acquisition and in puting the foundations for successful hereafter acquisition. Each community to which a kid belongs, whether it is a household place or an early childhood puting outside the place, provides chances for new acquisition to be fostered: for kids to reflect on alternate ways of making things ; do connexions across clip and topographic point ; set up different sorts of relationship ; and meet different points of position. These experiences enrich kids ‘s lives and supply them with the cognition, accomplishments, and temperaments they need to undertake new challenges. This is an early childhood course of study specifically designed for kids from the clip of birth to school entry, and it provides links to larning in school scenes. The larning environment in the early childhood old ages is different from that in the school sector. You read "A Study into the Curriculum Development Process" in category "Essay examples" This acquisition environment, the restraints of age, and the particular nature of the early childhood old ages are elaborated on in this course of study. This course of study emphasises the critical function of socially and culturally mediated acquisition and of mutual and antiphonal relationships for kids with people, topographic points, and things. Children learn through coaction with grownups and equals, through guided engagement and observation of others, every bit good as through single geographic expedition and contemplation. This is a course of study for early childhood attention and instruction in New Zealand. In early childhood instruction scenes, all kids should be given the chance to develop cognition and an apprehension of the cultural heritages of both spouses to Te Tiriti o Waitangi. The course of study reflects this partnership in text and construction. ( Education ) Research in course of study design In general there are criterions set by regulating organic structures to guarantee that all kids get the same instruction. This includes when kids should get down larning certain constructs like generation, and at what ages they should hold a specified reading ability. Those who work on course of study design on a regular basis reexamine these criterions to do certain that they can be met, and do accommodations when necessary. Course of study interior decorators besides consider the pupils, and what types of course of study is best for their demands. This can be a hard accomplishment since pupils in most schools come from a scope of cultural and economic backgrounds. Teaching methods may be different depending on the basic make-up of the pupil organic structure, as some methods are more appropriate for certain types of pupils than others. A truly professional and experient course of study interior decorator will take these points into consideration. One besides has to believe about restrictions when be aftering new course of study. Restrictions include budget, clip, and pupil ‘s abilities. For illustration, non many schools could afford to take all their pupils to historical museums, but the parent of a place schooled kid may. Additionally, some constructs taught in a big school environment may hold to be broken into smaller pieces in order to give the instructor clip to cover the subject with his or her category. When topics are covered excessively fast many kids may non hold clip to absorb the information before new information is introduced. ( schools ) Curiculum design at — — — — – decidedly involves a research based attack. It has been identified that The grownups and instructors who work in the early childhood environment mostly construct the ‘language ‘ of the environment so it is of import that pedagogues understand this linguistic communication. It is our belief that a quality environment responds to the 100 linguistic communications of kids identified by Loris Malaguzzi ( pedagogist manager of the diary ‘Bambini ‘ and a cardinal figure in the development and publicity of the Reggio Emilia early childhood Centres ) in his verse form The 100 linguistic communications of kids. 3 The early childhood environment demands to state to childrenaˆÂ ¦ Yes! This is a topographic point for singing and understanding, a topographic point to detect, to contrive and to woolgather, a topographic point for listening and marvelling. We ‘ve identified three cardinal facets to any early childhoodenvironment as the physical environment, the interactive environment ( societal interactions within the environment ) and the temporal environment ( routines/time ) . However this paper merely attempts to analyze two cardinal countries of the physical environment – administration and aesthetics. We consider that these two key countries contribute significantly to the messages and cues given to kids by the environment ( If the environment is the 3rd instructor what linguistic communication does she talk? ) Teachers Philisophy For a instructor pupils aretheir chief precedence and they are cognizant that each of them has different degree of proficiency when it comes to larning. They believe that by making a student-centred acquisition, their pupils will be able to take charge of their ain acquisition with small aid from the instructor. This will instill a sense of duty in them in footings of accomplishing their acquisition end. As a instructor, one of their functions would be to train and ease them throughout the acquisition procedure by supplying information and giving utile guidelines in order for them to accomplish their acquisition mark. By being more resourceful, Teachers will be able to accomplish complacency and success in learning. Teachers ae normally unfastened to new thoughts and suggestions therefore they would wish to be more involved in educational activities, attend educational negotiations and take part in forums or conferences to farther spread out my cognition. Furthermore, being up-to-date with the latest information, maintaining in touch with planetary issues and acquiring their custodies on the latest engineering are some of the ways for me to better themselves. It is besides said, Teachers could integrate engineering into schoolroom pattern because, knowledge-wise, instructors should be at least two or three stairss in front of their pupils. Therefore I have to be well-prepared for every lesson by be aftering their clip and stuffs expeditiously to guarantee that a successful lesson takes topographic point. . Therefore based on the above it is apparent that course of study design is based on a instru ctors doctrine. At Te WhA?riki a similar doctrine is followed. ( Jamil, 209 ) A major influence on our thought has been the work of early childhood pedagogues from Reggio Emilia. We are interested in how the theoretical underpinnings of their attack has manifested in New Zealand and other Western states. The influence Reggio Emilia programmes have had on early childhood pedagogues ‘ believing – in the design of educational equipment, usage of coloring material, infinite and lighting in early childhood Centres, and the turning consciousness of the importance of aesthetics in educational environments, reinforces our ain belief that the Arts and aesthetics instruction are built-in to developing quality early childhood programmes. We have titled this paper ‘If the environment is the 3rd instructor what linguistic communication does she talk? ‘ because we believe the early childhood environment gives kids of import messages and cues. In other words, the environment ‘speaks ‘ to kids – about what they can make, how and where they can make it and how they can work together. â€Å" What is in a infinite, a room or a pace, and how it is arranged can impact the behavior of people ; it can do it easier to move in certain sorts of ways, harder to move in others. We do n’t normally believe to take out a deck of cards at a dinner tabular array set for six, even though the figure and agreement suggest a fire hook game. The whole scene gives us prompt about expected behavior, and by and large we do what we have been invited to doaˆÂ ¦in a similar manner, peculiar scenes invite kids to affect themselves in peculiar activities, and the extent ofchildren ‘s constructive engag ement in the activity will depend in big portion on how good certain concrete, mensurable facets of the environing physical infinite run into their â€Å" hungriness, attitudes and interestsaˆÂ ¦ † ( Education ) How to cite A Study into the Curriculum Development Process, Essay examples

Death Of A Salesman Analysis Essay Example For Students

Death Of A Salesman Analysis Essay Human emotions are something that we seldom find a way to express clearly: from simple hand gestures, to a disgusted face. To understand his novel more thoroughly, Arthur Miller uses the most understandable method of comprehension, music, to express the emotions of the characters in his play, Death of a Salesman. The characters, Willy, Linda, Biff, Happy, and Ben, have a certain style of music and instruments portraying them to show the reader what type of emotional person they are. The beginning of the play starts with a soft, sweet, flute medley that announces Willys gradual trek home from Yonkers. This slow tune of confusion ends abruptly as Willy comes home and tells of his troubles in Yonkers. This sentimental sound is heard once more during Bens first visit to Willys house. His story of father and his flute-making business sets a warm tone only to be wrecked by Bens action of throwing Biff, a young, curious boy, to the ground, helplessly. The final performance of this tune is heard at Willys sad funeral, where Linda pays her respects to her well-liked husband. Ending on a sad note, the flute appears in time of odd emotions. In the beginning of the play, a state of confusion is felt. During Bens visit, a state of pride is felt. At the end, a state of loneliness is felt, leading the reader to think if there is an ironic relationship between the flute, representing Willys father, leaving early and Willys sad end. The play has a sense of joy in it. Willys flashbacks always occur toward the same time where the Lomans were happy. Starting with Biffs football days in high school. The music in those scenes would make anyone feel like they were on top of the world, just like Biff and Willy felt. Then comes Ben. Ben is Willys savior. Always acting like a parental figure, Ben was Willys answer to everything. A pure, fast paced song represented Willys hopes. The emotions involved in this type of music were mainly enthusiasm, confidence, and courage. Biffs example of when he decides to go and see Bill Oliver and ask for a loan to start the sporting goods business is a good example of music interpreting confidence. Another bit of confidence is felt when Willy is going to ask Howard for a stationary job in New York. The music that sounds troublesome in this play would have to be anything that involved the Woman. The Woman is involved in many conflicts, but mainly between Biff and Willy. When Willy is in the bathroom at the restaurant, a cheerful song begins, along side of the Womans laughter. The instant that Biff sees the Woman, the music stops, then begins once more but in a slow, droopy manner. Now the music stops after a life has been wrecked. This type of music has been foreshadowing his oncoming death by starting merry and ending abruptly in a sad way. Ben has a special type of music. Being Willys inspiration, he is portrayed by quick, lively music. His wonderful stories of his life are told in contrast to a proud tune. His song does change a bit in parts where Willy is confused or feeling low but is still lively at that. When Willy would ask Ben for advice or for a short story about their father, Ben would whip out that big grin of his, breath in, and talk away like there was no worry in the world, and to Willy, there wasnt at that period of time. The saddest song in the play though would be the teary sound of the flute at Willys funeral. Starting out a bit cheerful, the tune fades from a major key to a minor key, hence going from a merry sound to one of sadness and desperation, yet a good sound for a well-deserved tribute. Willy was a mislead salesman. He wanted the best for his boys. Joyous songs always backed up these times. But when his craving for the best turned into the worst, an unpleasant song backed it up. When Willy was confused, a medley of the two was heard. Human emotions