Go Sushi Case Study free essay sample

This report analyzed and exposed the issues facing Go Sushi, a small franchised retail enterprise in the take away food industry. The information received is based on interviews with owner and innovator Luigi Bertolacci, and research in to the external and internal environment related to Go Sushi and the take away food industry. Go Sushi first opened as a sushi train in 1999 and a further 4 trains were opened in the next 6 years. In 2006 the company’s business model was re-written and the sushi trains were transformed in to cabinet sushi take away shops, then by 2010 there were 32 franchises Australia wide. The key business issues and challenges were then identified. It was found that most of the challenges of Go Sushi was related to franchisee issues including the taking on of franchisees that did not have adequate business skills, being to generous with franchisees by taking them on when they may not have sufficient capital. We will write a custom essay sample on Go Sushi Case Study or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page These issues led to the franchisor sacrificing royalties and assuming rent to prevent the loss of stores and keep the growth rate up. The other major issue identified is the lack of expansion into regional areas and in to a foreign market. The external environment was analyzed and it was found that there is still potential growth in the take away food industry, particularly when the franchise is health related as healthy take away is becoming more popular. It was also identified that there is some competitive advantage for Go Sushi due to the current hype of take away sushi popularity. The internal environment was analyzed and it was found that there are issues relating to management and store operation from a managers perspective. Although the company has good physical and organizational resources, the human resources need to be improved to gain the maximum potential of the company. Short-term recommendations were made including the development of a relationship with a nation wide supplier to improve buying power and improving HR management through training to current under-performing managers. Long-term recommendations were then made including the expansion in to regional areas to capitalize on a new market, merging with a beverage company to increase knowledge, capital and customer throughput, creating a system to ensure the correct selection of franchise purchasers and the expansion to a foreign market to increase profit, growth and business knowledge Table of Contents 1.0 Introduction This report examines the issues facing ‘Go Sushi’, a small, franchised enterprise in the take away food industry. The report conducts a situational analysis of the business including its strengths, weaknesses, opportunities and threats then discusses strategies to assist with future business expansion. The information in this report was gathered from research into the take away food industry and by conducting an interview with Luigi Bertolacci, former owner and innovator of Go Sushi. 2.0 Business Profile Industry Information 2.1 Company History Go Sushi was one sushi train in 1999, then Expanded into four before Mr Bertolacci re-wrote the business model in 2006 to increase profitability. This change consisted of changing the business from a sushi train to a takeaway cabinet sushi shop focused on healthy food in the take away food industry. By 2008 there were 32 franchises in Australia. 2.2 Important Developments for Go Sushi Important developments for Go Sushi included putting sushi-making machines in the store because at the time people wanted to see that the sushi was hand made. By putting sushi robots at the front of house in front of the display was another development that drew in customers, as this was the authentic Japanese style. Changing to cabinet sushi allowed the franchises to break the barrier in to shopping centers and by putting a western touch on the Asian food, the target market was increased. At the time when people were looking for healthy options back in 2006, the only available franchises were things like Wendy’s, Donut King, McDonalds, KFC etc. so by having a healthy take away option in food courts with limited options attracted customers. 2.3 Growth of the Business The company has grown significantly and increased profitability since Mr Bertolacci started it in 1999. Mr Bertolacci believes that this is largely due to the business model. It is easy and accessible and doesn’t require a lot of training, there are large profit margins due to the nature of the product and the model was prepared for rapid growth. All this combined with the ability to adapt has ensured comfortable growth. 3.0 Current State of Business 3.1 Vision To become the Largest sushi franchise in Australia and gain international growth throughout Europe and Asia. 3.2 Mission and Business Objectives Go Sushi has and always will, provide to its customers the freshest, tastiest and best quality take away sushi in a friendly and hygienic environment. Our commitment to detail, quality and service assures our customers a superior product which is consistent and of the highest quality. Go Sushi will continue to carry this same promise throughout our ever expanding franchise/retail outlets. 4.0 Identification of Key Business Issues and Challenges Most of the challenges of Go Sushi arose from franchisee issues including taking on franchisees that did not have the skills to run the businesses, being to generous/lenient with franchisees and taking on franchisees that did not have sufficient capital. This led to the issues of the franchisor having to assume rent and sacrifice royalty income payments during tough times in fear of losing stores to keep the business growing. Some franchisees also tried to take too much control of their stores (fit outs, workability etc.) without the adequate knowledge of what they were doing. This led to disagreements and discomfort between the franchisee and franchisor. These issues make expanding difficult, as every store must be up to standard with other stores to ensure a positive brand and good relationships between management. Another issue is that the stores are mainly in metropolitan areas of Australia where the market of healthy take away stores is becoming saturated and haven’t been migrated to regional areas or a foreign market. 5.0 Situational Analysis A situational analysis of the external and internal environment of Go Sushi and the take away food industry is important in order to identify potential issues and capatalise on potential growth and profitability. See appendix 2 for an in depth analysis of the strengths, weaknesses, opportunities and threats using a SWOT analysis. 5.1 External and Competitor Analysis The external analysis examines external influences that cannot be controlled by the firm including competitors, the economic environment, suppliers, and the socio-cultural environment. These issues can affect both the firm and the industry in which it competes. 5.1.1 Takeaway food industry â€Å"Australia is expected to spend more than $37 billion on takeaway food this year, making us the 11th biggest-spending fast food nation on earth. This figure is up by $4 billion in just three years†. Although this incorporates all of the take away options including the leaders in the industry, it still means people are spending on take away food. â€Å"The number of Australians who are overweight and obese has bulged over the past four years, government statistics show† . Articles like this show that there is current concerns about obesity in Australia meaning people will be more likely to turn to healthy fast food options such as Go Sushi. 5.1.2 Economic Environment The major economic drivers in the industry are real household disposable income, consumer sentiment, health consciousness and number of secondary school students. See Appendix 1 for more detailed information on the Supply Chain. â€Å"It is expected that real household disposable income will increase by 3.4% over 2012-13, to reach $934.4 billion†. This means with more disposable income, people will spend more money on take away food. â€Å"Times are tough, but takeaway profits are up† proving that even when there are economic low times, people will still spend on takeaway. â€Å"The level of health consciousness of the Australian public is expected to increase by 0.6 percentage points to 64.5% in 2012-13† . This may lead to people looking towards healthy options in takeaway foods which will benefit companies like Go Sushi and have negative effects on the less healthy competitors in the industry. 5.1.3 Competition Go Sushi has multiple competitors, some more direct than others. There are the leaders in the take away industry such as McDonalds, KFC, Dominos pizza etc. as well as indirect competitors like supermarkets, and eat in sushi trains, plus all the chains in between. The more direct competitors are other stores that focus on the healthy aspect of take away food. Mr Bertolacci believes Go Sushi’s main competitor is Sumo Salad as it also has many franchises scattered throughout Australia and is marketed as a healthy option of take away food. They are also often found in the same food courts as Go Sushi within shopping centers. Although Go Sushi was around first, Sumo Salad has the advantage of more variety in the menu and also has more stores located in more states around Australia. Feed The Mind, 2012 states that, â€Å"A Sushi Craze seems to have hit Australia†. This craze is a great competitive advantage for Go Sushi, as the popularity for sushi and the image consumers have is generally very positive. As well as this, the product is extremely cheap to produce and therefore is a low cost to consumers and has high profit margins for Go Sushi giving them some competitive advantage. 5.1.4 Suppliers Suppliers are extremely important in the takeaway food industry, particularly when the food is focused on health, as the ingredients must be fresh and consistent. It is essential for Go Sushi to maintain a good relationship with suppliers as the bulk of their purchasing will be similar every time and a trust can be built. If the supplier is happy, they will deliver a good service. Due to the amount of Go Sushi stores, the company would have increased purchasing power if the ingredients were purchased for each store from the same supplier nation wide. 5.1.6 Socio-cultural environment As well as the current sushi hype, people are beginning to understand the effects of an unhealthy diet and weight issues in Australia and therefore slowly moving towards healthier foods and so choosing healthy take away options. Many of these consumers are likely to frown upon healthy food, which is beneficial for Go Sushi as they are both healthy and producing a popular food so a great option for this whole segment of the market. 5.2 Internal Analysis The internal analysis examines the internal influences that can be controlled within the company. This includes the physical resources, the human resources and the organizational resources. These issues relate directly to the company. 5.2.1 Physical Resources Due to the physical nature of the sushi product, a lot can be done from a small store. This gives the company and franchisees more variety in the placement of each shop. With the correct sushi robots and sushi-making machines, a lot of sushi can be produced from a minimal amount of staff in a small area decreasing labor costs. The display cabinet also makes it easy for customers to see what they are purchasing. 5.2.2 Human Resources In the takeaway retail industry, human resources are extremely important. The company must have quality staff in all aspects including franchisees, managers, supervisors and talented employees. The staff performance must be measured to ensure the most effective feedback, training, customer service and production is achieved. Due to the poor decision making in choosing potential franchisees for Go Sushi, the management was not quite up to standard therefore the potential prospects of the company are not achieved. This was due to lack of experience and capital of the franchise owners. Mr Bertolacci states that he is lucky that the floor staff in most of the stores are very talented and therefore gaining customer loyalty, despite the low standards of store management. 5.2.3 Organisational resources Due to a good business model the organisational resources of Go Sushi stores are very effective. These include the good customer service training, cooking systems, food preparing systems and packaging systems. The company has a great reputation for having fast service, good quality food and having a clean environment. The whole preparation can be seen by patrons so they can see what is happening at all stages of preparation and the fast service is due to the pre-making of all roles every day. 6.0 Strategic Plan: Recommendations for Future Business Expansion 6.1 Vision and Mission Statement The mission and vision statement are both already set in the correct direction although action must be taken to ensure there is actual specific goals set in place to make sure these visions can be achieved. 6.2 Future Business Objectives and strategies For Go Sushi to actually achieve the intended vision they must set in place formal strategies and goals and implement certain systems to improve the current issues. These goals need to follow the SMART+C theory to achieve the most potential from the business expansion. 6.2.1 Short Term

Free Essays on The Atomic Bomb And World War II

â€Å"The names Hiroshima and Nagasaki are known around the world – yet most people remain ignorant of the reality and the meaning of atomic destruction.† (Hiroshima 3) A controversy exists over the use of the atomic bomb to end World War II. Many people believe that the atom bomb should have been dropped. It reduced the number of casualties that took place. Also, it required much less time than an all-out invasion. The Atomic Bomb August 6th, 1945, 70,000 lives were ended in a matter of seconds. The United States had dropped an atomic bomb on the city of Hiroshima. Today many argue over whether or not the US should have taken such a drastic measure. Was it entirely necessary that we use such a devastating weapon? Yes, it was. First, look at what was going on at the time the decision was made. The U.S had been fighting a massive war since 1941. Morale was low, and resources were at the same level as morale. However, each side continued to fight, and both were determined to win. Obviously, the best thing that could have possibly have happened would have been to bring the war to a quick end, with a minimum of casualties. â€Å"Those who dropped the first atomic bomb worked thereafter to demonstrate its destructive powers and to justify its use as a way of ending the war quickly so as to limit the number of combat casualties.† (Hiroshima 3) What would have happened had the A-bomb not been used? The most obvious thing is that the war would have continued. U.S forces, therefore, would have had to invade the foreign island of Japan. Imagine the number of casualties that would have occurred if this invasion had taken place. Also, our forces would not only have to fight off the Japanese military, but they would have to defend themselves against the civilians of Japan as well. It was also a fact that the Japanese government had been equipping the commoners with any kind of weapon they could get their hands on. This means a... Free Essays on The Atomic Bomb And World War II Free Essays on The Atomic Bomb And World War II â€Å"The names Hiroshima and Nagasaki are known around the world – yet most people remain ignorant of the reality and the meaning of atomic destruction.† (Hiroshima 3) A controversy exists over the use of the atomic bomb to end World War II. Many people believe that the atom bomb should have been dropped. It reduced the number of casualties that took place. Also, it required much less time than an all-out invasion. The Atomic Bomb August 6th, 1945, 70,000 lives were ended in a matter of seconds. The United States had dropped an atomic bomb on the city of Hiroshima. Today many argue over whether or not the US should have taken such a drastic measure. Was it entirely necessary that we use such a devastating weapon? Yes, it was. First, look at what was going on at the time the decision was made. The U.S had been fighting a massive war since 1941. Morale was low, and resources were at the same level as morale. However, each side continued to fight, and both were determined to win. Obviously, the best thing that could have possibly have happened would have been to bring the war to a quick end, with a minimum of casualties. â€Å"Those who dropped the first atomic bomb worked thereafter to demonstrate its destructive powers and to justify its use as a way of ending the war quickly so as to limit the number of combat casualties.† (Hiroshima 3) What would have happened had the A-bomb not been used? The most obvious thing is that the war would have continued. U.S forces, therefore, would have had to invade the foreign island of Japan. Imagine the number of casualties that would have occurred if this invasion had taken place. Also, our forces would not only have to fight off the Japanese military, but they would have to defend themselves against the civilians of Japan as well. It was also a fact that the Japanese government had been equipping the commoners with any kind of weapon they could get their hands on. This means a...

Enhance HR & Fin communication Thesis Example | Topics and Well Written Essays - 17500 words

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Constitutional Law - Essay Example For instance, if a person has been apprehended and charged with a criminal offense, they have to be presumed culpable and should be punished for their misconduct. This theory believes the criminal justice system was developed to control criminal conduct among individuals (Levesque, 2006). On the other hand, the due process model holds that individuals charged with various crimes are generally innocent until proven otherwise. In light of this, any individual charged with an offense should be allowed to enjoy certain unalienable rights. Packer (1968) described the due process model as drawing several similarities from an obstacle in the quest for granting criminal suspects punitive treatment and or sentences. The primary aim of the due process model is that, except for cases whereby suspected criminal offenders hold the society to ransom, they should be granted freedom until they are declared culpable. The model supports the notion that the primary aim of criminal justice is to safeguard the rights of the innocent and condemn the guilty. According to Levesque (2006), crime control model upholds as credible the outcomes of police investigations, and as such, police should have sweeping powers as far as fighting crime is concerned. By handling criminal suspects under police custody as if they are culpable of criminal offense, cases could be resolved as quickly as possible. Crime control, therefore, speeds up the administration of justice. In contrast, the due process model recognizes the importance of police activity in guaranteeing justice to members of the society. However, the powers of the law enforcement officers should be restricted to avoid cases of abuse or maltreatment to criminal suspects. Due process advocates for accountability of various stakeholders in the criminal justice process, which can be achieved by

Critical Review Essay Example | Topics and Well Written Essays - 750 words - 1

Critical Review - Essay Example In general, there is a strong relationship between the oil prices in the world market and the number of registered vehicles in each country (Kenworthy). Basically, when oil prices in the world market suddenly increases, the urban transport systems within the U.S. will be negatively affected. To avoid sudden disruption in the U.S. transport system, the U.S. government is being challenged to promote the efficiency with the excessive consumption of crude oil on vehicles. Aiming to solve the vehicle problem related to energy wastage, air pollution and traffic congestion, a list of recommended strategies that can reduce the U.S.’s automobile dependence will be thoroughly discussed. There is a strong relationship between the high cost of maintaining private vehicles and the use of public transportation. (Kenworthy and Laube) Since the U.S. urban cities consume a large volume of gasoline for transportation use as compared to other developed countries like Canada and Europe (Kenworthy; Kenworthy and Laube; Khisty and Ayvalik), government internvention is necessary to effectively control the number of private and public transportation that travels around the city each day. As recently proposed by Gov. Arnold Schwarzenegger, there should be a US$0.50 cents increase in transportation sales taxes in order to solve the problem related to highway congestion (McGreevy and Vogel). Aside from increasing sales tax from the costs of public transportation, there was also a plan to increase the state excise tax on the sales of gasoline (Riphagen). Because of the added tax on gasoline, more people with private vehicles would eventually consider the use of public transportation like AC Transit or BART. On top of increasing the costs of gasoline through excise tax, increasing the number of metered parking places throughout each state is another way to encourage the people to reconsider taking the public transportation, the use of bicycle, and/or walking (De Turenne;

The Genetics of Identity and Normalcy (2001-2015)

The Genetics of Identity and Normalcy (2001-2015) This chapter chronicles the fascinating history of discovery in the study of the genetics of identity and normalcy. Key concepts covered: Race assignment of individuals does not carry any general implication about genetic differentiation. Intelligence is heritable. Sex identity is physical; gender identity is psychological. There is strong evidence that sexual orientation and social behavior are hereditary. Epigenetics is the study of changes in organisms caused by modification of gene expression rather than alteration of the genetic code itself. Race and Intelligence The desire to categorize humans along racial lines, and the impulse to superpose attributes such as intelligence (or criminality, creatively, or violence) on those lines, illustrate the general theme concerning genetics and categorization. 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You can use genome to predict where X or Y came from. But, knowing where A or B came from, you can predict little about the persons genome. Intelligence Intelligence has historically been conceptualized as a more or less trait. Is intelligence heritable? Studies of twins do in fact provide strong evidence for the heritability of intelligence. The scores of identical twins reared apart are highly correlated (0.74). In addition, adopted childrens scores are highly correlated with the scores of their birth parents and not with the scores of their adoptive parents. Also significant are findings that heritability can differ between ethnic and racial groups, as well as across time within a single group; that is, the extent to which genes vs environment matter in IQ depends on many factors, including socioeconomic status and education. Sex Identity v. Gender Identity In 1903, Nettie Stevens, a graduate study in Biology under Thomas Morgan, was the first to recognize that females have two large sex chromosomes in the shape of Xs and that males have one of full size X and another that is missing a portion, making it resemble a Y. Later, she corroborated with Edmund Wilson a cell biologist, to discover the XY Sex Determination System. The XY system works like this. During meiosis the male XY sex-chromosome pair separates and passes on an X or a Y to separate sperms; the result is that one-half of the sperm that are formed contains the X chromosome and the other half contains the Y chromosome. The female has two X chromosomes, and all female egg cells normally carry a single X. The eggs fertilized by X-bearing sperm become females (XX), whereas those fertilized by Y-bearing sperm become males (XY). 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Gender Identity Gender identity is ones innermost concept of self as male, female, a blend of both or neither how individuals perceive themselves and what they call themselves. Ones gender identity can be the same or different from their sex assigned at birth. In the 1970s and 1980s, there were several cases of sexual reassignment the conversion of chromosomal male children into females through physiological and social conditioning each troubled and troubling in its own right. Some of them suffered hanuting pangs of anxiety, anger, dysphoria, and disorientation well into adulthood. Others had trouble reconciling her sense of herself as fundamentally female. They might had been converted into women physiologically, but genetically they were still male and exhibiting male behavior in a female body. So they had never really acquired the female gender identity. But to enable more profound aspects of gender determination and gender identity, SRY must act on dozens of targets turning them on and off, activating some genes and repressing others. These genes, in turn, integrate inputs from the self and environment form hormones, behaviors, exposures, social performance, cultural role-playing, and memory to engender gender. This geno-development cascade specifies gender identity. The existence of a transgender identity provides powerful evidence for this geno-development cascade. In an anatomical and physiological sex, sex identity is quite binary: just one gene governs sex identity, resulting in the striking anatomical and physiological dimorphism that we observe between males and females. But gender and gender identity are far from binary. Image a gene call it TFY that determines how the brain responds to SRY. One child might inherit a TGY gene variant that is highly resistant to the action of SRY on the brain, resulting in a body that is antomically male, but a brain that does not read or interpret that male signal. Such a brain might recognize itself as psychologically female; it might consider itself neither male or female, or image itself belonging to a third gender together. Sexual Orientation Social Behavior Sexual Orientation Sexual Orientation, or sexual identity, is how one thinks of oneself in terms of to whom one is romantically or sexually attracted the choice and preference of sexual partners. For a while in the 1950s and 1960s, the dominant theory among psychiatrists was that sexual preference was acquired, not in born. In the 1980s, J. Michael Bailey (1957- ), a professor of psychology, conducted a study of sexual orientation using twins. When he looked for concordance of gayness among twins, the results were striking. Of the fifty-six pairs of identical twins, 52 percent were both gay. Of the fifty-four pairs of nonidentical twins, 22 percent were both gay, lower than the fraction for identical twins, but still significantly higher than the estimate of 10 percent gay in the overall population. This study provided strong evidence that homosexuality is hereditary. In 1991, Dean Hamer (1951- ), a researcher at the National Caner Institute, came across Bailys twin study, and began his search for the gay gene. His studies led to the first molecular evidence for genes that influence human sexual orientation. His research groups first paper, published in Science in 1993, reported that the maternal but not paternal male relatives of gay men had increased rates of same-sex orientation, suggesting the possibility of inheritance from the maternal side of the families. A genetic linkage analysis of DNA samples from these families showed that gay brothers had an increased probability of sharing polymorphic markers on a small stretch of the X chromosome, called Xq28, providing statistically significant evidence for linkage to the sexual orientation phenotype. This finding was replicated in two other studies in the United States whereas a study in Canada found contrary results. After nearly a decade of intensive hunting, what geneticists have found is not a gay gene but a few gay locations. But none of the genes in these locations were experimentally linked to homo- or heterosexuality. The long-sought gay gene on Xq28 remains unknown. Social Behavior In 1979, Thomas Bouchard, a scientist in Minnesota, came across an account of twins who had been separated from birth and were reunited at age 30. For these brothers, genes were identical, but they grew up in different environments. By comparing separated-at-birth twins against twins brought up in the same family, Bouchard could untwist the effects of genes and environment. Bouchard began recruiting such twins for this study in 1979. By the late 1980s, he have assembled the worlds largest cohort of reared-apart and reared-together twins. This work became the Minnesota Study of Identical Twins Reared Apart (MISTRA), better known as the Minnesota Twins Project. In this study, he found out that shyness, political conservatism, dedication to hard work, orderliness, intimacy, extroversion, conformity, and a host of other social traits were largely heritable. In the early 1990s, Richard Ebstein, a geneticist in Israel, read Bouchards paper on the separate-at-birth twins. He wanted to identify the actual genes that determined variant forms of behavior. To find such genes, he would have to begin with a rigorous definition of the subtypes of personality that he wished to link to genes. He split out personality into four dimensions: novelty seeking impulsive vs cautious reward dependent warm vs attached risk avoidant anxious vs calm Persistent loyal vs fickle Ebstein was particularly intrigued by one of the subtypes novelty seeker, or neophiles. He began to collect a cohort of extreme neophiles using surveys, advertisements, and questionnaires. He then used molecular and genetic techniques to determine the genotypes within his cohort with a limited panel of genes. The most extreme novelty seekers, he discovered, had a disproportionate representation of one genetic determinant: a variant of dopamine-receptor gene called D4DR. His study was also corroborated by several other groups. D4DR is a human gene, located on chromosome 11. It is (so far) one of the only genes proven to be directly linked to a human personality trait. When the D4DR gene is mutated or elongated, studies have shown that the individual may be more interested in danger, excitement and thrill seeking. Epigenetics In the 1950s, Conrad Waddington (1905-75), an English embryologist, was fascinated in the early development of the fetus and interested in the mystery of how cells can start so simply and then develop specialized functions. He realized that a cells identity must be recorded in some manner beyond its genome for this to happen. He termed the phenomenon epigenetics. The word epigenetics literally means in addition to genes. Epigenetics is the reason why a skin cell looks different from a brain cell or a muscle cell. All three cells contain the same DNA, but their genes are expressed differently (turned on or off), which creates the different cell types. Today, epigenetics is the study of changes in organisms caused by modification of gene expression rather than alteration of the genetic code itself. It also refers to external modifications to DNA that turn genes on or off. These modifications do not change the DNA sequence, but instead, they affect how cells read genes. In response to cues from the environment, chemical marks are selectively added to certain genes and erased from others, modulating the expression of the genes in that cell alone. These marks are layered above the genes, leaving a permanent imprint on genes. This genetic memory would ensure that gene expression is locked into place in each cell, enabling each cell to acquire and fix an identity. Hongerwinter The Dutch famine of 1944-45, known as the Hongerwinter (Hunger winter) in Dutch, was a famine that took place in the German-occupied part of the Netherlands during the winter of 1944-45, near the end of World War II. A German blockade cut off food and fuel shipments from farm areas. Tens of thousands of men, women, and children died of malnourishment; millions survived. People who survived suffered from malnourishment and growth retardation. Children who survived the Hongerwinter also suffered chronic health issues: depression, anxiety, heart disease, gum disease, osteoporosis, and diabetes. In the 1980s, when the children born to women who were pregnant during the famine grew up, they too had higher rates of obesity and heart disease. In the 1990s, when the grandchildren of men and women exposed to the famine were studied, they too had higher rates of obesity and heart disease. The acute period of starvation had somehow altered genes not just in those directly exposed to the event; the message had been transmitted to their grandchildren. Some heritable factor, or factors, must have been imprinted into the genomes of the starving men and women and crossed at least two generations. The factor responsible for the memory could not be an alteration of the gene sequence: the people in the Dutch cohort would not have mutated their genes over the span of three generations. Here, an interaction between the gene and the environment had changed a phenotype (ie, the propensity for developing an illness). Something must have been stamped into the genome by virtue of exposure to the famine some permanent, heritable mark that was now being transmitted across generations. Gurdons Frog Cloning Experiment Our lives begin when a fertilized egg divides and forms new cells that, in turn, also divide. These cells are identical in the beginning, but become increasingly varied over time. It was long thought that a mature or specialized cell could not return to an immature state, but this has now been proved incorrect. In 1962, John Gurdon (1933- ) removed the nucleus of a fertilized egg cell from a frog and replaced it with the nucleus of a cell taken from a tadpoles intestine. This modified egg cell grew into a clone of the adult frog. Gurdons experiment had proved that factors present in an egg proteins and RNA could erase the marks of an adult cells genome and thereby reverse the fate of a cell and produce a tadpole from a frog cell. The idea was controversial at the time, but it later led directly to the cloning of Dolly the Sheep by Ian Wilmut in 1996, and to the subsequent discovery by Shinya Yamanaka that adult cells can be reprogrammed into stem cells for use in medicine. Chromosome Silencing In 1961, Mary Lyon (1925-2004), a former student of Waddington, found a viable example of an epigenetic change in an animal cell. In her biological study of chromosomes on mice, she found out that every paired chromosomes stained with chromosomal dyes looked identical except the two X chromosomes in females. One of the two X chromosomes in female mice was inevitably shrunken and condensed. The actual sequence of DNA was identical between both chromosomes, but the genes in the shrunken chromosome did not generate RNA, and therefore the entire chromosome was silent or inactivated. As nearly all female mammals have two X chromosomes, X-inactivation prevents them from having twice as many X chromosome gene products as males, who only possess a single copy of the X chromosome. How can a cell silence an entire chromosome? In the late 1970s, scientists discovered the epigenetic marker a group of methyl molecules attached to the DNA. Methyl tags were not the only epigenetic marker on genes. In 1996, working at Rockefeller University in New York, a biochemist named David Allis found yet another system of markers. Rather than stamping the marks directly on genes, this system placed its marks on proteins, called histones, that act as the packaging material for genes. Yamanakas Cell-fate Reversal Experiment Shinya Yamanaka (1962- ), a Japanese stem-cell biologies, was intrigued by Gurdons frog cloning experiment the idea that chemical marks attached to genes in a cell might function as a record of its cellular identity. What if he could erase these marks? Would the adult cell revert to an original state and turn into the cell of an embryo? In 2006, Yamanaka succeeded in identifying four genes within the genome of mice that proved decisive in this process. The introduction of these four genes into a mature skin cell of a mouse caused a small fraction of the cells to transform into something resembling an embryonic stem cell. This means that cells from someones skin can be made into stem cells which in turn can turn into any type of tissue in the body, meaning they can replace diseased or damaged tissue in patients. The Origin of Genes At Harvard, a biochemist named Jack Szostak (1952- ) has spent over two decades trying to discover the origin of DNA. In his laboratory, starting with chemical from the early Earth, the planet before life began, he was able to synthesize lifes basic building blocks lipids, nucleotides and amino acids, and assembled them into larger structures such as membranes, RNA molecules and peptides. Szostak believes that genes emerged out of this soup through a fortuitous meeting between these partners.

Implication for the Retail Industry Essay example -- essays research p

Thomas, Ryan, â€Å"The Right Mix: Brands versus Private Labels,† Apparel, Feb’04, p. 30-33 Overview of Article   Ã‚  Ã‚  Ã‚  Ã‚  Department stores that may want to develop or expand private labels to replace lagging national brands should be aware of the downfalls as well as the benefits.   Ã‚  Ã‚  Ã‚  Ã‚  Private labels increase margins from 6-10% higher than national brands. They also allow for fashion garments to be reproduced the following season if they are still in demand. However, department stores risk opposition from national brands if such private labels create too much competition.   Ã‚  Ã‚  Ã‚  Ã‚  If private labels are to be expanded, they should be of higher quality than the norm. They should also be offered in a wide range of categories, to decrease advertising costs. Article Summary   Ã‚  Ã‚  Ã‚  Ã‚  Department stores have traditionally used private labels on the selling floor as a way to provide a low-cost alternative to consumers. However, they may be expanding and developing more private labels to replace those national brands that have been falling behind.   Ã‚  Ã‚  Ã‚  Ã‚  Private labels are helpful to department stores because they increase margins. On average, private label margins are 6-10% higher than national brands.   Ã‚  Ã‚  Ã‚  Ã‚  Another benefit of private labels is one not offered by brand manufacturers. If a fashionable garment sells out fast in any particular season, ...

Dttls Unit 5

Part 2 A critical Analysis of my own approach to reflective practice and exploration of potential continuing personal and professional development. Introduction This report provides a critical self analysis of my approach to reflective practice and exploration of continuing personal and professional practice. To research this report I have had to undertake a profound and honest dissection and evaluation of my own working practice.For research I partook in discussions with my peers, attended a master class in learning on reflection, and explored the internet and relevant books. This includes examining theories of reflective practice and how they relate to my own reflective practice and development. To clarify what I needed to examine I started by finding definitions of the key phrases. More in-depth analysis of the definitions and the meanings attached by others are developed throughout the report.Reflective Practice- ‘a set of abilities and skills, to indicate the taking of a c ritical stance, an orientation to problem solving or state of mind. ’ (Moon 1999 cited on www. ukle. ac. uk 2009) Continual Personal and Professional Development- ‘maintaining, improving and broadening relevant knowledge and skills in your subject specialism and your teaching and training, so that it has a positive impact on practice and the learner development. (www. ifl. ac. uk 2009) MethodologyWhilst preparing this assignment my Primary research was collated by using both personal observation and informal personal interviews with fellow peer groups, I conducted my Secondary research by colleting existing data gathered from both my Primary research as well as using the internet in order to access reviews, government statements and information as well as theories and principles used and developed by educational experts, I have also used the Doncaster College library to access reference material in the form of books and the e-library and as an additional reference metho d.I also adopted various ideas gained by conducting semi structured interviews and focus groups using other teachers as my target group. Once evaluating the collected data I then developed an Action Plan in order to achieve my desired goals. Theories of reflective practice. The Common Sense Theory Philosopher and educationalist John Dewey pioneered the concept of reflective practice in 1933 as the literal notion of ‘thinking about thinking’ (cited in www. educ. uats. org 2010) He was primarily interested in problem solving.When a bad incident occurs you feel upset or disconcerted and set out to identify and rectify the issue. This basic approach to reflective practice was further developed as the ‘common sense view’ by Moon (1999). She took the stance ’reflection is akin to thinking but with more added to this. ’ (cited in Roffey-Barentsen and Malthouse 2009, p8) This is reflection in its purest form. After a lesson that that went badly it is natural that you will think about what went wrong and why. The sheer basic nature of the theory leads to problems of lack of organization and documentation.The solitary nature of simply thinking cause limitations when there is no one to provide feedback. There is more consideration given to the past than the future and provides limited outlets for developing practice. Reflective Practice Donald Schon (1983) developed two concepts in relation to reflective practice: Reflection in action – A person reflects on behavior as it occurs. For example if you are using a classroom activity with learners that is clearly not working you would quickly reflect on this can find a suitable alternative immediately rather than waiting for the next session.Reflection on action -this type of reflection occurs after the event allowing time for scrutiny and analysis of the situation and time to plan further development. Kolb (1984) created his four stage model of leaning. This encompasses the cont inued cycle of learning. It outlines the basic concept of doing something. Reflecting on it. Researching ways of improving upon it and planning how to implement this. This brings you right back to the doing stage and so the cycle continues. This can be joined at any stage but needs to be followed in sequence to be effective.Graham Gibbs further developed this cycle in 1988. Like Kolb, his cycle of self reflection is simple to use and follows a continuous cycle. Gibbs Model for Reflection (www,qmu. ac. uk 2009) Stephen Brookfield (1995) believes critically reflective teaching happens when we identify and scrutinize assumptions that under grid how we work. For this the occur we must see our teaching from the view of the â€Å"four critical lenses†Ã¢â‚¬â„¢(cited in Roffey-Barentsen and Malthouse 2009,p10 ). The four lenses being: 1. The teacher 2. The learners 3. Our Colleagues . The view of literature and theories. Although time consuming this theory provides a thorough reflect ion on our practice through feedback and research rather than just our own thoughts. Professional Reflective Practice This theory combines the personal achievements generated via reflective practice with the benefits of CPD where teachers improve skills and knowledge enhances their professional performance. Tummons (2007, p89) describes this as ‘A constant critical appraisal of teaching and learning, and of the work of the tutor generally. Ideals from Schon, Kolb, Gibbs and other theorists can be encompassed in professional reflective practice this ideal would include seminars, workshops, conferences, meetings, training days, 1. 1 reviews, observations and general conversations. Having identified what you could do to benefit your practice you would create an action plan clearly defining SMART targets My approach to reflective practice I have in the past relied too heavily on Moon's ‘common sense’ theory. Thinking is a natural process we have little or no control o ver.I have often delivered a session with my head buzzing with thoughts and ideas; these would take on the form of what went well? What did’t goes well? Why? What can I do instead? This thought process of ideas has its benefits. I was analyzing my teaching practice rather than simply carrying on with no consideration to its merits. The main problems being that I rarely wrote my reflections down. There was no organization or structure to the reflective practice. This form of reflection is too insular and self reliant.When I first started teaching I think I probably lacked the confidence to actively seek the views of others and accept constructive criticism. Since undertaking the DTLLS course I have as a prerequisite of learning kept a reflective journal. This method of reflection links in with Schon’s ‘Reflection on Action. ’ Actually taking time to stop and write down reflection has been very beneficial This allows time for greater and more structured eval uation identifying what went well and want didn’t’ go so well. From here I am able to plan what I need to improve upon. Schon (1983) also outlines ‘action in practice. I found this concept of ‘thinking on your feet’ a necessity of teaching. A session plan may sometimes no longer be valid. I have in the past had to a change activities that require certain numbers due to poor attendance. Similarly if I unexpectedly have a small group I may not use planned resources such as flipchart which seem impersonal for only four learners. As my teaching experience has developed so has my capacity for reflection. Drawing on Brookfield’s critical lenses. I am now more confident and aware of the benefit of feedback to seek the views of learners, peers, mentors etc.This creates a greater spectrum of reflection rather than simply my own to learn from. Gibbs reflective cycle (1988) has become a natural part of my teaching and reflective practice. This is especia lly beneficial with one day courses I teach again and again. In this situation it is easy to become complacent and lazy and stick with same session plan. Actively reflecting with feedback from others enables me find methods of improving the session. I then can try out the new plan. Once tried I then reflect on the new plan and so the cycle continues.Of course I wouldn’t make change for change sake. The out come of the reflection could be that it all went well in that session. Continual Personal and Professional Development As a teacher when considering CPPD I have two consider what The IFL defines as the ‘Model of Dual Professionalism’ (www. ilf. co. uk) Your subject specialsim Your teaching In both instances I need to undertake an analysis to identify training and development needs. I am still a teacher in training so my professionalism is continually developing through my college studies which includes much research.In my work place I have attended training day s on relevant teaching areas such as coaching your team and Giving and Receiving Feedback and conferences such as E-Leaning and Final Lap Mentoring. Once my training is complete I will need to actively seek development opportunities in this area. I could do this through the ILF, College network, educational websites, publications and productions. The opportunities for personal and professional development in the Health and Social Care Profession are considerable. Keeping up to date with relevant legislation is paramount.Generally literature is provided on this by the Care Quality Commission or MHA Head office. For instance I recently went on a training day on delivering e-learning. However as an educationalist it is vital I don't just assume there are no changes if no one has informed me other wise. The QCC website is the best reference point on legislation. Specific area of my role such as manual handling, Fire Safety and First aid require me to update my trainer’s skills wi th a refresher course every two or three years.As I teach in a company that specializes in Dementia care it is vital I actively seek new knowledge in this area. Ideas and Theories on Dementia and Dementia care are constantly progressing and it is vital I progress inline with them. To aid this read the Dementia Care magazine, Alzheimer’s Society website, Bradford and Stirling University both research in dementia care. A positive example of this is an article I read on the benefits of Doll Therapy. Some of the residents in the home carry dolls around which some cares found inappropriate.Having a professional theory to discuss with staff/Learners was highly beneficial. All development I do for my work has an effect on my personal development. The increase in skills and knowledge gives me more confidence and expands my creativity. In my free time I enjoy reading and creative writing and have taken relevant courses for pleasure. I have in the past been to work obsessed and taking on to many courses at once. This resulted stress and affected all areas of my life. I now can prioritise my CPPD to allow me time to relax and spend time on other things that are important.When I started DTLLS I was also doing an Open University course. I found it too hard to juggle both and working. I made a decision to complete the OU module I was studying and put my university studies on hold until I have completed DTLLS. Conclusion I can link my reflective practice to most of the theorists. The common sense view' of quite literally thinking is something I do constantly but I have learnt the benefits of taking a more structured and creative approach to reflection. Working through a cycle of doing, reflecting, researching, planning and doing means my teaching practice can only improve.This has given me more confidence and benefits the learners. Linking in reflective practice with CPPD ensures my development as a teacher and a subject specialist. Through my work place I am able to identify training and development needs with my manager. As an autonomous learner is vital I constantly Seek new avenues to ensure my Health and Social Care knowledge is up-to-date and relevant. 1. Report Introduction For this report I have provided a critical analysis which summarises the following aspects of my ongoing personal and professional development in the following areas: Teaching roles and contexts within the lifelong learning sector * Impact of own beliefs, assumptions and behaviours on learners and others * Impact of own professional, personal and interpersonal skills, including Literacy, Numeracy and ICT skills on learners and others. To carry out this report I have used my personal reflective journal. I have also drawn on past assignments, observations, peer group discussions. I researched books, journals and the internet to gain a wider perspective. Analysing my own role as Trainer and comparing it with others such lecturers nd tutors highlights the similarities as w ell as exploring the unique aspects that define each role. As an individual and a teacher it is difficult to recognise and at times accept that your personal beliefs, assumptions and behaviours may impinge on learners. In this report I recognise my ‘teaching schemata’ and explore both positive and negative effects this may have on learners and others. This links in with the analysis I have made on how my personal, professional and interpersonal skills will have an impact on learners and others. Part 3 A Teaching roles and contexts within the lifelong learning sectorThe table below explores the different roles and contexts within the lifelong learning sector, analysing their similarities and differences. All definitions of roles are taken form: The Chambers Dictionary 10th Edition (2006) Job Role| Contexts| Duties| Same as| Difference| Trainer‘A person who teaches skills to people or animals and prepares them for a job, activity or sport’ | The workplaceComm unity Learning CentresTraining companies| * Identifying company training needs. * Designing, delivering and evaluating training. * Developing induction and appraisal schemes. Coaching and assessing individuals or small groups * * | Similarities to teacher, tutor, lecturer in terms of planning and delivering learning. Also assessments. | A trainer is generally work based as apposed to teachers or lecturers who are college or school based. | Teacher‘A person whose profession is to impart knowledge practical skill or understanding’| SchoolsSixth form colleges| * Panning sessions * Delivering learning * Evaluation of teaching and learning * Setting and marking working * Monitoring and dealing with behavioural issues. Tutor, trainer and lecturer in terms of planning and delivering learning. Dealing with behaviour is most akin to lecturers. | Different to most in that a teacher is generally associated with schools and children. Some sixth form colleges may have teachers. | Tu tor‘A person who teaches a single person or very small group’| Colleges Community Learning CentresDistance and online learning. | * Planning and delivering learning to individual or small groups. * Providing feedback on assessments * Tutor may be a mentor for learning development such as a form tutor or individual tutor. Similarities to teacher, trainer, lecturer in terms of planning and delivering learning. | More 1-1 work than lecturersDifferent from all if online or distance learning. | LecturerA person who teaches at college or university| CollegeUniversities| * Teaching, lectures, seminars and fieldwork. Preparing teaching sessions and developing teaching materials. Setting and marking work. | Similarities to teacher, trainer, lecturer in terms of planning and delivering learning. | Different to NVQ and Trainer in context.Lecturers would not be found in workplace| Assessor‘Person who assesses’| CollegeWorkplace| * Plan and deliver NVQ workshops * Obser ve and assess candidates * Examine candidates’ evidence| Similar to trainer in that learning is work based. | Different to teacher and lecturer as an assessor will not deliver learning to large groups. | Part 3 b My role and responsibilities as a Trainer in Health and Social Care work-based learning Through discussions in the DTTLS course I have identified two major differences between my role as a Trainer and my peers as Lecturers.The first being that of context . My teaching is carried out in individual’s own workplace. Learning is delivered in a training room and in the care environment. Lecturers deliver learning in a college in a traditional classroom setting. The two do at times overlap, workplace learners may work towards vocational qualifications through local colleges. In this case I may arrange for learners to undertake this learning and support them through their work. The other main variation is in purpose. I facilitate learners with skills and knowledge to enable them to function in the workplace.Learners gain company certification or in some cases nationally recognised awards, however they are not working for one or two years towards an educational or vocational qualification as they would in a college. In unit 15 I explored the difference between teaching and training. Gary Pollice, Professor of Practice Worchester University noted this main difference. In his article Teaching Versus Training (2003). He stated training ‘focuses on skill’ whereas teaching ‘implies deeper knowledge and a longer time frame. ’ This effectively sums up one of the major differences I identified.As a trainer in Health and Social Care it is my responsibilities to ensure my knowledge is kept up-to-date and in line with current legislation, polices, procedures and changing views and ideas within the care sector. Not doing so would have a detrimental effect on learning and the working practice of learners. I am constantly aware that my CPPD will have a direct impact on the quality of training I provide. In unit 5 I examined the aims and philosophical issues associated with my subject specialism. These were derived mainly from CQC and MHA care group.The ultimate aim being to provide the best possible person centred care for service users. I work closely as part of a team to ensure this is provided. I liaise with senior staff to discuss any new developments within care and the impact they will have on learning and working practice. I often attend the same training, seminars and conferences as senior staff. This ensures we all have the same knowledge and skills Transference of skills has a major influence on how I and others measure the quality of the training I provide.Howarth and Morrison (2005, p295) observed how effective transfers are ‘affected by a range of factors beyond the design and delivery of a training event. ’ I work with key people to make sure skills and knowledge are effectively passe d on to staff and reflected in the care provided. If this is not the case then I may need to reassess my own skills and knowledge. Part 3 C The Impact of my own beliefs, assumptions and behaviours on learners and others. As an individual it is difficult to recognize our own ingrained beliefs, assumptions let alone comprehend the impact these may have an others.As a teacher the impact can be magnified as others look to us to learn. In an article Focus on Teacher thinking it was stated Everything a teacher says and does springs from the teacher’s inner reality – the worldview, beliefs, values and other thinking processes that are so familiar they become invisible (www. teachersinmind. com) When I enter a classroom/training room I like to think I put my professional hat on and leave my personal influences behind. Williams and Burden ((1997, p57) however would disagree ‘Teachers beliefs about learning will affect everything they do in the classroom. To identify my ow n personal influences I have examined some elements of my unique ‘Teaching Schemata’ (wwww,prodait,org 2006) . This is the amalgam of beliefs , knowledge and assumptions held by the individual teacher. Elements of my personal ‘Teaching Schemata’ | * I believe it is important to have basic ICT, Literacy and numeracy skills * Reading is fun * Learning enriches your life * ICT is an inevitable part of day to day life * I think everyone should want to reach their full potential * Adults should naturally adhere to a certain code of conduct in a learning environment. Adults want to learn * Music has positive benefits on your mental well being * I love anything outdoors. * I’m a vegetarian and animals are an important part of my life * I was brought up C of E but no longer practice or believe. * Monogamy is important * I used to be shy at school but now I’m outgoing * I tend to adopt a ‘ce la vive’ attitude to life. If it makes you happy then do it! * I’m very easy going and rarely loose my temper. * People should always see the best in others and try to understand why they behave the way they do. The list above is by no means exhaustive but includes what I consider to be my main belief system. I would generally consider my positive and friendly personality to have a constructive benefit on learners. I’m proud of the fact that learners enjoy their learning and in all my observation it was commented that I had an excellent rapport with learners. In unit 15 I drew on an element of my reflective journal where this rapport had a negative effect. Four learners failed to turn up when I was being observed. I took his a personal insult, but it was pointed out to me by a colleague that it was because I was so easy going that they probably thought I wouldn’t be annoyed. The concept of achieving an equal balance between my natural friendly personality and adopting a more professional persona when necessar y is an area I have developed but need to continue to do so. I have attended courses in assertiveness and influencing and negotiating to aid my development in this area. Discussing ideas with other teachers has helped significantly. In my very initial stages of teaching I made a basic mistake due to my somewhat supercilious assumptions.When setting up a learner, a lady of around 50yrs, on E-Learning I simply gave her the laptop, password and username and told her to log on to the Aims Perform site. I went off to sort out some paperwork while she did this. When I returned I found an embarrassed learner who hadn’t even switched the laptop on. She sheepishly told me she’d never used a computer before. The impact for the learner was that of humiliation and a failure to learn. For myself it was an early learning curve in never making assumptions about learners existing abilities.Although I’m still surprised how many people don’t have their own computer and hav e little or no ICT skills I have learnt to adjust my perception and address the situation in a manner that does not embarrass or humiliate the learner. Gaining an awareness of the extent to which adult learners may lack basic skills has had an effect on my professional development. I have actively sought ways to integrate key skills into learning. Care for Skills agency provide extensive resources and information on enabling teachers to embed key skills into the care induction programme.The impact on learners is that I, as a teacher am more in tune to learning needs and an increased opportunity to improve their key skills through work based learning. Also I taught a fully integrated course with New College which improved my skills in key skills teaching. Part 3 D The impact of my own Professional, Personal and Interpersonal skills including Literacy, Numeracy and ICT Skills on Learners and others Trainer/Teacher My teaching qualifications PTTLS and year 2 DTTLS have given me signifi cant skills and knowledge in this area. This impacts on what I am able to offer my place of work and learners.This includes planning, delivering and evaluating individual sessions and schemes of work. Also carrying out diagnostic assessments, assessing learning, being aware learning styles and learning theories, designing and using resources. The more skills I have as a teaching professional the greater opportunity I will have to maximise the learning potential of the workplace learner at MHA. Management will have greater confidence in giving me greater responsibilities such as designing courses. I have also joined the Institute For Learning (IFL) as an affiliate member whilst working towards qualified teacher status.The IFL gives members support in continuing professional development. The IFL state: CPD gives the public, learners, the teaching community and the sector confidence that teachers, trainers, tutors and assessors are continuously improving skills and knowledge and expert ise (www. ilf. ac. uk, 2009) Health and Social Care Professional As I have a dual profession there is little point in me solely focussing on my teaching skills. It is equally as important that I monitor my knowledge of my subject specialism. My learners need to have confidence that I have a higher level of knowledge of the subject than they do.The care provider I work for need to know that I am facilitating training that is current and relevant. In unit 15 I stated that one of my best assets was having what Skills for Care (2009) describe as ‘experts by experience. ’ Having years of hands on experience in the care sector not only equips me we a high level of skills and knowledge but also gives learners confidence that I know what they experience in the workplace. To keep my care skills current and relevant I attend the same training, conferences and seminars I would as if I still worked in the field. Personal DevelopmentMy personal development can also have an affect on learners. Having a good level of work and life balance make me a calmer and more rounded person. Much of my personal development such as creative writing enhances my creative abilities as a teacher. I initially started my degree with the Open University for personal development rather than professional. I started with a course I knew I would enjoy – Level 2 Creative Writing. This required me to post my work on an online tutorial for others to give feedback on. Similarly I was required to give feedback on the work of others.This enhanced my ability to accept feedback from managers, teachers, college peers and learners. This in turn assisted me to provide constructive feedback to my peers and learners which is something I have difficulty with. Interpersonal Skills My interpersonal skills have developed as my confidence has grown. Looking back on my reflective journal from last year I can see there were times when I lost deportment in sessions when learners asked questions I wa s unsure of, didn’t participate in sessions or were deliberately awkward as they didn’t want to be in the session.This had a detrimental effect on learners and myself as I felt they would loose confidence in my ability to teach them. I over come this through feedback, talking to other teachers and simply by gaining experience. My most recent observation demonstrated how much my confidence has improved. This reflects on the quality of learning learners receive. On a general level I feel I have good interpersonal skills. Working in the care sector for years has given me strong emotional intelligence. I am easily able to empathize with other. I am able to actively listen, thus making me an effective communicator.I have been able to develop appropriate communication skills. Initially I was too much of a friend to learners and didn’t want to offend anyone. I found sugar coating feedback was non productive. I have managed to improve my balance my as a teacher, giving constructive feedback and delivering enjoyable sessions. Numeracy Numeracy is not my strongest point. I have GCSE grade C which I achieved 18 years ago. When I worked at Penhill Community learning centre working 1-1 with learners to gain entry level 3 and level 1;2 numeracy awards I was concerned about my own numeracy levels and ability to help others.I went on the Move On website to test and improve my abilities. When I started the PTTLS course I was required to take an assessment on the computer to check for skills fade. Thankfully I had a clear level 2 pass. Although numeracy is not a strong element in Health and Social care it is still important to maintain my skills in this area. I embed numeracy in areas where learners will uses it in their workplace such as weights, measurements, BMIs and statistics. This will impact on their ability to perform everyday tasks at work. ICT I have fairly good ICT skills.This has enabled me to facilitate e-learning confidently. This has helped l earners to access and undertake courses they may not have had access to otherwise. e-learning enhances learners own ICT skills which will benefit them in the workplace and wider society. One area I had to develop was using ICT in presentations. My workplace did not have facilities for this so I had little opportunity to practice. I felt this limited my resources and didn’t account for exclusivity with regards to learning styles. My first attempt at PowerPoint presentation was for my presentation was to my peers at college.I was pleased to have produced and presented a presentation even if I did forget to put it on slide show! Feedback from my peers and my own reflection identified this as an area of weakness. I have since convinced my workplace to buy more equipment. I am now confident in using the projector for presentations. This enhances learners experience including participating in e learning in groups. Literacy Literacy is an area I am quite proficient in and had passed university modules in with good grades. I enjoy reading and creative writing in my free time.I do however have to be aware of the language I use and the levels I expect of others. Many of my learners will be at entry level 3 or lower so I need to keep language in resources simple. Through initial assessments I can identify what level learners are at. I embed literacy into learning. The Skills for Care Base have excellent resources I have used to enable learners with literacy. The fact that I enjoy reading means I am always keen to research my subject this will enrich the knowledge I can impart on learners. ConclusionMy dual role as a teacher and a Health and Social Care Professional effectively means I I have two areas where I need to actively monitor, evaluate and accomplish continuing personal and professional development. Clearly identifying my role and responsibilities can enable me to pursue relevant avenues. Being aware of my own beliefs, assumptions and behaviours and the im pact they may have on learners and others is difficult but essential. Through course of action I realised my assumptions about adult learners existing skills was having a detrimental effect on their learning.As a teacher my own personal, professional and interpersonal skills have a major impact on learners, as they are looking to me to facilitate knowledge and skills. The organization I work for is trusting in my skills to carry out my role efficiently. Not doing so could have a damaging effect on the care service users receive and the reputation of the establishment. This highlights the importance of CPPD. Words 3116 Bibliography Books Gray, G. Cundell, S. Hay, D. O’Neill, J. (2004) Learning Through the Workplace. Nelsonthorne: Cheltenham Horwath, J. Morrisson T. 2004) Effective Staff Training in Social Care Routledge: Abingdon Roffey-Barentsen, J and R ,Malthouse. Reflective Practice in the Lifelong Learning Sector. Learning Matters: Exeter Tummons, J. (2007) Becoming a Tut or in the Lifelong Learning Sector. Learning Matters: Exeter Wallace, S. Teaching and Tutoring in The Lifelong Learning Sector. Learning Matters: Exeter Internet Code of Professional Practice www. ifl. ac. uk Communication and number skills at induction and beyond www. scie-careskillsbase. org. uk (accessed 31/08/2009) Continuing Profesional Development www. fl. ac. uk Critical Reflection on Teaching www. prodait. org (accessed 17/02/2010) Education and Training – Job Profiles http://carersandadvice. direct. gov,uk Focus on Teacher Thinking www. teachersmind. com. topics. htm (accessed 17/10/2010) Gibbs Model of Reflection www. qmu. ac. uk (accessed 04/01/2010) Gary Pollice:Teaching versus training http://www. ibm. com/developer works/rational/library (accessed 10/08/09) Methodist Homes Association http://www. mha. org. uk (accessed 30/8/09) http://www. skillsforcare. org. uk/workforce_strategy (acesssed30/08/2009) Muir, G.Theories of Adult Education Teacher Versus Facilitato r www. adulteducation. eu/Theories. of-adult-education (accessed 19/08/2009) Reflection and Reflective Practice www. learningandteaching. info/learning/reflecti. htm (accessed 30/01/2010) Reflective Practice www. educ. utas. edu. ac (accessed 30/01/2010 Social Care Institute for Excellence www. scie-caebase. orguk Quality Care Commission www. cqc. org (accessed 10/08/09) What is reflective practice ? www. ukcle. ac. uk (accessed 06/03/2010) What is the Difference Between a Teacher and a Trainer? http:/society. com/education

The United Monarchy of Israel and Judah

The United Monarchy of Israel and Judah After the Exodus and before the division of the Hebrew people into two kingdoms was a period known as the United Monarchy of Israel and Judah. After the Exodus, which is described in the Biblical book of the same name, the Hebrew people settled in Canaan. They were divided by tribe, with the bulk of the tribes residing in the northern regions. Since the Hebrew tribes were frequently at war with neighboring tribes, the tribes of Israel formed themselves into a loose confederation, which required a military commander to lead it. Judges, who partially served in this capacity (as well as serving in legislative and judicial capacities), accrued power and wealth over time. Eventually, for military and other reasons, the followers of Yahweh decided they needed more than a military commander a king. Samuel, a judge, was chosen to appoint a king for Israel. He resisted because a king would compete with the supremacy of Yahweh; however, Samuel did as bid [see: 1 Samuel 8:11-17], and anointed Saul*, from the tribe of Benjamin, as the first king (1025-1005). David (1005-965), from the tribe of Judah, followed Saul. Solomon (968-928), son of David and Bathsheba, followed David as king of the united monarchy. When Solomon died, the United Monarchy fell apart. Instead of one, there were two kingdoms: Israel, the much larger kingdom in the north, which split apart from the southern kingdom of Judah (Judaea). The United Monarchy period ran from c. 1025-928 B.C. This period is part of the archaeological period known as Iron Age IIA. Following the United Monarchy, the Divided Monarchy ran from about 928-722 B.C. *There is a problem with the dates of Saul since it is said that he ruled two years, yet must have ruled longer to encompass all the events of his reign.

Evolution of Hair Color

Evolution of Hair Color Imagine a world with only brunettes in it. That was the world when the first human ancestors first started to appear as primates adapted and speciation created the lineage that would eventually lead to our modern-day humans. It is believed the very first hominids lived on the continent of Africa. Since Africa is directly on the equator, sunlight shines directly down throughout the entire year. This impacted evolution as it drove the natural selection of pigments in humans as dark as possible. Dark pigments, like melanin, help block harmful ultraviolet rays from penetrating into the body through the skin and hair. The darker the skin or hair, the more protected from the sunlight the individual is. Once these human ancestors started migrating to other places throughout the world, the pressure to select for skin and hair colors as dark as possible let up and lighter skin colors and hair colors became much more common. In fact, once the human ancestors reached latitudes as high north as what is known today as the Western European and Nordic countries, skin color had to be much lighter in order for the individuals living there to get enough Vitamin D from the sunlight. While darker pigmentation in skin and hair block unwanted and harmful ultraviolet rays from the sun, it also blocks other components of sunlight that are necessary for survival. With as much direct sunlight as countries along the equator get on a daily basis, capturing Vitamin D is not an issue. However, as human ancestors migrated farther north (or south) of the equator, the amount of daylight varied throughout the year. In the winter, there were very few daylight hours in which the individuals could get out and ob tain the necessary nutrients. Not to mention it was also cold during these times which made it even more unappealing to get out during the daylight at all. As these populations of migrating human ancestors settled in these colder climates, pigments in the skin and hair started to fade and give way to new color combinations. Since hair color is polygenic, many genes control the actual phenotype of hair color in humans. That is why there are so many different shades of colors seen in different populations throughout the world. While it is possible that skin color and hair color are at least somewhat linked, they are not so closely linked that various combinations are not possible. Once these new shades and colors emerged in various areas around the world, it started to be less of a natural selection of traits than a sexual selection. Studies have been done to show that the less abundant any given hair color is in the gene pool, the more attractive they tend to be for suitors. This is thought to have led to the proliferation of blonde hair in Nordic areas, which favored as little pigment as possible for maximum absorption of Vitamin D. Once blonde hair began to be seen on individuals in the area, their mates found them more attractive than the others who had dark hair. Over several generations, blonde hair became much more prominent and proliferated over time. The blonde Nordics continued to migrate and found mates in other areas and hair colors blended. Red hair is most likely the result of a DNA mutation somewhere along the line. Neanderthals also most likely had lighter hair colors than those of their Homo sapien relatives. There was thought to be some gene flow and cross-breeding of the two different species in the European areas. This probably led to even more shades of the different hair colors.

Discrimination Essay Example | Topics and Well Written Essays - 250 words

Discrimination - Essay Example This harassment is termed as overt discrimination (Gregory, 2004). The Title VII of the Civil Right Act addressed the situation and declared that all decisions pertaining to employment, termination or promotion should never be based on gender, instead based on merit. The issue was addressed, and the female employee got the promotion and the male employee was subjected to punishment to discourage such behaviors (Boland, 2005). The uninformed manager could have mishandled the issue if he/she is uninformed of the Title VII of the Civil Right Act, this way there would never be any punishment administered to the gender prejudiced employee. In return, this would have led to subsequent cases of sexual harassment of the same nature in the organization (Barreto et al, 2009). The managers always determine the level of sexual harassment to be expected in an organization. Mangers that set rules that discourage sexual harassment tend to report lower cases of sexual harassment, whilst managers with rules that encourage sexual harassment experience a vast number of cases of sexual harassment (Neville,

Ergonomics Research Paper Example | Topics and Well Written Essays - 1250 words

Ergonomics - Research Paper Example The overall purpose of such an extensive level of integration with different subjects has to do with the fact that ergonomics is specifically interested in understanding â€Å"human factors† with regards to the function of equipment, the design thereof, and facilitating cognitive abilities in the user. Rather than allowing the name itself, ergonomics, to serve as a stumbling block with regards to an understanding for what the specific realm of analysis is intended upon expecting, it should be understood that ergonomics in and of itself is effectively defined as â€Å"human factors†. As such, these human factors, engaged a level of importance with respect to the design, implementation, and use of material that facilitates the workflow or comfort of an individual. Such a broad level of focus invariably lends this particular field to incorporate a great many factors and engage with the previously denoted fields of study in a variety of different ways. However, even though the field of ergonomics is broad, the information that it engages with is utilized in something of singular manner; to make the experience of the human being more efficient, productive, and/or comfortable. With respect to the way in which ergonomics affects workers, this can be seen with regards to a host of different issues. For instance, the most obvious integration of ergonomics is with regards the way in which certain functions are performed. Rather than merely maximizing efficiency and endangering the worker and/or the equipment in question, ergonomics as a means of utilizing information from relevant medical spheres, up to and including physical therapy as a means of understanding the movements of the human body and which of these are most likely to reduce the level of injury and maximize the health and safety for the individual worker (Larson & Wick 5097). Moreover, the implementation of procedures and equipment that helps to foster a greater focus upon ergonomics directly im pacts the workers as it is able to maximize the level of safety and productivity without having any negative consequences other than the costs of implementation. Evidence of this can of course be seen with regards to the way in which recent scholarship has proven that ergonomics has a direct level of impact with regards to the way in which an office employee maintains posture, avoids injury to the hands and wrists, and has the monitor and keyboard positioned in a favorable manner so that workflow can be maximized and the risk of any potential future harm to the health and safety of the worker can be minimized. But however, even though the information that is thus far been provided is useful with regards to understanding the field of ergonomics and realizing what complement factors helped define it, a secondary issue that must be considered is with regards to the way that hazard recognition and measurement techniques are incorporated as a means of affecting a positive change. Ultimat ely, hazard recognition is the first piece of this puzzle (Erdinc & Yeow 953). Within any field of employment, there are particular hazards that the employee faces on a daily basis. As such, realizing, denoting, and seeking to mitigate these, is a fundamental goal that any organization/firm/company that seeks to engage with ergonomics and improve the overall quality of life and efficiency of workflow for their employees must consider. But naturally, once these hazards have been recognized and