Day By Day free essay sample

For as long as 12 years I have been encircled by numerous friends who have set yearnings. I, nonetheless, have consistently had a plenty of thoughts in my psyche to the point of not having the option to pick only one. This has prompted me to an existence of adaptability and adaptability. I unequivocally accept that wandering from marks and leaving your customary range of familiarity enables work to character. Solid gathering character is definitely not a ground-breaking resource in my life. Beginning in kindergarten, instructors started posing the inquiry What would you like to be the point at which you grow up? Each and every year I had an alternate answer. I experienced these stages where I would get energetic about a specific subject however after some time I would consistently adjust my perspective. Cop, picture taker, space traveler, scientist, writer: these thoughts but none of them would stick. Sooner or later, I acknowledged the way that I was unable to embrace only one vocation decision and I chose to release myself through the entirety of my stages. We will compose a custom exposition test on Step by step or then again any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page I was trusting that by this point, I would have picked one without a doubt. In any case, I have been accepting circumstances for what they are and have been encountering all the options that life brings me. Solid gathering character has not really been a significant perspective in my life. I accept that as a result of the reality I have not picked a set vocation way, I ought to be presented to however many gatherings as could be expected under the circumstances. This, obviously, accompanies limits. I remain close the informed and objective driven characters and will in general avoid the less determined individuals. I consider that presentation to numerous choices broadens your insight. Not relating to a gathering additionally encourages me become all the more tolerating to new things and change in my life. For as long as 12 years I have sat in class gnawing my nails since I had no clue about what I needed to do with my life. I have at last acknowledged that I should simply appreciate each experience that comes my direction and discover my calling when it comes. Regardless of whether that takes 2 months or 2 years, I realize the day will come at some point sooner rather than later. Not relating to a solid gathering character has helped me arrive at a point where I have gotten the opportunity to see such a significant number of various ways.

How Classroom Environments Affect Child Development Essay

With regards to training such a large number of various elements can influence a child’s learning and advancement in a study hall. Above all else the temperature of the primary class of which the kid is learning in so, for example, the warming/cooling, if the study hall is excessively hot, eg. On a hot day a kid may feel debilitated/lightheaded this will influence the child’s focus and prosperity like a profoundly cooled homeroom where it might be incredibly chilly the youngster may get sick as a result of it. Another significant piece of a child’s instruction is having the correct hardware to empower them to adapt so guaranteeing the gear the kid utilizes isn't obsolete, broken or risky is basic to give the kid the most ideal learning experience, as kids with magnificent offices are probably going to appreciate school more and discover school simpler on the grounds that they have the entrance they have to enable them to learn. Space is extremely significant particularly with youngsters, so the size of the study hall can affect a child’s learning experience, little confined study halls, which could be packed because of a lot of students could make it difficult for understudies to move or in some outrageous cases hazardous. So having a study hall a decent/sensible size with respect to the measure of understudies going to is fundamental. In spite of the fact that this generally relies enormously upon the area of the school as understudies from a city are bound to have bigger classes than those of a provincial setting. Understand more: Influences that influence children’s improvement article This leads on to the following point, of different understudies influence a child’s learning experience, if a class is loaded with troublesome understudies a youngster won't learn just as a study hall which is brimming with understudies which are calm and ready to learn. Instructors massively affect a study hall, their conduct and attributes can influence the learning of their group. Collected, reasonable, comical instructors impact learning experience than a testy, uncalled for, excessively severe educator. On the off chance that a youngster is nodding off, getting sick normally, is deficient in execution or consistently disturbing classes they might be battling. This is the point at which you would move toward the educator and talk about the child’s conduct and execution and the potential purposes for the child’s conduct this may mean progressively organized exercises, increasingly one on one time, change of guest plans and so on yet this might be checked, and the instructor may line this up with a conversation with the child’s parent if important.

20 Holiday Office Party Dos And Donts

20 Holiday Office Party Dos And Donts The jolly season of winter is upon us and that means that everyone gets to cut loose and indulge themselves with brownies, cream puffs, cocktails, and gifts, including the tiresome office workers who are probably reading this right now.One thing to bear in mind, however, is that this is a business event first and foremost.Don’t take this the wrong way, while you may enjoy yourselves, it is more of a formal get-together with your colleagues and supervisors.In short, have a good time while keeping it professional as well.Besides, by learning about business holiday etiquette, you can navigate the upcoming season like a pro.This way, your company may even take advantage of the winter sales competition.DOS AND DONTS OF OFFICE PARTIES1.  Do: Respond to the InvitationBe sure to respond to the party invitation within 24-48 hours. It shouldn’t matter whether it comes by email, Evite, Paperless Post, telephone or traditional ways, you have to give your response within the given that timeli ne.Even if you didn’t want to attend the party for whatever reason, it is mandatory to the point in which failing to do so would send a negative message to the executives and upper management, who very likely will take note of your absence.2.  Dont: Drink Too MuchIf your employer is offering you a drink and you don’t mind, then go right ahead.Though since the drink is intoxicating, which evidently drops your inhibitions and twists your judgment, you should limit your intake of it.If there’s one place you cannot afford to lose your senses, it is at an event that’s hosted and attended by your boss as well as your co-workers.Under the influence, you may end up doing something that could make you a target of workplace gossip or controversy, or worse, unemployed.You should consider your limits with better precaution and never go beyond them. Be sure to carry a refreshment in your left hand and leave your right one for the shaking hands of the party guests.Although, if you want ou r honest advice, it’s probably for the best if you don’t drink at all considering the innumerable catastrophes that often result from this drink.Safer alternatives for you would be tea, club soda or even water.3.  Do: Arrive And Leave On TimeJust as youre punctual when you usually arrive for work, you should be just as punctual for when you get to an office holiday party and leave at the very moment it is scheduled to conclude. It is inappropriate to arrive ‘fashionably late.’ You also shouldn’t arrive early, but just plan on getting there within the first 15-20 minutes. Even if you don’t plan on attending, don’t arrive 30 minutes right before the end of the party only to make an appearance.4.  Don’t: Treat an Office Party Like a Singles BarA workplace party gives you the chance to interact with your fellow co-workers in a manner other than the way you normally do in your usual office days.Getting to know them in a different life may even make you look at them differ ently. Though this may end up being a bad thing.For instance, you may find Jessie from accounting to be far more attractive under bar lights than cubicle lights.It is human nature to have desires for the opposite sex, which is exactly why you should keep your instincts under control before your reputation sinks to the endless bottom of no-return.Workplace romances or God forbid, one-night-stands, are bringers of disaster.5.  Do: Read the Invitation CarefullyA great way to avoid an unpleasant evening is to read the office party invitation carefully. It is essential to know the company’s policy on guests, or whether the invitation is ‘Employee Only’ or ‘Plus One.’You should also check whether spouses or dates are welcome.Much of the planning decisions have been meticulously considered, including scheduling and expenses.Just remember that this is an official company-sponsored event.6.  Do: Dress Appropriately Robin Schooling, vice president of human resources for Hollywood C asino in Baton Rouge, says that if your office is having a formal event dress up.If it’s a casual potluck that’s being hosted in the break room, then dress as you do for work.Even if the theme is ugly sweaters, then Schooling recommends wearing the ugliest work-appropriate sweater that you can find and wear it with pride.When attending an office party, it is pivotal to look at what your office is doing and follow up with it.Don’t be the sore loser who wears an ascot or a cocktail dress to the lunch hour Secret Santa gift swap.So leave anything that is too-short, too-tight and too-revealing in the closet.7.  Don’t: FlirtIt’s like Step #4 but it doesn’t go that far.Even so, it’s best not to flirt with co-workers of the opposite gender, even if you intended it to be entirely innocent.The reason for this is because it might send a negative message to your co-workers.At best, flirting or acting in a sexually provocative manner could make colleagues lose respect for you on a personal level.But at worst, it could slap you with a possible sexual harassment allegation.8.  Do: Greet Colleagues, Hosts, and Party PlannersWhen you arrive at the office holiday party, be a professional and shake hands with the party planners and hosts.In fact, if it is a company or partnership that is owned by more than one person, be sure to thank all of them.You don’t have to be a chatterbox or pretend to completely enjoy everything about the party, but at the very least, try to chat briefly or compliment any aspect of the party that you really enjoyed, such as music, food or the decor.And be sure to limit your conversations to only five minutes before moving on to the next person.9.  Do: Remember That This is Still a Business EventWhile it is okay to relax and have fun when you’re at a workplace party, you must never forget that this is still an office event sponsored by your boss.The setting may be different to the casual parties back at home, but your boss is watching your move, as are your coworkers.What we’re trying to say is that you should never expose any side of your personality that may come off as unsettling to your boss and coworkers to the extent where their opinion of you may change for the worse.A perfect example of this is not sharing any personal information or details in a professional setting.10.  Do: MingleBe very careful of your movements as they are being monitored from the entrance to every room you enter by your boss and coworkers.That means that you must refrain yourself from heading towards the bar or the buffet the moment you step foot into the party.As an employee of the event sponsored by your company, you have to give a good impression to the party planners, hosts and guests that are there, by greeting and shaking hands with them.To this with everyone that is there, including your colleagues and boss.Since executives enjoy being at parties, a company party may be one of the few times where you get to meet them in pers on.So go over to them, introduce yourself, state the department that you work in and then shake their hands.This is also a great opportunity for you to become visible to your company’s leadership.Greet and interact with as many of your colleagues and supervisors who are present at the event, even the ones you don’t know very well.Be sure to greet the attendants with the warm smile on your face. But don’t just spend the entire evening with your usual office buddies try to mingle with co-workers that belong to other departments of your company.But more importantly, please resist the urge of getting bored or giving hints to your boss and coworkers that you’re making a run for the exit door.11.  Do: Talk About Something Other Than WorkThere are other sides to your co-workers than just office partners and work.They also have families, hobbies and other interests that may be in line with your own.Yes, this is an office-sponsored event, but it is still a party. So don’t be afrai d to let your colleagues know a bit about your life outside of the organization and avoid bringing stuff that has anything to do with your regular office responsibilities.Also, abstain from having to include sex, politics or religion as part of your conversations.Connecting with your colleagues on a personal level can take you very far in the business. Plus, the management appreciates it when their employees show their social side.Keep your discussions positive and ensure that they do not exceed more than 5 to 10 minutes. Avoid complaining, bragging or gossipping as well.12.  Don’t: Tell Off-Color JokesYou’re free to tell jokes if you want because office parties are usually light-hearted anyways.Just that all may stop if your jokes end up offending your colleagues or boss (or worse, their own boss).It is a well-known fact that not many people enjoy off-color humor, so do your best to avoid coming under such fire.And with that in mind, you should also refrain from using foul, off ensive or perverted language.13.  Don’t: Binge at the BuffetProfessional workplace demands you maintain manners and etiquettes as we’ve been reiterating for the entire article.So if you’re a food person, we’d advise you to eat a small amount of protein to sate your appetite instead of hogging the food table as much as you want.You didn’t get invited to the party for the sole occasion that you’re hungry.Be considerate of other party attendees as well, while also keeping your hands clean at all times when it comes to food.Do not walk around with a full plate, overeating or double dipping the chafing dish and please remember to properly discard napkins, toothpicks, and plates.14.  Put Your Phone AwayYour boss went through a lot of trouble to put this party together so you can mingle with your co-workers and get to know them better.But this can’t be accomplished if you constantly check your phone.Just bear the urge to inspect your social media status and focus on the matte r that is right there in front of you: socializing with your colleagues and boss.If you want to check on your phone occasionally, then do so where no one can see you, but only for a little while since your boss is still monitoring the event.If you wish to make your phone of good use, then start taking pictures and share them on social media.15.  Don’t: Gossip About People Behind Their BacksWhether you’re at work or a work-related event, it is absolutely distasteful to backbite or gossip about your coworkers or supervisors.Some people take it upon themselves to engage in a little malicious talk about those who are never present at the scene.A loose tongue is quite common at parties, especially if you’ve had one drink too many. If left unchecked, you’ll be in for a regretful Monday morning equation.For the sake of the company’s reputation and that too your own job, you must prevent yourself from committing this heinous act.Also, you may even want to consider the feelings of the person you’re gossiping about, especially if gets back to them later on.16.  Don’t Clap for YourselfThis term is often used to describe drinking right after a person in your company who has been recognized for their outstanding achievements has offered a toast.Office parties often hold parties to laud someone’s great work in the organization and if this is the reason your employer’s hosting this party, then the CEO or executive may offer a toast sometime during the evening.So when a toast is being raised for your colleague, be sure to raise your glass at the end of the toast, when the host raises their glass.Be sure not to touch your glass to everyone else’s as it is distracting and unnecessary.Then pause and observe as this is when the star worker offers a toast in response to their achievement.And if you’ve been a star performer as well, you may be honored with a toast as well. So be sure to stand up and thank the person who toasted you, as a symbol of your appreci ation.17.  Do: Offer Your ThanksAfter offering you a drink, some food, music and a chance to really let loose after doing most of your hours for the year, we believe that it is only fair and courteous to express your gratitude to the party planners, organizers as well as your boss for putting together a great office party.It doesn’t necessarily have to be elaborate; just a quick ‘thank you’ before you leave is more than enough.18.  Don’t: Bring Uninvited GuestsWhen your boss throws a party, they may intend it to be only for employees.Therefore, you must always consult with them and ask whether it is permissible to bring a significant other or not.Bringing an uninvited guest may not only end up frustrating your boss but also embarrass or upset your guest if they feel unwanted.So always do a preemptive check to see if you can bring spouses, dates or Plus Ones from your side.19.  Don’t: Undermine the Importance of Your Guest’s BehaviorIf your office party does allow you to invite a guest from your side, then you have to choose wisely who you should bring.If let’s say, the guest is your significant other, bring them with you and don’t be shy about making introductions.But don’t bring in some “best friend,” who happens to be a woman that you’ve only interacted with on platonic occasions, just because you can’t handle going alone.It would only defeat the purpose of the party, which is to get to know your colleagues better.You must also never bring anyone who might display inappropriate behavior even if they may be your significant other. Their bad behavior will, in the end, reflect poorly on you.That’s why it is important to have your guest adhere to the same rules that you are expected to follow for the party.20.  Do: Show Up The Next DayEven if you’ve overindulged yourself or stayed late afterward, nothing is worse than calling in “sick” the day after the office party.Still, if you’ve managed to make it to this point after all of the tips mentioned above, you shouldn’t have that much of a problem.But even if you do, there literally is no other way out for you except to suck it up and show up for work.When an office party is celebrated in a respectful and appropriate manner, it creates a sense of mutual trust among your co-workers, shows employee appreciation, develops stronger office relationships and is great for overall employee morale.

Women Discrimination In United States - Free Essay Example

Sample details Pages: 5 Words: 1451 Downloads: 10 Date added: 2019/06/24 Category Society Essay Level High school Tags: Sexism Essay Did you like this example? About two in five women (42%) in the United States say they have faced discrimination on the job because of their gender states Kim Parker and Cary Funk (Gender Discrimination Comes in Many Forms for Todays Working Women). Sexism is something that transpires everywhere and its been around since the first of men and women. Sexism is shown through multiple different styles and every form of it has the same type of effect on our society. Don’t waste time! Our writers will create an original "Women Discrimination In United States" essay for you Create order The book Under A Painted Sky by Stacey Lee faces a constant barrier to the American dream described as sexism. From the first page of the novel, all the way to the last, sexism was shown realistically through two of the main characters, Sammy and Andy. They had to act, speak, and dress correspondingly to men. Sammy was performing at a trailer stop, as a boy, and all of a sudden her female appearance gets disclosed as her hat blows off and reveals her hair. Damn, my hat blew off! (Lee 254). On their excursion, while heading west toward the frontier, the two girls came face to face with many sexist remarks and allegations. Andy and Sammy feel in a way as if they are being targeted because the men they travel with think they are superior to women. This is a barrier due to the fact that even nowadays men and women are still treated unequally. Both girls had to dress in men clothes and had to function as manly as possible to make them seem like legitimate males so the other men would allow them to travel along with them instead of staying at home and doing work around the house like other women. Acting and dressing and speaking like men affected each of the girls personalities extremely. Sammy and Andy transform from disrespected women to independent men. In the 1950s, women were assumed to stay at home and take care of their children while the men went to work to provide for their families financially. According to Oprah Winfrey, women are just as skillful and intelligent as men are and they should pursue their dreams with excellence no matter what. I was raised to believe that excellence is the best deterrent to sexism. And thats how I operate my life states Oprah. Oprah has a talk show that altered the lives of many. She expressed her deepest thoughts to the television about making people realize that they need to accept others disregarding gender, ethnicity, and disabilities. She became known all around America because of her powerful words and extraordinary efforts toward those three main topics. The American barrier is brought up multiple times in the book I chose to read and opened itself up to talk about the past and the present topic of sexism. In Under A Painted Sky by Stacey Lee, Annamae (Andys real name before Sammy and he r turn into boys) says to Sammy, What if we werent two girls, but two young men (21). When this book was written, women were considered less intelligent, weaker, and should stay at home to take care of children and clean the house. The two girls had to completely change their appearance to look like males so people would let them travel alongside. This demonstrates that just because they were female, men would look at them differently, treat them differently, and potentially hurt them and take advantage of them. According to the Harvard Business Review article, What Research Tells Us About How Women are Treated at Work, women and men were found to be treated equally, just get different paychecks for doing the same type of work because of how they were looked upon. The article in conclusion says, Our analysis suggests that the difference in promotion rates between men and women in this company was due not to their behavior but to how they were treated. This study really showed how its not because of how their behaviors were vastly different, but because of how people a ct to women. Changing womens behavior † to ?lean-in, for example † might miss the bigger picture: Gender inequality is due to bias, not differences in behavior (Harvard Business Review). There are studies that show men treat women differently solemnly because women are more fragile, less intelligent, and weaker (Harvard Business Review). Over the years the way men treat women has slightly changed. Andy and Sammy from the novel had to worry about men overpowering them and being dominant. A glimpse of a ladys ankle is like the first sip of wine; makes you thirsty for the whole bottle. Now, before we make any agreements, Id like to test the goods (Lee, 17). This man, Mr. Yorkshire, attempted to take advantage of a young fifteen-year-old because he knew that he had more power than Sammy and she would be an easy target to fulfill Tys hankering. Not only do women have great intelligence, but more strength than any man would ever know. Women are just as capable as men are to do anything they desire. For example, changing the two girls appearances helped them in an extensive way when the New York police were searching for them after they found the dead mans body. It seems no one had a picture of me to print so they pulled one of some Chinese women in her twenties smoking a cigarette (Lee, 289). The police were more distresse d about finding two women that killed a man, even if it wasnt the actual person who committed the crime. If a man had killed a person the Federals would do anything they could to make sure they had the right person. The girls put the crime behind them and focused on attaining the goal to find friends and family, but most importantly to survive. Sexism has changed throughout many years, but it hasnt changed in a tremendous quantity by any means. Sexism was very controlling to women until the 1960s when the nineteenth amendment was passed. Women were treated more fairly and were obligated to just as much as men were. Still to this day women are being treated differently than men, especially in a working environment. For example, Nike was just accused of being sexist and not doing anything about womens reports of demeaning treatment and sexual harassment. According to Voxs article Why the Gender Discrimination Lawsuit Against Nike is so Significant a reporter states, They reported male supervisors who called them vulgar names and discussed their bodies, and even one who threw his keys at a subordinate and called her a stupid bitch. The women said their complaints to human resources didnt change anything. Women should have not put up with sexist statements or actions ever. Nobody even reacted to their reports, hence the women i nvolved took it upon themselves to create a lawsuit against Nike. Likewise in Under A Painted Sky, Andy was fearful after she had accidentally killed Ty Yorkshire when he tried to rape her. Does killing a man who tried to rape me count as murder? For me, it probably does (Lee, 19). If Sammy were to get found when she ran away, it was most likely the police wouldnt have believed her side of the story and she wouldve been sent to prison for murder. Women were treated astonishingly unimportant in the setting during the 1850s. Anyone on the street would most certainly take a mans word over a womans on any given day. When Sammy and Andy have to change their appearances from being girls to boys, it takes a while for them to adjust, but being male helps them do things they couldnt as girls. You miss being a girl? I ask her. ?Not as much as I thought I would. Just feels like when Im being a boy, I can cut a wider path (Lee, 119). Being a girl back then was difficult. Men used women to show off, and often they didnt care about their personality or how they acted, but solely about looks. I dont understand the constant need to prove ones manhood as if it is always on the verge of slipping away. We never need to prove our womanhood (Lee, 213). Towards the end of the novel, the girls decided that men have proved themselves enough, but they needed to make women known to be more than just an item, but to be known as strong, independent, and reliable humans. In this day and age, us women are still fighting for equal rights and fair treatment. According to Rainer Maria Rilke, The only journey is the one within, and its been a long journey for overcoming sexism, but we still have some time before we conquer this obstacle to achieve the American dream.

Darwin s Theory Of Natural Selection - 1128 Words

Charles Darwin broached the theory of natural selection in his book the Origin of Species, which has been considered the basis of evolutionary biology to this day. Natural selection is when populations of a species evolve over the course of many generations. Darwin believed that species were not created separately, but instead, species were derived from one another. In other words, the evolution of species creates many variations among creatures, and this is because all of those species came from a common ancestor, and characteristics changed to increase the species chance of survival. Many scientists believe variations are caused by environmental factors, such as food availability, weather and more; and that species evolve when environmental conditions change to increase the species survival. Darwin censures this idea; he believed that the main cause of variation is due to reproduction (Chapter I). Darwin suggested that parents pass down specific characteristics to their offspring, and those variations are continued on in the following generations. The problem with Darwin’s theory of reproduction is that Darwin did not comprehend how or why some characteristics are perennial and how others are not. Darwin’s inferences on variations also conflict with the idea that God created species independently, which was widely understood by many people in a time where religion was prominent (Chapter II). In chapter III Darwin discusses how the Struggle for existence affects naturalShow MoreRelatedDarwin s Theory Of Natural Selection1638 Words   |  7 PagesWays that Darwin’s theory of natural selection was transformative to his society According to thefreedictionary.com the definition of natural selection is the process in which, according to Darwin’s theory of evolution, organisms that are better adapted to their environment tend to survive longer and transmit more of their genetic characteristics to succeeding generations, than do those that are less well adapted. The following section will cover aspects on which Darwin’s theory was transformativeRead MoreCharles Darwin And Darwin s Theory Of Natural Selection1489 Words   |  6 Pagesto discover that this species has been completely altered. This outcome is a direct result of a ubiquitous phenomenon theorized by none other than Charles Darwin, a prestigious naturalist and biologist. This venerable man was able to unveil many revelations regarding variability through the development of his theory of natural selection (Darwin and Huxley xii). Having an inherent adoration toward nature as a young child likely provided a significant incentive. Though Darwin’s thesis is not immaculateRead MoreCharles Darwin s Theory Of Natural Selection1399 Words   |  6 Pages(thoughtco). Charles Darwin’s theory clearly state that evolution occurs by natural selection. Darwin published a book in 1859 on the origin of species. In the book Darwin talks about the philosophy of natural selection. Natural selection is when a group of species show variation in their physical characters. This is because of the difference in their gene. Charles Darwin proposed that natural selection acts to preserve accumulate minor advantageous genetic mutations (Darwin’s-theory-of-evolution). EvolutionRead MoreDarwin s Theory Of Natural Selection1288 Words   |  6 Pagesmakeup (phenotype makeup) of a population over time; or a change in allele frequencies in a population over time (College Biology, 2014, p. 513). Darwin’s theory of natural selection says that organisms have great potential fertility, natural resources are very limited, variation in phenotypes exists among individuals within a species, natural populations naturally remain constant and consistent in size, and traits (an observable or measurable characteristic) that an organism holds are heritableRead MoreDarwin s Theory Of Natural Selection1189 Words   |  5 PagesCharles Darwin presented his theory of natural selection in On the Origin of Species he was aware that it would not easily be accepted. Darwin compares the struggle he anticipates to the challenges encountered in other scientific fields, writing, â€Å"The difficulty is the same as felt by so many geologists, when Lyell first insisted that long lines of island cliffs had been formed, and great valleys excavated, by the slow action of the coast-waves† (Darwin, 392). Darwin anticipates that his theory willRead MoreCharles Darwin s Theory Of Natural Selection Essay1707 Words   |  7 PagesWhen Charles Darwin first developed his theory of Natural selection, he discovered that â€Å"Individuals in populations vary their â€Å"heritable† traits† (Leicht and McAllister, 2006. p. 157). And that â€Å"if a particular inherited trait confers a higher likelihood of survival and reproduction, individuals with that trait will leave more offspring than other individuals in the population† (Leicht and McAllister, 2006. p.157). With this in mind, during project 3 we took pooled data of the entire class in orderRead MoreCharles Darwin s Theory Of Natural Selection2372 Words   |  10 PagesCharles Darwin in his theory of natural selection said â€Å" the fittest of the fittest will survive,† and year after year China has proven they are the fittest by climbing the economic ladder, as Mark Schwartz Vice Chairman of Goldman Sachs and Chairman of Golden Sachs Asia Pacific, claims in his speech â€Å"China’s Economic Success and Opportunities,† â€Å"China is coming out of a period of rapid growth almost ten percent over the last thirty (30) years. In 2013 China’s gross domestic product (GDP) was 9Read MoreCharles Darwin s Theory Of Evolution And Natural Selection2114 Words   |  9 PagesCharles Darwin Charles Darwin was born in Shrewsbury, England, on February 12, 1809. He died on April 19, 1882 in Kent, England (Biography.com Editors). Charles Darwin brought many revolutionary visions to the world of science, including evolution. Charles Darwin was an English naturalist and geologist. He is best known for his theory of evolution, and natural selection. Darwin learned most of his information on the Voyage of the Beagle, and from this trip he wrote a book, Of the Origin of SpeciesRead MoreDarwin ´s Theory of Natural Selection and Primates1285 Words   |  6 PagesLamarck. Although Darwin was not the first thinker about the concept of evolution, he was a revolutionary in developing a theory of evolution that was consistent. The distinctive element of the evolutionary theory conceived by Darwin is the way he viewed species. Darwin considered variation among individuals of a species to be natural. He further argued that variation, far from being problematic, actually provides the explanation for the existence of distinct species. Darwin adopted elementsRead MoreCharles Darwin s Theory Of Natural Selection1408 Words   |  6 Pagesbenefit in result of the heritable genes and eventually through generations, the variants will be spread throughout the entire population (Montgomery, 2009). Charles Darwin’s theory of natural selection can be supported through both fossils and homologous structures. A technique that supports Charles Darwin’s theory of natural selection is fossils. A fossil is the remnant or imprint of a previous animal embedded in rock and preserved in petrified form (J, Castro, 2013). Fossils are used and are still important

Edward Albee’s presentation of Nick and his role in Who’s Afraid of Virginia Woolf Free Essays

In ‘Who’s afraid of Virginia Woolf’ by Edward Albee, a main character that is revealed in this play is Nick who plays an important role presented by Albee in different ways. The play which, ‘’shows malicious humiliation and love and tenderness and bitterness’’ is set on the campus of a small, New England university. Nick is presented in part as an on-stage audience for George and Martha to act out their verbal banter. We will write a custom essay sample on Edward Albee’s presentation of Nick and his role in Who’s Afraid of Virginia Woolf or any similar topic only for you Order Now Moreover the character of nick is used as a compare and contrast to George. The audience sees nick as an image of youthful pride, unblemished, athletic whose very life is dedicated to eliminating the imperfections in human genes, but is himself revealed as flawed in the play. The young couple Nick and Honey are presented as ‘’passive observers. They serve solely as the objects of manipulation’’. George and Martha simply use the younger, less experienced couple to manoeuvre for advantage in their own bitter struggle. This is further shown in act two by George when he states, ‘’I’ll tell you what game we’ll play. We’re done with humiliate the hosts†¦ how about a little game of get the guests?† George attempts to regain power which is an ongoing theme in the play by humiliating nick and honey. He uses what nick told him about honey’s hysterical pregnancy against them. Could Cold War Have Been Avoided? iframe class="wp-embedded-content" sandbox="allow-scripts" security="restricted" style="position: absolute; clip: rect(1px, 1px, 1px, 1px);" src="https://phdessay.com/could-cold-war-have-been-avoided/embed/#?secret=8TqSCRtaSw" data-secret="8TqSCRtaSw" width="500" height="282" title="#8220;Could Cold War Have Been Avoided?#8221; #8212; Free Essays - PhDessay.com" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"/iframe Secondly, Nick’s role as a compare and contrast to George is important as both of them possess certain traits that the other lacks and envies. While George is frustrated with his life and the illusions that Martha and he have made, Nick contrastingly is yet to rise in his conquest for power. Throughout the entire play, George and nick proceed through an ongoing verbal battle, competing for the position of high standing power. George attacks nick’s profession because he is afraid of artificially changing the way that people are supposed to turn out, ‘’ I’ve been drawing you out on this stuff, not because I’m interested in your terrible lifehood, but only because you represent a direct and pertinent threat to my lifehoood George openly admits that he’s intimidated by Nick’s youthful potential, and that he’s seeking a way to undermine it. The audience see’s nick as an ideal man, coldly ambitious, good-looking and athletic who represents the idea of technological advancement. According to Martha he depicts, ‘’the perfect paragon of beauty and achievement’’. But as George and Martha ruthlessly involve them in their verbal battles, Albee reveals many flaws in nick in particular. It becomes revealed that the marriage of Nick and Honey is less than perfect and has serious problems. The appearance of a perfect marriage between Nick and Honey is shattered by Nick’s admission that they got married because she was pregnant as stated by Nick, ‘’ I married her because she was pregnant. [†¦] It was a hysterical pregnancy. She blew up, and then she went down’’. Additionally Nick, the perfect model of a new faculty member, is rather easily seduced by Martha, â€Å"That’s right, lunkhead; answer the door†¦or are you too drunk to do that, too? Canâ €™t get the latch up, either? Since nick failed to perform in the bedroom, he has lost all status in his relationship with Martha. This also makes one doubt the love in his marriage to honey. In who’s afraid of Virginia Woolf by Edward Albee, nick is a very important character presented by Albee. Not only is he presented in part as an on-stage audience for George and Martha, he also exposes the falseness of â€Å"The American Dream’’ through his relationship with honey. As the perfect image of Nick and Honey crumbles, the final idealization of marriage and family also collapses. Edward Albee suggests that people in America are living in an illusion to which they hold on dearly to avoid facing the reality of a perfect marriage, children, wealth, success, education and religion, All of which compromise the American dream and hence Albee attacks and mocks this idea in the play which is revealed by the main characters to the audience. How to cite Edward Albee’s presentation of Nick and his role in Who’s Afraid of Virginia Woolf, Papers

E-Business Commonwealth Bank Australia

Question: Discuss about theE-Business for Commonwealth Bank Australia. Answer: Introduction Commonwealth Bank is one of the leading banks in Australia that provides a number of banking and financial services to its customers along with retail, insurance, premium, superannuation and many others. E-business is a business strategy and presence that is a must and the same is expected by the customers as well. Customers prefer the applications and services to be completely accessible through web as a medium and the report covers the same aspect for the Commonwealth Bank of Australia. Companys operations, e-commerce site description and utility, e-business applications, e-commerce marketing strategy, e-commerce supply chain strategy, e-commerce security strategy and IT architecture are covered in the report. Overview of Companys Operations Commonwealth Bank of Australia offers financial and banking services to the customers and its operations include integrated financial services, including retail, premium, business and institutional banking, funds management, superannuation, insurance, investment and share-broking products and services. There are a number of initiatives that are run by the company such as in the sectors of education, innovation, performance reporting and many others (Commbank, 2016). E-Commerce Site The e-commerce site of the Commonwealth Bank of Australia is easy to use and lists out all the features and functionalities in a clear and concise manner. There is a menu that is placed at the top of the home page that includes the menu options and sub-options to allow the user to choose from the desired one. There are also a number of options for the assistance to the user in terms of the search capability, technical assistance or other help that may be required. Log in functionality and the option to choose the location automatically or manually is also included in the e-commerce site. The company overview, contact details and the operations are also listed in an easy to understand structure. E-Business Applications The banking and finance related services that are present on the e-commerce site are categorized in to three categories as personal, business, corporate and institutional. The applications that are offered to the customers through the e-commerce site are as listed below. Banking There are a number of banking services that are offered by the application of the Commonwealth Game of Australia. The customers can view and apply for a number of banking account types such as savings account, transaction account and likewise. Credit card selector tool can also be utilized through this application along with the repayment calculator. A comparison between the various options under the banking account or credit cards can also be done to make the user understand the best available option as per the requirements. Personal loan services allow the user to use the selector tool, borrowing calculator and repayment calculator to understand the services that are offered. Insurance, travelling, savings, youth banking and buying a car are some of the other services offered under this application. The registered users who have availed the net banking can utilize the personal banking services as well such as balance enquiry, transferring of the funds and likewise. Home Buying The application provides the users with all the essential details that would assist them in the process of buying a new home. The information around the home loans such as repayments calculator, upfront cost, borrowing calculator and much more can be used along with applying for the home loan. A detailed and step by step guidance is also made available for a number of buying options such as purchasing of a new home, renovation of the existing home, refinance of the home, purchase of another home, processes during the building and construction of the home and many others (Magutu, 2016). Investing This is the application that allows the users and the customers to invest better and smarter. It lists out the details on share trading, term deposits, managed funds, property investments, investment growth bonds and SMSF. Financial planning and the planning associated with the investments can be done with ease through the aid of this application that is offered by the Commonwealth Bank of Australia. Super and Retiring There are a number of options under this application as low fee super funds and self managed super funds along with the steps to plan better for the retirement. This application would allow the customers to invest better by proving a set of guidelines to follow and would also allow the ease of banking through the e-banking medium. Financial planning and the tracking of the account and the related activities can also be done easily with this application. E-Commerce Marketing Strategy There are a number of e-commerce marketing strategies that have been followed by the Commonwealth Bank of Australia to ensure that its online presence is noticed and utilized by the customers. The footer section of the site provides a link to the popular social media platforms such as Facebook, LinkedIn, Google+, Twitter and YouTube to allow the visitors to connect with the site using any of these mediums. It will not only allow the customers to feel connected with the site but will also market the site on the social media platforms through these user accounts. The social media presence and social media marketing is extremely necessary for the present day businesses and the same has been utilized intelligently by the business (Evans, 2016). The site has been optimized correctly and quite intelligently to score well on the site rankings and the results that are retrieved from the search engines. The non-functional requirements such as usability, availability and reliability of the services are included so that the site can reach out to maximum number of users and maintain a strong customer base. It is believed that presence and addition of a blog can improve the site traffic and customer engagement associated with a particular e-commerce website. The strategy has been well adopted by the Commonwealth Bank of Australia as there is a link the sites blog in the footer section. The blog presents a number of user reviews, stories, experiences and other details about the services and applications offered by the business and are also updated frequently. This adds a lot to the excellent marketing strategy that is adopted by the business (Shabbir, 2016). E-Commerce Supply Chain Strategy The e-commerce and e-business utilization by the Commonwealth Bank of Australia has ensured the customers with the quicker response to their requests, non-stop utilization of the services and faster delivery as well. Since the company is associated with banking and financial operations, there is not huge amount of inventory that is associated with it. However, the required supply chain strategies to maintain the supply chain management have been adapted by the company. The response to the customer requests is given almost immediately along with the adoption of continuous improvement and updates associated with all of the services, applications and operations. The necessary information associated with every single component is also made available on the website of the company to maintain the flow of the supply chains (Reis, 2016). E-Commerce Security Strategies Security has emerged as a huge concern for the e-businesses due to the increase in the number of attacks and the options to introduce the attacks. There are a number of entry points that are now available to the attackers which has made the overall security infrastructure weaker and more exposed than before. However, there is a constant effort being done to improve the security practices and the same is the case with the Commonwealth Bank of Australia (Lao and Wang, 2005). Since the services that are offered by the company are associated with banking and finance, the nature of information that is associated with it is sensitive, confidential and private in nature. There are mechanisms that are adopted to maintain the security of the business. There is a login functionality implemented in the web site to allow only the authenticated customers to use the core features of the site and single sign on and single sign offs are implemented in the same along with the multi-layer authentication as well. The information that is exchanged over the site is also encrypted so that the attackers may not succeed in utilizing the information even when they get hold of it. A secure version of Http that is Https is used for accessing the web site so that all the communications that are wired over the site are encrypted and secure (Niranjanamurthy, 2016). IT Architecture The e-business and the e-commerce web site of Commonwealth Bank of Australia follow a well defined IT architecture in the design and the implementation as well. The necessary aspects of the architecture such as fulfillment of the functional and non-functional requirements along with the ability to provide the enhanced user experience has been made possible with the help of the site. The e-commerce IT model that is used in the site is Business to Consumer (B2C) and Business to Business (B2B) in this case. The major portion of the services that are available are designed for the consumers such as banking, investing and likewise. The small and medium scale businesses can also make use of the services through the corporate and business banking options. Conclusion E-commerce is the buzzword in the present era and it is difficult for any business or organization to flourish in the present era without the online presence. Commonwealth Bank of Australia is one such company that has a marked online presence and has an e-commerce web site as well to offer the services and applications to the customers. There are a number of e-business applications that are offered to the customers for personal or corporate banking in terms of home buying, banking, credit card related activities and many others. The marketing strategy that has been adopted by the business is also as per the latest marketing norms and parameters. The involvement of social media platforms and social media marketing strategy has enabled the company to reach out to the maximum number of customers. IT architecture and the supply chain strategies that have been adopted are also in accordance with the required services. Security is also something that is taken care of properly by the site owners by the involvement of the advanced and latest security mechanisms. Use of multi layers authentication, secure http, encrypted information and likewise are also implemented well in the web site. References Commbank, (2016). Personal banking including accounts, credit cards and home loans - CommBank. [online] Commbank.com.au. Available at: https://www.commbank.com.au/ [Accessed 23 Sep. 2016]. Evans, M. (2016). Forbes Welcome. [online] Forbes.com. Available at: https://www.forbes.com/sites/allbusiness/2014/01/16/12-e-commerce-strategies-to-grow-your-business-this-year/#29b47c86ec9d [Accessed 23 Sep. 2016]. Lao, G. and Wang, L. (2005). Application of e-commerce security management strategy in banking. Proceedings of the 7th international conference on Electronic commerce - ICEC '05. Magutu, P. (2016). E-Commerce Products and Services in the Banking Industry: The Adoption and Usage in Commercial Banks in Kenya. [online] Available at: https://ibimapublishing.com/articles/JEBS/2011/678961/678961.pdf [Accessed 23 Sep. 2016]. Niranjanamurthy, M. (2016). The study of E-Commerce Security Issues and Solutions. [online] Available at: https://www.ijarcce.com/upload/2013/july/69-o-Niranjanamurthy%20-The%20study%20of%20E-Commerce%20Security%20Issues%20and%20Solutions.pdf [Accessed 23 Sep. 2016]. Reis, J. (2016). Supply Chain Strategies in the Context of an E-commerce Chain. [online] Researchgate.net. Available at: https://www.researchgate.net/profile/Sivanilza_Machado3/publication/275019438_Supply_Chain_Strategies_In_The_Context_Of_An_E-Commerce_Chain_E-Chain/links/552e68070cf2acd38cb9451d.pdf?origin=publication_detail [Accessed 23 Sep. 2016]. Shabbir, (2016). 19 Essential Ecommerce Marketing Strategies. [online] Bootstrappingecommerce.com. Available at: https://bootstrappingecommerce.com/ecommerce-marketing-strategies/ [Accessed 23 Sep. 2016].

The Outsiders Study Guide for Test and Final Flashcard

The Outsiders Study Guide for Test and Final

Social Greetings in English For ESL Students

Social Greetings in English For ESL Students Greetings are used to say hello in English. Its common to use different greetings depending on whether you greet a friend, family or a business associate. When you meet friends, use informal greetings. If its really important, use formal greetings. Formal greetings are also used with people you do not know very well. Greetings also depend on whether you are saying hello, or you are saying goodbye. Learn the correct phrases using the notes below, and then practice using greetings with the practice dialogues.   Formal Greetings: Arriving Good morning / afternoon / evening.Hello (name), how are you?Good day Sir / Madam (very formal) Respond to a formal greeting with another formal greeting. Good morning Mr. Smith.Hello Ms. Anderson. How are you today? Informal Greetings: Arriving Hi / HelloHow are you?How are you doing?Whats up? (very informal) Its important to note that the question How are you? or Whats up? doesnt necessarily need a response. If you do respond, these phrases are generally expected: How are you? / How are you doing? Very well, thank you. And you? (formal)Fine / Great (informal) Whats up?   Not much.Im just (watching TV, hanging out, cooking dinner, etc.) Informal Greetings After a Long Time If you havent seen a friend or family member for a long time, use one these informal greetings to mark the occasion. Its great to see you!How have you been?  Long time, no see.  How are you doing these days? Formal Greetings: Departing Use these greetings when you say goodbye at the end of the day. These greetings are appropriate for work and other formal situations.   Good morning / afternoon / evening.It was a pleasure seeing you.Goodbye.Goodnight. (Note: Use after 8 p.m.) Informal Greetings: Departing Use these greetings when saying goodbye in an informal situation.   Nice seeing you!Goodbye / ByeSee you laterLater (very informal) Here are some short example conversations for you to practice greetings in English. Find a partner to practice and take a role. Next, switch roles. Finally, make up your own conversations. Greetings in Informal Conversations: Practice Dialogue Anna:  Tom, whats up?Tom:  Hi Anna. Nothing much. Im just hanging out. Whats up with you?Anna:  Its a good day. Im feeling fine.Tom:  How is your sister?Anna:  Oh, fine. Not much has changed.Tom:  Well, I have to go. Nice seeing you!Anna:  Later! *** Maria:  Oh, hello Chris. How are you doing?Chris:  Im well. Thanks for asking. How are you?Maria:  I cant complain. Life is treating me well.Chris:  Thats good to hear.Maria:  Good to see you again. I need to go to my doctors appointment.Chris:  Nice seeing you.Maria:  See you later.   Greetings in Formal Conversations: Practice Dialogue John:  Good morning.Alan:  Good morning. How are you?John:  Im very well thank you. And you?Alan:  Im fine. Thank you for asking.John:  Do you have a meeting this morning?Alan:  Yes, I do. Do you have a meeting as well?John:  Yes. Well. It was a pleasure seeing you.Alan:  Goodbye.   Notes Greeting someone when you are introduced.   Once you have been  introduced  to someone, the next time you see that person it is important to greet them. We also greet people as we leave people. In English (as in all languages), there are different ways to greet people in formal and informal situations. Introduction (first) Greeting:  How do you do? The question How do you do is only a formality. In other words, the question does not need to be answered. Rather, it is a standard phrase used when meeting some for the first time. Tom: Peter, Id like to introduce you to Mr. Smith. Mr. Smith this is Peter Thompson.  Peter: How do you do?Mr. Smith: How do you do? Use these phrases to say that you are happy to meet someone when introduced for the first time.   Its a pleasure to meet you.Its nice to meet you. Greetings after an  Introduction:  How are you?   Once you have met someone, its common to use standard greetings such as Good Morning, How are you? and Hello. Jackson: Hi Tom. How are you?Peter: Fine, and you?  Jackson: Im great.

Online courses and traditional courses Essay Example | Topics and Well Written Essays - 1000 words

Online courses and traditional courses - Essay Example Ideally, there are various online educational methods, which are relevantly effective to well-organized, mature, motivated, and self-disciplined students with perfect time management skills. This is an argumentative essay on online courses and traditional courses. Body Merits and Demerits of Traditional Courses The traditional courses have various merits that include the presence of networking opportunities. Indeed, as students meet face-to-face, they develop contacts that will lead to more networking opportunities. Moreover, students in traditional universities have the opportunity of using the campus facilities that may include libraries, stadiums, gyms, student’s unions that work to the benefit of the student. In addition, this form of education creates a discovery experience where international students mature, embrace diversity, and grow socially. Most, assuredly, the direct interaction with lecturers and fellow students ensures that the student gets quality education thr ough discussions and availability of instructions (Sorrentino, 2011). Furthermore, traditional education compels students to abide with the set rules and regulations as well as following timetables. This has long-term benefits where such students become organized, law-abiding citizens, and creates a rational society. However, there are many demerits attached to traditional a course that makes one to reconsider the idea of enrolling in traditional university. For instance, traditional courses are very expensive as compared to online courses. Indeed, traditional course will require a student to pay tuition fees and other additional fees that may include transport fees, accommodation fees, costs for food, and recreational fees. As such, for poor families, affording quality traditional education becomes a huge challenge especially where there are no government subsidies or social welfare assistance. Indeed, there is a high likelihood of schooling abandonment due to lack of fees to tradi tional courses. At the same time, traditional courses are so stationary and immobile since students follow a set program, assessment measures, set timetables, and set rules and regulations that are not flexible (Sorrentino, 2011). This inflexibility sometimes annoys and stresses students leading to poor performance and school abandonment. As such, this may lead to serious scheduling challenges where students must travel and attend classes despite transport problems or commitments to other activities. Indeed, for students pursuing higher education and working at the same time, traditional courses may limit their success. Additionally, the immobility requires all resources and activities to congest in one room. At the same time, traditional courses may bear aspects of limited personal attention especially where colleges and universities admit so many students in one program. This leads to poor quality of education as the lecturer-student interaction becomes ineffective. With this, we can argue that traditional courses are not entirely effective. Indeed, if we consider the merits of online courses, we would seemingly prefer the latter. Effectiveness of Online courses Actually, there is rampant growth of online enrollment in the modern education system. This resulted from the global recession that led to poor economic status leading to inability to further education in traditional courses. In addition, the growth in technology and flexibility of

Revison of paper Essay Example | Topics and Well Written Essays - 1250 words

Revison of paper - Essay Example ormational Leadership in the Public Sector: Does Structure Matter,† discusses whether or not transformational leadership has a place in the public sector. C.R. Emery and K.J. Barker focus their study on the nature of job satisfaction and employee attitude in relation to the different leadership styles in the 2007 article â€Å"The Effect Of Transactional And Transformational Leadership Styles On The Organizational Commitment And Job Satisfaction Of Customer Contact Personnel.† Finally, â€Å"An Empirical Study of Leader Ethical Values, Transformational and Transactional Leadership, And Follower Attitudes toward Corporate Social Responsibility,† by K.S. Groves and M.A. LaRocca (2011), offers another perspective on the outcomes of the different leadership styles. Transactional leadership has a simple goal; maintain the status quo and overseeing the normal flow of the tasks at hand. They often use incentives or a reward system as a means to motivate their staff to work to the best of their abilities. However, transformational leadership is rather different. This sort of leader does not rely simply on hand and mouth incentives to accomplish day-to-day tasks; they inspire, encourage, and motivate their staff by altering their perspectives and assumptions about their job and importance. While transactional leadership may spawn acceptable results, transformational leadership can have a more profound long term effect on the behaviours and attitudes of the employees (Wright & Pandey, 2010). For example, transactional leaders gain company loyalty and dedication with rewards, but what happens when those rewards stop; this will also end the positive behaviours and attitudes of the staff. Those led by a transformational leader will maintain that needed loyalty based on principle and not upon rewards. Wright and Pandey’s primary question focused upon whether are not there is a presence or place in the public sector for transformational leadership? This is relevant,

Satire In The Musical Urinetown

Satire In The Musical Urinetown The musical Urinetown, by Mark Hollmann and Greg Kotis, falls in the class of the modern anti-musical with its untraditional structure and content, not only breaking the mold of what makes musical theatre, but making satire of itself and its relatives in the process. This essay will investigate how Urinetown uses satire to create a new, participatory role for audience unimplemented by its predecessors. This is relevant theatrical topic as it suggests a contrast from musical theatres historical structure, as well as changing social roles in the theatrical culture. To approach this proposition, I will investigate by researching the creation of Urinetown, as well as traditional musicals to serve as a comparative structure. I will use this research to draw conclusions about Urinetowns satirical nature and the role it creates for the audience. Introduction My interest for Urinetown came with the announcement of a local high schools theatrical season, which included the musical. Having heard the name but being unfamiliar with the show, I began to research the plot and was enthralled by the story. As wacky as it is, Urinetown has contemplative themes with social commentary. The musical tells the story of citizens in a town where all restrooms are government operated. As crude as it is, much of the focus of the musical is on having to pay to pee. While Hollmann and Kotis take a humorous approach, the show does embody the peoples oppression by their own government, a theme all too familiar in a historical and current context. Urinetown creates a culture of desperation, the frequent consequence of unequal wealth distribution. Corrupt members of the Urine Good Company, or UGC, live in lavishness while average citizens cannot even afford to fulfill their most basic needs. Essential to the plot are the characters which embody theatrical archet ypes. These archetypes will be included in my scope of investigation along with Hollmann and Kotis creation of the musical. My interest in audience role came with my attendance of the North Carolina Governors School in the area of theatre. During our five weeks, we created a show which challenged traditional audience roles. The expectation of a theatre patron is to sit and be entertained, perhaps laugh and cry, and then go home. This actor-audience relationship has been upheld majorly through Vaudeville, opera, dramas, comedies, and most theatre imaginable. My investigation intends to prove that Urinetown does not adhere to these traditional audience roles, and instead uses satire to challenge its viewers, making them uncomfortable and offering a more participatory, engaging theatre experience. My methodology for this essay will primarily be analysis of research regarding record of Urinetown and its formation, and traditional musical theatre structure and the satirical comparison of it. Investigation Urinetown was inspired by the works of Bertolt Brecht and Kurt Weill, specifically Threepenny Opera. Threepenny Opera, which transformed old-fashioned opera and operetta forms, incorporated a sharp political perspective, and the sound of 1920s Berlin dance bands and cabaret, is most strikingly similar to Urinetown. From the shows opening number, the audience is introduced to an oppressed society run by a corrupt government, shown through operatic chorus chords and lyrics. The show mimics others through its number, Too Much Exposition , poking fun at the notion of an excess of background knowledge to ruin a show, taking stabs at Threepenny Opera and other musicals such as Les Miserables. Dark and dramatic with crude humor laced on top, Threepenny Opera certainly bears a resemblance to Urinetown. Urinetown is a prime example of ironic detachment, but it wasnt the first musical to use this perspective. Though this approach has not been standard practice for most of the history of musical theatre, it has appeared in Of Thee I Sing (1931), The Cradle Will Rock (1937), Guys and Dolls (1950), The Threepenny Opera (1954),How to Succeed in Business Without Really Trying (1961), Hair (1968), Company (1970), Grease (1972), Chicago(1975), 42nd Street (1980), Assassins (1990), Bat Boy (1997), and others. These shows broke the traditional role of musical comedy. Urinetown strays from self-importance in favor of self-deprecation. John Bush Jones writes in his book Our Musicals, Ourselves, It seems no accident that a cluster of solemn musicals came right at the end of the century. Among serious and thoughtful creative people, the ends of centuries have often provoked a lot of serious and thoughtful thinking, and the production of works of literature, art, or in our case, musical theatre of especially unsmiling seriousness. Urinetown rebels against this seriousness, even mocking it. This show acknowledges its own art form, but is also part of what it mocks, taking on issues such as corporate corruption, environmentalism, civil liberties, class warfare. Ironic detachment has now become so present in television and modern culture that it no longer packs the same artistic or political punch. As our culture evolves, so must storytelling. Rodgers and Hammerstein were groundbreaking in 1943, but times have changed. Contracting to their elaborate storytelling , new musicals are more honest, breaking the fourth wall, that barrier of lies between actor and audience. Urinetown, first opening in New York in the summer of 1999, referenced dozens of movies and other bits of American pop culture, including The Wizard of Oz. Contrasting though, where Dorothys selflessness and bravery saved the day in Oz, the traits result in hopelessness in Urinetown. Even though both stories take place in an era of depression, they have separate audiences. Referenced in the musical is a response to Thomas Robert Malthus Essay on the Principles of Population (1798), which discusses the tendency of human beings to outstrip their resources. This heavy and dark allusion contrasts to the traditional musical, even in Urinetown with its light potty-humor. Urinetown breaks the mold of the traditional musical and yet, in certain ways, is true to conventional musical theatre, the shows structure taking after a Rodgers and Hammerstein model. The score ranges from direct homages to Threepenny Opera to traditional ballads to hymns, gospel, Bach, and the B-52s. The work, Urinetown, though it seems shallow and crude, is carefully constructed theatre, presented by outrageous circumstances. Urinetown registered with audiences on many levels, like any good fairy tale, providing for each audience member a slightly different message, question, or experience. The show received ten Tony nominations, winning for best score, best book, and best director. Bruce Weber in The New York Times called it a sensational piece of performance art, one that acknowledges theatre tradition and pushes it forward as well. Linda Winer inNewsday called it elevated silliness of the highest order that makes a gratifying case for the restorative return to knowing foolishness and the smartly absurd. Rex Reed in The New York Observer wrote, What kind of musical is this? A fresh, unique, original, impudent, colorful, exciting, irreverent, surprising and wonderful musical, thats all. Clive Barnes of the New York Post called it a wild and happy mix of biting satire and loving parody. Urinetown is both a satire of American political and social forces, and also a parody of musical theatre as an art form, both aspects equally well crafted. The show ran 965 performances, more than two years, a run that might have lasted far longer if not for September 11 and its crippling of Broadway. Unlike traditional musicals, Urinetowns extreme emotionalism is followed by cynicism. When a metaphor pops up, it is promptly diffused by literalism, such as the gazes to the distance. Even the resolution of the plot contrasts idealism with tragedy and harsh reality. Literalism is present throughout the show, from the conversations between Lockstock and Little Sally about the show itself, to the opening number that tells the audience where the bathroom is and what should be on their tickets. Of the two love songs, one focuses less on emotion and more on the literal body, and the other is relayed through Little Sally, as one of the lovers is already dead. Urinetown is satirical, laughing at the sappy old-fashioned musical comedy, but also laughing at shows like Les Miz or Passion which reject those conventions and perhaps go too far the other way. Urinetown raises questions about what we expect from musicals, whether or not musicals confronting an issue are satisfying entertainment, why certain stories or topics are musicalized, whether or not serious musicals are too serious. Hollmann and Kotis use musical theatre clichà ©s ironically throughout the show, using traditional musical comedy and making it more cruel, dark, and modern. Each time Officer Lockstock and Little Sally talk about what musicals shouldnt do, theyre also talking about devices certain musicals have used traditionally. When Urinetown kills off its hero, the joke is on Carousel. The violent-rage dance number, Snuff That Girl, consciously parodies Cool in West Side Story, right down to the finger snaps. Cladwells self-justification songs comically mirror Javerts Stars in Les Misà ©rables. In the original Broadway production ofUrinetown, one bit of choreography even invoked the now famous Les Miserables March. The scene in which Cladwell bribes Bobby mirrors the same scene in The Cradle Will Rock. And of course, Urinetown both uses and abuses the devices of Bertolt Brecht and Kurt Weill and their Threepenny Opera. The song Mr. Cladwell is a stab at traditional musicals which laud over the lead, like Hello, Dolly, Mame, and others, but instead of celebrating love for the leading lady and her optimistic spunk, here the adoring chorus is celebrating murderous, unchecked capitalism. The Cop Song is both a tribute to Threepenny but also an ironic nod to hip-hop culture. While hip-hop music has historically taken violence against the poor and turned it back on the police, here the violent imagery usually used for anti-police rhetoric is given to the police themselves, with the violence now turned back on the poor again. Other names in the show follow the Dick Tracy, with Robbie the Stockfish, Billy Boy Bill, Soupy Sue, Little Becky Two Shoes, Tiny Tom, and Hot Blades Harry. Sallys description of why Urinetown isnt a good musical is funny precisely because the aspects she thinks are missing are no longer essential aspects to musical theatre. She thinks all musicals are 1920s musical comedies, but one of the central jokes of this show is that almost no musicals are like that anymore. Urinetown takes musical comedies, serious book musicals, political musicals, and concept musicals and takes them at extremes, showing us exactly how far we have strayed from the 1920s. Its very existence mocks anyone in the audience who still holds those mindsets about musicals in this age of Rent, Assassins, Passion, Bat Boy, Reefer Madness, Chicago, Floyd Collins, A New Brain, and Hedwig and the Angry Inch. Urinetown demonstrates that at conventional musical is no longer the convention. Bobby Strong is the archetypal American musical comedy lead being charming, cocky, and heroic. This traditional character extends back to George M. Cohan in his 1904 musical Little Johnny Jones, Billy in Anything Goes, Joey in Pal Joey, Larry Foreman in The Cradle Will Rock, Billy in Carousel, Woody in Finians Rainbow, Harold Hill in The Music Man, Nathan in Guys and Dolls, and Ponty in How to Succeed in Business Without Really Trying. Ms. Pennywise is another archetypal musical theatre character, the immoral but realistic older woman that Bertolt Brecht seems to have invented with Threepenny Opera, and well as in other musicals such as Mrs. Lovett in Sweeney Todd, Fraulein Schneider in Cabaret, and Joanne in Company. Josephine Strong is the archetypal older wise woman, joining Aunt Eller in Oklahoma!, Nettie in Carousel, Lady Thiang in The King and I, the Mother Abbess inThe Sound of Music. But here, the older woman does not have much to offer in the way of wisdom. Urinetown also takes much inspiration from Marc Blitzsteins 1937 political musical The Cradle Will Rock, which was itself heavily influenced by Brecht and composer Kurt Weill. The Cradle Will Rock label names like Mr. Mister, Editor Daily, Dr. Specialist, Reverend Salvation, Harry Druggist, and Larry Foreman. Greg Kotis did the same thing in Urinetown, with the heroic Bobby Strong, the well dressed Mr. Cladwell, the optimistic and rich Hope Cladwell, the amoral but practical Ms. Pennywise, and the cops Lockstock and Barrel. The cops names are funny in relation the literal meanings of the phrase. But its also why the original staging of The Cop Song was ill-conceived; if Lockstock and Barrel are the only two cops on the force, if they are the whole police force, lock, stock, and barrel. Urinetown is created with the spirit of Bertolt Brecht, particularly his Threepenny Opera and other political theatre. Brecht aimed to engage the audience through their brains instead of their hearts, to get them to think about the issues and questions put before them on stage and constantly reminding them of the over the top nature of storytelling while maintaining levels of wonder and self-criticism. The set projected an environment rather than representing it; the small chorus, songs to the audience, and elegance with which even the most serious scenes are performed commented on the fable nature of the show and the actions shown on stage. Reflecting the mindset of his work, Brecht once wrote, Nothing is more revolting than when an actor pretends not to notice that he has left the level of plain speech and started to sing. Its a bold statement, but not an unfair one. Brecht wanted truthfulness and realism on stage, not the performance. He rejected the ignoring of the Fourth Wall and thought that the Rodgers and Hammerstein naturalistic acting isnt actually the least bit naturalistic since most people in the real world dont break into four-part harmony. To Brecht, the act of singing onstage is more honest, more real, and connects the actor to the audience more fully because hes not trying to fool them. This isnt an approach that works with shows such as Brigadoon, but is almost necessary for Urinetown. Urinetown uses all of these ideas presented by Brecht. Urinetown is satirical in its theme, plot, characters, and music numbers, parodying traditional musicals as well as modern anti-musicals. Urinetown particularly gains influence through the satirical principles of Berlolt Brecht.

Whay Is There a Lack of Active Teacher Participation in Curriculum Development

Why is there a lack of active teacher participation in curriculum development? ED359 RESEARCH PROJECT Dharmendra . P. Sharma S99007424 Introduction and background In Fiji and in many Pacific Island countries there is a serious lack of active teacher participation in the curriculum development and implementation process. While there are some practicing teachers who write the curriculum in certain subject areas they are merely excluded from the decision making process regarding what is to be taught in schools and how it is taught.Curriculum development is considered a dynamic process and curriculum can be constructed through the work of the main stakeholders who are the teachers. However in most Pacific Island countries this may not be the case as the curriculum is sometimes referred to as a â€Å"Teacher proof† and â€Å"ready to teach† curriculum meaning that they do not have the liberty to choose from and modify certain aspects of the material given to better suit the classroom situation.From most of the research conducted in the past three decades it is clearly identified there is a serious concern regarding their involvement in setting the objectives, determining the teaching /learning approaches and the evaluation process . These aspects are largely taken care off by the Curriculum Development Unit. AimWith this is mind the aim of this research project is to investigate the reasons for the lack of active teacher participation in curriculum development and also to investigate strategies that would encourage more participation in every level of the decision making process when it comes to the development and implementation of curriculum in this country. After all teachers play a pivotal role in implementing the curriculum. At present the development and implementation are carried out by two different sets of people.The main research question therefore is why there is a lack of active teacher participation in curriculum development. This research project is justified as curriculum development is a universal issue and is of major importance in the pacific region as we try and adopt a curriculum which is suitable and relevant. The focus and the limitations The focus is mainly on the curriculum practices in Fiji with a few examples from around the region and some developed countries such as Australia and the United States. This provides a basis for comparison with the issues that we are facing.Studies from developed countries are also important in the sense that teachers in these countries have the liberty to choose from a given curriculum to be applied in the classroom. The main limitation of this research project is that curriculum change is a long term process and with the ongoing research in the areas of curriculum development there are many questions that are still unanswered. With the limited time and resources it may be difficult to look into all the areas of curriculum development. Another limitation for this project i s in regards to the Data collection.Getting views from all the Heads Of departments who are currently involved in curriculum development will not be possible as a result of time and financial constraints. Delimitations The study is delimited to Heads of Departments, Teachers with at least 5 years experience, Senior C. D. U officials and Principals of secondary schools. The research question The Main research question for this project is â€Å"Why is there a lack of active teacher Participation in Curriculum Development? † Since this is a sensitive issue in Pacific Education there are some prominent Pacific Academics Who have already looked into this Problem .Some of the issues that are highlighted in most of the available literature can be clearly divided into the following subtopics. Inadequate Training, The lack of Incentives, The role of principals and administrators, the role of the CDU and the school based curriculum development and the ten percent model. Literature revi ew Inadequate training The articles point out that most teachers are not taking part actively in curriculum development because they lack skills in that area. According to (Sharma) Teachers at times lack the necessary skills to take part in the curriculum development process.This is regarded as a major limitation in the area of School Based Curriculum Development which is applicable to Fiji. (Sharma, pp 5-8). In the case of Kiribati the case is more extreme as teachers in the field lack the basic teacher education in the first place. Tearo mentions that many of the teachers who remain in the teaching profession have no formal teacher training at all (Tearo,pp-9-11). This brings us directly to the issue of Teacher training. There is a need for relevant programs in the teacher training courses to deal with the issue of curriculum development and implementation. Thaman 1990) highlights the fact that the teacher education programs have not prepared the teachers for this new role therefo re they lack the necessary skills to actively take part . (Thaman 1990,pp 1-12) In the past teachers did not require teacher training in order to be posted to schools . This has a negative impact on the students educational achievements . Without this basic training in place curriculum development is definitely out of the question for most of the teachers. The lack of financial incentives A major issue while dealing with teacher participation in curriculum development is the issue of the remuneration.Most of the articles highlight the fact that the financial incentives provided are not attractive enough for the teachers. This scenario is directly related to the fact that the CDU lacks financial resources to adequately reward the teachers who at times have to spend the school holidays developing curriculum. In his report to the Fiji Islands Education Panel ( Sharma2001)clearly recommends the need for an increase in funding and resources that is allocated to the CDU in order to allow the Unit to play a more effective role in providing school based assistance to teachers. Sharma2001). (Young 1988) also highlights the plight of teachers In Canada where they felt that they were not adequately compensated for the time they spent in curriculum development activities. (Young 1988,pp109-121). In an invited plenary paper, presented at a regional conference in 1990 Thaman mentions that the teachers lack the professional and material support to be effectively involved in curriculum development process (Thaman 1990, pp1-12). The role of the Principal and administrators Another important reason that affects the degree of teacher participation in urriculum development is the role of the school principals. When the teachers have a favorable environment in school there is the possibility that their participation rates will increase . These includes the introduction of staff development programs. The Principals play an important role as according to (Sharma) they can help the t eachers change their attitude towards curriculum and also their profession in general. This is also a recommendation that was made to the education Panel in 2000(Sharma).There is also a challenge here for the teachers as at times the principals and administrators do not fully realize the important role teachers can play in curriculum development and they seem to adopt a narrow minded approach towards the role of the teachers . They do not allow them to participate in curriculum activities outside the school and also giving little recognition to the work of the teachers. Young 1988 clearly identifies the problem as ion her paper she highlights one of the critical findings.The administrators had a narrow view on the role of the teachers and the teachers received little recognition as well as the principals negative response to the release required by b the teachers to take part in curriculum development activities which at times required a two day release. (Young 1988,pp109-121). The Role of the CDU The Curriculum development Unit also plays an important role in encouraging a higher degree of teacher participation in Curriculum development.Although some teachers are involved in designing the curriculum they have little role to play when it comes to the decision making process on what is to be sent to schools as prescriptions. According to (Sharma 2001) some teachers expressed their concerns on the educational value of many curriculum materials sent to schools. (Sharma 2001). This is one of the reasons teachers do not feel like participating in Curriculum development activities as the prescriptions given by the CDU are making the teachers more passive and de-skilled.This leads to a more laid back approach and decreases the teachers desire to participate in curriculum development programs. School Based Curriculum development and The Ten percent model School, based curriculum development is also an initiative which will widely increase the rate of teacher participa tion. This is a move away from the more centralized models of development such as system and school based models. The teachers role in the curriculum development process cannot be overemphasized .The teachers can tasked with 10% of the over curriculum enabling them to work in areas of curriculum development in which they have most interest in. With this the teachers should be given more responsibility to develop curriculum at the school level. The curriculum can then be developed by the teachers themselves or in partnership with the parents and the communities. (Garret R. M 1990). Sharma also emphasizes the importance of school based curriculum development as teachers can be given the task of preparing curriculum for non-examination based subjects such as music and art& craft. Sharma) The school based approach and the 10% model are effective tools as they can boost the morale of the teachers and encourage them to be involved actively in the curriculum development process. These are the factors that are responsible for the low degree of teacher participation in curriculum development. Improvements in these areas are required in achieving an education system which will include teachers more actively in the curriculum development. Methodology Project Design The research method for this project is that of a Qualitative nature.The design is that of a case study . This research method and design are most suitable for this particular research project as there are multiple possibilities or outcomes possible for the research question. An Inductive nature of reasoning is synonymous with qualitative studies Samples are taken from populations to draw conclusions for the whole population. (Leedy&Omrod 2010). In this project interviews with teachers will provide a basis for drawing conclusions for teachers in general in regards to their response to the research question.Case studies are useful in evaluating any educational approach which in this case is Curriculum Developme nt. Sample & Population This study is aimed at the teachers who play the most important role in curriculum development and design as they are the implementers of curriculum themselves. CDU officials and Principals of Secondary Schools will also be aimed in this study as the secondary targets to clarify some of the issues raised in this research project. Data Collection and Analysis Data will be collected mainly in the form of interviews.For this purpose a recording device will be utilized as well as notes taken alongside. For the interviews prior arrangements will be made with the respectable institutions. Consent forms will be utilized for this exercise . The interviews will include open ended questions. The data collected from these interviews will then be organized thematically. Some of procedures utilized in organizing and analyzing data will be followed. This will include open coding, Axial coding, Selective coding, finding patterns and determining categories Results (Research findings)/DiscussionsThe teacher’s perspective on curriculum development From the several teachers who were interviewed and from the general talanoa sessions the data collected were assigned descriptive codes and the relationship s were used to determine common themes. This was an essential step to be used in presenting the research findings. From the interview with the several teachers from schools around the Suva area, the following categories were present after analyzing the data. * Experience/Inadequate training * Workload * Financial incentives * Teacher proof curriculum * External factors Experience/Inadequate trainingMajority of the teachers who were interviewed mentioned that they felt that more experience was required to take part in curriculum development activities . The normal selection criteria as mentioned by a senior education official in the C. D. U requires a teacher to have at least five years experience as well as to be the Head Of Department in that subjec t of interest to be considered by the C. D. U. The teachers also mentioned that being involved in Curriculum development was a task too difficult for them as they had taught that particular subject for only a certain number of years.A teacher who had 17 years of work experience admitted that she felt at ease while working as a curriculum developer and was never under any real pressure. Another interesting point mentioned was that most of the teachers did not undergo proper training in order to fully understand the importance of curriculum work in their teacher education programs. This as mentioned by some of the teachers was one of the major reasons for them lacking the general interest to take part on the curriculum development process. This goes well in line with the Research findings of Akhilanand Sharma.Where he mentions that Teachers may lack the necessary skills to take part in the curriculum development process. This is regarded as a major limitation in the area of School Bas ed Curriculum Development which is applicable to Fiji. (Sharma, pp 5-8). This clearly shows that if the teachers do not acquire the necessary skills, this becomes a limiting factor in their participation in curriculum development activities Workload Another area of concern for the teachers was the immense workload that they had as compared to the yesteryears . ith the introduction of the classroom based assessment and internal assessment there was more work for the teachers. Upon invitation by the C. D. U the teachers sometimes had to think twice as participation in curriculum workshops meant playing catch up later which can be a daunting task . This was one of the reasons given for not being actively involved in curriculum work. Young 1988 mentions that her study of teachers involved in curriculum work the teachers found little point in taking part when the materials produced were not necessarily used and on top of that it added to an n already heavy teaching load. Young 1988, pp11 9) Although this particular research was carried out in Canada from the informal conversations with the teachers there was a always a mention of the extra workload. – Financial incentives Although the teachers knew that it was important to contribute towards curriculum development majority felt that there was a general lack in financial incentives. Although amounts were not disclosed some teachers felt that that were not receiving the correct financial compensation for their time spent in developing curriculum.An interesting comment was made by one of the teachers as she mentioned that if curriculum review work was being funded by AID Organizations such as Aus Aid then the financial rewards were way better off than compared to being involved in curriculum activities with the local government. Thaman 1988 highlighted the plight for teachers as she mentioned that financial assistance to teachers in the form of allowances was merely enough to compensate the teachers for their ti me and effort and was minimal when compared to the huge amounts spent on overseas consultants. (Thaman 1988, pp4). This is certainly an area that needs to be looked into.However this depend on the current political and economic climate of the country concerned and also the policies that are in place in regards to financing curriculum development work. Teacher proof curriculum Most teachers believed that the C. D. U was providing prescriptions with largely ready to teach material and therefore the teaching becomes passive and the teachers are not challenged enough. Majority of the participants believed tha5t they were comfortable with this particular approach while come voiced their concerned as ready to teach materials were undermining the professional capabilities of the teachers.This seriously highlights the need to adopt the school based curriculum development model as mentioned by Sharma, where teachers select from whatever curriculum material is available and develop them for f urther use in the classrooms (Sharma). External factors There were other factors which were mentioned by the Heads of Departments . These included factors such as family commitment, the attitude of the principals towards their participation in curriculum activities. Some teachers mentioned that the principals at times had a negative attitude towards them participating in curriculum development activities.The curriculum development Unit From the interviews carried out at the curriculum development the data gathered can be categorized in the following areas * The actual process * The attitude of teachers * Financial benefits * The credibility of the C. D. U officers The actual process A senior education officer explained that the actual process in curriculum development. The Heads of departments who are selected for curriculum activities were done through recommendation from the C. D. U officials who conducted curriculum workshops in various schools.Upon selection the participants wer e trained in their respective areas. An interesting point to note here is that there are different groups assigned to the different tasks involved in the curriculum development process. While one group wrote the curriculum another group carried out the vetting and editing . This was required to make improvements to the curriculum produced. It verified the context, avoided repetition of concepts from another subject area and generally raised the standard of the curriculum material produced. At the point where decisions are made by the C.D. U on what is to be taught in schools the representatives of the teachers are informed of the implementation. The senior education officer also mentioned that some teachers may not be aware of the curriculum changes if the representatives fail to pass on the message to their colleagues. It is argued by Stenhouse 1975that prescriptions should be curriculum proposals that inform the teachers planning of the teaching and learning process rather than to determine the teacher’s plan of action. (Stenhouse 1975) The attitude of teachersAnother important point to mention that the C. D. U officials highlighted was that there were rare cases when the teachers rejected the offer to participate in curriculum work. This was mainly because of the fear of participating in curriculum development activities which was considered to be a higher level playing field as compared to teaching in the classrooms. As a result of this certain teachers had declined the offer to contribute towards curriculum development in their subject areas. Financial benefits Upon questioning the senior education officer agreed that financial ompensation may be a factor affecting certain teachers from participating in curriculum work. The Ministry Of Education has set aside a certain portion of their budget for curriculum development activities. The Officer mentioned that in certain cases the teachers who travelled from the rural areas had to file for claims on t he expenses incurred and it would take some time before they received their claims. There were some cases where the claims filed were not received on time and these may be the teachers who felt that they were not being compensated properly.The teachers generally had become money –minded and were not concerned about the important role they played in developing or reforming curriculum at the national level. The credibility of the C. D. U officers One of the major concerns that have been raised in many research papers is the creditability of the C. D. U officers in being part of the curriculum process. Upon questioning a senior education official mentioned that the selection criteria for the officials were very strict and personnel selected for positions within the department were highly qualified and carried the necessary experience.For example in senior positions most officials had more than a decade of experience. This is directly in line with the comments made regarding the department where Sharma 2001 mentioned that some C. D. U staff were not suitably qualified to develop and implement curriculum (Sharma p281) The Principals role in curriculum development. The principal plays an important role in facilitating active teacher participation in curriculum development. From the interviews conducted one very important theme can be derived. This includes Principal’s involvement in Curriculum developmentIt can be clearly identified that the principals are mostly willing to allow their teachers to participate in curriculum work. There was an exception however if the C. D. U requested the help of the teachers at a busy time in the annual calendar. If the Principal felt that the teachers performance in school would be affected he or she would not allow the teacher to engage in curriculum work. All the principals interviewed shared the same opinion. Development programs were also in place in collaboration with the C. D.U to facilitate the training of teac hers in the field of curriculum development . When posed with the question of their involvement in curriculum development, the principals mentioned that their first priority was the administrative affairs of the school simply meaning that curriculum development was not really a priority. As mentioned in a paper entitled â€Å"Principal a s a curriculum facilitator† Dr Sharma mentions that a contemporary secondary school principal is more involved in the administrative affairs of the school and as a result curriculum work is assigned top department heads .This has a major effect on the leadership and the supervisory role as a whole. (Sharma 1992, pp 18). One of the principals disagree with this notion stating that he was able to perform his duties as a leader by maintaining a balance between issues within the school and national issues such as curriculum work. Conclusion The research project makes an attempt to understand the reasons behind the lack of active teacher participa tion in curriculum development in the context of the Fiji Islands.The Research Question is to investigate the reasons for the lack of active teacher participation in curriculum development and also to investigate strategies that would encourage more participation in every level of the decision making process when it comes to the development and implementation of curriculum in Fiji. As a result of this the main target audience in the research includes the Heads of Departments who are actually involved in curriculum work at the ground level; the secondary target audiences are the Curriculum Development unit staff and Principals from selected schools from the Greater Suva Area.The Method use for this research is the Qualitative approach as there are multiple possibilities and outcomes for the study. From the small scale research conducted it can be clearly identified that there may be several reasons why teachers may not be actively participating in curriculum development. From the Tea chers perspective the reasons include the lack of training and inexperience, financial intensives and some external factors such as the role of the school, principals as they are the facilitators in encouraging active participation of teachers in curriculum development work.However from the information gathered at the C. D. U it can be stated that there may be some changes in the role that teachers play in the developing and implementing curriculum at the national level. Their role has become more active as they are being thoroughly consulted in all levels of the decision making process except the policy making of the Curriculum development Unit. As The research project was inspired by a paper written in the year 2000 it can be seen that there have been major reforms when it comes to the teacher’s role in curriculum development.It must be noted that the Principals also play an important role in encouraging teachers to be part of the curriculum process . It can be clearly iden tified from the data collected that there are programs in place which are focused at the professional development of the teachers. The principals therefore are facilitating and providing an encouraging environment for the teachers so that they can become active participants in the curriculum, development process It can be stated that in the coming years there will be a greater participation from the teachers in the curriculum development process.This is mainly due to the changes that are visible at present. With teacher education programs emphasizing curriculum development and the changing roles of the school principals it can be said that the future is looking bright as far as curriculum development is concerned in Fiji. References 1. Garret. R. M. 1990. The introduction of a school based curriculum development in a centralized education system ;A possible System†. In international Journal of educational Development,109(4)303-309. 2. Leedy. Paul D &Ormrod Jeanne E, 2010 Pract ical research, planning and design and design. Interenational Edition. New Jersey .Pearson educational Inc. 3. Sharma, Akhilanand. â€Å"Teacher Participation in curriculum Development-The Fiji context. † directions. . page. Web. 12 Aug. 2012. http://directions. usp. ac. fj/collect/direct/index/assoc/D1175398. dir/doc. pdf 4. Sharma, A. 2001. The National curriculum . In Learning together: Directions for education in the Fiji Islands (Ministry of Education Report of the Fiji Islands Education Commission/Panel 2000 pp278-89). Suva, Fiji: Government Printer. 5. Sharma, Akhilanand. â€Å"The Principal as a curriculum facilitator. â€Å"Directions. n. page. Web. 17 Aug. 2012. . 6. Stenhouse, L. 1975. An introduction to curriculum research and development, London: Heinemann 7. The National curriculum . In learning together: Directions for education in the Fiji Islands, Tewaeariki. â€Å"Strategies for optimizing the input of Teachers to Curriculum Development in Kiribati. †Å"Directions. n. page. Web. 17 Aug. 2012. . 8. Thaman, K. Helu. â€Å"Towards a Culture Sensitive Model of Curriculum Development for Pacific Island Countries. â€Å"Directions. n. page. Web. 16 Aug. 2012. . 9. Young, Jean. H. â€Å"Teacher Participation on Curriculum Development: What status does it have? † 3. 2 (1988): 109-121. Web. 17 Aug. 2012 Appendices For this project both structured and unstructured questions were utilized to gather the data required. For the teachers the questions mainly involved * Their involvement in the curriculum development process. * The quality of the materials produced at the C. D. U. * Whether the materials were teacher proof or not. * Their views on the reasons why they may not be actively participating in curriculum process if that is the case.For the C. D. U officers the questions involved * Explanations on the curriculum process. * Their views whether teachers were actively participating in The curriculum development process. * The sel ection criteria for the C. D. U officers For the principals the questions mainly involved * Their willingness to allow teachers to participate in curriculum activities. * Their involvement in Curriculum development. * The programs in the school that encourage professional development of the teachers. * Their views on the current state of affairs in regards to