Individual Report Essay Example | Topics and Well Written Essays - 3750 words - 1

Individual Report - Essay Example This has resulted in building up of largest customer base in Australia with a very high brand recall and brand loyalty in market. With this high level of growth, customer base and good cash reserve, company is looking forward for expanding its business. With its long existence in market it has developed a very good insight of customer behavior, expected pattern of security breach and response actions. In its course of business it has to use some gadgets and infrastructure for sensing and monitoring security breaches, which are normally sourced from third party at a cost and which many a times do not meet full requirement of client. With already existing customer base, which is having latent demand for more advanced security appliance as well as high potential new customer base, XYZ Corp has decided to have technological tie up with ABC International, the market leader in US and UK market in Security Appliance, for diversifying into the security appliance sales in Australia. Current portfolio of services offered by XYZ Corp includes uniformed security officers and control rooms manning for office and home security, celebrity security, bodyguards and event and venue crowd controllers. Out of these, office and home security services contribute about 55 percent of its total turn over. It is providing security assessment, planning, execution of security plan and manning of control room at customer premises. Generally control rooms are provisioned at big office premises and residential societies. For individual residential units and small offices only uniformed security guide are provided. In control rooms, CCTV views are available for security personal for all venerable areas as well as central walkie-talkies are also available for communicating with field officers. In case of any breach of security which has gone unnoticed from field

The Drama GCSE Course Essay Example for Free

The Drama GCSE Course Essay During the summer term of 2003 I have been working on an improvised piece of drama for option 3 of the drama GCSE course. The theme of our piece is fame. Our improvisation is about a young man called Jack who has the misfortune to become famous at first this is his dream come true but as the story unfolds he becomes more miserable and becomes addicted to drugs. The opening scene is where everyone who has had something to do with his death is gathered around him in his coffin at his funeral. Caudilia Smith throughout the funeral stays totally emotionless and does not shed a tear for her dead husband. Then it switches to Jack in bed being woken by his drug dealer, she barges in and starts to threaten Jack and he tells her he can get the money tomorrow and she agrees and tells him he will be dead if he doesnt. then we move further back and go to the high street where he first becomes famous. A news reporter comes to the agent who is sat at one of the cafes on the road where she is accosted by a journalist and is asked to comment on her upcoming blockbuster this is the scene where we find out that the agent is looking for a real life hero. Then Bernard moves past the journalist who has to move to block the agents way whilst Jack and Bernard are talking which is significant because Bernard starts to walk across the road but a car is coming and he does not see this because he is fixated on Jack but luckily a passer-by comes to the rescue and saves him but everyone thinks it was Jack who has saved him and because of this Jack becomes skyrocketed into fame which gets him a wife and helps feed his habit. But as he goes on his head gets bigger so he cant see the cracks that are forming below him. Caudilia finds out about his habit from a phone call that she listened in and she informs the papers and then because his agent finds out about this he gets sacked and then his wife leaves him and he has no-one left and then he kills himself. And then we all put him in his coffin, which is significant because it was our fault that he died so we are putting him in his coffin. When Maria Marten was set it was normal to see Gypsies and for the social classes to affect relationships then. And also the difference in currency then because it is not Guineas any more. The language is much different compared to the improvisation that we are doing now because we use much shorter sentences and frequent swearing but at the time of the script it would be considered very rude to swear but now its seems like a second language (not to me of course) to us. Also even the William confessed his love for Maria he hid it from the public and when he was caught with Dora and she asked who she was William just fobbed Dora off and said that she was just a peasant and he probably would not be caught dead with a girl like Maria. At the time of Maria Marten people believed Gypsies and took head of what they said but whereas now no one believed them, also people wouldnt be allowed to speak to other people in a higher social class than themselves. People behaved a lot different in the Victorian times because they had to be seen as properly behaved they couldnt be seen with people that were in a lower class than they were and this is where snobbery comes into it. And in the Victorian times people lived dull lives and didnt have much to do so going out to see a melodrama was like going to an Eminem concert for use it was that exciting! A melodrama in the Victorian days is the equivalent of going to the cinema and watching a movie. In our piece there are different types of cherecters in there there is Caudillia she is the gold digging bitchy type and then there is Bernard who is a nice person and is always good natured until he finds out jack has not been entirely honest with him. Then ther is the scheming journalist and then there is the larger than life I dont have any time for you agent. We chose this type of style of drama because it suted what we wanted serious yet funny and I feel this suted what we wanted exactly because with the amount of people there is there is enough room for both types of acting. We have learnt of the changes in the time affect the type of thinks that are funny now becayse they would not be funny then they probably would be improper. The fact that the script ended in tragedy gave us an incentive to head in the direction of tragedy.

Importance of the School Curriculum

Importance of the School Curriculum The structure and development of curriculum involves many features, including how it is organised, the goals to be achieved in education, processes of teaching, learning and assessment, and finally how it the curriculum will cater for the future learners. We will discover how the curriculum framework is broken into these categories to form the structure and development. Department of Education and Training (2008) Queensland curriculum standard requirements state All schools are required to develop and maintain up-to-date curriculum plans in consultation with the school community. This planning ensures that assessment, teaching and reporting match the intended curriculum. (Department of Education and Training, 2008) Curriculum planning is divided into three levels in schools, whole-school curriculum, plan the sequence of learning across all year levels, plan each year level, term and unit. The curriculum process is to educate learners, develop skills and knowledge so they will be able to contribute within society. To define curriculum in terms of a document which includes details about goals or objectives, content, teaching techniques, evaluation and assessment is the key values that represent educating. The Department of Education and training of Queensland (2008) states the curriculum is all the planned learning that is offered and enacted by a school. The framework of Queensland curriculum includes a learning environment, resources, teaching approaches and strategies, assessment and programs methods, values relationships, and behaviours between peers and teachers. All these elements are linked and provide the experiences that contribute to learners learning. A good curriculum has each of these elements aligned so that intended learning is what is assessed and what students achieve. (Department of Education and Training, 2008).Therefore, this document attempts to widen the focus on defining a specific view on what a learner can accomplish under the guidance of school learning. Curriculum is organised through scope and sequencing. Scope refers to the level and the arrangement of the curriculum elements that occur across subjects, while, sequence refers to the breaking the content and learning experiences into manageable steps to facilitate learning over a period of time. Example of scope and sequence used in schools is the grammar scope and sequence which each year level will cover a selected element of grammar. Year two (2) teachers teach learning elements of nouns, by identifying naming words, word building with nouns, and year six (6) will use the elements of complex possessive nouns, introduce abstract and common nouns. The scope considers the processes or skills that occur in subjects. Scoping is structured how subjects are taught through activities or integrating units. Scope and Sequence provides information for teachers about the literacy genres, numeracy opportunities and demands, and possibilities for using ICT in the learning program for each of the Key Learning Areas in each year. By using the scope and sequence organisation it allows teachers to focus primarily on the intended curriculum, providing support for teachers on what to teach, how to teach it and how to assess it. Therefore, allowing teachers to make the most of learning in their class. The sequences for each Key Learning Area outline nine years of schooling. In particular, the learning descriptions outlining what is essential for students to know, understand and be able to do by the end of Years 3, 5, 7, and 9 are critical for future learning and progress..(Department of Education and Training, 2008) Within each of the eight Key learning Areas: English, Health and Physical Education, Languages other than English (LOTE), Mathematics, Science, Studies of Society and Environment, Tech nology and The Arts there is a sequence, statements describing what essential learning is to be addressed within the Queensland Curriculum. Using the scope and sequence learning describe what the learner does as a result of the learning opportunities and environment therefore provides a result ,or outcome of the learning process: The structure of the Queensland curriculum relates to several models of curriculum, the process-based model involving sequential phases of curriculum design and development relates to Tylers model of curriculum, which includes objectives followed by content or learning experiences, then using a method or organising learning experiences such as scope and sequencing, and finally evaluation or assessment. But, the Queensland framework of curriculum also relates to Skilbecks model because A curriculum that maximises the learning of all students is one that recognises and celebrates diversity and engages all students in intellectually challenging learning experiences. It provides students with clear guidelines on what they are learning and how they will be assessed. It involves a range of teaching strategies to meet different learning needs and explicit teaching to scaffold students learning so that they develop and consolidate the required knowledge and skills to meet the anticipated fut ure demands of work and citizenship. (Department of Education and Training, 2008) Skilbecks Situation model examines the main context and needs that continues throughout the process of development and implementation of programs weekly or daily teaching. The consideration of these factors steps in the curriculum process of situation analysis, goal formulation. program building, interpretation and implementation and feedback, assessment reconstruction. Skilbecks model, fully considers the situation or context of the curriculum having external factors and internal factors. The external factors include Cultural and social changes expectations and changes Relationships between adults and children, community assumptions and values Educational system requirements e.g. policy statements, assessment procedures Changing nature of subject matter Support systems Expected flow of resources Internal Factors Students student: aptitudes, abilities and educational needs Teachers values, attitudes, skills, knowledge, experience, special strengths and weaknesses, roles School ethos and structures and decision-making structure, power sharing Resources Problems and shortcomings in the existing curriculum School community The purpose or goal of education is to promote teaching and learning structure within a classroom and or school environment, is to make the most of a learners learning and support learners to achieve their full potential. That learning experiences connect with existing knowledge and skills, students educational learning encourage a deeper understanding and that learners can connect purposeful. The principles found in the Framework policy states Quality curriculum maximizes each students educational potential All teaching and learning should be founded in the belief that, with good teaching, the right support and sufficient time, every student can develop knowledge, skills and understanding to achieve at higher levels. Teachers need to believe in their students as learners, have high expectations, and see themselves as responsible for improving the learning achievement of their students. (Department of Education and Training, 2008) The development of the curriculum involves a curriculum for all learning aspects of the essential ways of working and knowledge ensuring that learners are engaged with learning and develop their knowledge and understanding. This includes promoting excellence through a curriculum that supports all students to develop a deep understanding of important subject matter and the intellectual tools and strategies to think for themselves and to manage their own learning (Department of Education and Training, 2008). Curriculum engages learners with strategies to develop sound understanding. Teachers applying these learning activities will guide learners, to work towards building on their knowledge, by applying, explaining, interpreting, and processing. Ensuring that a learner will achieve and participate within their learning is an intended part of the curriculum. Teaching and learning practices within a school environment promote the student to maximise their educational potential. Through good teaching, supporting learners, it will assist with the developing their knowledge and understanding. .Therefore, learners are engaging with support and scaffolding between each other to gain further understanding, ensuring that the cirrculum provides students the key tools and strategies to think for themselves and learn how to manage their learning. The quality assessment of student learning is an continuing course of action of collecting relevant data to determine what a learners knows, understands and reflect on area of the curriculum that need support. The principles of assessment require assessment be applicable, and should provide reliable information on the learners achievements. Students should know what they have to learn and what the criteria or standard will be set for assessment tasks. Learners demonstrating their high order of thinking, they can apply their new skill to other contents. By providing feedback, it will provide learners to reflect on their learning and identify different steps to improve. Assessment is to reflect on the understanding of their learning. Achievement of the intended curriculum including the quality or standard of achievement, assessment practices should also play an educative role for students, enabling them to reflect on their learning -particularly misconceptions and gaps in their knowledge and take some responsibility for their own ongoing learning. (Department of Education and Training, 2008). This new generation has totally different learning styles these needs should be considered in classroom teaching; technology plays an integral part within todays society. Learners are engaging learning to accommodate with new technologies. The curriculum should reflect and build on the digital literacys that students already have. (Department of Education and Training, 2008) Therefore, in conclusion, schools curriculums make the vital contribution to the students future, wellbeing, prosperity, and social society skills. The curriculum needs to work towards developing capabilities, as well as achieving outcome goals in the gaining of specific knowledge. The curriculum must go beyond just schooling foundation of education; these skills are further required in the workplace, community and recreational surroundings. The curriculum is one way to ground the concept of life-long learning in a knowledge society. Quality teaching and learning practices within a school environment promote the student to maximise their educational potential. Through good teaching, supporting learners, it will assist with the developing their knowledge and understanding. . References Brady L : Kenndy, K. (2007). Cirriculum Construction (3rd ed.). Pearson Education Australia. Department of Education and Training. (2008). Department of Education and Training. Retrieved March 10, 2010, from P-12 Curriculum Framework: http://education.qld.gov.au/curriculum/framework/p-12/index.html Marsh, C. (2003). Key Concepts for understanding cirriculum. New York: RoutledgeFalner. Nicholls, A.. Nicholls, H.. (1978). Developing a cirriculum. London: Biling Sons Ltd. Queensland Studies Authority. (2010). Queensland Studies Authority. Retrieved March 2, 2010, from http://www.qsa.qld.edu.au/

rights fees in sport :: essays research papers

The steadfast rule when it comes to sports and rights fees is that it’s the business of entertainment. The dollars are going to go where the value is. With Rights fees, networks pay fees to have the rights to a particular broadcast, for example march madness, the NFL or the Olympics. Rights fees are determined by the value a certain property holds, this is determined by the ratings. The most important ratings market world wide is undisputedly the North American, and in particular the US market as we will later discuss with the Olympic media coverage. With in the US it is a battle field to increase ratings because of the dollar value associated with the opportunity to sell advertising and consequently the rights fees. Personally I believe that 1.725 billion is a ridiculous amount for NBC to pay for the rights fees of March Madness. But obviously they are not mad. The economics and financials behind their decisions to continually pay more and more is justifiable. Once again boiling down to the ratings. The 70 hours of March Madness are extremely popular in the US and boast extremely high ratings. Therefore, advertisers are willing to pay the big bucks to get their ads on the air. The same is true about the Superbowl, with 30 second advertising sports reaching astronomical highs networks are lining up to buy the rights fees for the event. As Bill Brown the senior vice president of Fox Sports stated, â€Å" we want entertainment†¦we want to televise the teams that will deliver us the highest ratings†. That truly summarizes the essence of sport media today, and why rights fees are working. â€Å"Fox, paying MLB about $417 million a year in a deal†, which expires next year. With base ball’s popularity on the rise again the rights fees for the league are undoubtadly going to increase. But as the numbers have shown the Fox network is the big spender when it comes to rights fees, dispensing $2.5 billion from 2001 to 2006 on MLB alone. While Fox has a hold on baseball, Time Warner and ABC/ESPN seem to be focusing their dollars on the NBA, both handing over just over $2 billion over a 6 year period . But as aformentioned the rating speak volumes and while the NBA is very popular in the US, from a network point of view March Madness, NCAA basketball is a winner.

Leaders and Followers: The roles we each play Essay

Introduction Throughout nursing history there have been great leaders. In every nurses career there are leaders we work with that we come to admire and may even attempt to emulate. As I continue my journey to becoming a Masters prepared nurse I will need to step up as a leader. It is a role that The Nurse Leader: New Perspectives on the Profession is providing the information and understanding of how I will need to progress. The question â€Å"Are you a leader or are you a follower?† is one I will now be able to answer. Followership Style Am I a leader or a follower? If I am a follower what type of follower am I? Followership is a term I had not heard before beginning this leadership class. Taking the Followership Style Test provided by Grossman & Valiga (2009, pg. 56-57) was interesting. Scoring a 3.7, my personal followership style is described as moderately participative or Independent worker; does not need close supervision just a bit of feedback. I actually was not surprised by the results of the test. I am an experienced nurse with more than 20 years working in and around surgical services. At this point in my career I am expected to function independently and work as a leader and resource for my peers. The * With information from the Learning Resources in mind, what implications does this score have for your role as a leader? I am independent of management in my daily work ethic†¦ * Were you surprised by the outcome of the test? If yes, explain how. If the results were consistent with your expectations, offer evidence to support that assertion. * How can information gained in this survey help you become a more effective follower? Role of a Follower * Describe a role in your professional life in which you would portray yourself as a follower. As a member of the Association of Operating Room Nurses (AORN) I am a follower. I utilize the standards established by AORN in my daily practice. My work ethic is an example to other staff members and peers. †¦. Based on what you know now about attributes of leadership, what are some things you might want to focus on in terms of developing more effective leadership skills? Grossman & Valiga (2009) describe nurse leaders as self-confident with a high degree of self esteem, and are visionary. Experienced nurses are looked to as resource nurses and mentors. Moving forward toward my goal of becoming a nurse educator I need to step forward into a leadership role more often than I do now. I need to develop a better sense of my leadership style and practice. ANA Bill of Rights and Leadership * Briefly, explain how the ANA Bill of Rights might be of value to you as follower or as a leader. The ANA Bill of Rights provides a frame work for nursing practice. A frame work of what is expected of us as professionals and what we can expect from employers, facilities and patients. Conclusion The answer to the question â€Å"Am I a leader or a follower†, is I am both. At this juncture of my career I tend to be a follower. As a future educator and mentor I am expected to be a leader. Lead by example and inspire those I work with to achieve more than they believed possible. was never one I considered before I began. know where I fall into each of these two distinct categories. Where do my strengths lie? What are the areas of improvement I need to examine so that I can become a leader and follower . References Grossman, S. C., & Valiga, T. M. (2009). Followership and empowerment. In S. C. Grossman & T. M. Valiga (Eds.), The new leadership challenge: creating the future of nursing (pp. 35-59). Philadelphia, PA: F. A. Davis Company.

Carol Ann Duffy

Responding to the diary of a slave owner, transform this text into a modern day news story. Consider the publication the article would appear in, audience & purpose – how do you wish to present the Slave owner? How will you use the features of the text type and language in order to present your angle on this story. Diary from Bennet H. Barrow about his terrible actions with slaves had place over the 1800s in Louisiana in his own plantation. He writes down his actions on how he treats slaves because of their behavior.He tortured them mainly by whipping them after the slaves have been trying to escape the plantation. He started on his diary 1836 with his starting action on these slaves and than repeated these actions over decades. Bennet H. Barrow was a Slave-owner in Louisiana, born 1811, 19 years old Bennet took over management of a major section of the family plantation from his father. Bennet's share was roughly 1500 acres and included the family mansion. Getting this power lead Bennet to a disturbing path like the slavery torture.From his famous diary where he shares how he tortured those slaves and they way it ´s written sounds like he enjoyed the torture. This behaviour is of course outragous and disturbing how he portrayes this diary to these slaves. His diary starts in 1836 december 26 and begins with â€Å"House Jerry & Israel chained during Christmas. Bad conduct – for a year and better – Israel bad conduct during cotton picking season. This is the beginnig of the diary, language will not be really pretty further on because it will only get worse.(To read the diary click the link on the bottom of the article) Slavery today is not a normal thing and is barely seen. But there are still some slave owners in the world today. Bennet Barrow prided himself upon being an efficient manager. He composed a formal set of rules for the operation of the plantation. Barrow was constantly in debt, in part, because of his land deals. He also had some debts due to endorsing of notes for the borrowings of friends and relatives. One friend, a British physician, disappeared leaving Barrow to pay more than ten thousand dollar on a loan.That same friend also had forged Barrow's name to some smaller notes. Barrow also borrowed money from banks to be able to loan money to relatives. Barrow himself borrowed a large amount from his brother-in-law who later suddenly called for repayment at a time when Barrow was financially distressed. After a period of time Barrow was able to repay that loan to his brother-in-law but they were not on good terms thereafter. Later in his diary Barrow remarked upon seeing that brother-in-law, â€Å"Fat and pockets full of money. â€Å"