Social Emotional Intelligence - 1198 Words

{draw:frame} {draw:frame} Bachelor of International Hospitality Management Essay 1500 words Due: Friday 28th August 2009, 12 noon By Cody Huxtable ID# 0791315 â€Å"How can developing skills in social and e*motional intelligence benefit you as a hospitality management practitioner?*† Social intelligence can be organised into two categories: ‘social awareness’ which describes what we sense about others, and ‘social facility’ which describes what we do with that awareness. Social awareness refers to â€Å"a spectrum that runs from primal empathy (instantaneously sensing another’s inner state) to empathetic accuracy (understanding a person’s feelings and thoughts) to social cognition (getting complicated social situations)†¦show more content†¦The concept of emotional intelligence is described as the ability to recognise and understand the meanings of emotions, both within ourselves and in others, to access and generate emotions a nd to effectively control emotions in ways that promote improved relationships in the workplace (Cherniss, 2000). Emotions in the workplace are seen as a useful source of information that enables an organisation â€Å"interpret and navigate our social environment† (Zeidner, Matthews Roberts, 2009, p.255). These emotions convey ideas, create team spirit and healthy working relations. If hospitality management can identify and understand the emotions they come across, they are able to alter their thinking and behave in a way to allow them to settle organisational challenges in a more efficient and effective manner (Cavelzani, Esposito Villamira, 2009). For hospitality management to succeed however, managers must realise what exactly their strengths, weaknesses, and limitations are as well as have the ability to view things from other perspectives (Scott-Halsell, 2006). Through understanding and enhancing emotional intelligence, they are able to expand their management skills much more successfully. Those managers who don’t do so are those persons who focus more on the technical skills of management (Scott-Halsell, 2006). These individuals do not succeed in hospitality management and instead hurt their reputation when marketing their products. HospitalityShow MoreRelatedSocial Intelligence And Emotional Intelligence1641 Words   |  7 Pagesthis possibility, the teachers need to be competent in this area. High school teachers should exhibit social intelligence and emotional intelligence to ensure students are self-aware of one’s emotional state and others. Social intelligence is a combination of social awareness and social facility. Social awareness involves primal empath which is feeling with others and sensing non-verbal emotional signals. Even though we stop talking, we cannot stop sending signals about what we feel. It could beRead MoreEmotional Intelligence And Social Pressures982 Words   |  4 PagesEmotional intelligence exposes an individual’s ability to regulate their emotions, in an attempt to acknowledge their partner’s perspective and convey intimacy and commitment in their relationship. In the framework of marriage, I do agree with the author that emotional intelligence may exist as the glue that holds a marriage together, as individuals must retain an aptitude to illustrate compassion and empathy with their partner. According to the text, evidence of a â€Å"steady erosion of social pressuresRead MoreSocial And Emotional Intelligence Quotient1195 Words   |  5 PagesSocial and emotional intelligence re fers to the quotient of competency one possesses in the areas of self-awareness and social awareness. With the ability to be crafted throughout the course of one’s life, SEI is a learned skill or cognitive skill. Thus, one can alter his/her social and emotional intelligence quotient (SEIQ), making it subject to either improvement or decline. SEI is divided into two separate categories of Intrapersonal and Interpersonal. The Intrapersonal category relates to one’sRead MoreFostering Emotional and Social Intelligence in Organizations1410 Words   |  6 PagesFostering Emotional and Social Intelligence in Organizations The concept Emotional and Social intelligence or ESI is no new term; it is the outcome of a research almost 35 years old. Being the product of a multidisciplinary research approach, it is considered a significant tool to examine behavioural competencies and their impact on performance. Social, Personal and Practical Intelligence Philosophers and social scientists have observed 3 types of intelligence: * abstract intelligence, *Read MoreThe Social Work Field, Emotional Intelligence1503 Words   |  7 PagesIntroduction Often in the social work field, a clinical will hear the term emotional intelligence and the five domains associated with it, which are relationships, tolerance, flexibility, self-management, and emotional awareness. There are many different definitions of emotional intelligence, but it has been described as the ability to motivate oneself and continue in the face of frustrations; to manage impulse and delay gratification; to regulate ones moods and keep distress from overtaking theRead MoreEmotional Intelligence, Emotion And Social Work1927 Words   |  8 PagesEmotional Intelligence: Relevance to Social Work Introduction In the article â€Å"Emotional intelligence, emotion and social work†, the author Morrison (2007), stated emotional intelligence (EI) is â€Å"the missing ingredient that separate the average from top management or performance† (p1). Demonstrating a level of emotional competence in social work will a help a social worker to perform at a higher success level in the quality work they do or in the information they collect from someone who is seekingRead MoreSocial Anxiety And Emotional Intelligence Among Adults2804 Words   |  12 PagesSocial Anxiety in Relation to Emotional Intelligence among adults Several decades ago, researchers revealed new academic terms that is useful in studying human behavior. Emotional intelligence and social anxiety concepts were developed from social contexts in relation to psychology. The two concepts can be studied consecutively with a correlation created between them. Emotional intelligence can be defined as the capability to manage and identify individual emotions and those of other people (BhochhibhoyaRead MoreEmotional Intelligence And Social Skill1592 Words   |  7 PagesWithin Emotional Intelligence, which was discussed in my previous tenet, there are several components. Empathy and social skill are two specific components within Emotional Intelligence that tie in nicely with the tenet of being empathetic. In order to be empathetic with another individual, one must have social skill. Social skill is defined as â€Å"proficiency in managing relationships and building networks that can be expanded in a source of persuasiveness† (Goleman 103). Being able to hold a conversationRead MoreEffective Leaders Need Emotional And Social Intelligence979 Words   |  4 Pages1. Refer to Ex. 2.5 below (and in text). You might also refer to the ppt. slides. Effective leaders need emotional and social intelligence to be aware of their impact on subordinates. a. Give an example of a leader who created an â€Å"out group† of followers through their behaviors and traits. Identify and describe the specific behaviors as well as the leader’s major traits that prevented people from feeling like part of the â€Å"in group†. What were the consequences to employees (e.g., emotions, attitudesRead MoreEmotional Intelligence1149 Words   |  5 PagesEmotional Intelligence EDUCATION 2: Facilitating Learning INSTRUCTOR: Mrs. Sheryl Ann Perciano Submitted By: Hazel P. Villegas Maria Dolores L. Comighod BEED- Content Course [ II-D ] Individuals have many similar characteristics but they too differ in many respects. One of these individual differences is the intellectual differences which also refers to the intelligence. Intelligence is the general capacity of a person to adjust consciously his thinking to a new requirement. It

Review Of Tools Of The Trade - 1483 Words

Review of Tools of the Trade For a smooth and efficient functioning of the organization’s Information Systems (IS), the hardware management tools play a vital role. Although plentiful hardware management tools and resources are necessary for the trustworthy operation of an Information Technology (IT) infrastructure, however, the tools specifically to manage a firewall and scan a network, and the universally reliable knowledge bases are the three decisive requisites (Davis, Schiller, Wheeler, 2011). In this critical thinking report an assessment has been provided for one predominant tool from each of these essential categories. The first tool highlighted is SecureTrack developed by Tufin Software Technologies Ltd. is one of the principal†¦show more content†¦In the modern and dynamic organizations the management of these firewall rules and policies become extremely cumbersome and complex. As a result, the security problems may creep in, and may create havoc on the security and performance of the organizations’ IS components. An efficient firewall management tool like SecureTrack is a viable solution in these strikingly critical situations, which can help clean up the rules and policies, improve the performance of the firewalls, and eliminate any security leakage (Sohoni, 2010). Tufin (2015) in the documentation of SecureTrack Orchestration SuiteTM, provided the extensive list of features and benefits that an organization will attain by chosing SecureTrack as the firewall management solution. The foremost benefit is to provide the managers a comprehensive user interface control to manage rule s across both public and private cloud as well as the firewalls connected to the network. Further, it automates the firewall change process, therefore, strengthens the regulatory compliance with government and industry standards, and security process. It helps to mitigate the cyber threats by optimizing the policies related to security. Moreover, it minimizes the downtime of the network and the deployed applications, and provides the immensely vital factor of continuity to the business (Tufin, 2015). More importantly, according to Sohoni (2010), a company may

Chemistry Lab Report Water Hydration Introduction Free Essays

Chemistry Lab Report Water Hydration Introduction: A hydrated crystal or hydrated occurs when water becomes tightly attracted to a metal salt base on it’s polarity. The water molecules maintain integrity as molecules, however they are considered to be part of the formula of the hydrate. When the hydrate metal salt crystal is heated, the attractions to the water are broken by the heat energy and the water escape from the crystal. We will write a custom essay sample on Chemistry Lab Report Water Hydration Introduction or any similar topic only for you Order Now After heating the salt crystal is called as anhydrous, which means without water. Many of the salt contain transition metals such as cobalt that is colorful (purple). Often the color of transition metal like cobalt’s color will change as a function of how many waters it is attracted to. Compounds containing water (H2O) of hydrated are written with water separate by a dot (. ). This (. ) means for hydrated metal salt there are how many number of moles of water bound to each mole of that metal salt. Research Question: The aim of this experiment is to calculate the number of moles of water bounded to each mole of cobalt chloride ( CoCl2. H2O). This cobalt chloride hydrated may be monohydrate with 1 mole of water attracted to cobalt chloride. It may be dihydrate, trihydrate, tetrahydrate or pentahydrate; your task is to determine which one you are given. Hypothesis: If cobalt chloride were heated until there is no further lose in weight, 6 moles of water would be lost from 1 mole of salt. Therefore it is predicted that there are 6 moles of water in this reaction. Materials (Apparatus): 1. 3 gram of cobalt chloride 2. Evaporating dish 3. Tongs to hold the evaporating dish 4. Ring stand 5. Iron ring 6. Clamp 7. Bunsen burner 8. Matches 9. 40. 20 g size of the crucible 10. Digital balance/ g 0. 01 11. Clay triangle 12. Gloss rod Procedure: 1. Place an empty crucible on digital balance by uncertainty of 0. 01g 2. Measure the size of the crucible without salt 3. Add 3 gram of cobalt chloride to the crucible 4. Measure the total size of crucible containing cobalt chloride 5. Take the crucible containing salt, place it on the Bunsen burner by tongs. Place crucible on a clay triangle and iron ring to protect the crucible from falling. 6. Gently heat the crucible by Bunsen burner 7. Use a gloss rod to give a movement to cobalt chloride to crystalized. 8. Record time for salt crystallization 9. Stop heating when cobalt chloride crystalized 10. Wait for few second for crucible to cool down 11. Place and Measure the anhydrous crucible by digital balance 12. Using calculation find the number of moles in this reaction. CoCl2 . nH2O CoCl2 + nH2 Data Collection and Processing: Process| Observation during the experiment | Changes in color | As we started heating the crucible containing CoCl2. H2O , the color of the CoCl2 started to change from violet purple to dark purple and the blue in 6 minutes and it is because of water evaporation. Appearance of the salt during heating | After 3 to 5 minutes, as water was evaporating and reaching its melting and boiling point, salt began to bubble. At the beginning of heating it was powdery solid then it changed to liquid and at last solid again. Volume of salt decreases because of lost of molecules. We waited for 10 minutes until it cooled down. | Calculations: Raw data collected Mass| Grams | Uncertai nty /g  ±0. 01| Crucible| 42. 20 g| 0. 02 %| Pure H2O | 1. 36 g| 0. 73 %| Pure CoCl2| 1. 66 g | 0. 60 %| | | Total uncertainty | | | 0. 08 %| Find the masses: Crucible + CoCl2. H2O = 45. 23 g Anhydrous = 43. 86 g Mass of pure H2O = 45. 23 – 43. 28 = 1. 36 g Mass of pure CoCl2 = 3. 02 – 1. 36 = 1. 66 g Find the uncertainty: CoCl2 = 1. 66 = 0. 01 = 0. 60 % 100 x H2O = 1. 36 = 0. 01 = 0. 73 % 100 x Crucible = 42. 20 = 0. 01 = 0. 02 % 100 x Total uncertainty: 0. 02 % + 0. 60 % + 0. 73 % = 1. 3 % 100 = 1. 3 = 0. 08 % 6 x Find the percentage of water: % Water = weight of water in sample * 100 Original weight of sample % 45. 03 = 1. 36 *100 3. 02 Find the number of moles: CoCl2 . H2O CoCl2 H2O 1. 661. 36 1. 66 * 18 n = 1. 36 * 130 29. 88 n = 176. 8 g 130 18 n n = 176. 8 / 29. 88 n = 6 moles CoCl2 . 6H2O CoCl2 +6H2O Conclusion: From this experiment, I investigated that my hypothesis is fairly accurate as I predicted. Therefore it is concluded that through empirical formula, the degree of hydration is hydrated CoCl2 was determined to a relative degree of accuracy. It is determined to be approximately 6 moles of water bonded with 1 mole of CoCl2 and giving: CoCl2 . 6H2O. Evaluation: Our experiment was fairly close as the ratio was 1:5. 9. However, the ratio achieved through this experiment was, while approximately accurate to the accepted literature value of 1: 6, not so precise tat this ratio could be assumed to anything greater or lesser than 1 significant figure. This anomaly can be explained by acknowledging some errors within the experimental process. While the determined degree of hydration was not perfect, and indeed to find the current rather elaborate ratio a degree of rounding was still required, it was still reasonably accurate. Some errors can be: 1. Over heating of the hydrated cobalt chloride can result in burning the anhydrous compound of cobalt chloride, therefore contaminating it with oxygen and alerting the mass present in the crucible. This could lead to varying degrees of inaccuracy. 2. Base on the fact that cobalt chloride is hydrophilic means; it will absorb moisture from atmosphere. Therefore, the experiment should be conducted in a dry, well-aired lab to avoid as little absorption as possible. 3. In contrast to burning the anhydrous compound, the heating could have failed to completely remove all the water or revise it; it may over heated that also effect on the accuracy. Improvements: There are several ways to improve this experiment. The key improvement to this experiment would probably be to decrease the intensity with which flame is applied to the crucible. This reduces the possibility to reduce overheating, and increase the period of time spent dehydrating the sample to ensure a slower, more through and less intense dehydration. Another improvement can be using a lab, which has the suitable location for this experiment. At last, have a expert partner or teacher to tell u, when stop heating the crucible can improve the accuracy of constant mass to achieve. How to cite Chemistry Lab Report Water Hydration Introduction, Essay examples

Economic Equilibrium Operating Economy

Question: Discuss about the Economic Equilibrium for Operating Economy. Answer: Introduction Stable economic equilibrium can be defined as a state whereby economic forces that are reflected by aggregate demand and aggregate supply intersect each other(Nelson, 2009). An underlying assumption for the case is that external influences will not disrupt the equilibrium; hence they will not have any impact on the various economic variables. In economics various cases of equilibrium encompasses Market Equilibrium where price is established at an equilibrium position relative to demand and supply. But concept of economic equilibrium is applicable in cases of imperfect competitive markets as well, whereas the theory was devised to account for perfect market. This type of equilibrium is established as it forms the basic properties of equilibrium. The scope of current analysis examines the fact that a stable economic equilibrium requires the economy to be operating at an output level at which the aggregate demand curve, the long run aggregate supply curve and the short run aggregate sup ply curve all intersect. Analysis A condition of macroeconomic equilibrium is a condition in the economy where quantity of aggregate demand equals to aggregate supply. Aggregate demand establishes a relation between price levels, firms, and quantity of real GDP demanded government and net exports. At the beginning of discussion for the stable economic equilibrium at the macroeconomic level and analyzing possible justification for the same, the starting point it is assumed that at stable equilibrium aggregate demand will intersect aggregate supply of the long run with aggregate supply curve of the short run. In case there is any sort of discrepancies in either demand or supply then there is bound to be changes in prices, inflation and rate of unemployment in the economy. In the short-run unexpected decreasing of aggregate demand will push up excess supply of resources, that will inevitably lead to decrease in resource prices. Short-run aggregate supply establishes relation amongst price levels and quantity of GDP(Negishi, 2014). This, will lead to impacting of unemployment which will make prices go down. Hence, in the long run lower resource costs will make the aggregate supply curve move to the right. The economy will aim to attain stable equilibrium by producing output levels that can be achieved by way of full employment at a price level lower than before. Aggregate demand is affected by changes in governmental policies in taxes or other areas, changes in household and firms expectations and due to changes in foreign variables as relative income levels amongst countries, exchange rates and so on. In the long-run aggregate supply price level and quantity of real GDP supplied which is vertical reflects potential GDP. Shift in the aggregate supply curve reflects that increase in GDP or economic growth can be due to increase in resources, increase in machinery and equipment and new technology. In stable equilibrium aggregate demand, aggregate supply long run is assumed to be at equilibrium with aggregate supply of short run. At this level it is assumed that a democratic government will intervene to ensure that employment levels are reached and unemployment is removed. At optimum levels of employment the price levels for aggregate demands is attended and supply levels for this level is reached(Starr, 2011). For the aggregate supply curve in the short run any impacts on it will lead to changes in the demand curve till it stabilizes to reach equilibrium levels. By automatic adjustment mechanisms real GDP will be impacted in case of changes experienced in aggregate demand or aggregate supply of quantities. During short-run periods decrease in aggregate demand will lead to recession but in the long run it might cause decrease in price levels. In short run increase in aggregate demand will eventually lead to increase in real GDP. However, in the long run it will lead to increase in price levels. Again in case of shift in the graph employees will accept lower wages till prices stabilizes in the economy and they are able to get proper prices for the same. Short-run will be determined by decreasing of aggregate demand which will lead to supply of excess of resources, ultimately reducing resource prices including labor wages. As unemployment will increase price going down will lead to output reduction. This will lead to shifting of the aggregate supply curve, hence economy will be producing levels of output with full levels of employment at a lower levels of price to attain equilibrium. Basic aggregate demand and supply model is dynamic and provides for increase in labor force, technological change and capital stock. Aggregate demand curve will only shift changing levels of stable equilibrium due to major changes as consumer spending changes, changes in the firm, governmental changes and so on. Thus, at every point the system will try and attain equilibrium till systems stabilizes. Inflation can disrupt the economic equilibrium levels causes total spending that takes place in an economy faster than compared to total production. Any impacts from inflation levels will disturb levels of equilibrium and will shift the aggregate demand curve. Even at this juncture to attain equilibrium prices and employment levels will stabiles causing the aggregate short-run supply curve, aggregate long run supply curve and aggregate demand curve to intersect at a particular price levels. Government intervention to maintain such equilibrium levels is an integral factor that invariable impacts. Democratic Government has an active role to play to determine equilibriums levels, when the levels of unemployment is high government pushes up demand for resources and extending demand levels by enhancing consumption levels. This affects the levels of job creation and as prices go up more and more people are employed in the economy to generate adequate supply in the long run. The government at every point affects and changes its economic policies to reduce or increase taxes on relevant items such as to inflict control and maintain larger economic stability and equilibrium levels. Conclusion In the discussion on economic equilibrium it has been demonstrated that all the three curves needs to intersect. Macroeconomic equilibrium can be defined as the condition itself whereby all the various factors meet. Aggregate demand and aggregate supply help determine the total value of goods and services produced in the economy at a particular period of time. Aggregate demand is the total value of such goods demanded whereas aggregate supply forms all the goods supplied to meet the quantities demanded of such products. Therefore, any related variable affecting these factors will impact their price levels. Employment, inflation and government plays relevant factors in determining such levels of equilibrium. Any efforts from macroeconomic variable or otherwise in external variables might lead to impacting the curve such that they are able to re-orient themselves to accomplish the position where it was previously. While all variables are interdependent on each other they play a major role in demonstrating their importance or how each functionality can affect the other in a dynamic way. Reference Lists Negishi, T. (2014). History of economic theory (Vol. 26). . Elsevier. Nelson, R. a. (2009). An evolutionary theory of economic change. Harvard University Press. Starr, R. (2011). General equilibrium theory: An introduction. . Cambridge University Press.

Curriculum Development Paper

Curriculum development is a well structured plan of the subjects to be taught in school and what is being learned by students as is reflected in the courses that are offered for study and the programme in school. This systematic plan is then embedded in an official documentary or put together as a curriculum guide and then disseminated to the interest groups and key stake-holders in the education sector for the purposes of implementation and strict adherence.Advertising We will write a custom essay sample on Curriculum Development Paper specifically for you for only $16.05 $11/page Learn More A curriculum has to be made mandatory and not a choice. The curriculum discussed in this paper is very specific and follows the formula 6-3-3-4.These curriculum has been developed to reflect the changing scenarios in the world today and the dynamics in the job market. Currently the kind of curriculum followed will go along way in determining the quality of workforce being produced and will too affect the economic advancement of a country. A nation build on strong education or school system will be well managed and its base will always be on a sound footing (Hunkins, Ornstein, 2009, pp.6-30). Some countries have very comprehensive curriculum development and education system such as the one used in Saudi Arabia. Saudi Arabia is one of the countries with very high literacy levels in the world today which stands at 62.8%. The percentages of males who are literate stand at 71.5% while that of female stands at 50.2%. The system of segregation in terms of the sexes is followed in Saudi with the education system being divided into three distinct parts which are usually administered separately. Important to note is that both the boys and girls usually do the same exams.The curriculum in Saudi Arabia follows the technical-scientific approach. The distinctions of the education administration include the education specific for boys, for the girls and also the traditional education which is muslim oriented.The curriculum followed in the country constitute 6 years in the primary school with the age of the students being 6-12 years, then intermediate schooling at the age of 12-15 years which takes 3years at most. After the intermediate the student proceeds to secondary school which again takes 3 years at the gae of 15-18years. Students at secondary school level can choose the general school, religious school or the technical secondary. After the secondary school the curriculum of Saudi Arabia stipulates that a student proceeds to for higher education at the university which takes 4 years at the age of above 18years.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More After the higher education at the university, there is the university –higher education where one can persue masters which takes 2 years, general diploma in the department of education w hich takes 1 year or do PhD which takes 3 years following a qualification for a masters degree and where one has to present a dissertation which should be based on own and independent work on research (Hunkins, Ornstein, 2009, pp.40-57) The 6-3-3-4 curriculum identified in this paper is reflective of the one for Saudi Arabia but distinct. It is embedded and undertaken in the following way. The system is usually administered separately for each of the four stages involved and no segregation by sexes as both boys and girls are taught in same classes and environment. The first six years involves children aged between six to twelve years. These will be called primary school in which upon completion a student will be awarded a leaving certificate called the general certificate for primary education. The curriculum will incorporate subjects like English, Kiswahili, art education, history, Christian religious education, home economics, geography, mathematics, basic agriculture, social educ ation ethics and science. The grade attained will depend on how a student passes the exams administered at the end of the six years and the grade will also determine the kind of school the student will get admitted for the post-primary education. The six years of primary school will be administered in rural areas, sub-urban and also in urban areas. It will therefore be mandatory all over the country as it will be under the supervision of the provincial and district education officials. A class in primary school will not exceed forty students and not less than ten. Two teachers who have graduated from a primary teachers training college must oversee one class although teachers available will teach different subjects for the different classes. The purpose and objective of the curriculum provided in primary school is to prepare the students for the post-primary education and also to enable them have knowledge of different languages (Hunkins, Ornstein, 2009, pp.62-80) After completing t he primary school education, a student will proceed to the intermediate school. The duration at intermediate school is three years and the age of the child is twelve to fifteen years. A certificate will be awarded upon successful completion of the intermediate school which is the intermediate certificate.Advertising We will write a custom essay sample on Curriculum Development Paper specifically for you for only $16.05 $11/page Learn More The intermediate guide has provision for subjects like English, Kiswahili, mathematics, history, geography, home economics, Christian religious education, agriculture, social education ethics and also science. The grade level is given upon the successful pass of the examination administered after the three years. The objective of the intermediate school curriculum is to put more emphasis on the knowledge acquired at the primary school and in so doing prepare the students for the secondary education. Secondary school w ill involve students going to different categories of schools such as national, provincial, district and also day schools. The admission to these schools will depend on how well a student passes the intermediate school exam with those who perform well securing themselves places in national schools and down to the day schools for those who perform dismally. Teachers at this level are also those who have graduated from the primary school teachers training colleges. The number of the students in the intermediate school will depend on the available infrastructure such as classrooms and also teacher to the student ratio. Like the primary level education, these too will be offered in the whole country regardless of the settings such as urban, rural or sub-urban. The schools will be under the supervision of the ministry of basic education representatives at the provincial and district levels. The ministry will also cater for the employees in schools who too are crucial for the smooth imple mentation of the curriculum provided. The employees are such as the accountant, cleaners, store keeper and also the cooks (Hunkins, Ornstein, 2009, pp.41-60). After the intermediate school a student will proceed to the secondary school. There are various categories of secondary schools in this curriculum all of them taking a duration of three years with the age of the students being fifteen to eighteen years. The first is the general secondary school which has a curriculum outline with subjects such as English, Kiswahili, mathematics, biology, chemistry, physics, history, geography, building construction and art education.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Note that those who score above 60% in the examinations administered at the end of the three years will be eligible for admission to higher education institutions i.e. universities to pursue courses in sciences while those scoring below 60% will opt for literary courses or humanities. They will also get a certificate. The objective of the curriculum development in the general secondary school is to identify students’ capabilities and the subjects which they can consider as they choose their future careers. The second kind of secondary school is the religious school. The curriculum for the religious school outline includes such subjects like history, geography and Christian religious education with those who are successful getting a certificate called religious secondary school certificate. They too qualify to persue university education in social sciences and theology. The other type of secondary school is the technical/vocational school. The students admitted will be mostly those who perform poorly in the intermediate school. At the technical institutions they will be able to acquire skills in carpentry, masonry, computer studies, driving and other vocational courses. At the end of the training they will then be awarded a diploma in vocational training certificate. Except for the technical training institutes the secondary school teachers will be those who have graduated from the university on the field of education and who have majored in specific subject line (Hunkins, Ornstein, 2009, pp.112-153). Those who successfully complete the general and religious secondary education will proceed to the university for further studies which take four years except for courses such as medicine, veterinary medicine, engineering, clinical sciences and pharmacy that take between five and seven years. The age of the students is eighteen and above. The curriculum here includes courses such as accounting, economics, business, humanities, social sciences, public adminis tration, law, arts and environment just to mention a few.The objective of the university education is to give students career skills for the purposes of working in the different areas of specialization. Graduates of higher education will now be eligible for employment as professionals in the publc service, private sector or can choose to go to private practice. Teachers at this level are the lecturers with higher qualifications such as masters or PhD. After the four years of higher education one can choose to also go for the university-higher education to pursue masters and PhD (Hunkins, Ornstein, 2009, pp.170-200). There is usually two curriculum development approaches, the technical-scientific and non-technical non-scientific. The curriculum developed in my school is reflective of the technical-scientific or systematic approach where by the objectives of the curriculum are set, plans for the curriculum are then drawn and applied and finally the outcome of the whole process or the product is measured using the set available measuring options. The role of the political arena participants in the curriculum development is to lobby the community for public meetings for the purposes of creating awareness about the curriculum. They also play a role in creating legislation to anchor the curriculum in law and therefore giving it a lawful backing for the purposes of thorough implementation and adoption. The students also play a critical role in the curriculum development by giving their views on what they want incorporated in the curriculum. They also have a role in enlightening others who may not understand the curriculum development procedure. Students also ensure that their teachers adhere to the set guidelines and that they don’t divert them from the set standards and the textbooks recommended. The teachers play a role in implementing the curriculum in terms of contents and the books they use for the various subjects. Principal’s role cannot be over- emphasized as they are the overall overseers in schools to ensure that the curriculum development takes effect by supervising the students and teachers and follow up on the recommendations. Curriculum experts on the other hand have the professional knowledge on curriculum development and will therefore play the role of guiding the other stake-holders and interest groups. Assistant super intended’s role in the school is to ensure the superintended is well briefed on the curriculum development, implementation and the challenges that are encountered. The superintended role is to advice on areas that need his/her guidance and too ensure that the curriculum development takes off on a smooth start. Those outside the school district will play the role of ensuring checks and balances on those bend on ruining a process which is noble and ended for success (Hunkins, Ornstein, 2009, pp.205-242). In conclusion, I do favour the technical-scientific approach to curriculum development as it ’s the case in Saudi Arabia. Only those who have expertise in curriculum development are involved in coming up with the structure of the curriculum contrary to what is seen in non-technical non-scientific where by students, teachers and the community are involved. This approach has its objectives which are well outlined and a plan which is put in place for undertaking of the curriculum development and also some measurement stick on product or outcome (Hunkins, Ornstein, 2009, pp.330-360). Reference Hunkins, F Ornstein, A. (2009).Curriculum foundation,principles,and issues. Washington, DC: Allyn and Bacon press. This essay on Curriculum Development Paper was written and submitted by user Stella Horne to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How to Better Mentor Employees In Business Writing

How to Better Mentor Employees In Business Writing If your team's business writing ability is weak, it willimpact potential revenue and decreaseproduction. Poor written communication may steer a prospect in another direction. It also means your team willrequiremore time than necessary to complete writing tasks. Poor business writing reflects poorly on an organization. Strong business writing abilities influence others on the team positively; conversely, the opposite is also true. Improving business writing skills will save money and time. If your team's writing is weak, you must correct this. Assess Measure Current Business Writing Skills To assess and measure current business writing skills, look at the content and organization (substance) and then the language of the document (syntax). These substance and syntax components go hand-in-hand, but are measured separately. Relevant questions: Does the writer display an ability to communicate complex ideas clearly? Can the write extract the significant information? Is the information organized? Does the language complement the message? hbspt.cta._relativeUrls=true;hbspt.cta.load(41482, '934718b3-251a-45d6-8853-a7f94e43b92c', {}); Best Business Writing Training Approaches for Your Team Larger organizations with well-equipped training programs in place may be able to implement business writing training internally. Perhaps this is not the case, or you believe your team will benefit by using an external source. External sources providing training should carefully be reviewed. Look at the trainer's credentials, structure of the training, ability to customize training for your team's specific needs, and flexibility on delivery options closely. These aspects are important in selecting an external training program. Ongoing support provides lasting results. Mentoring Employees and On-Going Support Managers mustmodel strong business writing skills! If your trainingbudget is tight, train your managers first. Their skillwill trickle down to their direct reports.Managers will be better equipped to provide guidance for others. Make Business Writing Skills Matter Honing in on the critical skill of business writing is an important process during hiring and performance reviews. We recommended meeting with employees and reviewing business writing together. Discuss strengths and weaknesses with them, and provide support to improve weak areas. If you are looking for quick tips it is worth reading our full list of business writing tips. To learn more about effective business writing and how to improve business writing skills, download our guideâ€Å"Four Steps to improve your Team’s Business Writing Skills†today!

Social Performance, Part 1 Social Performance, Part 2 Essay

Social Performance, Part 1 Social Performance, Part 2 - Essay Example The company has grown so fast. This can be attributed to many reasons but majorly to the much time we invest in listening to our customer needs through day to day contact and periodic evaluations that form part of our policies. The quality of our products and services is also very high and geared toward the needs of our customers. Also available to us is a wide network of stakeholders whose ideas we value so much and as they meet in their pre planned forums, they give us their reports which are reviewed and after accreditation, these are incorporated into our management and production (Cooper, 2004). The company deals directly with manufacturing companies which produce computer systems. When clients order specific computer systems, we forward the same requests to the manufacturing partners so that they produce systems which will satisfy the clients’ need. ... te the hard economic times that businesses have experienced, our services and products have always been on demand since the prices are friendly for people of varied economic capabilities. It does not matter where the clients are located (Oliver, 2011). The company has distributers to our products all over the city. We identify business firms located in our area of interest. Then, whenever customers make requests, we identify their location and instruct our distributers to deliver these items to specific locations as customer specifies. These distributors do not have to be dealing with information technology business in order to be accepted in the company’s list of distributors. The most important factor is that they accept to abide by our terms of service which include confidentiality and safety of commodities delivered to them. They are also allowed to give these items to people whose details are provided to them by the company in consultation with the company at all times in order to avoid putting our customers’ items into wrong hands (Cooper, 2004). In addition to these local distributors, we have also trained technicians who help customers whenever there is need for installations and services or troubleshooting. Our technicians are highly qualified professionals whom we engage on part time basis due to the unpredicted nature of demand in the particular towns where they reside. All our technicians are accredited and certified by national and global IT expert bodies and their services are always of high quality. We have always had requests to provide services for systems we never installed because of the high performance of systems which have been serviced by our technicians. The technicians always receive trainings and renew their certification in order to