Personal Ethics Statement Essay

My personal ethics statement includes my values and ideas important to me as an academic and in everyday life. My ethics are personal and define who I am as a person. The decisions and choices I make every day should be consistent with integrity and respect toward others. These ethics will ensure any happiness and peace as I hold these values. I believe everyone should be equal. Treating people with respect while holding myself accountable will ensure I treat people as I want to be treated. My preferred ethical len is the unrealistic role either on me or by other means that I need to pay close attention to my expectations of others. My expectations may not be the same as others. I must keep in mind that I can’t control ever situation. And that other people are capable of resolving problems. Trusting other people’s choices and decisions will help overcome this blind spot. My strength include courage in the face of obstacles. I can avoid fast decisions and at the same tim e face anything difficult. I value friendship and keep close connection with people I trust. I appreciate those who work along by my side and help to encourage me. My weakness include entitlement, hardness of heart and confusion. Believing that I am entitled to special prividges and persuade others. Hardness of heart come from expriece of people. I must practice mindfulness not to be confused. Identifying my weakness is important it allows for improvement. My value define me and my behavior or who I am. My behavior also affect others in relationships either casual or professional. The choices I make and behavior reflect me. My personal ethics determine my course of actions allowing me to see clear. Exploring and digging deep into my own emotions will allow me to my decision I make. Keeping an open and honest heart in all situations and reexamining my ethics will allow for improvement and corrections. I believe these things will help me keep focus and make better decisions and improve my life.

Different cinderella stories Essay

Numerous countries for countless of years have told Cinderella stories in different languages and in many different ways. These worldwide Cinderella stories may have different characters or even have different ways to interpret them. Also these Cinderella stories may have completely different magical interventions that help Cinderella throughout the story. For example the stories â€Å"Aschenputtel† and â€Å"The Twelve Months† are both a Cinderella story but have a lot of differences. Although these two Cinderella stories are not a lot alike they still have much in common. In the Cinderella story â€Å"Aschenputtel†, the girl is approached with the magical intervention of birds helping her. As for â€Å"The Twelve Months†, the girl is approached with magical intervention by the months that change the seasons for her. This magical intervention is very different from one another for these two stories even though they both involve nature. The nature plays a different type of role for each story. In â€Å"Ascheputtel† the nature is animals around her helping her, while in â€Å"The Twelve Months† the nature is Mother Nature herself helping the girl. Also one of the differences is the attitude of the stepmother and her daughters in each of the stories. In â€Å"Aschenputtel† the stepsister’s attitude is all about trying to outdo Aschenputtel band trying to force their feet into â€Å"the golden shoe† (Aschenputtel 186), so that they might marry the prince. In â€Å"The Twelve Months† the step sisters are not trying to outdo her. They simply want to be mean and cruel to her. Although these stories are very different from on another they are also alike. They both follow the five factors of being considered a Cinderella story. The five factors to be considered a Cinderella story are to have a girl that is put down, an evil influence, magical intervention, an item that identifies the girl, and the girl has to marry a prince. These factors must be met but can have various different ways to illustrate them. The first two factors are the same for both the stories because each story has a girl who is put down by the evil influence of her stepmother and stepsisters. The magical intervention is in both stories and is represented by nature. An item that identifies each girl from the stories is a little different though. In Aschenputtel the item is her shoe in which she has lost. In The Twelve Months the item is the apples. Finally the last factor is shown in both stories by marriage. Overall, Cinderella stories including â€Å"Aschenputtel† and â€Å"The Twelve Months†, have differences but in the end they all come down to the five factors. All Cinderella stories are not as different as you may think. Works Cited The Brother Grimm â€Å"Aschenputtel.†: Page 186.

An Unfortunate Incident

Lily was very excited. Her 1000-piece jigsaw puzzle was almost complete. She easily fit the final pieces into the puzzle. She had taken two weeks to complete the puzzle and she proud of her work. As she stared at the puzzle on the dining table,she heard her mother call to her. Her mother announced that dinner was almost ready. She asked Lily to remove her puzzle and set the table for dinner. Lily was about to remove the puzzle when the phone rang. It was her classmate Judy. Lily could not wait to gloat about her newly-completed puzzle. She decided that dinner could wait for a few more minutes and proceeded to chat with her friend for fifteen minutes. Meanwhile her mother had emerged from the kitchen with a pot of hot soup. She was aghast to find the dinner table still in a mess,while Lily chatted happily on the phone. She turned to scold Lily but she accidentally knocked into the chair. The soup spileed over,directly onto the jigsaw puzzle. Lily came running the moment she heard her mothers angry voice but it was too late. The soup had ruined a good portion of the jigsaw puzzle. Lily burst into tears at the sight of the damaged puzzle. She regretted not listening to her mother and realised her mistake,but the damage had already been done. When Lily related the incident to me, I was saddened that my friends hard work had gone to waste. If I had been in her place, I would have placed the puzzle in a safe place before leaving the table. I would also have finished my chores before attending to the phone call.

Control room, summary Movie Review Example | Topics and Well Written Essays - 500 words

Control room, summary - Movie Review Example The movie begins with a western music which signifies that when two different cultured music can co exist in movies, then both the societies can live together in harmony. When the war begins, the film is taken in the place where all the major news sources work out like CNN, Fox etc. The movie initially begins in an orthodox way at the headquarters in Qatar which shows Muslim men with their headgear watching the television monitor where President Bush gives final warnings to Saddam Hussein for a war which gives us the perfect images of the Arabian culture. The movie features many staff from Al Jazeera but the two most compelling staff is Samir Khader, the general manager running al Jazeera, and Hassan Ibrahim, a reporter for al Jazeera.  This image of Arabian culture begins to crumble when Hassan Ibrahim tells that he has tremendous faith in the American institution. Blood, images of Dead bodies, wounded people and bullets everywhere is one of the different perspectives of war which Control room brings to the viewers. Such images are usually not present in a documentary and encourage negative thoughts in the viewers. Wars are always a negative effect on the people. Showing live images of dead people depicts negative images of the countries to the viewers. It has also been termed as the â€Å"Osama bin laden’s mouthpiece†. However though, Al Jazeera does not show all the information. It does not report and focus on the dead American civilians or American coffins. However, it is not just Al Jazeera broadcasting one type of images, Fox news also display one sided images. Control room tells us how difficult it is to provide unbiased images when working in media. Everyone wants their nation to win in moral values and that is what the news networks broadcast. This is one place where the movie gives a bad impression of how wars are covere d by the media. War is hell and media plays a major role in the success or loss of that war. Since people sitting at home can

What is the impact of SOA in industry Essay Example | Topics and Well Written Essays - 1000 words

What is the impact of SOA in industry - Essay Example oach that asserts the intention to build software assets in an organization in order to improve the organization efficiency in meeting its needs (Marks, 2013, p.98). In this context, the term service refers to a unit of functionality that is self-contained like doing and online shopping or a retrieval of a bank statement in the internet. It is as a result of SOA that computer that are interconnected in an organization are able to cooperate, with adoption of the SOA rapidly gaining some popularity in the modern world especially in the large businesses and centralized organizations. Service-oriented architecture creates a situation whereby every computer in the network can perform indiscriminate number of services while still capable of exchanging different information in an easy way. Exchange of information between the various computers that are interconnected is made possible without any need for human interaction or change in the primary program .Application of SOA is associated with numerous advantages that make it appear like it is the dominant form of enterprise architecture in the modern world. One of this key advantage that has made the system become popular is the ability of the system to allow continuous use and easy-sharing of data between various programs vendors without necessarily having to buy an additional program or make changes to the services. Moreover, in most cases the services provided by the system are reusable, a factor that lowers the total cost in terms of the development and maintenance cost, while at the same time providing much valu e after the development and testing of the service. However, SOA is not likely to make any difference or be beneficial to a business organization especially if the organization adopting is small (does not have two or more primary systems that require a degree of integration), or the organization is large but is far much decentralized. Despite the above-mentioned benefits of using SOA in an organization, there

A Long Short Screenplay and Step Outline about homelessness and hunger Research Paper

A Long Short Screenplay and Step Outline about homelessness and hunger among the working poor - Research Paper Example We used up all the money that I got last week. I also went to a friend of mine, he was broke as well, but he gave me a dollar. Let us go find something to eat. Alex and Tom, who are two 20 year old homeless individuals who work at a certain car wash in the streets, sit on a hip of garbage. They look so discouraged. They are so dirty that the people passing by do not want to get close to them. Alex looks at Tom and smiles. My friend, we have not eaten now for three days. That work at the car wash is not worth it man. It would be better to just sit and do nothing, than tire ourselves with that worthless job. This life keeps getting harder and harder. I wish I was in a school Tom, and I also wish I had a family. They both nod their heads in agreement to that. Tom looks to the left, and as if expectedly, sees Peter and Phyllis walking out of the wooden hotel outside Brands mini-shop. Peter also sees the two, and walks towards them. There is no work at the car wash, since the beginning of this week; we have only washed one car. Otherwise, we are glad that we are still alive sir. But we are very hungry; imagine we have not eaten for three days. Peter puts his right hand into the polythene bag and brings out an even smaller black polythene paper and hands it over to the boys. The boys smile and thank Peter and his wife. Peter smiles back at them, and together with his wife, they leave. As they leave, Alex and Tom eat the food gluttonously. Annette’s face is suddenly filled with gloom. She wishes her son could understand how hard things are. She works in a hardware office by the road side as a cleaner, but she does not get much from it. She goes and sits beside her son But we know those boys, how mean can you be? What if they were your kids? Okay, if you feel bad about that, then why don’t you eat all of that food yourself? Since all you ever think about is your stomach. Annette looks at Phyllis, and knows that she is hiding

Anthropology Essay Example | Topics and Well Written Essays - 750 words

Anthropology - Essay Example ma’s speech during the Democratic National Convention coupled with specific examples that relate to respective discursive Strategies as seen in the speech. Indeed, in his speech, Obama clearly applies at least two of this Discursive Strategies. In his speech, Obama uses the â€Å"narratives of belonging† strategy to construct â€Å"existential coherence.† Duranti presents this strategy as part of personal experiences that the political speaker possesses. Duranti establishes the fact that these experiences connect the speaker emotionally and morally to the present place and audience. This strategy shows that the political speaker is an ordinary citizen and will thus represent the audience ideally once elected. In his speech, Obama used the â€Å"narratives of belonging† strategy in various occasions. ... I have shared the pain of families who've lost their homes, and the frustration of workers who have lost their jobs.† (Fox News Web). As such, the use of this strategy clearly helps Obama to identify with the Americans, denotes his experience in handling national issues, and thereby convinces the audience that he will ideally represent them once reelected as the US President. Duranti consequently defines â€Å"the [use of] the present as a ‘natural extension’ of the past† strategy to construct â€Å"existential coherence† as a relation between present decision and experience. In various occasions during his speech, Obama demonstrated the use of this strategy. Indeed, he quotes that, â€Å"You know, in a world of new threats and new challenges, you can choose leadership that has been tested and proven. Four years ago, I promised to end the war in Iraq. We did.† He equally reminds the audience that, â€Å"I promised to refocus on the terrorists who actually attacked us on 9/11. And we have.† This experience gives him an edge over his political competitor. It clearly proves that he can deliver and out of his past successes, he is convinced to vie for the second time. He notes that he was able to kill Osama Bin Laden and thus presently focusses on defeating Al Qaeda and ending the Afghanistan war by 2014 once reelected (Fox News Web). As such, his experience drives his present decision to seek reelection with a goal of completing his mission. This generates a lot of conviction from the audience as it applauds Obama’s experience. In addition, he quotes that, â€Å"Now, I've cut taxes for those who need it, middle-class families, small businesses.† It

Academic Skills Essay Example | Topics and Well Written Essays - 1250 words

Academic Skills - Essay Example twentieth century, when the world was moving towards immense development at a global level, Nigeria was experiencing high unemployment, weak economy, abandoned and ruined educational system, high poverty, increased corruption and other malpractices in the private and public sectors, increased rates of crime, international criticism and imposed sanctions, and a bad management system. Okonkwo (p.58), along with other leaders, sociologists, and researchers advocated a strong need for a revamped and innovated educational system. Although the need for good education was recognized at the beginning of this century, or even earlier dating back to the colonial period (Ajayi, 420), researches conducted in recent times have also identified these or very similar needs. For example, Odia and Omofonmwan (p.81) have identified specific problems related to the educational system such as decline in standard, deterioration of facilities, examination malpractices, mass promotion syndrome and others. Ajibade stated, ‘Many Nigerian elites, going by the quality of their contributions to debates, are suffering from acute â€Å"intellectual malnutrition.† It is now pretty difficult to fight ignorance in Nigeria, a country which the World Bank report for 1991 says is the 13th poorest nation in the world. The per capita income of an average Nigerian hardly permits him the luxury of getting information materials. Not many Nigerians can afford the exorbitant prices of books.’ (qtd. in Ihonvbere, 73). This indicates two factors affecting the Nigerian education, firstly the standard of education and secondly, socioeconomics of the nation. In fact, academic crises and strength of sociopolitical conditions are interdependent. On similar terms, Odia and Omofonmwan (p.82) pointed out that education in the contemporary times has become the privilege of the affordable masses, and a business with great earning potential for the educationalists. Their research discovered that most of the

Answer three question from each chapter Assignment

Answer three question from each chapter - Assignment Example Slaves and their conditions, over the period of time improved and they enjoyed relatively better liberty as compared to others in terms of their working conditions as well as other benefits. 1) Over the period of time, the wars between British and France strengthened the relationship between the Americans and Britain. As a result of these wars, American traders got the opportunity to trade and expand their commercial base while at the same allowed Americans to basically gather against British forces too. The subsequent implementation of different laws such as Stamp Duty Act created enough resistance for the British forces in the region. Two of the most important terms of the peace of Paris were that the British recognized American independence and withdrew all the royal forces. Victories of the Clark as well as the Spanish victories against British forces gave much leverage to America to get as much as it can because Britain at that time had very little choice. One of the major problem which was not resolves was the fact that British forces returned East and West Florida to Spain whereas some of the terms of the treaty were ambiguous too thus leaving few things as

Evidence Based Essay Example for Free

Evidence Based Essay Teaching in the twenty first century has become a major challenge for everyone involved with education. Not only do teachers have to worry about test scores and how to handle the multitude of differences when it comes to students. But, also making sure they have adequate documentation to support all the differences and education they are supplying. When adding the documentation and strategies to special education students it becomes even more difficult. However, using strategies that align with Common Core can easily engage and participate those that are special education students and have them become successful. Now that our country has moved more and more towards Common Core instruction it is important that teachers do not lose those that are struggling to learn. Adding the toughness and rigor of Common Core easily complicates this situation. As teachers we need to learn to adapt to the changing curriculum and engage our students in a way that they can still learn through the Common Core instruction. One way to do this is through using a variety of assessments. Variety of assessments allows teachers free range how to assess their children based on their learning styles. This can be done by using either formative or informative assessments. Formative assessments is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students achievement of intended instructional outcomes (Dodge,2012). When we use formative assessments it is allowing us to see exactly the areas of need/improvement, as well as the areas of strengt h. This is wonderful because it allows teachers the opportunity to then re-teach students based off their areas of need. When we are teaching math it is important that we try to keep the lessons as actively engaging as possible. Math tends to be a  big struggle for many special education students. The more Common Core is pushed on students the more they feel as though they might not have the ability to learn. Therefore, using an inquiry and student learning model can benefit those who struggle with math. The inquiry and student learning model is where the teaching is put back on the students in the role of hands-on inquiry (Hertz, 2013). The teacher does the modeling and the students then do the work with each other and explain the process. This really allows the teacher ample time to observe and go work with students and grab data that might not be possible. While this is happening, the children are actually having fun and they are learning! Another way to engage children with Common Core is during reading and language arts instruction. Teaching children to read is the foundation for educational success. In order to get kids engaged in learning we need to make it fun and have the students take value in what they are doing. Reading is a wonderful subject, when done correctly, the teacher can really make it fun. Having students go through a topic or core for the day and then focusing differentiated hands-on centers will really allow the students to use what they are learning more effectively. Instead of students reading in a group and then doing worksheets, they are actually putting letters together using letter cubes or play –doh. Taking the concept they just learned about and making it into their own writing story. These are activities that children love and remain engaged in and what classrooms should be doing. Another way to ensure learning is taking place for all students is making sure that the space is free of any safety concerns for those who have physical or health limitations. Physically handicapped students are aware of the fact that they are physically different that most others and that there are certain things they cannot do (Watson 2011). Therefore, it is up to the teachers to set a positive image from the beginning. This will limit the amount of talking and self-esteem crushing that can take place in the classroom. It is also important for the teacher to set up the room before any children come in, so the environment is already positively set. Making sure that the room and areas are de-cluttered, and there is a defined area for a wheelchair to get through can make a big difference in how a physically challenged student feels. It is also important to let all involved with the disabled student, what the plans are in case of emergencies, such as; fire drills or a lock-down  situation. Teachers need to do their jobs to ensure the safety of all students disabled or not. Students that enter a classroom and are physically disabled, usually have some fine or gross motor skill issues. These issues can be worked on through an occupational therapist, but also need to be reinforced when the occupational therapist is not in the room. When it comes to cutting or using a scissors the teacher should find out if the student benefits from a hand over hand assist or the use of a specialized scissors to complete the task. Knowing how severely the student’s handwriting is effected is also a very important thing to note. If the student has extremely poor motor skills and writing is not an option, then the teacher needs to look into getting a communication device that will do the typing and written work for the student. It is also beneficial to know how much self-help the child needs. Does the child need help going to the bathroom and washing their hands, or zipping up a coat? These are all questions that can decline the amount of frustration on a teacher before the student is even in the classroom. Using all of these strategies can really help and cut down on any behavioral issues that can arise when a student becomes frustrated and overwhelmed by the amount they are not able to do. Since physically handicapped children have many issues to sort out, it might become overwhelming for them and they might not be able to socialize correctly or discuss how they are feeling. When this happens they need the support and strategies to help them work through their feelings. Teachers might have the students engage in a social skills group with only four or five other students. The one leading the group can focus on different social issues; such as; embarrassment, bullying, feeling left out. Even if the disabled child is unable to talk, they can bring their assistive technology to help them participate. Role-playing can also be a huge positive for everyone. Many times children do not know and understand what it is like to be physically handicapped and not have the ability to run and play soccer. So, when the shoe is on the other foot in a role-playing mode the students can then begin to see how much the disabled child is affected. Social skill interventions start with accurate diagnosis and continue by allowing students to practice positive social interactions in a step-by-step, decision-by-decision fashion (Beelmann, Pfingsten, Losel, 1994). Teaching children is an art form. It is something that cannot be explained and truly  understood until others have walked in those shoes. All teachers can do is hope that we are using strategies effectively and communicating accurately to reach the needs of all the students, whether they are disabled or not. By using strategies and accommodations we are opening the door of possibilities and one that will benefit all that are involved not just the ones who qualify for those strategies and accommo dations. References Beelmann, A., Pfingsten, U., Losel, F. (1994). Effects of training social competence in children: A meta-analysis of recent evaluation studies. Journal of Clinical Child Psychology, 23(3), 260-271. Dodge, J (2012). Tips for using formative assessments to help you differentiate instruction and improve student achievement. Retrieved fromhttp://www.scholastic.com/teachers/article/what-are-formative-assessments-and-why-should-we-use-them Hertz, M (2013). Common Core Standard: Third Grade Math Strategies. Retrieved from http://www.edutopia.org/blog/ccss-3rd-grade-math-strategies-mary-beth-hertz Watson, S (2011). Physically Handicapped Students. Retrieved from http://specialed.about.com/od/physicaldisabilities/a/physical.htm

Marketing Mix For Volkswagen Brand Marketing Essay

Marketing Mix For Volkswagen Brand Marketing Essay The Volkswagen Group is one of the worlds leading automobile manufacturers and the largest carmakers in Europe. Company owns ten car brands from seven European countries : Volkswagen, Audi, SEAT, SKODA, Bentley, Bugatti, Lamborghini, Volkswagen Commercial Vehicles, Scania and MAN. Besides automotive industry, company operates also in financial sector. Every car brand operates as independent unit with unique portfolio. Products are differentiated from low-consumption small cars to luxury one. Commercial vehicle sector offers ranges from pick-ups to buses made by Volkswagen and heavy trucks made by MAN and Scania. Firm has 94 production plants around entire Europe and 8 in the Americas, Africa and Asia. Labour power is estimated to 501,956 workers worldwide and production to 34,500 vehicles every single day. The Volkswagen Group exists in 153 countries so far. TASK 1 A  business  strategy  typically is a document that clearly articulates the direction a  business  will pursue and the steps it will take to achieve its goals. In a standard  business  plan, the  business strategy  results from goals established to support the stated mission of the  business. A typical business  strategy  is developed in three steps: analysis, integration and implementation. In the analysis step of  business  strategy  development, one of several methods is used to analyze a firms market, resources, obstacles to success and specific advantages. The goal of strategic analysis  is to identify what a  business  wants to accomplish, the strengths it can bring to bear on accomplishing the goal and weaknesses that need to be addressed prior to integration and implementation. Strategic assessment methodologies can include evaluating the  business  environment, gaming various competitive scenarios, determining what market forces are at work and rating competitors, among others. Integrating a  business  strategy  usually is one of many steps in a larger  business planning process. A  business  plan begins with an overall vision. From the vision, a  mission statement for the  business  is constructed, usually the shorter and more precise the better. A mission leads to specific goals the  business  will achieve to accomplish its mission and that in turn leads to  strategy  to achieve goals. Specific tactics are usually then developed to support the business  strategy. Porters five forces model illustrated in Figure below helps to measure the industrys attractiveness by examining the threat of new competitors and substitutes, the 13 bargaining power of buyers and suppliers and the degree of rivalry between existing competitors. (Porter 1984, 24) Porters five forces emphasizes the external scanning which indicates the opportunities and threats in the markets.(Wheeler Hunger 2006) An opportunity or threat could be events or trends that may affect the company in a positive or negative way when certain strategic actions are followed. (Aaker 1995, 21) These five forces shape the attractiveness of an industry and particularly that the company can make use of these five forces to gain sustainable competitive advantage in the market of competition. This influences the barriers of entry in the industry which includes issue like companys economic size, the product differentiation, demand for capital, and access to supply chain etc. (Porter 1984, 25-48). The first force of the model is the threat of entry of new competitors. This threat decreases the attractiveness of the industry by increasing the level. The industry structure analyses also the threat of substitute products. According to Aaker (1995) substitutes are manufactured by parties identified as competitors but with less concentration on the main industry. And these manufactures have strong 14influence over the profitability of market. The substitutes are able to provide the same requirement as the main competitors. As the substitutes can help a company to improve its price strategy and performance, the customer could choose their product without making any loss in costs. (Porter 1984, 44-46) The bargain power from buyer provide the possibility of the customer to press down price and ask more service which will decrease the profitability of a company and influence the overall business. The characteristics of an industry dominated by customers are through high volume purchase and compared lowest prices. (Porter1984, 46-48) The bargaining power of suppliers exists in markets which are highly concentrated on selling in different segments and customers. The supplier may dominate markets by increase the price level or decrease the products or service quality. The supplier can also affect the profitability of an industry where the cost level cant be covered by increasing prices by using this technique. The suppliers have dominance in the market with opposite circumstance to industry dominated by buyers. (Porter 1984, 49-50) The last element in Porters model is the degree of rivalry between existing competitors. This consists of forms of rivalry such as price competition, new product development, improved customer service and better guarantees. The defending actions against competitors are results of being threatened. The intensity of rivalry is due to various structural factors, such as the number of competitors in an industry, or whether the industry is declining or growing, or companys strategic contributions. (Porter 1984, 38-44) P5F.JPG Figure shows Porters Five Force Model (Porter 1984, 24) Pest analysis stands for Political, Economic, Sociocultural and Technological analysis. It describes a framework of macro-environmental factors for environmental scanning. It is a useful strategic tool for understanding market growth or decline, business position, potential and direction for operation. (Wheelen Hunger 2006, 73-79) Political Volkswagen outsources a great deal of their manufacturing outside the Europe in continents such as Asia, Africa and South America. Due to these countries being considered as booming economies, government may encourage local residents to try minimizing purchasing products from abroad, but instead use locally produced products in order to maintain the situation of the home market and make a higher value of the GDP. However, these or any other legal or political constraints should not be a significant barricade to continue outsourcing and/or sales in foreign markets. In certain countries such as Denmark and Norway car insurance and registration alone can amount to the price of the car itself. These rules and regulations are becoming ever-increasingly popular and pose a threat to sales of cars in other Scandinavian markets and places which seek to follow such a trend. Almost all of the regulations come from consumers increasing concerns for the environment and the concern for safer automobiles. (Highfill, Copus, Smith, 2004) Economic As an advantage to Volkswagen few markets which proved to show a decline in salesmainly in Spain, which proved to show a decline of 16.8 %. Taken as a whole, sales of VW however, were on the increase- despite overall motor industry taking a dive. VW sales increased in W. Europe by 8.6 % improved sales figures. The main brands which contributed to the sales were Audi, Skoda, Bentley and the VW commercial vehicles. Sales of the VW passenger cars, such as the VW Sharan van grow tremendously in regions/ markets such as Central and Eastern Europe, Asia Pacific and North America. The percentage growth of the following markets is as follows: Asia Pacific with 17.4 % North America had a significant growth of 21.4 % Central and Eastern Europe with a larger 29.7 % Although the most part of the growth came from the Central and Eastern European markets, there proved a decline within the Polish market. As the following figures will indicate, the Polish appear to have opted for the more cost-focused car brand, from the Volkswagen Group- the Skoda. This goes to prove that the Polish customers are evidently beginning to become more cost-focused. This is the strategy the Volkswagen Group use, to aim cost-focused clients with the Skoda and for those seeking more luxury at an affordable cost it offers the clients the range from the Volkswagen product portfolio. Social Poland is doing fine during economic crisis compare to other European countries. There are few reasons for this situation. Firstly, it is a big country with huge and cheap labor power. There are almost 40 million of habitants in Poland, so it is attractive market for foreign companies. Secondly, taxation rate is relative low comparing it to for instance Denmark. Finally, location of Poland makes this country competitive. Poland is settled up between Germany and Russia, two powerful markets but in the same time close to Scandinavia due to sea connection. Poles perceive Volkswagen brand as a car maker which produces stable, affordable and reliable cars. It is based on German hard-working spirit and precision, that is why Volkswagen cars are very popular nowadays also in aftermarket. Another advantage of having car from German manufacturer is the slowest ratio of value loss among other automotive companies. (Business in Poland Law, tax and banking, 2006) Technological Volkswagen has 94 production plants worldwide and additional 8 in Americas, Asia and South Africa. There are two production facilities in Poland. One is responsible for making parts for various models, while the other one makes commercial vehicle called Transporter. Main materials that company uses to produce cars are. Company intensively focuses on developing new technologies and innovation to become the most economical and ecological car producer in the world. Directly quoting words of board chairman, Martin Winterkorn it seems that company is aiming for the leader position within automotive industry. Till 2016 we would like to invest 62,4 mld Euro for Research Development to become number one. . Moreover, company aim also for renewable energy sources like water, wind and sun. German car manufacturer brings practical assistance service for example Park Lane, which make car seeking for space and park afterwards. Another example could be a Temporary Auto Pilot which control car under 130 km per hour. Together with Lane Assist car stays on same lane, so driver can do something else in same time. Above sentences proof that Volkswagen is consequently developing new technologies to make cars better, more ecological, more economical, more technology advanced and remaining affordable to every customer. Without doubts firm is one of the most leading if it comes to innovation in industry. (Volkswagen Technology). TASK 2 Inbound logistics: In general automotive industry right now is mainly using materials like steel, plastic, copper etc . By time going and constant innovation process and ecology care make this materials gets slowly substitute by other materials like aluminum, lithium and even cobalt. Volkswagen do not owe any mining subsidiaries therefore is addicted to suppliers. To secure production continuity company has to secure process of getting raw materials. That is why German manufacturer come up with raw materials strategy. This includes IT system called Central Procurement and Treasury System. Operations: An operation is the process of putting raw materials together and producing the final product. In this case Volkswagen operations process takes place in factories that company possesses. There are 94 production facilities in different locations. Company believes in systematic localization so productions plants can handle themselves the value added process. This process of international outsourcing allows reducing currency risks, transport and duties. Outbound logistics: This section focuses on delivering product to the retailers, outlets, stores or DTC. Firstly it is important to state that company has own logistics department called Volkswagen Logistics which deliver products to Volkswagen outlets. As it was stated before different productions facilities produces various parts and models. From those facilities cars are ready to be transported into outlets. Volkswagen Logistics uses mainly road transport and big trucks to transport ready to use products. Marketing and Sales: This section describes pricing, promotion and selling the final product within value chain. Volkswagen makes adverts spots independently. Usually spots describe specific product or new technology invented to the car. They are played on TV stations, Internet websites, YouTube. Social services where Volkswagen exists like Facebook and Twitter allow users to share experiences with Volkswagen brand. It is a great tool to create a relationship or brand loyalty with actual customers and acquire new one. http://www.coursework4you.co.uk/essays-and-dissertations/images/value-chain-fig1.jpg Figure shows a Value Chain SWOT analysis provides the strengths and weaknesses as an internal factor of the company and Opportunities and Threats for the external environment of the company. Any company has to change its strategic planning according to the SWOT analysis. SWOT analysis will also help the company to analyze the prospects after the acquisition of a Chinese car company. Strengths Volkswagen has strong position in the Chinese market as it has a long experience in this market. Volkswagen has a strong brand portfolio; a good mix of luxury models are included in its portfolio and German engineering with competitive pricing will make a big difference. Volkswagen has a strong research and development department which continuously works for the improvement in the quality, functionality and environmental compatibility. Volkswagen design team can come up with the customize design which will suit the customers of China. Weakness Poor performance in Africa and North America can be issue for concern for Volkswagen. Operational inefficiency and weaker productivity are other reasons for concern for Volkswagen as it has relatively low employee productivity compared to its competitors. Opportunities There is encouraging rate of growth in the Chinese car market. Chinese car market has reached $98 million in 2008. Market consumption has reached to 7.4 million units in 2008 which is an increase of 17.8% compared to previous year. The volume of market is expected to reach 13 million by year 2013 (Datamonitor, 2010). Threats Increase in the production cost due to the increase in the raw material prices. Increase in the government rules regarding the labor may also increase the prices. Increase in the competition may cause price wars due to which there will be fall in prices. There is enormous growth potential in the automotive industry in China and in the coming few years, various factors will derive the demand. There are enormous growth prospects in Chinas car market, the rate of car ownership is low and financial industry for automobiles is immature. As China is a developing country, its economy is expected to increase rapidly, it is least expected that the car industry will grow in a steady or balanced way. The car registration rate rose in 2002 and 2003 was 63% and 70% which were not sustained and the growth rate was moderate in 2004 with 16% and further modest in 2005. This slowdown of growth coincided with the huge investment in the productive field which led to the decline in the prices. However a utomotive sector recovered very strongly with the growth rate of 30% in 2006 and 24% growth rate in 2007 respectively (Automotive Industry Report, 2009). TASK 3 Marketing Mix for Volkswagen Brand For brand strategy of Volkswagen there is involvement of first P according to marketing mix is Product as described in model. The product in this model is defined as that combination of services and goods sell to the customers by the company or organisation in target market (Armstrong Kotler, 2005). From analysis it is found that product is also a part of Brand name. Design and quality are the main product features that possess variety in them. Here an example can be quoted for a brand of Volkswagen Touareg that has been sold in India comprises of a package of seating, engine, breaks and engine etc. (Volkswagen India, 2009). Hence for product strategy the company is equipped with variety and design in their products including warrant for them which in turn results in good response from the customers and make them satisfied and bring loyalty in them. The second P in this model if marketing mix is price. Price is of a product or service is defined as that amount which is paid by customer to the organisation or company for buying their products or services offered to them (Armstrong Kotler, 2005). While discussing the price strategy it has been found that there are 61 dealership offers high prices for the products to sell in India as compared to their rivals like Honda city and Ford, but there is variation that the company charge interest rate by 4.5 5.0 % instead of other rivals make with 8% or more as a loans given by banks or building societies of other rival car makers. This facility is attributed by the Volkswagen financial Services that aided to support the sales of the company to their customers. There is next P for the marketing mix is Place that is also very crucial in Brand management. The place usually referred to that place where there is availability of products of company to their customers. As in concerned to Volkswagen the company involved in using dealers and distributors for the purpose of the sales of their products. There are two modes for the dealers to get authorised either through franchised or direct ownership of company. For the company their network related to their dealers is very important and is maintained in a proper way because the product of the company are introduced through them to the customers, hence it is very important. In the views of Kotler 2005 the company usually share their losses and profits both with their dealers for purpose to maintain the quality of cost leadership. At present the Volkswagen has fine relationship with their dealers in India and also involve in the dealing of their products with Skoda with 61 leaders (Top News, 2010). The last and fourth one P is Promotion. The promotion has variance in their objectives that has to be achieved in market. The promotion is usually handled with the tool of advertisement. The promotions for customers are added through the advertisement that results in the excitement among them. The aim of promotion is to pull in target consumers. These promotions are based on the scheme of non profit but in turn results in the profit for the company (Bradley, 1993). For example the Volkswagen Company in year 2009 has launched a promotion named Pre Monsoon campaign published by Motor beam, 2009. This promotion is for the purpose to establish the brand of company India. In India the company offered a variety of range of services to their customers and fro this company is getting profit from the promotions of the company brand. Market development According to Reiziger (et al, 2003) when a company took entrance into a new market and launch themselves by introducing existing products this is came to know as the development of market, and the main aim of the company is to lure the customers from the their existing competitors in that exiting market i.e. new market. The company Volkswagen has got the entry into Indian market in 2007 by launching their product Jetta, then after two years in 2009 the company has launched two new cars in market with their existing brand using the brand value in market these cars are ionic beetle and the Touarge sedans (Volkswagen India, 2010). Diversification Again in the views of Reizger (2003) this is the entrance of any new company with having the launch of their new product under its own brand is termed to be diversification. This strategy is commonly recognised as most risky one as there is introduction of two new entities one is market and other one is product. For the Volkswagen diversification is not so risky, as it has already successfully launched a variety of cars in the market with its own brand and in accordance with its brand image and with every brand it has inched higher and created sense of the demand in the market on every launch of new products. Most currently the company has as innovation there are four new car that has gone to be launched in 2012 and these new coming products are SUVW, Couple, Up and Blue Sport (Volkswagen, 2010). CONCLUSION Volkswagen is a successful company with long history and well-known brand name. Firm tries to continue tradition from decade as a people car with putting innovation to it. Such successful company like Volkswagen is can aim for the bigger goals. With power and support of the Volkswagen Group firm has a chance to dominate automotive sector. Carried internal marketing and external marketing audit proofed that it is really hard to find a weakness within company structure. To remain successful on the market company have to use winning strategy. No matter what are the circumstances Volkswagen still have to put additional resources for research and development of the newest technology and maintain current labor power and structures within Human Resource Management. Make their products better and better in order to compete with other automotive companies. And finally deal with long term issues like how to substitute petrol. APPENDIX http://www.seeklogo.com/images/V/Volkswagen-logo-F2A46D9A81-seeklogo.com.gif http://t0.gstatic.com/images?q=tbn:ANd9GcT4wE65k57GIDmexFeoF3r7IHdy2mhBUw7aiyb79vnjeeZwYnfkdw Figure shows the 1st model of Volkswagen http://upload.wikimedia.org/wikipedia/commons/0/0b/1st-Volkswagen-Jetta-Sedan.jpg http://t1.gstatic.com/images?q=tbn:ANd9GcR7JKyGkitlyAsnNvL7B_q5aF5goOl8utO5su5BRnzWOVuRC5JJ Latest model of volkswagen

The Pros and Cons of Communism :: Communism Essays

Communism: How Bad Can It Be? Everybody in my class liked Mr. Debenedetto the social studies teacher. He barely gave homework and class was fun. Who would not like him? This was one of the few classes for me to be listening intently. I was interested in the topic we were currently studying: communism. We were discussing about how America was always against communism whether it be the Vietnam War or the Cold War. At that time I did not know the true meaning of communism. The textbook definitions were always wordy and confusing. What does â€Å"a theory or system of social organization based on the holdings of all property in common, actual ownership being ascribed to the community as a whole or to the state† (dictionary.reference.com/browse/communism) suppose to mean? In addition, I recall a conversation with my dad. I had asked him, â€Å"Why is communism so bad?† He responded by saying, â€Å"Don’t be stupid. Who told you that? If communism is so bad, why is China so successful nowadays? Did you know that China lends money to America?† Even to this day, I keep thinking about his comment. Who started the idea of communism? What is a communistic society like? Why does America think it is so bad? Through researching, I hope to answer these questions and others that may pop up. My history teacher, Ms. Shuman, while discussing communism, said that China is not meant to be any other type of government: â€Å"A county with that many people can’t be a democracy; the population will not be controlled. China is fit to be communistic.† Obviously, before trying to find out if communism is bad, I have to find out what communism is. To find general information on communism, I browsed the Internet and found a Website on political ideas. A pure communism society would involve everyone sharing everything equally and everybody providing a service for others (www.allaboutphilosophy.org/communism.htm) So from this a new question arose: If countries are trying to be communism, then why is it so bad? Looking for general information on the history of communism, I went to my local library. The librarian looked into the database and found only two books. One of which, Communism by Nigel Ritchie, I thought was going to be an easy read since it was a picture book. However my intuition was wrong. The book gave me a lot of information on communism’s history, but there were so many political words that I needed to look up such as socialism and capitalism.

Essay --

â€Å"Demaryius Thomas is at the 20, the 10, TOUCHDOWN! The crowd goes wild! The Denver Broncos are going to the Super Bowl!† exclaimed, the newscaster. This wonderful image has been in the dreams of every Denver Broncos’ fans for over a decade. It has now become reality, for the Denver Broncos are participating in Super Bowl XLVIII. This paper’s main focus is to provide information on the Denver Broncos history, players, coaches, its super charged offense, and the Broncos’ road to the Super Bowl. According to Broncos history, the Denver Broncos first joined the National Football League (NFL) in 1960 with a dismal season winning only four out of the 14 games under the helm of Head Coach Frank Filchock. It took 17 years until the Denver Broncos made it to their first Super Bowl XII. Colorado embraced this team and nicknamed them the â€Å"Orange Crush† named after their perilous defense. Led by head coach Red Miller and quarterback Craig Morton, unfortunately they lost to the Dallas Cowboys in a 27 to 10 game. The Denver Broncos fans had to wait another 9 years for the next three Super Bowls under the direction of Head Coach Dan Reeves and with Colorado’s most iconic quarterback, John Elway in 1986, 87, and 89. Quite surprisingly, the Broncos lost all three Super Bowls (XXI, XXII, and XXIV) in the 80’s. Finally in the late 90’s John Elway near retirement led the 1997 and 1998 Broncos to their first two consecutive Super Bowl wins (XXXII and XXX III) under Head Coach Mike Shanahan. Presently, the Denver Broncos are the American Football Conference (AFC) Champions winning the game against the New England Patriots on January 19th, 2014. John Fox the 14th head coach of the Denver Broncos with a 24-year coaching career has won 112 gam... ...chdowns, nearly 4,000 receiving yards. This is his first Super Bowl appearance. Minnesotan, Eric Decker number 87 in his 4th year with the Denver Broncos scored 33 touchdowns, and 3,000 receiving yards. In week, 13 of the 2013-2014 season Decker earned the AFC Offensive Player of the Week award after scoring four touchdowns in a single game. To summarize, the Denver Broncos are on pace to becoming the best team in the history of the NFL. Consequently, on February 2nd, 2014 the Denver Broncos must face off against the Seattle Seahawks, the best team in the NFC at Super Bowl XLVIII. This highly anticipated game will decide the fate of which team can claim they are the World Champions. It will take the entire Denver Broncos team, coaches, players, and fans to conquer the mighty Seahawks and claim their prize in the history books as the best team in the world.

High performance work system :: essays research papers

High performance work system entails greater level of involvement, skill development, commitment, and competencies of all employees regardless of their function or level in the organization. In other words, they are simply work practice that can be deliberately introduced in order to improved organizational performance. A high performance work system would consist 1.  Ã‚  Ã‚  Ã‚  Ã‚  Training. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Performance management. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Compensation and benefits. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Career development. Employee training is important in any organizations. Employee skills have to be updated and altered regularly. There are seven types of major training that organizations provide. They are interpersonal skills, technical, business, mandatory, personal management, problem solving or decision making and personal. In Kassim Baba scenario, they should provide training in terms of performance management and problem solving or decision making whereas it will help employee improve work performance and making decision regarding any particular problems. Performance management is a process establishing performance standards and appraising employee. Performance appraisal is a critical part of performance management. Some of the method are written essay, critical incidents, graphic rating scales behaviourally anchored rating scales, multiperson comparisons, objectives, and 360-degree appraisals. Graphic rating scales are suitable for Kassim Baba’s operation. This method rates each employee in quantity and quality of work, job knowledge, cooperation, loyalty, attendance, honesty, and initiative. Effective and appropriate compensation system can help attract and retain competent and talented individuals who help the organization accomplish its mission and goals. There are many kind or rewards and benefits such as base wages and salaries, wage and salary add-ons, and incentive payments. A good way to reward employees for the job skills and competencies they can demonstrate is skill-based pay system in which skills define his or her pay category. However, there are several factors that influence compensation and benefits; they are employee’s tenure and performance, kind of job performed, kind of business, unionization, labour or capital intensive, management philosophy, geographical location, company profitability and size of company. Career development is more focus on the employee as an individual where it has been described as a boundary less career in which individuals rather than organizations define career progression, organizational loyalty, important skills, and marketplace value. High performance work system :: essays research papers High performance work system entails greater level of involvement, skill development, commitment, and competencies of all employees regardless of their function or level in the organization. In other words, they are simply work practice that can be deliberately introduced in order to improved organizational performance. A high performance work system would consist 1.  Ã‚  Ã‚  Ã‚  Ã‚  Training. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Performance management. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Compensation and benefits. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Career development. Employee training is important in any organizations. Employee skills have to be updated and altered regularly. There are seven types of major training that organizations provide. They are interpersonal skills, technical, business, mandatory, personal management, problem solving or decision making and personal. In Kassim Baba scenario, they should provide training in terms of performance management and problem solving or decision making whereas it will help employee improve work performance and making decision regarding any particular problems. Performance management is a process establishing performance standards and appraising employee. Performance appraisal is a critical part of performance management. Some of the method are written essay, critical incidents, graphic rating scales behaviourally anchored rating scales, multiperson comparisons, objectives, and 360-degree appraisals. Graphic rating scales are suitable for Kassim Baba’s operation. This method rates each employee in quantity and quality of work, job knowledge, cooperation, loyalty, attendance, honesty, and initiative. Effective and appropriate compensation system can help attract and retain competent and talented individuals who help the organization accomplish its mission and goals. There are many kind or rewards and benefits such as base wages and salaries, wage and salary add-ons, and incentive payments. A good way to reward employees for the job skills and competencies they can demonstrate is skill-based pay system in which skills define his or her pay category. However, there are several factors that influence compensation and benefits; they are employee’s tenure and performance, kind of job performed, kind of business, unionization, labour or capital intensive, management philosophy, geographical location, company profitability and size of company. Career development is more focus on the employee as an individual where it has been described as a boundary less career in which individuals rather than organizations define career progression, organizational loyalty, important skills, and marketplace value.

Business Research Method

Your Answer: a) The report of a pilot study. Correct Answer: d) The listing of all units in the population from which the sample will be selected. Feedback: It is important to identify a sampling frame so that a representative sample can then be taken from within a specified unit. Question 2 How will a researcher usually prevent a significant sampling error? Your Answer: b) Issue questionnaires to the entire sampling frame. Correct Answer: d) Use probability sampling. Feedback: Probability sampling allows the researcher to apply tests of statistical significance which then allow inferences to be made about the overall sampling frame.Question 3 If an organisation has 12,000 employees and the researcher is able to interview 250 the probability of inclusion in the sample is? Your Answer: a) 1 in 96. Correct Answer: c) 1 in 48. Feedback: Simple random sampling assumes that each member of the population has an equal probability of inclusion in the sample. The probability is calculated via a sampling fraction with the total population being divided by the sample size. Question 4 If a researcher wishes to obtain a nationally representative sample of trade union members but does not have the resources to travel long distances what method of sampling could they use?Your Answer: a) Stratified random sampling. Correct Answer: b) Multi-stage cluster sampling. Feedback: Multi-stage cluster sampling allows interviewers to concentrate their research more than simple random or stratified sampling. Question 5 Which of the following is not something a researcher will have to consider when thinking about their sample size? Your Answer: a) Time and cost. Correct Answer: c) Length of questionnaire. Feedback: In general bigger is better when considering sample size however all researchers need to be aware of the limitations of their resources. Question 6Which of the following is an example of convenience sampling? Your Answer: b) A random sample of employees who are absent from work through stress. Correct Answer: c) Managers attending a seminar on corporate social responsibility organised by the researcher. Feedback: It is possible that the researcher could take the opportunity of issuing a questionnaire to these managers whilst they are at the seminar. It is unlikely that the researcher will come across the other options in as convenient a manner. Question 7 Which of the following is not a benefit of snowball sampling? Your Answer: b) It is always representative of the population.Feedback: Snowball sampling is unlikely to be representative of the population because of the difficulty in establishing a sampling frame. The sampling frames that apply when snowball sampling is relevant are usually fluid and constantly shifting. Question 8 Quota sampling is used intensively in which type of research? Your Answer: d) Ethnographic research. Correct Answer: a) Market research. Feedback: Commercial research and political opinion polling are other types of research tha t use quota sampling. Question 9 The findings from a study of decision making processes within a UK financial services company can be generalized to:Your Answer: d) none of the above. Correct Answer: c) decision making processes in the researched companies. Feedback: Business and management researchers should be cautious of overgeneralizing findings beyond the researched organisation to alternative cultures. Question 10 As part of survey research design the sample was selected by the HR manager. What sort of error could this lead to? Your Answer: d) Data processing error. Correct Answer: a) Sampling error. Feedback: The choices made by the HR manager may have been non-random and could also have reflected a bias on the part of the individual making the choices

Research on Science Essay

ABSTRACT The study explores ways in which students who have participated in a curriculum innovation, Science ALIVE! acquire Science process skills and perceive the relevance of Science in everyday life. It investigates whether students have, after the programme, perceived an improvement in applying Science process skills. Four classes of Secondary 2 Express students attended one of four modules in the Science ALIVE! programme and responded to a pre- and post-course survey to measure their perceived skill competency for each process skill. They also responded to questions on whether the programme enhanced their awareness of the relevance of Science in everyday life. Five students from each module were selected to provide written feedback at mid-course and write a journal after the course. The content of their feedback and journals were analysed to provide deeper insight of the results of the perception surveys. The data was triangulated with teachers’ feedback, which was used to provide insight of the factors that affect the acquisition of the process skills. The findings show significant increase in students’ perception of skill competency while a high percentage of students indicated that the programme has made them more aware of the relevance of Science in their lives. INTRODUCTION Traditional learning approaches in which students are passive recipients of knowledge are inconsistent with the call for Singapore schools to Teach Less, Learn More (TLLM). There is a need to allow learning to occur in settings that are relevant to students’ experiences and real world problems. In Clementi Town Secondary School (CTSS), Project Work was used as a platform for students to transfer their learning and apply in authentic applications. However, teachers who had conducted Project Work for Science at Secondary 2 observed that students’ projects lacked depth in the specific content area, and the skills needed for scientific investigations. This spurred the need to cover content knowledge relevant to the projects assigned. It also raised the concern that Science process skills, as stipulated in the MOE Lower Secondary Science (LSS) Syllabus, were not sufficiently emphasised compared to acquiring scientific knowledge. Teachers also indicated that students were una ble to appreciate the relevance of Science in solving problems in their lives after past Project Work tasks. Science Process Skills â€Å"Science process skills† is commonly used to describe a set of broadly transferable abilities that are reflective of what scientists do. These skills are grouped into two types – basic and integrated. Basic process skills provide a foundation for learning the integrated skills, which are more complex skills for solving problems or doing Science experiments. In this study, reflecting is listed as a process skill to be investigated, though it is usually considered part of thinking skills which is a broader category that subsumes process skills. Some Science educators have argued that â€Å"teaching students Science facts is not as important as developing their Science process skills so that they can learn this knowledge on their own† (Young, 1995). Studies in the United States have shown that elementary school students who are taught process skills, not only learn to use those processes, but also retain them for future use. In Singapore, the MOE Primary Science syllabus also emphasises the teaching of basic process skills and some integrated skills, while the LSS syllabus emphasises the use of process skills for planning investigations and creative problem solving, and other thinking skills. Curriculum design plays an important role in the acquisition of Science process skills. The MOE Assessment Guidelines for LSS recommends an explicit teaching of the process skills, followed by the integration of these skills by students in experimenting or carrying out investigative projects. Padilla (1990) pointed out that â€Å"when Science process skills are a specific planned outcome of a Science programme, those skills can be learned by students†¦ Teachers need to select curricula which emphasise Science process skills.† These basic skills are learnt more effectively if they are considered an important object of instruction and if proven teaching methods are used. There must be a deliberate effort to focus on teaching process skills through a modified LSS curriculum. Young (1995) recommended that if teachers have the freedom to select their own topics, they should choose topics of direct interest to themselves and which would excite students. Science knowledge serves as background for lessons but should not take up the whole lesson. Instead, more time should be spent on activities that enhance the understanding of Science concepts and improve Science skills. Some studies have shown that instead of using the didactic approach, teaching Science through the use of activity-based approaches significantly improved students’ achievement in Science process skills (Beaumont-Walters, 2001). Berry et al (1999) suggested a few crucial factors that influence the acquisition of process skills used in laboratory work. Firstly, students need the relevant content knowledge that is assumed by the task to be mentally engaged. For example, a more knowledgeable student would be able to explain an observation, which in turn â€Å"validates† his knowledge and gives him a certain amount of intellectual satisfaction. The ‘doing’ of Science has to be coupled with ‘learning about’ Science, if students are to appreciate the value of scientific inquiry (Haigh et al, 2005). A second factor suggested by Berry et al (1999) is students’ ownership of laboratory tasks. Ownership would be more apparent in open laboratory tasks, where the student has to design his own experiment than in closed laboratory tasks, where the â€Å"correct† experimental procedure is written out in a â€Å"cookbook† style and the student is likely to carry out the tasks unthinkingly. Another effective strategy to enhance students’ process skills would be to let students keep a â€Å"scientific journal† (Tomkins & Tunnicliffe, 2001). It was observed that diary writers tend to build more confidence in their own interpretations, engage in intellectual debates with themselves over the plausibility of their explanations and ask questions that are more quantifiable. Relevance of Science in everyday life Research studies conducted in recent decades on students’ perception of school Science have consistently shown that they perceive Science as not relevant (Bennett, 2001). Similar findings have raised a serious concern in several countries. For instance, a report by the Dutch Ministry of Education in 2002 observed that secondary school students did not see a connection between what they learnt in Chemistry lessons and the chemistry happening around them (Van Aalsvoort, 2004a). A subsequent report recommended teaching Science in context. However, a study carried out on a contextualised Science curriculum introduced to Swaziland students highlighted some shortcomings (Campbell et al, 2000). The findings showed that less than half of the sample students could draw on Science concepts to explain everyday experiences or solve everyday problems. It was suggested that contextualised learning could be made more effective through student-initiated project work on everyday problems. Van Aalsvoort (2004b) suggested using activity theory to address the issue of the relevance of Chemistry in chemical education, where reflection plays a key role in evaluating and developing an activity. Reflection could be carried out through writing reflection journals, which also helped enhance the acquisition of process skills, as mentioned earlier (Tomkins & Tunnicliffe, 2001). According to Van Aalsvoort (2004a), relevance can be defined in four aspects: (i) personal relevance – Science education makes connections to students’ lives; (ii) professional relevance – Science education offers students a picture of possible professions; (iii) social relevance – Science education clarifies the purpose of Science in human and social issues; and (iv) personal/social relevance – Science education helps students develop into responsible citizens. This study considers relevance in three aspects – personal, professional and social. INTERVENTION Project Work aims for students to transfer the learning of concepts into applications in authentic settings. To address the areas of concern raised by teachers teaching Project Work, the Science ALIVE! programme was conceived to integrate Project Work and the LSS syllabus. This 13-week programme was conducted during Semester 2 of the Secondary 2 Express Science curriculum and used alternative assessment to replace the traditional end-ofyear examination. In this programme, a team of teachers crafted four modules which covered a variety of topics from Biology, Chemistry and Physics. As a motivating factor, students could choose from one of the four modules offered: Aroma Chemistry, Biodiversity, Life Science and Water Rockets. In each Science ALIVE! module, specific content knowledge was taught using hands-on strategies such as laboratory work, field trips, journal writing and group discussions. These strategies were intended to promote student engagement. Most importantly, the programme addressed the three key issues of concern in the following ways: 1. Content knowledge covered was specific to each module and relevant to the projects that students were assigned. This enabled students to better transfer the concepts to the projects. 2. Science process skills could be applied by students through journal writing, laboratory work and investigative project work. Science process skills were used as criteria for assessment to emphasise their importance and focus. 3. To enhance the relevance of Science, students were given a choice of the elective module to study, and to decide on the problem to work on for their projects. Contextualised learning, which draws on scientific understanding to explain everyday situations, was consciously infused into the curriculum design for each module. Reflection journals were written after selected activities, which according to activity theory helped students evaluate their learning (Van Aalsvoort, 2004b). RESEARCH QUESTIONS The two research questions are: (1) How does the Science ALIVE! programme help students to apply their Science process skills? And (2) How can the Science ALIVE! programme enhance the relevance of Science in students’ lives? METHODOLOGY Participants 147 students from all four Secondary 2 Express classes attended the Science ALIVE! programme and participated in the study. Pre- and post-course perception surveys were conducted for all students to measure their perception of their skill competency and their awareness of the relevance of Science in their lives through the programme. In addition, five students were selected from each module to give written feedback in week 8 (mid-course) and write a journal in week 13 (at the end of the course). To provide maximum variation, the five students from each module were selected based on their Science grade in Semester 1 and their reasons for selecting the module which reflected their motivational level. Instruments In the pre- and post-course surveys, students were asked to rate their perception of their Science process skills using a four-point Likert scale. The post-course survey included an item to measure students’ perception of increased awareness of the relevance of Science in their lives. Data Analysis For survey items on Science process skills, the mean value of each skill was calculated for the individual module (Table 2) as well as across all modules (Table 1). Skills with ratings of less than 3 (out of 4) were identified and analysed. The differences in mean values for pre- and post-course surveys were compared. The differences were considered significant if there was an increase or decrease of at least 0.3 in value (or 10% of the range of scale used). Journals and mid-course written feedback of the 20 selected students were used to surface possible reasons for these perceptions. The data was triangulated with teachers’ feedback, which was used to provide insight of the factors that affect the acquisition of the process skills. For the survey item on the relevance of Science, the total percentage of students who indicated an â€Å"Agree† or â€Å"Strongly Agree† was computed for each module. Content analysis of the journals and written feedback from the selected students were carried out. Frequency counts of the responses were based on three categories: personal, professional and social relevance. Teachers’ feedback was used to provide depth to the findings. RESULTS Acquisition of Science process skills The perception of all students on the level of their skill competency before and after the Science ALIVE! programme was measured through surveys. The survey results were compared using the mean values for each process skill, as shown in Table 1. Table 1: Comparison of students’ perception of skills before and after Science ALIVE! Mean value (scale 1 – 4) Pre-Course Post-Course 3.1 3.2 2.4 2.5 2.6 2.7 3.1 2.8 2.6 3.0 3.0 2.7 3.1 3.2 Process Skill (a) Elaborating (Research) (b) Conducting scientific investigations (Planning investigations) (c) Conducting scientific investigations (Using scientific apparatus) (d) Conducting scientific investigations (Analysing data) (e) Communicating (Writing scientific reports) (f) Reflecting (g) Questioning (Learning by asking questions) In the pre-course survey, the items which scored less than 3 are the skills of ‘planning investigations’, ‘using scientific apparatus’, ‘analysing data’, ‘writing scientific reports’ and ‘learning by asking questions’. Students’ perception rating increased in the following skills ‘using scientific apparatus’, ‘analysing data’ and ‘learning by asking questions’ suggesting that the Science ALIVE! programme had benefited them in these areas, with the exception of ‘planning investigations’ and ‘writing scientific reports’ where there was marginal increase or no change between the pre- and post-course rating. This revealed that in general, students still did not have much confidence in these skills and suggests that more could be done in the next cycle to guide students in these aspects. The changes in the rating for items (b), (c) and (d) in the pre- and post-course surveys suggest that students’ perceptions that their skills in handling apparatus and equipment have improved. This could be attributed to the fact that students were introduced to various new apparatus or equipment during project experiments in all modules. For example, the Biodiversity module used dataloggers which was equipment new to students. Skills in items (b), (c) and (d) are all part of the process of conducting scientific investigations. However, there was only a marginal increase in the rating for (b) ‘planning investigations’ after the programme. This could be because planning investigations is a higher order process skill which encompasses making hypothesis, identifying variables and writing the experimental procedures. Analysis of Science process skills by skill category The results were further categorised to compare and study the changes in students’ perception of skill competency for the individual modules, as shown in Table 2. Table 2: Comparison of perception of skill competency by module Mean value (Scale 1 – 4) BioLife diversity Science Pre Post Pre Post 2.9 3.2 3.0 3.3 2.3 2.4 2.6 2.9 3.3 2.9 2.4 2.9 2.8 2.4 3.3 3.3 2.4 2.9 2.7 2.5 3.1 2.9 2.8 3.0 3.1 2.9 3.2 3.0 Module Process Skill (a) Elaborating (Research) (b) Conducting investigations (Planning investigations) (c) Conducting investigations (Using scientific apparatus) (d) Conducting investigations (Analysing data) (e) Communicating (Writing scientific report) (f) Reflecting (g) Questioning (Learning by asking questions) Elaborating Aroma Chemistry Pre Post 3.3 3.2 2.6 2.4 2.6 2.7 3.1 3.0 2.7 3.1 2.9 2.7 2.8 3.2 Water Rockets Pre Post 3.1 3.1 2.3 2.4 2.6 2.5 2.9 2.6 2.5 3.0 2.9 2.7 3.0 3.2 The results of item (a) in the pre- and post-surveys showed an increase in rating for this skill for the Biodiversity and Life Science modules. This could be because these modules are more content-based topics, which require greater use of such skills. It should, however, be noted that for Aroma Chemistry module, the pre-course survey score was already high and it might be difficult to make further significant improvement. From the written feedback of selected students in the 8th week of the programme, half indicated that they had learnt to research to look for more information. All five students from the Biodiversity module wrote that they had learnt to assess â€Å"how reliable the sources are†. For example, one student from the module wrote in her journal that â€Å"before creating our ecosystem, we need to do research on the organisms that we choose, on what they feed on and their suitable habitat† (Student S8). Teachers conducting the programme felt that most students were still at the developmental stage of doing research, as they could not extract relevant information from sources. They also observed that some students lacked the initiative and discipline to do research work, though teachers had provided a list of resources. This could be seen in project reports, where the evidence of research is lacking. A likely explanation for this observation is the past practice of didactic teaching, resulting in students â€Å"so used to being given all materials and information by teachers that they do not know how to get started† (Teacher T3). Teacher T1 recommended the need to balance between providing students with information and allowing them to be independent in their learning. Conducting Scientific Investigations For item (b) on ‘planning investigations’, the Life Science module had the largest increase in perception rating (more than 10%). Here the Life Science teacher explained that students were taught how to design experiments step-by-step with given examples. The importance of planning in investigations is stated by one of the students in the module: â€Å"When we need to choose something, we need to think about all its aspects. After everything is ok, we can start work† (Student S14). However, Teacher T2 commented that students still needed a lot of hand-holding and practice to be competent. A student from another module echoed this: â€Å"I am not sure how to design an experiment on my own†. Item (c) on the practical skill of ‘using scientific apparatus’ or equipment had the largest increase for all modules, except Life Science where the initial pre-course rating was already high (mean 2.9). All modules were designed to include more hands-on activities, which required the use of apparatus and equipment. One student wrote about the importance of using the right procedures as he â€Å"learnt how to use steam distillation by setting up the apparatus correctly and doing the extraction properly† (Student S2), while another student shared her new skill of using â€Å"dataloggers to measure the different abiotic factors from the †¦forests† (Student S7). Teachers observed that the students were excited and enjoyed themselves when using new apparatus. On their part, teachers also sought to infuse rigour by ensuring that students perform the experimental procedures accurately. The enjoyment of Science through hands-on activities, particularly laboratory work, was a motivating factor in learning Science. The rating for the skill of analysing or inferring from experimental data in item (d) increased more for three modules than for the Biodiversity module. This could be the result of students being given more opportunities to handle experimental data in their projects and make conclusions for the Aroma Chemistry, Life Science and Water Rockets modules. On the other hand, the investigative project for Biodiversity was of a smaller scale, and students’ main form of project assessment was a conservation proposal. One factor which attributed to the increase in perception rating was group collaboration. As students did their projects in groups, they could discuss how to analyse the data obtained from the investigations. Students analysed their data in various ways depending on the type of data collected in each module. For example, Student S11 commented: â€Å"I got a chance to compare and compile the results of surveys, test the reliability of our product, put into tables and identify the similarities and differences present†. Others learnt to analyse the cause of problems in their projects, as noted by Student S16: â€Å"†¦ our rocket failed in launching and we realise that the problem is due to the leaking of our rocket†. Teachers however concurred in their observations that though students could comment on their data, their analysis lacked depth. Besides these investigative skills, many students also reflected in their journals that they had developed observation skills during practical work and investigations. One student wrote: â€Å"In the past, I would have just used my eyes. Now I have learnt to use all of my five senses to know more about the subject I am observing† (Student S10). Communicating In item (e), ‘writing scientific reports’ was the focus in the skill of communicating. Though there was no change in overall student perception (see Table 1), Table 2 showed a significant drop in the rating for Biodiversity module compared to an increase in Life Science module. The Biodiversity teacher attributed the drop in rating to students’ â€Å"realisation and shock† in receiving feedback on their first report draft, as they â€Å"did not anticipate scientific reports to be of slightly different nature and demands though they were briefed†. But she noted that the provision of formative feedback and the re-drafting of reports helped students in this skill. The Life Science teacher linked the increased rating to having provided illustrative examples and templates for students, but she felt that they were still lacking in the skill and could be given more practice. Students’ journals hardly mentioned this skill, except Student S10 who wrote that he â€Å"learnt to sieve through the report for important points to put in the abstract†. Reflecting Generally, students felt that they were able to reflect on their lessons. Item (f) in Table 2 showed an initial high rating which was unchanged after the programme. Students saw their journals as an â€Å"opportunity to clarify and reflect upon their learning† (Student S3). At the end of the programme, a few students said that the reflections helped to monitor their understanding of lessons, and one student mentioned that she would research on the internet to address questions she had (Student S1). Teachers believed that â€Å"journal writing and providing consistent formative feedback help(ed) the students develop reflection skills† (Teacher T1). However, specific journal prompts are necessary to guide students so that they do not simply give a detailed account of the activities and concepts covered without reflecting on the learning points (Teacher T2). Questioning The survey results of item (g) showed more significant increase in the Biodiversity and Water Rockets modules. For each module, students acquired this skill through reflecting on their lessons in their journals and then asking relevant questions to find out more. One student reflected that she dared to ask more questions in class after learning to ask questions through journals (Student S6). Students had opportunities to generate questions when they were verifying the reliability of information. They also formulated questions prior to industrial visits and field trips, and posed them to the experts. At the mid-course feedback, a few students mentioned that they learnt to â€Å"raise questions in class† through ways such as â€Å"being a questioner in group discussions† (Student S13). The Biodiversity teacher attributed this improvement to conducive â€Å"lesson environment and delivery (that) promotes questioning†. Such lesson delivery may include guiding questions in class activities and journal prompts that encouraged further questioning, and peer evaluation where students critiqued the projects of other groups. The Water Rockets teacher reflected that in comparison to traditional Science lessons, â€Å"there was more chance for students to ask questions as things are now less predictable† as in most real world situations. The post-course survey included an item which required students to state whether â€Å"Science ALIVE! lessons have made them more aware of the relevance of Science in their lives†. Table 3 shows the percentage of students who â€Å"agreed† or â€Å"strongly agreed† with the statement. Table 3: Percentage of students who indicated that the programme had made them more aware of the relevance of Science in their lives Module Aroma Chemistry Biodiversity Life Science Water Rockets % Agree 73.5 47.2 64.1 73.0 % Strongly Agree 17.7 50.0 23.1 10.8 % (Agree + Strongly Agree) 91.2 97.2 87.2 83.8 The results in Table 3 show a very high concurrence with the statement for all modules. This is consistent with the programme objective of enhancing the relevance of Science in students’ lives. Students’ journals were analysed for indications of the relevance of Science in three areas: personal, professional and social. A frequency count of the responses showed 82% for personal relevance, 24% for professional relevance and 65% for social relevance. This revealed that students perceived the relevance of Science as mostly related to their personal lives. Only a handful of students could relate the relevance to their future career prospects. Further probing into students’ definition of personal relevance showed an extensive range of interpretation depending on the modules taken. Enhancing one’s quality of life is frequently mentioned in terms of personal relaxation and cure for illnesses. Students from the Aroma Chemistry module stated that they â€Å"could use essential oils to calm a person if he feels nervous† (Student S2). Life Science students surfaced the use of medicines when they fall sick and the growing of genetically modified food (GMF) for convenience (Student S15). Students also stated the importance of process skills in their lives, such as questioning the reliability of information sources. The majority of students could not appreciate Science as having professional relevance. Those who were able to see career possibilities were students who had gone for field trips, where they were introduced to experts in the related field. They saw the knowledge and skills gained through the programme as relevant to their â€Å"future education and working career† (Student S11). Others used the knowledge gained to better understand the requirements of various jobs. A student stated that she â€Å"could understand how people designing furniture, buildings and other things require this knowledge (of centre of gravity)† (Student S16). Three out of five students could relate Science to social relevance, which included how Science affected interaction between people and the environment. One Biodiversity student wrote: â€Å"This also taught me that in school or at work, we have to depend on one another for a living† (Student S10), while another could â€Å"understand nature better† and learnt not to pollute the environment (Student S7). Life Science students pointed out various applications in social and ethical issues, such as the use of forensic Science by police to solve crime (Student S11), knowledge of DNA in cloning (Student S15), and even checking via blood tests whether a child is biologically conceived or adopted (Student S12). Teachers’ feedback indicated that students were generally able to â€Å"connect Science to reality and †¦ in explaining happenings in their lives† (Teacher T2). These observations were made through students’ group discussions and written journals. Examples quoted by the teachers were mostly related to personal and social relevance. It showed that students had an increased awareness of scientific discovery (e.g. antibiotics, genetics) and technology (e.g. making of soap and sweets) that were directly related to their lives and the lives of those around them. The main catalyst that enhanced their awareness was personal experiences through engaging them in experiments that relate to real life and exposing them to more field trips (e.g. Yakult factory, flavour and fragrance industry, nature reserve). DISCUSSION Key features in Science ALIVE! that have helped students acquire Science process skills include scaffolding, group collaboration and journal writing. Scaffolding guides students in learning new or complex skills. Nelson (2004) pointed out that more scaffolding is required for students to be able to do research independently. To illustrate this, the increase in rating for skills on ‘planning investigations’ and ‘writing of scientific report’ in the Life Science module was attributed to â€Å"a lot of hand-holding† and exemplars provided by the teacher. Scaffolding in the form of specific journal prompts can also be adopted to ensure greater depth in student reflection. Teachers, however, will need to balance between providing students support and allowing them to be independent learners. Group collaboration is deployed extensively in the programme, where students worked in groups of three on projects, laboratory work and group assignments. This concurs with findings of a study conducted by Hofstein et al (2004), where cooperative learning in laboratory work helped students construct knowledge. Hofstein et al argued for more time to be spent on laboratory tasks, so that students could reflect on findings and also discuss with their peers. This would be one way to further improve students’ analytical skills, which they are still lacking. Journal writing in Science ALIVE! proves to be very useful in informing teachers of students’ conceptual understanding, acquisition of skills such as reflecting and questioning, and how students relate Science to their everyday life. It allows teachers to give regular feedback as part of assessment for learning. It is also of considerable value to students as it promotes greater ownership to their learning (Tomkins and Tunnicliffe, 2001). This leads to independent learning and moves students to a higher level of thinking, according to the principle on ‘Experience of learning’ in the Principles of Engaged Learning (MOE, 2005). Science ALIVE! lessons are different from the didactic traditional Science lessons, as they focus largely on the application of Science process skills. Hence there is a need to prepare students for the change, for example, from structured experiments to partially open investigations (Haigh et al, 2005). The need for such preparation was evident in the Biodiversity module as students were surprised to learn that scientific reports were different from other project reports, but they managed to overcome it after a few rounds of re-drafting. After the pilot run of Science ALIVE! programme, the teachers recommended that process skills be explicitly taught first followed by opportunities â€Å"created on purpose† for students to practise the skills. This is consistent with Padilla (1990) who suggested the need to provide students with â€Å"multiple opportunities to work with these skills in different content areas and contexts†. To enhance students’ investigative skills, Haigh et al (2005) proposed that teachers provide ‘refresher’ courses to cue students in the planning and conducting of their investigations .On completion of the investigation, students should be given the opportunity to evaluate their work so as to make it more meaningful. In Aroma Chemistry, students were asked to compare the quality of two batches of soap that they had made from different laboratory sessions and analyse the possible causes for the difference, while Biodiversity students had to reflect on the additiona l learning gained after a second trip to the nature reserve. Besides using appropriate strategies to help students adapt to the shift, it is also crucial to rectify students’ mindset on the importance and relevance of acquiring Science process skills. This is because students will be more motivated if they consider process skills an important object of instruction (Padilla, 1990). Thus teachers need to make explicit the â€Å"why† of teaching process skills (Haigh et al, 2005). The deliberate infusion of relevant Science applications in the curriculum of each module has succeeded in enhancing students’ awareness of the usefulness of Science in everyday life. Personal and social relevance dominated students’ ideas of the relevance of Science, though exposure to related industries and appropriate working environments could further promote an awareness of professional relevance. CONCLUSION Going forward, the Science ALIVE! programme would be refined in the next cycle to enhance students’ acquisition of Science process skills. Successful strategies such as the use of reflection journals, activity-based learning, group collaboration and contextualised learning will continue to be used. There would be more emphasis on the explicit teaching of process skills. In addition, more opportunities would be provided for the application of process skills in the core curriculum. RECOMMENDATION Further research on the Science ALIVE! programme could focus on the process skills which students found more difficult to master. With explicit teaching of these skills in the core curriculum prior to Science ALIVE!, the impact could be investigated. The usefulness of Science process skills acquired through the programme could be studied in terms of its impact on Upper Secondary Science, for example, the sustainability of student motivation in Upper Secondary Science. The findings in these research areas will help to inform the effectiveness of future Science ALIVE! programmes. REFERENCES Beaumont-Walters, Y. (2001). An analysis of high school students’ performance on five integrated Science process skills. Research in Science & Technological Education, 19(2), 133-145. Bennett, J. (2001). Science with attitude: the perennial issue of pupils’ responses to Science. School Science Review, 82(300), 59-67. Berry, A., Mulhall, P., Gunstone, R., & Loughran, J. (1999). 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