Using ICT to Communicate Essay Example for Free

Using ICT to Communicate Essay This is a 1959 English premier league football results table. The page layout for this is a portrait table. For this particular results table, there are not any images; I think this is because it is a results table for a football league. The sizes of the text do not vary apart from the main title of the table which is extra sports. This is because for the main title, the size of the text is bigger then the other little bits like the name of the teams and the number of points each team has etc. There are not any paragraphs as it is a results table for football. In this particular table. The special feature is that of its colour, the mix between dark yellow, light yellow and the black font writing. This is a questionnaire designed for helping you discover more about yourselves. The page layout for this is of the portrait style. For this particular questionnaire table, there are not any images; I think this is because it is again not a very entertaining kind of text. The sizes of the text do not vary again apart from the title. This is bigger then all the rest of the text because it is the title. There are not any paragraphs as it is again a questionnaire table. There are not any special features for this questionnaire. This is a pie chart representing the results of a survey. The page layout for this is of that of a cylindrical style. For this particular results chart, there are not any images; I think this is because it is again not a very entertaining kind of text but only a circle with different colures representing different results of the survey. The sizes of the text do not vary again. There are not any paragraphs as it is again a pie chart. There is only one special feature for this pie chart and that is, its in a different form to the other kind of result surveys, it is not just a normal old A4 piece of paper with writing, this Is a pie chart with different colours on it! This is a Curriculum Vitae from a 16 year old boy that lives in Loughborough. The page layout for this is of the portrait style. For this particular CV, there are not any images; I think this is because it is again it is not the kind to have pictures in, it is a formal letter. The sizes of the text do vary in this letter. The main heading for this CV is Curriculum Vitae and that is at the top of the page with sub-headings underneath the main one. There are not any paragraphs as it is a letter for employment. There are not any special features for this letter. This is an invoice of a company called at communications. The content in this invoice shows us the account number, the date, the billing period, the address, and then the actual invoice. The page layout for this is of the portrait style. For this particular invoice, there is only one image. That is the companys logo. This is a very simple yet excellent logo or image, it give the companys name and what they do in just this logo. The sizes of the text do vary in this invoice. The main heading for this invoice is the companys logo, and then it goes down to the invoice number and the dates. The size of the texts on this is the same size but it is in a bold style. Moving down the invoice, the size stays the same until the actual Invoice heading comes, this is then enlarged and then also the sizes under this sub heading change, the main headings, which is the first letters of each word in capital and the rest in lowercase letters. These are all the same font thereafter. The font size does change once more when we reach the bottom pf the page, it suddenly goes into a lower size font and the first part is in bold and then thereafter it all stays the same again. There are not any paragraphs as it is an invoice. There are not any special features for this letter. The content for the flyer is a very jolly and eye catching flyer. It includes the time and date of the actual program, the website of the program, the activities that will be happening during the program such as there will be concerts, theatre productions going on during the 4 days of the program. It also mentions were the 4 day programs will be held, at the International stadium of Geneva. The picture or background of the flyer is of the Africa continent, the continent is situated in the centre of the flyer and behind this is a mist of cloud, and this is giving the effect of Africa basically being on top of everything. The layout of this flyer is in a portrait style. The sizes of the text vary because for the main title, the size of the text is bigger then the other little bits like the website of the organisers and also the date and time of the programs. I think this is because the title is the main eye catching text in the whole flyer so it needs to be in a big enough fonts size a nd also needs to have a very professional written title or heading! There are not any paragraphs in this particular flyer. The special features for this flyer is that of its colour, the colour is what made me first notice it, it is a very vibrant colour which would be noticed from a distance. The colour is a key part of this flyer as it makes it what it is! This is a web page showing us how to make web pages. It is telling us to use the facilities they are offering us on the website to design the best possible webpage we can. The page layout for this is of the portrait style but also set out in a web style so suitable for website basically. For this particular web page, there are images; such as at the top of the page, there is a women standing with a clipboards in her right hand. She is in a thinking kind of posture. There is also a many boxes on the left hand side were if hover your mouse over them boxes, then a message of information will appear underneath your mouse arrow telling you what contents are in that category. The sizes of the text do vary in this web page. The main heading for this web page is BEST COMPANY SLOGAN HERE this is at the top of the page with sub-headings underneath it such as welcome to company website!.

Coca-Cola Corp. Internal/External Factors Essay -- essays research pap

INTRO There are many factors, internal as well as external that impact the planning function of management within an organization, and Coca-Cola is no exception. More than a billion times every day, thirsty people around the world reach for Coca-Cola products for refreshment. Coca-Cola is the most popular and biggest-selling soft drink in history, as well as the best-known product in the world. The Coca-Cola franchise covers a population of approximately 398 million people. Coca-Cola Enterprises employs approximately 72,000 people who operate 463 facilities, 54,000 vehicles and approximately 2.4 million vending machines, beverage dispensers and coolers. RAPID CHANGE The Coca-Cola Company experienced a period of rapid change during the 1900 thru 1909 timeframe when the company experienced a period of rapid growth. This rapid growth was attributed to three pioneers sectioning off the country into territories and selling bottling rights to local entrepreneurs. Their combined efforts attributed to advancements in bottling technology which improved efficiency and product quality. â€Å"By 1909, nearly 400 Coca-Cola bottling plants were operating, most of them family-owned businesses. Some were only open during hot-weather months when demand was high† (Coca-Cola, 2004). During the 1920’s and 1930’s Coca-Cola began its international expansion led by Robert W. Woodruff, who was the Chief Executive Officer and Chairman of the Board. Coca-Cola plants were opened in France, Guatemala, Honduras, Mexico, Belgium, Italy and South Africa. â€Å"By the time World War II began, Coca-Cola was being bottled in 44 countries† (Coca-Cola, 2004). These two different periods of time were when Coca-Cola experienced its most crucial rapid change due to bottling innovation and company expansion. GLOBALIZATION   Ã‚  Ã‚  Ã‚  Ã‚  Beginning in the 1920’s building their global network, Coca-Cola is now the â€Å"world's leading manufacturer, marketer, and distributor of nonalcoholic beverage concentrates and syrups, used to produce nearly 400 beverage brands in over 200 countries† (Coca-Cola, 2004). Competing globally is a difficult task due to the unpredictability of foreign markets (Bateman &Snell, 2003). Coca-Cola not only recognized the opportunity in the global market but was able to expand successfully. Canada and Panama were the start of their global market in 1906. Since then th... ...ve the responsibility to act in every situation according to the highest standards of ethical conduct† (Coca-Cola, 2004). Coca-Cola institutes that its employees are the representation of the ethical standards behind the product. Coca-Cola has had some challenges throughout its existence as a company (i.e. â€Å"New Coke†) and has felt the need to face each and every situation with Honesty and Integrity, believing that in order to remain valid and legit in the market place, a company must retain its ethical standards at all times. CONCLUSION References Coca-Cola Company. (2005). A Global Business. Retrieved June 7, 2005, from http://www2.coca-cola/heritage/chronicle_global_business.html Coca-Cola Company. (2005).   Ã‚  Ã‚  Ã‚  Ã‚  from http://www2coca-cola.com/company/at_work.html   Ã‚  Ã‚  Ã‚  Ã‚  from http://www.2.coca-cola/com/our company/historybottling.html Bateman, T.S. & Snell, S. A. 2003. Management: The New Competitive Landscape, Sixth Edition. McGraw-Hill/Irwin, New York, NY. Source for Rapid Change http://www2.coca-cola.com/ourcompany/historybottling.html http://www2.coca-cola.com/contactus/faq/index.html

Peer Assessment Essay

Introduction This paper discusses the implementation of peer assessment strategy that I carried out in a primary school in Dar es Salaam during my practicum. It consists of a background, rationale, the implementation process and conclusion. The challenges encountered and their possible solutions on how to overcome them.. Background Black and William (1998) define assessment as all those activities undertaken by teachers, and students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. There are two major types of assessment, formative assessment and summative assessment. And thus, Peer assessment is one of the forms of formative assessment. Besides, Higher Education Academy- UK, (2006) is an alternative form of assessment in which learners are given the opportunity to measure and evaluate each other’s compliments of the specified learning outcomes. It is used to involve students more closely in their learning and its evaluation and enable them to really understand what is required of them. (Phil et al 2006) This is a form of formative assessment which teachers can use in class assignments, tests, presentations, project based work and practical tasks. These tasks can be performed by learners either in pairs, by multiple assessors’ or in groups. It is where learners consider and specify the level, value or quality of a product or performance of other equal status learners (Topping, 2008). This therefore means that learners are able to learn better because they assess their peers work and give appropriate feedback which helps them to improve their own work. It also leads to a number of benefits in terms of the learning process for instance encouraging thinking, increasing learning and increasing students’ confidence Gardner (2006), students find it easier to make sense of criteria for their work if they examine other student’s work alongside their own. It is uniquely valuable because the interchange is in language that students themselves would naturally use, because they learn by taking roles of teachers and examiners of others (Saddler, 1998) Rationale. Eckstein and Noah (1992) argue that teachers teach to the test therefore leaving out some non-examinable but important skills set out in the curriculum. This is evident because most schools in the developing world concentrate on exams which is summative assessment and because of the backwash of this type of assessment, it impedes rather than promote social justice by locking many young people out of the education system, (Cunningham 1998). This summative assessment limits potential in enhancing teaching and learning which makes learners not to get prompt feedback to help them improve on their performance (Brooks, 2002). PA saves the teachers’ time because it takes a shorter time to mark and grade assignments using it than when a teacher marks all the books. This gives the teacher ample time to prepare for other lessons. By using PA, the teacher is able to give feedback to the pupils in a littler time than when the teacher uses traditional method of marking. PA was introduced with an intention to encourage students to take responsibility for their learning. It makes them feel valued because their suggestions are put into account. According to Irons (2008) PA encourages dialogue between the teacher and learners themselves as they negotiate the best assessment criteria when making a rubric to evaluate their work. This makes students really understand what is required of them. Phil Race et al, asserts that students learn deeply when they have a sense of ownership of the agenda and if PA is done using the students design, there tends to be a sense of ownership of the criteria used than when they apply the tutors’ criteria. Furthermore, PA allows students to learn from each other’s successes. In some instances students notice that the work they are assessing is better than their own efforts, therefore they can benefit from the work of the most able in the group. Similarly, it helps students to learn from each other’s weaknesses too. When they discover mistakes in their peers work, it is usually good for them as the awareness of ‘what not to do’ increases and therefore refrain from making the same mistake. (Phil et al 2006) Development My practicum was in a primary school in Dar es Salaam city. I was allocated standard seven to teach English. Standard 7A is rather a large class with a roll of fifty three pupils. Boys were twenty eight while girls were twenty five. All were present. This was a double English lesson of forty minutes each. The Topic was Comprehension, Sub-topic; The library; Lenders and Borrowers. My main objectives were; by the end of the lesson, pupils should be able to read, understand, formulate questions, discuss and be able to evaluate their peers work using a rubric. I made a detailed lesson plan showing the teachers and learners activities. My teaching and learning resources were standard seven text books, dictionaries, flash cards with new words written on them, pictures of a library. The lesson started at 8. 00am to 9. 20am. Implementation I introduced the lesson with a vocabulary song as a brainstorming activity that was led by one of the pupils. I explained what I expected of them throughout the lesson, then used the self-selecting method to form groups of six and told them to choose a leader. We went through the guidelines that they would follow in their discussion groups. The passage had six paragraphs so I gave each group a paragraph. The learners read the passage as they listened to one another, noted down difficult or new words, and then generated three questions from their assigned paragraph. I assisted to organise the groups and how they would present. One member quickly read their paragraph as the rest of the class listened, other members gave new words that they came across and the three questions they had formulated. As they presented their findings I was writing on the blackboard the new words they had encountered, and the questions they had constructed. Together we discussed meanings of these words as pupils tried using them in sentences and checking them out in the dictionary. I noted that discussions were being led in Kiswahili though it was an English lesson. Cummins in McKay (2008) and Ellis stated that the first language (L1) is important because sometimes learners first think in it to make meaning in English. However, the discussion was very lively and everybody tried to participate. It also concurred with Goetz (2002) that different views from learners influence the direction of a lesson creating new learning experiences for both the teacher and the learner. As a class, we discussed the questions on the blackboard then I asked them to write the work in their exercise books, collect and put them on the teachers table. Together we discussed and made a marking criterion on the blackboard. I asked the class prefect to distribute the books to the learners making sure that one did not mark his or her own book. They carefully used the rubric to mark their peers work, then returned them to the owners to check and in case of any complains i moderated and explained to their satisfaction. Finally I gave each a foolscap and asked them to write down what they felt about the new method of assessment. This exercise was mainly to analyze the learners’ reflections and to evaluate myself as a teacher. Challenges My first challenge was the English teacher assigned to me was not co-operative. He was not willing to hand over a candidate class to me. I made him understand that my input would be beneficial to his professional development and the students’ grades. During group work, some learners took it for story telling time. I had a rough time controlling the noise and putting them back to focus. The chosen group leaders helped me have order in the groups and ensured participation of all members. Code switching was common as I related with the learners and as they interacted in their discussion groups. It was a challenge because they did not have the confidence to express themselves. Very few picked courage and participated in English. The rest when picked upon would request to speak in Kiswahili. I encouraged them to have confidence and to continue speaking in English because practice makes perfect. The learning environment was not very conducive. The floor was dusty and had pot holes. This was likely to cause health problems and injury. Due to the large class, desks were not enough. Learners shared four or five per desk  which was quite uncomfortable. I advised the administration to discuss the matter with stakeholders so that the class would be repaired and desks added. This class did not have any teaching learning materials on the walls. They only had text books which were inadequate in a ratio of 1:5. Sharing was a problem because not all could access them. I advised the teacher that teaching and learning aids helped students to construct knowledge for themselves and develop effective learning strategies, thus laying a solid foundation for life-long learning. I also urged him to improvise teaching aids by using locally available materials for example, carton boxes to write on vocabularies and sentence structures and hang on the walls. I realized that peer assessment can be time consuming if practiced in a large class. Grouping learners, discussions, presentations and awarding marks consumed a lot of time which affected the next lesson. Since the school had extra classrooms, I encouraged him to create an extra stream and transfer some learners from 7A and 7B to the new stream if learners were to benefit from this kind of assessment. This is because a class of fifty three was too large putting into consideration the slow learners and learners with special needs who needed special attention. Conclusion Peer assessment had good impact on the teaching learning process where the learners and I jointly got involved in the assessment process hence owning the entire peer assessment procedures integrated in the lesson. This resulted into meaningful learning where feedback was instant. However, there were some challenges which we jointly addressed with the learners. For PA to be successful, meaningful procedures have to be put in place. References Black, P. &William. (1998). Assessment and classroom learning: Assessment in education,principles, policy and practice in Irons, A. (2008). Enhancing learning through formative assessment and feedback. London: Routledge. Cunning,G. K. (1998). Assessment in the classroom: constructing and interpreting tests. London: RoutledgeFalmer. Irons, A. (2008). Enhancing learning through formative assessment and feedback. London: Routledge. Race, P. , Brown, S. &Smith. (2006). 500 Tips on assessment (2nd edition). London: Routledge. Shepherdson, D.

Indian Parents Changing Their Parenting Styles - 761 Words

Not only has the lack of knowledge of culture has changed because of Indian parents changing their parenting styles, but also how the kids are not close to their families as parents change from an authoritarian to permissive parenting styles. In India, when a new child is born the full village is taking care of the child. As the child gets older, he/she is still close to the full village because he became familiar with them, and they acted like his second family, although they are probably not related to the child. On the other hand, in the United States, it is not normal for a neighbors to raise a parent’s child, unless they are babysitting. Therefore in the United States, the child is unable to have the same type of second family, and love and care like India. According to Vijaykumar (2007), a family is needed for a child to develop its affectionate and love towards their parents. He goes on to say, how it takes Indian children (less than the age of three) longer to develop in not a typical Indian setting versus an Indian Setting (424). This shows how at a young age the attention is needed for the child to develop many skills. A study done by Barhart, Raval, and Jansari (2003), shows how about 65% of college kids feel that if their families paid more attention to them, and actually told them what was right and wrong, they might have been more successful in life than they are now (689). 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