Child Hunger

Ending Child Hunger in America Studies prove that children that do not have enough food to eat do not do as well in school, they are likely to be sick more often, they are less likely to graduate high school – which in turn will keep them from going to college and in turn will have a negative Impact on their economic future. If these things happen then In the future that child will have a harder time providing for their children, thus causing a cycle In the effects of hunger.For this reason, It Is our duty as a society to do everything we an to ensure that these children have the resources available to them so that they can have the tools they need to prepare themselves to be functioning members of society In adulthood. There are currently more than sixteen million children In America whose families struggle to put food on the table – that's one In five children In America. That number is astonishing. Millions of children In America are on free or reduced lunch plans at their schools; this allows them to have nutritious meal while at school.But what happens when they go home? What happens during the summer when kids are out of school for several months? Only one in seven children on free or reduced lunch plans receives summer meals. What happens to those other six children – who ensures that they have enough food to eat? The solution is simple – we need to end child hunger in America. There are many ways to do this. First, there are church programs locally that offer summer and weekend home meal plans to children that are on free and reduced lunch plans.One such church is Midtown Church in Benton, Arkansas. They're program, known as the â€Å"Backpack Ministry† helps to provide weekend meals and snacks to children throughout the community who otherwise would not have anything to eat. Secondly, these types of programs should be better advertised and more easily accessible to those who need them. Access to programs is of utmost importance when ending child hunger. Next, education is vital – the parent's of these children must learn and understand the effects that hunger can have on their children.They must be educated on good food hoicks for their children and what the best things they can give them are. They need to know where to go to get connected to the right people that can help them find access to these programs that are designed to end child hunger. Spreading awareness of child hunger can ago long way. If the public has knowledge of what the numbers look like in the world of child hunger, they would be more likely to take action. The public has a greater power than they realize – people have the power to promote change.

Abolitionist dbq

Abolitionist DBQ In the united States from 1861 to 1865 the American Civil War took place over a disagreement between Northerners and Southerners ot their interpretation ot the Consitution and view on slavery. There were many factors that played a role in creating and helping the war start and end, and one specifically Is the mass amounts of rebellions and abolitionists.The Abolitionist Movement, whose ranks were made up of whites and blacks, not only acted as a catalyst for the emancipation of slavery but resulted In an Inevitable demonstrative civil war that Is accepted and supported y the abolitionists for the greater cause. Abolitionists and their literary accomplishments sped the end result of the civil war. There was a range of intensity In the varying abolitionists. For example, some Ilke Abraham Lincoln sought the gradual abolition of slavery, which was associated with a certain organization that catered to do this (l).Abraham Lincoln and the Quakers supported the American co lonization society founded In 1817. other abolitionists, more radical, favored an immediate end to the unjust institution of slavery; they did so by spreading the wareness and message through literature and rebellions. Some important radical abolitionist are: Theodore Dwight weld, a simple, self-educated man that wrote American Slavery As It Is, which is a pamphlet informing in ignorant of slavery written in 1839.Another huge advocate are the Beechers', but most Importantly Harriet Beecher Stowe who wrote uncle Tom's Cabin, a book that caused a huge reaction against the abolition of slavery. In addition, William Lloyd Garrison published the newspaper, The Liberator, that had a heavy response. Moreover, Frederick Douglas, a orn slave, wrote the autobiography The Life of Frederick Douglas. In all, there were many more abolitionists but these were the most radical of them all.Harriet Beecher Stowe's uncle Torn's Cabin showed the Injustice in slavery and made it apparent to all people, which caused a response in the masses (P). This book is one of concrete pushes towards the abolishment of slavery and gains a mass base of believers. Likewise, Garrison's newspaper, The Liberator, told people the truth about slavery and states he â€Å"WILL BE HEARD† (E). Coincidentally, Nat Turner's Rebellion out broke at he same time as The Liberator, which caused some Southerners to take action and pursue war.It also brought a lot of believers and followers. The power of literature brought great change throughout the nation at this time. Frederick Douglas makes this apparent because his autobiography upset the South and gave strength to the North. He states that without antislavery movements the war would not have progress as fast and slavery would have stayed a nation of slaves Looking at the joining of California as a state, It brought much conflict between this inevitable war nd abolltlonlsts only helped progress It.Kansas and Nebraska Act also split the nation badly. I n all, the abolitionist made an impression and acted as a catalyst to the end of slavery because even Danlel Webster noticed that everything was changing in which he said he and the South would tight back (D). With all ot the abolitionists movement it only caused the inevitable war _ In addition. Congress brought power to the lesser of the time (H). For example, Wilberforce University, a black college, empowered and brought bonds to owner the war. Congress noticed and needed to fght back.So the south responded with war (N). For example, the firing of Ft. sumpter that started the civil war. In return the North used immigrants such as the slaves, Irish, Germans, to supply the war with masses (G). The North in the long run had the masses due to the ratio slaves had over all other populations, and the manufacturing advantage they had (E). The food supply, textile advantages all played a role to win over long time over the South and kill their morale and win the battle. In all, the aboli tionists started and helped progress the war and end slavery.In the union from 1861 to 1865 the American Civil War took place because a disagreement between Northerners and Southerners of their interpretation of the Constitution and view on slavery. Many factors that played a role in creating and helping the war start and end, and one specifically is the mass amounts of rebellions and abolitionists. The Abolitionist Movement, whose ranks were made up of whites and blacks, not only acted as a catalyst for the emancipation of slavery but resulted in an inevitable demonstrative civil war that is accepted and supported by the abolitionists for the greater cause.

Doctor Money and the Boy with No Penis Questions

Doctor Money and the Boy with no Penis A. The most tragic thing about this story is that David and his brother couldn’t make through in the end. After all the fighting they had both been through, the bad parts of their life took over the good parts and ate away at them until I suppose neither of them found life worth living. What struck me the most was probably that at the end of the documentary, David even asks if it will take them shooting themselves in the head for people to listen, and does exactly that.It is the most upsetting thing in the documentary, in my eyes. After all of the work the brothers had gone through to make their life as normal as possible, if all gets ruined and they cannot cope any longer. B. I feel most sympathetic to the family in the aspect of the parents having to keep what should have been their son’s life a secret. While I do not agree with the decision of changing baby Bruce’s sex, I cannot imagine how hard the decision would be to m ake, and then having to keep the truth a secret to a visibly unhappy child.Keeping a secret for a long period is hard enough, and to have it in the back of your mind that revealing the secret to you child will make them so much happier must have killed them inside. This life has been made so awful because of one decision endorsed by a psychologist. C. Flat out I believe that Dr. Money was so unbelievably wrong that I cannot fathom what caused him to make his decisions.To singlehandedly destroy two children’s lives, and not have it even phase him has me believe that he was driven crazy by the need to be right. I only wish that he could have realized just what he was doing. If only he knew how wrong he was and just stopped what he was doing before it was too late. Then maybe, the vows could’ve lived a happy life. D. My lesson from this documentary is that every child should try to have a relationship with their parents to where they can tell them anything.If little Brend a and her brother had the courage to tell their parents what Dr. Money was doing to them, then hopefully, the parents would’ve stopped seeing him. And then tried to fix what was happening. Not feeling like they should tell their parents really sealed away the idea to a normal life for either of them. It was not fair to them and I just wish that the whole situation would have ended differently.

Air shippers Essay Example | Topics and Well Written Essays - 250 words

Air shippers - Essay Example The manufacturers are thus faced by with the challenges of the fluctuations of the market making the manufacturers to improve and change their production schedules. Similarly, they have been compelled to increase the amount and level of inventory while at the same time lower and limit the unforeseen expenses or expenditures. The miscellaneous expenditure which may not have been factored in during the initial cost budgeting. A specific attention and focus is given to producers in the electrical and electronic companies. The air transport has come as a remedy in this case and instance because it is critical to ensure that the goods are transported from one part to another. For instance, the goods which would otherwise take weeks from China would now take lesser times in terms of days. This is to say that the air shippers have made the delivery of products to the final consumers to be relatively faster. For instance, a product from an American factory would faster reach its final consum ers in faraway country, due to air transport-or the air shippers(Chatfield & Bjà ¸rn, 1997). The airship owners are strategically positioned in terms of ownership of the vital connection points, thus by fact and extension reducing the supply chain in terms of time and cost.   

Got milk Case Study Example | Topics and Well Written Essays - 500 words - 1

Got milk - Case Study Example It does not matter that the ice cream company only sourced the milk because the company had an obligation to find any defects before the production process started. In this case, I think that the ice cream company and milk supplier should be held jointly liable; the first for not identifying the defect and the latter for supplying a product that was unsafe and harmful for consumers. 2. Do you think a CRM system could have helped communicate issues in the milk production supply chain? How could a company use a CRM system to perform damage control after finding out about contaminated milk in the supply chain? I think that a CRM system could have been helpful to communicate regarding issues in the supply chain. It seemed like there was no connection between milking stations and big dairy companies. A CRM system would have figured out where the problems were occurring and then quickly find a way to resolve those problems. Customers are a big part of this system, and their opinions could have been sought out much sooner in regards to milk quality. A company could use a CRM system to perform damage control by informing consumers immediately when a problem crops up and also helping to prevent confusion. Communication with customers is very important because otherwise some rumors can be formed and they may potentially have a damaging effect on the company. The best option is just to be open and honest about a problem whenever one is identified. 3. Do you agree with the Chinese court in sentencing of the middlemen to death and a dairy boss to life in prison for their roles in the milk contamination scandal? Do you think the United States should implement similar laws for unethical corporate behavior? No, I dont really agree with the decision of the Chinese court because I think that the punishment is a little over the top. I feel like this is more for

Fast Food and Obesity Essay Example | Topics and Well Written Essays - 2000 words

Fast Food and Obesity - Essay Example Most of the obese people apart from overeating are found of eating fast foods as their daily meals. It is because of this that many researchers have been done to prove if there is any relationship between the eating habit of obese people and the their weight. Fast food restaurants have provided a cheap and efficient way that most people can take midday snuck without having to go back home and cook their meals. However closer research show that most of the people who mostly depend on fast food show a sign of being obese. This is because of the fatty nature of the foods that are found in the fast food restaurants and the way that the foods are prepared. Most of the foods that are found in fast food restaurants are also prepared faster so that they can increase the profits made in expense to the health of their customers. It is because of this that this in depth analysis was done to find out if there is any relationship between fast foods and obesity. Many researchers have shown that no rmal weight people who at one point of their lives decided to take a different turn in their eating habit and moved to fast foods due to any unavoidable circumstance later shown some increase in their general weight. Though other researchers have proved that some forms of obesity are genetic, most of the cases that are present in our times are mainly caused by the fast foods that most people take. To support the arguments in this paper, 10 different articles are reviewed to give support to the effects of fast food restaurants in the society. I hope to find the relationship between fast foods and the issue of overweight. I also hope to find a solution that can be used to reduce the obesity by good eating habit or even revive the people who have some effects on them. Isganaitis, E, and RH Lustig. "Fast Food, Central Nervous System Insulin Resistance, and Obesity."  Arteriosclerosis, Thrombosis, and Vascular Biology. 25.12 (2005): 2451- 62. Print. The authors of this anthropological article, â€Å"Fast Food, Central Nervous System Insulin Resistance, and Obesity," are Isganaitis and RH Lustig. In their attempt to convince Americans about the effects of fast food, they write a scholarly article. This scholarly article is mainly written to the general public to try and inform them about the dangers of fast foods. The main idea of this article is the effect of fast food on overweight people and how they can reverse this. The article mainly focuses on the obese people living in America and who are addicted to fast foods. This article is relevant to this topic as it describes the relationship between obesity and fast foods showing clearly that there is a significant relationship between obesity and fast foods. This article is very effective in convincing obese people on how to live a healthy life that would not be based on dependency on fast food. It is also effective in warning people who are not yet obese that the road to obesity is in the eating of fast foods ev ery day. In short it warns people against fast foods. Obesity: Preventing and Managing the Global Epidemic : Report of a Who Consultation. Geneva: World Health Organization, 2000. Print. This historical article â€Å"Obesity: Preventing and Managing the Global Epidemic â€Å" is written by the world health organization in its attempt to warn Americans and the entire world about the effects

Applied decision making Assignment Example | Topics and Well Written Essays - 2750 words

Applied decision making - Assignment Example Unastonishingly thus, Cliffshire County Hospital Trust (CCHT) has also been facing similar challenges in its overall decision making system that includes various dimensions of healthcare services. The major problem identifiable in the organisation was lower coordination between the medical staff and the management staff. Although expected to increase the pace of decision-making, such transformations have been hampering the administrative and management processes of the hospital. To be precise, the presented situation exhibits that a few of the older and established consultants of CCHT are given enormous power through which, they make unilateral decisions for their medical teams without consulting with the management. As a result, there exists a significant degree of lack of coordination between the medical team and the management of CCHT, owing to which various problems arise within the hospital those in turn hinder the easy and profitable functioning of the organisation. In addition, the efficiency levels of the management and the medical staff have also been observed to remain unrealised in alignment with the organisational goals, due to insufficient coordination, which also creates resentments among the staff members, irrespective of whether they belong to the management team or the medical team. From an overall perspective, it can be argued that to enhance the effectiveness of the new strategy, it is very essential to establish well-developed relationships with the consultants as they are considered the powerhouse of the hospital. Implementing a multi-departmental working party in the hospital could also serve beneficial, as it would permit various important strategic decisions. Furthermore, through consultative approach to decision making, the process can be improved (Ambrus et al., 2009). The aim of this report is to discuss the contemporary theories on group decision making that would help in understanding the prevailing scenario within CCHT

The Quality of Risk Management in the Civil Engineering PowerPoint Presentation

The Quality of Risk Management in the Civil Engineering - PowerPoint Presentation Example In some cases only money is at stake, but all these concerns must be brought to bear during the planning process and identify so that evaluations of the inherent dangers are efficient. Additional statistics are provided to allow for comparison and evaluation in diverse industries to permit a more thorough understanding of risk calculation strategies as well as the ramifications of inadequate considerations. This investigation categorizes various forms of risk and provides recommendations relating to timetables, and the budgetary constraints that are inherent in any such endeavor. A brief history of the international construction market has been researched with implications that can be felt around the world. New regulatory paradigms are touched upon, in which project organizers are required to develop a mastery not only of the legal constraints of their own country, but also of the interplay between multinational financing and local laws. Differences which foreign contractors must kee p in mind relate to the availability of construction equipment, local labor practices and regulations, and in some cases the actual political stability of the region. These difficulties must be itemized before scheduling, before the budget is finalized, and before the first shovel touches the construction site. The construction industry itself is expressed in a global sense, and this project describes the implications of international pursuit that is worth over $3 trillion annually. (Bon, 2000) while it is true that most recently the United States has been the largest single market for construction, when the fortunes of a country become favorable that creates a climate of intensified economic activity which in and of itself can encourage foreign investment in both directions. A stable and profitable country is an excellent place for other investors to set up shop. Furthermore, when a country becomes a good place to do business, financial interests within that country are then more a ble to find more foreign investments raising the prospects of other countries, such as China, for example. This research provides advice for budgetary planners in the quantification of risk, as well as the awareness of the need for surplus planning, cushioning in terms of money and time that should be included in the initial cost calculations for projects of international importance in civil engineering. There has been considerable recognition worldwide of the needs of risk management in the civil engineering sphere and a variety of theoretical methodologies have been pioneered by experts in this field. The details of various management and risk evaluation criteria for engineering projects are also discussed. METHODS There is an assumption in this article, and among other researchers that risk can be boiled down in relatively simplistic equation format: Risk equals =likelihood x consequences. (van Rijn, 2004.) Risk management criteria and various evaluation schemes are described her ein. It is important for planners to make the delineation of a risk versus threat the uninformed are likely to identify as threatening even those events which have vanishingly small probability the distinction must be drawn between every possible worst case scenario, and reasonable damages that are predictable for any project involving construction under the relevant circumstances. Accident statistics have been compiled to illustrate the discontinuity between what the public worries about and what is likely to injure the average person.

Destination Report & Presentation Assignment Example | Topics and Well Written Essays - 1750 words

Destination Report & Presentation - Assignment Example The paper intends to make a comparison between two popular tourist destinations of the country and finally make a few important recommendations for the policy maker associated with the tourism industry of the nation. Overview The world of the 21st century is moving at a fast pace. The fast pace of advancement of the modern day world is happening more on the lines of rapid change and tremendous development. It is of high importance to mention that the evolution of the telecommunication technology along with the process of emergence of high speed internet and various kinds of technology enabled gadgets has resulted in the process of playing a tremendous amount of influence in the lives of the masses around the world. It needs to be mentioned that because of the lines of emergence of high speed internet connectivity, the network of communication channels has improved in a drastic manner all over the world. Because of this technology powered transformation of the world around us, there h as always been a steady evolution of various kinds of trends associated with the factor of globalization. The trends of globalization, is resulting in the process of evolution of various kinds of new types of consumer demands. These new consumer demands are increasingly paving the way for a significant amount of business opportunity. Because of the rise of business opportunities, many firms located in different global markets are increasingly entering new markets. This is automatically triggering an increase in competition in the market. For the purpose of sustaining themselves, while retaining their competitive edge, the companies are increasing the pressure of performance on the employees. As a result of increasing stress in the workplaces, the people around the world are increasingly looking forward to relax by taking some highly enjoying vacations. The focus of this project is to compare and contrast two different tourism locations of Canada while judging them on the basis of fa ctors like tourism planning environments, destination components as well as relative position in regards to tourism destination cycle. The two popular tourist destinations that have been chosen in this case are Harbourfront Centre as well as Banff National Park of Canada. Comparison of Harbourfront Centre and Banff National Park Harbourfront Centre Brief Overview The Harbour Front Centre is a neighbourhood located on the north shore of Lake Ontario, within the premises of city of Toronto of Canada. The history of the region highlights that the harbour of Toronto has been using since the days of founding of Toronto for industrial as well as shipping purposes. However, the Harbourfront Centre was formed on the first day of the year 1991 as a non profit organization dedicated towards charity. It has a mandate to organize as well as present public events over a regional spread of around 94 acres. As of the current times, the Harbourfront Centre was transformed into a popular all year ro und tourist destination. The offering of the tourist site comprises of a sizzling blend of culture, arts, recreation along with indoor cafe and outdoor patio. Various events of

Why immigrants are successful Essay Example | Topics and Well Written Essays - 1000 words

Why immigrants are successful - Essay Example Along with many countries of the world, United States has also undergone the effects of immigration. According to statistics, during the 17th and 18th centuries, few people have migrated to U.S. but this trend gradually accelerated after 1820s; however, last two decades have seen whopping migration to U.S. because the government is permitting the foreigners to work legally (Edmonston, pp. 35-75). The current scenario reflects that immigrants prove to be more successful than the U.S. citizens are. A faction of American population has a wrong impression that their government is supporting and funding the immigrants as a part of their business strategy. However, some schools of thought believe that the present status of the immigrants is solely due to their sincere hard work. It is enlightened in the following arguments. In the view point of U.S. citizens, immigrants are creating economic decline, as they do not pay taxes when compared to the facilities and benefits they acquire from th e social services. Whereas the findings of numerous researches prove that these immigrants have boosted the economy to unprecedented levels as they are high-skilled workers who are willing to work at a lower wage and works more efficiently as compared to the citizens. Moreover, it results in cheaper and better production of goods with promising profits. Though immigrants compete with the local people for low-proficiency jobs, they even sometimes get an edge on the locals through their expertise in the areas that is non-existent in a particular locality (Fairchild, pp. 237-267). American natives live such a lifestyle that they do everything according to their wishes and desires. Their upbringing is in a much-pampered way that makes them simply unaware of the meaning of struggle in life. On the other hand, immigrants such as Asians, Africans, Arabs, and Israelis come from a third world background where their entire lives had gone through economical and financial hardships, therefore, the only thing that they desire to have is money for which they migrate to U.S. where they find a gold mine waiting to be struck. As a result, their primary focus is to earn money so that they can provide their family with comfort and high-standards of living, and afford quality education for their children. Therefore, happiness for oneself becomes the last priority for any immigrant (Pratt Fairchild, pp. 237-267). It is a fact that U.S denizens have confined themselves to a shorter period of working time that is approximately 8 hours per day or 40 hours a week. Whereas, the immigrants work for a prolong duration of time that can reach up to 70-80 hours a week. Investors see a reliable scope in investing on the immigrants, as they do not fear hard work and if they receive a share in profit, they would be willing to work even harder. Immigrants realize the importance of money as they earn it by sweat of the brow. Therefore, their spending behavior is unlike the U.S. citizens. They do not believe in redundant spending on luxury. In fact, they are prudent in spending money, purchase only necessary goods, and save the rest for the rainy days. Their eventual goal is to save money as much as possible for which they look for entities that are on sale (Chiswick, pp. 28-97). Education has an utmost importance in an individual’s life as it makes an individual competent and capable of earning respectable amount of money. The immigrants always welcome education when their work demands, regardless of their age. The extensive market researches have clearly stated that the immigrants whether Asians or

Management Contracting Essay Example | Topics and Well Written Essays - 1000 words

Management Contracting - Essay Example The paper tells that a design-build contract refers to an outstanding type of project delivery system used in construction as well as renovation projects. In this kind of contract, the client awards the project to a contractor. After the client enters into the contract with the contractor, the contractor is responsible for all design as well as construction work needed to complete the project. This will allow the client to deal with one source during the construction of the innovative and eye catching new property as opposed to coordinating various parties. If the client awards the design-build contract to a builder, the builder is responsible for hiring all engineers and architects needed to complete the work of designing the new property. The client has the right to reject or approve design options; however, he is no longer responsible for managing or coordinating the design team. When the owner approves the design, the same contractor directs the construction process of the new pr operty and hires subcontractors if needed. Most clients’ sign build contracts after a negotiation as opposed to a bid process. NEC3 contract is a family of contracts that facilitate the implementation of sound management practices and principles and defining legal relationships. The contract is a positive as well as a progressive form of contract that allows every part to participate in and contribute to the successful delivery of facilities, buildings, as well as best value solutions. The client and the contractor collaborate and their collaborative working across the whole construction process boosts the likely project outcomes. The contract stimulates good management of the relationship between the client and contractor and the work included in the contract (NEC 2010). The contract offers clients and contractors project focused outcomes leading to the achievement of the client objectives for the projects in terms of ultimate performance, quality, time and cost aspects. The NEC3 contract is advantageous in that it designs a system for managing the construction project interfaces. It also gets all the parties to sign up to the contract and

Reading comprehension Essay Example for Free

Reading comprehension Essay ABSTRACT. sion The (STRAT), authors evaluated instruction, strategies followed reciprocal same-age the effectiveness by practice + SA) (STRAT of explicit in teacher-led reading whole-class activities, peer-tutoring comprehen activities or cross-age peer-tutoring activities (STRAT + CA) on 2nd and 5th graders reading comprehen sion and self-efficacy For perceptions. 2nd multilevel graders, analyses revealed sig nificant STRAT and STRAT + CA effects; however, the effects did not last after fin the program. Fifth graders on the posttest better than ishing icantly in all 3 experimental  control group their conditions Results peers. performed signif con also showed tinued growth for the STRAT and STRAT + CA conditions until at least 6 months after students finished the program. Moreover, on both the posttest and retention test, 5th graders in the STRAT + CA condition reported significantly fewer negative thoughts Key words: prehension, related to their elementary reading reading proficiency. multilevel education, strategies, modeling, peer tutoring, reading com self-efficacy RESEARCH, decoding instruction has had a long and continuous of attention and debate. However, a hiatus can be recorded in the study of history reading comprehension. Two decades ago, strategy intervention research was in instruction received renewed atten vogue, but only recently has comprehension with current studies building on what was accomplished in the 1980s. Now, tion, the challenge in reading comprehension research is to increase the efficacy of in struction in elementary schools by identifying the instructional practices and ac tivities that best serve to develop childrens self-monitoring for comprehension IN READING (Snow, Burns, Griffin, 1998). 291. This content downloaded on Fri, 15 Feb 2013 01:52:54 AM All use subject to JSTOR Terms and Conditions 292 The Journal Previously, students Once reading comprehension could decode, was considered comprehension was of Experimental Education to be a process of mastery: assumed to occur automatical ly (Dole, 2000). Research, however, has shown that good readers are character ized by more than just decoding skills. Cognitively based views of reading com readers use a flexible that proficient repertoire of prehension emphasize and regulating activities (Dole, Duffy, Roehler, comprehension monitoring  includes both cognitive and metacognitive Pearson, 1991), which strategies (Baker Brown, 1984; Paris, Wasik, Turner, 1991; Pressley Allington, 1999; Pressley, Johnson, Symons, McGoldrick, Kurita, 1989). Cognitive strat egies can be defined as mental or behavioral activities that increase the likelihood such as rereading, activating prior background knowledge, of comprehension, and adjusting reading speed (Van Den Broek Kremer, 2000). Metacognitive strategies can be specified as self-monitoring and regulating activities that focus on the product and the process of reading, support  readers awareness of com prehension, and assist in the selection of cognitive strategies as a function of text difficulty, situational constraints, and the readers own cognitive abilities (Lories, 1998; Van Den Broek Kremer; Weisberg, Dardenne, Yzerbyt, 1988). There is no reason to believe that all elementary students spon Unfortunately, and skills knowledge taneously develop essential cognitive and metacognitive Research reviews, however, reveal Allington, 1999). (Hartman, 2001; Pressley that monitoring and regulating skills and effective application of relevant strate can  gies be taught (Dole et al. , 1991; Pressley, 2000; Pressley et al. , 1989). In this Jones, 1992; Block, 1993; respect, recent studies (Baumann, Seifert-Kessell, Dole et al. ; Dole, Brown, Thrathen, 1996; Pearson Fielding, 1991) and re of the National Reading Council (U. S. ; Snow et al. , 1998) underscore the ports value of explicit cognitive and metacognitive reading strategy instruction, for instruction takes the mystery out of the reading process, helping comprehension students assume control (Raphael, 2000, p. 76). As to the practice of teaching observation re  reading, however, little has changed since Durkins (1978-1979) instruction. The dominant instructional practice is into comprehension students about text content, still very traditional, characterized by questioning with little explicit attention to the strategic aspects of processing and compre hending text (Aarnoutse, 1995; Paris Oka, 1986; Pressley, Wharton-McDon 1986). ald, Hampston, Echevarr? a, 1998; Weterings Aarnoutse, search In addition to the importance of explicit reading strategies instruction, research the effects program of an innovative  on the cognitive, and social, (Belgium) comprehension for reading The study was school children. emotional by a supported of elementary development Research-Flanders. Research grant of the Fund for Scientific Assistantship to: Hilde Van Keer, Department be addressed should of Education, Correspondence Hilde. VanKeer E-mail: Henri Dunantlaan Ghent Ghent, 2, 9000 Belgium. University, This study was part of a investigation long-term in Flanders instruction of @ UGent. Be This content downloaded on Fri, 15 Feb 2013 01:52:54 AM All use subject to JSTOR Terms and Conditions  293 Van Keer Verhaeghe has revealed that the development of reading competence in the elementary can be encouraged by interaction with peers (Almasi, 1996; Fuchs, Fuchs, grades Mathes, Simmons, 1997; Johnson-Glenberg, 2000; Mathes Fuchs, 1994; Mathes, Torgesen, Allor, 2001; Palincsar Brown, 1984; Rosenshine Meis ter, 1994; Simmons, Fuchs, Fuchs, Mathes, Hodge, 1995). The traditional teacher-led evaluation interaction seems of pattern teacher question-student an to achieve insufficient actual response-teacher increase in comprehension,  higher level cognition, and the application of self-regulation strategies (Cazden, 1986). Relying on the teachers interpretive authority causes students to become passive learners. to become Conversely, students readers, self-regulated need to take an active role and to recognize and resolve their own discrepancies with texts (Almasi; Gourgey, 2001). Research has demonstrated that this kind of ac tive reading behavior is promoted by providing students with opportunities to en gage in peer-led interaction about texts. More particularly, it has been shown that, through  students discussions, peer implement, conferences, evaluate, and peer modify and tutoring, strategies, activities, cooperative and discuss of transfer strategies (Klingner Vaughn, 1996; Klingner, Vaughn, Schumm, 1998; Pal incsar Brown, 1984). Moreover, discussions between peers provide opportu nities for metacognitive (Palincsar, David, Winn, exchanges and modeling 1991). In this way, childrens knowledge about reading and reading strategies, as well as their ability to apply relevant strategies, increases. Despite these convincing research results, student-centered  discussion with regard to is anything but common practice in most classrooms reading comprehension Stevens, (Alvermann, 2000). In the present study, we attempted to narrow the gap between prevailing in structional practice and research evidence in the field of reading comprehension instruction. An innovative approach, blending research-based strategies instruction and to practice opportunities strategic the from practices research fields, was designed, aforementioned implemented, More specifically, the innovations comprised two cornerstones: and evaluated. explicit reading  reading in peer-tu toring dyads. Peer tutoring was introduced to stimulate student interaction be cause of the opportunities it creates to practice metacognitive skills. It should be noted that studies of peer tutoring in reading comprehension and thinking skills are relatively rare (Topping, 2001). Following research on peer-assisted learning strategies (e. g. , Fuchs, Fuchs, et al. , Mathes, 1997), c? as s wide peer tutoring (e. g. , Greenwood, 1991; Greenwood, Carta, Hall, 1988), and studies focusing on practicing reading strategies in small cooperative groups (e.g. , Brown, Pressley, Van Meter, Schuder, 1996; Palincsar Brown, 1984; Pressley et al, 1992; Stevens, Madden, Slavin, Famish, 1987; Stevens, Slavin, Famish, 1991), the present study involved training in comprehension strategies rather than tutoring students in word-level oral reading or low-level comprehension activities. Peer tutoring can be defined as people from similar social groupings who are This content downloaded on Fri, 15 Feb 2013 01:52:54 AM All use subject to JSTOR Terms and Conditions 294. The Journal of Experimental Education not professional  teachers helping each other to leam, and learning themselves by teaching (Topping, 1996, p. 322). This definition covers a series of practices, in cluding peers as one-on-one teachers to provide individualized instruction, prac tice, repetition, and clarification of concepts (Topping, 1988; Utley Mortweet, 1997). Peer tutoring is structurally embedded in the curriculum and classroom organization and is characterized by specific role taking: One person has the job of tutor, while the other is the tutee (Topping, 1996). Moreover, effective peer tu tutor training (Bentz Fuchs, 1996;toring is characterized by a preceding Fuchs, Fuchs, Bentz, Phillips, Hamlett, 1994; Fuchs, Fuchs, Hamlett, Phillips, Karns, Dutka, 1997). With regard to the dyad composition, two variants can be tutoring refers to older students tutoring younger stu distinguished. Cross-age in same-age tutoring, children are paired with classmates. The variant in dents; students alternate regularly between the tutor and tutee role is called rec iprocal same-age tutoring (Fantuzzo, King, Heller, 1992). Peer tutoring has been successful in a variety of curriculum areas and age groups. Research has indicated positive effects on academic achievement for both tutor and tutee (Cohen, Kulik, Kulik, 1982; Fantuzzo, Davis, Ginsburg, 1995; which Fantuzzo, Polite, Grayson, 1990; Fantuzzo et al. , 1992; Greenwood et al. , 1988; Mathes et al. , 2001 ;Simmons et al. , 1995). In this respect, peer tutoring is not only about transmission from the more able and experienced to the less able (Topping, 1996); tutors seem to benefit even more from tutoring than students who receive et al. ; Lambiotte et al. , the individual tuition (Fitz-Gibbon, 1988; Greenwood 1987). This can be explained by the nature of tutoring a peer: Tutors are chal to engage in ac lenged to consider the subject fully from different perspectives, to identify and correct errors, to reorganize and clarify their own tive monitoring knowledge and understandings, and to elaborate on information in their explana tions (Fuchs Fuchs, 2000). Because the application of reading strategies re quires actively monitoring the reading process, peer tutoring may be considered a powerful learning environment for the acquisition of reading comprehension the reading process of another reader might facilitate the ac skills. Monitoring of self-monitoring skills and, hence, the adequate application of reading quisition (1978) the strategies. From a theoretical perspective, consistent with Vygotskys ory of socially mediated learning, the object of the dyadic interaction in the peer tutoring activities is the joint construction of text meaning by appropriate appli cation of relevant reading strategies to a wide range of texts and, in the long term, the intemalization and consistently self-regulative flexible use of strategic pro cessing whenever encountering texts that are challenging to comprehend. Furthermore, positive effects also have been found on tutors and tutees social and emotional functioning, especially with regard to self-efficacy perceptions, self-concepts, social relationships, and attitudes toward the curriculum areas treated in the tutoring sessions (e. g. , Cohen et al. , 1982; Fantuzzo et al. , 1992; Fantuzzo et al. , 1995; Greenwood et al. , 1988; Mathes Fuchs, 1994). Regard This content downloaded on Fri, 15 Feb 2013 01:52:54 AM All use subject to JSTOR Terms and Conditions 295 Van Keer Verhaeghe is an especially self-efficacy  important construct, ing reading comprehension, that attention to strategy instruction alone is not sufficient to produce max given imum reading growth (Casteel, Isom, Jordan, 2000). Affective factors result in deeper engagement with text, which translates into superior achievement. Henk and Melnick (1995) asserted that self-efficacy judgments can affect an individ uals overall orientation to the process of reading; influence choice of activities; affect continued involvement, amount of effort expended during reading, and the in pursuing text comprehension; And ultimately affect degree of persistence achievement. Our aim in the present intervention study was to design, implement, and evalu ate complex sets of instructional interventions in authentic classrooms to enhance second and fifth graders reading comprehension achievement and self-efficacy perceptions toward reading. The specific contribution of the present study is the focus on peer-tutoring variants as instructional techniques to practice the use of reading. More strategies. comprehension we specifically, concentrated on an ex of practicing reading strategies in (a)  plicit comparison teacher-led whole-class activities, (b) reciprocal same-age peer-tutoring activities, or (c) cross-age peer-tutoring activities within the same study for two different age groups. So far, cross- and same-age tutoring have not been compared within the same study, and there is only indirect reference material from themeta-analysis of of the relative merit Cohen and colleagues (1982) with regard to the differential impact. Furthermore, in the present study, we extend prior research by (a) sampling a larger number of studies; Participants than is typically the case in strategies-based comprehension (b) supporting teachers to implement the innovations in the natural classroom con text with the participation of all students of all abilities during an entire school year, which represents sensitivity to the interventions ecological validity; (c) tar geting students in the early and intermediate grades, populations that deserve more attention with regard tometacognitive and strategic behavior; (d) including maintenance long-term measures; (e) using standardized reading comprehension tests not directly linked to the treatment; and (f) applying multilevel modeling to  take the hierarchical nesting of students in classes into account. Based on a review of the research literature and the aforementioned lines of reasoning, we formulated the following hypotheses for the study: Hypothesis teacher-led 1. Explicit whole-class reading or peer-tutoring graders reading comprehension prehension strategies instruction, activities, achievement more followed enhances by practice second and in fifth than traditional reading com instruction. 2. Practicing reading strategies in cross-age or reciprocal same-age peer-tutoring activities generates larger positive changes in second and fifth  Hypothesis graders during comprehension whole-class achievement than more traditional activities. This content downloaded on Fri, 15 Feb 2013 01:52:54 AM All use subject to JSTOR Terms and Conditions teacher-led practice 296 The Journal Education of Experimental is more obvious for sec 3. Improvement in reading comprehension Hypothesis ond and fifth graders functioning as tutees and tutors, respectively, in cross-age peer-tutoring activities than for their peers alternating between the tutor and tutee roles in reciprocal same-age activities. Hypothesis 4. Cross-age and reciprocal same-age peer-tutoring activities second and fifth graders self-efficacy perceptions toward reading more ditional teacher-led instructional techniques. improve than tra 5. Improvement in self-efficacy perceptions toward reading is more Hypothesis obvious for second and fifth graders functioning as tutees and tutors, respective ly, in cross-age peer-tutoring activities than for their peers alternating roles in activities. same-age reciprocal Method Design We used a pretest, posttest, and retention test control group design. To ensure the ecological validity of the interventions, we included complete naturally com posed classes. Participating classes were assigned to one of four research condi tions. In the strategies-only condition (STRAT), the experimental intervention in cluded explicit reading strategies instruction, followed by practice in teacher-led whole-class settings. The experimental same-age (STRAT + SA) and cross-age included identical instruction in the (STRAT + CA) peer-tutoring conditions same cross-age dyads, or cross-age with combined strategies, In this respectively.  tutoring. Finally, class-wide we respect, included practice students a control in reciprocal experienced either characterized group, or same-age same by tra activities without explicit strategies instruction ditional reading comprehension or peer tutoring. Classes were randomly assigned to the STRAT or tutoring con ditions. Within the tutoring conditions, teachers opted in favor of the STRAT + SA or STRAT + CA condition according to the readiness of a colleague to col laborate in the STRAT + CA activities. We selected control group classes to match the experimental teachers  and classes. Because the classes were naturally composed and the assignment of classes to the conditions was not completely randomized, the design can be regarded as quasi-experimental. Participants In total, 444 second and 454 fifth graders from 44 classes in 25 different schools throughout Flanders (Belgium) participated in the study. Except for some small-scale initiatives of individual schools, peer tutoring was fairly unfamiliar at the time of the study. Other cooperative or interactive techniques, such as This content downloaded on Fri, 15 Feb 2013 01:52:54 AM All use subject to JSTOR Terms and Conditions 297 Van Keer Verhaeghe and circle time, were better known and more group work, group discussion, fre used. quently Except for one inner-city school in the STRAT condition with mainly a low so status and ethnic minority population, all schools had a predomi cioeconomic Flemish population. The majority of the children were from middle nantly white, class families. Except for one second-grade class including only girls, there was approximately an equal gender distribution: In second- and fifth-grade classes, on = = 18.55) of the students were boys. At 16. 54) and 48% (SD average, 53% (SD the beginning of the school year, second graders were aged, on average, 7 years and 4 months, and fifth graders were aged, on average, 10 years and 5 months. The majority of the students (402 in second and 422 in fifth grade) were native speakers. Because elementary school students in Flanders are not grouped by ability, classes are considered academically heterogeneous, which was con firmed by the pretest reading comprehension measures. Class size ranged from 15 to 28 students, with an average of approximately 21 (SD = 3.50) in the second grade, and from 10 to 30 students in the fifth grade, with an average of approxi = mately 22 (SD 5. 00) students per class. Second- and fifth-grade teachers had, on Dutch average, 11 and 20 years of teaching experience, respectively. Four of 22 second grade and 5 of 22 fifth-grade teachers were men. None of the teachers had previ ous experience in explicit reading strategies instruction or peer tutoring. We selected participating teachers from a group of approximately 100 second and fifth-grade teachers who were willing to take part in a long-term research study. All interested teachers received a questionnaire concerning their teaching practices and opinions regarding learning and instruction. The first step in the teacher-selection we selected ative and interactive to pace according was procedure student-oriented instructional or content. who Furthermore, of the schools of matching and classes this specifically, in applying experienced cooper and able to build in differentiation we based the throughout Flanders with More questionnaire. were techniques graphical distribution teachers on based teachers regard to selection on the geo and on the possibility teachers teaching  experience, beliefs, and instructional practice; class size; students age; gender distribution; and dominating mother tongue. Table 1 shows the number of participating class es and students Measurement per condition. Instruments study, we used standardized tests to measure students reading achievement and decoding fluency. We administered question comprehension naires with respect to reading attitude, perceived competence, and preoccupation with attributions and self-efficacy perceptions toward reading. In the present Reading tests. We comprehension using Dutch standardized measured test batteries reading  comprehension (Staphorsius Krom, This content downloaded on Fri, 15 Feb 2013 01:52:54 AM All use subject to JSTOR Terms and Conditions achievement 1996; Verhoeven, 298 The Journal TABLE 1. Number of Participating Education of Experimental Classes and Students Grade Fifth Second Condition Classes STRAT + SA STRAT + CA STRAT Control 6 5 Note. cross-age 163 124 444 22 = explicit whole-class STRAT teacher-led peer-tutoring 22 101 69 177 107 454 66 8 Students 91 3 group Total Classes Students reading comprehension strategies instruction followed by practice in = activities; SA activities; CA = same-age peer-tutoring  reciprocal activities. 1993), which were selected based on the tests well-established psychometric the built-in adaptation to different student abilities, and the fact characteristics, that the tests address aspects of comprehension covered by the strategies part of occasion, we administered the experimental program. At each measurement with an increasing level of difficulty. The questions tiple-choice tence, the referral contained pretest second-grade asking relation for between short six the meaning words, stories, of each a word, the connection followed the meaning between by of sentences, tests 5 mul  a sen and the theme of a text. We determined the scores by the number of correct answers. The second-grade post- and retention tests consisted of four and three different stories, respectively, each followed by 4 to 10 multiple-choice questions, with a total of 25 questions per test. More specifically, questions concerning the content of a text (demanding a clear understanding of the meaning of words and sen tences, the referral relation between words, the connection between sentences, and the theme of the text) and questions concerning the communication between the author and the reader of the text (e.g. , objective of the author, intended target group, the authors attitude toward the matter raised) could be distinguished. Both types of questions required integration of information on different textual levels (words, sentences, paragraphs, text) and were more or less equally distrib uted over the 25 questions per text. After discussing an example, students com pleted the tests individually. To examine the tests internal consistency, Cron bachs a coefficients were calculated on our own data, yielding high reliability scores of . 90 (n = 432) for the pretest, . 84 (n = All) for the posttest, and . 83 (n = 385) for the retention test. In fifth grade, the tests consisted of three modules of 25 multiple-choice ques tions each. All students took the first module of the test. Depending on these first This content downloaded on Fri, 15 Feb 2013 01:52:54 AM All use subject to JSTOR Terms and Conditions 299 Van Keer Verhaeghe results, students further completed an easier or more difficult module. Two types of questions requiring the integration of information on different textual levels could be distinguished: questions concerning the content and questions concern ing the communication the author  between and the reader. an After stu example, dents completed the tests individually. Scores were determined by summing the correct answers. For the reading comprehension test, IRT-modeled scores were on Item Response Theory (IRT), a common scale had been de available: Based allowing us to veloped for different grades and test versions (easy-difficult), or more difficult part of the test. Because they are all on the compare the easier same scale, the IRT-modeled scores also allow for direct comparison of the re occasions. To verify the relia sults a student obtained at different measurement  bility of the three modules of the pre-, post-, and retention tests, we computed Cronbachs a coefficients on our own data. Table 2 indicates that reliability of all measures comprehension was acceptable. test. We included second graders decoding fluency, which is a Decoding fluency combination of accuracy and decoding speed (Chard, Simmons, Kameenui, 1998), as an additional variable, because fluency can be considered a mediating factor on students reading comprehension achievement (Pressley, 2000). A stan dardized test (Brus, 1969) was administered individually to  all second graders; students were asked to read unrelated words with an increasing level of difficul ty during exactly 1min. The score was determined by counting the number of words read correctly. We collected fluency data in second-grade classes only be cause it is recognized that reading fluency is generally well developed at the end of the third grade (Bast Reitsma, 1998; Sticht James, 1984) and because it was too time to test consuming all fifth graders as well. individually on self-efficacy perceptions and related causal attributions. With Questionnaire  in the framework of the present study, we developed a questionnaire to measure TABLE a Coefficients 2. Cronbachs Comprehension for the Fifth-Grade Reading Tests Measurement occasion Posttest Pretest Test module n n an a .81 1 .76 2 3 .66 Note. At each measurement used. 468 167 271 occasion a different Retention test a .72 .76 .74 test with 442 256 175 an increasing This content downloaded on Fri, 15 Feb 2013 01:52:54 AM All use subject to JSTOR Terms and Conditions .76 .79 .77 41 level of difficulty 403 362 was 300. The Journal Education of Experimental  students preoccupation with positive or negative thoughts or related causal attri butions with regard to their reading ability. Inspired by the work of Ames (1984), we asked children to report how often such thoughts crossed their mind before, during, or after reading. Factor analysis revealed that success attributions and positive thoughts about ones own reading competence on the one hand and fail ure attributions and negative self-efficacy perceptions on the other hand are very (1984) and closely related. This result is in line with the findings of Marsh and Debus (1984), who stated that self-attribu  Marsh, Cairns, Relich, Barnes, can tions seen be as or expressions indicators ones of or self-concept self-effi we constructed two scales reflecting negative and cacy perceptions. Therefore, about ones own reading abilities. It should be positive thoughts, respectively, noted that capturing the incidence of self-efficacy-related thoughts does not give a direct measure of students self-efficacy perception but rather indicates the de a student is preoccupied with such thoughts. In this respect, related to (meta)cognitive activity than data collected gree to which data are more means the directly of more  traditional a However, questionnaires. self-concept by inci high dence of negative self-efficacy-related thoughts can be considered an indication of a low self-efficacy perception, but such a conclusion cannot be drawn from a low incidence of positive self-efficacy-related thoughts. The latter suggests only that the student is not preoccupied with thoughts about reading proficiency or success. We administered read graders and completed at each the questionnaire the questionnaire measurement occasion. In individually. second Fifth all grade, items were read out loud to and judged individually by the students. As can be seen in Table 3, reliability was high for the negative subscale, but it was somewhat lower for the positive subscale. To investigate the validity of the both questionnaire, TABLE scales were correlated a Coefficients 3. Cronbachs Preoccupation With Attributions with for the scholastic the Questionnaire Measurement 2nd grade Success Concerning occasion attributions negative 2nd grade 5th grade and self-efficacy perceptions Failure Posttest 5th grade anananan scale attributions positive sub and Self-Efficacy Perceptions Pretest Questionnaire competence .63 419 .69 441 .75 402 .71 426 367 .83 408 .84 368 .81 393 and self-efficacy perceptions .77 This content downloaded on Fri, 15 Feb 2013 01:52:54 AM All use subject to JSTOR Terms and Conditions 301 Van Keer Verhaeghe scale of a Dutch Profile for Children (Harter, version of the Self-Perception 1985). These analyses revealed that both positive and negative self-efficacy per ceptions were significantly (p 0. 01) correlated with the scholastic self-concept subscale with r = -. 40 (pretest) and r = -. 37 (posttest) for the negative self-effi = . 22 = . 19 cacy subscale and r (posttest) for the positive self-ef  (pretest) and r subscale. ficacy scale. Although we mainly focused on students self-effi cacy perceptions directly related to reading activities, we administered an exist (Veerman, Straathof, Treffers, Van den Bergh, ing self-concept questionnaire ten Brink, 1997), which is a Dutch version of the Self-Perception Profile for Children (Harter, 1985). Because the questionnaire was not appropriate for sec Perceived competence ond graders, we used the instrument with the fifth-grade group only. To verify the reliability of the different scales, we computed Cronbachs a coefficients. As can be seen in Table 4, the reliability of the measures was acceptable. As to the ques tionnaires validity, Veerman and colleagues investigations into the validity of self-report reported that, compared with other scales, the validity can be judged as moderate. Reading attitude scale. Both second and fifth graders completed a Dutch Read ing Attitude Scale (Aarnoutse, 1996) at the pre- and posttest. Fifth graders read and completed the questionnaire individually.

A Reflective Journal Entry

A Reflective Journal Entry In the majority educational situations, there is substantial energy expended as learners use critical-thinking skills to explore complex concepts central to their discipline. When learners systematically engage in significant thinking, they tend to expand insights not just into the concepts but in addition the learning process as well. Educators use various strategies in seeking the one best technique to engage learners actively in their learning. Abegglen, J. ONeill Conger, C. (1997) recognizes the significant contribution of critical reflection in the development of specialized knowledge and clinical expertise. Educators in education and nursing employ reflective learning journals to enhance creative and critical thinking among learners in the classroom (e.g., Allen Enz, 1986-1987; Hahnemann, 1986; Meyers, 1986; Meyers Jones, 1993; McCrindle Christensen, 1995) and in the practice setting (e.g., Alm, 1996; Sedlak, 1997). A few writers offer hold up for educators themselves to become inquiring teachers (e.g., Scho ¨n, 1987; Henderson, 1992) and other writers create models to enhance the teaching-learning process (e.g., McCaugherty, 1991; Hutchinson Allen, 1997; Riley-Doucet Wilson, 1997; Scanlon Chernomas, 1997; Wong et al., 1997; Kember et al., 1999). It is significant to note that this strategy of reflective learning journals promotes learners to turn out to be active learners. Definition: Although the frequent use of reflection and reflective learning journals in the literature, there is no consensus regarding how to define these terms. This lack of clarity creates tremendous difficulty in terms of operationalizing the ideas and in addition in comparing research findings Boychuk, (1999). Boyd and Fales (1983) define reflection as the process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self and which consequences in a transformed theoretical perspective (p. 100). This definition is widely used and appropriate to this research exploring the application of the Scanlon and Chernomas (1997) model. For purposes of this research, reflective learning journals refer to written documents that learners create as they think about different concepts, events, or interactions over a period of time for the purposes of gaining insights into self-awareness and learning. Regarding reflection as together compound and indefinable, Pierson (1998) suggests that reflection is a purposeful inter-subjective process that requires the employment of both calculative and contemplative thinking (p. 169). She expresses concern that calculative thinking (e.g., listing daily activities) instead of contemplative thinking (e.g., employing an interactive, conversational style of writing to expand self-awareness and understanding) may be more the norm in practice. Reflective thinking requires a trusting relationship if one is to write about individual thoughts, feelings, and experiences honestly; sufficient time to consider ideas significantly; active involvement; participation of self; and assurance. Assess, the root word of assessment, comes as of the Latin word assidere, which means to sit beside, to observe, talk by means of, and learn as of one another (Conrad, 1995). Traditionally, the word assessment has referred to the way teachers assign letter grades on tests and quizzes. Assessment has in addition been used as a way to discuss teaching effectiveness (Garfield, 1994). However, assessment is now taking on a new meaning. It should be a dynamic process that continuously yields information about learner progress toward the achievement of learning goals (Garfield, 1994). In order for assessment to be considered authentic, it must focus on whether or not learners can apply their learning to the suitable situations (Conrad, 1995). Methods used to measure learner learning range as of traditional standardized testing to a more organic, authentic approach to assessment. The current dispute in educational assessment stems as of the debate flanked by behaviourist and constructivist educators. Behaviourist theory originated as of the work of Ivan Pavlov, John B. Watson and B.F. Skinner and focuses on changes in behaviour that result as of stimulus-response associations made by the learner (Standridge, 2002). The learners are active respondents in the learning process and should be given the opportunity to demonstrate their learning through observable and measurable behaviours (Ormrod, 1999). Standardized testing is one of the most obvious ways to observe and measure changes in behaviour. Although they are easy to score and interpret, these tests imply that there is a separation flanked by knowledge and the learner (Worley, 2001). This method of assessment simply offers a way for assigning numerical scores to observa ble behaviours but does not reveal how the learner learned or how they will be able to use their learning to solve problems (Garfield, 1994). On the opposing side of the debate, constructivists argue that learners cannot continue to merely acquire knowledge and demonstrate it through observable and measurable changes in behaviour. Instead, learners must construct the meaning of knowledge as they learn it. Constructivist theory is based mainly on the work of Dewey, Piaget, and Vygotsky and stresses that learning involves an active process in which learners construct meaning by linking new ideas by means of their existing knowledge (Jones Brader-Araje, 2002). Knowledge does not exist outside of the learner. According to Kant, the mind offers the categories of knowing, while the real world offers the content. Knowledge is thus always a construction of the minds interaction by means of the world and cannot be reduced to one or the other (Elkind, 1998, p. 113) In reality, learners come to the classroom by means of a wide variety of prior experiences, knowledge and beliefs that may be cultivated to offer meaningful life-long le arning (Jones Brader-Araje, 2002). Therefore, alternative assessment methods such as recordings, checklists, diaries, portfolios, learner debriefings, peer conferences and reflective journal writing are necessary inside a constructivist classroom (Worley, 2001). Journal writing is the recording of daily events, personal reflections, questions about the environment, and reactions to experiences (Dyment OConnell, 2003). According to Chapman, it should reflect various types of writing as well as levels of complexity related to the task assigned in the prompt (Chapman, 1990). Instances of authentic writing in the journal include open-ended entries, where the learner constructs an entry using background knowledge, or short answer entries that demonstrate understanding of the content taught (Chapman, 1990). Journal writing can become one of the most significant components of the assessment process because it has the potential to promote critical thinking. It in addition reinforces the significance of writing across the curriculum by means of an emphasis on process rather than product, allows for personal expression, and serves as a record of thought. Journal writing helps learners understand how they learn and it gives a voice to those who are not good at expressing themselves orally. Finally, because reflective journal writing requires active participation, the learners take ownership of their learning Brookfield, (1998). According to Atkins, (1993), reflective journal writing serves four purposes for the learner and three for the teacher. The authors studied the journals, observation notes, conference notes and course-related projects of 34 learners in their first course of the teacher education graduate program at South-eastern University. For learners, journal writing serves as a permanent record of thoughts and experiences; establishes and maintains a relationship by means of the instructor; offers a safe outlet for frustrations and concerns; and aids internal dialogue. For the teacher, reflective journal writing serves as a window into learner thinking and learning; establishes and maintains a relationship by means of the learner; and serves as a dialogical tool. Finally, reflective journal writing offers an opportunity for both the teacher and the learner to assess learning. As Atkins, (1993) discovered in his research on more than 20 learners in his advanced mathematics course, reflective journal writing offers learners by means of the opportunity to express connections flanked by previous knowledge and new knowledge. Although one of his Iranian learners struggled by means of English vocabulary, he was able to describe a mathematic word problem in his own words by using connections to his culture Atkins, (1993). Reflective learning journals are recognized as a significant tool in promoting active learning among nursing learners. Essentially, nurse educators strive to encourage learners to think about past experiences, current situations, and expected outcomes of their actions so that they can explain what they do in the clinical setting and why. In other words, nurse educators seek to promote professional practice that is reflective rather than routine. The purposes in this paper are to discuss the application of two models of reflection to a set of reflective learning journals and to offer some recommendations for educators, researchers, and learners. Using a three stage model of reflection Alm, (1996), 52 nursing learners explored managerial concepts. The major findings indicated that learners may be categorized, according to Alm, (1996), as no reflectors (i.e., lack proof of purposeful appraisal), reflectors (i.e., demonstrate insight through analysis, discrimination, and evaluation), and critical reflectors (i.e., indicate a transformation as of initial viewpoint). The foundations for professional practice begin inside the educational system. Educators begin the process of assisting aspiring professionals to learn how to learn. Reflective learning journals have become a significant tool in nursing education to promote active learning among learners. Fundamentally, nurse educators strive to encourage learners to think about past experiences, current situations, and expected consequences of their actions so that they can explain what they do in various professional settings and why. Put another way, nurse educators seek to promote professional practice that is reflective rather than routine. The purposes of this paper are to discuss the application of two models of reflection to a set of reflective learning journals and to offer some recommendations for educators, researchers, and learners. The two models include the three stages of reflection Cavanagh, (1995) and the three levels of reflection Cavanagh, (1995). Conclusion: In conclusion, according to Conger, (1996), It is now widely accepted that successful professionals have to to reproduce upon their actions as mainly tasks they execute involve novel elements to which there are no described solutions (p. 18). The responsibility rests by means of educators to arrange professionals for reflective practice. Inherent in this accountability is the need to determine the extent to which learning actually occurs. Utilizing a model, as described in this presentation, offers strong evidence of learner learning. However, whereas the facilitation of learning stays by means of the educator, the final liability for learning resides by means of the learner. If we believe the words of Conger, (1996), we will all embrace the accountability plus joy of learning: Real knowledge gets to the heart of what it means to be individual. During learning we turn out to be able to do something we certainly not were able to do. Through learning we extend our capability to produce, to be part of the generative procedure of life. There is inside each of us a deep hunger for this kind of learning.

Film Research: Maze Runner

Film Research: Maze Runner INTRODUCTION The movie we have picked is The Maze Runner. This type of movie is thriller and action. The movie is released in September 11, 2014. The movie is where a boy named Thomas who wakes up in an old lift when he have reached up the surface he found out that he has been sent to a grassy place called the ‘Glade’. He was in shocked because he can’t remember anything. He met some group of boys that who had lived there for some years. The head of the Glade is Alby. He showed Thomas around the Glade and explains everything to him. When showing the Glade, Thomas showed interest on the door that lead to the maze. Alby told Thomas not to enter the maze because once they enter they can’t find any way out because the maze will change every time when night comes. One time, Thomas ran into the maze to save Alby and MinHo. Even though he had broken the rules he has been promoted to a runner. Thomas and MinHo then run inside the maze to find a way out. In the end, they found a way out leading some of the Gladers to be able to escape from the Maze. The target of the audience for our research is the college students in Tunku Abdul Rahman University College. There are many faculties in the college like Faculty of Applied Sciences and Computing, Faculty of Accountancy, Finance Business, Faculty of Engineering and Built Environment. The audience we are researching is on the Faculty of Applied Sciences and Computing, Faculty of Accountancy Business, Faculty of Engineering and Built Environment. The student age in Tunku Abdul Rahman University College we have research on is 18 to 26. The number of students we have targeted on is 50 students. There are 25 boys and 25 girls who have completed our research. Mostly of the students has watched the Maze Runner. LITERATURE REVIEW Media effect have been be doing research in 1940, that is a year before the time of television. Researchers show the image of national multiple voting. While the interviewer need to investigate the opinion or behaviour of a group of people by asking them question and that are is it the press and radio will influence public option for the forthcoming vote. The two step flow theory is a process of impacting the people. It is talk about the mass media influence the people and it will continuous affect people such as opinion leader will influence opinion follower. The characteristic of opinion leader mostly are active in social , they like to communicate with other and easy-going. At the same time, opinion follower will collect their knowledge. So actually this is a cyclic process. The next theory is Agenda setting , it is a theory that to cause the public have knowledge and also must relate to the main point of the collective of newspaper and magazines. And it is not bring the real message to us but it achieve to make us know what it really bring the message that almost close to us. Spiral of silence is discuss the overall opinion that is not supportive when the public intend to know they are only a smallest part in the whole. They not dare to provide their feeling and though, they prefer to keep their mouth shut and media will make them unable to speak. If one point are given that mean other one will vanish. Social learning theory is to grip someone awareness, inspiration and the capacity to remember things. People gain knowledge from take notice from others that are close to them . They like to watch attentively other state of minds and manners. Because they want to look resemble like them. This theory can define that people can absorb the fresh things and can improve the quality of themselves just by see the manner of people. RESEARCH There are two types of method use to get answers for the research such as survey in quantitative method and interviews in qualitative methods. We have used quantitative method in our research. Quantitative method is where people pass out surveys form to the people to fill in and this method can help calculate the percentage on how many people have respond to the question given in the survey forms. This method can help people who are researching for answers easier. That is why we used quantitative research because students would mostly fill in survey forms. We have collected data from the students of Tunku Abdul Rahman University College and we distribute our survey form in the library of the college. FINDINGS Qa) Do the college students watch The Maze Runner? Based on the bar chart above, 25 boys and 25 girls had watched The Maze Runner. Qb) Where do the college students watch The Maze Runner? Based on the bar chart above, 22 boys watch The Maze Runner at cinema while 3 of the boys watch it through the Internet. Besides, 23 girls watch this movie at cinema and 2 girls watch it through online. Qc) Are the college students aware of the values of courageous in The Maze Runner movie? Based on the bar chart above, 22 boys aware of the values of courageous in The Maze Runner movie while 3 of the boys did not aware of the values in this movie. There are 24 girls aware of the values of courageous in this movie and 1 girl do not aware of this value. Qd) What scene in The Maze Runner movie would the college students consider as courageous? Based on the bar chart above, the scene â€Å"fight with the griever† 5 boys and 4 girls consider it as courageous while the scene â€Å"want to be a runner† both boys and girls are same that is 5 people choose it. Furthermore, the scene â€Å"run out from the glade to find a way to escape from the maze† 7 boys and 10 girls consider it as courageous. 8 boys and 6 girls consider the scene â€Å"sacrifice yourself to save people† as courageous. Qe) After watching The Maze Runner movie, have college students try to be more courageous in real life? Based on the pie chart above, 12 boys and 10 girls say that after watching The Maze runner movie, they try to be more courageous in real life while 9 boys and 13 girls think that they are maybe change to be more courageous in real life. Only 4 boys and 2 girls say they are no change to be more courageous after watched this movie. Qf) In what way, do college students think the movie has taught them to be more courageous? (This question can choose more than one) Based on the bar chart above, 12 boys and 11 girls choose to face the challenge bravely, 5 boys and 7 girls choose to face the challenge bravely to overcome the fear in us. Moreover, 6 boys and 5 girls choose to seek help from family members when they face problem and 8 boys and 11 girls will find a solution when they face problem. If they cannot handle problem, they will work together with friends both 8 boys and girls choose this. Qg) Do college students consider themselves to be more courageous after they watch The Maze Runner movie? Based on the bar chart above, 18 boys and 15 girls say they consider themselves to be more courageous after they watch this movie. 3 boys and 8 girls say they didn’t change to be more courageous after watch this movie. CONCLUSION As a conclusion, we had done our survey by questionnaire method and we have conclude our understanding by the survey. Our survey forms were distributed to other different faculty students to fill in. According to the survey that we made, most of the students have already watch the movie ‘The Maze Runner’. The majority of students watching the movie is at cinema than downloading from the internet. There are majority of students are aware and minority students does not aware of the values of courageous in The Maze Runner movie. Majority of students consider that run out from the glade to find a way to escape from the maze as courageous. Many students also consider sacrifice yourself to save people as courageous. Some students consider being a runner as courageous. And minority of them consider fighting with the griever as courageous. Furthermore, mostly boy students feel that they will try be more courageous in real life after watching The Maze Runner movie and mostly girl students feel that maybe they will try to be more courageous in real life. A little group of them feel that they will not try to be more courageous in real life. Majority of girl and boy students also feel that the movie had taught them to be more courageous, so when they face any challenge, they will face it bravely. Some girl students also feel that if they face any problem, they will find a solution to solve it. Minority of boy students feel that when they face challenge, they need to face it bravely to overcome the fear in them and minority of girl students feel that when they have a problem that they can’t solve, they will seek help from their family members. Moreover, majority of boy and girl students consider themselves to be more courageous after they watch The Maze Runner movie. But a little group of boy and girl students does not consider themselves to be more courageous after they watch The Maze Runner movie. In short, we conclude that most of the Tunku Abdul Rahman University College students thinks that The Maze Runner movie is courageous.

Reflection Upon A Critical Incident Essay -- Reflection Upon Nursing S

This paper will reflect upon and explore a critical incident which occurred whilst attending a clinical placement. Reflective practice has become very popular over the last few decades throughout a variety of professions. In some professions it has become one of the defining features of competence. The wide spread utilization of reflective practice is due to the fact that it ‘rings true’ (Loughran, 2000). Within different disciplines, what is understood by reflective practice varies considerably (Fook et al, 2006). Despite this, some agreement has been achieved. In general, reflective practice is understood as the process of learning through and from experience towards gaining new insights of self and/or practice (Boud et al 1985; Boyd and Fales, 1983; Mezirow, 1981, Jarvis, 1992). This often involves examining assumptions of everyday practice. It also tends to involve the individual practitioner in being self-aware and critically evaluating their own responses to practice situations. The point is to recapture practice experiences and think about them critically in order to gain new understandings. This is understood as part of the process of life-long learning. Critical Incident Definition Critical Incidents are regarded as valuable learning tools for nurses. (Bailey 1995). Nurses are responsible for providing quality of care to patients (NMC 2015). In order to provide this care there is a need to have the ability to critically think, problem solve, make judgement and contribute to planning. Through the use of Critical thinking these skills can be developed, which can allows the nurse to analysis the situation through evidence , logical thinking and the actions that lead to the incident and will result in a change of p... ...lassets/siteDocuments/NMC-Publications/NMC-Standards-for-medicines-management.pdf O'Shea, Ellen (1999) Factors contributing to medication errors: a literature review Journal of Clinical Nursing 8:496-504] http://onlinelibrary.wiley.com/doi/10.1046/j.1365-2702.1999.00284.x/abstract?deniedAccessCustomisedMessage=&userIsAuthenticated=false Parkinson's Disease National Clinical Guideline for Diagnosis and Management in Primary and Secondary Care (2006) NICE Clinical Guidelines, No. 35. London: Royal College of Physicians (UK) http://www.ncbi.nlm.nih.gov/books/NBK48513/ Parkinson's UK (2015) http://www.parkinsons.org.uk/news/news-topics/research Pyne, R. On being accountable. (1988) Health Visitor Jun;61(6):173-5. http://www.ncbi.nlm.nih.gov/pubmed/3378907 "Understanding Parkinson's" Parkinson's Disease Foundation (2015) http://www.pdf.org/symptoms

Strength of African-Americans Essay examples -- American History, Raci

Langston Hughes wrote during a very critical time in American History, the Harlem Renaissance. Hughes wrote many poems, but most of his most captivating works centered around women and power that they hold. They also targeted light and darkness and strength. The Negro Speaks of Rivers and Mother to Son, both explain the importance of the woman, light and darkness and strength in the African-American community. They both go about it in different ways. Women are equated with water and the greatness that it possesses. In both poems Hughes displays African-American’s view of women and how they the key to maintaining a family. R. Baxter Miller states â€Å"her symbolic yet invisible presence pervades the fertility of the earth, the waters and the rebirth of the morning.† (35) Women are like rivers, they continue to flow, even when they cannot be seen. In Mother to Son the speaker reminisces on what his mother told him, which shows how powerful a woman really is. Water is also a very powerful source and contributes to everything. Just like water women contribute to life and the upbringing of children. The Negro Speaks of Rivers states â€Å"My soul has grown deep like the rivers† ( Norton Line 4, 2027.) In that one line Hughes demonstrates the likeness between women and water. Females contribute to the strengthening of one’s soul. Water is used as simile to compare the depth of the water, to the human soul. Fertility comes from water and women. Just like the Euphrates River in ancient Mesopotamia, women are the reason for fertility. The Negro Speaks of Rivers and Mother to Son both refer to back to Adam and Eve in different ways. Mother to Son does not have a direct reference to Adam and Eve, but it hints at the beginning, â€Å"Bare† (Norton L... ... giving in to the devil, which is unacceptable. In The Negro Speaks of Rivers strength is carried on from land to land and generation to generation. The ancestors traveled from Africa and kept their strength, which carried on to future generations. Their strength allowed them to deepen their connection with each other and their surroundings. The Negro Speaks of Rivers and Mother to Son, explained the importance of the woman, light and darkness and strength in the African-American community. Hughes made a very clear and concise statement in focusing on women and the power they hold, light and darkness, and strength. Did his poems properly display the feelings of African-American’s in that time period? It is apparent that Hughes felt a sense of pride in his culture and what they had to endure. After all â€Å"Life ain’t been no crystal stair!†(Norton, Line 2, 2028) Strength of African-Americans Essay examples -- American History, Raci Langston Hughes wrote during a very critical time in American History, the Harlem Renaissance. Hughes wrote many poems, but most of his most captivating works centered around women and power that they hold. They also targeted light and darkness and strength. The Negro Speaks of Rivers and Mother to Son, both explain the importance of the woman, light and darkness and strength in the African-American community. They both go about it in different ways. Women are equated with water and the greatness that it possesses. In both poems Hughes displays African-American’s view of women and how they the key to maintaining a family. R. Baxter Miller states â€Å"her symbolic yet invisible presence pervades the fertility of the earth, the waters and the rebirth of the morning.† (35) Women are like rivers, they continue to flow, even when they cannot be seen. In Mother to Son the speaker reminisces on what his mother told him, which shows how powerful a woman really is. Water is also a very powerful source and contributes to everything. Just like water women contribute to life and the upbringing of children. The Negro Speaks of Rivers states â€Å"My soul has grown deep like the rivers† ( Norton Line 4, 2027.) In that one line Hughes demonstrates the likeness between women and water. Females contribute to the strengthening of one’s soul. Water is used as simile to compare the depth of the water, to the human soul. Fertility comes from water and women. Just like the Euphrates River in ancient Mesopotamia, women are the reason for fertility. The Negro Speaks of Rivers and Mother to Son both refer to back to Adam and Eve in different ways. Mother to Son does not have a direct reference to Adam and Eve, but it hints at the beginning, â€Å"Bare† (Norton L... ... giving in to the devil, which is unacceptable. In The Negro Speaks of Rivers strength is carried on from land to land and generation to generation. The ancestors traveled from Africa and kept their strength, which carried on to future generations. Their strength allowed them to deepen their connection with each other and their surroundings. The Negro Speaks of Rivers and Mother to Son, explained the importance of the woman, light and darkness and strength in the African-American community. Hughes made a very clear and concise statement in focusing on women and the power they hold, light and darkness, and strength. Did his poems properly display the feelings of African-American’s in that time period? It is apparent that Hughes felt a sense of pride in his culture and what they had to endure. After all â€Å"Life ain’t been no crystal stair!†(Norton, Line 2, 2028)

Assess the Role of Effective Communication and Interpersonal Interaction Essay

When children are affected by terminal illnesses it is heartbreaking for all involved. A child dying disturbs some of our deepest conventions: Children are symbols of future potential and hope. Therefore their deaths cause us to mourn more deeply than we would for others. Before starting any thinking about how you are going to tell your patient/parent there are a few valuable things that you must remember and these are all to do with being a good communicator. †¢Eye contact – Your eye contact needs to be confident and you need to be able to look at these people straight in the eye when breaking this news. However do not be over bearing or intimidating as you may make the patient/parent feel uneasy and uncomfortable. †¢Body Language – Again your body language must be confident, as if you are confident there is more chance of making the patient/parent more comfortable and to place more trust in you, however if you where showing signs of being nervous or scared to inform them of this news then you will make this ordeal twice as bad for the patient/parent. †¢Speech – Again confidence is key, no shouting or loud voices as this becomes scary however quiet voices are not good either. You need to be clear and calm there can be no room for shakiness or rumbling in your voice. To break the news to a parent/patient we need to make sure that we ourselves are sufficiently informed concerning the patient’s situation and illness. You also must make sure that you are able to break this news in the best way possible for the patient. There are three main steps in which you should follow; 1.Preparing for the consultation You need to firstly ask your receptionist to make an appointment with the patient/parents as they need to hear this from you in a face to face situation. This then gives them the opportunity to ask you questions. You must ensure that it is possible for the patient/parent to bring along a spouse or companion, you also have to ensure that you have all of your time is focused on these people and that there will be no distractions. It should be possible for all mobiles and pagers to be switched off. The last part of this stage is to know your patients illness through and through, their can be no room for error in this situation and everything you say must be the truth. 2.Communication This is a key step and must be followed to the best of your ability. Ensure that you have structure to the consultation. You must remember that the patient/parent may not be in employment within the health sector, so therefore you must use language that is appropriate, however do not treat or underestimate how much your patient/parent may know. You may want to prepare them with â€Å"Am sorry, but this isn’t good news† just so that there are no false hopes. Know how much the patient/parent knows about the illness and possibly break it up into stages; diagnosis, implications, treatment. Patients will change in the amount of honesty they want and may appreciate some ambiguity if the prognosis is very poor; an individual assessment will need to be made. Honesty includes being honest about what you do not know too. Judge how the patient/parent is taking this information do they need to know more right now or could it be left for another day. Always ensure th ey are comfortable and that you have as much time as possible for them. 3.Conclude Consultation You need to be positive with the patient/parent at this time, but not over the top. A follow up appointment should be made and make sure they know that you are there for them whenever they have any questions. Try to leave on a positive note, as if the see you are positive it may indeed give them more courage. All families are different and talking to the parents first about the situation that they are in is the best thing that you can do. Obviously you wouldn’t go straight to the child. The family and you should talk through options and ways that everyone in the family can get through this horrid ordeal, you will be able to give suggestions in which is the best route to go down but ultimately the family will decide. However they are going to need your full support and you are going to need to call on a lot of resources. There are many resources you could get in contact with and a child and adult psychologist will most certainly be needed. Suggest all groups and councillors that help families deal with this trauma as they are going to need a lot of help. Communication Theory I myself would use this particular communication theory as it is based on a one to one and I honestly believe that this type of news can only be broke to someone in this type of situation. However it all depends on what you think is best for the patient/parent. Michael Argyle is widely known as one of the best social psychologist of the twentieth century. Michael Argyle believes in the communication cycle, he believes that it is just as important as driving a car and that everybody should learn it. The theory behind this thinking is that Argyle believes to be able to drive a car you have to change your methods to match the conditions of what is happening on the road. Argyle believes that when driving a car you need to be constantly watching your surroundings and figuring out how to respond to and when to respond and then repeating this cycle until your journey is over. Argyle believes that almost the same cycle is needed in communication.

Hofstede Comparison of Germany and China Essay

Hofstedes five di manpowersions atomic number 18 a useful tool to pay off rough unitary an insight of different refinings. These elements wee-wee a coun canvass demeanour scatencies rather than an exact prescription. There be weaknesses to Hofstedes Five Dimension theory as it whitethorn too soft encourage stereotyping. Even in countries as sm entirely as the UK, non all citizens argon alike e.g. it is argued that the culture in the North of England is quite different to the S exposeh. Hofstede has alike been criticized for being too simplistic proposed Hofstedes theory does open us a general base to practice from. 74 countries ar listed on Hofstedes website from which information merchant ship be skeletal to betray comparisons non only amidst countries but against the world middling to bounce a broader picture. The fol uttering graph gives a comparison between Germ each and mainland chinawargon. It also al slumps for judicial last against the Asian amo unt and earthly concern average and our sustain British culture as benchmarks.Hofstede Comparison UK, Ger some, mainland chinaAsian fair and domain of a function mediumComparison of Germany and chinawargon bureau Distance Index Germany 35 LOW china 80 game individualism Germany 67 amply china 66 LOW masculinity Germany 66 spicy china 66 gameyUn indisputablety scheme Germany 65 HIGH mainland china 30 LOW gigantic Term preference Germany 31LOW China 118 HIGHPower Distance Index PDIPower Distance measures equality of precedent in purchase order and how very much people ar ordaining to allow or give in to superiority. Countries with blue get ahead be to operate with power being condition to the top few, with little direction for start rank intervention. Low scoring countries any spread power through military commission or encourage input from much levels of society.Germany 35 China 80 World Average 55LOW precedent outperform CULTURESHIGH POWER DISTANCE CULTURESDemocratic c beAutocratic counselingManagement and subordinates treat one other(a) as equals. Mutual delight in is given. Managers bear subordinates to obey them. Subordinates automatic respect with stoping it to be earned. Power is de-centralisedPower is centralisedSubordinates stockpile to offer their likings and reside initiative Managers take the initiative and subordinates obey given instructions. Subordinates convey to be ponderedSubordinates pay to be told what to do. cast is disapprovedStatus and privileges for handlers is expected and respected brotherly interactions ar informalSocial interactions are formalNarrow commence of salariesWider range of salariesDespite a salient departure in PDI nocks, Germany and China share some similarities with how motioners accept authority and power. The above skirt channelises typical examples of low power withdrawnness cultures however, Germany does non necessarily follow these traits scorn having a low PDI scratch. Germans like revisal and regulations and in a twain channel and society people carry to fill out what is allowed and what is forbidden. Power Distance is a low 35 in Germany. It is the same as in the UK yet significantly down the stairs the World average of 55. This score points German society, work and families treat people with equality, promote collaboration and a fair ethnical environment. German handlers and employees are frequently eras close, (reflected in the medium to low power outer space (PD) in German culture) because they believe that they are workings together to create a dangerous product. Germany hasa democratic political system and is de-centralised.Business organisations die hard to fill flat structures with relatively small numbers game of supervisors, however it also is cognise to be departmentalised and centralised (Dereksy, 2011). In clientele, Germans are known to be assertiv e, though not high gear-pressure. Decisions are centralised although on occasion consensus is some epochs sought if the situation warrants it. Employees do not question the authority of their managers and are genuinely loyal to their companies. Before roughly billet deals are done, there has been take careable small analysis before commitment. Once a project or deal is commit to, staff make water high self-assertion in the order and China has a high ranking of 80 than both Germany and the World Average which mode that the power distance remains high in line of reasoning and in society in general. This means that people are little allow foring to challenge authority which is belike due(p) to old communism beliefs which motion slightness have a sound submit on peoples behaviour. China continues to receive criticism for not pickings human rights seriously. When doing business in China one moldiness be conscious of this large hierarchy gap. It is often embarrassing to move up on their corporeal ladder compared to other cultures. PDI Suggestions for manager advent from Germany to ChinaIn China, greetings are forever and a day done in age order, so ensure the eldest in the room is greeted first. Status is very important in China so do not call someone by their Christian prepare until they invite you to do so. Instead, ever so address them by using their sound title, eg Dr or Professor. Ensure your business separate have your full qualifications on. If any large announcements to general staff are urgencyed, put across a senior member of management do it. Do not expect senior management to accept your ideas. Whilst they about likely will have no intention of accepting any ideas you whitethorn offer, they may politely say they will consider them to save grammatical construction. allow us think about it is the Chinese way of saying no practice power to exercise authority control subordinates what to do do not expect them to work it ou t themselves.IndividualismIndividualism refers to how independent people are. Countries with high wads indicate people are self- motivated, much self-reliant and self-concerned whereas countries with lower scores suggest citizens conform to societys norms and consider gathering needs as much important than their own. Germany 67China 20World Average 43Germany scored 67 points on individualism, the leadency of people to boldness after themselves and their immediate family only. That score is 56% higher(prenominal) than the world average score for individualism. consequently, Germany has a highly individualistic society. In much(prenominal) cultures individuality, independence, and self-determination are valued. Trompenaar agrees that Germans place high priority on tone after themselves and their immediate family. At work, however, Germans together with assume responsibilities and achieve goals in pigeonholings. Negotiating decisions is often referred to committees. Hofstede found that wealthier countries tended to have higher scores in Individualism (Hodgetts et al, 2006) however, given that China is now the second largest economic system in the World and their IND score is only 20 Hofstedes theory can be disputed. The Chinese rank lower than any other Asian country in the Individualism (IDV) ranking, at 20 compared to an average of 25. This may be attributed, in part, to the high level of emphasis on a Collectivist society by the communist rule, as compared to one of Individualism.Confucianism also plays a large part as Chinese place value on longsighted term satisfaction than short-run greed. union is achieved by bragging(a) face to others and avoiding losing your own face. In collectivist cultures such as China, people work together in assorts and often put the needs of that assembly ahead of their own personal wants. They c quicken shared responsibility. Chinese business habits tend to stay with the same partners or suppliers to detainm ent loyalty and not deteriorate relationships. So when doing business with others it is a good idea to select a good strong partnership that has potential to last a long measure. It is looked down upon if you frequently diverge business partners.IDV Suggestions for manager coming from Germany to ChinaFocus on how change is good for the group (appeal to the common interest). lay off the group to formulate and ask questions.Allow the group to consult with each other and go through time working out their responses, questions, and concerns push indorse to build lasting relationshipsTry working through an individual or an brass section who introduces you formallyChinese like to work with people they know Avoid postulation pointed questionsDo not expect decisions make at concourses as meetings are only if forums for exchange of information Allow time in meetings for team members to consent and consult Standing out from the crowd can be viewed as very negative and result in pers onal difficulties, and then try to blend in with the group and put their needs first.MasculinityMasculinity looks at how people react to one another. Countries with high mascu declination scores tend to have a society which prize stereotypical manlike behaviour hedonistic, materialistic, dominant, aggressive and competitive, viewing feminine behaviour as weak. Countries with low masculinity scores tend to have strong welfare prolong and more equality between the sexes.Germany 66 China 66 World Average 50Germany scored 66 points on masculinity, a cultural lineament in which success, property and material possessions form the dominant value in society. That score is 32% higher than the world average score for masculinity yet equal to that of the UK and China. According to Hofstedes model, Germans place greater importance on earnings, recognition, advancement and challenge. Germany is a male-dominated society few married women work outside the base of operations However, th is is irksomely changing in the younger generations of Germany. Women are becoming more judge in higher positions. Officially, women in China have the same rights as men in the workplace and the society has promoted this whiz of equality over the past cardinal years or so. However, traditional Confucian persuasion does not sit tardily with this notion of gender equality and it is fairly ironic that the liberalisation policies of the last ten dollar bill might have reversed many of the advances made by women in Chinese society under the previous hard line regimes.In China, the strong preference of boys is due to the traditional values. Men hold most of the responsibility and power positions although there is a high level ofconsensus between genders in China. However, the responsibility for finding childcare remedy tends to fall with women which may be a contributor to the low numbers of women in senior management positions. The value primed(p) on work is similar in Germany and China, according to Hofstede, yet both countries have few women in senior management. MAS Suggestions for manager coming from Germany to ChinaForeign businesswomen will be treated with great respect and courtesy. They may find that, within a delegation, the Chinese defer to male colleagues disregarding of the actual seniority of the western party the Chinese assumption being that the male will naturally be the decision-maker. thusly a German woman manager must anticipate this and not be offended by this reaction so she saves face Gradually over time, this manifest sexism will fade if she takes the time and ennoble grace to build relationships slowly.Uncertainty Avoidance IndexUncertainty scheme, as the name suggests, focuses on how and by whom risk is managed. Countries with low levels of distrust indicate strong political control to maintain as much stability and order as workable for risk elimination. Countries with lower scores tend to allow individuals to manage the ir own risks, which provide environments with more innovation.Germany 65 China 30 World average 64Germany scored 65 points on Hofstedes perplexity avoidance index. That score is only 1% above the world average score for uncertainty avoidance. Thanks to their need for security, Germans insist on written rules and detailed codes of conduct. Germans are not keen on uncertainty, by planning everything carefully they try to avoid the uncertainty. In Germany there is a society that relies on rules, laws and regulations. Germany wants to reduce its risks to the minimum and proceed with changes shout by step. China presents a high degree of acceptance of uncertainty, which is a characteristic of a society that does not try to take control of the future, and that is not panicky of unfore nabn situations. Contrary to Germany, Chinese society does not feel such an itch to establish strict rules toovercome uncertainty or ambiguity. It is also characteristic of a society that is more to lerant towards opinions, behaviours that are different from its own, and changes. And it is a more broody society which does not feel the need of controlling its environment.UAI Suggestions for manager coming from Germany to ChinaPresent a bottom line and an objective, then build your case around questions Expect frequent rescheduling of meetings. It is a good idea to set up appointments a few weeks in advance and confirm 1-2 days before the scheduled meetingLong-term tasteLong-term orientation concerns how cultures view time and exertion, whether business and relationships are nurtured over a period of time or if more emphasis is placed on short-term reward. Long-Term Orientation is the fifth dimension of Hofstede which was added after the certain four to try to distinguish the going in thinking between the einsteinium and West. From the original IBM studies, this difference was something that could not be deduced. Therefore, Hofstede created a Chinese value pot which was distributed across 23 countriesGermany 31 China 118 World Average 45.short-term OrientationLong-term Orientation agile gratification requiredDeferred gratificationTraditions are sacred and upheldTraditions adapt to change manipulation values are taughtFrugality and perseverance is taughtSpendSave or orderQuick profits structure a lasting business incomeAnalytical thinkingSynthetic thinkingGermany is typical of Westernised cultures with regards to having short-term orientation. Germany is renowned for its appreciation of efficiency. People from cultures where managers are expected to develop a closer, more intimate ambience can see the German manager-subordinate relationship as distant and cold. Germans put legality and directness before diplomacy, believing that the fact is the important air and that personal emotions should not deflect the truth from being spoken. This directness can be interpreted by certain cultures such as China, as rude. China slow and steady wins the r ace for business deals. Building strong, reliable, lasting relationships is key for the Chinese. A certain amount of trust must be gained before any decision is met. It may take three to four clock the length of time to finish the business deal compared to your cultural standards. So if you do not come to a ready agreement, dont be discouraged, make the client feel comfortable and show your patience.The Chinese never like to rush into things. Geert Hofstede analysis for China has Long-term Orientation (LTO) the highest-ranking factor of all countries. China has such a high LTO score, it is even 30% higher than the Asian average score which is already nearly twice the World average. This shows how much emphasis China places on this dimension, indicating a societys time perspective and an attitude of persevering that is, overcoming obstacles with time, if not with will and strength. This means that perseverance and economy are the basic values in China, these values being taught by Confucianism, which is astray established in China. Also, Chinese culture is neutral, contrary to the French culture which is affective. Which means that in China feelings are not readily pull outed and physical fall into place avoided, while in France like in all other Mediterranean cultures the behaviour is expressive and gestured, and people like to express their feelings and physical contact. Chinese culture is mark by respect and loyalty, which makes them reliable partners. They party favor the interest of the group and in special(prenominal) are extremely perseverant and formidable business people.LTO Suggestions for manager coming from Germany to ChinaThis is arguably the area requiring the most attention from a German manager.Meetings are about create relationships and exchanging information it is rare for a decision to be made within the meeting. Therefore a German manager must not show impatience. Use less direct languageHold back on the truth, to help others save f aceBuild relationships slowly.Try gift giving, as a thank you is often not considered enough, and at worst rude. Allow the group to consult with each other and spend time working out their responses, questions, and concernsBing., J.,W., 2011. Hofstedes consequences The impact of his work on consulting and business practices, An Executive Summary. ITAP outside(a) Inc . forthcoming fromhttp//www.itapintl.com/facultyandresources/articlelibrarymain/hofstedes-consequences-the-impact-of-his-work-on-consulting-and-business-practices.html Accessed 17 March 2011.Burke, R., J., Cultural set and Womens Work and Career Experiences. Deresky, H., 2011. foreign Management Managing Across Borders and Cultures. 7th ed. reinvigorated Jersey Prentice Hall Hodgetts, R., M., and Luthans, F., and Doh, J. P., 2006. International Management. 6th ed. New York McGraw-Hill WorldBusinessCulture.com, 2011. For both China and Germanyhttp//www.worldbusinessculture.com/Women-in-Business-in-China.html