Jetblue Airway Management Growth

Jetblue Airway Management Growth JetBlue was established by David Neeleman in the later years of the 90’s. It is an airline that offers various differentiated services at a low cost. Therefore, it follows the strategy of being the best cost provider aimed at giving its customers a high value for their money.Advertising We will write a custom critical writing sample on Jetblue Airway: Management Growth specifically for you for only $16.05 $11/page Learn More This report will seek to distinctly highlight how the company can be able to achieve its cost spot through the capacity to slot in nice-looking characteristics at abridged prices. Through the management strategic approaches undertaken, JetBlue has the capabilities and resources to expand its growth and profitability as will be evidenced by this report. Analysis JetBlue Airways serves 57 cities with approximately 650 daily flights throughout North and Central America plus 10 international flights. A low-cost airline requires high e fficiency in its operations and it is very crucial to come up with very strategic measures so as to remain competitive. The critical aspect lies in the fact that, as much as the organisation is aimed at maximising profits, it is also bound to meet its strategy of offering low-cost fares and also offer high quality services. JetBlue has a mission of being a leading low-fare, low-cost passenger airline aimed at offering high quality customer service to underserved markets and customers looking for the best value in their flight. JetBlue owns the newest and advanced planes that are reliable, safe, fuel efficient, utilising advanced technologies and unique in multi-media entertainments. Prior to 2007 during Neeleman’s tenure, JetBlue was prosperous and consistent in strategic moves producing the best in the airline industry. As a response to the 2007 ice storm, Neeleman instituted the Passenger Bill of rights while at the same time setting systems in place that could hold more re servations agents in future crisis times. The main strategic expectation of the move was in the intent of becoming America’s favourite airline. Company Strategies of Management Growth at JetBlue Strategic management is an aspect within any organisation that is very crucial for development and growth so as to realise considerable growth. According to Hunger and Wheelen (2), strategic management can be termed as set of managerial decisions and undertakings aimed at determining the long-run performance of the corporation in question.Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The decisions and actions determining the effective long-run performance of a corporation are very critical in determining the eventual performance of the organisation. According to New York Times , an example of a problem faced by JetBlue is the winter of February 2007 which forced airlin es to cancel flights or delay them leading to hundred of travellers stranded in airports across America. JetBlue failed to cancel or delay flights until it was too late. This led to considerable losses amounting to 30 million dollars. This clearly shows the importance of prior anticipation of probable crisis and measures to undertake. Key implementation strategies and the basic competitive-advantages are reinforcing the labour force productivity, outstanding quality examinations and innovations with prices that are fair and at the same time reasonably priced by many. Further, JetBlue strategises at providing low cost of the ticket system, as well as competent aircraft operation. The main issues at hand for tackling are the rising fuel costs, lack of proper training to the employees, too main luxuries among the customers, baggage loss and complaints from customers. The rise of fuel cost has a direct or indirect effect on many other areas of operation. For example, rising fuel costs l eads to increase in cost of tickets for clients as well as bag surcharges. A notable plan by JetBlue to fuel growth would be adding a number of flights to existing routes, connecting new city pairs among the destinations that have already been served. Further, entering into new markets usually served by higher-cost, higher fare airlines would also mark a great move to ensuring sustainability and profitability in the airline industry. On the same note, establishing viable partnerships and mergers would present a milestone achievement in the realisation of management growth. As a result of few aircraft in JetBlue’s fleet, an alliance would be a viable way for JetBlue to capitalise on the venture into the international market opportunities. The culture of JetBlue whereby, the crew members have easy access to the, management crews should be well maintained by establishing a unit within the management that caters for strategic and upcoming crew issues.Advertising We will w rite a custom critical writing sample on Jetblue Airway: Management Growth specifically for you for only $16.05 $11/page Learn More With the global development and probable increase of commitments by the higher management teams, it would be very difficult for them to attend to every employee’s issues even via mails. Thus, to preserve the culture, a crew welfare department looking into issues from the crew members is imperative. Credibility of the Strategic Measures â€Å"It is valuable to customers having their flights departure as planned.† (Hitt, Ireland and Hoskisson, 215). JetBlue works towards providing superior services that meet all the needs of their customers in the air travel experience. Thus, to provide confidence among the customers, JetBlue ought to focus at ensuring that service delivery is of high quality. The main issue of JetBlue specified in the aviation industry is competition. The aspect of cost leadership and differentiation are k ey strategies present for JetBlue to remain afloat amid the prevailing hardships. Talking of establishing new flight destinations, JetBlue would determine the cities to include in the flight pattern by analysing the executive study information availed at the Department of Transportation. This will give an account of number of passengers, capacity and average fares over time charged in the regions. The credibility of the strategy behind getting into alliances finds its basis in the fact that, with smaller aircrafts, it would be technically difficult for them to fly overseas. Therefore, by getting into alliances, its operations would be heightened and the strategic move of flying overseas realised.Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Although fuel prices pose a point of concern, they affect the industry in the same way; thereby airlines have opportunities to mitigate the risks. The introduction of new flight routes would see JetBlue raise fares in these routes thereby supplementing on profit maximisation. Further, reduction of capacity and costs can be through selling of used fleets like the Airbus A320. The strategic aspect of realising increased productivity can be through attraction of customers in sufficient volumes by featuring free internet sessions, comfortable seats with more legroom and unlimited catering services. On the same note, the introduction of private massage parlours, manicure and hairstyle services for travellers, as well as children play areas like bouncing castles at the terminals would see high influx of customers attracted by the extra services they get as they await their scheduled flights. Finally, for any organisation, being successful not only means being profitable and staying in bus iness, but maintaining an organisational culture that is value based and of high commitment. The success of JetBlue ought to come from within, therefore, without a value based culture, it will suffer considerably. This calls for strategic measures aimed at expanding the scope and coverage of service delivery while at them same time, maintaining every aspect within the company. This culminates into the fact that, the new strategic moves ought to maintain and improve the existing culture of JetBlue.

The Battle of the Seelow Heights in World War II

The Battle of the Seelow Heights in World War II The Battle of the Seelow Heights was fought April 16-19, 1945, during World War II (1939-1945). Part of the larger Battle of the Oder-Neisse, the fighting saw Soviet forces attempting to capture Seelow Heights to the east of Berlin. Known as the Gates of Berlin, the heights were assaulted by Marshal Georgy Zhukovs 1st Belorussian Front. Lasting three days, the battle saw extremely bitter fighting as German troops sought to defend their capital. The German position was finally shattered on April 19, opening the road to Berlin. Background Since fighting began on the Eastern Front in June 1941, German and Soviet forces were engaged across the width of the Soviet Union. Having halted the enemy at Moscow, the Soviets were able to slowly push the Germans west aided by key victories at Stalingrad and Kursk. Driving across Poland, the Soviets entered into Germany and began planning for an offensive against Berlin in early 1945. In late March, Marshal Georgy Zhukov, commander of the 1st Belorussian Front, traveled to Moscow to discuss the operation with Soviet leader Joseph Stalin. Also present was Marshal Ivan Konev, commander of the 1st Ukrainian Front, whose men were positioned to Zhukovs south. Rivals, both men presented their prospective plans to Stalin for the capture of Berlin. Listening to both marshals, Stalin elected to back Zhukovs plan which called for an assault against the Seelow Heights from the Soviet bridgehead over the Oder River. Though he supported Zhukov, he informed Konev that 1st Ukrainian Front should be ready to strike against Berlin from the south should the 1st Belorussian Front become bogged down around the heights. With the fall of Kà ¶nigsberg on April 9, Zhukov was able to rapidly redeploy his command to a narrow front opposite the heights. This corresponded with Konev shifting the bulk of his men north to a position along the Neisse River. To support his build up in the bridgehead, Zhukov constructed 23 bridges over the Oder and operated 40 ferries. By mid-April, he had assembled 41 divisions, 2,655 tanks, 8,983 guns, and 1,401 rocket launchers in the bridgehead. German Preparations As Soviet forces massed, the defense of the Seelow Heights fell to Army Group Vistula. Led by Colonel-General Gotthard Heinrici, this formation consisted of Lieutenant General Hasso von Manteuffels 3rd Panzer Army to the north and Lieutenant General Theodor Busses 9th Army in the south. Though a sizable command, the bulk of Heinricis units were badly under strength or composed of large numbers of Volksturm militia. Colonel-General Gotthard Heinrici. Public Domain A brilliant defensive tactician, Heinrici immediately began fortifying the heights as well as constructed three defensive lines to defend the area. The second of these was located on the heights and featured a variety of heavy anti-tank weapons. To further impede a Soviet advance, he directed his engineers to open dams further up the Oder to turn the already soft floodplain between the heights and the river into a swamp. To the south, Heinricis right joined with Field Marshal Ferdinand Schà ¶rners Army Group Center. Schà ¶rners left was opposed by Konevs front. Battle of Seelow Heights Conflict: World War IIDates: April 16-19, 1945Armies Commanders:Soviet UnionMarshal Georgy Zhukovapproximately 1,000,000 menGermanyColonel-General  Gotthard Heinrici112,143 menCasualties:Soviets: approximately 30,000-33,000 killedGermans: approximately 12,000 killed The Soviets Attack At 3:00 AM on April 16, Zhukov commenced a massive bombardment of the German positions using artillery and Katyusha rockets. The bulk of this struck the first German defensive line in front of the heights. Unknown to Zhukov, Heinrici had anticipated the bombardment and had withdrawn the bulk of his men back to the second line on the heights. Surging forward a short time later, Soviet forces began moving across the inundated Oderbruch Valley. The swampy terrain, canals, and other obstructions in the valley badly impeded the advance and the Soviets soon began to take heavy losses from German anti-tank guns on the heights. With the attack bogging down, General Vasily Chuikov, commanding the 8th Guards Army, attempted to push his artillery forward to better support his men near the heights. Soviet artillery during the Battle of Seelow Heights, April 1945. Bundesarchiv, Bild 183-E0406-0022-012 / CC-BY-SA 3.0 With his plan unraveling, Zhukov learned that Konevs attack to the south was having success against Schà ¶rner. Concerned that Konev might reach Berlin first, Zhukov ordered his reserves to move forward and enter the battle in the hope that added numbers would bring a breakthrough. This order was issued without consulting Chuikov and soon the roads were jammed with 8th Guards artillery and the advancing reserves. The resulting confusion and intermixing of units led to a loss of command and control. As a result, Zhukovs men ended the first day of battle without achieving their goal of taking the heights. Reporting the failure to Stalin, Zhukov learned that the Soviet leader had directed Konev to turn north towards Berlin. Grinding Through the Defenses During the night, Soviet artillery successfully moved forward. Opening with a massive barrage on the morning of April 17, it signaled another Soviet advance against the heights. Pressing forward throughout the day, Zhukovs men began to make some headway against the German defenders. Clinging to their position, Heinrici and Busse were able to hold until nightfall but were aware that they could not maintain the heights without reinforcements. Though parts of two SS Panzer divisions were released, they would not reach Seelow in time. The German position at the Seelow Heights was further compromised by Konevs advance to the south. Attacking again on April 18, the Soviets began to push through the German lines, though at a heavy price. By nightfall, Zhukovs men had reached the final line of German defenses. Also, Soviet forces were beginning to bypass the heights to the north. Combined with Konevs advance, this action threatened to envelop the Heinricis position. Charging forward on April 19, the Soviets overwhelmed the last German defensive line. With their position shattered, German forces began retreating west towards Berlin. With the road open, Zhukov began a rapid advance on Berlin. Aftermath In the fighting at the Battle of the Seelow Heights, the Soviets sustained over 30,000 killed as well as lost 743 tanks and self-propelled guns. German losses numbered around 12,000 killed. Though a heroic stand, the defeat effectively eliminated the last organized German defenses between the Soviets and Berlin. Moving west, Zhukov and Konev encircled the German capital on April 23 and the former began the final battle for the city. Falling on May 2, World War II in Europe ended five days later.

Should We Do More To Deal With The Problem Of Domestic Violence, Or Is Research Paper

Should We Do More To Deal With The Problem Of Domestic Violence, Or Is The Problem Exsggerated - Research Paper Example Before going into the discussion regarding whether problem of domestic violence exists or not, let us get a better understanding of what domestic violence actually is. Domestic violence is a type of violence that occurs in a family. Some close family relationships such as husband, wife, children, or people having blood relationships with each other are generally involved in the domestic violence. One of the biggest dilemmas regarding domestic violence is that women generally are not aware of their basic rights which are given to them by the governments and that is the reason why they do not speak a word in front of anyone as the result of which they are constantly tortured and violated by their husbands. Although a lot of research on the issue of domestic violence has been done in the past, but we hardly find any research typically based on the issue of domestic violence as a real or exaggerated problem. However, there is some helpful research, which is done on different topics related to domestic violence. I will also make use of previous research in order to get a suitable answer to my question. Berrios and Grady assert, â€Å"Domestic violence is a pervasive and frequently unrecognized cause of injury among women†. Domestic violence can also be defined as those violent behaviors that are shown by one person to the other person in order to gain or maintain a psychological or physical edge over the other person. Stets, in his research, found that repeated violent acts usually occur due to the desire of men to take control of the behavior of women living around them. Richarson and Feder found that a large number of women having relationships with their boyfriends and husbands undergo physical injuries, mental cruelty, and forced sexual relationships. In the past, the issue of domestic violence was not considered an important issue. That is the reason why it has come out as one of the major problems for the today’s world. People also did not use to think much

Urban economics homework Assignment Example | Topics and Well Written Essays - 500 words - 3

Urban economics homework - Assignment Example b) Utilities are a typical household expense that can drive a person’s monthly expenses up or down, depending on the season. Therefore, it is not possible that all the 50 residents can have the same level of utility. c) Capitalization causes the equilibrium, and the price per unit housing may differ following the fact that, equilibrium between the two jurisdictions, and poor households are the majority in the inner parts of an urban area where they vote for a low public service level. At the same time in the suburbs, the majority households are rich and they vote high public service. However, the commuting cost, land prices, and income can adjust making both case of households indifferent between jurisdictions. a) In respect to the household wealth complements, people prefer to live in communities with a higher level of public good and higher taxes than others. The economic intuition for this behavior can be attributed to the source and level of income that a households gets on a monthly base or annually. This would differentiate between the two types of household (Balchin, Paul, David Isaac, and Jean). b) As mentioned earlier in case 1 the utility level depends on a season. Again the amount of income comes in where by high income earners utility level is likely to be high compared to that of low income earner. c) The equilibrium level in terms of price per house cannot remain constant. This is because factors such as the commuting cost, land prices, income, environmental conditions, security, house demand and the quality of a those house units keeps on changing. d) It is unlikely that the wage level between the two types of households is the same following the fact that households with above-average income pay high taxes than they get while households with inferior than average income get more than their tax liability. Households with higher incomes demand more of the public good, they are likely to pay high taxes due to rising income if

Dowry System Essay Example for Free

Dowry System Essay Dowry System is a common social problem. its harmful for our society. now we will read a paragraph about Dowry System. lets go for read Dowry System paragraph. Dowry is the money or property that is demanded by the bridegroom when he marries a bride. The system of dowry has now become a curse to the society. The torture upon the women by men is a very common sight of today. Sometimes the women become a victim of loss of life as a result of the torture by their husbands. The main reason of dowry is negative attitude of the parents of the bridegroom and the lack of education of the bride. The bridegroom takes dowry and the womenfolk become victims of dowry. The dowry system affects the whole society. The parents of the bride sell properties and become penniless to fulfill the demand of the bridegroom. Sometimes they cannot keep their word they give before getting their daughters marrying. On the other hand, the bridegroom gets huge property without any efforts. I have the social voice. This social curse can be eliminated by making womenfolk educated and self-dependent. The menfolk also should be given proper education to change their attitude. Gender discrimination Gender discrimination means to create difference between men and women. Specially in the third world countries women is considered inferior to men. In spite of their having merits and capabilities, they are not given what they deserve. They are working in the family and out side the family, but their contribution is not seen with due honour. There are various reasons why women are not given equal rights. Firstly most of the people of our country are not educated. They fail to see the potentialities of the women and the contribution they have made in different sectors of our life. They think, as women are physically weaker than men, they will not be able to perform many duties that men can do and hence they must be dominated by men. Secondly people of our country are superstitious. They do not know their religion properly. In religion men and women have been given equal position. But in the name of religion they try to dominate over women and do not give opportunity to flourish. Female children are the worse sufferers. Even their birth is not received warm heartedly where at the birth of male children they distribute sweets to express their happiness. The female children are considered burden of the family. They are not given equal food, equal opportunity for education. They become objects of negligence and victims of social injustice. This is a great problem which is to be solved. If our people are educated and given proper knowledge of religion they will understand the value of woman and can learn about the contribution they are making. If our female children are groomed up properly they will be able to carry any responsibility bestowed upon them and our society will advance very quickly. Illiteracy has been the bane of independent India. It is a shame to note that, the country that gave Epics like the Ramayana and the Mahabharata to the world should, in the 21st Century turn out to be one among the most illiterate countries of the world. How this has come to be is of course not far to seek. Even in the understanding of a layman, it is clear that India has remained so very illiterate because it has, for centuries been slave to someone or the other. The rulers, whoever they may have been never wanted the Indians to be educated as, an educated mass of men would be difficult to reign, and so they never wanted them to raise their heads, and so, kept them away from the light of education. So much of course can be understood but, the sad story of the Indian masses is that even their own rulers, the Indians had no different attitude, they also wanted the Indians to remain mostly illiterate for much the same reason as the foreigners had wished. Just like the foreign rulers the Indian rulers also thought that an educated public may not be so easy to control so they also followed the track laid by their predecessors. Besides this, if the masses remained uneducated, any kind of manipulation could be easily managed in the favour of the rulers. Thus, since the Indian rulers also wanted to keep the Indian masses away from the light of knowledge, the result is for all of us to see that, even after fifty years of independence, India is still lagging behind the world in its ratio of educated/literate and the illiterate. This goes without saying that, an educated gentry is far more difficult to handle and to satisfy than an uncouth ^educated lot. For this simple reason the Indian rulers kerned it fit to keep education a far off dream for the majority and the image that the foreigners had established has been maintained by our Indian rulers for simple selfish reasons that are obvious. For this reason I feel that, the rate of literacy in India is no surprise. This has been the definite policy of the Indian rulers just to suit their vicious designs and their own inefficient policies. Illiterate masses can be led like sheep and goats very easily however and wherever they are taken. They can be very easily aroused on any emotional issues, they can be easily convinced into understanding and thinking as their rulers want them to. If the masses were to be educated it would not have been so easy for the politician to do what and how he wants to do on any issue. People would have to be convinced with genuine reasoning to the correctness of all that is being done or being planned. For this simple reason, even the dawn of the 21st, Century finds India listed among the countries with the lowest ratio of education. Now, after a little over fifty years, the Government has seen and understood the folly of such a lame policy of education. Now the Government is re-scheduling its literacy programmes and making a mark of the fundamental right of each resident of India to the right of education. If the masses had not been kept illiterate, they would have in so many years, raised a hue and cry about their right to education and the Governments of the past years would not have found it all so very smooth sailing. However, at least now the Government has awakened to the fact and need of correct education but, let us remember that the decades already lost cannot come back or regained. For, to complete the task in hand and to manage the huge backlog makes the job rather cumbersome and time consuming besides being difficult to achieve. It is hoped that, if the direction taken is continued we will in the course of another decade be higher on the grade educated/literate countries.

hiroshima :: essays research papers

Hiroshima traces the experiences of six people who survived the atomic blast of August 6, 1945 at 8:15 am. The six people vary in age, education, financial status and employment. Miss Toshiko Sasaki, a personnel clerk; Dr. Masakazu Fuji, a physician; Mrs. Hatsuyo Nakamura, a tailor's widow with three small children; Father Wilhelm Kleinsorge, a German missionary priest; Dr. Terufumi Sasaki, and the Reverend Kiyoshi Tanimoto are the six Hersey chose from dozens of people he interviewed. The book opens with what each person was doing moments before the blast and follows their next few hours, continuing through the next several days and then ending with their situation a year later. In the opening chapter, "A Noiseless Flash" he gives short scenarios of what each was doing moments before the blast and immediately after. At one point during the blast Dr. Sasaki says â€Å"Sasaki gambare!† which means be brave in English. The second chapter, "The Fire," picks up with each victim as they begin to realize their surroundings. All face a different sort of horror as they realize their lives have been spared yet the world as they knew it is gone. A quote by Miss Sasaki kind of sums up with this chapter is all about â€Å"I am lying here and I can’t move. My left leg is cut off.† "Details Are Being Investigated" is the title of the third chapter and as the title suggests, the people of Hiroshima are being bombarded with rumors about the bomb and eagerly await any official word. Information is scarce and the phrase "details are being investigated" is repeated throughout the city over word of mouth and other ways of communication. This chapter is the longest and talks about what is happening to the six as the day passes into night. At first I was confused by the title of the fourth chapter: "Panic Grass and Feverfew." But I later realized it was talking about the effect the bomb had on the growth of the wild flowers and plants around Hiroshima. Two of these plants that grew a lot around the ruins of the city were panic grass and Feverfew.

Gangsta’s Paradise

Will Jellicorse Samantha Holt English 101 1 October 2011 The Definition of Paradise One person's utopian world may not always be the same as their neighbor’s. What one person may deem a paradise may well be a slum for others. Depending on the time and location of the speaker, their ideal lifestyle may be a reality, or simply a dream of one. Both Stevie Wonder, and Coolio musically interpret their societies’ idea of paradise. Both Coolio’s and Wonder’s songs gloomily display their views on society. Through the difference in context of each writer’s life, these two interpretations of the same song are very different in meaning.Both songs identify the struggle of life as being directly related to the evils of the world such as money and power. Stevie Wonder's â€Å"Pastime Paradise† reflects on the racial inequalities that America has struggled with for decades. The song also describes the hope for a future world free from discrimination. Coolio 's â€Å"Gangsta’s Paradise† represents the hard lived lives of gangsters in inner cities. The song also alludes to their dream of one day living in peace. Wonder’s â€Å"Pastime Paradise† reflection on discrimination between races was greatly altered by Coolio’s â€Å"Gangsta’s Paradise. Coolio’s description of struggles between gangs was still similar in theme, but very different in meaning. Stevie Wonder was born on May 13, 1950 in Saginaw, Michigan (Marquis Who's Who LLC. ). The blind Stevie Wonder has been known by America as an R&B icon since his early 1963 release of â€Å"12 Year Old Genius†. Since his start in the music industry, Wonder has won 25 Grammy Awards (Africa News), was inducted into the Rock and Roll Hall of Fame in 1989 (Puterbaugh), and has been recently awarded the Library of Congress' Gershwin Prize for Popular Song by President Obama (Africa News).Throughout his career, Wonder has created many songs in which he addresses certain subjects in order to bring change. Wonder once said â€Å"I am not a politician. I am an artist. I do express certain feelings about certain things. Even if I give a song that deals with a negative subject, it's only constructive criticism to encourage our minds to look and go in a positive direction† (Trescott). When Wonder released his 1976 hit song â€Å"Pastime Paradise†, America had only been integrated for 22 years. In America during 1976, most blacks were not treated equally.Wonder’s lifetime experiences with race relations directly influenced his word choice in â€Å"Pastime Paradise†. In his music, Wonder usually plays songs with his signature style of being weirdly mellow, and forcibly upbeat (Mazmanian). But in â€Å"Pastime Paradise†, Wonder strongly reveals his concerns with how African Americans are treated. He does this by giving the song a gloomy, depressing style. Wonder best demonstrates his concerns wi th racial inequality by using powerful words such as â€Å"segregation†, â€Å"race relations†, â€Å"mutations†, and â€Å"miscreation†.When Wonder references those â€Å"living in a pastime paradise†, he is possibly alluding to how Americans are so fixated with the past. Another interpretation of Wonder’s song is that he is alluding to African Americans wanting to be back in Africa with their ancestors. Many African Americans have been trying to earn equality ever since slavery was abolished. Wonder is no exception to this. Through a combination of protest, song, and support of fellow blacks, Wonder demonstrates his support for equality in America.It is apparent in the second half of the song that Wonder dreams of the integration of man. In the second half of the song, Wonder describes a future paradise in which there is no such thing as inequality between different races. He uses words such as â€Å"consolation†, â€Å"integration †, and â€Å"confirmation† to paint a picture of a world in which all people can live together in unity. Through his credibility of being a pop icon, Wonder hoped that people would hear his song and want to end any racial inequalities still present in America.Wonder may not just be one of the biggest R&B musicians ever, but he is also very politically conscientious. Wonder even went as far as being an activist against oppression when he was arrested along with a group of anti-apartheid demonstrators outside of the South African Embassy (AP). Whether directly or indirectly stated, Wonder tends to place his political views in his lyrics. In â€Å"Pastime Paradise†, Wonder expresses his support of African American rights through the line â€Å"Proclamation of Race Relations†.Wonder strongly supports the idea of a peaceful, unified America. Wonder supported Martin Luther King's beliefs of an integrated world so much that he helped persuade President Reagan to make Martin Luther King's birthday a national holiday (Egan). Although most of Wonder’s words are inspiring, some of his lyrics were not always politically supportive. In some cases, Wonder criticized the political leaders of America. President Nixon was a particular American leader that Wonder did not trust. Wonder released two songs in which he bashed Nixon's credibility.Wonder's 1973 â€Å"He's Misstra Know-It-All†, and his 1974 â€Å"You Haven't Done Nothin† both presented Wonder's ill faith in the American government. Wonder uses music to make others aware of problems in American society and to evoke a change in society; similarly, rap artist Coolio uses the lyrics in his 1995 hit song â€Å"Gangsta’s Paradise† to make his audience aware of problems in his community. Through his remix of Wonder’s original, Coolio uses the inspiration from the struggles that Wonder faced to correlate his own personal struggles with gang life.Artis Leon I vey Jr. , also known as Coolio was born on August 1, 1963 in the South Central Las Angeles area of Compton (Jinman). Tommy Boy Records Label Company released this song as a single for the soundtrack for the movie â€Å"Dangerous Minds† (Reece). The song â€Å"Gangsta's Paradise† was insanely popular with the public. It's depiction of life in the inner city could have been relatable to most lower class people around the United States, and was adopted by some of the richer white teenagers living in the suburbs.With his release of â€Å"Gangsta’s Paradise†, Coolio portrays himself as a â€Å"Gang-Banger†. Coolio’s remix was likely so popular due to his hard, thuggish appearance. If he had seemed emotionally soft, or sympathetic then his audience may not have been so inclined to believe his credibility as a gangster. Although throughout his career, Coolio has not always been portrayed as a gangster. Coolio has also appeared on the Nickelodeonâ⠂¬â„¢s â€Å"All That† as a musical guest. When he appeared on the opening credits of the show, he did not appear gangster.When he appeared on â€Å"All That,† Coolio most likely altered his attitude in order to better suit the expectations of the younger audience. While Coolio appeared as a gangster in â€Å"Gangsta’s Paradise†, he also demonstrated how he could alter his persona in his appearance on â€Å"All That†. When â€Å"Gangsta’s Paradise† was released, the racial gang violence demonstrated in rap music was attractive to a few particular audiences. Many younger Americans during the 90’s began to embrace rap music. Many poorer minorities living in the inner cities related to Coolio's portrayal of gang life.The fact that Coolio served seven months of jail time for committing larceny at the age of seventeen (Hatt, and Schnaufer), and that he had gotten addicted to crack cocaine before the age or twenty (Fulton) supports h is credibility of being a gangster. Coolio at a young age joined a Compton based gang called the Baby Crips (Fulton). Coolio possibly used lyrics such as â€Å"being down with the hood team† in order to express how important it was for him to become affiliated with a gang. Many richer, white Americans also adopted the context of Coolio’s gang life.Much like the hippie revolution of the 60's, many white American youths wanted to associate with a culture that was different from their own. This combined fan base of many richer white, and poorer minority youths gave Coolio tons of publicity. His success at being a rap artist was largely contributed to this integrated fan base. â€Å"Gangsta’s Paradise† not only won a Grammy award for best solo rap performance of the year (McElroy), but was parodied by Weird Al Yankovic, sold over 2 million copies, and stayed on the Hot Rap Singles Chart at number 1 for 10 weeks (Reece). Gangsta’s Paradise† depict s the life of a gangster and its two possible outcomes, either death or prison. In his song, Coolio describes himself as an â€Å"educated fool. † Being an â€Å"educated fool† means that he understands the consequences of living life as a gangster, but does it anyway. With this description, he acknowledges his actions as â€Å"foolish. † This knowledge of what happens to gangsters is why Coolio constantly alludes to death in the lyrics of â€Å"Gangsta’s Paradise†. At the end of the song, he states, â€Å"the ones we hurt, are you and me†.In these lines, Coolio expresses his idea that gang members not only hurt others, but also hurt themselves. By using such emotional lyrics, Coolio suggests that gang members must alter their lifestyle in order to have a better tomorrow. Stevie Wonder's â€Å"Pastime Paradise† and Coolio's â€Å"Gangsta’s Paradise† are both depressing representations of how America defines a paradise. B oth songs are completely different due to their difference in context. Through Coolio’s life experiences with gang affiliation, he drastically changed the meaning of his remixed version of Wonder’s original. Pastime Paradise† reflects on the evils of the world being due to prejudice, people living in the past, and how equality among race can make a better future. While â€Å"Gangsta’s Paradise† states how gang violence should end. It also emphasizes that there are certain factors that cause people to join gangs. Coolio demonstrates how racism and poverty within the community both contribute to people becoming gang affiliated. Both Coolio’s and Wonder’s songs emotionally portray how America has fought for peace and equality throughout the decades.Coolio and Wonder preformed together in 1996 at the Billboard Music Awards, where they used lines from both â€Å"Pastime Paradise† and â€Å"Gangsta’s Paradise† (Wonder). Wonder and Coolio showed that when they played the two versions together, their songs’ emotional appeal to the audience was greatly enhanced. Number of Words: 1663 Works Cited: Crawford, Selwyn. â€Å"Arrests weaken infamous gang, police say. † Dallas Morning News 21 11 2010. n. pag. LexisNexis. Web. 10 Oct 2011. Egan, Barry. â€Å"Little Stevie's Life in The Key of Wonder. † Sunday Independent (Ireland) 30 05 2010. n. pag. LexisNexis. Web. 5 Oct 2011.Fulton, Rick. â€Å"I'LL TEE U WHEN I GET THERE! ; It's a fairway to heaven for Coolio; Singer Coolio wants to play Scotland – but on our golf courses, not in our stadiums. † Daily Record 26 09 1997. n. pag. LexisNexis. Web. 10 Oct 2011. â€Å"Ghana; Obamas Honour Stevie Wonder At White House. † Africa News 27 02 2009. n. pag. LexisNexis. Web. 5 Oct 2011. Hatt, Doug, and Jeff Schnaufer. â€Å"Gangsta In Paradise. † People 45. 4 01 29 1996. n. pag. Academic Search Premier. Web. 3 Oct 2011 . Huey, Steve. â€Å"Person: Wonder, Stevie 1950-. † All Music Guide n. pag. Music Online: African American Music Reference. Web. Oct 2011. Jinman, Richard. â€Å"RAPPER SHOOTS STRAIGHT FROM THE HIP. † THE AUSTRALIAN 07 05 1996. n. pag. LexisNexis. Web. 5 Oct 2011. Jones, Tony. â€Å"Putting down roots (again); A new CD and a free gig. Tony Jones on Stevie Wonder. † Independent (London) 27 02 2009. n. pag. LexisNexis. Web. 5 Oct 2011. Marquis Who's Who LLC. , . â€Å"Stevie Wonder. † Stevie Wonder also known as Steveland Hardaway Judkins 26 08 2011. n. pag. LexisNexis. Web. 3 Oct 2011. Mazmanian, Adam. â€Å"A pop Wonder stirs listeners. † THE WASHINGTON TIMES 25 02 2009. n. pag. LexisNexis. Web. 4 Nov 2011. McElroy, Steven. † Coolio Is Arrested.. New York Times 03 09 2009. n. pag. Academic Search Premier. Web. 6 Oct 2011. Puterbaugh, P. â€Å"Rock & Roll Hall of Fame. † Rolling Stone. 09 02 89: n. page. Web. 5 Oct. 2011. Reece, Dougla s. â€Å"Tommy Bo'ys Coolio finds `Paradise'. † Billboard 107. 49 12 995. n. pag. Academic Search Premier. Web. 3 Oct 2011. Williams, Chris. â€Å"Stevie Wonder’s Songs In the Key Of Life revisited on its 35th anniversary | Return To The Classics. † Soul Culture. Soul Culture Media LTD, 28 09 2011. Web. 3 Oct 2011. Wonder, Stevie. â€Å"Stevie Wonder Biography Chapter 21. † Stevie Wonder. N. p. , n. d. Web. 3 Oct 2011.

Miracle of Life

Contents Page Lesson Section Ideal setting for babys birth| 19,20| 6 | 2| Diet for a 4 year old (Winter and Summer)| | 7 | 2| Child with feeding problems| | 7 | 2| Teacher-parent relationship| | 8| 2| Involving parents in school life| | 8| 2| Basic psychological needs| | 9| 2| How teaches can provide for psychological needs| | 9| 2| Intergrated whole (will, mind, body and spirit)| | 9| 2| Three stages of obedience| | 10| 2|How deviations manifest themselves in children| | 10| 2| Mixed ages in the learning enviroment| | 11| 2| Five different modes of learning| | 11| 2| Intergrate a handicapped child| | 11| 2| Useful development chart| | 11| 2| SECTION 2 Assignment 2 Lesson 6 1. Describe the ideal setting for a baby’s birth. (500 words) ‘Before him there is a period of life different from that which he led in the womb ‘the spiritual embryo Care of the newborn Child has two lives: Age starts when life starts from the time the child is conceived natal being lifePrenata lBeforenot enough attention PostnatalAftermost attention Maria Montessori believed not enough attention was given to pre natal life and the actual birth of the child. Trauma at birth Until the moment of birth, the baby is in a warm fluid, protected from the bright lights, sounds and drop in body temperature. We have to consider the great adaptation the baby has to make leaving the mothers womb and entering the great big world. Environment Baby’s 1st experience of breathing on his own (before via mums umbilical cord) Baby’s 1st experience of carrying his own body mass.Baby’s 1st experience to feel his sense of touch (skin, blanket etc) Baby’s 1st experience of the impact of light and sound We cannot say exactly how the baby feels by conscious awareness and memory, but we cannot assume that he is insensitive to all the factors. ‘mneme’ Recording by the unconscious memory of all the sensations experienced which influence the learning and develop ment of every individual and therefore influence the later development of the child. How sensations affect the child. What mom’s environment becomes a part of who the child becomes? Immediately after birth Maria Montessori believed experience immediately after birth are important factors in the Childs subsequent development and the importance of the mother to the child. * Ideally the child should be delivered into his mothers hands in a calm environment in a warm room that is dimly lit. * Should be left to bond with his mother immediately after birth, leaving the weighting and bathing for afterwards. * The body of the newborn is delicate. The skeleton is not fully ossified, the bones of the feet are still cartilaginous and the skull is not joined over the top of the brain. Extreme care should be taken in handling the newborn child. * Traditional attention should be given to emotion. * Childs needs are to be considered and emphasized at all times. First days of life * Initiall y not realized the child has mental needs in his first two years of life. * Maria Montessori believed in the unconscious absorbent mind (0 to 3 years) * Consider transformations, adaptions, achievements during the 1st periods of life. * Conscious absorbent mind (3 to 6 years) Good example: a child who didn’t feel love will find it hard to drive. * Active seekers in this world. Related essay: Practical Life Exercises Montessori Free EssayAlways looking for impressions to absorb. * This becomes an integral part of his personality * Children who are not allowed to grow and develop do not thrive. * A mother gives off an unnoticed force that the child is familiar with; this helps him to go threw difficult days. * The communication between mother and newborn still exist even after baby has left the womb. Lesson 7 1. Set out a diet for 1 day in winter and 1 day in summer for a 4 year old. Include a table for each day detailing the nutritional value. group| servings per day | examples| grain| 6| Rice, pasta, breads, cereals, muffins| egetable| 3| Cucumber, broccoli, carrot, cauliflower ,spinach| fruit| 2| Apple, banana, strawberry, pear, grapes, melons| dairy| 2| Milk, cheese, yoghurt, smoothie| meat| 2| Chicken, mutton, beef, beans| Fats | 1| Sugar, honey, butter, margarine, oil| Nutrient| benefit| | zinc| Essential for normal growth and physical developmentOptim al immune function| | | | | Essential fatty acids| Metabolic & structural functions| | iron| Essential for building healthy blood cells| | Vitamin B complex| Energy production and releaseImmune function and nervous system| | | | |Vitamin A| Normal visionHealthy skinSkeletal developmentTooth developmentBoost resistance to infection| | | | | | | | | | | | | | Vitamin C & E| Antioxidant vitaminsKeeps cells healthyBoost the immune system to help body resist infection| | | | | | | | Vitamin D| Increases the absorption of calcium and phosphorusVital for healthy bones and teeth| | | | | carbohydrates| Provides energy| | proteins| Materials for growth and repair| | fats| Materials for growth and repair| | Vitamins| Helps regulate body process| | minerals| Growth and repair and regulate body process| |BALANCED MEAL 5 TIMES A DAY Winter Breakfast | 30g Oats cooked with 250ml low fat milk and cinamonand 1 banana| Playtime snack| 1 small fruit yogurt1 bran muffin| lunch| Tuna mayo sandwhich ser ved with salad (lettuce, carrots, cumcumber, pineapple)| Afternoon snack| 2 wholewheat crackers and a small handful of raisins and nuts| supper| Pasta with meatballs and tamato sauce| Summer Breakfast | French toast dipped in egg and fried in butter, sprinkled with cheese and a glass of milk| Playtime snack| Fruit and nut Muesli and plain yoghurt| unch| Pasta with salmon and mushroomAnd a glass of fresh orange juice| Afternoon snack| 1 fresh fruit salad and a bran muffin| supper| Chopped steak served with rice and spinache, Corn on the cob and sweet potato| What would you do to help a child who has feeding problems? (500 words) A healthy child is active in body mind and spirit. If a child is active, developing adequately and growing at the expected rate for his age than the food refusal should be regarded as a phase of development. Being a picky eater may be normal. Toddlers are so fussy about what and how much they eat so every bite should be pure yet nourishing.It is of utmost imp ortance that your child does follow a healthy balanced diet as her brain is developing at an amazing rate. After a year of rapid growth, (first year) the average one year old triples in weight, toddlers gain weight more slowly and need less food due to a decreased appetite and a sense of security other than food. Another reason is toddlers are suddenly mobile and curious to discovery, which makes them less interested in food. Toddlers also become more independent at this stage learning they have little or more control over choices.Their taste buds are more discerning, so they know exactly what kind of food they do and don’t like. Children may also get stuck on certain food and then suddenly dislike eating them after a while. So snacking is an important part of a toddler’s diet but too many snacks in-between meal times may also play a part in the toddler not eating proper meals during breakfast, lunch or supper. Another big mistake is too many drinks during the day. Wat er is the best option. As it is essential for living but not considered as a nutrient. But has no artificial colours yet will keep the body well hydrated.By the age of 4 or 5 years children should become god eaters if parents guide them correctly during there toddler years. With good eating habits instilled children are less likely to develop eating disorders and becoming obese, and less likely to suffer diseases such as heart conditions and diabetes eating should never be a ‘battle of wills’ and early independence in feeding should be allowed and encouraged. we must bear the nutrients in mind and how we use them towards planning a meal. Bearing in mind if there are any special diets to consider. Meal timesValuable social time for family members or children in a class can get together for a common purpose so make food look attractive and fun. Learning opportunities to develop motor skills and co ordinate the use of fork and knife. Practical communication skills and deve lop social skills like table manners. Encourage children to learn responsibility by helping prepare food, laying the table and proper food hygiene, and food storage Learn where food comes from, how it keeps us healthy and grace and courtesy. Mealtimes should be social and educational. Lesson 8 1. a) Why are teacher-parent relationships so important? include 10 factors in your answer) 2. b) How can we involve parents in the life of the school? (include 10 factors in your answer) Lesson 9 1. A) What are the basic psychological needs? (500 words) We need to understand that children have different needs at different stages and levels in their development, within five vast categories namely Social Intellectual Emotional Physical Spiritual Children begin to develop and become skilled even before they are born. Discovery never stops, it continues through our childhood and adulthood. Each stage is totally unique from the next.The child has a totally different manner of thinking, different c haracteristics, and different needs and these require totally different surroundings , different opportunities, a different way of learning and even a different willing adult to help fulfill the childs needs. Periods of development are vital as children absorb very fast creating a foundation to what their future is built on. We need to learn how to guide them to strong concrete foundations for a better future. We need to realize children from all backgrounds, countries and race develop in the same basic ways. The child is in a continual state of growth and metamorphosis.Bodily or physical change The comparision of a new born is completely different from that of an adult. NEEDS| NEW-BORN| 2-3 YEAR OLD| 6 YEAR OLD| physical| Needs must be fulfilled by an adultNeed of movementRelationship with mother| Needs activityNeeds to touch and explorePurposeful activityAcknowledgment and couragespace| More energy Can challenge themselvesPerfect refine movements| emotional| Need for loveSecurityN eed to trust environmentRoutine consistency| Confident and happyCreates independenceChild deserves respectChild learns to trust| Need to feel satisfied without being acknowledged| intellectual| 0-3 years| 3-6 years| Calm, serene, peacefull| Need activities to stimulate ntellectual developmentLanguage and educationNumeracyWorking with hands| spiritual| The same needs apply to ll ages| | Will have the need for love and to express it to othersTo be respected and show respect to othersTo feel joy and happiness and to show it to othersPurpose in life. | social| | CHARACTERISTICS| NEWBORN| 2-3 YEAR OLD| 6 YEAR OLD| hysical| MovesDependent on motherMovement of limbsLarge heavy headSoft on skull| Active/balanceGetting into proportion with body for balanceWalks independentlyUse sensesUse maximum strengthSkin soft and hairy| Body streamlinedTaller and independentMore balanceBetter- co ordinationMore strength| emotional| Cries to show emotionsDependant on adultMust be lved to fulfill emotions| Shows emotion in body language| Talks to express emotions| intellectual| One year old| 6 year old| Immatates and observesRemembersAtraacted to colours, sounds and shapesShort concentraton span| Does things on their ownConscious acts taking place| spiritual| Immates you prayingSense of whats happeningPure and innocentInstinct and connectionAbsorbing suroundings| Innocent and accepting to everyoneDevelopes by interactionIs contentShows joyDevelopes independence| Shows joy and contentment feels completesharing| social| | | | Mental change 6 months| Recognizes familiar faces| 1 year | Say 1ST word| 2 years| Use of objects by trial and error. Can use names. Knows difference between one and many.Understands simple language| 2 years +| Understands more words than usedKnows own genderWill try blocks and shapesImagination developes| 3 years| Knows own age in yearsKnows difference between big and smallCan judge depth and height| 4 years| Speaks more fluent using many wordsKnows yesterday , t oday and tomorrowUnderstands higher, longer, heavierTries to reason but gets confussed| 5 years| Can see and judge objects wellCan count well May lean to readMay learn to write| b) What can us as teachers do to provide for these psychological needs? (500 words) the environment most suited to meet his needs he work opportunities most suitable to his needs to learn in a way most suitable to his needs the adult most suitable to his needs surroundings that best suit the child 0-3 years home enviroment| | 3-6 year pre school enviroment| Safe stimulating environmentLoving communication with all the childrenCleanHappy and friendlyFreedom and spacecomfortable| | Safe and cleanRoom for playStimulating purposefull gamesBright and cheerful surroundingsCalm and peacefulChild friendlyFree choiceVertical groupingSocial awareness| Emotional and spiritual needs| | newborn| toddler| |LoveCareConsistencySafetySecuritynaturing| TrustSpaceFriendly safe enviroment| | Opportunities the child needs| Type of adult best suited to the child| | Newborn and toddler| 3-6 year old| MoveWork with handsExploreExpress themselvesGive and receive lovePositive role modelsGiven choices| ResponsibleMatureLovingPatientTrustworthyHappy/ joyfullVigilant to needsCalmrespectfull| Positive role modelStimulatingCreativeEducationalAdapt to different needsSpontaneousReliable| Emotional changes happy| When they get food or something they wantor when seeing their mother again after being away from her for a while. Sad| When they leave their parents or family or friendsOr not getting what they want| afraid| When someone shouts or loud banging noisesOr if they near an unfamiliar animal or surroundingOr even if there is a thunder storm| Children cannot easily talk about their feelings, often it is because they donot have the right words to express themselves. By helping them to learn words we would help them to talk about there feelings. It is also important to observe a childs behaviour to understand what the child is feeling. it is very important we listen to the child so we can understand what he is trying to inform us.By listening to what a child is feeling it gives the child a sense of respect . by listening to them we will encourage them to express what they feelings more often. In this way it will help build the childs confidence as they will be more aware. It will also be a great example teaching them to also be willing and compassionate in listening to other peoples feelings. We need to listen to what the child is feeling. If it is fear we need to help them not be afraid and explain the difference between real fear and anxiety. Children can express there emotions in various waysThrough songs and singing Drawings Discussion groups books puppets 2. Describe an exercise that would help the child use his own will, mind, body and spirit and contrast it with one that would not help him to function as an integrated whole. (500 to 600 words) include an explanation of your choices in your answer. Lesson 10 1. What are the three stages of obedience? Give detailed descriptions and examples. (150 words for each stage) Young children can repeatedly experience periods of spontaneous concentration on a piece of work freely chosen.They will begin to display the characteristics of a normal development for the love of work, attachment to reality, the love of silence, to work alone. Wills development Three stages in development of will. Law of work Repetition of an activity Attention polarized Degree of concentration Obvious satisfaction Independence and power to the child Law of independence self discipline as a way of life choice of his own freedom as a person point of self knowledge and self possession artistic use of his own talent accountable for his own actions confinement within the truth of actuality ower of attention c)power to obey this power is a natural observation ‘shows itself’ impulsively and unexpected after the procedure of maturity 2. Discuss ho w deviations in children manifest themselves. (500 words)-That Secret of childhood. What is meant by the term deviations Behaiour commonly seen in children that is the result of some obstacle to normal development. Such behaviour ( serious or not) may be understood as negative. (timidity, destructiveness, untidiness, disobedience,, greed, egoism or positive. ( passive child) What is a single factor resulting in such deviationsThe child s unable to develop according to his inner psychic guide due o a hostile unsatisfactory environment encounted during those formative years of the unconscious absorant mind. Lesson 11 1. What is the main key for being able to mix all types and ages of children in the learning environment? (150 words) 2. What are the five different modes of learning? State the 5 different modes of learning with a short explanation of each mode, to show your understanding. Development of movement Devlopeent of language Development of independence Development of freedom P rincipals revealed through the childs development Imagine that you wish to integrate a handicapped child. Describe what you would be aware of and how you would help. (400 to 500 words) include in your answer the physical environment, the other children and the spiritual preparation of the directress. Ikraam, a brainy lad that’s full of passion for life decides a wheelchair will not hold him back. Despite his survival on a manual wheelchair a VP shunt and his renal treatment, Ikraam wants to attend school and have fun with friends like any other four year old. At 1st the challenge seemed far fetched but on noticing the little boys will I asked the mum if I could spend some time with Ikraam.Assessing the child was paramount as I realized his needs where special. I was amazed as his personality and how quick a trust was built. His potential was exploding with ideas. His mobility was beyond words. Like everything he lst in his legs where made up for in his mind and speech. I noti ced his well nourished body bulge to one side. He had absolutely no movements in his lower limbs. When I put him on the carpet he abled himself to sit independently balancing on one hand. He walked around pulling his bottoms to where he wanted to be. He had ability and a strong sense of personal dignity.This child could not be deprived of a Montessori environment. I arranged he be sent him to school with a care taker to ensure his safety at all times and decided to take it a step at a time. Fortunately very minor adjustments had to be made with regard to ramps etc. but we became more observant of pick up and drop of. And made parents more aware of Ihram’s needs The other children were amazing around Ikraam. They were always curious and willing to accommodate for his needs. A lot of mystery entered their little minds as in to why cant this boy walk and run. Why is he in a wheelchair?They befriended him just like every other child but they wanted to know why. So we kindly arran ged for the mum to explain Ikraam's disability and how they could help him to help himself. All the tables and chairs were child sized and Ikraam insisted on sitting on a chair like every other child. I realized he knew what’s best for himself but it was not safe enough for him to be sitting alone. An idea popped in my head, I had an organza runner over the display table. I had it washed and ready for the next day. Time to be in his chair I tied it several times around his entire upper body and chair.And it worked like a dream. That’s when I realized Spiritually I had to be very positive and devoted to my task. I also had to bear in mind every child is special and carried the same right as Ikraam. I needed to trust Ikraam to the freedom of choice. Trust the children to treating him equally and helping when he needed it and to trust myself in being a guide and trusting and observing the outcome. 3. Useful development chart Imagine a child with a certain disability and f ill in the chart as you would expect to find him in attainment in the early development stages. Fill this n on the chart provided on pg 36 of the manual. The chart can be copied manually or photocopied for submission. This should be a practical question and we recommend that the learner observes such a child before filling in the chart. Useful development chart Name: Ikraam JeewaDate:17 February 2012 Address: 50 Tagore Drive Roshnee Gross motor| success| Some success| No success or very little| Balance (left, right of own body)| | x| | Laterality and direction| x| | | Co-ordination (jumping etc. )| | | x| Body image (going round and threw objects)| | x| | Rhythmic movement| | x| | | | | Fine motor| | | | Co-ordination of fingers and other small muscles| | x| | | | | | Visual motor and perception| | | | Visual regognition| x| | | Visual discrimination| x| | | Visual memory| x| | | | | | | Auditory-motor perception| | | | Recognition of sounds| x| | | Discrimination of sounds| x| | | Auditory memory| x| | | | | | | Communication| | | | Listening ability| x| | | Understanding| x| | | Good vocabulary| x| | | Use of grammar correctly| x| | | | | | | Concept formation| | | | Matching| x| | | Sorting| x| | | Making associations| x| | | Making relationships| x| | |Understanding of ‘same’ or ‘different’| x| | | SECTION 3 Lesson 12 1. a) What are the reasons for these exercises? Your answer must include comments on the role and function of the teacher and why children are attracted to â€Å"practical life† exercises. (1000 words) For us as adults it’s the simple activities we perform daily that control our environment, our everyday chores where the end result is more important than the process itself. We do it because we have to as it relates to our social environment, in order for us to maintain social relationships. A means of us fitting into society.To a child ‘practical life’ is very important, because it is the s trongest link between home and school. A child from birth grows up living and watching the adults around him, so he adapts to his environment around him. Watches his parents in their everyday lives and that’s how he constructs his reality. So when he goes out and realizes everybody does what his parents do it becomes a norm in society. So to a child performing and perfecting activities must be as real as possible as part of his development. To a child the process is much more important than the end result.Maria Montessori introduced the activities of practical life because she observed their interest was familiar to activities the children observed in their own homes. They means of satisfying the child’s needs and tendencies common to all children regardless of their age, race or background. According to Dr Montessori’s observations, she discovered the 12 needs and tendencies that were noticed (secret of childhood page 119) 1) Child prefers to work instead of pl ay. 2) Child has amazing concentration. 3) Each child learns at his own pace. 4) Child has a tendency to repeat. 5) Child has a love for order. ) Child needs choice. 7) Children do not need reward or punishment. 8) Children love silence and working alone. 9) Children don’t need sweets as a distraction. 10) Children have a strong sense of personal dignity. 11) Children can read after they write. 12) Children develop positive self-discipline. 13) Practical life activities indirectly prepare children for other areas of the learning environment. Practical life as a foundation for future learning. Builds up good practical working relations and good working habits. Activities are character forming. It integrates the mind and body through the use of hands.They reason and act intellectually. The role of a directress * Service Always be available to be of service to the children. Maintain order Remove obstacles that distract learning. Act as a role model Be calm, graceful and courteou s. Follow all ground rules. Practice what is preached in the classroom. * Self preparation Constantly strive for knowledge Prepare yourself spiritually, physically, emotionally and intellectually. * 3 stages of preparation 1) Custodian and keeper of the environment Caretaker of equipment Apparatus in perfect order. Beautiful, clean and shining No parts missing 2) Behavior towards childrenEntice the child to work Protect the child from distraction Be just and fair Be consistent 3) Child’s interest in apparatus Build up child’s concentration with practical life exercises Compliment only when the child has completed Don’t offer help to a struggling child Re present activity when needed Show how to use equipment Present or re presents it in steps Guide threw materials Active at the beginning Passive afterwards Settled environment as if distress is not there Have faith in the child End of the year children normalize Mingle around children Recognize children’s motivation Freedom to choose taskMotivation from within Inner self/child to guide child The greatest sign for a distress is the ability is to say ‘The children are working now as if i don’t exist’ quote (absorbent mind) When the class becomes undisciplined look at you Sort it out and correct it. Learn from your mistake and don’t repeat it. It is the directress dedication that helps prepare, normalize and maintains, need and order in the environment. She has to make sure items are intact, complete and always maintained. Note all items needed for each activity is arranged and should readily be available in a tray or basket before you begin the activity.Practice and rehearse the presentation of a new task several times. Give facial expression, the attitude is important. A check has to be done of all teaching materials before and after every new day. Distress needs to be patient and present each activity step by step. Each activity consists of a series of indi vidual movement and threw the activity the child learns attention . Practical exercises require little or no talking. Important what you say or don’t say. All attention should be placed on action. The distress doesn’t have to check for right and wrong but she should make the child very aware of control of error.She needs to teach the child to search for inspection. Children should be able to realize error for him and that should make him target better results every time. In that way he won’t need praise or blame. She has to introduce fresh and interesting new ideas from time to time. I Analysis of movement and clarity of each distinct movement draws the child’s attention to activity. A distress should realize it’s not only the immediate aim of the material but the long term fulfilled task that matters. Recording all important writings that help in a Montessori environment. Acquire new skills constantly.Characteristics of tools and materials of prac tical life. Essential for a distress to keep in mind when creating a practical life environment. * Materials have real working direct or indirect aim. * Materials must be child sized and attractive. Materials must be adapted to child * Materials must be real to the control of error. Children can learn to use glass etc†¦ * Materials need to be in good repair order. Children won’t want to use broken items. * Materials need to be freely available for free choice. Children shouldn’t have to ask for it. It should be in their reach. Materials should be relevant and culture specific. * Activities should start from simple to complex. It helps order of the mind. * Only one set of activity should be kept per environment. Teaches children patience and sharing. * Materials should be kept in meticulous order. * Materials should be at children’s eye level b) What are the four main groups of â€Å"practical life†? There are four groups of exercises of Practical Lif e. 1) a) Elementary movements – simple easy tasks that develops skills e. g. : spooning, pouring, cutting etc b) Primilary movements -1st steps to success. To know basics E. . : to roll ; unroll a mat etc 2) Caring ; looking after the environmentIndoor ; outdoor- E. g. : dusting, sweeping, table scrubbing etc 3) Care of personal self hygiene E. g. : Dressing, combing hair, brushing teeth etc 4) Social SkillsGrace and courtesy E. g. ; whispering, greeting, speaking softly etc Lesson 13 1. How would you cater for: pg9 sec 3 a) The child’s physical needs? (250 words) b) His emotional needs? (250 words) c) His social needs? (250 words) d) Five areas of childhood development from practical life activities. e) Physical-fine and gross motor skills.Helps control movements, co-ordination, dexterity and character. f) Emotional child gains independence, self-esteem, confidence, trust and self-discipline. g) Social child learns acceptable behavior. Politeness and develops a sense of helpfulness h) Intellectual- aided by organized, orderly work, reasoning skills, organized skills and language development. i) Spiritual – Activities in practical life feeds the soul. j) k) l) 2. Select one exercise from each of the main groups of â€Å"practical life† and write out in full using the same heading as those set out for â€Å"sweeping† on page 23 of your manual.The length of each exercise will depend on the number of actions for each section. Be careful to brake down each action in detail. Elementary movementsspooning Material. Tray, Sugar Beans,(placed already in a glass bowl,) another identical empty bowl, a spoon with a long enough handle for the child to hold Presentation. 1) Invite the child ‘would you like to do some spooning today? ’ 2) Take the child to the shelf to see where it is kept 3) Name the material so the child knows in future 4) Show the child how to carry the tray from the shelf to the table 5) Sit on the right of a right handed child ) Tell the child I’ll show you how then you can get a turn’ 7) Place the 2 bowls apart from each other on the tray Slowly pick up the spoon griping between your thumb and index finger 8) Gently scoop a spoon full of beans 9) Steadily hold the filled spoon for a few seconds waiting for beans to settle 10) Slowly move the spoon to the empty bowl working from right to left 11) Gently tilt the spoon so the beans easily fall out of the spoon into the bowl 12) Pause, make eye contact with the child 3) Continue from step 8 again to step 11 until the full bowl is empty 14) Pause so the child understands all the beans are now in the empty bowl 15) Without moving the bowls gently scoop a spoon full of beans 16) Steadily hold the filled spoon for a few seconds waiting for beans to settle 17) Slowly move the spoon to the empty bowl now working from left to right 18) Gently tilt the spoon so the beans easily fall out of the spoon into the bowl 19) Pick up betw een finger and thumb every dropped bean and return to unspoiled bowl 20) Gently continue until the original bowl is filled with the beans again 21) Make sure no spilt beans on the tray or left in the bowl 22) Offer the child a turn 23) Watch and wait patiently with arms neatly on your lap 24) When the child is done from the full bowl to the empty 25) Then again from left to right 26) Encourage the child to pack the tray the same way it was found 27) Show the child how to take it back to the shelf 28) Allow the child to go back with you 9) And see where and how you placing the tray back again 30) Give the child permission to use whenever he likes. Direct Aim from one bowl to another ; how to hold a spoon Indirect Aim concentration, pencil grip, strengthen wrist Control of errorthe noise of dropping beans on the tray Age of interest2, 3 and 4 years Final social skillsHelps child eat independently Points of interestwhen the bowl gets completely empty Looking after the environmentTable Scrubbing Material. Presentation. Direct Aim Indirect Aim Control of error Age of interest Language Points of interest Care of themselvesBlowing Nose with tissues Material. Presentation. Direct Aim Indirect AimControl of error Age of interest Language Points of interest Social intercourse-How to walk without stepping on anther child’s work Material. Presentation. Direct Aim Indirect Aim Control of error Age of interest Language Points of interest a) What is the benefit to the child of the ‘Silence Game’? (500 words) b) When would you expect the child to be able to play the ‘Silence Game’? Include 5 points an expand on each one. Lesson 14 1. What is meant by the ‘Periods of Sensitivity’? List and discuss the main ‘Sensitive Period’s’(800 words) the sensitive period for co-ordinated movement the child is sensitive to movement/ activity and work through out life eak: 1 to 2 years of age to enable the child to explore his own environment and perfect himself and his personality through work with his hands. The childs life force, the horme, drives this need to develop co-ordinated movement, which is vital to thechilds life. Without movement the spirit dies and thechild has no intelligence. The sensitive period focuses the childs whole attention on leaning to walk and dvelope his balance using his hands and then to unite these functions so he can work. Movement being physical movement eg moving hands , feet, body as well as movement of the mind eg his eyes move and take in all that’s around him making the mind move. child takes +_ a year before his mobile because so much has to happen in a childs mind before he is able to rackle life at a faster pace. we therefore realize that much movement is in the mind, where the hands, mouth and eyes work as instruments of the mind for walking to take place. Nabeelas pink file 2. What happens if we starve children of the right environment for these ‘Se nsitive Periods’? (100-150 words) 3. What is the Absorbent Mind’? Include in your answer when and how the child’s mind becomes fully conscious. (500 words) 4. Write out in full the ‘3 period lesson’ that you would give your child to teach the color names ‘red’ and ‘blue’.You would f course have made sure the child is able to recognize the colors by easily pairing the color tablets first. 5. List, in your own words at least 5 characteristics of the Sensorial Didactic materials. SECTION 4 Lesson 15 1. Choose two pieces of sensorial material and describe in your own words how to present them. In your answer include the materials to be used, direct and indirect aims, control of error and age of interest. The presentation should be in sequence and consist of at least 12 actions. 2. Make a list of 12 words you could use for each of the presentations you did in question 1? 3. a) Why should the child be free to repeat the materials again and again? 500 words) c) What is the difference between ‘adult time’ and ‘child time’ and why do you think nature has made it like this? (500 words) Lesson 16 1. a) What is the small child interested in from the sounds around him (150 words) B) is there a sensitive period for language and how does it show itself? Discuss each one from birth to six years of age (800 words) c) Who is a well-known researcher on language? Explain how Maria Montessori, through her observation and insight set the stage for researchers work. (200 words) d) How does the sensorial material help language acquisition? Pg 43 manual for assistance. (500 to 800 words) 2. a) Why is movement important for reading ability? (200 words) b) What are the skills that have to be integrated to be able to read?List all 5 skills and give a brief description of each one. c) How can a mother give her child reading encouragement? (20 points) d) How can a Montessori teacher see that a child has h elp applicable to the time before beginning to read? Include at least 10 points. e) Draw the four basic symbols for writing. f) What is meant by; the explosion in writing? ’ include in your answer all the aids. List some activities in the practical life and sensorial areas that assist the child as well. (700 words) g) Describe the presentation of the sandpaper letters. Include the 3 period lessons. h) Describe the metal insets and write out the full presentation of the metal insets.Remember to include all the headings as per the manual. i) Describe the first presentation you would do with the movable alphabet? (120 words) j) How many different activities can you think of that the child might enjoy doing with the movable alphabet? Include at least 10 activities. k) When would you know the child would rather write by himself? (120 words) l) In what way would the child still use the movable alphabet? List 5 activities. SECTION 5 Lesson 17 1. Make a list of the main types of mate rials or activities which will help to develop the child’s language ability. List at least 10 points and explain each one, including practical life and sensorial activities. 2.Make a list of all the activities that the child with the ability to build up words phonetically. List at least 10 activities and explain each one. 3. Make a set of reading cards showing something new for this day and age. Refer to diagram in handbook for correct size. Use white card and write the names with a black fine line pen. Remember to write in lower case letters as per example. Your writing must be neat and consistent as possible. The materials you submit should be of a high standard, as if they were made for the classroom. Correct font used for all material. Words must always be centered on the card. a b c d e f g h I j k l m n o p q r s t u v w x y z 4.Why is the grammar more enjoyed at this early stage than later? (200 words) 5. Make a set (6) of pink (3 letter phonetic words). Each set must consist of 6 cards with a picture and 6 cards with the corresponding word. Use pale pink and pale blue cardboard, 6cm x 6cm each. 6. Choose a short paragraph from a book that you admire. Write it out and draw in color the grammar symbols above each word. If you find this too difficult, make up a series of sentences for yourself. 7. Geography – Make the land and water forms with their names. Example and size in hand book. For the land use either brown paper, green or brown cardboard. For the sea use blue cardboard. 8.Make a land and water form definition booklet for ne form at least. Refer to manual. Page 34 9. Write out the general way of developing one particular detail in one subject by ‘classified reading’, e. g. Details of a bird. Pictures should be identical, on white cardboard and one part picked out in red each time with matching name and a definition booklet. Make the material and write out in detail how to present it. E. g. in handbook. 10. Write an acco unt of the work of the two sides of the brain. (500 to 600 words) 11. How would you prepare the environment for the children to learn a second language? (500 to 700 words)- use some of your own ideas. SECTION 6Lesson 18 1. Make a math’s chart for yourself, showing clearly the main materials for each major step in the earl arithmetic. The chart should start with the number rods, through and including the birds eye view of the decimimal system. Your answers should be in sequence. The chart should be the size that complies with the regular postage size for easy mailing. It may consist of more than one page. 2. Choose two of the following and describe how they are presented: Number rods Spindles Counters and cards Teen boards Include headings as per presentation in manual and include in your answer two exercises that come before and after this presentation. 3.What are the main characteristics of the mathematical materials as described on pages 5 to 8 inclusive. (800 words) 4. Des cribe the presentation, using the golden beads , of one of the following operations: Subtraction Multiplication Division Include headings as per presentation in manual and include in your answer 2 exercises that come before and after this presentation. 5. Describe in detail all the exercises you have been introduced so far to teach addition, state how each leads the child towards abstraction. Describe at least 5 exercises in sequence. 6. List some extra exercises one could use not using Montessori materials, to help gain an understanding of number and the various operations involved in the study of mathematics.List at least 10 activities. 7. ‘And if we look now at sensorial apparatus which is able to evoke such deep concentration, there is no doubt that this apparatus may be regarded not only as a help to exploring the environment, but also to the development of the mathematical mind. ’ 9’the absorbent mind. Chap 7) Discuss referring to unit 6, particularly pages 5-9 inclusive and mathematics which can be found in your own environment. (500 words) SECTION 7 Lesson 19FURTHER EXERCISES IN ADDITION 1. Describe the dot game. Give an example and say how it may be used. (refer to manual) 2. Describe the presentation of the addition strip board. (refer to manual) 3.How the control of error is used in the addition charts? Incl all 5 chart. Lesson 20FURTHER EXERCISES IN SUBTRACTION 1. What are the main characteristics of the subtraction strip board? ( list at least 6 characteristics) 2. Describe in detail the methods of a) decomposition b) complementary addition used in teaching subtraction what are the essential differences between the 2 methods? (page 16 of manual) lesson 21FURTHER EXERCISES IN MULTIPLICATION 1. Describe how you would teach children to multiply by 10 and 100 ( page 16 manual) 2. Explain the use f the working charts in the teaching of tables. As per exercise 1, 2 and 3 of manual. Page 19.Lesson 22FURTHER EXERCISES IN DIVISION 1. De scribe how you would use the stamp game in teaching long division. ( page 20 manual) Lesson 23THE SMALL BEAD FRAME 1. Make an outline sketch of and list the main characteristics of the small bead frame. Do this question on your own. List at least 10 points. Lesson 24FACTORS ; PRIME NUMBERS 1. Prepare a list of the prime numbers found between numbers 1 to 100. ( do this question on your own) Lesson 25LINEAR ; LIQUID MEASUREMENT 1. Devise further problems to enable children to use and apply measurement or prepare a working list of examples, to use with children, to enable them to further their knowledge of capacity.Lesson 26THE LARGE BEAD FRAME 1. Write a brief outline of how you would use the large bead frame to help children count up to 1, 000,000 (one million) (pg35) Lesson27LONG MULTIPLICATION WITH BANK GAME 1. Describe the sets of number cards used in teaching long multiplication. (pg 38) Lesson 28FRACTIONS 1. How would you introduce written symbols in the teaching of fractions g ive e. g. ( pg 41) 2. Devise a list of examples to be used to prepare children to understand the concept of equivalence of fractions. List at least 5 e. g. 3. Describe I detail the stages of preparing children to understand the division of fractions using the divided skittles. (pg 43) use own e. g. nd feel free to use sketches Lesson 29GEOMETRY 1. a) List the metal insets used to introduce geometry. (pg 45 manual) b) Show how they are used to enable children to understand equivalent, identical and similar figures. (pg46) Lesson 30MONEY 1. List the stages, materials and method you could use to teach children to use your own currency. 500 to 700 words. incl diagrams and activities. SECTION 8 Lesson 31 1. What are the ‘fine arts? ’ (200 words) 2. What fine work of literature would you enjoy reading to small children? (150 words) incl your own e. g. 3. How do you help the children to know and enjoy great work of art? ( 250 words) incl your own ideas 4.Choose a poem for the children to recite and act, and give the reason for your selection. In your answer your selection must be applicable to the age group of 3 to 6 years. 5. What are Montessori’s beliefs on fantasy for children up to the age of 6? You will find your answer in your text books. Lesson 32 1. How does a Montessori child obtain good manual dexterity and understanding for drawing? (500 words) incl in your answer practical and sensorial exercises. 2. Give an example of an activity you would use to help the child’s power of observation. (250 words) use your own e. g. 3. Describe a group handicraft activity using the materials of your choice. Incl materials, presentation, aims and an e. g.Bare in mind that your choice should allow the children to participate withut restrictions and with independence. Lesson 33 1. What is the 1st experience of rhythmic beat for the tiny baby? (30 to 50 words) 2. Which Montessori activity would help a child with Dyslexia, and why? (300 words) incl a brief description of Dyslexia. 3. Try to walk on a line carrying a pile of books. Walk carefully toe to heel and move rhythmically, if possible to music. Write a few lines about this experience. (100 words) 4. How does rhythm help a child who has great difficulty in spelling? (250 words) Lesson 34 1. Why did Dr. Montessori talk about ‘Cosmic Education? ’(1000 words) 2.How would you help the children to adapt to the environment of their own day? (500 words) include the four planes of development(Physical,spiritual,social and emotional) Lesson 35 1. On a scale of 1cm. to a year, make a time-line of your own life. Include some interesting points and highlights and visuals, if possible. Lesson 36 1. Give an idea of the materials for teaching your own religion or for the teaching of comparative religions. List at least 10 activities and explain each one with a short paragraph on the background of your religion. Lesson 37 1. What are the characteristics of a Montessori class ? List 20 characteristics with an explanation for each one. 2.What is the teacher’s relationship to the children in her class? (500 words) 3. How would you help the children towards becoming independent? (800 to 1000 words). Include all the areas of the Montessori classroom that you would like to prepare. 4. Describe the decor of a Montessori Include in your answer the outdoor and indoor, with an indoor floor plan. 5. What would be your main activities with the children during their first days at school? (250 words) Environment freedom, structure and order. reality and nature beauty and atmosphere, Montessori materials, development of community life Materials and exercises *The difficulty or the error that should be discovered by the child and an nderstanding should be isolated in every individual piece of material. The isolation makes the task easier for the child making it easy for him to figure the problem more readily. All Ebola rated one at a time not all at once. E. g. Variation in sizeColourNoise Design *the materials progress from simple to more complex design and usage. E. g. ;numerical rods ! st length 2nd numbers and length helping to understand simple addition and subtraction 3rd introduces writing numerical problems *the materials are designed to prepare the child indirectly for future learning. E. g. the indirect preparation for writing. Knob on materials to co ordinate thumb and motor actionUse of metal insets to guide movements with the ability to use a pencil Using fingers to trace of sandpaper letters helps develop a muscle memory of pattern to form letters. *the materials are concrete expressions of an idea and become more abstract. Helps the child grasp the abstract essence of the concrete material leaving the child independent without concrete evidence allowing for natural development. A solid wooden triangle is a good e. g. ;! st a solid wooden triangle is sensor ally explored. Then the separate base and sides are explored. Then di mensions are discovered. *control of error and auto education allows for the materials to be self correcting where a child can independently realize error without the help of an adult which allows the child to be in control. Teachers

The Effect of Outsourcing on Public Sector Organizations Essays

The Effect of Outsourcing on Public Sector Organizations Essays The Effect of Outsourcing on Public Sector Organizations Essay The Effect of Outsourcing on Public Sector Organizations Essay The Effect of Outsourcing on Public Sector Organizations JOHN H HANNAH III UNIVERSITY OF PHOENIX The Effect of Outsourcing on Public Sector Organizations This paper will examine the particular issues associated with the impact of outsourcing on public sector organization’s performance and employee commitment. As the move to outsourcing is part of a wider phenonom for flexibility in the organizational, structure, development and change paradigms of public sector organizations. This paper begins by examining the problems associated with an outsourcing strategy in public sector organization. Many counties within the US, have chosen to outsource the investment and operation of non-competitive public services, such as water and waste management, public transports, mail services, information and communication technology services, facilities management and road infrastructures. Outsourcing today has become an essential revenue and growth strategy for almost every existing corporation. It creates flexibility in the company, ensuring the maximum utilization of available resources within the company. It also offers corporations cost advantages and help free up their management resources. Orange county government-anywhere USA, requested the services of a Home Land Security Specialist to assist in the collaborative, assessment, development and strategic enhancement of it municipality’s Information Technology (IT) and Critical Facilities’ (CF) upgrades and security. Upon the completion of plan, expectations and deliverables, a series of introductions with Directors, Managers and Supervisors, it was apparent the federal dollars associated with the project was indeed the motive for the invitation. In my initial general assessment and development of a strategy, the organization handbook was the first critical reading which uncovered a mission statement, values, ethical guidelines and the organizational cultural premise. â€Å"The Mayor’s outline the vision, values and mission as simple – to serve. You have an important job to do as we work to meet the needs of our citizens. We ensure that roads are built and maintained; we protect environmental resources; we respond to crisis and emergency situations; we staff facilities that care for people; and we ensure that the quality of life of our citizens is protected our challenge is to build on the strengths of our diverse community so that everyone can enjoy the very best Orange County has to offer. We are committed to maintaining an organization where citizens are engaged in civic affairs, take ownership in their government and have input in the decision making process†. The following core values serve as our foundation: 1. FAIRNESS, 2. WORK ETHIC 3. INTEGRITY AND CHARACTER 4. EXCELLENCE AND INNOVATION: 5. PROFESSIONALISM AND ACCOUNTABILITY (Orange County Government, 2012) . The role of the Security Specialist in this public sector organization is to examine the particular issues associated with the impact of outsourcing on public sector organization’s performance and employee commitment and develop a strategy to move this organization toward outsourcing initially in the areas of IT and CF. Provide an assessment and evaluation of the organizational readiness for change in the area of outsourcing. This paper begins by examining the problems associated with an outsourcing strategy in public sector organization in the form of an assessment. As public sector moves to outsourcing as part of a wider strategy to increase flexibility in the organizational, structure, development and change paradigms of public sector organization. Outsourcing helps organizations to be focused. Since the most valuable resource within management is time, once a process is successfully outsourced, the management gets more and effective time to explore new revenue streams, time to accelerate other projects and time to focus on customers. Traditionally executives spend 80 percent of their time managing details, and only 20 percent on planning and customer relations, in other words, a successful outsourcing process can help reverse this ratio. Outsourcing can also help companies to have access to new technologies that might not be used in their company. This is mainly because the outsourcers use the latest state-of-the art technologies to serve their private sector clients. And this might also increase the change paradigm shift and rapid migration of these companies to new technology. Outsourcing also helps multi functional areas and department of a public sector providing the benefit of 24-hour operational cycles and providing necessary services to their customer. The ever- growing pressure for increased productivity and profitability of city, county and state governments thus, the pressures to reduce costs and improve productivity are the main factors that influenced the beginning of offshore outsourcing. For example, the main advantages to move production to private contracting of products and services to reduce in-house human resources management cost. Hence, today outsourcing has become an attractive and powerful strategy for companies to reduce cost and improve performance. These models provide theoretical guidelines upon which valid and reliable organizational assessments should be based. All of these models provide value to management and human resource organizational leaders performing organizational assessments based on a internal aspects or a system theory evaluation approach (Erwin Garman, 2010). The McKinsey 7S Framework model is used as a tool to assess and monitor changes in the internal situation of an organization closed system assessment. The model is based on the theory that, for an organization to perform well, these seven elements need to be aligned and mutually reinforcing. So, the model can be used to help identify what needs to be realigned to improve performance, or to maintain alignment (and performance) during other types of change. The basic premise of the model is that there are seven internal aspects of an organization that need to be aligned if it is to be successful evaluation and assessment tool. The Seven Interdependent Elements of the 7s model are Hard elements (strategy, structure and systems) and the Soft Elements (shared values, skills, style and staff) (Waterman, Peters, Phillips, 1980) Burke Litwin Model (The Casual Model of Organizational Performance Change) – The Burke Litwin Model, suggests linkages that hypothesize how performance is affected by internal and external factors. It provides a framework to assess organizational and environmental dimensions that are keys to successful change and it demonstrates how these dimensions should be linked causally to achieve a change in performance. According to Burke-Litwin’s model, an organization may conduct a change intervention in stages as they relate to a specific focus in two stages â€Å"First order and Second order† changes. If an OD intervention is directed toward structure, systems, and management practice result, it can be considered a first order change, if interventions are directed toward mission, strategy, leadership, and organizational culture then result in second order change (Burke Litwin, 1992). The Marvin Weisbord-Six-Box Model (Weisbord’s Model) is designed to assess the functioning of organizations based mainly on the techniques and assumptions of the field of organizational development. The model represents a particular way of looking at organizational structure and design. It gives attention to issues such as planning, incentives and rewards, the role of support functions such as personnel, internal competitions among organizational units, standards for remuneration, partnerships, hierarchies and the delegation of authority, organizational control, accountability and performance assessment. The model also follows the basic systems approach to organizational functioning including the well-known inputs and outputs categories. The six-box model is comprised of the following components (boxes): (1). Purposes, (2). Structure, (3) relationships; (4). Rewards, (5). Leadership, (6). Coordinating technologies. The only disadvantage to this model is it s design to only address internal environments (Weisbord, 1978). An open system organizational development theory and (Burke Litwin) model will be utilized to conduct a diagnosis analysis planned change assessment to the organization. These changes are usually designed to address an organization problem or to help an organization prepare for future. It is the one method of quickly bringing change, which focus on human and social aspects of the organization as a way to improve organization’s ability to adapt and solve problems. The best theory is developed from practice; the best practice should be grounded in theory (Seeger, 2006; Brown, 2011). The Burke Litwin Model hypothesizes’ how performance is affected by internal and external factors. Public sector management occurs within a complex, dynamic system involving stakeholders, coupled with informational and resource material flows and behaviour that is characterized by interactions related to internal and external environments. According to Burke-Litwin’s model, an organization may conduct a change intervention in stages as they relate to a specific focus in two stages â€Å"First order and Second order† changes. If an OD intervention is directed toward structure, systems, and management practice result, it can be considered a first order change, if interventions are directed toward mission, strategy, leadership, and organizational culture then result in second order change (Burke Litwin, 1992). The theory of Organizational readiness for change is considered a multi-level, multi-faceted construct. From and organization-level construct, readiness for change refers to organizational members shared resolve to implement a change (change commitment) and shared belief in their collective capability to do so (change efficacy). Organizational readiness for change varies as a function of how much organizational member’s value the change and how favorably they appraise three key determinants of implementation capability: task demands, resource availability, and situational factors. When organizational readiness for change is high, organizational members are more likely to initiate change, exert greater effort, exhibit greater persistence, and display more cooperative behavior (Weiner, 2009). References Bateman, T. S. , Snell, S. A. (2007). Management: Leading collaboratiing in a competitive world (7th ed. . New York, NY: McGraw Hill Irwin. Boland, T. , Fowler, A. (2000). A systems perspective of performance management in public sector management. The International Journal of Public Sector organizations, 13(5), 417-446. doi:10. 1108/09513550010350832 Brown, D. R. (2011). An experiential approach to organization development (8th ed. ). Boston, MA: Prentice Hall. Burke, W. W. , Litwin, G. H. (1992). Causal model of organization performance and change’. Journal Management, 18(3), 523-545. doi:10. 1177/014920639201800306 Erwin, D. G. , Garman, A. N. (2010). Resistance to organizational change: Linking research and practice,. Leadership Organization Development Journal, 31(1), 39-56. doi:10. 1108/01437731011010371 Harrison, M. I. , Shirom, A. (1999). Organizational diagnosis and assessment: Bridging theory and practice. Thousand Oaks, CA: Sage. Kotter, J. (1995). Leading change: Why transformation efforts fail. Harvard Business Review, 59-67. Retrieved from http://89. 248. 0. 102/upload/Topplederprogrammet/Kotter. pdf Lewin, K. (1951). Field Theory in Social Science. London, England: Harper Row. Orange County Government. 2012, April). Employee Handbook. Fl. Retrieved from ocfl. net/Portals/0/resourcelibrary/employment-employehandbook. pdf Waterman, R. , Peters, T. J. , Phillips, J. R. (1980). Structure is not organization. Mckinsey Quarterly, 2-20. Retrieved from tompeters. com/docs/Structure_Is_Not_Organization. pdf Weisbord, M. (1978). Organizational Diagnosis: A Workbook of Theory and Practice. Addison-wesley. Wiener, B. J. (2009 ). A theory of organizational readiness for change. Implementation Science, 4, 67. doi:10. 1186/1748-5908-4-67