One page essay Example | Topics and Well Written Essays - 500 words

One page - Essay Example At this point in the discussion, the representative’s tone of voice began to change from friendly and professional to impatient and irritated. The representative stated, â€Å"We are virtually the same as all other national Best Western locations†, which indicated to me that the representative had grown tired of describing the room and its features. Playing on this perceived irritation, I proceeded to ask about the different pricing for all different types of suites. I was swiftly informed that I would likely be better served by visiting the franchise website which maintained a virtual and interactive view of the room and then decide whether I wanted to make a booking online. Having not received the pricing information I had requested, the discussion ended abruptly when I agreed to visit the website. La Quinta, however, gave me a list of prices for all available room types and entertained conversation about all of the different amenities offered. This representative informed me, very politely, that there were only four rooms left and that it might be a good idea to make a final decision due to a convention occurring during my stay. Never once in the discussion did the representative of La Quinta exhibit any perceived sign of impatience, anger or unprofessionalism. Clearly, La Quinta maintained a more customer-oriented reservation system. The representative at Best Western seemed to be under the assumption that most customers were well-familiar with the Best Western brand and could not understand the depth of my questioning. La Quinta’s amenities are more pronounced than that of Best Western, offering better business traveler discounts and full-serving breakfasts unlike the more budget-conscious Best Western I had chosen. It seemed as though La Quinta understood the importance of building brand loyalty through service and had trained their representatives to be helpful, patient, and empathetic to traveler needs. The Best Western

Siaffing for a telecommunting job Essay Example | Topics and Well Written Essays - 500 words

Siaffing for a telecommunting job - Essay Example The main reason for recommending this method is that conducting interviews with the former incumbent, and their immediate supervisor, will help capture the important details related to the job descriptions and specifications. In addition, interviews with specialists in the public relations sector will be crucial to help capture any details that the outgoing office holder and the supervisors might fail to indicate. Furthermore, interviews with specialists in telecommuting will also be crucial to help provide information that the company will use to realign this new role. It is important to note that, this method would still be applicable in analyzing a job in the traditional office environment since the same details are crucial apart from those related to telecommuting. In effect, the same analysis method will be applicable apart from conducting interviews with a telecommuting specialist. The best procedure to use in recruiting and hiring a telecommuter for the company will be through hiring of a telecommuter from within the company. In this regard, this method is the most appropriate since the company will avoid the problems related to insufficient socialization. In addition, it is important to ensure that the telecommuter hired is trustworthy, of which it will be a challenge to prove trustworthy once hiring was from outside the company. Beyond the value congruence and appropriate skills for the job, and trustworthiness, it is important to investigate other important characteristics important for telecommuting. In this regard, these characteristics incorporate the capability to work independent of express supervision, self-motivation, confidence, and an individual with crucial managerial skills (Schilling, 1999). In is only through hiring within the company that this is achievable. On the other hand, if the job was not of a telecommuting nature, this procedure of hi ring and recruitment could be applicable since the same features are required in a

Compare the Ways the British and French Ruled Their Respective Essay

Compare the Ways the British and French Ruled Their Respective Mandates. What Are Some of Their Legacies in the Region Today - Essay Example The British and French rule in the Middle East A look into history proves that before the 1st World War, Britain and France were rivals in nature and were worried about the increasing influence of each other in the Arab and African region (Brainard, 2004). While the British developed a north-south axis of power, to balance the equation, the French developed a firm east-west axis of power. However, as both of them realized the benefits of supporting mutual interests, they came together by the beginning of the 20th century through assisting Suez Canal construction by Egypt, the Sykes-Picot agreement and the alliance in the First World War. The period thereafter witnessed a considerable change in the strategy adopted by both. They decided to divide the Middle East into a large number of countries. This helped them balance the power without conflict, and also, it ensured that they could continue their exploitation without considerable amount of opposition from the territories. Similariti es and dissimilarities between he French and British rule in the Middle East Evidently, both the British and the French tried to rule their own regions through established elites, though the British seemed more willing to move their mandates ahead and towards a better qualified form of independence, and the only exception in this connection is Palestine (‘Iraq: Initial contacts with the British’). In Palestine, for the first time in British history, it had to end its rule without establishing a government behind it. In other words, one can say that the British only wanted protectorates and mandates like Egypt and Palestine as permitted by the League of Nations. So, the British allowed the territories under its rule to have their own domestic political policies though the British continued their military bases and controlled their foreign policies. This is evident in the case of Egypt and Iraq. For example, though the British got support from the Arabs in its campaign ag ainst the Ottomans starting in Basra, the British soon realized the fact that the Arabs would not support them in the long term. Though 1919 saw the British getting the responsibility to administer the area from the League of Nations, soon they found widespread unrest and rebellion, and they realized the fact that the only way to bring the situation under control was to make a puppet government, and the victim selected for the purpose was Hashemite ruler Faysal as it was thought that being a descendant from Prophet Muhammed, he would be accepted by all factions. In addition, as he was not from Iraq, it was thought that he would not feel confident enough to rule without the help of the British. The strategy worked out and there were a number of treaties ensuring proper flow of oil and total control of the regimes affairs. Almost a similar picture one can see in the case of Egypt too. Though the British allowed monarchs to rule Egypt, the period after the construction of Suez Canal (1 859-69) saw the British dethroning Ismail, and it was followed by widespread resentment against the foreign domination. So, the British had to capture the control Egypt again, and thus made a protectorate. Later on,

Arab Culture and Beliefs Essay Example | Topics and Well Written Essays - 1000 words

Arab Culture and Beliefs - Essay Example The Islamic faith had taken roots in the 6th century AD in Saudi Arabia and spread out into the surrounding regions. The Islamic rulers were trained in the art of warfare, astute statesmen and able administrators6. They ruled with an iron hand but they were fair in their dealings7. They were patrons of literature, arts, science and philosophy8. Trade, education and military expeditions were high on their agenda and they carried out these in the best tradition9 and vision the newly found religion propagated and expounded10 (Saudi Arabia: Culture). Hence, given the ideal state of affairs storytellers flourished11. These bards were thoroughly familiar with the fallacies and foibles of all men from at all levels12. They were either trained in the art of storytelling or were motivated13 enough to stir up their imaginations to arouse interest and maintain it through mentally manufactured plots which they narrated before gaping, awe-struck audience14. Which audience will resist the temptation to hear accounts of rags to riches episodes15 couched with mysterious events, adventures, gallant heroes, beautiful women, eccentric rulers, scheming villains, strange beings and beasts, and rounded up with the most unlikely and profound endings.16 The Arab culture of medieval times provide the fantastic backgro... The Arab culture of medieval times provide the fantastic background of valor and wealth, innocence and greed, intrigue and deceit, ogre and jinn, and a rich variety of oriental charm and chicanery17 to embellish the Arabian Nights with the unique touch and brand of a world where the interplay of facts and fiction18 gave both an aura of invincibility and supernatural powers to perform the impossible.19 The Arabian Nights tantalizingly reflect the heydays of Arabia's past glory20 when ------------------------------------------------------------------------------------------------------------ 11,12,13,14,15 Saudi Arabia: Culture 16,17,18,19,20 The Arabian Nights the Arab world was a world centre for learning, science, arts and philosophy21. The advent and spread of Islam in the Arab world22 and beyond happened in the times the Arabian Nights came to be written and told23. Possibilities exist for some of the stories to have been given a makeover of the Arab culture and beliefs24 to make it more acceptable to the regional masters and citizenry15. It is also possible that many of the stories originated25 from one of the countries with whom Arabia had economic and cultural ties like India26. The stories resonate with the culture and ethos of these places where the Islamic rulers had dominion including the countries the Arabs did business with27. What distinguishes the Arabian Nights from other folklores is the way metaphysics28 is incorporated to highlight ordinary life and situations with supernatural aliens and incidents29. The stories of Ali Baba and the Forty Thieves, Sindbad the Sailor, Aladdin and the Wonderful Lamp30 are some examples of

Social Network Website Design & Justification 2 Assignment

Social Network Website Design & Justification 2 - Assignment Example As it is clear, the user is captivated by the message at the top. They will feel compelled to be part of life savers. After the user is assured that the signup process is simple, it should follow this and be simple as suggested. On clicking link that will lead them to the signup stage, the client should have a good and simple experience in the signup. This should be shown by the way the signup process takes place. As can be seen in figure 2, the sign up process is simple and does not take much of the time. It does not require a lot of details from the client. Just simple facts that is required in the SignUp process. There should also be use of attractive design objects. Most young users like flashy and attractive sites. They are attracted to things that are beautiful. This could be in the beginning of the web page. In figure 3, there is an addition of some graphics that will captivate the user into signing up for the service. By the use the dove, the user will have a feeling that it is for a good cause. The use of the dove has found prominence in religious procedures to signify sympathy and care. The wireframe shown in figure 4 shows a simple way of gramification. This figure shows how the web page can motivate someone to donate blood. Young social site users like such interesting things that will motivate them into registering and filling out the form. This page can be put in the beginning of the website. Another issue is that of giving simple links that are easy to find. This way, the user will not find it hard to get the link that will lead them to the site that they are to register. In figure 4, the user will click on the images in order to undertake the registration. In the design of the website, there is a need to include the various types of users and blood donors. From figure 5, the users have been categorized so that it is easier to categorize users in regard to the frequency in which they visit the site. It follows a simple design structure

Credit marketed to cunsumers Essay Example | Topics and Well Written Essays - 1750 words

Credit marketed to cunsumers - Essay Example Emphasis is given to the following fact: the marketing plans that promote credit have a series of severe implications for consumers. These implications are analyzed below aiming to highlight the need for setting barriers to the marketing of credit around the world. One of the most critical findings of the study seems to be the following: in the past credit was regarded as a tool used under exceptional conditions; today, credit has become a key part of daily life. Thus, the terms of its marketing should be thoroughly reviewed as of their effects on consumers. In order to evaluate the potential consequences of the credit marketed to consumers it is necessary to refer primarily to the methods employed by marketers for promoting credit. Commonly, marketers who design the marketing plans promoting credit use themes and issues related to critical social incidents or problems. For example, in USA ‘the credit cards that aim to cover medical expenses’ (Scurlock 6) are quite popul ar. Another issue quite important for marketers developing these plans is the marketing means used for communicating with the public, i.e. for promoting credit to consumers. ... In other words, the marketing plans promoting credit can appear almost everywhere. It can be quite difficult for consumers to resist to the dilemmas set through the relevant advertisements. However, consumers have started to face these plans with skepticism, especially since the image that these plans present in regard to credit-related products have been proved as unreal (Scurlock 12). The introduction of the concept of credit score is considered as an effort of marketers to control the concerns of consumers towards the credit-related financial products (Scurlock 127). The positive credit report has been set as a prerequisite for the extension of existing credit or for the provision of credit; the last case refers to consumers who borrow money for the first time (Scurlock 127). The credit report is based on credit scores: a high credit score denotes a consistent borrower while a low credit score indicates the failure of the borrower to respond to his obligations in regard to his deb t (Scurlock 127). Today, credit score is used for checking the overall financial status of a person, a fact that has caused strong criticism; for example, a candidate for a specific job may be asked to bring his credit report before signing the employment contract (Scurlock 128). The above practice violates human rights since it justifies the access to private data (Scurlock 128). Although it is widely used, the credit report hides a series of risks: a) by emphasizing on credit report and on the importance of credit score authorities and organizations seem to promote a specific trend: consumers are urged to put all their efforts for protecting their credit score. In this

Assesing the Curriculum for Special Education Essay Example for Free

Assesing the Curriculum for Special Education Essay School can be particularly challenging for children with special needs, including those with attention-deficit hyperactivity disorder or ADHD, who often experience poor academic performance, behavior problems, and difficulties with social interaction. The situation can be further complicated by the fact that there is no typical, predictable classroom style common to all children with special needs, for that matter. It can also be hard for parents to tell how much of any problem identified by a teacher falls into the normal range of a child development, for example how much is due to ADHD, and how much is due to coexisting problem such as learning disability, anxiety disorder, or disruptive behavior and others. Add to this fact that the public school system here in the Philippines may not have Individualized Education Program (IEP) that will meet the needs of these special children. In this study, the researcher will use different basic methods of assessing special education curriculum how it may be integrated into the mainstream or general education particularly in the Philippine public school system, without compromising quality of education. Objectives of the Study The objectives of this research proposal are a) to assess the basic curriculum of special education; b) to identify the positive and negative effect of the integration of such curriculum with the general education in the mainstream classroom and c) to identify effective classroom and teaching styles of special education. Statement of the Problem So many parents who have a child with special needs, particularly ADHD, have a dilemma when it comes to placing their children in public school system in the Philippines, since they are not included in the public school curriculum. And most public school teachers, if not some, may not be fully aware of the special needs of a child with ADHD and for that matter, does not have special skills in dealing with such students. Only special schools or some private schools deal with special children or include special education in their general education curriculum. On November 2005, my six-year old daughter was diagnosed with attention-deficit hyperactivity disorder (ADHD). Since she was moving up to first grade, sending her to a public school was practical and a good choice, yet doubtful that the public school system has educational intervention for children with special needs like her, within the mainstream classroom setting. Her developmental pediatrician suggested for a behavioral therapy and tutorial through a SPED School, for that matter but it was important for my child to interact with children her age in a normal classroom setting, so the plan did not push through. . Scope and Limitation The Department of Education often stresses the need for a good public education which is free and accessible to every child in the country, including children with special needs, particularly those with Attention-deficit hyperactivity disorder (ADHD) who came from all levels of society. It is therefore important to assess and evaluate special education curriculum to see if it can be integrated in the mainstream classroom. The special education evaluation process requires the school district to assess the student in all areas related to the suspected disability as well as conducting a comprehensive educational assessment for integration to happen in a normal classroom. Most educators believe that children with disabilities and nondisabled children should be taught together whenever possible. Isolating children with disabilities may lower their self-esteem and may reduce their ability to deal with other people. The practice of integrating children with disabilities into regular school programs is called mainstreaming, or inclusion. Students with disabilities attend special classrooms or schools only if their need for very specialized services makes mainstreaming impossible. Many children with disabilities attend regular classes most of the school day: They work with a specially trained teacher for part of each day to improve specific skills. These sessions may be held in a classroom  called a resource room, which may be equipped with such materials as Braille typewriters and relief maps for blind students. Other students with disabilities attend special classes most of the day but join the rest of the children for certain activities. For example, students with mental retardation (MR) may join other children who do not have MR for art and physical education. Although the place where instruction occurs (the setting) is seen as important in the field of special education, the types of curricular modifications and interventions may be a more important area to focus on in the future. Hypothesis This research is important in giving helpful ideas in relation to a child with special needs, especially with ADHD, and the effect of learnings he will get, especially in the public school setting, which gives free education to all. This research will help foster a child’s academic and social success in school through a good curriculum designed specifically for his needs, by assessing general education curriculum through the Curriculum-based evaluation and other related tools for assessment and evaluation. This research will deal on the questions: 1. What type of school-related challenges children face most often? 2. How effective is the special education curriculum to children with special needs and what areas need improvement? 3. Which classroom structures, teachings styles and accommodations can best support the child’s learning? 4. How can the integration affect the mainstream classroom? CHAPTER II Related Literature Blankenship, C. S. , (1985). Using curriculum-based assessment data to make instructional decisions. Exceptional Children, 52, 233-238. This article is part of a special issue of Exceptional Children devoted to Curriculum-Based Assessment. Blankenship describes the essential features of CBA and provides suggestions for development. She places a special emphasis on describing how teachers can use CBA for curriculum placement, materials, and instructional procedures. CBA and CBM Compare and Contrast www. teacherstoolkit. com/classroom1. htm CBA and CBM are compared and contrasted on this Web site. This is a good site for educators who are new to Curriculum-Based Evaluation as basic differences between CBA and CBM are described. A few articles and books are referenced. CBA Techniques www. johnvenn. com/assessment. htm The author of this site, John Venn, is a professor of education at the University of North Florida and is a good resource for teachers who are interested in implementing CBA in their classrooms. Venn lists in-class assessment and alternative grading strategies. He stresses how CBA techniques are quick, easy and that any teacher can use them. Deno, S. L. , (1985). Curriculum-based measurement: the emerging alternative. Exceptional Children, 52(3), 219-232. Deno introduces CBM as an alternative assessment approach that is both valid and reliable. He discusses the advantages and disadvantages of informal observation and also standardized commercial achievement tests. Dizon, Edilberto I. , Ed. D. An Article: Educational Intervention for Children with Attention-Deficit Hyperactivity Disorder. UP College of Education, 1998. This article discusses the priorities and guidelines in teaching children with ADHD. The author discussed how to assess the classroom that would enable teachers to decide on appropriate placement and design a customized educational program for the child, even at a mainstream classroom. He also talked about structure within in the classroom, its organization of chairs and tables and seating arrangements and the workspace for the child. It is also important to assess the curriculum and its contents. To make sure that there is provision of task-analyzing for the different skills of the child, to adopt anticipatory teaching and guidance which emphasize foresight and preventive intervention. Supervisors should be able to assess if teachers are able to focus on processes as much as outcome in their teaching and are able implement good behavioral management inside the classroom. Hall, T. , Mengel, M. (2002). Curriculum-based evaluations. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved [3/22/2008] from http://www. cast. org/publications/ncac/ncac_curriculumbe. html This publication includes discussions on academic assessment, which is a long-standing tradition in education. Assessment usually involves measurement of student progress for the purpose of informing. One level of informing is identification or eligibility decision-making, a second level is that of informing instruction. Traditional assessment instruments have limitations which restrict their application for instructional program planning. It also introduces alternative assessment procedures appearing in educational literature in the last 20 years are Curriculum-Based Evaluations (CBE). Whereas standardized commercial achievement tests measure broad curriculum areas and/or skills, CBE measures specific skills that are presently being taught in the classroom, usually in basic skills. It further states that assessment usually involves measurement of student progress for the purpose of informing. The author reviewed the beginning of CBE, wherein many of its systems had their beginnings in the special education domain. In some cases, research began specifically in the self-contained special education classroom. In others, the roots of the measurement system sprang from the desire to most appropriately integrate students with disabilities into the general education classroom. The tools described here under the name of Curriculum-Based Evaluations all had important roles and made contributions in research and practice in the general education class. Peters, Helen. An Article: Understanding and Educating Children with ADHD. Winston Churchill Fellow. 1998 This article was written as an overview in educating children with ADHD. The author describes children with ADHD and how to identify these children at the early years. She discussed about the rules in assessing ADHD. In classroom assessment, the author came up with four important questions in order for a teacher to have an effective classroom management. Understanding the different learning styles for special children was also discussed in this article. A series of questions were asked when thinking how to support the learning needs of the ADHD child was also included in this paper. The author also mentioned the school’s response to academic failure and the importance of visual display of lessons. Reiff, Michael I. , Tippins, Sherill, (2004). The American Academy of Pediatrics: ADHD: A Complete and Authoritative Guide. Your Child at School, 155-193. American Academy of Pediatrics. This book will help readers apply the most current evidence-based and best-practice approaches for finding solutions for children with attention-deficit/hyperactivity disorder (ADHD). Many important topics are addressed in this book including the advice on management techniques for school and home. In the chapter Your Child at School, readers will learn the type of school-related challenges children with ADHD face most often, the classroom structures, school policies, teaching styles and accommodations that can be beneficial for child with ADHD learns and how to individualized education program can work with a child, his teachers and even his pediatrician. CHAPTER III Methodology and Procedure 1. Conduct a literature review on special education curriculum and the public education system in the Philippines. 2. Observe a special education class for 1 hour everyday, for one week, focusing mostly on the curriculum, classroom and behavioral management and teacher’s skills, using the CBE Curriculum-Based Evaluations are best defined by Deno (1987) as any set of measurement procedures that use direct observation and recording of a student’s performance in a local curriculum as a basis for gathering information to make instructional decisions (in Shinn, 1989; p. 62): †¢ 3. Interview a public school superintendent/principal and teachers to attempt to gather reactions on the integration of special education curriculum into the general education system. The following questions will be: †¢ a. What is the general curriculum in the regular classroom? †¢ b. What are the aids, services or changes to the educational program that would help the child learn and achieve? †¢ c. What do you think are your strategies to help the child with behavior, if behavior is an issue? †¢ d. How can your student with special needs be involved and progress in the general curriculum? †¢ e. How can your student participate in extracurricular and other activities? and †¢ f. How can he/she be educated with other children, both with and without disabilities? 4. Interview a special education supervisor and teachers to attempt to gather reactions on the integration of special education curriculum into the general education system. While the interviews will not be formal or structured, the kinds of questions I will ask include the following: a. What type of school-related challenges children face most often? b. How effective is the special education curriculum to children with special needs and what areas need improvement? c. Which classroom structures, teachings styles and accommodations can best support the child’s learning? d. How can the integration affect the mainstream classroom? 5. Write a research report that combines my understanding of the special education issue and previous research with the results of my empirical research. [pic][pic][pic][pic][pic][pic][pic][pic][pic]