Job Description Posting for Fritzas Childrens Clothing Research Paper

Job Description Posting for Fritzas Childrens Clothing - Research Paper Example All job descriptions should be clear and concise and should answer all the questions for the employees (Management, Web). The small business chosen for this assignment is Fritza’s Children’s Clothing. The need for creating a job description is determined when the need for an additional job is felt by the management. It can also be determined if the employee responsible for this particular job did not carry out his duties well and therefore, a replacement is needed. The duties of a clothing store employee include keeping all the retail areas in an orderly way. Te duties could also include folding and hanging the items neatly, vacuuming, cleaning the dressing rooms and all other duties related to the maintenance of the store. The employee would also be responsible for providing superior customer service. The employees should communicate in an effective way and assist the customers in every way possible. The employee should also have good persuading skills to persuade the customers to buy the clothing items they like. The employee will be required to be friendly and customer oriented. The main focus should be on customers as they are really important for a clothing store. The employ ees are also required to be clean and have a professional appearance. Other requirements include punctuality as well as basic skills including mathematical to count the money and other related tasks. In order to apply for this job at the Fritza’s Children’s Clothing store the employee also need to have some preexisting knowledge or skills required for the position. These jobs normally have an entry level requirement and employees should be currently enrolled in high school or should have completed high school. The employees should have the basic knowledge and know-how related to customer interaction. In all, the employees should basically know how to interact with customers effectively

MHE503 Survey of Emergency and Disaster Mgt Module 1 Case Essay

MHE503 Survey of Emergency and Disaster Mgt Module 1 Case - Essay Example Tsunamis are undersea-bed earthquakes that create a great effect on the water above the surface. However, in the case of the Indian Ocean tsunami of 2004, there were no specific indications that something was already happening in the seabed. This is the reason why it was not that easy for the resort goers to immediately flee from the area towards a safer place. They were all caught in surprise when the water waves began splashing huge amounts of water to the sea shore killing hundreds of people who were just sitting and resting around the area. The waves were big and disastrous along with the mixed heavy winds that it comes along with. The complete disaster was even forcefully controlled by the unwillingness of some to flee away from their houses near the sea area believing that this was just a simple sea wave change. Little did these people know that this was a huge tragedy that waits to devastate their lives. Besides the natural reaction of the earth from heating up, the human works of denuding the forests made it harder for nature to control the situation itself. Apparently, the reduction of such trees limited the possibility and the capability of the warmed up earth to cool itself down. Besides this, the lack of signs from the actual behaviour of the sea from where the tsunamis are already happening below its sea bed made it hard for the people to tell that something wrong was going to happen. The bubbling or frothing of the sea at the top portion which is seen by the people has not happened and was not able to signal the people around. Basically, caused by the imbalance in nature, even this warning was not undergone properly by the process that was supposed to give a cue as to what was going to happen next. The incapability of the people to tell made the disaster even more tragic for the human population living within the areas affected. As seen from the television news, some of the tourists were even enjoying the cool breeze of the air when the waves suddenly turned gigantic eating them out from the seashore towards the sea's center turbulent area. Without the capability of the earth to support the need of limiting such disasters from happening, the earthquake lasted for at least several minutes that were enough to kill thousands within Thailand, Indonesia and Sri Lanka. This disaster reminds people at present that apparently, too much development may cause devastation on the capability of the earth to heal itself. No matter how prepared people could be, no matter how knowledgeable they may seem about the occurrence of such devastating events in the natural environment, it could not be denied that the imbalance of the earth's temperature and composition makes all these efforts of being prepared worthless. This is the reason why the Hokkaido incident was less damaging compared to the properties lost and the lives that were taken from that of the occurrence of the Indian Ocean earthquake of 2004. What mitigation and/or

Principle of teaching Essay Example for Free

Principle of teaching Essay Maintaining an environment for ï ¬ rst-class higher education Nine educational principles underpin the University of Melbourne’s teaching and learning objectives. These principles represent the shared view within the University of the processes and conditions that contribute to ï ¬ rst-class higher education. The nine principles were ï ¬ rst adopted by the University’s Academic Board in 2002. This renewed edition of the document reï ¬â€šects the bold changes the University has undergone since then with the implementation of the Melbourne Model. Many elements of the nine principles are embedded in the philosophy of the Melbourne Model. The provision of a cohort experience, the breadth component, research-led teaching, attention to the physical and intellectual learning environment, knowledge transfer opportunities: these features of the Melbourne Model incorporate the nine principles on a structural level, reinforcing their importance and the University’s commitment to them. Aspects of the principles guiding knowledge transfer with regard to teaching and learning are the most signiï ¬ cant additions and while they are embedded throughout the document, they are particularly concentrated in principles two and seven. In principle two the interrelations between research, knowledge transfer and teaching and learning are described while in principle seven the practical elements of embedding knowledge transfer in teaching and learning are discussed. Nine guiding principles 1. An atmosphere of intellectual excitement 2. An intensive research and knowledge transfer culture permeating all teaching and learning activities 3. A vibrant and embracing social context 4. An international and culturally diverse learning environment 5. Explicit concern and support for individual development 6. Clear academic expectations and standards 7 Learning cycles of experimentation, feedback and assessment . 8. Premium quality learning spaces, resources and technologies 9. An adaptive curriculum The nine guiding principles are interrelated and interdependent. Some relate to the broad intellectual environment of the University while others describe speciï ¬ c components of the teaching and learning process. Together, these principles reï ¬â€šect the balance of evidence in the research literature on the conditions under which student learning thrives. Each principle has a direct bearing on the quality of students’ intellectual development and their overall experience of university life and beyond as they embark on a process of lifelong learning, regardless of whether they come to the University as undergraduate, postgraduate coursework or postgraduate research students. Generic statements of beliefs, values and practices cannot completely capture the diversity and variation present in a large and complex University. However, the underlying principles presented in this document hold true despite variations across the disciplines in traditions of scholarship and in philosophies and approaches towards teaching and learning. Indeed, the nine principles described here support the process of interdisciplinary learning encouraged by the Melbourne Model: they provide a framework under which teachers from different backgrounds and disciplines can work together to plan, develop and provide coherent interdisciplinary learning experiences for students. The ultimate objective of the University of Melbourne’s teaching and learning programs is to prepare graduates with distinctive attributes — described in the next section — that enable them to contribute to our ever-changing global context in a meaningful and positive way. The purpose of the present document is to guide the maintenance and enhancement of teaching and learning standards that serve this end. It is a statement of what the University community values. As such, it has aspirational qualities and the suggestions for good practice offered provide laudable benchmarks to which the University is committed within the availability of resources. Responsibilities The maintenance of the University of Melbourne’s teaching and learning environment is the responsibility of the whole institution. This document identiï ¬ es various University, Faculty and individual responsibilities, though not all of the detailed implications apply equally to all members of the University community. The Academic Board is responsible to the University Council for the development of academic policy and the supervision of all academic activities of the University of Melbourne, including the preservation of high standards in teaching and research. It has core quality assurance functions, including the approval of selection criteria, the monitoring of student progress, the approval of new and changed courses, and the monitoring of the quality of teaching and learning. The Provost is responsible to the Vice-Chancellor for the conduct, coordination, and quality of the University’s academic programs and the planning of their future development. The Provost provides academic leadership, working in close collaboration with the Academic Board, deans and professional staff to ensure the alignment of accountability, budgets and initiatives in the delivery of academic programs and consistent, high quality student support. The Academic Board and Provost together ensure that the University: †¢ recognises and rewards excellence in teaching through its policies in staff recruitment, selection and promotion criteria; †¢ provides extensive opportunities for professional development in teaching and learning; †¢ supports and promotes research-led teaching; †¢ develops and maintains high quality teaching and learning spaces and resources; †¢ places high importance on the place of knowledge transfer activities in making its degrees relevant and distinctive and supports its staff and students in pursuing such activities; †¢ encourages and supports innovative approaches to teaching and learning, including through the application of advancements in information and communications technology; and †¢ provides mechanisms for on-going curriculum review involving all stakeholders (students, community, industry, professional associations, and academics) of the content, structure and delivery of courses and the learning experiences of students. The University is committed to the scholarship of teaching in the belief that academic staff in a research-led environment should apply scholarly principles to teaching and to the leadership of student learning. In practice, the scholarship of teaching involves academic staff being familiar with and drawing on research into the relationship between teaching and student learning. It also involves evaluating and reï ¬â€šecting on the effects on student learning of curriculum design, knowledge transfer activities, teaching styles and approaches to assessment. The present document is designed to support consideration of the University’s obligations in terms of the scholarship of teaching and to assist in the review and enhancement of the quality of personal teaching practices. Students have responsibilities as well for the quality of teaching and learning. The effectiveness of a higher education environment cannot be expressed simply in terms of the challenge, facilitation, support and resources provided by teaching staff and the University as an institution. Students have complementary responsibilities. Students have responsibilities for their personal progress through their level of engagement, commitment and time devoted to study. Students also have obligations to contribute to the creation and maintenance of an effective overall teaching and learning environment. These obligations include: †¢ collaborating with other students in learning; †¢ contributing to the University community and participating in life beyond the classroom; †¢ developing a capacity for tolerating complexity and, where appropriate, ambiguity; †¢ respecting the viewpoints of others; †¢ being reï ¬â€šective, creative, open-minded and receptive to new ideas; †¢ actively participating in discussion and debate; †¢ seeking support and guidance from staff when necessary; †¢ accepting the responsibility to move towards intellectual independence; †¢ being familiar with the Graduate Attributes and consciously striving to acquire them; †¢ respecting and complying with the conventions of academic scholarship, especially with regard to the authorship of ideas; and †¢ providing considered feedback to the University and its staff on the quality of teaching and University services. The Attributes of University of Melbourne Graduates The University of Melbourne Graduate Attributes are more than simply an aspirational vision of what the University hopes students might become during their candidature. They can be used practically to guide the planning and development of teaching, knowledge transfer and research to ensure the University’s students acquire the experience, skills and knowledge necessary for graduates in today’s complex global environment. Graduate Attributes The Melbourne Experience enables graduates to become: Academically excellent Graduates will be expected to: †¢ have a strong sense of intellectual integrity and the ethics of scholarship †¢ have in-depth knowledge of their specialist discipline(s) †¢ reach a high level of achievement in writing, generic research activities, problem-solving and communication †¢ be critical and creative thinkers, with an aptitude for continued self-directed learning †¢ be adept at learning in a range of ways, including through information and communication technologies Knowledgeable across disciplines Graduates will be expected to: †¢ examine critically, synthesise and evaluate knowledge across a broad range of disciplines †¢ expand their analytical and cognitive skills through learning experiences in diverse subjects †¢ have the capacity to participate fully in collaborative learning and to confront unfamiliar problems †¢ have a set of ï ¬â€šexible and transferable skills for different types of employment Leaders in communities Graduates will be expected to: †¢ initiate and implement constructive change in their communities, including professions and workplaces †¢ have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations †¢ mentor future generations of learners †¢ engage in meaningful public discourse, with a profound awareness of community needs Attuned to cultural diversity Graduates will be expected to: †¢ value different cultures †¢ be well-informed citizens able to contribute to their communities wherever they choose to live and work †¢ have an understanding of the social and cultural diversity in our community †¢ respect indigenous knowledge, cultures and values Active global citizens Graduates will be expected to: †¢ accept social and civic responsibilities †¢ be advocates for improving the sustainability of the environment †¢ have a broad global understanding, with a high regard for human rights, equity and ethics Principle 1: An atmosphere of intellectual excitement The excitement of ideas is the catalyst for learning Intellectual excitement is probably the most powerful motivating force for students and teachers alike. Effective university teachers are passionate about ideas. They stimulate the curiosity of their students, channel it within structured frameworks, and reveal their own intellectual interests. While students have strong vocational reasons for enrolling in courses of study, unless they are genuinely interested in what they are studying their chances of success are low. Pascarella and Terenzini’s (1998) meta-analysis of research on the effects of university education concluded that the evidence unequivocally indicates that greater learning and cognitive development occur when students are closely engaged and involved with the subjects they are studying. The research evidence shows that most undergraduates commence university with a strong interest and curiosity in the ï ¬ eld they have selected, providing a strong foundation on which to build. A Centre for the Study of Higher Education study of applicants for university places (James, Baldwin McInnis, 1999) showed that intrinsic interest in the area of knowledge was among the most important inï ¬â€šuences on their choice of a university course. University of Melbourne graduates conï ¬ rm these sentiments. When asked for their views of their educational experience at the University some time after graduation, graduates consistently stress the inï ¬â€šuence of staff who were excited about ideas, and the importance to them of studying in an atmosphere of intellectual stimulation and discovery. Part of fostering an atmosphere of intellectual excitement in students includes providing them with stimulating experiences that enable them to realise the value and knowledge of their skills in external settings. Some of these experiences will involve activities in the classroom – such as problem and project-based approaches and involvement of community and industry participants in class activities – but many will take students beyond the University’s campuses, to include such activities as ï ¬ eld and industry placements or internships, on-location subject delivery and student exchange programs. As well as providing students with a vibrant intellectual experience, embedded knowledge transfer activities allow students to understand and analyse the social, cultural and economic contexts in which their own knowledge acquisition is situated as well as help them realise their capacity, responsibility and opportunity for current and future knowledge transfer. Implications for practice †¢ Subjects are planned and presented in terms of ideas, theories and concepts. †¢ Conï ¬â€šicting theories and approaches are incorporated into courses to stimulate discussion and debate. †¢ Courses are designed to foster an understanding of the legal, political, social, economic, cultural and environmental contexts for practice in national and international settings, and of codes of conduct and the ethics of practice. †¢ Knowledge is presented in terms of broader contexts — intellectual, social, political, historical — to help students understand the signiï ¬ cance of what they are studying. †¢ Students’ personal engagement is fostered by teaching which encourages them to relate their learning to their own experiences. †¢ Staff convey enthusiasm for the subject matter and work to provoke students’ curiosity. †¢ Courses and subjects are revised regularly to incorporate new theories and approaches. †¢ Staff model the excitement of intellectual exploration when working with students. †¢ Students are given opportunities to make discoveries for themselves and creativity is rewarded. †¢ Innovative approaches to teaching and learning are incorporated into existing courses so that necessary, ‘base-line’ learning is revitalised. †¢ The University provides resources and activities to allow students to develop their interests beyond the experiences provided within their courses. Principle 2: An intensive research and knowledge transfer culture permeating all teaching and learning activities A climate of inquiry and respect for knowledge and the processes of knowledge creation and transfer shapes the essential character of the education offered by a research-led University It is a basic conviction within the University of Melbourne that the University’s research activities and research culture must infuse, inform and enhance all aspects of undergraduate and postgraduate teaching and learning. Across all disciplines and across all study levels, education in a research-led university develops its distinctive character from an understanding of and respect for existing knowledge and the traditions of scholarship in particular ï ¬ elds, recognition of the provisional nature of this knowledge, and familiarity with the processes involved in the ongoing creation of new knowledge. Historically, research and teaching have always been considered in symbiotic relationship at the University of Melbourne; however, the Melbourne Model introduced a crucial third strand to this relationship: knowledge transfer. In the context of teaching and learning, knowledge transfer experiences â€Å"underpin the development of high levels of skill and ï ¬â€šexibility in problem-solving, in creative contributions in the workplace, in understanding, assessing and initiating innovative contributions to community needs and in promoting and developing egalitarian ideals and social, civic, ethical and environmental responsibility† (Curriculum Commission 2006: 35). Research thus lays the foundations for knowledge transfer, but knowledge transfer, in turn, elucidates the signiï ¬ cance of research by placing the knowledge it produces in context. The process of knowledge transfer is also inherently two-way: as students engage in activities such as substantial ï ¬ eld-based projects or placements and internships, so too they engage with industry, the professions and the broader community, taking their knowledge – which has its origins in research and experiences to the world. Not all students are directly involved in research activity, but the University has a strong commitment to the teaching-research nexus, and aims for all undergraduate and postgraduate students to beneï ¬ t from being taught or supervised by active researchers, from studying a curriculum informed by the latest research developments, and from learning in a research-led environment. Training in research skills is fundamental to students acquiring the skills of critical thinking. As Baldwin (2005) has shown, there are myriad opportunities and methods for teachers to incorporate research in teaching, a process fundamental to students ’learning how to learn’; that is, how to effectively process and apply both their present understandings and giving them a framework and skills for using the knowledge they will acquire in future. It is essential, therefore, that teaching staff are learners too and that their teaching is infused by their learning and their love of research and scholarship. The particular beneï ¬ ts for undergraduate students of an intensive research culture derive from experiencing the ‘latest story’ — curricula underpinned not only by the corpus of human knowledge in the particular ï ¬ eld but also by the latest research and scholarship — and from learning in an educational climate in which knowledge claims are viewed as fallible, ideas are questioned and inquiry-based learning is given a high priority. Knowledge transfer adds yet another dimension, giving students the opportunity to see knowledge at work in social, economic and cultural context. Interdisciplinary learning and teaching can also provide students with unique perspectives and solid understandings of how knowledge is created and used. However, while interdisciplinarity should be embraced — underpinned by the maintenance of established quality assurance and evaluation processes — a strong disciplinary focus should, nonetheless, be preserved (Davies and Devlin 2007). A climate of respect for ideas and spirited inquiry in which theories and ideas are actively contested supports the development of critical thinkers and heightens student sensitivity to the history of the evolution of knowledge, the provisional nature of knowledge and the processes of knowledge renewal. Knowledge transfer adds a signiï ¬ cant new dimension to curriculum design and delivery, encouraging innovation and dynamism in approaches to teaching. It is essential, however, that the overriding principles of coherence and appropriateness – within both a subject and the broader course of study itself – are maintained; that is, that knowledge transfer activities are embedded, relevant and targeted to the overarching goals of the degree. Ultimately, exposure to the interdependence of research, learning and teaching and knowledge transfer provides students with the opportunity to acquire the graduate attributes (see page 4), and to use them in practice. Implications for practice †¢ Teachers model intellectual engagement in the discipline, including an approach of analytical scepticism in the evaluation of all research. †¢ Current research and consultancy experiences are directly incorporated into teaching content and approaches. †¢ Teachers demonstrate that they value lifelong learning, and foster in students an awareness that it will be essential in their professional and personal lives. †¢ Students are trained in the research skills of particular disciplines, but that they are also aware of the possibilities for and challenges in interdisciplinary and multidisciplinary research; †¢ Students are made aware of the traditions of scholarship in particular ï ¬ elds, the history of knowledge development, and the body of existing knowledge. †¢ Teachers keep abreast of current developments in their own and related disciplines and incorporate this knowledge into their teaching. †¢ Evidence-based or scholarship-informed practice is emphasized, and students gain experience in critically evaluating and contributing to the evidence base, or in critically assessing and contributing to the scholarly discourse on practice. †¢ Research students are exposed to current research through involvement in staff seminars and conferences. †¢ Students are made aware of the questioning of paradigms that is central to the development of knowledge. †¢ Staff demonstrate a commitment to professional values and ethical practice in the conduct of research. †¢ Students conducting research are made to feel part of the community of researchers while they are being trained in its procedures and values. †¢ Staff adopt a scholarly, evidence-based approach to the decisions made about curriculum design, teaching approaches and assessment methods. †¢ As appropriate, staff conduct research into the effects of teaching on student learning. †¢ Staff demonstrate a willingness to revise their own views and admit error, and encourage this attitude in students. †¢ Students are enabled to see the relevance of research to current practice through exposure to experienced practitioners, e-enabled case experiences, ï ¬ eld trips and other in situ learning experiences.

Anna Pavlova Ballerina Biography

Anna Pavlova Ballerina Biography Anna Pavlova, a famous Russian ballet dancer best known for changing the ideals for ballet dancers, was the first to make ballet popular in America and the rest of the world. Her love for classical ballet, determination to perform her love for the arts, influences and zest can still be evidently felt. Born on 31 January 1881, in St. Petersburg, Russia, Anna Pavlova was awestruck by the first ballet performance she watched and was intent on becoming a ballerina. Petite Pavlova entered the Imperial Ballet School in 1891 despite not having the preferred body type of a ballerina which was a strong, muscular and compact body. However, she gave the examiners enough confidence that she would work hard and excel. In the later years, Pavlova became one of the most astounding ballerinas. Young Pavlova was a talented and hardworking student. Training years were difficult due to her special physique. She was considered physically weak as she was small and thin coupled with highly arched feet unlike the preferred body of a ballerina at that time. Pavlova was fed with cod-liver oil which tasted awful to her in the hope of getting the ideal body. Even so she remained slender. In order to improve faster, Pavlova tried imitating other ballet dancers. However her teacher, Pavel Gerdt taught her to  understand her unique dancing of daintiness and fragility and the importance to dance out those rare qualities. Her zeal for ballet was remarkable; she worked hard to strengthen her weakness and also with what she had instead of trying to be someone else. Her willingness to overcome these obstacles at such a young age is commendable. Soon, Pavlova grew in gracefulness and could stand in a way that her body formed a beautiful line where she was able to bend and twist her torso wi th ease and grace. Instead of mastering multiple fouettes turns and other technical steps that the muscular Italian style had induced at that time, Pavlova danced poetically and expressively. She stood out.. Finally upon graduation, Pavlovas hard work paid off she graduated as a first class dancer. After Pavlovas school years, she continued training hard to improve her technique and even took extra lessons with different teachers such as Christian Johansson, Madame Sokolova and Nikolai Legat. Pavlova graduated at a time where virtuoso Italian ballerinas and a muscular ballet stylewas popular. Although Pavlova had mastered difficult steps and ballet technique, her highly arched feet were still too weak for the flamboyant pointe work. She experimented with ways to wear her pointe shoes with the hope of maximizing her potential. Through experiments, she discovered that by adding a piece of hard leather to the soles, the shoes provided better support. Many people thought this as cheating because ideally, ballerinas should be able to hold their own weight on their toes. However, her idea enabled her to perform better and allowed her to balance in her arabesque with poised and elegance inflicting less pain and  hence easier to sustain on pointe. In doing so, Pavlova created what is known as our pointe shoes today. Being able to go on pointe with ease and having a beautiful extension, flexible torso and tremendous feminine expressive dancing, Pavlova set a higher aesthetic of beauty in ballet where ballet dancers were able to perform with poise and elegance like a princess. With the recreation of the pointe shoes, there was a demand for brilliant and fancy footwork like jumps, multiple turns and balances and that of ballerinas performing on pointe. Pavlovas extremely strong stage presence caught a lot of attention and impressed several people such as leading ballerina, Kchessinskaya and ballet master Marius Petipa, who later became her most revered mentor. Pavlova started off performing at the Maryinsky Theatre playing minor roles. Although she was only able to perform short solos, she was not disheartened. Learning under Petipa, Pavlova improved tremendously earning the title role in Paquita, Princess Aspicia in The Pharaohs Daughter, Queen Nisia in Le Roi Candaule, and Giselle. She was named coryphà ©e in 1902, premià ¨re danseuse in 1905, and finally prima ballerina in 1906 after a resounding performance in Giselle. Petipa would edit various ballet variations to suit Pavlova and her unique style of dancing. With the collaboration between Pavlova and Petipa, they made ballet very popular and was highly demanded in places after Pavlova had performed. Pavlova and her ballet were so popular that she had a fans base who called themselves Pavlovatzi. Pavlovas popularity and fame rose with every performance she undertook, both at home and overseas. However she remained humble and danced genuinely. After earning the valuable title of Prima Ballerina in a mere four years, Pavlova traveled around the world to promote ballet. She felt that she needed to venture around the world to look for her true identity as a dancer coupled with the desire to be the best ballerina ever. It lasted for many years and took her all over the world. Pavlova left the Maryinsky Theatre and joined another company where she performed The Dying Swan which became her trademark. Pavlova performed extensively, even if it meant small stages. She was sincere in all her performances that she always took the audiences breath away. Pavlova and her company traveled extensively introducing classical ballet to the world. Countries such as China, India and Australia were touched by her sincere performance. Her first appearance in America, at the Metropolitan Opera House was an astounding one. Most of the American audiences had never seen classical ballet and critics could not depict what Pavlova had offered to them. They concluded however, that it was beautiful. Pavlova appearance in the various countries not only overwhelmed the people with her elegance and grace in dancing but also introduced a new kind of art form, classical ballet. Subsequently, there was a rise in demand and a higher expectation for ballet performances of both technique and aesthetics. Increasingly more people became interested in learning the art form as they wanted to dance as gracefully and elegantly as Pavlova. Pavlovas performance was always awaited enthusiastically. In 1904 when Russia was in chaos, Pavlova fought for dancers rights such as a  raise in the unjustly low salaries. She was firm in upholding her principles, ;Pavlova was insistent and determined in her values but at the same time respected what others wanted to do. Pavlova had little regard for the wealth she obtained, she was more interested in spreading her love for classical ballet. She would donate generously to charities and to dancers who were paid low. This provided the dancers with a motivation to work hard so that their daily expenses were less of a worry. Shortly after becoming the Prima Ballerina at the Maryinsky Theatre, Pavlova left the company travelled around the world to promote ballet and later setting up a company of her own. Since then she contributed greatly to both the arts and her home town financially and artistically. Although she was on tour during World War I, she gave special charity performances to raise funds to send home and for the needy, making sure that ticket prices were affordable. At the same time, she promoted classical ballet to places where it was foreign to them. Hence more people had the chance to have a glimpse at classical ballet Pavlova used her love for classical ballet as a source of comfort to the audience. In addition, she was very patriotic. She established a home for Russian refugees and sent large amounts of everything she could to help them including from her own private resources, vast entertainments and charitable performances. She believed that through dance she would be able to make and help patrons forget their problems, or the very least forget their problems momentarily during the performance. Her sincerity and utmost respect for the audience during the performances always awed them and this was what made her very special. Pavlova never believed in teaching her students how to imitate her in dancing. Pavlovas student would try to intimate her style of dancing, following her sentimental and melodramatic expression, which she would never hesitate to rebuke the student. She believed that by intimating another, one would only be a dancer without a soul. Everyone is special to her and that no one is replaceable. She too did not believe in teaching a dancer to be a technical dancer, she felt that expressing inner beauty and feelings was more important because that was the way to create sincerity in dancing. Hence Pavlova always taught her students to dance with their heart leading to genuinely performed movements. In 1931 she contracted pleurisy. An operation would have saved her life however she would never be able to perform again. With her love for dance, Pavlova chose to die. In the end, she died before she was able to perform The Dying Swan on stage. Pavlovas love for dance and ever lasting determination to do her best in perfecting what she loves is widely recognized in the world. It was because of her that ballet and the usage of her handicraft, the pointe shoes became popular till this day. Through her undying love and creativity in creating wonderful performances in classical ballet, Pavlova touched the hearts of many people. Pavlova taught people the true meaning of art through her sentimental and melodramatic style of dancing. As a result, ballet moved beyond mastering techniques, to the expression of inner beauty and sincere feelings. Pavlova taught people to be sincere with themselves and only so will they be able to perform sincerely. Similarly, her strong character has taught many people to be  humble and to have self respect for themselves, the art form and the people around them. If not for Pavlovas insistence, classical ballet or any sort of dance would not have been taken seriously or respected till today.

Stereotypes in Our Day Out Essay -- Our Day Out Willy Russell Stereoty

Stereotypes in Our Day Out Can Willy Russell be accused of using stereotypes as a means of putting his opinions forward? Throughout the play; ‘Our Day Out’, written by Willy Russell, there is a constant use of stereotypes portrayed in the characters. Stereotypes are standardised characters or a fixed idea of something. Willy Russell used stereotyping as an effective way of putting his opinions forward because he could develop his initial ideas for characters to raise awareness of what Liverpool was like in the 1970s. In my opinion Willy Russell wanted to show the general life of many children in Liverpool in the 1970s and also to show that stereotypes create false views of certain people and are harmful in general. In the text, the main characters are children and teachers in 1970S Liverpool. Teachers are often stereotyped anyway; people presume that they are strict and disliked or the opposite. This contrast is shown with the two characters Mr Briggs, who is rather strict and Mrs Kay who is not. In the play Mr Briggs is often shouting at the children or telling them off: â€Å"Never mind what for, just do what you’re told, lad.† This emphasises the point that he is stern. There are no points in the text where Mrs Kay has this attitude directly towards the children. The children in the play are also stereotyped because they live in a rough area and don’t have many opportunities- because of the fact that they live in Liverpool. In the play the children swear and steal, suggesting that they are somewhat deprived; they break the law and are impolite as they don’t know any better and have been brought up in a way which it is natural to do so. They are underprivileged as when they encounter animals at the ... ... he is very caring. I feel that Willy Russell uses stereotypes as a means of putting his opinions forward because stereotypes are so powerful and would make his opinions clear without directly linking them to him. They also make the text more understandable for the reader and intended audience. As a final point, I feel that Willy Russell uses stereotypes to no only make his opinions known but also to show that stereotypes are very powerful and maybe even deter people from using them as they can limit a persons mind, if, for example a child had been told they wouldn’t get a good job it may stop them from trying. Therefore Willy Russell does use stereotypes to put forward his opinions and may also use them to make people think carefully before they make presumptions about someone because of their age, race, job, wealth, beliefs or even their background.

Factors Influencing Moral Development Essay

The following are the most important factors that influence moral development; Family, which takes four influence forms; the family’s behaviour acts as a model for the behaviour of the child, who imitates what he observes in others. By the use of approval or disapproval, reward or punishment, the family teaches the child to behave in a socially desirable manner. By planning the punishment to fit the misrecognize severity of his wrongdoing. And the family can do much to motivate the child to do right. Playmates, as the child grows older the influence of group is very strong. Schools, when the relationship between teacher and pupils is good, the general morale of the class improves. Sunday school and Church, wholesome religious experiences have marked influence on the values of children help them to learn to behave in a moral way (Woodruff, 1945). Read more: Explain how children and young peoples development is influenced by a range of personal factors essay Recreational Activities, it is assumed that the child’s moral standards are influenced by his reading, parents and teachers encourage children to rea books which will contribute to the establishment of desirable concepts. Intelligence, it is needed also to be able to distinguish between right and wrong and to be able to foresee the consequences of his acts. Sex, boys and girls do not differ in morality as a result of native factors. On the other hand, culture does not expect the same behaviour pattern of girls that it expects from boys. Girls tell more lies of a social type. Boys misbehave more in school and at home (Siruno, 2005).

Grade and Grading Curve Scenario

————————————————- ————————————————- ————————————————- New Perspectives excel 2010 ————————————————- Tutorial 10: Case Problem 1 High Desert University Skills Define a scenario View scenarios Edit a scenario Create a scenario summary report Find an optimal solution using Solver Activate Solver Set up Solver to find a solution Create a Solver answer report Save and load Solver models Project overviewProfessor Karen Reynolds teaches calculus at High Desert University in Tempe, Arizona. The class has 220 students who are distributed among dozens of sections and discussion groups. Professor Reynolds wants to use Excel to determine the appropriate cutoff points for her grading curve. Generally, she wants to set the cutoff points so that the following distribution of grades is observed in the student body: F 5% D 10% C 35% B 35% A 15% Professor Reynolds has five possible grading curves. For example, in Grading Curve 1, she will assign As to test scores from 80 to 100.She wants you to evaluate each grading curve scenario and determine which one results in a distribution of grades closest to her proposed distribution. After you choose which of the five scenarios fits the data the best, she wants you to use Solver to determine whether there is a grading curve that is even closer to the desired distribution of grades. STUDENT start FILE NP_Excel2010_T10_CP1a_FirstLastName_1. xlsx (Note: Download your personalized start file from www. cengage. com/sam2010) Instructions Open the file NP_Excel2010_T10_CP1a_FirstLastName_1. lsx and save the file as NP_Excel2010_T10_CP1a_FirstLastName_2. xlsx before you move to the next step. Verify that your name appears in cell B4 of the Documentation sheet. (Note: Do not edit the Documentation sheet. If your name does not appear in cell B4, please download a new copy of the start file from the SAM Web site. ) 2. The Test Score worksheet contains a table of individual student scores and a table for the grading curve. In the Test Score worksheet, the range F4:G8 will contain the lower and upper ranges for each letter grade.Add the missing upper range values in the range G4:G7 by inserting formulas in each of those cells that calculates the upper range for each letter grade as being one point lower than the lower range of the next letter grade. Any changes to the numeric values in F5:F8 should result in changes to the calculated values in G4:G7. 3. In cell D4, enter the VLOOKUP function to return the letter grade for the first student in the list. The lookup value is the studentâ⠂¬â„¢s final score, the table array is the cell range $F$4:$H$8, the column index number is 3, and the lookup should find the closest match in the first column of the lookup table.Copy the formula in cell D4 into the range D5:D223 to calculate the grades for the rest of the students’ scores. 4. In cell I4, use the COUNTIF function to count the total number of letter grades in the range $D$4:$D$223 equal to the value in cell H4 (e. g. â€Å"F†). Copy your formula into the range I5:I8 to count the total number of the other letter grades assigned under the current grading scale. In cell I9, calculate the total number of all letter grades, verifying that the total equals 220. 5. In the range J4:J8, calculate the percent of each letter grade assigned to the student body.In cell J9, calculate the total percentage of all letter grades, verifying that the total percentage equals 100 percent. 6. In the range L4:L8, use the ABS function to calculate the absolute value of the dif ference between the observed percentage of each letter grade and Professor Reynolds’ optimal percentage. In cell L9, calculate the total value of these absolute differences. 7. Assign the following range names: a) LowF, LowD, LowC, LowB, and LowA for the values in the range F4:F8. b) HighF through HighA for the values in the range G4:G8. c) PercentF through PercentA for the values in the range J4:J8. ) DifferenceFromCurve to the value in cell L9. 8. Enter the values of the five grading curve scenarios named Grading Curve 1 through Grading Curve 5 shown in the chart below into your scenarios. Use the range F4:F8 as your changing cells. Scenario Name Low F Low D Low C Low B Low A Grading Curve 1 0 20 40 60 80 Grading Curve 2 0 30 50 70 90 Grading Curve 3 0 50 65 80 95 Grading Curve 4 0 40 60 75 85 Grading Curve 5 0 60 70 80 90 9. Create a scenario summary report evaluating the results from each of the five scenarios, displaying the values from the range J4:J8,L9 as your result cells. Note: The closeness of each grading curve to Professor Reynolds’ optimal grading curve is expressed in the value of cell L9. If there is perfect correspondence, the value of cell L9 would be zero. ) 10. Create a Solver model to minimize the value in cell L9 by changing the values in the range F5:F8, subject to the constraint that all of the values in the range F5:F8 must be integers. Save the Solver model, selecting cell L13 as the top cell holding the solver model data. Save your changes, close the workbook and exit Excel. Follow the directions on the SAM Web site to submit your completed project.