Marc Forster’s Monster’s Ball Essay -- Marc Forster Monsters Ball Ess

Marc Forster’s Monster’s Ball Marc Forster’s Monster’s Ball is a depiction of one man’s journey to overcome his lifelong ignorance, but this seems to be the film’s only accomplishment. The grisly drama attempts to address pressing racial issues, but instead it creates a monstrous web of unanswered questions and unfulfilled plotlines cleverly masked by brilliant acting and cinematic beauty. The first half of Monster’s Ball revolves around a family of executioners responsible for the last days of a black death-row inmate. Billy Bob Thornton is striking as Hank Grotowski, a native Georgian who has spent his life following in his father’s footsteps both as a corrections officer in the state penitentiary and as a racist. Peter Boyle plays Thornton’s retired father and delivers a gritty performance that is a welcome change from his role as the wise-cracking Frank Barone on CBS’s Everybody Loves Raymond. Heath Ledger is Sonny Grotowski, Thornton’s son, a third-generation corrections officer who never lives up to the family’s tough-guy standards and dares to have black friends. Hank and Sonny are part of an execution team assigned to Lawrence Musgrove, a cop-killer skillfully portrayed by Sean Combs, whose impressive performance suggests that his acting career may have as much earning potential as P. Diddy’s current line of work . Thornton’s portrayal of Grotowski is flawless—his best since 1996’s Sling Blade—and helps one forget such disappointments as 1998’s A Simple Plan. He becomes Hank and leaves no trace of Billy Bob on the screen. Grotowski’s dialogue is limited and purposely lacks profundity, forcing Thornton to convey meaning through action. When Hank descends his front porch to meet his son’s two black friends with a s... ...m—when the â€Å"monster† himself, Lawrence Musgrove, is awaiting death. Chesse creates depth and parallelism between Lawrence and Leticia, bouncing back and forth between the activities on death row and in Leticia’s home. The scene is reminiscent of Dead Man Walking, but Combs’ Musgrove is a welcome departure from Sean Penn’s Matthew Poncelet in that Musgrove accepts his fate and doesn’t fight death. This allows him to be fully effective in conveying what is the film’s best line of dialogue as well as its main theme: â€Å"It truly takes a human being to really see a human being.† Monster’s Ball had the potential to be a gripping tale of love lost and love found, but that potential is lost in a sea of subplots that drowns the main narrative. Forster is left with a film that is little more than a star vehicle for Berry’s and Thornton’s most compelling performances to date.

Port Orchard: A Natural Disaster Essay -- Observation Essays, Descripti

Port Orchard, Washington is a town overflowing with rich forests, fresh air, and spectacular views. As Isaac Suttle walks from his front door, he can see the Two Brothers to the west and Mt. Rainier to the east. His home sits quietly in an area of Port Orchard surrounded by trees, the nearest neighbor hundreds of feet away. Like that of most western Washington, the weather is cool and rainy throughout the year with little relief in the summer. The drizzly rain can last for months; Isaac can remember a time when it persisted for 93 days straight. Though at times the weather can be miserable, it keeps the forest green and the air clean and refreshing. Traveling ten miles out of his hide away home, Isaac comes to the downtown area. Right on the water, downtown holds a large marina, home to boats from all over Kitsap County. Small antique shops, a one screen movie theatre, and a few bars are scattered down the main street. The â€Å"best candy store in the world† sits on a quaint corner of the street and provides Isaac with his favorite treats as he walks down the small stretch of beach at the local park. Not thirty minutes away is Isaac’s favorite escape destination, Point Defiance Park. A large park, it is home to a zoo, endless stretches of beach, hiking trails, and woods one could get lost in forever. It is a quiet place where Isaac can go to read and relax after an overwhelming week at a far from perfect school. Port Orchard students attend school with more than 3,000 students throughout southern Kitsap County. Overpopulated, South Kitsap High is more of a hassle than an educator. Many students have to travel up to thirty minutes to get there, and when they arrive,... ...eople Isaac knew who did not do drugs became his allies as his old friendships began to dissolve. Most of Isaac’s classmates did one of three things after graduation. They either went straight to work at the shipyard, joined the armed forces, or, like Isaac, left for college vowing never to return. Although Isaac has no intention of returning to Port Orchard or anywhere in Kitsap County, he can see himself settling in an area of Washington State still untouched by commercial chains and overpopulation. Though Isaac enjoys being alone with nature, growing up near Seattle has given him the courage and confidence to leave Washington and travel hundreds of miles down the coast to San Luis Obispo. A completely different setting, Isaac hopes to use San Luis Obispo to help him become well rounded and ready for a successful future away from Port Orchard. Port Orchard: A Natural Disaster Essay -- Observation Essays, Descripti Port Orchard, Washington is a town overflowing with rich forests, fresh air, and spectacular views. As Isaac Suttle walks from his front door, he can see the Two Brothers to the west and Mt. Rainier to the east. His home sits quietly in an area of Port Orchard surrounded by trees, the nearest neighbor hundreds of feet away. Like that of most western Washington, the weather is cool and rainy throughout the year with little relief in the summer. The drizzly rain can last for months; Isaac can remember a time when it persisted for 93 days straight. Though at times the weather can be miserable, it keeps the forest green and the air clean and refreshing. Traveling ten miles out of his hide away home, Isaac comes to the downtown area. Right on the water, downtown holds a large marina, home to boats from all over Kitsap County. Small antique shops, a one screen movie theatre, and a few bars are scattered down the main street. The â€Å"best candy store in the world† sits on a quaint corner of the street and provides Isaac with his favorite treats as he walks down the small stretch of beach at the local park. Not thirty minutes away is Isaac’s favorite escape destination, Point Defiance Park. A large park, it is home to a zoo, endless stretches of beach, hiking trails, and woods one could get lost in forever. It is a quiet place where Isaac can go to read and relax after an overwhelming week at a far from perfect school. Port Orchard students attend school with more than 3,000 students throughout southern Kitsap County. Overpopulated, South Kitsap High is more of a hassle than an educator. Many students have to travel up to thirty minutes to get there, and when they arrive,... ...eople Isaac knew who did not do drugs became his allies as his old friendships began to dissolve. Most of Isaac’s classmates did one of three things after graduation. They either went straight to work at the shipyard, joined the armed forces, or, like Isaac, left for college vowing never to return. Although Isaac has no intention of returning to Port Orchard or anywhere in Kitsap County, he can see himself settling in an area of Washington State still untouched by commercial chains and overpopulation. Though Isaac enjoys being alone with nature, growing up near Seattle has given him the courage and confidence to leave Washington and travel hundreds of miles down the coast to San Luis Obispo. A completely different setting, Isaac hopes to use San Luis Obispo to help him become well rounded and ready for a successful future away from Port Orchard.

Nursing Home Visit Essay

As I visited RSL Anzac Village, Narraben, I have outlined the nurses performing their roles in communication and safety practice in a professional working environment. As I was bought up in Nepal, I was really surprised with my expectation comparing to what I have seen. In this reflective writing I am going to explain about how does my expectation meet the obesevatation communication and safety features. In my imagination, RSL could have been a hospital with many nurses, doctors and very filthy place with nonhuman behavior. The patients could have been very old, weak and motionless, the atmosphere in an aged care centre might be heartbreaking and miserable. Soon after I started walking inside the care center, I was surprise with the way it was operated. I noticed a nurse using very soft tone with acknowledgement. She started with Good morning. How are you today? Even though the person she was addressing was non-verbal, she responded as if she was a normal women. In reply, the person responded with the smile and head nodding. In fact, I was very impressed with the way conversation was made. I think this has demonstrated good interpersonal skills including respect for the patient, patience and politeness, so these are few things that I learned about effective communication and it is necessary to communicate compassionately and effectively with residents. I agree with the Jasmine (2009) as she says therapeutic communication is most essential for nurses as they have care both physically and emotionally. On the second instance, I saw so many mobility equipments to transfer patient from bed to shower chair or from shower chair to bed. After my tutor explained us importance of those equipment , which would simplify and breakdown the task and make our life easy. As a result these device provide mobility support for immobilized elders (Clarke, Chan, Santaguida and Colantonio, 2009). The second incident I got caught in made me to realize there are so many things I got to learn about safety features like, smoke detectors, all fire exist were clear and clearly marked, hall ways and toilets were wide enough for wheelchairs, hand rails provided in hall ways and in bathing areas, very high fence in balcony so that there will not be isk of fall, code access to entry and exit at doors so resident cannot escape, remote for attention or call nurse in need, zebra crossing inside the facility boundary for resident safety in road crossing, alcohol foam sanitizer for infection control. As an everyday routine, nurse visited the dinning room and greet all the residents. I suppose, this spiritual faith of residents and nurse has made this care harmonious and peaceful. Furthermore, I agree with the point of view that one who has not clear understanding of their own spirituality are less likely to meet others spiritual support (McSherry,2006). Therefore, I realized the importance of spirituality in health care. To sum up, the way communication, use of mobility aids, safety features and spiritual support that I experienced in my visit made me explore further in this industry. Which also made me believes it is also a community which is â€Å"the home† of many old people.

Factors Affecting Women Shoppers Essay

Ministry of Women, Family and Community Development 3. 3 2013 Budget Presentation Speech by Malaysia Prime Minister. 3. 4 The Household Use of Internet Survey,2005 by Malaysian Communications and Multimedia Commisions. | | | | | CHAPTER 1 INTRODUCTION 1. 1Background of the Study The usage of Internet has grown rapidly over the past years and it has become a common means for delivering and trading information, services and goods. Nowadays, internet is not only a networking media, but it is also used as a means of transaction for consumers at global market. Women contribute the large number of Malaysia’s population. Major contribution of women to the nation always been recognized. With the increasing number of career women in Malaysia contribute further enhance of the purchasing power among women buyers. The existence of telecommunications equipment such as smart phones and tablets are not limiting time and place for them to be online. The roles of a shopper’s personal attitudes have been widely acknowledged in consumer decision-making and behavioral intentions (Wu, 2003). In particular, attitude serves as the bridge between consumers’ characteristics and the consumption that satisfies their needs (Armstrong & Kotler, 2003). Moreover, consumers’ characteristics, such as personality, as well as demographic and perception on online shopping benefits, have also been found to influence their online shopping behavior (Cheung & Lee, 2003). Thus, identifying the relative importance of each determinant of choice towards a given action could be a useful step in understanding such behavior occurs. The main aim of this study is to investigate purchasing intention of women shopper at Universiti Malaysia Pahang (UMP), with a particular emphasis on understanding and evaluating the factors which directly or indirectly influence their purchasing intentions by measuring the attitude towards online shopping. 1. 2Problem Statement Online shopping in Malaysia is a new technology breakthrough since it has just begun to assault the Malaysia retailing sector with the online shopping services (Haque et al. 2006). In order to increase online shopping in Malaysia, understanding consumer online shopping behavior and factors affecting this behavior when shopping online should be given priority. With the expansion of career women in Malaysia, women shoppers become one of the important market segments or two reasons; first, this group has money and shopping interest. According to Statistics on Women, Family and Community 2011, shows that number of female employed increased from 2000 until 2010. It shows that women in Malaysia have purchasing power (See Appendix 3. ). Second, this segment of the population has the potential of earning a greater income than other segments of the population. It will be great significance to find out the factors which influence women shoppers’ intention to shop online if we want to expand group of online buyers and the volume of e-commerce. According to to Statistics on Women, Family and Community 2011, Number of female enrollment in University is higher than ma le and the number keep increasing. In 2001, number of male enrollment student in University is 103,747 and female 142,242. In 2010, Number of male enrollment in University is 184,457 and female 278,323 (See Appendix 3. 2). The differences of student become bigger each year. The higher of education background can contribute to higher income in the future. Third, growth of online business keeps increasing. Recently, during the 2013 budget presentation by our Prime Minister has stated that; the Malaysia Government aware women not only important in a family, but also contribute to the development to the national economy. The government allocated 50 million to support women’s role. One of them is, Get Malaysia Business Online Program (GMBO) introduced to help 50 thousand small entrepreneurs, especially women to increase their online sales. Grants of thousand Ringgit Malaysia through the provision of 50 million Ringgit Malaysia by the Malaysian Communications and Multimedia Commission (MCMC) (See Appendix 3. 3). A mid-2005 survey by the Malaysian Communication and Multimedia Corporation (MCMC), only 9. 3% of Internet users had purchased products or services through the Internet during the preceding three months. Among those who did so, airline tickets were the most popular items (43. %) followed by books (15. 6%) and music (6. 8%). Amounts spent on these items were small, however, with 57. 7% of transactions worth less than M$500. Moreover, it is expected Malaysian online sales will increase every year at a high growth (See Appendix 3. 4). Opportunities of online shopping can be restricted by internal and external constraints on behavior. It is important in expl aining human behavior since an individual who has the intention of accomplishing a certain action may be unable to do so because her environment prevents the act from being performed. Moreover, there are some barriers which have contributed to the unwillingness of Malaysians to shop online because they afraid their personal information will be stole or misused by others. Despite the high potential of online shopping in Malaysia, there is still lack of understanding concerning the online shopping and its impact on marketing. Consequently a framework is needed to structure the complex system of effects of these different factors, and develop an in-depth understanding of consumers’ attitudes toward internet shopping and their intentions to shop online. 1. Objectives of the Research The objectives of this study are; 1. To determine women shoppers’ shopping attitudes towards website design. 2. To determine women shoppers’ shopping attitudes towards reliability of online retailer. 3. To determine women shoppers’ shopping attitudes towards online shopping customer service. 4. To determine women shoppers’ shopping attitudes towards trust on online retailer. 1. 4Scope of Study Literature Review Factors influencing online shopping intention toward online shopping have been researched and documented in the context of traditional consumer literature. A review of empirical studies in this area shows that the theories of Reasoned Action (Ajzen & Fishbein, 1975) and Acceptance Model (Davis, 1989) are among the most popular theories used to explain online shopping behavior. Therefore the theoretical framework f this study is based in these theories. Online Shopping Perceived Benefit Perceived benefits are advantageous results derived from attributes. The benefit can be physiological, psychological, sociological, or material in nature. Within the online shopping context, the consumers’ perceived benefits are the sum of online shopping advantages or satisfactions that meet their needs or wants. There are many differences between a physical store and its electronic counterpart. Most of the previous online shopping research has focused on identifying the attributes of online stores that promote success (Davis, 1989; Liu & Arnett, 2000). Previous studies of online shopping have established two categories of benefits; intrinsic and extrinsic. Both are important in customers’ selections to patronize the online stores. Extrinsic benefits include features such as wide selection of products, competitive pricing, easy access to information and low search costs. Intrinsic benefits include features such as design and color. Research Framework The key components of the research framework for consumer attitude towards online shopping can be seen in Figure 1. Website Design| | Online Shopping| Reliability| | | Customer Service| | | Trust| | | Hypotheses: A series of testable hypotheses were developed from the proposed research model, as shown below: Hypothesis 1: There is a significant relationship between web site design and online shopping. Hypothesis 2: There is a significant relationship between reliability of online retailer and online shopping. Hypothesis 3: There is a significant relationship between customer service and online shopping. Hypothesis 4: There is a significant relationship between trust on online retailer and online shopping. In general, base on the hypotheses, the research framework will be focusing on four factors as independent variables and propensity to shop online will be the dependent variable. . e. for the hypothesis 1, 2, 3 and 4 which are focusing on Web Site Design, Reliability, Customer Service, and Trust, it is hypothesize that there should be a positive relationship that would likely to influence the online shopping. Research Methodology To undertake this project, two types of data will be gathered. i. Secondary data This type of data will be used extensively in literature review to provide the framework of this study. Textbook, journals and internet shopping reports will be the sources of this desk research. ii. Primary data This type of data will be the main instrument used in evaluating the factors affecting women shoppers’ online shopping attitude and purchase intention. The process of gaining this input is discussed next. In doing so, the rest of this section organized into four main areas; the research design, the target population and the sample size, methods for data collection, and data analysis and interpretation. The research design In getting the shoppers data, I choose to employ descriptive research over exploratory or causal research. This type of research is suitable when a study intends to produce accurate description of variables relent to the decision being faced, without demonstrating that some relationship exists between variables. This description fits well with the objectives of this study. In addition, a cross sectional studies is elected over longitudinal studies. The former allow the researchers to assess to a larger number of customers, thus enabling them to produce a more representative data. Through this method, data is typically cross tabulated against each other to answer specific issues. This kind of data is meaningful to companies that appeal to many segments of the markets such as internet shopping. The target population and the sample size In line with the scope of the project, the population refers to the female employee of Universiti Malaysia Pahang (UMP). To further define the population, this study will only examine the behavior of women shoppers in the age bracket 20 to 55 years old. The sample elements will be chosen using systematic sampling. Within this pool of shoppers, a sample of 200 shoppers will be selected. This sample size is considered appropriate. Roscoe (1975) for instance stated ‘samples sizes larger than 30 and less than 500 samples are the appropriate for most research. Likewise, Sekaran (1994) agrees that 500 samples are the appropriate upper limit for the sample size. Methods for data collection Since cross sectional study has been chosen for this study, data will be collected through questioning. Using this method, the respondents will be identified systematically and to aid questioning the shoppers, a set of questionnaire will be designed. The questionnaires will be distributed through online and respondents will be invites through UMP Portal.

Education in Schools Essay

The Inspectorate wishes to thank the following for the use of photographs: Clonakilty Community College, Clonakilty, Co Cork Saint Mark’s Community School, Tallaght, Dublin 24 Saint Mac Dara’s Community College, Templeogue, Dublin 6W Scoil Barra Naofa, Monkstown, Cork Scoil Nano Nagle and Talbot Senior National School, Clondalkin, Dublin 22 Whitechurch National School, Whitechurch Road, Dublin 16  © 2008 Department of Education and Science ISBN-0-0000-0000-X. Designed by Slick Fish Design, Dublin Printed by Brunswick Press, Dublin Published by Evaluation Support and Research Unit Inspectorate Department of Education and Science Marlborough Street Dublin 1 To be purchased directly from Government Publications Sales Office Sun Alliance House Molesworth Street Dublin 2 or by post from Government Publications Postal Trade Section Unit 20 Lakeside Retail Park Claremorris Co Mayo â‚ ¬20 Contents Foreword Executive summary xi xiii Part 1 Introduction Chapter 1 ICT in primary and post-primary education in Ireland 1. 1 1. 2 1. 3. Introduction Background ICT policy and investment in education 1. 3. 1 1. 3. 2 1. 3. 3 1. 4 1. 4. 1 1. 4. 2 1. 4. 3 1. 4. 4 1. 5 Policy for ICT in education ICT in the curriculum Investment in ICT in education Computers in schools Other ICT equipment in schools Expenditure on ICT and technical support Other areas covered in the census 1 2 3 6 6 9 11 12 12 14 15 16 16 17 18 18 20 21 21 22 23 24 25 27 28 30 30 30 30 30 ICT infrastructure census in schools (2005) Summary Evaluation methods Chapter 2 2. 1 2. 2 2. 3 2. 4 Introduction Approaches to evaluating ICT in schools Overview and aims of the evaluation National survey of primary and post-primary principals and teachers 2. 4. 1 2. 4. 2 2. 4. 3 2. 4. 4 Survey sampling methods Survey research methods Response rate Comparison of respondents and population 2. 5 2. 6 Case-study school evaluations 2. 6. 1 2. 6. 2 Primary schools Post-primary schools Observations during classroom inspections (primary) and subject inspections (post-primary) 27 2. 7 2. 8 On-line evaluation Evaluation outputs and terms 2. 8. 1 2. 8. 2 2. 8. 3. Outputs Junior and senior classes Quantitative terms used in this report iii ICT in Schools Part 2 Chapter 3 3. 1 3. 2 3. 3 3. 4 3. 5 ICT infrastructure and planning in schools ICT infrastructure in primary and post-primary schools 31 32 33 37 38 41 41 42 45 45 49 53 56 57 59 59 61 64 64 66 69 70 70 72 73 75 79 80 81 90 98 99 99 101 102 102 105. Introduction The ICT advisory service ICT and funding ICT maintenance, technical support, and obsolescence Access to computers 3. 5. 1 3. 5. 2 Access by teachers Access by students Organisation of ICT facilities in case-study primary schools Organisation of ICT facilities in case-study post-primary schools 3. 6. The use of computers in schools 3. 6. 1 3. 6. 2 3. 7 3. 8 3. 9. ICT peripherals Software Use of e-mail 3. 10. 1 3. 10. 2 3. 11. 1 3. 11. 2 The learning platform The school web site Main findings Recommendations ICT planning in primary and post-primary schools 3. 10 The on-line environment 3. 11 Summary of findings and recommendations Chapter 4 4. 1 4. 2 Introduction The planning process 4. 2. 1 4. 2. 2 4. 2. 3 4. 2. 4 The ICT steering committee The ICT co-ordinator The ICT plan The acceptable-use policy Teachers’ professional development Using ICT in classroom and lesson planning and preparation Planning for using ICT in teaching and learning Principals’ priorities for ICT development Teachers’ priorities for ICT development Main findings Recommendations. 4. 3 Implementation of ICT planning 4. 3. 1 4. 3. 2 4. 3. 3 4. 4 Forward planning 4. 4. 1 4. 4. 2 4. 5 Findings and recommendations 4. 5. 1 4. 5. 2 iv Part 3 Chapter 5 5. 1 5. 2 5. 3 ICT and teaching and learning in schools ICT and teaching and learning in primary schools 107 108 108 111 111 112 113 114 116 120 126 127 127 127 128 129 130 131 133 134 134 134 135 135 137 139 140 141 141 145 148 149 151 152 153 155 163 167 Introduction Teachers’ ICT qualifications and skills Classroom practice and ICT 5. 3. 1 5. 3. 2 5. 3. 3 5. 3. 4 5. 3. 5 5. 3. 6 5. 3. 7 Planning Frequency of ICT use Organisation of ICT use Focus of ICT use Use of resources and applications in the classroom Quality of provision Provision for students with special educational needs by mainstream class teachers Access to ICT Planning for the use of ICT Frequency of ICT use Focus of ICT use Use of resources and applications Quality of provision 5. 4 ICT in special education 5. 4. 1 5. 4. 2 5. 4. 3 5. 4. 4 5. 4. 5 5. 4. 6 5. 5 5. 6. Assessment Developing ICT in the classroom 5. 6. 1 5. 6. 2 Factors that constrain the development of ICT in the curriculum Factors that facilitate the development of ICT in the curriculum Main findings Recommendations ICT and teaching and learning in post-primary schools 5. 7 Findings and recommendations 5. 7. 1 5. 7. 2 Chapter 6 6. 1 6. 2 Introduction ICT qualifications and skills 6. 2. 1 6. 2. 2 Teachers’ ICT qualifications and skill levels Students’ ICT skill levels Timetabling of dedicated ICT lessons Curriculum and content of dedicated ICT lessons School principals’ support for the use of ICT in the classroom ICT in practice in the classroom Quality of provision 6. 3 Dedicated ICT lessons 6. 3. 1 6. 3. 2 6. 4 Classroom practice and ICT 6. 4. 1 6. 4. 2 6. 4. 3 6. 5 ICT and special educational needs v ICT in Schools 6. 6 6. 7 Assessment Developing ICT in the classroom 6. 7. 1 6. 7. 2 Factors that constrain the development of ICT in the classroom Factors that facilitate the development of ICT in the classroom Main findings Recommendations. 168 168 168 170 172 172 174 6. 8 Findings and recommendations 6. 8. 1 6. 8. 2 Part 4 Chapter 7 7. 1 7. 2 Summary of findings and recommendations Main findings and recommendations 177 178 179 179 181 182 184 184 186 188 188 189 191 194 197 Introduction Main findings 7. 2. 1 7. 2. 2 7. 2. 3 Infrastructure ICT Planning ICT in teaching and learning ICT infrastructure Professional development needs of teachers ICT infrastructure in schools Planning for ICT in schools ICT in teaching and learning 7. 3 Main recommendations for policy-makers and policy advisors 7. 3. 1 7. 3. 2 7. 4 Main recommendations for schools 7. 4. 1 7. 4. 2 7. 4. 3 References Appendix vi Abbreviations. AP AUP BOM CAD CEB CESI CPD DES ECDL EGFSN ERNIST ESI EU FETAC ICD ICT ISC LC LCA LCVP LSRT MLE NCC NCCA NCTE NPADC OECD PCSP PISA SCR SDP SDPI SDPS SDT SESE SESS SIP TIF VEC VLE WSE assistant principal acceptable use policy board of management computer-aided design Commercial Examining Board Computer Studies Society of Ireland continuing professional development Department of Education and Science European Computer Driving Licence Expert Group on Future Skills Needs European Research Network for ICT in Schools of Tomorrow Education Services Interactive (Project). European Union Further Education and Training Awards Council in-career development information and communications technology Information Society Commission Leaving Certificate (Established) Leaving Certificate—Applied Leaving Certificate Vocational Programme learning-support resource teacher managed learning environment National Competitiveness Council National Council for Curriculum and Assessment National Centre for Technology in Education National Policy Advisory and Development Committee Organisation for Economic Co-operation and Development Primary Curriculum Support Programme Programme for International Student Assessment student-computer ratio school development planning School Development Planning Initiative (Post-primary). School Development Planning Support (Primary) special-duties teacher Social, Environmental and Scientific Education Special Education Support Service Schools Integration Project Telecommunications and Internet Federation Vocational Education Committee virtual learning environment whole-school evaluation vii ICT in Schools Tables Table 1. 1 Table 1. 2 Table 1. 3 Table 2. 1 Table 2. 2 Table 2. 3 Table 2. 4 Table 3. 1 Table 4. 1 Table 4. 2 Table 4. 3. Table 4. 4 Table 4. 5 Table 4. 6 Table 5. 1 Table 5. 2 Table 5. 3 Table 5. 4 Table 5. 5 Table 5. 6 Table 5. 7 Table 5. 8 Table 5. 9 Funding of ICT in education policy initiatives Student-computer ratio (SCR) in each school sector in given years Proportion of schools having at least one fixed and one mobile data projector Comparison of survey sample. and population, primary schools Comparison of survey sample and population, post-primary schools Number and level of lessons observed, post-primary schools Quantitative terms used in the report Awareness and use of NCTE and ICT advisory services among teachers Teachers’ attendance at NCTE and ICT advisory service training courses Professional development preferences of post-primary teachers, by subject Teachers’ use of internet resources in planning and preparation for teaching Primary principals’ views on the strategic development of ICT Post-primary principals’ views on the strategic development of ICT Teachers’ priority areas for the development of ICT Proportion of primary teachers who rated their proficiency in ICT skills as either â€Å"intermediate† or â€Å"advanced†. Proportion of primary teachers who rated their ability in each of three ICT tasks that facilitate teaching and learning as either â€Å"intermediate† or â€Å"advanced† Inspectors’ observations on the use of ICT to facilitate teaching and learning in classrooms Teachers’ use of software and the internet to facilitate learning Most frequently used applications in the teaching of individual curricular areas Applications used by members of special-education support teams to promote the development of skills. Most frequently used applications to promote the development of individual learning priority areas Comparison of inspectors’ ratings of the quality of ICT provision in supporting children with special educational needs in mainstream and special-education support settings Table 5. 10 Table 6. 1 Table 6. 2 Table 6. 3 Sample of inspectors’ comments on the quality of ICT use in special-education support settings Proportion of post-primary teachers who rated their proficiency in ICT skills as either â€Å"intermediate† or â€Å"advanced† Proportions of post-primary teachers who rated their ability in each of three ICT tasks that facilitate teaching and learning as either â€Å"intermediate† or â€Å"advanced† 144 Timetabled dedicated ICT lessons in post-primary schools 149 142 133 132 131 130 113 117 117 111 109 12 13 14 24 25 29 30 36 83 88 93 100 100 102 Inspectors’ comments on the quality of use of ICT observed in teaching and learning 123 viii Table 6. 4 Table 6. 5 Table 6. 6 Table 6. 7 Table 6. 8 Table 6. 9. Commonly taught topics in dedicated ICT lessons Principals’ descriptions of how ICT is used in some subjects Principals’ views on the impact of ICT on teaching and learning Location of lessons observed during subject inspections ICT resources available in the classrooms of lessons observed Use of the internet and software in teaching and learning 151 153 154 155 155 161 Diagrams Fig. 2. 1 Fig. 2. 2 Fig. 2. 3 Fig. 3. 1 Fig. 3. 2 Fig. 3. 3 Fig. 3. 4 Fig. 3. 5 Fig. 3. 6 Fig. 3. 7 Fig. 3. 8 Fig. 3. 9 Fig. 3. 10 Fig. 4. 1 Fig. 4. 2 Fig. 4. 3 Fig. 4. 4 Fig. 4. 5 Fig. 4. 6 Fig. 4. 7 Fig. 4. 8 Fig. 4. 9 Fig. 4. 10 Fig. 4. 11 Fig. 4. 12 Fig. 4. 13 Fig. 5. 1 Fig. 5. 2 Fig. 5. 3 Survey response rates Mainstream lesson observations in primary schools Subjects reviewed at post-primary level Teachers’ ratings of NCTE and ICT advisory services Access to computers by primary teachers Access to computers by post-primary teachers Access to computers by fifth-class students Access to computers by fifth-year students Frequency of use of ICT peripherals by primary teachers Frequency of use of ICT peripherals by post-primary teachers Provision and use of e-mail address by subject taught, post-primary schools. The primary school web site: teachers’ responses The post-primary school web site: teachers’ responses Contents of ICT plans, primary schools Contents of ICT plans, post-primary schools Staff ICT training in primary schools within the previous three years Staff ICT training in post-primary schools within the previous three years Principals’ and teachers’ views on ICT training requirements, primary schools Principals’ and teachers’ views on ICT training requirements, post-primary schools Use of computers for lesson preparation Resources provided by mainstream primary teachers using ICT Use of the internet in planning and preparation for teaching, by subject Scoilnet visits by teachers. The most popular sections of Scoilnet among teachers Teachers’ ratings of Scoilnet Teachers’ views on what Scoilnet should contain Use and related proficiency of applications in teaching Extent to which mainstream teachers plan for the use of ICT Organisation of teaching and learning during use of ICT 23 28 29 34 41 42 43 44 54 54 58 62 62 77 77 81 82 86 87 90 91 93 94 95 96 97 110 112 113 ix ICT in Schools Fig. 5. 4 Fig. 5. 5 Fig. 5. 6 Fig. 5. 7 Fig. 5. 8 Fig. 5. 9 Fig. 5. 10 Fig. 5. 11 Fig. 5. 12 Fig. 5. 13 Fig. 5. 14 Fig. 6. 1 Fig. 6. 2 Fig. 6. 3 Fig. 6. 4 Fig. 6. 5 Fig. 6. 6 Fig. 6. 7 Fig. 6. 8 Fig. 6. 9 Fig. 7. 1. Frequency of ICT use to promote learning in curricular areas Frequency of ICT use among mainstream and special class teachers to facilitate development of skills Frequency of use of individual internet resources by internet users Inspectors’ rating of the quality of use of ICT in teaching and learning Students’ proficiency in individual tasks Level of ICT support for students with special educational needs in mainstream classrooms Level of access by students with special educational needs in special-education support settings. Extent to which special-education support team members plan for the use of ICT Inspectors’ observations of the use of ICT to facilitate teaching and learning in special-education support settings Frequency of ICT use in special-education support settings to facilitate development of skills Inspectors’ ratings of the quality of use of ICT in teaching and learning observed in special-education support settings Proficiency and use of applications in teaching Students’ use of computers Students’ ICT skill levels Use of ICT in the planning and preparation of observed lessons Main uses of ICT in teaching and learning in the subjects inspected, as reported by teachers. Frequency of use of computers in teaching Settings in which ICT is used in classrooms Use of the internet and applications, by subject area Inspectors’ rating of the quality of use of ICT in teaching and learning observed International student-computer ratios from PISA 2003 114 115 119 122 125 126 127 128 128 129 132 143 146 147 156 157 158 159 162 164 179 x Foreword. Information and communication technology has brought profound changes to almost all aspects of our lives in recent years. It has transformed activities as basic as how we work, communicate with each other, treat illnesses, travel, shop and enjoy our leisure time. The pace of change shows no sign of slowing: indeed, the development of ICT and its applications to areas such as the integration of media, are continuing at even faster rates than heretofore. In a relatively short period of time, ICT skills have become as fundamental to living a full life as being able to read, write and compute. Ireland has been a leading player in the development of the ICT industry. We have been a leading exporter of ICT hardware and software, and many of the key businesses in the industry have important bases here. Like other countries, we have also recognised that if our young people are to live full lives in a world transformed by ICT, they need to have opportunities to acquire and develop ICT skills from an early age. Since the late 1990s, we have made considerable investments in ICT infrastructure in schools, and in training for teachers and other professionals. Until now, little national research evidence has been published on the impact that the new technologies have had on schools and especially on teaching and learning. This report examines the extent to which ICT has been used in schools at both primary and post-primary levels and, more importantly, assesses the impact that ICT has had on teaching and learning, including the ways in which ICT is used to support the learning of students with special educational needs. The evaluation shows that while much progress has been achieved in the roll-out of ICT in schools, considerable challenges remain. The report presents findings and recommendations that will be of interest to teachers, principals, school support services, curriculum developers and policy-makers. I hope that it will inform debate and policy decisions on how we can ensure that young people have the skills, knowledge and attitudes necessary to benefit from the opportunities presented by this powerful technology in the years ahead. Eamon Stack Chief Inspector xi ICT in Schools xii Executive summary xiii ICT in Schools Executive summary. An evaluation of the infrastructure, planning and use of information and communications technology in teaching and learning was conducted by the Inspectorate in primary and post-primary schools during the school year 2005/06. The objectives of the evaluation were: †¢ to examine the extent to which ICT was used in primary and post-primary schools †¢ to evaluate the impact of ICT on teaching and learning †¢ to assess the ICT skills of students at selected points in the education system and to obtain their views on their experience of ICT in their schooling †¢ to obtain the views of principals and teachers on their ICT skills and their opinions of the impact and future role of ICT in education †¢ to make recommendations for policy development regarding ICT in schools. xiv Executive summary. The evaluation methods comprised: †¢ a national survey of primary (234) and post-primary (110) principals †¢ a national survey of primary (1,162) and post-primary (800) teachers †¢ case-study school evaluations by inspectors (32 primary schools, 20 post-primary schools) †¢ observations during classroom inspections (77 primary schools) †¢ observations during subject inspections (111 post-primary schools) †¢ a follow-up on-line survey of teachers in case-study post-primary schools. Summary of main findings The findings and recommendations are summarised here and are elaborated in chapter 7. Infrastructure †¢ The student-computer ratio (SCR) in Irish schools is 9. 1:1 at primary level and 7:1 at post-primary level. Information available from the OECD suggests that countries that have taken the lead in the provision of ICT in schools are aiming for or achieving a SCR of 5:1. †¢ In the main, schools make effective use of the grants provided by the DES for developing their ICT systems. However, schools generally spend considerably more on ICT than the sums made available through these grants schemes. †¢ The lack of technical support and maintenance is a significant impediment to the development of ICT in schools. †¢ At primary level, computer rooms are generally a feature of the larger schools. However, access by students to computers was found to be superior where the computers were located in the classrooms. At the post-primary level there is a greater permeation of computers in specialist rooms than in general classrooms. †¢ Schools were found to use a limited range of ICT peripherals, mainly printers, scanners, and digital cameras. Digital projectors were found in post-primary schools. At primary level, interactive whiteboards were present in a small number of schools. †¢ Schools that made dedicated computer facilities available to teachers reported that it led to the use of more high-quality and creative teaching resources in classrooms. xv ICT in Schools Planning †¢ Responsibility for ICT in a school can lie with an ICT steering committee, the principal, the deputy principal, an ICT co-ordinator, or a combination of these personnel. Greater efficiency is achieved where a named person has responsibility for ICT within a school and where their role is clearly defined. †¢ The majority (71%) of primary schools surveyed, but fewer than half (46%) of post-primary schools, were found to have a written ICT plan. These plans tend to concentrate more on infrastructural issues than on how ICT can be used to enhance teaching and learning. †¢ Most schools (83% of primary schools, 87% of post-primary schools) were found to have an acceptable-use policy (AUP). This is a product of the requirements of the Schools Broadband Access Programme and the safety-awareness initiatives of the NCTE. It is also an indication of the seriousness that schools attach to the risks associated with the use of the internet. †¢ The majority of teachers make some use of ICT in lesson planning and preparation. Newly qualified teachers are more likely to use ICT for this purpose than their more experienced colleagues. However, fewer teachers were found to plan for the use of ICT in teaching and learning. At the post-primary level, planning for the use of ICT in teaching varies between subjects. The programmes for Transition Year, LCVP and LCA specifically encourage planning for the use of ICT in teaching and learning. Teachers of these programmes regularly reported that their involvement also encouraged them to use ICT in their teaching with other class groups. †¢ School principals and teachers identified the provision and maintenance of hardware in schools and the provision of professional development opportunities in ICT as being strategically important for the development of ICT in their school. Generic programmes of professional development, because of their wider appeal, were found to have a greater take-up among teachers than topic-specific programmes. Teaching and learning †¢ Only 30% of primary teachers and 25% of post-primary teachers rated their ability as either â€Å"intermediate† or â€Å"advanced† with regard to using teaching and learning methods that are facilitated by ICT. Recently qualified teachers had a higher perception of their ICT skills than more experienced teachers. †¢ At the primary level, the inspectors reported evidence of the use of ICT to facilitate teaching and learning in 59% of the classrooms visited. However, the inspectors observed ICT actually being used in only 22% of the lessons observed. Nearly a quarter of all inspections showed a competent or optimal level of performance in relation to the use of ICT in the classroom. xvi Executive summary †¢ Where ICT is used in primary classrooms it predominates in core curricular areas, such as English and Mathematics, and in Social, Environmental and Scientific Education (SESE). †¢ The evaluation found that many fifth-class students in primary schools do not have the competence to complete basic tasks on the computer. While most students reported being able to perform many of the most basic computer tasks, such as turning a computer on and off and opening or saving a file, more than 30% reported that they were not able to print a document or to go on the internet by themselves. Almost half (47%) reported not being able to create a document by themselves. The majority did not know how to create a presentation (72%), use a spreadsheet (86%), or send an attachment with an e-mail message (88%). Competence in the use of ICT is limited for the most part to basic ICT skills, centred on the use of word-processing. †¢ Only 18% of the post-primary lessons observed by the inspectors involved an ICT-related activity. Students’ interaction with the technology was observed in only about a quarter of these instances. The most common ICT-related activity observed was the use of a data projector to make a presentation to a class group. Inspectors judged that effective integration of ICT in teaching and learning was occurring in approximately half of the lessons in which the use of ICT was observed (i. e. in approximately 11% of all lessons observed). †¢ Dedicated ICT lessons at the post-primary level are more prevalent among first-year classes, and are provided less frequently as students progress towards the Junior Certificate. The majority of schools concentrate on providing students with such lessons in their Transition Year, in the LCVP, and in the LCA. †¢ High levels of integration of ICT were found at the post-primary level in the science and applied science subjects and in subjects in the social studies I group. 1 Subjects were also identified that rarely made use of ICT, the most notable being Irish. †¢ The evaluation found that fifth-year students in post-primary schools had the confidence to perform many basic computer operations by themselves, for example saving, printing, deleting, opening and editing a document. However, it also found that they generally needed some assistance to perform more complicated tasks, such as moving files, copying files to external storage devices, and writing and sending e-mail. A relatively low proportion of these students reported being able to create a multimedia presentation. Students required most help with attaching a file to an e-mail message, constructing a web page, or dealing with computer viruses. While the post-primary inspectors generally commented positively on the students’ ICT work that they observed, they were also concerned that the tasks undertaken by the students were largely word-processing and presentation tasks. 1 Social Studies I group includes History; Geography; Art, Craft, and Design; and Music. Social Studies II group includes Religious Education; Physical Education; Civic, Social and Political Education (CSPE); and Social, Personal and Health Education (SPHE). xvii ICT in Schools †¢ ICT is widely used to facilitate the provision by schools of special education. Generally, ICT is used more frequently by members of the special-education team rather than by mainstream class teachers. The emphasis in students’ engagement with ICT in special-education settings is mainly on the support of literacy. Support for ICT †¢ The level of awareness among teachers of the ICT advisory service is generally low, with fewer than half the respondents at both the primary and the post-primary level reporting an awareness of it. Awareness is higher, however, among ICT co-ordinators than among other teachers. †¢ The use of the ICT advisory service is also low. At the primary level only 22% of all respondents reported having used the service, while at the post-primary level the corresponding figure was 15%. Summary of key recommendations for policy-makers and policy advisors †¢ The level of ICT infrastructure in schools needs to be improved. Specifically, Ireland should be working towards equipping not just all schools but all classrooms with an appropriate level of ICT infrastructure. Consideration should be given to equipping all classrooms with a computer for use by the teacher, broadband internet access with adequate bandwidth, and a fixed data projector and screen for use by the teacher in presentations. Furthermore, to ensure appropriate access to ICT by students, Ireland should strive to reduce its student-computer ratio (SCR) from the present 9. 1:1 in primary schools and 7:1 in post-primary schools. International evidence suggests that countries that have taken a lead in this area are aiming for or achieving a ratio of 5:1 or less in all schools. †¢ Improvements in ICT infrastructure will need to be supported by the introduction of a national ICT technical support and maintenance system for schools. Schools also need to be provided with the capacity to regularly upgrade their own ICT infrastructure. †¢ The pedagogical dimension of the ICT advisors’ role in an education centre could be more appropriately provided by the relevant school support services, in liaison with the ICT school coordinators. The technical dimension of the ICT advisors’ role could be provided in a number of ways, including for example, by having a commercially supplied ICT maintenance and support for schools. With an effective IT maintenance system in place, the pedagogical role of ICT coordinators within schools could be enhanced and supported with appropriate training. xviii Executive summary †¢ Support services should give priority to the integration of ICT in teaching and learning. There is an opportunity for such services to work more closely with schools, and with school ICT coordinators in particular, to determine staff training needs and assist in organising appropriate professional development courses for teachers. Support service personnel should aim to be proactive in providing examples of how ICT can be used to facilitate teaching and learning in any programmes provided. Furthermore, course organisers should take greater account of the wide range of ICT abilities and experiences commonly found in groups of teachers and should provide differentiated ICT learning experiences for course participants. †¢ Additional guidance should be provided to schools and teachers of students with special educational needs so that the needs of learners may be matched more appropriately with the technology available. †¢ There needs to be an increased emphasis on the application of ICT in teaching and learning in teacher education at pre-service, induction and continuing professional development stages. It is recommended that teacher education departments in third-level colleges should provide student teachers with the skills necessary to effectively use ICT in teaching and foster in them a culture of using ICT in their work. Consideration should also be given to extending and expanding significantly the current range of professional development courses available for teachers. A major focus of such an initiative should be on how ICT may be integrated fully in the teaching and learning of specific subjects and curricular areas. The ICT Framework for Schools, which the NCCA will issue in the near future, will be a further assistance to schools in this regard. Key recommendations for schools †¢ Schools and teachers should regularly review the use of ICT in their work. In particular, they should strive to ensure greater integration of ICT within teaching and learning activities in classrooms and other settings. †¢ Teachers should exploit the potential of ICT to develop as wide a range of students’ skills as possible, including the higher-order skills of problem-solving, synthesis, analysis, and evaluation. †¢ Principals should encourage and facilitate suitable ICT training for teachers. Schools should liase with relevant support services and should endeavour to establish mechanisms to facilitate the sharing of good practice among members of the staff. †¢ Schools should endeavour to provide all their students with an  appropriate and equitable level of experience of ICT at all class levels: at the primary level and at both junior and senior cycle at the post-primary level. xix ICT in Schools †¢ Schools should plan for the maintenance and upgrading of their ICT systems. †¢ Computer rooms, where they exist, should be used to maximum effect. Staff members and students should be provided with adequate access to the internet. Post-primary schools in particular should aim to increase the permeation of ICT in general classrooms. †¢ A designated staff member should be responsible for ICT development. An ICT plan should be developed, using a consultative process, and an appropriate-use policy (AUP) should also be established. †¢ Teachers should endeavour to integrate ICT more in their planning and preparation for teaching. †¢ Schools need to ensure that ICT is used to support students with special educational needs in the most effective and appropriate way. Schools need to ensure that they match students’ needs to the most appropriate technology available, and that ICT is used to support not only the acquisition of literacy but the widest range of students’ needs. †¢ Schools should exploit the benefits to be had from ICT in their assessment procedures and also in their administrative practices. xx Chapter 1 ICT in primary and post-primary education in Ireland Part 1 Introduction 1 ICT in Schools †¢ Part 1 Introduction 1. 1 Introduction Information and communications technology (ICT) is an accepted element in all our lives and has a central role to play in education. Since the appearance of the first Government policy on ICT in education in 1997, a substantial investment has been made in ICT facilities and training in Irish schools. In Ireland, as in other countries, the debate about ICT in education concentrates on the potential impact of ICT on teaching and learning and on the measures that need to be adopted to ensure that the potential of ICT to enrich students’ learning experience is realised. This Inspectorate report presents the findings of a major evaluation of the impact of ICT on teaching and

What Makes a Leader Harvard Business Review Article

What Makes a Leader Harvard Business Review - Article Example For each of these classes of authority, job descriptions hat define the duties of that specific entity and his area of expertise come handy. While all these entities are considered controllers of some department or business area within the company, they are separated from one another by the number of characteristics that guide their line of duty. Hence fore, there is a difference between leadership and other categories of authority. A leader is an entity that does not command any line of business to a number of subjects but rather an entity with various characteristic attributes that guide the entity’s choices, approach to problems, and inclusion or exclusion of other entities in the decision making process. A leader is therefore an individual in charge of a certain line of operations or a number of people with a common goal. However, to be a leader, an individual must have self-awareness, self-regulation, motivation, empathy, and social skill as his/her core attributes. Self- awareness is the wholesome of the person in terms of how they understand themselves and how they make decisions that have an impact in their lines of duty. For a self-aware individual in the line of leadership, personal decisions are a reflection of personal abilities. Hence fore, self-awareness helps the leaders to take or turndown duties that are in or out of the scope of their abilities. Self-regulation is a second attribute of leadership that cultivates behavior and habit of a leader. When faced with a crisis, self-regulation helps a leader to limit his reaction in terms of outburst or emotional instability. Empathy is the third attribute of leadership and helps a leader to understand the emotional status as related to how people react in the line of duty. The discussed three leadership attributes make up the most important component of leadership, emotional intelligence. Emotional intelligence is the ability to manage and control emotions and channeling one’s line of tho ught to productivity. It is through emotional intelligence that various companies thrive or fail with regards to their management’s embrace of emotional intelligence. Data Analysis and Opinion: Following a study to test the competency of some 188 companies in terms of IQ, professional skills, emotional intelligence, and other management attributes, it was observed that leaders who applied emotional intelligence were 20% more productive than their own expectations forecasted. Those leaders who do not exercise emotional intelligence were found to be 20% less productive than their counterparts who use emotional intelligence. However, while emotional intelligence can be appraised as a very important management tool, it is important too to understand that leaders are required to have personal skills that relate to IQ. Being smart is one thing, and being a leader is another. Therefore, while the characteristics of being a leader work hand in hand to create or manifest emotional int elligence. Research has found that emotional intelligence is more a genetic capability than it is a learnt attribute of leadership. Research analyzes programs designed to manifest emotional intelligence but has found out that there are attributes that can be learnt and others that cannot. For example, empathy is a major installment in emotional intelligence. However, it is one of the most difficulty attributes that can be learned especially from a manager’s or an executive’s position. For example, an executive may be interested in

Dance Essay Example | Topics and Well Written Essays - 1250 words

Dance - Essay Example a communicator, does not seem to have come all that from the time when grunts and gesticulations were the main ways of getting message across.†Ã‚ ¹ He opines that in our day to day life we mostly lean heavily on indirect gestures and charades. HDoubler in the introduction of his classic book Dance says that the basis of unrest is the necessity to live and the unrest is the activity that has a purpose, â€Å"working toward the restoration of harmony with environment or self as the case may be.†  ² The history of dance reveals that in prehistoric era it was unintentional movement to please gods and the performer had no idea that he was creating art. The movements were rhythmical sometimes whirling to go beyond the ego and to become one with the whole. Dance was the media to express the pent up feeling, emotions and beliefs. ³ The changes the people experienced through out the life span had also been the subject matter in primitive cultures. Changes of seasons and the changes that came about on the winning or loosing wars were all expressed in dances. With the development of cultures two kinds of dance emerged: social dances and magical and religious dances. â€Å"The medicine men of primitive cultures, whose power to invoke the assistance of a god were feared and respected, are considered by many to be the first choreographers, or composers of formal dances.†4. Christine Loma is of the view that existing theatrical aesthetic ignores the social context of dance; the existing aesthetic gives importance to form and content. She refutes the common theory of aesthetic and instead brings out the more ‘appropriate aesthetic’, as she suggests, which emphasizes context and intent instead of form and content. To her the role of community dance, be it ceremonial or ritual, is to reconcile past, present and future. In giving more importance to celebrations â€Å"we emphasize the relationship of self and community. We all are bearers of our community experience as individual