Depression And The Card Diversion Essay - 1475 Words

Loneliness makes individuals troubled and can leave voids; depression can drive individuals to numerous psychological issues. hose voids with numerous unfortunate kinships, connections, and propensities. The book  ¨Of Mice and Men ¨ gives a look at how it carrying on with the farm life in the 1930 s could get amazingly forlorn. People attempted to discover approaches to get away from their depression amid that time by creating companionships and connections; even unfortunate ones. There were three fundamental characters that show confirmation of this. Every one of the three characters indicate how loneliness can drive you to second thoughts, dreams, sacrifice, He utilizes names and words, for example, the town close to the farm called Soledad, which shows depression and the card diversion Solitaire Which implies by oneself. He makes it clear that every one of the men on the farm are desolate, with specific individuals lonelier than others. 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The Role of Ict in Enhancing Education in Developing Countries Free Essays

string(138) " create products that represent what they are learning\) that can change the way students interact with the content \(Windschitl, 2002\)\." Journal of Education for International Development 4:2 December 2009 The Role of ICT in Enhancing Education in Developing Countries: Findings from an Evaluation of The Intel Teach Essentials Course in India, Turkey, and Chile Daniel Light Education Development Center This paper presents findings from case studies of the introduction of the Intel ® Teach Essentials Course—a professional development program focused on integrating information and communication technologies (ICT) into project-based learning—into six schools in Chile, India, and Turkey. We describe four common dimensions of change in learning environments that emerged across the countries: changes in teachers’ knowledge, beliefs, and attitudes; changes in how students engage with content; changes in relationships among students, teachers, and parents; and changes in the use of ICT tools to promote students’ learning. Three of these dimensions relate to shifts in pedagogical paradigms that appear to be prerequisites to effectively using ICT to support students’ learning. We will write a custom essay sample on The Role of Ict in Enhancing Education in Developing Countries or any similar topic only for you Order Now Our findings indicate that these shifts must not just occur at the teacher level, but must take hold throughout the educational system and must accompany sustained investment in infrastructure, human resources, curricular frameworks, and assessment. Key Words: ICT, developing countries, education reform I. Introduction Understanding how technology fits into the complex realities of classrooms has been a critical factor in creating real change in schools in the industrialized nations (Cuban, 1993; Honey, McMillan Culp, Carrigg, 2000; Somekh et al. 2003), yet little is known about educational technology projects in the classrooms of the developing world. This paper examines the influence of an information and communication technologies (ICT)-focused professional development program—the Intel ® Teach Essentials Course—on classroom learning environments in six schools in Chile, India, and Turkey. Over the years, program evaluations have found that teachers across a variety of countries value their experience in the Essentials Course and report using ICT and/or making changes in their teaching practice following the program (Light, McMillan Culp, Menon, Shulman, 2006; Light, Menon, Shulman, 2007). However, the evaluations have also suggested that the ways in which teachers in different countries follow up vary, depending largely on factors in their school contexts. The research presented in this paper sought to examine more deeply the nature of the changes that schools in different contexts have made to integrate ICT and student-centered practices and how these changes affect the classroom (Light, Polin, Strother, 2009). In all three countries, we found that the educators we interviewed and observed felt they had been able to implement new ICT activities and teaching approaches with their students after the Course. We also identified a consistent set of programs and policies that, combined with the motivation and skills of educators, enabled these schools to innovate. We selected the six schools in the study (two from each country) which key local stakeholders—the training agencies, the ministries of education, and the Intel Education Managers—considered to be â€Å"good examples† of using the Essentials Course to create school-level change within their national Light 1 Journal of Education for International Development 4:2 December 2009 contexts. In pursuit of the ideals established by their ministries, the teachers and administrators in these schools are attempting to transform the instructional strategies and the educational tools they use. Although each country is unique and each school is at a different starting place, all are moving toward more student-centered, project-based, and ICT-rich classroom learning activities. Across the diversity of their situations, educators in each school connected the ideas and tools offered in the Essentials Course with their own needs. From our case studies of the six schools, we identified four common dimensions of changes that are emerging to support more project-based and ICT-rich activities in the classroom: changes in teachers’ knowledge, beliefs, and attitudes; changes in how students engage with content; changes in relationships among students, teachers, and parents; and changes in the use of ICT tools to promote students’ learning. Three of these dimensions of change that emerged across schools are pedagogical in nature, supporting the idea that an appropriate pedagogical context is key to successful ICT integration. II. Theoretical Perspective When effectively integrated into a high-quality learning environment, researchers have demonstrated that ICT can help deepen students’ content knowledge, engage them in constructing their own knowledge, and support the development of complex thinking skills (Kozma, 2005; Kulik, 2003; Webb Cox, 2004). However, ICT alone cannot create this kind of teaching and learning environment. Teachers must know how to structure lessons, select resources, guide activities, and support this learning process; many traditionally-trained teachers are not prepared to take on these tasks. As Bransford, Brown, and Cocking (2000) point out, to use technology effectively, the pedagogical paradigm needs to shift toward more student-centered learning. This shift is not trivial or easily accomplished, particularly in countries with teacher-centered educational traditions. The literature suggests that four broad sets of changes should accompany the integration of ICT and the move toward a constructivist model of teaching and learning. 1. Changes in teachers’ knowledge, beliefs, and attitudes: The literature on education reform highlights the importance of changing teachers’ beliefs and attitudes to create long-term sustainable change (Fullan, 1993). Many studies on ICT integration find that projects fall short of expectations because the educators continue working within a traditional vision of rote learning (Gersten, Chard, Baker, 2000; Honey Moeller, 1990; Teacher Foundation, 2005). Teachers need to believe that new approaches to teaching are effective and will make a difference for their students in order for them to continue using new approaches. Teachers’ understanding and commitment are particularly important to sustain changes in areas such as project-based learning or student-centered techniques, which require core changes to a teacher’s instructional practice (Gersten et al. , 2000). 2. Changes in how students engage with content: Research in the learning sciences has established that constructivist theories of learning provide a more reliable understanding of how humans learn than previous behaviorist frameworks (Bransford et al. , 2000). Studies have identified a variety of constructivist learning strategies (e. . , students work in collaborative groups or students create products that represent what they are learning) that can change the way students interact with the content (Windschitl, 2002). You read "The Role of Ict in Enhancing Education in Developing Countries" in category "Essay examples" The introduction of ICT into schools and project-based approaches should change how students interact with th e content through new types of learning activities. 3. Changes in relationships among teachers, students, and parents: Recent studies suggest that, specifically, a supportive and cooperative relationship with the teacher can be very important Light 2 Journal of Education for International Development 4:2 December 2009 for learning (Marzano, 2007). Research in many different countries has found that the introduction of technology into learning environments changes teachers’ and students’ roles and relationships (Hennessy, Deaney, Ruthven, 2003; Kozma McGhee, 2003). 4. Changes in the use of ICT tools to promote students’ learning: The ICT integration in developing country classrooms is challenging (Akbaba-Altun, 2006; Comenius, 2008; Grant, Ross, Weiping, Potter, 2005; Light Rockman, 2008; Somekh et al. 2003; Vyasulu Reddi Sinha, 2003). A number of factors—such as teacher knowledge, time, access to ICT tools, and the alignment of ICT use with pedagogical goals—appear to help teachers integrate ICT and to support students’ increased use of ICT tools for learning (Light Manso, 2006; Perez et al. , 2003). III. Overview of the Three National Contexts A. India Of the three countries, India is perhaps the country that has most recently begun reforms to promote new teaching approaches and ICT. Across India’s decentralized education system, national and state leaders face big challenges in their efforts to support an education system that must reach so many students (Cheney, Ruzzi, Muralidharan, 2005; PROBE Team, 1999). Efforts to shift curricula from behaviorist approaches to learning to a constructivist approach that emphasizes the personal experiences of learners are recent (India—National Council of Educational Research and Training, 2006; Pandley, 2007). A growing number of policies support ICT integration, but one expert review (Vyasulu Sinha, 2003) found that there is still great variation in implementation of these policies and access to ICT is still limited for most students. Although there is variation by state, the duration of the standard school day is five hours, divided into 35-minute lessons. The class sizes tend to be large; the classes we visited ranged from 45 to 60 students. Indian teachers are expected to cover a lot of content, and the textbook often becomes the center of the learning process (PROBE Team, 1999; Rampal, 2002). The state curriculum varies, but in Maharashtra State, for example, the students have a very full schedule by the upper grades and study 11 compulsory subjects. B. Chile Since 1990, successive Chilean governments have pursued a consistent reform effort to modernize teaching and learning, improve and expand school infrastructure, promote student-centered curricula, institute full-day schooling, develop a national examination, invest heavily in teacher professional development, and integrate ICT into schools (Cox, 2004; Ferrer, 2004; Valenzuela, Labarrera, Rodriguez, 2008). The Chilean school day is eight hours, with the amount of time students spend in core areas (math, language, and science) twice that spent on other disciplines, and there is reserved time for students to engage in enrichment activities or project-based learning experiences. Class periods are typically 50 minutes, with two-hour classes in core content areas. Every school is required to have a Unidad Tecnica Pedagogica (UTP—the Technical Pedagogical Unit) that provides pedagogical support to improve teachers’ practice. Chile also has an ICT program, Enlaces (Links) that, by 2007, had provided hardware, software, and connectivity to 94% of schools in Chile and trained 110,000 teachers (Cancino Donoso Diaz, 2004; Chile—Ministerio de Educacion, 2008). Thus, most schools have a certain level of ICT infrastructure available in computer labs. Light 3 Journal of Education for International Development 4:2 December 2009 C. Turkey Turkey has been instituting educational reforms to modernize and expand its school system and align it with European Union norms since the late 1990s (Baki Gokcek, 2005). The reforms include the expansion of compulsory education, efforts to decrease class size, introduction of a new curricular approach and materials, the use of ICT, and efforts to provide teachers with professional development. Announced in 2005, the new curriculum draws upon constructivist pedagogical principles and the theory of multiple intelligences and promotes more student-centered techniques— such as individual and group work—to encourage students to explore and develop skills (Gomleksiz, 2005). As Phase 1 of the Basic Education Program, 1998–2003, the government distributed thousands of computers to schools (Akbaba-Altun, 2006), and many schools now have labs. Turkey is moving toward full-day schooling, but many schools—including the two we visited—still have two, five-hour shifts because they cannot otherwise meet their communities’ demand. The demand for schools also means that Turkey has not yet reduced class size to 30 students. Nationally, the average primary school class size is 38. 6 students (Otaran, Sayn, Guven, Gurkaynak, Satakul, 2003) but in the schools we observed classes ranged from 50 to 60 students. IV. Overview of the Essentials Course The core goal of the Essentials Course is to prepare teachers to integrate ICT across the curricula as a tool for learning and to design and implement inquiry-driven, project-based learning activities. The Essentials Course involves teachers in a process of developing a complete unit plan that utilizes a project-based approach, engages students in a variety of ICT activities, and organizes learning around an â€Å"essential question† that guides students’ inquiry and exploration of a given topic. Teachers are encouraged to designate time in their unit plans for students to use ICT to conduct research and to create a final product to share their research findings. The Essentials Course also discusses crucial factors for creating high-quality, issues in student-centered learning environments (e. g. , classroom management issues with technology), and approaches to assessing students’ technology products. During the unit plan development process, teachers expand their technical skills and prepare to implement their units back in the classroom. This is a vital feature of the Essentials Course, as it allows teachers to experience and evaluate the new teaching approaches (Guskey, 2002). In addition to Web resources, the Essentials Course uses commonly available software, primarily word processing software and presentation software, to support students in creating presentations, Web pages, brochures, reports, and newsletters. Figure 1: Core Components of the Intel Teach Essentials Course Content Linking ICT use to deeper learning Essential Questions or curricular framing questions Project-based approaches Student created products Internet resources Group work Holistic assessment strategies Structural Features 40 to 60 hour training Focus on commonly available software Teachers create a sample unit plan Teachers learn by doing Trainer is in the same school Emphasis on building communities of trained teachers Light 4 Journal of Education for International Development 4:2 December 2009 Intel, in collaboration with ministries of education worldwide, has offered the Essentials Course to more than 6 million teachers in 45 countries. The collaborative approach to course delivery is important. Although the core messages and goals of the program do not change, Intel works with the ministries and local educational experts to adapt Essentials Course materials to fit local needs; a local agency in each country implements the Course. In Chile, the ministry created a network of universities throughout the country that offers the Course in their regions, and the Pontificia Universidad Catolica de Chile in Santiago oversees the network. In India, the non-profit Learning Links Foundation oversees the program in the participating states. In Turkey, the Ministry of National Education (MNE) oversees the program, and trainers are based at the provincial education directorates and in larger towns. In this study, we used an instrumental case study approach (Stake, 1995) to examine how successful schools and teachers have been able to integrate ICT and new teaching strategies into their classrooms. This approach allowed us to work directly with schools that have been making changes, talk with teachers about the aspects of the Essentials Course that are useful to their practice, and develop an understanding of what teachers are actually able to do in typical schools in each country. During a two- to four-day site visit at each of the six schools, we interviewed school leaders, the Essentials Senior Trainer (ST) or Master Teacher (MT), technology-using teachers, students, and representatives of students’ parents whenever possible. As shown in Table 1, classroom observations of both typical classrooms and students engaged in the computer lab or ICT activities complemented the interviews. Table 1: Data Collected India Mumbai School Interviews Observations Focus groups Interviews Observations Focus groups Interviews Observations Focus groups Interviews Observations Focus groups Interviews Observations Focus groups Interviews Observations Focus groups 2 school leaders; 5 teachers 5 classes 14 parents; 37 students; 12 teachers 4 school leaders; 3 teachers 5 classes 3 parents; 5 students 2 school leaders; 3 teachers 4 classes 7 students 3 school leaders; 2 teachers 3 classes 5 students 2 school leaders; 8 teachers 3 classes 3 parents; 5 students 5 school leaders; 7 teachers 5 classes 5 arents; 19 students Village School Chile Santiago School Village School Turkey Ankara School Village School Light 5 Journal of Education for International Development 4:2 December 2009 As noted, to identify a sample of exemplary schools, we gained input from local stakeholders. We requested that the local training agency, the ministries, and the Intel Education Managers in each country comp ile a list of schools. We asked that they exclude schools with privileged access to resources, technology, or funds. Success was defined by the local stakeholders to represent what they felt would be reasonable expectations for schools and teachers in their country. From the list of schools, the research team made a final selection of two schools in each country. To carry out the fieldwork, we collaborated with local partners. In Chile, we worked with researchers from the Centro Costadigital at the Pontificia Universidad Catolica de Valparaiso, and in Turkey, we teamed with GLOKAL Research Consulting. Unfortunately, the arrangements for a local research partner in India fell through. V. Sites A. India We selected a private school in a middle-class neighborhood of Mumbai and a government school in a Gujarati village. The Mumbai school, with 2,000 students, is an English-medium private school from pre-K to Grade 10 and the village school is a Grade 1 to 8 Gujarati-medium public school with 309 students. In the Mumbai school, every classroom has a computer connected to a TV, there are two computer laboratories each with 60 computers, and there is a computer in the library. The labs have broadband Internet. The Gujarati village school has a lab with 14 computers and a computer on a wheeled table with an LCD projector. The lab is connected to the Internet through a dial-up modem. B. Chile We selected a government-subsidized private school in a lower middle class neighborhood of Santiago Chile and a small municipal school in a rural town. The private school has 2,500 students from pre-K to Grade 12, and the municipal school serves 97 students from pre-K to Grade 8. The private school has five ICT labs, some with as many as 20 computers. The municipal school has a lab with 15 computers, plus four laptops, a digital camera, a TV, a printer, two LCD projectors, and a wireless network. C. Turkey We selected two public schools that serve students from K to Grade 8. One school, in an outlying neighborhood of Ankara, serves 2,300 students. The second school, located in a small provincial capital on the Anatolian Plateau, serves 1,410 neighborhood children and has a population of female boarding students from villages in the province. The school in Ankara has one computer laboratory with 21 computers, 15 classrooms have a computer, and there are 350 Classmate PCs donated by Intel. The lab has broadband Internet and a wireless hub. The Anatolian school has three computer labs with 15 computers each, and five or six teachers also have a computer in their classrooms. The labs have wireless connectivity. VI. Findings: Three Common Themes The Essentials Course was not the only source of information or support for the new student-centered practices and ICT-based activities we observed in these schools, as all three ministries of education are engaged in reform with various changes such as new curricula, new standards, and new in-service Light 6 Journal of Education for International Development 4:2 December 2009 training programs. Education reform is a long and complex process that needs to be supported with multiple strategies, and our findings suggest that the Essentials Course can be one part of that puzzle. A. Changes in Teachers’ Knowledge, Beliefs, and Attitudes Because all schools in the study were considered successful, we explored what teachers had changed in their own practice. In the interviews, we asked teachers to discuss what they had learned from the Essentials Course that was useful for their classroom practice. Three themes emerged across all six schools as the teachers spoke about what they found to be valuable for their teaching: (a) their beliefs about how students learn were shifting; (b) they had a deeper understanding of new teaching strategies; and (c) they had improved their knowledge of how to use ICT as a learning tool, as well as strengthening their ICT skills. a. Teachers’ beliefs shifted to a constructivist paradigm of teaching and learning. Teachers expressed a growing belief that students can learn through exploration and discovery. The Essentials Course and, more importantly, the experience of implementing a project-based or ICT-rich learning activity appear to influence teachers’ understanding of how children learn. The interviews suggested the teachers began to value learning as different from memorization and to see that students can learn by exploring content, conducting research, and applying knowledge to real problems. For example, a Chilean history teacher remarked upon the difference from the traditional approaches of having students memorize information: â€Å"By following a question, the students acquire a lot f content through research. † In all six schools, teachers also expressed their belief that students learn more than just content with projects and Internet research. Many teachers recounted what they did â€Å"before† and â€Å"after Intel,† and their descriptions consistently included how students â€Å"learn more deeply,† â€Å"have more confidence,† and â€Å"are more motivated† by the new ways of learning. They reported that students were developing skills and attitudes such as self-assurance, curiosity, collaboration and teamwork skills, presentation skills, and organizational skills. In appreciating how effective group work had been, a teacher in Turkey reported that, â€Å"Before Intel, students did not do teamwork. [†¦] In Turkey—kids want to learn from teachers, now they have to do research on their own and can learn more deeply. Otherwise students aren’t motivated to learn. † A second Turkish teacher commented that students â€Å"were sharing ideas and thoughts with each other† and learning to â€Å"trust themselves. † B. Teachers deepened their understanding of student-centered practices. Teachers reported improving their skills with innovative teaching practices. Although some countries had more experience than others, across the board, nearly all the teachers we interviewed valued project-based approaches and reported doing projects with their students. Teachers had very clear ideas about how project-based approaches can support student learning by allowing students to explore content as they respond to a research question or problem posed by the teacher. They felt the project approaches made the content more relevant to students and required greater intellectual effort for students to find and synthesize information, which led to students learning and retaining more information. At schools in Turkey and India, principals and teachers credited the Essentials Course with helping them learn how to do projects for the first time. In Turkey, teachers told us the Course helped them better utilize the project ideas offered in their new national curricula. One school in India had been experimenting with projects prior to participation in the Essentials Course, but the teachers reported that this professional development experience gave them a solid template and a set of strategies for Light 7 Journal of Education for International Development 4:2 December 2009 project-based approaches. In Chile, teachers told us that the Course helped them learn about inquirydriven project-based strategies in addition to the problem-based approach supported by their ministry. While teachers from all three countries agreed that the Essentials Course supported their use of student-centered practices, each country’s context and educational goals influenced which topics were of most interest to teachers. For example, while all the teachers spoke about using group work and collaborative learning, the teachers in Turkey were very excited about the collaboration strategies presented in the Essentials Course. Turkey’s traditional approach to teaching is lecturebased and emphasizes individual student activities, and teachers reported that they did not have any previous experience with collaborative learning. Group work and collaboration are, however, part of the new Turkish curriculum and reform efforts and teachers expressed appreciation for how the two programs supported each other. The curriculum contains many group activities, and the Essentials Course offers strategies to facilitate group work, as well as follow-up support to practice these strategies with coaching from their MT. In India, teachers found the â€Å"Essential Questions† strategy to be compelling. Essential Questions (e. g. , â€Å"Why do we need others? †) are intriguing, open-ended questions that organize a project and are an effective way to encourage students to think deeply and to provide them with a meaningful context for learning (Wiggins McTighe, 2001). The Indian curriculum is very demanding and the school day is crowded, so teachers felt that they could not easily integrate project work into every class. While they could not do projects during the class period, they were, however, exploring the use of questioning strategies to push students’ critical thinking and to allow students to share their perspectives and formulate their own conceptual understandings of the content. For example, one teacher asked her students what they thought the impacts of British Colonial policies were on the farmers, and a social studies teacher asked students what they valued about their community. Teachers felt that asking for student input was a significant change. As one teacher commented, they no longer just â€Å"stand and teach,† but facilitate iscussions and encourage children to share their knowledge. The teachers we visited felt the open-ended questions and ensuing dialogue between teachers and students might be the foundation of a new relationship between teachers and students. One of the schools in Chile, which already had a lot of experience with ICT and projects, focused on the use of rubric assessments presented in the Essentials Course. The principal noted that teachers were facing increasing challenges in assessing students’ work as the school moved toward complex, technology-rich student products such as presentations and websites. Through these products, students master more than just content and teachers wanted to value all aspects of students’ learning. They considered the rubrics—designed to capture the range of skills, attitudes, and content that students develop—as a key way to address these challenges. The teachers were also using rubrics to put students more directly in control of their learning process; students know from the beginning which aspects of the content teachers will evaluate. C. Teachers improved their ICT knowledge and skills. Teachers reported that they had developed the skills needed to initiate or increase the use of ICT with students. Most of the teachers in India and Turkey reported little ICT experience before Essentials, whereas most Chilean teachers had previous trainings and experience using ICT. Regardless of their experience with ICT, all teachers we interviewed who took the Essentials Course reported they increased their knowledge of how to use ICT as an educational tool. For teachers with no prior experience, the Course helped them acquire basic skills. However, all of the teachers commented on Light 8 Journal of Education for International Development 4:2 December 2009 how the Course helped them see ICT as a pedagogical tool. The strategy of having teachers design a model unit of their own choice appears to allow teachers to work on skills and areas that are new and challenging for them. VII. Changes in How Students Engage with Content The introduction of ICT into schools and the use of project-based approaches and Internet research have changed how students interact with the content in a number of ways. In the site visits, teachers and students spoke about three types of new learning activities that would, according to the literature, contribute to a constructivist learning environment: (a) learning through projects; (b) conducting Internet research; and (c) connecting school content to students’ lives (Windschitl, 2002). A. Project-based work gave students a chance to collaborate, use multiple resources, and direct their own learning. In all the schools, student projects were fundamental to bringing student-centered instructional strategies into the classrooms. The Essentials-trained teachers we interviewed spoke of doing projects with their students. Despite variations among project designs, a few core features emerged. In almost every site, projects gave students chances to work collaboratively and challenged them to take on new roles and responsibilities; students worked in groups and often had to coordinate efforts to complete the projects. Also, all of the projects described included research and culminated in a final product that required students to synthesize and share what they learned. For example, in the Gujarati village, the students did a project about water use and irrigation. They visited local experts, surveyed the community, collected data, and researched solutions. As a result of the students’ examination of drip irrigation, and their proposal of how farmers could use this new strategy, the village converted to drip irrigation. Again, the teachers in India could not fit the project into the class time, so students did a lot of the work before and after school. The municipal school in Chile did a multi-grade project on insects in which the younger grades collected bugs and wrote reports and the older grades helped them create a website. B. Independent Internet research gave students autonomy and a chance to develop and share their own perspectives. Internet research was a constant theme in these schools. Teachers, students, and parents all spoke about having students do Internet research for homework and as part of the projects. Teachers often asked students to bring in additional information on topics in the textbook (e. . , in a Turkish project students researched systems of the human body). Or, teachers asked students to research additional topics or themes (e. g. , after a lesson on farmers under the British Empire, a history teacher in India asked students to research the condition of Indian farmers today). C. Connecting school content to students’ lives made learning more meaningful to students. We found that many of the projec ts teachers designed connected students’ school work to their home life and the community more broadly. In a very simple sense, the increased use of practices such as open-ended questions and group work allowed students to share the perspectives and knowledge they bring from home. For example, a teacher in India asked her students what they had eaten for breakfast and then used this as the start of a nutrition lesson, and a Turkish teacher had his first grade students discuss how an animated story related to their own families and lives. Light 9 Journal of Education for International Development 4:2 December 2009 Yet many of the project topics also engaged students in examining real-world issues or concerns that gave them an opportunity to connect â€Å"school learning† with the real world and allowed them to develop their own opinions and perspectives about the issues. For example, the Indian village that did the irrigation project mentioned above also did projects on clean water and public health. Other projects were less ambitious, but still meaningful, such as the Chilean school where students collected stories and images from the community to publish in a booklet for their families. Our interviews ith parents in the Indian and Turkish sites also supported the perception that students were becoming a source of new information for their families. Parents credited their children’s increased use of Internet research with providing them with current information to which they would not otherwise have had access. Students are generally more excited by information they find themsel ves than the contents of a textbook, and parents reported that their children were rushing home, eager to share what they had discovered. VIII. Changes in Relationships among Teachers, Students, and Parents In keeping with the new activities and roles for students, the teachers and students in the schools we visited reported that they were transforming how they interact. The changes in teaching practices in these schools are part of a broader change in relationships within the school and between the school and the community. The educators and students described changes in the ways they collaborate with each other that grew out of the new teaching practices (e. g. , project-based approaches, open-ended questions), integrating ICT into the schools (e. g. Internet research or presentations), or both. We noticed that teachers, students, and parents reported changes in three sets of relationships: (a) among the students; (b) between students and teachers; and (c) between the school, the parents, and sometimes the community. A. Projects and ICT activities fostered collaborative relationships among students. Many of the teachers and parents interviewed said that students were developing a rang e of social and interpersonal skills that they attributed to the projects and the new roles that students were taking on. As noted, students in every school were taking on new responsibilities as they worked on projects—leading teams, conducting research, writing reports, debating with peers, and making presentations to peers, teachers, and parents. A Chilean fifth grade teacher explained how her students were developing the skills and maturity to work as a team, even across grade levels, because of the collaborative techniques she learned in the Essentials Course. Some of the parents also commented on their children’s maturity and responsibility. A Turkish father noticed a change in his daughter’s attitudes since doing the â€Å"Intel projects. † He observed that before teachers participated in the Essentials Course, his daughter did not share her things with anyone. After her teachers participated in the Course, his daughter began to share more with friends and she enjoyed working in teams. The father also said that, as a result of her involvement in projects and team work, his daughter completed her school assignments independently at home and no longer asked him for help. B. New teaching strategies allowed teachers to develop more collaborative and interactive relationships with their students. The teachers reported that, as their teaching practices changed, their relationships with their students also became more open and supportive. Teachers began to allow more intellectual discussions between themselves and their students, and students were more willing to approach teachers and share concerns and opinions. The teachers and parents in Mumbai were, perhaps, the most eloquent. One group of teachers commented that, as children, they had been afraid of their teachers and they Light 10 Journal of Education for International Development 4:2 December 2009 were happy that their students no longer â€Å"fear the teacher† but gladly ask questions and give opinions. The students we interviewed echoed these sentiments. A group of high school students from the school in Santiago, Chile explained that a good teacher is one who encourages students to disagree when they have a well-reasoned argument. A student from Mumbai shared a similar perspective: â€Å"I like that whenever I do a report I can include my own critical opinion—it is not just cut and paste. And I can learn many things outside of the textbook. † C. Innovating with projects and ICT strengthened the relationships between the school, parents, and the community. The parents we interviewed were excited by the introduction of community-focused projects and student research, and they expressed pride in what the schools were doing for their children with technology. A group of parents in India praised their school â€Å"because of the new technology, [the school] is innovative. They have very high performance, but it is not just academics-oriented. † In the four public schools we visited, parents and the community had also initiated efforts to bring additional ICT resources to the schools by donating equipment or paying for improved Internet connections. However, the parents also remarked on the new teaching practices and what these changes mean for their children. All of the parents we interviewed commented on how the school was developing the whole child since the project work was supporting teamwork, independence, and self–confidence. Parents in India and Turkey highlighted their children’s growing confidence and independence to do research or make public presentations, and they also noted the caring relationships between students and teachers. IX. Changes in the Use of ICT Tools to Promote Students’ Learning A core aim of the Essentials Course and a central objective for the ministries in Chile, Turkey, and India is to encourage the use of ICT as a learning aid for students. Although the administrators and teachers we interviewed in all six schools told us they wished they could do more, to the extent permitted by resources, space, and time, students were using ICT for learning activities. PowerPoint presentations and Internet research were, by far, the most common ICT tools that students used. All six schools promoted student use of ICT, but each adopted different strategies to realize its goals. In Turkey and India, with short school days and tight schedules, the teachers had to strategically make time—either by working outside of class, or rationing access—for students to complete their ICT projects. For example, the teachers at the Anatolian school in Turkey told us that they meet as a team each semester to decide which classes will do long-term projects to ensure every student gets a chance each year. The Chilean teachers had more flexibility to schedule lab time during school hours, although they also did afterschool activities. Perhaps the clearest change is that, in all six schools, teachers gave students Internet research activities for homework. For instance, a math teacher in India assigned students to calculate average rainfall in different parts of the world using online databases, and a Chilean history teacher had students analyze online photos for life conditions in 1900s Chile. X. Conclusion This paper presents the findings from our fieldwork that describe the nature of the changes taking place in the classrooms in these six schools as they integrate ICT activities. Since the governments point to these schools as positive examples, their experiences can help contribute to an understanding Light 11 Journal of Education for International Development 4:2 December 2009 of the process of integrating ICT into the schools of developing countries. While some educators we observed are more skilled than others, and some changes in practice are just emerging, all six schools are making changes beyond just the use of new tools. They are developing: new beliefs about learning and new practices, new ways to engage with content, changing relationships, and new ICT tools for learning. That three of the four common dimensions of change are pedagogical shifts, and that they are changes in pedagogy that are supported by the ICT, illustrate the paradigm shift required for effective ICT integration (Bransford et al. , 1999; Hepp et al. , 2004). These findings illustrate the complex sets of changes that have to occur for ICT to be deeply and meaningfully used to support student learning. This would explain why technology integration is so difficult to achieve but also points the way forward. Our findings suggest that necessary changes are much broader than just the introduction of a new tool or one new ractice. Instead, change begins by deeply reshaping life in the classrooms—from educators’ beliefs about learning to the relationships that make up the school community. In each context, the teachers found points of engagement between the model of ICT use and teaching in the Essentials Course and the possibilities and limits of their context. For Indian teac hers, it was most feasible to integrate aspects of the teaching model (i. e. , open-ended questions) into their classroom and the ICT into after-class time. In Turkey, schools brought ICT activities into scheduled lab time and group work into their class activities. And, Chilean teachers used holistic assessment strategies and inquiry-based projects in class because their school day provides a block of time for projects. But, the responsibility for change cannot rest solely on the shoulders of the teachers; bringing about these changes is a long-term, incremental process. Effective reform requires sustained investment and support along multiple dimensions of the educational system, including physical and technical infrastructure, human resources, curricular frameworks, standards, and assessment. For example, the teachers in Chile and Turkey spoke of how things like new national curricula, national computerization efforts, and professional development opportunities helped them use ICT in their classrooms and apply what they learned from the Essentials Course to their practice. Light 12 Journal of Education for International Development 4:2 December 2009 References Akbaba-Altun, S. (2006). Complexity of integrating computer technologies into education in Turkey. Journal of Educational Technology and Society, 9(1): 176–187. Baki, A. , Gokcek, T. (2005). Comparison of the development of elementary mathematics curriculum studies in Turkey and the U. S. A. Educational Sciences: Theory Practice, 5(2), 579–588. Bransford, J. D. , Brown, A. L. , Cocking, R. R. (Eds. ). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Research Council/National Academy Press. Cancino, V. C. , Donoso Diaz, S. (2004). 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Technology in schools: Education, ICT and the knowledge society. Washington, DC: World Bank. Honey, M. , McMillan Culp, K. , Carrigg, F. (2000). Perspectives on technology and educational research. Lessons from the past and present. Journal of Educational Computing Research, 23(1), 5–14. Light 13 Journal of Education for International Development 4: 2 December 2009 Honey, M. , Moeller, B. (1990). Teachers’ beliefs and technology integration: Different understandings (No. 6). New York: Center for Technology Education. India–National Council of Educational Research and Training. (2006). Foreword to the elementary level syllabus. Retrieved July 30, 2009 from http://www. ncert. nic. in/html/syllabus. htm Kozma, R. (2005). National policies that connect ICT-based education reform to economic and social development. Human Technology, 1(2), 117–156. Kozma, R. , McGhee, R. (2003). ICT and innovative classroom practices. Technology, innovation and educational change—a global perspective. 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Alexandria, VA. : Association for Supervision and Curriculum Development. Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72(2), 131–175 (p. 137). Light 15 How to cite The Role of Ict in Enhancing Education in Developing Countries, Essay examples

Data and Information Management PBL Exercise-Myassignmenthelp.Com

Question: Discuss about the Data and Information Managementfor PBL Exercise. Answer: Networking Gadgets, Inc. requires a server-based network that incorporates a centralised control that is governed by a central database. In essence, the company already knows its resource requirements i.e. a network supporting eight people with the expected expansion of the ten new hires. Therefore, a limiting factor mostly seen with server-based infrastructure is solved which means we can acquire the necessary server to support the resource requirements. Moreover, the network can have extended services that peer-to-peer network cannot meet as needed by Networking Gadgets (Posey, 2000). Furthermore, P2P networks are insecure as they do not authenticate those accessing a networks resources. For one, the employees will work on different projects and will require access to resources based on authorization and authentication. Now, servers are essentially PCs that govern and control access to IT resources (Wolf, 2012). Therefore, through the central control, the management of the company will allocate its employees to projects based on the team or field they belong. This requirement will be met using the networks abilities to assign users accounts (username and password). Moreover, server-based networks tend to be more stable as compared to P2P network because of the stringent control measure which will provide the company with a consistent service. In addition to this, its easier to track records or data across different users since time stamps are assigned to every process. This resource makes it easier to backup data depending on the needs of the users, again this functionality serves Networking Gadget requirement of having a backup option. CNT Books requirements are very simple and easy to achieve, theirs is a simple network that offers sharing capabilities with minimal system control. Moreover, they require a network that gives the users (individuals) maximum access and control. Now, Peer to Peer networks is perfect for this situation. In this network, all users have the same privileges and can share files equally and independent of a central control. This outcome gives the users maximum control which will satisfy CNT Books requirement of having a network that gives the employees control over their resources. Moreover, because of the reduced requirements, the network is inexpensive to set-up and even maintain. In addition to this, it requires minimal skills to use as it follows the normal routine of computer usage unlike server-based networks (Cope, 2002). In the end, each user (employee) will have access to all the companys computers, therefore, have the right to communicate and share data. List of supplies needed to meet this task: Switch For connecting the users i.e. employees. LAN cables Because the computer exists, connecting them will require cables. Network interface Card for PC network communication. Computer Configurations Installing the network drivers to enable the network interface cards (NIC). Through the NIC, the PC will communicate via the communication channel (Ethernet). Configure the individual PC using a common protocol with the same privileges. This configuration will ensure the users have maximum control over their resources and have equal sharing rights. Assign unique PC identifier, this can be done using an IP and even a unique descriptive name for the user's functional ease (Microsoft, 2017). CNT Books expansion has only grown to have more server and user requirements, moreover, it has purchased a new company and will incorporate it in the same building. As such, the new network will be a local area network. Although extended, the new network still covers the same location and has the same requirements of sharing computer resources in the most inexpensive way. Moreover, its additional requirements include an additional server and new workstations which mean no public network is needed, eliminating the possibility of it being a wide area network (Beal, 2017). Nevertheless, the network has grown to include additional networks which might necessitate the need for a router to enable internetwork communication. Routers facilitate communication between different networks by identifying the best paths to data destinations. Local area network, particularly, Wireless Local Area Network (WLAN) is needed for this scenario. This networking technology allows devices like GPS and PDA to communicate wireless using radio signals. Moreover, this technology can be built using different network protocols, however, the most commonly used are Bluetooth and Wi-Fi. In essence, these devices will have built-in devices that serve as transmitters and receivers which will seamlessly transfer the data needed by the advanced mapping software on the PDA (Mitchell, 2016). A typical connection will use an ad-hoc system where both the PDA and the GPS will act as peers since no central control is used (central server such as an access point). Furthermore, these connections are mostly temporary which aligns with the immediate requirements i.e. a quick fix to a data requirement problem. References Beal. V. (2017). LAN - local-area network. Retrieved 13 April, 2017, from: https://www.webopedia.com/TERM/L/local_area_network_LAN.html Cope. J. (2002). Peer-to-peer network. Computer world. Retrieved 13 April, 2017, from: https://www.computerworld.com/article/2588287/networking/peer-to-peer-network.html Microsoft. (2017). How to Configure a Peer Network. Retrieved 13 April, 2017, from: https://support.microsoft.com/en-us/help/250927/how-to-configure-a-peer-network Mitchell. B. (2016). WLAN - Wireless Local Area Networking Explained. Internet and networking, life wire. Retrieved 13 April, 2017, from: https://www.lifewire.com/wlan-816565 Posey. B. (2000). Understanding the differences between client/server and peer-to-peer networks. Tech republic. Retrieved 13 April, 2017, from: https://www.techrepublic.com/article/understanding-the-differences-between-client-server-and-peer-to-peer-networks/ Wolf. M. (2002). Home Networking: What Type Is Best? Inform IT. Retrieved 13 April, 2017, from: https://www.informit.com/articles/article.aspx?p=26437seqNum=3

Premature babies free essay sample

Premature babies are babies born before 37 weeks. For some babies they are born closer to their due dates and suffer from little to no consequences of being born born before their due date. Where as the term small-for-date refers to babies that are born at the desired due date, but are below the expected weight for the length of time spent in the womb. About 500,00 babies are born prematurely in the United States alone. Many premature babies are forced to spend extended times in hospitals and suffer from health problems that can affect later life. Premature infants need more intensive and immediate care than full term infants to help recovery and survival. Certain activities or health problems put a women at greater risk for having a preterm infant. Some women have no signs that they are going to deliver preterm. Some of the risks of having a preterm infant include multiple births and in vitro fertilization. We will write a custom essay sample on Premature babies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Mothers carrying more than one baby have a greater risk of having a their babies born premature or small-to-date. Also women that do not get proper prenatal care put themselves at greater risk to have a preterm infant. Unfortunately, mom women cant afford the prenatal care necessary for the developing fetus or are not educated about behavior needed for a healthy pregnancy. They may not visit their doctor to help monitor the developing fetus and they may not being eating right. Some mothers develop eating disorders because they feel their bodies are changing and they think they are fat or unattractive. These women put their unborn baby in danger because they deprive the infant of the necessary nutrients needed for proper growth and development. Mothers that are overweight or underweight at conception also put their fetus at risk for being premature. Drug use, as in cigarettes and alcohol increase the risk of having a preterm baby, along with having a baby born with illnesses. Cigarettes use during pregnancy increases risks of asthma and difficulties breathing. The more cigarettes a mother smokes while pregnant, increases the risks, even if the the mother quits in her third trimester of pregnancy she could still reduce the risk of premature birth of her baby and health issues associated with smoking. Mothers who drink alcohol while pregnant increase the risks of premature births along with birth defects that are visible. Babies born to alcoholic parents suffer from Fetal Alcohol Syndrome (FAST) which has physical abnormalities and issues with memory, language and communication. Another factor that can increase risk for having a premature infant is illegal drug use. About 4% of expecting mothers in the United States use mood altering drugs , like cocaine and heroin. Babies born from drug using parents are greater at risk for premature birth, breathing difficulties, physical defects and death shortly after birth. The infants are born addicted to the substance the mother was using and become irritable and stressed when the drug supply from the mother is cut off. Drug use is linked to memory, language and motor development impairment is young childhood and academic issues. High blood pressure and diabetes also increase the risk of having a premature baby. Stress can also bring about a premature birth. For other women, they may have no signs of having a premature baby and dont engage in any risky behavior during pregnancy , and still deliver babies prematurely. Infants born prematurely need more care after birth to make sure they are able to survive and they have to be accessed for any abnormalities. After birth premature babies are immediately put in incubators to keep the babys NICE). In the NICE they receive specialized attention and monitoring to make sure the infant survives. Monitor systems are usually hooked up to babys chest to monitor breathing, heart rate, temperature. If the infant is having difficulty breathing, then the nurses in the NICE hook the baby up to a ventilator to help breathing stability. If the baby is weak and unable to breast feed or bottle feed, then IV fluid treatment is used to keep the baby hydrated along with feeding tube insertion. Feeding tubes go through the infants nose and the tube travels to stomach to ensure the nutrients are getting into the infant. Nurses, Doctors and staff in the NICE work around the clock to ensure that babies vitals are stable and the infant is surviving. Babies born premature and Jaundice are placed under blurring lights that help the infant break down excess blurring that builds up because the liver is not breaking in down. In some cases infants are given medications to help stabilize them. Liquid surfactants are spayed into the lungs to help under developed lungs develop. Antibiotics are given to infants that are at risk of infections or suffering from infections. Medications that increase urine production called diuretics are used to help the lungs and recirculation. Medications are also given to strengthen breathing and heart rate. Infants care is all specified to their particular illness and situation and the staff at the NICE work hard to be able to stabilize the babies for return to their mothers and family. Babies born prematurely require more hospitalizing and treatment then babies born normal term. Luckily advances in technology have increased survival in infants born prematurely. The longer the pregnancy, the greater the chance of survival is. The development of new technology and creation of NICE in hospitals allows for proper and better treatment of infants born prematurely. 0% of babies born at 28 weeks survive and more extreme cases or premature babies are surviving with the modern medicine advancements in hospitals. Being born premature can affect future mental, developmental, and behavior problems that affect early childhood or become permanent. Doctors have no way of determining how prematurely will affect later development and growth. Premature babies can suffer from health issues upon arrival into the world. Some premature infants develop Apneas. Apneas causes delayed breathing for 20 seconds or more and can also affect heart rate by decreasing it dramatically. Babies with Apneas re closely monitored and hooked up to breathing and monitoring devices to keep track of the infants breathing. Infants born prior to 34 weeks usually do not have fully developed lungs which makes them have Respiratory distress syndrome (RODS). In RODS the baby cannot breath properly because they do not have a specific protein called surfactant. Surfactant is a protein that keeps small air sacs in the lungs from collapsing. Infants with RODS are immediately rushed to NICE and treated. Another lung issue can be precautionary dysphasia (BAD) which is when babies have damage or fluid in their lungs. Another health problem is Intracellular hemorrhage (IV). This is when the infants brain has internal bleeding which normally occurs near the ventricles near the center of the brain. Ventricles are spaces in the brain that are filled with fluid. These babies also need immediate emergency care. Some premature babies suffer from heart issues like Patent ducts arterioles (PDA). This closed properly causing breathing problems and even heart failure. Intestinal issues are sometimes also prevalent such as Engineering interconnections (NECK). This health problem causes a swollen belly and diarrhea and can appear 2 to 3 weeks after birth. Some infants are born anemic and do not have healthy red blood cells to carry oxygen to the body. Treatment sometimes involves blood transfusions. Other premature infants are born with Jaundice which is when the liver does not function properly and babies are yellow in appearance. Babies are put in the blurring light incubators to help control and treat the issue. Premature babies can also be born with multiple infections such as pneumonia, meningitis and sepsis. Premature babies require more attention then full term healthy babies. Infants born premature are also subject to issues later on in life. Studies show that babies born prematurely are more likely to get lower test scores in math and reading, than babies born full term. A study published in 2011 analyzed long term effects of cognitive abilities such as memory and attention span. In the study the researchers concluded that babies born extremely premature did worse on function test and took more time to complete IQ tests. Also adults that took IQ test scored an average of 8. 4 points lowers than adults born full term. Another study conducted that babies born between 22 and 25 weeks where at risk for developing neurological impairments around 4 to 8 years old. In 2012 researchers from the University College London Institute for Womens health reported that even with advances in technology, the long term of effects of being born prematurely have not changed in the past decades. Advances in technology have increased survival rate in in infants born prematurely, but have not been able to change the issues with cognitive functions and higher risk for particular disorders. Infants born prematurely are more Likely to have weaker immune systems and develop respiratory issues, like asthma. This can e costly for the parents and in some cases lead to early death. Increases in NICE staff and technology have helped the premature babies and decrease many issues that used to be fatal. Unfortunately some issues still arise in later life due to lack of cognitive and physical development at birth. Premature babies need more care than full term babies because they are still fragile and some are barley ready for survival outside of the womb. Premature births occur every day and steps can be taking to decrease the risks, but even with proper prenatal care delivering preterm still can occur. Premature babies need excessive immediate care to help increase survival and decrease disabilities and disadvantages of being born preterm. Premature infants are born under developed and need intensive care to help make sure they are able to develop outside of the womb and survive with the ability to normally function. Doctors and nurses of the NICE work around the clock to help infants born preterm stabilize and to prepare them for transition in to the real world. Parents and family all eagerly wait for their infants to be able to go home. Preterm infants need more care than full ERM infants immediately following deliver due to the fact that preterm infants should still be developing in the womb.

The anatomy of a good speech - Emphasis

The anatomy of a good speech The anatomy of a good speech Whether you think David Cameron is Blair MK II or the saviour-in-waiting of UK plc, the BBCs analysis of his speeches down the years here and here makes very interesting reading. Top of the list of most-used words is people, which Emphasis has always cited as one of the most powerful in the English language. The UKs Conservative Party (of whom Cameron is leader) is currently riding high in the polls with a nine point lead over Labour, and many put this down at least partly to a well-orchestrated communications policy. This is unsurprising given that Cameron is the former head of corporate affairs at a large media company. But credit must also go to the speechwriters on the Tory campaign team, who clearly know how to turn a phrase or two to their leaders advantage. The analysis reveals how they seem to have chosen words very carefully to support a deliberate strategy. For example, Gordon Brown said in his speech last week that this was no time for novices, in a sideways swipe at his opponents lack of experience. So Cameron this week gave Margaret Thatcher a name-check purely to give his speech weight, apparently. The BBC uses word clouds to show how the latest conference speeches from the leaders of all three main UK political parties compare. Its all fascinating stuff.

Breach of Contract Case Study

Breach of Contract Case Study MOHANA DIGHE ISSUE- Washington (January 6, 2016, 4:14 PM EST) – A driver for Uber hit the ride-offering organization to a claim a breach of contract in California government court, affirming in a proposed class activity that Uber neglected to pay drivers the winter advancement as per its reported tenets in the advertisement. Kimberly Berger claims that Uber did not pay California drivers the full rates they were guaranteed under the organization’s â€Å"Winter Warmup† advancement, which ensured least rates to taking an interest drivers who met an arrangement of conditions. As indicated by the grumbling, the advancement ensured drivers least hourly rates for specific periods on the off chance that they acknowledged no less than 90 percent of excursions, arrived at the midpoint of no less than one trek a hour and were online for no less than 50 minutes of consistently worked. The base hour rates extended from $16 every hour to $26 every hour, in view o f the day and age, as indicated by the grievance. The most astounding hour rates secured Friday and Saturday evenings. The suit claims Berger, and different drivers in the proposed class, met the states of the Winter Warmup advancement however were not paid the guaranteed rates. In particular, the suit claims, Uber paid the expenses as a normal gross hourly rate rather than a base rate for every hour. The organization likewise subtracted expenses from the promoted rates, the suit claims. â€Å"Therefore, the genuine hourly rates for pinnacle, normal, and nonpeak hours, were $20, $12, and $10 every hour, and not the $26, $20, and $16 every hour promoted,† the suit affirms. Berger claims the instalment hones broke Uber’s agreement with its drivers and furthermore constituted unjustifiable business hones under California state law. Berger is looking for unspecified harms for the benefit of herself and the proposed class, lawyers charges and an assertion that U ber’s instalment rehearses for the advancement abuse California state law. She requested that the judge confirm a class of Uber drivers in California that took part in the advancement. The suit did not determine how vast Berger expects the class will be. The organization asserts its drivers are self employed entities, not workers, which a class of drivers have debated in a different claim. Uber approached a month ago for a stay in that claim while the organization requests the court’s current deciding that its 2014 and 2015 discretion understandings are unenforceable. Uber did not instantly react to a demand for input (Uber Driver Says Co. Breached Promotion Contract – Law360). Use of Agreement Law- (a) APPLICABLE BREACH OR VIOLATION – This segment applies if there should be an occurrence of break or infringement of a portrayal or stipulation incorporated into an agreement under area 6502 of this title. (b) LIQUIDATED DAMAGES – no twithstanding harms for some other break of the agreement, the gathering in charge of a rupture or infringement depicted in subsection (an) is obligated to the National Government for the accompanying sold harms: (1) A sum equivalent to the total of $10 every day for every person under 16 years old and each imprisoned individual intentionally utilized in the execution of the agreement. (2) A sum equivalent to the entirety of every underpayment of wages due a representative occupied with the execution of the agreement, including any underpayments emerging from derivations, discounts, or discounts. (c)CANCELLATION AND ALTERNATIVE COMPLETION – Notwithstanding the Central Government being qualified for harms depicted in subsection (b), the office of the Unified States that made the agreement may scratch off the agreement and make open-showcase buys or make different contracts for the culmination of the first contract, charging any extra cost to the first temporary worke r. (d) RECOVERY OF AMOUNTS DUE.- A sum due the Central Government on account of a break or infringement depicted in subsection (a) might be withheld from any sums owed the contractual worker under any agreement under area 6502 of this title or might be recuperated in a suit brought by the Lawyer General. (e) EMPLOYEE REMBURISMENT FOR UNDERPAYMENT OF WAGES.- A sum withheld or recuperated under subsection (d) that depends on an underpayment of wages as depicted in subsection (b)(2) should be held in an uncommon store account. On request of the Secretary, the sum might be paid straightforwardly to the come up short on worker on whose record the sum was withheld or recuperated. Be that as it may, a representative’s claim for installment under this subsection might be engaged just if made inside one year from the date of genuine notice to the temporary worker of the withholding or recuperation. REMEDIES FOR BREACH OF CONTRACT- Equitable Remedies   Equitable Reme dies are those that are forced when cash harms would not enough cure the non-breaking party. The accompanying sorts of fair cures might be accessible in the given case:    Particular Execution Particular execution is a request by the court that requires the breaking gathering to do the agreement as it was initially composed. This kind of cure is uncommon. In any case, it might be requested in specific conditions. For instance, particular execution might be forced when the topic is one of a kind, for example, an acclaimed painting or a particular bit of property. Courts are reluctant to request particular execution since it requires the progressing observing by the court of the agreement. Rescission Rescission of the agreement is a cure that permits the non-breaking gathering to wipe out his or her duties under the agreement. This cure may be accessible when the agreement depended on misrepresentation or an error by either of the gatherings. It is additionally accessible if both sides like to scratch off the agreement and give back any cash that had been progressed as a feature of the agreement. Reorganization Reorganization permits two gatherings to change an agreement so that it all the more precisely reflects what the gatherings plan. This cure requires that the agreement be substantial. It might be accessible when one of the gatherings had a mixed up comprehension about a material term of the agreement.    Legitimate Cures Legitimate cures regularly appear as money related harms that are granted to help make the blameless party entirety. A few cases of legitimate cures are examined underneath. Compensatory Harms Compensatory harms are those that are intended to remunerate the non-breaking party for the rupture. These incorporate desire harms and considerable harms. Desire harms are those that give the non-rupturing party the money related assets that he or she would have gotten had the agreement been performed. These harms are n ormally in view of the agreement itself or the honest estimation of the topic of the agreement. For instance, compensatory harms might be the sum vital for the non-breaking gathering to buy a substitute item that is proportional to the one contracted for. In the event that the agreement was for an offer of merchandise, compensatory harms are generally the contrast between the agreement cost and the market estimation of the products. These harms likewise comprise of the costs important to make the non-rupturing party entire after the break, for example, promoting costs to publicize the items that the breaking party neglected to pay for. Be that as it may, the non-rupturing party by and large has an obligation to relieve his or her misfortunes. Significant harms are those harms that repay the guiltless party for backhanded costs that came about because of the break. They regularly result from uncommon conditions that are included in the agreement that may not be normally unsurpr ising. For instance, a honest gathering may approach to be repaid for the loss of business benefits that got from not having admittance to the fundamental materials to create an item for an outsider. All together for the honest party to get these harms, he or she should demonstrate that this misfortune was sensibly predictable to both sides when they composed the agreement and the misfortune was an immediate consequence of the break. Liquidation Harms In a few contracts, particular harms are pre-decided. These harms are called exchanged harms. They are normally some portion of agreements where it is hard to decide the real sum that a gathering was harmed because of a break, for example, a rupture of an agreement not to contend. Reformatory Harms Reformatory harms are intended to rebuff a blameworthy gathering keeping in mind the end goal to keep that gathering or others from taking part in comparative direct later on. Be that as it may, corrective harms more often than n ot require a more grounded goal than is essential in standard rupture of agreement cases. For instance, to be granted reformatory harms, an offended party may host to demonstrate that the rupturing gathering acted in a noxious or fake matter. A few states particularly restrict offended parties from recuperating correctional harms on break of agreement cases. Lawyer Expenses and Expenses The common party in a break of agreement case might have the capacity to gather lawyer charges and costs that he or she caused keeping in mind the end goal to realize lawful activity. A few states just permit these harms on the off chance that they are particularly accommodated in the agreement (hg.org).

Personal paper on SoHo, NYC. First-person Essay

Personal paper on SoHo, NYC. First-person - Essay Example . Geographically, Soho is a neighborhood located in Lower Manhattan, New York City. It is a zoned neighborhood bounded by Houston Street and Lafayette Street, with the Centre Street on the East and Canal Street on the South. As a place, one can immediately observe that there is more to the city than its geographical location evident with the characters of its more than 250 iron cast buildings. Indeed there is more that meets the eye because what made Soho special are not only its buildings but its inhabitants and its history. Dreams and perfection were created in that community, a dwelling place were great artworks were conceived and worked during the stillness of its night and the brightness of its day. Soho’s nature to become the nest and breeding place of so many artists can be said to be a happy accident or perhaps even by Divine Providence. In the early part of Sohos history, the place was virtually empty where its historic buildings became unattractive to factories or any form of business. At some point, it was thought of as a miserable place, without place to work, all space and no money from industry where abandoned buildings litter the community. For a time, there may be no money coming in during in Soho but its historic buildings and its lofts that has large unobstructed space where light can get in freely, has a special charm to artists. It could provide them the space to work and for their art to flourish. Its bane of being absent of industry and factories actually became an advantage and an asset because it afforded artists rent cheap to do their creative works. Just imagine a place, or a community where all of its residents are dreamers or purveyors of beauty whose heads are always on the cloud even if their feet touches ground. Many may have been gone but you can still feel that artistic aura, to explore and to open up, and pour ourselves in creative ways that only God understand.

Life of Beatrice Sutrisno Essay Example | Topics and Well Written Essays - 500 words

Life of Beatrice Sutrisno - Essay Example All of my relatives and friends have some weird trifles†¦My brother has a pet snake and an alligator! Imagine, but I used to these two small and gentle creatures from the world of animals! Actually, I am an open-hearted person, because I can listen to others, help people and be interested in a real and a worthy friendship. I am also a hard-working person because from my childhood my parents explained to me how it is important to be a professional, an independent person and to live a worthy life. I always did my best to study well and I like to study very much. The process of learning itself seems very interesting to me. I can surely claim that in my life I experienced many ups and downs, but I have never lost my faith in a better! I can work and study eagerly because I hate truancy, laziness, and all those destroying factors, which are harmful to a human nature. To my mind, one can reach success only if he tries and works hard. Otherwise, there is no chance to be the best one. T herefore, I would like to be a successful business lady or a leading psychologist in America and internationally. For this purpose, I study and work hard, devotedly and passionately. What is really unusual about me is that my excessive stubbornness and nicety in study and work often irritate other people, but I like to do everything I do devotedly and at full speed! I think that my friends and group mates can often laugh at my precise nature, but when I am working at my seminars, the end justifies the means.

Scarlet Letter vs Ministers Black Veil Essay Example for Free

Scarlet Letter vs Ministers Black Veil Essay This essay is comparing and contrasting two stories by Nathaniel Hawthorn. The stories are The Scarlet Letter and The Ministers Black Veil. There are many similarities as well as differences. There are similarities in religious beliefs. They also have almost the exact same themes. We will begin with a couple paragraphs on what the two stories have in common Both stories involved sin. In The Scarlet Letter Dimmesdale whom was a minister hid his scarlet letter in shame while Hester Pryne was accused of adultery. This relates to the minister in The Ministers Black Veil since the ministers veil was used to hide the minister’s shame. So both the stories have very similar themes. Both stories are also very puritanistic in religious beliefs. They both had very strictly religious people whom were trying to obtain grace by weeding out sinners so they were better people. Both stories were made up of a lot of puritanistic beliefs. In both The Ministers Black Veil and The Scarlet Letter the supposed sinners were antagonized throughout the stories. Another thing the two novels had in coimmonm is that both ministers were being hurt in some shape or form There are also a few differences. Firstly in The Ministers Black Veil there wasn’t any prostitute. In The Scarlet Letter Dimmesdale never killed anybody like the other minister. There was good within the ministers black veil even though he hid his face in shame he tried to make up for it. Dimmesdale did not in fact Dimmesdale was spreading rumors behind Heste’rs back and just being horrible. These stories follow the main theme of the era they were written in (the puritanist era) Puritanism is an extremely strict religion. This has been my compare and contrast essay. I would like to thank the reader for taking the time to read the essay and I apologize if you find anything unsatisfactory thank you fr ypur patience.

Clyde Beasley and Social Influence :: essays research papers

Prison: A Social Nightmare Social psychology is the scientific study of how we think about, influence, and relate to one another. What happens when there is only one way to do things without being teased, mimicked or ever bullied? We conform. Even though the standards are different now than is has been in the past, the theory is the same: for most people, whatever they think will make their life easiest, they will conform to. Clyde Beasley has been a very good example of conformation in his life time, even though he is a highly independent person now. He has been imprisoned twice for running a drug operation and been incarcerated a in level four maximum security prison. Only during the second sentence of over 10 years did he realize how he needed to change his life and since he has been free he has led an entirely legal life without so much as a minor traffic citation. While he was in prison however it is impossible to be yourself Even while he was still in prison Clyde began to think of ways he could become successful in a legal way. His aspirations had always been fame and wealth which was the reason he began to deal in the first place. He came up with ideas of inventions he could sell while still in prison and now runs many company's and a non-profit organization: HIPP-MO-TIZE, which is focused on youth and women. In prison no matter what your culture and style is like you are forced to conform to a race standard, if you are Asian you have to be like all the other Asians, if you are white, you are forced to associate yourself with only the other white people. This is a very extreme example of normative social influence. Normative social influence, when a person changes their actions to either be accepted or to avoid being rejected, can be seen in any culture you observe. In schools you can see otherwise intelligent kids using words and talking in ways that can be classified as absurd and brainless. They will not do homework because it is considered uncool.

Analysis And Recommendations On Impact Accounting Essay

With the alterations of Bursa Malaysia Listing Requirement and Malayan Corporate Code Governance from the past few old ages up to twelvemonth 2012, it is going indispensable for the populace listed company to measure the alteration in order to follow with the jurisprudence and ordinance and besides to guarantee sound administration in the organisation. Furthermore, there are non merely alterations in BMSLR and MCCG but the general legal, regulative and administration model besides have undergone major and minor alterations in past old ages. Therefore, the intent of this study is to urge and educate all officers of the company harmonizing to the alterations in functions and responsibilities of executive direction and besides the actions program should be implement by president of the board and other officer in order to guarantee the encourage internal stakeholder engagement and guarantee sound administration of the company. 2.0 Content2.1 Changes in the functions and responsibilities of executive directionIn old clip, the duty of the managers and executives are merely to do certain that the company is following with the Torahs and ordinance of the state and besides to accomplish their mark which maximize the company net income and besides the stockholder wealth. However, in today society, there is non plenty for managers that merely concentrate on net income of the company and stockholder wealth but besides require concentrating more on administration. In today organisation, a company board of managers is charged with the duty of keeping good corporate administration. The following are the functions and duties of the executive direction alterations in today ‘s organisations, including: Formalize ethical criterion in the workplace- In chief 1 recommendation 1.3 of MCCG 2012 had recommended that the board should formalise ethical criterion through a codification of behavior and guarantee all members of the company will follow with it. Therefore, the responsibility of the Board is to develop a corporate civilization of moralss, brewing throughout the company. The board needs to implement an appropriate internal system to back up, promote and guarantee its conformities by design its ain codification and system based on the values it prizes as appropriate concern behaviour. The codification of behavior should includes the appropriate channels of communicating, contributing to expose employees, clients, providers or other stakeholders concerned about possible or suspected misdemeanors of the codification behaviour, or any non-compliance with the jurisprudence and ordinances of the company. For illustration, the Board may set up a communicating nexus or steer employees ho w to pass on straight with the Board and chances for whistle blowing. The board besides should reexamine the codification of behavior sporadically and the abstract of the codification of behavior should be set out on the corporate functionary web site. Therefore, as compared to old MCCG regulative model, MCCG 2012 had required the board of the company concern non merely on jurisprudence and ordinance but besides ethical criterion of the company. Oversight scheme to cover with sustainable development- In recommendation 1.4 of MCCG 2012 besides recommended that the board should guarantee that the company scheme to advance sustainable development. The scheme of the company should be pay attending on three facets of concern which include environmental, societal and administration which underpin sustainability of the company. Therefore, equilibrating ESG facets with the involvement of assorted stakeholders in the company will be the indispensable responsibility for the manager to heightening investor perceptual experience and public trust. In order to carry through the three facet of the concern, company should formalise the policies on sustainability and stakeholder direction. The strategic of the company must convey benefit to the environment and society such as manager can implement travel green undertaking. For illustration, company can be after to bring forth eco friendly merchandise such as intercrossed autos which can assi st to cut down air pollution and convey a batch of benefit to the consumers and besides increase the net income of the company. Other than this, the board besides should guarantee the company discloses these policies and their execution in the one-year study and besides the corporate functionary web site which can assist to heighten answerability. Harmonizing to chief 7 recommendation 7.1 of MCCG 2012 recommended that the board should guarantee the company has appropriate corporate revelation policies. The board should set up an internal corporate revelation policies and processs which are practical and include feedback from direction. The board should guarantee these policies and processs are following with the revelation demands as set out in the Bursa Malaysia listing demands. In explicating these policies and processs, the board should follow the best patterns and processs. Other than this, the boards of managers besides have the duty to move as the defender of equity, transpare nce and answerability in all of the company ‘s policies, execution and commercial minutess, and safeguard the involvements of investors and the broader involvements of stakeholders. In order to carry through this duty, the manager board should stay active, informed and in charge of the supervising of the company. Overall, the MCCG 2012 had recommended the board should be concern environment, societal, administration and besides Torahs and ordinance but non as the former manager of its chief duties focus on maximising stockholder wealth Review and public its board charter- By mentioning to principal 1 recommendation 1.7 of MCCG 2012 had recommended that the board should formalize, reexamine on a regular basis and do its board charter transparent to the populace. Board Charter contains the strategic purpose of the Board of Directors, and an overview of the Board of Directors functions and duties. The board charter represents a beginning mention and primary initiation literature, supply penetrations to future members of the Board and senior direction. It will besides help the Board to measure their ain public presentation include its single managers public presentation. In set uping a board charter, it ‘s important for the board to sketch the key values, rules, and ethos of the company as the preparation of policies and schemes development of the company are based on these considerations. The board should clearly distinguish the duties and powers between the board and direction, the different type of commissions set up by the board, and different between the president and the CEO in the board charter Other than that, the board besides should include the procedures and processs for convening board meetings inside the board charter and the board charter besides should be review regulative by the board and the board charter should print on the company functionary web site. Committees of the board besides play an of import function in the administration procedure and each commission of the board should hold a written charter, which has been approved by the board and disclosed in the one-year study. Therefore, we can see that in MCCG 2012 had recommended that a company should do it board charter transparent to the populace which the old MCCG do non set concern on that.2.2 Reason for board to reexamine their maps and placeReinforce independence- Harmonizing to recommendation 3.1 of MCCG 2012 recommended that the board should set about an appraisal or rating of its independent managers yearly. In dependent managers can assist to cut down hazards originating from struggle of involvement or undue influence from interested parties by brings independent and nonsubjective judgement to the board. Exercise and nonsubjective judgement of the being independent managers on the board by itself can be compromised by, amongst others, acquaintance or close relationship with other members of the Board. Therefore, it is important for the board to carry on an one-year appraisal of the independency of its independent managers. When carry oning independency, the board should concentrate beyond the independent manager ‘s household relationships, background and economic to see whether the independent manager is able to go on supply independent and nonsubjective judgement deliberations. Criteria to measure independency should be establishes by the nominating Committee. The board of managers should use these standards at the clip of admittance, yearly and development of any new involvements or relationships. The board of managers should disclosed that the company has carried out the rating on assignment or reappointment of independent managers in the one-year study and any notice convening a general meeting. Other than relationships, background and economic, the rating standards for independency of managers should besides include term of office. By mentioning to the chief 3 recommendation 3.2 of MCCG2012 had recommended that the term of office of the independent managers should be no more than a cumulative period of nine old ages. Upon completion of the nine old ages, an independent manager may redesign as a non- independent manager and continue to function on the board. Independence may impair by long term of office. Therefore, the maximal term of office of an independent manager is 9 old ages. The nine old ages periods can be either uninterrupted service for 9 old ages or accumulated nine old ages of service with intervals. However, after the 9 old ages period, the i ndependent manager may still go on to function for the board as non- independent manager. However, in chief 3 recommendation 3.3 of MCCG 2012 had stated that an independent manager can stay as an independent manager after functioning a cumulative term of nine old ages may subject to the appraisal of the nominating commission. Other than this, individual who appointed as independent managers must run into the definition of an independent manager to 1.01 and pattern are set out in Note 13 of the Listing demands. Ensure balance of the board- One of the grounds that the board or president should reexamine their map or place is to guarantee that balance of power and authorization. Harmonizing to chief 3 recommendation 3.4 of MCCG 2012 which had recommended that the places of president and CEO should non be held by a same individual but different persons and the president must be a non-executive member of the board. The ground is because of uniting these places concentrate excessively much power in a individual individual. Furthermore, the board shall consist a bulk of independent managers if the president is non an independent manager in order to guarantee the balance of power and authorization on the board. Separation of the place of Chairman and CEO, can assist to advance answerability and to advance the division of duties between them, can besides assist to keep a balance of power and authorization, so that no one individual has unfettered powers of determination. Dynamic and complex concern environment- Harmonizing to chief 4 of MCCG 2012 recommended managers should give sufficient clip to carry through their duties, and on a regular basis update their cognition and better their skills.. In chief 4 recommendation 4.2 of MCCG 2012 stated that the board should guarantee its members have entree to allow go oning instruction coders. In a dynamic and complex concern environment, it is necessary that managers devote sufficient clip to update their cognition and better their accomplishments through appropriate go oning instruction coders and life-long acquisition which will assist to enable managers to prolong their active engagement in board deliberations. Therefore, the manager able to bring forth a quality scheme and do more dependable determinations, and be able to confront different challenges from a altering environment. . Furthermore, the listing demands states that companies must continuously measure and find the preparation needs that are r elevant to their managers. One of the specifying features of professional managers is wisdom and honestness. An single manager ‘s committedness to sustainable development will advance rational honestness which is a of import portion of good administration and is by extension a portion of each manager ‘s fiducial duty. Sustainable development will fit Directors with the best serve the involvements of the company.Actions plan to guarantee internal stakeholder thrust and sound administration.There are few actions that the board and executive can take to guarantee sound administration. One of the actions is development of codification of moral principle of the company. The company can formalise ethical criterion through a codification of behavior and guarantee all members of the company will follow with it.Development of codification of behavior and moralss within organisationMeasure 1: Involve senior directionA strong leading is a of import factor in making an ethical civil ization in the organisation. Chairman and top executive direction should show leading with regard to values and moralss in the development of an organisational codification of behavior. Engagement of the top executive can assist raise the profile of the codification of behavior within the organisation, and the board and other officer should guarantee that it is aligned with the organisation ‘s vision and strategic results, and ease the blessing procedure.Measure 2: Establish a diversified, multi-disciplinary consulting groupIn order to increase the effectivity of the organisation codification of behavior, it needs to be relevant to all employees who are capable to it. Therefore, they are stand foring cardinal stakeholders and with cognitive and cultural diverseness which signifier by the multidisciplinary squad and diverse squad. However, if board and executive direction are non able to organize a multidisciplinary squad, the assorted maps within the organisation and particula r involvement groups should at least consult in order to understand their demands. Since the believing around values, ethical hazards and expected behaviours will hold been inclusive of the organisation ‘s work force diverseness, so this will assist to ease the confirmation procedure with employees.Measure 3: Put the Aims for your Organizational CodeThe aims of the codification of behavior demand to be set start from the beginning, as the aims of the codification will act upon the picks made with regard to the content highlighted in the codification. The executive direction of the company should put the aims of the codification at the beginning of clip and explicating to employees what the organisation intends to accomplish with its codification. The effectivity of the codification can be reviewed to mensurate whether the aim are being achieved through linked the aims to expected results.Measure 4: Customized Code of Conduct for the demands and values aˆâ€ ¹aˆâ€ ¹of the organisationTo find the organisation ‘s nucleus valuesThe first measure in the constitution of the organisation ‘s Code of Conduct is the board and executive squad demand to find the outlooks of the organisation, for illustration, the intent, powers, duties, responsibilities and duties. Once aspirations have been defined, the top direction should get down audiences with employees on their core organisational values. The nucleus values specify what the organisation represent and the rules by which it will accomplish its ends.Identifying Hazards: Measuring the potency for behaviors inconsistent with the valuesIn custom-making the codification to the organisation ‘s demands, it is of import to concentrate on the hazard countries where behavior may be inconsistent with organisational value because it will increase the relevancy and effectivity of the codification. Examination of countries of hazard for struggles of involvement should include in the hazard appra isal reappraisal. Effective hazard appraisals should done in audience with senior direction, and are validated by center directorsMeasure 5: The confirmation organisation codification ( bill of exchange ) behaviour with the bargaining agents and employees.An effectual organisational codification of behavior is required to consultation with bargaining agents and employees. Therefore, one time the bill of exchange codification of behavior and moralss has been completed, it is necessary to verify its contents with these stakeholders through audience. This will guarantee that the values aˆâ€ ¹aˆâ€ ¹and outlooks of behaviour related to employees and the environments of their workplace. This is an first-class chance for executive direction and their employees prosecute in the duologue about values aˆâ€ ¹aˆâ€ ¹and moralss and organisational committedness to keep an ethical civilization in the workplace. Consultations between executive direction and employees may besides place some of the countries where increased preparation, consciousness or farther treatments will be needed during the development stage of the organisational codification and moralss.Measure 6: Execution and Monitoring organisation codification of behavior and moralssDevelopment of codification of behavior and moralss of an organizationally is an of import first measure in reenforcing and making an ethical civilization, other of import cardinal factors are communicating, acquisition, leadings, public presentation direction, and training. The boards of the company demand to carefully see how to carry on the codification, in order to maximise its effectivity. Furthermore, board should go oning monitoring and rating of the codification which can assist organisations to find whether the codification is to accomplish its expected consequences.Execution of corporate societal duty policyIn today organisation, it is important for the company to implement plan of corporate societal duty. A corporate societal duty can assist the company to derive competitory advantages compare to the other company which had non implement the CSR plan. Basically, Corporate societal duty is means that a corporate enterprise to measure and take duty for the company ‘s effects on the environment and impact on societal public assistance and besides provide just intervention of all stakeholders such as employees, consumers, provider. The followers will be the stairss for the company to implement a corporate societal duty policy: Measure 1: Explore commercial chances and analysis of the concern environmentInternal CSR working groupActively affect your employees in the design and execution of CSR policies. This will forestall deficient support for the CSR policy from the administration in the hereafter. Ensure that the relevant sections are represented in the working group, i.e. the direction, buying, production, HR, selling and communications. Make the treatment of CSR an built-in portion of squad meetings and be originative. CSR demands an advanced expression at the company.In order to find the concern instance of corporate societal duty for the company, it is of import for the board to first cognize what is the outlook of stakeholders from company in the field of CSR.. Therefore, the president and executive direction should later associate the outlook of the stakeholder to the company nucleus activities and interpret into concern chances every bit many as possible. However, the board of company should non t o make this alone but put together an internal working group to travel through together and supported on the policy program. An illustration of the internal working group will be the employees of the company who executing the twenty-four hours to twenty-four hours operation work of the company. The board can pass on with employees about CSR attempts. The board should take an involvement non merely in what their employees say, but besides in what they really know. In order to guarantee internal stakeholder thrust, the board besides can ask for employee sentiment or believing about where the company directs its CSR attempts or promote employees direct engagement in those attempts. Beside this, the board besides should necessitate the stakeholders regular communicating about CSR end and acknowledge the parts of the employees, as they have invested the most energy, clip and committedness towards accomplishing those ends. Measure 2: Evaluation on the company After the completion of measure 1, the executive direction should hold an thought of the precedence corporate societal duty offers to the company and how to react to stakeholder outlooks on the corporate societal duty of the company. The following measure for the board is to size up company within the context of corporate societal duty. By making this, it can assist to give the board an thought of what company CSR policy program should be aimed. Measure 3: Put the ends of CSR policy In measure 3, the executive direction can choose the hazard, betterment points and concern oppurtunity that need to concentrate, so later formulate selected betterment point, rish and concern oppurtunity. After that, the board and executive direction should find which are short term ends and long term ends. After that, the direction besides can find whether extra informations and research are neccessary for the CSR aims and see whether to. fall in a sector-specific CSR ( audit ) programme which can assist to give the company CSR policy more impact. Measure 4: CSR policy program After the company determined which CSR ends have precedence, so the executive manangement can get down conform the aims and actitivies of corporate societal duty aims and activities into the current procedure and system. The executive manangement required to apportion the duty and responsibility to the staff for achieve the end. After allocated responsibility for the staff, policy program is now ready and company can take action. Futhermore, direction of the company demand to put out CSR policy program on the company offficial web site and to reexamine and update it on a regular basis. Last, executive direction should do certain the employees are understand their function in implementing corporate societal duty.DecisionAs a decision, it is of import for all board members to reconsider their function and responsibility in today organisation in order to follow with the jurisprudence and ordinance such as the Bursa Malaysia Listing Requirement and other administration model. Futhermore, its is important for the president of the board and other officer of the company to implement some action program such as development of codification of behavior and moralss of the company, and execution of corporate societal duty policy of the company in order to guarantee sound administration while facilitate the company to stay its competitory advantages.