Value Chain Development Essay Example | Topics and Well Written Essays - 500 words

Value Chain Development - Essay Example Citing at Borg,W.D.,& Gall,D.W.(1963).Educational rsearch prooject   it is a good   idea for The managers to   leverage on existing M&E systems in each organization branch to track project indicators and milestones. For this project, steps to measure progress towards achievement of outputs will be validated by the stakeholders during the inception workshops and the surveys and baseline serve to further strengthen this. The monitoring framework will capture both qualitative and quantitative results of the project. The qualitative information is very important in measuring changes in perceptions among beneficiaries. The project already has outlined some of the quantitative outputs, the results will be measured periodically,   such as the number of producers who have enlisted to join   and participate in the project.Key indicators of the project will be tracked by project staff M&E team. Information collected will be fed back to implementing teams for incorporation and knowled ge sharing. In cases where project indicators and milestones are not being met, the managers will jointly come up with corrective measures. The project team will support continuous learning through the development of lessons learnt as well as success stories on a periodic basis  Other outputs such as use of locally available materials and its success will be documented as well as the modification in the design of the technologies to suit the local conditions in the   country Oso,W.Y.(2002). The managers will hold a preliminary planning meeting.

The Father of Revolution Essay Example for Free

The Father of Revolution Essay I belong to the opposing group, who opposes Jose Rizal as the national hero, and affirms Andres Bonifacio, who truly owns the throne to the so-called title of National Hero which currently belongs to Jose Rizal. First of all, let me get some facts straight. His complete name is Andres Castro Bonifacio, and he was born on November 30, 1863 in Tondo, Manila and died on May 10, 1897 at a very young age of 33 in Maragondon, Cavite. Like Abraham Lincoln, his formal education was very limited because of his parents’ death when he was only 14. He was an avid reader too like Lincoln and has read numerous books like the French Revolution, Biographies of US Presidents and many others. As the eldest, he had to drop out from school in order to support his siblings. Bonifacio was able to experienced working several odd jobs such as messenger, salesman and, warehouseman. He was also a businessman selling fans and canes. He founded the revolutionary movement known as KKK and was its supreme leader which sought for independence from the Spaniards. Not known to many Filipinos, some historians regarded him as the â€Å"first president of the Philippines. Andres Bonifacio and Greogoria De Jesus were married at the historic Binondo Church in 1893. His wife, more popularly known as Aling Oriang, was the founder and the vice-president of the women’s chapter of KKK. As a member of the Katipunan, Gregoria was designated the code name â€Å"Lakambini† which is the equivalent of â€Å"goddess† or â€Å"muse† in Tagalog dialect. Andres and Gregoria had a son named Andres but died of smallpox. Bonifacio was executed in 1897 and after more than a year his wife Gregoria met Julio Nakpil, a commander of the Katipunan troops in northern Philippines. They got married in December 1898 and had 5 children. The primary objective of the establishment of KKK is to achieve independence from Spain through a revolution. On July 7, 1892, the day after Rizal’s deportation to Dapitan, Andres Bonifacio founded the KKK – Kataas-taasang Kagalanggalangang Katipunan ng mga Anak ng Bayan (Highest and Most Respected Children of the Society of the Country) As a Katipunero, a member of the secret society called KKK, Bonicafio used the pseudonym â€Å"May Pag-asa† (There’s hope). The first â€Å"Supremo† of the Katipunan, short of KKK, was Deodato Arellano, Bonicacio’s brother-in-law. The second KKK â€Å"Supremo† was Roman Basa. Although Bonifacio was the founder, he only took over as â€Å"Supremo† in 1895 and prior to holding the highest position he was the organization’s comptroller and then its fiscal. Bonifacio wrote the poem â€Å"Pag-ibig sa Lupang Tinubuan† (Love of Homeland) under the pseudonym Agapito Bagumbayan. With less than 300 KKK members in January 1896, memberships of the Katipunan soared high to more than 40,000 by August 1896 due to the publication of â€Å"Kalayaan† and membership spread out throughout Luzviminda.

australias wage determination system Essay -- essays research papers

Australia has gone from a highly centralized wage determination system to a mainly decentralized one. There has been a move away from accords and awards to enterprise bargaining, through the 96 Workplace Relations Act. Recent policies include changes to unfair dismissal claims and the 2005 workplace reforms package. Throughout the 20th century, Australia has maintained a system of tribunals to make decisions about wage and non wage outcomes and to help resolve industrial disputes. Institutional forces affect the operation of the free market in order to improve labour market outcomes, such as guaranteeing minimum wages and conditions. The four institutional forces that affect labour markets are Governments, Trade Unions, Employer associations and Industrial Relations tribunal. Trade unions represent groups of workers on a collective basis. The most important trade union is the Australian Council of Trade Unions (ACTU), which is the peak union body to which most unions are affiliated. Trade unions membership has declined substantially from the 1970à ¢Ã¢â€š ¬Ã¢â€ž ¢s with an average membership of 55% to just 23% in 2003. This is caused by the increase in casual and part time employment, growth in industries with low union membership such as retail and the decentralization of wage determination. Employer associations represent business groups in similar industries in industrial relations matters. They seek wage moderation to maintain profitability. The head employer association is the Australian Chamber of Commerce and Industry. At the federal level is the independently run Australian Industrial Relations Commission (AIRC). They establish and maintain the fair minimum rates of pay and conditions (award safety net system) for all workers. Award wage increases are determined by the AIRC annually after hearing submissions from the government, ACTU and unions. They apply the no disadvantage test to CAà ¢Ã¢â€š ¬Ã¢â€ž ¢s and AWAà ¢Ã¢â€š ¬Ã¢â€ž ¢s to make sure workers are better off than the underpinning award. They also help settle industrial disputes through conciliation and arbitration. Move Away from centralized The Accords (1983-1995), were a social contract negotiated between the Federal Government and ACTU on minimum wages and specified working conditions for a number of occupations under Federal awards. This centralised wage system reduced the levels of inflation, industrial disputation and un... ...ver the wage determination role of the Australian Industrial Relations Commission (AIRC). It is meant to boost productivity by increasing workplace flexibility and placing new constraints on unions. The change is aimed at having workers covered by individual employment agreements rather than collective awards. Its creation is a big win for employer groups, who have campaigned for decades to strip back the powers of the industrial relations umpire to determine workplace arrangements. However, many believe it will lead to a reduction in pay and conditions. New legislation will also strip back minimum employment conditions. The current 20 "allowable matters" will be cut to about 16. The wage determination system has moved from centralised determination through National Wage Cases towardst an enterprise bargaining framework. Safety nets are there mainly for low paid workers who are unable to secure wage increases under enterprise bargaining. There has been sustained moderate wage increases, low inflation, strong productivity growth and employment growth. This system appears to generate the best of both enterprise agreements and centralised wage determination.

Montessori Practical life Essay

Most children are passionately interested in practical life activities because the activities respond to all the sensitive periods (important periods of childhood development). Practical life activities build a foundation on which the children will grow and carry over into the other areas of the classroom, and over in to their every day life. The Montessori Practical Life exercises respond to the need for: Order of activities (sequences, routine, hierarchy, a cycle or full rotation of an activity) Movement. All practical life activities involve great movements that are varied and attractive. The variety of movements help the child’s self-awareness within the environment and increase the child’s acquisition of intelligent movement. Sensorial exploration (sights, sounds, smells, and eventually language). Needs and tendencies are responded to, to help the children adapt so that they can actively participate and grown within their environment. A child’s love of work. Practical life activities feed their natural desire to work and play an active role in their environment. Practical Life Lessons Guide Children 1. Construction and integration of the child’s personality through their freedom of choice, and through the variety of their choices. Freedom of choice is necessary for the healthy development of the will. 2. Spontaneous purposeful activity that is only possible when children are allowed to exercise their curiosity through repetition. It is only through repetition that abstraction is possible. This abstraction brings about a feeling of completion for the growing child. 3. Development of co-ordination of movement. The child thinks of the activity, wills himself to the activity, and then does the activity. 4. Development of the physical, mental, and emotional aspects of the child. 5. Purposeful movement that helps the development of the mind, and a sense  of achievement. The development of the child’s mind, movement, and senses will in turn, develop the will. 6. Concentration. The child will concentrate on completing an activity as perfectly as possible; all activities are intelligible, logical, sequential, and exact. Children will internalize this and try to repeat the exercises as perfectly as possible; all exercises have a motive for perfection. 7. Orderly work habits. The children need to internalize presentations in an orderly manner in order to reproduce it in an orderly manner. 8. The practical life exercises develop logical thought through the definite logic in the exercises. There is a beginning, middle, and end to each exercise. 9. The exercises give the children a sense of responsibility from the result of freedom (freedom which is a result of co-ordination of movement and awareness of the environment). Children have the freedom and ability to exercise their will within their environment. 10. Social development. All of the practical life exercises teach the children grace, courtesy, patience, and respect. These elements of social development are re-enforced through the actions of the other children and through the actions of the teacher. 11. Establish a sense of reality, rooted in real activities (nothing is make-believe). Exercises are lucid, logical, and realistic. This helps the children pursue reality. If an activity is not meaningful and purposeful than the mind cannot develop or construct itself. 12. Emotional stability helps the children become familiar with the real world and their environment. It builds self-esteem, and through that, their dignity will flourish. Materials and activities are therapeutic, meaning the mind and body work together. Scope and Sequence of the Montessori Practical Life area Before beginning you must observe the child, know what kind of activities they are drawn to, and understand their current skills and abilities. Not all children will be capable of each activity in the order it is shown below. The order below is a guideline only – not a steadfast rule. It is possible to skip over certain activities as long as the next activity the child chooses does not require knowledge/skill that the child does not yet have. The key is to follow the child and offer appropriate activities according to their abilities. The goal is always to set the child up for success. That’s not to say that the child won’t have to work through an activity and repeat it over and over again before being successful. The child needs to be adequately prepared for the activity, physically and mentally. And last, but not least, adults must use their own judgment and decide if an activity is safe for the child. Many practical life activities do not require expensive ‘Montessori materials’ to be effective. As well, practical life activities will vary from culture to culture. You can read Practical Life Lessons and Practical Life FAQ’s for more information. If you are homeschooling your child and wish to have a little more theory and direction on the presentation of Practical Life materials you can purchase our Practical Life Teaching Manual.

Captain scott

Robert Falcon Scott was born on June 6,1868. Everyday he rode to school by his pony, Beep. Sometimes he slipped from his horse, but he never afraid with that. At the age of fifteen Scott became a midshipman. He began to conquered his bodily weakness and his childish faults in the navy. In 1891 he graduate from the amnion and he get a lieutenant. Scott was plan this trip to south pole with Sir Clement and everything will prepared. Scott has a high standard of conduct, Intelligence, scientific, knowledge and qualities of adventure in the Antarctic.In the other hand Scott was assured of a fine career in the Ana and he realized that the expedition to the pole would give him new and exciting experience, and also opportunities for scientific research, so he accepted the advice of Sir Clement. Everything will prepared seriously because this Journey became extreme round trip, so it make him very busy. Actually he ship, it was brought from Scotland to London, named â€Å"Discovery'. The expe dition began from London through Atlantic Ocean and arrived in new Zealand.Then over Rose sea, for the further journey they took several dogs, ponies, sledge and another thing they need. In the first expedition Scott lose three member of his party. Trip or the pole was got extreme weather and it become serious problem to us. They study everything in south pole, one of this are about magnetism, meteorological observations, and animal live, also any other aspect. Aftermath they were sail for home and Scott had done splendidly, and he return to find himself famous. The year between first and second Journey, coot married with Miss Kathleen Bruce, artist and sculptor in 1908.On September 14, 1909 coot's son was born and name Peter Markham Scott. In the second Journey he took another ship, named â€Å"Terra nova† and he prepared all with seamen. The second trip need more power because it happen in winter,and it like the first. When they arrived the centre pole they put country flag . In the other hand they get a new experience, but in another hand they got difficulties return from the pole. Winter season make them very ill,day by day conditions grew worse and sometimes they took ore than an hours to drag the sledge a mile.Even in this condition they still to write anything about their condition it seem that they will die. In fact Just only few alive on the return Journey. Comment I think the story is very attractive to know because about the explore to Antarctic. Perhaps hardly ever everyone go there. The story give us about description in the Antarctic. Antarctic is the centre of magnetism and have extreme temperature that somebody never alive in there. It also get us information about discipline to arrange everything we need.

Discussion methods Essays

Discussion methods Essays Discussion methods Essay Discussion methods Essay yawning, whispering to a friend, etc. C. Asking Good Questions Questions are a fundamental part of discussion groups. Good discussions usually stem from asking quality questions. Questions can enhance the discussion and even change the atmosphere of the group itself. D. Experiential Learning We learn best when we are actively involved in the learning process. Using the discussion method, a students personal experiences are followed by observation, reflection, and analysis of these experiences. This process leads to formulation of bstract concepts and generalizations, which, in turn, leads to hypotheses to be discussed and tested in future experiences. E. Emphasis on Sstudents Sstudents experiences serve as the basis for the discussion Although the teacher must have a specific goal in mind and a general framework for reaching the goal, student input determines the specific direction the discussion takes. Merits 1. Emphasis on Learning instead of Teaching, Discussion Method emphasises pupil-aactivity in the form of discussion, rather than slmply telllng ana lecturlng Dy tne teacner. I nus, tnls metnoa Is more erec Participation by Everybody. In this method, everybody participates in the discussion, and therefore thinks and expresses himself. This is a sure way of learning. 3. Development of Democratic way of Thinking. Everybody cooperates in the discussion, and the ideas and opinions of everybody are respected. Thus, there is a development of democratic way of thinking and arriving at decision. 4. Training in Self-expression. During discussion, everybody is required to express his ideas and opinions in a clear and concise manner. This provides ample opportunities to the sstudents for training n self-expression. . Spirit of Tolerance is inculcated. The sstudents learn to discuss and differ with other members of the group. They learn to tolerate the views of others even if they are unpleasant and contradictory to each others views. Thus, respect for the view points of others is developed. 6. Learning is made Interesting. More effective learning is possible when the sstudents discuss, criticise a nd share ideas on a particular problem. Active participation by the sstudents in the discussion makes learning full of interest for the sstudents. This also ensures better and effective earning. . Motivation: It helps in motivating the sstudents through their participa tion in discussion and it helps in developing students ability to express them orally. 8. Logical reasoning: All the sstudents try to give more practical and logical reasons for their beliefs and dis-beliefs as a result of which, feeling of healthy competition gets developed in them. Such kind of competitive atmosphere helps in motivating the sstudents to get more and more knowledge from various sources. Limitations 1. Tend to get off topic if the instructor doesnt continually redirect ideas. 2. Not uitable for presenting information for the first time. 3. Content is limited and the method is time consuming. 4. The larger the groups the more difficult it is to guide the discussion. 5. All types of topics cannot be taught by Discussion Method. 6. This method cannot be used for teaching small children. 7. More informed and eager pupils tend to monopolize the discussion. 8. Some sstudents may not take part while others may try to dominate. In spite of these limitations, Discussion Method is a very useful and effective method for the teaching of home science. Role of a teacher The Teachers Role in the Group Discussion In a discussion involving the total group, the teachers role is a crucial one. As the one who does the major share of the planning and preparation, and who usually leads the discussion, the teacher is the dominant and central figure. In the planning and preparation stage, the teacher may need to orient sstudents to the discussion technique in order to prepare them to use discussion time economically. They will need to be encouraged or directed to do some reading or other research and to make note of posslDle questlons prlor to tne Olscusslon. I ne teacner also wlll need to De prepared ith current information. If the class for bank tellers is going to discuss security problems, the teacher may find it necessary to learn about the latest security techniques before leading the class on the topic. During preparation, the teacher can also prepare a list of pertinent and leading questions, designed to help cove the necessary ground and stimulating thinking. The teacher should plan the setting for close but informal grouping, with chairs in a semi-circle, in clusters, or around a large table or grouping of tables. The teacher-leader should be located near the apex of the ushaped group, r wherever all sstudents can see and hear him/her. As the discussion begins, the teacher should lead off by introducing the topic to be discussed, the general limits of the topic, and the time schedule agreed on. The teacher should make the problem clear to all by stating it in specific and direct terms. For example, the teacher in the child care class would not announce the topic simply by saying Today we are going to discuss lead poisoning, but perhaps by saying, What is the scope of the problem of lead poisoning in children today, and what actions can be taken to control the problem? The teacher may formulate some leading questions while a student writes the on the chalkboard. Such questions might be: How serious is the problem of lead poisoning in children: Why are children more seriously affected than adults? What can the government do about the problem? What can the child care worker do? It will be necessary to allow some warming-up time, but as the group gains more experience in discussion, less teacher prompting will be needed. The teacher need not be afraid of some silence as sstudents organize their thoughts, but dead stops in the discussion should be avoided by the use of stimulating questions. As the discussion progresses, the teacher should attempt to establish a free and friendly atmosphere in which contributions can be made without fear, and all have an equal oopportunity to participate. The teacher sets the friendly tone, gives consideration to all contributions, and guides the talk within the outlines of the problem. Each member is encouraged to contribute, with special attention being given to sstudents who are timid or who have difficulty in expressing themselves in public. The extent of learning is closely related to the degree of student interaction and participation. The skillful discussion leader develops an awareness of facial expressions and is sensitive to enthusiasm and to the attitudes of the group. At this stage of the discussion, the teacher should be stimulating sstudents to reason out the problems, helping them to evaluate what they hear, and suggesting possible class activities as outgrowths of the talk. If several small group discussions are operating, the teacher can circulate quietly among the groups, guiding the discussions as he/she would with the total group. In addition, the teacher can make periodic summaries of the discussion, and can ormulate generalizations applicable to other situations. The teacher may also keep the thinking open by taking the weak side of a question, suggesting an opinion to arouse controversy, or acting as the devils advocate. In an office practice class Olscusslon 0T pay ana worKlng conaltlons, Tor Instance, tne teacner may take tne position that lower pay for women is Justified because of their high turnover and the lesser demands made on them. The purpose of this controversial statement would be to force sstudents to substantiate their contentions to the country. All of this is done from the teachers background of knowledge about the subject, but without attempting to force a personal position on the class and without imposing a predetermined solution to the problem. This kind of openness requires a leader who is free from a drive to determine, who is personally secure and willing to be a follower sometimes, and who can restrain his/her own desire to talk. Some situations may develop in the course of a class discussion that can be difficult to handle. The following list addresses some potential problems and suggests some possible solutions to these problems. The Teachers Role in the Panel Discussion The panel leader (in this case, the teacher) is the most important member of the panel. He or she directs preplanning activities, assists any member who is having trouble, and takes responsibility for the overall functioning of the group. A wellprepared leader builds discussion outline†usually a series of questions concerning major issues. The questions may never be asked in exactly that form, but the leader can use them to help keep the discussion within the guidelines. The leader has the responsibility to oversee the panel members preparation and performance. Each member needs to get an over view of the whole problem from reading, then study his/her own particular aspect of the problem (e. g. , the present state of affairs, steps that might be taken, and the effects of such action). During the discussion, the members are exchanging ideas among themselves, but they are doing it for the benefit of the class, so they should partially face and talk to each other, and partially to the audience. Prepared speeches are not in order. The effective panel member (aided by the teacher) will† 00make short contributions, not over one minute in length 00ask probing questions f the other panelists 00follow the discussion of the other panelists 00follow the discussion carefully, actually listening to what others have to say 00relate remarks to what already has been said Douse tact and a friendly approach, and avoid disparaging remarks As the panel opens, the leader offers introductory remarks, states the problem, asks a question of a panel member, or challenges the group. Surprisingly, perhaps, the effective leader usually is the quietest person on the panel. He/she gently steers the discussion, clarifies concepts, and allows the free flow of ideas. As in the group discussion, the leader may need to control the overly-talkative person, encourage the timid, keep the discussion reasonable and cool, and keep the talk on the topic. One of the more exacting responsibilities of the leader is to provide smooth transitions from one aspect of the problem to another. This can be done by a short summary of the discussion up to that point, and an equally short introduction to the next phase of the discussion. When the panel comes to a close, the leader makes a very brief summary 0T tne Olscusslon†a remlnaer 0T wnat tne panel nas Sala, ana tne points o greement reached. After the panel discussion, the leader may invite questions from the class, with a remainder that they are to be brief and to the point. A suggested timing for the whole process might be as follows. 05 minutes for introductions and remarks 0025 to 35 minutes for the panel 005 to 10 minutes for student questions 005 minutes for the teachers critique of the panel process. It is often helpful for the teacher to follow through during the next class period with review of the principles evolved through the discussion. It is at this time, also, that the teacher can give the lass the benefit of his/her own ideas and understandings on the topic and can present his/her general expert con clusion. The Teachers Role in the Symposium In order to gain maximum benefit. rom the symposium. It would be helpful if all interested classes could be brought together at the same time for the symposium. Sstudents can, of course, assist in all phases of the planning. They can help in locating suitable speakers formally inviting them to participate, providing transportation or greeting them at the school, and thanking them at the close of the meeting. Ultimately, however, it is the teachers responsibility to be sure that all of these arrangements have been handled satisfactorily. The symposium if not difficult to conduct. the topic is announced briefly and stated clearly, the speakers are introduced and their special backgrounds noted, and the first speaker is called upon to begin he/her presentation. The chairman can make a short transitional statement as the second speaker has been given a specified time for his/her presentation and his held responsible for presenting a particular aspect of the problem, the chairman oes not direct the discussion or interject his/her own ideas. At the end of the formal speeches, the chairman may direct audiences questions toward specific speakers for responses. A following class period might be used for group discussion of what the class has learned from the symposium. This would also he the correct time for the teacher to present his/her own reactions and conclusions. As in any discussions technique, the teacher should help the class evaluate the experience they have Just had, and suggest to the group how they can improve on the experience in future situations of this kind.

My Brother Kenny essays

My Brother Kenny essays My elder brother, Kenny, was born on the 7th of April 1980 in a remote village. At birth, he was dropped by a nurse. Unfortunately, he fell on his back and damaged his spinal cord. His lower body was paralyzed. All my parents' efforts to enable him walk were to no avail. When Kenny was five, my parents moved to the city, and he started kindergarten. Even though he was confined to a wheel chair, he was a happy child. At least that is what I was told. When he was fifteen, I was born and he loved me very much. He would pick me up, placed me on his laps and wheeled me around for as long as he was allowed to. For as long as I could remember, we were the closest siblings, and my mum nicknamed us "fraternal twins". In the 11th grade, Ken told my mum that he didn't want to stay in the school for special kids, where he was. Rather, he wanted a regular high school, and my mum enrolled him. For the first year, he was mocked, bullied and found it difficult to get between classes. He always told me 'perseverance is the key to success'. I fully understood that statement, young as I was, when he was preparing his valedictory speech. He went to West Virginia University where he studied Petroleum Engineering and graduated with honors. I wish the story ended there, I really do, but unfortunately, it didn't. His best friend, Peter, died in the September 11th 2001 attack on the world trade center. He and Peter were, to me, the real definition of best friends forever. They went from the same high school to the same college and eventually got an apartment together. When Peter died, Kenny was demoralized and it broke all our hearts. It killed him more when he tried to enroll with the army and wasn't allowed; so he felt like he had let Peter down. However, with the help of the God and family, Kenny started to get better. The family went to the United States for vacation in 2004 and, because we wanted to avoid the 'summer rush', we decided to go...