Training Methods (Management) - Free Essay Example

Sample details Pages: 4 Words: 1332 Downloads: 9 Date added: 2018/12/19 Category Management Essay Type Research paper Level High school Tags: Customer Satisfaction Essay Organization Essay Did you like this example? Purpose of the company Today, due to the increased number of educated people who do not have a job, the employees have to show their worth in the company to remain relevant. The allowances that are offered in the workplace depend on the ability of the employees to attract more customers or make more sales. Some companies give the workers commission for every good or service offered to the customer. Don’t waste time! Our writers will create an original "Training Methods (Management)" essay for you Create order Just like any other person, the employees have been taking advantage of the situation and if they have a way of showing the made a sale of good or service to the customer even if they did not (Valentine et al. 2015). This shows how business culture can affect the company to a point for employees can be deceptive just to have an additional income. In this case, we will look at the Sunshine Bank and how training can help to grow and achieve the goals and objective of the company without being deceptive. The bank mission is To develop a good culture which will ensure trust and satisfaction to the customers. Size of the company Sunshine company is made up of 200 employees who need to be trained to prevent unethical behavior which can affect or taint the reputation of the company. Training the entire staff member can be expensive but can help to ensure efficiency in the workplace to satisfy the needs of the customers. Training 200 employees cannot be difficult because the number is still small compared to that other company that has more than 2000 employees. Sunshine is just a small bank located in Florida in the United States whose vision states To offer the same quality services to our customer using ethical employees. The needs of the customer should always be met to make the bank reliable and trustable. Handling the finance of people and keeping it safe in a manner that they can retrieve it as they like is not easy. It would be a shame for a customer to go to the bank to withdraw some cash only to find that the bank does not have the money. The reason why banks can lack finances is mismanagement and em ployee mistakes or fraud. When the customer learns about such problem from a bank, they withdraw their finances which can result in bankruptcy. The trigger event that started the training session Every time a company gets the need to train the employees is to prevent unwanted circumstance in future. The triggering event for the training session for sunshine banks was the case of Wells Fargo where employees were opening fake accounts for the company to get the allowances. Sunshine bank is a business which can face the same problem, and the employees need to understand the effect of such behavior as well as the consequences if a staff member is caught in such activities. For instance, in September 2016, Wells Fargo was charged $185 million for the illegal practices which saw the employees create an account for people without their consent. The mission of sunshine bank seeks to protect the integrity of the bank as well as ensure the customers are satisfied. Although the employees did that to protect their jobs by achieving quotas, the bank had to pay the consequences of their action. Such unethical behaviors do not only happen in Wells Fargo, and other companies in the same industry need to train the employees to prevent such behavior. The manager of the sunshine bank wants to examine the training behavior of all the employees in the company and ensure they follow the ethical standards. The target population of the company Sunshine seeks to train all the employees irrespective of their hierarchy in the company. Most of the time, training session leads to changes in the company and therefore, it is important to conduct a change management. According to Kotters eight principles of change management, it is important for the manager to create a powerful coalition in the business which will convince the rest of the staff members the importance of the training session. The coalition can only be made through depth training to the employees who are high in the hierarchy and work with them to implement and lead change (Mayet al. 2014). Training the entire staff is important and helps to create a culture in a company that employees can follow. If need be, the manager of the sunshine bank can decide to shuffle the employees according to the findings of the training session. The ethicalcode in the workplace can be developed in the company to help guide the employees of the ethical behavior. The manager can discu ss with the employees on the importance of having a written code of conduct in the company (Mayet al. 2014). The written code of conduct can be placed in an area in the company where employees can see what they should or should not do in the workplace. The assessment method The best method to use for a company that has approximately 200 employees is instruction design. The design must consider the characteristics and behavior of the leaner and implement a strategy which helps them to have enough courage to handle difficult issues in the company. The company can also contribute to the problem of unethical behavior in the workplace (Itani et al. 2017). For instance, in the case of Wells Fargo, the employees might have feared to lose their jobs for not delivering in the jobs as required. Today, banks have been affected greatly by the advanced technology which people use to keep their money. For example, the network service provider companies have been providing people with an account where they can keep, transfer, save and even get short-term loans. Therefore, people do not need to open banks accounts and keep their money, which exerts pressure on the sales personnel in the banking institution to lie on the system. However, with a good communication s trategy in the company, people can gain the courage to address their problems as well as report unethicalbehavior in the workplace. The manager should also understand that it is important to retain employees. Although in the management career one has to replace employees, the cost of training a new employee is higher than a worker who already understands the culture of the company. The cost of training new employeesincludes recruitment and administrative cost, cost of teaching variable skills among others (Itani et al. 2017). However, the training cost depends on the position of the employees in the company. For instance, for an employee earning $8 per hour, the cost would increase to $9 per hour. Therefore, for the sunshine company, the cost of training all the employees can be estimated at $ 200 per hour. The company can prevent such cases by teaching the people in the organization the importance of ethics and teamwork. The company is not mainly made up of the premises and c apital but the human resource which workstogether to reach the companys goals and objectives (Mayet al. 2014). Unethical behavior in the workplace such as ignorance of professional ethics can affect the image and reputation of the company which resultsin loss of customers and reduced profits which affect the company leading retrenchment of employees. Cases like that of Wells Fargo shows that the reason for unethical behavior in an organization can lead to penalties and loss of employment if the behavioris known.. The employees are very important part of the organization, and it is their responsibility to uphold and build ethical selling skills. References Valentine, S., Fleischman, G., Godkin, L. (2015). Rogues in the ranks of selling organizations: Using corporate ethics to manage workplace bullying and job satisfaction. Journal of Personal Selling Sales Management, 35(2), 143-163. Itani, O. S., Jaramillo, F., Chonko, L. (2017). Achieving Top Performance While Building Collegiality in Sales: It All Starts with Ethics. Journal of Business Ethics, 1-22. May, D. R., Luth, M. T., Schwoerer, C. E. (2014). The influence of business ethics education on moral efficacy, moral meaningfulness, and moral courage: A quasi-experimental study. Journal of Business Ethics, 124(1), 67-80.

The Perceptions Of Professionals The Traumatic Event...

The study was conducted to determine from the perceptions of professionals whether life experiences or becoming homeless was the traumatic event that triggered (PTSD) posttraumatic stress disorder amid the homeless adolescent population of Raleigh, Durham, and Chapel Hill North Carolina. Participants included 12 professionals with experience of working with homeless adolescents ages 13-18, in regards, to posttraumatic stress disorder development. A questionnaire was utilized for 14 participants to gather the information for the study, in which, had an 85.7% response rate. The results did not determine whether it was life experiences or becoming homeless that was the traumatic event that triggered the development amid the homeless adolescent population in Raleigh, Durham, and Chapel Hill. However, the study did yield a PTSD issue within the population and a lack of service providers to help address the issue. The study also revealed a need to further research the issue to identify the true scope of the problem and to implement services to help address the issue of PTSD amidst the population. An Examination of the Perceptions of Professionals Regarding Homeless Adolescents and Posttraumatic Stress Disorder Chapter One: Introduction This study examined the perceptions of professionals working with homeless adolescents 13-18, in regards, to PTSD. The professionals taking part in the study will have experience of working with homeless adolescents in theShow MoreRelatedThe Perceptions Of Professionals On The Traumatic Event That Triggered ( Ptsd )998 Words   |  4 PagesThe study was conducted to determine from the perceptions of professionals on whether life experiences or becoming homeless was the traumatic event that triggered (PTSD) posttraumatic stress disorder amid the homeless adolescent population of Raleigh, Durham, and Chapel Hill, North Carolina. 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Culture and Organisation for Innovative Leadership

Question: Discuss about the Culture and Organisation for Innovative Leadership. Answer: Introduction Organisational culture is a process of shared assumptions, values and beliefs, which are followed by the staffs of an organisation. Each of the organisations develops and maintains a specific culture, which provides advices for the performance of the employees of the company. Organisational culture can be differentiated into three different ways such as traditionalism, interpretivism and critical-interpretivism.As per the statement of Sanders (2015), it can be mentioned that organisations, which follows strong business cultures, have a clear value. A strong business culture is benefitted to the organisation to operate in the service sector efficiently. Organisations will get benefits from the development of productive cultures. The employees will be able to identify the mission, vision and business objectives, which are required to achieve the business goals. On the other hand, Kamaluddin Rahman (2016) cited that some of the organisations aim to the concept of high employee motivati on and also on the consumer loyalty approach. Therefore, it can be stated that organisational culture differs from organisation to organisation. Likewise, Zara aims to the consumer satisfaction concept in their business. Their major focus is to provide priority to the consumers. On the other hand, Zara also focuses to the product innovation in order to increase their sales (Perrott, 2014). This study will highlight the major issue faced by Zara in their business.The use of Hofstede model will be discussed in this context. With the help of six dimensions of Hofstede model, an organisation can measure the organisational culture. According to Cadden, Marshall Cao (2013), values of the workers of an organisation are influenced by the business culture can also be understood. This study will also demonstrate the practices, issues or events, which are faced by the mentioned retail organisation. This study mainly focuses to identify the major cultural issue faced by Zara and also evaluate the organisational culture of Zara with the help of Hofstedes cross cultural model. Major cultural issue It can be observed that the black consumers in the Spanish fashion retailer Zaras New York outlets could be disproportionately recognised as the potential thieves. The organisation has conducted a survey on 251 employees and from the survey; it can be observed that Zara gives major focus on the white employees compared to the black employees. This proves that Zara is seeking the problem of racism. The black employees are considered as the least preferred for the promotion and also received harsher behaviour from the managers. On the other hand, it can be mentioned that this organisational behaviour also made a negative impact on the wage rate of the employees. Black coloured employees received less wage rate compared to the white skinned employees. This discrimination also made a bad impact on the consumers. In this context, it can be mentioned that black consumes are not allowed to purchase the special order. Therefore, it can be inferred that this diversification reduced the core v aluation and the equal opportunity to make satisfy to their employees (Naidoo, 2015). On the contrary, Manning Coad (2015) argued that the management of the organisation provides equivalent opportunity to the employees. Moreover, if the individuals are not satisfied with the organisational service, then the authorities aim to follow several avenues to increase the issues, which are immediately investigated and addressed. The management of Zara also added that they tried to provide best service to their consumers and would not discriminate their consumers based on their skin tonnes. Therefore, the business has successfully expanded across 88 countries and would not tolerate disparity. Greater organisational culture and business strategy is able to increase the revenue earning of an organisation. On the contrary, Wong, Tseng Tan (2014) argued that wrong business approach could reduce the overall profitability of an organisation. Zara has adopted a wrong marketing strategic approach, which is not to advertise through the traditional media (Agrawal, 2015). Therefore, the consumers are not able to know about the product specification or the price of the products. On the other hand, if the organisation has launched new products in the market, consumers are not capable to know about the products. This has reduced the sale of the products. Therefore, it can be mentioned that this has a negative impact on the revenue earning. Therefore, Manning Coad (2015) opined that marketing campaign can increase the market share of a company. On the other hand, target segment is not ideally customer loyal in this company. As per the concept of customer loyalty, the consumers are willing to purchase the products from one organisation. This proves that if the consumers are satisfied with the products of the company, then they show their interest towards the products of Zara (Naidoo, 2015). However, it can be stated that absence of marketing is the major issue faced by Zara, because customer satisfaction comes after using and purchasing the products. Without appropriate marketing segmentation, a product cannot be marketed properly and the consumers feel reluctant to purchase the products. In this point, Barber et al., (2015) opined that advertisement can expand the market of an organisation. Explanation of chosen theoretical framework Hofstedes cultural dimension theory is a framework, which can measure the cross cultural communication of an organisation. As opined by Magada Govender (2016), Hofstedes cultural dimension can explain the effect of an organisational culture on the values of the stakeholders such as consumers and the employees. This theory is also helpful to discuss the factor analysis. The efficiency of organisational culture can be measured by six dimensions. These six dimensions are such as power distance index, individualism versus collectivism, uncertainty avoidance index, masculinity versus femininity, long term orientation versus short term orientation and lastly indulgence versus restraint (Sheard, 2014). Power distance index: According to Allen Dovey (2016), this dimension describes the level and the degree in which business strategies are playing a major role within the organisation culture. In this context, the power distance index mainly aims to identify how an organisation can differentiate inequalities among the employees. Therefore, income inequalities between the employees make a negative impact on the performance of them. This will in turn reduce the overall productivity of the organisation. Therefore, it can be recommended that all employees of Zara are required to get equal remuneration. As a result, the employees will be satisfied. Individualism versus collectivism: In this index, Hofstede shows the degree, in which employees of an organisation are divided into groups. Herbert (2016) opined that this index shows the concept of I versus We. Individualism only focuses on a specific group of employees and their immediate group members. On the other hand, collectivism aims to a specific culture, which possesses and also considers the socio-economic wellbeing of a group. Hence, thiswill create a debate regarding the adaptation of individualism and collectivism in an organisation (Chumg, Cooke Seaton, 2015). If Zara follows individualism in their business, then the employees will concern only about their well-being, whereas collectivism will be beneficial to improve the well-being of all of the staffs. This will in turn improve the entire organisational culture. Masculinity versus femininity: Masculinity represents a preference in organisation for their achievement or assertiveness, and receivesawards for success in their business. It is known that retailing industry is large and it is highly competitive. On the other hand, femininity deals with the cooperation, modesty, caring for the quality of life. Gupta Kumar (2013) pointed that organisational culture around femininity encourages the performance of them. As a result, it can be stated that the women will get priority and there will not any gender discrimination in an organisation. Therefore, the women employees will not be discouraged. Uncertainty avoidance index: This index is used for avoiding the organisational uncertainty within the business. According to Bukhari Sharma (2014), with the help of this index, the employees of an organisation will embrace or avert the unexpected things and organisational risks. Uncertainty avoidance index aims to the less tolerant of organisational behaviour, which are assumed to be rigid. However, cultures with lower rating tend to be open as well as comfortable with unknowns. In this essence, it can be mentioned that Zara will like to impose fewer rules and regulations, which are highly accustomed with the organisational environment. This would increase the performance of the organisation and the productivity would be increased. Therefore, Kamaluddin Rahman (2016) argued that it is better to be risk averse compared to be risk lover during the business operation. Long term orientation versus short term orientation: This dimension is associated with the past, current and predicted future organisational challenges. In the words of Cadden,Marshall Cao (2013), each of the organisation requires to make a connection with the past in case of dealing with the organisational challenges along with the present and future. The organisation, whose performance is comparatively higher, will follow more pragmatic strategy. Nonetheless, Wong, Tseng Tan (2014) criticised that lower performing organisation has adopted the short term orientation and they do not have the economic development whereas long term orientation will maintain a higher and strong development in their business. Therefore, Zara would aim to adapt long term orientation in their organisational culture. Stronger organisational culture would reflect the employees willingness and they would like to work with the organisation. Indulgence versus restraint: As per the concept of this dimension, Hofstede showed that organisational culture can be characterised by how the employees enjoy their life, which are related with the basic and natural human drives. However, Manning Coad (2015) questioned that the poor performing organisations are associated with some strict social norms and regulations. Therefore, the above analysis shows that Hofstedes model is helpful to identify how the employees will be affected by the differentiated organisational behaviour. In addition, Hofstedes model is essential to quantify different dimensions of a culture to improve the understanding between the management and the employees of an organisation (Bukhari Sharma, 2014). An analysis of the practice, issue, event of chosen theoretical framework Spanish clothing shop Zara has store chain in nine locations, Singapore. This also proves that the people of Singapore are showing their interest to purchase the products from Zara. As opined by Chumg,Cooke Seaton (2015), Zara is the best known fashion destination to the consumers. It is the quick design procedure, which adapts rapidly the changing fashion trend and demand of the customers. In order to evaluate Singaporean organisational culture with the help of Hofstedes 6 dimension model, it can be observed that there are some good and deep driving factors of Singaporean culture compared to the other world cultures. From the figure 2, it can be noticed that the score of power distance in Singapore is 74 (Gupta Kumar, 2013). This refers that the magnitude to which comparatively lower powerfulmembers of Zara within a nation expect as well as accept the power, is distributed unequally. Power is centralised, therefore, the managers of Zara has relied on their upper management and on their rules. Subordinates expect that they would be told what they had to do. Naidoo (2015) mentioned that attitude, behaviour of the employees towards the management is formal, and communication is indirect. On the other hand, the score of individualism in Singapore is 20, which implies that the organisation in this country is belonging to a collective society. Therefore, they focus to the development of collectivism business culture rather than individualism. Zara also aimed to maintain employee loyalty within the organisation (Agrawal, 2015). Therefore, it can be inferred that the relationship between the employees and the managers is developed based on the moral basis. A high score of masculinity refers that organisational culture will be driven by competition, achievement and also by success. On the other hand, lower score of femininity indicates that the dominating value in an organisation is very high. Singapore scores 48, therefore, this implies that Zara in Singapore is at middle scale but more on the court of feminism. On the contrary, Sheard (2014) argued that the score of uncertainty avoidance in Singapore is very lower and the value is 8 in Singapore. This refers that the organisation has identified their organisational practice is fine and the organisational risk is comparatively lower in this country than the others. Therefore, they will like to accept new business challenges in future due to the presence of lower risks. Singaporean abides many regulations as they require for restructuring due to the higher Power development index. (Herbert, 2016). Moreover, the score of long term orientation in Singapore is 72. This higher score refers that cultural qualities support the long term investment in the business. They believe that long term investment can make a business successful. Lastly, the score of indulgence is 46. In this essence, Naidoo (2015) cited that comparatively weak controlled is known as indulgence whereas relatively strong control is referred as restraint. However, it is noted that it is not possible to regulate a preference on this dimension, as the intermediate score in Singapore is 46. There are three levels under the Schein model. These three levels are such as Artifacts, Espoused values and basic underlying assumptions. As per the level of Artifacts, Schein highlights that Artifacts are assumed as the surface. These aspects are easily discerned and also hard to understand. This level of Schein culture mainly aims to the dress code of the organisation. Beneath artifacts are assumed as espoused values and these are concerned about the organisational strategies, business goals and philosophies. The basic underlying level highlights that the core valuation of the business culture. This approach is completely missing in the Hofstede model. Hofstede model mainly highlight whether an organise have faith on the teamwork or on the individualism. This model also highlights the power of feminity within an organisation. However, these cultures are cannot be determined by the Schein model. With the help of basic underlying valuation, one can identify the human relationship, r eality, truth of the organisation. Therefore, in a synopsis, it can be mentioned that the basic assumption of Schein model is to highlight the organisational behaviour and the leadership style. Hofstede model in Spain: The score this culture power distance in Spain is at 57, which refers that the hierarchical distance can be accepted. In addition, it can be mentioned that employees expect that their senior would control them. Adverse feedback of the employees do not considered as lightly, therefore, it can be hard for the workers to challenge their senior with the difficulties they have faced. Therefore, the score of power distance is comparatively much lower than Singapore. In this point, it can be inferred that the seniors of the organisations in Singapore would be able to control their subordinates efficiently than Spain. The score of individualism in Spain is at 51, which proves that the organisational culture of the country is collectivist. Nonetheless, a lot of employees of Spain are considered as individualist. As the score of individualism in Singapore is 20, therefore, the organisational culture of Singapore is not like Spain and they mainly aims to the teamwork. The score of masculinity of Spain is 42; this implies that the organisational culture of Spain is of feminist type. According to Gupta Kumar (2013), it can be mentioned that dominant values within the organisational culture are caring for the others as well as the quality of life. The score of masculinity in Singapore is 48, which proves that the organisational behaviour is equal in Singapore as Spain from this point. Spain scores very high in uncertainty avoidance and the score is 86. Therefore, this implies that Spaniards would like to have rules for everything; however, they dont make their life and organisational behaviour highly complex. Therefore, Spaniards do not consider the ambiguity in case of having an organisational plan. Nevertheless, the score in Singapore is 8; this implies that Singapore is comparatively risk averse country compared to Spain. The score of long-term orientation in Spain is very lower and it is 19. Quick outcomes are highly preferable regarding the long-term critical thinking. Therefore, the Spaniards are not the future oriented when it comes to daily life style. The score of long-term orientation in Singapore is very high and the score is 72. As they are assumed to be risk averse, therefore, they are highly conscious regarding the future uncertainty. Conclusion The main concern of this study is to find out the major issue faced by Zara in their business. The employees of Zara have been facing the problem of racism within the organisational culture. In this context, it can be observed that without proper advertisement, Zara is not able to market their products in the market. Market segmentation and advertisement is essential to occupy the larger market share over the competitors. In addition, the consumers can identify the comparative advantage of Zara in their business. On the other hand, with the help of Hofstedes six dimension model, the organisation culture of Zara in the country like Singapore has described in this study. Therefore, in order to improve the organisational culture, it can be recommended that Zara does not require to make any employee discrimination, otherwise this will make an adverse impact on the subordinates. They will not willing to work with the organisation and this will reduce the performance of the organisation. References Abubakar, S. G. (2016). Examining The Culture Of An Organisation, Its Leadership Styles, Structure, Diversity Issues And Conflicts: A Case Study Of Virgin Atlantic, United Kingdom. Development, 4(2). Agrawal, A. N. (2015).Examining impact of strategic leadership on effectiveness of business organisation. Nhrd Network Journal, 16. Allen, G., Dovey, K. (2016). Action Research as a leadership strategy for innovation: The case of a global high-technology organisation. International Journal of Action Research, 12(1). Barber, J., Pallister, C., Avery, A., Lavin, J. (2015). Investigating motivations for weight loss and benefits of attending a commercial weight management organisation post-natally. Appetite, 87, 384. Biggs, S. E., Banks, T. D., Davey, J. D., Freeman, J. E. (2013). Safety leaders perceptions of safety culture in a large Australasian construction organisation. Safety science, 52, 3-12. Bukhari, S. S., Sharma, B. C. (2014). Organisation Climate, Inclusive Organisation Culture and its Influence on Organisation Effectiveness-A Study of Organisations in Jammu Region. Training Development Journal, 5(1), 40-45. Cadden, T., Marshall, D., Cao, G. (2013). Opposites attract: organisational culture and supply chain performance. Supply Chain Management: an international journal, 18(1), 86-103. Chumg, H. F., Cooke, L., Seaton, J. (2015, September). Factors Affecting Employees' Knowledge-Sharing Behaviour in the Virtual Organisation (ECKM 2015). In European Conference on Knowledge Management (p. 913). Academic Conferences International Limited. Douglas, E., Cromie, S., Leva, M. C., Balfe, N. (2014). Modelling the reporting culture within a modern organisation. CHEMICAL ENGINEERING, 36, 589-594. Gupta, S., Kumar, V. (2013). Sustainability as corporate culture of a brand for superior performance. Journal of World Business, 48(3), 311-320. Herbert, I. (2016). The transformation of the finance function through new organisation models. Hough, G. (2016). 3 The organisation of social work in the customer culture. Transforming Social Work Practice: Postmodern Critical Perspectives. Kamaluddin, A., Rahman, R. A. (2016). Enhancing organisation effectiveness through human, relational and structural capital: an empirical analysis. Malaysian Accounting Review, 8(1). Magada, T., Govender, K. (2016, April). The Relationship among Leadership, Organisation Culture, and Performance: A South African Public Service Organization Perspective. In ICMLG2016-4th International Conference on Management, Leadership and Governance: ICMLG2016 (p. 210). Academic Conferences and publishing limited. Manning, J. C., Coad, J. (2015). G217 Transforming childrens nursing within a healthcare organisation through an innovative leadership approach. Archives of Disease in Childhood, 100(Suppl 3), A92-A92. Meena, S. (2014). A study on impact of organisational culture on organisation development on emphasis on work culture in bpo industry. Naidoo, G. S. (2015). An evaluation of the risk culture at management level in a South African government organisation (Doctoral dissertation, North-West University (South Africa), Vaal Triangle Campus). Perrott, B. (2014). The sustainable organisation: Blueprint for an integrated model. Journal of Business Strategy, 35(3), 26-37 Sanders, K. (2015). Radical librarianship: the politics and mechanics of DIY culture, and how librarianship might be able learn from grassroots organisation. Senarathna, I., Warren, M., Yeoh, W., Salzman, S. (2014). The influence of organisation culture on E-commerce adoption. Industrial Management Data Systems, 114(7), 1007-1021. Sheard, D. (2014). Achieving culture change: a whole organisation approach. Nursing And Residential Care, 16(6), 329-332. Wong, W. P., Tseng, M. L., Tan, K. H. (2014). A business process management capabilities perspective on organisation performance. Total Quality Management Business Excellence, 25(5-6), 602-617.

The Rose Review of the Teaching of Early Reading Findings and Recommendations Essay Example For Students

The Rose Review of the Teaching of Early Reading: Findings and Recommendations Essay The Rose Review of the Teaching of Early Reading: Findings and Recommendations BY KateP92 The Rose Review of the teaching of early reading (2006) identified that developing childrens positive attitudes to literacy, from the earliest stage is very important. Write a summary of the report which will inform practitioners of the main findings and recommendations regarding the teaching of reading. Discuss how the findings link to current curricular policy and practice in the teaching of reading. A debate has been rife in the UK over the past few years as to how best teach hildren to read, which culminated in an Independent Review of the Teaching of Early Reading. The Rose Review was published in March 2006, in light of Jim Roses findings it has become a legal obligation for schools to change the way they teach reading. Schools will be legally obliged to teach phonics and it will be formally built into the national curriculum. The report has recommended that there should be extra help for children who fall behind (Aldred, 2006). We will write a custom essay on The Rose Review of the Teaching of Early Reading: Findings and Recommendations specifically for you for only $16.38 $13.9/page Order now Rose focused a lot on phonics and also referred to children who had difficulties learning to read. These findings will e discussed further throughout, also building upon the opinions of critics. It has been found that some are in favour of these findings where as some have been critical of the review who find certain faults with it. In this extensive review by Jim Rose there were many factors discussed in terms of the early reading process, one of the main points Rose focused on was the use of phonics in the process of early reading development. Rose (2006, p. ) states the systematic approach, which is generally understood as synthetic phonics, offers the vast majority of young children the most direct route to becoming skilled readers and riters. This implies phonics is a successful way of teaching reading, however Rose states that it will help the vast majority, noting that some children will need more help than others. By definition, phonics emphasises how spellings are related t o speech sounds in systematic ways; simply put,phonics refers to letter-sound relationships (Crane and Law, 2009, p. ). This consequently makes it easier for children to learn new words. The process is backed by significant research. Countless research-studies have been conducted on phonics instruction. Much of his research has focused on the usefulness of phonics instruction and the best ways to teach children about sound-spelling relationships (Blevins,1998, p. 9). It is suggested in the report that phonics would boost the literacy skills of pupils, because they are learning to assemble words and their meanings at a younger age. Usually by the age of five according to the report the majority of children should have developed their reading skills through the teaching of phonics. There is much evidence that this approach can be effective. Such as the Clackmannanshire, Scotland study, which Rose based some of his report on. We report here a study of the effectiveness of a synthetic phonics programme in teaching reading and spelling. by the synthetic phonics method, one by the standard analytic phonics method, and one by an analytic phonics programme that included systematic phonemic awareness teaching without reference to print. At the end of the programme, the synthetic phonics taught group were reading and spelling 7 months ahead of chronological age. They read words around 7 months ahead of the other two groups, and were 8 to 9 months ahead in spelling. The other two groups then carried out the synthetic phonics programme, completing it by the end of Primary 1 Oohnston and Watson, 2005, p. 8). This provides validity to the Rose Review as there have been significant longitudinal studies on phonics, that have proved to be successful. Hence the change and enthusiasm of the teaching of early reading by phonics in the report. However not everyone agrees with the findings drawn from the Rose Review. Some believe the teaching of reading through the use of phonics, could be too much of a simple approach, and that they shouldnt Just rely on this one example. As it was required to use phonics in the teaching of reading and not optional teachers may have felt a lot of pressure regarding this new approach. The teaching unions have questioned the governments reliance on a one size fits all approach, which may not necessarily suit all children. They say it should be left to teachers to Judge how best teach their pupils (Aldred, 2006). Although this evidence suggests some are against the report Rose reiterates why this teaching method needs to be re-introduced. Nearly half the schools visited did not give enough time to teaching children the rucial skill of blending (synthesising) sounds together. .u608e3cf8ac4a46f6a9bf005dcc9ee17f , .u608e3cf8ac4a46f6a9bf005dcc9ee17f .postImageUrl , .u608e3cf8ac4a46f6a9bf005dcc9ee17f .centered-text-area { min-height: 80px; position: relative; } .u608e3cf8ac4a46f6a9bf005dcc9ee17f , .u608e3cf8ac4a46f6a9bf005dcc9ee17f:hover , .u608e3cf8ac4a46f6a9bf005dcc9ee17f:visited , .u608e3cf8ac4a46f6a9bf005dcc9ee17f:active { border:0!important; } .u608e3cf8ac4a46f6a9bf005dcc9ee17f .clearfix:after { content: ""; display: table; clear: both; } .u608e3cf8ac4a46f6a9bf005dcc9ee17f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u608e3cf8ac4a46f6a9bf005dcc9ee17f:active , .u608e3cf8ac4a46f6a9bf005dcc9ee17f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u608e3cf8ac4a46f6a9bf005dcc9ee17f .centered-text-area { width: 100%; position: relative ; } .u608e3cf8ac4a46f6a9bf005dcc9ee17f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u608e3cf8ac4a46f6a9bf005dcc9ee17f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u608e3cf8ac4a46f6a9bf005dcc9ee17f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u608e3cf8ac4a46f6a9bf005dcc9ee17f:hover .ctaButton { background-color: #34495E!important; } .u608e3cf8ac4a46f6a9bf005dcc9ee17f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u608e3cf8ac4a46f6a9bf005dcc9ee17f .u608e3cf8ac4a46f6a9bf005dcc9ee17f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u608e3cf8ac4a46f6a9bf005dcc9ee17f:after { content: ""; display: block; clear: both; } READ: Robin Hood, by Paul Creswick, is a story of great EssayInstead, teachers emphasised hearing and identifying the initial, final and the middle sounds in words. So even when children know sufficient letter-sound correspondences their lack of skill in blending sounds meant that they could not apply their knowledge to read words they had not seen before (Rose, 2006, p. 68). This goes to prove that steps had to be taken to improve the teaching of reading in schools, stating that phonics will also help them progress in other elements of reading, such as; speaking, listening and writing. The Rose Review also takes into consideration, the factors that can impact on reading development. Obviously, provision for teaching reading must fall within a well established, broader range of support for pupils learning English as an additional language, taking into account not only advanced bilingual learners but also those who are not so advanced, such as newly arrived learners of EAL, those with learning difficulties and those who may have special educational needs (Rose, 2006, p. 25). However there will surely always be significant problems with this such as; time and esources, the school could be in a deprived area, or overcrowding could be the case. Ellis says most current research shows that children need literacy teaching that is tailored to the individual. l dont think the English (phonics) systems works particularly well, she says. Those from socio-economically disadvantaged backgrounds need good, sharp, upfront teacher-driven interactive phonics right from the minute they start school (Ellis, cited in, Scott, 2010). This suggests it could take teachers a lot of time to find the correct way of introducing the teaching of phonics ecause every pupil has different needs. They may not be reaching their full progress. Therefore these considerations need to be taken into account and individual plans should be produced for children who have specific needs. It was suggested that phonics should be taught discreetly within the curriculum and also be made fun, this is where the role of the adult is important. It is clear that teachers and parents are role models, therefore the adult needs to support the child whilst they are learning to read. An early start on systematic phonic work is especially important for those children who do not have the dvantages of strong support for literacy at home (Rose, 2006, p. 32). It is evident that the support of an adult such as a teacher is crucial to helping a child through education, and equally as important as helping them read this will give them a stepping stone for later life experiences, if they have a positive role model within the school setting. Important, too, is the boost to childrens confidence, self-belief and attitudes to reading that is apparent when early phonic work is taught successfully within a language-rich curriculum (Rose, 2006, p. 33). By praising the child it is elping them gain confidence which will inevitably help their progress, therefore positive attitudes from adults will help support early reading development, whether it is in the home or an education based setting. As well as the adult building the childs confidence, there are also ways according to the Rose Report that phonics can be successful in the current curriculum. Obviously, the value of all six areas of learning must be acknowledged. However, the area of communication, language and literacy calls for carefully structured training that makes crystal clear, for example: how young children develop language; how their cquisition of language can be strengthened and enriched; how their language development is observed to make sure that any obstacles to progress are tackled early; how the precursors to reading and writing can help children make a good start on phonic work by the age of five (Rose, 2006, p. 0). As seen in the current curriculum teachers have different strategies in teaching phonics, as Rose suggested the teaching of phonics should be discreet, this can be seen in the classroom environment as teachers make the teaching of phonics fun, through varied activities and multi-sensory aids, such as; books, reading cards and aried activities to engage the child. There is also a guide to the teaching of phonics. Which according to the Rose Review needs to be followed as it is obligatory. The approved list of products and training will be in a catalogue to make it easier for schools to select products and training that best meet their requirements and the learning needs of their pupils. It will provide schools with a range of products and training that they can choose with the confidence that they all meet the criteria considered essential for good phonics teaching (Department for Education, 2012). This suggests these methods can be successful because there are clear guidelines to follow. .u5bc39fc6c2f6675cf3a1b11eb44fa89c , .u5bc39fc6c2f6675cf3a1b11eb44fa89c .postImageUrl , .u5bc39fc6c2f6675cf3a1b11eb44fa89c .centered-text-area { min-height: 80px; position: relative; } .u5bc39fc6c2f6675cf3a1b11eb44fa89c , .u5bc39fc6c2f6675cf3a1b11eb44fa89c:hover , .u5bc39fc6c2f6675cf3a1b11eb44fa89c:visited , .u5bc39fc6c2f6675cf3a1b11eb44fa89c:active { border:0!important; } .u5bc39fc6c2f6675cf3a1b11eb44fa89c .clearfix:after { content: ""; display: table; clear: both; } .u5bc39fc6c2f6675cf3a1b11eb44fa89c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5bc39fc6c2f6675cf3a1b11eb44fa89c:active , .u5bc39fc6c2f6675cf3a1b11eb44fa89c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5bc39fc6c2f6675cf3a1b11eb44fa89c .centered-text-area { width: 100%; position: relative ; } .u5bc39fc6c2f6675cf3a1b11eb44fa89c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5bc39fc6c2f6675cf3a1b11eb44fa89c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5bc39fc6c2f6675cf3a1b11eb44fa89c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5bc39fc6c2f6675cf3a1b11eb44fa89c:hover .ctaButton { background-color: #34495E!important; } .u5bc39fc6c2f6675cf3a1b11eb44fa89c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5bc39fc6c2f6675cf3a1b11eb44fa89c .u5bc39fc6c2f6675cf3a1b11eb44fa89c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5bc39fc6c2f6675cf3a1b11eb44fa89c:after { content: ""; display: block; clear: both; } READ: Mystery Cults EssayIt will also be easier for teachers to recognise what children need extra help, if they are finding it difficult to learn as they have certain guidelines to follow. However some may disagree, such as practitioners because they may not find this method introduced, they may not feel comfortable as it hasnt been used before. Previously the searchlight model was used. The searchlight model has now been eradicated from the current curriculum, following the findings of the Rose Report. The NLS advocated using the Searchlight odel for reading which included a mixed approach of whole words, phonics, contextual cues and memorisation of the high-frequency word lis ts (Ott, 2007, p. 41-42). Rose (2006, p. 74) stated when it was introduced in 1998, the searchlights model also encapsulated what was currently accepted as best practice in the teaching of reading. This had the advantage of making it easier to bring teachers on board to accept the NLS framework for teaching. The reason why Rose may have chosen to change the current curriculum is because the searchlights model was described as very ambitious. There is clear evidence as to why there may be some criticisms to the new proposed teaching of reading through phonics as it is a new method of teaching, and may find it is a significant change that they are not used to. That said Rose stresses the importance of the adult in the teaching of reading, and to see positive results must boost motivation to use this method. In conclusion, the introduction of phonics to teach reading has been controversial. It is clear that the government have backed the Rose Review in light of the findings. However the actual practitioners who have to teach through the use of phonics have ad reservations. All that said from evidence gathered it is clear that, if taught properly and the guidelines followed it can be successful, as there have been positive results from studies. Such as the Clackmannanshire, Scotland study. It needs to take into account individual needs for children in the classroom as they will all be at different stages with their reading when starting school. This furthermore stresses the importance of the adult, whether it be in the home or a school setting. They need to have positive attitudes and continue to praise and help children towards their oals to see significant results. AldredJ. (2006) Synthetic Phonics. Available at: http://www. guardian. co. uk/education/ 2006/mar/20/schools. uk. Last accessed 29th November 2012 Blevins,W. (1998) Phonics from A to Z. Scholastic Inc. Crane, D, K. Law, K. (2009) Book 1, Phonics. Teacher Created Resources, Inc. Department for Education. (2012) Funding for Phonics Teaching to Improve Childrens Teaching. Available at: http://www. ed. gov. uk/inthenews/inthenews/a0076456/ December 2012 Ellis, S. cited in Scott, K. (2010) Phonics: Lost in Translation. Available at: http:// www. guardian. co. k/education/2010/Jan/1 Wphonics-child-literacy. Last accessed 4th December 2012. Johsnton, R, S. Watson, J. (2005) The Effects of Synthetic Phonics Teaching on Reading and Spelling Attainment A Seven Year Longitudinal Study. Available at: http://www. scotland. gov. uk/resource/doc/36496/0023582. pdf. Last accessed 29th November 2012. Ott, P. (2007) How to Manage Spelling Successfully. Routledge. Rose, J. (2006) Independent Review of the Teaching of Early Reading. Available at: https://www. education. gov. uk/publications/standard/publicationDetail/Page1/ DFES-0201-2006. Last accessed: 4th December 2012.

A Classical Experience essays

A Classical Experience essays On September fourth of 2002, I attended a lecture by Agate Nesaule. Agate was the author of the freshman connectoins novel, A Woman In Amber. The lecture was about two hours long. During the lecture Agate spoke of her childhood during the war. The lecture was supposed to include discussion on her book and how she came to writing, but instead Agate spoke on her childhood in further detail. I found the lecture rather slow and tedious. Agate brought up many topics that were in A Woman In Amber, such as the harsh conditions of wartime and the effects that these conditions can have on a family such as hers. She stressed the importance of putting emotions into words to relieve anxieties. During the lecture Agate rarely changed her tone and seldomly looked up from her notes. As a public speaker, and as an English teacher (which she is), she should have been prepared to speak to the audience. Agate contradicted herself by saying she would "rather not speak about it", when talking on a difficult subject that troubled her when earlier in the lecture she wanted to stress the importance that writing and speaking are forms of therapy. Agate used many real life examples and told many stories of her childhood during the war in detail. She talked about how it took her almost fourty years to start writing because she was ashamed and afraid of being different. Agate said that writing takes a huge iniative. Throughout Agates speech, there were many good qualities of a good speaker. She spoke in great detail which could be easily understood by the audience. Agate also used many real life examples and held everyone's attention for almost two hours. She also had poor qualties in her speech. She did not seem confident while giving her presentation. Agate had very little, if any, eye contact with a monotone voice. Agate did not read the audience. She spoke on whatever she wanted reguardless audience reaction. ...

The American Experience

The American Experience Introduction The United States of America is a country that is faced by several social issues that are both positive and negative. The family institution is an example of an institution faced with many issues such as divorce.Advertising We will write a custom essay sample on The American Experience specifically for you for only $16.05 $11/page Learn More According to court records, divorce is an act that has been practiced widely in the United States of America since the 1600s and by early 1880, one marriage ended up in divorce out of fourteen to sixteen married couples. According to Kreider and Fields (2001), out of 2.4 million marriages that are celebrated annually, 1.2 million divorces occur yearly in the United States of America. This has left sociologists asking themselves the reason behind the increasing rate of divorce in the American society. Divorce Divorce is defined as dissolution of marriage by the parties involved through a judgment by court of law or accepted customs. Divorce has been identified as a major problem in the United States based on the data obtained by research personnel, organizations, media centre’s and the cases filed and decided by the courts of law. According to Jennifer Baker, 50% of first marriages, 67 % of second marriages and 74% of third marriages end up in divorce in America. This shows how difficult it is to maintain one’s marriage in the United States due to the significance of marriage held by the Americans (Kreider Fields, 2001). According to Riley and Glenda (1991), divorce is most common in couples with three or more children, young married couples and couples with low economic status. Factors Influencing Divorce There are several factors that influence divorce among couples in the United States of America. Some of the factors include culture, age, and socioeconomic issues among others. Divorce has both its merits and demerits to the couples, the children and the society. Divorc e affects children as they may end up losing their communication ability with their opposite sex and it may affect their perception towards marriage (Kelly Emery, 2003). The problem of unrealistic expectations is one of the factors influencing divorce in the American society as many spouses do not rely on each other financially. They only rely on each other for sexual gratification, nurturance, affection and understanding for their happiness. In absence of these comforts, one or both of the couples will begin outsourcing the absent ingredients in the marriage thereby leading to divorce. Socioeconomic status of the spouses is another influencing factor in that marital success is facilitated by education and the income levels of the spouses. Education promotes the effectiveness of communication between couples with easy resolution of their differences. On the other hand, economic hardships generate stress and with increased hardships and disagreements over finances, emotional support between the spouses decreases thereby leading to divorce.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Life course variables are another factors influencing divorce. In a marriage, presence of children and the duration of marriage are incorporated by timing and duration of events. With respect to marriage age, young married couples tend to experience more problems than the couples who married at older ages and for this reason, they have higher chances of divorcing. Conclusion Many factors have been cited as the cause of divorce and they include culture, age, and socioeconomic issues among other factors. However, divorce as observed in the United States of America is promoted by the society as a whole and is highly welcomed and appreciated by the society despite the negative effects it has on the family both the couples and the children. Divorce has granted several couples their fr eedom and burdened others with added responsibilities of raising children on their own. References Kelly, J. B. Emery, R. E. (2003). Children’s adjustment following divorce: risk and resilience perspective. Family Relations, 52, 352-362. Kreider, R. M. Fields, J. M. (2001). Number, timing, and duration of marriages and divorces: Washington, DC: U.S. Census Bureau. Riley, Glenda. (1991). Divorce: an American tradition. New York, NY: Oxford UP.

Effectiveness of Business Communication Essay Example | Topics and Well Written Essays - 1000 words - 1

Effectiveness of Business Communication - Essay Example Planning a business message is the first step in ensuring that the organization’s goals and objectives are achieved. Prior planning prevents failure and, therefore, planning before- hand the intended purpose of the business message is very helpful (Courtland & Thill, 2008). To ensure that one gets the right message across, research has to be done or carried out. This is with the intention of finding out if the organization is capable of carrying out or handling the intended message. If members of the organization agree with the intended message, it is okay to carry on. If the intended message does not augur well with some of the members of the organization, it is important that whoever is in charge goes back to the drawing board to re-evaluate the proposal. When the research is being carried out, the intended audience should have a say in the matter. This is to prevent little or no satisfaction from members of the group after the message has been put across. After the intended message’s information has been analysed and gathered, it is tantamount that it, the information, be organized orderly (Courtland & Thill, 2008). This is so that it may support the intended message completely. The next stage is the writing stage. This is where the information being planned is adapted. It should be adapted to the intended audience with consideration to their needs (Courtland & Thill, 2007). Communicating to the audience in a polite manner is the best way to go about this. Adopting a ‘don’t care’ mentality is not how to go about this because the audience may not be responsive. The message should be written in a manner that suggests or oozes positivity because the intended audience is much connected to the business as much as the person writing the message. It should also be unbiased. This suggests that the language used to communicate the message should not be for a specific group of people rather, should cover everyone in the organization. The use of a good tone when writing the message is also needed. Good tone use in a message could indicate that the writer is appreciative of the audience intended. If the tone comes off as being harsh, the audience mi ght think they are unappreciated and, therefore, may not be as productive as they ought to be (Courtland & Thill, 2007). Feeling appreciated in any job description means that one may consider putting in extra effort just to be acknowledged. This means that the organization may benefit tremendously from the extra and hard work. The words chosen when drafting a business message could also be very helpful in communication. Strong and positive words may help the message have a very strong impact and can come off as being coherent (Courtland & Thill, 2007). Addressing the audience in a manner to suggest that they are slow may take the seriousness out of the message. They may also not take it very lightly to the fact that they are being thought of as being slow. The completion of the message is the third, final stage. This stage involves other

Hook and Eye Coursework Example | Topics and Well Written Essays - 250 words

Hook and Eye - Coursework Example We shall illustrate that customer’s satisfaction is determined by evaluating the value of the hotel brand, using its location and service offered to customers. One Mixed Methods central research question Does the brand value define the customer satisfaction by the feedback we get from customers in relation to location and service at the hotel? Three Mixed Methods sub-questions How does the customer’s feedback posted on hotel website qualitatively, explain the customer satisfaction as the brand value measured quantitatively on the location of the hotel and service by the staffs? Does the customer’s feedback on the hotel portal posted qualitatively, explain the customer satisfaction in the context of brand value? How does the customer feedback relate to the services of the hotel and its location in reference to the brand value? Hook and Eye technique analysis We shall identify the words that connect with a location that either describes it positively or negatively. Examples of this are perfect, ideal, at a central place, or convenient this are positive words; the negative description includes the word ‘is located’ then a description like a dumpsite, or noisy place. For service, we shall identify an active verb like ‘was’, ‘were’ or ‘have been’ in describing words like bad, excellent, fantastic, dismal, or impeccable.

ECommerce Essay Example | Topics and Well Written Essays - 3750 words

ECommerce - Essay Example Brown Limited. In preparing the strategic plan, the following activities have been carried out: identifying and prioritizing problems, evaluating possible solutions, discussing selected technologies, considering security issues and their solutions, and estimating budget. Failure of project managers to deliver the projects on time can be damaging for a company. This can lead to a gradual destruction of company’s brand image; even worst, it can result in the slow death of a company. E-commerce website design has evolved considerably in few recent years with the incorporation of new business models which primarily focuses on savings, revenues, and customer relationships. A recent study (Wen, Chen & Hwang, 2001) has highlighted two broad design strategies for e-commerce websites: Informational/communicational strategy can be applied to websites that are meant to support business activities, rather than replacing them. In other words, this design strategy is used for Web marketing. The important point to note is that this strategy does not support online-transactions. Furthermore, it has been found (Wen, Chen & Hwang, 2001) that there are existing twelve (12) e-commerce website design models based on two design strategies. Discussed below, the first four models are based on informational/communicational strategy while the rest are based on online/transactional strategy: Brand awareness and image building model provides detail and rational information about the company and its offerings. This model is best to indicate company’s edge over its competitors to current and prospective customers. Example websites for this model are Ford (www.ford.com) and Reebok (www.reebok.com). Cost saving model provides cost-effective and productivity savings. Cost-savings can be achieved through reduction in brochure printing, distribution costs and order-taking as customers use fill-out forms online. On the other hand, productivity

Behaviourist And Cognitive Approach To Learning Theories

Behaviourist And Cognitive Approach To Learning Theories The two main influential learning approaches are the behaviourist and the cognitive approach to learning theories. This report critically evaluates how learning theories are applied in the 14-19 Applied Science classroom. It examines how behaviourism, although an outdated theory, is still relevant in the modern classroom and is still used in developing the rewards and sanctions policies of the modern school. The impact of Piagets theory of cognitive development is evaluated and what possible difficulties might arise if they were applied exactly as Piaget dictated. The impact of adhering rigorously to Piaget maturational stages is criticised and how it might not be possible to adhere to set ages for progression in a school. Kolb, Vygotsky and Bruners constructivist approaches are compared and shown that, when applied to a motivated class they work as they were originally intended and yet when applied to a more disaffected class, they arent as easily applied. The science classroom is an inherently dangerous place for students to work in (Frost, Turner 2005, p.168). It is therefore necessary to instil a level of discipline in the students, to ensure they minimize the dangers to themselves and others in the science classroom. It is necessary to condition (Child 1997, pp.114-121)the students to behave when certain commands are issued. Behaviour theorists believed that the mind was a blank slate tabula rasa and that we could observe the response to stimulus that happened to an organism. Watson thought that a response is more likely to be connected to an environmental event (stimulus), if that stimulus-response is repeated regularly and with a short period of time between them (Child 1997, p.115). Thorndike showed that the student is less likely to repeat negative stimulus-responses, which therefore means that there will be an increase in the positive stimulus-responses, until a correct response is repeated regularly. The stimulus-response is then reinforced whenever a positive result is produced.(Child 1997, pp.114-121). Skinner made several conclusions from his findings in Operant Conditioning (Child 1997, pp.119-121). The steps taken in the conditioning process must be small. Regular rewards are required at the early stages, but once the conditioning is reflexive, rewards can be given less regularly. The rewards must come immediately or shortly after a positive response to ensure maximum effectiveness (feedback) (Child 1997, pp.114-121) When discussing learning theories, its necessary to mention Pavlov due to the importance held in his work, even if it doesnt really directly affect the classroom. Pavlov pioneered the idea of classical conditioning with his famous experiment where he taught dogs to salivate, when a stimulus was applied, just before food was given to them. The dogs eventually associated the ringing of the bell with the arrival of food and salivated in anticipation of the food arriving (Child 1997, pp.116-118). Pavlovs work does not directly link to teaching in the classroom, but it does apply, in that the students may be conditioned, to have a memory or a response to an event that happens within the classroom environment. During my lessons I tried to implement Watson, Thorndikes and Skinners theory of Operant Conditioning in the classroom to modify the behaviour of the class. The goal was to condition the students to reflexively stop talking when I moved to a certain area of the room; using the theory that the students would repeat behaviour that received a positive response, and not repeat behaviour that received a negative response. I initially started to modify their behaviour by moving to the left of the front desk, holding my hand up and waiting for silence in the same spot, every time I required them to stop talking and listen. Initially it was necessary to ask for silence and remind them that I was waiting to talk. In some cases it was necessary to issue a sanction as per the science departments rules of two warnings, then issuing a detention or keeping them in for part of their break if, if they didnt stop talking quickly enough. If the class stopped talking quickly, they would be rewarded wit h praise and if the lesson had gone well a class reward of a game or competition at the end, if it was appropriate. Positive feedback about performance is said to have a positive effect on future performance. Skinner called it reinforcement; Thorndike called it The Law of Effect.(Child 1997, pp.115-121) McAllister et al. (1969) found that praising students not only acted as a positive reinforcement of behaviour, but that the praise may have also worked by causing peer group pressure in the class to reduce inappropriate behaviour, because the negative behaviour reflected on the class as a whole (McAllister et al. 1969). Banduras Social Learning Theory would say that the students were not only being conditioned to respond to the teacher, but also learning from their peers actions as to what was appropriate behaviour in the classroom.(Atherton 2009) By the end of the six weeks, the students were starting to respond to the successive approximation as described by Skinner (Child 1997, p.121)positively and required reminding less that I was waiting to talk to them. It was evident that they much preferred the positive response of listening and being allowed to continue with whatever activity I had planned, to the negative response of not listening and receiving a sanction, before continuing with the activity I had planned. It could be said that they were suffering from Learned Helplessness (Atherton 2009a)and had given up on being able to change the lesson by negative behaviour. Due to the need to provide a safe working environment in the classroom, I also worked on the class responding to the command STOP when they were carrying out laboratory work. The idea being that if STOP was said loudly to the whole class, that they automatically stop what they are doing, stop talking, turn to where the teacher is in the classroom and prepare for instructions that are important or safety related. In the early stages of conditioning, continuous reinforcement is needed to establish the Stimulus-Response link.(Child 1997, p.119) The difficulties whilst trying to implement these theories was down to the amount of time involved in getting the students responding to the stimulus positively. The theory of being able to reward the students for responding positively and sanction them if they dont isnt appropriate in this situation, due to the serious nature of the command. If the students dont respond to it, it could ultimately end up with dire consequences in an emergency situation. The STOP command in particular was a difficult one to implement due to its infrequent use and the seriousness of its use that was implied to the students. If the command was overused, then it would lose its importance as something serious, but on the other hand if it wasnt practiced enough, the students would not respond appropriately when the command was issued. Another interesting situation that arose was from the attention-monopolising students, in that the more demanding students are prepared to put up with the minor inconvenience of the negative reinforcement if they get the attention time from the teacher. (McAllister et al. 1969) Seeing the students more frequently, I am sure that they could be conditioned quicker and show the innate response more readily than when I was only able to see them a few times a week. Behaviourism is evidently still relevant in the modern school (McQuillan 1998), even if it is a somewhat outdated theory. Schools still have their sanctions policies based around Operant Conditioning and negative reinforcement with various levels of warnings and detentions in place for negative behaviour. This will remain effective for as long as policy makers allow these sanctions to be used. However, Skinners belief that we are all blank slates and what goes on inside our black boxes (Child 1997, pp.119-121) when we learn is not important, is not relevant anymore.(Child 1997, pp.113-121) The students I have worked with and taught are all very unique in their personalities and show completely different ways of learning. To say that the learning processes they go through are only related to external stimulus and their response to that stimulus does not correlate with what has been observed in the classroom. Constructivist Theory has played a big part in the current educational environment in schools. Driver and Easley introduced constructivism as it is known now to the science community in 1978. (Solomon 1994, p.3)They stated what was previously an inaccessible theory for science, accessible to the scientific educational community. The 14-19 classroom allows us to look at how Piagets Theory of Cognitive Development is applied. Piaget observed that children go through four distinct stages of cognitive maturation (Burton 2001, pp.237-239) Stages of Cognitive Development (Atherton 2009b) In the 14-19 classroom, according to Piagets theory, all the students have reached the Formal Operational stage of cognitive development and are capable of developing hypothetical situations and understand abstract concepts. Students should be able to apply their understanding of a situation and in theory be able to hypothesise what would happen in a given event. (Child 1997, pp.191-207) From experience it is clear that not all students reach the Formal Operation stage at the same time and in fact the 11 year and up boundary is not as clear cut as that (Child 1997, p.202-203). Within my Year 9 KS3 classes the majority of the students were at the Formal Operation stage of development and were capable of taking an abstract idea, such as levers and moment of a force and applying their knowledge and understanding to derive the equation for calculating the moment of a force themselves. A complex operation that required the students to both assimilate and accommodate (Child 1997, p.192) the new information they were processing, a task which some found difficult, but all were able to eventually complete. With the Year 10 Applied Science class only a small portion of the class were at the point where they could process abstract information or make a hypothesis. Unlike the year nine class they had to be walked through every new concept step by step (Burton, 2001 p241). When they were given the task of hypothesising why something had happened, for example, where did the glowing light from heated calcium carbonate come from, they were unable to comprehend that the glowing was not related to the heating itself, but was actually an endothermic reaction. Even with a step by step explanation and clearly showing how the reaction was occurring, only a small portion of the class were able to assimilate and accommodate the schema. Teaching at middle and upper school level should begin from concrete considerations, building up, where applicable, to more abstract reasoning.'(Child 1997, p.203). Piagets theory of distinct maturational stages poses an interesting problem for teachers and educational authorities. Should a student be moved into a more advanced class or year because of their age, or should they move up a level when they reach a stage in their learning ability? From experience with the two different classes, its quite apparent that these boundaries are not as clear as Piaget was led to believe. If a school was to teach students based on their stage of cognitive development; how long could a student be held back for, before the age gap between their classmates was too much? Some students may after all never reach the Formal Operations stage. Vygotskys theory says that the childs higher mental processes are developed through the child working with other more knowledgeable persons than themselves.(Kozulin 2003, p.19). He theorised that there was a Zone of Proximal Development (ZPD) that was the boundary between a childs Zone of Actual Performance and their potential level of understanding. The child can access their ZPD with the assistance of a more competent (Kozulin 2003, p.20) person guiding them.(Chaiklin 2003, p.43) Vygotskys Social Constructivist theory moved away from the didactic approach of teaching, which often led to students developing their own misconceptions and not being able to apply their scientific knowledge flexibly to new situations (Karpov 2003, pp.67-73), to a more socially guided, active approach to learning, where students learnt from their teacher, peers and themselves. Kolbs four stage experiential learning cycle, is similar to both Vygotskys theory of a ZPD and Bruners theory of scaffolding the learning. Kolbs cycle builds on the learners concrete experience and goes through three distinct stages, reflective observation, abstract conceptualisation and active experimentation, before returning to the now new concrete experience,.(Burton 2001, p.246) Similarly Bruner theorised that students built on their past experiences and that by applying a spiral curriculum, they would able to return to subject areas and build on them when they were more capable of dealing with the more complex areas of the curriculum. He saw the teacher as a guide, leading the student through the learning process by scaffolding their learning with appropriate material and as the student progressed less scaffolding is required.(Burton 2001, p.241) When applying these theories it is important to be aware that students are all at different stages of learning. Some students have a more advanced understanding, which puts them in a completely different ZPD, concrete experience or stage in their scaffolded learning, to students who have a lower level of understanding. With the KS3 class the students were all in the 5-7 range for target grades, therefore it was a lot easier to plan how they were going to progress in the lesson. A clear understanding of where they were in relation to their ZPD or their concrete knowledge was available and it was therefore a lot clearer, what was required to get them to a new Zone of Actual Performance or to the next stage in Kolbs cycle. They had all reached Piagets formal operation stage and were able to develop their knowledge independently. With the GCSE Applied Science class it wasnt as easy to apply the theories. The students target grades ranged from G-A., therefore ascertaining where their concrete knowledge lay or where they were in their Zone of Actual Performance was quite challenging. Such a large spread of stages meant it was often necessary to take a didactic approach to try and provide a basic foundation level of knowledge for the lower attaining students, so that they could access the lesson. In some cases students were never able to access the lesson due to their complete disaffection from the subject or school in general. Most of the class had not reached the formal operation stage and some struggled in the concrete operational stage at times. A good example being when one of the students struggled with the concept of limestone having nothing to do with the fruit. Finding the middle ground, where the higher attaining students wouldnt be bored waiting for the lower attaining students to get on task or understand what to do was extremely challenging, and at some points, felt completely pointless trying to apply social constructivist theory to the lesson planning with such a wide range of grades in the class was one of the key problems when trying to apply these theories to the lessons. It was however (in retrospect) interesting being able to see two different sides to how social constructivist theory is applied in the classroom. With the higher attaining, less disaffected KS3 students, it was a lot easier to see how the theories could be effectively applied to their lessons, how they benefitted from the teacher acting as a guide and their interest in the lesson meant that they were able to access it and move forward in their learning. It was always clear at which point in the learning process each students was at and what was required to move them onto the next level in the learning cycle. With the more disaffected, lower attaining students, in the GCSE Applied Science class it was so much harder to effectively apply these theories in the lesson. I tried on several occasions to teach lessons where I acted as the guide through their learning process; the students (in theory) would build on their experiential learning and move forward in their knowledge and understanding of the subject. In fact what happened was that the students panicked at the thought of not having the teacher dictating to them each step of the lesson and what they must do. The concrete experience for some was so limited that they were unable to apply it to the lesson and very quickly, if they were not given step by step instructions as to what to do next, they would be off task and cause other students to go off task as well. Therefore it seemed that the behaviourist theory, in particular Skinner, was being followed, as the positive reward was completing the step. Within the GCSE class there were several students who were classed as having Special Educational Needs (SEN), this ranged from Social Emotional Behavioural Difficulties (SEBD) to Dyslexia and Dyspraxia. Since the revised national curriculum was brought in to effect in September 2000, these students have had the right to a place in the classroom alongside students without any SEN.(Peacey 2001) Students with SEN are to be included in the lessons and not treated as separate entities to the non-SEN students. Effectively inclusion was brought in to ensure that all students had access to exactly the same educational opportunities as other students. Too see inclusion in practice is very different to reading about it on paper though. Within the class the students suffering from Dyslexia and Dyspraxia, worked fairly diligently, and although at times they found it a struggle organising themselves for course work or in taking notes, they caused little disruption to the other students. They had the extra help required and were catered for in examinations and course work; they were effectively being included. The students who were listed as having SEBD on the other hand, would have appeared to an outsider to relish in the opportunity to be able to disrupt learning; they spent more time being removed from the class than learning itself. Yet if their backgrounds were to be looked into, it would be apparent that it was an achievement being in school that day and it was quite understandable that science was not their top priority, when they might not have even had breakfast that morning. Their inclusion in the lesson was negatively impacting on other students who were not on the SEN register and did not need to be specially included into the class to due to disruptive behaviour. This leads to the question When should a student not be included in a classroom?, which at this point in my limited experience, I am unable to answer. In conclusion, behaviourism is still always going to be prominent in the modern school as a way of leading students towards becoming more disciplined and focused in their studies, via the rewards and sanctions policies on which they are based. When applying the cognitive learning theories, it is necessary to be aware that not all of the students are going to be starting at the same level, some may well be significantly below the level of other students and are only grouped together because of their age. Therefore the materials to be taught are not necessarily going to be accessible to all of the class all of the time unless they are developed to be inclusive for all the students, which is the current aim of the government.(Peacey 2001). The only viable option would be to group classes closely by attainment level as opposed to age, which is unlikely to happen. Word Count = 3,283

Retorhical Argument

Zoe Mojica Ryan Grandik English Comp. II February 27, 2013 Rhetorical Analysis (why violent video games are good for girls) Student Carmen Tieu, in her opinionated article, â€Å"Why Violent Video Games are good for Girls† expounds upon the idea that violent video games are good for girls. Tieu explains that violent video games boost confidence in women. She goes further on to say that it makes aware of the different socialization processes of men and women. Tieu begins by telling a short story about her gaming life. She is attempting to give you a peek into her mind about being a girl playing first person shooting games.She begins to reveal that men and women are socialized differently by using the aggressive chatting being done before the game begins. Tieu speaks to us in this manner to help us experience what it is like to be a girl and to be playing the violent first person shooting games. The way she is saying this makes it seem as though all males playing these games all act in such ways. The way that Tieu tells her story in the first paragraph gives us a more biased or more sympathetic affect to her cause. After Tieu finishes her first person perspective of the shooting games, she begins to say that girls are socialized into more docile activities.The language of the text that the writer is using is trying to make you more sympathetic towards her goal of this paper. Her word choice is meant not only for you to be sympathetic but to cause vexation. Tieu illustrates how society thinks that women shouldn’t and can’t play video games by saying they â€Å"objectify women† and the â€Å"violent† nature â€Å"repulses† girls. Tieu creates this tone by saying â€Å"Girls are socialized into activities that promote togetherness and talk, not high intensity competition involving fantasized shooting and killing. † Tieu continues to explain that women can play, and be just as good as men in violent video games.Carmen Tieu says that playing first person shooting games are empowering because it gives girls a chance to beat the boys at their own game. Her overall tone is meant to excite and make you want to play first person shooting games such as her quick and instinctual reactions using both joysticks. The author creates a very powerful environment when she explains how she gets an adrenaline rush beating testosterone driven men at something they are supposed to â€Å"excel† at. The writer creates a passionate diction when she uses the â€Å"savor† and â€Å"horror† and â€Å"completely destroys them†.The author furthers the goal of her paper by making her victory seem so empowering. Tieu proceeds in this paragraph by elaborating on how women can be made more confident in other aspects of life by playing violent video games. She says that when women play video games they are freed of the stereotype that women are meant to be soft and motherly figures. She claims that s he doesn’t reject these because she is a vegan and a tree hugger, but by saying she understands the opposing view makes it easier for the reader to stay on her side as to why video games are good for girls.She goes into further detail by saying it has psychologically helped her because she is aware that she can beat males at â€Å"their own game† claiming that it gives her more confidence in the male dominated academic field of math and science. Tieu says in this paragraph that playing video games has given her a different way of bonding with guys. She uses the example that a man gave her his respect for playing video games but goes on to say that he didn’t really respect women in general but we can’t really tell if he’s that kind of man just by one sentence.Showing the â€Å"lack of respect† he had towards women, she goes on to say since she started playing video games men have a different way of talking to her. Her way of saying â€Å"You get joy from perfecting your skills so that your high-angle grenade kills become a thing of beauty. † makes it seem as though it becomes a boost of confidence much like winning in a physical game. Tieu begins this paragraph by saying violent video games give girls an insight to a disturbing part of the male subculture. She uses words like â€Å"homophobic† and â€Å"misogynistic† to describe how the men react when they are playing such violent games.She describes them in a way that makes all men who play video games seem as though they downgrade any player who is below or even above them. She goes on to say that when she beats her male friends they are embarrassed by it which turns them into â€Å"testosterone driven macho men. † Tieu suggest that when men are around a female one on one a softer side of them comes out. She also over uses the word â€Å"macho† which creates a dual reality of how men can be a lot shallower when playing first person s hooting games. By her using the words to be a real man† she gives the claim that when men are around other men they have to pretend to be far more manly versions of themselves then what they really are. In contrast though, men are able to act like their true selves when they are one on one with women. When she uses those words to create the dual reality between a real man and a fake man she’s creating a tense environment and leaves us with an open question: Which man is the real man? In this opinionated article, â€Å"Why Violent Video Games are good for Girls†, Carmen Tieu argues how women should play violent video games.She uses diction and tone to help promote her argument. Throughout this article, she lets the reader know how much she has learned about the two natures that men display. Her words show how proud she is that she is able to recognize this difference in behavior and that she did not succumb to this, â€Å"ugly phenomenon†. The overall tone of the paper was persuasive and led you to be sympathetic to her cause. The type of language that the author uses helps to further enhance the argument. Through rhetoric devices Carmen Tieu solidifies that video games can boost confidence in women and that men and women are socialized differently.

A Study Of Nanofiber Technology Environmental Sciences Essay

The common acknowledgment to nanotechnology is â€Å" engineering to bring forth something with the characteristic by commanding the atom and molecule in the graduated table from 1nm to 100nm to alter the construction and agreement of the substance. Therefore, Nanofibers are define as fibre with diameter more than 100nm. Nanofibers are produced by Electrospinning and interfacial polymerisation. The most frequent stuff with nanofiber morphology are Ti dioxideA ( TiO2 ) , A Si dioxideA ( SiO2 ) , Zr dioxide ( ZrO2 ) , A aluminium oxideA ( Al2O3 ) , A Li titanate ( Li4Ti5O12 ) , A Ti nitrideA ( TiN ) orA platinumA ( Pt ) . Electrospinning is a procedure uses an electrical charge to pull really all right fibres from a liquid. Electrospinning portions the feature of both electrospraying and conventional solution dry spinning of fibres. The advantages is that Electrospinning procedure does n't necessitate the usage of curdling chemical science or high temperature to bring forth. Therefore the procedure is suited for production of fibres utilizing big and complex molecules. Nanofiber can be used in many Fieldss such as filtration, such as HVAC system filters, HEPA, ULPA High efficient filters, Air, oil, fuel filters for automotive, Filters for drink, pharmaceutics and medical applications. Furthermore, nanofiber can utilize in making fabric for fabric. For illustration, athletics dresss, athletics places, outerwear and many more. hypertext transfer protocol: //www.nanotech-now.com/images/nanofiber-large.jpg Nanofiber in high efficiency filtration application Nanofibers presents had been introduced into a new degree of public presentation that is is the air filtration. Due to the feature of nanofiber holding the thickness equal to merely several nanofiber diameters and was laid on a hempen substrate that to boot serves as a safety filter. The tenuity of the nanofiber bed coupled with fiber denseness considerable increase the fractional efficiency of the filter media with no important negative impact on permeableness to air flow. These type of constellation met the demand to bring forth high efficiency filtration. Common advantages of nanofibers in air filtration There are two primary map for polymeric nanofiber webs usage in filtration application. The advantage of nanofiber in air filtration is that it heighten the efficiency of the base stuff, making a composite media with good handling belongingss and good efficiency for many industrial and engine-related application. Furthermore, nanofiber is more thin in comparing with other method that is through the application of charged meltdown fibre. The 2nd advantage is that, polymeric nanofibre webs improve the surface lading behaviour of typical filtration stuff. When the filtration is utilizing other method, when clip base on balls, the peculiar affair become profoundly embedded in the hempen construction, finally it will forestall the air flow. But when polymeric nanofiber web is applied to the upstream side of the filter medium, the particulate affair is caught at the surface of the nanofiber web. The grounds why nanofiber web is better is because that the surface lading behavior allows the filter to be cleanable through standard mechanism like back forcing or agitating. Solidity and nanofibers in air filtration In nanometer scope of nanofiber, the consequence of faux pas flow at the fibre surface has to be taken into accouint. Due to the faux pas at the fibre surface, the draw force on a fiber is smaller than in the instance of non-slip flow which turn into lower force per unit area bead. In the other manus, the faux pas flow makes the part of the air fluxing near the fibre surface larger than that in the instance of non-slip flow, which translates into more atoms going near the fibre. This cause in higher diffusion interception and inertial impaction efficenceies. The function of solidness is complicate, as it affects both force per unit area bead and efficiency in the same way. When solidness addition, drag per unit length of fibre besides addition. Diffusion and interception is taken into history for high efficiency as they are the dominant mechanisms near the most acute atom size. We can state that, withing the locality of the most acute atom size, the figure of MERIT below show that decreased with increased of solidness The figure of MERIT show that different solidnesss for nanofibre media at 10.5fpm Dust Collector Applications Recently, dust aggregator had been introduce to the nanofiber engineering to pin down more dust on the surface of the filter than the conventional trade good types of filter media such as depth-loading cellulose, polyester or cellulose/polyester blend The procedure of the dust aggregator can be describe on the figure below The dust aggregator cartridge filter play the of import function of the filtration. There are may type of cartridge available. There are Ultra-Web merchandise from the Donaldson where it supply alone filtration efficiency. The advanced surface filtration engineering ensures longest life and lowest operation force per unit area bead in scope of cartridges. It is a high public presentation option to commodity-type pleated cellulose or cellulose/synthetic blended media that captures submicron dust atoms on the surface of the media. Nanofiber is a cellulose/synthetic composite media that forms a web-like cyberspace of really all right fibres 0.2 to 0.3 micrometers in diameter. Cellulose and intermix media have fibres at least 10 micrometer in diameter and big pores between fibres ( up to 60 micrometer ) that allow dust to perforate deep into the media, rapidly stop uping and cut downing filter life. Decision Although there are differing sentiments among the experts on the topic sing the planetary supply of oil, even the most optimistic of them predict that the planetary production of conventional oil is likely to top out sometime between 2010 and 2020 [ 10 ] . If we are to be prepared for this inevitableness we must speed up our acceptance of alternate fuels so we are at least prepared to run into the challenge when it arises. With its ubiquitousness in the existence and on our planet and its possible as one of the cleanest and most efficient fuel beginnings available to us, H is the obvious pick as our following basic beginning of energy, and the fuel cell is the obvious replacing for the internal burning engine. In order to show in this new epoch of energy, many obstructions must be overcome and many new technological progresss must be developed into feasible solutions. One such application that has been demonstrated to hold immense potency in this way is that of C nanofibers as a H storage medium for fuel cells, peculiarly in the transit sector. There is still a long manner to travel and much work to be done, but in this writer ‘s sentiment it is clip to get down the undertaking of turning the positive consequences born of research into the feasible solutions born of technology. Beside that, nanofiber engineering besides contribute in the air filtration. The importance of this is because filtration can do the air cleaner prevent the air from polluted. The nanofiber with the characteristic with the diameter that are less than 1000nm successfully barricade the particulate affair on the surface of the nanofiber web. It believes that, with the farther researching on nanofiber, many advantages and use will be discovered in the hereafter. Hydrogen Storage Medium for Fuel Cell with Carbon Nanofibers in Transportation Sector Introduction to the H as fuel cell: Nowadays, as the planetary issues has become a serious fact to human being, as high outlook to a renewable, environment-friendly and carbon-zero emanation energy beginnings, H have became the best future new energy beginning. The benefit of utilizing the H: Illimitable measures as H2O screen more than 70 % of the Earth The burning of H merely produces H2O and heat as byproduct Therefore H is really suited to be used for vehicle power beginning. Although H can be generated on-board a vehicle by reforming methyl alcohol or other type of hydro-carbons, but a better manner, that is store pure H on-board the vehicle without any reformation procedure required. The challenge of utilizing H fuel cell in automotive application: The H storage system should be safe The H storage system should be light and do non act upon the efficiency of the system by its weight. There are several methods to hive away the H: Compressed H gas Liquid H Gas-on-solid physical surface assimilation We can explicate the efficiency by wt % , which mean the ratio of stored H weight to the entire storage system weight of a vehicle. The compress H method: Disadvantage in safety due to the involved of force per unit area to compact the H. Suffer to the permeableness and embrittlement ( doing it brickle ) of the metal armored combat vehicle due to high force per unit area. These method merely can accomplish 2wt % with conventional storage armored combat vehicle and 5wt % utilizing expensive C fiber-wrapped polymer armored combat vehicles. Liquid H Safer to compact storage system due to low force per unit area demand Disadvantages in possible loss through vaporization Require energy and insularity to maintain the H in liquid province Merely achieve 3wt % . Gas-on-solid surface assimilation Investigated with C nanostructures ( C nanofibers ) A procedure which a gaseous substance condenses on the free surfaces of a solid The procedure merely affect weak molecular force ( Eg: Van der Waals force ) , the input energy is minimized. Gas-on-solid surface assimilation can accomplish upwards of 15wt % and more. How the Fuels Cells Function? The cell consists of an anode and cathode, and electrolyte in between to let positive ions to go through through. The H fuel is fed to anode and the atmospheric O is fed to the cathode. When activated by accelerator ( Pt on the cathode ) , the H atom separate into negatron and protons. The negatrons take a way through an electrical circuit and burden, while the protons take a way through the electrolyte. When the negatrons and protons run into once more at the cathode, they recombine along with the O atoms to bring forth H2O and heat. This procedure required changeless supply of H and hence, the H should hive away in a safe and efficiency manner. Carbon Nanofibers Carbon nanofibers consist of spiral like fibres made up of really little graphite sheets that are stacked in specific constellations and separated by distances of 0.335 – 0.342 nanometer. Hydrogen has a kinetic diameter of 0.289 nanometers, which is somewhat smaller than the 0.335 – 0.342 nm interlayer spacing in C nanofibers. To fix the C nanofibers for H surface assimilation, C nanofibers are placed in a vas and exposed to hydrogen under force per unit areas of 120-130 standard pressure at room temperature, the H slips between the graphite sheets of the C nanofibers and adsorbs to surface of the C beds. During the procedure, drosss metal and chemisorbed gases are carefully removed. The diagram above represent the H adsorbing between the graphite sheets of C nanofiber. A H lattice parametric quantity of 0.35 nanometer has been observed following the broadening of the interlayer spacing of the C nanofibers and formation of subsequent beds of H. Since this measuring is smaller than the mensural majority hexagonal stopping point jammed lattice parametric quantity of 0.376 nanometers for H, it has been proposed that the unique construction of the C nanofibers suppresses the mobility of the H and causes it to follow an remarkably extremely jammed province, which does much to explicate the high storage degrees that have been systematically measured. Upon controlled release of the force per unit area, the H desorbs from the C nanofibers and is released as molecular H gas. While the rate of surface assimilation is comparatively slow, on the order of hours, adequately fast desorption rates of ~57 mlA?/min have been reproducibly demonstrated. Analysis of the discharged gas indicates that H is so the lone constituent nowadays and therefore that there are no inauspicious reactions happening between the C nanofibers or any drosss and the H throughout the procedure. It should be noted that in finding the adsorptive capacity of the nanofibers it was discovered that non all of the adsorbed H is released in the desorption procedure at room temperature under atmospheric conditions. This fraction of strongly held H that is retained has been attributed to a comparatively little sum of chemosorption occurring, and has been confirmed through high temperature experiments on dismissed C nanofibers utilizing N and a thermic conduction sensor. The C Nanofiber Hydrogen Fuel Tank The principle application of a C nanofiber H storage medium is in a fuel armored combat vehicle for an incorporate on-board fuel cell system with a polymer electrolyte membrane ( PEM ) fuel cell stack at its nucleus and a H supply stored as adsorbed H in a pressurized armored combat vehicle incorporating C nanofibers. The PEM fuel cell is ideal for automotive applications because it operates at comparatively low temperatures and can change its end product to run into changing power demands. In this system, the H storage armored combat vehicle consists of a steel or composite armored combat vehicle or case shot filled with vapor adult C nanofibers with adsorbed H nowadays. The fresh armored combat vehicle is kept pressurized at about 100-120 standard pressure to keep the adsorbed province of the H. The armored combat vehicle is connected to the fuel cell via a regulated force per unit area nose assembly controlled by the onboard computing machine that monitors the system. As the fuel cell demands hydrogen through the normal operation of the vehicle, the force per unit area in the fuel armored combat vehicle is decreased and gaseous H is released through the nose assembly and directed to the fuel cell cathode for contact action and subsequent current coevals. The rate of release is variable harmonizing to energy demands and can change from zero to the maximal desorption rate available from the C nanofibers via incremental depressurize. Based on these computations ensuing in peculiarly light fuel armored combat vehicles full of H adsorbed on C nanofibers, and the fact that the surface assimilation procedure is much slower than the desorption procedure, it is suggested that the construct of replenishing the vehicle at a service. In this mode, the long surface assimilation times are relegated to the provider of the fuel and non to the consumer. Additionally, any wear or dislocation of the C nanofibers that may happen can be monitored and those units that have deteriorated beyond utility can be recycled. Decision Although there are differing sentiments among the experts on the topic sing the planetary supply of oil, even the most optimistic of them predict that the planetary production of conventional oil is likely to top out sometime between 2010 and 2020 [ 10 ] . If we are to be prepared for this inevitableness we must speed up our acceptance of alternate fuels so we are at least prepared to run into the challenge when it arises. With its ubiquitousness in the existence and on our planet and its possible as one of the cleanest and most efficient fuel beginnings available to us, H is the obvious pick as our following basic beginning of energy, and the fuel cell is the obvious replacing for the internal burning engine. In order to show in this new epoch of energy, many obstructions must be overcome and many new technological progresss must be developed into feasible solutions. One such application that has been demonstrated to hold immense potency in this way is that of C nanofibers as a H storage medium for fuel cells, peculiarly in the transit sector. There is still a long manner to travel and much work to be done, but in this writer ‘s sentiment it is clip to get down the undertaking of turning the positive consequences born of research into the feasible solutions born of technology.