Family theory use for the dementia Disease Essay

Family theory use for the dementia Disease - Essay Example ortant that nurses continue to improve their care services beyond that of re-establishment of family balance to encompass that of family health support and health protection through extensive awareness. The capability of families to reveal self-care skills is crucial to advance mental and physical health within the family and curb the mortality and morbidity that persists to transpire as an outcome of chronic health problems (Doane, 2004). Being a service-oriented profession, nurses working with families in illness and health have an obligation to enhance individual health but the health of the entire family. The objective of this paper is to explore some of the features of the family system theory. Primarily, the repercussions of an organismic family systems model to dementia will be taken into account. Then, consistent with the principles of a competence theory, there will be an exploration of the features of the family systems theory. And lastly, based on research on family systems, several dimensions of family systems will be discussed with regard to their relevance to nursing practice with vulnerable families of dementia patients. The family systems theory was conceptualised by Murray Bowen which maintains that understanding of an individual is impossible in separation from one another, but instead understanding of an individual as a member of their family. The family, as espoused by the theory, is an emotional entity. In the family systems approach, the family is viewed as a system of interrelated and mutually dependent individuals. Moreover, the theory stipulates that families are systems in which all of its members had tasks to fulfil and rules to obey. System members are anticipated to respond to each other in a definite manner in accordance to their responsibility, which is established by relationship agreements (Titelman, 2003). Within the system boundaries, trends emerge as behaviour of a particular member of the family is attributable to and sources

Gender and Equality Thesis Example | Topics and Well Written Essays - 500 words

Gender and Equality - Thesis Example Gender, equality and inequality all over the world vary immensely, and in various continents, the manner in which women are treated varies as a result of differences in culture. For instance, women residing in the Middle East are in most cases belittled by their spouses as well as the society because of traditional ideologies (Kelly & Breslin, 2010). On the other hand, the women in the western societies go through a different form of inequality whereby they can only access particular forms of employment, ways of living, wages as well as qualities that are similar to those enjoyed by men. Regardless of the fact that these inequalities are not supposed be inequalities as they are considered as gender aspects from a natural biological point of view in a practical manner, utilitarianism can be perceived as a form of discrimination regarding the biological difference that are evident. For instance, in the west, people of the female gender are not usually regarded as being good candidates for being employed at construction sites and other places that may be hazardous or might need the use of physical strength. In spite of the decades dedicated to feminist advances, countless inequalities against women have not been dealt with and are still in existence. The most notable is the number of women who are in corporate leadership as well as those in political leadership, which is comparatively low. Additionally, women are still entitled to low wages with this aspect being associated with fewer years of experience on the similar jobs to those being done by men as a result of pregnancy and raising children. There are also very limited opportunities for women in professional sports and numerous other areas that need some level of physical strength, as well as in the cases where there is an aspect of isolation or danger. Society also makes the women feel less safe than the men and they

Principles of accounts Essay Example for Free

Principles of accounts Essay I would like to express my sincere gratitude to all the persons who have been helpful towards the successful completion of this assignment. First and foremost I would like to thank Shadae Russell, Shakeyra Millington, Jonathon Butler and Ovasha Bartley for their support and assistance towards carrying out the research to complete this assignment. Secondly I want to thank my guardians for providing me with the suitable materials to finalize this assignment. I would also like to thank Mrs. K. Elliot for her assistance and guidance in completing this project. Last but certainly not least I would like to thank God for his extended mercies unto me. Introduction This assignment is about a business that started approximately three (3) years ago which is situated in a busy area that allows it to generate large amounts of money each day to carry out its operations. This assignment contains all the information about this Blanna’s Fashion Boutique business. The information which this assignment contains includes the financial records for the period ending September 30 2011. This assignment serves to keep track of all the money that goes inside the business bank account, all the cash which the business uses within visiting the business bank account, all the money that goes outside of the business bank account, all the money that came into the business by cash and not with the use of cheques and the purposes for each transaction. Therefore this assignment provides a clear understand of all the operations the business under goes on a day to day basis. Table of Contents Headings Page # Cover Page I Title PageII AcknowledgementIII Introduction IV Aim of the Project1 Description of Business Entity 2 Mission Statement 3 Logo and Slogan 4 Accounting Cycle 5 Accounting Information Journals 6-7 Cash Book 8 Ledgers 9-13 Trial Balance 14 Stock Valuation 15-19 Trading, Profit and Loss and Appropriation A/c 20-21 Balance Sheet 22 Bank Reconciliation Statement 23 Accounting Ratios 24-25 Performance of the Business 26 Comparisons 27 Recommendations and Suggestions 28 Conclusion 29 Appendix Price list (showing mark up %) 30 Diagrams Charts and Graphs Pictures Invoices, Cheques, Receipts etc References Aim of the Project The aim of this project is: To arrive at a comprehensive understanding of the financial sector of businesses. To highlight the strength and the weaknesses of the Blanna’s Fashion Boutique business. To present the financial records for the year ended September 30, 2011 for Blanna’s Fashion Boutique business. Description of Business Entity Blanna’s Fashion Boutique is a partnership. This business is owned and operated by Anna Kay Blake, Shadae Russell and Ovasha Bartley a Group of ambitious young ladies. Our main aim is to make a profit while catering for the needs of the community which it is situated in. Blanna’s Fashion Boutique is situated in Montego Bay at the Blue diamond plaza 10 Pearl Street. This business has been in existence since June 20, 2008. We employ approximately fifteen (15) workers. We cater for the petite to the full figured women. We produce a wide variety of slippers, pants, skirts, handbags and accessories. Prices are always lower than that of our competitors. In cases of fashion emergencies you can call us at (1876) 3553980/4275646 or email us at Blanna’[emailprotected] com. The mission of Blanna’s Fashion Boutique is to: Provide the latest fashion for all females Provide goods and services at a reasonable cost Ensure that the quality of our goods meets the standards of our business. Ensure that whatever the business do doesn’t affect the environment negatively. Provide employment for members of the community Provide sponsors to underprivileged children Logo and Slogan Logo Slogan With passion we send out the latest fashion Accounting Cycle General Journal Date Details Folio Debit Credit September 1 Bank CB01 364000 Cash CB01 27160 Debtor (J. Simpson) SL01 31600 Motor Van GL02 62840 Building GL03 100000 Stock 24960 Creditor (Super Supreme) PL01 10560 Capital GL01 600000 Opening entries 610560 610560 Purchase journalPage 01 Date Details Folio Amount 1-Sep Super Supreme International PL01 237,040 27-Sep Super Supreme International PL01 57,960 Sep 30 Total credit purchases to be transferred to the purchases account in the general ledger GL02 295,000 SALES JOURNAL Date Details Folio Amount 5-Sep J. Simpson SL01 57000 13-Sep B. Banton SL03 78,550 20-Sep N. Kidman SL02 104,400 Sep 30 Total credit sales to be transferred to the sales account in the general ledger GL13 239,950 RETURN OUTWARDS JOURNAL Date Details Folio Amount 9-Sep Super Supreme International PL01 13,600 Sep 30 Total return outwards to be transferred to the return outwards account in the general ledger GL16 13,600 Return Inwards Day Book Date Details Folio Amount 24-Sep B. Banton SL03 16,800 30-Sep N. Kidman SL02 9,600 Sep 30 Total goods returned to us to be transferred to the return inwards account in the general ledger GL15 26,400 Cash Book Date Details Folio Discount Allowed Cash Bank Date Details Folio Discount Received Cash Bank September 1 Balance b/d GJ01 27,160 364,000 September 1 Machinery GL3 48,000 September 2 Bank C 50,000 2 Cash C 50,000 3 Sales GL13 59,350 3 Rent GL4 30,000 7 Sales GL13 37,750 6 Fixtures GL5 65,000 18 J. Simpson SJ01 12,000 45,000 8 Wages GL12 10,000 29 B. Banton SJ03 6,175 55,575 11 Insurance GL6 6,100 30 Sales GL13 120,540 11 Electricity GL7 3,300 11 Rates GL8 2,600 15 Super Supreme International PL01 7,500 142,500 15 Wages GL12 10,000 16 Drawings GL10 6,200 19 Furniture GL11 3,600 22 Wages GL12 10,000 29 Wages GL12 10,000 30 Balance c/d 123,075 239,000 18,175 350,375 409,000 7,500 350,375 409,000 General Ledger Date Details Folio Amount Date Details Folio Amount Capital A/C Page 01 September 31 Balance c/d 600,000 September 1 Balance b/d GJ01 600,000 October 1 Balance b/d 600,000 Motor Van A/C Page 02 September 1 Balance b/d GJ12 62,840 September 30 Balance c/d 62,840 October 1 Balance b/d 62,840 Buildings A/C Page 03 September 1 Balance b/d GJ01 100,000 September 30 Balance c/d 100,000 October 1 Balance b/d 100,000 Machinery A/C September 1 Bank CB01 48,000 September 31 Balance c/d 48,000 October 1 Balance b/d 48,000 Rent A/C September 3 Bank CB01 30,000 September 30 Profit Loss 30,000 Fixtures A/C September 6 Cash CB01 65,000 September 31 Balance c/d 65,000 October 1 Bal b/d 65,000 Insurance A/C September 11 Bank CB01 6,100 September 30 Profit Loss 6,100 Electricity A/C September 11 Bank CB01 3,300 September 30 Profit Loss 5,500 30 Accruals c/d 1,200 5,500 5,500 October 1 Accruals b/d 1200 Rates September 11 Bank CB01 2,600 September 30 Profit Loss 2,600 Drawings September 16 Cash CB01 6,200 September 30 Balance c/d 6,200 September 30 Balance b/d 6,200 Furniture September 19 Cash CB01 3,600 September 30 Balance c/d 3,600 October 1 Balance b/d 3,600 Wages September 8 Bank C01 10,000 September 31 Profit Loss 40,000 15 Cash C01 10,000 22 Bank C01 10,000 29 Bank C01 10,000 40,000 40,000 Sales September 30 Trading Account 457,590 September 3 Cash CB01 59,350 September 7 Cash CB01 37,750 September 30 Cash CB01 120,540 September 30 Total Credit Sales SJ01 239,950 457,590 457,590 Purchases September 31 Total Credit Purchases PJ01 295,000 September 31 Trading Account 295,000 Return Inwards September 31 Total for month RI01 26,400 September 31 Trading Account 26,400 Return Outwards September 31 Trading Account RO01 13,600 September 31 Total for month 13,600 Discount Allowed September 30 Total Discount Given to customers 18,175 September 30 P L 18,175 Discount Received September 30 P L 7,500 September 11 Super Supreme International 7,500 Purchases Ledger Super Supreme International September 9 Return Outwards RO01 13,600 September 1 Balance b/d GJ01 10,560 15 Bank CB01 142,500 1 Purchases PJ01 237,040 15 Discount Received CB01 7,500 27 Purchases PJ01 57,960 30 Balance c/d 141,960 305,560 305,560 October 1 Balance b/d 141,960 Sales Ledger J. Simpson September 1 Balance b/d 31,600 September 18 Discount Allowed CB01 12,000 September 5 Sales SJ01 57,000 September 18 Bank CB01 45000 September 30 Balance c/d 31,600 88,600 88,600 October 1 Balance b/d 31,600 N. Kidman September 20 Sales SJ01 104,400 September 30 Return Inwards RI01 9,600 September 30 Balance c/d 94,800 104,400 104,400 October 1 Balance b/d 94,800 B. Banton September 13 Sales SJ01 78,550 September 24 Return Inwards RI01 16,800 September 29 Discount Allowed CB01 6,175 29 Cash CB01 55,575 78,550 78,550 Trial Balance Blanna’s Fashion Boutique Trial Balance as at September 30, 2011 Details Debit $ Credit $ Capital 600,000 Motor Van Buildings 100,000 Machinery 48,000 Stock 24,960 Rent 30,000 Fixtures 65,000 Sales 457,590 Purchases 295,000 Cash 123,075 Bank 239,000 Wages 40,000 Return Outwards 13,600 Super Supreme International 141,960 Electricity 3,300 Insurance 6,100 Rates 2,600 Furniture 3,600 Drawings 6,200 Return Inwards 26,400 N. Kidman 94,800 J. Simpson 31,600 Discount Received 7,500 Discount Allowed 18,175 1,220,650 1,220,650 Stock Valuation (A) Pants Date Received Issued Balance Quantity Unit Price Amount Quantity Unit Price Amount Quantity Unit Price Amount 1-Sep 12 900 10,800 1-Sep 96 1,000 96,000 12 96 900 1,000 10,800 96,000 3-Sep 12 12 900 1,000 10,800 12,000 84 1,000 84,000 5-Sep 12 1,000 12,000 72 1,000 72,000 13-Sep 24 1,000 24,000 48 1,000 48,000 20-Sep 24 1,000 24,000 24 1,000 24,000 27-Sep 36 1,100 39,600 24 36 1,000 1,100 24,000 39,600 30-Sep 24 12 1,000 1,100 24,000 13,200 24 1,100 26,400 (B) Blouse Date Received Issued Balance Quantity Unit Price Amount Quantity Unit Price Amount Quantity Unit Price Amount 1-Sep 12 400 4,800 1-Sep 96 440 42,240 12 96 400 440 4,800 42,240 5-Sep 12 12 400 440 4,800 5,280 84 440 36,960 13-Sep 24 440 10,560 60 440 26,400 20-Sep 36 440 15,840 24 440 10,560 30-Sep 12 440 5,280 12 440 5,280 (C ) Handbag Date Received Issued Balance Quantity Unit Price Amount Quantity Unit Price Amount Quantity Unit Price Amount 1-Sep 4 1,600 6400 4 1,600 6,400 3-Sep 1 1,600 1,600 3 1,600 4,800 7-Sep 1 1,600 1,600 2 1,600 3,200 13-Sep 1 1,600 1,600 1 1,600 1,600 27-Sep 4 1,650 6,600 1 4 1,600 1,650 1,600 6,600 30-Sep 1 3 1,600 1,650 1,600 4,950 1 1,650 1,650 (D ) Skirts Date Received Issued Balance Quantity Unit Cost Amount Quantity Unit Cost Amount Quantity Unit Cost Amount 1-Sep 12 780 9,360 1-Sep 60 820 49,200 12 60 780 820 9,360 49,200 3-Sep 12 780 9,360 60 820 49,200 7-Sep 12 820 9,840 48 820 39,360 13-Sep 12 820 9,840 36 820 29,520 30-Sep 24 820 19,680 12 820 9,840 (E) Slipper Date Received Issued Balance Quantity Unit Price Amount Quantity Unit Price Amount Quantity Unit Price Amount 1-Sep 48 900 43,200 48 900 43,200 5-Sep 12 900 10,800 36 900 32,400 7-Sep 12 900 10,800 24 900 21,600 20-Sep 24 900 21,600 27-Sep 12 980 11,760 12 980 11,760 Trading, Profit and Loss and Appropriation Account Blanna’s Fashion Boutique Trading Profit Loss Account for the year ended September 30, 2011 $ $ $ Sales 457,590 Less Return Inwards (26,400) Net Sales 431,190 Less Cost of Goods Sold: Opening Stock 24,960 Purchases 95,000 Less Return Outwards (13,600) Net Purchases 281,400 Cost of Goods Available 306,360 Less Closing Stock (54,930) 251,430 Gross Profit 179,760 Add Revenues Discount Received 7,500 187,260 Less Expenses Wages 40,000 Rent 30,000 Electricity 4,500 Insurance 5,100 Rates 2,600 Depreciation 400 Discount Allowed 18,175 100,775 86,485 Net Profit Add interest on Drawings: Shadae 620 Less: 85,865 Interest on capital Anna kay 12,500 Shadae 7500 Ovasha 10,000 30,000 Salary: Anna kay 12,000 42,000 43,865 Share of Profit: Anna kay 18,277. 08 Shadae 10966. 25 Ovasha14,621. 67 43,865 Balance Sheet Blanna’s Fashion Boutique Balance Sheet as at September 30, 2011 Fixed Assets Cost Accumulated Depreciation NBV Buildings 100000 100,000 Fixtures 65000 65,000 Machinery 48000 400 47,600 Furniture 3600 3,600 Motor Car 62840 62,840 400 279,040 Current Assets Stock 54,930 Debtors 126,400 Prepayment 1,000 Bank 239,000 Cash 123,075 544,405 Less Current Liabilities Creditors 141960 Accruals 1,200 143160 Working Capital 401,245 680,285 Financed by: Capital 600,000 Net Profit 86,485 686,485 Less Drawings 6,200 680,285 Bank Reconciliation Statement Updated Cash Book Balance b/d 239,000 Bank Charges 65 Credit Transfer 4200 Standing Order 15000 Balance c/d 228,135 243200 243200 Bank Reconciliation Statement as at September 30, 2011 Balance as per Bank Statement 222,535 Add Late Lodgments 45,000 267,535 Less Unpresented Cheque 39,400 Balance as per Cash Book 228,135 Accounting Ratios Inventory Turnover Ratio- Cost of Goods sold Average Inventory/2 =244,470 24960+61890/2 =5. 62 Current Ratio- Current assets Current Liabilities =551365 143160 =3. 85 Gross profit as a percentage of sales- Gross profit x 100 Sales =179,760 x 100 457590 = 39. 28% For every sale of $100 the business earns $39. 28 as gross profit. Net profit Ratio- Net profit / Net sales x l00 =86,485 / 431,190 x 100 =20. 06% For every sale of $100 the business earns $20. 06 as net profit. Acid Test Ratio- Current Assets- Stock Current liabilities = 544,405 54,930 143160 =3. 42 Performance of the Business In preparing the financial statements of Blanna’s Fashion Boutique the Trading, profit and loss and appropriation account shows a profit of eighty six thousand four hundred and eighty five thousand dollar (86,485) at the end of the financial period of September 30,2011. The business started out with six hundred thousand dollar. In the closing of the financial period of Blanna’s Fashion Boutique there was an increase in the amount of capital that the business has. The business made a gross profit of one hundred and seventy nine seven hundred and sixty dollars (179,760) instead of making a gross loss. Comparisons The comparison is being done between the opening capital and the closing capital for Blanna’s Fashion Boutique, at the end of the financial period. At the beginning of the financial year the opening capital was six hundred thousand dollar (600,000). At the end of the financial period the closing capital is six hundred and eighty thousand two hundred and eighty five dollar (680,285) which means there is an increase of eighty thousand two hundred and eighty five dollar (80,285). Another comparison is being done between the fixed assets of the business and the current assets. The fixed asset of the business is two hundred and seventy nine thousand and forty dollar (279,040) while the current asset is five hundred and forty four thousand four hundred and five dollars (544,405). This means that the amount of money that the business spend of items that stays in the business with no intention of selling it is lesser than the amount of money that the business spend on assets that will allow the business to generate a profit. Recommendations and Suggestions It is recommended that Blanna’s Fashion Boutique: Ploughed back a portion of the profit that the business makes into it. Introduces new products to the business. Purchase new equipment for the business Uses some of the profit that the business makes to attach another department on to the business. It is suggested that Blanna’s Fashion Boutique should: Purchase cheaper equipments to use in the business. This will increase the amount of money available in the business. Offer more sale discounts this will force more customers to purchase from Blanna’s Fashion Boutique. Conclusion It is clear that Blanna’s Fashion Boutique keeps all the records of the transactions that take place in the business over the financial period of time. Blanna’s Fashion Boutique could increase the gross profit and net profit of the business by adhering to the suggestions or recommendations outlined. Never the less Blanna’s Fashion Boutique made a good net profit of eighty six thousand four hundred and eighty five dollars (86,485) during the month of September in 2011. Blanna’s Fashion Boutique was able to make a profit due to the large amount of sales the business made. Price list Goods Price Pants $ Blouse $ Handbags $ Skirts $ Slippers $ INVOICE Debit note Principles of Accounts School Based Assessment (2012-2013) You are required to name the firm and state the nature of the business. This must be in accordance with the items sold*. After the initial accounting entries (Tasks 1 -3) have been completed you will then record the additional adjusting entries as set out at Tasks 4 and 5. You may choose goods from the following list for the transactions. * Computer Store Clothes and Accessories Store A Keyboard Pants (guess) B Mouse Blouse (guess) C Printer Hand bags (guess) D Surge Protector Skirts (guess) E Speakers Slippers (guess) ABC Enterprise (Remember that you are to rename the firm) The following transactions were taken from the books of ABC Enterprise. You are required to asses them carefully then write up the relevant books as outlined in the requirements below: 2011 Sept 1Opening Balances Capital$600, 000 Bank$364, 000 Cash$ 27, 160 Debtor (J Simpson)$ 31, 600 Creditor (Super Supreme International)$ 10, 560 Motor Van$ 62, 840 Building$100, 000 Stock 1doz A$ 10,800 1doz B $ 4,800 1doz D$ 9,360 Sept 1Bought goods on credit from Super Supreme International. 8 doz A @ $1,000 each 8 doz B @ $440 each 4 boxes C @ $1,600 each 5 doz D @ $820 each 4 doz E @ $900 each Sept 1Bought Machinery by cheque $48, 000. Sept 2Withdrew $50, 000 cash from the bank account to be used in the business. Sept 3Cash Sales 2 doz A @ $1, 650 each 1 box C @ $2, 950 each 1 doz D @ $1, 400 each Sept 3 Paid rent by cheque $30, 000. Sept 5 sold goods on credit to J. Simpson. 1 doz A @ $1, 650 each 2 doz B @ $800 each 1 doz E @ $1, 500 each Sept 6 Bought fixtures with cash $65, 000. Sept 7 Cash Sales 1 box C @ $2, 950 each 1 doz D @ $1, 400 each 1 doz E @ $1, 500 each Sept 8Paid wages $10, 000 by cheque. Sept 9Returned goods to Super Supreme International as items were damaged. 1 doz A 1 box C Sept 11Paid the following expenses by cheque: Insurance $6,100, Electricity $3,300 and Rates $2,600. Sept 13Sold goods on credit to B. Banton: 2 doz A @ $1, 650 each 2 doz B @ $ 800 each 1 box C @ $2, 950 each 1 doz D @ $1, 400 each Sept 15Made payment to Super Supreme International by cash $150, 000, received a 5% cash discount. Sept 15Paid wages with cash $10, 000 Sept 16Owner withdrew $6,200 cash to fix his personal motor car. Sept 18Collected Cheque from J. Simpson for goods sold on Sept 5th 2011, $45, 000. Sept 19Bought furniture $3,600 with cash from Courts Ja. Ltd. Sept 20Sold goods on credit to N. Kidman 2 doz A @ $1, 650 each 3 doz B @ $ 800 each 2 doz E @ $1, 500 each Sept 22Paid wages with cheque $10, 000. Sept 241 doz D returned to us by B. Banton as they were the wrong size. Sept 27Bought goods on credit from Super Supreme International. 3 doz A @ $ 1,100 each 4 boxes C @ $1, 650 each 1 doz E @ $ 980 each Sept 29B. Banton settled his account less 10% cash discount. He paid with cash. Sept 29 Paid wages $10,000 by cheque. Sept 30 Received goods from N. Kidman: 1 doz B Sept 30Cash Sales 3 doz A @ $1, 815 each 1 doz B @ $ 800 each 4 boxes C @ $3, 000 each 2 doz D @ $1, 400 each Task 1 Write up ALL Subsidiary Books and then post the transactions to the ledgers. Please ensure that you distinguish between, General Ledger, Sales Ledger and Purchases Ledger. Show the opening entries in the General Journal at September 1, 2011. Task 2 Prepare ABC Enterprise Trial Balance as at September 30, 2011 Task 3 Using the FIFO method of stock valuation, determine the closing stock. Task 4 Design a logo and slogan for your business and provide the relevant information on the business entity Prepare ABC Enterprise Trading, Profit and Loss Account for the month ending September 30, 2011 and a Balance Sheet as at that date, after taking into account the following: a) Insurance expense was paid in advance, $1000. b) Electricity was outstanding by $1, 200 c) Machinery is to be depreciated at 10 % annually using the straight line method (show the depreciation for the month). Show adjustment to the above information in the ledgers. Task 5 Prepare the Bank Reconciliation Statement using the Bank Statement below Bank Statement DR CR Balance $ $ $ Sept 1 Balance 364 000 Sept 1 Burke’s (Machinery) 48 000 316 000 Sept 2 SNPN Ltd (Cash) 50 000 266 000 Sept 8 Wages 10 000 256 000 Sept 11 NWC (Rates) 2 600 253 400 Sept 20 Wages 10 000 243 400 Sept 24 Credit transfer (Q Smith) 4 200 247 600 Sept 29 Wages

Criminology Essays Policing Future Criminal

Criminology Essays Policing Future Criminal Policing Future Criminal Policing in the future Introduction Terrorism as defined by the Federal Emergency Management Agency (FEMA),† is the use of force or violence against persons or property in violation of the criminal laws of the United States for purposes of intimidation, coercion, or ransom.† (August, 2007). The group of people committing this act often use threats to create fear among the public. These people try to convince citizens that their government is powerless to prevent terrorism. The Acts of terrorism include threats of terrorism; assassinations; kidnappings; hijackings; bomb scares and bombings; cyber attacks (computer-based); and the use of chemical, biological, nuclear and radiological weapons. (FEMA, 2007). In the future the act of terrorism would be even worst because of new technologies and inventions. The question is who will protect the people? What can the law enforcement do in the future to stop terrorism? On going studies and researches are being done by the police department to create a strategic move to stop or interrupt any act of terrorism. This essay will include issues that may arise in the future of policing from the perspective of individual police personnel, police management and the community. The focus of this essay is on the law enforcement its strategy and plans in the future in policing the community. Law Enforcement New Challenges – Police Personnel In the future police officer would play the role as the keepers of the peace, antiterrorism specialists or community outreach agents. (Stephens,2005). Gene Stephen is a noted criminal justice futurist and has surveyed police experts and found out that a better educated police officers with improved people skills and a stronger understanding on emerging technologies will be crucial to successful policing in the future. Police officers are being addressed in the past as â€Å"peace officers,† and define public policing as the â€Å"absence of crime.† This has been change as the time goes by and as the crime committed becomes even more complicated. In the 21st century policing has become even more challenging for the police personnel, wherein causes of crimes and disorder often lie outside their community, demanding new and innovative approaches from police. Today offenders are usually thousands miles away while committing the crimes. Terrorists act may takes place in a certain place without the physically presence of the criminals. Such act includes chemical and biological mayhem, community hackers and crackers wherein they can manipulate data’s in the system even if they are thousand miles away. In the United States the most prevalent crime committed is the identity theft often assisted by Internet scams. How can police personnel cope up with this technology? Probably the best way to treat criminals committing such crime should be counteracted by the same act that they committed it. Due to the increasing crime committed brought by the new technologies international conventions involving different countries was held last November 2007. The convention was entitled â€Å"International Policing Toward 2020.† Future of policing depends on what type of the society being policed. The ability of the police personnel to identify the society that needs to be policed is important. Whether the police will need to use harsh type of policing or you need to ask the cooperation of the society. The key to an effective policing in the future is that police personnel must have a deeper understanding of what he was up to. This mean police personnel must be knowledgeable enough to handle crimes in the future. Trainings and seminars are being conducted on various areas in the United States. One organization who’s been handling researches, teaching and training police is the Society of Police Futurists International (PIF). The PIF consists of men and women who are most likely to understand the path ahead and be able to predict the threats and promises to expect in the next few years. Since we are living in the 21st century wherein criminals just can place a chip on anything and then destroy everything, PIF focuses on the new technology. The police futurist focuses on the high tech communication and state of the art technology. Police personnel can adjust in this kind of situation by proper training and education. The government can increase the fund in the education that can be given to the police. To be able to attend to crimes like cyber crime police personnel must know what he is up to. One of the problem concerning the trainings and education of police personnel is the financial fund. In the article written by Jeremy Wilson the director of the Center on Quality Policing at the RAND Corporation (a non profit research corporation), he identifies that the United States are having a hard time meeting the new challenges in policing. Based on his analysis they need the support of the federal government to go far beyond traditional local crime-fighting duties. As a result of the September 11, 2001 terrorist attacks, police today and in the future have a major new homeland security responsibility. Because of what happened the country need an extra hand from its community by recruiting enough number of police personnel to handle surveillance of airports, government building, mass transit systems and other potential terrorists’ target. They also have additional duties to foil terrorist’s attacks before they occur. The law enforcement agencies must be ready anytime to respond the possibility of other complicated attack such as chemical, biological and other unconventional weapons. Police Management Managing police force is much more complicated than handling an organization. It is not just hiring someone because you like him. Today recruiting is even harder after the Sept 11, 2001 bombing. People who want to join the force should be checked carefully for you might hire a terrorist undercover. Today the organization needs to require more officers, with more skills at a higher cost. Now the problem will be the financial availability. Before the police management focuses only on the daily needs of the organization such staffing needs and mandatory training requirements. But to adapt in the new security duties and changing labor force, police department will need to develop a long term plans for recruiting the right officers with the right skills. Unfortunately the police department is not equipped enough to check every person who wants to join the department. Aside from the lack of equipment the department also lacks on funds. Federal assistance to police departments has dropped in 2007. The chiefs of police reacted on the cutting of funds for the law enforcement nationwide. The role of the police personnel and the department is important not only during this time of terrorism but in the future as well. Trainings and education on the new technologies is important. How can police personnel fight terrorists attacking the system of a government agency if he doesn’t know how to fight it? Technologies nowadays are very much complicated as compared before and in the early 90’s. To fight these high tech attacks the police department should be very much aware of the new technologies to become effective. A five year plan is suggested in fighting the terrorists starting from the community, city, nationwide and then internationally. The department should show the government how important is the additional funds in policing the future. Funds will be allocated to chosen personnel trainings and education. They will be the one who will forefront the department during the time of terrorists act either biologically, chemically and technologically. Focusing on their needs such as proper compensation, additional incentives and other benefits is important to help them become more dedicated not only on their job but in the department as well. It is therefore best to plan, present and proves to the government that the planning for the future of police management needs the federal support especially in funding. Proper planning is the main key for an effective policing in the future. The planning has to start with the police officer, the department and then the government. Community Policing â€Å"Community policing† is the term given to describe the wide range of policing reforms. (Columbian Journalism Review, 1999) In as early as 1980’s the liberal police executives and academics have been advocating the notion that police work directly, in an equal partnership, with community groups on prevention strategies appropriate to a particular community’s problems. Community policing includes an aggressive police presence in high-crime areas. In the September 11, 2001 attack of terrorist, the police visibility is seen not only on the city where the attack happened but nationwide as well. The question might be if the crimes committed are getting more complicated and now the identity theft and hackers are very much rampant how can community policing act on this crimes? As mentioned in the police management training and education is important, and then if a police force is equipped with advance technology as well as educated on the new technologies then this will not be a problem. The U.S. Justice Departments Community Oriented Policing Services (COPS) defines the term broadly as any policing aimed more at crime prevention than on chasing and catching bad guys; those tactics can include working with the community, decentralizing command, or simply increasing the number of beat police officers in a community. All these approaches have their defenders and critics, and all can point to some sort of research showing that they help make neighbourhoods safer, but they are not the same thing. The approach in community policing has become popular and has gained support from the government because of what they might have seen as effective in policing in the future. Community policing is the new approach to public safety. It combines the best aspects of several time-proven policing techniques in order to combat not only crime and disorder, but also the fear of crime and the likelihood of crime. It is both a philosophical approach and a set of practical steps to carry out that approach. It a police work with the community and other organizations, both public and private, to address local concerns and move towards long-term solutions to crime related problems. Community policing is the involvement of the community it requires more than just involving the citizens but it also requires the inclusion of other governmental agencies, the educational system, public and private social service providers and many local business. Also included are the criminal justice system, human rights groups, religious-based resources, and any other groups that can help find and maintain solutions to the communitys needs. In addition, the family unit must again become a major player in the crime prevention arena. It is therefore literally means that involving everybody to fight against criminals who wants to destroy peace and order not only in one location but worldwide as well. Community policing also includes preventive measures. The goal of community policing includes the following: To empower the people to resist crime and unsafe conditions by resolving the root issues instead of acting on the same act again and again. Preventive measure is important than acting on the crimes. Provide an adequate response to street-level, quality-of-life complaints in the community without reducing the departments capability to continue to respond appropriately to emergencies. To partner with different organizations such as schools, social service agencies, citizen groups, and others with one purpose to developed effective preventive strategies. Reduce the demand for future police by addressing the cause of public safety problems Reduce the fear of crime. To encourage the citizens and community groups in solving the day to day problem solving and prevention activities, while maintaining full response capabilities and relieving certified personnel from tasks not requiring their particular training or expertise. Furnish the township with quality essential police services; subscribe and conform to the highest professional standards in an effort to protect the constitutional rights, lives, and property of the citizens consistent with community goals and policies. The best approach in community policing especially in fighting terrorism it is best to first identify the cause and work cooperatively by creating a plan that can be useful not only today but in the coming years. It is effective to balance the approach one that relies equally on law enforcement, crime prevention, and community involvement in issues about crimes and terrorism. Conclusion The future of policing lies on the people involved on it. A plan is important in dealing with criminals and terrorism. Nowadays you are not sure who you are dealing with. You might be hiring a terrorist without knowing it. Your plan maybe effective but without proper funding and cooperation from the different department and organization of the community and the government then the plan will not be successful. As mentioned above the following factors are important education, training, community cooperation and funds. To achieve the foresee future of policing the combination of the above factors should be present in planning. Since terrorism is an international concern it is best to be up dated on convention and seminars on new preventive measures that the different countries are doing to fight and stop the increasing number of terrorism. Prevention is better than battling with these terrorist. If the police force where able to prevent such act before it will take place then million of people will be safe. As what medical personnel would say â€Å"Prevention is better than cure.† Police force can also adopt this phrase. Since United States are among the nation who is being attacked by terrorist it is best for them to plan policing not only today but in the future as well. Reference: Embracing the Future of Law Enforcement, Platypus Magazine, December 2007, http://www.metafuture.org/afp%20newsletter%202007.pdf Policing, Columbia Journalism Review, February 15, 1999, http://www.allbusiness.com/information/publishing-industries/166642-1.html Scheider,M., Chapman,R., April 2003, Community Policing and Terrorism http://www.homelandsecurity.org/journal/Articles/Scheider-Chapman.html Wilson, J.,May 23, 2006, Police Personnel Crisis Needs Federal Leadership http://www.washingtonpost.com/wp dyn/content/article/2006/05/22/AR2006052200886.html www.fema.gov

Cooperative Learning: Listening To How Children Work At School :: essays research papers fc

Cooperative Learning: Listening to how children work at school   Ã‚  Ã‚  Ã‚  Ã‚  In this study the researchers were seeking to discover the content of the communication that occurred over a period of time that a project was due. The project took place over five weeks. The students were given an assignment to create a ride for a lot that use-to host the Pacific National Exhibition. Assignment: The Pacific National Exhibition (PNE) will be closing permanently at the end of the season. The exhibition has decided to relocate on a parcel of land in the Fraser Valley. The board of executives is seeking innovative ideas from the public to help plan their new facility. Your class has been selected to participate in this unique opportunity. We would like teams of students to create a new innovative ride or redesign an existing structure. Each submission should include research, detailed drawings, and a simple mechanical model of your design. Please remember that space is limited and your group will have one half of a table top to present your model. The groups were taken from 26 sixth and seventh grade students. The researchers wanted to learn about the communication in the groups and to see how all the members of each group were able to communicate with each other as well as the teacher.   Ã‚  Ã‚  Ã‚  Ã‚  The 26 students were divided into six groups trying to keep the number of sixth and seventh graders balanced as well as the sex of the students. The students were given several days to meet and come up with ideas. The following the timeline the students were given to come up with the various elements to complete the project as formally as possible. Timeline: 1.Research and Sketches (May 14)-one page of research on the mechanics of your model; a clear sketch on 8.5 x 11 paper. 2. Final Drawings (May 17)-a detailed drawing of your design on 11 x 17 paper; diagram should include a title, labels, and scale; this drawing will be used in your final presentation. 3. Models (May 28)-a simple model that demonstrates how the mechanical system works; the model should be displayed on cardboard no larger than half a table top. 4. Presentation (May 29)-each group will be required to pitch their design to an audience (2-3 minutes); each member of the group should be prepared to respond to questions from the audience related to the mechanics of their selected systems.   Ã‚  Ã‚  Ã‚  Ã‚  The 11 work secessions over the-five week study were recorded using audiotapes for each group.

Preexistence of Christ :: essays research papers

Preexistence of Christ Advanced Information The preincarnate existence of Christ may be "only a simple, contemplative inference backwards from the spiritual glory of the present Christ" (Deissmann); certainly its clearest expression is found in later writing reflecting upon the rudimentary messianic, even adoptionist, assessment of Christ in the primitive Christian community (Acts 2:22 - 23; 10:38). Yet preexistence is at least implied in words of Jesus himself: "The son of man came"; the owner of the vineyard "had still. . . a beloved son: finally he sent him." It is explicit in sayings attributed to Jesus in John's Gospel: "I came down from heaven"; "The glory I had with thee before the world was." Jewish scholars attributed "ideal" preexistence to things (law, temple) and persons (Adam, Moses) deeply reverenced, echoed perhaps in Paul's calling Christ "last Adam. . . from heaven." Greek thinking, reflected in Philo, was familiar with preexistence of souls. But it is unnecessary to find here more than a source of usable terms. The idea that the Son of God, eternally preexisting in glory with the Father, moved by love became incarnate was too central to Christian faith to depend upon coincidences of language for its basis. BELIEVE Religious Information Source web-site Our List of 1,000 Religious Subjects E-mail Paul appeals for generosity because Christ, "through rich, became poor." He pleads that converts live as sons because "God sent forth his son"; argues for self effacement from the fact that Christ, being in the form of God, "emptied himself"; contends, against the Gnostics' pleroma filling the gulf between God and creation, that "all things were created in, through, and for Christ. . . who is before all things." As "Lord from heaven" Christ provides the pattern of our resurrected humanity; as he first descended, so he has ascended, the measure of his triumph and assurance of ours (2 Cor. 8:9; Gal. 4:4; Phil. 2:5 - 6; Col. 1:15 - 16; Eph. 4:8 - 9). For such practical, pastoral exhortations one does not argue from fringe speculations, but only from familiar, accepted, foundation truths. John's Gospel and Epistle, assuming that Christ came from God and went to God (John 13:3), emphasize his being sent by the Father on divine mission, expressing divine love (John 3:16; 1 John 4:9 - 10), a revelation of the unseen Father by one belonging "in the bosom of the Father" (John 1:18), a divine Word, present when God spoke at creation and now again conveying meaning and power to the world (John 1).

REMEDIAL WRITING PROGRAMME FOR ELEMENTARY STUDENTS

The intent of this survey programme is to find if pupils from the simple degree of Hin Hua High School ( Chinese Independent School ) improved in their ability to compose in English after holding studied specifically developed course of study. The 7-hour remedial programme is to be conducted one time the academic section releases the concluding appraisal classs. Fifteen pupils with the lowest mark were selected utilizing the standard method to undergo the remedial programme. the importance of all six major facets of composing measured in the English Test which comprises chiefly punctuation, grammar and use, sentence construction, scheme, organisation, and manner. It is believed by go toing the remedial programme selected pupils would be able to demo the ability to do and joint judgements by taking place on an issue or job. Besides prolonging a place by concentrating on the subject throughout the authorship. They are alson expected to develop a place by showing support or grounds utilizing specific inside informations and do illations based on support or grounds. Most significantly, they should be able to form and present thoughts in a logical manner by logically grouping and sequencing thoughts. Hence communicate clearly by utilizing linguistic communication efficaciously and by detecting the conventions of standard written EnglishIntroductionAs a linguistic communication instructor, I frequently select composing undertakings from linguistic communication text editions to assist pupils better their authorship ability. Behaviorists, communicative, cognitive, and discourse theories could act upon composing attacks in linguistic communication text editions. Each theoretical model has provided us with a better apprehension of the multiple dimensions and intents of learning composing. A reappraisal of the developments in composing teaching method leads us to reason that we could learn composing as a agency to better lingual, rhetorical and communicative competency or as a find and cognitive procedure. The composing undertakings that we select from linguistic communication text editions and assign to pupils could reflect one or some of these pedagogical intents. As instructors, we need to oppugn and understand the pedagogical premises of text edition composing undertakings so that we can choose undertakings that will assist our pupils become confident authors and independent minds. Primary pupils come ining the secondary school degree ( high School ) are challenged non merely to larn new content in the subjects but besides to pass on this. A important figure of pupils will non hold equal academic literacy degrees to be able to make this successfully ( Jones and Bonanno, 1995 ( 1 ) . Atlhough traditionally pupils were expected to develop academic literacy accomplishments without any expressed instruction of these accomplishments, schools now recognize the progressively diverse backgrounds of their pupil populations and have put in topographic point mechanisms for assisting pupils develop their academic literacy. These have included the constitution of literacy and larning units every bit good as the demand for school course of study to turn to the instruction of composing accomplishments including communicating accomplishments. English Learning Centre of Hin Hua High School Klang, like other literacy and larning units, has been involved in a figure of collaborative undertakings with instructors involved in learning Junior One to incorporate the instruction of communicating accomplishments into the course of study ( Webb et al, 1995, Taylor and Drury, 1996 ) . These enterprises have resulted in the development of new learning stuffs and attacks every bit good as new patterns of appraisal and feedback. However, as capable country course of study are being adapted to computer-based signifiers of acquisition, it is besides necessary to see how the instruction of communicating accomplishments can be integrated into these plans or how the instruction of communicating accomplishments can be contextualized within the acquisition of capable country cognition. With the current demand for propheciuency in English Language great importance has been given to developing plans to transfuse good composing manners to the si mple scholars which aims to assist pupils go successful editors of their ain authorship.1.1 LITERATURE REVIEWWriting accomplishments have been identified as to better pupils ‘ thought. Moffett and a few others have developed cognitively sequenced course of study for simple and secondary authorship, college composing, when it is sequenced at all, tends to trust on structural or rhetorical agreements, which are neither consecutive nor cumulative. Progressions from word to condemn to paragraph to theme confuse quantitative with qualitative growing, while rhetorical sequences confront pupils with cognitive jobs of different but equal complexness. In short, from a cognitive position, most writing direction in higher instruction is consistent with that in secondary instruction: what Stephen Judy described as â€Å" Advanced Hodgepodge † in high school gives manner to â€Å" Arrogant Hodgepodge † in college. A big and turning organic structure of research, nevertheless, shows that cognitive development follows a hierarchal sequence of phases and suggests that a course of study can be consecutive organized to advance cognitive development. Bloom ‘s Taxonomy of Educational Objectives provides some indispensable connexions between the cognitive abilities we expect of college pupils and a course of study that can excite those abilities Bloom ‘s Taxonomy is one solution to the cognitive odds and ends of the authorship course of study. It allows us to sequence direction and assignments in ways that speak straight to pupils ‘ developmental demands. From least to most complex, For composing direction the taxonomy provides a flexible theoretical account of what happens cognitively in the acquisition procedure Bloom described a six phase sequence: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. ( See Figure 1 )Figure 1.0 The flow chart of Bloom ‘s TaxonomyAt each new degree, thought procedures construct on and embrace old degrees. Implicit in this construction is the premise of an go uping graduated table of trouble and fullness. Thinking at the comprehension degree is more demanding than at the cognition degree ; cognitive jobs necessitating synthesis or rating encompass all the preceding degrees. A reappraisal of Bloom ‘s definitions for each systematic degree suggests what such a cognitively-based authorship class might imply. Although the focal point of each degree is cognitive, rhetorical issues of audience and intent are every bit appropriate and can be specified for any assignment. Most of all, the taxonomy allows us to contemplate the value and feasibleness of a cognition-based course of study in composing. Such a course of study would reflect the hierarchal dealingss of the assorted idea procedures and would assist to command for cognitive complexness in authorship and believing about falsifying natural discourse. In this signifier, composing or writing-intensive classs would consistently develop pupils ‘ thought accomplishments instead than go forthing them to opportunity or, worse, blunting the author ‘s still-developing ability to research and show thoughts. In short, a cognition-based course of study ensures that pupils take part to the full in utilizing composing as a manner of acquisition.2.0 INTENDED PURPOSEThe remedial programme is targeted for the simple scholars who are in the procedure of upgrading their authorship accomplishments to the pre -intermediate degree. A sum of 15 pupils are selected from the age group of 13 old ages old base d on the concluding semester scrutiny consequences. The scrutiny fundamentally structured in conformity to the text edition presently used in the school course of study, New Opportunities ( Pearson Longman-Cambridge ) . Basically the ( Stiggins to foreground achievement differences between and among pupils to bring forth a, 1994 ) . School systems might desire to sort pupils in this manner so that they can be heighten their competence degree even further. The major ground for utilizing a norm-referenced trial ( NRT ) is to sort pupils. NRTs are designed on reliable rank order of pupils across a continuum of accomplishment from high winners to low winners be decently placed in remedial or talented plans. These types of trials are besides used to assist instructors choice pupils for different ability degree reading or mathematics instructional groups. As the selected pupils fall under the below mean group in Paper 1 ( Writing Assessment ) whereby there are two parts that the had to fi nish here: Section A Notes Expansion and SECTION B Continuous Writing ( Choose one subject out of five given ) From the academic analysis it was found that bulk pupils failed in Section B where it consists of 25 % of the entire Markss of 40 % of the Writing paper. Thus they are required to go to a 7 hr remedial programme to better their authorship accomplishments by at least 85 % . FINAL Semester: Paper 1 RESULTS ( 40 % ) Name Class SECTION ( 15 % ) Section B ( 25 % ) 1 LIM WAI MENG ELEMENTARY 8 8 2 CAROLINE TAN ELEMENTARY 7 7 3 CHONG YOKE LAN ELEMENTARY 9 6 4 LIM CHEN PHANG ELEMENTARY 8 6 5 LEE AI VIN ELEMENTARY 8 7 6 SOO HUI YING ELEMENTARY 5 5 7 TAN KUI ROU ELEMENTARY 6 8 8. TEE WAN RU ELEMENTARY 5 9 9 NG JIA JI ELEMENTARY 9 7 10 LIM SHAO YI ELEMENTARY 9 4 11 KELVIN LAI ELEMENTARY 6 8 12 TAN MAY LI ELEMENTARY 8 8 13 TOO MEI LING ELEMENTARY 5 5 14 LIM TAI YONG ELEMENTARY 6 9 15 TEO JOYCELYN ELEMENTARY 7 63.0 PURPOSE OF REMEDIAL WRITING PROGRAMMEThe grounds for the remedial plan to be initiated is to break the scholars in their authorship accomplishments and beef up it so that they have all capablenesss to be promoted to the following degree but due to certain infinitesimal factors they fail to adhere to the criterions of the pre-intermediate degree. Therefore these pupils are carefully selected utilizing the standard method to undergo the 7 hr remedial programme. In order to bore and actuate these pupils in the remedial programme an enriching lesson program is formulated to make a positive result at the terminal of the the 7 hr remedial programme. The intents for stressing authorship accomplishments are to bring forth who can grok instruction and acquisition in a positive mental properties. There is a broad organic structure of research proposing that measuring pupils ‘ written public presentation is a valuable project. Not merely is an teacher able to assist a pupil ‘s advancement, but besides the teacher can ease the acquisition procedure and the acquisition results by being cognizant of pupil public presentation throughout the academic session. Undeniably, 3R accomplishments are of import and necessary in day-to-day life. They are besides needed to back up the development of a knowledge-based economic system. Acknowledging these demands, the school has initiated and implemented programmes to place pupils who have non mastered the 3Rs. These programmes are designed to specifically turn to and get the better of the inability of pupils to get the hang the 3Rs. This is in line with the essentialism which instills pupils with academic cognition and character development. Among the programmes that have been implemented in schools are the Early InterA ­vention Reading and Writing Class, Basic Skills for Reading, Writing and Counting Programme and the Literacy and Numeracy Programme at Level One.3.1 Sub-skills of WritingBesides boring and enriching the remedial scholars with the nucleus authorship accomplishments, there are besides exposed to the importance of sub-skills in their acquisition such as: I Manipulating the book of the linguistic communication: script, spelling and punctuation. II Expressing grammatical [ syntactic and morphological ] relationships at the sentence degree III Expressing information or cognition in authorship: explicitly implicitly IV Enrichment of VocabularyPart B4.0 Aims of the 7-hour remedial programmeThe chief purpose in presenting and implementing the remedial programme peculiarly in the facet of composing accomplishments is to chiefly: to develop competences in composing accomplishments among scholars to travel from a teacher-centered didactic theoretical account to a student-centered constructivist theoretical account to get the ability to compose in a more clear, concise and acceptable mode5.0 Instructional Design: Using the ADDIE Model to Construct Writing Competency Among Remedial Learners5.1 ModelThe generic term for the five-phase instructional design theoretical account dwelling of Analysis, Design, Development, Implementation, and Evaluation.A Each measure has an result that feeds into the following measure in the sequence.A There are likely over 100+ different fluctuations of the generic ADDIE theoretical account. Instructional design purpose for a scholar -centered instead than a traditional teacher-centered attack to direction, so that effectual acquisition can take topographic point. This means that every constituent of the direction is governed by the acquisition results, which have been determined after a thorough analysis of the scholars ‘ demands. This phases sometimes overlap and can be interrelated ; nevertheless they provide a dynamic, flexible guideline for developing effectual and efficient direction.5.2 ADDIE ‘S TheoryThe ADDIE direction theoretical account for this desin is outlined by Smith and Ragan ( 1995 ) in their book entitiled Instructional design. The focal point is n 5 points Analysis, Design, Development, Implementation and Evaluation. From this theory the analysis has proved that there was a demand to carry on remedial programme for the simple low scorers where an opportunty was given to larn and develop basic essay composing accomplishments.6.0 Remedial Education ProgrammeIn Malaysia, the importance of remedial instruction gained attending in the sixtiess. Consequences of a pilot undertaking in nine schools between 1967 and 1970 showed a demand for remedial instruction, particularly for students in rural countries. This paved the manner for remedial instruction programmes in primary schools. The innova tors in the field attended a biennial intensive class on remedial instruction in the United Kingdom. Subsequently, a national series of seminars and workshops on remedial instruction were organized. With the exclusion of little schools or under-enrolled schools, every school is allocated one remedial instruction instructor. At the school degree, a Remedial Education Committee is formed, consisting the schoolmaster, remedial instruction instructor, category instructor, capable instructor, resource Centre coordinator, and other instructors as members. The debut of a new course of study for primary schools in 1983 implied a return to the rudimentss in instruction. The ultimate end was to guarantee that no student is illiterate by the twelvemonth 2000. The execution of the remedial instruction programme for kids in Primary 1-3 is to guarantee that they master the 3Rs. Childs who have been recommended for remedial instruction are required to go to remedial categories. As of 1999, 54,000 primary school kids have undergone the intercession programme. In add-on to bettering and heightening instructor development, the Malayan authorities besides works towards bettering the course of study at school to run into the altering demands of the economic system. During the Fourth Malaysia Plan, the primary school course of study was revised with the purpose of supplying and set uping a steadfast instruction in reading, authorship, and arithmetic. This led to the development of a new course of study stressing the 3Rs. Surveies looking at the returns to instruction in Malaysia have found positive consequences in those who have had some signifier of formal instruction, thereby supplying support to the authorities guidelines on the primary course of study which emphasizes the acquisition of basic skills.Education in Malaysia, altering really quickly reacting to the emerging focal point of womb-to-tomb acquisition ; the turning accent on larning ; as opposed to making and the development of the new bringing systems6.1 The Educational, Philosoph ical and Psychological foundationElementary instruction shall take to develop the religious, moral, mental and physical capablenesss of the kid, supply him with experiences in the democratic manner of life, and instill thoughts and attitude necessary for enlightened, loyal, unsloped and utile citizenship. To accomplish these aims, simple instruction course of study shall supply for the: ingraining of religious and civic values and the development of a good citizen based on an staying religion in God and echt love of state ; preparation of the immature citizen in his rights, responsibilities and duties in a democratic society for active engagement, in a progressive and productive place and community life ; development of basic understanding about Malayan civilization, the desirable tradition and virtuousnesss of our people as indispensable necessities in achieving national consciousness and solidarity ; instruction of basic wellness cognition and the formation of desirable wellness wonts and patterns ; development of functional literacy in English as basic tools for farther acquisition ; and acquisition of cardinal cognition, attitudes, wonts, and accomplishments in scientific discipline, civics, civilization, history, geographics, mathematics, humanistic disciplines, and place economic sciences and support instruction and their intelligent application in appropriate life state of affairss. The Elementary Basic Education Curriculum focuses on the tool larning countries for an equal development of competences for larning how to larn. A The end of Instructional design is to back up the cognitive procedures that result in acquisition ( McGriff ) . The expected result of instructional design is to supply cognition and accomplishments to people. The three major larning theories are Constructivism, Behaviorism, and Cognitive. Instructional Design is based on constructivist rules. Instructional design is associated with instructional systems development ( Leshin et al, 1992 ) . An Instructional System is the â€Å" agreement of resources and processs to advance acquisition † ( Berger and Kam ) .6.2 Programme Design: ADDIE ModelADDIE is a all-purpose theoretical account, which can be used to make instructional merchandises and plan design. ADDIE is the acronym for Analyze, Design, Develop, Implement and Evaluate and summarizes the five stairss in the Instructional Design procedure. The instructional interior decorator makes determinations critical to guaranting the effectivity of the educational experience in each stage of the procedure. In conformity with the procedure betterment theoretical account, the five stages are a â€Å" cringle, † with the betterment of larning results as the end. Dick and Carey and Kemp ( Kemp, et.al, 1998 ) expanded the ADDIE Model into nine elements. The Dick and Carey Model uses a Reductionist attack in interrupting direction down into smaller sections aiming bomber accomplishments. The scholar is required to maestro of bomber accomplishments, which are aggregated to accomplish overall accomplishment command and learned behaviour. It provides a systematic attack to curriculum and plan design. Teaching is basically a philosophical enterprise and hence educational activity can be conceived within the context of a doctrine or worldview. The curricukum refelects the art and trade of learning. Educational engineering can supply diverseness of believing sing course of study and direction which would be curriculum theorizing.6.2.1 AnalysisBasically the nature of the pupils whom the remedial programme to be conducted are pupils who learn English Language as a 2nd linguistic communication. They are originally from Chinese talking households with a minimal exposure to English Language. Due to the outlook of the school and the educational demands in adhering English as one of the nucleus topics in school these pupils are required to hold in deepness cognition and accomplishment in it. All of them have been educated in the Chinese primary school instruction system. Based on the concluding semester scrutiny consequences 15 pupils are selected to undergo remedial programme as they fall in the boundary line line instances.The pupils get hapless composing accomplishments, while being able to build sentences reasonably good, they seem to hold great trouble in forming and developing their thoughts into the signifier of an essay that has an debut, organic structure and decision. In order to advance these pupils to the following degree that is the pre-intermediate stage from their beginning simple degree the English Language Department found it critical for them to go to a 7-hour remedial programme in order to happen solution to this state of affairs. All of them need to foster develop their authorship accomplishments in term of coherence and coherency ; clip and pattern.6.2.2 DesignThe chief design end for our programme would be on the cognitive schemes of being able to develop an thought for composing since all of them com e from a really similar background and have basic sentence composing accomplishments. Besides the development of linguistic communication in the mechanics of sentence building such as sentence structure, grammar, construction, etc given precedence. R.Gagne ( 1965 ) divided larning into 5 classs: Verbal or declaratory cognition, rational accomplishments, cognitive schemes, attitudes and psychomotor accomplishments. The acquisition ends are besides in connexion to these classs to seek to set educational value behind our ends. At the same clip the end besides reflects competencies lineations by Benjamin Bloom ( Bloom,1956 ) . These include: Knowledge, Conprehension, Application, Analysis, Synthesis an Evaluation. These give our ends cogency whereby competences are incorporated in conveying about concrete undertaking for scholars that we assign in order to accomplish their ends. Hence in the rating stage, we can utilize this facet to happen out the cogency and the achievement of the scholars in implementing the programme. Learning Goals and Type of Learning Aim Standard GAGNE ‘S DOMAIN BLOOM ‘S TAXANOMY Learners will place an essay subject and 3 sub-topics Standards established by Hin Hua High School, English Language Department Cognitive schemes Synthesis Learners will be able to compose a 3 paragraph essay with an debut, 2 bomber subjects to include their sentiments, thoughts and decision Standards established by Hin Hua High School, English Language Department Declaration Cognition Intellectual Skills Synthesis Evaluation Application Learners will be able to utilize the library and Handouts to research printed information on their subjects Standards established by Hin Hua High School, English Language Department Procedural cognition ( declaration cognition ) Cognition Learners will be able to utilize proper mechanics of grammar sentence structure Standards established by Hin Hua High School, English Language Department Intellectual Skills Application Learners will be able to show their subjects in category Standards established by Hin Hua High School, English Language Department Declaration cognition Comprehension6.2.3 DevelopmentIn order to set up a accessible remedial programme for the simple scholars, we English instructors have developed a remedial programme which will set about a 7 hr larning procedure. The instructors from the same degree have brainstormed and come up with a class content for the 7-hour instruction and larning programme. The instructors from the same instruction degree are the best individual to make the lesson as they deal with the same competence degree of pupils all the clip and are considered experts in their country. Besides this, they will be able to do he printed and computing machine stuffs and added measure of acquiring the right content for the degree. On top of that since they have already been learning in the same range so they will be doubtless familiar in the procedure of instruction and steering the scholars in order to do the remedial programme a success.6.2.3. ( 1 ) ProcedureThe remedial programme would be in the English medium since the chief aim is to better composing accomplishments among simple scholars. The programme consists of 6 regular Sessionss and followed by a reappraisal and a trial twenty-four hours. Each hr is scheduled to be conducted for 60 proceedingss6.2.4 ExecutionFurther to the development to the development the instructors would be equipped with integral class content for he programme. The faculty would be prepared in balance with the clip frame allotted for the programme. Any instructor who is selected for this undertaking should be ready to set about the instruction procedure based on the strategy that has been prepared. Al cubic decimeter 15 pupils will be instructed to go to the programme for 7 hours. These are the assorted facet of execution emphasized in the learning procedure:6.2.5 EvaluationThe rating stage consists of two parts: formative and summational. Formative rating is present in each phase of the ADDIE procedure. Summational rating consists of trials designed for sphere specific criterion-related referenced points and supplying chances for feedback from the users. Chiefly the rating is done in two parts. The first stage will be the rating of pupil work based on the aims in the â€Å" Learning ends and type of larning † listed above. Students will be rated by their instructor based on the A, B, C, F standards set by the English Department. An Angstrom is first-class work, B is mean, and C will intend pupil demands betterment. An F would intend that pupil failed the composing appraisal with below 60 % of grade. Students will be evaluated at each phase of the class. The section will utilize this rating in order to happen out how they might necessitate to modify the programme in the hereafter. A summational rating will be conducted as outlined by Smith and Ragan ( 1999, p.352 ) . Those writers explain that in order to measure the effectivity, entreaty, and efficiency of direction, a aggregation, analysis and sum-up of informations on pupils ia indispensable. In our designed programme an test is built to entree pupils of their command on the abilities taught during the programme.Students are to demo their capablenesss in their apprehension and cognition taught to them by finishing the set of prep targeted to them. Students will be graded on from 1 to 5 for their abilities in each of the undermentioned subdivisions: Student name Student able to take a subject n sub-topics Student able to utilize press releases information Student able to finish the essay Score dated from 1 to 5 1: hapless 2: Able to understand the authorship construct with some counsel 3: Able to finish the undertaking with aid and support 4: Able to understand the construct and finish the undertaking separately A pre-test and post-test can mensurate how good learners achieved the larning aims. However, it normally takes more clip and attempt to mensurate things such as whether the scholars will utilize their preparation. This rating stage can widen for months. Upon completion of the programme the pupils ‘ feedback will be collected to further estimate the success of the programme. Questions are besides answered on a graduated table of 1 to 5. 1 is low and 5 is high. The standard inquiries constructed are as below: Were you satisfied with the content of this class? Were you able to understand the instructor ‘s account? Were you able to set into pattern elements that you learnt? Did you fond the class interesting? On a graduated table of 1 to 5, what is your general feeling about the class?Part C7.0 REVIEWER ‘S COMMENTSBelow is the sum-up of the feedback received from two of the Senior Teachers from the English Language Department of Hin Hua High School sing the 7hour remedial programme on composing accomplishments. Reviewer 1: Mdm Annaletchumy Reviewer 2: Ms Sastina The strengths and failings of the freshly developed Remedial Programme for Elementary Students Strengths 1. Learning by actively take parting in group treatment 2. Encouraging pupils to build their ain thoughts and cognition of the subject 3. Student-centered instead than teacher or subject-centered 4. Teaching assistance contributed to pupil ‘s visual image on the subject given 5. Suitable to student ‘s development degree 6. Group work enables pupils to self – express, to be self-assured and self- consciousness 7. Promote teacher to develop pupil ‘s originative thought abilities 8. Stressing the construct of group work and peer rating where no pupil Is left behind 9. Promoting the co-operation among pupils and instructor positively 10. Enables pupil to hold a positive mentality in originative authorshipFailings1. Unsuitability of activities for crowded room 2. Lack of stuffs used as assistance for pre-writing undertaking 3. Lack of instructor ‘s rating on the first stage of composing 4. Certain undertaking may take more clip than the planned clip 5. Peer rating on composing inappropriate attack for simple scholars8.0 Summary of ReviewSummarized below are some of the achievements and challenges I personally went through in building the remedial programme:8.1 Strengths8.1.1 Improved pupils attitude and motive Students are mentally prepared to take part in the programme because pupils agree to a peculiar gait, work load, and larning environment from the beginning. 8.1.2 Making Learning Communities: Classs map as Teach communities both teacher and their pupils benefit – in both societal and academic countries – from working with each other over a full programme. 8.1.3 Extinguishing Stigma of Dependency: The construct group work and peer rating removed the stigma of being excessively dependent on the instructor Writing stuffs.8.2 Failings8.2.1 Students engagement Some scholars will non lend in due to the deficiency of involvement or proficiency 8.2.2 Stipulated Time The period allotted might non be sufficient for certain undertaking. Thus this will hold or sometimes disrupt the whole programme construction. 8.2.3 Truly in equal marker Some scholars will non adhere by the regulations set in equal marker when it comes to appraisal. Favoritisms and ego -centered will act upon the observation9.0 DecisionIt is expected that by go toing this theoretical account of English remedial direction it will be good to low English winners. Students will derive well in grammar and vocabulary and they will besides bit by bit better in their overall English competency. Based on the remarks from the referees it can be concluded that scholars will be efficaciously better their English authorship accomplishments through the prepared class faculty for the remedial programme. A well-designed class will decidedly give them encouragement and support to promote their English proficiency and be prepared for the following degree, pre=intermediate.10.0 PART D7 HOUR LESSON PLAN REMEDIAL PROGRAMME – ENGLISH LANGUAGEPurposes: by the terminal of my lesson, pupils will be able to compose a full-length essay on Endangered Species and better their attack of composing schemes. Auxiliary purpose: pupils will be able to better their usage of associating words in controlled and less controlled authorship activities on Endangered SpeciessEvidence: ( How will I know I have achieved the purpose? )Students will be able to finish effect and short authorship scheme undertakings: Quizzes, Test Students will be able to finish their group presentation and compose a full length essay on Endangered Species.Materials:Course Content prepared by Elementary instructors from the English Department of Hin Hua High School, Klang. 1. New Opportunities Students Book ( Module 7- Endangered Species ) 2. Multimedia devices 3. Cultural consciousness Context: Endangered SpeciessAnticipated ProblemsSolutions1.Students have no cognition of Endangered Species Promote them to look at the exposure 2.Students are non able to do connexion with the subject Promote them to work in groups 3.Students find composing within the clip frame really demanding Set and maintain rigorous clip bounds 4. Students may non understand the right vocabulary use for the undertaking Pre-teach the vocabulary before pupils do the undertakings 5. Students may non be able to compose much about Endangered Speciess Get them to work in groups and portion thoughts.Premises1. Some pupils have cognition of Endangered Species and hold read about them 2. Students have cognition of the extinction of animate beings. 3. Some pupils have had exposure through the media and cyberspace on the Endangered Species development. 4. Students have sufficient vocabulary to get down the authorship. 5. Students understand and use some linking words and sequence connections taught. Timing ( mins ) Phase name Procedure Purpose Interaction 30 Ice- Breaker Teacher sticks up assorted sorts of carnal images on the whiteboard and asks pupils to do a conjectures on animate beings of endangered species. T negotiations about the images and T proctors activity. T gets feedback on activity and writes a few conjectures on WB To warm up the category and to set up a game- like ambiance To research around the category, to be introduced to the subject of endangered species, bit by bit To interchange positions for their picks with grounds given T -S T – Second S – Second T – Second S – Second 30 Pre-writing ( a ) After feedback, T gives a presentation on several species of endangered animate beings and their characters and populating wonts utilizing PPT ( Giant Pandas, North China Tiger, African Elephant, Dolphin and Gorillas ) T prepares a cartridge holder of picture â€Å" ICE AGE † in order to steer the pupils to discourse on the grounds of people killing animate beings To set up context and to utilize scholar ‘s conventional cognition of the animate beings on the whole to unite it with the lesson ‘s subject T – Second T – Second 30 Pre-writing ( B ) I. After feedback, T gives each group a set of images of animate beings and asks them to place the endangered species. two. After feedback, T advises scholars to look at it complete and this clip, to happen out why are these animate beings in danger and the grounds for it. To advance group work to place the images, to work out context in groups and to trip bottom-up reading accomplishments To work out in context intent and audience, in groups and trip top-down reading accomplishments S – Second T – Second S – Second T – Second 30 Pre- Teaching Vocabulary After feedback, T holds the attending of Ss to the unknown word in the context ; T elicits their significance in context, utilizing mini- lexicon from the New Opportunities Students Book, To pre-teach unknown vocabulary, to work out its significance in context, utilizing the dictionary and to pattern emphasis, modulation and beat T – Second T – Second S – Second 30 Pre – Writing ( degree Celsius ) After feedback, T assigns two paragraphs for each group to work on, and hands out a wh-comprehension undertaking to finish for their paragraphs Ss are to come to the w/b and put the strips of paper one under the other To pattern reading accomplishments, such as scanning and reading for item To reorder the strips of paper on the w/b, to show it as a whole, and to utilize it as a springboard for the brainstorming session S -S T – Second S – Second 30 Brainstorming: T asks Ss to believe why some animate beings are endangered and ways of assisting the endangered animate beings T prepares a cartridge holder of picture â€Å" ICE AGE † in order to steer the pupils to discourse on the grounds of people killing animate beings During the activity, T goes about, proctors and provides aid where necessary. To trip their conventional cognition of the endangered animate beings, to unite their scheme to culturally targeted subjects All thoughts are to be brainstorm in their group for bring forthing bill of exchanges S – Second T – Second S – Second 60 While – Writing ( Rough Draft ) Peer rating Thymine informs them that they will hold to compose their ain thoughts down, in order they like on a piece of paper, -one group member will compose the bill of exchange and the others will give aid and counsel. During the activity, T goes around proctors and provides aid Ss exchange documents with the other squad and give remarks on each other ‘s work To compose a unsmooth bill of exchange, to choose thoughts and to set up a point of view To advance coaction amongst group members, to peer-evaluate, to offer support and counsel with written work S – Second S – Second 60 While – Writing ( First Draft ) Peer rating T advises S to rewrite the essay every bit good as select which thoughts will travel to each paragraph, in their squads T tells them that one of them will compose and the others will assist out After composing, T tells Ss to trade documents and give them to the other group to remarks To set up information, to construction the text ( White and Arndt 1991 ) To work collaboratively to accomplish an purpose To advance co-operation to accomplish a end, to peer evaluate, to react to the first bill of exchange and to give feedback on the content ( Raimes cited in Gaith 2002 ) T – Second T – Second S -S T – Second S -S 60 While – Writing ( Second Draft ) Editing T advises S to rewrite the bill of exchanges, much better, now, they ‘ve got the feedback from other groups After composing, T tells Ss to read out what they ‘ve written To better the accomplishment of authorship ( Charles 1990 ) To redact, to proof-read content S – Second T – Second 60 Post – Writing ( Finished Draft ) T advises Ss to get down their single authorship on the foolscap paper provided T gives Ss appraisal Markss based the authorship produced To show their pieces of complete authorship S – Second T – Second