A Comparison of Myself to Adolf Hitler Essay - 1214 Words

â€Å"Struggle is the father of all things. It is not by the principles of humanity that man lives or is able to preserve himself above the animal world, but solely by means of the most brutal struggle. If you do not fight, life will never be won.† (Hitler) For most of the world, Adolf Hitlers name is synonymous with thoughts of hatred, criminality, and pure evil. Although he is responsible for the greatest genocide known to humanity, Hitler is now known to be one of the most influential World leaders we’ve ever known. Although Adolf Hitler and I share similar aspects pertaining to our black-and-white thinking, views on eugenics, and our leadership abilities, there are considerable differences in our moral values and how our goals are†¦show more content†¦Anyone who was not his ally was an enemy, and therefore they would be destroyed. In his book, Mein Kampf, he states â€Å"The thinking of the people is not complicated but very simple and all of one piece. T heir thinking does not have multiple shadings. It has positive and negative, love or hate, right or wrong, truth or lie but never half this way and half that way.† (Hitler 182) He approached his crowd under the assumption that they shared the same type of thinking and with this strategy, swayed the masses. I would even be keen to say he was just as meticulous with his moustache as he was with his political agenda. Although Hitler and I share in our quest for perfection, I prefer to keep my standards interpersonal. Hitler and I share a commonplace in our beliefs regarding eugenics. Eugenics is a social philosophy for the improvement of human hereditary traits through the promotion of higher reproduction of certain people and traits, and the reduction of reproduction of other people and traits. (Osborn 389-97) Although not scientifically perfect, the basic idea behind this philosophy is clearly attributed to natural selection. In my opinion, while our world experiences technological advances, law and morality prevent this natural process from taking place. I believe that this process is imperative to the continuance and improvement of a species. In the animal kingdom, the weak are food for the strong.Show MoreRelatedLord Of The Flies By William Shakespeare1287 Words   |  6 Pagesbetween Adolf Hitler and Joseph Stalin are represented through two boys on the island, Jack and Ralph. In the beginning of the story, Jack and Ralph work together and have generally peaceful relations. However, as tim e goes on, tension on the island increases, eventually resulting in the boys becoming leaders of two separate tribes. Finally, Jack violates the previously agreed upon peace when he makes the decision to attack Ralph out of anger. These events parallel the relations between Hitler and StalinRead MoreA Brief Look at the Origins of Stalin and Lenin754 Words   |  3 PagesOn September 1, 1939, World War II had begum between Germany and Poland. Adolf Hitler planned to strip Jews, gypsies, and homosexuals of their freedom. Hitler sent these people to labor camps also known as concentration camp. While Hitler was focused on his plans, Vladimir Lenin and Joseph Stalin became Russians revolutionary leaders. Lenin wanted to help his country back to being powerful after the death of Tsar Nicholas II. Lenin was the founder and leader of the Bolshevik party. Stalin was alsoRead MoreThe Election Of 2016, By Milton Friedman, Joseph Stalin, And Mahatma Gandhi1378 Words   |  6 PagesAfter taki ng these two quizzes, I was really intrigued by the results because I have never really taken surveys like these and it was interesting to learn more about myself and political views. On the first quiz, which was the political compass, the results stated that I am more of a Liberal leftist. When looking at the results in comparison to different leaders, I noticed that I was placed closest to Nelson Mandela. Also, when I compared my results specifically to the candidates in the PresidentialRead MoreWhat is Hope?2792 Words   |  11 Pagesresult the people then become more hopeful in their leader’s future endeavors and thus become more involved in giving feedback towards that leader. We’ve seen this numerous times from leaders like the presidents of our country to even leaders like Adolf Hitler. In 1933, America was at a very dangerous point within the Great Depression where the financial system came close to collapsing. Stocks were down 75 percent in the last four years and exports were at an all-time low, reaching the lowest pointRead MoreAnalysis Of Mary Shelley s Frankenstein Essay1326 Words   |  6 Pagesflees and shouts, â€Å"Cursed, cursed creator! Why did I live? Why, in that instant, did I not extinguish the spark of existence which you had so wantonly bestowed? I could with pleasure have destroyed the cottage and its inhabitants and have glutted myself with their shrieks and misery† (Shelley 162). The resulting anguish, mixed with uncontrollable feelings of resentment and retribution, created a hell within him. In this moment, the Monster finally is crushed by the weight of his abandoned and desolateRead MoreReligion And Its Impact On Religion1803 Words   |  8 Pagesthe biggest threat to modern society. As the New York Observer explains in one of t heir newspaper articles, â€Å"The conquest of Iraq and Syria and of a few other countries in the Levant is a big deal as far as the West is concerned, but it pales in comparison to ISIS’ true objectives, which is no less than conquering the entire world and to converting it into an Islamic society.† (Wallis 1). It is clearly stated and shown in this article the danger that ISIS bestows upon the world. These are peopleRead MoreHannah Arendt on the Banality of Evil1769 Words   |  8 Pagesphilosopher, born in 1906 and died in 1975. She studied philosophy with Martin Heidegger as Professor. Her works deal with the nature of power and political subjects such as democracy, authority, and totalitarianism. She flew away to France in 1933, when Adolf Hitler became Chancellor in Germany. She flew away from Europe to the United States after escaping from the concentration camp of Gurs. She became a Professor in New York city, in which she became an active member of the German Jewish community. In 1963Read MoreWassily Kandinsky Essay1710 Words   |  7 Pageswatercolor media, called First Abstract Watercolour. He produced it in the year in which he was writing his theoretical justification for abstract art, Concerning the Spiritual in Art, which examined the psychological effects of color and made comparisons between painting and music. His first abstract picture, therefore, has closer links with Kandinskys later work and is very different from anything else done at the same time. He rarely signed his watercolors, but he signed this one, as he wasRead MoreIn 2011 I Came To The Richard Stockton College Of New Jersey,2042 Words   |  9 Pagespast flows into society’s present. When I first starting writing this paper I wanted to start with memoirs, diaries, and testimonies of the perpetrators of the period and then both leaders Kaiser Wilhelm II and Adolf Hitler. Upon reading Kaiser Wilhelm Reichstag speech and realizing that Hitler had also presented a Reichstag speech I was interested to see what other similarities these two rulers shared. It was this coincidence that I found that they had both used Lebensraum as a means for territorialRead MoreMao Zedong Essay1906 Words   |  8 Pageswhich one was he? In my opinion after all the facts I have discovered I truly believe Mao Zedong was a Villain! He led china into an economic downfall and killed over 78 million people, that is more than the amount of people Joseph Stalin and Adolf Hitler combined! When Mao Zedong first began he was very well known in china \ as a great revolutionary and a military leader/mastermind, Mao Zedong had led the communist party of China to victory against the nationalist party in the Chinese Civil

The, Invisible Man, And Bridged With Frye s...

Housewife is a poem which is made under the thesis of Eliot s theory from selections from â€Å"Tradition and The Individual Talent† (1917) , and bridged with Frye’s looser interpretation from Fables of Identity, informative book about the creative processes. Moreover, Invisible Man by Ralph Ellison, a book about an African American man in the 1950’s, the character believes himself invisible. The same ring trues with my character the nameless housewife is invisible. My character has sat in a room and daydreamed about her lover s, only to find that no time has passed. That she still alone in her house waiting for the kids to come home and her spouse to return from work. Tintern Abbey by Wordsworth is a poem about nature and how to transcend the reader and the correlation to Housewife is the shared idea of finding peace in nature. As well as it s a point of view not readily taken Keat’s Ode to Melancholy and Ode to a Nightingale poetry from the romantic pe riod. He uses descriptive imagery, from Ode To A Nightingale â€Å"...Not charioted by Bacchus and his pards but on the viewless wings of Poesy though the dull brain perplexes and retards..†(Keats lines 31-34). The description is that he the narrator wants to fly with the nightingale instead of ensuing help of a Greek god, and that he wants to transcend himself as well as be immortal through poetry in the human world. Such as in my poem â€Å"At night in blueberry colored and sprinkled sugar skies She smells of sugar and flowers likeShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pageslittle significance. But there is little agreement over when the twentieth century c.e. arrived, and there were several points both before the year 2000 (the collapse of the Soviet Union, the reunification of Germany, the surge of globalization from the mid-1990s) and afterward (9/11, or the global recession of 2008) when one could quite plausibly argue that a new era had begun. A compelling case can be made for viewing the decades of the global scramble for colonies after 1870 as a predictable

Analyse the reasons why costs need to be controlled to a budget free essay sample

?M4-Analyse the reasons why costs need to be controlled to a budget. Give at least 4 examples of the negative effects of exceeding financial budgets and how it affects the business. Example of costs Variances and whether they are adverse (A) or favourable(F) over the three months (Nov, Dec, Jan) Identify the possible reasons for these variances Materials On budget Petrol 20 Adverse Petrol prices went up. Wages On budget Advertising 150 Adverse The person in control of advertising didn’t budget effectively and anticipated the prices wrong or they took out a marketing campaign that was substantially higher than they expected. Insurance 300 Adverse They could’ve renewed their insurance but if this is the case then they should’ve known how much the insurance was going to cost. Alternatively they could’ve had a claim within the 3 months. We will write a custom essay sample on Analyse the reasons why costs need to be controlled to a budget or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Factory rental 20 Adverse The landlord the company are renting their land from may have put up his rental prices or perhaps they slightly expanded their factory within the 3 months. Bank loan payment 75 Adverse The interest rate may have increased and they weren’t aware of this. Equally in previous months they could have paid less to the bank and therefore had to catch up during these 3 months and paid more. Van Payment 60 Favourable An adverse variance in petrol would arise the problem of trying to limit the amount you transport. They can do this by comparing the petrol prices of local petrol stations and then using the cheapest proven one. An adverse in advertising would cause a problem as the company may need to decrease how much they advertise, which could cause the business to become less known or they could limit their advertising to only market their product at prime times. In order to do this they could predominantly advertise their product before Christmas or if their product is predominantly seasonal then advertise it during peak times e. g. in summer or winter. A 300 adverse variance for insurance as this means they have less money to spend on liabilities and will need to ensure they aren’t going to make any claims as this will increase the insurance further. In order to do this they will need to improve their health and safety around their offices and stores and also the regularly check the maintenance of any vehicles they own. If the landlord has decided to increase the factories rent then there is nothing the company can predominantly do help this, whereas if the business has expanded the factory then this shouldn’t become problematic for the company as they should be producing more and therefore increasing sales to bring in more revenue for their expenses. The problem the business has with an adverse on bank loans is that the interest can go up and will not decrease just because they are unable to pay the substantial amount one month the payments should be paid consistently and at the same price every month as they are a debt that should be cleared as soon as possible. D3- As a result of these adverse variances I am writing a report about the problems caused when you don’t check your costs and budgets and when you are spending more than you have. If a business is unable to manage their costs and budgets they then become incapable of paying their expenses, for example electricity, gas and other bills. Alternatively spending money the business hasn’t got results in the business owing debts. If you don’t manage your finances you can have outstanding debts, from external sources like banks. When a business takes out a loan from the bank they agree in a contract to the terms and conditions the bank set. These standards are expected to be met even if you find your company struggling to keep up with payments. The business will also be expected to pay interest on the loan, small businesses will pay a different amount of interest on the loan than bigger businesses and these interest rates will be determined by the circumstances of the business. A bank could impose a legal binding covenant before a loan is issued. If this condition is breached, the bank can order the business to repay the loan immediately. The staff can also be affected by the lack of control on a company’s finances. This can cause the staff members to feel unappreciated and can result in them becoming demotivated and not producing a high standard of work, in severe circumstances the staff can strike. Moreover the suppliers won’t continue to supply the goods required to operate and without the goods the customers won’t be able to buy the products, from the company, this could lead to the customers starting to go to competitors as they will have to look elsewhere. In addition to this the shareholders won’t get the right amount of money required from the profits, resulting in disputes and legal cases within the business. Other shareholders will then not want to continue investing in the business and give the business a bad reputation. Overall when a business does not manage their costs to a budget they damage their business, mostly the three main elements; staff, suppliers and customers which is the most important parts of criteria when successfully running a business.

Leadership Theory and Assessment free essay sample

Emotional Intelligence Mark Orvidas Walden University Introduction I have to say that getting back to considering emotional intelligence has been a bit of a walk down memory lane. When I was working for JJ, I was invited to attend a leadership workshop on emotional intelligence. As you might imagine, and probably have experienced, there were many individual and group exercises. I particularly remember a talk given by Daniel Goleman, he stresses the social aspects of leadership, and how it emotional competencies may trump intellectual competencies once a certain knowledge threshold is achieved. Later, we all receive a personalized copy of his new book, Working with Emotional Intelligence, which was the fall of 1998. New Insights Self-awareness is a basic competency that requires being in touch with our feelings, and using those feelings as a guide to decision making (Goleman, 1998). Being self-aware can help build self-confidence as a leader. While taking the assessment I felt like a Likert scale might be a more accurate scale since I found myself answering a version of â€Å"sometimes† to many questions (Nahavandi, 2012). We will write a custom essay sample on Leadership Theory and Assessment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Consequently, when this happened, I answered false, for to be â€Å"true† it should always be true. That said, my score on the self-awareness subsection was by far the worst (5 of 8). I realized that I really don’t create opportunities to learn about myself, nor do I analyze events that affect me. I usually don’t take things too personally and move on to the next challenge (unless it really was my fault! ). I have to say that I scored pretty well in the other categories, none â€Å"perfect† and I think this is due to the fact the my job for the last 20+ years requires a high degree of self-motivation, self-regulation, understanding and above all, social skill: although, my next lowest score was social skills (12 of 15). I don’t do to well with handling difficult people, and I don’t feel like I am all that persuasive. Usually, I just let the facts speak for themselves. New Impacts I think I will take these results and pay more attention to the details of how a scenario has unfolded and put myself in a position to ask what I could have done differently. Use the opportunity to assess strengths and weaknesses and learn about myself. I feel like I am a pretty humble, easy-gone person but can be hard on myself when the mistake is mine. I feel that as a public health leader, I would share my missteps with my team and perhaps others may do the same so we all can learn from each other in a non-threatening environment. In doing so, perhaps I will be a more authentic leader and be able to share my vision from a credible position, and others will be inspired to follow my lead. Reference: Goleman, D. (1998). Working with Emotional Intelligence. New York, New York; Bantam Nahavandi, A. (2012). The art and science of leadership (6th ed. ). Upper Saddle River, NJ: Pearson.

Jordan Events Company Management Skills and Entrepreneurship

Jordan Events Company Management Skills and Entrepreneurship Exectuive summary Jordan Events is an events management company that manages corporate, professional and personal events. The company will be located in Jordan and will organize, design, plan and manage events for companies, corporate organizations and weddings among others. It will offer high quality services at affordable prices and services will be structured to meet specific client needs.Advertising We will write a custom proposal sample on Jordan Events Company: Management Skills and Entrepreneurship specifically for you for only $16.05 $11/page Learn More The goals of the company will be to achieve customer satisfaction and exceptional quality of services, so as to lead in the events management market (ADAMS MALLEN 2008, p.137). Staff at the company will be highly trained individuals in various fields including interior designers, artists and florists. The company will focus on recruiting highly trained individuals to enable it attain the set goals an d objectives. The services of Jordan Events will be advertised through print media, television and social network sites. In addition, the company will develop an interactive website to market itself and the services it offers. Objectives The general objectives of Jordan Events include the following: To capture the Jordan market and be the leading events management company in the Middle East region. To provide exceptional event management services to clients and exceed their expectations by offering superior services. To be the preferred events management company in Jordan. To offer different products that suits all types of meetings. Keys to success Jordan Events will design mechanisms that will enable it succeed in attaining the objectives it has. The keys to success include: High training of individuals, capable of delivering high quality services. All the permanent staff the company will employ on permanent basis will have college degrees. Efficiency in service delivery so as to ensure that the operating costs are minimized. The company will offer affordable prices and different banquets to ensure that it attracts and retains clients. Mission Jordan Events has the mission of being the preferred events management company in Jordan and Middle East region, with the best quality services that meet the local and international standards. Business Description Background and history of the business Jordan Events is an events management company that is a fresh entrant in the market and manages events for corporate clients, individuals and businesses. The company is in the final stages of registration and documentation. It plans to begin operations in early 2013 by opening three branches in Jordan. In the next three years, the company will expand operations in Middle East region by opening more branches in principle cities.Advertising Looking for proposal on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The company has a vision of being the leading events management company in the region. It will ensure that it does this by offering high quality services in the region. There will be flexibility in the products offered by the company and will be tailor made to suit specifications of the clients (FISK, GROVE JOHN 2008, p. 129). The company is owned jointly by three brothers, all of whom have worked in the hotel, tourism and hospitality industries. The three brothers have held managerial positions in their previous jobs and thus have a wealth of experience in management. Business goals The main goal of the company is to be the preferred events management company in Jordan and Middle East region. The company will have to offer the best services in the region so that it becomes the preferred events management company. It will, therefore, create a strong brand by first operating few branches in Jordan then expand later. The other goal of Jordan Events is to acquire a large market share within a short time. The company will aim at acquiring at least 10% market share annually over the next 5 years. The company noticed that the already existing event management companies in the region have not developed strong brands, and thus will not put up much competition (ROLL 2006, p. 147). Acquiring 10% market share annually for a period of 5 years will enable the company earn high revenues and profits. The company projects that the number of clients who need events management services will increase over the 5 year period as more people recognize the service. Products The products and services that Jordan Events will offer vary. The company will offer the following services: Destination and location sourcing services Hotel and venue management Arrangement and stage management Exhibition services Guest management services Event designing and communication services The company will handle different types of functions when offering these services. It will manage c eremonies, weddings, business meetings, product launches and festivals. It will also manage occasions such as workshops, company inaugurations and graduation ceremonies.Advertising We will write a custom proposal sample on Jordan Events Company: Management Skills and Entrepreneurship specifically for you for only $16.05 $11/page Learn More The clients will be engaged in the organization of the events to enable building of suitable concepts that will satisfy them. In addition to these services, the company will offer consultancy services to clients on how to organize their functions. The company will also offer training to individuals on how to successfully organize and manage events. Supplier information The company will develop contact with different companies in different industries to be suppliers of services and products it will need. The company will develop contacts with organizations that will be able to offer high quality services and products at af fordable prices. The main suppliers will be the following: Public address and communication services limited: This company will provide communication equipment that the company will use in clients’ events. The company has vast experience in the line of business it is involved in. It offers high quality service and is affordable. The equipment this company has such as speakers are of high quality and of latest models. Jebel Amman Hotel: This company will offer catering services in the events Jordan Events will manage. It is a five star hotel located in Jordan and is affordable. Jordan Tents and Stands Limited:Advertising Looking for proposal on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This company is located in Jordan and offers tents and chairs for hiring. The quality of the tents and chairs that this company has are new and in good conditions. The price it charges per tent is affordable. Jordan Events will hire tents from this company for outdoor functions that it will manage. The company will sign contracts with these suppliers for a period of 5 years. The contracts will, however, be renewable based on the quality of service they provide and satisfaction of Jordan Events. Agreement and ownership structure Jordan Events is owned by three brothers who are the executive directors. The three brothers contributed capital equally and formed a partnership. Under the agreement, all profits and losses that Jordan Events makes will be shared in equal proportions among the three. The three will have equal rights in decision making and no major decision will be made without consultation. Legal considerations The company must be first registered and obtain certificate from the registrar of companies before it begins operations. The name ‘Jordan Events’ will undergo search in government records to ensure that no other company exists with such a name. In addition, the company will employ the services of a lawyer to scrutinize all contracts the company will sign. The legal officer will also scrutinize the partnership agreement to ensure that there are no gaps. Business opportunities Potential customers The target market for Jordan Events is wide and includes organizations, businesses and individuals. The company will target organizations, both local and international, that have meetings such as conferences. It will mainly target conferences that have 200 participants and above. It will target meetings that are either one day or are for a long period. The company has identified that the number of companies that require event management services has increased in Jordan and Middle East region. In a study the company undertook, the numbers of companies that need the services increase by 5% annually. These companies need these services when making product launches, during their annual general meetings (AGM) and when making major news and new developments. The rapid growth of the region has led to increase in the number of organizations in different sectors. The company will target all these companies to be clients. The company will offer events management services to individuals. The company found that there are many people who want well planned weddings and ceremonies that take place in scenic places. The company will target readers of business and wedding magazines in Jordan and Middle East region. It will place adverts showcasing the services it offers in these magazines. The adverts will give details that aim at enticing these readers to seek event management services from Jordan Events. Additionally, it will target individuals who use social network sites such as Twitter. Geographical area The company will be locate d in Jordan, a region experiencing tremendous growth in recent years. The population of Jordan has increased and this means the number of potential clients of the company is high (WALKER FIRESTONE 2009, p. 53). The geographical features in the region provide scenic and appropriate places the company will hire to provide outdoor event management services. The already existing event management organizations in the region are not yet well established and thus Jordan Events will be able to gain market share easily (FLOOR 2006, p. 98). Surveys by hospitality department in the Ministry of Tourism and Hospitality project that the events management subsector will grow at a rate of 15% annually. This provides Jordan Events a good opportunity to be a leading events management company in the region since it has resources and adequate capital. The numbers of companies that are likely suppliers to Jordan Events are numerous. This will enable the company to get lower prices for the services that they will offer. In case the suppliers were not locally available, Jordan Events would have been forced to seek suppliers from either China or India. However, these countries are located far from Jordan and thus the services would have been expensive for Jordan Events. The central location of Jordan in Middle East region is strategic and can enable the company to expand with ease. Bussiness competitors The company will face competition from both local and international events management companies. The main local competitors will include Events Unlimited, Shahin and Shahin, Jordan EcoTuors, Dilloona and Gala Events and Classic Flowers Jordan. Others will be Al Ramz Group Jordan, OrangeRed Jordan and True Vision Conferences Company among others. The international event management competitors of Jordan Events will include Pinkmoon Corporation, Global Vision Jordan, International Fairs and Promotions Jordan, Petra Events Management and Events Unlimited Jordan. The only a few of these e vent management companies have managed to develop strong brands in the region. The market share that each of the companies have is less than 10% and there is no market leader. The likely strong competitors in the market are Shahin and Shahin, Talal Convention Center, Global Vision Jordan and International Fairs and Promotions. These companies have vast resources and facilities and will thus challenge Jordan Events. Marketing strategy Pricing strategy The company will offer low prices for events management services that it will offer. The idea is to offer the most affordable prices while offering high quality service (KIMBALL 2011, p. 127). This means that the general strategy will be to have high number of clients and be efficient in operations. The goal of the management will thus be to operate optimally at very low costs. Overhead costs and wastage of resources will be minimized at Jordan Events so that it can be a low cost service provider. The products will also be structured in a way that allows flexibility in price. Therefore, price will be set depending on the budget clients want to maintain (ALLEN 2009, p. 41). The company will use different information technology system in managing different activities of the company. This will assist the company in reducing costs on material such as stationary and thus reduce the overall operating costs. The result is that the company will offer lower prices (SMITH 2012, p. 171). Additionally, the company will contract suppliers with low prices with the aim of saving and reducing operation costs. However, the suppliers will offer high quality services so as to satisfy Jordan Events’ expectations. The quality of service that the company will offer will always be high. This will attract many clients and will assist the company in retaining the customers. Once the number of clients increases, the company will be able to offer cheaper prices due to high numbers (MILLS 2002, p.129). Sales projections The company ha s made projections of the sales it expects in the next three years. After a period of 8 months, Jordan Events expects that the value of sales will increase. The company will engage in an intensive marketing campaign once it begins operations. In addition, executive sales persons will be employed to market the products and increase sales. The first table shows the sales projections that the company expects in the first three years. It can be seen that the value of sales projected increases from year 1 through to year 3. The company projects that sales will increase by 38.4% between year 1 and year 2. The projections indicate that sales will increase by 45.78% between year 2 and year 3. The company expects that the environment in the region to continue being stable and conducive for business. The company noted that political, economic and social events in the region can adversely affect the sales of the company. Notably, the social unrest in Syria and confrontation between Iran and I srael are among the events that can adversely affect the sales of the company. The second table shows the projected costs of sales. These include the costs of hiring venues, salaries and wages and advertisement fees. It can be seen from the table that the costs increase from year 1 to year 3 indicating increase in business. The increase in projected cost of sales from year 1 and Year 2 is 47.6%. The increase in the projected cost of sales from Year 2 to Year 3 is 24.76%. This is likely because the company will be highly efficient in operations after Year 2. Marketing plan The Middle East region and Jordan has a vibrant market that enables rapid growth of businesses. The region is centrally placed in Middle East with highly developed infrastructural facilities. The residents of the region embrace technological developments especially the rapid growth in information technology. This will make it easier for Jordan Events to market the products and services that it offers in the market. The company will hire an advertising agency to design broadcast adverts. Initially, these will aim at introducing the company in the market. The adverts will emphasize the existence of the company, â€Å"Jordan Events†, in Jordan. Once the company starts receiving clients, the adverts will shift focus to promoting the company as the leading events manager in the region. Much of the introductory adverts will be done through television since it is considered â€Å"hot media† and has high influence in shaping peoples opinions (BERGER 2007, p. 32). The company will also place adverts in different magazines, especially wedding and business magazines. These will target businesses, both local and international, and individuals who want to do weddings. A few billboards will be strategically placed in major cities in Jordan to promote the company. The general aim of the adverts will be to create brand awareness (FERRELL HARTLINE 2011, p. 682). In addition to these methods, th e company will develop an interactive website that will enable clients find information about the products (TOKORO 2010, p. 96). The website will be made colorful and with attractive features to entice clients. It will include a gallery section through which clients can see the various arrangement and decoration styles the company can manage to make. The other marketing strategy that the company will employ is the establishment of contacts with various hotels, magazines, and tours and travel agencies. These organizations can refer clients to Jordan Events to manage their functions. The owners of the company have worked in the hotel and hospitality industry and thus have already established a few contacts. It will also employ qualified and highly experienced sales persons to market the company, the product and the services. Finally, the company will use social network sites to market the products and services that it offers. Business operations Operational function The company will b egin business operations in early 2013 once it finalizes registration and satisfies all official requirements. The company will ensure that it obtains all necessary documents and satisfies government requirements before it begins actual operations. The company will have three executive directors, who are the owners of the company. One director will be the Chief Executive Officer, another one will be the Chief Financial Officer and the last one will be the Chief Operations Officer. The company will hire a consultant to assist the company define the roles of each one of them. There will be other directors employed be the company. These will include Human Resources Director, Business Sourcing Director, Sales Director and Strategy and Organizational Development Director. The company will develop an interactive system of operation and all employees will have e-mail addresses (PERRET 2007, p. 443). The aim of this is to increase the flow of information within the company and to enable fir st implementation of decisions (ZHANG 2006, p. 256). The company will also employ line managers to increase efficiency in operations, and enable connection between the management and the staff (BOHLANDER 2010, p. 39). The offices of the company will be located within the Central Business Districts (CBD) of cities to enable accessibility. Services offered The services that Jordan Events will offer are numerous and of high quality. The company will offer the following services: Destination and location sourcing services The company will develop contacts with hotels and acquire extensive knowledge about hotels in the region. It will develop a bargaining ability with the hotels so as to use hotel facilities at affordable prices (STIVING 2011, p. 5). It will negotiate on the behalf of clients and sign contracts to enable clients use hotel facilities. Hotel and venue management The company will manage the venue of meetings before and during the meetings. It will ensure all guests have acc ommodation and that all facilities such as bathrooms are functioning appropriately. Jordan Events will also ensure that the venue is secure and that catering services are available. Arrangement and stage management The company will provide high quality presentation services to all clients it offers services to. It will develop contact with companies offering public address services and will employ individuals with high experiences in setting meeting venues. The company will also be able to coordinate all speakers used in events and will ensure all guests have good site to the stage. Exhibition services Jordan Events will manage exhibitions at conferences for clients. It will be capable of managing conferences with over 150 exhibition sites. The company will manage booking of space, setting of exhibition sites and the venue. To ensure success in managing exhibitions, the company will contract stand designers to erect stands of different sizes for the clients (ABRAHAM, GALE KRELL 200 5, p. 180). Guest management services The company will manage the guests that clients have in a professional and satisfying manner. The company will include a registration portal in the website it will design to assist in registration and management of guests. The company will manage guests’ accommodation, meeting agenda and discussion sessions (FORD, STURMAN HEATON 2012, p. 127). Event designing and communication services The company will assist clients in designing their functions (WOLF, WOLF, WOLF LEVINE 2005, p.79). It will assist clients in developing theme, in designing seating arrangements and in decorating event venues. In addition, it will make arrangement for communication facilities and in advertising the event through the media. The company will handle different types of functions when offering these services. It will manage ceremonies, weddings, business meetings, product launches and festivals. It will also manage occasions such as workshops, company inaugurat ions and graduation ceremonies. The clients will be engaged in the organization of the events to enable building of suitable concepts that will satisfy them. In addition to these services, the company will offer consultancy services to clients on how to organize their functions. The company will also offer training to individuals on how to successfully organize and manage events. Personnel The company will employ highly qualified personnel to undertake the functions in various departments. The company will employ most of the staff on permanent and pensionable basis. The employees must, however, work for a period of one year on contract after which performance will be reviewed. If the employee’s performance satisfies the board, the employee’s contract is renewed on permanent terms of employment. The employees will have college degrees in various fields. The only employees who are not required to have college degrees are grounds men and seat fillers. They will also be em ployed on temporary basis depending on need (CARTER 2007, p. 37). The managerial level staff, including directors, will be expected to hold Masters Degrees in areas related to business. The staff will be handsomely rewarded for their services and will be provided with medical cover by the company. They will be taken through various trainings and team building sessions annually to increase their competence and motivation (LELAND BAILEY 2006, p. 78). Technology The company will used Information Communication Technology (ICT) Systems in operating the company (TASSIOPOULOS DAMSTER 2004, p. 425). It will adopt a Customer Relation Management System (CRM) to maintain contact with clients. The system will enable customers make inquires and give feedback to the company (SHARP, 2002, p. 7). In addition, clients will be able to make bookings for Jordan Events services online. This is because the system will be linked to the company website and will be available online. The company will also make it possible for the clients to make payments for services via the internet (GRÜNEWÄLDER 2008, p. 5). The company will also use a Warehouse Management System (WMS) to manage inventory. The staff will be able to know the location of all property of the company through this warehouse management system. The system will ensure the safety of all company property and will ease operations in the company. Additionally, it will use an internet based Human Resources Management System (HRMS) in managing the employees (BARBEITO 2004, p. 30). The system will enable the human resources manager contact staff through their e-mails. The employees can also request and manage leave days through the human resources management system. The offices will be fitted with computers, printers and other appliances that enable easy operations. The company recognizes that these are likely to reduce the operation costs in the long run. The company will also use development of internet technology in mar keting the services it offers (DAMM 2011, p. 38). It will post adverts in the internet through the company website and through social network sites such as Twitter and Face Book (BAIRD 2009, p. 10). These will ensure rapid popularity of the company and the brand â€Å"Jordan Events†. It will acquire latest electronic equipment such as cameras, speakers and microphones to supplement those that it will hire from suppliers. The company will acquire these equipments from top suppliers. It will acquire high quality equipments that will ensure customer satisfaction is achieved (BOWDIN 2006, p. 408). Managerial staff will be provided with iPods or Smart Phones so as to increase the speed of communication in the company. The iPods and Smart Phones will also enable them know changes and trends in the market. This will enable them make informed decisions and keep the company ahead of competitors (ALLEN 2002, p. 131). The company will be technology driven. The directors will be ready to adopt any technology that will lead to improvement in operations and increase in efficiency (MEEGAN 2009, p. 9). Finances Projected profit and loss The statement above gives the projected profit and loss account of Jordan Events for the first three years of operation. In the first year, it is projected that the company will make a loss of JD 21,406. The sales for the first year are projected to be JD 650,750 while the costs of sales for the same year are projected to be JD 301,662. The projected gross margin the company will attain in the first year is JD 349,098. However, the operating expenses for the company during the first year are projected to be high. This is why the company is likely to make a loss in the first year. In the second year, it is projected that the company will make a profit of JD 50,507 after tax. The likely reason for this is that the company will be operating efficiently and will have acquired a considerable market share. In the third year, the projected pr ofit after tax is JD 247,454 which represents a 79.59% increase from year 2. During the third year, the management expects that the company will be operating optimally, efficiently and will have acquired a large market share. After the third year, the company’s management is likely to begin the expansion process as indicated in their objectives. Projected cash flow Projected balance sheet Capital was obtained through equal contribution by the owners. List of References ABRAHAM, D., GALE, J KRELL, T 2005, Organizational transformation and e-business implementation, Emerald Group Pub., Bradford, UK. ADAMS, L MALLEN, C 2008, Sport, recreation and tourism event management: theoretical and practical dimensions, Butterworth-Heinemann, Oxford. ALLEN, J 2002, The business of event planning behind-the-scenes secrets of successful special events, Willey Sons, Toronto. ALLEN, J 2009, Event planning: the ultimate guide to successful meetings, corporate events, fund-raising galas, co nferences, conventions, incentives and other special events. Mississauga, Wiley Sons, Ontario, Canada. BAIRD, T 2009, The truth about facebook: how to use facebook for marketing and advertisting, and much more the facts you should know, South-Western Cengage Learning, Mason, OH. BARBEITO, C 2004, Human Resource Policies and Procedures for Nonprofit Organizations, John Wiley Sons, Hoboken, MA. BERGER, A 2007, Media and society: a critical perspective, Rowman Littlefield, Lanham. BOHLANDER, G 2010, Managing human resources [Hauptbd.], South-Western Cengage Learning, Mason, OH. BOWDIN, G 2006, Events management, Elsevier, Amsterdam. CARTER, L 2007, Event planning, Ind, AuthorHouse, Bloomington. DAMM, S 2011, Event management: how to apply best practices to small scale events, Diplomica-Verl, Hamburg. FERRELL, O HARTLINE, M 2011, Marketing strategy, South-Western Cengage Learning, Sidney. FISK, R., GROVE, S JOHN, J 2008, Interactive services marketing, Houghton Mifflin, Boston, MA . FLOOR, K 2006, Branding a store: how to build successful retail brands in a changing marketplace, Kogan Page, London, UK. FORD, R., STURMAN, M HEATON, C 2012, Managing quality service in hospitality: how organizations achieve excellence in the guest experience, Cengage Learning, Clifton Park, N.Y. GRÜNEWÄLDER, A 2008, Implementing CRM systems Approaches and potential problems, GRIN Verlag GmbH, München. KIMBALL, C 2011, Start your own event planning business, Jere L. Calmes, Irvine. LELAND, K BAILEY, K 2006, Customer service for dummies, Wiley, Hoboken, MA. MEEGAN J 2009, Sustainable Event Management, Earthscan, London, UK. MILLS, G 2002, Retail pricing strategies and market power, University Press, Melbourne. PERRET, F 2007, Essentials of logistics and management, CRC Press, Boca Raton, FL. ROLL, M 2006, Asian brand strategy: how Asia builds strong brands, Palgrave/Macmillan, Basingstoke. SHARP, D 2002, Customer relationship management systems handbook, Auerbach, Bo ca Raton, FL. SMITH, T 2012, Pricing strategy: setting price levels, managing price discounts, establishing price structures, South-Western Cengage Learning, Australia. STIVING, M 2011, Impact pricing your blueprint for driving profits, Entrepreneur Press, Irvine, CA. TASSIOPOULOS, D DAMSTER, G 2004, Event management: a professional and developmental approach, Juta Academic, Landsdowne. TOKORO, M 2010, Open systems science: from understanding principles to solving problems, IOS Press, Amsterdam. WALKER, J FIRESTONE, M 2009, Jordan, Lonely Planet Publications, Footscray. WOLF, P., WOLF, J., WOLF, P LEVINE, D 2005, Event planning made easy: 7 simple steps to making your business or private event a huge success: from the industrys top event planners, McGraw-Hill, New York, NY. ZHANG, P 2006, Human-computer interaction and management information systems: foundations, Sharpe, Armonk, NY.

Tips to Give Your Texts a Perfect Polishing!

Tips to Give Your Texts a Perfect Polishing! Fifteen Great Tips for Proofreading When it comes to proofreading, the fifteen tips below have proven effective in all sorts of discipline from arts subjects through to medicine and science papers. As well as devising your own techniques, why not try these and choose the ones that work well for you? NB:If a tutor or publisher gives specific instructions on proofreading, adhere to them.Be mentally prepared: Proofreading is an art that requires you to be patient, focused, and willing to give a sufficient amount of your time. Make sure, therefore, that you are not distracted, in a hurry, or over-tired. Gather up all the tools you will need: Firstly, this means printing out proofs. Even if you have chosen to or are required to electronically mark a document, work first with a printed version. Mistakes that are sometimes not obvious on screen can often be evident on a paper version. As well as an original or edited copy of the document and their publishers or tutors instructions (e.g. a guide to editing marks), proofreaders usually need spare paper, a ruler, and some colored pens. Look at the bigger picture: Begin by comparing your printed proof to the first or original text, or to an edited copy where applicable. Make sure every element is present. Think about every detail: The next step is proofreading every part of the text, including any illustrations, tables and reference lists. Look for any spelling and/or punctuation errors, as well as any errors in illustrations and tables. Additionally, depending on your instructions, check for errors in notations, symbols, numbers and generally any type of error. Leave nothing to trust or chance: Every word, sentence and paragraph should be read thoroughly and slowly. Nothing should be assumed. Put your ruler beneath each line as you read or cover all text except the sentence you are reading with a piece of paper. Concentrate on small details: Highlight or mark symbols and punctuation marks so that you can concentrate on them. Look for mistakes in smaller words e.g. in articles, conjunctions, and so on. Look hard at illustrations and tables: Are these in the right place and right order? Are there any errors in captions and titles? Is all cross-referenced text accurate? All numbers, scientific symbols and notations should be double-checked: Be extra careful when examining notations and numbers, in both text and tables. Is everything numbered in sequential order and shown correctly on printed proofs? Corrections should be noted with two proofreading marks: Use in-text marks (e.g. carets, lines, and so on) as well as the associated margin marks (e.g., notations or symbols). Thoroughly check that all marks are in the correct place. NB: Refer to a guide or manual on Proofreading Marks if necessary. Margin marks should be separated: A slash mark / should be used for separating marginal marks on the one line. For example, to note similar corrections on one line, a slash should be added for each individual correction (e.g., the word caps and three slashes (/ / /) indicates three instances where capital letters are needed). Instructions should be circled: Place a circle around any margin mark that is an instruction, even short forms e.g. caps for capital letters, ital for italics, and lc for lower case letters. Distinguishing instructions from words that should be entered into a text eliminates confusion. Make sure margin marks correspond correctly: It is essential to work from the left margin to the right, making sure that all margin marks are an exact match with the in-text marks. One proofreading is not sufficient: A lot of mistakes are often found in the second or even third reading. Be clear about what you are looking for each time. For instance, look for spelling mistakes first time, then mistakes in symbols and numbers and next something else. Use different techniques: Use a variety of tips, techniques and methods when proofreading. Read aloud, get another person to read your text aloud, or swap proofreading projects with other people. Look for a method that works well for you. Have frequent rests/breaks: Work out break times in advance, but take a break earlier if you feel tired or start rushing. After one full proofreading, break for longer one day if you can before embarking on the next round.

E-crime investigation. Security breach on a Linux Operation System Assignment

E-crime investigation. Security breach on a Linux Operation System - Assignment Example If we elaborate these further, the first time stamp named as ‘modify’ or the ‘mtime’ is updated when there is some change or modification. Likewise, in case of a directory, the time stamp is updated when there are changes / modifications or deletion occurs within the file in that particular directory. The second time stamp known as the ‘atime’ is updated for a file when it is executed or accessed. The third time stamp Change that is called as ‘ctime’ is updated when the data structure enclosing metadata of a file is accessed by the file system to define information of a file including owner, group name, access rights etc. are modified. However, during a forensic investigation, MAC times can provide a comprehensive clues if remains unchanged. Likewise, it illustrates the changes that occurred on the file system. Andy will use the TCT mactime program that is a part of the TCT tool kit for printing the MACtimes for a series of files to get an in depth view of what actually happened and how the hacker has compromised the system. Likewise, the mactime program develops a database of time stamps linked with the files of the system (Nemeth, Snyder et al. 2007). It was detected that on September 20 i.e. few days after the initial compromise of the system, the hacker entered in the system via a telnet command and started manipulating file system and server. The command below demonstrates evidence: Sep 20 00 15:46:05 31376 .a. -rwxr-xr-x root root/mount/usr/sbin/in.telnetd Sep 20 00 15:46:39 20452 .c -rwxr-xr-x root root/mount/bin/login ... -rwxr-xr-x root root/mount/usr/sbin/in.telnetd Sep 20 00 15:46:39 20452 .c -rwxr-xr-x root root/mount/bin/login After one hour of the system being compromised, a directory was established named as /dev/ttypq/ on the file system and soon a distrustful and unknown file starts appearing and modified on the file system. The most suspicious files were named as ipv6.0, rpc.status and rc.local. Sep 20 00 16:49:47 949 ..c -rwxr-xr-x root root /mount/etc/rc.d/rc.local 209 ..c -rwx------ root root /mount/usr/sbin/initd Sep 20 00 16:50:11 4096 .a. drwxr-xr-x operator 11 /mount/dev/ttypq/... Sep 20 00 16:52:12 7704 .a. -rw-r--r-- root root /mount/lib/modules/2.2.16-3/net/ipv6.o 209 .a. -rwx------ root root /mount/usr/sbin/initd 222068 .a. -rwxr-xr-x root root /mount/usr/sbin/rpc.status Andy’s investigation addressed the ipv6.0 file that was a modular visible string related to the suspected sockets of the network i.e. TCP port 32411 and TCP port 3457, more than one user account names, ille gitimate use of the Ethernet interface to relay all the traffic visible on the network. prover# strings ipv6.o check_logfilter kernel_version=2.2.16-3 my_atoi :32411 my_find_task :3457 is_invisible :6667 is_secret :6664 iget :6663 iput :6662 hide_process :6661 hide_file :irc __mark_inode_dirty :6660 unhide_file :6668 n_getdents nobody o_getdents telnet n_fork operator o_fork Proxy n_clone proxy o_clone undernet.org n_kill Undernet.org o_kill netstat n_ioctl syslogd dev_get klogd boot_cpu_data promiscuous mode __verify_write . . . o_ioctl adore.c n_write gcc2_compiled. o_write __module_kernel_version n_setuid we_did_promisc cleanup_module netfilter_table o_setuid check_netfilter init_module strstr __this_module logfilter_table sys_call_table In the above strings, a string named as adore.c

Financial Institutions Lending Essay Example | Topics and Well Written Essays - 1000 words

Financial Institutions Lending - Essay Example It is calculated by dividing total debts by total assets. A debt ratio of greater than1 indicates that a company has more debt than assets -a debt ratio of less than 1 indicates thata company has more assets than debt. Used in conjunction with other measures of financial health, the debt ratio can help investors determine a company's level of risk. A lending risk assessment ratio that financial institutions and others lenders examine before approving a mortgage.Typically,assessments with high LTV ratios are generally seen as higher risk and, therefore, if themortgage is accepted,the loanwill generally cost the borrower more to borrow or he or she will need to purchase mortgage insurance. A debt service measure that financial lenders use asa rule of thumbtogivea preliminaryassessment about whether a potentialborrower is already in too muchdebt.Receiving aratio ofless than30%means that the potential borrowerhas an acceptable level of debt. A general termdescribinga financialratio that compares some form of owner's equity (or capital) to borrowed funds. Gearing is a measure of financial leverage, demonstrating the degree to which a firm's activities are funded by owner's funds versus creditor's funds. The higher a company'sdegree of leverage, the more thecompany is considered risky. As for most ratios, an acceptable levelis determined by its comparisonto ratios ofcompanies in the same industry.The best known examples of gearing ratios include the debt-to-equity ratio (total debt / total equity), times interest earned (EBIT / total interest), equity ratio (equity / assets), and debt ratio (total debt / total assets). 5. Solvency Ratio One of many ratios used tomeasure a company's ability to meet long-term obligations. The solvency ratio measuresthe size ofa company's after-tax income, excluding non-cash depreciation expenses, as compared to the firm's total debt obligations. It provides a measurement of how likely a company will be to continue meeting its debt obligations. Thus, credit quality can best be evaluated by analyzing the probability of a company running out of both cash and profits at any given moment. To evaluate the possibility of a company running out of cash, lenders generally look at a cash budget for the firm. They evaluate various scenarios and try to determine how likely the ending cash balance will be negative, implying a need for outside funds that may not be forthcoming if the company is not profitable. The extent of the credit losses that then arise if a firm does run out of cash is a function of the collateral or seniority status of each debt, as well as the value of the total assets of the company in bankruptcy. Essentially, credit analysis can be simply conducted by comparing the company's average Times Interest Earned (TIE) ratio over the past few years to that of the cross-sectional average TIE of groups of firms with the same public credit rating, such as the same Moody's or S&P letter rating for which public data are available. Then set the company's starting credit rating equal to that which most closely matches the TIE of the firms with a given letter credit rating. Next, the trend in

Teaching, planning and learning Essay Example for Free

Teaching, planning and learning Essay The school first opened its doors in 1958 with only 10 teachers who looked after a total of 222 pupils at that time. The new school was created from  several all-age schools from around the area of the small agricultural village. In 1976, the school was extended and now has over 800 mixed gender pupils age 11-16, mostly from working class backgrounds. Please refer to Appendix 1 on page 14, for a table that shows the attainment of pupils between 2011 and 2012. The Head Teacher states that the school will continually seek opportunities to develop personal, social, moral codes and independent thinking and learning skills that the pupils can apply to any given situation. The Ofsted Inspection Report (October 2012), regards this as a good school and that the recently appointed Head Teacher has given a vision for the future and has implemented considerable change in a short time. This has resulted in rapid, all round improvement within the school. The teaching group in which I will be discussing and evaluating in this paper is Year 8 Set 3 at KS3 level, in this class there are 30 pupils and two teaching assistants as well as the teacher. There is a strong gender balance and behaviour is okay overall. Pupils were previously ranging from level 5A to 5C and they were all expected to hit their target grades which tend to increase by 3 sublevels leaving them at a level 6A to 6C respectively by the end of the academic year. In this class, there is one SEN pupil with hearing difficulties and two vulnerable pupils who require extra support from the special support staff. Rationale Over a sequence of four lessons teaching fractions, percentages and decimals, a wide range of methods were used in relation to the particular group of pupils and the learning objectives. The structure of the lessons was taught generally in three parts, which consisted of a through the door starter, a main teaching and learning section and a plenary. At the beginning of each lesson, I settle the pupils down by telling them a mathematical joke related to the topic I am about to teach or by doing a  maths magic trick, which might include mental maths or using a calculator. Please refer to Appendix 2, for an example of a joke/magic trick and why this can be useful. I would then explain how to complete the starter if they had not already started to do so or if it was not self-explanatory. After the starter, I implement a literacy element into the lesson by selecting a few pupils to read the learning objectives out loud then they also have to write it into their books underlined with the date and level. I also display to them how I expect them to progress throughout the lesson using good, better and excellent as targets but I do not get them to copy this into their books as that has proven be time consuming. Bellamy (1999) supports the idea of learning objectives to be appropriately differentiated. Teacher praise is one tool that can be a powerful motivator for pupils. Surprisingly, research suggests that praise is underused in both general and special-education classrooms (Brophy, 1981; Hawkins Heflin, 2011; Kern, 2007), therefore I try to use praise as often as I can to reinforce good behaviour and build strong relationships with the pupils. I use an interesting method for questioning pupils whereby I have a jar of different coloured lollypop sticks with the pupils’ names on, so when I wish to ask a question it appears to be fair, random and it keeps the pupils engaged because I sometimes place the lollypop sticks back in the jar so the same person may get asked a question more than once. Sometimes, I might ask an open-ended question and aim it at the whole of the class, then ask the pupils to think about it independently or discuss it with the person sitting next to them, these questions usually involve problem solving. As well as questioning, there are several other methods, which can be incorporated into the planning of progress throughout a lesson for example, the use of mini white boards and traffic light cards, also getting the pupils to write a response in their books about how they feel about a certain topic. During this sequence of four lessons, there would usually be around 10-15  minutes of me teaching and the pupils listening, whereby the pupils may take notes and copy examples then the pupils would work quietly and independently to illustrate understanding. For those pupils who require a little more explaining, this would be a chance for them to receive some individual teaching from a member of staff in the class. I communicate to the teaching assistants when I would like them to walk around the class or hand out worksheets. Tracking pupils’ progress over time to inform the planning of teaching and planning teaching that is matched to pupils needs is key. Please refer to Appendix 3, for further guidance from LGfL – Learning Grid for Lancashire (2014) for Assessing Pupils Progress (APP) in Mathematics. Whilst the pupils are working independently, I would walk around the class systematically checking for progress making sure the pupils are setting their work out correctly and achieving the correct answers and also checking what speed they are working at, as some pupils work a lot quicker than others in this class. Therefore, I always have an extension worksheet or an additional task available of a slightly more challenging level. Rooney (2008) supports the need to provide extension work for the more able that will engage and challenge them, whereas Kompany (2005) believes pupils should be accelerated to the appropriate level earlier. I have used self-assessment and peer-assessment in these lessons whereby the pupils mark their own work or they swap books with the person sat next to them. I believe paired work for tasks and games is beneficial as the pupils can learn from each other. According to Ofsted, good assessment practice in mathematics includes: day-to-day assessment, marking and feedback, and the use of assessment to set targets. BECTA (2004) suggests that, using interactive whiteboards to enrich the teaching of mathematics and assist in managing the learning environment can be achieved by; the display and review of learning objectives and key vocabulary, save screens and move between them, remind pupils of materials covered in previous lessons, set up group work and discussion tasks, use the ‘hide and reveal’ features of the IWB software to work through the steps of a solution, provide a ‘count down’ for timed activities. I make use of ICT regularly in my lessons, whether it is a basic PowerPoint; one slide with the learning objectives on to save time; and interactive games on the white board. I always try to include a real life example into every topic I teach and this particular topic definitely has a functionality element to it as fractions, percentages and decimals are used in every day life even at the age of 12, the topic also links to other subjects such as science, food technology and business studies. As a plenary, I have used several methods, which I have found to be successful with this class for example exit cards or a GCSE exam question from previous papers. I believe that they get a real sense of achievement when they manage to complete a GCSE exam question because they are only in Year 8 and they are able to answer an exam question that they might get asked to complete in Year 11. I follow the schools marking policy using; WWW – what went well, EBI – even better if and MRI – my response is. This gives the pupils an opportunity to respond to feedback. Please refer to Appendix 4, to view an example of my marking and feedback. Pupils’ are expected to respond in the MRI section demonstrating communication between the teacher and the pupil. Evaluation Lessons in this school have sixty-minute duration; therefore I believe the three-part lesson structure to be substantial. Because of the age of the pupils, I found the mathematical jokes and maths magic tricks highly effective in the sense that it settled the pupils down at the beginning of the lesson, it helped to build a good relationship with the pupils also creating a little bit of fun and something to look forward to within the lesson, which in turn lead to better behavior and attitudes towards mathematics as a subject. It is also useful for practicing mental maths for improving skills like using a calculator. This approach may not be as  successful with a Year 11 class. In my experience, I have found it to be more effective to have the starter readily available for the pupils, either on their desks or on the board so that they are engaged as soon as they walk through the door and they are not waiting for pupils that are late. Please refer to Appendix 5, for an example of a st arter that is related to the topic in question and I usually display on the smart-board. Of course, starters do not have to be related to the topic all the time but in this case I used my starters to recap what we had covered in the previous lesson. Getting the pupils to read, listen and write the learning objectives is important for improving literacy which is important across the whole curriculum (old and new) and I do this at the beginning of every lesson for consistency, the pupils know what to expect and they enjoy being aware of what level or sublevel they are working at. I have developed my praising strategy by rationalising how and when I use praise because using praise excessively can lead to negative reactions from pupils not receiving praise even when they had ‘done their best’. Effective teacher praise consists of two elements: a description of noteworthy student academic performance or general behaviour and a signal of teacher approval (Brophy, 1981; Burnett, 2001). I have found the different coloured lollipop sticks method of questioning to be very successful as the pupils think it is a fair system but it isn’t entirely random, as I have actually coded the different sublevels of the pupils to th e different colours. For example, if I wanted to ask a hard question I would select a red stick which indicates the pupil is strong and confident but if I wanted to give a weaker pupil a confidence boost then I would select a green stick and ask a relatively easy question. This demonstrates an element of differentiation. The National Council of Teachers of Mathematics (NCTM) believes effective questions are an integral part of a successful mathematics classroom. Some research suggests that as much as 50 percent of classroom time is spent asking questions and eliciting responses. Instruction that includes questions during lessons is more effective in producing achievement gains than instruction carried out without putting questions to students. Please refer to Appendix 6 on page 18, for some reasons as to why we ask questions particularly in mathematics. I have made use of mini white boards, traffic lights cards and pupil feedback within these lessons. I prefer the use of mini white boards  compared with the traffic light cards because the cards can be very vague and some pupils tend to follow the trend rather than being entirely truthful, whereas the mini white boards are excellent for AFL because the answers are independent and more detailed so its easier to identify errors and areas for improvement. The Guardian (2014) describes how teaching assistants are a vital source of support for teachers and knowing how to manage them can be tricky. I have found that giving the teaching assistants ownership within the classroom has made it easier to get them onboard with my ideas. It is important to communicate with them; show class interaction; share decision-making; building on the TAs strengths and share feedback with each other. I have found support staff to be very useful in lessons, as they can provide individual teaching for pupils’ that may be struggling, they support SEN and vulnerable pupils, they are also more than willing to assist in handing out worksheets or collecting homework. The Department for Education states that, all children and young people with special educational needs or disabilities (SEND) should be able to reach their full potential in school. They should also be supported to make a successful transition into adulthood, whether into employment, further or higher education or training. Please refer to Appendix 7, for further information of how I have deployed support staff within lessons. According to Ofsted, good assessment practice in mathematics includes: day-to-day assessment, marking and feedback, and the use of assessment to set targets. Please refer to Appendix 8, for a summary of how Ofsted outline formative and summative assessment. I have adopted a number of effective methods outlined by Black and William (1998), that have developed approaches to self and peer-assessment with the aim of enabling pupils to: share the learning intentions so that they understand where they are heading; develop confidence and skills in judging their own performance and reflect on their work and that of others to learn how to improve it. I particularly like some of the additional uses of ICT that BECTA (2004) highlighted above and although I haven’t adopted some of the methods yet, I believe they would be very useful and I will be using them in future. But first, I will have to learn how to use these additional features of an interactive whiteboard and I will develop this during my next placement. Providing real life examples and relating functional skills to mathematics is important for supporting  the transfer of meaningful information at key transitional points and facilitating the setting of meaningful curricular targets that can be shared with pupils. The DfE state that functional skills aim to help people read, write, speak English and use mathematics at the level they need to function and progress both at school and elsewhere. Mathematics in everyday life refers to the way humans use math to complete certain tasks throughout the day, an example I used for this topic was: a person may use math when the y are out shopping and trying to calculate the total cost of the items they are buying after a 15% decrease in the January sale. I have found the use of exit cards or a GCSE exam question, as a plenary to be highly successful with this group due to their age. It appears to me that they actually enjoy writing on the little, colourful exit cards then handing them to me at the door as they leave. They are given a choice as to what they can write on the card, for example, they might write what they have learnt in the lesson or how they feel about the topic or they might write a question down for something they wish for me to address. This process allows me to assess for learning and plan how to progress in future lessons. As well as following the schools’ marking policy, I also provide additional oral feedback rather than relying almost exclusively on marking or written feedback in pupils’ books, and I help pupils develop skills in marking and reviewing their own work and that of their peers in order to involve pupils more in marking and feedback so that they can progress further. Overall, I have found most of my teaching methods to be effective and successful. The pupils’ have met their targets and achieved the learning objectives. I have adapted all the methods mentioned above and tried different approaches to establish this. In the future, I aim to satisfy the targets that I have set myself throughout the analysis to improve my teaching methods further. Review of Assessment Theory Ofsted (2013) outline, how effective assessment practice in mathematics is associated with systematic arrangements for actively promoting, monitoring  and recording pupils’ progress; also that it is used as a teaching tool for judging attainment. Teachers should review pupils’ progress closely as part of daily classroom practice, involving pupils in the assessment of their own strengths and weaknesses and provide feedback. According to Black and William (1998), effective formative assessment is a key factor in motivating learning and raising pupil standards of achievement. Formative assessment, is most effective when it: is embedded in the teaching and learning process; sharing learning objectives with pupils; it helps pupils to know and recognise the standards to aim for; it provides feedback for pupils to identify what they should do to improve; it involves teachers and pupils reviewing their performance and progress and it can involve pupils in self-assessment. For example, pupils’ marking and reviewing their own work. The provision of effective marking and feedback on work can raise pupil achievement; this use of assessment information is beginning to promote effective practice in mathematics. It is suggested that some teachers feel that they are spending a large amount of time marking but it seemed to have little impact on pupils’ subsequent work and that they would prefer to provide more oral feedback rather than relying on written feedback in pupils’ books. Teachers can overcome this challenge by helping pupils’ to develop skills in marking and reviewing their own work and that of their peers in order to involve pupils more in marking and feedback. (Ofsted reports, 2013) For pupils to learn effectively, they need to identify any gaps between their actual and optimal performance. Many approaches to self and peer-assessment have the aim of enabling pupils to: share the learning intentions so that they understand where they are heading; to develop confidence and skills in judging their own performance; and reflect on their work and that of others to learn how they can improve. (Hawkins Heflin, 2011) Kern, L. Clemens, N. H. (2007), highlight that due to recent changes to strategies, many good mathematics teachers make effective use of assessment data to set targets for individual pupils. This process is particularly effective when two targets are set with the higher one being more ambitious  than the prediction based on the data. The aim is for pupils to have an idea as to where they are in the process and where they are heading and what is possible if they are ambitious. In mathematics, Bellamy (1999) states that the most effective targets set for pupils are often curriculum-specific. These are: associated with a significant but manageable learning objective (e.g. simplify fractions by cancelling all common factors); discussed with pupils and expressed in a form that they can understand; relatively short-term and subject to regular revision and retained where they are accessible to pupils. To summarise, formative assessment is that undertaking the assessment constitutes a learning experience in its own right, for example; writing an essay or undertaking a class presentation, can be valuable formative activities as a means of enhancing knowledge as well as for developing research into mathematics, communication, intellectual and organisational skills. Formative assessment is not often included in the formal grading of work, and indeed many believe that it should not be. In contrast, summative assessment is not traditionally regarded as having any intrinsic learning value. It is usually undertaken at the end of a period of learning in order to generate a grade that reflects the student’s performance. The traditional unseen end of module examination is often presented as a typical form of summative assessment. But Black and William (1998) recommend: Frequent short tests are better than infrequent long ones. We have highlighted two important points from this differe ntiation. Firstly, there is no reason why only summative assessment should be included in any formal grading of pupil progress and performance, it is perfectly appropriate to have elements of formative assessment as part of the final grade as well. The second point is that the distinction between formative and summative assessment may be a false one. Whilst some elements of assessment may generate a greater formative learning experience than others, it can be argued that all forms of assessment have some formative element. For example, students undertaking a degree course where assessment consists of written assignments and end of module examinations will over the period of the course improve their examination technique, this is a formative learning experience. Perhaps  instead of becoming overly concerned with whether an assessment is formative or summative in nature it may be better to see various types of assessment as a continuum of the formative learning experience. In conclusion, research indicates that improving learning through assessment depends on five simple factors: the provision of effective feedback to students; the active involvement of students in their own learning; adjusting teaching to take into account res ults of assessment; a recognition of the profound influence assessment has on the motivation and self esteem of students; and lastly the need for students to be able to self assess themselves and understand how to improve. But at the same time, there are several other inhibiting factors, these include: the tendency for teachers to assess quantity of work and presentation rather than quality of learning; giving greater attention to marking and grading (much of it tending to lower the self esteem of students rather than provide advice for improvement); some teachers feedback to students often serves social and managerial purposes rather than to help them learn more effectively; and teachers not knowing enough about their students’ learning needs. The characteristics of assessment that promote learning, are highlighted by Ofsted as follows: it is imbedded in a view of teaching and learning of which it is an essential part; it involves sharing learning goals with students; it helps students know and recognise the standards they are aiming for; it involves students in self-assessment; it provides feedback which helps students recognise their next steps and how to take them; it is underpinned by confidence that every student can improve; and it involves both the teachers and students reviewing and reflecting on assessment data. If a teacher can adopt all or most of these characteristics into their assessment techniques then they are sure to be outstanding. The ways in which a teacher can achieve this in the classroom, when assessment is being used to help learning is through observation – this includes listening to how students describe their work and their reasoning. Questioning – using open-ended questions, phrased to invite students to  explore their ideas and their reasoning. Setting tasks in a way that requires students to use certain skills and apply ideas. Asking students to communicate their learning through drawings, actions, role-play, brainstorming key concepts, as well as writing. Discussing words and how they are used. Please refer to Appendix 3, for guidance from LGfL – Learning Grid for Lancashire (2014) for Assessing Pupils Progress (APP) in Mathematics. Analysis of Summative Assessment Task According to Glickman et al (2009), summative assessment refers to the assessment of the learning and summarises the development of learners at a particular time. After a period of work, e.g. a unit for two weeks, the learner sits for a test and then the teacher marks the test and assigns a score. The test aims to summarise learning up to that point. The test may also be used for diagnostic assessment to identify any weaknesses and then build on that using formative assessment. Black and William (1998) agree that, frequent short tests are better than infrequent long ones. This is the approach I have adopted for this summative assessment task. The summative assessment task that I have designed is aimed to check for knowledge, understanding and learning of the topic mentioned in the rationale. The medium term plan I set myself for this topic was to teach fractions, percentages and decimals, over a sequence of four lessons. Year 8 – Set 3 have mathematics on their timetable twice per week, therefore I was able to cover the content in two weeks. I informed them at the end of the fourth lesson that was on a Thursday, that they would be getting tested on Tuesday so they were aware that they were having a test to cover the content from the last four lessons. Hence, giving them a chance to revise over the weekend rather than overwhelming them on Tuesday. The areas covered in the four lessons and also included in the test are: simple percentages that can be calculated mentally, using a calculator to  work out percentages (including percentage increase and decrease), and to be able to convert between fractions and decimals. Please refer to Appendix 9, for a copy of the Summative Assessment and Answers. The instructions given on the day of the task were: use a calculator where appropriate for example, to calculate fractions/percentages of quantities/measurements, calculate percentages and find the outcome of a given percentage increase or decrease and please work silently and independently. There are 30 pupils in this class including one SEN pupil with hearing difficulties and two pupils’ that have recently been moved up from Set 4. Pupils were previously ranging from level 5A to 5C and they were all expected to hit their target grades which tend to increase by 3 sublevels leaving them at a level 6A to 6C respectively by the end of the academic year. At the end of the task, I was able to mark the test and give them a grade at the end. Please refer to Appendix 10, for a copy of my anonymous class list with the grades awarded included. In these anonymous pupil records, we can see that the SEN pupil is highlighted in yellow because they were absent on the day of the test and the target level is below average; the gifted and talented pupils’ are highlighted in green and by analysing the target grades we can establish that they may not necessarily be gifted and talented in mathematics, but rather in other subjects like Art, Dance and Physical Education. Althoug h, a few of them have met their targets grades which are above average. The majority of the class met their target grades and a lot of them improved upon their target grade as I expected. All the questions in the test relate to real life and the only question that they all made errors on was finding 17.5% and then adding it back on because it was VAT, even though I’d given them a little clue by typing cost in capital letters. As well as marking and awarding a grade, I also make use of target stickers at the end of any assessment so that pupils’ know and recognise the standards they are aiming for and it provides feedback which helps students recognise their next steps and how to take them. Please refer to Appendix 11, for an example of a target sticker that I might use at KS3 level. I tend to provide oral feedback as well rather than relying exclusively on marking  and written feedback. I found it difficult to decide on the assessment criteria for the marking and feedback on this given piece of work (for example, whether or not presentation is to be judged). So I decided to use the target grades as a guide to developing a mark scheme, which related to the test and the results as a percentage e.g. if they achieved 70% in the test then they would be awarded a grade 6A. It was difficult to determine these boundaries because the test was quite short and partly biased because it was only testing one topic in mathematics and they had all weekend to revise. There was potential for them to score over 90% and this wouldn’t be the case in an end of term test where many topics are combined into a longer test. This is one point that could be amended to improve the quality of this assessment in the future. Ofsted outline the characteristics of assessment that promote learning, to be imbedded in a view of teaching and learning of which it is an essential part and involves sharing learning objectives and goals with pupils. I have found the task to be successful in helping me determine the level of the pupils’ attainment and progress in mathematics. I believe that frequent short tests will over a period of time improve their examination technique, which is a formative learning experience. Black and William (1998) agree that, constantly assessing demonstrates confidence that every pupil can improve; and it involves both the teachers and pupils’ reviewing and reflecting on the assessment data. Assessing Pupils Progress at Key Stage 3 is vital to tracking pupils progress over time to inform the planning of teaching matched to pupils needs and gathering diagnostic information about the strengths and areas of development of individual pupils’ and groups of pupils. Appendices APPENDIX 1 The school are determined to close the achievement gap by ensuring that any pupils at risk of underachieving are identified early and support and intervention is provided for these pupils. In particular those pupils that are on FSM or classified as LAC. The following table shows the attainment of all pupils in Year 11 including those who were ‘looked after’ or on free school meals. The brackets show the number or percentage of students on free school meals and or who are looked after. (FSM and or LAC)/ All Pupils 2011 2012 No. of pupils in Year 11 (GCSE) (7)/126 (4)/140 % gaining 5+ A*-C in both English and Maths (57)/67 (25)/68.5 % gaining 5+ A*-C English (57)/69 (50)/75 % gaining 5+ A*-C Maths (100)/83 (50)/76 APPENDIX 2 Mathematical jokes relating to the topic: Who invented fractions? Henry the 1/8th! I believe five out of four people have trouble with fractions. There are three kinds of mathematicians those who can count and those who cant. Math Magic / Number fun / Maths Tricks: Trick 1: 2s trick Step1: Think of a number. Step2: Multiply it by 3. Step3: Add 6 with the getting result. Step4: divide it by 3. Step5: Subtract it from the first number used. Answer: 2 Trick 2: Any Number Step1: Think of any number. Step2: Double the number. Step3: Add 9 with result. Step4: sub 3 with the result. Step5: Divide the result by 2. Step6: Subtract the number with the number with first number started with. Answer: 3 Trick 3: Any three digit Number Step1: Add 7 to it. Step2: Multiply the number with 2. Step3: Subtract 4 with the result. Step4: Divide the result by 2. Step5: Subtract it from the number started with. Answer: 5 I found the mathematical jokes and maths magic tricks highly effective in the sense that it settled the pupils down at the beginning of the lesson, it helped to build a good relationship with the pupils, it created a little bit of fun and something to look forward to within the lesson, which in turn lead to better behaviour and attitudes towards maths as a subject. It is also useful for practising mental maths or for improving skills like using a calculator. APPENDIX 3 Assessing Pupils Progress (APP) in Mathematics Assessing Pupils Progress is a structured approach to pupil assessment in Key Stage 3 to support teachers with: making judgements about their pupils attainment, keyed into national standards developing and refining their understanding of progression in science gathering diagnostic information about the strengths and areas of development of individual pupils and groups of pupils tracking pupils progress over time to inform the planning of teaching planning teaching that is matched to pupils needs supporting the transfer of meaningful information at key transitional points facilitating the setting of meaningful curricular targets that can be shared with pupils and parents APPENDIX 4 Marking example WWW:You understand and can write a percentage/fraction/decimal in either form in order to compare values. You can also calculate a percentage of a quantity and use this to increase or decrease a value. EBI:When calculating a percentage increase/decrease of a quantity you use the multiplier method. Your work is excellent/good/satisfactory. MRI: (response to feedback from the pupil) APPENDIX 5 Starter related to percentages Find 10% of the following: a)  £300b) $200 c) 50gd) 30p e) 45pf)  £64 g) $32h) 12g APPENDIX 6 Why Ask Questions? The following is a partial list of the questions that teacher Peggy Lynn asked during her two lessons on direct and inverse variation. As you read each question below, think about Peggys purpose in asking it. Ask yourself, Why did she ask that question? How did you come up with your estimation? When you say pattern, what kind of pattern are you referring to? And what does that + 1 on the end mean? Any questions so far? Why did you do 100 ï ¿ ½ 100? You seem pretty certain of that. Why do you think its not [a direct proportion]? So how many gallons would there be in 920,000 barrels? Could a direct variation have a negative slope? If you have zero drops, how much area should you have? What just happened there, when you doubled your volume? What about if you made the area of the base get smaller and smaller, your diameter got smaller and smaller. Whats going to happen to the height of your water? Questions in the math classroom serve a variety of purposes, from increasing student comprehension and clarifying student thinking, to aiding in social development. The following list gives many of the reasons teachers ask questions. To involve students in the lesson by letting them share ideas that provide clarification and a deeper analysis of problems Example: You seem pretty certain of that. Why do you think its not [a direct proportion]? To provide assessment of what students know to help guide  instruction Example: Why did you do 100   100? To enhance retention of important information and to provide increased understanding of the major mathematical skills and concepts. †¨Example: If you have zero drops, how much area should you have? To aid in classroom management by redirecting discussions, making sure that students comprehend directions, and checking for understanding. (Many questions in this category are not prepared in advance teachers ask them as the need arises .) †¨Example: Any questions so far? APPENDIX 7 Deploying support staff Communication Be clear and specific: dont assume that your TA knows what you want them to do. Think about how you would feel walking into a lesson and trying to decipher what to support the pupils with while listening to the teaching segment. Its hard to manage all of this at once, especially because you were on break duty and missed the first seven minutes. Not all teachers have dedicated time to share and discuss lessons with their TA. But its essential to discuss your lessons plans, expectations, focus children and so on; this will help you build a relationship with your TA and enable them to anticipate what you and the pupils will need throughout the year. Class interaction Empowering your TA to be active in lessons not only enables them to raise their profile in the classroom, but also allows you to develop an engaging environment. Involve them in lessons and build a rapport where you can bounce off each other during sessions. The teachers and teaching assistants roles are different but both are important and your TA might have more experience in the school or with children. Be sure to acknowledge this, always speak in a professional way and when there is conflict, clear the air  and address the issue. Decision-making Allowing your TA to make independent decisions that are in line with your classroom rules and behavioural strategies is very empowering. Facilitating this will help keep the class running smoothly and promotes a team approach to teaching. As well as the benefit of building a good working environment, in the event that you are out of class for NQT time, off sick or on a course, you know that your classroom systems are being sustained, giving your pupils consistency, which is particularly vital in a primary classroom. Build on your TAs strengths Ask your TA about their hobbies, experiences and what they would like to do in the classroom. This will give you a great insight into their strengths, skills and interests. Over time you will find that building on your TAs skills and strengths will enable you to get the best out of them, to the benefit of you and your pupils. Also be aware that an increasing number of TAs are graduates and have very valuable transferable skills. Feedback Everyone benefits from feedback and your TA is no different. Give them details about what works well, remain positive and give clear requests. Make sure the feedback is constructive and help your TA to see the bigger picture of what you are trying to achieve in your setting. If you would like to find out more, Maximising the impact of teaching assistants by Anthony Russell, Rob Webster and Peter Blatchford is well worth a read. Fundamentally, be conscious of planning for your support staff, it will empower them and allow you to have a greater impact on your pupils. APPENDIX 8 According to Ofsted, good assessment practice in mathematics includes: day-to-day assessment, marking and feedback, and the use of assessment to set targets. Formative assessment, or ‘assessment for learning’ is most effective when it: is embedded in the teaching and learning process   shares learning goals with pupils helps pupils to know and to recognise the standards to aim for provides feedback for pupils to identify what they should do to improve has a commitment that every pupil can improve  involves teachers and pupils reviewing pupils’ performance and progress involves pupils in self-assessment. Five key changes to marking and feedback:  decrease the use of extrinsic rewards (house credits) as a number of pupils reported negative reactions to not receiving rewards even when they had ‘done their best’ provide more oral feedback rather than relying almost exclusively on marking and/or written feedback in pupils’ books help pupils develop skills in marking and reviewing their own work and that of their peers in order to involve pupils more in marking and feedback decide on the assessment criteria for the marking and feedback on a given piece of work (for example, whether or not presentation is to be judged) be clear about whether to get pupils to correct their own work based on what purpose it will serve for a given piece of work. The most effective targets set by or for pupils are often curriculum-specific. These are: associated with a significant but manageable learning objective (e.g. simplify fractions by cancelling all common factors) discussed with p upils and expressed in a form that they can understand relatively short-term and subject to regular revision Bibliography Akin-Little, K. A., Eckert, T. L., Lovett, B. J., Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. School Psychology Review, 33, 344-362. Sources: Black, P., Wiliam, D. Inside the black box: Raising standards through classroom assessment, www.kcl.zc.uk/depsta/education/publications/blackbox.html Black, P., William, D. (1998). Assessment and classroom learning. Assessment in Education, 5 (1), 7–74. Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5-32. Burnett, P. C. (2001). Elementary students preferences for teacher praise. Journal of Classroom Interaction, 36(1), 16-23. Daly, E. J., Martens, B. K., Barnett, D., Witt, J. C., Olson, S. C. (2007). Varying intervention delivery in response to intervention: Confronting and resolving challenges with measurement, instruction, and intensity. School Psychology Review, 36, 562-581. Glickman, C.D., Gordon, S.P., Ross-Gordon, J.M. (2009).Supervisi on and instructional leadership: a developmental approach Allyn and Bacon, Boston, MA. Haring, N.G., Lovitt, T.C., Eaton, M.D., Hansen, C.L. (1978). The fourth R: Research in the classroom. Columbus, OH: Charles E. Merrill Publishing Co. Hawkins, S. M., Heflin, L. J. (2011). Increasing secondary teachers’ behavior-specific praise using a video self-modeling and visual performance feedback intervention. Journal of Positive Behavior Interventions,13(2) 97–108. Kern, L. Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75. http://www.learner.org/workshops/algebra/workshop7/teaching.html#4