The Different Aspects Of Quality Curriculum - 838 Words

The different aspects of quality curriculum include being â€Å"coherent, interesting, time-worthy, standards aligned, (and) differentiated† (Erickson, 2007, p. 86). This unit incorporates all aspects of the type of quality curriculum that Erickson has defined which â€Å"strives for student engagement, liveliness, challenge, and support† (Tomlinson et al, 2009, p. 37). Throughout the unit, the Virginia State Standards in Earth Science are being addressed to ensure that the students are prepared for the EOC test. My lessons enable the students to act like a practitioner while learning about space and their objects through their own interests. This is not done in a manner that is strictly astronomy, rather the students are making connections between other disciplines which ultimately allows them to delve deeper into remembering a particular topic (Erickson, 2007, p. 38). Each lesson starts off with a pre-assessment and a â€Å"hook† to get students interested in the topic. By having this, I am able to promote curiosity in students, while helping to maintain the meaning that is central to the unit (Tomlinson et al, 2009, p. 47). Then the lesson follows depending upon the topic (space objects, experiments, or space probe creation) with the students being required to use and process the information while they also have to perceive and manage it mentally (Tomlinson et al, 2009, p. 52). These lessons range from the students having to work in groups (large and small) to alone, whichShow MoreRelatedCritically Discuss A Major Global Issue Facing Your Own Country1630 Words   |  7 PagesCritically discuss a major global issue facing your own country (1500 words) Quality of higher education in Vietnam 1. Introduction In the 21st century, education continuous keep the key role in development and consequently, the attention of public to quality of education are risen highly, especially to higher education. Ensuring quality to meet the demands of industries and students themselves is the priority of higher education institution in Vietnam, however, from the perspective of autonomyRead MoreComparing Education Between United States And Nepal1689 Words   |  7 PagesComparing Education of United States to Nepal The quality of education varies across the countries. The quality of education system of Nepal is different to United States. While comparing the quality of educations between two countries, several factors that caused were examined. These factor show that there is significant difference between the qualities of education between the two countries. Most importantly, the finding in the papers shows that the quality of education are caused due to economic developmentRead MoreThe National Quality Standard Requirements For Early Childhood Education1196 Words   |  5 Pageseducators have to keep in mind the aspect of life where the children has to interact with the immediate environment and and sensory awareness. Moreover, the children has to learn to take responsibilities of their actions therefore, the educators role has expanded as there is a more complex and diverse society. â€Å"In December 2009, all Australian governments, through the Council of Australian Governments (COAG), agreed to a partnership to establish a National Quality Framework for Early Childhood EducationRead MoreCurriculum and Syllabus Design1684 Words   |  7 Pages1 DISCUSSION A. DEFINITION 1. KTSP ( School Based Curriculum / SBC ) 2006 According to Abdullah (2009:319-320) government regulations No.19, 2005 on National Education standard(Bab 1 pasal 1 ayat 15), KTSP is an operational curriculum developed and implemented in each educational unit. KTSP is the refinement of the curriculum 2004. Based on that definition, the school was given full authority to develop and implement the curriculum. KTSP( SBC ) was implemented according to the ability of schoolsRead MoreEvaluation Of Curriculum Evaluation And Assessment1537 Words   |  7 PagesCurriculum Evaluation and Assessment NCU Week 6 Curriculum Evaluation, Assessment Shonda Moore November 6, 2016 Understanding the purpose behind different types of assessment is a critical skill in evaluating whether or not students have achieved mastery or if skills need to be retaught. standing the purpose behind different types of assessment is a critical skill in evaluating whether or notRead MoreUnderstanding The Predominant Program Models For Early Childhood Education936 Words   |  4 Pagesarrangement, the historical aspect addresses the pathway leading to each models final take on how relationship are a necessity in educating young children. In regards to the history of early childhood education, there is a high level of connectedness between care and education. (Canella, ) In order to understand the predominant program models for early childhood education let the consensus for model be described as a curriculum based approach or a curriculum. What does curriculum mean? For the sake ofRead MoreTeaching Research Papers1624 Words   |  7 Pages The two research studies that I have found on teaching practices that support high-quality programming for children and families include an article on teacher-child interactions and a book called â€Å"Foundations and Best Practices in Early Childhood Education†. Each one of these research studies show different information on numerous ways teaching practices do support high-quality learning for the children and ways to support the families. The article covering child and teacher interactions was designedRead MoreSynthesis Essay : Curriculum By Design989 Words   |  4 PagesSynthesis Paper 2 - Curriculum by Design Many educators now view the importance of a quality curriculum design as one of the key components which ensures students will receive a quality education. However, it was not until half way through the 20th century that curriculum development was even considered relevant to education. Ralph Tyler’s guide on curriculum development, though, created a shift in the thoughts of educators (Villate, 2015). But what defines a good curriculum design? And is thereRead MoreDefinition Curriculum : A Curriculum1042 Words   |  5 PagesImplied Curriculum Lori Riley Liberty University Every school plans a curriculum that describes what teachers are expected to follow. This curriculum will have an impact on students, but an educator’s implied curriculum may have a greater impact on their students than what they realize. McCutcheon (1988) states, â€Å"hidden curriculum† is created by the educator, as they inevitably will pass on their values when teaching (p. 198). Educators do not always intend on teaching an implied curriculum butRead MoreChildren s Literature Through The Curriculum1104 Words   |  5 PagesIncorporating Children’s Literature Through the Curriculum Literature is extremely important to a child’s learning and development. It allows children to explore different views and experiences. It also sparks questions and in turn leads to new knowledge. â€Å"Educators who believe in reading literature in the classroom and who attempt to integrate listening, speaking, reading, and writing across the curriculum describe themselves as whole language teachers† (Kolstad 1). These teachers take the benefits

Native Language Support Free Essays

When examining sociolinguistics views relating to whether or not children should have support in their native languages, there are surprisingly several theories. With each article and author, with each study, a new idea is formed. Likewise, non-linguists responded the same way. We will write a custom essay sample on Native Language Support or any similar topic only for you Order Now For the interviews, I interviewed Isaac, Betty, and Chantelle. All thought that support came from the family and they had various reasons why they thought so; when it came to potential problems, social factors were the answer. Native Language Support Betty believed that there should definitely be support for native language speaking. This support should be centered around the home and around family. She elaborated: â€Å"What does it look like? Well, I would say that the more interaction with the parents and family, the better. Sit down and talk. Read, write, just use the language. That’s supporting it. Practice is support. † She believed that the government should not pressure English only at home. They have no authority to have influence what is spoken at home at all. Isaac was eerily similar in his viewpoints: he thought children should be able to speak to their parents and family in their native language. They could easily be supported in this by having TV channels accessible, by having movies, books, a strong community tie with others speaking the same language. He stressed that he had TV while growing up and international channels that helped him learn fluent Spanish that sounded more native than the broken Spanish he would have spoken with no contact with other people speaking the language. Today, he’s able to speak with others with no issues, and has no issues with English, either. Chantelle was of slightly different opinion. She thought it was definitely better to use some English at home, along with the native language. Parents should be able to use some English to make sure that their children know and understand the language that they need to use in the outside world. To her, there should be a balance between the two. Essentially, yes, children should be supported in their native language, but not to the same extent as Betty and Isaac want. She also adamantly refused that the government have anything to do with languages, interestingly enough. Why? Why Not? Children can focus on their native language at home because they have more than enough opportunities to learn and practice their English outside of school. They naturally tend to utilize extracurriculars and media to assimilate or adapt to the mainstream culture. Isaac and Betty both explained these points and mentioned that speaking a native language is a freedom that the US has no right to meddle with. â€Å"English is not the official language, and we do not need to speak it in the privacy of our homes. † When asked why support should come from family, Betty said, â€Å"where better than to get a sense of self than from family? Where else to get someone speaking with you than your own community? However, this view establishes a sort of dichotomy between home life and school, and it may hinder progress, according to Mushi (2010). The government shouldn’t have much to do with the languages because â€Å"it’s like the freedom of religion. It gives others reason to discriminate. The country should not be biased against a certain group and language counts in this category. † This idea really contrasts with Wil ey said about the role of English. Its important to note that English functions as if it was the official language, even if it is not official. Therefore, according to the article, it is functionally important, and relevant to emphasize English learning. Chantelle’s government position consists of a rejection that the government is capable of handling such a sensitive subject. â€Å"I disagree with English only rules, I think it’s completely insensitive. The government indirectly forces you to learn languages, and that’s wrong. It’s as personal as your own belief systems. † Problems with the Approaches Isaac saw â€Å"no serious problem with someone speaking their language at home. Maybe now the kids will grow up knowing how to curse in a whole bunch of languages. This was the extent of his issues. For government interactions, though, he pointed out that the government did not interfere with languages to help diversity; it interfered for it’s own gains, own political and international agenda. There really is not as strong an incentive for people to learn other languages. Thus, the g overnment helping to support native languages would not be effective. Filmore points out in one of the points made, that the government supporting bilingual education would enable more students to pass high school as opposed to dropping out. This has no self centered motives, but a desire to have more multilingual speakers have an education (2004). Chantelle and Betty were similar in that they both recognized that some parents are unwilling to support native tongues. Some parents are not able to. Sometimes, the children themselves reject the native language. Each family and case is a different situation, and it’s sensitive enough not to be generalized. Some individuals may not like their culture or language, either, so the support systems definitely has it’s flaws. And this view makes sense, because because Filmore (2004) states:â€Å"for many, English is not just a language. It’s synonymous with being American. † Conclusion Overall, I did not get the reactions I was expecting. Most people seem to view language as a private and personal thing, almost like their religion. They don’t want government interference typically, but only do when it benefits them. One thing Filmore pointed out was that the public thinks the use of languages other than English in school and everywhere else means that the speakers of those language don’t change or learn English (2004). All of the responses from the public contradicted this linguistic thought, however. It may be that the more people one interviews, the more the linguistic idea will be supported, but in this case, the public did not think there was a correlation between these two ideas. The public thought it was perfectly acceptable to speak another language at home, and speak English outside, in the workforce, and be multilingual. They didn’t think the lives would be dichotomous, but it would blend out of necessity. It would ultimately become, as cliched as it sounds, the best of both worlds. How to cite Native Language Support, Essay examples

Management and Behavior

Question: Case study about the Management and Behavior. Answer: Identify the main issues that Jack needs to consider and provide evidence from the case study to support your answer In the case study, it has been found that Glasshouse Avocados is a fruit company that is operating from last seven years. Jacks father Errol started the business. He quickly made progress and started to grow avocado crops within five years. He was also at the time producing passion fruit and custard apple. His determination was to improve the productivity continuously of his firm. It was going nicely (Preiser 2013). Jack was taking care of the business after the demise of his father. Then he groomed his daughter in the business too. Avocados were doing business well with other fruits like Passion fruits and Custard apple. One occasion Jack sensed something was going wrong. It was an environmental changes coming up. Downward since 1985 (3000 tones) there had been many factors in play (Rippen et al. 2013). The supermarket business in Queensland had become increasingly consolidated, new boutique operators had set up on the Sunshine Coast targeting the local organic market with high qual ity product and receiving a premium price; and then there were the cheap overseas imports. This competitive environment was exacerbated by growers from further north in the state working with food processers to put avocado in a tube. These forces were driving oversupply of product and lower prices at the farm gate for the local producers like Glasshouse Avocados (Langford et al. 2014). 2014/15 1850 2013/14 1700 2012/13 2000 2011/12 2300 It can be seen that there was a sudden change in the production. The downfall started from the year 2012. Aside from these competitive forces, the challenge as Jack saw things was the increasing cost of maintaining irrigation equipment and managing root rot in the plants around the orchard (Lereboullet Beltrando and Bardsley 2013). The summer months seemed to be getting hotter and longer, and this was affecting the size and quality of the avocados. Jack was concerned at the trend of yields and had seen some of his farming neighbors scaling back production due to rotation and harvesting problems. Jack could see they were not focused on key success factors of nutrition management for the trees, correct irrigation techniques and ensuring the avocado pickers were well trained in contemporary harvesting techniques. The business was fortunate in some ways there were alternatives that could be made due to access to capital resources and skilled personnel (Langford et al. 2014). Explain how Jack would benefit from applying the rational decision-making process to address the issues identified in question one Decision-making is a skill. The leaders should be good if they use proactive decision-making skills. A leader has to belief in his intuitions before taking a decision. The subordinates usually depends on the leader of they face any difficulties. They look to their leaders for the solution (Rekhy and McConchie 2014). Rational decision-making skills help to find solutions by justifying the situation by proper analysis. Jack did not want to think about this but wondered to himself if it had merit. Elias suggested it might be time to look at alternative revenue streams to keep the family business viable for decades to come (Dominiak and Ekman 2013). Elias had handed his Father an insert from the local paper it was an information evening hosted by The Sunshine Coast City Council and sponsored by a local Real Estate Agent. They were looking for landholders to attend a seminar to hear industry information concerning local land development opportunities. The basis for this was the establish ment of a new high school and town centre close to Glasshouse Avocados. Elias thought that a portion of the farm could be developed for townhouse living. It was evident that the local council would be looking to adjust local zoning laws to make this feasible. Elias said that he could be a potential project manager of the residential development and this would future proof the business in the face of threats to the crop production. Jack glanced down at the local paper spotting the phone number to register for the seminar. His hand rested on his phone and he contemplated whether he should make the call (Haider 2013). Describe the different resources that are available to Jack and Provide evidence from the case study to support your answer Jack had different resources to choose from. He believed in his own skills and thrived on his brothers knowledge to find solution at the time of difficulty (Langford et al. 2014). Jacquis brother Elias had majored in Marketing and Creative Industries, moving to Sydney and working for Unilever Australasia for the past three years. Elias had worked on the Flora brand and witnessed first-hand the benefits of focused capability in food processing, packaging and marketing. Elias had returned to the Glasshouse Avocados now and this was making for an interesting dynamic in the family business. Elias had taken on the role of Business Development Manager, and had communicated to his sister and his dad, his thoughts concerning the future. Elias felt that it required deeper consideration (Aziz et al. 2016). Elias had put forward some ideas concerning developing or expanding into specialty niche markets such as Macadamias or Kiwi Fruit in order to further increase capacity and yield across the g rowing seasons. Elias agreed with his Father - the competition from cheap imports was driving down prices and influencing profits of Avocados. Elias argued that they were relying too much on this revenue stream and failing to act now would lead to catastrophic outcomes in the future (Cloney et al. 2014). Identify, Explain and apply one of the organizational strategy frameworks that Jack might find helpful as he considers the future of Glasshouse Avocadoes. Jacks father laid a solid foundation up on which he could build a big venture. Errol worked hard developing local networks to distribute his produce on the Sunshine Coast and within a few years had grown to the point where he harnessed local connections to transport excess stock to the Rocklea markets in Brisbane. Jack knew his Father was ahead of his time. Jack admired the way Errol developed relationships with other growers in order to share transport costs and overheads, achieving economies of scale to reach bigger markets. At the same time, Errol was fine-tuning his techniques for planting, irrigation, pruning, yield management and pest control (Dominiak and Ekman 2013). Errol knew that these factors had to be continually improved in order to leave behind a sustainable business for his children. Jack continued the legacy of his father. Jack was aware that Errol was ahead of his time. He had a sharp business brain. He was building trust and channeling his staffs according to the m arket needs. Jack had rightly mentored his daughter to secure her in the line of business. He believed in the extension of the learned skills and techniques (Rekhy and McConchie 2014). At the time Elias struggled to make the business run Jack could have enter the scene. He depended on Elias but Elias could not secure the company from the danger zone. Elias said they should offer the Sunshine Coast City council about their land. That might help him to become the new general manager of the project. He said it would help them to counter future threat coming from the crop fields. Jack could have used the 7S model for organizational development (Cloney et al. 2014). Hard Elements Soft Elements Strategy Structure Systems Shared Values Skills Style Staff Hard and soft values are there to be categorized. The hard processes are the formal processes and the soft processes are more difficult to describe. They are less tangible and more influenced by the culture. These two types of elements can lead the organization to success (Rekhy and McConchie 2014). Strategy Networking strategy and customer relationship strategy Structure Family business structure based on hierarchy Systems Decision were taken by the general manager and the directors of the company Shared Values high quality produce was critical for success in achieving the vision Style Rational decision-making style Staffs Sufficient staffs Skills The organization had skills like intelligence and making marketing channels by relationship build up (Ross and Boje 2015). References Aziz, S.A., Olival, K.J., Bumrungsri, S., Richards, G.C. and Racey, P.A., 2016. The conflict between pteropodid bats and fruit growers: species, legislation and mitigation. InBats in the Anthropocene: Conservation of Bats in a Changing World(pp. 377-426). Springer International Publishing. Cloney, C.T., Amyotte, P.R., Khan, F.I. and Ripley, R.C., 2014. Development of an organizational framework for studying dust explosion phenomena.Journal of Loss Prevention in the Process Industries,30, pp.228-235. Dobele, A.R., Westberg, K., Steel, M. and Flowers, K., 2014. An examination of corporate social responsibility implementation and stakeholder engagement: A case study in the Australian mining industry.Business Strategy and the Environment,23(3), pp.145-159. Dominiak, B.C. and Ekman, J.H., 2013. The rise and demise of control options for fruit fly in Australia.Crop Protection,51, pp.57-67. Haider, S., 2013.An organizational framework for the implementation of evidence based practices to reduce door to balloon time in patients undergoing primary angioplasty(Doctoral dissertation, Doctoral Dissertation, University Publishing Services, Universidad Rey Juan Carlos). Langford, E.A., Nielsen, U.N., Johnson, S.N. and Riegler, M., 2014. Susceptibility of Queensland fruit fly, Bactrocera tryoni (Froggatt)(Diptera: Tephritidae), to entomopathogenic nematodes.Biological Control,69, pp.34-39. Lereboullet, A.L., Beltrando, G. and Bardsley, D.K., 2013. Socio-ecological adaptation to climate change: A comparative case study from the Mediterranean wine industry in France and Australia.Agriculture, ecosystems environment,164, pp.273-285. Morley, C., 2015. Integrating the Organizational Framework for Exploring Nutrition Narratives (OFFENN) and the Nutrition Community Mentors Project (NCMP) to prepare students for their roles in client-centred nutrition counselling.Canadian Journal of Dietetic Practice Research,76(3). Preiser, W. ed., 2013.Building evaluation. Springer Science Business Media. Rekhy, R. and McConchie, R., 2014. Promoting consumption of fruit and vegetables for better health. Have campaigns delivered on the goals?.Appetite,79, pp.113-123. Rippen, H.E., Pan, E.C., Russell, C., Byrne, C.M. and Swift, E.K., 2013. Organizational framework for health information technology.International journal of medical informatics,82(4), pp.e1-e13. Ross, J. and Boje, D.M., 2015, January. Yesterday's Organizational Framework for Today's Culture of Fractal Systemicity. InAcademy of Management Proceedings(Vol. 2015, No. 1, p. 19053). Academy of Management.