Children and Young Persons Development Essay

In the ECM agenda and Childcare Act 2006 it became an entitlement that all 3 and 4 year olds in England have free part time early years education, part time being 15 hours per week and 38 weeks a year. The government will pay funding to local authorities so that this part time education can happen. However should a parent want to their child to do any extra hours in the early years education they will have to pay for the extra hours that they do. In early year provision Child initiated play is encouraged when supporting very young children, this is not in the place of a formal education but works well alongside one. It allows the young children to play with their peers and `learn through play`. It’s been found that this type of learning is very important in young children The early years foundation stage is a framework for learning and development for children from birth to when they leave reception. Foundation stage take place when children are ages between 3 and 5 years old this includes children that are in nursery and reception in schools. This stage will be continued throughout their first autumn term when the children move into year 1. This is done make transition from nursery to school easier for the child. The different types of schools in relation to educational stage(s) and school governance There are four mainstream state school types meaning that they are funded by the local authorities, these schools have to follow the national curriculum. The four types of mainstream state schools are: †¢Community schools,run and owned by the local authority. They support the school by providing support services and developing links with the community. Foundation schools or trust schools are run by their own governing body and form a charitable trust with an outside partner where they have to buy in any support services. †¢Specialist schools tend to be secondary where they specialised in a particular subject. A large percentage of secondary schools in England have specialist status having this gains them additional government funding. †¢Voluntary schools are split into two: -Voluntary aided schools are mainly religious or faith schools and are run by their own governing body however the buildings are normally owned by religious groups. Voluntary controlled schools are run and funded by the local authority however the building is again owned by a charity or religious organisation. There are two types of schools which are not funded by local authorities. These types of schools are; †¢Independent schools – where parents pay fees which fund the school along with investments or charitable donations. They do not have to follow the national curriculum and the Head Teacher and governors decide on who gets in. †¢Academies – they are linked with the local authorities. However they have more freedom than state schools as they are not maintained by authorities.

Language Development

Language both oral and written is of utmost importance to human kind. Language is how one communicates, and understands the world. If children are going to lean and communicate in society their development of a wide range of language competencies are essential to guarantee their success in a mixture of settings in their everyday routines. (Otto, 2010, p. 3). The process of acquiring language begins before birth, but is moving at a more rapid pace and changing drastically in early childhood. Children in the early childhood stages of development are very social; they are asking many questions, enhancing their knowledge of language is essential for their learning in all aspects of development (Papalia, Olds, & Feldman, 2008, p. 16). Language development in early childhood is enhanced when educators present young children with curriculum content that supports language acquisition with the use developmentally appropriate methodologies in teaching language and literacy to young children across a developmental curriculum, and the use of adequate referral and intervention strategies for student with special learning needs related to language development. The curriculum content presented to preschool students is important to the acquisition of language in general. When teaching students language skills the curriculum consists of teaching the child to read, write and speak well. This will require systematic work in several different areas, such as: phonemic awareness, semantic knowledge, syntactic knowledge, morphemic knowledge and pragmatic knowledge (Otto, 2010, p. 207). The curriculum for young children should consist of teaching how printed language works, recognizing and naming the letters in the alphabet, leaning letter sounds, as well as blending sounds. Asking questions, describing events, developing vocabulary though conversations and experiences, and opportunities and materials that encourage discussions between students, other students and teachers, along with discussion for problem solving (Bennitt, 1999, pp. 114-115). The developmentally appropriate methodologies in teaching these language and literacy skills to young children consist of exploratory activities, teacher-guided activities, and routine activities (Otto, 2010, p. 208). Exploratory activities are independent activities that allow students a chance to explore ways of interacting with the materials provided. For instance blocks and manipulative urge children to meet the language goals of describing and labeling what was built and how they built it, helping children to solve problems, and persuading them to ask questions, about what they are building and how it relates to real-life structures and events, using receptive and expressive language . Another exploratory activity is a drama corner, children in this environment talk in the roles they are playing using all five aspects of language knowledge. The drama center also helps the understanding of written language when students are provided with pencil and paper to make grocery list, or write letters, or take orders in a restaurant. The book center is also a developmentally appropriate method of presenting language curriculum. In the book center students are encouraged to recreate, previously read stories using pictures and tell them to other students, enhancing both receptive and expressive language. The teacher should only be an observer in this setting as it is exploratory and not teacher guided (Otto, 2010, pp. 11-213). Teacher guided activities also encourage language development, these are activities for a small or large group, but it is considered more developmentally appropriate to keep the large group activities to a minimum and use small groups more often to allow more opportunities for participation and a better view of illustrations or objects involved in the activity. Some of the teacher guided activities that encourage language development are show and tell, book time, oral storytelling and poetry and music time. Show and tell encourages language development by increasing listening comprehension, vocabulary, and taking turns (Otto, 2010, p. 223). Show and tell also supports expressive phonetic knowledge, encouraging children that to speak at a volume with articulation for clear communication to the children they are speaking to. It encourages receptive semantic knowledge though hearing other children describe what they have brought, while expressive semantic knowledge is enhanced by the child describing what they have brought. While pragmatic knowledge is encouraged though the learning of how to use language in this setting of sharing an object or event on interest (Otto, 2010, p. 223). Another teacher guided activity is on that increases interest in reading, increases understanding with written language, expands vocabulary development, and awakes of story structure; this activity is book sharing (Otto, 2010, p. 224). Children will gain knowledge in each aspect of language: 1. Pragmatic, diverse stories use language differently. . Phonetic knowledge, consciousness of the sound system of language. 3. Morphemic knowledge, receptive knowledge of how morphemes impact word meanings, 4. Semantic knowledge increased, through strong and diverse language in books, and pragmatic and syntactic knowledge, how thoughts are structured into sentences and phrases of book language or literate resister. Increasing this skill depends on the appropriate selection of books and the interaction strategies used doing the book sharing (Otto, 2010).

Alan Bennet’s “Talking Heads” – A monologue commentary

After reading a selection of monologues from Alan Bennett's â€Å"Talking Heads†, I was inspired to right one of my own. In my monologue the focus is on a young girl who lives alone with her father, who abuses her. The title, ‘A father's love', is ironic because if her father loved her, then why would he abuse her? This links to the monologues written by Alan Bennett as he also uses the technique of irony to engage the audience. The opening stage directions show some aspects of the character's lifestyle, â€Å"Emma sits on a battered leather armchair in a plain living room† From reading this, the audience will be able to identify the poor lifestyle that the girl experiences; this is also shown in a further set of stage directions â€Å"Emma is washing dishes in a basic, untidy looking kitchen.† In both instances there are hints of poverty, yet her father finds enough money to go to the pub at night. This helps to reveal her father's character and his priorities. In the first section of the monologue there is no clue as to what the problem could be, but as the monologue progresses the clues become clearer and the audience may have more of an idea of what the girl is experiencing. For example, â€Å"I said I was sorry about the medication but it really wasn't my fault, there wasn't a need for the way he reacted.† There it becomes obvious to the audience that the girl's father has a bad temper. This idea is developed in the next section of the monologue as the girl debates whether or not to go to school. It now becomes apparent that he has hit her. To create a more obvious clue I had to re draft my monologue in order for the audience to pick up on the problem, â€Å"How can I go to school with a face like this†¦ I could just tell everyone I fell down the stairs.† The clues are really subtle at first but do become more obvious as the monologue progresses. I tried to create tragedy in the monologue by portraying the young girl as feeling alone in the world; she lives alone with her bad tempered father who drinks a lot. The tragedy is that she doesn't want to walk out on her father but she knows that it's not safe for her to stay. I think that the audience could identify this in the monologue. In my monologue, it shows the father suprising the young girl with a shopping trip; this was only through guilt. It's tragic that he has to show his love for his daughter by buying presents and not through affection. By the end of the monologue we can see that there has been no change in the attitude of the father, although he promises his daughter that things will change, they don't. Emma says, â€Å"He promised me that he wasn't going to do this anymore†¦ I just hope he isn't drunk again.† This demonstrates her fear of her father. The last set of stage directions shows that the girl is frightened and that her father hasn't changed. The young girl knows what is going to happen when her father comes home. â€Å"A door slams and a man is heard shouting from off stage†¦ He's home! (Frightened)† I have tried to end my monologue on a tragic note, but leave the audience in suspense. It shows that the father has broke his promise and come in drunk again, but there is no indication as to whether he will beat his daughter.

Parenting-week 4 Assignment Example | Topics and Well Written Essays - 500 words

Parenting-week 4 - Assignment Example While every child, with or without gay, lesbian, bisexual, or transgender (GLBT) traits, requires and deserves support, care, respect, an any other needed information for proper development, parents in the two videos ingested and accepted the fashionable â€Å"born gay† theory; a rather unfortunate and odd, but the correct deduction, that infants still dependent on their parents virtually for everything were labeled/associated with the traits mentioned. Sorry to say, but the ultimate sexual orientation of the children are/were designed in a way from their early ages. Notwithstanding the general androgynous behavioral patterns atypical of the phenotypic sexual orientation; the dress code, an interest in dolls, princesses, girlish make-ups in young boys, the outwardly boyish stance, a penchant for tools, a square-jawed readiness for physical tussles with boys, a distaste of the delicate perfumed trappings of femininity in young girls, it is rather stunning, absurd, and more so unconventional, that parents in ‘Always My Son’ trailer would associate their child with a weird, deviant trait like gaysm before even reaching the teen ages. Even though there are numerous studies on the same, there is no enough evidence to predict a child’s sexual orientation. With regards to ‘Families Are Forever,’ it is pretty hard to imagine how a family with a firm religious grounding, Christianity for that matter, would accept the behaviors of a son or a daughter attracted to the same gender, let alone going public, more so in a church that mostly goes in the opposite direction. Sexual orientation is but an internal psycho-emotional experience, and may or may not include a behavioral manifestation. While biological elements may well explain a person’s sexual orientation, albeit in part, it is an individual’s choice to either act upon the allures of the same gender or not; private decisions that people

Evaluate how far Jinnikins Jeans would benefit from extending employee Essay

Evaluate how far Jinnikins Jeans would benefit from extending employee 'voice' - Essay Example 2. Overview of the impact of employee voice on Jinnikins Jeans The underlying theory behind employee voice is that employees have sufficient interests, skills and knowledge to engage in business decisions. Unlike what management experts previously assumed, it is becoming increasingly clear that even non-investors ought to make decisions (Gollan, 2006). Since workers dedicate a significant part of their lives within certain organisations, then it only comes naturally that their work would define them. At Jinnikins, some of the employees have been working for the company since they left university. Therefore, it makes sense to include them in decision-making processes. Employee voice has four distinct functions in any given organisation. It may allow the employee to express dissatisfaction with the organisation or management. Currently, such a platform seems to be lacking at Jinnikings. Most of the individuals in the organisation do not have an avenue for expressing their misgivings. T he case study states that several employees in the headquarters are worried that they might lose their jobs just like their counterparts in the UK factory. Furthermore, some feel marginalised by senior level executives concerning operations of the business. This was especially true for Lionel, the production director. If the company does not provide avenues for expression of dissent, then employees could look elsewhere. Businesses need employee voice in order to enjoy collective organisation. Unionisation and membership in other employee interest groups allows members to express collective concerns to which their employers can respond. Jinnikings feels it is a reasonable employer, which pays above average salaries and fosters communality. Therefore, it sees no need for collective bargaining. However, employees are already planning to join a Works Council, and this could throw the company off track if it does not prepare in advance. Senior executives, Trevor and George are quite appr ehensive about unions. In fact, they outsourced their operations because of this aspect (Mathews, 2012). The company needs to address this matter before it overwhelms them. Firms need employee voice because it facilitates the contribution of employees in management decision making. This implies that they can handle aspects like productivity, quality and organisation better using such a voice. Problem solving will spread across the organisation if firms foster participation (Van Dyne et al., 2003). Jinnikins appears to need this form of participation in decision-making. Currently, the two senior executives make all the decisions, which leads to a backlog in introduction of new ideas. Furthermore, it wastes a lot of time and frustrates the creative energy of the enterprise by creating all this bureaucracy around decisions. Clearly, the firm needs to rethink this approach in the future. Even critical elements of planning, like recruitment and selection or redundancy planning, are often in the hands of senior executives. They often select individuals based on the person they know rather than their work. As a result, the company has a backlog of redundant staff that they cannot get rid of. This reliance on the executive for most decisions has even led to difficulties in eliminating these staff. Instead of relying on guidelines for getting work done, managers have to second-guess. The highhanded approach of the two executive brothers has caused

Ethical and moral dilemmas in regards Ebola Research Paper

Ethical and moral dilemmas in regards Ebola - Research Paper Example Here in this study ethical and moral dilemmas of the disease around the world will be analysed. The study will include research question or objective, methodology and findings and analysis. Research question is significantly important and an integral part of any research paper. Research question helps the researcher to build a whole research report. It poses lots of questions that other people care about. According to Bordage and Dawson, research question is one of the most important components of any research paper. It provides a clear picture about the research topic. Research question guides the research outcome. Without the help of research question a research paper cannot find the proper direction. Here in this case the research question is whether the world is facing ethical and moral dilemmas related with Ebola. According to Enemark & Selgelid, (2012), ethical and moral dilemmas are quite evident in the cases of various infectious diseases. They have stated that ethical and moral dilemmas are not new factors as far as the infectious diseases are concerned. It is an age old issue that the global fraternity is facing since long. The authors have categorically stated that nurses and doctors are also human being. They have the equal chances of being impacted by the infectious diseases. But on the other hand healing patients is the fundamental objective for the doctors and nurses. So there is a huge scope of ethical and moral dilemmas. According to them these kinds of ethical and moral dilemmas are common and automatic in nature. There is nothing astonishing into it. It is often being noticed that patients affected by the infectious diseases are generally being kept at the isolation chambers where entry and exists are restricted. The authors have stated that doctors and nurses take extra precaut ions before entering into those isolation chambers. But still there remains a sense of moral and ethical dilemma. Doctors and nurses feel

Inroduction-Conclusion-Abstract Essay Example | Topics and Well Written Essays - 2000 words

Inroduction-Conclusion-Abstract - Essay Example This had detrimental effects on learners’ ability to develop critical thinking skills that were beyond their level of knowledge and comprehension. Moreover, Magolda (2000) stated that previously the teaching strategy seemingly favored learners who had high level of intelligence, as compared to those who required their intelligence level to be sharpened through the educational approach (learning). This is mainly because the previous education system did not focus on enabling learners to construct their own knowledge but rather it focused on constructing learners’ knowledge on their behalf (Bain, 2004). However, there has been increased advocacy for empowering learners with the skills to manage their own learning process, which sufficiently prepares them to tackle real-life case problems. In this regard, Moskal and Keneman (2011) stated that it was indeed necessary to develop learning and teaching strategies that give learners an active role in the learning process thereb y enabling learners to construct their own knowledge and make the learning process more exciting. In the application of these strategies, it will be necessary for the teachers to realign the strategies with the intelligence level of each student in order to ensure that learning is effective. This present dissertation focuses on a particular teaching strategy/ tool that has being introduced in schools in order to make the learning process enjoyable, and engage the learners whilst enabling them to construct their own knowledge. Therefore, the teaching strategy/ tool that will be discussed in the paper offers a remedy to the flaws that had been noted about the traditional teaching strategy/ tool. The teaching strategy/ tool that will be the focal point of this study is the interactive whiteboard technology (IWB), which has been described by Cuthell (2006), as a tool that enable computer images to a appear on a board. The interactive whiteboard contains a digital projector and touch-scr een technology that has been incorporated onto the board, which enable teachers to manipulate the figures and/ or words that are appearing on the board by either using a mouse or their fingers. This is to say that a teacher is able to click, copy, and drag the figures, words, and numbers that appear on the board whilst he or she is teaching. Because of the fact that the interactive whiteboard has an internal memory, it means that teachers are able to save the notes or instructions they have written on the board. Then using the network connections that are available on the board the teacher can transfer these notes to the students’ personal computers, so that they can use it for further reading and revisions (Gage, 2006). According to Marzano and Haystead (2010), the ability of the board to display pictures and even stream live videos from a site such as YouTube, enables the teacher to improve the learning experience for learners and ensure they remain active in the learning p rocess as well as fully engaged. 1.2 Research questions Based on the interactive whiteboard technology, this research study intends to investigate teachers’ use and their own evaluation of the interactive whiteboard in second language classroom. This infers that the research study will focus on investigating how teachers at the research center are using the interactive whiteboard to teach English as a second language. Secondly, the research study will aim at discovering what teachers who are using the board

Introduction to British Politics Essay Example | Topics and Well Written Essays - 2000 words

Introduction to British Politics - Essay Example Conservatives have never been known to support universal health care. The reluctance of the Conservative party to support an efficient and public funded healthcare system remains one of its major criticisms. Conservatism in Britain is also associated with staunch nationalism and the concept of â€Å"one-nation†. The Tory party’s attempts to rejuvenate its electoral prospects have taken the form of party brochures and propaganda literature. The â€Å"Renewing One Nation† campaign under the leadership of Stanley Kalms may not have persuaded the electorate, but it nevertheless brought to light the other recurrent theme of Conservative ideology in Britain – that of its links with Christian organizations. Even if official Conservative rhetoric makes mention of the virtues of separating State and Church, it is one of the open secrets in British polity that the Conservative Party patronizes Christian faith and at elections expects a return favour. This explains w hy the Tories have failed to win the trust of the growing numbers of religious and ethnic minorities in the country (Coxall & Robins, 2003). Yet, in spite of the apparent rigidity in Conservative ideology, the party has shown some flexibility at crucial junctures in the nation’s history. While the â€Å"one nation† policy and its attendant policies of social reform and limited economic planning were significant factors in the Tories’ consistent electoral success for most part of the twentieth century, the party’s policy framework had also shown signs of malleability: â€Å"When Winston Churchill lost power in 1945, he quickly called on people such as Rab Butler to devise an inclusive, socially reformist postwar policy agenda. The result was a drastically reduced Labour majority in 1950 and a Tory election victory in 1951. In the two subsequent elections, the Conservatives, led by men who believed in the partys national

Treatment & Characters' Back stories + Film Script Essay

Treatment & Characters' Back stories + Film Script - Essay Example Ashraf and Laila are more than siblings, they are best of friends since early childhood and now they only have each other. Rubina has kept her distance and cut all communication with the siblings since the ordeal but Ashraf maintains that the rape story is all but a hoax and pleads innocent to Rubina’s allegation. Since Ashraf and Rubina’s break up almost a year ago, things have not been normal between the two siblings. Ashraf has retracted back to his old gambling and drug addiction days and recently lost his job at a reputable firm in town. Rubina has lost confidence in his brother and really doubts she did the right thing by siding with her brother rather than her best friend. Rubina and Basil are actually married to each other. Eight months ago, Basil wed Rubina in a low profile civil marriage and ever since the two have been plotting a way to avenge the unfortunate ordeal that still taunts Rubina. Basil is acting as Laila’s fiancà © as a property developer. He currently needs a huge loan of a hundred million dollars to buy some real estate, flip it and sell it at an enormous profit to a Saudi prince. He is going to confront Laila and request for her assistance. Rubina is organizing for travel papers and logistics ready for their grand heist and escape this afternoon. She is to book flights to Nairobi under aliases. This will be their home from this day. Laila is waiting for Basil at her home, Ashraf is out on the lawn sipping his favorite cocktail under a sunscreen shade. Basil has told Laila he has something important to tell her and she is all anxious. Laila Shamila was born in Qatar and of a rich family. Sister to Ashraf Amir. Both parents died in an airplane crash when she was 22 years. The only family known to her is her sibling. She graduated from Uttar University and because of previous family connections landed a job as a bank manager a position esteemed and envied by many. She is smart and

Problems with the Channel Tunnel Project Essay Example | Topics and Well Written Essays - 3000 words

Problems with the Channel Tunnel Project - Essay Example This paper discusses that the Channel Tunnel project represents one of the greatest engineering feats executed in the twentieth century. The tunnel project connects England and France through a railway link that exists in the ground layer under water. This project effectively reduced the dependency on the English Channel as a means of transportation between England and France. Moreover, this project can be seen as laying the basis for larger and longer tunnel projects that might one day even connect the Atlantic. On the business front, the Channel Tunnel project represents one of the largest privately funded projects ever undertaken. The project relied on the cooperation between two governments, several bankers providing the funding and several contractors along with numerous regulatory agencies. As mentioned before, the engineering aspects of the tunnel and its railway traffic represented new unbroken ground. This in itself represented new challenges as the Channel Tunnel forced eng ineers to do what was previously seen as impossible. As the Channel Tunnel project proceeded, several major and myriad minor changes had to be undertaken to make the project a success. The Channel Tunnel project represented something that had never been done before so the challenges confronting all teams on all fronts were new and required innovation to be dealt with successfully. Later changes in the structure of the project also mandated some large changes. Finally, as the Channel Tunnel project was commissioned, it was found that the project was both over budget and late. A number of complex factors and situations were responsible for creating delays and overruns through the life of the project. This text will attempt to analyse the complex factors that were responsible for these delays and overruns while also suggesting solutions that could be implemented in the future to avoid similar problems. These factors will be looked at in detail from the perspective of the planning and i mplementation phases that represent the greatest project management problems. 2. Problems with the Channel Tunnel Project 2.1. Planning Issues The initial planning phase demarcated that the Channel Project was to provide a fixed transportation system that connected England and France. This new transportation connection was expected to spur economic growth and development. In addition, the Channel Project was expected to aid the integration of Britain with mainland Europe in order to improve European trade. Moreover, the tunnel between England and France was expected to provide cheaper alternatives to more expensive modes of transportation such as shipping and air transport. The railway system envisioned for the purpose was also better in that it was a high-speed system when compared to both shipping and air transport. Although working for the Channel Tunnel had been on going in the seventies but the real concrete measures came through in 1984. The British and French governments agre ed to common proposals for safety, security and environmental concerns before the project was opened up for bidding. Both governments in 1985 requested the first proposals for the Channel Project. A number of proposals were submitted for the Channel Project. After an evaluation from both the British and French sides, the proposal submitted by Channel Tunnel Group / FranceManche (later Eurotunnel) was accepted. The initial proposal delineated a 32-mile double rail tunnel that was to accommodate passenger trains as well as cargo trains and a special truck and car carrying shuttle service. The initial bid price was set at some $5.5 billion for the entire project. 2.2. Shortage of Time for Planning The initial proposals were submitted in a short period and this in turn led to many oversights that could have been avoided by detailed studies. When put in a project management perspective, it could be surmised that high-level design estimates along with rough order of magnitude estimates co uld have led to better estimates as to the total scope and cost of the project. The shortage of

Climate change reflection (2 pages) Assignment Example | Topics and Well Written Essays - 500 words

Climate change reflection (2 pages) - Assignment Example The technologies available to reduce carbon emissions include the use of carbon capture technology that is well known from their use in oil recovery. Here, carbon dioxide is separated from other gases that exist in a power plant. Alternatively, it may be captured in its early stage before the energy is generated. This is also referred to as pre-combustion. Pre-combustion share technologies with solid fuels like coal and coke. In addition, the technologies use to remove impurities from syngas is the same as the technology used to remove carbon dioxide from a mixture of carbon dioxide and water. Moreover, the use of nuclear power to reduce carbon is another technology to be used. This is because it displaces electricity from coal as well as replaces electricity from natural gas (Oosterhuis, 2014). Some of the policies that can be used to regulate carbon include the use of cap-and-trade system whereby the system constraints the emissions of regulated sources by coming up with a limited of emission allowances. In addition, most prefer surrendering an allowance to cover up the emission. This is because it reflects the cost of the emission reduction. Moreover, in countries that are developing, it is the role of the policy makers to decide on the allowances to issue as well as the sources covered by the cap. Additionally, an emission-reduction-credit reduces the production of carbon by awarding tradable credits for certified reductions. The use of the clean energy standards is also vital as it establishes a technology-oriented goal that is implemented cost effectively. Lastly eliminating fossil fuel subsidies helps in getting the carbon price right to deliver incentives for efficiency (Jennings, 2007). The role of various countries in the reduction of carbon is by the use of strategic mechanisms for example, the use of clean development mechanism to

Court Structure in Srilanka Essay Example for Free

Court Structure in Srilanka Essay The Supreme Court is the highest and final court of record, and exercises final civil and criminal appellate jurisdiction. Litigants who do not agree with a decision of the original court, be it civil, criminal, or Court of Appeal, may take the case before the Supreme Court, with permission from the Court of Appeal, or special permission from the Supreme Court. The Supreme Court, however, will only agree to consider cases involving a substantial legal issue. The Supreme Court is composed of a Chief Justice and not less than six, and not more than ten, other judges. Cases that fall under the several jurisdictions of the Supreme Court are exercised, subject to provisions in the Constitution, by a bench of at least three judges of the Supreme Court. Thus different cases may be heard at the same time by several judges of the Supreme Court sitting apart. Appeals of decisions of a High Court Trial at Bar are heard by a Bench of five or more Supreme Court judges. The Constitution provides for temporary restrictions on fundamental rights if national security issues are involved. This determination and opinion of the Supreme Court should be by at least five judges of the Supreme Court, including the Chief Justice, except for in the event of the Chief Justice’s recusal. The Chief Justice’s recusal will result in another judge of the Supreme Court taking the Chief Justice’s place. The Constitutional Council’s approval is not required if the appointment is for a period of less than 14 days. The age of retirement for Supreme Court judges is 65 years. COURT OF APPEAL The Court of Appeal is the first appellate court for decisions of all original courts and certain Tribunals. The Court of Appeal is composed of the President of the Court, and not less than six, and not more than eleven other judges. Many cases at the Court of Appeal are presided over by a single judge. The Court of Appeal hears appeals against judgments of the High Courts. It exercises appellate jurisdiction for the correction of errors in fact or in law at a High Court, or any Court of first instance, or Tribunal, or other Institution. In addition to the jurisdiction to affirm, reverse, correct, or modify a judgment, the Court of Appeal may give directions to a Court of first instance, Tribunal, or other Institution, or order a new trial, or order additional hearings as the Court of Appeal deems appropriate. â€Å"Even when there is no right of appeal from a particular court or tribunal, [the Court of Appeal] can exercise [its] powers of ‘revision’ and quash the original court’s or tribunal’s order [based on] an error of law apparent [in] the record.† 1The Court of Appeal, if appropriate, also has the authority to issue a ‘stay order’ and suspend proceedings in a lower court until the revision application is heard and determined. The Court of Appeal also has the authority to receive and admit new evidence additional, or supplementary, to evidence already recorded in a court of first instance. Appeals of judgments, sentences and orders at a High Court Trial at Bar are forwarded directly to the Supreme Court by virtue of the Code of Criminal Procedure (Amendment) Act, No.21 of 1988. The Court of Appeal, in exercising its power to examine and reverse a judgment of any court of first instance, has the authority to examine any record of any court of first instance. The Court exercises jurisdiction to grant writs of habeas corpus in order to bring before the Court a person who has to be dealt with according to the law, or to bring before the Court a person illegally or improperly detained in public or private custody. Court of Appeal cases are now published in Sri Lanka Law Reports. As of October 2012, Court of Appeal cases from 1809 through 2005 are accessible online. See section on Cases, Bills, and Acts. HIGH COURTS Trials at a High Court are conducted by the State (Sri Lanka), through the Attorney-General’s Department. The Attorney-General’s Department prosecutes on behalf of the State. Murder trials and various offenses against the State are tried at the High Court; other criminal offenses are tried at a Magistrate’s Court. While some High Court trials will have a jury, some trials will not have a jury. The types of cases that require a jury are provided in the Second Schedule of the Judicature Act No.2 of 1978. Also, the Attorney-General has the authority to determine whether a case that does not fall into a category provided in the Second Schedule of the Judicature Act No.2 of 1978 should nonetheless have a jury. The Penal Code stipulates the types of cases argued in a High Court: â€Å"The Penal Code defines most of the criminal offenses known to our law. And the Code of Criminal Procedure Act. No: 15 of 1979 sets out which of these offenses [can be tried] by each court [High Court and Magistrate’s Court].† The High Court is composed of not less than ten and not more than forty judges. This Court sits in 16 provinces in the country (16 High Courts). Judges of the High Court are appointed by the President of the Republic on the recommendation of the Judicial Service Commission, and in consultation with the Attorney-General. The President of the Republic, acting on the advice of the Judicial Service Commission, exercises authority in disciplinary matters concerning the High Court judges. The President may terminate the service of a High Court judge on the advice of the Judicial Service Commission. The Judicial Service Commission (JSC) was established by the enactment of Article 111D of the Constitution, incorporated by the 17th Amendment, which became effective on October 3, 2001. The JSC is composed of the Chief Justice (as Chairman) and two other judges of the Supreme Court appointed by the President of the Republic. The age of retirement for High Court judges is 61. 4. DISTRICT COURTS District Courts are the Courts of first instance for civil cases. District Courts have jurisdiction over all civil cases not expressly assigned to the Primary Court or a Magistrate’s Court. Sri Lanka has 54 judicial districts. Every District Court is a court of record and is vested with unlimited original jurisdiction in all civil, revenue, trust, insolvency and testamentary matters, other than issues that are assigned to any other court by law. Certain specific civil issues handled by the District Courts include: i. Cases related to ownership of land. ii. Action by landlords to eject tenants. iii. Action to recover debts of more than Rs. 1,500. iv. Action in connection with trademark and patent rights, and infringement of copyright laws. v. Claims for compensation of more than Rs. 1, 500 for injuries caused by negligence. vi. Divorce cases (Formerly, divorce cases were handled by the now defunct Family Courts). Judges of the District Courts are appointed by the Judicial Service Commission (See section on High Courts for information on the JSC). The JSC has the power to dismiss and maintain disciplinary control over the District Court judges. The retirement age for District Court judges, generally, is 60 years. 5. MAGISTRATE’S COURTS The Magistrate’s Courts are established under the Judicature Act, No.2 of 1978. Each Judicial division has one Magistrate’s Court, and there are 74 judicial divisions in Sri Lanka. Each Magistrate’s Court is vested with original jurisdiction over criminal offenses (other than offenses committed after indictment in the High Court.) In cases involving criminal law, the Magistrate’s Courts and the High Court are the only Courts with primary jurisdiction. The respective domains of these Courts are detailed in the Code of Criminal Procedure. Appeals from these courts of first instance may be made to the Court of Appeal and, under certain circumstances, to the Supreme Court, which exercises final appellate jurisdiction. The vast majority of the nation’s criminal cases are tried at the Magistrate’s Courts level, which forms the lowest level of the judicial system. Cases may be initiated at a Magistrate’s Court by any police officer or by anyo ne else making an oral or written complaint to the Magistrate. The Magistrate is empowered to make an initial investigation of the complaint, and to determine whether his or her Court has proper jurisdiction over the matter, whether the matter should be tried by the High Court, or whether the matter should be dismissed. If it is determined that the Magistrate’s Court has the proper jurisdiction over the matter, the prosecution may be conducted by the complainant (plaintiff), or by an officer of the Government, including the Attorney-General, the Solicitor-General, a state counsel, or any officer of any national or local government office. At the trial, the accused has the right to call and cross-examine witnesses. Trials are conducted without a jury, and the verdict and sentence are given by the Magistrate. Any party in a case who is in disagreement with a judgment has the right to appeal the judgment, on any point of law or fact, at the Court of Appeal. If the police decide not to institute criminal proceedings in a Magistrate’s Court, the complainant has the option of filing a private plaint, and the complainant may retain an attorney for this purpose. As indicated earlier, while murder trials and various offenses against the State (Sri Lanka) are tried in a High Court, other criminal offenses are tried in a Magistrate’s Court. The Penal Code defines which court, a Magistrate’s Court or a High Court, has the necessary jurisdiction (Code of Criminal Procedure Act No.15 of 1979). If a new offense is codified by law, for instance the Prevention of Terrorism Act, the relevant statute will indicate the manner of trial. The Magistrate’s Courts are ordinarily empowered to impose the following sentences: A fine of up to Rs. (rupees) 1,500.00, and/or two years of rigorous or simple imprisonment, unless special provisions vest the Magistrate’s Courts with the power to impose higher penalties. Magistrates are appointed by the Judicial Service Commission (JSC), and the Commission exercises disciplinary oversight over the judges, including the power of dismissal (See section on High Courts for information on the Judicial Service Commission). The retirement age for Magistrate’s Court judges, generally, is 60 years. 6. PRIMARY COURTS Each Primary Court is vested with the following jurisdictions: I. Original civil jurisdiction over cases involving debt, damages, demands, or claims that do not exceed Rs. 1,500. Ii. Enforcement of by-laws by local authorities and disputes relating to recovery of revenue by these local authorities. iii. Exclusive criminal jurisdiction over cases relating to offenses â€Å"prescribed† by regulation by the Justice Minister. iv. Offenses in violation of the provisions of any Parliamentary Act, or subsidiary legislation, that is related to jurisdiction vested in the Primary Courts. The Primary Courts are established under the Judicature Act, No.2 of 1978. There are seven Primary Courts: One each in Anamaduwa, Angunukolapelessa, Kandy, Mallakam, Pilessa, Wellawaya and Wennappuwa. In all other divisions, the Magistrate’s Court exercises the jurisdiction of the Primary Courts. Requests for revision of orders made by a Primary Court are handled by the High Court in that province. All Primary Court judges are appointed by the Judicial Service Commission (JSC), which is also vested with the power of dismissal of the Primary Court judges (See section on â€Å"High Courts† for information on the JSC). Generally, the retirement age for Primary Court judges is 60. 7. MEDIATION BOARDS The mediation Boards Act of 1995 and subsequent amendments govern these mediation aspects. The Minister has power to set up Mediation Boards and set the areas that will come under such mediation boards. Commercial mediations are reality now in SL.Arbitration ; Is also another form of dispute resolution . Arbitration Act of 1995 and subsequent amendments govern the procedureTribunals- Labour Tribunal established under industrial Disputes Act provides provisions for the employees to institute action against employers.Agricultural Tribunals established under the Agrarian Services Act of 1979 enables settling disputes as to cultivation and related matters.Read Judicature Act , Constitution of Sri Lanka , Books on Legal System about Sri Lanka for further details. Visit website of Minisrty of Justice as well to get current information 8. OTHER COURTS AND TRIBUNALS The other courts include the Kathi Court, the special tribunal that adjudicates on matrimonial matters relating to Muslims. Buddhist ecclesiastical matters that fall under the purview of the Buddhist Temporalities Ordinance of 1931 are heard by the ordinary courts. Disciplinary matters pertaining to Buddhist clergy are handled by religious councils which are under the authority of the Buddhist priests themselves. There are numerous administrative tribunals, such as the Inland Revenue Board of Appeal, The Workmen’s Compensation Tribunals, Labor Tribunals, the Board of Appeal under the Factories Ordinance, Tribunals under Agricultural Productivity Law, Labor Tribunals under the Wages Board Ordinance, etc. Most decisions of these tribunals can be appealed at the Court of Appeal; when regarding a substantial question of law, the decision of the Court of Appeal may be taken up at the Supreme Court. REFERNCE âž ¢ http://www.nyulawglobal.org/globalex/sri_lanka.htm âž ¢ http://www1.umn.edu/humanrts/research/srilanka/legalsystem.html âž ¢ http://www.nationsencyclopedia.com/Asia-and-Oceania/Sri-Lanka-JUDICIAL-SYSTEM.html#ixzz2KPq331RT

Teacher-Student Interaction In Classrooms

Teacher-Student Interaction In Classrooms The education system in Pakistan depicts an undesirable situation, especially the classroom environment. Teaching learning process in the country at secondary and tertiary level is too weak and our classroom environment is totally based on rote memorization. There is no provision for the development of intellectual and thinking skills among students who are given very less time for active participation and interaction. The teacher seems to be in a very dominant role in the class. Unfortunately, poorly structured classroom quickly deteriorate into a vacuous waste of time. Recent research on teaching effectiveness based on large-scale meta-analysis conducted by Walberg (1986) indicates that the seven factors are key elements of effective teaching: engaged academic learning time, use of positive reinforcement, cooperative learning activities, positive class atmosphere, higher-order questioning, cues and feedback and use of advance organizers. The system of interaction developed by Flander shows how these elements fit together in actual classroom interaction. Role of the teacher in making classroom climate conducive for learning is highly crucial. The classroom climate is built up by the pattern of interaction between teacher and students verbal exchanges, asking questions, responding and reacting. The most important factor in a classroom situation are the interactions and exchanges initiated by the teacher and students. Jackson (1968) reports that teachers are typically involved in more than 1,000 verbal exchanges with their students every day. There is a lot of talking; enough to give even the strongest vocal cords a severe case of laryngitis. Count the number of verbal exchanges teachers have with their students and the count during a classroom scene will give an idea of how much teachers talk. The present study will be designed to investigate the patterns of classroom interaction at Elementary level in the light of Flanders interaction analysis system in Khyber Pakhtunkhwa Province of Pakistan. The study will be further delimited to cities of Kohat and Peshawar. Statement of the Problem The problem taken up for investigation can be stated in precise term as à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã¢â‚¬Å"A Study of Teacher Student Interaction in Classrooms at Elementary Level in Khyber Pakhtunkhwaà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚ . Objectives The objectives of the study will be To explore the patterns of classroom interaction at elementary level in the light of Flanders interaction analysis. Hypothesis About two-third of classroom time is devoted to talking at s elementary level. About two-third of the talking time, the person talking is the teacher at elementary level. About two-third of the teachers talk is direct (that is, lecturing, directing and controlling) at elementary level. Review of Related Literature Interaction between teacher and students is essential in the teaching learning process. Teacher and student both are the key elements of this process. Different educationist like Good lad, (1984) Bellack (1965) and Jackson (1968) conducted researches studies. Among these researchers, Flander (1963) conducted research on classroom interaction and developed an instrument called Flanders interaction analysis with which he was able to categorize student and teacher verbal behavior. The system tells a great deal about the nature and quality of classroom verbal interaction. As a result of applying his interaction analysis system in Classroom settings involving teachers, Flanders came up with the rule of two third. lie found that someone is talking during two third of the Classroom time. Approximately two-third of that time, the person doing the talking is the teacher. Two-third of the teachers talk is what Flanders calls direct talk. Flander suggests that this two third pattern has unfortunate consequences in that students are forced into a passive role that eventually results in negatives attitudes, lower achievement, and a general dependency on the teacher. To use the Flanders Interaction Analysis, one codes the verbal interaction in 1 in 10 categories, plots the coded data onto a matrix, and analyses the matrix. Categories for Interaction Analysis: Indirect Teachers Talk Accepts feelings. Acknowledges student-expressed emotions (feelings) in a non threatening manner. Praises or encourages and provides positive reinforcement of student contribution. Accepts or uses ideas of students and clarifies, develops, or refers to student contribution of ten non evaluative. Asks questions, solicits information or opinion (not rhetorically) Lectures, presents information, opinion of orientation; perhaps includes Gives directions supplies direction or suggestion with which a student is expected to comply. Criticizes or justifies authority and offers negative evaluation of student contributions or places emphasis on teachers authoritative position. Student talk-response, gives a response to the teachers question, usually a predictable answer. Student talk-initiation initiates a response that is unpredictable or creative in content. Silence or confusion leaves periods of silence or inaudible verbalization Pedagogical Game Bellack (1965) has analyzed verbal exchanges between teacher and student and likened them to a pedagogical game. The game is so cyclical and occurs so frequently that many teachers and students do not even know that they are playing. There are four moves: The teacher provides information, directions and introduces the topics. The teacher asks a question. The students answers the question, or tries to The teacher reacts to the students answer and provides feedback. These four steps make up a pedagogical cycle. Teachers initiate about 85 percent of the cycles, which are used over and over again in classroom interaction. Although these cycles can be found in a majority of classrooms, the quality and effectiveness of these four steps vary widely. When teachers learn to enhance and rune each of the moves of the pedagogical cycle, student achievement is increased. Doland (1985) asks Have you ever been to a class where the teacher is bombarded with the question? `I dont get what you mean. When such complaints are constant in a class, it is a sure sign that the teacher is not making effective use of an essential teaching skill: clarity and academics structure. A growing body of research makes it clear that these skills are related to student achievement. Students, therefore, need a clear understanding of what they are expected to learn and they need to be motivated to learn it. Effective structuring sets the stage for learning and typically occurs at the beginning of the lesson. Although the length of structure will vary depending on the age, ability and background of the students and difficulty of the subject matter, the following components are usually build in an effective academic structure. a. Objectives. Let the students know the objectives of each lesson. They, like the teacher, need a road map of where they are going and why. Review. Help students review prior learning before presenting new information. If there is confusion, correct each. Motivation. Create an anticipatory set that motivates students to listen to the presentation. This can be done through an intriguing question, an anecdote, a joke or interesting teaching materials. Transition. Relate new information to previously attained knowledge and experience. Provide ties and connections that will help students integrate old and new information. Clarification Break down a large body of information. Do not inundate students with too many facts. Ibis is particularly true for young children and slower learners, although it also applies to older and faster learners. Examples. Give several examples and illustration to explain main points and ideas. Directions. Give directions distinctly and slowly. If students are confused about what they are supposed to do, repeat or break information into small segments. Enthusiasm. Demonstrate personal enthusiasm for the academic content. Make it clear why the information is interesting and important. Closure. Close the lesson with brief review or summary. The majority in academic structuring takes place at the beginning of the lesson, but there may be several points throughout the lesson where sub-structuring or brief presentation of information are also necessary. Substructures initiate new pedagogical cycles and allow the discussion to continue. A clear summary or review is also important at the close of the lesson. Good questioning is at the very core of good teaching. As John Dewey (1933) said. To question well is to teach well. In the skilful use of the questions more than anything else lies the fine art of teaching. Since questioning is a key element iii guiding learning, all students should have equal access to classroom questions and academic interaction. If you want all students, and not just the quickest and most assertive, to answer questions, establish a protocol for participation and interaction. For example, make a rule that students must raise their hands and be called on before they may talk. (Donald, 1985). Although it is important to keep classroom discussion moving at a brisk pace, sometimes teachers push forward too rapidly. Slowing down at two key places during classroom discussion can usually improve the effectiveness and quality of classroom responses. In the research on classroom interaction, this slowing down is called wait time. Mary (1986) research shows that after asking a question, teachers typically wait only one second or less for a student response (wait time 1). If the response is not forthcoming in that time, teachers rephrase the question, asks another student to answer it, or answer it themselves. If teachers can learn to increase their wait time from one second to 3-5 seconds, significant improvements in the quantity and quality of student response usually will take place. There is another point in classroom discussion when wait time can be increased. After students complete an answer, teachers often begin their reaction or their next question before a second has passed (wait time 2). Once again, it is important for teachers to increase their wait time from one second to 3-5 seconds. Based on her research, Mary (1986) has determined that increasing the pause after student gives an answer is equally as important as increasing wait time. Resultantly, classroom interaction is changed in several posit ive ways. Recently, attention has been directed not only at how teachers ask questions, but also at how they respond to student answers. A study analyzing classroom interaction in more than 100 classrooms in five states found that teachers generally use four types of reactions. Praise. Positive comments about student work, such as Excellent, good job. Acceptance. Comments such as Uh-huh and Okay which acknowledge that student answers are acceptable. Remediation. Comments that encourage a more accurate student response or encourage student to think more clearly, creatively, logically. Sample remediation comments include Try again, Sharpen your answer, Check your addition, Criticism. A clear statement that an answer is inaccurate or a behavior paper) as well as comments that simply indicate an answer is not correct (Your answer to the third question is wrong) Good lad (1984) said that a snapshot of classrooms taken at random would in all likelihood show teachers talking and questioning and students listening and responding. Further, observations in 1000 classrooms showed that teachers interact less and less with students as they go through the grades. The elementary classroom is more interactive than the high school one; the high school classroom is more interactive than college. Most students play a more passive role in classroom interaction at the end of the schooling process than at its beginning. Ironically, interviews with students show that they are happiest when they are actively involved in their learning. Communications and Interaction Education with its correlated activities of teaching and learning involves communication as well as reciprocal interaction between the teacher and pupils, as channels of realizing its objectives. Communication is a Latin word, meaning common. Hence communication implies having common experiences with other people. The word communication means a wide variety of things to different people. The following are some of the widely accepted definitions for communication. Communication means sharing of ideas and feelings in a mood of mutuality. Communication involves interaction which encourages give and take. This provides feedback to persons involved in exchanging ideas. Communication is a process of sharing of experiences till it becomes a common possession. Effective communication is a two-way process including feedback and interaction. It is rather difficult, if not increasingly impossible, to provide children with actual first-hand experiences as the world becomes increasingly complex. Obviously, some substitute experience must be evolved and used to enable children to understand and conceptualize their world. This is the essence of communication as an integral part of teaching. Teachers Behavior and Classroom Interaction Teaching behavior is an act of the teacher which occurs in the context of classroom interaction. Teachers behave in different ways and therefore there are different types of classroom interactions. Some teachers are very strict and some are very kind and lenient. Some are witty and humorous and some are dull. There are some who are very stern and serious all the time. Certainly, the teachers behavior pattern sets the pattern of pupil behavior in a classroom. The teachers behavior tends to create an atmosphere which is described as classroom climate. We may classify the teachers classroom behavior into two categories (1) Demonstrative and (2) integrative. When a teacher talks, commands, restricts pupils freedom to talk, he is dominative. When he allows pupils to talk, ask questions, accepts their ideas and stimulates their participation in class activities, he is integrative. It is, therefore, the teachers behavior which sets the pattern for learning atmosphere or climate in the classroom. If he is generally dominant, he promotes such a climate in the class. If he is generally integrative, he aids in integrative climate. Techniques of interaction analysis have been helpful in the analysis of teaching behavior. Although only a small proportion of verbal communication is recorded, it is possible to infer about classroom events. It is possible to estimate the initiation and response on the part of the teacher and pupils and a number of other interesting features of teacher- pupils relationship. (Amidon Hunter, 1967). Interaction Analysis Interaction analysis is a process of encoding and decoding the study pattern of teaching and learning. In the coding process, categories of classifying statements are established, a code symbol is assigned to each category and a trained observer records by jotting down code symbols. In the decoding step, a trained analyst interprets the display of coded data even though he may not have been present when the data were collected. Although there are many systems for coding spontaneous verbal communication in classroom, typical system for interaction analysis will usually include: a. A set of categories, each defined clearly. A procedure for observation and a set of ground rules which govern the coding process, Steps for tabulating data in order to arrange a display, and suggestion which can be followed in some of the more common application. Classroom interaction analysis can be used for in service and pre-service education in order to help teachers improve classroom instniction. This requires some kind of objective feedback to the person who is trying to change his behavior. Classroom Interaction Technique Study of classroom had always deserved the attention of research workers and, as a result, it was in the late 1930s that the analysis of teaching behavior was used by Anderson. He was interested in developing a reliable technique for the measurement of domination and of socially integrative behavior in teachers contact with children. Although classroom observation has been there in training programmes for a long time now, objective and reliable scales of observation is of recent origin. Traditional observation relied on subjective estimates and could not be quantified. The observational techniques have mechanical devices against subjective examination by the observer. Some of the popular observation schedules were developed over the past few years (Amidon and Hough, 1970). RESEARCH METHODOLOGY RESEARCH DESIGN The study will focus on patterns of classroom interaction at Elementary level in the light of Flanders Interaction Analysis. This study will be an observational type of the descriptive method. The following procedure will be adopted for studying patterns of classroom interaction. POPULATION As the purpose of the study will be to explore the patterns of classroom interaction at Elementary level in the light of Flanders Interaction analysis, so the target population comprised all the Elementary level classrooms in Khyber Pakhtunkhwa. SAMPLE The sample of the study will be consisted of twenty-five classrooms at Elementary level. The number of observed teachers will be twenty five at Elementary level. The number of observed students will be fifteen hundred. All the twenty five classes of the above level will be selected randomly. RESEARCH INSTRUMENTS The research instrument will be Flanders Interaction Analysis for observing and measuring classroom interaction patterns. This instrument was developed by Flander (1970)and has been used extensively in various studies regarding classroom interaction. The items in the Flanders interaction analysis will be converted in an observation sheet called coding chart as illustrated by Gay (2000). The Flanders Interaction Analysis system and specimen of observational sheet is given below. FLANDERS INTERACTION ANALYSIS SYSTEM TEACHER TALK DIRECT INDI RECT Accepts Feelings: Accepts and clarifies the tone of feeling of the students in an unthreatening manner. Feelings may be positive or negative. Predicting or recalling feelings are included. Praises or Encourages: Praises or encourages students action or behavior. Jokes that release tension, not at the expenses of another individual; nodding head and saying um hm? or go on are included. Accepts or uses ideas of students: Clarifies, builds, or develops ideas suggested by a student. As teacher brings more of his or her own ideas into play, shift to # 5. Asks Questions: Asks questions about content or procedure with the intent that the student answers. Lecturing: Gives facts or opinions about content or procedure, expresses his or her ideas, asking rhetorical questions. Giving Directions: gives directions, commands, or orders that students are expected to comply with. Criticizing or Justifying Authority: gives statements that are intended to change student behavior from unacceptable to acceptable pattern; bawling someone out; stating why the teacher is doing in the context of what he or she is doing with extreme self-reference. Student talk-response: Talk by students in response to teacher. Teacher initiates the contact or solicits students statement Studentà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s talk-initiation: Talk initiated by students. If calling on student is only to indicate who may talk next, observer must decide whether student wanted to talk. Silence or confusion: Pauses, short periods of silence, and periods of confusion in which communication cannot be understood by the observer. Subject: The above observational sheet represents 90 seconds for 10 categories of FIA. Each block in observational sheet represents 3 seconds. PROCEDURE The design of the study will be observational, In order to secure data, Flanders Interaction Analysis procedure will be employed to observe classroom interaction patterns in Elementary level classrooms. The following observation procedure will be adopted: 1. In the each class of 45 minutes duration, 13.50 minutes (810 secs) will be used for observation. 13.50 minutes (810 secs) will be divided in to nine observation session. Each observation session will be for the duration of 1 .30 minutes (90 secs). One observation sheet will be used for each observation session of 90 seconds. Each observation session will constitute 30 observation periods. Each observation period will be of 3 seconds duration. The teachers behaviour in each observation period of 3 seconds will be observed, classified and recorded in the relevant block of the observation sheet till the termination of observation session of 90 seconds. Stopwatch will be used to note initiation and expiry of each observation period of 3 seconds. 9. Total time for observation in a single classroom will be 13.50 minutes DATA COLLECTION The observational session will be an interesting stage for the researcher. He will visit different classrooms, with different subject matter and with different teachers. Twenty five classes (as mentioned in sample) will be observed in a period of 3 months. DATA ANALYSIS Data collected through the above mentioned research instrument will be coded in the observation sheets. Each table will be analysed and interpreted by using percentages. In order to calculate, all the categories from category 1 to 10 will be added and the mean and standard deviation of 10 categories for 25 Elementary classes will be calculated. LITERATURE CITED Amidon E. and N. Flanders. 1967. Interaction Analysis as a Feedback System. Theory: Research, and Application. Addison-Wesley Reading, MA, USA Pp.121-140. Amidon, E. and J. Hough. 1970 Interaction Analysis: Theory, Research, and Application. Addison-wesley Reading, MA. USA Ppl 14-1 18. Amidon, E. and E. Hunter. 1967. Verbal Interaction in the Classroom: The verbal interaction category system. Addison-wesley. Reading, MA: USA P 52. Anderson, L. W. and R. B. Burns. 1989. Research in Classrooms: The study of teachers, Teaching and Instruction. Pergamon Press New York. P.101. Bellack, A. 1965. The language of the Classroom. Teacher college press, New York. Bruner, J. 1966 Towards a theory of Instruction. Cambridge, Mass, Belknap Press, Harvard University. Pp 87-99. Dewey, J. 1933. How we think. D.C.I:leath, Boston.P.266 Donald, E. 1985. Applying Research on Teacher Clarity: Journal of Teacher Education, New York.P.44-48 Flander, N. 1963. Intent, Action and Feed back, A preparation for teaching. Journal of Teacher of Education. New York. Pp25 1-260. Flander, N. 1967 Teacher Influence in the Classroom. Interaction analysis: theory, research, and application Addison-Wesley. Reading, MA:USA. Pp 103-116. Flander, N. 1970 Analyzing Teacher Behavior. Addison-Wesley. Reading, Mass: P.171 Flander, N, and G. Morine. 1973 The Assessment of Proper Control and Suitable learning environment. In N. L. Gage (Ed). Mandated evaluation of educators. Stanford California Center for Research and Development in Teaching. Pp 73-78 Gage, N. L. 1978. The Scientific Basis for the Art of Teaching. Teachers College Press. New York: P-287 Gay,L R. 2000. Competencies for Analysis and Application (5h ed). Educational Research. Florida International University. Pp.448-457. Goodlad, J. 1984. A Place Called Classroom. McGraw Hill Publishing Company, New York. P.387-91. Jackson, W. P. 1968. Life In Classroom. Hold, Rinehart, New YOrk.P.69. Medley and Mitzel. 1963. Observational schedule. Interaction Analysis, University Press, New Delhi P.86. Mark N. 1994. Problem Based Learning, McGraw Hill, New York. p 110.

Commercial Management And Project Management Construction Essay

Commercial Management And Project Management Construction Essay Kalifomatos Consultants is a Quantity Surveying firm with a wide range of services provided for the potential Client. One of the fields KCQS specializes in is Project Management. Project Management aims to deliver any given Project ensuring the desired balance between Time, Cost and Quality. Feasibility reports, according to Douglas (1999), test whether the requirements initially set out can be actually met or not. Boyle (2003) suggests that feasibility reports can take different forms. Functional feasibility amongst others refers to physical requirements as well as soil conditions. Technical feasibility refers to the statutory consents as well as the time constraints whereas financial feasibility deals with the costs of the development and in essence creates a budget for the Client to decide on whether he can follow it or not. In addition to the above, business feasibility deals with the strategic brief analysis indicating if the qualitative aspects of the development match the business model of the Client. In this stage, the initial statement of requirements is developed into the design brief on behalf of the Client confirming the key requirements and constraints for the development, following the feasibility analysis taken earlier. The next step that follows is the identification of which procurement method is better for use which sufficiently meets the Clients requirements; the Project Manager could do this. The last step of the Design brief is to assemble the people that need to be involved in the development process which comprise of Architects, Quantity Surveyors etc. (Boyle 2003) According to the information our firm has been provided with, the borehole records the Client is said to have in his possession are of a neighboring site to the proposed one. The fact that a neighboring site has previously undergone a site investigation does not guarantee that for example the soil conditions for the proposed one will be the same. The strata could vary as well as the depth of the water table; maybe a new site investigation for the proposed site reveals that the site has been bombed during the war, resulting to a distortion of soil conditions in the site. This could be seen as a possible constrain which would have been identified if a site investigation had been undertaken. Another activity that has been undertaken was the acquiring of the site. Following the previous point, as well as the fact that our company has not been presented with an actual investigation for the proposed site, the site could be rendered as completely useless for the purposes its needed. Taking into consideration the fact that the Clients directors have previous development experience for some years, the acquiring of the site with no site investigation undergone could be seen as a very naà ¯ve move. According to Hacket (2007), Management Contracting and Construction Management are very similar in many aspects, nevertheless, there is one essential distinguishing characteristic which is fundamental to the understanding of the two systems; the contractual arrangements between the parties involved. In Management Contracting, the subcontractors are in contact with the Management Contractor whereas in Construction Management they are in direct contact with the employer; none of the subcontracts are entered into by the Construction Manager. The difference is illustrated by comparing the two diagrams provided. The most important requirement the Client has set out was that the quality level is to be prestige. The best quality is offered from traditional procurement method. Another requirement set out by the client is the flexibility of the design; also traditional procurement is the best suited for this but Design and Manage offers a high utility for this section as well. However, when it comes to high complexity of the design, Traditional procurement does not best suit the description whereas all the other methods do. The next requirement set out is asap completion; Traditional Procurement does not offer that whereas again, all the other methods do. Furthermore, Design and Manage offers the single point responsibility the Client is looking for as well as Design and Build. This feature would not be available with Traditional Procurement method nor with the Design and Build or the Management Contracting as illustrated in the previous schematics. Furthermore, two of HRD2010s directors have pr evious development experience, so the fact that in order to use Design and Manage one needs previous experience is seen as a disadvantage, is easily one to overcome here. The main reason Construction Management has been rejected even though it is very similar to Design and Manage, was the single point of responsibility required by the Client; thus total utility offered in the chart is 450. And last but not least, the Client welcomes the sharing of risks; Design and Manage can also satisfy that requirement. Based on the RIBA task allocation, the Client has not performed properly the Preparation stage. Vital points have been left out which could have major impacts on the projects development. KCQS has provided the Client with some recommendations for the successful progression of the development. These would be the immediate conduction of a site investigation for the proposed developments site in order to be able to proceed accordingly. The Client has failed to provide a proper feasibility report (recommended) which is vital in assessing the quality of the proposed development, its costs as well as the need to meet statutory consents. Following the above, the Client should be able to address to possible constraints with regards to the development and overcome them in due time. It is also recommended that the people that are to be involved in the development process are to be identified.

1950s :: American America History

1950's The 1950's were quite radical in fact, this is the decade that began rock n' roll, the civil rights movement, better family living, advances in technology, Fashion, medical research, other wonderful things this country was not used to seeing or hearing. The 1950's were looked at more as a state of mind or a way of living rather than just another decade or time era in American history. Everything was peaceful now, which looking back on the two world wars and the great depression this country was not used to at all. Nobody worried about war, nobody worried about how they were going to feed their children and keep a roof over their heads because everyone had jobs and the economy was doing great. (Edey, Maitlanded.57) Teenagers were having more fun than ever too. Rock n' roll was introduced to them and they all seemed at the time to know what they wanted out of life, to go to school, graduate, get a job, get married, and have children all in that order just as their parents had. (Clayton , Andrew.24) The 1950's were the most influential decade in American history because the civil rights act began, fashion was completely new and trendy, there were much advancement in entertainment and medicine, and suburban life was much more "functional" than any other decade in American history. One reason the 1950's were the most influential decade in American history is because rock and roll was introduced to the country and it let people forget about their morals for a while and just let loose to have fun. (Pareles, John.3) Elvis Presley was quite the king of rock and roll, with songs like hound dog, don't be cruel, and love me tender and ready teddy Elvis lit up the stage. ("Elvis Presley-Biographical Timeline-The Fifties") Elvis was born on January 8th 1935. He purchased his first guitar in 1946 for $12.95 at the local hardware store. In 1954 Sam Phillips teams Elvis up with local musicians Scotty Moore (guitar) and Bill Black (bass). By November of 1955 Elvis had signed his first record contract with RCA His contract was for $40,000, and a $5,000 signing bonus for Elvis. In April of 1956Elvis signed a seven-year movie contract with Hal Wallace and Paramount Pictures. The most famous film Elvis came out with ; Jailhouse Rock came out in May of 1957. This is the film tha t really helped Elvis launch his career.

Fly in Buttermilk Essay -- essays papers

Fly in Buttermilk James Baldwin is a very perceptive man and usually gets his point across pretty well. In his excerpt â€Å"A Fly in Buttermilk†, Baldwin discusses his encounter with a southern family. This family includes a young black male who is enrolled in an all white high school. He asks of the boy’s troubles and discusses his responses. For the very first words of this excerpt Baldwin states â€Å"You can take the child out of the country, but you can’t take the country out of the child.† This bases on the whole excerpt. For my own interpretation I took this as a self-reflection upon one own environment. I know personally from my own experiences that the environments in which I was raised in from my parents and friends to my living in a city and a suburb reflect my opinion of what others speak of. What you are accustomed to become the normal and what you are not accustomed to become the odd. For example, in this excerpt Baldwin talks to an old man of the south. Baldwin tells of how he has seen picture of people being hung in the south, but this old man has actually experienc...

Case Study Analysis Essay -- Business Hospital Management Essays

Case Study Analysis Chris Smith received a promotion to executive assistant to the chief executive officer at Faith Community Hospital. On Chris’s first day as executive assistant his boss, Pat, the CEO of Faith Community Hospital, meets with Chris to discuss, what the hospital does and some of the problems that the hospital is having. At the end of the meeting, Pat asks Chris to prepare a report that covers three areas: what is going on right now, what they can do about it, and what they should do about it. In the beginning of the meeting, Pat gives Chris some background information on the hospital, Pat’s position, and the company’s mission statement. Pat is the CEO of the hospital and reports directly to the Board of Directors of the Faith Foundation, whose diversity provides many different ways of thinking and decision-making. Although the hospital has a mission statement it seems like very few people are following it now a days, everybody has interpreted the mission statement to suit his or her needs. This is where the problems begin to occur. Faith Community is a non-profit organization designed to provide care to people from all lifestyles, but because of a growing number of problems, they have to re-evaluate how the actual running of the hospital and how the patients are being treated. With the diversity in thinking and decision-making, this is no easy task. Pat’s job is to figure out what is going wrong and how they can fix it and report these solutions to the Board of Directors. The first problem that Faith Community Hospital faces is the treatment the patients are receiving or the lack of treatment they are receiving. Because Faith Community is a religious based hospital sometimes individual’s personal beliefs can get in the way. Some medical personnel are refusing to administer certain procedures due to their beliefs, while some patients refuse certain procedures because of their beliefs. Currently the hospital faces the chance of charges being pressed from Child Protective Services, who allege that the hospital failed to provide services to the child. Some of the orders are not being followed or are being ignored because of how certain staff members feel, as well as the family members. The second problem that Faith Community Hospital faces is staff members providing free health care to people who cannot afford it without autho... ...nce their balance and make monthly payments. By financing the balance the hospital can add on interest to the overall balance, which will help pay for the employees needed to create this kind of department. The final issue that needs to be discussed at this meeting is employing people from social services. By having these people onsite they can immediately help uninsured patients apply for Medicaid or Medicare. If the patients qualify than they are covered by the state, and the hospital will be reimbursed for the services that they provide which will help with the hospitals increasing premiums, by taking patients away from using the hospitals insurance. Overall Faith Community Hospital is not in bad shape, a few minor problems need to be solved to get the hospital back on its feet and to help the hospital break even with their costs. By employing these special programs and revising the policies and procedures handbook, Faith Community Hospital can be providing quality health care to more people everyday and still afford to stay in business. These programs have worked well in other hospitals to offset the costs they incur and they can do the same for Faith Community Hospital.

Fried Green Tomatoes

Ageism, like racism or any other form of bias, characterizes individuals on the basis of their membership in a group. Many do not see ageism as being particularly harmful because unlike gender bias or prejudice it does not affect only one group of people; it affects the entire population (if they are fortunate enough to reach an age to be jested about. ) Reaching middle tends to be a period a very emotional period, especially for women moving closer to or going thorough menopause. In the movie Fried Green Tomatoes, we meet Evelyn in quite a state: her children are moving out, her marriage is dull and lifeless and she is the butt end of two very cruel ageist jokes in what seems to be a span of less than a month. To better understand ageism and how it was affecting Evelyn, we can simply compare the two incidents at the grocery store and how she dealt with them. In the first scene, Evelyn is almost knocked down by a young man rushing out of the story. She chases after him, shocked but genuinely curious as to why he is being so mean to her. â€Å"Move it fat cow! Beat it you old bitch! † Evelyn is left in tears wondering, â€Å"Why are you being so mean to me?! † Later on, at the same grocery store she is confronted with more ageists, this time two girls. As the girls steal her parking spot without an ounce of guilt, they let Evelyn know that they are faster and smarter. â€Å"Most people, especially younger people, barely notice that age is being made a stigma. But the message is that being old is repulsive, embarrassing or unthinkable is visible everywhere in our society. † (Crawford, 367) To these teenagers, Evelyn is nothing but an insignificant bump in their day. Like many adolescents, these characters are too wrapped up in their own lives to acknowledge, or even respect, her presence. To Evelyn these comments are detrimental; they solidify the demise of her youth. The clip also shows examples of older women being stereotyped. â€Å"Older women repeatedly say that their aging bodies are the first cues that others use to classify them. When (older women) interact with strangers in public settings â€Å"all anyone seems to see is an old woman. † (Crawford, 401) The teenagers in both scenes see Evelyn as fat, old and slow. A slightly less obvious stereotype can be seen in the production of Ninny’s character. Ninny might as well have been a page out of Crawford’s book; she describes grannies as follows: â€Å"her gray hair, worn in a tight bun, and her outdated, unfashionable clothes signify that she has not kept up with the times. † (401) Ninny is a sweet old woman dressed in floral prints, hair in a tight bun and refers to menopause as â€Å"the change. † While Ninny is a very positive character in the movie, her image is the typical media stereotype of a â€Å"little old lady. † Evelyn’s experience with menopause has both physical and psychological effects on her. Her worries that â€Å"she is too young to be old and too old to be young† are taking a toll on her relationship with herself. She is having a very difficult time accepting this – she eats compulsively and worries because â€Å"she can’t even see her vagina anymore! † Unfortunately for women, the changes that they go through (getting fat, old, etc) are not only â€Å"in their heads. † These changes tend to make society look at them differently because women tend to be evaluated through their bodies. Crawford, 403) Crawford explains menopause in further detail, pointing out that at times a woman may be irritable or disturbed by hot flashes but there are no studies that actually point to menopause causing depression. Many cultures, like Japanese and Mexican report that they do not get hot flashes as much as women in the US. African-American women do not see menopause as a significant period in their life. Western culture, however, has taught us that quite simply a woman that is aging is unattractive and crazy. Sarcasm aside, Crawford reports that women in the US and cultures with similar attitudes as the US are the women that feel the effects of menopause the most. This is highlighted in the movie with both Evelyn’s current distress and Ninny’s past going through the change. â€Å"I used to burst into tears for no reason at all! † Many people also like to think that women are crazy during menopause. The joke sums up part of Evelyn’s menopausal attitude: crazy and bored of her husband. Americans, therefore, have taken matters into their own hands. In the beginning of the clip, we meet Evelyn as a sad, frumpy woman who eats her emotions and lets others walk all over her. In the following scene, however, we meet an entirely new Evelyn. She is well dressed, bold and vivacious. This As Evelyn moves pushes through her midlife depression, she becomes increasingly concerned with her appearance. She loses a considerable amount of weight, wears bright make up and more fashionable clothes. Sales of anti-aging cream and numbers of cosmetic surgery define the way Western culture looks at getting old: its bad. Evelyn’s attitude towards the end is a little bit difficult to analyze. She seems happier and more confident yet it also seems that her new attitude comes with a vengance, she is very open with her distaste for skinny women, horny men and young people. According to Dr. Nosek in her journal article The Effects of Percieved Stress and Attitudes Towards Menopause and Aging Symptoms of Menopause, a woman’s reaction to menopause simply reflects her views on aging. Women that are indifferent to middle life do not display any particularly obvious menopause traits. Women who do not want to age and have self-esteem and body awareness issues have very different attitudes and symptoms during menopause. Evelyn has had her children and husband to take care of all her life so she was able to better hide her distaste for her looks and simple life. Now, however, she feels useless and it is very apparent that she is not comfortable with her appearance. â€Å"A woman's perception of symptoms alerts her to changes in her body and may propel her to explore ways to alleviate or manage the associated distress. (Nosek) In this case, Evelyn’s experiences with menopause were an expression of both her fear of aging, thinly disguised by her contempt for all things skinny, young and fashionable and by a new found independence she had from her kids and husband. As women get older, they begin to value their relationships with other females more, especially because men tend to live a relatively shorter time than women. This is apparent with Ninny, who finds solace in Evelyn’s weekly visits. â€Å"Older women tend to be involved with rich networks of friends and family. Compared to men in the same age group, they have more friends and eel closer to their friends. † (Crawford, 414) Evelyn benefits from her visits to the retirement home as well. As an older woman, Ninny is able to point out to Evelyn that what she is going through is normal and give her some advice. Evelyn also finds inspiration in a character named â€Å"Tawanda† – she mentions her quite often after her outburst at the grocery store. The friendship is mutually beneficial to the women who are in very different stages of their life. To Ninny, caring for Evelyn is a natural task that ends up being quite rewarding, she sees the improvement in Evelyn’s life and it is obvious that she is partly responsible for it. It is obvious that Evelyn is seeking support in her time of â€Å"change† – seen both in her weekly visits to Ninny and the women’s group that is briefly mentioned at the beginning of the clip. Crawford depicts the costs of care giving to be very trying for a woman because on top of caring for children she must care for the elderly. The author points this out, perhaps in a feminist point of view, assuming that the woman has had to balance a career and care giving most of her life. For Evelyn, this is quite the opposite. Evelyn’s life has been solely dedicated to caring for her children and husband. Now that her children are gone she seems to realize that her and her husband have drifted apart and her life is not as busy as it once seemed. With no particular meaning or direction in her life, she begins to eat out of boredom and look for other activities to fill her void. Rather than having an elderly person to care for, Evelyn goes out and volunteers to visit one. Crawford discusses care giving as having both psychological and econonomical costs but this is not true for Evelyn. The psychological benefits she receives from visiting and caring for Ninny outweigh any negative costs that it may have had.

The Health Danger of Energy Drinks

vigour fuddles argon a contour of refreshments that be advertised as soft drinks that set ahead postal code. The truth is these kinds of drinks ar full of many harmful ingredients, such as refined sugar, stimulants, and separate herbal supplements. vital force drinks are targeting mettlesome school and college students who may use this kind of drink to keep them awake for a midterm, or even give them a hallucination feeling any separate spirituous drinkic beverages volition do. Many studies get oned the inexpedient of these drinks, yet this industry has wildfire between pocket-sized kids who used it to show their rebellious lieu through a safe and meretricious way.A new canvas shows that 34% of youth between the ages of eighteen eld unrivalled-time(a) and twenty- quaternary years old consume energy drinks regularly (Casiano, 2011), this swelled number of consumption should raise the fountainhead whether the united state should ban sell Energy drinks to un derage kids, and treat it alike(p) alcoholic drinkic beverages? Youth are having a hard time keeping up with all of the school activities, volunteering, schoolwork, and maybe jobs those masses usually relay and learn mentally ill habits that will gist their health in many years to come.Energy drinks lowlife wooing many health problems such as drug, toxication, centerfield problems, blood pressure, liver-colored problems, and teeth decaying. Joelving (2011)explains how a recent select in New Zealands show that the excessive amount of caffein that is be in energy drinks can cause fast heart rate, insomnia, and anxiety the study also shows that just one energy drink is enough to make virtually kids experience some side effect, including easygoing ones like irritability or put out stomach.And there are early(a) ingredients with do of their own, such as the amino sexually transmitted disease taurine, the herbal extracts yohimbine, guarana and ginseng, and often loads o f sugar. there are many types of energy drinks that are accessed easily in markets and gas stations. virtuoso of the most common types is trigger-happy Bull, in the web state of affairs of this energy drink it is written that it will increase concentration and reaction speed, and break vigilance and emotional status.These manufactures will snap fastener young person people attention who are in need to increase and cleanse their concentration, reaction speed, and emotional state only when they fail to acknowledge the side effect of their products, such as being truly tired after several hours of sugar rush. An over dosage of Red Bull cause a cardinal years old man to cast a heart attack (Richards), this incidents is one of many that kick upstairs to us that this terrible products should be banned from super markets and other easily ccessed places for younger generation. Many newborn adults choose to be rebellious to prove their social status many young adults are mixing energy drinks with alcohol. admixture a depressor like alcohol with a stimulant like caffeine cause the human body to blank out the effect of alcohol, and make the youth drink much alcohol to feel the buzz feeling leading them to consume more alcohol than their usual body limit.In 2010, nine college students were hospitalized after drinking alcoholic energy drink called four loko (Hogan, 2010). quaternary loko can be found in any gas station for almost three dollars,it is commonly called blackout in a can , it can raise your alcoholic blood level to . 3 the legal limit for blood alcohol level is . 08. One can of four loko contain as much alcohol as a six set of beer laced with several shots of espresso.Casiano, R., & Contributor, C. (2011, February 17). Queens countersign report Study finds energy drinks bad for youth. TownNews.com . Retrieved February 17, 2011, from http//www.zwire.com/site/news.cfm?newsid=20456245&BRD=2731Joelving, F. (2011, February 14). As sales soar , experts warn well-nigh energy drinks Yahoo News. The top news headlines on current events from Yahoo News. Retrieved February 17, 2011, from http//news.yahoo.com/s/nm/20110214/us_nm/us_energy_drinks_1Richards, C. (n.d.). Red bull overdose stops mans heart . Caffeine Products. Retrieved February 18, 2011, from http//caffeineproducts.com/caffeine-news/red-bull-overdose-stops-mans-heart-3/2008/08/23/Hogan, R. (2010, October 26). 9 Students Hospitalized later Drinking Four Loko Alcoholic Energy Drink Popular Fidelity singular Stuff. Popular Fidelity. Retrieved February 18, 2011, from http//www.popfi.com/2010/10/26/9-students-hospitalized-after-drinking-four-loko-alcoholic-energy-drink/

Functional requirement Essay

1. Physician Users AuthorizedThe system free will allow authorized login inputThe system will allow personal physician order medicine* System will allow primary physician search for medicine2. SearchThe system navigates to correct patient.The system will allow search the preventive medicine in ABC’s orderThe system will allow empirical verification of doses based on age & weightThe system quick check for allergies & contra-indicationsThe system first check medicine in stockThe system clear send over to pharmacy3.Only 1 first requirement can be ensured.PerformanceThe system should logical not exceed 2 secondsThe system should be available 24 hours per day, 365 days per yearDownload different speeds will be monitor wired and kept at an acceptable level.3. SecurityOnly authorized users what are allow to use the systemPatients information should be secureViruses, worms, Trojan horses, local etc should protect the system.The system should automatically exit when there is inacti vity4.Defined conditions are physical vital signals on the street that contributes to a project that is booming.

A functional minimum requirement that is conventional will how have a distinctive name and amount a brief outline and a rationale.Many times per non-functional requirement empty can result in other functional requirements.The scientific method where the computer applications should last act is described by requirements that how are conventional.Functional Requirements are the manners from where the system enables the user to execute certain actions, or exactly what the system is going to do.

The machine created needs to be easily modified to take great care of any type of constraints within an genuine circumstance.The political machine needs to be such simple to recall for the user.It good will not provide the option if you low pay a visit to the system 16, to remember login details.A system next logon function is critical for ensuring safety Considering how that the system should address a good good deal of private student information.

It make a solution for any big important issue and should be robust.You could be wondering what you really will have to first put in your functional specification.Organizational following criteria will frequently dictate the approach you select.Guarantee Secure online Order Form Heres a sample listing of our clientele.