Bandung The Perfect Weekend Free Essays

Bandung, the Perfect Weekend Getaway Have you been wondering to which holiday destination should you visit? Or are you dreading to have the perfect weekend getaway but don’t know any place? Trust me, you don’t have to worry anymore because the answer is Bandung! It is one of the sophisticated cities in Indonesia that has incredibly panoramic views, delectable food and satisfying services as Bandung is known to be a popular tourist attraction. Bandung has a breath-taking garden views. Tourists can enjoy and buy the beautiful and colorful flowers or even spend their time with their children or friends at the strawberries farms and to actually pick as many strawberries they want fresh from the stems. We will write a custom essay sample on Bandung: The Perfect Weekend or any similar topic only for you Order Now â€Å"Delicious food† are the first two words that usually be pop out in most of the Bandung visitors’ heads, as it is renowned to be the perfect city for culinary tourism. It has the sweetest, crunchiest even until spiciest mouth-watering meals. The most famous food in Bandung is â€Å"Kupat Tahu† and â€Å"Batagor†. Not to mention the latest most-talked theme park in Bandung namely â€Å"Trans Studio Bandung†. It is the perfect theme park for both adults and children. The place is designed so creatively like a city and most importantly, it is indoors! Not many theme parks are indoors. Therefore, visitors will not have to worry about the weather and able to have fun until the end of the day. How great it is. Moreover, children can also learn at the same time, since in the ‘Science Centre’, visitors are allowed to see many experiments and unique science facts that most people need to know. Like the different densities of different objects and liquids, and how we can have colorful shadows. There are also extreme rides like roller coaster, â€Å"Vertigo†, â€Å"Dragon Rides†, and â€Å"Giant Swing†. They are the heart-pounding rides that will make some of the visitors scream at the top of their lungs. At the end of the day, if you wish to remember the spectacular experience, visitors can always buy the high-quality Trans Studio souvenirs with reasonable price inside the theme park. Over all, Bandung will be an ideal to relax, shop, and most of all, for you to step back from your work and refresh your mind. If you come to Bandung, there is no way you will regret it! How to cite Bandung: The Perfect Weekend, Essay examples

Collaborative Classroom Practice Inclusion - MyAssignmenthelp.com

Question: Discuss about the Collaborative Classroom Practice Inclusion. Answer: Introduction The identified research study has been developed to assess a topic of classroom management issues. Precisely, through the identification of the substantial issues related to classroom management, an instructor can evaluate the right strategies on the basis of the theoretical context of the issues. In this particular study paper, the classroom management issue of attention seeking has been illustrated. Meanwhile, the assessment of the identified classroom management issue has been linked to the behavioural attitude of the students and teachers to discuss the problem in a critical way (Oral, 2012). In the meantime, the purpose of the essay paper is to identify the principal problem that has been related to attention seeking. In the modern day classroom scenario, attention seeking has been defined as one of the major challenges to be dealt by the instructors. Notably, due to such habit, a student or a child can do certain things to get the attention of the teacher. Sometimes teachers have found the actions quite annoying and unmindfully ignore the psychology-based issue. Decisively, attention seeking students will constantly blurt out to their instructors by doing various actions. Admittedly, the desire for attention among such students can be identified as insatiable. Although the instructors provide attention to the students, their desire for attention continues to grow (Olubummo, 2015). By identifying the classroom issue of attention seeking, the study has illustrated theoretical context to the issue. On the other hand, the solution of such classroom issues has been analysed in the context of Western Australia. The research study has investigated the leading reason behind such issues affecting the classroom management. Reflecting on the previous studies, the theoretical understanding of the students perception, their attitude, behaviou rs, and psychology has been described. Based on the outcome of the research, specific solution to the issues of attention seeking has been defined as well to make the paper more efficient. Statement of the Problem The leading issue that has been discussed in the research paper is excessive attention seeking among the classroom students and children. In the context of modern classroom issues in the Western Australia, excess attention seeking can be identified as one of the most common behavioural problems among some of the children (Mulholland, O'Connor, 2016). Understandably, getting attention and giving attention can be defined as one of the most fundamental aspects of social species. Necessarily, in spite of delivering sufficient attention to the students, instructors have noticed that some of the children are not satisfied. As a result of the consequences, they seek additional attention from the teachers by doing annoying things in the classroom (Bluestein, 2011). Apparently, the study will investigate the theoretical concepts behind such mindset and psychological factors leading to such issues. On the other hand, instructors should be aware of such psychological issues among the students so that the problems among the students cannot be ignored. In context to the Western Australia, such issues have become substantial challenges in classroom management. In order to management such classroom issues effectively, identifying the cause of the problem will be evident, to say the least (Findley, Varble, 2011). Moreover, substantial training and knowledge development programmes for instructors should be arranged to deal with the issue in a more organised way. Theoretical Context of the issue Attention Seeking The issue of attention seeking can be addressed considering the theoretical context such as Rudolf Dreikurs democratic discipline model. Notably, Rudolf Dreikurs was one of the renowned social psychologists who had massively contributed to the understanding of the reprehensible behaviours among children. The educational philosophy of Rudolf Dreikurs has primarily relied on democratic philosophy. The fundamental principle of the democratic discipline model of Rudolf Dreikurs is human equity. According to the particular theoretical model, the author suggested that a significant behaviour is an outcome of individuals rationale (Dreikurs, Grunwald, Pepper, 2015). Moreover, the theoretical concept suggests that individuals act according to their subjective assessment rather than driven by the reality. Based on the subjective assessment, individuals make assumptions and convince themselves that their perspective is right. In the case of attention seeking issue, all human beings have wante d to seek the attention of others and have internal feelings to be accepted. Such longing for acceptance can lead to misbehaviours at times. Based on the theoretical concept of Rudolf Dreikurs democratic discipline model, there are four types of objectives that have motivated the children in a classroom environment to misbehave. According to the order, the identified goals are attention seeking, power and control, revenge, and helplessness. In terms of dealing with the issue, the model has been evident for the teachers to identify the type of goals leading towards misbehaving in a classroom environment (Dreikurs, Grunwald, Pepper, 2015). The theoretical model of Rudolf Dreikurs promotes logical consequences and encouragement procedures instead of punishing the students for misbehaving such as seeking the attention of the instructors. Precisely, motives for attention seeking behaviour must be evaluated by the teachers to control the consequences of the problem (Mellor, 2008). Through the identification of the attention-seeking motives of the children, classroom instructors can adopt different teaching styles such as autoc ratic, permissive, and democratic. The instructors may use effective style to control the classroom management issue of attention seeking. Primarily, the democratic discipline model has been based on the theoretical aspect of Alfred Adler who believed people being a social creature had the desire to belong or accept (Dreikurs, Grunwald, Pepper, 2015). Also, the term democratic signifies that students and children can be identified as an integral part of the decision-making process (Emmer, Hickman, 2011). The fundamentals of the democratic discipline model have defined the major differences between logical consequences and punishment in order to deal with the classroom management problem such as attention seeking in this particular case. First of preventative measures and techniques are the best way to tackle the issue of attention seeking in the academic sector (Olubummo, 2015). Moreover, logical sequences are appropriate to control the issue whereas punishment has no significant relevance in the misbehaving aspects in classroom issues. In terms of assessment of the theoretical concept of democratic discipline model, Rudolf Dreikurs believed that lack of encouragement towards students and children can provoke a student to misbehave in a classroom (Renart, 2013). Relatively, lack of encouragement leads to lack of concentration among the students and children in academic sections. As a result of the consequences, students have tried to catch the attention of the instructors by doing ki nds of stuff that are irrelevant in a classroom atmosphere (Edwards, 2014). In order to the deal with the classroom issue of attention seeking, the motives encouraging the misbehaviour of the students must be evaluated. There are four types of motivating factors leading to attention seeking behaviours among the children and students (Sullivan, 2011). The active constructive motives of the students seek constant praise from the instructors whereas passive constructive motives influence the students to involve others to serve them. The active destructive motives seek immediate attention from the teachers. Alternatively, passive destructive attention getting motives have forced others to help students and children. The investigation of the previous literature must be included with the theoretical concept of Rudolf Dreikurs to identify how the classroom issue of attention seeking has been dealt by the teachers in the Western Australia. Meanwhile, the Department of Education of Western Australia has involved the democratic discipline model of Rudolf Dreikurs to train the teachers and instructors analysing the behavioural patterns of the students. The challenge of attention-getting is a comprehensive classroom issue in this particular context (Dreikurs, Grunwald, Pepper, 2015). Influenced by the theoretical model of Rudolf Dreikurs, the DOE of Western Australia has taken initiatives to develop policies that can be effective for the teachers to understand the behaviours that are encouraging attention seeking. Precisely, each of the classroom misbehaviours must be dealt with priority so that teachers have gained the knowledge and skills to reduce the severity of the issue (Crawford, Shutler, 2009) . Meanwhile, instructors are trained to ignore the inappropriate behaviour of the students. If the instructors avoid the misbehaviour of the children leading to attention getting, students have found to be calm down. Such drastic change in nature among the students will reduce the attention-seeking motives as well. Alternatively, good behaviours of the students must be encouraged with rewards and appreciation (Edwards, Watts, 2008). Thus, other students have found no motives leading to attention seeking within the classroom environment. Therefore, substantial emotional literacy programmes have been organised by the DOE to betterment of the practices connecting the classroom management. Understandably, the investigation reports and literature of the authors can be displayed to identify the roles of the instructors to solve the issue of attention-seeking in the Western Australian area. Through the identification of the theoretical concept such as Rudolf Dreikurs democratic discipline model, educators and classroom mentors can tackle the unwanted classroom scenario (Szmad, 2015). Meanwhile, classroom management issues such as attention-seeking have been a leading behavioural challenge for the teachers as well. By ignoring the misbehaviours related to attention-seeking, instructors can negate the influential factors and attention-seeking motives. The adequate intervention and application of the discussed theoretical model can be evident to solve the issue of attention-getting (Thijs, Verkuyten, Grundel, 2014). Also, the responsibility and accountability of the instructors should be encouraged so that such classroom management issues can be diminished. Solution and Implications As per the above discussions, Rudolf Dreikurs has provided different solutions to the attention seeking behaviour of the students. According to his theory, it is important for the teachers to understand the behaviour of the students and recognise the primary factor leading to the issue (Dreikurs, Grunwald, Pepper, 2015). Firstly, the teachers must prepare themselves to understand the goal of the misbehaving child. For example, if the teacher feels annoyed by the behaviour of the student, the childs goal is to get attention of the teacher or the class. Hence, understanding the goal of the misbehaving child is significant in order to implement the solutions of the attentions seeking behaviour (Dreikurs, Grunwald, Pepper, 2015). In order to make the teachers aware of the behavioural constraints that negatively impact the environment of the classroom, the DOE of Western Australia must develop policies for training the teachers regarding the classroom management issues (Fraga-Caadas, 2010). The training session will teach the educators regarding the psychological process of the behaviour and the consequences of dealing with the issue in an aggressive manner (Waterman, Walker, 2009). On the other hand, the training programme will provide the educators with knowledge and skills to deal with the attention seeking issues among the students of different level. The solutions to the attention seeking issues in the classroom management are discussed in details herein below: Recognise the misbehaviour: First of all, it is important for the teacher to recognise the goal of the misbehaviour (Dreikurs, Grunwald, Pepper, 2015). In order to understand the reason for misbehaving in the class, the teacher must observe every individual student and maintain a note of their daily activities (Jones, 2007). Furthermore, the teachers must personally interact with the students to understand the psychological issues faced by them. Legitimise the behaviour: Secondly, the teachers must focus on legitimising the behaviour that is appropriate for the class. For example, the students must be taught to express their needs in an appropriate way. According to Bill Rogers, a mentoring session must be conducted for the students to teach them how to express their feelings and behave appropriately in the class (Rogers, 2014). Minimise attention: On the other hand, the educators must start ignoring the attention seeking behaviour of the students that are not harmful or aggressive for the class. For instance, the misbehaviour of thee student can be ignored by standing close to the student and writing a note (Mallinger, 2008). It will make the student think that his behaviour is useless in seeking the attention of the teacher and influence them to avoid using such behaviour in the future. Appreciate appropriate behaviour: According to Dreikurs, educators must use assertive techniques in order to deal with the attention seeking issues (Dreikurs, Grunwald, Pepper, 2015). For example, the appropriate behaviour of the students must be appreciated with written notes to make them feel motivated and avoid using unusual behaviour in the classroom environment. On the other hand, the appreciation of the appropriate behaviour in front of the other members will influence them to behave in an appropriate manner. Distract the student: Furthermore, when the students are found to be misbehaving, the teachers should not use any aggressive technique to deal with the issue. For example, in place of punishing the student, the teacher can distract the pupil by asking a question or favour that will change the activity (Malmgren, Trezek, Paul, 2015). Distraction of the student from the misbehaving activity can be effective enough to make the student understand that the teacher does not like the behaviour of the person and will influence them to behave appropriately. Do the unexpected: Alternatively, doing unexpected things in the class such as turning out the lights, talk to the wall and play a musical instrument can distract the student from misbehaving in the classroom environment (Malmgren, Trezek, Paul, 2015). It will make the student think about their behaviour and influence them to understand the issue. Move the student: Finally, the teachers can move the student from one seat to another or send the student to a thinking chair in place of sending them outside the class to deal with the attention seeking behaviour (Waterman, Walker, 2009). It will allow the student to continue the class and stop misbehaving in the classroom environment. The aforementioned solutions will be helpful to meet the classroom management challenges of attention seeking in the schools of Western Australia. It will help the school authorities to develop the skills of the teachers and implement a mind set among the teachers to use assertive techniques in order to deal with the behavioural issues of the student (Waterman, Walker, 2009). However, the positive as well as negative implications of the proposed solutions are discussed in details herein below: Benefits of the proposed solution The primary benefit of the proposed solutions is that it will teach the educators regarding the negative consequences of using aggressive techniques to deal with the attention seeking problems and influence them to use the assertive techniques. Furthermore, the use of assertive techniques will promote positive behaviour among the students in Western Australia and improve the classroom environment. Furthermore, the proposed solutions will help the school authorities to minimise the issues of dismissal of the students and improve their academic achievement (Dreikurs, Grunwald, Pepper, 2015). The techniques to teach the student regarding the appropriate ways to express their needs will reduce distraction in classes and promote positive behaviour in the classroom environment. The proposed solutions do not incur any sort of financial cost for the teachers. But, the teachers need to put effort in order to deal with the students. The teachers need to maintain note of the behaviour of the students and deal with the negative attention seeking behaviours through above mentioned strategies. In order to pay attention over the individual students with large number members in a single class, the teachers may feel stressed (Dreikurs, Grunwald, Pepper, 2015). Hence, the proposed solutions are time seeking and needs the teachers to put extra effort in order to observe the students and deal with their problems. Conclusion On the basis of the above analysis, the teachers face different problems in order to manage the diverse students in the classroom. The problem of attention seeking in classroom should be managed using assertive and polite techniques. The school authorities and Department of Education of Western Australia must implement policies and strategies to train the teachers for handling the attention seeking issues at classroom. A better way of handling the issue will promote positive behaviour among the students and improve the academic achievements of the pupils. Conclusively, the attention seeking issue must be dealt in a positive way to improve the environment of the classroom. References Bluestein, J. (2011).Classroom management(1st ed.). Thousand Oaks, Calif.: Corwin Press. Crawford, L., Shutler, P. (2009). Total quality management in education: problems and issues for the classroom teacher.International Journal Of Educational Management,13(2), 67-73. Dreikurs, R., Grunwald, B., Pepper, F. (2015).Maintaining sanity in the classroom(1st ed.). New York, NY: Routledge. Edwards, C. (2014).Classroom discipline and management(1st ed.). New York: Wiley. Edwards, C., Watts, V. (2008).Classroom discipline management(1st ed.). Milton, Qld.: John Wiley Sons. Emmer, E., Hickman, J. (2011). Teacher Efficacy in Classroom Management and Discipline.Educational And Psychological Measurement,51(3), 755-765. Findley, B., Varble, D. (2011). Creating A Conducive Classroom Environment: Classroom Management Is The Key.College Teaching Methods Styles Journal (CTMS),2(1), 49. Fraga-Caadas, C. (2010). Beyond the Classroom: Maintaining and Improving Teachers' Language Proficiency.Foreign Language Annals,43(3), 395-421. Jones, F. (2007).Positive classroom discipline(1st ed.). New York: McGraw-Hill. Mallinger, M. (2008). Maintaining Control in the Classroom by Giving Up Control.Journal Of Management Education,22(4), 472-483. Malmgren, K., Trezek, B., Paul, P. (2015). Models of Classroom Management as Applied to the Secondary Classroom.The Clearing House: A Journal Of Educational Strategies, Issues And Ideas,79(1), 36-39. Mellor, N. (2008).Attention seeking(1st ed.). London: Paul Chapman. Mulholland, M., O'Connor, U. (2016). Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/resource teachers.International Journal Of Inclusive Education,20(10), 1070-1083. Olubummo, C. (2015). Classroom assessment techniques.Nursing Management (Springhouse),46(12), 16-19. Olubummo, C. (2015). Classroom assessment techniques.Nursing Management (Springhouse),46(12), 16-19. Oral, B. (2012). Student Teachers' Classroom Management Anxiety: A Study on Behavior Management and Teaching Management.Journal Of Applied Social Psychology,42(12), 2901-2916. Renart, L. (2013). Classroom Management Techniques.ELT Journal,67(3), 378-379. Rogers, B. (2014). Teaching positive behaviour to behaviourally disordered students in primary schools.Support For Learning,9(4), 166-170. Sullivan, K. (2011). Attention-seeking behaviour.Practical Pre-School,2011(131), 8-10. Szmad, S. (2015). Attention-Seeking Displays.PLOS ONE,10(8), e0135379. Thijs, J., Verkuyten, M., Grundel, M. (2014). Ethnic Classroom Composition and Peer Victimization: The Moderating Role of Classroom Attitudes.Journal Of Social Issues,70(1), 134-150. Waterman, J., Walker, E. (2009).Helping at-risk students(1st ed.). New York: Guilford Press.

Ray Douglas Bradbury Was Born In Waukegan, Illinois On August Essays

Ray Douglas Bradbury was born in Waukegan, Illinois on August 22,1920. He was the third born son of Leonard Spauldling Bradbury and Esther Marie Moberg Bradbury. In the fall of 1926 the Bradbury family moved from their home in Waukegan to Tucson, Arizona. However, their stay there only lasted until May of 1927 when they moved back to their original habitation. Bradbury began writing his own literature on butcher paper when he was 11 years old. Ray and his family moved again moved to Tucson, Arizona and back to Waukegan, Illinois again in 1932. This rapid movement was initiated when Leonard Bradbury was laid off from his job installing telephone lines, only to be rehired later in the year. In 1934 the Bradbury family moved yet again, but this time to Los Angeles, California. Ray attended high school in Los Angeles. He graduated in 1938, finishing his formal school career. Bradbury decided that in order to further his education, he would spend his days at his typewriter and his nights at the library, reading. Since he needed a way to make some money to get by, Ray took a job selling newspapers on Los Angeles street corners. His first published story was ?Hollerbocher's Dilemma,? which was printed in an amateur fan magazine in 1938. In 1939, Ray published four issues of Futuria Fantasia, his own fan magazine, in which he contributed most of the published material. Bradbury's first paying gig, was ?Pendulum,? which was published in Super Science Stories in 1941. Finally in 1942 he discovered his distinctive style of writing after writing ?The Lake.? By 1943 he had given up selling newspapers, and began a full-time job as a free lance write for many periodicals. In 1945 the magazine Best American Short Stories, selected Bradbury's short story ?The Big Black and White Game,? to appear in an issue of the magazine. Bradbury's most significant published works up until the present include: Dark Carnival in 1947, The Martian Chronicles in 1950, Fahrenheit 451 in 1953, and many short stories, screenplays, essays and poems which are too numerous to name. Ray Bradbury's writing has been critically acclaimed and heralded as some of the most influential media in the Science-Fiction genre. So far is his lifetime Ray has received the O. Henry Memorial Award, the Benjamin Franklin award in 1954, the Aviation-Space Writer's Association Award for best article in an American Magazine in 1967, the World Fantasy Award for lifetime achievement, and the Grand Master Award from the Science-Fiction Writers of America. Also his animated film about the history of flight, Icarus Montgolfier Wright, was nominated for an Oscar, and his teleplay of the Halloween Tree won an emmy. Presently, Ray Bradbury resides in San Diego, California, where he still writes and gives lectures. The Martian Chronicles The book of Bradbury's creation that I read was the Martian Chronicles. Initially, I was intrigued by Ray Bradbury's implementation of elaborately descriptive settings. Each chronicle takes place during a different month and year, arranged in chronological order, from January 1999 to October 2026. Since the story spans over a long period of time, there are several locations in which the events occur. The major settings of the story include: Ohio, a small town next to the rocket launch pad, a large desert on Mars, with canals, that is a harbor to the ?dead cities,? a town on Mars which is the home of Yll and Ylla , the Martian landing site next to one of the canals, a Martian insane asylum, a town, that seems almost dreamlike in a sense, because it is the memories of the flight crew projected onto the Martian landscape, a luggage shop, and a city surrounded by rural farm area, that has only one house left standing. These settings are used as a device to move the novel along from each individual story to the next. I think that this was a very interesting concept, because there are no main characters in the book. However, there are main characters within each chronicle. Ylla is the first Martian introduced in the book; she is friendly, kind, and has an outgoing personality. James Stupple indicated in his book The Past, The Future, and

Australian School Excursion Policies Essays

Australian School Excursion Policies Essays Australian School Excursion Policies Essay Australian School Excursion Policies Essay An educational excursion is a student activity, organised by the school and approved by the principal or student council that will take place outside of the school grounds. School excursions play an important role in educating students based around the curriculum. In Australia, each state provides public schools with an Excursion Policy for all schools to abide by. The policy document used for this analysis is the Victorian Excursions Policy retrieved from the Victorian Government Education website, education.vic.gov.au/management/governance/referenceguide/enviro/4_4.htm. The apparent rationale of this policy is to ensure duty of care to the students with a safe environment and to prevent any foreseeable risks through careful planning and sound knowledge of everything involved in the school excursion. The policy also covers matters required during an emergency situation. The policy covers all aspects of duty of care for the students, teachers and others involved in the excursion. Planning plays a major role in the decisions of having an excursion. A policy is the main guideline for planning and covers all aspects that are important to maintaining a safe environment, including making decisions when unforeseen circumstances occur. Under section 4.4.2 headed school excursionsâ„ ¢, this covers many areas relevant. Under section 4.4.2.2 is information regarding approvals of any excursions. Appropriate approval, based on initial planning must be obtained by the school principal or school council prior to implementing pre-preparation of the excursion. Joint school excursions will need corresponding approval and planning consistently between principals of both schools. Section 4.4.2.2.4 obtains key aspects regarding selection of the venue for a camp or excursion activity. Areas of consideration and assessment are; health, hygiene and safety, building and facilities, activity equipment and the conduct of activities, certified qualifications of staff, participant supervision, emergency plans, fire precautions, first aid facilities, accreditation of camp site, quality assurance and consumer protection and references from other schools whom have already attended the venue are also of good value. These factors must be considered based on risk management principles. When considering a venue for the first time, it should be inspected by the teacher in charge of the excursion and constant discussions should take place with the camp manager in order to prepare risk management documentation. Further risk management criterion must be assessed when travel interstate or overseas is involved. Section 4.4.2.3, Emergency Management refers to a comprehensive process, which is put in place to ensure the safety of staff and students before, during and following an emergency situation. The Departmentâ„ ¢s requirements and guidelines relating to preparation and safety must be observed in the conduct of all excursions. Four key elements for the process of emergency management are preparedness, prevention, response and recovery (Roberts Stephens, 2002, p 3). Preparedness: the school should prepare an emergency management plan prior to an excursion covering all bases of foreseen and unforeseen circumstances that may occur. Prevention: the main part of a school plan is focused on strategies to help prevent emergencies. Response: Some emergencies are not preventable and therefore planning to minimise the effects of any emergencies that do occur. Recovery: is the process following an emergency where students and families may require support from available school resources (Roberts Stephens, 2002, p 3). Section 4.4.2.4 emphasises the importance of parental / guardian approval and information. They must be given clear, detailed and true information regarding all aspects of the excursion and then give the school written consent for their child to participate in the excursion. Section 4.4.2.5 covers the importance of retrieving confidential medical reports from the parents / guardians and these reports should be copied with one set going with the teacher in charge on the excursion and one set of copies obtained at the school. Section 4.4.2.6 and sections under 4.4.2.7 considers appropriate supervision, excursion staff and instructors that will be involved with the students on excursion. Matters to consider would be qualifications / experience, age / maturity, size of the group, ages of the students, nature / location of the excursion and activities that would be conducted throughout the excursion. In deciding what constitutes sufficient excursion staff, the principal should consider the factors listed above as well as the Safety Guidelines for Education Outdoors website. Section 4.4.2.8 is a guideline of staff-student ratios for different excursion types. Student behaviour and discipline under section 4.4.2.9 should correspond with the schoolâ„ ¢s student code of conduct, along with the state-wide Student Discipline Procedures 1994. Students and parents should understand the schools code of conduct and under extreme cases of misbehaviour the principal may decide that it is best for the child to return home. The parents will be informed and any expenses will be paid for by the parents of the student. Under sections of 4.4.2.10, 4.4.2.11 and 4.4.2.12 is detailed requirements regarding use of private transport. All students must be accompanied by a school staff member in any form of transport. Light aircraft must be a licensed charter operator with full liability insurance. Private motor vehicle transportation should be avoided at all times unless corresponding with an approved pre-licensed driver education program. Overseas travel requires further criteria and the smart traveller website should be checked for any travel warnings. A policy is a predetermined course of action which is established to provide the essential duty of care. This policy is important because it allows teacher to understand their roles and responsibilities within predefined limits with appropriate procedures to ensure the safety and to protect the rights of students. This policy identifies key activities and provides a choice of alternatives that can be used to guide their decision making process. This policy helps to control excursions in advanced and assists in preventing possible risks. The requirements of the policy is subject to the principal, school council, teachers and excursion supervisors, parents, students, venue staff and activity guides on the excursion. Everyone involved in the excursion needs to have a common understanding of the policy. Listed below are three hypothetical scenarios which the policy document would have impact on: Scenario One; A school takes the grade 6 students away on a 5 day camp. Teachers become concerned when one student repeatedly ignores safety rules which can put others at risk. After discussion with the school principal, it was decided to notify the parents of the studentsâ„ ¢ misbehaviour. On day 3 of the camp, the same student was found striking another student with considerable force. So, the teacher contacted the principal who arranged with parents to pick their child up. The decision was made because the student was causing significant risk to their peers.â„ ¢ Section 4.4.2.9 of the policy relates to student behaviour and discipline and that principal approval must be obtained before sending a misbehaved child home. Scenario Two; A class of grade 3 students were on a day excursion, bushwalking through a national park. A student gets bitten by a snake. The teacher immediately identifies the wound and applies a crepe pressure bandage and a splint as initial treatment. These items retrieved from the first aid kit provided by the national park (section 4.4.2.3.5). The rangers were contacted immediately to arrange a safe pick up for the student. Whilst waiting for the rangers, the other students were kept together in their groups with their selected supervisor (section 4.4.2.6). The rangers picked up the injured student assisted by one supervisor and returned to the educational centre at the national park where an ambulance was waiting, prearranged by the national park staff. The student was taken to the local hospital accompanied with a school supervisor. In the mean time, the school principal was notified who contacted the studentâ„ ¢s parents with continual up to date knowledge of the studentâ„ ¢s conditi on prior to their arrival at the hospital. The principal also contacted the Departmentâ„ ¢s Emergency and Security Management Unit (section 4.4.2.3.4). The student was soon released with appropriate medication with no serious condition. During recovery, the school had constant contact with the family.â„ ¢ This scenario covers all sections under 4.4.2.3 excursion emergency management. Scenario Three; A joint school camp was organised for grade 5 students for the duration of 5 days. Thorough planning between the two schools was conducted prior to camp approval and checks of the camp site were again conducted at arrival (section 4.4.2.2.4). Local authorities had already been informed of the school camps details and were given full contact details for the school management team at the camp. Unfortunately a deliberately lit fire occurred within the area and authorities immediately contacted the camp managers of the high fire dangers ahead with unpredictable wind changes. It was advised that an evacuation should be conducted as soon as possible. Evacuation plans had already been trialled and were put into action with students understanding the procedures instantly, the fire and police authorities lead the groups to a safe area (section 4.4.2.3). School supervisors stayed with their designated group at all times with continuous head counts conducted during the evacuation. The school pr incipals were immediately informed of the situation who then contacted the Departmentâ„ ¢s Emergency and Security Management Unit and the principal also informed all parents / guardians of updated knowledge of the studentâ„ ¢s safety (section 4.4.2.3.4). The students soon arrived safely back at school and once the dangers were lifted, all belongings were then returned. Students, camp supervisors and others involved in the camp had continuous support from the school during recovery (section 4.4.2.3). The State of Victoriaâ„ ¢s policy on school excursions is an essential guide for teachers to abide by to ensure that students are always protected by duty of care under all circumstances. Teachers should refer to this policy whenever conducting a curriculum based activity outside of the school grounds ensuring that the students are always in a safe environment. References: Medowie Public School. (2000) Educational Excursion Policy. Retrieved from medowie.ps.education.nsw.gov.au/policydocs.html Warrumbungle National Park. Judd, J. (1998) Safe Walking In The Warrumbungle National Park. Retrieved from www.warrumbung-e.schools.nsw.edu.au//safe%20walking%20booklet%20for%20web.pdf State of Victoria (Department of Education and Early Childhood Development) (2007) Student Safety Risk Management. Retrieved from education.vic.gov.au/management/governance/referenceguide/enviro/4_4.htm Roberts, M., Stephens, M. Department of Education and Training, Victoria. Emergency and Security Management Branch. (2002) Emergency Management in Schools Vic. Retrieved from aic.gov.au/en/events/aic%20upcoming%20events/2002/schools.aspx

Building Corporate Brands and Strategic Alliances

The marketing management plays an important role in the success of a pany and in improving the revenue generation of an organization (Kotler et al., 2015). It is important for capturing the market in a limited span of time and monitors the demands of the customers (Kotler et al., 2015). The managers are responsible for identifying the current trends and convert them into suitable opportunities. The aim of this report is to critically analyze the petitive and marketing environment of the CQ University based in Australia. It would discuss the marketing environment of the university and evaluate different kinds of external opportunities of the University. CQ University Australia emphasis on engagement excellence and the equity, which has led to its phenomenal growth in terms of new campus, number of students, infrastructure, reputation and impact of the research (Cqu.edu.au, 2017). It is considered as one of the greatest universities of Australia and it was found in the year 1967. It was accredited full â€Å"university† status in the year 1992. The University has several campuses in and around Australia such as Brisbane, Cairns, Mackay, Sydney, Emerald and others (Cqu.edu.au, 2017). In the year 2014, the CQ University merged with CQ TAFE, which has brought more than 175 years of experience in the education and training delivery (Cqu.edu.au, 2017). The University has highest ratio of the students belonging to low socio-economic, Aboriginal and mature age backgrounds. The Marketing Directorate aims to generate more interest in the University and responsible for the recruitment of the students. It also aims to make the University a better brand (Cqu.edu.au, 2017). The University provides support as well as advices to all the faculties as well as various divisions. There are over 15.7 million people in Australia, who belong to the age group of 15 to 64 years (Abs.gov.au, 2017). Approximately 1 in every 5 people was enrolled in some form of formal study. A majority of the teenagers between 15 to 19 years old were enrolled in some form of study. In the year May, 2016, around 25% of the people (15-74 years of age) shared that their highest level of their educational attainment is Year 11 or below (Abs.gov.au, 2017). Only 41% of the people reported having a Bachelor degree or above qualification (Abs.gov.au, 2017). This is a low figure, which implies that there is a need to increase the number of educational institutions imparting higher education courses (Abs.gov.au, 2017). The people with higher levels of education are more likely to be employed while the persons with basic qualifications would find it hard to find an employment option (Hollensen, 2015). Australia has been through profound structural shift in the past few years. The Australian ec onomy would strive to evolve more in the ing years as part of demographic and economic developments. The University engages in a bination of both mass marketing and target marketing. In mass marketing, the University primarily follows differentiated marketing tactics. They offer specialized courses such as Business, Accounting, Education, Engineering. Health, Science and Environment, Transport and others (Cqu.edu.au, 2017). The primary target market for the University is the teenagers between the age group of 15-24 years and prises of domestic, international students (Cqu.edu.au, 2017). The admission process of the University is based on their educational background as well; as their level of education (Cqu.edu.au, 2017). The secondary target market of the University includes the single mothers, middle aged persons, apprenticeships and trainees (Ehrenberg & Smith, 2016). The University follows segmentation based on the differential marketing techniques. In this kind of target marketing, the University concentrates on two or more different market segments and tries to promote their b rand within these segments (Cqu.edu.au, 2017). The University offers wide variety of subjects for the students based on their level of experience and their educational background (Cqu.edu.au, 2017). There are different courses provided to the students such as Creative, Performing, Visual Arts, Engineering, Information Technology, Science and Environment, Service Industries, Transport Services, Psychology, Health and others (Cqu.edu.au, 2017). The price of the educational courses is affected by a number of factors such as placement, petition, service quality, institution’s reputation, facilities provided, education mode, institution brand name and others (McMillan, Kinnear & Babovic, 2015). The University provides loan facilities to aid the students. The University offers both full time courses and distance courses for the convenience of the students. CQ University is known as the best providers of flexible training and education content, which provides hundreds of educational courses (Cqu.edu.au, 2017). It also provides on-campus courses which involve â€Å"face to face† classes which are carried out in weekly basis (Cqu.edu.au, 2017). The University aims to achieve brand management, creative production and engage in the creation of advertising booking as well as recruitment campaigns (Cqu.edu.au, 2017). The University also engages in the digital marketing strategies, which involves integration in the digital media platforms (Cqu.edu.au, 2017). Australian Government aims to contribute to the creation of international sustainable education sector. The monwealth has r mended an increase in the budget for schools in and around in Australia (Khanna, Jacob & Yadav, 2014). However, the NSW government has announced a cut in the budget for public schools as well as non-government school sector (Khanna, Jacob & Yadav, 2014). The TAFE sector is facing funding cuts which has fostered increased petition in the private education provider.   The international education sector has major contribution in the Australian economy through the process of migration of skilled labor (Daley, McGannon & Hunter, 2014). There are several students who prefer to reside at Australia for the purpose of pletion of their studies. The higher education sector in Australia prises of the 37 public as well 2 private institutions and 150 â€Å"non-self-accrediting† higher education institutions in the country (Daley, McGannon & Hunter, 2014). There is an average 4.7 percent increase in student enrollment every year (Abs.gov.au, 2017). The social factors include the different demographic changes such as number of admissions, inability to attract suitable manpower, changes in educational qualifications and demand of specific courses (Demediuk & Armstrong, 2014). These include the changes in the equipments or standards required in the University such as puter systems, IT lab, projectors, multimedia and others that help in the dissemination of learning. The technological advancements and the level of technology adoption determine the level of petitiveness of the University. CQ University faces tough petition from its rivals who are operating in the same market and caters to the same target market (Nelson, 2015). Some of the close petitors include University of Sydney, University of Melbourne, Charles Darwin University, University of Queensland, Charles Sturt University, Southern Cross University and others (Nelson, 2015). The strengths of CQ University includes that it has full time faculty who use to take most of the classes at both the graduate as well as undergraduate levels (Cqu.edu.au, 2017). It has world class curriculum which is at par with the industry standards (Nelson, 2015). It has accessible location and provides loan services to the students for aiding them in the payment of the fees. The University has less funding in some of the departments and they lack financial support for the support of the faculty scholarships (Cqu.edu.au, 2017). They have degrees of understaffing in some of the departments. There are innumerable opportunities in the intellectual enrichment of the students ing from diverse backgrounds (Cqu.edu.au, 2017). The University can engage in more partnerships with the local employers so that the students can be placed at their final year. There is reduced government funding, risk of losing qualified faculty and the increasing petition from the different educational institutions of Australia (Nisar, 2015). There is a similar university which offers similar educational courses, which may affect the revenue generation of CQ University. CQ University engages in connecting with the stakeholders or the munities by maintaining strong partnership relationships that are productive. The brand positioning is done with the help of spreading reputation and trustworthiness of the brand- CQ University is responsible and professional institution (He & Balmer, 2017). The brand places itself well among their target audience and has strong brand associations. The marketing environment of CQ University is determined along with the prehensive marketing plan. The market summary as well as demand assessment of the University is being done. The segmentation as well as target market of the University is being done. The current marketing mix analysis is done along with the analysis of the external environment. The PEST analysis and the SWOT analysis of the University are done followed by the brand positioning analysis. This report would broaden the understanding of the marketing tactics of CQ University. Australian Bureau of Statistics, Australian Government. (2017).  Abs.gov.au. Retrieved 28 March 2017, from https://www.abs.gov.au Daley, J., McGannon, C., & Hunter, A. (2014). Budget pressures on Australian governments 2014.  Grattan Institute, viewed,  21. Demediuk, T., & Armstrong, A. (2014, March). Context of Higher Education and Its Implications for Quality Teaching: An Australian Perspective. In  Journal of the World Universities Forum  (Vol. 6, No. 3). Ehrenberg, R. G., & Smith, R. S. (2016).  Modern labor economics: Theory and public policy. Routledge. He, H. W., & Balmer, J. M. (2017). Alliance Brands: Building Corporate Brands through Strategic Alliances?. In  Advances in Corporate Branding  (pp. 72-90). Palgrave Macmillan UK. Hollensen, S. (2015).  Marketing management: A relationship approach. Pearson Education. Home - CQU. (2017).  Cqu.edu.au. Retrieved 28 March 2017, from https://www.cqu.edu.au Khanna, M., Jacob, I., & Yadav, N. (2014). Identifying and analyzing touchpoints for building a higher education brand.  Journal of Marketing for Higher Education,  24(1), 122-143. Kotler, P., Keller, K. L., Manceau, D., & Hà ©monnet-Goujot, A. (2015).  Marketing management  (Vol. 14). Englewood Cliffs, NJ: Prentice Hall. McMillan, G., Kinnear, S., & Babovic, N. (2015). prehensive universities and the role of the national TAFE system: the CQUniversity context.  About the research, 16. Nelson, R. R. (2015).  The rate and direction of inventive activity: economic and social factors. Princeton University Press. Nisar, M. A. (2015). Higher education governance and performance based funding as an ecology of games.  Higher Education,  69(2), 289-302.

Risk in Human Resource Management Essay Example | Topics and Well Written Essays - 1250 words

Risk in Human Resource Management - Essay Example The scenario faced by the case Ricci v. DeStefano would be used for this purpose. The circumstances of the case would be discussed and courses of action would be suggested on what could have been done by the government to avoid this lawsuit. In line with providing the appropriate measures with the discussion on the course’s modules, an assessment center would be defined and analyzed in terms of determining how it could help avoid problems in the future. Swanson & Foster wrote in their chapter on A Practical Guide to Conducting Assessment Centers a concise description of an assessment center as both a process and a place. Initially, the aim of assessment centers is to evaluate the performance of sergeants who compete for promotion to the ranks of a lieutenant. The term was defined by the International Task Force on Assessment Center Guidelines (2000) as consisting of â€Å"a standardized evaluation of behavior based on multiple inputs† (Swanson & Foster, 557 in Condrey, 2005). In greater detail, the process specifically involves â€Å"evaluating the behavior of candidates (sergeants) for a specific purpose (promotion) by providing them with multiple independent opportunities (simulations or exercises) to demonstrate abilities and by monitoring them with multiple trained evaluators (assessors), whose individual judgments are pooled to form an overall evaluation of the extent to which the candidates have the skills necessary to succeed as police lieutenants† (Swanson & Foster, 557 in Condrey, 2005). On the other hand, an assessment as a place is a designated appropriate site to serve the purpose and the process identified above. The Ricci v. DeStefano case is a legal action brought about by nineteen city firefighters of New Haven, Connecticut against the city of New Haven for violations of their civil rights and for discriminating against them regarding possible promotions. The firefighters were due to be promoted to managerial

It Is Needed to Control Combustible Dusts Hazard Research Paper

It Is Needed to Control Combustible Dusts Hazard - Research Paper Example The explosions develop and then give safety measures to be taken in preventing such occurrences. The paper will also discuss some debatable issues regarding combustible dusts. The paper will then conclude with an overview of the recommendations needed to control combustible dusts hazard. Combustible dusts comprise of fine particles that cause an explosion hazard when suspended in the air and certain conditions (OSHA, 2009). A hazardous product has the capability of being ignited (Willy, 1995). Dust explosions cause tragic loss of life, serious bodily harm and devastating destruction of property. The potential for dust explosions remains unknown to most workers. This calls for the evaluation of potential chemical hazards, and the communication of hazard information to workers. According to OSHA (2009), materials that have the capability of forming combustible dust include wood, paper, sugar, metals such as aluminum & magnesium, coal, dried blood, soap, biosolids, plastics and certain textiles. They are found in a variety of industries and workplaces. Combustible dust can build up within process equipment and/or escape from process equipment settling on surfaces in the general working environment (L & I, 2009). These accumulations are extremely explosive especially when dispersed in the air in the presence of ignition sources like standard electrical switches. The U.S Chemical Safety and Hazard Investigation Board (CBS) identified two hundred and eighty of combustible dust incidences between 1980 and 2005 that led to the death of one hundred and nineteen workers, injured seven hundred and eighteen, and extensively damaged numerous industrial facilities (OSHA, 2009). Massachusetts suffered a similar fate in February 1999, when the deadly fire broke in a foundry investigation in the incidence revealed that a fire stemmed from a shell molding machine and then extended in the ventilation of the system ducts by feeding on  heavy deposits of phenol formaldehyde dusts (OSHA, 2009).