The challenge of human resource management. Theories of motivation Essay

The challenge of human resource management. Theories of motivation - Essay Example The concept of motivation is often viewed as complicated and fascinating by different leaders but a closer analysis of the operations of any given organisation shows that this is an indispensable component which can ensure viability of any particular company in the face of competition. Thus, effective leaders ought to understand motivation and there are numerous theories of motivation that exist to try and help the managers as well as the leaders to understand the needs as well as goals of their employees in a bid to sustain certain actions while at the same time attempting to stop some unbecoming behaviour (Werner 2007). Against this background, this essay seeks to critically compare and contrast two theories of motivation. These are Maslow’s hierarchy of needs which is a content theory as well as Locke and Latham’s goal setting theory which is a process theory. The essay starts by explaining the meaning of the key term which is motivation then followed by outlining th e similarities as well as the differences that may exist between the two. The last part will specifically focus on suggestions about how a team leader might use these theories to motivate their team. Basically, motivation is loosely defined as â€Å"a state arising in processes that are internal and external to the individual, in which the person perceives that it is appropriate to pursue a certain course of action aimed at achieving a specified outcome and in which the person chooses to pursue those outcomes with a degree of commitment and persistence (Robins, Odendaal & Roodt 2001). Thus, motivation is basically concerned with arousing, directing and sustaining our behaviour. Theories of motivation fall into two basic groups: content theories as well as process theories. According to Finchman & Rhodes (2005), content theories of motivation focus on what motivates an individual. They are typically concerned with determining the specific needs that motivate people. On the other han d, process theories attempt to describe and analyse how people are motivated, that is, how behaviour is aroused, directed and sustained. Process theories of motivation in this case posit to the effect that there is no individual who can give the other person satisfaction that is related with accomplishing especially a challenging job, but it is self derived (Carrell et al 1995). Overally, motivation is influenced by needs, goals, expectations, motives as well as drives and these play different roles in motivation as going to be explained briefly below. According to (Brewster et al 2003), a need is something that is basic to life such as food and shelter and once it is satisfied a person is motivated. A goal is a certain target that an individual wants to attain and once achieved, that person is motivated. An expectation is primarily concerned with promises to be fulfilled say after performing a task and if these are fulfilled the person is motivated. A motive is an intention of acti ng in a certain way or doing something and it also affects motivation. Lastly, a drive is a push factor that pushes someone to act in a particular manner and if there is promise of reward that person would be motivated to pursue that drive. These are some of the major factors that motivate people to act or behave in particular ways. Maslow’s hierarchy of needs is perhaps the most appealing theory of motivation. Thus, according to Maslow, when a need occurs, motivational tension develops and is directed towards satisfaction of that need (Carrel 1995). The hierarchy comprises of five levels of needs namely physiological, security, social, self esteem and self actualisation needs. These needs build from grassroots levels up to the point where some skilled workers feel that they should be rewarded on the basis of their importance, coupled with their performance to the company. As far as company growth is concerned, there is need for the workers to feel that their needs are satisf ied. According to (Maslow 1970 as cited in Werner 2007), as each of these needs is satisfied, they cease to

Management studies Essay Example for Free

Management studies Essay Introduction Since starting the DMS in September I have found the workshop programme very useful. I have learnt many styles and techniques of management and from this have applied to my workplace with very effective results, also using my workplace as an experimental ground for practising my new techniques. From this, I have learnt from my mistakes and errors and rectified them to continually improve my own performance, and thus improve the performance of my department within the business. From leaving school with four o levels, I started my working career as an engineer; attaining an apprenticeship at Phillips Components. After four years of completing this, along with a higher national certificate in computer aided engineering, I acquired a position of Toolmaker in the Toolroom. I then continued working as a Toolmaker for the next eleven years without ever considering a managerial position. After many years of Toolmaking I acquired the position of Improvement Technician within the Sub-components department (press shop) and after Twelve months was offered the position of Shift Leader within this department. From taking the leap from Engineering to production/people management it was recommended that I returned to college to complete a Diploma in Management Studies to gain the academic qualifications to compliment my new role. Learning Style and Teamwork Theory One of the first workshop sessions was based on learning style and teamwork theory. For this we completed questionnaires on learning style and the Belbin self perception inventory, a questionnaire based on individuals team role profile. The learning style questionnaire was designed to understand your preferred learning style and help you pinpoint your learning preferences so that you are in a better position to select learning experiences that suit your style. The results are broke down into four different styles: Activists, Reflectors, Theorists and Pragmatists. After scoring myself on the questionnaire, the results suggested that I had a very strong preference towards being an Activist, a strong preference towards a reflector and moderate preference towards Theorist and Pragmatist. An Activist is a person who is very open-minded and enthusiastic about new ideas or experiences. They tend to act first and consider the consequences later. They tackle problems by brainstorming and thrive on the challenge of new experiences. They are gregarious people constantly involving themselves with others but, in doing so, they seek to centre all activities around themselves. With the learning style of an Activist I find it very hard work to sit down and study, I also find it very difficult reading a book as I tend to find my mind wandering off on to other activities I could be doing. Analysing my learning style within the workplace, I would tend to agree with these results. I have a reputation at work for being very enthusiastic and passionate about my department and also about the company I work for, also preferring to physically get stuck in with problems we encounter, rather than sitting down and discussing them. Within each learning style there is a set path we need to progress through in order to get the most out of any learning experience, these are as follows: Step one, having an experience In step one there are two easy in which we can have an experience; one is to be passive and allow the experience to happen and you needing to react, two is to deliberately seek them out in a proactive manner. Step two, reviewing the experience I tend to think this is the one we most often miss out on, we tend to jump this one and come to a conclusion before weve reviewed an experience in a none judgemental manner (with an open mind and no preconceptions). Time needs to be taken out to properly review any experience to gain anything from it. Step three, conclusions from the experience This involves looking at the reviewed experience step to understand and see what lessons can be learnt. Step four, planning the next step There would be little point in reviewing or coming up with any conclusions from the experience if we did not apply this newly gained knowledge to future events. The Self Perception Inventory The Belbin self perception inventory specifies nine roles for the efficient working of a team. Once the questionnaire is completed, a team role profile is then calculated for the individual and a counselling report is created. The chart below shows how I scored: Roles and Descriptions Team-Role Contribution Percentage Score Specialist 93% Plant 81% Resource Investigator 73% Shaper 69% Complete Finisher 63% Monitor Evaluator 50% Team Worker 25% Co-Coordinator 9% Implementer 2% My profile shows that I gain great intrinsic satisfaction from the nature of work in which I am engaged. For me work is like a hobby, offering me a chance to exercise my creative disposition and achieving professionalism all at the same time. As far as the outside world is concerned, I will be known and respected for my knowledge and special skills and for the fact that I am in the forefront of most new developments. My limitations I may have to accept apply to my administrative and managerial skills. I may have to make a conscious choice in terms of the direction of my career. A wider arena would offer broader prospects of advancement, but would also face stiffer competition, with the chance of me loosing some of my professional expertise. The alternative would be to build up my personal reputation in my own special area and carve out my own job within it. Reflecting on my results from the self perception inventory, I must realise that to become a better team player, I must understand my allowable weaknesses from the roles I scored high in. Also I must work on increasing the lower end scores, by becoming a better co-ordinator and implementer, also increasing my team worker skills. Residential To start the course off, our first learning experience of working within teams was the residential activity at Dove Nest. After a brief introduction (and cup o tea) we were soon split into four groups and given the mine field activity to complete. This being a perfect ice-breaker to the course, testing our teamwork skills and also a perfect opportunity to get to know other students. Instantly, different individuals personalities and trends were noticed and within minutes different traits were easily recognised as some members co-ordinated whilst others problem solved or challenged ideas. Our team decided it would be an advantage to amalgamate with the adjacent team to create a synergy were by we would attain greater power due to the creation of synthetic energy, i.e. the understanding that to join forces more than twice the power of each individual team would be achieved. Unfortunately, this was not the case. Although we did manage to complete task, we didnt accomplish it in the fast est time. Before to long we were soon split into other groups and given different tasks to complete with goals clearly set. One task I thoroughly enjoyed and learned a lot from was a task where all team members had to run up a hill (about 20 metres) to a square marked out on the floor (approx 3m sq.). Inside the square was 18 randomly spaced tags pinned to the ground, numbered 1 to 18. Our task was for all team members to run up to the square, then all the tags had to be touched, respectively from 1 to 18, but only one member was allowed into the square at any one time. Once this was complete, all the team then had to run back to the start point and cross this point within a specified time. We were given an allocated time to plan the task and also only given three timed attempts to achieve our target. Instantly we conducted a brainstorming session to assess all our different options. Then after heated debate about which ideas we thought would be the most efficient we then decided to perform what we thought would be the fastest trials. After timing each option we then chose the fastest and analysed this to see if we could improve on the practiced times. Once we thought we couldnt improve any more we then attempted to reach our goal. Of the three timed events, the first one was about twenty seconds overtime, the second just under, but by the third attempt we had shaved about forty seconds off our original time, also clearly beating the goal set. We achieved this through everybody committing to the teams needs to achieve the goal set, where everybody knew their place within the team, even though everybody did not agree with some of the decisions. A great sense of satisfaction and camaraderie was achieved by the conquering of this task, with all the team thoroughly motivated and geared up, ready for the next task. Finally on day one we were given the task of running our own business, the final goal, to manufacture and sail a raft on Lake Windermere. Different roles of team members soon developed, one person accounting, another designing, whilst others negotiated with opposing teams to acquire either more money or materials. Once enough materials were obtained, the raft was ready to be manufactured. Again, different team roles were seen, as some members built the raft whilst others delegated different tasks, and others stood back, saying thatll never float, youll not get me on that, only to be proved wrong once the race got underway. For me, there were many learning points from Dove Nest even though at this point we had not covered these techniques at college. It was an excellent opportunity to improve my listening and negotiating skills, as well as improving my delegating techniques. The best learning experiences for me were teamwork and motivation. Working within teams were nobody knew other peoples knowledge or capabilities, or what specialities they may possess created an atmosphere were by to achieve the goals set, individuals roles had to be rapidly appointed. I also found the problem solving activities very stimulating, probably through my engineering background. Dove nest was also an excellent starting point to the course as many students (myself included) were novices to the styles and theories ahead, thus giving everybody a perfect foundation to the year ahead. Reflecting on how each team member performed on the residential, I think it would be an excellent idea to perform a similar residential exercise at the end of the year to recognise the improvement of individuals performance. Presentation Skills A great learning point for me was the workshop on presentation skills. When confronted with the task of presenting to the group I was keen to improve my ability as presentations are a key role in my position at work, whether presenting a fortnightly team brief or a project presentation to senior Management. Previous to workshop I have encountered some bad experiences in the workplace, due to inadequate planning beyond my control. After watching the video on presentations, I came away with a greater knowledge of what creates a good presentation. The key learning points for me being preparation, content and delivery. What is the purpose of the presentation and why? Know your subject do your homework. Know your audience, the objective being to keep them interested. A good presentation should have a suitable introduction, main theme and conclusion. The delivery is also essential, confidence being the key, keep to a specified time and remember that you are the person presenting and the effect of it is upon your audience. I found it very beneficial to be able to watch and judge peoples presentation skills reflecting with the rest of the group on how to improve these skills, not feeling under any pressure whilst doing so; an option not available at work. The experience of having someone give feedback to a presentation allowed me to fully focus myself on the need to learn from, and understand my shortcomings, is also gave me the opportunity to scrutinise the way in which I should deliver a presentation. As I have a learning style of an Activist, and therefore wanting to try anything once to gain a new experience, I chose to give my presentation on a non-work related matter. I decided to give my presentation on what I labelled The Millionaire Lifestyle Weekend a presentation on how to live a millionaire lifestyle for the weekend working within a budget that most people would find affordable. Fortunately I wasnt presenting until the third week, which gave me plenty of time to plan my presentation. Also gaining more knowledge on this subject through analysing other students presentations and making observations as to how their presentation could be improved. A key observation from myself was never apologise when presenting as this may come across as being negative. Also, try to keep the audience interested and keep within the time specified. Provide a handout for any important information, but dont distribute until the end of the presentation. When the time came to delivering my presentation, I was at first nervous, due to previous experiences, but after the first two slides I felt more at ease due to the environment in which the workshop was held and also due to the fact that I felt confident about what I was presenting thanks to sufficient planning and preparation. I think another added contribution was the fact that the first couple of slides grabbed peoples attention and instantly they were thinking this looks interesting, a very important learning point, grasp peoples attention on the first two slides. I realised that in doing this, people sit up and listen, thus giving the presenter more confidence in what he/she is presenting. I also learnt that the rehearsal of a presentation is extremely important; I practiced this presentation about Ten to Fifteen at home in front of the mirror, finding this to be a great benefit to delivering a good presentation. Overall it gave value to me as I now know how to structure presentations. I felt, as did the others in the group that their subject would be boring for anyone else but to the contrary, as I listened to other presentations they were entertaining, informative, and all had flow to them. This tells me that if the subject to be presented is put over in the way we have been shown then the information within it is retained by the audience. Since this workshop, I have presented to management at work and felt a lot more at ease, having greater confidence in myself by understanding the correct way to performing a successful presentation, understanding the emphasis on planning as well as delivery. I have now learnt to improve my presentation skills at work a lot more by watching and analysing others present in the workplace. Time Management The time management workshop was also of great use to me with respect to my position at work. I am responsible for the production of nine different sub-components all used in the manufacture of a cathode, with present cathode production running at 300k per day, although due to losses on automation, with some components I have to produce 160 good components to make 100 good cathodes. I am responsible for a workforce of 45 people as well as providing assistance in other departments as and when required. I find myself in a position where I am constantly fire-fighting on a daily basis, going home feeling that I have taken two steps back rather than one step forward. When we had the workshop on time management I was instantly keen to increase my knowledge on this subject as time at work is sparse. I found the video a great learning tool, by watching the situation with the manager who never seemed to have any time. I instantly related issues on the video to my workplace and started to understand the important factors of managing time efficiently. Learning to identify, and then change, any bad practices such as taking on too much work that I could possibly delegate out to others, or failing to plan and organise my day correctly, understanding the difference between efficiency and effectiveness. The key points of time wasting have stayed fresh in my mind since this session understanding that I need to prioritise, delegate, plan and communicate more effectively. From watching the video, I returned to work ready to try out my latest technique. Understanding that to manage my time for that day I must spend the first five to ten minutes planning my day a head, prioritising what jobs have to be done, what jobs should be done, what jobs need not be done and what jobs I could delegate out to others. Also deciding which jobs are important, urgent, urgent and important and so on. Once I have done this, I then write a priority list in order of which jobs I shall do when, ranging from must do to least important. Since doing this on a daily basis I have found that I get through a lot more issues at work and seem to find a lot more time to take on extra tasks without the worry of not being able to complete in the required time. This has taken a large amount of pressure of my working day. Although I am sometimes still rushed off my feet, at least Im not leaving for home with my head in a spin. Conclusion When first discussing the DMS to work colleagues, who had once been students on the course. They described the workshop sessions to me, explaining about peoples learning styles and teamwork theory and I have to admit I was very sceptical about the whole thing, not understanding about Activists and pragmatists, etc. But since attending workshop I have realised that what we have learnt is true to life and have found very useful. I do have the opinion that people who become successful managers do have that special gift and that managers are born and not trained. My opinion is that to be successful not only must you have that gift but you must also learn the different techniques learnt on workshop and understand how and when to apply them to daily life. I have found that a lot of what I have learnt a necessity in the role I am in at work. I also realise that not all situations in the workplace are the same, as peoples attitudes and characteristics all vary, some on a daily basis, and to be able to handle any situation without causing upset to the individual or the business is a skill only acquired over time. Dealing with issues can be a very delicate and tricky art, but with the correct personality, integrity and knowledge gained from the workshop, success is a not such a fantasy as a nearby reality. Bibliography. KELLET, P. (2002) Presentation Skills Workshop lecture notes KELLET, P. (2002) Effective Teamwork Workshop lecture notes KELLET, P. (2002) Time Management Workshop lecture notes KELLET, P. (2002) How to Improve Your Learning Style Learning style questionnaire BELBIN (2002) Self Perception Inventory Mk2 BELBIN (2002) Self Perception Team Role Profile

Types of Modified Starch

Types of Modified Starch Native starches are structurally too weak and limited functions for application in pharmaceutical, food and non-food technologies due to its inherent weakness of hydration, swelling and structural organization. Unprocessed starches produce weak-bodied, cohesive rubbery pastes when cooked and undesirable gels when the pastes are cooled. To enhance viscosity, texture, stability among many desired functional properties desired, starch and their derivatives are modified by chemical, physical, and enzymatic methods. Modifications are necessary to create a range of functionality. Starch modification can be introduced by altering the structure and affecting the structure including the hydrogen bonding in a controlled manner to enhance and extend their application in industrial prospective. This modification includes esterification, etherification, cross linking, acid hydrolysis, enzymatic hydrolysis heat treatment and grafting of starch. Modified starches can be found applicable practices in food industry and non-food industry. Various types of modified starches for wide applications in many industries Pregelatinized starch It is the simplest starch modification, prepared by cooking. It maintains starch integrity while providing cold water thickening which   is a process that breaks down the intermolecular bonds of  starch  molecules in the presence of  water  and heat, allowing the  hydrogen bonding  sites (the hydroxyl hydrogen and oxygen) to engage more water. Cross-linked starch Cross linking is the most important modified form that used in the food industry. It involves replacement of hydrogen bond present between starch chains by stronger, permanent covalent bonds. Distarch phosphate or, adipate are commonly used in cross-linked starch. Cross-linked starches offer acid, heat and shear stability over the native starch. Food with this type of starch processing tends to have longer shelf life. Oxidized starch The processing includes reaction with oxidizing agent such as sodium hypochlorite or peroxide. This type of starch is mainly used as surface sizing agent or coating binder and available in different viscosity grade. Oxidized starches have shorter chain lengths than native starches. It improves whiteness and reduces microbiological content. Oxidized starches are the best thickener for applications requiring gels of low rigidity. This improves adhesion in batters and breading. Cationic starch Cationic starches are produced by reacting native starches with tertiary  or, quaternary amines, using wet or dry production processes. They are mainly used in  paper forming process. Cationic starch represents high performance starch derivatives widely used by paper manufactures to increase strength and retention. Cationic starches carry a formal positive charge over the entire pH range creating their affinity towards negatively charged substrates, such as cellulose, pulp and some synthetic fibres, aqueous suspensions of minerals and slimes and biologically active macromolecules. Cationic starch is also added at the beater to improve drainage on the wire, better sheet formation, and enhancement of the sizing efficiency of an alum-rosin size. Anionic starch Anionic starches are prepared by reaction with phosphoric acid and  alkali metal phosphates or by making derivative with carboxymethyl group. Thinned starch These are produced through depolymerisation reaction by hydrochloric acid or other acids. Unmodified starches are treated with a mineral acid at temperature lower than gelatinization and results in partially hydrolyzed starch molecules. This cleaves the chain length and lower viscosity. It increases the tendency to retro gradation. The lower viscosity permits higher concentrations to be used forming rigid gels in gums pastilles and jellies. In these applications, increased set-back leading to the formation of strong gels gives these starches significant advantages over native starches. Extended applications in food industry are found by acid-thinned starch in conjunction with esterification and etherification reaction. Acetylated starch Acetylated starch (E1420)  esterification  with  acetic anhydride Starch after treatment with acetic anhydride produces starch esters which are useful in biodegradable applications. In particular, high starch acetates provide thermo plasticity, hydrophobicity and compatibility with other additives. The result of this treatment is a stability starch which will produce pastes that will withstand several freeze-thaw cycles and prevent syneresis (weeping) occurs. Wide applications are in foods as texturing agent and provide good freeze-thaw stability. Extended applications in food industry are found by acetylated starch in conjunction with cross-linked starch. Dextrin Dextrin  (E1400) is formed by  roasting the starch with  hydrochloric acid. Dextrination is the heating of powdered starch, mostly in the presence of small amounts of acids, at different temperatures and with different reaction times. Dextrin is used as adhesives in paper and textile based industry. Grafted starch Grafted starches are produced by free radical copolymerization with ethylenically unsaturated monomers. Starch grafted with synthetic polymers is most utilized   tarches from different botanical origins were grafted with 1, 3 butadiene, styrene, acrylamide, acrylonitrile and Meth acrylic acid using free redox reaction. Starch ethers Starch ethers are produced by a nucleophilic substitution reaction with an ethylenically unsaturated monomer, followed by acid-catalyzed hydrolysis for viscosity adjustment. Physically modified starch Native starch can be modified with mechanical treatment, using spray drying technique, annealing technique Enzyme modified starch Enzyme-treated starch which includes maltodextrin,  cyclodextrin Starch modified with amylase enzyme produces derivative with good adhesion property and mainly used in coating the food with colorant. APPLICATION IN FOOD INDUSTRY Frozen Food To stabilize the food products starches are used in frozen bottle foods to provide freeze-thaw stability and retrogradation. Flavor Encapsulation Modified starches are used to encapsulate or, preserve the flavour of the food products. Octenylsuccinylated derivatives and other starch hydrolyzates are used as flavour encapsulation. Dairy Products Modified starches are used in a wider way to the dairy products; it provides variety of effects, including enhanced viscosity, cut ability, mouth feel and stability. In puddings, starch is used to enhance viscosity and smoothness. Starches are used in yogurts and sour cream to control syneresis and enhance thickness. Canned Food Canning process preserves food for up to several years by achieving a temperature sufficient to destroy or inactivate food poisoning or spoilage microbes. Starch is most commonly used to thicken, stabilize and enhance the mouth feel of canned foods such as puddings, pie- fillings, soups, sauces and gravies. Highly cross-linked starches are used for this purpose.

Identifying At-Risk Students Before Its Too Late Essay -- Student Wit

One of the most difficult times for a child is when he or she moves from one school to another. They must become accustomed to a new group of peers, teachers and school community. There is a feeling of isolation and loneliness that these children must deal with. In most cases, it is a matter of a few short weeks before the student is at ease. However, for an immigrant, this process and the challenges faced are much more extreme and difficult to overcome. When an English Language Learner (ELL) enters the new school system, they are exposed to a cultural slurry of their new land (Gunderson, 2000). This includes new foods, customs, language, ethnicities, hobbies, religions and everything else that makes Canada a proud and diverse nation. Ideally, children should experience a balanced educational environment where they learn English, while their first language and culture are maintained and reinforced. Unfortunately, this is rarely the case. A high number of ELL students are immersed in the conflict of loss (Gunderson, 2000). As a result, they feel everything that makes them who they are is slipping away and being replaced by an alien culture. They yearn for faces they recognize, foods they know and the sounds of home. The Case Study chosen shows signs of the aforementioned conflict but also signs of a learning disability. This paper will include a Response to Intervention (RTI) approach and further help to assist Amala succeed in her education and new life in Canada. RTI is a multi-tiered service delivery model that is used to identify at-risk learners early and to provide instruction in general education first, followed by targeted intervention as needed (Echevarria, 2013). Amala, a 15 year old Indian girl,... ...aps she does not approve of this marriage or perhaps her biological Father remains in India? These are questions that must be asked when looking at Amala's case. They could all affect her attitude in school and be very large obstacles in her learning. It is important to go down every avenue, to be sure Amala is being supported the correct way. Works Cited Bibiography 1. British Columbia Ministry of Education, English as a Second Language Learners: A Guide for Classroom Teachers (1999), ESL Students with Special Needs, pp. 22-23, http://www.bced.gov.bc.ca/esl/ 2. Echevarria, Jana, MaryEllen Vogt, and Deborah Short. Making content comprehensible for English learners: the SIOP model. 3rd ed. Boston: Pearson/Allyn and Bacon, 2013. Print. 3. Gunderson, L. (2000). Voices of the Teenage Diasporas. Journal of Adolescent & Adult Literacy, 43(8), 692-706. Identifying At-Risk Students Before It's Too Late Essay -- Student Wit One of the most difficult times for a child is when he or she moves from one school to another. They must become accustomed to a new group of peers, teachers and school community. There is a feeling of isolation and loneliness that these children must deal with. In most cases, it is a matter of a few short weeks before the student is at ease. However, for an immigrant, this process and the challenges faced are much more extreme and difficult to overcome. When an English Language Learner (ELL) enters the new school system, they are exposed to a cultural slurry of their new land (Gunderson, 2000). This includes new foods, customs, language, ethnicities, hobbies, religions and everything else that makes Canada a proud and diverse nation. Ideally, children should experience a balanced educational environment where they learn English, while their first language and culture are maintained and reinforced. Unfortunately, this is rarely the case. A high number of ELL students are immersed in the conflict of loss (Gunderson, 2000). As a result, they feel everything that makes them who they are is slipping away and being replaced by an alien culture. They yearn for faces they recognize, foods they know and the sounds of home. The Case Study chosen shows signs of the aforementioned conflict but also signs of a learning disability. This paper will include a Response to Intervention (RTI) approach and further help to assist Amala succeed in her education and new life in Canada. RTI is a multi-tiered service delivery model that is used to identify at-risk learners early and to provide instruction in general education first, followed by targeted intervention as needed (Echevarria, 2013). Amala, a 15 year old Indian girl,... ...aps she does not approve of this marriage or perhaps her biological Father remains in India? These are questions that must be asked when looking at Amala's case. They could all affect her attitude in school and be very large obstacles in her learning. It is important to go down every avenue, to be sure Amala is being supported the correct way. Works Cited Bibiography 1. British Columbia Ministry of Education, English as a Second Language Learners: A Guide for Classroom Teachers (1999), ESL Students with Special Needs, pp. 22-23, http://www.bced.gov.bc.ca/esl/ 2. Echevarria, Jana, MaryEllen Vogt, and Deborah Short. Making content comprehensible for English learners: the SIOP model. 3rd ed. Boston: Pearson/Allyn and Bacon, 2013. Print. 3. Gunderson, L. (2000). Voices of the Teenage Diasporas. Journal of Adolescent & Adult Literacy, 43(8), 692-706.

Aerial War Strategies Essay

There are two things that we first have to clarify and establish before we dig into the different warfare doctrines of the four subjects. First Mahan and Corbett were dominant personalities in the field of naval warfare whose doctrines diverge in some while contradict in most areas. Secondly we need make it clear that Douhet and Mitchell were theorists of aerial warfare strategies whose doctrines, like Mahan and Corbett have been largely recognized by experts in their respective fields. In this paper we will be evaluating their basic doctrines and theories and then would compare and contrasts those ideas in order for us to come up with a well-established, unbiased conclusion of who among them were considered original thinkers. This method would also allow us to have the necessary evaluation of their doctrines which may support our conclusion on who had presented their cases in the most objective manner. In order to do this, we have to evaluate how the authors Jablonsky and Paret presented their cases and then out of these would draw the conclusion on whose case have been presented objectively. Jablonsky sees several similarities as well as disagreements in the theories of Mahan and Corbett in terms of naval war tactics. According to Jablonsky, Mahan’s naval theory centers on the political-economic argument for sea power1. On the other hand, he summarizes the idea of Corbett by stating that he had linked naval military tactics with that of diplomacy and economic elements of strategy. For Jablonsky, Mahan’s scope of presenting his case is far narrower in comparison with that of Corbett’s. Based on Mahan’s The Influence of Sea Power upon History (1660-1783), which was written in 1890, the author concentrated on defending his case on the national naval forces on which a sound decision of battlefield strategies should be based on. Mahan contends that victory is all about sinking the other fleet. In order to do this, decision-makers has to understand, Mahan stressed, that diplomacy has to be an integral part of the naval operations. His presentation of his theories was primarily based on the British history of fighting their trade battles, of which Britain was considered of great strength in sea power during the eighteenth and nineteenth century. His argument was that, British adversaries failed in their own battles because they failed to appreciate the necessity of sea power2. Mahan’s presentation of his argument is therefore historical which means that he made his case by presenting historical facts and have such events analyzed according to his propositions. His book was not only a history of the naval battles which had taken place in the period; it also drew lessons on why the victor was successful, based on the overall strategy of the governments involved. According to Paret, Mahan was well-established as an evangelist of sea power3. The integration of commerce in Mahan’s theory comes in aspect of assessing that targeting the enemy’s fleet by one’s fleet is one sure way of protecting a nation’s commercial advantage4. But here, we can draw some other ideas that may have been implied in Mahan’s theory. For example, gaining naval advantage over the enemy is not just for the sole purpose of protecting the naval commercial economy of the nation. Taken in a different perspective, naval strategies and commerce indeed come hand in hand in order that both may survive and eventually gain their edge over the enemies. To make it clear, it is in naval commercial activities (naval trade) that a nation gets much money to sustain its economy. Trade activities take place through the sea and therefore it is largely important that a country should be able to protect its sea territories. On the other hand, it is in a nation’s economic stand that would define the quality and quantity of military resources that it would provide for its naval protection. It is undeniably clear that naval technologies should be kept updated along with the strategies involved in order to win a battle. Mahan’s thesis was that commerce was fundamental to maritime power, and that the best way to threaten and/or defend it was to engage the enemy’s most powerful forces in decisive battle. He also maintains that the control of maritime commerce through command of the sea was the fundamental function of the navies. Jablonsky could be right in claiming that Corbett’s scope of sea power is broader with that of Mahan. This is primarily because Corbett focused not on great naval battles but on the use of sea power in a larger context. The context of his theory centers on strategy suited to a maritime power using amphibious warfare that is directed towards the enemies’ delicate peripheries4. Corbett largely presented this strategy in his book England in the Seven Year’s War. Like Mahan, Corbett presented his case using historical battle events and this time he used England’s. Although both are advocates of gaining sea power to gain victory, Corbett’s strategy was more of a defensive style rather than offensive as advocated by Mahan. Another notable difference with that of Mahan is that Corbett recognizes the limitations of naval power and so his argument was that there should be a well-coordinated land and naval strategies, rather than independent naval action, in order to gain the edge over the enemies. His concept of naval war strategies was later known as limited war theory which assessed that there exists a dynamic relationship between offense and defense at sea. Corbett in Britain’s traditional way of war adapted this concept. Like Mahan, Corbett believes that commerce was the primary driving force of the Anglo-Spanish war although there was also recognition of other factors such as religious and political matters. He explained that it was primarily the desire of the British for market expansion that King Philip II could not ignore in resolving problems in his territories (now Belgium and Holland). Because of the trade expansion, Spain’s income derived from America was severely affected and which then ignited the war. Corbett could then be right by concluding that commerce was the main reason why Spain went into war with England. In Corbett’s analysis, the war was initially provoked by the decree issued by the Spanish government which prevented American colonies to trade with English ships. Based on this event, Corbett got its point taken: Britain’s Maritime Strategy was based on commerce. This was shown in his complete discussion of the step by step actions taken by both warring parties and Corbett stressed that Spain indeed wanted to control England for the purpose of using the English Navy. In fact, Spain even came to the point of arranging the marriage of King Charles V’s son Philip with England’s Mary Tudor. Although religious factors, as mentioned earlier were part of the igniters of the Anglo-Spanish war, it was England’s increase in commercial shipping that strengthened their Maritime Power against Spain. In his book Drake’s Successors, Corbett stressed that the maritime strategy of England evolved from initially of commercial purposes to an accepted, well-established national method of England’s display of power. Jablonsky said that this particular book had clearly established Corbett as an independent maritime thinker and demonstrated through historical study, the limitations of maritime power. In this book, Corbett concluded that military and maritime strategies were interconnected. Since England’s tradition was a government-controlled navy, Corbett views its maritime strategy as a combination of the political with the military and required great insight. It is this aspect of Corbett’s theory that reveals his resemblance with the idea of Clausewitz. Finally in his book entitled England and the Seven Years War, Corbett confirmed his argument that although sea battles are the goal of a fleet, these battles must be sought and obtained by the fleet’s â€Å"interference with the enemy’s military and diplomatic arrangements. † Corbett cited France’ establishment of strong sea communications that is well-placed in the Straits and its Mediterranean Frontier and that without it, everything would be useless as defense strategies. While Mahan and Corbett seem to have succeeded in defending their claim of winning the war by strengthening a nation’s sea power, Guilio Douhet and Billy Mitchell have their completely different stand for advocating air power. Guiio Douhet was an Italian military officer who was known to have taken an active part in the Libyan campaign in Tripoli in 1911 to 1912. Douhet was famous for ardently supporting strategic bombing concept and the military superiority of air power over other forms of warfare. His name was also aired during WWI for organizing Italy’s bombing campaign. Douhet’s ideas however were not immediately accepted by his own country. In fact, he was even jailed after a court martial for having been an open critic of the aerial weakness of his nation. It was until the Italians were defeated by the Australian Air Force at Capoetto that Italian Air Force was able to confirm that Douhet was right. According to Douhet, command of air should be the first objective during war and having achieved it, subsequent bombing of industrialized and population centers would be so disruptive and destructive that the enemy would be forced to sue for peace. Using this argument, one may even see Douhet as a man who does not aim to win the war in the name of peace but of complete destruction of the enemy. Unlike Corbett, Douhet maintains that control of the air followed by strategic bombing could win a war independent of land and sea power. Having stated his case well enough, Douhet was regarded as the father of air power. After having been recalled and promoted to Brigadier General’s rank in 1921, Douhet was appointed by Benito Mussolini as the head of the aviation program of his country in 1922. It was also in 1921 that his book entitled Command of the Air was first published. His strategies was also proven to be effective not only by Italian Air Force but also served as basis for the development of aerial strategies of other countries like Britain and the United States. It was this influence and recognition that gave way to the birth of another air power advocate, the American Billy Mitchell. Mitchell was not however an early advocate of air power because he was originally enlisted and assigned in the Army General Staff after gaining outstanding war records during Philippines and Alaska tours. He even went through private flying lessons in 1916 before he was sent to France as part of the American contingent. Even then, Mitchell’s interest in air force strategies led him to be the top US airman at the end of the WWI. Like Douhet, Mitchell did not make it through full recognition of his theories that easy. Like Douhet, he was an open critic of the war and navy departments of his country especially on the grounds that the people concerned do not see the possibility of winning the war by mere dependence on air power. Also like Douhet, Mitchell later proved his critics wrong and his theories undoubtedly efficient. Unlike Mahan and Corbett, Mitchell argued that the best way to defend the US coasts from warship attacks is to strengthen its air power. The critics were doubtful of the possibility that an aircraft can sink one battleship. To prove his case, Mitchell agreed to have his theories be evaluated through a live test. Around June or July of 1921, live tests were conducted using Mitchell’s theories and this event successfully allowed air bombers to sink three captured German vessels including a USS Alabama during the first trial. On the next trial, they were able to sink another two obsolete US vessels. Despite these trial successes, Mitchell’s critics were not completely convinced and so he forced to make his stand be known to the public. For that reason, he was tried in the court martial, found guilty for the violation of the 96th articles of war in December 1925 and was suspended for five years. Mitchell however decided to resign in 1926. The Pearl Harbor bombing was probably the most prominent event that confirmed the accuracy of Mitchell’s theories. Like the prophet Muhammad who foretold the Middle East war crisis, Mitchell had his own prophecy of the Pacific War as early as 1924. Through a formal report submitted after a trip in Japan, Mitchell estimated that Japan would attack by air and sea on Pearl Harbor from Hawaii at 7:30am of December 7. Mitchell added that there would be an accompanying aerial attack on the Philippines by 10:40am on the same day. The horrifying actual scenario was that the Pearl Harbor attack happened at 7:55am (Hawaii), which Mitchell was only off by 25minutes. The actual attack in the Philippines occurred on 12:45pm and Mitchell slightly miscalculated by only two hours. It was too late to commend Mitchell for the possible counter attack by the US military forces should they considered Mitchell’s. Should the Pearl Harbor have been prevented, the United States would not have desperately considered nuclear bombing of Hiroshima and Nagasaki just to pacify Japan. Should Mitchell’s theories have been at least studied from the time it was submitted, it should have saved millions of Japanese lives and should delayed the birth of nuclear power for war purposes. Although Paret and Jablonsky considered Douhet as an original thinker in comparison with Mitchell, it was in the latter’s time that such aerial strategies have been delicately needed. Like Douhet, Mitchell insists that the potency of air power in any future conflict and that air power would be the most decisive element in any future conflict. Unlike any other war strategy advocates, Mitchell believed that strategic bombing could on its own defeat the enemy5. Mitchell as I personally see it was not in anyway a prophet for foretelling the details of the Pearl Harbor attack. His prophecy could not be merely based on a rough guessing of events that is going to take place because the actual report he submitted to the authorities was about two decades early and even the most intelligent person in the world cannot make such a wild guess. Mitchell got it almost one hundred percent accurate because he has his sound basis for studying the possibilities and he probably have gathered and analyzed enough data for him to come up with his report. His edge with other intelligent personalities in the field of warfare is that Mitchell had his mind wide open to war possibilities and that open mind enabled him to grab the opportunity to take the pieces of the puzzle together. The problem with his critics was that they seem to have taken things personally against Mitchell and so they were not able to comprehend the truth behind his theories and the wide possibilities of its efficient application to American aerial war strategies. It was just being sad that once in the histories of Italian and American nations, it took Douhet and Mitchell to be jailed first before they have proven their cases right. Put in another way, Italy and America caused millions of lives and vast amount of properties to be destroyed first before they were able to accept that they have to accept their weaknesses in their warfare strategies and be able to finally realize that they have people in their own nations that can save their future. Upon evaluation of Jablonsky and Paret’s presentation and critical review of the theories of the four authors, this paper argues that Paret have been more objective than Jablonsky in the sense that Paret’s was more of presenting their ideas. His presentation was backed up with seem to be more factual personal backgrounds of the theories especially their experiences that would relate and somehow gave the theorists the capacity to make their own arguments. Although Jablonsky have also presented the theorists’ ideas by basing on the books written by them, this paper sees that Jablonsky’s method of comparison have drawn some fine lines of advocating one over the others.

Free Essays on Objective Writting

Objective Writting: Against Abortion Abortion is the deliberate killing of the weakest and most defenseless form of human. Sadly abortion is considered a right and easy alternative women have. Many people support abortion. I am not of them. Their reasons for support are varied. However, I believe that support for abortion is not possible for those who understand our dignity as humans serving God. God made us, and life should be put in the hands of him to judge, not us. Abortion has been grooved in our culture. Since the Supreme Court handed down the Roe v. Wade decision in 1973 (this found the rights of abortion), some 40 million abortions have been committed. We are shocked when we read about the human sacrifices of ancient cultures. Yet, our unborn children are routinely sacrificed for the convenience of feminists. Why has this happened in our â€Å"progressive† time? What can we do to stop this evil? A lot of people in our society have come to believe that they benefit from abortion. They have been convinced by endless misinformation that the practice of abortion is good and that it must be protected at all costs. This extreme view comes from the radical feminists who argue foolishly that women should be free to choose to kill their unborn babies. Thought about the consequence of conception should be thought of before it. After conception, it is too late. A child who is a human being has been created. One of the most important pri nciples of traditional Western civilization is that one person should not kill another for their own convenience. The feminists have cast this principle aside by allowing women to kill their unborn babies. There is no real difference between killing a child before or after it is born. Feminists believe that for women to win their struggle, they must have total control over child bearing and b... Free Essays on Objective Writting Free Essays on Objective Writting Objective Writting: Against Abortion Abortion is the deliberate killing of the weakest and most defenseless form of human. Sadly abortion is considered a right and easy alternative women have. Many people support abortion. I am not of them. Their reasons for support are varied. However, I believe that support for abortion is not possible for those who understand our dignity as humans serving God. God made us, and life should be put in the hands of him to judge, not us. Abortion has been grooved in our culture. Since the Supreme Court handed down the Roe v. Wade decision in 1973 (this found the rights of abortion), some 40 million abortions have been committed. We are shocked when we read about the human sacrifices of ancient cultures. Yet, our unborn children are routinely sacrificed for the convenience of feminists. Why has this happened in our â€Å"progressive† time? What can we do to stop this evil? A lot of people in our society have come to believe that they benefit from abortion. They have been convinced by endless misinformation that the practice of abortion is good and that it must be protected at all costs. This extreme view comes from the radical feminists who argue foolishly that women should be free to choose to kill their unborn babies. Thought about the consequence of conception should be thought of before it. After conception, it is too late. A child who is a human being has been created. One of the most important pri nciples of traditional Western civilization is that one person should not kill another for their own convenience. The feminists have cast this principle aside by allowing women to kill their unborn babies. There is no real difference between killing a child before or after it is born. Feminists believe that for women to win their struggle, they must have total control over child bearing and b...

Progress of Technology essays

Progress of Technology essays Personal computers were officially introduced just around 15 years ago and already changed our lives dramatically. People that were born around that time rely on computers a lot more than older generations. We use computers for just about everything like instant messaging, games, homework, music and e-mail; just to name a few. I think that advances in technology and, therefore, computers have mostly a positive effect on humans. They replace peoples jobs and do them millions of times faster. We wouldnt be able to launch any spaceships if it wasnt for the computer helping humans control it. Homework and research would take hours to complete because you would have to look for different sources everywhere and now you just log onto the internet and all known encyclopedias are at your fingertips. Computers these days can be found everywhere from being the brain of new cars and helping you drive without getting lost to just sitting on your arm and telling you the correct time. A computer isn't just the thing that sits on your desk to be used for word processing. They are amazing machines able to do things some people don't even think possible. Computers are helping humans live. They take off many responsibilities so people just watch the numbers on the screen and not worry about anything else as the computer does the rest. Computers also save lives. SWAT teams use them inside radio controlled robots that can disarm all sorts of bombs or even serve as a camera to go through small spaces that people can't get through. A computer is something not to be underestimated. Computers are not only becoming faster every day but they are also becoming smaller. Around 40 years ago, computers were as big as several rooms and needed thousands of times more power than a personal computer today. All they could do was simple arithmetic operations that nowadays can be performed on any tiny hand-held calculator. Soon people will carry their...