Sunday, January 26, 2020
Saturday, January 18, 2020
Applying Theories and Principles for Planning Essay
The Theories of Learning according to Reece Walker (2007) that states The five main areas are Behaviourism, Neo-behaviourism, Gestalt (Insight), Cognitive Development, and Humanists, as well as more recently theorised areas of lifelong learning, but Geoff Petty (2009) explains that Theories of Learning can be separated into three main schools of thought 1) The behaviourist school. 2) The cognitivist school. 3) The humanist school. Behaviourist school of thought is concerned completely with learned behaviour, and is interested in looking at behavior and observable changes, the learners react more to teaching rather than being actively involved in the process. Cognitivist is interested in looking at the thought processes behind the behavior, for example encoding information into short term and long term memory. Therefore cognitivist is the theory that humans generate knowledge and meaning through a sequence of development, such as the mental processes of recognition, recollection, anal ysis, reflection, application, creation, understanding, and evaluation. Humanist learner is able to adapt prior knowledge to new experience. The teachers role in humanistic learning is to encourage and enable the learner, by providing access to appropriate resources without obtrusive interference. The learning goal is high order learning of procedural knowledge, strategy, reasoning, abstract analysis, and development of expertise. All three learning theories have some common ground with each other. They all agree that learners respond better with positive reinforcement and praise should be given when the learners have completed their task and achieved. They also consider that new learning must be built on existing learning. But Cognitivist and Humanist theory have the most common ground. In my teaching practice I have applied theories and principles of learning in the following four areas lesson planning, lesson structure, meeting learners needs and assessing learning. I always write constructive session plans to serve it as a guide for anyone to use it. I have applied teaching strategies that suit different group profile. I used learning theory cognitivist as a teacher being a facilitator and imparting the knowledge in a way it can be retained by the learners and applied. Based on implementing a democratic teaching style when the learning becomes a learner centered practice as they discover things themselv es in group learning to increase knowledge, by memorising information acquiring facts, skills, and methods making sense or abstracting meaning interpreting and understanding things in a different way. I also applied organisational policies and procedures in demonstrating the use of appropriate resources, strengths and limitations of specific resources, representation of cultural differences. To avoid stereotyping, and adapt resources to accommodate specific learning difficulties and disabilities, safety, learners wellbeing, self esteem, as Reece Walker (2007) referred to (Maslows hierarchy of needs). Principles of Learning to me are my beliefs about something. It is my feelings on a given subject. Geoff Petty (2004) states that, every teacher and every learner has a theory about learning. There are many different theories and principles which have been developed to help us understand how effective learning, communication and underpin and enable teachers to develop high quality inclusive practice, Reece Walker (2007) states that Theorists tend to separate learning into three groups or domains. These are the psychomotor, cognitive and affective domains. They are called Blooms Taxono my. Geoff Petty (2009) States that We need to learn all Blooms bits. Blooms Taxonomy is a classification of learning objectives that provides a framework for discussing cognitive, affective, and psycho-motor learning. In improving my own practice I have applied theories and principles of inclusive learning to ensure that I differentiate learning methods to address different ability levels, and in my sessions plans I used the Blooms taxonomy to state the different outcomes. Communication to me as a teacher it means sharing information through listening, interacting, responding, talking, writing and understanding. It also has to be relevant and respectful to the group of learners. Some theories of communication included According to Shannon and Weaver 1949 model of communication (Online Link) that is based on a process in which a message begins at an information source/ speaker/ information (encoder), transmits a message through a channel to a destination, where the message arrives via a signal towards the receiver (decoder). But before it reaches the receiver, the message must go through noise (sources of interference). Finally, the receiver must convey the message to its destination. I used this model in delivering teaching to convey information with no interaction or a way of measuring understanding in the learner, which is significant to higher education teaching. And Harold Lasswells Lasswells Formula in 1976 (Online Link as above) is also a tran smission model, but it introduces the concept of the effect on the receiver or learner. In modern day teaching, communication is shifting further away from a teacher dictated methods of delivering education, to methods to ensure the learner is placed at the heart of teaching, and every individual within the classroom is considered and catered for. Furthermore, I used the advanced technology communication methods to contribute and to broaden my teaching styles, but I used this through the need to differentiate teaching more effectively and to break down the barriers that exist between teacher and learner. Engaging every learner is a difficult task and learners may differ in terms of age, gender, ability level, communication skills, confidence, learning styles and many other factors. But my job as a teacher is to ensure these factors do not hinder individual learning and that success and achievement within the group is widespread and at a high level. Unit 405 Part B Taking a lesson plan you have written, comment on how I have used the barriers to equality approach stated by Reece Walker (2007). Those barriers could arise from family issues, bullying or abuse (emotionally, mentally or physically) that could occur at home or at work place, specific learning difficulties, e.g. Dyslexia, disability, social, emotional or behavioural needs, bereavement, etc. I have I usually put a plan in place at the beginning of learners course to identify and diagnose their barriers on a one to one basis. By carrying out an individual learning plan (ILP), and initial assessment to know their literacy numeracy levels, prior learning skills, and then focused on what they can or cannot do (Problematic). I also used the inclusive learning approach stated by Gravells Simpson (2010), I have promoted ensured the inclusion in preparing my lesson plan, by adhering implementing the equality diversity Laws Legislations. That is based on acknowledging and respecting learners differences regardless of learners ethnic background, race, age, gender, sexuality, religion, disability, marital status or belief. I have eliminated discrimination and ensured that learners needs were met by making reasonable adjustments and created a positive environment. That is based on adapting no culture blame, and acknowledge learners strength, skills knowledge and background (Synthesis). I have used a fresh approach suggested by Peter Scales (2008) states Embedded teaching and learning combines the development of t he literacy language (ESOL), and numeracy with vocational and other skills. in embedding minimum core of Functional Skills including Literacy, Numeracy ICT. By incorporating the practical skills of the topics assessments with Functional Skills delivered in the sessions. For example in embedding literacy I applied communications skills using a range of TV programmes, media reports and Internet texts such as Webpages. For embedding Numeracy, I used application numbers, calculations. For embedding ICT, I used communication skills using computers to ensure that learners are aware of current and emerging technology and their impact on themselves and others, for example, incorporating navigation of the websites of several of national newspapers. They have downloaded articles on the same subject but from different newspaper. Then they have applied information, compared, analysed and evaluated to find out if the issues were logical or biased (Cognitive theories). Evaluating my lesson plan and the sessions delivered an area for improvement in my own application of theories and principles for planning and enabling of inclusive learning and teaching is using differentiation learning methods to address different ability levels in my sessions (Blooms taxonomy) t o state the different outcomes. For example I have applied the teaching strategies that suits my group profile, based on knowing how learners learning style, in order to get the best outcome of the sessions delivered. That is by implementing appropriate theories and principles of learning such as communications, cognitive, inclusive learning. The learners understood the subject content taught thoroughly, and they have enjoyed the benefits of multi resources, and methods to suit learners learning style individually. Bibliography Ian Reece, Stephen Walker, Teaching, Training Learning. Business Education Publisher Ltd, 6th Edition (2009). Geoff Petty, Teaching Today, 2nd Edition. Nelson Thornes Ltd (1998). Geoff Petty, Teaching Today, 3rd Edition. Nelson Thornes Ltd (2004). Geoff Petty, Teaching Today, 4th Edition. Nelson Thornes Ltd (2009). Peter Scales, Teaching in the Lifelong Learning Sector, Open University Press (2008). Ann Gravells Susan Simpson, Planning and Enabling Learning in the Lifelong Learning Sector, Learning Matters Ltd, 2nd Edition (2010). Below is the Link HYPERLINK http//www.businessballs.com/transact.htm http//www.businessballs.com/transact.htm Below is the Link regarding Shannon and Weaver 1949 Communication model HYPERLINK http//scholar.googleusercontent.com/scholarqcacheKAvTeu1SGmgJscholar.google.com/shannonandweaver1949bookhlenas_sdt0,5as_vis1 http//scholar.googleusercontent.com/scholarqcacheKAvTeu1SGmgJscholar.google.com/shannonandweaver1949bookhlenas_sdt0,5as_vis1 Below is the Lin k for the H.D.Lasswell/ Communication model HYPERLINK http//communicationtheory.org/lasswells-model/ http//communicationtheory.org/lasswells-model/ Y, dXiJ(x(I_TS1EZBmU/xYy5g/GMGeD3Vqq8K)fw9 xrxwrTZaGy8IjbRcXI u3KGnD1NIBs RuKV.ELM2fiVvlu8zH (W uV4(Tn 7_m-UBww_8(/0hFL)7iAs),Qg20ppf DU4p MDBJlC5 2FhsFYn3E6945Z5k8Fmw-dznZxJZp/P,)KQk5qpN8KGbe Sd17paSR 6Q
Friday, January 10, 2020
Case Problem Production Strategy Essay
1. The recommended number of BodyPlus100 and BodyPlus200 machines to produce? Sol: I recommend you sir to produce fifty one (51) numbers of BodyPlus100 and seventeen (17) numbers of BodyPlus200 machines so as to make the maximum profit in manufacturing of these BodyPlus100 and BodyPlus200 machines. The effect on profits of the requirement that the number of units of the BodyPlus 200 produced must be at least 25% of the total production? Sol: The net profit that is obtained in manufacturing BodyPlus200 at least 25% of the total machines will be marginally less when compared to the profit that is obtained in manufacturing more BodyPlus100 machines i.e. more than 75% of total machines production.       As calculated, the total expenditure that is made in manufacturing BodyPlus100 (includes the raw costs and labor costs) is $1309 per machine The total number of working hours in manufacturing BodyPlus100 (includes machining, welding, painting, finishing work and for assembling, testing and packaging) is 15hrs. Now, the net profit that is made in manufacturing one BodyPlus100 machine after selling it to an authorized dealer for (70% of the retail price i.e. $2400) is ($1680 – $1309) $371. Now the profit made per hour on manufacturing one BodyPlus100 machine is $24.73 Admittedly, referring to the calculations from attachment 1 from ‘Production strategy’ the net profit made per hour on manufacturing one BodyPlus200 machine is $20.83 Where efforts should be expended in order to increase contribution to profits? Sol: I sincerely advise you, sir, to reduce the total percentage of manufacturing the BodyPlus200 in the total production as the profit obtained for each BodyPlus100 is more than the BodyPlus200.       Also assigning lesser time for machining and welding is also resulting in the total number BodyPlus100 machines produced so as to obtain more profits and time has to be managed well so that assigning ten (10) more hours for machining and welding will result in more number of products that can be manufactured.       Instead of assigning 450 hours for finishing and painting, we can assign 440 hours for finishing and painting that can produce one more BodyPlus100 (taken that the total percentage of BodyPlus200 is just slightly less than the percentage recommended as 25% of the total production).          Case Problem2 Solution Plus: If Solutions Plus wins the bid, which production facility (Cincinnati or Oakland) should supply the cleaning fluid to the locations where the railroad locomotives are cleaned? How much should be shipped from each facility to each location? Sol:  No. of gallons required No of gallons supplied from Cincinnati (in gallons) Oakland (in gallons) Santa Ana 22,418 â€â€Ã¢â‚¬â€œ 22,418 El Paso 6,800 â€â€Ã¢â‚¬â€œ 6,800 Pendleton 80,290 30,290 50,000 Houston 100,477 50,447 50,000 Kansas city 241,570 191,570 50,000 Los Angeles 64,761 14,761 50,000 Glendale 33,689 â€â€Ã¢â‚¬â€ 33,689 Jacksonville 68,486 18,486 50,000 Little Rock 148,586 98,586 50,000 Bridgeport 111,475 51,475 50,000 Sacramento 112,000 62,000 50,000 Total 990,522 517,615 462,907 Here we can see that the total numbers of gallons that are delivered from Cincinnati are more than 500,000 gallons. So we are short of 17,615 gallons of the locomotives cleaning agent that has to be delivered from Cincinnati. To satisfy the requirement of the majority of the dealers in the remaining locations, and considering the profits, all the 17,615 gallons of the cleaning agent is reduced from the Pendleton deal. What is the break-even point for Solutions Plus? That is, how low can the company go on its bid without losing money? Sol: The Break-Point is given by the point at which the company owns neither profit nor loss during the sale of the company products. Hence this is given as the zero profit and zero loss zone for the Solution Plus company. This Break Point can be calculated when there is no profit in the bid. If the price of oil is hiked and freight charges are also increased by the same amount, then the Break Point is calculated at $1,821,214.39 If Solutions Plus wants to use its standard 15% markup, how much should it bid? Sol: If Solution Plus wants to use its standard 15% markup, then it should place a bid for $1,821,214.39 Freight costs are significantly affected by the price of oil. The contract on which Solutions Plus is bidding is for two years. Discuss how fluctuation in freight costs might affect the bid Solutions Plus submits. Sol: Here, the net profit made for one year is $237,749.72 and if the bid is made for one year the total amount has to be $1,821,214.39 but given that the bid has to be made for two years, then the bid price would be $3,642,428.78 And the profit expected in two years (taken the oil prices are fixed) is $475,499.44 If the oil price is hiked by 15% then also profit is expected for the Solution Plus Company as there are few locations which are supplied with the cleaning agents without any shipping charges. So only a marginal amount of profit can be made in two years even after placing the bid.       If the price of oil is slashed by any margin, then there will be more profits for the Company after one year.
Thursday, January 2, 2020
Origins of the Cold War Essay - 1295 Words
Origins of the Cold War The purpose of this paper is to explore the origins of the Cold War. To accomplish this exploration, the works of W.A. Williams, Robert Jervis, and Arthur Schlesinger, Jr. serves as the foundation. Before a closer examination of these works, a short explanation of the three common viewpoints regarding the study of the Cold War is warranted. These viewpoints are Attribution, Structural, and Misperception. With these viewpoints to guide the way, the above authors look at the origins of the Cold War. I will make my own points about the origins later. Following World War II, the United States and the Former Union of Soviet Socialist Republics (USSR) changed roles from Allies to enemies. The†¦show more content†¦The Structuralist view contends that the international system created the Cold War Following the war, all the former great powers were destitute; the two strong powers emerged to fill the vacuum. The European Balance of Power system was replaced by a stable (many w ould argue that it wasnt all that stable, just relatively predictable..just food for thought out of my notes, maybe relatively stable is a better word) bipolar system that put the US in direct opposition to the USSR following WWII. The Misperception view believes in just that, misperception between the two belligerents. The perception of each nation viewing the other was actually a misperception. The effect of mirroring caused many misperceptions between the two nations. Mirroring is seeing the other as we see ourselves in the mirror, implanting our logic, beliefs, values, and perceptions on the other instead of looking at the other as they see themselves. William Appleman Williams is considered to be an attributionist (missed a couple letters, I respelled it fur ya). Williams considered the US the aggressor in the COLD WAR. The policy of the Open Door created the environment that closed the door to any result but the cold war (Williams 1972, 229). This environment was perpet uated by Roosevelts successors who rapidly embarked upon a program to force the Soviet Union to accept Americas traditionalShow MoreRelatedThe Origins Of Cold War1550 Words  | 7 PagesThis research looks at the origins of Cold war, the political, ideological and economical rivalry between the United States and Soviet Union. This research draws upon mostly primary sources including memoirs, interviews and scholarly studies of cold war era conflicts. Most research on this topic focuses on its connection to the famous events and upheavals, which shaped that era. â€Å"From Stettin in the Baltic to Trieste in the Adriatic an â€Å"Iron Curtain†has descended across the continent. 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