Tuesday, November 26, 2019

Restaurant Case Study Research Paper Example

Restaurant Case Study Research Paper Example Restaurant Case Study Paper Restaurant Case Study Paper Kabab-ji Restaurant Case Study How do customers judge the quality of a restaurant? 1- By friendly and pleasant staff , helpful and knowledgeable people about the products and services they provide. 2- By restaurant hygienic and menu well presented 3- Freshness of the goods used by customers which served in restaurant Customer satisfaction. a. The price, quickness of service, and atmosphere of a restaurant affect restaurant customer satisfaction. In addition of that quality of both food and service are the most important factors satisfy customer. Forecasting. b. estaurant using forecasting for placing purchase orders for food, and supplies. For example restaurateurs often use forecasting to estimate the necessary purchase quantities of various food-related items. Capacity planning c. capacity planning how efficient restaurant use of resources to provide satisfactory service levels to users and attain success. For example number of tables and seating capacity also the number of meals served per day. In addition to that the efficiency on the handling schedule difficulties , product mix and quality factors such as ( facilities, products, service process and human resources ). Location d. A choice of location is one of main factor impact on the success or failure of the restaurant. There is a surrounding factors could impact such as the demographics. kababji prefer to situate its branches at strategic locations, primarily in high traffic locales on main roads with easy access to major residential areas Inventory management . e. Inventory management is one of responsibilities a good restaurant manager is do . most of managers are doing weekly inventory. Which are counting every single item that comes in kitchen week after week , in order to find ways to control the costs and finding out which food is being used or waste so that you can order just the right amount next time. Layout f. Physical layout of and architectural design of the restaurant play a role in business success or failure . Design success of restaurants lead to operational efficiencies. However design failure lead to operational inefficiencies. Scheduling g. For a restaurant operation scheduling is essential. It helps to control and handle thing in a way to be ensure that all part of operation have the help they need to run smoothly. Scheduling is a crucial way to anticipate the daily sales and control of labor and be ensure to meet the most important goal of restaurant which is guest satisfaction. 3- What are some of the ways Kabab-ji links strategy and operations to gain an edge over its competition? kababjis aim is a long term brand building strategy focused on creating a loyal and sustainable customer base. it supports franchises and includes support, operational training and design, launch, and operational manual

Saturday, November 23, 2019

Brewing Beer at the White House - First Homebrewer President

Brewing Beer at the White House - First Homebrewer President Lots of American presidents enjoyed their booze, and many brewed their own beer. George Washington was well known as a  home brewer and made  his own porter and whiskey at Mount Vernon. Thomas Jefferson did the same thing at  Monticello. But  the first American president known to have brewed his own beer on the grounds of the White House in  Washington, D.C. was Barack Obama, who made porter and ale beginning in his first term. As far as we know the White House Honey Brown Ale is the first alcohol brewed or distilled on the White House grounds, wrote  Sam Kass, the White House senior policy adviser on  nutrition  policy, in September 2012. George Washington brewed beer and distilled whiskey at Mount Vernon and Thomas Jefferson made wine but theres no evidence that any beer has been brewed in the White House. Obama as Home Brewer Obama began brewing beer in 2011 after the president bought his first home-brewing kit. He started brewing beer because he was in search of a hobby, according  to  published reports. Shortly after his home-brewing activities were made public, the  American Homebrewers Association made Obama a lifetime member. Though beer has long been part of the country’s history and traditions, Obama made history when, as president, he purchased a homebrewing kit and then - alongside chef Kass - spearheaded the effort to brew White House Honey Ale, the first beer known to have been brewed in the White House, the association wrote. About the Obama White House Beer The Obama staff made at least three difference styles of beer: a brown ale, a porter, and a blonde ale. All three were brewed with honey that was drawn from a beehive on the South Lawn of the White House. The honey gives the beer a rich aroma and a nice finish but it doesnt sweeten it, the White House said of the ingredient. The names of the  Obama White House beers were: White House Honey Brown AleWhite House Honey PorterWhite House Honey Blonde When Obama ran for a second term in  the 2012 presidential election, he  stocked his campaign buses with the White House brews. While  the White House brewed  the beer, it did not market or sell the beer publicly. It did,  however, publish the recipes for likeminded home brewers to try. Both the brown ale and honey porter were given good marks by fellow home brewers. Remarked Ray Daniels, in an interview with Bloomberg Businessweek:  Ã¢â‚¬Å"They are both pretty malty and on the sweeter side of the scale in overall balance. That will certainly make them crowd pleasers or at least unobjectionable to a broad range of people.† Wrote critic Gary Dzen in The Boston Globe: The White House knew what they were doing when they brewed this beer. Its approachable enough to serve to casual beer enthusiasts but flavorful enough to be interesting to those of us who know what we want our beer to taste like. Why Beer for Obama Obama is a beer drinker who was known to invite members of Congress and other important figures in American politics to the White House to talk and quaff a brew or two. In 2009, for example, Obama called what came to be known as a beer summit between himself,  Vice President Joe Biden, Harvard professor Henry Louis Gates Jr., and Cambridge, Mass. police Sergeant James Crowley.  Obama invited the men to the White House to talk over beers after police in Crowleys force arrested  Gates at his home.

Thursday, November 21, 2019

Global Education Workshop, Part 2 Assignment Example | Topics and Well Written Essays - 1750 words

Global Education Workshop, Part 2 - Assignment Example The objective of the workshop conducted entails the latest approaches of multicultural as well as global education. Furthermore, the objective of the workshop also entails the application as well as the evaluation of various scholarly journals for the purpose of comparing global and multicultural education. As noted in Part 1 of the Workshop Project., the requirements reflect the need for planning lesson tools particularly for the teachers, educators, community members and the children (Altbach, Reisberg & Rumbley, 2009). The lesson planning tools inculcates presentation method. The children will be provided with a brief understanding related to global education by using presentation methods. In relation to one of the objectives of workshop 1 that stated the need of scholarly journals reflects the need and feasibility of the presentation method. The lesson planning tool will include plan board, core planner and the plan book (Kharbach, 2012). Thus, these entail the requirements for f raming the lesson planning tools for the intended audiences. Logical and Comprehensive Design Document That Governs the Conduct of the Project The conducted workshop reflects the study linked with global education. It incorporates the possibilities that the global education opens for the new generation children in the form of students. The following aspects depict a detailed outline about a logical as well as a comprehensive design document that would govern a smooth conduct of the workshop project. Target Group Accordingly, vital target group entails the community members, educators and the school leaders. This workshop has been conducted to provide the school leaders, educators and the community members a wider view about the aspect concerning global education and its approaches. Furthermore, knowledge with regard to global education enlightens the targeted audiences about gaining a better idea concerning the importance of global education. Duration of the Workshop The duration of the workshop can be of 9 hours conducted for a single day only. Objectives The overall goals of the workshop are to discuss and provide a wider view with respect to the possibilities that global education provides better knowledge to the new generation children. Furthermore, it aims at providing a brief view with regard to the approaches needed to enable the students towards attaining a better and a clear idea about the globalized world. Moreover, the workshop also intends to provide a better understanding about the different targets of global education to the new generation of children concerning sustainability, conflict prevention and executing education particularly for any sort of peaceful purpose. Comparison between multicultural and global education also forms the objective of the workshop. Furthermore, the workshop also throws light upon the requirement of global education and need of leadership within the K12 environment. In accordance with the workshop that has been conduc ted, the project entails the details about the institutions that serve as a dais with respect to global education. In relation to this particular workshop, it is to be stated that the workshop tends to provide the learners a superior understanding with respect to education that must be conducted globally and determine the role of the teachers in enhancing learning capabilities of students along with the educators. It can be affirmed

Tuesday, November 19, 2019

The Life of Women and Minorities in the Old West Assignment

The Life of Women and Minorities in the Old West - Assignment Example The assignment "The Life of Women and Minorities in the Old West" analyzes the life of women and minorities in the Old West. The Chinese left their homelands and came in big numbers. They faced hardships, discrimination, but fought back to set right unjust laws. They labored and contributed in the building of the Unites States, especially California in a big way. The Hispanics figure intrinsically in almost every segment of America’s activity be it political, military, economy, social or sports. The Hispanics have worked for America, fought wars for America and even played for America. The Native Americans were the original settlers in America. They were fierce, warlike tribes and held no fascination for the white invaders who came in droves with devastating weapons. There were conflicts in which the brave natives were massacred. Most of them live in their own colonies even now. The Wild West conjures up images of large ranches in rolling, pristine landscapes with cowboys moun ted on horses galloping around without a care in the world. It also makes one think of men facing each other gun in hand, ready to shoot it out. Lawlessness is another aspect that got blown out of proportion. Although some of these aspects might have existed, they were not allowed to continue unobtrusively. Judges, sheriffs, and marshals were duly dispatched to usher in law and order. The nation of America has grown due to the heroic efforts of its citizens. There are others who died to face harsh conditions in the Gold Rush.

Sunday, November 17, 2019

Second World War Essay Example for Free

Second World War Essay The First World War was truly a significant event in history. The tension that began in Europe evolved into a global conflict which lasted for four long years. The war claimed the lives of both soldiers and civilians, and resulted in the massive destruction of property. After the war ended, the countries involved undertook measures which sought to avoid another global conflict. One of those measures was the drafting of several peace settlements, including the Versailles Treaty. This agreement punished Germany and made it solely responsible for the occurrence of the war. Unfortunately, the treaty caused bitterness from the Germans and paved the way for another world war to occur. Coincidentally, it was the Second World War which resolved the unaddressed issues of the first Great War. Indeed, the Versailles Treaty caused the occurrence of the Second World War, which ended the problems of the First World War. The Versailles Treaty considered Germany to be the only nation liable to the occurrence of the First World War. It must be noted that Germany did initiate the establishment of the alliance system, which guaranteed increased conflict in Europe (Perry, 1989). As an outcome of its triumph in the Franco-Prussian War, Germany acquired the provinces of Alsace and Lorraine. In an attempt to secure these former French territories and prevent France from regaining them, the Chancellor of Germany Otto von Bismarck allied with Italy and Austria-Hungary. Germany continued its aggression after Bismarck was removed from office. When William II assumed the throne, Germany demanded more territory and began to increase its naval strength. However, Germany was not the only nation to blame for the First World War. In fact, Serbia was responsible for starting the war. It was a shooting incident which triggered the widespread conflict: a Serbian named Gavrilo Princip shot Archduke Francis Ferdinand of Austria-Hungary and his wife (Heyman, 1997). Austria sought to attack Serbia in return, and turned to Germany for assistance. Hence, the starting point of the First World War was the conflict between Austria and Serbia (Perry, 1989). The end of the First World War brought about several attempts at the restoration of peace, but it was prevented by intentions of the affected parties. Prior to the end of the First World War, U.  S. President Woodrow Wilson had already drafted a program for peace which he presented in Congress through the â€Å"Fourteen Points† speech (Perry, 1989). One of the major points he suggested in his speech was â€Å"peace without victory† (as cited in Perry, 1989, p. 647). Wilson wanted the other countries to practice fairness towards Germany, for he thought that severely penalizing the nation would only force it to avenge their losses. He simply wanted a fair settlement which would guarantee improved foreign relations between the victors and the defeated countries. Unfortunately, Wilson’s hopes ran against the bitter feelings which were developed during the war. The European Allies suffered massive losses, which in turn caused hatred between countries. Among all Allies, France was most affected by the First World War; majority of the battles which happened in the western front took place in French territory. While more than three million French citizens were wounded, more than a million French soldiers died in the war. Hence, it was to be expected that France desired severe punishment for Germany and sought to be compensated for its damaged properties (Perry, 1989). The Versailles Treaty did not guarantee fair treatment towards Germany, as it imposed harsh sanctions on the defeated nation. The settlement was evidently disadvantageous for Germany; it was created to decrease their power and territory. The treaty was beneficial for France; not only did it regain Alsace-Lorraine, but it also obtained control over the Saar coal mines (Halsall, 1944). Germany also lost territory to Poland and Britain (Perry, 1989). In addition, the Versailles treaty significantly reduced the military capability of Germany. The agreement required the German army to be limited to 100,000 people, all of which were to be volunteers (Halsall, 1944). Germany was also asked to demilitarize their territories in both sides of Rhine River. More importantly, the treaty demanded Germany to pay other nations due to the damages which resulted from the war. Germany was supposed to pay $33 billion worth of reparations, an amount only determined two years after the nation signed the treaty (Perry, 1989). In general, the Versailles Treaty blamed Germany for the First World War and severely punished it as a result. Consequently, the Germans were angered by the conditions of the Versailles Treaty and provoked them to start yet another world war. Germany was enraged by the demands for reparations; they thought that the amount given for them to pay exceeded the nation’s financial capacity (Perry, 1989). Germans also disagreed with treaty on grounds of being solely responsible for the outcome of the war. They upheld the belief that Germany must not be singled out, for all the nations involved in the war must be held accountable for its consequences. After the First World War, Germany became a part of the League of Nations, the organization which was created for the purpose of developing peace and cooperation between countries. The country also participated in other postwar activities directed at maintaining peace. Despite these efforts, majority of the Germans were still not ready for peace. Most of them remained bitter towards the Versailles Treaty. The animosity was derived from humiliation after defeat; after all, the settlement disarmed their nation, reduced their territories and required them to pay a great sum (Bergen, 2002). The Weimar government attempted to modify the treaty through peaceful means. When Adolf Hitler came into power, he completely undermined the Versailles Treaty (Perry, 1989). With Hitler as leader, Germany violated the Versailles Treaty and started the path to the Second World War. Hitler quickly broke the conditions of the treaty; he disregarded the limitations imposed on the country. He immediately increased the army to 550,000 men and rearmed it (Sulzberger, 1985). Hitler also sent troops in Rhineland; this action was clearly a violation of the demilitarization in the area as demanded in the treaty. In what seemed to be a response to the loss of lands due to the Versailles Treaty, Hitler sought to expand German territory by uniting all German-speaking people (Sulzberger, 1985). All of the aforementioned aggressive acts committed by Hitler sparked another global conflict and eventually resulted in what everybody feared: the Second World War. Ironically, the problems of the First World War were resolved by the Second World War. One of the problems of the Great War was self-determination, the principle wherein national groups choose their own political state (Perry, 1989). The reason behind Archduke Ferdinand’s assassination was the Serbs’ desire to unite all Slavic peoples. President Wilson included the principle of self-determination in his â€Å"Fourteen Points,† yet it proved to be problematic. Hitler even used the principle to invade other countries. After the Second World War, self-determination was no longer proposed. Instead, the Atlantic Charter drafted by U. S. President Franklin D. Roosevelt and British Prime Minister Winston Churchill proposed the self-government to peoples. Meanwhile, the restoration of peace was also a dilemma after the First World War. The nations tried to restore peace through various peace settlements, including the Versailles Treaty. However, the treaty exacerbated the war problem. After the Second World War, there was already an international organization established to maintain peace among countries. Rather than make individual peace treaties to each Axis power, the Allied countries sought peace as the United Nations. This move proved to be more effective in restoring global peace and order (Perry, 1989). The First World War was a genuinely significant experience. The armed conflict was caused and characterized by tension, so there were many efforts to avoid yet another war from taking place. The Versailles Treaty was a peace settlement, but it did not contribute to the restoration of peace. Rather, it caused the Second World War by provoking Germany to seek revenge over its sanctions. Fortunately, with the occurrence of the Second World War, the problems of the Great War were settled.

Thursday, November 14, 2019

Once there Was a Village :: essays research papers

The book, Once There Was a Village, written by Yuri Kapralov, is an autobiographical tale of his experiences living in the ethnically diverse East Village of New York City. The story takes place during the late 1960s and early 1970s and most of the events occur around Thompson Square Park-- the center of Alphabet City. Yuri Kapralov came to America after World War II, displaced from the Caucuses. He made the East Village home. In the book, he was adamant about what is the â€Å"East Village†. His description was west of Avenue A. He describes the ethnic composition as ever changing, but for the later part of the sixties, was mostly divided into Puerto Ricans, Russians, Polish, Blacks, and Bohemians; the bohemians were further divided into black-and-white couples, students, left-over beatniks and hippies. Kapralov describes how the area around Thompson Square Park and much of New York, during the late sixties and early seventies, became a dangerous place to call home. Crime was a daily occurrence brought on by the drug infestation and poverty typical of the location and era. People of the East Village were poor and disheartened by what they considered the New York Police Department’s lack of protection. In the late 1960s,although the East Village was overrun with crime, police officers were rarely seen east of First Avenue. Letters were written to the mayor and to newspapers requesting patrol officers in the area. The letters were either ignored or the authors were told the manpower was not available. Due to this situation, the Police become an object of hate. They never seemed to be there for protection against the ever recurrent muggings, robberies, and general violence against East Village citizens. The crime was so frequent that the residents began defending themselves with anything available and even resorted to buying illegal weapons. Many residents were caught with these illegally purchased weapons and arrested, further straining relations with law enforcement The summer of 1966 saw the climax of the antagonistic relationship with law enforcement and residents. There were street riots on Avenues C and B. Cars were burned, stores were robbed and people were killed. That evening, the area turned into a War Zone during the evening east of Avenue B. The community had many different views of the events. The Russian immigrants, who were deemed by the writer to be "more racist", saw the events as evident of the Black and Puerto Rican people acting "out of control" and the neighborhood "going to hell".

Tuesday, November 12, 2019

India adopting western culture Essay

Culture literal meaning is what how you cultivate or build oneself. Cult or build in multi-directionally i.e in ethically socially even in all aspects of that lead human development. Every culture is enriched with some good and bad features. Indian culture is rich and diverse and as a result unique in its very own way. Our manners, way of communicating with one another, etc are one of the important components of our culture. Even though we have accepted modern means of living, improved our lifestyle, our values and beliefs still remain unchanged. A person can change his way of clothing, way of eating and living but the rich values in a person always remains unchanged because they are deeply rooted within our hearts, mind, body and soul which we receive from our culture. Western culture can also be referred to as advanced culture; this is because its ideas and values promote the development and sustainment of advanced civilization. Western culture has had quite an influence in india but it has its pros & cons too. There are many good things in the western culture which we have adopted. But why do we see only the negatives? Even the Indian culture has influence the western world. the globe is shrinking & we are all getting closer to each other in many ways. so its very natural for us to adopt their ways & for them to adopt ours Western culture has affected almost every dimension of society. The core religious traditions are still the same but the life style differences can be found because of western culture. Hence we can say that western media has not affected the core traditions of indian society but has changed life style and apparent characteristics of the society. Conclusion: How there is head and tail for a coin there is both positive and negative impact of western culture and Indian Culture. I think both cultures are unique in their own way and equally good. Western culture and Indian culture both have good qualities and bad qualities. We should not think of which culture is better but should take the good qualities of both cultures and put it into use in our life  attribution.

Sunday, November 10, 2019

Barriers To Parental Involvement

Significance of Parental Involvement to Student Achievement Education is one of the basic rights of a person and improving the state of education has become the priority for almost all nations. Innovations in teaching lessons such as the use of computers and multimedia became an established way in achieving quality education. However, improving the state of education does not solely rely on new technologies and better books or other utilities.Research done by the United States Department of Education in 1994 showed that parental involvement in a child’s learning can have greatly decrease drop-out rates in schools and have positive effects on a child’s achievement (Educational Resources Information Center, 1998, p. 1). Involvement of parents can be defined as the inclusion of dyadic relationships between the child, parent, teacher or the child’s legal guardian (Edgrowth, http://www. edgrowth. com/p2. html).Parental involvement that can enforce positive effects on a student’s performance can also be classified into different types. The three broad types that are often used to categorize parental involvement are â€Å"at home† or â€Å"at school†. At home parental involvement means that the activities the parent’s take part in are limited to school works that are brought home such as home works or school projects. The second type of parental involvement is at school which basically means that the parents are involved in school activities (Patrikaku, 2005, 8).Another type of parental involvement is through advocacy activities such as being a member of PTA/PTO organizations and other organizations which greatly boost the representation of parents and students in the school and community (Chavkin, 1993, p. 191). Since the early 1980s, the United States has stressed the importance of parental involvement in children’s development. In order to stress out the importance of this involvement, many states in America e nacted legislations that will increase the involvement of parents in school programs.Some of these legislations are in Connecticut, Michigan, Ohio and South Carolina. These states require the student’s parent or guardian to be actively involved in school activities. They also require the parents or guardians to record and report the activities they do with their child (Organization for Economic Cooperation and Development, 2006, p. 152). The greatest gains that can be made when parents are involved in their children’s learning can be achieved when the parent’s are not only mere supporters but also if they are greatly involved in the activities.Deep involvement means that the parent’s not only supervise the children but also act as tutors when the children are at home. (Hornby, 2000, p. 3). Therefore the establishment of extensive parental involvement is a very important element in maintaining and securing the effectiveness of quality education. Numerous b enefits of involving parents in a student’s learning justify why this kind of involvement is important. Research done in the United States show that when parents play a role in their child’s education, the students do not only benefit academically but also socially.The research also showed that family income and social status are not accurate indicators of whether a student will succeed. (Franklin, et. al. , 2006, p. 630). The environment that a family creates when they are involved in a student’s learning makes a student want to achieve more. Also, when they support and express high expectations from their children’s education, the children tend to achieve more. Additionally, children learn the value of their achievements no matter how big or small it is therefore encouraging them to be proud of who they are.Other researchers were able to deduce that parental involvement is directly related to student achievement. The students who had their parents invol ved in their education were observed to have better performance in school. The students had better attendance and decreased drop-out rates. The attitudes and behaviors of the students were also improved. School bullying was not observed from the students who are effectively guided by their parents (Hawes, et. al. , 2001, p. 742). When a parent guides their child in school through positive involvement, the child also learns how to be responsible and have good leadership skills.Studies show that the ability to make wise decisions start from decisions that are made within the family. Therefore if a child is taught wisely, the child will be able to make sound decisions when he is at school and especially when he grows up (Michigan Department of Education, 2010l). From the very early stages of studying, parental participation deeply enhances the academic achievement as well as a child’s adjustment in school. It also allows students to have better opportunities to cultivate scholas tic and social skills.These skills if developed well will be helpful in later school success and long-term cognitive benefits (Wong, K. , et. al. , 2002, p. 184). Importance of parental involvement is also highlighted because students whose parents are involved in school have good discipline at school and have better communications with their teachers. Unlike other students who disobey their teachers and do not behave well in class, these students do not get detentions often. They also respect their teachers like how they respect their parents (Va Educational Research Service (Arlington), 1997, p. 7).School administrators also refrain from unsatisfactory work when it comes to monitoring children. Indeed parental involvement is very significant in a student’s development and their achievement. Its importance is proven by numerous studies done not only in the United States but also in other countries. Its significance encourages more schools to pursue their students’ par ents to become more actively involved in school activities. It also makes communication between school and the parents better. Children are undoubtedly stimulated to achieve more and do well in school. Socio-Economic BarriersMaking majority of parents involved in the children’s education is not an easy task for educators. There are many impediments in parental involvement that school administrators face. Though there are legislations made for this, barriers such as socio-economic factors are not easily eradicated. Socio-economic status or SES can be defined as an individual or family’s social and economic position that is basically based on the family income and occupation, parental education level, and social status in the community (North Central Regional Educational Laboratory, http://www.ncrel. org/sdrs/areas/issues/students/earlycld/ea7lk5. htm). Students who belong in lower socio-economic class or the working class have lesser parental involvement than those who belong in the upper socio-economic class. This is partly because the parents of the latter spend more time with their children than those from the lower social class. Parents who are not very affluent spend majority of their time at work therefore reducing the time that is supposed to be spent guiding their children (King. W. , 1999, p. 64).Working class parents also refrain from developing communication relationships with their child’s teachers thus resulting in lack of information when it comes to school activities and happenings inside the classroom (Galen, J. , et. al. , 2007, p. 169). Another barrier in parental involvement that is related to the socio-economic status of a parent is when school administrators favor students whose parents are more supportive of school policies. These parents give more to school projects in terms of monetary donations therefore making them more actively participate in school.Also, there are cases where in students from disadvantaged famili es experience double jeopardy in school. The â€Å"double jeopardy† happens when students who have low socio-economic status live in disadvantaged communities and are also doubly inclined to attend disadvantaged schools. Though they can choose to attend better schools, they are sometimes segregated by these advantaged schools therefore discouraging them from doing better in class. Segregation happens when the said schools choose the most able youth in school activities thus neglecting other students (Richardson, S. , et. al. , 2005, p.213). Another study showed that parents who live in communities with poor socio-economic status are not very easy to reach in terms of communication (Van Wyk, et. al. , 2008, p. 17). They either settle in different places in a short-span of time partly because they do not have sufficient financial resources. Some are difficult to reach because they deem parental involvement in school as a waste of time and that they should be earning money for t heir family than attending school functions. Lack of access to financial resources is seen to be a growing problem in schools today (Thomas, L. , et. al., 2007, p. 68). Cost of education is slowly increasing and some parents choose to have their children out of school in order to meet the demands of their basic needs. When this happens, the number of out-of-school children increases. Thus, the needed opinion from parents to make the quality of education better is not given. When a certain family belongs in a community from a low socio-economic status, they tend to feel isolated because of poverty and unemployment. This social isolation will have a negative impact on the parents’ and children’s socialization skills especially to the school (Lyman, R., et. al. , 1989, p. 211). Some parents express fear about communicating with teachers because they are afraid that they will be treated fairly by teachers. Discrimination or unfair treatment due to their class is also feare d by parents from low socio-economic background. Additionally, depending on the socio-economic background of the parent, they may adapt well to the advocacies done by the school and the activities performed by schools (Porter, L. , 2008, p. 35). They can either choose to easily accept these school policies or not and this will greatly affect the success of parental involvement.Language Barriers The use of languages sets humans apart from other living organisms. It is a vital tool that is utilized to communicate with others and understand each other. However, because of the many different spoken languages, people from different nationalities find it difficult to reach each other. In case of parental involvement, language is also another barrier in achieving the benefits of parental involvement. School activities such as Parent-Teacher Association meetings are deemed important in involving parents in the child’s school.It is one way to let the parents know of the problems of th e school and the students and how they can help the school solve these issues (Struck, D. , 1995, p. 17). However, when meetings are held in a school that caters to widely diverse nationalities, language is a problem. Not everybody speaks and comprehends one language, therefore making understanding difficult. Parents who belong to the minority or other nationality for example Asians feel that it may be disrespectful if they will talk to teachers and not be able to fully understand what the teacher is saying (Diane Publishing, 1998, p. 21).Minority parents also feel awkward when approaching teachers and other staff from their children’s school because they feel that they will not be able to understand each other. There are also instances where in because of the language barrier, parents from the minority are no longer invited to attend school activities because instead of making understandings, more arguments are made (Rockwell, R. , et. al. , 2009, p. 95). Though there are tr anslations services offered by some schools that advocate parental involvement school, difference in language is not that easily overcome by some school administrators (Funkhouser, J., 1997, p. xlv). This is because translators are unable to translate all languages that may be used by parents. Additionally, not all parents, especially from the minority are not that welcome to the idea that someone is translating for them. School Receptivity The school’s receptivity also plays as a factor in the success of parental involvement. If the school welcomes the parents well and if they are open to the opinions of the parents, hindrances to parental involvement will be avoided. School receptivity is, based on researches found to be a great predictor of how willing school’s are (Robinson, E., 2007, p. 11). However, not all schools are very receptive to parents at school. Research showed that there were teachers who did not communicate well with parents thus resulting to too many miscommunications (Nelson, G. , 2005, p. 253). Projects that were started both by the school and the parents in order to guide students failed. Because of this, some schools refrain from involving parents too much in school activities and other advocacies. Family members and school personnel are the people responsible for a child’s education.Aside from this, these people also contribute to the betterment of the educational process (Hiatt-Michael, D. , 2010, p. 4). Their receptivity towards each other is fundamental to the construction of a child’s knowledge. The greater the receptivity, the better the relationship between the parents and the school is and better decisions will be made for the benefit of the students. As mentioned before, there are parents who are afraid of talking with teachers because of socio economic and language barriers. The same goes with school administrators and other school personnel.Some of them do not accept much of the parent’s invo lvement in teaching students for this may cause confusion in the part of the students. Indeed, school receptivity is a major factor in the implementation of parental involvement in a child’s study. Even if there are numerous laws or regulations that encourage parents to be involved in schools, if the school itself is not receptive to these policies, the parents’ effort to support their children’s education will all prove to be futile. Parent Aspirations As parents, it is only natural for them to aspire for something good for the future of their children.In order to prepare them for it, they send them to the best schools, give them the best resources that they can afford and guide them very well on what decisions should be made. Their involvement in the children’s school is also another method of preparing their children that better future. Through proper academic encouragement, parents can greatly help their children achieve in school (Valencia, R. R. , 2 002, p. 125). However in cases of disadvantaged families, their aspirations for their children might lack and result to the student’s poor performance in school.Because of their status they tend to be more negative that parents who are affluent or parents who are not that disadvantaged. Parents from disadvantaged families are by research more pessimistic than those who are not disadvantaged (Organization for Economic Cooperation and Development, 2010, p. 179). Parents who are from poor families also have the tendency to settle for less than ambition for something great. When they let their children attend school, they do not pursue a college degree because they think that graduating from secondary school is enough to get a decent job (Combat Poverty Agency, 1999, p.10). When these parents do not have high aspirations for themselves or their children, they also refrain from being involved in school activities. They think that it is just a waste of time and that it will not be necessary in finding decent jobs in the future. They also do not want to be involved in their children’s school because they might have experienced something negative which led to their low aspirations in life. On the other hand, if the parents, even if they belong in a disadvantaged family, have high aspirations for their children, then their involvement in the school will be high.This will lead to their children’s high achievements and to do well in school. Additional Barriers Aside from the barriers to parental involvement mentioned above, there are still more problems that serves as hindrances to parental involvement for disadvantaged families. These barriers are the reasons why parental involvement is not that effective in some schools. If not dealt with properly, both y the school and the parents, the construction of education of the student will be gravely affected. The structure of the family can be considered as another barrier in parental involvement especial ly for disadvantaged families.For an instance, if the family belongs to the single-parent structure, then it will be difficult for the parent to be involved in school activities. It will also be hard for her to teach the children after school because the said parent will be performing the roles of two parents at a single time (Callison, W. , 2004, p. 2). The working schedule of the parent is also another barrier in parental involvement. If the parent is working full time, then it will be difficult for them to be involved in school activities which aim to give their children better education.Meetings such as PTA meetings will clash with their work scheduled and they will have to sacrifice one or the other based on their time schedule. If they belong to a lower socio-economic class or from a disadvantaged family then they will surely choose their work because making money for their family will be their utmost priority. Other children in the family can also be another barrier in parent al involvement. There are cases where in the disadvantaged family has too many children. Because of this, they cannot focus on the welfare of one child alone.They sometimes neglect or sacrifice the education of their other children to give way to their younger children. They cannot support the school’s advocacies because they have other things to do for their other children (Openshaw, L. , 2007, p. 60). For disadvantaged families who came from other countries or are immigrants, cultural differences may be a barrier for them. What they are used to do in their home country may vary on the place they currently reside in. Miscommunications will be the result of cultural differences between the parent and the teachers.What the teacher will say might mean entirely different to the parent based on the culture he grew up in. Elderly parents or guardians can be another barrier in parental involvement especially for disadvantaged families. Elderly people are sometimes too conservatives when it comes to changes in policies or how things are ruled. When the school wants a new regulation that will be for the welfare of the students, there is a chance that they might resist this change. Instead of helping the school to provide better services, their being conservative will only hinder the positive changes enforced.Transportation can also be considered as another barrier in parental involvement. For disadvantaged families especially, spending money on transportation to go to their child’s school can be called luxury. They might be unable to afford transportation so they will just skip the meetings or other advocacies implemented by the school. Negative or other traumatic experiences that a parent had when they were at school can be another barrier for parental involvement. Due to the negative experiences they had when they were students, they might shun connection with schools when they grow up.More often than not, parents send their children to schools they we nt to when they were younger. Though the staff that administers the school may be different during their children’s time, the trauma brought about by their negative experiences may result in their refusal to be involved in the school again. Indeed there are more barriers to parental involvement especially for disadvantaged families that are being discovered by studies done by experts. Unless they are dealt with properly, implementation of parental involvement in schools will not be successful. References Callison, W. (2004). Raising test scores using parent involvement.New York: Rowman & Littlefield. Chavkin, N. (1993). Families and schools in a pluralistic society. New York: SUNY Press. Combat Poverty Agency. (1999). Poverty Today. New York: Combat Poverty Agency. Diane Publishing. (1998). What's Noteworthy on Learners, Learning & Schooling. Kansas: DIANE Publishing. Edgrowth. Effects of Parental Involvement and Divorce on Student Achievement. Retrieved August 22, 2010, from http://www. edgrowth. com/p2. html. Educational Resources Information Center (1998). Parent involvement in children's education: efforts by public elementary schools. New Jersey: DIANE Publishing.Franklin, C. , Harris, M. , et. al. (2006). The school services sourcebook: a guide for school- based professionals. New York: Oxford University Press. Funkhouser, J. (1997). Family Involvement in Children’s Education. Washington D. C: DIANE Publishing. Galen, J. , et. al. (2007). Late to class: social class and schooling in the new economy. New York: SUNY Press. Hawes, J. , Shores, E. (2001). The family in America: an encyclopedia, Volume 1. California: ABC-CLIO. Hiatt-Michael, D. (2010). Promising Practices to Support Family Involvement in Schools (PB). New York: Information Age Publishing. Hornby, G. (2000).Improving Parental Involvement. New York: Continuum International Publishing Group. King, W. (1999). Looking into the lives of children: a worldwide view. Australia: James Nic holas Publishers. Lyman, R. D. , (1989). Residential and inpatient treatment of children and adolescents. New York: Springer. Michigan Department of Education. Parent Involvement = Student Achievement. Retrieved August 22, 2010, from http://www. michigan. gov/mde/0,1607,7-140-5233-23090–,00. html Nelson, G. (2005). Partnerships for prevention: the story of the Highfield Community Enrichment Project. Canada: University of Toronto Press.

Thursday, November 7, 2019

Group Work Example

Group Work Example Group Work – Coursework Example Group work Group May 21, Group work Deviance involves contrary behaviors of attitudes to social norms. Positive deviance, whilecontrary to norms, has beneficial effects. Altruism is an example of positive deviance and illustrates Self-Control theory. It defines the belief or action that is selfless to the actor and aims at benefiting another person. Even though social norms expect loyalty among people, this is achieved after considering individual’s fundamental interest. A party that is loyal to another considers interest of the other party and tries to correct selfless initiative for mutual benefits. Under altruism, however, a person deviates from this norm and risks personal interest in order to benefit another. A risky rescue mission illustrates this and is positive because despite the involved risk, the result is preserved life. Cooperation is another example of positive deviance and is contrary to the norm of participation. Under participation, every party is expected to execute individual responsibility that can then be accumulated to group responsibility. Cooperation, especially understood in the concept of helping people or responding to people’s requests, explains a deviation from the expected individual responsibility in group-work to a team work set up. A cooperative person may therefore sacrifice and assume additional responsibilities for overall success of a group (Spencer, 2014).Only instantaneous and progressive cultural, economic, and political issues should be taken into consideration because positive deviance operates against norms. Some past or existing cultural, economic, and social issues may therefore be contrary to a positive deviance. Poverty, as an economic need, and political crisis are examples of the issues that can be considered into positive deviance. ReferenceSpencer, J. (2014). Contexts of deviance: Statuses, institutions, and interactions. Oxford, UK: Oxford University Press.

Tuesday, November 5, 2019

The Equal Family of Words

The Equal Family of Words The Equal Family of Words The Equal Family of Words By Mark Nichol This post discusses a family of words that pertain to balance, impartiality, or uniformity. The root equi-, which forms without the i when it precedes a vowel, ultimately derives from the Latin adjective aequus, meaning â€Å"even† (which is not related to equus, meaning â€Å"horse† and the source of equestrian). Equal refers to a state of balance, and the noun form is equality; a person or system that favors or promotes equality is an egalitarian. (The consonantal change occurred in French.) Equity is the quality of fairness, though the word also has senses in finance and in property ownership of rights or value. The adjectival form is equitable, and equitably is the adverbial form. The antonym, with the same variations, is inequity, though iniquity, which means â€Å"wickedness,† stems from the same source. (Its adjectival form is iniquitous, and the noun is formed by attaching to that word the suffix -ness.) To equate is to balance or compare, or to make even or smooth; the act of doing so is equation. (That noun also denotes a logical or mathematical expression.) Equanimity is fairness, and equilibrium is mental or physical balance. The root word of the former term is a form of animus, meaning â€Å"mind† or â€Å"spirit,† so a literal translation is â€Å"even mind,† and the root word of the latter term is derived from libra, meaning â€Å"balance† or â€Å"scale,† so equilibrium literally means â€Å"even balance.† (Equanimity has no adjectival form, but equilibrious, though rare, serves that function for equilibrium.) Equivalence (equivalency is a variation) is literally â€Å"equal worth†; the adjectival form is equivalent. The source of the root of equivocation is also that of vocal and voice; literally â€Å"equal voice,† the word has pejorative senses of â€Å"avoiding commitment to what one says† or â€Å"using language to deceive.† One is described as equivocating or being equivocal. Equinox derives from the Latin word for â€Å"equality of night (and day)†- the root nox is related to the first syllable of nocturnal (and both are cognate with night)- and refers to the two days of the year, six months apart, when day and night are of identical duration. A word that may not be an apparent relative of those described above is adequate, which means â€Å"sufficient.† (Its Latin forebear literally means â€Å"make equal.†) Depending on context, the word can be neutral or disparaging. And the rare term equiparation means â€Å"equal treatment.† (The root syllable is related to par and per, which pertain to value.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:12 Signs and Symbols You Should KnowHang, Hung, HangedOne "L" or Two?

Sunday, November 3, 2019

'Visibility is a trap' Essay Example | Topics and Well Written Essays - 1250 words

'Visibility is a trap' - Essay Example Foucault’s work and contribution extend to the social domain as well as philosophy. His philosophical work is being expressed with context to the history and the changes as they take place in parallel and with time. For example the most important factor and understanding in his study is that of the most prevailing factor in form of the urban drive and urban migration. As a result of the urban drive, quite a few patterns have changed and the outlook has changed in a certain definite way in contrast to what it was in past. The visibility being a trap concept is one similar phenomena being derived from the same urban ambiance and its co relation has been drawn in the same pattern. Urban society and the digital element: Modern urban societies are characterized by presence of digital dominance, with everything being handled by the computers and digital devices, apart from their servicing features; they also provide the functions of monitoring and surveillance in certain specific way. For example all the metropolitans have established cameras and monitoring systems, this is also true in the case of highways, buildings and the official work places, where each action is being monitored in a closed and disclosed both ways (Ingersoll 2008, 186). Origin of the concept of visibility: The term can be loosely coined with observation, monitoring and surveillance and its routes stretch back to the last decade of 18th century when the word Panopticon (Dalton & Evans 2004 ,67) was first used for the purpose of watching over the prisoners to notice their activities from a common and panoramic view point enabling for clear observation against their any objective moves that would create any disturbance and turbulence. Characteristic traits of modern urban environments: A modern urban society is characterized by observation of individuals in their working environment. The roles are defined in such a manner that each team and its member works in a tier and hierarchy (Chow 2012, 47) in strict scrutiny and observation. This observation and direct exposure has been termed as a trap by Foucault in his assessment and the quite famous quote. Various proponents of the field from research on social studies and sciences have tried to investigate the aspect of the correlation and affectivity and relevance to the society in certain specific way and each of them has found some material and substance in this regard which would lead to the assumption that urban societies depict more relevance to this concept than any other mode of social outfit. Two common schools of thoughts prevail from the overall discussion, each presenting their views and stressing for the statement at hand and observing and presenting it i n different manners and checking its relation to the various variables of the society how they would have an impact on the individuals as well as those who are related to the other people in the society in one way or the other (ernst 2012). The need: The possible need driven by the visibility factor can be that of not just the establishment of the order in the society but also making things easier for people in a bigger perspective. It

Friday, November 1, 2019

Project management assignment NO.2 Essay Example | Topics and Well Written Essays - 1000 words

Project management assignment NO.2 - Essay Example During construction, activities are done based on the order that they should be carried out. Duration for each activity is estimated based on current data available. A network model is established to show the relationship among the activities and a critical path method is used to determine the critical and non critical activities. CPM is important because it shows the management the activities that need much attention and monitoring to avoid unnecessary delays in project completion (Taha 267). As shown in Diagram 1, constructing foundation and framing are the first two important activities to do because they serve as the framework of the house. Several activities such as plumbing, roofing and wiring are done right after framing since these activities are associated with the different parts of the house and so, they can be started anytime without any delay. Landscaping requires a stable water system so it should be done only after plumbing is finished. Finishing activities and painting are both done after plastering since the house is considered almost finish by that time. Lastly, activities such as making curtains and laying carpet are considered as final activities and should only be done after the whole structure of the house is built and painted. This means that these two paths constitute the time period of project completion. According to the computed critical path (Table 1), the project will be completed in 42 working days. Therefore the project should be started on November 17, 2008 in order to finish it by January 19, 2009. Working days exclude weekends and holidays like New Year and Thanksgiving Day. All the critical activities are shaded in Table 1. This means that these activities are the most important tasks in the project and therefore must be done on schedule. Non critical activities are plumbing, wiring, landscaping, finishing and attaching TV antenna. They are considered non critical because they can be done in advance or