Caddie - Australian Movie Review :: essays research papers

The movie Caddie stars Helen Morse as ‘Caddie’ Marsh, a young woman in the depression, Jackie Weaver, as Caddie’s friend Leslie, Jack Thompson as Ted, and Takis Emmanuel as Peter. Caddie is set in the times of the Australian depression and was the first remotely successful Australian feature film. It follows the story of a spirited woman and her experiences over seven life-shaping years of her life. Through her eyes we see the effect of the depression on the average Australians of the time. The movie tells the story of a young Sydney woman during the years 1925 to 1932 in which time she changes from a young suburban 25 year old matron and mother to a free-wheeling woman of 32. The film opens with Caddie learning that her husband is in love with her best friend, Ester, and taking the only course she feels is open to her; she leaves him taking the children with her. To earn enough money to keep her and the children, Caddie takes a job as a barmaid, and soon learns the ropes with the help of fellow barmaid Josie. One day Ted, the SP bookmaker comes into the pub. He names her Caddie after his brand new Cadillac that, like her, he says has class and beauty. Caddie is struggling to look after her two children, Anne, and Terry properly, so she makes the very difficult decision to put them into children’s homes. Through a friend, Caddie meets Peter, a Greek immigrant and successful businessman. They fall in love and become lovers, but fate strikes with the sudden illness of Peter’s father and he has to leave for Greece. Winter two years later, and the Great Depression is taking its toll on Sydney and Caddie. She has trouble staying employed, and finally is bed-ridden suffering from malnutrition and nervous exhaustion. She is befriended by â€Å"Bill the Rabbito† and his younger brother Sonny, who share their meagre belongings with her until she is well and strong again. Caddie takes yet another job as a barmaid, and meets Paddy Reilly who

Caribbean Studies Syllabus

MODULE 1: CARIBBEAN SOCIETY AND CULTURE OVERVIEW Module 1 introduces students to the role played by geography in shaping the society and culture of the Caribbean region as well as the historical evolution of Caribbean society, the cultural characteristics of the Caribbean people, and the ways in which Caribbean society and culture influence and are influenced by societies and cultures outside the region. GENERAL OBJECTIVES On completion of this Module, students should: 1. Understand the factors which have shaped Caribbean society and culture; 2. Appreciate how cultural traits evident throughout the region have resulted from Caribbean peoples’ experiences; 3. Understand the common features which exist within Caribbean diversity; 4. Understand the relevance of concepts encountered within the Module, to their own lives and to the lives of their communities SPECIFIC OBJECTIVES Students should be able to: 1. Locate and define the Caribbean; 2. Explain the terms ‘society’ and ‘culture’; 3. Describe the characteristic features of Caribbean society and culture 4. Analyze the impact of the historical processes in Caribbean society and culture; . Assess the impact of geographical processes on Caribbean society and culture 6. Evaluate the ways in which societal institutions impact on their lives; 7. Analyze how the global community and Caribbean society impact on each other CONTENT 1. Location and Definition of the Caribbean Region i. Geographical location: a. Names of territories b. Sub-regions, for ex ample, Greater Antilles, Lesser Antilles, Western Caribbean, Southern Caribbean, The Bahamas; c. Position of territories in relation to the Caribbean Sea, Atlantic Ocean and the continental land masses i. Definitions of the Caribbean Region a. Geographical; b. Geological; c. Historical; d. Political; iii. Caribbean Identity and Culture 2. Characteristics of Society i. Society a. Shared common purpose; b. A defined territorial space; c. Continuity over time and space; d. Citizenship within a space; ii. Culture a. Learned behavior common to all human beings; b. Norms and values which provide a guide to behavior; c. Institutions which prescribe behavior; 3. Characteristics of Caribbean Society and Culture i. Cultural Diversity Positive and negative effects of cultural diversity; ethnic and cultural differences; the accommodation made among different ethnic groups with respect to space, political and economic power and social visibility. ii. Social Stratification a. Plantation society and its impact on Caribbean social stratification (that is, race, colour, and money as major factors in social stratification); education as a basis for new class formation and upward mobility; b. Concepts such as plantocracy, intelligentsia, middle class, bourgeoisie, working class, underclass, caste; iii. Social Mobility iv. Hybridization a. Factors such as racial admixture and colour in the formation of Caribbean society and culture; terms like mulatto, meztizo, dougla, transculturation, creole; b. Erasure, retention and renewal of cultural practices 4. Impact of Historical Processes i. Migratory movements and the establishment of patterns of settlement by different groups within the Caribbean from pre-Columbian times to the present ii. The development of systems of production: encomienda, slavery, indentureship, the plantation system iii. Responses of the Caribbean people to oppression and genocide: resistance, revolution, development of peasant groups v. Movements toward independence a. Political enfranchisement: i. Adult suffrage; ii. Internal self-government; iii. Economic enfranchisement; iv. Entrepreneurial activities, including shop-keeping and savings societies. 5. Impact of Geographical Phenomena i. Plate tectonics a. Definition; b. Location and movement of the Caribbean plate; c. Earthquakes and volcanoes: soc ial displacement. ii. Hurricanes – social and economic consequences iii. Soils – erosion, conservation iv. Coral reefs – coastal protection, sustainability of fishing industry v. Droughts 6. Impact of Societal Institutions on Caribbean People i. Family i. Education iii. Religion iv. Justice System 7. Caribbean-Global Interactions i. Influences of extra-regional societies on the Caribbean a. Consumption patterns: goods and services; b. Creative expressions: festivals, music, theater arts, culinary practices; c. Education: impact of colonialism; the information age; language; curriculum reforms, for example, teaching of Caribbean Studies in universities in the United Kingdom d. Political influences: i. Westminister System; ii. Rule of law; iii. Electoral processes; iv. Caribbean contribution to the political life of the host communities of Europe and North America; . Labour: the influence of migratory labour; vi. Sport – cricket, soccer, basketball, track a nd field; vii. Religion – traditional and non-traditional religious practices e. Mass Media f. Tourism ii. Caribbean influences on extra-regional countries a. Important political issues created within countries of Europe and North America by the presence of large numbers of Caribbean people (for example, impact of the Haitians and Cubans living in Florida upon the politics of that State). b. The impact of Caribbean festivals like Notting Hill Carnival in the United Kingdom (U. K. Labour Day in Brooklyn, Carnival in Miami and Caribana in Canada on the economics of the areas where they occur ; the impact of migrant labour on the economies of the countries of North America. c. The impact of festivals and music of the Caribbean ( for example, carnival, calypso, reggae, punta, salsa, zouk) upon the festivals, music, pageants and street parades of the countries of North America, Europe, Africa, and of Japan. d. The impact of Rastafarianism on countries throughout the world e. The i nfluence of Caribbean culinary practices within the countries of North America and Europe. Suggested teaching and Learning Activities To facilitate student’s attainment of the objectives in his Module, teachers are advised to engage students in the following teaching and learning activities. 1. Students are encouraged to compile a Glossary of key terms and concepts drawn from the module 2. Students can create a scrapbook based on newspaper, magazine and Internet clippings which are relevant to the themes in the Modules 3. Produce maps and charts to define the Caribbean illustrating features of the physical environment, patterns of settlement and migration 4. Individual or group projects in which students conduct interviews with members of the society on societal and cultural changes 5. Lectures by elders of the community on the characteristics of Caribbean society and culture 6. Tours of plantations; documentaries on slavery, resistance and free villages and independence 7. Class debate on the struggles for, and benefits of independence 8. The use of video footage, photographs from media houses and international agencies on hurricanes and volcanoes. Students can produce their assessment of the impact of these disasters on society and economy 9. Students can design posters on the importance of soils and coral reefs to territories 10. Invite musicians, calypsonians, and folklorists to give lectures on creative expressions 11. Students to deliver 5-7 minute presentations on the impact of societal institutions on Caribbean people RESOURCES Chavannes, B Rastafari: Roots and Ideology, Mona: Syracuse University Press Series, The Press, 1994 Deosaran, R. Reddock, R And Mustapha, N (eds) Contemporary Issues in Social Science: A Caribbean Perspective. Vol: 1, 1994 James, C. L. R. Beyond a Boundary, London: Hutchinson and Company Limited, 1993 Nettleford, R. Caribbean Cultural Identity, Kingston: Institutes of Jamaica, 1978 Payne, A. and Sutton, P. (eds. ) Modern Caribbean Politics, Kingston: Ian Randle Publications, 1993 Reddock, R. (ed. ) Ethnic Minorities in Caribbean Societies, St. Augustine: ISER, 1996 Sutton, C. and Chaney, S. (eds. ) Caribbean Life in New York City: Socio-cultural Dimensions, Centre of Migration Studies, 1987 Thomas, Hope E. Explanation in Caribbean Migration, London: The MacMillan Press Limited, 1992 http://www. pwi. netcom. com/hhenke http://www. caricom. org MODULE 2: ISSUES IN CARIBBEAN DEVELOPMENT OVERVIEW Module 2 introduces students to different conditions which satisfy the definition of development; to interrelationships among social, cultural, political and economic factors in the development of the Caribbean region; and to key individuals and institutions which have shaped the region’s development GENERAL OBJECTIVE On completion of this Module, students should demonstrate an understanding of the relationship between: i. Politics, economics and development; ii. Culture and development; iii. Technology and development; iv. Social justice and development SPECIFIC OBJECTIVES Students should be able to: . Describe the concepts of development and the indicators used to measure development; 2. Evaluate how development in the region is influenced by political, economic, social, cultural, environmental and technological factors; 3. Assess the ways in which globalization affects development in the region; 4. Explain the ways in which the evolution of the integration movement in the Caribbean has influenced development in the region; 5. Evaluate the importance of sports to the development of the region; 6. Assess the significance of Caribbean thought to development of the region; 7. Critically analyze factors which impact on the mass media’s contribution to the development of the region; 8. Formulate reasoned responses to issues of social justice within their communities CONTENT 1. Concepts and indicators of development i. Concepts a. Sustainable development b. Economic development ii. Indicators a. Levels of income b. Productivity c. Social and economic equalization d. Modern knowledge e. Improved institutions and attitudes f. A rationally co-ordinated system of policy measures g. Environmental factors 2. Factors that promote or hinder development i. Political ideologies; popular movements i. Distribution of wealth; resources; income generation iii. Changing class boundaries iv. Definition of Caribbean experience and identity v. Natural and man-made disasters vi. Impact of productive sector vii. Tourism a. Contribution b. Challenges 3. Globalization and Development i. Definition and Stages Facilitators of globalization, for example: a. World Trade Organi zation; b. International Monetary Fund; c. World Bank; d. Transnational organizations; e. Technology; f. Trade; g. Ideologies ii. Impact and Response a. Industry and commerce; b. Distributional sector (supermarkets, department stores); . Labour; d. Technology; e. Ideology 4. The integration movement i. The evolution of: federation, CARIFTA, CARICOM, OECS, ACS ii. Achievements and challenges of three of the following: a. Caribbean Community (CARICOM); b. University of the West Indies (UWI); c. Caribbean Examinations Council (CXC); d. West Indies Cricket Board (WICB); e. Caribbean Tourism Organization (CTO); f. Caribbean Single Market and Economy (CSME); g. Regional Security System (RSS) 5. Contributions of sport i. Generation of Income ii. Health and fitness iii. Educational opportunities iv. Sense of Caribbean identity v. Discipline and morale vi. Presence on the world scene vii. Sports tourism 6. Intellectual traditions Objectives and impact of the following: a. Pan Africanism; b. Negritude; c. Industrialization by invitation; d. Marxism and neo-Marxism; e. Caribbean perspectives on British Capitalism; f. Trends in Caribbean feminist thought; g. Indo-Caribbean thought; h. Indigenous perspectives 7. Roles and functions of the mass media i. Provision of information about institutions, events and trends in individual countries, the region and the global community j. Entertainment k. Construction of national identity . Cultural imperialism 8. Social justice i. Knowledge of competing concepts of social justice, for example, recognition of natural rights, welfare and mutual advantage ii. Discrimination on the grounds of age, gender, ethnicity, race o class iii. Indicators of development affected by breaches of social justice: a. Levels of social and economic equalization b. Productivity c. Quality of life Suggested Teaching and Learning Activities To facilitate student’s attainment of the objectives in this module, teachers are advised to engage students in the following teaching and learning ctivities 1. Students are encouraged to compile a glossary of terms and concepts within the Module 2. Students should compile a scrap book on the lives and world of persons who have contributed to the development of the region in the field of politics, labour, the arts, sports. 3. A class research project: for example, the development by groups of students of charts to show a comparative performance among countries of the Caribbean region in areas like GNP, provision of health, literacy rates and unemployment 4. Student Parliamentary debate on the 1990 World bank Report for the Caribbean . Class debates on a range of topical issues, for example, the failure of the Federation, CARICOM, social justice, health, crime and economic issues 6. Panel discussion on Caribbean intellectual tradition 7. Students write a ‘play’ on globalization and its effects 8. A guided tour to a local media corporation 9. Students can evaluate television and radio programmes, advertisements based on criteria arrived at through class discussion 10. Students write letters to the editor of national newspapers, formulating responses to a range of issues 11. Students reate posters on the improper disposal of industrial waste, and overcrowding in urban centres. RESOURCES Beckles, H. A Spirit of Dominance: Cricket and Nationalism in the West Indies, Kingston: Ian Randle Publications, 1997 Globalization, Communications and Caribbean Identity, Kingston: Ian Randle Publications, 1995 Rethinking Development, Kingston: Consortium Graduate School In the Social Sciences, 1995 Black Meteors: The Caribbean in Intenational Athletics, Kingston: Ian Randle Publications, 1998 Dunn, H. S. (ed. ) Girvan, N. (ed) Ince, B. Leo-Rhynie, E. Bailey, B. and Barrow, C. eds. ) Gender: A Multi Disciplinary read er on the Caribbean, Kingston: Ian Randle Publications, 1996 MODULE 3: INVESTIGATING HUMAN AND SOCIAL DEVELOPMENT IN THE CARIBEAN OVERVIEW This Module introduces students to some of the major concepts and skills which should be mastered in conducting research. Through the research process, students will have the opportunity to deepen their understanding of a defined area of Caribbean experience which they have selected GENERAL OBJECTIVES On completion of this module, students should: 1. Demonstrate research and analytical skills; . Work independently or in teams to formulate, conduct and report on inquiries into issues they have identified as significant to the region 3. Appreciate the importance of ethical issues in conducting research SPECIFIC OBJECTIVES Students should be able to: 1. Explain the nature and purpose of research; 2. Identify a research problem; 3. Evaluate existing information about the problem; 4. Formulate relevant research questions and or hypothesis; 5. List var ious methods and instruments of data collection; 6. Apply appropriate formats in presenting data; 7. Draw conclusions and make recommendations; 8. Use American Psychological Association convention correctly; 9. Adhere to basic principles for maintaining ethical standards in conducting research CONTENT 1. Nature and purpose of research i. Systematic enquiry ii. Generation of new knowledge iii. Reliability and validity in research iv. Problem solving 2. The research problem Identification of a research problem 3. Sources of Information h. Identifying and accessing sources: a. Existing literature; b. Internet Resources; c. Oral histories; d. Newspaper reports; e. Minutes of meetings; . Archive i. Criteria for selection and use: a. Relevance; b. Degree of objectivity; c. Adequacy 4. Characteristics of research objectives i. Relevance ii. Direct link to research problem iii. Informed by sources iv. Clarity 5. Methods and Instruments of Data Collection i. Sampling a. Probability and non-probability; b. Target population i. Surveys a. Types of surveys; b. Interview techniques; c. Questionn aire construction 6. Format of Presenting Data i. Tabular ii. Graphic iii. Text 7. Conclusion and Recommendation i. Main findings in relation to research objectives ii. Areas of contention in relation to research objectives iii. New and interesting findings, if any iv. Limitations of the study v. Areas for further research 8. American Psychological Association Conventions (APAC) i. Bibliographies ii. Referencing 9. Principles of ethical conduct, for example: i. Consent of research subjects; ii. Respect for privacy and confidentiality; iii. Integrity and transparency of the research process THEMES Recommended Areas for Investigation The following themes represent areas of interest to the contemporary Caribbean in terms of their significance to regional development. The list is not considered exhaustive and it is expected that new themes will be added. Under each theme heading, broad areas for possible study are identified for the guidance of students. Students may choose one of the themes to be the subject of the research project A. The Environment i. ii. iii. iv. v. vi. vii. Pollution Sewage and Solid Waste Management Coming to terms with Natural and man-made Disasters Housing growing populations Protection of Parks and the National heritage Toxic Waste Disposal Renewable and non-renewable resources of the Caribbean B. The Mass media i. ii. iii. iv. v. Impact of selected media on cultural expressions and values Issues arising from the control of information by extraregional media organizations Issues surrounding censorship and freedom of information Effects of media messages on the economies of Caribbean countries The effects of new technologies on the growing influence of the mass media in the Caribbean C. Gender Issues in the Caribbean i. ii. iii. iv. v. Changing male-female relationships in the Caribbean – causes and characteristic features Gender issues in education Gender relations in the workplace Gender issues in the mass media Gender issues and the law D. The Productive Sector and Development i. ii. iii. Farming practices and land tenure Development of appropriate technologies Impact of new technologies iv. Foreign dominance of the productive sector Tourism Agro-industries v. vi. E. Health i. ii. iii. iv. v. Changing patterns of disease The impact of cultural habits and value systems Traditional/modern medicine Health care and the economy Sexual and reproductive health – social, economic, ethical and legal issues F. Crime in the Caribbean i. ii. iii. iv. v. vi. Crime as a function of changing social structures and technologies Trade in illicit narcotics Impact of crime on the economy and on the political structure Effects of crime on the society Impact on the physical well-being of individuals of the region International relations in the control of crime G. Sports i. ii. iii. iv. v. Effects of identified policies on the development of sports Physical benefits Sports and the regional/national economy Impact of developing technologies on performance in sports Changing patterns of interest and development H. The Work Place i. ii. iii. v. v. vi. Patterns of unemployment; causes and effects of unemployment Impact of changing technologies Challenges of entrepreneurial activity in the Caribbean Changing role of labour unions Industrial Law in the work place Providing education for the world of work I. The Languages of the Caribbean i. Historical and social factors shaping Caribbean Creoles ii. iii. iv. Implications for maintaining European languag es as the official languages of the region Roles and functions of Creole languages within Caribbean societies Oral traditions within the culture J. Religion i. ii. Emergence and persistence of folk forms of worship Religion and education in the region Impact of modernization on religion in the Caribbean Religion and alternative forms of medicine Religion and social change in the region Impact of religion on family values iii. iv. v. vi. K. Literary, Performing and Visual Arts i. Factors affecting the evolution of identified art forms (for example, history, inter-culturation, new technologies) Existing and potential roles for the performing arts in the development of countries within the Caribbean Ethical and legal issues – copyright, censorship Impact of globalization ii. iii. v. Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives in this Module, teachers are advised to engage students in the following teaching and learning activities. 1. Discuss the importance of the research paper in terms of the overall examination 2. Discuss research types and methods by teacher and other resource pe rson(s) 3. Provide a range of examples of problems statements, followed by class discussion to critically evaluate the effectiveness and completeness of sample problem statements 4. Provide examples of literature reviews to identify pertinent elements, such as: i. Relevance of theories and research findings to topic; ii. Agreement or disagreement between the stated theories; iii. Correct citation of sources 5. Group analysis of sample research reports so as to help students to arrive at an understanding of component parts, and of formats appropriate to different types of research design 6. Develop a glossary of research terms 7. Guided group library tours to help students to identify and access sources of information 8. Develop interviewing skills followed by class evaluation of the interviews 9. Mini-observation assignments within the classroom, the school, community or the workplace 0. Discuss the use and acknowledgment of sources to avoid plagiarism 11. Discuss the common problems encountered in designing and conducting research 12. Teacher feedback on project 13. Establish time lines for submission of drafts of the project Scope and Depth of Study Students should be guided in making decisions about scope and depth as they conduct and repor t on this study. Constraints of time and project length will affect the nature of the problem chosen, the population selected for study, and the extent of coverage of the relevant literature. It will also increase the demand that coverage of the literature be relevant and succinct. Time Management During the course of study, twenty contact hours are proposed for teaching the basic concepts of research and the skills of preparing a research proposal and report, as well as for discussion of factors which must be considered at different stages of the study. Twenty hours are allocated for the student’s independent work in carrying out the different phases of the study. At this time, the role of the teacher will be that of an advisor RESOURCES Suggested Reading List Boxill, I. , Chambers, C. M. , Wint, E. Introduction to Social research with Applications to the Caribbean, Kingston: Canoe Press, University of the West Indies, 1997 Roberts, P. West Indians and their Language, Cambridge: Cambridge University Press, 2001 Sanders, R. Narcotics, Corruption and Development in the Countries of the OECS: The Problem in the Smaller Islands of the Commonwealth Caribbean, Caribbean Affairs 3: 1, 1990 West Indian Commission A Time for Action: Report of the West Indian Commission, Mona: The Press, University of the West Indies, 1992 World Health Organization Health and Environment in Sustainable Developments Five years after the Earth Summit, 1997 OUTLINE OF ASSESMENT EXTERNAL ASSESSMENT 60% Written Papers – 4 hours 30 minutes Paper 01 (1 hour 30 minutes) Fifteen compulsory shirt-response questions 27% Paper 02 ( 3 hours) Eight essay questions of which candidates must answer four 33% INTERNAL ASSESSMENT 40% Paper 03A The internal assessment will consist of a research project. The project will enable the student to demonstrate skills and competencies developed from each of the three modules. Paper 03B Private candidates are required to write Paper 03B, an Alternative Paper to the Internal Assessment MODERATION OF INTERNAL ASSESSMENT An Internal Assessment Record Sheet will be sent each year to schools submitting students for the examinations. All Internal Assessment Record Sheets and sample of assignments must be submitted to CXC by May 31 of the year of the examination. A sample of assignments will be requested by CXC for moderation purposes. These samples will be reassessed by CXC examiners who moderate the Internal Assessment. Teachers’ marks may be adjusted as a result of moderation. The Examiners’ comments will be sent to schools. Copies of the students’ assignments that are not submitted must be retained by the school until three months after publication by CXC of the examination results ASSESSMENT DETAILS External Assessment by Written Papers (60% of Total assessment) There will be a combined question paper and answer booklet for Paper 01 Paper 01 (1 hour 30 minutes – 27% of Total Assessment) 1. Number of Questions This paper is made up of 15 compulsory short-response questions covering all three modules 2. Syllabus Coverage Knowledge of all topics is required. The intention is to test candidates’ knowledge across the breadth of the syllabus 3. Question type Questions will be structured, consisting of two, three or four parts. Questions will test candidates’ understanding of concepts and issues 4. Mark Allocation Questions will not necessarily be awarded the same number of marks. A question may be worth three, four, five or at most six marks The maximum number of marks for this paper is 80. This paper contributes 27% of the total mark for the Unit Paper 02 (3 hours – 33% of Total Assessment) 1. Number of Questions This paper consists of eight questions. Candidates are required to answer for questions, two from Module 1 and two from Module 2 2. Syllabus Coverage This paper tests Modules 1 and 2. Four questions will be set on Module 1 and four questions on Module 2. Candidates are required to answer two questions on each module. 3. Question Type Questions in this section will test higher order thinking skills such as application, analysis, synthesis and evaluation. Candidates will be expected to present a case for or against a particular point of view, using the concepts and issues discussed in the course There will be two types of questions. Type A There will be four questions of this type. These will test candidates’ ability to explain and elaborate on conceptual issues and apply general principles to a problem situation. Each question is worth 20 marks and candidates are required to answer one of two questions on Module 1 and one of two questions on Module 2 Type B There will be four questions of this type. These will require candidates to analyze problem cases, discuss and make evaluate comments or issues and present arguments for or against a particular point of view. Each question is worth 30 marks and candidates are required to answer one of two questions on Module 1 and one of two questions on module 2. INTERNAL ASSESSMENT Paper 03A – Internal Assessment (40% of Total Assessment) Internal Assessment is an integral part of student assessment in the course covered by this syllabus. It is intended to assist students in acquiring certain knowledge, skills and attitudes that are associated with the subject. The activities for the Internal Assessment are linked to the syllabus and should orm part of the learning activities to enable the student to achieve the objectives of the syllabus. During the course of study for the subject, students obtain marks for the competence they develop and demonstrate in undertaking their Internal Assessment assignments. These marks contribute to the final marks and grades that are awarded to students for their performance in the examination The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers and students in selecting assignments that are valid for the purpose of Internal Assessment. The guidelines provided for the assessment of these assignments are intended to assist teachers in awarding marks that are reliable estimates of the achievement of students in the Internal Assessment component of the course. In order to ensure that the scores awarded by the teachers are not out of line with the CXC standards, the Council undertakes the moderation of a sample of the Internal Assessment assignments marked by each teacher. Internal Assessment provides an opportunity to individualize a part of the curriculum to meet the needs of students. It facilitates feedback to the student at various stages of the experience. This helps to build the self-confidence of students as they proceed with their studies. Internal Assessment also facilitates the development of critical skills and abilities emphasized by this CAPE subject, and enhance the validity of the examination on which candidate performance is reported. Internal Assessment therefore makes a significant and unique contribution to both the development of relevant skills and the testing and rewarding of students for the development of those skills. The Caribbean Examinations Council seeks to ensure that the Internal Assessment scores are valid and reliable estimates of accomplishment. The guidelines provided in this syllabus are intended to assist in doing so. The internal assessment component of the examination is worth 120 marks. This contributes 40% of the total mark for the unit. The Research Project The internal assessment for this Unit is a research project on a topic selected on any area of the themes outlines on pages 22-25 of the syllabus. The assignment is worth a total of 120 marks for the internal assessment FORMAT OF THE REEARCH PROJECT I. II. Length: 2,000 – 2,500 words Structure: Cover Page (Title, Name, Date): Acknowledgements Table of Contents: III. a. Introduction and Purpose of Research b. Literature Review c. Data Collection sources d. Presentation of Findings e. Interpretation of Findings f. Discussion g. Conclusion/Limitations of the Research/Recommendations h. Bibliography i. Appendices Allocation of Marks for the Research Project Marks will be allocated according to the following scheme: Marks A. Introduction and Purpose of research, Statement of Problem (15) Literature Review Data Collection Sources (10) (15) B. C. D. Presentation of Findings (18) Interpretation of Findings (20) E. F. Discussion of Findings (15) G. Conclusion, Limitations of the Research, Recommendations (15) Overall Presentation and Writing Skills (12) H. *The points to be considered for section H are as follows: Presentation j. Cover Page k. Acknowledgements l. Table of Contents m. Bibliography n. Appendices Mechanics/Writing h. Paragraphing i. Vocabulary, use of language j. Grammar and Spelling marks] [Total 120 Marks for the Research Project would be allocated across Modules in the ratio 1: 1: 4. For example if the total marks for the project is 72, divide the mark in the ratio 1: 1: 4. Therefore the candidate will receive 12 marks. For Module 1, 12 marks for Module 2 and 48 marks for Module 3 CARIBBEAN EXAMINATIONS COUNCIL CARIBBEAN ADVANCED PROFICIENCY EXAMINATION CARIBBEAN STUDIES MARK SCHEME Candidates will be awarded a total of 12 marks for communicating information in a logical way using correct grammar. The marks are awarded in Section H in the mark scheme below RESEARCH PROJECT A. INTRODUCTION marks) (Purpose of research – Statement of Problem) ? (15 Excellent explanation of the purpose of the research ? Very good explanation of the statement of the question or problem to be researched ? Explained very well the educational value of the research ? Defined clearly all or nearly all the technical terms used in the study (13-15 marks) ? Explained well the purpose of the research ? Stated clearly the question or problem to be researched ? Explained well the educational value of the research ? Defined clearly most or nearly all the technical terms used in the study (10 – 12 marks) ? Explained adequately the purpose of the research ? Stated adequately the question or problem to be researched ? Explained adequately the educational value of the research ? Defined adequately technical terms used in the study (7-9 marks) ? Explained in a limited way the purpose of the research ? Stated vaguely the question or problem to be researched ? Explained vaguely the educational value of the research Defined a limited number of technical terms used in the study (4 – 6 marks) ? Explained poorly the purpose of the research ? Stated inadequately the question or problem to be researched ? Provided no clear explanation of the educational value of the research ? Provided no meaningful definition of technical terms used in the study (1-3 marks) B. LITERATURE REVIEW mark s) (15 ? Showed an excellent understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research clearly in context (13 – 15 marks) Showed a good understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research appropriately in context (10 – 12 marks) ? Showed an adequate understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research satisfactorily in context (7 – 9 marks) ? Showed a limited understanding of the relevant literature and previous research on the problem and related them in a limited manner to the present study, that is, placed the research in context in a limited way (4 – 6 marks) Showed a poor understanding of the relevant literature and previous research and showed little or no connection to the pr esent study, that is, was unable to put the research in context (1 – 3 marks) C. DATA COLLECTION SOURCES (10 marks) ? Gave an excellent description of the different sources, from which information was collected and was obtained and how these sources contribute to an understanding of the research problem (9 – 10 marks) ? Gave an good description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (7 – 8 marks) Gave an adequate description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (5 – 6 marks) ? Gave a limited description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (3 – 4 marks) ? Gave a poor description of the different sources, from which information was obtained and how th ese sources contribute to an understanding of the research problem (1-2 marks) D. PRESENTATION OF FINDINGS marks) (18 Gave an excellent presentation of the findings using a variety of tables, graphs, maps or text and other forms that are appropriate, well labeled, presented accurately (16 – 18 marks) ? Gave a good presentation of the findings using a variety of tables, graphs, maps or text and other forms that are appropriate, well labeled, presented accurately most of the time (12 – 15 marks) ? Gave an adequate presentation of the findings and some tables, graphs, maps or text but not using as many varied methods as could have been used; the data were for the most part accurate and adequately labeled (8 – 11 marks) Gave a weak presentation of the findings using few graphs or tables or text, not always using the most effective method; the data were not always well presented or accurate (4 – 7 marks) ? Gave a poor presentation of the findings; little thoug h is given to the labeling and presentation and to the accuracy of the data (1 – 3 marks) E. INTERPRETATION OF FINDINGSDISCUSSION OF FINDINGS (20 marks) ? Interpretation was very well, accurate and very relevant to the issues being studied (17 – 20 marks) ? Interpretation was clear, accurate and relevant to the issues being studied (13-16 marks) Interpretation was not clear, not always accurate and not always relevant to the issues being studied (9 – 12 marks) ? Interpretation was unclear, inaccurate and of limited relevance to the issues being studied (5 – 8 marks) ? Interpretation was generally unclear, inaccurate and was of little relevance to the issues being studied (1 – 4 marks) F. DISCUSSION OF FINDINGS (15 marks) ? Provided an excellent discussion of findings and their implications and comparison with previous studies (13 – 15 marks) ? Provided a good discussion of findings and their implications and comparison with previous studies (10-12 marks) Provided a satisfactory discussion of findings and their implications and comparison with previous studies (7 – 9 marks) ? Provided a limited discussion of findings and their implications; little reference to previous studies were made (4 – 6 marks) ? Provided a very limited discussion of findings and their implications, no reference to previous studies were made (1 – 3 marks) G. CONCLUSIONS, LIMITATIONS AND RECOMMENDATIONS (15 marks) †¢ Conclusions were very clearly stated, very well developed, logical and relevant (13 – 15 marks) Conclusions were clearly stated, were well developed, logical and relevant (10 – 12 marks) †¢ Conclusions were satisfactorily stated, developed, some recommendations (7 – 9 marks) †¢ Conclusions were inadequately stated, showed limited relevance and development, recommendations were inappropriate and not very practical (4 – 6 marks) †¢ Conclusions were inappropriate and sho wed little or no relevance or practical value (1-3 marks) H. OVERALL PRESENTATION AND WRITING SKILLS (12 marks) (Communication of information in a logical way using correct grammar) i. Presentation (4 marks) †¢ Provided appropriate layout, and relevant tables of content, bibliography, appendices, cover page (4 marks) †¢ Provided adequate layout, and relevant tables of content, bibliography, appendices, cover page (3 marks) †¢ Provided layout appropriate for the most part, and tables of content, bibliography, cover page (2 marks) †¢ Provided a weak presentation and only some of the important elements such as table of content, bibliography, appendices, cover page and those that were given were not well done (1 mark) ii. Writing Skills (8 marks) Demonstrated very high level of writing competence, for example, organization, use of language, grammar, spelling (7 – 8 marks) †¢ Demonstrated high level of writing competence, for example, organization, use of language, grammar, spelling (5 – 6 marks) †¢ Demonstrated adequate writing skills, for example, organization, use of language, grammar, spelling (4 marks) †¢ Demonstrate d limited writing skills, for example, weak use of language and grammar, several spelling errors (3 marks) †¢ Demonstrated poor writing skills, for example, poor use of language, poor grammar, many errors in spelling (1 – 2 marks)

Interview - 971 Words

An Interview with Rosalie DaRosa President of Northeast Knitting Inc. By: Elizabeth DaRosa Why did you decide to take over the company? I had a lot of confidence in myself and my overall knowledge of how to manage a manufacturing plant. I knew a considerable amount about the machines, the employees, the customers, and the suppliers. I saw it as the opportunity to build a future for myself and my children. Since this is a family-owned business, do your children want to carry on with the business? Yes I have 3 sons and they have all joined me at the plant, they have all earned bachelor degrees in Business and they are helping to grow the business considerably. They have the goal to not only continue the business but expand it as much†¦show more content†¦Treat your employees as if they were family. Do not expect to be respected unless you’ve earn it. Be a model to your employees. Mrs. DaRosa is a prime example of how hard work and motivation does pay off. This small business, even though it is manufacturing which is a dying business in America, has thrived. Her answers were basically what I expected from a small business manager that has both ambition and drive. NEK Inc. is a manufacturing company that makes elastic products for a range of industries such as; military armor, home furnishings, medical use, and even underwear. Rosalie DaRosa was born in Cape Verde and worked in Italy as a teenager before immigrating to the U.S. in 1969. Her father was already working at International Stretch (former name of NEK) in Pawtucket. Like many others, in manufacturing in the 1980’s, the company fell on hard times; it closed in 1986. With the purchase of old machines, Rosalie began the creation of North East Knitting. As she stated to me nothing comes easy especially in this business, and knowing that she is responsible for over 100 employees is a daunting task that she does not take lightly. Mrs. DaRosa shows us that everything we learned in class about the challenges of a small business is correct but also if you take those examples given to us on how to further a small business; those same principles apply to her asShow MoreRelatedA Interview With An Interview Essay2011 Words   |  9 Pagesthe assignment was to interview another person and record it, then later analyze how well you used interview techniques. The interview was to last fifteen minutes and discuss why your interviewee had decided to choose a career in the health field. General Aspects of an Interview Overall, the interview was accomplished with few complications. There was definitely areas of the interview that need attending to, and there were areas in which I excelled. The dyadic interview started with an openingRead MoreThe Interview With A Interview Essay1382 Words   |  6 PagesAlthough, all the participants had not experienced being in an interview before, they agree to have the interviews recorded. For them, it was the first time spoke openly to a person outside of their family and friends’ cycle about their experience. Women showed their interest on my research and felt that their participation might be helpful in informing cancer health care services. My aim from the recorded interviews is to understand how women response and interact with my questions that enabledRead MoreStructured Interview : An Interview Essay1164 Words   |  5 Pages2d Structured Interview An interview is a specialized form of conversion conducted for a specific task-related purpose (Whetton Cameron, 2002). The primary objective of an interview is to predict whether a candidate will meet the performance expectation on the job (Camp et al, 2001). Unstructured interviews, which were wildly popular, had poor reliability and validity based on natural human judgement and different applicant interpretations. Having a structured interview based on job relatedRead MoreInterview Plan For A Interview1159 Words   |  5 Pagesto be interviewed. As I told you this interview will be audio taped and anything that you say, will be kept under strict confidence and I will go over that as I read the instructions. We are conducting a study about work and health among women who work in service sector jobs, like retail, food service, child care and home health. In particular, we are interested in how this kind of employment affects health and access to healthcare. During this interview we would like to ask you different questionsRead MoreThe Interview And Interview Information Sheet Essay2033 Words   |  9 Pagesassignment, as we had already spoken a great deal about her daughter’s death. KC would be the perfect subject for this interview, as she had always been open about her daughter and I was interested to understand further, how losing a child affects a parent. I provided KC with the Interview Information Sheet (Appendix A) and the completed Interview Consent Form (Appendix B). The Interview Information Sheet outlined a list of questions that I would ask, with the hope that this would provide KC time toRead MoreInterview Qa1683 Words   |  7 PagesInterview question and answer: What are your goals for the future?(how do you see yourself five years from now?) †¢ My long-term goals involve growing with a company where I can continue to learn, take on additional responsibilities, and contribute as much of value as I can. †¢ I see myself as a top performing employee in a well-established organization, like this one. I plan on enhancing my skills and continuing my involvement in (related) professional associations. Are you overqualified forRead MoreAn Interview With A Interview1691 Words   |  7 PagesAn interview involves communication between at least two persons. Each contributor impacts and is impacted by the responses of the other. The practice of interviewing is central to the work done in many mental health settings. Interviews may be conducted for a variety of intended purposes and can be structured, semi-structured, or unstructured to best serve the purpose of the interview. The goals of a particular interview relate to the context in which that interview is conducted. Ethical clinicalRead MoreA Interview At An Interview1585 Words   |  7 Pagesthe submission of my application, I received an email inviting me to the interview that would be conducted in company’s office in London. Overall, in my opinion, I did my best in terms of the preparation. I researched the company’s history, read about its most popular products and familiarized myself with the recent industry an d company’s news (Burke and Thurgood 2007). A week prior to the interview date I attended an interview preparation session organized by the Careers Office which, as noted byRead MoreOutline Of A Interview On The Interview848 Words   |  4 PagesHow to succeed on the interview As a famous singer prepares for a huge concert, he/she sees their success, double and triple checks their apparatus, and calms their anxieties by playing their favorite song on their iPod. It might not be this stressful of an emotion while preparing for a job interview, but preparing mentally and physically is a significant element that plays a important role in getting the job and successes that we try for. Interview can indeed be stressful, especially if we haveRead MoreA Interview On A Job Interview1106 Words   |  5 Pagesacademic courses are facing trouble because of unemployment. South Korea also cannot avoid this situation. In Korea, there is a strange trend. Many young employees try to undergo plastic surgery for their successful interview. However, the most important key to having a nice interview is not your looks but being an attractive interviewee. If you show your reason for applying under the company’s vision, telling your own story and even a nice attitude, th en it is possible to say that you describe yourself

Homelessness An Aspect Of Society - 1300 Words

English B: Argumentative Essay Homelessness is an aspect of society, which most people chose not to acknowledge. With the increasing amount of issues the United States faces, homelessness tends to be forgotten when the time comes for the government to establish what issues they should assist. Due to the substantial amount of issues the government concerns itself with, homelessness does not receive the necessary attention required and is improperly handled. In today’s society poverty-stricken individuals or families is too much of a common occurrence to be treated as lightly as it is. Additional government intervention is necessary in order to supply the needed resources, which can prevent the further spread of homelessness. The United States government is obligated to protect its citizens and should care about the constant growth of homelessness. Through economic policies and community advertisements, the government can control the issue of individuals who are facing povert y. There is a list of certain rights that every natural born citizen is granted once they are born. This conveys no matter what social or economical state the citizen is, his or her rights cannot be taken away, but must be protected by the government. Homeless citizens then do maintain these undeniable rights and remain under the protection of the government. John Locke an English philosopher, who’s ideals influenced the foundation of numerous constitutions, asserts that a person’s undeniable rightsShow MoreRelatedConservatism And Its Impact On Society1049 Words   |  5 Pagescustoms; as these traditions and customs are of the dominant groups in society. The preservation of traditions and customs are the most important aspect of this ideology; traditions trumps everything else. Conservatism resist the idea of change as it will disrupt the way of life for the most dominant groups. They believe that every aspect of society serves a purpose and that these purposes are equal ly important for the stability of society. Conservatism do not want to make any changes that would cause disruptionsRead MoreWhy Homelessness Is Worldwide And Social Problem858 Words   |  4 Pagesindividual whose primary residence during the night is a supervised public or private facility that provides temporary living accommodations, and an individual who is a resident in a transitional housing† (â€Å"definition of homelessness,† n.d.). It is important to recognize that homelessness is worldwide and social problem because it is directly affected by large social forces that affects individual’s social life. In a research made by Coalition for the homeless says that in December 2015, there were 60Read MoreWhy Homelessness Is Worldwide And Social Problem866 Words   |  4 Pagesindividual whose primary residence during the night is a supervised public or private facility that provides temporary living accommodations, and an individual who is a resident in a t ransitional housing† (â€Å"definition of homelessness,† n.d.). It is important to recognize that homelessness is worldwide and social problem because it is directly affected by large social forces that affects individual’s social life. In a research made by Coalition for the homeless says that in December 2015, there were 60Read MoreIs Homelessness Not Just A Problem?1714 Words   |  7 Pagesof the Twenty-First Century, where computer technology has eradicated borders in society, creating unique communication opportunities and business ventures worldwide without leaving home is phenomenal. The significance of the advances in technology is the fact that homelessness is not just a problem in the United States, it has global implications. The people that die and are displaced as a result of homelessness is a major challenge to social justice. Through the tenets of the Critical Race TheoryRead MoreSociological Perspective on Homelessness1248 Words   |  5 Pa gesdate Sociological Perspective on Homelessness Homelessness is a social problem that is prevalent around the world. Homelessness has existed for much of civilized human history. In the last two centuries, homelessness and changed and expanded. Sociologists who study and research homelessness have argued over its formal definition for decades, though for some, the definition of homelessness seems self explanatory and obvious. The paper will examine homelessness, particularly as a sociological issueRead MoreThe Effects of Homelessness on Children1654 Words   |  7 Pagesmental abuse and drug use. Homelessness gained public attention in the late 1970s because homelessness became more visible when it began to include women and children. Today homelessness can be linked to various other problems. It is estimated that 200,000 thousand Canadians have lived in or used the services of a homeless shelter. On any given night, as many as 30,000 thousand Canadians experience homelessness and as many as 50,000 thousand Canadians may be †Å"hidden homelessness† victims. In other wordsRead MoreThe Conflict Between Personal Experience And The Wider Society910 Words   |  4 PagesHomelessness has been a common and natural feature of a city throughout the world. While the public perceptions of these â€Å"undesirables† are lazy, dangerous, and ignorant, it is not solely their fault and choice to be on the streets. Sociological imagination, as coined and defined by C. Wright Mills, is â€Å"the vivid awareness of the relationship between personal experience and the wider society†. Simply put, it is the ability to interpret situations and circumstances in terms of social context and understandRead More Homes for the Homeless1436 Words   |  6 PagesHomelessness is a major health issue around the world that needs to be addressed. Many individuals in a community often misinterpret the cause of homelessness. Comments towards homeless people such as â€Å"get a job† or â€Å"go to school† often are used freely by members of soci-ety because they fail to look at the comprehensive of this oppressing issue. Homelessness has a strong link to the determinants of health (DOH), most notably income and social status (Fingfeld, 2010). The article, â€Å"No FundingRead MoreA Brief Note On Open Your Eyes ! Homelessness863 Words   |  4 Pages Open your eyes! Homelessness is not just people living on the streets or cars because they chose to. Now empathize with the homeless. These are the people that are unable to acquire a lasting, regular, and safe place to reside. Often times society views the homeless as an invisible aspect of society and others view them as nuisances. There are so many underlying factors that explain why one is homeless, and what society can do to help this social issue. The basic human necessities in life areRead MoreHomeless Vehicle Project With David Lurie982 Words   |  4 Pagescreating work that not only included lower class members of society but also addressed many of the issues they were facing in their societies such as homelessness. During the mid-1980s, many contemporary artists began taking their works out of the museums’ and galleries and started presenting them in the city streets, poverty stricken ghettos and urban communities. By doing this they were able to reach a broader audience outside of high-class society. Artists such as, Krzysztof Wodiczko, was one of the

Understand theories of relationships and social networks...

1.1 Key principles of relationship theories - Stage theories in general describe how we go through distinct stages as we develop. Thus, rather than gradually changing, we typically make sudden shifts to different plateaus of perception and behaviour. Relationships go through a series of stages as they mature. Levingers model has ABCDE stages. A = Acquaintance/attraction. We meet other people and feel an initial attraction, often based on physical beauty and similarity. B = Build-up. We become increasingly interdependent as we reveal more and more about our private selves. We get irritated by one another, but the more pleasant aspects may well keep the relationship going. C = Continuation/consolidation. Longer-term commitments are†¦show more content†¦- strength coming from partner allowing a person to explore ways to expand into new territories. - trust. - goals are the same, even though the ways of expressing them may be different. - each brings healing into the other through depth and security. - the relationship causes person to create a new dynamic based on the future rather than on what has been known in the past. - lucky. 3.1 Process involved in the development, maintenance and breakdown of relationships – development - Reward/need satisfaction model direct reinforcement may encourage the formation of a relationship between individuals. Operant conditioning could occur where an individual is positively reinforced with the potential partner offering pleasant stimulus such as smiling. Additionally social needs may be provided for by this potential partner such as friendship and sex, furthering the likelihood of a relationship developing. Alternatively negative reinforcement may be involved where a negative stimulus is removed by the potential partner e.g. If a woman helps a man through a troubled time in his life he may find her more attractive as she has helped to alleviate his negative stimuli. Liking through association – Classical conditioning The potential partner may be associated with pleasant circumstances. If someone was to meet another individual while they are in a good mood, th ey may then associate such individual with the positive mood, finding them moreShow MoreRelatedIntegrating Wireless Laptop Into the Classroom Essay1306 Words   |  6 PagesThe theoretical framework for integrating wireless laptops involves the theory of social constructivism (SC). Dewey (1916/1997), Papert (1993/2000), Piaget (1932/1997), and Vygotsky (1978/1981) are the noted developers of the SC theory. The theory of SC underlies building collaborative relationships between teachers and their students. Dewey (1916/1997), SC suggests that teachers facilitate and observe their students. The focus must convey on understanding the vast amenities that technologyRead MoreInterpersonal Communication On A Daily Base983 Words   |  4 PagesFurthermore, the uncertainty theory comes from the sociopsychological perspective. It addresses the basic process of how we gain knowledge about other people. According to the theory people have difficulty with uncertainty, they want to be able to predict behavior and therefore they are motivated to seek more information about people. This theory is according to (Berger, C. R.; Calabrese, R. J. (1975). Some Exploration in Initial Interaction and Beyond: Toward a Developmental Theory of Communication). ThereforeRead MoreEssay on Social Influences in Health Decision Making1398 Words   |  6 PagesHealth behaviour theorists have long attested to the imp ortance of social influences in health decision making. For example, the prominent Social Cognitive Theory builds in a construct of outcome expectancies, of which social outcome expectancies, or the value of the anticipated reaction of those in one’s environment, play a role. In essence, an individual is going to consider anticipated approving or disapproving responses, by his/her peers, to a particular health decision, and the perceived reactionRead MoreTrust, Communication And The Modes Of Existence Essay1652 Words   |  7 Pagesbuyer-seller relationship, basis of relationship marketing. Authors show that trust is fully perceived by the consumer when there is a perfect alignment of competence and goodwill (benevolence) by the representative of the organization, like a employee (Crosby et al., 1990; Ganesan, 1994; Morgan and Hunt, 1994; Doney and Canon, 1997). That s where one notices a significant difference from what is debated by Latour (1994, 2012, 2013) in much of h is work (and in the actor-network theory): one shouldRead MoreCustomer Relationship Management ( Crm ) Theories1450 Words   |  6 PagesThis chapter is written base on ground knowledge of Customer Relationship Management to explore deeper in contexts of social Customer Relationship Management. As the theories being more specific, the chapter will provide literature review about customer relationship through social media content strategy to explain the research problems. It also includes numerous studies in the field of relationship marketing and branding strategy in the digital world. Therefore, while discussing previous conceptsRead MoreImpact of Social Media on Relationships Essay1050 Words   |  5 Pages Social networking can connect strangers across the world. As the evolution of communication continues, technology progresses and social networking grows. Social networks like Instagram, Twitter, and Facebook have grown to have billions of users. In fact in todayà ¢â‚¬â„¢s society, it is necessary or nearly expected to use one if not all of these technological communication networks. The increasing use of social networking has had both a negative and positive effect on communication in relationshipsRead MoreProfessional Development Providers Are Agencies That Offer Professional Learning Opportunities1573 Words   |  7 Pagesideas about a policy. Coburn (2005b; 2006), for example, has shown that professional development providers actively filter, frame, and interpret the meaning of reforms as they present them to teachers. The nature of the framing impacts how teachers understand and implement the demands of new policies. Outside of this research, little attention has been paid to PD providers as a group of actors operating in the educational environment. Consequently, we know little about the inner workings of the professionalRead MoreSports Tourism And The Environment1193 Words   |  5 Pages(Weed, 2006: 13) . Cooperation at a level of policy and implementation in sports tourism. Policy development and implementation in sports tourism: In sports tourism as well as in the research about the organization of sports. A sport-tourism policy network between the existing sport and tourism sports, can hinder the partnership between institutions of sport and tourism. sport and tourism policy communities provides an informed explanation and can however, since this concept focuses on policies or strategiesRead MoreSocial Penetration Theory And Uncertainty Reduction Theory1647 Words   |  7 Pages Communications Theory Final paper Thomas Berry Central Michigan University Social Penetration Theory and Uncertainty Reduction Theory The theories I will focus on in this essay is Social Penetration Theory and Uncertainty Reduction Theory. The reason I choose both these theories focus on initial interactions with stingers and how relationships develop. The social penetration theory is an objective theory (A First Look at Communication, page 93) uses the example of peeling an onionRead MoreSocial Technical Theory in Knowledge Management1018 Words   |  5 PagesITM 501 Module 1 Case Assignment By Social Technical Theory in Knowledge Management May 20, 2010 Henry David Thoreau once said, â€Å"True friendship can afford true knowledge. It does not depend on darkness and ignorance†. (Lewis 2006) If we look at friendship as an organization, and relationships within, you will find that Thoreau’s statement is relevant to knowledge management. Information sharing between divisions, branches, and individuals is critical to the success of all

Accounting Theory for Assist Corporations Meet - myassignmenthelp

Question: Discuss about theAccounting Theory for Assist Corporations Meet. Answer: Introduction This report presents detailed explanation as to how a move from the traditional corporate reporting to an integrated reporting could benefit an organization and its key stakeholders. This starts by a discussion on the capacity of a traditional corporate reporting to different corporates, followed by the meaning of integrated reporting and how it could assist in addressing limitations of the traditional reporting. Further, the report presents a discussion as to how integrated reporting differs from the other non-financial reporting techniques, then a review of the advantages and disadvantages of integrated reporting. The report is then lapped up by an explanation as to how relevant integrated reporting could be to stakeholders of various listed companies. Capacity of Traditional Corporate Reporting to Assist Corporations Meet Their Current Environmental and Social Challenges Revelation of the corporate, social, environmental as well as governance aspects has turned to be the topic of greater attention. Traditional corporate reporting is usually a signal of superior and competitiveness corporate governance. This kind of reporting always assists in addressing all relevant information concisely and also discloses thoroughly measures undertaken including on corporate policy, activities, companys prospects, strategic plans as well as current initiatives in protecting the environment (Guthrie Abeysekera 2006). Therefore, a stronger traditional corporate reporting could assist in attracting capital and maintaining confidence in capital markets; hence, assisting organizations meet their environmental and social challenges. In addition, traditional corporate reporting has the capacity to assist organizations meet their environmental and social challenges since it assists capital providers and potential investors to understand financial performance of a given org anization. This makes it easier for the corporations to get financial assistance from capital providers to carter for their environmental and social needs. In essence, the information and gauge that traditional corporate reporting need are tool that an organizations management could utilize as the key input to their strategic planning. In addition, traditional corporate report is regarded as the communication instrument in providing reassurance to the shareholders about an organizations behaviour beyond its financial status. Therefore, the exercise of the traditional corporate reporting could be viewed as an instrument in an organizations business strategy, not only the public relations application (Stubbs Higgins 2014). Further, traditional corporate reporting has the capacity of delivering information which would assist in improving decision-making value to customers, employees and investors which is in return essential for corporations as it could assist them meet their environmental and social challenges. It also has the capacity to increase accountability and transparency of different organizations since it was considered as a sig nificant means for organizations to show their long-term economic value and performance, while assuming corporate responsibility and donating to a sustainable development. Further, traditional corporate reporting has the capacity to assist organizations meet their current environmental and social challenges in that it provide managements take on an organizations external market. Even though no one has the capacity to predict the future, potential investors wish to understand what an organizations leadership thins the future would hold (IIRC 2013). This is basically, provided under traditional corporate reporting where competitive environment, macroeconomic environment as well as regulatory environment in which an entity operates in is reported. In addition, traditional corporate reporting has the capacity to assist organizations deal with environmental and social challenges in that they provide details on how well these organizations manage their intangible and tangible assets, including customers, innovation, brands, social and environmental reputation aimed at creating value. Meaning of Integrated Reporting and How It Can Address Limitations of the Traditional Reporting IR is a precise communication process on how a given companys strategy, presentation, prospects and governance bring about formation of value over time (De Villiers et al. 2014). In essence, it is usually the global alliance of organization, investors, regulators, accounting experts and standard setters. It is one of the recent reporting developments in line of the anticipated reporting inventions which are said to help improve significance of the corporate reporting. This helps in establishment of guiding principles as well as content elements which is said to govern full content of IR and in explaining vital ideas which support them (Stubbs Higgins 2014). It enhances accountability and transparency which is crucial in building resilience and trust, by revealing how chief shareholders genuine interests and requirements are understood, considered and replied to via actions, continuing statement and decisions. In essence, IR is the procedure initiated on an integrated thinking which is said to results in intermittent integrated reports by a given company about value creation within a specified period and related communications about aspects of value creations (IIRC 2013). Therefore, given the above definitions of IR, it is evident that IR can help in addressing limitations of the traditional corporate reporting in that it would help in improving superiority of the evidence presented to suppliers of the financial capital in enabling a more effective as well as a more productive allocation of the capital. In addition, IR addresses limitations of the traditional corporate reporting since it endorse a more efficient and cohesive tactic to the corporate reporting that attracts numerous reporting elements and communicate complete aspects that are said to materially upset volume of a given company to creating value. It also enhances stewardship and accountability for a broader base of the capital and promotes understanding for interdependencies (Owen 2013). Further, integrated reporting could address limitations from traditional reporting technique in that it bring about better risk identification as well as mitigation procedures which is a win for an organization, its directors and shareholders it affects. It also assists in addressing traditional reporting limitations in that it alter decision-making procedures in a manner that bring into line benefits to the society and general business (Stubbs Higgins 2014). Furthermore, integrated reporting can assist in addressing limitations of traditional corporate reporting in that it does not only shows the connection in between an entitys governance, financial presentation, strategy and social economic and environmental context within which an organization operates, but it also integrate sustainability into an organizations core business (IIRC 2013). Further, it helps in addressing limitations of traditional corporate reporting in that it gives clear metrics, translating both the environment al and social issues into the business language; that is, figures. This is achieved by including the ESG metrics such as the ones different companies are experimenting currently which is important for investors as well as other stakeholders. How Integrated Reporting Differ from the Other Nonfinancial Reporting Techniques Integrated reporting differs from other forms of reporting in that it moves past the silo method of reporting and gathering a more inclusive evaluation and exhibition of an entitys performance as well as worth. This gives numerous benefits like giving an entity an all-inclusive outlook of evidence pertinent to its key strategy, capacity to create and sustain value as well as business model. Therefore, unlike the other reporting approaches, integrated reporting provides all the relevant information for the internal and external purposes while at the same time providing appropriate information to the shareholders (Fras-Aceituno, Rodrguez-Ariza Garca-Snchez 2013). Further, it differs from the other nonfinancial reporting techniques in that it entails a holistic discipline that is mostly based upon an interlinking process of all data sets; meaning that in integrated reporting all the relevant information including the non-financial information are to be made available on timely, reliabl e and regular basis. Furthermore, integrated reporting differs from other nonfinancial reporting in that it entails consequences of the integrated thinking unlike other nonfinancial reporting which are silo based promoting thinking in silos. In essence, integrated support or reflects integrated thinking and therefore is it both a consequence of the integrated thinking and stimulating it. Also, integrated reporting differs from other nonfinancial reporting in that under integrated reporting, other methods of capitals like natural, human and social intellectual and the manufactured capital are included unlike other nonfinancial reporting which are predominantly based on presenting an organizations stewardship on the financial capital (Abeysekera 2013). Further, integrated reporting aims at connecting the future and past of all the strategic relationships and resources unlink the traditional reporting which does not connect all the information to one another and to an organizations sustainable value creatio n and objectives. Additionally, although short-term data is significant in analysing a given organization, other nonfinancial reporting focus solely on short-term objectives unlike the integrated reporting that focus on turning around this myopic fact and report both short and long-term information. It also differs from other nonfinancial reporting in that it is principle based enabling focus on aspects which are material to specific organizations and enabling disclosure of particular status in a clear language (Stubbs Higgins 2014). This is contrary to other nonfinancial reporting which are often claimed to be a bit compliance oriented; hence, hindering an entitys capacity to exercise suitable judgement. Further, complexity and length in the financial reports is said to hinder different readers in collecting information (Dumay, Bernardi, Guthrie Demartini 2016). Nonetheless, with integrated reporting, it is easier for the readers to collect information since the reports under integrated reporting a re in a focused and concise manner unlike the other nonfinancial reporting where reports are lengthy and imprecise manner. Advantages and of Integrated Reporting Integrated reporting is said to bring about some societal and investors advantages like transparency as well as some disadvantages. Therefore, this section would analyse business advantages and disadvantages of the integrated reporting as compared to other reporting practices. To start with, the first advantage of the integrated reporting is greater clarity. This is based on the fact that integrated reporting provides adequate linkage of non-financial and financial relationship (Stubbs Higgins 2014). Further, integrated reporting is advantageous since it enhances better decision making amongst investors and other stakeholders. In essence, it enhances increased effectiveness in the decision making via improved analysis of relationship that exists between non-financial and financial information. In addition, integrated reporting enhances deeper engagement such as increased communication effectiveness and efficiency through improved utilization of technological possibilities. It also lowers reputation risks through increased understanding of the probable risks via improved analysis of the tactical and strategic choices which could affect externals. In essence, integrated reporting provides essential opportunities in increasing understanding of an organization. This enhances increased knowledge of the risks and opportunities associated with a given organization in addition to an improved strategic communication which are important outcomes of the increased business understanding emerging from integrated reporting (Abeysekera 2013). Integrated reporting gives a greater access to wide range of external and internal information sources via integrated processes and standardization of the information. In addition, it provides streamlined reporting via more reuse of the reporting elements, collaboration and transparency of reporting and an analytical concept utilized by both external and internal analysts. It also give better allocation of the capital as well as other resources and better access to the business partner and capital markets (De Villiers, Rinaldi Unerman 2014). Further, integrated reporting assist in breaking down the silos and increasing the cross-functional communication amongst different departments by improving information flows; hence, improved connection across different departments. In essence, integrated reporting assists in increasing proficiency between different departments and also improves information usage. In spite of the numerous benefits associated with integrated reporting, there are also some challenges that come with this form of reporting. For instance, lack of clarity and complexity are seen as some of the probable disadvantages linked with integrated reporting (Rensburg Botha 2014). Although integrated reporting focuses on reduction of complexity and increasing clarity, the whole range of the non-financial data additionally to the financial information could prove to just increase complexity and to reduce clarity. In addition, under integrated reporting, there is lack of a tested set of the standard. Though the IR presently launched a framework, the framework has not yet been tested in the field; which could give the report preparers with best practice and case-studies that would in turn stimulates the awareness which is presently absent. Furthermore, integrated reporting is said to lack adequate guidance in establishing a balance in between commercial sensitivity and transpar ency as well as exposure of the risks (Fras-Aceituno et al. 2013). In addition, IR has a disadvantage in that under this framework, auditors would request for other reporting mechanisms, liability considerations and new standards. Basically, while dealing with the future-oriented data using integrated reporting it could prove a bit hectic to adapt to this framework. This is based on the fact that this reporting technique could prove impossible to assure which could in turn damage reliability of the information processed through integrated reporting. How Integrated Reporting is Relevant to Stakeholder of Various Listed Companies Integrated reporting is relevant to numerous stakeholders of listed companies in that it informs them about sustainability performance accomplished against the targets, strategy and vision adopted in serving their interest as well as other aspects that could influence the company performance in future. Further, integrated reporting is more relevant to shareholders of different listed companies since it gives them more relevant understandable information in enabling better decision-making (Kooiker, 2014). Further, integrated reporting is relevant to different stakeholders in that it improves corporate communication through both the stakeholders engagement for selection of important information and transparency on value creation. Furthermore, it is relevant since it provides some insights into organizations resources and relationships and how different organizations interrelate with exterior atmosphere and capital in creating value. To be more specific, integrated reporting include total of all capitals, benefits garnered by an organization, market value and cash flows as well as successful accomplishment of an organizations objectives. Studies shows that integrated reporting is relevant to investors in that is helped them management their investment risks, assess organization dynamics and regulatory environment, and be able to assess the organizations forward looking information. In essence, this framework is relevant to investors in that it helps them to gain greater insights into listed organizations strategies, their business models as well as how they create values over time; hence, supporting their investment decisions and improving their returns (Adams 2015). Further, integrated reporting is relevant to shareholders in that it assists in shifting the extent to which a listed company co-exist in mutually beneficial manner (Stubbs Higgins 2014). It recognizes both the value-created for shareholders and that one for an entity. This could have some impacts on the long-term value production of listed organizations and provides of their capital. In addition, integrated reporting is relevant to shareholders since it enhances business-society relation that is characterized by mutual advantage and trust, which is crucial to long-term success of these companies. Integrated reporting is also relevant in that is a means to encourage competition between different listed companies over which firm is more sustainable for the stakeholders. Further, integrated reporting is relevant to the stakeholders since it allows them to make more informed evaluation of the future of different organizations. It is also relevant to stakeholders since it help them easi ly understand reports of various organizations since integrated reports shows interdependency of both financial performance and the non-financial issues of the companies; hence, changing stakeholders perception. References Abeysekera, I 2013, A template for integrated reporting,Journal of Intellectual Capital, 14(2), 227245. Adams, CA 2015, The international integrated reporting council: a call to action, Critical Perspectives on Accounting, 27, 23-28. De Villiers, C, Rinaldi, L Unerman, J 2014, Integrated reporting: Insights, gaps and an agenda for future research,Accounting, Auditing and Accountability Journal, 27(7), 10421067. Dumay, J, Bernardi, C, Guthrie, J Demartini, P 2016, Integrated reporting: A structured literature review,Accounting Forum. doi:10.1016/j.accfor.2016.06.001. Fras-Aceituno, JV, Rodrguez-Ariza, L Garca-Snchez, IM 2013, Is integrated reporting determined by a country's legal system? An exploratory study, Journal of cleaner production, 44, 45-55. Guthrie, J Abeysekera, I 2006, Content analysis of social, environmental reporting: What is new?,Journal of Human Resource Costing and Accounting, 10(2), 114126. IIRC 2013, The International Integrated Reporting Framework: Accessed 3rd October, 2017 from; https://integratedreporting.org/wp-content/uploads/2013/12/13-12-08-THEINTERNATIONAL-IR-FRAMEWORK-2-1.pdf IIRC. (2013).International integrated reporting framework. London: International Integrated Reporting council. Accessed 3rd October, 2017 from;https://www.discussionpaper2011.theiirc.org/wp-content/uploads/2011/DP/discussionpaper2011_print_version.pdf Kooiker, KG 2014, Towards a new corporate reporting model? Analyzing stakeholder opinions concerning the role of business in society and integrated reporting (Master's thesis, University of Twente). Owen, G 2013, Integrated reporting: A review of developments and their implications for the accounting curriculum,Accounting Education, 22(4), 340356. Rensburg, R Botha, E 2014, Is Integrated Reporting the silver bullet of financial communication? A stakeholder perspective from South Africa, Public Relations Review, 40(2), 144-152. Stubbs, W Higgins, C 2014, Integrated reporting and internal mechanisms of change,Accounting, Auditing and Accountability Journal, 27(7), 10681089.

The Importance of Family and Community Engagement in Elementary Schools

The essay is a reaction to an article titled â€Å"Improving Parent Involvement in Schools: A Cultural Perspective† written by Keane Theresa published in 2007.Advertising We will write a custom article sample on The Importance of Family and Community Engagement in Elementary Schools specifically for you for only $16.05 $11/page Learn More The article contends that parent involvement is of paramount significance to students’ success in academic just like teachers are. Additionally, the barrier to parent involvement and what can be done to curb them are also discussed in the article. Despite the significance attached to parent involvement, the article notes that although standards for students are on the rise, parent involvement is on the decline. Being able to point out the factors leading to the decline will help address the problem. When considering the link between parent involvement and achievement, the author notes that involvement mean s different things to different people. There are indeed benefits when all the factors deemed to be parent involvement are considered. It has been shown that parent involvement to issues relating to their children helps them achieve more. In situations where parents actively monitor the progress of their student, they will be able to know their areas of weakness and try to help them. Additionally, when parents are involved, they create a learning environment back at home. This has been seen when they help their children do homework and encourage a culture of learning. Similarly, parents do encourage their children by making them know they are unique and are capable of achieving academic excellence. In terms of social behavior, parent involvement help in shaping the manner of student and will try to avoid being in trouble.Advertising Looking for article on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More Lastly and more i mportantly, student whose parent are actively involved in their learning develop positive attitude hence have lower chances of dropping out of schools. All these help teachers to concentrate in imparting knowledge rather than doing what parent opt to have done back home. However, there are barriers that block or hinder parent involvement in the academic lives of their children. The author acknowledges the woks of other scholars such as Lazar Slostad, 1999 who held that parent do care very much about the academic lives of their children. However, parents hold a negative perception about involvement since there are no frameworks in place that make teachers and parents to understand each others as well as network. Inadequate preparation of teachers to work with other adults or parent is the main challenge in parent involvement. Other barriers include cultural different; institutions where teachers are highly respected parent activities might be seen as an interruption and hence unwelc ome. Additionally race, language barrier, lack of transportation and economical status of an individual also acts as a barrier to active involvement of parents in school activities. Lastly decline in family which has seen to it that there is a rise in single parents also contributes to the problem. It is true that single parents are not able to divide their time appropriately to indulge in all activities that will foster the academic lives of their children. With this barriers, there is need to have in place mechanisms that will help reverse the trend. One approach can entail having conferences per semester where thorough consultation are made before decision are arrived at. Additionally, having in place an initiative in which parents will be educated on various issues regarding leadership, communication as well as importance of actively taking part in school activities is called for.Advertising We will write a custom article sample on The Importance of Family and Community Eng agement in Elementary Schools specifically for you for only $16.05 $11/page Learn More Similarly creation of policies and guidelines that will clearly outline the goals and expectations for parents and teachers will help in overcoming the barriers previously mentioned. Training teachers on how best to work and network with other adults (parents) will go an extra mile in creating an environment where parents will feel welcomed and give their best in terms of involvement. In my view encouraging parents to volunteer in issues such as school building will encourage a culture of parent involvement. Reference Keane, T. (2007). â€Å"Improving parent involvement in schools: A Cultural Perspective† River Academic Journal, 3(2): 1-4. Lazar, A. Slostad, F. (1999). â€Å"How to overcome obstacles to parent-teacher partnerships† Clearing House, 72(4): 206-210. This article on The Importance of Family and Community Engagement in Elementary Schools was written and submitted by user Desmond Q. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.