The goal of the critically reflective teacher

The goal of the critically reflective teacher Ben Miller, writing about Stephen Brookfield, said that for Brookfield, the goal of the critically reflective teacher is to garner an increased awareness of his or her teaching from as many different vantage points as possible ((Miller 2010). I have chosen Brookfield as a model for self evaluation, as I believe, like Brookfield, in the value of the many different vantage points. That is not to devalue other models which encourage self reflection, and particularly where self reflection leads to action, but I believe using Brookfields four lenses, the autobiographical or self lens, the student lens, the peer lens, and the theoretical lens, can provide teachers with a more balanced view of themselves and their role. This is apparent in the DTLLS course that I am following (University of Warwick 2009). I can see Brookfield in the way in which tutors are encouraged to use different lenses through which to view their teaching, reflect and act on reflection. When this is a continuous process, it provides a good model for continuing professional development. For example, being alert for trigger incidents, and reflecting on how these affect teaching uses the autobiographical lens, as does reflection on observed sessions, before and after feedback; engaging with student feedback to gain insight into their viewpoint uses the student lens; carrying out and reflecting on peer observations and discussions with a mentor relates to the peer lens; and reference throughout to underpinning theories provides a theoretical lens. Brookfield also states (Brookfield 1995), that we become critically reflective by hunting assumptions. Assumptions are the taken for granted beliefs about the world, and our place within it. Reflecting on trigger incidents can often provide a starting point for hunting assumptions (Brookfield 1995). One of my trigger incidents led me to question my assumption that all ESOL learners aspire to speaking English like native speakers. After spending time helping a learner with some writing, I began to appreciate that for some learners, it was important to know how native speakers use the language, but then to be able to make an informed choice, which might be a wish to keep a sense of cultural identity or individuality through use of accent, words or phrases which might not be what we would expect from a native English speaker. Brookfield distinguishes between three categories of assumptions paradigmatic, prescriptive, and causal. Paradigmatic are the structuring assumptions, the conceptual framework one uses to order the world into fundamental categories à ¢Ã¢â€š ¬Ã‚ ¦ The facts as we know them to be true. He goes on to say that paradigmatic assumptions are examined critically only after a great deal of resistance to doing this. (Brookfield 1995) Prescriptive assumptions are about what we think ought to happen in certain situations, how teachers should act, and what good teaching practice is. Causal assumptions include our understanding of causal relationships. An example of a paradigmatic assumption given by Brookfield is to assume that all adults are self-directed learners but as Brookfield says, students can only make informed choices about what they need to know, how they can know it, and how they can know that they know it, on the basis of as full as possible an understanding of the learning terrain they are being asked to explore (Brookfield 1995). In an ESOL classroom where learners may not have the language to express what they want, or even the concept of what they need, or as one learner put it everybody has different ideas, which are difficult to accommodate within a group teaching session, one might want to question this assumption, as Brookfield did. Following this train of thought, current practice places much emphasis on negotiated learning plans and measurable learning goals, which implies the same assumption. But how can it be assumed that this is the right approach for all learners in all situations unless, using an institutional lens, it is seen in the light of providing organizations with a tool with which to measure achievement, which can be passed on to funders and stakeholders. Reflection on this was one reason I chose to look further into meaningful individual learning goals for my Action Research project. The very different assumption that all learning should be learner centred I find more difficult to question. For example, many students are in the situation of having limited funding and therefore limited time to study ESOL because of the need to find work, and therefore learning strategies for learning which can help them to continue to learn once they have left the class might be important for them, but they might not be able to express that need. Meeting such a need would be learner centred, but would not assume that learners were self directed, and achievement of such a need would be difficult to measure. Again using Brookfields example, a prescriptive assumption might be that good teachers are those who encourage self directed learning, and a causal assumption that if learners have negotiated individual learning plans and learning goals they will become more self directed. This might, in light of the above, lead one to think about what Brookfield refers to as hegemonic assumptions or erroneous assumptions the assumptions that seem to make our teaching lives easier, but are counterproductive in the long run (Brookfield 1995). From my own experience in the classroom, I have made erroneous assumptions regarding the abilities of pre literate learners in areas other than literacy, such as numeracy, which have sent me searching for information as to how being pre literate affects all areas of life, and also to use the peer lens by observing a tutor who is very experienced in teaching pre entry, pre literate learners, in addition to the theoretical lens. To try to step into the shoes of pre literate learners I find extremely difficulty, and full of surprises. I observed one learner who is not literate in her first language in an informal knit and natter group, where learners of all levels meet, knit and talk together. This learner wanted to knit a babys jacket, and learned to do so by shadowing another person while she knitted. On completion of the jacket, she immediately pulled it out and started again while it was fresh in her mind so that she would remember how to do it. On reflection, this is how I learned to bake as a child, and how many people arrive in this country, skilled in trades but without qualifications to match their skills, or hope of achieving these in the short term, as qualifications demand a high level of literacy. I have also observed this same student, trying to understand what someone is saying to her in English. She unconsciously repeats key words out loud, which appears to help her understanding, shadowing with words as she does with knitting. If shadowing is a learning strategy used by pre literate learners, I should be thinking about how to nurture it in the ESOL classroom. It would perhaps provide a rationale for using methods such as language experience as well as phonetics for teaching basic literacy. I find this an interesting area, and as part of my action plan, would like to look at research on this subject, to learn more and also whether and how my observations fit in with the research. Once hunting assumptions becomes part of reflective practice, the questioning of these will lead teachers to see the need to provide themselves with a rationale for all aspects of their teaching, from setting goals, to learning objectives to decisions about methods and activities. Again this relates to our DTLLS course, which asks for a rationale to be provided for observed sessions. As this thinking becomes part of a teachers day to day practice, it forces the questioning of assumptions. To enable teachers to provide a rationale behind their practice and to increase the probability that teachers will take informed action are among Brookfields reasons for critical reflection, as is To enliven the classroom by making it challenging, interesting and stimulating for students(King and Hibbison 2000) The latter seems to imply that teachers must be responsive. Brookfield also uses the phrase democratic learning environment (King and Hibbison 2000) to refer to a classroom in which all learners have a voice. If responsiveness and democracy are looked at in the light of Donald Schons notion of reflection in action or thinking on your feet (Smith 2001, updated 2009), Schon and Brookfield are not unrelated. I gave an example in one of my trigger incidents of a session in a pre entry class where two learners had been very upset about circumstances outside the classroom, and their problems had been met with interest and empathy from the rest of the class, which led to a session on language to express feelings e.g. worried/worried about etc. This was reflection in action, relating to what was important for those learners at that time, but also looking through Brookfields student lens and helping them to express what they wanted to say. Further, it took account of the holistic nature of teaching, and I was able afterwards to relate my response to findings of NRDC research into effective teaching and learning (Baynham et al 2007) which cites examples of where learners have brought the outside in to learning and this has been used effectively. Thus using Brookfields theoretical lens to support my actions, but also relating back to Schons notion of reflection in action. However, I have also experienced a less successful example of bringing the outside in when I felt that a lesson was becoming unfocused because the topic that came up, planning a trip, needed more thought and some resources. I decided to abandon the outside in and bring the learners back to the original lesson plan. My reflection on action involved a recognition that I had not been able, at the time, to produce a clear way forward, and that in such a situation, a potentially interesting topic might be better postponed for another session to allow for more careful thought and planning in order to optimise learning opportunities. Donald Schon refers to reflection in action as what happens when faced with an uncertain or unique situation, and reflection on action as what happens afterwards, reflecting on why we did what we did. Reflection in action depends upon building up experiences and ideas that can be drawn upon. In the case of the two incidents mentioned above, in which one worked as a spontaneous change of direction, and one did not, this lead to reflection on action which in turn added to my repertoire of experience and will hopefully enable me to react more appropriately next time. The unfamiliar becomes familiar and can act as a precedent when reflection in action is linked to reflection on action (Smith 2001, updated 2009). Schons reflection on action would allow for the inclusion of different vantage points, for example, discussions with supervisors or peers, but does not explicitly state this, as I think Brookfield is helpful in doing. Also, Brookfields notion of questioning assumptions, which forces teachers not only to provide a rationale for their teaching, but also question the rationale behind institutional processes and decision making, does not come into Schons model. While acknowledging the value of Schons model of reflective practice, I found I preferred that of Stephen Brookfield, and I chose to carry out my self evaluation with reference to Brookfields four critical lenses, using this to develop my action plan (appendix 1). Using Brookfields autobiographical, or self, lens to reflect on the two incidents described above which relate to my own teaching, I have put in my action plan to be sensitive to opportunities for bringing the outside in, but also to recognise when this is better postponed to allow for more careful thought and planning Being sensitive to opportunities for bringing the outside into the classroom also involves the student lens and will allow for a more holistic approach, connecting learners lives with their learning, and providing meaningful contexts, as well as a supportive learning atmosphere. My observation feedback enabled me to use the self lens to reflect on some strengths, and also on areas for improvement. I had recognized a need to embed numeracy into ESOL, particularly for pre literate, pre numerate learners, but my inexperience in this area had led me to pitch the numeracy element too high. Reflection on what pre numeracy really meant for pre literate learners allowed me to take a step back and look at activities relating to language, which could also help numeracy skills. This would go into my action plan as introducing activities which involve skills which are transferable between language and numeracy such as sequencing, handling money, measuring, singular and plural etc. and a search for literature around the effects of no first language literacy and no previous formal education on all areas of life and learning. My observation feedback also picked up on the lack of a plenary at the end of my observed session, which led to reflection on how this could also be used as a way of developing organizational skills in students and highlighting organizing learning as a learning strategy. My action plan will include encouraging learners to keep a diary of what they have learnt, to complete at the end of each session and to observe the effect on learners of organization as a learning strategy. This diary will also form part of my Action Research as it will be linked to learning goals. Using Brookfields student lens, I have incorporated into the plenary diary a space for learners comments. Part of my action plan will be to reflect on, and if necessary, act on this feedback. Peer observations and discussions with peers brought in Brookfields peer lens. I carried out three peer observations during which I focussed on activities for pre literate learners, family learning numeracy fun with numbers, and, following a discussion with a tutor who I know to be very organized, organizational skills and the effect of these on learners. Following my observation and reflection I have included in my action plan a need to build up a bank of good quality resources for pre entry learners that can be used in different ways and in more than one session, for example, the tutor I observed had cards with pictures of symptoms and cards with matching words. She used these to play a team game of pelmanism using blu tack and the whiteboard. These same cards could be used as flashcards to introduce vocabulary, in games such as pelmanism to aid memory and word recognition, to practice alphabetical order, to stimulate role play, as a card game to practice Ive got.. and Have you go tà ¢Ã¢â€š ¬Ã‚ ¦ etc. From the family learning numeracy session I took away ideas to use with pre entry learners to help them both in class by creating activities, and outside class using these activities to play with their children. Extending this idea of taking the inside out, I have also organized a separate reading group session in the central library in collaboration with the librarian who, every three weeks, provides space, tea and coffee. This is for all levels, but for pre entry, encourages them to use the library, and look at picture books, which they can take home and read with their children. Also in my action plan will be to continue with peer observation after the course has finished as a useful way of continuing my own professional development both by learning from others and by getting feedback on my teaching. Finally, using Brookfields theoretical lens. I refer earlier in this assignment to NRDC Effective Teaching and Learning ESOL which reports on the findings of researchers working with ESOL tutors. These findings are very much about the effectiveness of using meaningful contexts for teaching, and also about a project involving learners bringing the outside into the classroom, which the tutor used as a context for further sessions. I find this piece of research has changed the way I teach in that I now enjoy using what learners bring into the classroom when it is of interest to others in the class. Sometimes this can change the direction of a whole session, as mentioned earlier, sometimes it can be just a few minutes of someone telling a story and others asking questions, sometimes it provides material for another session. Referring to this research has given me confidence to move away from a planned session if it seems appropriate and interesting. Another piece of writing I have found useful is Scott Thornburys book Uncovering Grammar (Thornbury 2005), particularly dealing with interlanguage, and referring to the idea that language is not learnt in a straight line, which has caused me again to question the value of setting measurable goals for ESOL learners. The activities in Scott Thornburys book for noticing grammar and making learners aware of the gaps between where they are and where they want, or need, to be, fit in well with the NRDC research findings on the effectiveness of providing a meaningful context (Baynham et al 2007). Using learners experience as a context is a good starting point for this awareness raising. I would like to continue to look for interesting ideas to try out in my teaching, and theories, which might support what I am doing, as I believe this will give me increased confidence in the classroom. In my action plan I have written that I will subscribe to a journal, which I find has useful articles and book reviews. I would also like to use the internet to look for articles on pre literate ESOL learners, and what effect this has on other areas such as numeracy, memory, interpreting pictures, learning strategies etc. to gain a better understanding which will help me in my teaching at this level. Before concluding this assignment, I would like to mention one more critical incident which I witnessed recently. The incident happened in a mixed class when a muslim woman, allowed her scarf to slip off her head as she was absorbed in her work. A young man from Afghanistan who had very recently arrived in the UK shouted at the woman in a language they both understood, and she reacted by tightening the scarf round her head to cover her hair. This made me think back to Brookfields idea of a democratic environment and to reflect on the difficulty of maintaining this when there are such culturally strong power relationships. I concluded that to Brookfields lenses, I would need to add a cultural lens in order to see the incident both through the eyes of the young man, and the women, and in order to reflect on my own reaction to the incident, and my own assumptions about gender relationships. I later had an interesting discussion with a higher level group who are mostly muslim on this inc ident. Culture comes into the ESOL classroom in many different ways, and used sensitively, can be a valuable resource. For this assignment I chose to use Stephen Brookfield as a model of reflective practice and self assessed using his four critically reflective lenses. However I also referred to Donald Schon and his idea of reflection in action and reflection on action. I found that, although there are differences between the two models, such as Brookfields use of four lenses which play an almost equally important role, while Schon uses the self first and foremost; and also Brookfields questioning of assumptions which do not come into Schons model, I found it useful to be aware of both. While Stephen Brookfields model of reflective practice is my preferred one, I can see that there are times when I will use Donald Schons model. Schon also includes the idea of a spiral of reflection, where reflection in action and reflection on action lead to change, and reflection on that change. As with teaching where the teacher will not use just one method, but pick and choose from many, so with reflective practice, there will be times when one model appeals more than another, or enhances another. As teachers are involved in continuous professional development, there will be opportunities to be eclectic. Wordcount 3,372

Impact of Stakeholder Management on Construction Industry

Impact of Stakeholder Management on Construction Industry 1.0 Introduction/Background Project management is an evolving discipline which is relatively new in both practice and academics hence knowledge is drawn from other disciplines to further advance both theory and practice in managing projects. Consequently this research will draw from different academic disciplines for its theory and the construction industry for its practice. To this end a project could be described as a strategy used by organisations to achieve its strategic goal, the strategy could be suggested to have a start and an end date (Turner 2009 p.20; Holton 2002 p.10-2). It could also be suggested that the word organisation in the above definition by Turner 2009 could be called the project stakeholder. Olanda and Landin (2005 p.321) defined project stakeholders as a  ¦group of people who have a vested interest in the success of a project and the environment within which the project operates. This research is focused on investigating the impact of stakeholder management and its contribution to project success in the construction industry. It could be suggested that the use of PMs life cycle phases be adopted for the entire project plan as seen in figure 1 below. Figure -Project Lifecycle The project initiation phase of this report will include proposing a project research topic, assigning a project supervisor or project sponsor and proposing a research plan. While the project planning phase will include reviewing of the available project materials and the execution phase will involve writing up the literature review and project methodology. Handover and closeout will involve submitting the final report to supervisor and award of Msc degree in Project Management. Lessons learnt could be suggested to be the feedback and experience gained in during the research. 1.2 Project Context Project Context could be suggested to be the setting in which a project is carried out (ApmBok 2009). In relation to the above description, the aim of this research is in agreement with the above suggestion (Achterkamp and Vis 2008 pg 749). 1.3 Project Rationale 1.3.1 Academic Rationale The academic research into project stakeholders has been attractive and extensive to researchers and professionals. Evidence shows that the construction industry accounts directly for 10% GDP growth in the UK (Cridland and Wates 2009 p.5),this goes to justify the need to investigate the impact of stakeholder management and its contribution to project success in the construction industry and also fulfil the academic requirement of the award of Masters Degree. 1.3.2 Business Rationale The economic implications for any organisation if projects fail will be devastating considering the above report by Wates and Cridland (2009 p5), this report shows that the construction industry account for 10% GDP growth. Project failure of any kind in the current economic climate will cost the organization its finance and jobs e.g. BP deep horizon in the US Gulf Coast where the collapse of a well led to fatalities which in-turn increased BPs financial burden. 1.3.3 Personal Rationale It could be suggested that as a project management professional, embarking on this research will help one better understand the principles of stakeholder management. The knowledge gained from this research will clarify any unanswered questions at the end of this research. 1.4 Aim and Objectives This research is aimed at: Investigating the impact of stakeholder management and its contribution to project success in the construction industry Objectives To explore the principles of stakeholder management and project success. To assess the benefits and challenges of stakeholder management. To correlate a relationship between stakeholder management and project success. To propose a strategy for measuring the impact of stakeholder management thereby assessing its impact on project success. To make recommendations for improved stakeholder management practices. 1.4.2 Project Scope According to Burke (2003 p. 104) project scope identifies when a project has been successfully completed within specified requirement. The scope for this project will involve activities such as writing the literature review, research methodology and drawing on the findings of the above mentioned activities to come up with a conclusion and recommendation. The scope of this research excludes the execution of the primary research. 1.4.3 Project Deliverables Project deliverables for this research is suggested to be the outcome of the report at every stage of the lifecycle (ApmBok 2009 p.135). The deliverables as shown in Table 1 are generalised and subject to being revised at the end of this report. Table Project deliverables Deliverables Description Project Research Plan Introduction/ Background Project Context and Project Rationale Project Definition Project Approach Research Project Schedule Resource Requirements Ethical Considerations Literature Review Research of theory and practice within the construction industry Project Approach or Methodology It involves the description of the process in the collection and evaluation of data that will be used to achieve the overall aim and objectives of this report. Project Proposal This involves outlining a research proposal from the finding and the analysis done in the project approach section. Conclusion and Recommendation This section involves the final summation of all the data used and presenting recommendation(s) where necessary. 1.4.4 Assumption, Constraints and Considerations Assumptions The project will be delivered on time, quality and within budget. The literature / materials needed to complete the project will be readily available. That the project aim and objectives will be met at the end of the project. Constraints The time required by the sponsor to complete the report. Combining three live projects at the same period. i.e. CPD, Group placement and dissertation. Considerations That the report will inspire its readers to proceed towards a primary research. That there will be more research into the impact of project stakeholders and its contribution to project success within the construction industry. 1.5 Initial Literature Review 1.5.1 Stakeholder Management Project stakeholders have been widely discussed in various project management literatures. Fewings (2005 p.34) described project stakeholders as people that their interest could affect the outcome of the project while Olanda and Landin (2005 p.321) agues that although project stakeholders are group of people with different interest in a particular project, they are also interested in a successful outcome no matter the level of interest. Since this research will be focusing on stakeholder management, McElroy and Mills (2007 p.270) suggested that stakeholder management deals with the relationships between stakeholders within projects. This relationship must be developed and structured so as to achieve a successful outcome. McElroy and Mills (2007 p.270) description of stakeholder management is convincing because different bodies of knowledge are yet to agree on a particular description for stakeholder management. Fewings (2005) and Olanda Landin (2005) perspectives on project stakeholders in relation to stakeholder management is valid in that all agreed that stakeholders are made up of more than one individual, so managing this relationship as described by McElroy and Mills (2007 p.270) will determine if a project is a success or a failure . 1.5.2 Project Success Yu et al. (2005) suggested that a: Project  is a success if its created product adds value to the client, considering the cost to the client at the point of acceptance While there is no definite definition to what project success is or what will be the best way to define success, this report would look into critical success criteria used in the construction industry to determine when a project is successful. The ApmBok (2009) defined project success as: à ¢Ã¢â€š ¬Ã‚ ¦the satisfaction of stakeholder needs measured by the success criteria as identified and agreed at the start of the projectà ¢Ã¢â€š ¬Ã‚ ¦ 1.6 Project Research Approach In this section it could be suggested that a proposed research approach be developed, this approach would be aligned with the project aim and objectives. To achieve the above this report has identified two methods or type of research, this are the Primary and Secondary research. A primary research entails the collection of new data or expansion of existing theories in project management body of knowledge. This could be achieved by using the following methods: the use of questionnaires, sampling and survey. Data for this research would be collected though documentary research. This involves analysing various literatures relating to the research; given that this research is a secondary research, a qualitative method will be employed. 1.6.1 Ethical Consideration Sekaran (2000, p17) defined ethics as a code of conduct or expected societal norm of behaviour while conducting a research or project . Below in table 2 are the ethical considerations used to compile this research. Table -Ethical Consideration This research was carefully structured to avoid any misrepresentation or distortion of data collected. All information used for this research was adequately referenced to avoid plagiarism. This report was written with due respect for the subject and authors All information used for this report is in line with universities academic guidelines. Sekaran ( 2000, p.261) 1.7 Project Planning / Report Schedule Burke (2003, p.94) defined project schedule as  ¦a process required to ensure that various elements of the project are properly managed and controlledà ¢Ã¢â€š ¬Ã‚ ¦ The project schedule will be used to assign expected start date and expected finish date. The schedule is in a Gantt chart, this could be suggested to be in agreement with (Burke 2003) definition. See Appendix 1 for more details. 1.8 Project Resource Requirements and Budget The resources required for a successful completion of this project is listed in Table 2 and the cost estimate that would apply to both primary and secondary research is in Table 3 Figure -Resources Requirement Human Resources Description Hours Researcher Researcher would carry out a secondary research and prepare a primary research plan to be used to further analyse the project aim 600 Academic supervisor The academic supervisor would give guidance, review and monitor project to ascertain if the project is within scope. 60 Project sponsor The project sponsor and management would be need during an actual primary research. 100 Table Project Budget Activity Budget Source Cost for Researcher and supervisor  £3000 RGU and Sponsor Printing of dissertation and buying of CD drives ( hard and soft copies)  £200 Researcher and Sponsor (in the case of a primary Research) Transport is Dependent on the location of the organisation and RGU library Not Determined at present Researcher and Sponsor 1.8.1 Risk Matrix Risk management is a key area in APM and PMI bodies of knowledge; projects are often associated with one form of risk or another (Raz Michael 2000), controlling this risk is an important task for any researcher. To this end, this report will take a proactive role in controlling risks associated to this project by developing a risk plan which can be seen in Table 4

Love Conquers All :: essays research papers

Virgil said, â€Å"Love conquers all things, let us too surrender to love†. Most people have experienced the overwhelming feeling of love, thereby understanding that in the end, nothing will stand in its way. Hawthorne’s The Scarlet Letter, Fitzgerald’s The Great Gatsby, Yzierska’s Bread Givers, and Hurston’s Their Eyes were Watching God, and dorm life show that love truly conquers all obstacles. In The Scarlet Letter, love conquers the pressures of society, while in The Great Gatsby, love overcomes the test of time. In Bread Givers, love triumphs over major differences caused by a wide generation gap and in Their Eyes were Watching God, love overpowers the forces of nature and disease.   Ã‚  Ã‚  Ã‚  Ã‚  In The Scarlet Letter, Hester’s love for Mr. Dimmesdale overcomes society’s pressure and keeps her from incriminating him as her lover. When the people call for her to â€Å"‘Speak; and give your child a father!’† (Hawthorne, 74) she still refuses to give the name of the father of her child. â€Å"‘I will not speak!’ answered Hester, turning pale as death†¦Ã¢â‚¬ËœAnd my child must seek a heavenly father; she shall never know an earthly one!’† (Hawthorne, 74). The power of Hester’s love gives her the strength to restrain herself even when the crowd entreats her to help her child, if not herself. Even when Dimmesdale, her lover, pleads with her to speak the name of her lover, she does not. â€Å"‘If thou feelest it to be for thy soul’s peace†¦I charge thee to speak out the name of thy fellow-sinner and fellow-sufferer!’† (Hawthorne, 73). Hester’s love for Mr. Dimmesdale is so powerful that even his appeals cannot sway her in her determination. Hester’s love was so mighty that it persisted over all obstacles.   Ã‚  Ã‚  Ã‚  Ã‚  In The Great Gatsby, Gatsby’s love for Daisy allows him to overcome time, to find her and resume a relationship after college and five years away in the army. Because Gatsby loves Daisy so strongly, and believes that she loves him as well, â€Å"He wanted nothing less of Daisy than that she should go to Tom and say: ‘I never loved you.’†¦after she was free, they were to go back to Louisville and be married from her house--just as if it were five years ago†¦Ã¢â‚¬  (Fitzgerald, 116). Gatsby wants to â€Å"‘fix everything just the way it was before† (Fitzgerald, 117). Gatsby loves Daisy so much that time means nothing to him: he thinks that their relationship has resumed right where it had left off five years before.

Basketball Essay -- essays research papers

WHY THE NBA DREAM IS RUINING COLLEGE BASKETBALL   Ã‚  Ã‚  Ã‚  Ã‚  The National Basketball Association is a corporate powerhouse with installments in nearly every major city in the United States. With the exception of European soccer, professional basketball generates more money per season than any other sport in the world. NBA superstars carry as much authority in the entertainment business as the most popular actors, comedians, and musicians. Even the guys who are last off the bench are making more money in one season than the average middle-class worker makes in five years. Corporate America sells its images, logos, slogans, ideas, and viable goods by employing NBA stars to speak publicly on-behalf of their materials. More and more NBA players are showing up in commercials, in magazine ads, on billboards, and in movies. They have their own radio talk shows, their own clothing and shoe lines, their own video games, and even their own restaurants. Essentially, turning pro opens the door to a lifestyle of undeniable prestige, com fort, and public adornment. NBA players can commit the harshest of criminal violations and get off with minimal penalties. NBA players can have just about any woman they want! Enough said. Thankfully, it takes an incredible amount of skill and determination to make it as a professional basketball player. In the last twenty-five years only a handful of high-school athletes have skipped college and gone straight to the big show. Some of these young men built enduring careers and some were washed out before they reached the legal drinking age of 21. Some made it to the hall-of-fame and some remain in the hall-of-shame. Nevertheless, in the past five years there has been an upsurge in the number of high-school athletes who have chosen to forego college and enter the draft. Debate and discussion over this topic as been heated as of late. College coaches argue against professional coaches, writers and reporters argue against sporting agents and advertising executives, and parents squabble with their blue-chip prospects. Supporters of this trend say high-school athletes have the right to select their own path, while their opponents argue that high-school athletes miss-out on a remarkable education opportunity by overlooking the college experience. Clearly, the NBA has no intention of preventing high-school athletes from enterin... ...all. The level of play at the highest level should not suffer because young guys do not know the ins and outs of the game. They should also put a pay-cap on the potential salaries of such under-aged athletes, and agents should be completely removed from the decision making process. None of these things will ever happen though because the NBA makes too much money off its young stars. Sports marketing is already a multimillion dollar business, and agents continue to claw into middle school gyms across the country looking for the next Kobi or Kwame. Moreover, with a game that continues to evolve around its new talent each year, raw flair draws in sponsors, advertisers, and marketers. The public loves to see the young versus the old, and the NBA loves to make money off these kind of situations. So long as colleges are not paying their athletes, which many do in forms of scholarships and performance incentives, college basketball will continue to lose its battle against the NBAâ€℠¢s appeal to young athletes. In this society education is no longer the most rewarding stable of success, instead it’s how many rings you have on your finger and how many video games you have named in your honor.

Present Problems in Garments sector in Bangladesh Essay

Health & safety issues in garments industry of bangladesh Introduction Origin of the report Health & safety polices are not available in most of the garments manufacturers & exporters in Ready made Garments Industry of Bangladesh. As a requirement of Human Resource Management course, this project is prepared on Health & Safety issues in present Premium 11729 Words 47 Pages Garments industry in bangladesh Compensation & Benefits Management: A case study on â€Å"Regain Garments (Pvt.) Ltd.† A Group Project Report On Compensation & Benefits Management: A case study on â€Å"Regain Garments (Pvt.) Ltd.† Gani Md. Ataul (Id: 06-07365-3) Hassan Abu Md. Mahin (Id: 06-07360-3) Tanvir Hossain Tan Premium 2989 Words 12 Pages Overview of garments industry in bangladesh TERM PAPER ON HUMAN RESOURCE MANAGEMENT Daffodil International University (DIU) Acknowledgement First we feel great gratitude to my god to perform my task in time and successfully. We feel very happy to inform you that, after doing a hard work, we finally done our report on Human Resource Premium 3328 Words 14 Pages Garments industry in bangladesh Garments industry in Bangladesh Although Bangladesh is not developed in industry, it has been enriched in Garment industries in the recent past years. In the field of Industrialization garment industry is a promising step. It has given the opportunity of employment to millions of unemployed, spec Premium 831 Words 4 Pages Prospect of tourism industry in bangladesh Prospect of Tourism Industry in Bangladesh Prospect of Tourism Industry in Bangladesh Submitted to: MD. ANWARUL ISLAM Course Teacher Business Communication (MGT 431) Stamford University Bangladesh Submitted By, CHOWDHURY GOLAM NOOR- A- SUNNY Student ID- MBA 046 13284 Student of Premium 6152 Words 25 Pages Problems and prospects of poultry industry in bangladesh 1 Problems and Prospects of Poultry Industry in Bangladesh: An Analysis Muhammad Mahboob Ali * Md. Moulude Hossain** – Abstract: The poultry industry has been successfully becoming a leading industry of Bangladesh. The primary objective of the study is to identify the various aspect relating th Premium 6890 Words 28 Pages Term paper – prospect of export oriented leather industry in bangladesh 1. INTRODUCTION 1.1 Origin Our honorable teacher, Professor (Dr) Khondoker Bazlul Hoque, Department of Management Studies, has assigned me to prepare term paper on â€Å"Prospect of Export Oriented Leather Industry in Bangladesh†. This is a term paper for our Course: International Business an Premium 4972 Words 20 Pages Bangladesh: in search of solution of unrest in garments industry Bangladesh: In Search of Solution of Unrest in Garments Industry Introduction : Bangladesh is an underdeveloped country. Country’s major industry and its main foreign exchange earner sector is Ready Made Garments (RMG) industry. It accounted for about 80% of the total share of exports and ear Premium 3805 Words 16 Pages Dispute settlement as regards minimum wages in garments industry: [the case study of bangladesh] Abstract: As my main goal of the proposed research is to settling down dispute regarding minimum wages in Garments Industry, I wanted to know if a change in focus from minimum wages to living wages could be achievable. The question will unfortunately remain unsolved at the end of the essay. To pred Premium 13411 Words 54 Pages The garment industry of bangladesh THE GARMENT INDUSTRY OF BANGLADESH Introduction: The garment industry has played a pioneering role in the development of industrial sector of Bangladesh. Though it took a rather late start i.e., in 1976 but it soon established its reputation in the world market within a short span of time. Res Premium 9113 Words 37 Pages Pharmaceutical industry in bangladesh 1) PHARMACEUTICAL INDUSTRY ANALYSIS 1.1 Industry Background: The total industry can broadly be classified into two categories. Theses are a) Patent Medicines b) Generic Medicines Patent medicines are the products that are invented by the company, who have their own research team working Premium 4522 Words 19 Pages Pharmaceutical industry in bangladesh Objective of the report: The Bangladesh paradox has been one of surprising economic resilience in the face of natural disasters, poor governance and political volatility. However, a key challenge is whether Bangladesh can move away from an economy that is an impressive underdog, to one that c Premium 18842 Words 76 Pages Evaluation of software industry in bangladesh: a study on hello dacca (pvt.) ltd Chapter-1: Introduction 1. Origin of the Study The MBA program of DU requires that each student complete an internship attachment period of at least 10 to 12 weeks with an organization and submit a report on the basis of it. Considering the fast pace of the software industry today, I am work Premium 11930 Words 48 Pages Mobile telecom industry in bangladesh Mobile telecom industry in Bangladesh by Raiyan Mahmood Moon, Shaffat Fahmi and Shoiab Mortuza September 16, 2010 Mobile phone has become an indispensable part of Bangladesh’s everyday-life and has made a â€Å"safe haven† in one of our pockets much like our wallet that we never want to leave at hom Premium 7248 Words 29 Pages Garments industry pakistan cometitiveness Table of Contents ACKNOWLEDGMENTS 2 Garments Industry: A Global Perspective 3 Global Trends in Garments 3 Garments Industry: A Pakistani Perspective 4 FLIGHT TO BANGLADESH 8 Competition 9 Application of Porter’s Diamond Model: 10 LABOR 10 RAW MATERIAL 10 ENVIRONMENTAL FACTORS 11 Premium 10102 Words 41 Pages Furniture industry in bangladesh 1.0 THE INITIATIVE FOR THE STUDY This term paper fulfills the requirements of the specific grounds and objectives. The report is organized through the study of secondary sources of information. We have tried to put the concrete information aside from the limitations we have faced in preparing the p Premium 7433 Words 30 Pages Operation management of a garments factory of bangladesh AN EVALUATION OF HUMAN RESOURCE TRAINING AND DEVELOPMENT AT CORPORATE BRANCH OF CONCORD GROUP 1.0 INTRODUCTION In any industry the success of an organization is extremely dependent on its human resources. Although there are many other factors that play a key role, a company must have effecti Premium 11585 Words 47 Pages Hr practises in garments industry in bd |Table of Contents | |Literature Review |3 | |Introduction Premium 7223 Words 29 Pages A comprehensive study on the problems and prospects of hrm profession in bangladesh Introduction Human Resource Management (HRM) is a way of management that links people-related activities to the strategy of a business or organization. HRM is often referred to as â€Å"strategic HRM†. This includes employment and arbitration in accord with the law, and with a company’s directives. Mo Premium 3115 Words 13 Pages Supply chain management of garments industry of bangledesh a case study on maksons spinning mills ltd. I. Introduction 1.1 Introduction. Supply chain management seeks to synchronize a firm’s processes and those of its suppliers to match the flow of materials, services, and information with customer demand. Supply-chain management has strategic implications because the supply system can be used to Premium 8362 Words 34 Pages

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