View from the Bridge Essay Example for Free

View from the Bridge Essay A view from the bridge: a kind of metaphorical title the obvious bridge is the Brooklyn Bridge in New York. Italian immigrants had been coming to New York for a long time and they tended to gather in communities as America is a very multi racial cosmopolitan area. Catherines aspirations are to cross the bridge to go out, to work, and to go out with her lover Rodolfo. 1) Home: poor and simple but they open it to show their generosity- opportunity to show their loyalty to the Sicilian family. But Eddie says it is his home so he is entitled to his respect provider, it represents food, clothing, the upbringing not just the physical home. Catherines view gratitude for home and she wants to get a job to then pay for furniture for the home e. g. rug. Simple home and cosy, small Beatrices world but is still shared by all people. It represents the hard work and poverty yet the generosity of the people. Workers flat, clean, the flat is Eddies space and his home he wants his respect. Generosity show by: B! Your cousins and yet she is not annoyed for having to look after people and have extra mouths to feed, simply embarrassed as the host: didnt even buy a new tablecloth. Catherine wants to repay Eddie and B for bringing her up. When she gets a job and has enough money she wants a rug and new plates etc she is proud of the home but wants to contribute now she has come of age excitement. Pg 11. The idea is that these people are poor it is a struggle to keep going and they offer shelter to Sicilian relatives and immigrants to get work and send money back to their family. Their willingness to share and Eddies duty to look after family means hard physical work. The home and the family itself have their tensions, jealousies and loyalties. Beatrice does not work her place is in the home. Eddie where, where am I going? This is my house page 61. Massive change before and after Marco and Rodolfo arrive- before; love, poverty but warmth and humour, cosy, struggle Eddie = provider the family with laughter and nurture, welcome and generosity in food, shelter and roof in spite of lack of wealth, loyalty- Catherine looked after and brought up here. After, in Act 2, the home changes to mean respect and his name I want my name back! Hatred, Bad relationships, coldness, tears, fighting the generosity now needs to be owed back this is how you repay me? now deserving something in return. 2) Street: Alfieri tells him that there is no law nothing that Eddie can do to stop Rodolfo and Catherine he must let her go. The only way is to betray them and give them up to the authority as illegal immigrants but the Italian community will take revenge like they did with the young boy whose head bounced like coconuts. Loyalty lies with family and to Sicilian immigrants. Eddie has to rid of Rodolfo to betray the family. Bowling, Louis. Brooklyn paramount where Catherine and Rodolfo see the film. 3) Place of work: Red Hook docks, waterfront, long shore men, piers, plumbers yard. Red Hook docks signify mans world sea breeze links to Sicily and Italy, the comradeship of the men e. g. you coming bowling tonight Eddie? they are good friends, hard physical work and mafia links illegal immigrants come on the ship called submarines they are brought in, own dockers slang, word is associated with the docks and the sea. The labour you feed and keep your family. Miller creates an impression of the docks as a place of manliness but gives an air of underlying Italian immigrants. We learn that they are called submarines. Smells of coffee and bananas and spiders when unloading rough district where Catherine wants to work Eddie is very protective as it is not a place for women. Plumbers yard around where Catherine wants to work, plenty can happen in a block away. Red Hook build huge ships, all about the docks and hard work grafting. Eddie gets embarrassed of Rodolfo he is not manly enough he sings on the docks! For immigrants the work is easy to get, until the mafia are paid off, then they have to scramble like everyone else. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

Demand Determination Of Hotel Industry Tourism Essay

Demand Determination Of Hotel Industry Tourism Essay Price of hotel depend upon their services provided and market price of another hotal and thought the hotels will increase their published tariff by 5-10 across the board from October this year. Inflation in food, recession, rupee depreciation which has increased our import cost of products and FB from abroad, and the overall hike in service tax are a few reasons why hotels will hike the published tariff after months. Price provide on the basis of their location and preference of customer. Income of target consumer India occupies the sixty-eighth position among the top tourist destinations in the world for 2011. To encourage the tourism sector, the government in recent times, has taken some measures which will benefit the sector. According to the latest Tourism Satellite Accounting (TSA) research, released by the World Travel and Tourism Council (WTTC), the demand for travel and tourism in India is expected to grow by 8.2 % between 2010 and 2019. This will place India at the third position in the world. Indias travel and tourism sector is expected to be the second largest employer in the world. Capital investment in Indias travel and tourism sector is expected to grow at 8.8 % between 2010 and 2019. And services for all income level of people and services for business class people tourist and vesting people Availability of finance The major source of financing to hotel industry tourism finance cooperation of India (TFCI) has been providing specific project-related services to various clients. It has also undertaken appraisal of individual projects for various state government agencies/individual clients. TFCI has also successfully handled projects involving development of viable project concepts around lakes/water bodies , development of a multi-facility amusement park complex etc TFCI has been providing specific project-related services to various clients. Replacement of demand The demand of the hotel industry is directly connected with global and local economic growth and investor confidence. A strong underlying economy is a pre-requisite for sustained recovery. Unfortunately, the year 2011 has not been a year of economic recovery either in India or globally. After two exceptionally bad years, the global hospitality industry was expected to recover in 2011. Despite encouraging signs in the first half of 2011, there was growing uncertainty during the latter part of the year. As a result, recovery has been fragile during 2011. The situation in India mirrors this overall global trend. Indias rapid economic growth has already set the stage for fundamental changes in the countrys population. With more disposable income, the demand for travel and tourism has also grown. Although, currently domestic tourists constitute a very small chuck of the total tourist pie, the segment is growing. Promotion schemes For attracting more foreign and domestic tourists to India, Department of Tourism has taken up several drives. The objectives of this scheme are, The Scheme aims at enlisting the support of NRIs, preferably NROs to promote Orissa as a preferred destination among their friends and acquaintances. They could be Businessmen, Housewives, Students or any other professional who in their spare time motivate their friends to visit Orissa. They shall be disseminating information on Orissa Tourism and market Orissa Tourism products amongst their friends and relatives along with potential tourists visiting the State. They will be enrolled as Special Tourism Promotion Officers, STPO who will be entitled to get some incentives on the business generated through them while the tourists booked through them will get some discount. Their enrollment will be honorary and they will be only entitled for incentives on the business generated through them. They cannot create any lien or liability on behalf of the State Department of Tourism India Ministry of Tourism would also provide financial assistance to tourism service providers approved by the Ministry of Tourism, Government of India. Excise duty structure In recent years government has taken several steps to boost travel tourism which have benefited hotel industry in India. These include the abolishment of the inland air travel tax of 15%; reduction in excise duty on aviation turbine fuel to 8%; and removal of a number of restrictions on outbound chartered flights, including those relating to frequency and size of aircraft. The governments recent decision to treat convention centres as part of core infrastructure, allowing the government to provide critical funding for the large capital investment that may be required has also fuelled the demand for hotel rooms According to a report, Hotel Industry in India currently has supply of 110,000 rooms and there is a shortage of 150,000 rooms fueling hotel room rates across India. According to estimates demand is going to exceed supply by at least 100% over the next 2 years. Five-star hotels in metro cities allot same room, more than once a day to different guests, receiving almost 24-hour rates from both guests against 6-8 hours usage. With demand-supply disparity, hotel rates in India are likely to rise by 25% annually and occupancy by 80%, over the next two years. This will affect the competitiveness of India as a cost-effective tourist destination. Prospects In the long term, the demand-supply gap in India is very real and that there is need for more hotels in most cities. The shortage is especially true within the budget and the mid market segment. There is an urgent need for budget and mid market hotels in the country as travelers look for safe and affordable accommodation. Various domestic and international brands have made significant inroads into this space and more are expected to follow as the potential for this segment of hotels becomes more obvious. The United Nations World Tourism Organization (UNWTO) expects growth to continue for the tourism sector in 2012, although at a slower rate. It forecasts international tourist arrivals to grow in the range of 3% to 4% in 2012. WTTC indicates that this growth will be moderate as the bounce-back for tourism destinations that faced specific challenges last year, will be offset by a weaker performance in other countries. Travel tourism in India is expected to perform well in 2012. UNWTO predicts that India will receive 25 million foreign tourists by the year 2015. Despite the economic and political scenarios worldwide, demand for business travel has remained relatively robust. Companies are likely to increase spends and the multiplier effect of healthy salary increases will drive discretionary spending, especially on leisure travel. The affluent segments plan to spend more on travel in 2012, creating opportunities for the hospitality sector in the luxury space Indias room supply pipeline represents 17% of the Asia-Pacific pipeline. It was moving at a CAGR of 10.8% for last 10 years and is now poised to grow at a CAGR of 6% in next 5 years. The intense supply pipeline would be backed by addition of room capacity by all the hotels both in India and Internationally. The supply pipeline would beef up also on account of improved foreign tourist arrivals, corporate travels, etc. International hotels like Carlson, Strawood, Marriot, etc are the ones which have chalked out plans to acquire the sufficient market share, thus, giving a thrust to the Indi an supply pipeline. profile of players in the Industry Best Hotel Chains of India Taj Group of hotels in India: The most popular name that is almost synonymous to hospitality in India is that of the Taj Group. Offering the best hotels across various genres like business hotels, heritage resorts, luxury hotels and even sea resorts, the Taj Group is definitely the best in the field. The Oberoi Group of Hotels in India: One of the most prominent names among the hotel chains of India is the Oberoi Group. It also owns several properties in exotic places like Australia and Mauritius. With its world class facilities and efficient staff to manage and play the perfect Indian hosts, the Oberoi hotels is no doubt a great feather on the grand cap of tourism in India. Hotal leela One of the finest hotel groups in India, with hotels in Mumbai, Bangalore, Goa, Kovalam, Gurgaon, Udaipur and New Delhi, The Leela Palaces, Hotels and Resorts provide the discerning business and leisure travellers with a warm, relaxed and most importantly, memorable stay with an unrivaled fusion of Indian hospitality, world-class service and amenities. Hallmarking the essence of India, at every Leela Hotel, you will find stories that await you at every nook and cranny and the fine line between business hotels and luxury resorts seamlessly merge. The proximity to international airports and central business districts, strategic locations, individuality, and the intrinsic Indian culture and heritage distinguishes the group from the rest.  The Guest is God philosophy truly represents The Leela Palaces, Hotels and Resorts. 5. Distribution channel How the customer books his room can make a big difference to a hotels bottom line. Intermediaries can take a good chunk out the gross amount a guest pays for his overnight. A room booked through a travel agent and the GDS (global distribution system) typically costs the hotel 15% of the reservations total. Contrary to popular belief, third-party websites are no bargain either for the hotelier, as they keep about 13% of a bookings value. So-called merchant websites (such as Priceline.com or Hotwire) which basically buy inventory from hotels usually average a 33% mark-up on the rooms they sell. Bookings arriving via the central reservation system of voluntary chains (such as Minotel) can cream over 25% of the clients original payment between travel agent, tour operator and chain fees. Many tour operators working in mass leisure destinations only pay 50%-60% of the normal room price to the hotelier who is lodging their clients. Fortunately for hoteliers, the predominant distribution channel for hotels remains direct contact with the property (via telephone, fax or e-mail), which, according to Horwaths Worldwide Hotel Industry Study, accounted for 34% of all advance reservations in 2002, but which is down from 38% in 1995 . This proportion varies between 27.5% for hotels in Africa and the Middle East and 40.5% for hotels in Europe. Thus, overnights generated by electronic means of distribution still constitute much less than half of the total at about 24% (includes travel agent and GDS in figure 1 below). Although internet distribution has grown rapidly from (0.8% of the total in 1996 to 3.3% currently, according to Horwath), it is still relatively unimportant. Furthermore, this study predicts a rise to a total of 20% of bookings by internet in 2005, split 11% own website and 9%- third party. Jupiter Media Matrix makes a slightly less optimistic prediction, forecasting the percentage to rise from 7% in 2001 to 16% by 2007. Hotel companies use both rate parity and rate integrity while selling their hotel rooms. Rate parity can be defined as maintaining consistent rates for the same product in all online distribution channels regardless of what commission the OTA makes. The concept of rate integrity isnt as clear cut with some arguing it is simply trust in the fair price of a room.   In general though, rate integrity isnt something concrete; it is something the hotelier must have in mind when setting rates. Whether its maintaining integrity through rate parity by justifying price discounts, avoiding price slashes, or a combination of all these practices, it is important for hoteliers to have a consistent rational rate structure, says Mourier. As hotels compete and try to step up their direct online booking share, its important to assess how rate parity and integrity impact their business. According to Vishal Jain, chief products officer at travel technology company Rate Gain, rate parity affects the distribution partners or channels more while rate integrity affects hotels brand value. He argues that parity issues with your brand site (bigger distribution partners having cheaper better-value offers than your own site) will directly affect brand trust and value but can also lead to loss of business from more profitable channels. It can also lead to decreased visibility on other channels. The trend that parity for hotels seems to be having better deals at large OTA sites is something we have uncovered consistently in the parity reports we publish regularly at Rate Gain, says Jain.   One reason for this could be the extensive parity tracking and automated alert systems that OTAs have successfully put in place to keep hotels on their toes; something the corporate office and brand HQ is unable to do with their own hotels. It gets even harder for those hotel companies that do not own and manage the hotels since they have even less control on the properties but the parity anomalies hurt them both financially as well as with their brands value. Assessing Channels Properly   Regarding parity and rate integrity on retail pricing in both direct and indirect channels, Preferred Hotel Groups Brij Bhushan Chachra who is director, revenue account management in India, Middle East Africa, says each channel needs to be measured on its merits and value proposition it brings to the table. Today each channel has different value propositions and cost structures and as businesses it is important to ensure a company maximizes the same for its hotels. When it comes to OTAs, hotel companies need to work out the total value the business gets in terms of marketing and exposure and not to forget the billboard effect. It is important for hoteliers to safeguard their channels and ensure there is value parity across the board. Chachra defines value as this: the benefit a consumer derives from a product in correlation to price paid to satisfy their individual requirements. In this context, one has to make sure that all segments are priced based on the current demand-supply situation which will yield optimal results from all the segments. There is a need to make efforts to get rid of static rates for all segments and move to dynamic pricing across the board.

Leadership theories and organizational culture

Leadership theories and organizational culture The topics of leadership and organizational culture have attracted considerable interest from both academics and practitioners. In modern World Leadership is taken as the most influencing factor of an Organization. Leaders are those people who make the organization move through definite path towards the success. As the other topics in the field of Organizational Environment, there are numerous numbers of studies and very relative theories on Leadership. The established study of Leadership includes. Trait Theory Group and Exchange Theory Contingency Theory Path-Goal P1. Leadership Theories and models Trait Theory This theory is all about the traits present in a person. The main objective is to recognize those traits which can produce a good leader. As per the ancient scholars The leaders are born not made. A theory called The Great Person Theory gave the right way to more realistic to the trait approach. This says that these traits are not totally in born but a mixture of nature and nurture means that the factors like Physiology, Society, and Economics have a great impact on the trait of a person which can make him a great leader. Group and Exchange Theory These theories have its root in social psychology. It says the leaders must have followers. And they must have some positive exchange between them i.e. Benefits, Rewards and Costs. A recent study indicates that the leader and followers both affect each other in a great impact. Relevant to the Exchange view an approach are there, Leader-Member Exchange approach is in discussion, these says that Leader treats subordinate differently. In precise the both develop a dynamic relationship which affects the behavior of the both. Contingency Theory This can be treated as the extension of the trait theory which deals with the situational aspect of leadership. Numerous situational variables were identified but no solid theory could be formulated. Fred Feeler test the hypothesis, he had formulated from the previous data findings. He develops a contingency model of leadership effectiveness. This contains the relationship between Leadership style and Favorableness of the situation. There are some dimensions: The Leader Member relationship. The degree of the task structure. The Leaders position and power. Source: www.scribd.com As per this theory the trainers is taught to diagnosis the situation to change it at optimization leadership style which match the situation. Some of the ways are as follows: Spending more informal time with the follower. Discuss task structure with them. Raise the position power Path Goal Theory This theory has been derived from the motivational theory. The path goal theory attempts to explain the impact of the leader behavior has on subordinate motivation, satisfaction and performance. These are of four major types. Directive Leadership Participative Leadership Achievement oriented Leadership Using these for types on the situational factor the leader attempt to influence subordinates perception and motivation. In other word the leader attempts to make the path to the goal for the subordinate as smooth AS possible. But the leader must depend on the situational variables present. We were been discussing the traditional theories there are some other theories which has immerged most recently: Charismatic Transformational Autocratic Transactional Are some important of theories which are in discussion. Charismatic Max Weber the Sociologist described his charismatic authority as resting on the devotion to the exceptional sanctity, heroism or exemplary character of an individual person and of the normative patterns or order revealed or ordaised by him,. Among the webaris tripartite classification of authority charismatic authority is one and has acquired wide usage within the sociologists. This leadership is based on the leaders ability to communicate and act in ways that reach group on a basis, touching way, to inspire and motivate. To identify the characteristic of a charismatic leader is difficult but this level of communicating is so powerful to touch the heart of followers emotionally. To be a charismatic leader its difficult and even impossible for some leaders but its true that charismatic character is not essential for being a effective leader. Hence to rely on charisma may be a problem, in succession. Transformational Theory:- Transformational leadership can be defines as a leadership approach that engenders change in individuals and social systems. It explores valuable and positive change in the group with the target of developing the followers in to leaders. Through a variety of mechanism transformational leadership enhance motivation, morale and productivity of the followers by integrity the followers sense of identity to the objective of the organization. The theory was first implemented by James Mac in 1978 in his descriptive analysis on political leaders and now this theory had been given attention in organizational psychology. Burns described the theory as a process in which the leaders and followers help each other to advance to a higher level of morale and motivation, He tried to described that the differentiation between management and leadership are due to character and behaviors. The theory is not based on give and take policy but target changes that are required within the organizational character. Individualized consideration and intellectual stimulation are the four elements of full range of leadership. INSPIRATIONAL MOTIVATION Autocratic This leadership style is one of power and despotism, same to a dictatorship. In the administration of a country this type of leadership is found mostly. Adolph Hitler is a historical example of the disadvantage cruelty of an autocratic leadership style. An autocratic leader just order his followers and expect that they should obey his orders and dictation, This leadership style is suitable where the leader should take decisions in emergency, But this type of leadership style are breaking down now -a-days due to some rapid or environmental and organizational changes., While promoting fresh directions and is not connected with position, then in this case there is no better style than the autocratic in some time during emergency when the work should be done either by hook or crook and no other options are suitable. Transactional Theory This is a term that is used to inquire the interactions between the leaders and the followers of an organization. The leaders focus on a series of transactions. Here the leaders and followers exchange benefits in consequence of rewards and benefits to reach the company objectives. The transactional leaders believe that people can be only motivated by reward or punishment. The targets are set by the leaders and throws to the followers and when the followers reaches the targets they are rewarded and for failure the followers are seriously punished. The leaders are so cruel that they set the targets but are not sure that the resource is available or not. In this type of leadership the reward and punishments are subject to performance of the follower. Taking in consideration of its limitations still this type of leadership is popular to some managers and mainly toward the management end of the scale. Transformational leadership is a selling style but transactional leadership is of telling style. Hence- The transactional leaders must know how and by what to motivate their followers. To ensure their followers that they properly understands the reward system and the way out of receiving the reward. A consistent exercise of reward and punishment systems must be followed Constructive feedback throughout the systems must be provided Timely insurance of reward and recognition system. Situational Leadership theory This model is developed by Paul Hersey and Kenneth Blanchard that relates four different leadership styles to the subordinates confidence and the ability to achieve their targets. Now a days most of the leadership programs suits for developing leadership styles within the followers with their strength and weaknesses. But the situational theory is not dictated by the leadership style of managers. Rather its idea is to be successful in the existing environment with the style that is suitable to achieve the objectives. The successful managers are manager who make use of multiple leadership styles to cope up with the dynamic environment according to the desire of the organization. According to this theory the manager must decide which leadership is suitable for achieving the targets after the setting of goal. Style should change when it is required to lead the follower for goal achievements. P2. Impact of leadership Styles with in the Organization Importance of the Leadership-Performance Relationship During the past four decades, the impact of leadership styles on organizational performance has been a topic of interest among academics and practitioners working in the area of leadership. The style of leadership adopted is considered by some researchers to be particularly important in achieving organizational goals, and in evoking performance among subordinates Despite the widespread recognition of the significance and value of leadership, when studying the leadership literature, it is remarkable that the concept of leadership lacks consistency and agreement. Most of the leadership literature confuses the definition of effective leadership by failing to make clear distinctions in some definitions, such as between leaders and non-leaders, effective and ineffective leaders, as well as overlooking the definition of the levels of leadership Further, there has been limited research that has specifically addressed the relationship between leadership behavior and organizational performanc e. Despite these oversights, it is widely believed that leadership creates the vital link between organizational effectiveness and peoples performance at an organizational level Substantial numbers of management scholars have debated the effectiveness of leadership styles and behaviors In addition, much prior research has examined the assumed leadership-performance relationship, but it has examined a restricted number of leadership paradigms. This implies that different leadership paradigms could affect performance differently, depending on the context. Thus, when researching the leadership-performance relationship, the context needs to be taken into account and more paradigms need to be considered. Moreover, there are methodological problems with most existing studies. The majority of field studies have been cross-sectional in design, and the common-method bias often has been a problem when performance has been Measured. Link between Leadership and Organizational Performance Several reasons indicate that there should be a relationship between leadership and performance. The first reason relates to practice. Todays intensive, dynamic markets feature innovation-based competition, Price/performance rivalry, decreasing returns, and the creative destruction of existing competencies. Scholars and practitioners suggest that effective leadership behaviors can facilitate the improvement of performance when organizations face these new challenges Understanding the effects of leadership on performance is also important because leadership is viewed by some researchers as one of the key driving forces for improving a firms performance. Effective leadership is seen as a potent source of management development and sustained competitive advantage for organizational performance improvement. For example, transactional leadership helps organizations achieve their current objectives more efficiently by linking job performance to valued rewards and by ensuring employees have the resources needed to get the job done . Visionary Leaders create a strategic vision of some future state, communicate that vision through framing and use of metaphor, model the vision by acting consistently, and build commitment towards the vision. Some scholars suggest that visionary leadership will result in high levels of cohesion, commitment, trust, motivation, and hence performance in the new organizational environments. According to Mehra when some organizations seek efficient ways to enable them to outperform others, a longstanding approach is to focus on the effects of leadership. This is because team leaders are believed to play a pivotal role in shaping collective norms, helping teams cope with their environments, and coordinating collective action. This leader-centered perspective has provided valuable insights into the relationship between leadership and team performance. Some researchers have started to explore the strategic role of leadership, and investigate how to employ leadership paradigms and use leadership behavior to improve organizational performance. The reason for this is because intangible assets such as leadership styles, culture, skill and competence, and motivation are seen increasingly as key sources of strength in those firms that can combine people and processes and organizational performance. Previous research leads to the expectation that leadership paradigms will have dir ect effects on customer satisfaction, staff satisfaction, and financial performance. However, in general, the effects of leadership on organizational performance have not been well studied, according to House and Adytas review. House and Adyta (1997) criticized leadership studies for focusing excessively on superior-subordinate relationships to the exclusion of several other functions that leaders perform, and to the exclusion of organizational and environmental variables that are crucial to mediate the leadership-performance relationship. A further problem with existing leadership research is that the results depend on the level of analysis. House and Adyta (1997) distinguished micro-level research that focuses on the leader in relation to his or her subordinates and immediate superiors, and macro-level research that focuses on the total organization and its environment. Other scholars also suggest that leaders and their leadership style influence both their subordinates and organizational outcomes. Selection of Leadership development Initiatives The models and competency frameworks detailed in the previous section are, in most cases, used as a basis for the development of leadership and management development provision within organizations as well as appraisal and performance review. It is beyond the scope of this report to offer a detailed review of the associated programmers and the range of leadership and management development initiatives available, however, we would like to introduce a number of approaches that we feel are particularly interesting in the manner in which they seek to develop the behaviors, skills and attitudes of leaders. National and International Learning Experiences: à ¢Ã¢â€š ¬Ã‚ ¢ Development Assignments (Lancaster University Management School) à ¢Ã¢â€š ¬Ã‚ ¢ Transformational Thinking (Manchester University) à ¢Ã¢â€š ¬Ã‚ ¢ Study Tour to Canada (Kings Fund) à ¢Ã¢â€š ¬Ã‚ ¢ Duality Leadership Programmed (University of Birmingham) Action Learning Sets (Nelson and Peddler) Modular Programmes: à ¢Ã¢â€š ¬Ã‚ ¢ Experienced Chief Executives Development Programmed (Kings Fund and Lancaster University Management School) à ¢Ã¢â€š ¬Ã‚ ¢ Drive for Results (Manchester University) Leadership programs at wipro Wipro is the 1st PCMM level SEICMM level certified global IT services organization. It is global one of the largest product engineering and service support service provider with product/service differentiation. The company delivers comprehensive research development services, IT solutions, Information system outsourcing, and package implementation service world wide. the company is also having market share in niche market segment of clients product and lighting. Azim Premzi is the chairman of wipro technologies. Leadership qualities of premzi are based on the i10 model of leadership. P3. Assessment of the Leadership Style Premjis one of most achievements is creating sincerely management culture that is fruitful to work even under a high competitive pressure. Two core principles have been established that are instrumental in building proper structure of his leadership team at wipro:- Within the organization the chairman is not the King, he should share authority and responsibility with his subordinates. Believing in zero politic culture with hugging the honesty and openness of the subordinates. P4. Future Requirement of leadership Program For tracing wipros effort globally some steps are taken by the chairman- Azim Premji for the practice of leadership style:- Defining the Leadership qualities within the organization is a biggest problem as it refers so many things to so many people. To be an aggressive team leader and in the same time to bring about harmony within the organization is really challenging, For this Eight leadership practices are identified at Wipro:- Thinking Strategically Orientation of the Customer Commitment should be aggressive and trustworthy Thinking and Acting globally Crucial self confidence Commitment to excellence in operations Team working are an added advantage Building future is a ladder to future growth of the company as well as the within culture. Measurement of Leadership qualities in Global competitive context:- Wipros leaders are integrated with global thinking and acting working in a team increase the motivating and bonding factors and hence increase in productivity. P5. Proposal that are designed to meet specific requirement Wipros Leadership qualities at a Glance:- Leadership quality Earlier Now Strategic Thinking Focus was on the domestic players and only address was on local competitive forces Now focus is on Global game, changes and competitors Working in Team Main focus was on face-to-face interactions and morale in location basis But now the focus is on virtual teams that work asynchronously across date time Zones. Hence we can say that the company always studies the business environment for clues that have a direct impact of leadership strategies. Composition of leadership for a Global organization:- Due to the Global presence of wipro it is difficult to manage cross cultural and multinational work forces for his reason wipro has infused its senior management with leaders from home nations itself. This ensures that these leaders are adapting in their own nations and can understand the business quickly. Relevant Modification of the People Process:- The ongoing process of hiring, training development, compensation, are affecting the operations of Global scale. For this the company has modified the people process have a complete vision of leadership. For this reason the recruitment team must be certified with a standard, trainings are conducted overseas to have engagement with the field force. Development of Leadership Talent within the Wipro: On a regular basis the employees are trained to develop leaders. Premji have initiated to create and explore development program adjacent to the lifecycle way of leadership development. P6. Leadership development Program of Wipro For horning the leadership capability five programs have been developed by Premji within the organization:- Entry Level Program:- This is for the freshers (Entry level employee). New leaders Program: For the 1st time managers this program are developed to make aware of teams building, situational leading and coaching each other. Leader Program of Wipro: This are for the manager of manager those are willing to manage the team directly. Business Leaders Program: This are for General Managers covering the important attributes of finance and environmental scanning. Strategic Leadership Program: This is for chief executives for designing and developing strategies globally. Lifecycle Leadership Program Competency based performance appraisal Objective Setting WIPRO LEADER WLO 360 degree Early Opportunities Meet your people Program CSS customer output HR Review Planning The Leadership Development Frame work of Wipro Findings Prior to the examination of associations between leadership style, organizational culture, and performance, a phase of data reduction was necessary. The construction of meaningful indices was initiated by the use of principal components analysis with Varian rotation. Factor analysis was deemed necessary since it was considered prudent statistically to ascertain whether the adopted measures of organizational culture and leadership style captured differing dimensions of culture and style. The principal components analysis of items pertaining to organizational culture and items relating to leadership style were conducted individually. It was not necessary to delete items from the analysis due to lack of variation or because of problems of interpretation. A clear case study of wipro is described at a glance to show the different situational leadership style that is being used in the organization for the proper team work and development of future leaders.

Transformations: The Changes Muslim Women Experience when they are Strong, Smart and Brave :: Arab Muslim Women Essays

Transformations: The Changes Muslim Women Experience when they are Strong, Smart and Brave Works Cited Missing Many stereotypes present in modern day society portray Arab women, or more precisely, Muslim women, as having little to no independence or power. These stereotypes assert that Muslim women are oppressed both physically and psychologically, and that as a result of such outrageous treatment these women are psychologically weak. As with all stereotypes, this is a misconception. Blanket statements announcing one group of people as exhibiting the same characteristics are patently incorrect. The stereotype that Muslim women are all psychologically dependent can never be judged true, because there are always, always, exceptions to such statements. Thanks to the literary talents of three Muslim women authors who demonstrate they are the exception to such a rule, the lives of three powerful and mentally tenacious Muslim women are described in detail and reveal how strong Muslim women, or any woman for that matter can truly be. In Fadia Faqir’s Pillars of Salt the main character experiences a transformation from a dutiful daughter to a strong, liberated woman after the death of her husband. During Leila Al-Atrash’s A Woman of Five Seasons another female protagonist experiences mental rebellion as she copes with conflicting emotions about the man she loves and the man she is supposed to love. Last, in Liyana Badr’s novella A Land of Rock and Thyme. The woman in this story displays tremendous valor and courage when faced with unfathomable tragedies that change her life forever. The common correlation throughout these novels is the amazing strength, intellect, and courage each character displays and how each woman grows stronger as a result of the tragic events that alter their lives. Fadia Faqir’s Pillars of Salt follows Maha and the events in her life that gradually convince her society that she is insane. In truth Maha matures through these events and as an unfortunate result her independence, strength and emotions are translated by society as signs of mental instability. Ironically, Maha is perhaps most mentally stable at the close of the story while institutionalized. Throughout her life Maha demonstrated growing strength in many ways. From an early age she was the sole caretaker of her father’s farm. She would sew and cook and tend the garden and do all of the chores that were meant to be done by her brother, Daffash. Her tenacious resolve to make her father happy and to let him live a pleasant life was frequently thwarted by Daffash’s wayward excursions into the city.

Cloning Essay -- essays research papers fc

Cloning   Ã‚  Ã‚  Ã‚  Ã‚  Cloning is an unethical action that should not be tampered with physically in any animal form regardless of what it is. This is a genetically engineered process by humans, in which, perfectly generated genes from someone or something is copied into its own life form to be an exact replica. In the article â€Å"Calves cloned to produce drugs† there are two cows involved with cloning. People should not be tampering with this, but letting God create people and animals the way he has it planned out to be. Not to mention, no two or more life forms should ever be exactly alike with the exact same genes (except for plants who are that way anyhow). With this happening to animals now and evolving toward humans, it could cause some huge problems with our world. It is acceptable for scientists and doctors to study genetic engineering and cloning, but not perform it physically in any kind of life forms.   Ã‚  Ã‚  Ã‚  Ã‚  The news article, â€Å"Calves cloned to produce drugs† in USA Today, is about two genetically engineered and cloned cows that are formed to produce new drugs. This cloning is from two sheep cloned for drugs and evolved into trying it on cows to produce a milk that will sustain blood pressure. As a result, doctors are constantly progressing toward other animals to produce clones for different drugs in order to help our human race. The entire article is geared toward humans and their future with drugs as they live on the earth. &... Cloning Essay -- essays research papers fc Cloning   Ã‚  Ã‚  Ã‚  Ã‚  Cloning is an unethical action that should not be tampered with physically in any animal form regardless of what it is. This is a genetically engineered process by humans, in which, perfectly generated genes from someone or something is copied into its own life form to be an exact replica. In the article â€Å"Calves cloned to produce drugs† there are two cows involved with cloning. People should not be tampering with this, but letting God create people and animals the way he has it planned out to be. Not to mention, no two or more life forms should ever be exactly alike with the exact same genes (except for plants who are that way anyhow). With this happening to animals now and evolving toward humans, it could cause some huge problems with our world. It is acceptable for scientists and doctors to study genetic engineering and cloning, but not perform it physically in any kind of life forms.   Ã‚  Ã‚  Ã‚  Ã‚  The news article, â€Å"Calves cloned to produce drugs† in USA Today, is about two genetically engineered and cloned cows that are formed to produce new drugs. This cloning is from two sheep cloned for drugs and evolved into trying it on cows to produce a milk that will sustain blood pressure. As a result, doctors are constantly progressing toward other animals to produce clones for different drugs in order to help our human race. The entire article is geared toward humans and their future with drugs as they live on the earth. &...

The Economic Factors Involved with the Rising Price of Gasoline Essay

The Economic Factors Involved with the Rising Price of Gasoline The year 2004 has seen a steady climb in the price of gasoline. From January of 2004 to May of 2004 there has been a jump of approximately .50 cents a gallon (Energy Information Administration). For many Americans high gas prices have been a hot issue with them, and there seems to be no rhyme or reason to these fluctuations. With the continued popularity of the sport-utility vehicle and the high volume of gasoline it requires, the issue of high gas prices doesn’t seem to be going away anytime soon. Many factors go into determining the price of gasoline. This paper will explore the various factors involved to determine the price of gas and attempt to gain a better understanding on how it arrives at its decision. The gasoline industry is an oligopoly. In Mark Hirschey’s book called Fundamentals of Managerial Economics an oligopoly is defined as, â€Å"A market structure characterized by few sellers and interdependent price/ output decisions†. This market structure only allows a few large rivals to produce the majority of the industry’s output (404). The oligopoly controlling the gasoline industry is the Organization of the Petroleum Exporting Countries (OPEC). OPEC consists of 11 oil producing countries: Iran, Iraq, Kuwait, Saudi Arabia, Venezuela, Qatar, Libya, United Arab Emirates, Algeria, and Nigeria (OPEC.org). These countries control gas prices by the amount of crude oil they produce. To gain a better understanding of how the United States gets its gasoline and who supplies it, we will have to take a closer look at the degree of competition. Because of the nature... ...uly 2004.Website. 6 Dec.2002. www.bradynet.com/bbs/russia/100226-0.html> Bonsor, Kevin. â€Å"How Gas Prices Work.† HowStuffWorks. 30 June 2004 Website. 29 June 2004 http://money.howstuffworks.com/gas-price.htm/printable â€Å"Strategic Petroleum Reserve-Profile† Office of Fossil Energy 1 July , 2004. Website. 1 July 2004 Mitchell, Andrew and Oweis, Khaled, Reuters â€Å"OPEC Prepares Oil; Deal to End $40 crude Prices.† AOL Business News. 3 June 2004 Website. 3 June 2004 http://aolsvc.news.aol.com/business/article.adp?id=200406020883009990015&_mp... Lott, Trent. â€Å"A $100 Fill-Up?† Truth News 30 June 2004 Website 28 May 2004 http://truthnews.com/world/2004050143.htm â€Å"US Fuel Tax Rates By State.† ClevelandGasPrices. 28 June 2004 Website.

Child Deve

Observation: Physical (fine Motor) Time: 12:30-3:00 Date: 5/12/12 |Time |Actions |Social group |Language |Task | |12:30 |T. C is sitting at table making a jigsaw picking up|T. C , C1,C2,C3,C4,C5 |T. C>C1 –you help me |Making Jigsaw | | |pieces using pincer grasp | |C1>T.C –Yeah | | | | | |C4>T. C – Me too | | |1: 00 |T. C eats dinner with spoon |T. C , G |none |Eating dinner | |1:30 |T. C helps draw head holding pencil using pincer |T. C , C1 |T.C > C1, C1- Look, Look |Drawing picture | | |grasp |T. C , C2 |C1> T. C –That’s lovely | | |1:45 -2:00 |T. C builds a tower with another child |T. C –C1 |T. C> C1 want to help |Free-play | | | | |C1>T.C -yup | | |2:15 |T. C helps change the page of book using pincer |T. C>G |Read That One |Story-time | | |grasp |T. C>A | | | |2:30 |T. C has Book of her own reading it and is changing|T.C, C1, C2, C3,C4,C5 |None |Storey-time | | |pages using her pincer grasp | | | | |3:00 |T. C picks her coats and z ips it up using pincer |T. C > A |T. C> A- Bye |Home-time | | |grasp | | | |Personal learning: †¢ Whilst doing this observation on T. C I learned how amazing it is that at such a young age a child can hold a pencil and attempt to draw with it. †¢ Also in this observation I learned that the more free-play that children get the more they develop their skills †¢ I also learned that at such a young age of two that a child with some help from another child can put together a jigsaw without adults help. Summary: TC shows in this observation that she can use her pincer grasp very well as she is making jigsaws and is using a pencil.TC also shows that she can use her gramer grasp when she feeds herself with the spoon. Recommendations for T. C: I would recommend that the creche could ask T. C to build something with the blocks or they could ask T. C to try drawing something on her own to challenge her so she can develop more. Reference: Flood, E. (2010). Child Development for students in Ireland. Dublin: Gill&Macmillian Physical development: Checklist – gross Motor. Date: 23/11/12 Time: 11:00- 11:30 |Yes |No |Comment |Date | |Runs safely. Confidence, |( | |T. C plays outside catch, T. C |23/11 | |avoiding obstacles | | |runs down towards caterpillar | | | | | |toy and avoids slide. | |Rides a trike, pushing it along | | |Not in observation |23/11 | |with the feet | | | | | |Walks up and down stairs both |( | |Walked down step to go outside |23/11 | |feet to each step, holding wall | | |one step at a time. | | |Squats with ease. Rises without |( | |Plays sleeping bunny.Squats on |23/11 | |using hands | | |ground when saying â€Å" bunny | | | | | |sleeping but doesn’t sit on | | | | | |ground | | |Can climb up on furniture and |( | |Climbed up slide one foot at a |23/11 | |get down again | | |time.Holding onto rails with | | | | | |both hands going up. | | |Steers tricycle pushing along | | |Not in observation |23/11 | |with feet. | | | | | |Able to manoeuvre large toys |( | |Pushes child along in toy car |23/11 | |with wheels | | |using both hands. | |Loves to pull along toys on | | |Not in observation | | |string | | | | | |Throws small ball over arm |( | |Playing ball game outside passes|23/11 | | | | |to another child. | | |Kicks a large ball |( | |Passes ball to other child |23/11 | Evaluation: The Aim of this observation was to observe TC, a 2 year old girl while she was in a creche setting to get a better understanding of her physical development. I feel that I have achieved this aim very well and that generally TC is meeting her norms of development with her physical development in terms of her gross motor. The gross motor skills are the use of the large muscles in your body.In the yard TC shows that she can run in the yard towards caterpillar toy avoiding the slide. TC also shows that she can climb up on furniture and get back down holding onto rails with both hands. TC also shows she’s meeting the nor ms according to flood when she pushes a child in the toy car around the yard. TC also shows that she can kick a large ball when she picks up the soft ball from the ground and throws it to her friends whilst playing hot ball. When returning inside TC went up the step one foot at a time holding the wall for support according to flood 2010 a child at the age of two should be able to carry these tasks without difficulty to be meeting the norms of development.According to flood at the age of two a child should be able to ride tricycles pushing them along with their feet and to pull toys along with wheels, but these activities were not in my observation so I couldn’t observe that TC could carry out these tasks. In summary I feel like TC is meeting her norms of development in her gross motor skills as she carried out the tasks I set out for her to her full potential. Personal learning: †¢ I learned whilst doing this observation that when you set out tasks for the children that they enjoy them more as they can learn through practice doing them. †¢ I also learned that at such a young age that children have good physical strength eg. TC could push the younger child around in the toy car I also learned that children at this age are aware of the dangers that can hurt them like when TC avoided the slide when going to the caterpillar Recommendations for T. C: †¢ I would recommend that the creche get more Toys in the creche so TC can develop her skills on other things. †¢ I would also recommend that the creche encourages TC more to play with other children. References: Flood. E (2010). Child development for students in Ireland. Dublin: Gill&Macmillian. Piaget, J. (1975). The child's conception of the world. Totowa, NJ: Littlefield, Adams. (Originally published 1932). Intellectual development. Observation: narrative. Date: 16/11/12 Time: 11;11:10 T.C is sitting on the couch at the corner with two baby born dolls on her knees; TC is pretending that t he baby born dolls are talking to each other saying â€Å"do you want to play† TC is laughing away to herself and is pretending that the babies are laughing with her. TC keeps playing with the dolls, laughing pretending that the dolls are her own children. TC has just named the babies â€Å"Megan and Rachel† (which are the children on front of her) TC is now sitting on the ground with the one of the babies up at her shoulder saying† Its Ok†. Adults goes over to TC and asks her â€Å"what happened the babies† TC replies to the Adult â€Å"Megan hit her† Adult says back to TC â€Å"the poor baby† and turns to the other baby TC has and says â€Å"That’s Not Nice†. TC laughs at adult saying this and says â€Å"Rachel is ok now† and laughs.TC then puts down the Babies and walks over to the picture board and says â€Å"that’s me† and points to the picture of her on the wall. TC then points to another picture and says to adult â€Å"there is Luke and Lauren†. Adult replies â€Å"Yes it is†. TC then goes over to Luke and Lauren and says and points at wall and says â€Å"that’s you Luke and that is you Lauren. † The Door bell then rings and TC looks at door and shouts â€Å"Mammy† TC looks at adults and Says â€Å"That mammy† Adults Replies â€Å"no that’s Lukes mammy†. TC then says â€Å"silly Me† and TC then shouts over to Luke â€Å"Luke Mammy here†. TC Then Goes back over to the Corner and picks up baby born again. End Of observation. Evaluation:The aim of this observation was to observe TC a two year old girl while she was in the creche setting to get a better understanding of her intellectual development. I feel that I have achieved this aim very well and that generally TC is meeting hers norms of development in terms of her intellectual development. In this observation TC shows empathy for the baby born when â₠¬Å"Rachel† is crying. TC shows affection here when she lifts her up and puts her head on her holder. According to Flood(2010) at this age this is what TC should be doing. TC also shows that she is meeting her norms of intellectual development when she goes over to the pictures on the wall and recognizes herself, Lauren and Luke in the photos. According to Flood (2010) these are the norms she should be reaching.According to Piaget A child at the age of 2 â€Å"is at the per-operational stage and assumes that everyone and everything is like them. Therefore they think everything feels pain and has emotions like them. Tc shows this when she thinks that â€Å"rachel† is crying and is hurt. Summary: This observation shows that Tc is meeting all her norms for her age. Recommendations for TC: †¢ I would recommend that the creche encourages TC to play with other children and to get her interacting with other children so that she is not playing on her own. †¢ I would a lso recommend that the Adults interacts more with TC if they can so that other children will come over and play with her. Personal learning: †¢ I learned that a child at this age can sense emotions and can comfort people who are upset. I also learned that children of this age can are in a little world of their own and just keep themselves amused by talking to themselves †¢ I also learned that children can remember and recognize different people that they might see in a picture. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillianPiaget, J. (1975). The child's conception of the world. Totowa, NJ: Littlefield, Adams. (Originally published 1932). Language development – precoded (playing play dough) date: 23/11 Time: 20:00-2:10 |Keys |TC(target child C(Child C1(Child 1 A(Adult 1 | |TC(C |This yours? TC doesn’t get an answer of C) | |TC(A |Harry here | |TC(A |Can I play with harry? | |A(TC |Yes | |A(TC |Do you want me t o break that up? | |TC(A |yea | |A(TC |What you making | |TC(A |It for mammy | |A(TC |Good girl | |TC(A |Harry going to sit here |TC(A |There Harry (do-do) | |C1(TC |What you making | |C(C1 |Think she making pancakes | |C(TC |Is it pancakes | |TC(C |I need that | |C(TC |Ok | |C(TC |Shhh† A† on the phone | |TC(C |OK | |TC(C |I need that | |C(TC |Here | |TC(C |Thank you | |C(TC |You’re welcome. | End of observations. Child Initials: TC Age: 2 Sex: female Date: 3/12 time: 10:55-11:03 Setting: creche Observation: social development Min |Activity |Language record |Task |Social | |1 |Sitting in a circle sing singing |TC(adult – do ring-a-ring-a-Rosie |Group time |Group | | |nursery rhymes | | | | |2 |Sitting in a circle sing singing |A(TC ready |Group time |Group | | |nursery rhymes | | | | |3 |Sitting in a circle sing singing |A-TC-1, 2,3,4,5 Once I got a fish alive†¦ Group time |Group | | |nursery rhymes | | | | |4 |Sitting in a circle sing sin ging |Singing songs with group |Group time |Group | | |nursery rhymes | | | | |5 |Sitting in a circle sing singing |A(TC –ready |Group time |Group | | |nursery rhymes |TC nods head | | | |6 |Sitting in a circle sing singing |TC singing row-row |Group time |Group | | |nursery rhymes | | | | |7 |Sitting in circle singing santy |A(TC –what you want to sing? |Group time |Group | | |coming to town |TC- santy | | | |8 |Break |TC(G – Its break time |Group time |Group | Evaluation: The Aim of this observation was to observe TC, a two year old girl every minute for eight minutes while she was doing group time in a creche setting.I carried out this observation to get a better understanding of her social development. I feel that I have achieved this aim very well and that TC is meeting her norms of development with her social development. In this Observation we see that TC is meeting her norms when she responds to the adult when she is asked what she wants to sing, she al so shows that she is meeting her norms when she joins in when an adult sings, so according to flood (2010) as she is doing this she is meeting her norms of development. She is also meeting her norms when she says â€Å"its break time† as according to flood (2010) children at the age of two will ask for food.In this observation these are the only parts of the norms of development in social skills that we could observe, so we don’t know if she has developed any of the other norms as we can not assume she can do these things we have to see a if she is interacting with the group better. Summary: This observation shows that Tc is meeting most of her norms for her age. But I couldnt prove she is meeting them all. Observation: Emotional Development Event sample. Date: 10/12/12 Observation begins: 9:30 observation finished: 2: 30 |No |Time/date/place |Description of incident |Adult involvement |Provoked/un-provoked | |1 |9:00, 10/12 on couches in corner |TC takes toy of child 1.Child |Adult takes toy of TC and says |Un-provoked | | |of room |1 gets upset and cries |â€Å" C1 had that first† and hands | | | | | |toy back to C1 | | |2 |11:00 10/12 preschool room |TC is playing on mat, TC takes |Adult asks TC to give C1 back |Un-provoked | | | |toy of child 1 and wont give it|the toy by saying â€Å" can C1 have| | | | |back |her toy back please† | |3 |11:30 10/12 tables in preschool |TC is at tables doing puzzles, |Adults says to C1 â€Å" give that |Provoked | | |room |child 1 takes a piece of TC’s |piece back to TC that’s for her| | | | |puzzle and TC gets upset |jigsaw† | | |4 |1:00 10/12 table in preschool |TC is having dinner and child 1|Adult asks C1 to stop â€Å"tipping†|Provoked | | |room |is annoying her by tipping her |TC | | | | |on her arm. TC says â€Å"stop† | | | |5 |1:30 10/12 Library space |Child 1 takes book of TC and TC|Adult Asks C1 â€Å"to give her back|Provoked | | |preschool room. | turns to wall and starts |the book† and gives book back | | | | |crying. to TC | | |6 |2:00 10/12 library space |TC then grabs book of child 1 |Adults Takes Book back of TC |Un-provoked | | |preschool room |and wont give book back |and hands to C1 | | |7 |2:30 story-time mat preschool |Child 1 pushes TC out of way so|Adults tells C1 to say â€Å"sorry |provoked | | |room |that she can sit at the front |to Tc† | | | | |of mat. | | | Evaluation: The aim of this observation was to observe TC, a 2 year old girl while she was in the creche setting to get a better understanding of her emotional development. I feel that I have achieved this aim very well and that generally TC is meeting her norms of development in terms of her emotional development.This observation shows that TC is meeting her norms of development as she shows extreme behavioral changes as she takes toys of other children but gets upset when children take things off her. According to flood (2010) this is the w ay a child at the age of two will carry on. This observation also shows that according to flood (2010) a child at the age of two have little concept of sharing this is why TC took the toy off the other child. Flood(2010) also says that children at the age of two doesn’t understand teasing this is why TC gets upset and mad when child 1 is tipping her whilst TC is having her dinner. According to bruner at child at 2 Should be able to â€Å"able to eat with a spoon and fork† TC shows she can do this. Personal Learning: I learned when doing this observation that you have to let children misbehavior for them to learn †¢ I also learned that children shouldn’t be put near another child that may upset or cause conflict with them. †¢ I also learned that you can sort out conflict that happens between children easily and as soon as it occurs. Recommendations for TC: I would recommend that the adults keep TC away from C1 if they keep getting into situations were t hey are annoying eachother. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillian |Keys |TC – target child, A- adult G-group C- other child | |A(TC |Are uses ready? |G(A |Yes | |TC(A |What that (TC points to glue) | |A(TC |That’s glue | |TC(A |can we use that | |A(TC |yes one minute | |TC(G |Were using glue | |C(TC |Cool what you making | |TC(C |Lambs | |TC(C |What you making | |C(TC |Butterflies | |TC(C |Cool | |TC(G |Look at mine (TC holds up lamb) | |A(TC |That’s lovely | |TC(A |Thanks | |TC(C |I like yours | |C(T.C |I like that colour | |TC(C |Thanks | |TC(C |Luke what you making | |C(TC |Lamb like you | |TC(C |NAP (snap) | |A(G |Use having fun? | |G(A |Yeah | |TC(A |Can I make a butterfly now? |A(TC |Yes course you can | |TC(C |I making butterfly like you | |C(TC |We can be the same | |TC(C |Sure mines pink | |A(TC |When you finish your butterfly we are cleaning up ok | |TC(A |Oktaa | |TC(G |We Have to finish up soon | |G(A |nooooo | |A(G |Its break-time | |TC(A |Can we do it again | |A(TC |Yea later | |A(G |We have to clean up now. end of observation) | Language Development: date: 25/2/13 time: 11:00-11:10 Evaluation: The aim of this observation was to observe TC, A 2 Year old child for 10 minutes in a creche whilst she was taking part in a group activity to get a better understanding of the development of her language from the last time I observed her. I feel that TC has progressed in term of her language skills as she now talking clearer and is using more vocabulary As According to Flood (2010 a child at the age of 2 â€Å"uses 200 or more words. † Flood(2010) also claims that a child at the age of 2 â€Å"constantly pointing out an asking the names of people and objects.TC shows that she is meeting this norm when she asks the adult what the glue is. This also shows that TC has progressed since she was last observed as in the last observation she wasn’t aski ng much questions at all. According to Piaget † the vocabulary of a child is expanded and developed during this as they change from babies to toddlers† Tc shows that she has developed since the last observation as she is having a better conversation in this observation then she was in the last one. According to bowler a child at 2 should â€Å"let people know what they want using words†. TC shows this when she asks adult can she make a butterfly. Personal learning: From doing this observation I learned that children can progress and are always progressing as TC progressed since the last time I observed her. Recommendation for TC: I would recommend that the creche get TC to do more activities like this as in this activity TC was doing lots of interaction with the other children. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillian Bowler P and Linke P, â€Å"Your Child from One to Ten†. Australian Council for Educ ational Research, Melbourne, Vic. 1996. Piaget, J. , & Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul. Physical development: Checklist – gross Motor.Date:25 /2/13 Time: 11:00- 11:30 | |Yes |No |Comment |Date | |Runs safely. Confidence, |( | |T. C plays outside catch, T. C |23/11 | |avoiding obstacles | | |runs down towards caterpillar | | | | | |toy and avoids slide. | |Rides a trike, pushing it along |( | |TC is playing in the cars with |23/11 | |with the feet | | |the other children in yard. | | |Walks up and down stairs both |( | |Walked down step to go outside |23/11 | |feet to each step, holding wall | | |one step at a time. | | |Squats with ease. Rises without |( | |Plays sleeping bunny.Squats on |23/11 | |using hands | | |ground when saying â€Å" bunny | | | | | |sleeping but doesn’t sit on | | | | | |ground | | |Can climb up on furniture and |( | |Climbed up slide one foot at a |23/11 | |get down again | | |time.Holding onto ra ils with | | | | | |both hands going up. | | |Steers tricycle pushing along |( | |TC is playing in the cars in |23/11 | |with feet. | | |yard. | | |Able to manoeuvre large toys |( | |Pushes child along in toy car |23/11 | |with wheels | | |using both hands. | |Loves to pull along toys on | | |Not in observation | | |string | | | | | |Throws small ball over arm |( | |Playing ball game outside passes|23/11 | | | | |to another child. | | |Kicks a large ball |( | |Passes ball to other child |23/11 | Evaluation:The Aim of this observation was to observe TC, a 2 year old girl while she was in a creche setting doing an outdoor activity to get a better understanding of her physical development to see if she has developed since I last observed her. I feel that I have achieved this aim very well as TC is now meeting all her norms of development with her physical development in terms of her gross motor. The gross motor skills are the use of the large muscles in your body. In the yard TC shows that she can run in the yard towards caterpillar toy avoiding the slide. TC also shows that she can climb up on furniture and get back down holding onto rails with both hands. TC also shows she’s meeting the norms according to flood when she pushes a child in the toy car around the yard.TC also shows that she can kick a large ball when she picks up the soft ball from the ground and throws it to her friends whilst playing hot ball. When returning inside TC went up the step one foot at a time holding the wall for support according to flood 2010 a child at the age of two should be able to carry these tasks without difficulty to be meeting the norms of development. According to flood at the age of two a child should be able to ride tricycles pushing them along with their feet and to pull toys along with wheels, but these activities were not in my observation so I couldn’t observe that TC could carry out these tasks. In summary I feel like TC is meeting her norms of develop ment in her gross motor skills as she carried out the tasks I set out for her to her full potential.TC Also shows that she is meeting her norms as she shows that she can Rides a trike, pushing it along with the feet as according to flood(2010) she should be doing this at the age of 2 Years also TC shows that she is meeting her norms as she shows that she can Steer a tricycle pushing along with feet. Personal learning: †¢ I learned whilst doing this observation that when you set out tasks for the children that they enjoy them more as they can learn through practice doing them. †¢ I also learned that at such a young age those children have good physical strength eg. TC could push the younger child around in the toy car †¢ I also learned that children at this age are aware of the dangers that can hurt them like when TC avoided the slide when going to the caterpillar Recommendations for T. CI Recommend that the creche do more outdoor activities with them so that TC can ke ep developing her norms. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillian Social development: flow chart- narrative Date:25/2/13 Time: 9:00-12:00 TC entered the creche and went straight over to the table to get toast and juice. TC sat down beside another child and said â€Å"hi† she then turned around to the adult and said â€Å"can I have some toast† The adult replyed â€Å"yes† and handed Tc some Toast. After her toast TC went over to the library counter and sat alongside another child and read a book. TC and the other child were reading the book aloud and swapping book after they had each book read.After the library counter TC went over to the home corner with two other children and pretending to cook them lunch at the kitchen asking â€Å"what would you like for lunch† TC then told the children that this is what her mammy uses to make her dinner. After this TC went over onto the mat and sang nursery rhy mes with all the other children and held hands when going around in the circle. TC then went back over to the table where she was going to have her break and asked the adult could she sit beside Lauren and luke. The adult said she could so she said beside them. TC then asked could she be the helper to give the children out there lunches and the adult let her. TC then went around giving all the children their lunches and talking to them.After Break TC went and got her coat on as she was going outside to do and outdoor activity TC stood in the line beside Lauren holding her hand singing â€Å"if your happy and you know it† song. TC then went outside with the other children and stood against the wall watching the adult demonstrating the activity. TC then got in a line behind the other children and waited her turn to do activity. After Activity was done TC went back inside as all the children were and went over and took a sit beside another child as they were making mother days c ards TC asked all the children † what colours they were using† after the activity as done it was TC home time so she got up of her chair and said â€Å"bye† to everyone and went to the door to go home. (see flow chart) Evaluation:In this observation we see that TC has progressed since the last time that she observed as she in now interacting with the children more. We see this when TC is sitting next to â€Å"Lauren and luke† and she is taking to them in the last social observation TC was mainly just joining in on what the group was doing she wasnt making her own conversation with the children. According to the Piaget a child at the age of 2 should â€Å"Initiate play activities† TC shows she can do this when she join in indoor and outdoor activities. Also according to Piaget a child at the age of two â€Å"Demonstrate personal preferences about toys, food, and activities† TC show she does this when she pretends to make food for the other chil dren.According to bowler a child at 2 should â€Å"2- 3 year olds love simple picture books with familiar things and simple stories. Read aloud to them and talk about the pictures† TC shows that she can do this when she reads the book at library corner. Summary: In this observation it shows that Tc has developed since the last time i observed her. Recommends: I would recommend that the creche workers keep getting TC involved in activity to make her interact even more with the other children. References: Bowler P and Linke P, â€Å"Your Child from One to Ten†. Australian Council for Educational Research, Melbourne, Vic. 1996. Piaget, J. , & Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul.